ENGLISH for Animal Science and Aquaculture

Prepared by Nguyen Xuan Trach

HUA

Hanoi University of Agriculture

Introduction to the Course of English for Animal Science and Aquaculture

This course of English is designed specifically for students of animal and aquacultural sciences at Hanoi University of Agriculture (HUA). The objective of the course is to help students to:

• Get familiar with the key vocabulary usually used in animal and aquacultural sciences and use them appropriately in scientific writing and oral communication.

• Identify the most common grammar phenomena used in academic English for effective reading comprehension and scientific writing.

• Get used to the English writing styles in the literature of animal science andaquaculture, and apply them appropriately in scientific writing.

The course consists of a series of lessons covering various topics, viz. Biology, Animal Anatomy, Biochemistry, Physiology, Nutrition, Genetics and Breeding, Reproduction, and Aquaculture. In each 5-teaching hour lesson, which is specified on a topic, students will study some of the key vocabulary and grammar phenomena which are usually used in academic English. Students will take part in discussion on some of the important issues related to the topic of the lesson and compare their information and ideas with fellow students. At the end of each lesson each student is required to write an assignment using some of the new vocabulary and structures they have studied in the lesson.

Hanoi, 15 March 2007

Course designer

Assoc. Prof. Dr. Nguyen Xuan Trach

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Lesson 1: Biology In this lesson you will study some of the key vocabulary we use when talking

about biology. You will discus s involved and compare your information and ideas with th t the end of the lesson you will wr

se them appropriately in

ropriately.

Ke V

This section introduces the important words (key and technical vocabulary) that on. The instructor will give examples using each of the terms re. You should be sure that you understand these terms before

you con

ọc biology (n) - sinh học

t

i

identify (v) - xác định rõ (loài, giống cây, con)

hâm canh

sống

trồng)

s some of the important issueose of your fellow students. A

ite a short account of the biodiversity in our country or region using some of the new vocabulary and structures you have studied in this lesson.

After completing this unit you should be able to:

• Define the key words introduced in this lesson and uagricultural writing.

• Use active and passive voices in sentences app• Discuss issues related to biodiversity in our country or region using the

vocabulary and grammar that you have learned.

y ocabulary

will be used in the lessproperly during the lectu

tinue to the Reading.

accelerate (v) - làm tăng tốc biodiversity -sự đa dạng sinh h

habitat (n) - môi trường sống

breed (n) - giống (cây, con). degrade (v) - phân giải, huỷ hoại disappear (v) - biến mất diversity (n) - sự đa dạng domestication (n) - thuần hoá evolution (n) - tiến hoá extinct (adj.) - tiệt chủng flourish (v) - nở rộ, phát triển tốgene - gen di truyền genetic material - vật liệu dtruyền

intensive agriculture - nông nghiệp tirreplaceable (adj.) - không thểthay thế, cực kỳ quan trọng organism - cơ thểreplace (v) - thay thế selection - chọn lọc skill (n) - kỹ năng

ưa bao unprecedented (adj.) - chgiờ xảy ra variety (n) - giống (cây

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Gram

Verb Tenses

wing reading introduces the Present Simple Tense. This is one of the six most common verb tenses in English. Others include the Present Continuous tense, the Future Simple tense, the Future wi Past Simple tense, and the Present Perfect tense. These tenses describe the sentences in the reading

When?

every day ontinuous

e Simple ll eat rice ture to’ e

Present SUsed to de ich hap always, eve lly or sometimes

mar

The follo

th ‘going to’, the when something happens. All of

are in the ‘Present Simple Tense’. They describe things that happen every year, always, every day, usually or sometimes.

The table below describes when to use each tense.

Tense Example

1. Present Simple People eat rice 2. Present C3. Futur

People are eating rice People wi

now in the fu

4. Future with ‘going

5. Past Simple People are going to eat rice People ate rice

in the futurin the past

6. Present Perfect People have eaten rice up to now

imple scribe things wh pen every year, ry day, usua.

Examples:

1. Most people in the Philippines eat rice. 2. She cooks rice everyday.

Use ng that is currently happening.

Exam

Present Continuousd to express an action in the present; somethi

ples:

1. They are eating rice. 2. He is cooking rice for dinner

Future Simple Use

Exam

d to express the future.

ples:

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1. They will 2. I will cook more rice

eat rice for breakfast. tonight.

Also used to express the future except you use the verb to be + going to. The meaning is the sam

Examples:

Future ‘with going to’

e as the future simple.

ore rice tomorrow.

le Used to express a completed action in the past.

Exa

1. They are going to eat rice for dinner. 2. She is going to cook m

Past Simp

mples:

1. I ate ric2. They cooked rice.

e for lunch.

rfect Used to show that an action was completed sometime before the present time. Used to ind e in the past and continues to the present time.

Examples:

Present Pe

icat that an action started

d 1.4 - 1.75 million species of animals, insects, plants and other organisms

1. She has eaten rice every day of her life. 2. They have cooked rice over a fire for years.

Reading

Biodiversity

Aroun entifiedhave been id . However, scientists believe that there are over 13.5 million more

species which have not yet been identified. The diversity of life on earth is essential to the survival of humanity, but this biological diversity is now being lost at an unprecedented rate. Natural habitats are being destroyed, degraded and depleted, resulting in the loss of countless wild species.

