TACN english for animal science and aquaculture

ENGLISH for Animal Science and Aquaculture Prepared by Nguyen Xuan Trach HUA Hanoi University of Agriculture 2 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 3 Lesson 1: Biology In this lesson you will study some of the key vocabulary we use when talking about biology. 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 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 use them appropriately in agricultural writing. • Use active and passive voices in sentences appropriately. • Discuss issues related to biodiversity in our country or region using the vocabulary and grammar that you have learned. Key Vocabulary This section introduces the important words (key and technical vocabulary) 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. accelerate (v) - làm tăng tốc biodiversity -sự đa dạng sinh học biology (n) - sinh học 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 tốt gene - gen di truyền genetic material - vật liệu di truyền habitat (n) - môi trường sống identify (v) - xác định rõ (loài, giống cây, con) intensive agriculture - nông nghiệp thâm canh irreplaceable (adj.) - không thể thay thế, cực kỳ quan trọng organism - cơ thể sống replace (v) - thay thế selection - chọn lọc skill (n) - kỹ năng unprecedented (adj.) - chưa bao giờ xảy ra variety (n) - giống (cây trồng) 4 Grammar Verb Tenses The following 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 with ‘going to’, the Past Simple tense, and the Present Perfect tense. These tenses describe when something happens. All of the sentences in the reading 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 When? 1. Present Simple People eat rice every day 2. Present Continuous People are eating rice now 3. Future Simple People will eat rice in the future 4. Future with ‘going to’ People are going to eat rice in the future 5. Past Simple People ate rice in the past 6. Present Perfect People have eaten rice up to now Present Simple Used to describe things which happen every year, always, every day, usually or sometimes. Examples: 1. Most people in the Philippines eat rice. 2. She cooks rice everyday. Present Continuous Used to express an action in the present; something that is currently happening. Examples: 1. They are eating rice. 2. He is cooking rice for dinner Future Simple Used to express the future. Examples: 5 1. They will eat rice for breakfast. 2. I will cook more rice tonight. Future ‘with going to’ Also used to express the future except you use the verb to be + going to. The meaning is the same as the future simple. Examples: 1. They are going to eat rice for dinner. 2. She is going to cook more rice tomorrow. Past Simple Used to express a completed action in the past. Examples: 1. I ate rice for lunch. 2. They cooked rice. Present Perfect Used to show that an action was completed sometime before the present time. Used to indicate that an action started in the past and continues to the present time. Examples: 1. She has eaten rice every day of her life. 2. They have cooked rice over a fire for years. Reading Biodiversity Around 1.4 - 1.75 million species of animals, insects, plants and other organisms have been identified. 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. 6 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'? - Which countries do you think have a lot of biodiversity, and which countries have little? - Why is the preservation of biodiversity considered to be so important? - How does the world's biodiversity today compare with the biodiversity that existed a few hundred years ago? - What are the main factors affecting biodiversity in today's world? Assignment Write a short description of biodiversity in your country (about 100 words). Try to use at least 10 terms introduced in this lesson. Please try to use active and passive sentences. Email the description to your instructor for comments and feedback. The following questions may help you get started: - 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 number of living things which have not yet been touched by people? 7 - Do you think these areas should be left in their natural state or should they be used by people? Why? 8 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 9 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 Voice object 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: 10 • '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 ἀ νατομία anatomia, from ἀ νατέμνειν 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. [...]... 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:... 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... 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 25 Discussion Discuss the importance of animal genetics and breeding in animal and veterinary sciences... 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... is forreforestation 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. .. instructor for comments and feedback 18 Lesson 5: Animal Nutrition In this lesson you will study some of the key vocabulary we use when talking about animal nutrition Y ou 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. .. Bakewell, who was an English animalbreeder 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 24 Reading The Science of Animal Breeding The science of animal breeding is... 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?... 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. .. 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 . ENGLISH for Animal Science and Aquaculture Prepared by Nguyen Xuan Trach HUA Hanoi University of Agriculture 2 Introduction to the Course of English for Animal Science. 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. 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