The principal concept

The verb to be
The verb to be is the most important verb in the English language. It is difficult to use
because it is an irregular verb in almost all of its forms. In the simple present tense

Affirmative forms of the verb to be

ENGLISH ESPAÑOL

Normal Contracted Normal Contracción

I am I'm Yo soy, estoy Soy, Estoy

You are You're Tú eres, estás Eres, Estás
He is He's Él es, está Es, Está (para El)
She is She's Ella es, está Es, Está (para Ella)
It is It's El/Ella es, está Es, Está (para El o Ella)
We are We're Nosotros/as somos, estamos Somos, Estamos
You are You're Vosotros sóis/estáis (*) Sóis/Estáis (*)
Ustedes son/están (**) Son/Están (**)
They are They're Ellos/as son, están Son, Están (para Ellos o Ellas)
 Interrogative forms of the verb to be:
ENGLISH ESPAÑOL

Normal Contracted Normal Contracción

Am I? - ¿Soy/Estoy yo? ¿Soy/Estoy?

Are you? - ¿Eres/Estás tú? ¿Eres/Estás?
Is he? - ¿Es/Está él? ¿Es/Está? (El)
Is she? - ¿Es/Está ella? ¿Es/Está? (Ella)
Is it? - ¿Es/Esta él? ¿Es/Está ella? ¿Es/Está? (El o Ella)
Are we? - ¿Somos/Estamos nosotros? ¿Somos/Estamos?
Are you? - ¿Sóis/Estáis vosotros? (*) ¿Sóis/Estáis? (*)
¿Son/Están ustedes? (**) ¿Son/Están? (**)
Are they? - ¿Son/Están ellos/as? ¿Son/Están? (Ellos o Ellas)

Negative Forms of the verb to be:

ENGLISH ESPAÑOL

Normal Contracted Normal Contracción

I am not I'm not Yo no soy/estoy No soy/estoy

You are not You're not Tú no eres/estás No eres/estás
You aren't
He is not He's not El no es/está No es/está
He isn't (para El)
She is not She's not Ella no es/está No es/está
She isn't (para Ella)
It is not It's not El/Ella no es/está No es/está
It isn't (para El o Ella)
We are not We're not Nosotros/as no somos No somos
We aren't Nosotros/as no estamos No estamos
You are not You're not Vosotros no sóis/estáis (*) No sóis/estáis (*)
You aren't Ustedes no son/están (**) No son/están (**)
They are not They're not Ellos/as no son/están No son/están
They aren't (para Ellos o Ellas)
Use of the simple present of to be
*The principal use of the simple present is to refer to an action or event that takes place
habitually, but with the verb "to be" the simple present tense also refers to a present or
general state, whether temporary, permanent or habitual.
*The verb to be in the simple present can be also used to refer to something that is true at
the present moment.

Examples:
*the engineers are analyzing the clear waters
*he is studding structural engineering
*she isn’t check the plan
*He isn’t searching arroyo in the river
*Are they building the extension?
*Is she reading the home act?

Remember:
*I, you, he, she, it, you, they are subject pronouns (also called personal pronouns, a term
used to include both subject and object pronouns.)
*am, are, is are forms of the verb to be in the simple present.
*'m, 're, 's are short (contracted) forms of am, are, is
*'m not, aren't, isn't are short (contracted forms) of am not, are not, is not.

RULES
The verb tense "to be" changes form according to the subject when used as both
the auxiliary verb and the main verb.
The verb "to be" changes form according to the subject when used as both
the auxiliary verb or as the main verb.
When the verb tense "to be" is used as a main verb tense it is used in the simple
tense only.
When the verb tense "to be" is the only verb, when used as a main verb.
When the verb tense "to be" is used as the main verb tense.
In Passive Constructions
A form of the verb “To be” is combined with a past participle to form the passive.
Passive verb constructions are useful when the subject of an action is not as
important as what the subject did (the action of the sentence) or when the subject
is unknown. For instance, the police might report that “The professor was
assaulted in the hallways” because they do not know the perpetrator of this
heinous crime. In technical writing, where the process is more important than who
is doing the activity, we might report that “Three liters of fluid is filtered through
porous glass beads.” Regardless of the verb's purpose, only the auxiliary form of
“To be” changes; the participle stays the same. The “To be” will change form to
indicate whether the subject is singular or plural.

Unnecessary Uses of “To Be”

Even a casual review of your writing can reveal uses of the verb “To be” that are
unnecessary and that can be removed to good effect. In a way, the “To be” verb doesn't do
much for you — it just sits there — and text that is too heavily sprinkled with “To be”
verbs can feel sodden, static. This is especially true of “To be” verbs tucked into dependent
clauses (particularly dependent clauses using a passive construction) and expletive
constructions (“There is,” “There were,” “it is,” etc.). Note that the relative pronoun
frequently disappears as well when we revise these sentences.

Vocabulary
*ABACUS: Square stone or board that finishes the capital of a column to increase the
area of contact between the column and the beams, It was very used by the Romans.

*FINISH: Square stone or board that finishes the capital of a column to increase the
area of contact between the column and the beams, It was very used by the Romans.

*HAULAGE: It consists of the transport of materials from the sites of excavation or

production, the sites of disposal or application.

*THROTTLE: A substance which, when added to the concrete, mortar or plaster,

increases the amount of "also an organic cement", decreases the setting time or increases
the setting time.
ACTIVITIES
I.-Read and complete the questions

ORIGINS OF CIVIL ENGINEERING

It is difficult to determine the history of emergence and beginning of civil

engineering, however, that the history of civil engineering is a mirror of the history
of human beings on this earth. Man used the old shelter caves to protect
themselves of weather and harsh environment, and used a tree trunk to cross the
river, which being the demonstration of ancient age civil engineering. Civil
Engineering has been an aspect of life since the beginnings of human existence.
The earliest practices of Civil engage may have commenced between 4000 and
2000 BC in Ancient Egypt and Mesopotamia (Ancient Iraq) when humans started
to abandon a nomadic existence, thus causing a need for the construction of
shelter. During this time, transportation became increasingly important leading to
the development of the wheel and sailing. Until modern times there was no clear
distinction between civil engage and architecture, and the term engineer and
architect were mainly geographical variations referring to the same person, often
used interchangeably. The construction of Pyramids in Egypt (circa 2700-2500 BC)
might be considered the first instances of large structure constructions. Around
2550 BC, Imhotep, the first documented engineer, built a famous stepped pyramid
for King Djoser located at Saqqara Necropolis. With simple tools and mathematics
he created a monument that stands to this day. His greatest contribution to
engineering was his discovery of the art of building with shaped stones. Those who
followed him carried engineering to remarkable heights using skill and
imagination. the Appian Way by Roman engineers (c. 312 BC), the Great Wall of
China by General Meng T’ien under orders from Ch’in Emperor Shih Huang Ti (c.
220 BC) and the stupas constructed in ancient Sri Lanka like the Jetavanaramaya
and the extensive irrigation works in Anuradhapura. The Romans developed civil
structures throughout their empire, including especially aqueducts, insulae,
harbours, bridges, dams and roads.
Respond
1.-Who is the difference between the military and civil engineer?

--------------------------------------------------------------------------------------

2.-Wich other things the engineer should be take care?

--------------------------------------------------------------------------------------

3.-Why didn`t exist the term of ‘civil engineering’?

--------------------------------------------------------------------------------------

4.-Investigate and mention 3 construccions that you think that could be interesting for you

*------------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------------

*------------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------------

*------------------------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------------------------

II.-Complete the follow sentences

1.-They …… analyzing the unit prices

2.-He …. good teaching topography

3.-is …. designing plans?