Traditional crop varieties and animal breeds are being replaced with new ones that are more suited to modern agriculture. When natural diversity is lost, so is irreplaceable genetic material, the essential building blocks of the plants and animals on which agriculture depends. These plants and animals are the result of 3,000 million years of natural evolution - and 12,000 years of domestication and selection.

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Of the thousands of plant species that can be used for food, only 15-20 are of major economic importance. In fact, only a handful supply the dietary energy needs of most of the world's population. However, since 1900, about 75% of the genetic diversity of agricultural crops has been lost. In India, there will soon be only 30-50 rice varieties covering an area where 30,000 once flourished. Half of the animal breeds that existed in Europe one hundred years ago are now extinct. One quarter of the livestock breeds in the rest of the world are now at high risk of loss. The traditional knowledge and skills of indigenous peoples - who selected, bred and cultivated such varieties over thousands of years - are also disappearing. The loss of genetic resources has accelerated with the spread of intensive agriculture and high-yielding crop varieties to large parts of the developing world, replacing the traditional diversity of crops with monocultures. The varieties being lost may contain genes that could be used to develop even more productive varieties or to improve resistance to pests.

Discussion

Discuss the importance of biodiversity in our country. Use some of the language and grammar you have learned in this lesson. The following questions may help you get started.

- What is 'biodiversity'?

- Why is the preservation of biodiversity considered to be so important?

- How does the world's biodiversity today compare with the biodiversity that

- What are the main factors affecting biodiversity in today's world?

Assignment

ersity in your country (about 100 words). Try to use at least 10 terms introduced in this sentenc ack.

ing questions may help you get started:

ber of living things which have not yet been touched by people?

- Which countries do you think have a lot of biodiversity, and which countries have little?

existed a few hundred years ago?

Write a short description of biodivlesson. Please try to use active and passive

es. Email the description to your instructor for comments and feedb

The follow

- How many different types of animals do you think there are in your country?

- What about insects / trees / birds / wild plant species?

- Which areas of your country have the greatest num

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- Do you think these areas should be left in their natural state or should they be used by people? Why?

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Lesson 2: Animal Anatomy In this lesson you will study some of the key vocabulary we use when talking

about anatomy. You will discuss some of the important issues involved and compare your information and ideas with those of your fellow students. At the end of the lesson you will write a short account of anatomy using some of the new vocabulary and structures you have studied in this lesson.

After completing this unit you should be able to:

• Define the key words introduced in this lesson and use them appropriately in scientific writing.

• Use ………………….in sentences appropriately. • Discuss issues related to anatomy using the vocabulary and grammar that you

have learned.

Key Vocabulary

This section introduces the important words that will be used in the lesson. The instructor will give examples using each of the terms properly during the lecture. You should be sure that you understand these terms before you continue to the Reading.

Anatomy

Greek

head

chest

systems

circulatory system

digestive system

endocrine system

excretory system

immune system

integumentary system

lymphatic system

muscular system

nervous system

reproductive system

respiratory system

skeletal system

comparative anatomy

histology

morphology

Pathological anatomy

organs

medical

surgical

gynaecological

artistic

superficial

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races physical anthropology

Grammar

Active voice/Passive voice

When sentences are constructed in passive voice, they often do not have an 'agent' - they do not tell us WHO or WHAT caused the action. This can be because WHO or WHAT is not important, or because we already know WHO or WHAT.

In passive voice, the emphasis is on what is done, not on who or what did it. Whereas, in the active voice, there is more emphasis on who is 'doing' the action.

Passive voice is very common in academic English, especially in writing.

Active and Passive Voice Constructions

Structure

Active Voice subject + verb + object

Farmers feed cattle

Passive Voiceobject changes to + verb + 3rd subject 'to be' verb

Cattle are fed (by farmers)

Using the above illustration, please note that:

• The '3rd verb' is often called the 'past participle'. • In passive voice we often leave out who/what does the action (in this case,

farmers) because we are more interested in what was done than who did it.

Furthermore / In addition / Moreover

Look at the followig sentences:

1. The seed oil repels insects and nematodes. Furthermore, it acts as an antifeedent. (note the prefix: 'anti...' means 'opposed to', 'against', 'preventing')

2. Its strong trunk and branches help it withstand strong winds. Moreover, it resists decay and insect attacks.

3. Neem oil can be used as a natural insectiide. In addition, neems makes a good fertilizer.

Pelase note that:

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• 'Furthermore', 'In addition', and 'Moreover' all mean 'also' • All 3 devices have exactly the same meaning and usage. • That they are used to start sentences, give extra information and are followed by a

comma (,).

Reading

Branches of Anatomy

Anatomy (from the Greek ἀνατομία anatomia, from ἀνατέμνειν anatemnein, to cut up, cut open), is the branch of biology that deals with the structure and organization of living things. It can be divided into animal anatomy (zootomy) and plant anatomy (phytonomy). Furthermore, anatomy can be covered either regionally or systemically, that is, studying anatomy by bodily regions such as the head and chest for the former, or studying by specific systems. For the latter, the major body systems include circulatory system, digestive system, endocrine system, excretory system, immune system, integumentary system, lymphatic system, muscular system, nervous system, reproductive system, respiratory system, skeletal system.

Major branches of anatomy include comparative anatomy, histology, and human anatomy. Animal anatomy may include the study of the structure of different animals, when it is called comparative anatomy or animal morphology, or it may be limited to one animal only, in which case it is spoken of as special anatomy. Pathological anatomy (or morbid anatomy) is the study of diseased organs, while sections of normal anatomy, applied to various purposes, receive special names such as medical, surgical, gynaecological, artistic and superficial anatomy. The comparison of the anatomy of different races of humans is part of the science of physical anthropology or anthropological anatomy.

Discussion

Discuss the importance of anatomy in animal and veterinary sciences. Use some of the language and grammar you have learned in this lesson. The following questions may help you get started.

Assignment

Write a short account of anatomy as a subject in the training program at your faculty (about 100 words). Try to use at least 10 terms introduced in this lesson. Please try to use …………... Email the description to your instructor for comments and feedback.

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Lesson 3: Biochemistry In this lesson you will study some of the key vocabulary we use when talking

about biochemistry. You will discuss some of the important issues involved and compare your information and ideas with those of your fellow students. At the end of the lesson you will write a short account of the biochemistry using some of the new vocabulary and structures you have studied in this lesson.

After completing this unit you should be able to:

• Define the key words introduced in this lesson and use them appropriately in scientific writing.

• Use relative pronouns in sentences appropriately. • Discuss issues related to biochemistry using the vocabulary and grammar that you

have learned.

Key Vocabulary

This section introduces the important words that will be used in the lesson. The instructor will give examples using each of the terms properly during the lecture. You should be sure that you understand these terms before you continue to the Reading.

advance (n) tiến bộ mới

aging (n) sự lão hoá

biochemistry (n) hoá sinh

cell (n) tế bào

chemistry )n) hoá học

component (n) thành phần cấu tạo

death (n) sự chết

due in large part to phần lớn nhờ vào

ecology (n) sinh thái

energy (n) năng lượng

experimental (adj.) thuộc thí nghiệm

expression (n) sự biểu hiện

extract (v) chiết suất, chắt lọc

facet (n) khía cạnh

function (n) chức năng

genetics (n) di truyền học

heredity (n) sự di truyền

impact (n) tác động

information (n) thông tin, tín hiệu

interaction (n) sự tương tác

laboratory (n) phòng thí nghiệm

matter (n) vật chất

medicine (n) y học

metabolism (n) sự trao đổi chất

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molecular (adj.) thuộc về phân tử science (n) ngành khoa học

nutrition (n) dinh dưỡng structure (n) cấu trúc

occur (v) xảy ra substance (n) chất, cơ chất

surroundings (n) môi trường xung quanh

reaction (n) phản ứng

reproduction (n) sự sinh sản, tái tạo tissue (n) mô bào

research (n) sự nghiên cứu

Grammar

Reading

The Goals of Biochemistry

Biochemistry is a science which seeks to describe the structure, organization, and functions of living matter in molecular terms. What are the chemical structures of the components of living matter? How do the interactions of these components give rise to organized super-molecular structures, cells, multi-cellular tissues, and organisms? How does living matter extract energy from its surroundings in order to remain alive? How does an organism store and transmit the information it needs to grow and to reproduce itself accurately? What chemical changes accompany the reproduction, aging, and death of cells and organisms? How are chemical reactions controlled inside living cells? These are the kinds of questions being asked by biochemists; the research for the answer is the study of the chemistry of life.

Biochemistry can be divided into three principal areas: (1) the structural chemistry of the components of living matter and the relationship of biological function to chemical structure; (2) metabolism, the totality of chemical reactions that occur in living matter; and (3) the chemistry of processes and substances that store and transmit biological information. The third area is also the province of molecular genetics, a field that seeks to understand heredity and the expression of genetic information in molecular terms.

Biochemistry is an experimental science, and the remarkable recent advances in biochemistry are due in large part to the development of powerful new laboratory techniques. Biochemistry has had major impacts on medicine, agriculture, nutrition, ecology, and many other facets of life.

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Discussion

Discuss the aim of biochemistry and its importance in animal and veterinary sciences. Use some of the language and grammar you have learned in this lesson. The following questions may help you get started.

- What is 'biochemistry'?

- What is the aim of biochemistry?

- What are the common questions being asked by biochemists?

- What are the main areas of biochemistry?

Assignment

Write a short account of biochemistry as a subject in the training program at your faculty (about 100 words). You may also use the drawing below for writing your assay. Try to use at least 10 terms introduced in this lesson. Please try to use relative pronouns. Email your work to your instructor for comments and feedback.

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Lesson 4: Animal Physiology In this lesson you will study some of the key vocabulary we use when talking

about animal physiology. You will discuss some of the important issues involved and compare your information and ideas with those of your fellow students. At the end of the lesson you will write a short account of animal physiology using some of the new vocabulary and structures you have studied in this lesson.

After completing this unit you should be able to:

• Define the key words introduced in this lesson and use them appropriately in scientific writing.