4.-Are ……. Calculated the composition of the adobe?

5.-I …... analyzing the mixture of cement

6.-He …... check the masonry

III.-Write 2 sentences in (+) (-) (?) with Acrolith and Rush

1.-
1.-
2.-
2.-
lv.-Put the names to the following pictures

----------------------- ----------------------

-------------------- ---------------------

--------------------------- --------------------------------
V.-Close in a circle with the correct verb

*-----------searching the direction of the barracana? are they

*------------fixing the harness. He is

*------------analyzing the concrete reinforcement she is

*-------------mixing the sifted sand in the mortar I am

*------------building the penthouse he is

Vl. -order the following sentences

*ATM/is/the/She/president/ of/ the.

-------------------------------------------------------------

*is/analyzing/He/the/condition/floor/of

-------------------------------------------------------------

*building/are/They/not/descendant/the

--------------------------------------------------------------

*bump/check/she/the/is

------------------------------------------------------------------
 PRINCIPAL ORDER

The Verb "Have"

Have is used in the present tense when the subject is a plural noun or the pronouns I / you
/ they / we.

Has is used in the present tense when the subject is a singular noun or pronoun.

Had is used in the past tense with subjects of all numbers and persons.

Have and Have Got

Have got means the same as have in most cases. It can also be used to indicate
possession of objects and similar ideas.

The verb have is used in a number of ways in English. It can be used as an auxiliary verb.
It can also be used as an ordinary verb.

As an ordinary verb have indicates ideas such as possession of objects, individual

characteristics, relationships etc.
Forms of To Have
Present Past Continuous
I / you / we / they Have Had having
he / she / it Has Had having
Positive Statement
Question Negative Statement (spoken)
(spoken)
Singular
Do I have ...? I have I have not
Have I got ...? (I've) (I haven't/I've not)
Does he / she / it
have...? He/she/it has He/she/it has not
Has he/she/it got (He/she/it 's) (He/she/it hasn't)
...?
Do you have ...? You have You have not
Have you got ...? (You've) (You haven't/You've not)
Did I / he / she / it
have ...? I / He / She / It / You had I / He / She / It / You had not
Had I / he / she / it (I'd / He'd / She'd / You'd) (I / He / She / It / You hadn't)
/ you got...?
Plural
Do we / you / they
We / You / They have not
have ...? We / You / They have
(We / You / They haven't // We've
Have we / you / (We've / You've / They've)
nof / You've not They've not)
they got ...?
Do you have ...? You have You have not
Have you got ...? (You've) (You haven't/You've not)
Do they have ...? They have They have not
Have they got ...? (They've) (They haven't/They've not)
Did we / you / they
have ...? We / You / They had I / He / She / It / You had not
Had we / you / (We'd / You'd / They'd) (I / He / She / It / You hadn't)
they got ... ?
TO HAVE AS AN AUXILIARY VERB

The verb “to have” is used as an auxiliary verb to help other verbs create the
perfect tense - auxiliary verb have [+ past participle].

For example, “I have read a lot of books,” or “I have never been to America,” or
"I have already eaten."

PRESENT PERFECT

I have He /
You have
been a She has It has We have They have
been a
teacher for been a been nice beenstudents beenstudents
student for
over 11 student for today. for .... for ...
...
years. ...
PAST PERFECT

He /
I had You had
She had It had We had They had
been a been a
been a been nice been students beenstudents
teacher for student for
student for for several for several for several
several several
several hours. years. years.
years. years.
years.
FUTURE PERFECT

He /
You will
I will have She will They will
have It will have We will have
been a have have
been a beennice beenstudents
teacher for been a been students
student for for several for several
several student for for several
several years. years.
years. several years.
years.
years.

Negative Statement (possible short

Question Positive Statement
forms)
Singular
Have you been You have been ... You have not been ... (You haven't been
...? (You've been ...) ... // You've not been ...)
Plural
We / You / They have
We / You / They have not been ...
Have we / you / been ...
(We / You / They haven't been ... // We've
they been ...? (We've / You've They've
/ You've They've not been ...)
been ...)
REMEMBER

*In all the simple tenses, the verb "have" can be used as the main verb.

*In all the perfect tenses the verb "have" is used as an auxiliary verb.

*When the verb "have" is used as the main verb, it is usually used only in the
simple form (static verbs).

*The verb "have" can be used in the progressive tense, only in the present and
future.

*The verb have can not be used in the past progressive tenses.

*Positive Sentences - Main Verb - Verb "have"

Vocabulary
PROVISION OF ACT: Document that is given to the contractor, previous
communication of the same indicated that cannot meet the goals in the time provided.

FINAL RECEIPT ACT: Document awarded by the contractor to the contractor

certifying the receipt of the original work.

MINUTES OF PROVISIONAL RECEIPT: Is granted within a period of

approximately fifteen days after completion of the work.

ACT OF RESET: Is a resumption report of a particular contract.

TERMINATION ACT: The same is granted once the corresponding construction

works have been completed.

ADDITIVES: Material other than aggregate, used to modify, improve or impart

special properties to concrete mixtures.

ADOBE: Piece for construction "throws from a clay mass clay and sand mixed with
straw, molded as a brick and dried in the sun with them are built walls.

COBBLE: They are stones or blocks carved and of rectangular form that are used in
the construction of pavements.

TOWNHOUSE: Which is built together with another, with which it shares one or
more side walls.
 ACTIVITIES
I.-Read and underline the answer
Military engineering
The first civilization to have a dedicated force of military engineering specialists were the
Romans, whose army contained a dedicated corps of military engineers known as architect.
This group was pre-eminent among its contemporaries. The scale of certain military
engineering feats, such as the construction of a double-wall of fortifications 30 miles (48
km) long, in just 6 weeks to completely encircle the besieged city of Alesia in 52 B.C.E., is an
example. Such military engineering feats would have been completely new, and probably
bewildering and demoralizing, to the Gallic defenders. The best known of these Roman
army engineers due to his writings surviving is Vitruvius. Alexander the Great also used
engineers in his army In ancient times, military engineers were responsible for siege warfare
and building field fortifications, temporary camps and roads. The most notable engineers of
ancient times were the Romans and Chinese, who constructed huge siege-machines
(catapults, battering rams and siege towers). The Romans were responsible for constructing
fortified wooden camps and paved roads for their legions. Many of these Roman roads are
still in use today. For 500 years after the fall of the Roman empire, the practice of military
engineering barely evolved in the west. In fact, much of the classic techniques and practices
of Roman military engineering were lost. Through this period, the foot soldier (who was
pivotal to much of the Roman military engineering capability) was largely replaced by
mounted soldiers. It was not until later in the Middle Ages, that military engineering saw a
revival focused on siege warfare. Military engineers planned castles and fortresses. When
laying siege, they planned and oversaw efforts to penetrate castle defenses. When castles
served a military purpose, one of the tasks of the sappers was to weaken the bases of walls
to enable them to be breached before means of thwarting these activities were devised.
Broadly speaking, sappers were experts at demolishing or otherwise overcoming or
bypassing fortification systems. With the 14th-century development of gunpowder, new
siege engines in the form of cannons appeared. Initially military engineers were responsible
for maintaining and operating these new weapons just as had been the case with previous
siege engines. In England, the challenge of managing the new technology resulted in the
creation of the Office of Ordnance around 1370 in order to administer the cannons,
armaments and castles of the kingdom. Both military engineers and artillery formed the
body of this organization and served together until the office's predecessor, the Board of
Ordnance was disbanded in 1855
I.-Respond the answer
1.-Who were the most specialists in civil engineering
------------------------------------------------------------------------------------------------------------------------
2.- That was built in Asia
------------------------------------------------------------------------------------------------------------
3.- What happened with the techniques and practices of the Romans
----------------------------------------------------------------------------------------------------------------------
4.- What happened in the renaissance
---------------------------------------------------------------------------------------------------------------------
II.-Complete the follow sentences
- I ------ check the contract whit the rush
- He ------ take account the conditioning
- She doesn’t ---- the home act of the building
- The lawyer ------ the aralisation
- The engineer ------ the act of reset
III.-Write the 2 sentences in (+) (-) (?) whit have and has
-
-
-
-
-
-
IV.-Write five points that you consider important of the reading text
V.- Put the names to the following pictures