• Use ………………….in sentences appropriately. • Discuss issues related to animal physiology using the vocabulary and grammar

that you have learned.

Key Vocabulary

This section introduces the important words that will be used in the lesson. The instructor will give examples using each of the terms properly during the lecture. You should be sure that you understand these terms before you continue to the Reading.

Grammar

Suffixes and Prefixes

A 'suffix' is a letter or a group of letters added at the end of a word to make another word.

Example:

'...dy' added to the noun mud to make the adjective 'muddy'

A 'prefix' is a letter or group of letters placed in front of a word to make another word.

Example:

'un..' added to important to make 'unimportant'

Look at the following sentences:

The hard wood is brownish. Young branches are yellowish.

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same as:

The wood is quite brown, but not totally. The color of the young branches is similar to yellow.

Please note that on the first two sentences, the suffix '...ish':

• indicates 'similar to', 'nearly', 'rather', 'fairly', 'somewhat' or 'quite' • can be used to qualify many adjectives, especially colors.

More examples:

In parts of the Philippines, the most important use of neem is for reforestation.

Please note the difference between:

deforestation - the destruction or degradation of forests

(The prefix 'de...' means 'opposite' or negative of)

reforestation - planting trees in an area where the forest has been destroyed or degraded

(The preifx 're...' means 'again')

afforestation - planting trees to make a new forest in an area which did not have forests in the past

Reading

Animal Physiology

Physiology (in Greek physis = nature and logos = word) is the study of the mechanical, physical, and biochemical functions of living organisms.

Physiology has traditionally been divided into plant physiology and animal physiology but the principles of physiology are universal, no matter what particular organism is being studied. For example, what is learned about the physiology of yeast cells can also apply to human cells.

Animal physiology is the study of how animals’ bodies function in their environment. An understanding of the physiological problems animals face and how they solve those problems can be achieved only in an evolutionary context. Knowledge of certain aspects of the natural history, morphology, behavior, and environment of an animal is necessary to fully appreciate the importance of its physiological mechanisms.

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The study of animal physiology includes topics such as: gas exchange, feeding and digestion, circulation, metabolic rate, water and solute regulation, temperature regulation, excretion of wastes, and movement. The comparative approach can help us to develop a general evolutionary framework in which to address physiological problems. By comparing how different animals solve related problems in various environments, we can begin to gain insight into physiological principles that apply across levels of organisms and environments. Discussion

Discuss the importance of the study of animal physiology in animal and veterinary sciences. Use some of the language and grammar you have learned in this lesson. The following questions may help you get started.

- What is physiology?

- What is animal physiology?

- What are the main topics of the study of animal physiology?

Assignment

Write a short assay on a topic of animal physiology (about 100 words). Try to use at least 10 terms introduced in this lesson. You may describe the milk letdown reflex based on the drawing given below. Email the assignment to your instructor for comments and feedback.

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Lesson 5: Animal Nutrition In this lesson you will study some of the key vocabulary we use when talking

about animal nutrition. You will discuss some of the important issues involved and compare your information and ideas with those of your fellow students. At the end of the lesson you will write an assay on a topic of animal nutrition using some of the new vocabulary and structures you have studied in this lesson.

After completing this unit you should be able to:

• Define the key words introduced in this lesson and use them appropriately in scientific writing.

• Use infinitives and gerunds in sentences appropriately. • Discuss issues related to animal nutrition using the vocabulary and grammar that

you have learned.

Key Vocabulary

This section introduces the important words that will be used in the lesson. The instructor will give examples using each of the terms properly during the lecture. You should be sure that you understand these terms before you continue to the Reading.

Grammar

Verbs followed by infinitive Verbs followed by gerund

Some verbs can be followed by other verbs.

Examples:

1. I hope to arrive on Wednesday. 2. Do you enjoy studying English?

It is important to know:

• which verbs are always followed by the infinitive (to arrive) • which verbs are always followed by the gerund (studying) • which verbs can be followed by the infinitive or the gerund

These verbs are always followed by the infinitive:

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agree demand hope plan strive ask desire intend prepare tend attempt fail learn pretend try claim forget need refuse want decide hesitate offer seem wish

Examples:

1. The Rockafeller and Ford Foundations decided to use semi-dwarf varieties. 2. Modern varieties tend to be shorter than traditional ones. 3. Plant breeders strive to keep ahead of the changing environment.

These verbs must always be followed by the gerund:

admit delay mind recall resume appreciate deny miss regret risk avoid encourage postpone report suggest can't help enjoy practice resent support consider finish quit resist promote

Examples:

1. The government delayed introducing the new variety as it wanted to conduct more trials.

2. Farmers who use high levels of pesticide risk being exposed to a variety of ailments.

3. We suggest doing this a different way.

These verbs can be followed by either the infinitive or the gerund:

begin continue like prefer can't stand hate love start

Examples:

Farmers in that area started to use improve varieties. Farmers in that area started using improved varieties.

We should continue to study this problem. We should continue studying this problem.

Many consumers prefer to buy familiar rice types. Many consumers prefer buying familiar rice types.