-------------------------------------------------- -------------------------------------

----------------------------------------------- ---------------------------------------

------------------------------------------ --------------------------------------------
VI.- order the following sentences
-He/the/contract /building/has
--------------------------------------------------------------------
-she /information/the/has/building/of/the/?
---------------------------------------------------------------------
-I/have/the/don’t/additives
-----------------------------------------------------------------------
-he/has/doesn’t/care/the/whit/adobe
---------------------------------------------------------------------
-Has/she/the/god/preparation
----------------------------------------------------------------------
THE ESPECIAL COMPLEMENT

Do or Does?
Do and does are used when we want to ask yes/no questions.

We use do or does depending on the subject. Below are two sentences with two different
subjects, she and you.

Does she like sport? Yes, she does.

Do you like sport? Yes, I do.

Do
We use do when the subject is I, you, we or they.

To make a question in English we normally use Do or Does. It is normally put at the beginning of
the question (before the subject).

Affirmative: You speak Spanish.

Question: Do you speak Spanish?

You will see that we add DO at the beginning of the affirmative sentence to make it a question. We
use Do when the subject is I, you, we or they.

Affirmative: He speaks Spanish.

Question: Does he speak Spanish?

Does
We use does with third person singular pronouns i.e when the subject is he, she or it.

When the subject is he, she or it, we add DOES at the beginning to make the affirmative sentence
a question. Notice that the letter S at the end of the verb in the affirmative sentence (because it is
in third person) disappears in the question. We will see the reason why below.
We DON'T use Do or Does in questions that have the verb To Be or Modal Verbs (can, must, might,
should etc.)

Does he work with you?

Does she have a car?

Does it snow in winter?

Did and done

The negative form of do is do not. In spoken English it is common to use the contracted form of do
not which is don't.

There is an old adage that one should never put an incorrect word or spelling on paper, on a
blackboard, on a whiteboard or on a screen when explaining the correct word, etc. It has its
benefits up to a point but the red for wrong approach certainly gets the job done. When studying
the Top 20 mistakes, is there not an eagerness to look at the red before the green? Go on, admit
it.

REMEMBER:
Using did and done correctly

WHY IS THERE A PROBLEM?

There is a tendency to say I done it instead of I did it.

EXPLANATION OF WORDS: (some words will be written in italics for explanatory reasons)

The word did is the PAST TENSE of the VERB do. (The Past Tense refers to action words – verbs –
that have taken place in the past, be they one second ago or since time began.)
Generally, did comes immediately after NOUNS (names of persons, animals, places and things) and
PRONOUNS (words that are used instead of NOUNS). There are exceptions to this rule which will
be dealt with later on.

done is the past (tense) participle of the verb do (Participle refers to being a part of a compound
form of the verb, i.e., another verb is placed next to it). The word done is usually
alongside have, has or had in a sentence.

Incidentally, more problems occur when the PRESENT TENSE is used.

 He don’t do it.

 He doesn’t do it.

We’ll return to VERBS in the PRESENT TENSE later on.

USAGE: did: This word is a stand-alone VERB. It doesn’t need another VERB to prop it up.

(a) after NOUNS

  Mary done the artwork.

 Mary did the artwork.

 The committee done its best.

 The committee did its best.

PRONOUNS

 I done all the hard work.

 I did all the hard work.

 He done it.

 He did it.

Take note of did being placed immediately after Mary, committee, I and He.

USAGE: done: This word is not a stand-alone VERB. It needs another VERB to prop it up.

 Mary has done the artwork. (has props up done)

 The committee had done its best.

 I have done all the hard work.

 He has done it.

Take note of done being placed immediately after has, had and have.

Quick Revision

did usually comes after the NOUN or PRONOUN

EXAMPLE: Tom did the first part and I did the second part.

The rule changes when a QUESTION is asked or when a CONJUNCTION is omitted from a sentence
which results in a rearrangement of the NOUN/PRONOUN and the two parts of the COMPOUND
VERB.

 Has Tom did the first part?

 Has Tom done the first part?

 Have I did it before?

 Have I done it before?

Take note that when a question is being asked, the past participle form of the verb do is used
because has and have form compound VERBS with done. (has/done and have/done

The negative form of does is does not. Also, in spoken English we usually use the contracted form
of does not which is doesn't.
The negative form of did is did not or when speaking, didn't.
I did not know you were coming.

I didn't know you were coming.

TO DO - To replace a verb
We sometimes use the verb DO to replace a verb when the meaning is clear or obvious. This
replacement is more common in informal spoken English:

Do I need to do my hair? (do = brush or comb)

Have you done the dishes yet? (done = washed)

TO DO - Past Participle - (Done)

The past participle of DO is DONE. Remember that past participles are accompanied by TO HAVE
or TO BE (in the correct tense):

I have done my homework.

He has done a good job.

The video will show you how it is done.

Vocabulary
AGGREGATES: They include sands, natural gravels and crushed stone used to prepare
mortars and concretes.
CLEAR WATERS: Are drinking water that flows through distribution pipes in certain
buildings.
SEWAGE WATER: Are those that have been used in the service of a certain degree that
flow through the sewage pipes.
MASONRY: Term applied to anything built of stone, brick, tile, cement, ormigón and similar
materials.
SEWER: A sewer is a Factory work intended to evacuate domestic sewage or other
wastewater.
TUBULAR SEWER: It consists of the construction or reconstruction of drainage works that
are made with "hormigón" tubes such as tubular, transverse and longitudinal culverts.
Educational & Institutional history of civil engineering

In the 18th century, the term civil engineering was coined to incorporate all things civilian as
opposed to military engineering. The first engineering school, École nationale des ponts et
chaussées, was opened in 1747. The first self-proclaimed civil engineer was John Smeaton who
constructed the Eddystone Lighthouse. In 1771, Smeaton and some of his colleagues formed the
Smeatonian Society of Civil Engineers, a group of leaders of the profession who met informally over
dinner. Though there was evidence of some technical meetings, it was little more than a social
society. In 1818, world’s first engineering society, the Institution of Civil Engineers was founded in
London, and in 1820 the eminent engineer Thomas Telford became its first president. The
institution received a Royal Charter in 1828, formally recognizing civil engineering as a profession.
Its charter defined civil engineering as: “Civil engineering is the application of physical and scientific
principles, and its history is intricately linked to advances in understanding of physics and
mathematics throughout history. Because civil engineering is a wide ranging profession, including
several separate specialized sub-disciplines, its history is linked to knowledge of structures,
material science, geography, geology, soil, hydrology, environment, mechanics and other fields.
“The first private college to teach Civil Engineering in the United States was Norwich University
founded in 1819 by Captain Alden Partridge. The first degree in Civil Engineering in the United
States was awarded by Rensselaer Polytechnic Institute in 1835. The first such degree to be
awarded to a woman was granted by Cornell University to Nora Stanton Blatch in 1905.

I.-Underline the characteristics most important of each date

II.-close in a circle the names more important of the text

III.-Write 4 sentences using like reference to the text read

1.-

2.-

3.-

4.-
IV.-Write a dialogue using do, does

V.-Put the correct order of the following sentences

1.- Two/lost/engineering/the/theodolites

----------------------------------------------
2.-much/he/didn’t/much/needed/sand/of/know
-------------------------------------------------------------------
3.-thirty/He/buy/cement bags
----------------------------------------------------
4.-that/the/don’t/He/beams/condition/bad/in
---------------------------------------------------------------
COMPLEMENTS AND ROOT

Countable and Uncountable Nouns

Anything that can be counted, whether singular – a dog, a house, a friend, etc. or plural – a few
books, lots of oranges, etc. is a countable noun. The following countable noun examples will help
you to see the difference between countable and uncountable nouns. Notice that singular verbs
are used with singular countable nouns, while plural verbs are used with plural countable nouns.

Singular Plural

one dog two dogs

one horse two horses

one man two men

one idea two ideas

EXAMPLES
She has three dogs.

I own a house.

UNCOUNTABLE NOUNS
Uncountable nouns are for the things that we cannot count with numbers. They may be the names
for abstract ideas or qualities or for physical objects that are too small or too amorphous to be
counted (liquids, powders, gases, etc.). Uncountable nouns are used with a singular verb. They
usually do not have a plural form.
EXAMPLES
beauty sugar research

anger fear evidence

water air safety

love rice money

We cannot use a/an with these nouns. To express a quantity of an uncountable noun, use a word
or expression like some, a lot of, much, a bit of, a great deal of , or else use an exact measurement
like a cup of, a bag of, 1kg of, 1L of, a handful of, a pinch of, an hour of, a day of. If you want to ask
about the quantity of an uncountable noun, you ask "How much?"

EXAMPLES
There has been a lot of research into the causes of this disease.

He gave me a great deal of advice before my interview.

Can you give me some information about uncountable nouns?

He did not have much sugar left.

Measure 1 cup of water, 300g of flour, and 1 teaspoon of salt.

How much rice do you want?

TRICKY SPOTS
Some nouns are countable in other languages but uncountable in English. They must follow the
rules for uncountable nouns. The most common ones are:

accommodation, advice, baggage, behavior, bread, furniture, information, luggage, news,

progress, traffic, travel, trouble, weather, work

EXAMPLES

I would like to give you some advice.

How much bread should I bring?

He did not have much sugar left.

Be careful with the noun hair which is normally uncountable in English, so it is not used in the
plural. It can be countable only when referring to individual hairs.

EXAMPLES

She has long blond hair.

The child's hair was curly.

Vocabulary
VERTICAL OR ORIENTAL ALIGNMENT: Is called the design and calculation of "vertical and
vertical curves in any road project.
ANTICIPATED AMORTISATION: Is the reimbursement by the executor of the advance payment
in each of the partial payments requested by this to the contracting entity.
EXTENSION: It consists of the construction of another space that is required in a dwelling or
determined site.
UNIT PRICE ANALYSIS: Calculation made to the items that make up a budget, according to the
prices that are handled in the market.
ANCHORAGE: Special metal profile used to join metal profiles or factory work.
SCAFFOLD: Are provisional constructions that facilitate the possibility of reaching all the points
of a work in order to allow its realization.
ANGLE: Metal profiles used in ornamentation and for the construction of structural works.
LEDGE: Wall under a window, also railing that puts on as protection in terraces, balconies,
windows.
ADVANCE: Is an amount of money that is given to the contractor in deadline quality to start the
execution of the work.
INSULATION BASE (Foundry Slab): Are buildings, concrete layer, with or without reinforcement,
supported on earth.
BIDET: It is a low container with running water and drainage, generally made of porcelain or
earthenware.
BLOCK: argue piece of a compact material.
1.-Read
Sub-disciplines
In general, civil engineering is concerned with the overall interface of human created fixed projects
with the greater world. General civil engineers work closely with surveyors and specialized civil
engineers to design grading, drainage, pavement, water supply, sewer service, dams, electric and
communications supply. General civil engineering is also referred to as site engineering, a branch
of civil engineering that primarily focuses on converting a tract of land from one usage to another.
Site engineers spend time visiting project sites, meeting with stakeholders, and preparing
construction plans. Civil engineers apply the principles of geotechnical engineering, structural
engineering, environmental engineering, transportation engineering and construction.

Coastal engineering
Coastal engineering is concerned with managing coastal areas. In some jurisdictions, the terms sea
defense and coastal protection mean defense against flooding and erosion, respectively. The term
coastal defense is the more traditional term, but coastal management has become more popular
as the field has expanded to techniques that allow erosion to claim land.

Construction engineering
Construction engineering involves planning and execution, transportation of materials, site
development based on hydraulic, environmental, structural and geotechnical engineering. As
construction firms tend to have higher business risk than other types of civil engineering firms do,
construction engineers often engage in more business-like transactions, for example, drafting and
reviewing contracts, evaluating logistical operations, and monitoring prices of supplies.

Earthquake engineering
Earthquake engineering involves designing structures to withstand hazardous earthquake
exposures. Earthquake engineering is a sub-discipline of structural engineering. The main
objectives of earthquake engineering are[21] to understand interaction of structures on the shaky
ground; foresee the consequences of possible earthquakes; and design, construct and maintain
structures to perform at earthquake in compliance with building codes.

Geotechnical engineering
Geotechnical engineering studies rock and soil supporting civil engineering systems. Knowledge
from the field of soil science, materials science, mechanics, and hydraulics is applied to safely and
economically design foundations, retaining walls, and other structures. Environmental efforts to
protect to groundwater and safely maintain landfills have spawned a new area of research called
geoenvironmental engineering.
ACTVITIES

I.-Write 5 sentences in questions whit your answer

II.-underline the most important of the sub disciplines

III.-write 2 sentences about each sub discipline

IV.-answer the following questions

1.-how much water do you use in the mix of cement?

2.-how many cement bags do you needed?

3.-How many tiles were broken in the construction?

4.-how many porcelains do you sold?

-
 THE ACTUALLY

There are multiple reasons tenses should be taught

within a time frame.
Put the verb tense in context
Language learning, like learning in general, occurs in relation to other learning. The simple
present tense is best learned in relation to the present continuous: “I drive a car every
day, but I am not driving right now,” demonstrates the contrast between the simple
present and present continuous: a habitual activity rather than one engaged in at the
moment.

How to Teach Verbs According to their Time Frames

About Verb Tense in English
Verbs in English actually have two parts: the time and the aspect, or way of looking at that
time. So, for example, within the present time frame, there are three aspects commonly
used: simple, continuous, and perfect. In the present time frame, simple is used to show
habitual activity: “I drive every day.” Continuous shows ongoing activity or activity in the
moment: “I am driving right now.” Perfect in the present time frame shows activity that
began in the past but continues into the present time frame: “I have driven this car for ten
years.” The past and future time frames also have simple, continuous, and perfect aspects
(and in some cases, perfect continuous tenses).
Present Tenses
The present tense refers to circumstances that exist now, or that have occurred over a
period of time that includes the present. Present tense can also be used to express basic
facts or circumstances that are continuous.

Simple Present
The simple present expresses current events, recurring events, and general facts.
*There is a shady park down the block.
*I paint a portrait of my cat every week.
*Mary hears a noise in the attic.
The verbs is, paint, and hears are in the simple present tense. They refer to actions that
are occurring in the present.