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Reading

Macronutrients and Micronutrients

Macronutrients (carbohydrates, proteins, and lipids) are required in relatively large quantities in the diets of animals. If meeting the energy needs of the organism were the only reason for eating, carbohydrates alone would probably be a sufficient diet, but since other of life's processes require other materials (and since animals are notable among organisms for their inability to synthesize many of the materials required to sustain such processes), numerous types of macro- and micronutrients are required. Micronutrients include vitamins and minerals and are necessary but required in relatively small quantities. They have a variety of roles in the metabolism of animals. Vitamins generally serve as coenzymes for metabolism. Minerals, including "trace" minerals have various functions in the tissues.

For humans living in industrialized countries, the main difficulties relating to macronutrients are excessive intake, particularly ingestion of processed carbohydrates and fats, which leads to obesity. In other regions of the world, dietary problems relative to macronutrients are often due to inadequate quantities of essential amino or fatty acids to allow for protein synthesis. Note that "essential" in this context relates to the necessity for the material in the diet, not essential for the organism (all amino acids are essential for life for all organisms). Nine are essential for most animals (histidine, isoleucine, leucine, lysine, methionine, phenylalanine, threonine, tryptophan, and valine). Care should be exercised in diet selection: vegetarians should balance various types because plant tissues vary widely in composition. For example, bean proteins are deficient in methionine and wheat in lysine (hence, they are complementary with respect to these two essential amino acids; both should be eaten simultaneously since proteins can't be stored and it would be futile to eat one at one meal and one at the next). Discussion

Discuss the importance of animal nutrition in animal and veterinary sciences. Use some of the language and grammar you have learned in this lesson. The following questions may help you get started.

- What is nutrition?

- What are macronutrients and micronutrients?

- What does “essential” mean in animal nutrition?

- What are the essential amino acids?

- What ware the roles of minerals and vitamins in animal nutrition?

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Assignment

Write a short account of animal nutrition as a subject in the training program at your faculty (about 100 words). Try to use at least 10 terms introduced in this lesson. Please try to use infinitives and gerunds in your writing. Email the work to your instructor for comments and feedback.

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Lesson 6: Animal Genetics and Breeding In this lesson you will study some of the key vocabulary we use when talking

about animal genetics and breeding. You will discuss some of the important issues involved and compare your information and ideas with those of your fellow students. At the end of the lesson you will write a short account of animal genetics and breeding using some of the new vocabulary and structures you have studied in this lesson.

After completing this unit you should be able to:

• Define the key words introduced in this lesson and use them appropriately in scientific writing.

• Use relative pronouns in sentences appropriately. • Discuss issues related to animal genetics and breeding using the vocabulary and

grammar that you have learned.

Key Vocabulary

This section introduces the important words that will be used in the lesson. The instructor will give examples using each of the terms properly during the lecture. You should be sure that you understand these terms before you continue to the Reading.

adapt (v) thích nghi, thích ứng beef cattle bò thịt behavior (n) tập tính, hành vi biometrician (n) nhà toán sinh học biometry (n) sinh trắc học, toán sinh học breed association hội giống breeder (n) nhà tạo giống breeding (n) nhân giống captive (adj.) (thuộc) bắt giữ castration (n) thiến cave paintings tranh vẽ trong hang động characteristics (n) đặc điểm, đặc tính coat color màu lông conformation (n) ngoại hình dairy cattle bò thịt dogs chó domestication (n) sự thuần hoá efficiency (n) hiệu quả geneticist (n) nhà di truyền học genetics (n) di truyền học goat (n) dê hog (n) lợn horn (n) sừng horse (n) ngựa

improvement (n) tiến bộ, cải tiến inbreeding (n) nhân giống cận huyết livestock (n) gia súc male (n) con đực mating (n) giao phối migrating people người di cư pedigree (n) hệ phổ, hệ phả pioneer (v) khởi xướng, mở đầu principle (n) nguyên tắc, nguyên lý progeny testing kiểm tra qua đời sau quantitative trait tính trạng số lượng qualitative trait tính trạng chất lượng records (n) sổ ghi, hồ sơ redistribution (n) phân bố lại, tái phân bố reindeer (n) sơn dương, dê núi reproduction (n) sự sinh sản resemblance (n) sự giống nhau selection (n) sự chọn lọc sheep (n) cừu species (n) loài survive (v) sống sót, sót lại temperament (n) khí chất, tính khí trader (n) nhà buôn, thương gia written documents tài liệu ghi chép

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Grammar

Relative pronouns

Look at the following sentences:

Domestication was performed through controlled mating and reproduction of captive animals. The animals were selected and mated based on their behavior and temperament.

Please note that: We don't want to repeat “animals” and thus we substitute the relative pronoun which to combine the two sentences into one, as shown below:

Domestication was performed through controlled mating and reproduction of captive animals which were selected and mated based on their behavior and temperament.

The relative pronouns:

that (used for things) which (used for things) who (used for people) whom (used for people) whose (usually used for people - shows possession) where (used for places)

Note: In speaking, 'that ' can be used for people, but not in formal, written English.

Examples:

1. who (used for people)

Look at these sentences:

Robert Bakewell, who was an English animal breeder of the 18th century, is considered the founder of systematized animal breeding.

2. that (used for things)

Look at these sentences:

Judging from cave paintings that have survived, selection was also applied to some qualitative traits such as coat color and the absence or presence of horns.

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Reading

The Science of Animal Breeding

The science of animal breeding is defined as the application of the principles of genetics and biometry to improve the efficiency of production in farm animals. These principles were applied to change animal populations thousands of years before the sciences of genetics and biometry were formally established. The practice of animal breeding dates back to the Neolithic period (approximately 7000 BC), when people attempted to domesticate wild species such as reindeer, goats, hogs and dogs.

Domestication was performed through controlled mating and reproduction of captive animals which were selected and mated based on their behavior and temperament. Judging from cave paintings that have survived, selection was also applied to some qualitative traits such as coat color and the absence or presence of horns. Without written records, there is no certain knowledge of the evolution of animal breeding practices, but written documents dating back more than 4000 years indicate that humans appreciated the significance of family resemblance in mating systems, recognized the dangers of intense inbreeding, and used castration to prevent the reproduction of undesirable males. Progress in the performance of domesticated animals through these selection practices was very slow; improvements were mainly due to animals adapting better to their environments.

Robert Bakewell, who was an English animal breeder of the 18th century, is considered the founder of systematized animal breeding. He was the first to emphasize the importance of accurate breeding records, introduced the concept of progeny testing to evaluate the genetic potentials of young sires, and applied inbreeding to stabilize desired qualitative traits. He also promoted concepts such as "like begets like," "prepotency is associated with inbreeding" and "breed the best to the best." Bakewell and his contemporaries in Europe pioneered the development of diverse breeds of beef cattle, dairy cattle, sheep, hogs and horses.

Most livestock breeds with pedigree herd books and breed associations were established between the late 18th century and the second half of the 19th century. Color, conformation, geographical origin and some production characteristics were the main factors that differentiated these breeds. Wide geographical redistribution of animal populations was also an important factor in the formation of new breeds, as invading armies, migrating people and traders transported livestock to new lands.

Animal breeding as a modern science belongs to the 20th century. Although numerous geneticists and biometricians have made significant contributions to the development of this science, J.L. Lush of Iowa State University is considered the father of the modern science of animal breeding. Lush and his students developed major scientific procedures applicable to the genetic improvement of farm animals.

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Discussion

Discuss the importance of animal genetics and breeding in animal and veterinary sciences. Use some of the language and grammar you have learned in this lesson. The following questions may help you get started.

- What is the science of animal breeding? - What are the milestones in the history of animal breeding? - How were wide animals domesticated? - What were the main factors in the formation of new breeds? - What does inbreeding mean? - Etc.

Assignment

Write a short account of animal genetics or animal breeding as a subject in the training program at your faculty (about 100 words). Try to use at least 10 terms introduced in this lesson. Please try to use relative pronouns in your wrting. Send your assignment to your instructor for comments and feedback.

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Lesson 7: Animal Reproduction In this lesson you will study some of the key vocabulary we use when talking

about animal reproduction. You will discuss some of the important issues involved and compare your information and ideas with those of your fellow students. At the end of the lesson you will write a short account of animal reproduction using some of the new vocabulary and structures you have studied in this lesson.

After completing this unit you should be able to:

• Define the key words introduced in this lesson and use them appropriately in scientific writing.

• Use prepositional verbs and adjectives in sentences appropriately. • Discuss issues related to animal reproduction using the vocabulary and grammar

that you have learned.

Key Vocabulary

This section introduces the important words that will be used in the lesson. The instructor will give examples using each of the terms properly during the lecture. You should be sure that you understand these terms before you continue to the Reading.

birth (n) sinh đẻ birth canal đường sinh đẻ cervix (n) cổ tử cung contraction (n) sự co bóp dilate (v) giãn nở embryo (n) phôi embryogenesis (n) sự hình thành phôi estrus cycle chu kỳ động dục Fallopian tube vòi Falop (ống dẫn trứng) female (n) con cái fertilization (n) sự thụ tinh fetus (n) thai flush (v) rửa trôi great apes (n) tinh tinh implant (v) bám sâu vào in anticipation of xảy ra trước lúc interval (n) khoảng thời gian mammal (n) động vật có vú mature (adj.) thành thục

menstruation (n) kinh nguyệt merge (v) hoà trộn morphogenesis (n) sự tạo thành hình oogenesis (n) sự sinh trứng ovary (n) buồng trứng oviduct (n) ống dẫn trứng ovum/ova (n) trứng penetrate (v) xuyến sâu vào propel (v) đẩy ra reabsorb (v) tái hấp thu receptacle (n) chỗ đựng reproductive system bộ máy sinh sản sperm (n) tinh trùng stationary (adj.) tĩnh tại transit (n) đi qua uterus (n) tử cung vagina (n) âm đạo womb (n) dạ con zygote (n) hợp tử

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Grammar

Prepositional Verbs and Adjectives

Some verbs and adjectives always combine with a preposition. We call these ‘prepositional verbs’ and ‘prepositional adjectives’. They are always followed by a gerund.