Present Progressive
The present progressive expresses continuous actions.
*I am reading a letter.
*The car is running at high speed.
*Michael and Anna are always working in the library.
To show that the action is continuous the verbs reading, running, and working are paired
with the appropriate form of the verb to be (am, is, are).

Present Perfect
The present perfect expresses a completed event that is still relevant to the present.
I have read several of Shaw's novels.
She has seen him every Saturday this month.
Jed has sampled six ice cream flavors so far.
In these examples, have and has are paired with read, seen, and sampled to show readers
that these actions began in the past and are still occurring in the present.
Present Perfect Progressive
Finally, the present perfect progressive expresses a continuous action that began in the
past and continues into the present.
*I have been standing on this corner for six hours.
*She has been dreaming of becoming an actress since she was ten.
*Even though it's raining, that Girl Scout has been selling cookies all day.
The present perfect progressive tense combines have/has with been and the verb to show
that the action began in the past and is still occurring in the present.

Past Tenses
The past tense refers to events that have occurred in the past or an event that occurred
continually in the past. It can also be used when discussing hypothetical situations. The
types of past tense are simple past, past progressive, past perfect, and the past perfect
progressive.

Simple Past
First, the simple past expresses a past event:
*Last week, I read several of Shaw's novels.
*The mother took her son to the beach every day last summer.
*The book sat on the shelf, collecting dust.
The verbs read, took, and sat are in the past tense to show these actions have already
occurred.

Past Progressive
The past progressive expresses a continuous action in the past:
*She was giving a presentation when the microphone broke.
*The computer was downloading the file for 20 minutes.
*During their first year, the puppies were growing at an alarming rate.
In the past progressive tense, the primary action verbs (in this case giving, downloading,
and growing) are paired with the past tense of the verb to be (was/were) to show that the
action occurred continually in the past.
Past Perfect
The past perfect expresses a completed action from the past.
*I had already seen him that morning.
*As soon as my car had been repaired, I continued my trip.
*The power had gone out by then.
This verb tense uses had, paired with a verb, to show that the verb is a completed action.

Past Perfect Progressive

The past perfect progressive expresses a continuous, completed action that had taken
place in the past.
*I had been listening to the radio when she dropped in.
*The car had been running smoothly until the exhaust pipe fell off.
*She realized she had been standing on his foot when he gently shoved her.
The past perfect progressive tense combines have/has with been and the past tense of the
verb (listening, running, standing) to show that the action occurred continually in the past
until the action was completed.

Future Tenses
The future tense is used to express circumstances that will occur in the future. The future
tense is different from the present and past tenses in that there is not usually a type of
verb conjugation that shows the future tense. Instead, future verbs are formed by
combining them with words like will or shall, or the phrase going to. The different future
tenses are simple future, future progressive, future perfect, and future perfect
progressive.

Simple Future
The simple future expresses an action that will take place in the future.
*Next week, her uncle will be in town.
*Will you carry this bag for me?
*To show that these actions take place in the future, the verbs are paired with will.
Future Progressive
The future progressive expresses a continuous action which will take place in the future.
*He will be conducting a meeting between noon and one o'clock every day this week.
*Next summer, Jake will be traveling through South America.
To show that the action is continuous and in the future, the verbs are paired with will be,
and to show that they are progressive, the main verb ends in -ing.

Future Perfect
The future perfect expresses a completed action that will have taken place in the future.
*We will have finished cooking by the time you arrive.
*Margaret will have dropped off her niece at the airport before meeting Joe.
In these examples, will and have are paired with the main verb to show readers that these
actions will take place in the future, but will have already occurred.

Future Perfect Progressive

Lastly, the future perfect progressive tense expresses a continuous, completed action that
will have taken place in the future.
*I will have been exercising for hours by the time you wake up tomorrow.
*When they arrive, they will have been traveling for 12 hours straight.
The verb has will to show that it takes place in the future, have been to show that it is
completed, and an -ing verb to show that it is progressive or continuous.

Give students more language to use

Students have a difficult time with a typical assignment like “My Likes and Dislikes” and
“My Daily Routine” if they only know one present verb tense well. Even if the assignment
calls on the use of mostly the simple present, students can write more, and write more
correctly, with other present tense verbs, like the continuous and the perfect.
1.- Read the text
The modernization of engineering
Today is thematic day and we are going to talk about the current situation in different
aspects, touching on me the task of explaining how the field of civil engineering is today.
Over the years engineering has changed a lot, simplifying itself in the hand of
technological advances. Today's technologies have greatly changed the way of working for
an engineer or an architect. Today many things that were previously made by hand, can
be done with the help of the computer, improving the performance of workers and saving
them a lot of time that they can use for other tasks.
The actuality of civil engineers is very different from that of years ago. Today computer
programs and computers are a "great friend" for every engineer since almost all problems
can be solved by using the right program. At first and over many years, the calculations of
the buildings were calculated by hand and for any problem, extensive tables were used.
But today, that changes, and with proper insertion of the data into a computer program, it
is responsible for solving the calculation.
I do not mean by all this that the work of engineer is easy. It is the opposite, however
many things are done by computers, to be able to analyze the results requires a technical
knowledge that is acquired during the years of career. It is also necessary that today's
engineers take courses and specialize to be able to learn to use these programs that are
not easy to learn without an instructor.
Software as already mentioned simplified many things and today the engineers use it for
structural calculation, foundation, budget, planning, hydraulics, topography, among other
things. The improvements made by the technology in construction are incredible and I
think the results are clear to everyone. Impressive buildings rise in the cities showing the
advance of this important science.
I.-What do you think about this programs?

II.-Who is the program more used and why?

III.-Write 2 sentences in present past and future?

IV.-Investigate more programs for this career and describe this

v.-order the following sentences

1.-
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2.-
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3.-
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4.-
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V.- put the names to the following pictures

---------------------------------------------------- --------------------------------------------------

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 The future

Active and passive voice

PASSIVE VOICE
FUNCTIONS OF THE PASSIVE VOICE
The passive voice is used to show interest in the person or object that experiences an
action rather than the person or object that performs the action. In other words, the most
important thing or person becomes the subject of the sentence.
In English, all sentences are in either “active” or “passive” voice:
active: Werner Heisenberg formulated the uncertainty principle in 1927.
passive: The uncertainty principle was formulated by Werner Heisenberg in 1927.
In an active sentence, the person or thing responsible for the action in the sentence
comes first. In a passive sentence, the person or thing acted on comes first, and the actor
is added at the end, introduced with the preposition “by.” The passive form of the verb is
signaled by a form of “to be”: in the sentence above, “was formulated” is in passive voice
while “formulated” is in active.
When do I use passive voice?
In some sentences, passive voice can be perfectly acceptable. You might use it in the
following cases:
1. The actor is unknown:
The cave paintings of Lascaux were made in the Upper Old Stone Age. [We don’t know
who made them.]
2. The actor is irrelevant:
An experimental solar power plant will be built in the Australian desert. [We are not
interested in who is building it.]
3. You want to be vague about who is responsible:
Mistakes were made. [Common in bureaucratic writing!]
4. You are talking about a general truth:
Rules are made to be broken. [By whomever, whenever.]
5. You want to emphasize the person or thing acted on. For example, it may be your
main topic:
Insulin was first discovered in 1921 by researchers at the University of Toronto. It is still
the only treatment available for diabetes.
6. You are writing in a scientific genre that traditionally relies on passive voice.
Passive voice is often preferred in lab reports and scientific research papers, most
notably in the Materials and Methods section:
The sodium hydroxide was dissolved in water. This solution was then titrated with
hydrochloric acid.
In these sentences you can count on your reader to know that you are the one who did
the dissolving and the titrating. The passive voice places the emphasis on your experiment
rather than on you.
Note: Over the past several years, there has been a movement within many science
disciplines away from passive voice. Scientists often now prefer active voice in most parts
of their published reports, even occasionally using the subject “we” in the Materials and
Methods section. Check with your instructor or TA whether you can use the first person
“I” or “we” in your lab reports to help avoid the passive.
When should I avoid passive voice?
Passive sentences can get you into trouble in academic writing because they can be vague
about who is responsible for the action:
Both Othello and Iago desire Desdemona. She is courted. [Who courts Desdemona?
Othello? Iago? Both of them?]
Academic writing often focuses on differences between the ideas of different researchers,
or between your own ideas and those of the researchers you are discussing. Too many
passive sentences can create confusion:
Research has been done to discredit this theory. [Who did the research? You? Your
professor? Another author?]
Some students use passive sentences to hide holes in their research:
The telephone was invented in the nineteenth century. [I couldn’t find out who invented
the telephone!]
Finally, passive sentences often sound wordy and indirect. They can make the reader work
unnecessarily hard. And since they are usually longer than active sentences, passive
sentences take up precious room in your paper:
Since the car was being driven by Michael at the time of the accident, the damages should
be paid for by him.