Prepositional Verbs

approve of tán thành, chấp thuận insist on khăng khăng đòi, cố nàibe better off khấm khá hơn keep on cứ vẫn tiếp tục count on hy vọng ở put off bỏ ra depend on phụ thuộc vào rely on dựa vào give up từ bỏ succeed in thành công về think about suy nghĩ về look forward to trông chờ think of nghĩ đến object to không thích, phản đối worry about lo lắng về

Examples:

1. Many subsistence farmers worry about being able to produce enough food for their families.

2. Many farmers have now given up cutting down the forest. 3. In some countries, farmers would be better off changing their agricultural

techniques, and employing more modern methods of cultivation.

Prepositional Adjectives

accustomed to quen với intent on mải mê afraid of lo sợ về interested in thích thú capable of có khả năng về successful in thành công trong… fond of thích tired of chán ngấy

Examples:

1. If better nutrient management techniques were employed, the land would be capable of producing much higher yields.

2. Many farming families are accustomed to keeping fish in their paddies. 3. Several areas are now interested in growing two, or even three rice crops per year.

Adjectives followed by the infinitive

The following adjectives are always followed by the infinitive. They are never followed by the gerund.

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ầmnxious khát khao, ước ao (làm) Ready sẵn sang (làm) Boring buồn tẻ Able có khả năng (làm) Dangerous nguy hiểm Usual thường (làm) Hard khó (làm) Common thông thường Eager háo hức, hăm hở (làm) Difficult khó (làm) Easy dễ (làm) Pleased vui lòng (làm) Good tốt (để làm) Prepared chuẩn bị (để làm) Strange lạ (khi làm)

Examples:

1. Many farmers are anxious to achieve higher yields. 2. In general, it is easier to mechanize planting, pest management, and harvesting

by planting one crop at a time. 3. Some areas are able to produce three rice harvests per year.

Reading

The Mammalian Female

The female reproductive system contains two main divisions: the vagina and uterus, which act as the receptacle for the male's sperm, and the ovaries, which produce the female's ova. All of these parts are always internal. The vagina is attached to the uterus through the cervix, while the uterus is attached to the ovaries via the Fallopian tubes. At certain intervals, the ovaries release an ovum (the singular of ova), which passes through the Fallopian tube into the uterus.

If, in this transit, it meets with sperm, the sperm penetrate and merge with the egg, fertilizing it. The fertilization usually occurs in the oviducts, but can happen in the uterus itself. The zygote then implants itself in the wall of the uterus, where it begins the processes of embryogenesis and morphogenesis. When developed enough to survive outside the womb, the cervix dilates and contractions of the uterus propel the fetus through the birth canal, which is the vagina.

The ova are larger than sperm and are generally all created by birth. They are for the most part stationary, aside from their transit to the uterus, and contain nutrients for the later zygote and embryo. Over a regular interval, a process of oogenesis matures one

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ovum to be sent down the Fallopian tube attached to its ovary in anticipation of fertilization. If not fertilized, this egg is flushed out of the system through menstruation in humans and great apes and reabsorbed in all other mammals in the estrus cycle.

Discussion

Discuss the importance of animal reproduction in animal and veterinary sciences. Use some of the language and grammar you have learned in this lesson. The following questions may help you get started.

Assignment

Write a short description of the reproductive system of the male (about 100 words). Try to use the words given in the figures below. Please try to use …………... Email the description to your instructor for comments and feedback.

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Lesson 8: Aquaculture

In this lesson you will study some of the key vocabulary we use when talking about aquaculture You will discuss some of the important issues involved and compare your information and ideas with those of your fellow students. At the end of the lesson you will write a short account of the development of aquaculture in your country using some of the new vocabulary and structures you have studied in this lesson.

After completing this unit you should be able to:

• Define the key words introduced in this lesson and use them appropriately in agricultural writing.

• Use quantifiers with and without 'of' correctly. • Discuss the impact of the importance of aquaculture to both the world economy

and your country's economy using the vocabulary and grammar that you have learned.

Key Vocabulary

backyard (n) - the area behind a house

bay (n) - part of the sea or a lake enclosed by a curve of the shore

bulk (n) - the largest part of something

cage (n) - structure made of bars or wires in which animals are kept

capture (v) - to take as a prisoner, especially wild animals and criminals

carnivore (n) - animal that eats mainly meat

carp (n) - type of large, edible freshwater fish that lives in lakes and ponds

coastal (adj.) - of areas of land next to the sea

dub (v) - to give something a nickname

enterprise (n) - a business, a commercial operation

jeopardize (v) - to make danger, to threaten, to put at risk

mainstay (n) - the main support for something, the most productive part/person

overstretched (adj.) - overused, used beyond sustainable limits

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overstretch (v) - to overuse, to use beyond sustainable limits

oysters (n) - edible shellfish which sometimes produce pearls inside their shells

pose a threat (v) - to threaten, to put at risk, to make danger, to jeopardize

prawns (n) - type of edible shellfish like a large shrimp

salmon (n) - large fish with pinkish flesh, very expensive in most countries

sound (adj.) - correct, appropriate

tilapia (n) - very popular fish, easy to raise and dubbed 'the aquatic chicken'

tiny (adj.) - very, very small

toxicity (n) - the degree or level of being toxic

volume (n) - amount of space that something occupies, often expressed in cm2, m2, liters, etc.

aquatic organisms - creatures and plants which live in water

molluscs - creatures which have a soft body, no backbone and usually a hard shell, e.g. snails and shellfish

saltwater fish - fish which live in seawater

carp - the cultivation of carp has a long tradition, particularly in Europe and Asia.

overstocking - putting too many fish or animals in a limited area

organic over-enrichment - too much organic matter

microbial contamination - poisoned by tiny organisms

silt - sand, mud, etc. carried by flowing water

siltation - the building up of silt in river, dams, canals, etc.

sediment - material such as soil and gravel that settles to the bottom of a liquid

sedimentation - the building up of sediments in rivers, dams, canals, etc.

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Grammar

Quantifiers with and without 'of'

The following words are called ‘quantifiers'. Notice that there is a form with ‘of’ and a form without ‘of’.

Read the examples and notice the difference in usage.

Examples:

All: All silkworm raising in Thailand is done by women. All of: All of the silkworm raising in Thailand is done by women.i.e. 100% of silkworm raising

Nearly all: Nearly all past research focused on monocultures. Nearly all of: Nearly all of the research in the past focused on monocultures. i.e. more than 85% of past research

Almost all: Almost all past research focused on monocultures. Almost all of: Almost all of the research in the past focused on monocultures. i.e. more than 85% of past research

Most: Most fish are caught in Asian waters. Most of: Most of our fish are caught in Asian waters. i.e. more than 50% of fish

Many: Many new varieties become vulnerable to pests and diseases. Many of: Many of IRRI’s new varieties become vulnerable to pests and diseases. i.e. between 50% and 70% of new varieties

Much: Much damage is caused by wind erosion. Much of: Much of the damage to the world’s soil is caused by wind erosion. i.e. between 50% and 70% of damage

Some: In Thailand, some pest control work is done by women. Some of: Some of Thailand’s pest control work is done by women.i.e. between 10% and 60% of pest control work

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Only a few: Only a few species have been identified. Only a few of: Only a few of the total number of species have been identified. i.e. less than 10% of species

No: No advances in research come without the efforts of scientists. None of: None of the advances in research come without the efforts of scientists. i.e. 0% of advances

Reading

Aquaculture

Aquaculture is the farming of aquatic organisms, including fish, molluscs, crustaceans and aquatic plants. People have been farming fish for thousands of years. The Chinese raised fish in ponds some 3,000 years ago and the Romans farmed oysters in shallow, coastal bays. Today, aquaculture has become big business in Asia, Latin America, North America and Europe. Smaller-scale activities, raising fish in village ponds, also take place in many African countries, while Thai, Indonesian, Chinese and Filipino farmers also farm fish in rice paddies for their own consumption.

These enterprises - whether in large ponds, in sea cages or in tiny backyard ponds - hold much promise for meeting increasing food demands. In fact, with most capture fisheries in decline, aquaculture is the best way to maintain and increase supplies of saltwater and freshwater fish.

Over half of all freshwater fish production comes from aquaculture. Asia accounted for nearly 87 percent of the world's fish farming output in 1993: 63 percent of its share was produced by China, with India as the next biggest producer.

The industry is overwhelmingly concentrated in the developing world, which accounts for 85 percent of output by volume and 71 percent by value. Exports of high-value species such as shrimp, prawns and salmon earn much-needed foreign exchange currency for these countries. Fish farming may increasingly be the only way for some poor communities, who rely on fish and shellfish for the bulk of their protein intake, to maintain a healthy diet.

In spite of this promise, aquaculture projects are vulnerable to disease and environmental problems. Overstocking and pollution have devastated some Asian and Latin American freshwater operations. Nutrient and organic over-enrichment, the accumulation of toxic chemicals, microbial contamination, siltation and sedimentation all jeopardize expansion. Where aquaculture results in the degradation of coastal mangroves, the breeding grounds of many wild species, it poses a major threat to biological diversity.

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Better selection of production sites to safeguard the environment and sound management techniques can overcome most of these problems. FAO expects aquaculture's output to double in volume within the next 15 years.

Fish provides 17 percent of the world's animal protein; in some countries the figure is as high as 50 percent. With the fish harvest from the wild now dangerously overstretched, we may have to depend increasingly upon aquaculture to meet demand for fish in the future.

Discussion

Discuss the importance of aquaculture to both the world economy and your country's economy. Use some of the language and grammar you have learned in this lesson. The following questions may help you get started.

- In which parts of the world is aquaculture a very profitable business?

- What about your country? How about your province?

- What are the main benefits and constraints of aquaculture in your country/province?

- Why will aquaculture become an increasingly important agricultural activity in the future?

Assignment

Write a short account of the development of aquaculture in your country(about 100 words). Try to use at least 10 terms introduced in this lesson. Make use of the grammar structure introduced in this lesson. Email the description to your instructor for comments and feedback.

The following questions may help you get started:

In your area, how many people have fish ponds? Does your family have one?

Do people in your area construct fish ponds by machine, or by hand?

What are the comparative costs of each method?

What advantages do farmers gain by having a fish pond?

What are some of the problems?

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