Weeding out passive sentences

If you now use a lot of passive sentences, you may not be able to catch all of the
problematic cases in your first draft. But you can still go back through your essay hunting
specifically for passive sentences. At first, you may want to ask for help from a writing
instructor. The grammar checker in your word processor can help spot passive sentences,
though grammar checkers should always be used with extreme caution since they can
easily mislead you. To spot passive sentences, look for a form of the verb to be in your
sentence, with the actor either missing or introduced after the verb using the word “by”:
Poland was invaded in 1939, thus initiating the Second World War.
Try turning each passive sentence you find into an active one. Start your new sentence
with the actor. Sometimes you may find that need to do some extra research or thinking
to figure out who the actor should be! You will likely find that your new sentence is
stronger, shorter, and more precise:
When To Use The Active Voice
At least during your undergraduate studies, the nature of your writing assignments
generally favors the active voice, because you usually write about general interest topics
to educated laypeople and other scientists or engineers in a reader-friendly fashion. In
general, a sentence that opens with a concrete simple subject followed by an active verb
will serve you well; the rest of the sentence can reveal the new (and often necessarily
wordy) information.
Two common circumstances follow where passive voice is too often used, even though
active voice is completely practical:
 Generally, use active voice in the topic sentences and the opening sentences of
paragraphs—that way the topic for the paragraph is clearly announced:
Crustal rocks contain an interesting historical record. First, they reveal . . .
Batteries, inductors, and capacitors provide electrical energy storage. In batteries, high
internal resistance allows for . . .
 When referring to another author’s work or introducing a figure or table, it is often
stylish and interpretive to put the author’s name or the figure or table right into
the subject of the sentence, then follow it with an active and literally correct verb:
Feldman explains how the relative brightness of objects depends on the viewer’s angle of
observation..
The following excerpt from a meteorology paper demonstrates how admirable and
efficient the active voice can be. This paragraph is especially impressive in that it explains
the complex concept of vorticity through an analysis of the seemingly ordinary
phenomenon of smoke rings. Note the consistent use of simple exact subjects followed by
active descriptive verbs.
One cautionary note, though: even though you are generally allowed to use "I" (or "we")
in papers written largely in the active voice, you must beware of overuse. Simple
transition words can represent the writer’s thinking just as well as the use of "I." For
instance, the word "apparently" can do the same job as "I believe that"; the word
"however" is much better than "as I turn to another way of thinking about it." Also, using
"I" can be distracting, especially because it might cause you to inject too much personal
opinion or irrelevant subjectivity—technical papers are not the place to share digressive
speculations or assert your personality. Remember that your focus is on information and
your considered interpretation of that information. Strong interpretive verbs and
confident, accurate pronouncements automatically suggest that an "I" is at work anyway,
so concentrate on choosing simple transitions, concrete nouns, and muscular verbs.
1.-Read

THE PROGRES
in a world that is over populated and with declines in all areas, it is difficult to think about
the future of our cities or localities. What is the purpose of modern infrastructure? Build
more or renew? Technology or sustainability?
Undoubtedly, there are several unknowns that are faced by several engineers, architects and
urban planners; And of course, those who have to respond with proposals. That is why, Mr.
Wiston Azañedo has given us several ideas to redefine the direction of Civil Engineering and our
spaces.

Vertical growth of cities: Given the growth of cities, it is time to change the construction model
and opt for the "verticality" of buildings. Make cities more compact with less invasion of their
nature making it easier to build supply networks and drinking water, reducing the public transport
network.

Sustainable buildings: This is to develop a project that from its planning, design and construction,
has the idea of using renewable energy (solar source, wind, etc.).

Use of optimized materials: Replace traditional materials with materials such as translucent
concrete, permeable concrete, flexible concrete, carbon fiber, composites, nanotubes,
nanoceramics, nanoprints that have harmony with the environment and greater benefits.

Intelligent Buildings or Domotics: This concept allows to automatically systematize the control of
light, temperature and humidity changes and that its occupants can customize the services of the
building.

New Constructive Processes: These new processes require technology as the best ally. Trends go
through prefabricated, industrialized construction, mechanized construction and more.
I.-Write two sentences using the active and passive
voice

II.-Respond the cuestions

1.-what thas mean nanotube?
-
2.-who are the new materials?
-
3.-what its means nanocrtamics?
-
4.-who is the difference od the old constructions with the old?
-
III.-Investigate about the constructions in the actually

IV.-Underline the words that you consider important

v.-Explain whit a drawing the difference between the active and passive voice
VI.-PUT THE NAMES TO THE FOLLOWING PICTURES

---------------------------------- -------------------------------

---------------------------------- ----------------------------

--------------------------------- -------------------------------
Countable and Uncountable Nouns
Anything that can be counted, whether singular – a dog, a house, a friend, etc. or plural – a few
books, lots of oranges, etc. is a countable noun. The following countable noun examples will help
you to see the difference between countable and uncountable nouns. Notice that singular verbs
are used with singular countable nouns, while plural verbs are used with plural countable nouns.

Singular Plural

one dog two dogs

one horse two horses

one man two men

one idea two ideas

one shop two shops

EXAMPLES
She has three dogs.

I own a house.

I would like two books please.

How many friends do you have?

UNCOUNTABLE NOUNS
Uncountable nouns are for the things that we cannot count with numbers. They may be the names
for abstract ideas or qualities or for physical objects that are too small or too amorphous to be
counted (liquids, powders, gases, etc.). Uncountable nouns are used with a singular verb. They
usually do not have a plural form.

EXAMPLES
beauty sugar research

anger fear evidence

water air safety

love rice money

We cannot use a/an with these nouns. To express a quantity of an uncountable noun, use a word
or expression like some, a lot of, much, a bit of, a great deal of , or else use an exact measurement
like a cup of, a bag of, 1kg of, 1L of, a handful of, a pinch of, an hour of, a day of. If you want to ask
about the quantity of an uncountable noun, you ask "How much?"

EXAMPLES
There has been a lot of research into the causes of this disease.

He gave me a great deal of advice before my interview.

Can you give me some information about uncountable nouns?

He did not have much sugar left.

Measure 1 cup of water, 300g of flour, and 1 teaspoon of salt.

How much rice do you want?

TRICKY SPOTS
Some nouns are countable in other languages but uncountable in English. They must follow the
rules for uncountable nouns. The most common ones are:

accommodation, advice, baggage, behavior, bread, furniture, information, luggage, news,

progress, traffic, travel, trouble, weather, work

EXAMPLES

I would like to give you some advice.

How much bread should I bring?

I didn't make much progress today.

This looks like a lot of trouble to me.

We did an hour of work yesterday.

Be careful with the noun hair which is normally uncountable in English, so it is not used in the
plural. It can be countable only when referring to individual hairs.

EXAMPLES

She has long blond hair.

The child's hair was curly.

I washed my hair yesterday.

My father is getting a few grey hairs now. (refers to individual hairs)

I found a hair in my soup! (refers to a single strand of hair)

1.-READ
Surveying
Surveying is the process by which a surveyor measures certain dimensions that occur on or
near the surface of the Earth. Surveying equipment, such as levels and theodolites, are used
for accurate measurement of angular deviation, horizontal, vertical and slope distances. With
computerisation, electronic distance measurement (EDM), total stations, GPS surveying and
laser scanning have to a large extent supplanted traditional instruments. Data collected by
survey measurement is converted into a graphical representation of the Earth's surface in the
form of a map. This information is then used by civil engineers, contractors and realtors to
design from, build on, and trade, respectively. Elements of a structure must be sized and
positioned in relation to each other and to site boundaries and adjacent structures. Although
surveying is a distinct profession with separate qualifications and licensing arrangements, civil
engineers are trained in the basics of surveying and mapping, as well as geographic
information systems. Surveyors also lay out the routes of railways, tramway tracks, highways,
roads, pipelines and streets as well as position other infrastructure, such as harbors, before
construction.

Land surveying
In the United States, Canada, the United Kingdom and most Commonwealth countries land
surveying is considered to be a separate and distinct profession. Land surveyors are not
considered to be engineers, and have their own professional associations and licensing
requirements. The services of a licensed land surveyor are generally required for boundary
surveys (to establish the boundaries of a parcel using its legal description) and subdivision
plans (a plot or map based on a survey of a parcel of land, with boundary lines drawn inside
the larger parcel to indicate the creation of new boundary lines and roads), both of which are
generally referred to as Cadastral surveying.
Construction surveying
Construction surveying is generally performed by specialised technicians. Unlike land
surveyors, the resulting plan does not have legal status. Construction surveyors perform the
following tasks:

 Surveying existing conditions of the future work site, including topography, existing
buildings and infrastructure, and underground infrastructure when possible;
 "lay-out" or "setting-out": placing reference points and markers that will guide the
construction of new structures such as roads or buildings;
 Verifying the location of structures during construction;
 As-Built surveying: a survey conducted at the end of the construction project to verify that
the work authorized was completed to the specifications set on plans

Activities
1.-Write 3 sentences about tools using countables and ancountables

2.-write 4sentences about the text read using countables and ancountables

3.-investigate about all the tools of the surveying

Glossary of civil engineering

ABACUS: Square stone or board that finishes the capital of a column to increase the area
of contact between the column and the beams, It was very used by the Romans.
FINISH: Square stone or board that finishes the capital of a column to increase the area of
contact between the column and the beams, It was very used by the Romans.
Any termination of a work in which decorative elements are used. For example: the
moldings in doors, windows, lintels, corners, etc. All the works that are done to finish the
works.
HAULAGE: It consists of the transport of materials from the sites of excavation or
production, the sites of disposal or application.
THROTTLE: A substance which, when added to the concrete, mortar or plaster, increases
the amount of "also an organic cement", decreases the setting time or increases the
setting time.
ACEROLIT: Used for a technology cover composed of two aluminum films and an acoustic
insulation (high liquid).
RUSH: Installation of public service that goes from the distribution network of the service
company "to the edit.
CONDITIONING: Work done in area or terrain to facilitate the constructive activities to be
carried out.
HOME ACT: Document written on the site of the work to certify that the corresponding
construction work is being started.
ACT OF ARALISATION: Document written on the site of the work to certify the stoppage of
the work with the position of justifying motives.
PROVISION OF ACT: Document that is given to the contractor, previous communication of
the same indicated that cannot meet the goals in the time provided.
FINAL RECEIPT ACT: Document awarded by the contractor to the contractor certifying the
receipt of the original work.
MINUTES OF PROVISIONAL RECEIPT: Is granted within a period of approximately fifteen
days after completion of the work.
ACT OF RESET: Is a resumption report of a particular contract.
TERMINATION ACT: The same is granted once the corresponding construction works have
been completed.
ADDITIVES: Material other than aggregate, used to modify, improve or impart special
properties to concrete mixtures.
ADOBE: Piece for construction "throws from a clay mass clay and sand mixed with straw,
molded as a brick and dried in the sun with them are built walls.
COBBLE: They are stones or blocks carved and of rectangular form that are used in the
construction of pavements.
TOWNHOUSE: Which is built together with another, with which it shares one or more side
walls.
AGGREGATES: They include sands, natural gravels and crushed stone used to prepare
mortars and concretes.
CLEAR WATERS: Are drinking water that flows through distribution pipes in certain
buildings.
SEWAGE WATER: Are those that have been used in the service of a certain degree that
flow through the sewage pipes.
MASONRY: Term applied to anything built of stone, brick, tile, cement, ormigón and
similar materials.
SEWER: A sewer is a Factory work intended to evacuate domestic sewage or other
wastewater.
TUBULAR SEWER: It consists of the construction or reconstruction of drainage works that
are made with "hormigón" tubes such as tubular, transverse and longitudinal culverts.
VERTICAL OR ORIENTAL ALIGNMENT: Is called the design and calculation of "vertical and
vertical curves in any road project.
ANTICIPATED AMORTISATION: Is the reimbursement by the executor of the advance
payment in each of the partial payments requested by this to the contracting entity.
EXTENSION: It consists of the construction of another space that is required in a dwelling
or determined site.
UNIT PRICE PRICE ANALYSIS: Calculation made to the items that make up a budget,
according to the prices that are handled in the market.
ANCHORAGE: Special metal profile used to join metal profiles or factory work.
SCAFFOLD: Are provisional constructions that facilitate the possibility of reaching all the
points of a work in order to allow its realization.
ANGLE: Metal profiles used in ornamentation and for the construction of structural works.
LEDGE: Wall under a window, also railing that puts on as protection in terraces, balconies,
windows.
ADVANCE: Is an amount of money that is given to the contractor in deadline quality to
start the execution of the work.
INSULATION BASE (Foundry Slab): Are buildings, concrete layer, with or without
reinforcement, supported on earth.
BIDET: It is a low container with running water and drainage, generally made of porcelain
or earthenware.
BLOCK: arge piece of a compact material.
LIGHT BLOCK: Main characteristics: As a most outstanding quality, to say that it is a very
light and unalterable material with the passage of time. Great insulation, thermal and
acoustic. Prevents condensation of water vapor. High resistance to scratches. Its moderate
weight and the texture of the product make it easy to handle and to place, obtaining
higher yields, it is an ecological and inert material.
CLAY BLOCK: Piece built of clay and cooked in "oven, used in the construction of walls.
CONCRETE BLOCK: Cement blocks are prefabricated elements, characterized by having a
larger size than the traditional baked brick are generally heavier elements and less
insulation than bricks.
PIÑATA BLOCK: The system for slabs of mezzanine consists of blocks of EPS class Self-
extinguishing Density T-10 (10KG / M3) does not require the placement of meshes for the
application of the frieze, since it has a groove or milling on its underside, which allows the
splinting and the application of the frieze without needing some additional element
BLOCK TYPE I: Masonry piece that is manufactured with a water absorption limit, to
avoid cracks during the drying process.

BLOCKTIPO II: Masonry piece that is not subject to any limit in the absorption
coefficient.
TRACKED BLOCK: Relative to the way of use of the block in the construction of walls, in
an intercalated way.
VENTILATION BLOCK: Piece built in concrete that is used for the construction of walls
for the purpose of ventilating and illuminating the environment.
MOUTH OF VISIT: They are part of the sewage collection network for sewage and
rainwater.
BILGE PUMP: Bilge pumps are submersible pumps, are installed in the water, totally or
partially submerged in a cistern, water tank, well, enclo- sure etc., "a for clean water, turbid
waters, black water and" For sludge, its main function is to dislodge bodies of water.
PUMPING: Transverse slope of the platform in tangent sections.
BOAT: Play intended for depositing or discarding debris and / or granular materials that are
the product of the movement of earth in a certain construction.
BREAKERS: Destined for the protection of the conductors that conform the electrical
installations.
TRONCOCONAL BOX: Consists of a water meter protection system composed of a metal
body or box made of gray iron, which is highly resistant to corrosion.
CAL: is the product obtained by calcining the limestone below the decomposition
temperature of the calcium oxide.
CALICATA: exploration that is based on foundations of buildings, walls, etc., to determine
the materials used.
CALlADA: Part of the road destined to the circulation of vehicles. Is composed of a certain
number of lanes.
CHANNEL: a construction that can be natural or artificial destined to the transport of all
type of fluids.
QUARRY: A mining operation, usually open pit, in which industrial, ornamental or arid
rocks are formed.
CANGREJERAS: void or air spaces that occur in the elements de concreto due to
deficiency or excess vibration

ROUND CORNER: It is a loose rock fragment, capable of being transported by natural

means such as water currents, landslides, etc. It is generally used in construction for
"plaster castings." Its flat edges are of great use for the stacking of material and their
difference in concrete or cement makes them very useful.
ROLLING BOX: Its primary function will be to protect the waterproofing surface base, to
avoid possible infiltration of rainwater that could totally or partially saturate the lower
layers. It also prevents wear or disintegration of the base due to the traffic of the
vehicles.
CAPILLARITY: It is a physical property of water by which it can advance through a tiny
canal.
PERMANENT LOAD: Vertical load applied on a structure that includes the weight of the
same structure plus that of the permanent elements. Also called fender.
VARIABLE LOAD: Movable load on a structure that includes the weight of the same
together with the furniture, equipment, people, etc., that act vertically.
ASFALTIC FOLDER: Ultimate layer of asphalt that is built in a road.
CARRIER: Small hand cart, usually a single wheel, with a
drawer to put the load and on the back two rods to direct it
and used in the works to move other materials.

CARRETON: minor machinery used to transport material, whose handling and

manipulation is done by hand.
C.B.R: California Bearing Ratio & Test that measures the shear strength of a soil under
controlled humidity and density conditions.
CELOSIA: type of structure formed by a set of elements arranged in multiple
triangulation. Avoid using as a synonym the structural word.

CEMENT: Mixture of calcareous and clay materials.

WHITE CEMENT: It is a type of Portland cement

Of a very light gray color (whiteness greater than 85%), used both in prefabricated
pieces as in finished dishes.
.
HYDRAULIC CEMENT: Cement that is able to set and harden when reacting its
elements with water.

PLASTIC CEMENT: It is an asphaltic, fibrous, medium curing, high solids content

sealant.

CEMENT PORTLAND: Hydraulic cement obtained by calcining a mixture of clays

and limestone in an oven to subsequently pulverize the mixture obtained.

HYDROFUGO CEMENT: type of cement that becomes watertight, which appear

spear in the works of brick factory, blocks of concrete and paving, as well as in the
plaster.

CERAMICS: The art of making by cooking clay products, slab or porcelain of

grandeur.
CLOSURE: Close built inside the plot, whose exterior face is located on the borders
and make the interior of the plot is incommunicado with the outside.

CIMBRA: A frame that supports the construction of an arch or vault and is

maintained until its construction is completed.

CODES OF PRACTICE: Document describing recommended practices for

the design, manufacture, installation, or use of equipment, facilities
structures or products (official definition of the COVENIN standards)

COHESION: Concrete property that describes the ease or difficulty of the cement
paste and the mixture with the aggregates, of being attracted to remain as
suspension in the concrete, avoiding the disintegration of the materials. This is due
to the excess of fines in the sand. The cohesive force is the attraction between
molecules that holds together the particles of a substance.
COLUMN: Vertical structural element of support with circular or rectangular
section. Vertical element that receives the load according to the direction of its
longitudinal axes.
 COMPACTING: It consists of compacting filler material on a particular ground.
METRIC COMPUTES: Measurement of the items executed in the site of the work or
in plans.

METRIC COMPOUNDS ON PLANS: Metric calculations using marked plans and

development forms presented in the form of departures.

SITE METRIC COMPOUNDS: Verification on site of the contents of works

actually executed.

CONCRETE: Mixture of stones, cement and sand. Density 2200.2400k / m3

CONCRETO ALIGERADO: It is used to reduce weight in structures and loads to

the foundation or when thermal and acoustic insulation is required.

CONCRETE ARMED: Inside has steel armor, properly calculated located. This
concrete is suitable for resisting tensile and compression forces.

CONCRETE CICLPEO: Concrete mix with stones with a diameter of

approximately 89 to 8 / cm called rajón or stone ball.

CONCRETE POSTED: The concrete to which it undergoes, after pouring and

broken, to compressive efforts by means of active armors (steel cables) mounted
inside pods or strings. In the post-tensioning the reinforcements are tightened once
the concrete has acquired its characteristic resistance (8 days).

READY MIXED CONCRETE: It is dosed in plants, in convenient places and is

delivered in the works in trucks, almost always of the type with mixer mounted in
the truck. This one could be mixed in the route or when arriving at the work.

CONCRETE PRETENSADO: It is a concrete which, before being put into service

(emptied), compressive stresses are introduced through previously tensioned
cables or steel wires. CONCRETE PROJECTED: The projected concrete is a
material that is placed by pneumatic drive, throwing it at high speed against a
certain surface
CELOSIA: tipo de estructuración formada por un conjunto de elementos dispuestos en
triangulación multiples. evitese usar como sinónimo la palabra estructural.
CEMENTO:
Mezcla de materiales calcáreos y arcillosos.
CEMENTO BLANCO:
Es un tipo de
cemento portland
de un color gris muy claro(blancura mayor del 85%), empleado tanto en piezas
prefabricadas como en acabados desuelos y albaliñeria en general.
CEMENTO HIDRAULICO: Cemento que es capaz de fraguar y endurecer al reaccionar sus
elementos con el agua.
CEMENTO PLASTICO:
Es un sellador asfáltico, fibroso, de curado medio, de altocontenido de sólidos.
CEMENTO PORTLAND: Cemento hidráulico que se obtiene al calcinar una mezcla de
arcillas y piedra caliza en un horno para pulverizar posteriormente la mezcla obtenida.
CEMENTO HIDROFUGO: tipo de cemento que se vuelve estanco al agua, que seemplea en
las obras de fábrica de ladrillo, bloques de hormigón y enlosado, asi como en el estucado.
CERAMICA:
El arte de fabricar por cocción productos de barro, losa o porcelana de grandureza.
CERRAMIENTO: Cerca construida dentro de la parcela, cuya cara exterior se situa sobrelos
linderos y hacer que el interior de la parcela quede incomunicado con el exterior.
CIMBRA:Armazón que soporta la construcción de un arco o bóveda y que se mantiene
hasta que se ha finalizado su construcción.