Tài liệu VOCABULARY AND GRAMMAR BOOK potx

FISHERIES UNIVERSITY

NHA TRANG, VIETAM







ENGLISH

FOR

AQUACULTURE






VOCABULARY AND GRAMMAR BOOK




BY

MANON FRENETTE

WUSC
(World University Service of Canada)

2005

2


TABLE OF CONTENT


UNIT ONE…………….……………… ………………………………………… Word Formation
UNIT ONE.…… ……………… … ……………Verb Tense Review –Active and Passive Voice
UNIT TWO………………………… … ……………… Sentence Structure –Complex Sentences
UNIT TWO…… ………………… ……………………… Sentence Structure –Reduced Clauses
UNIT THREE….………………….………………………… …Sentence structure –Signal Words
UNIT FOUR….……………………………………………… …Writing and Verbalizing Numbers
UNIT FOUR……………………….…………………… …………Describing trends in the Market
UNIT FIVE……………………… …………………………………………….List of clinical signs

APPENDICES
APPENDIX ONE…….… ……………………….……………Academic and Aquaculture Glossary
APPENDIX TWO………… …………………… ………………… Acronyms and Abbreviations
APPENDIX THREE……….……………………… ……………… … Complementary Materials
APPENDIX FOUR…….…….……………………… ………… Academic Word List

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UNIT ONE: WORD FORMATION

One way to improve your reading comprehension, pronunciation and spelling is to increase your
understanding of common word parts. These word parts –also known as prefixes, suffixes and roots-
are building blocks used in forming many English words.


RECOGNIZING SUFFIXES, THEIR PARTS OF SPEECH AND MEANINGS

Nouns Verbs Adjectives Adverbs

-ance/-ence -ing -ize -able -ly
-or/-er -ment -ate -ible
-ist/-yst -ity -fy -less
-ian -ism/ship -en -ic
-tion/-ation -dom -ify -ical
-ness -ion -ish
-ive


What is a noun? A word or group of words that represent a person (Professor Dung), a
place(Halong Bay), a thing or activity (a net or fishing) or a quality or idea (danger or over-fishing).

Noun-forming suffixes:

Suffix Meaning Examples Vietnamese

-ance state importance, reliance
-ence quality existence, subsistence
-er,-or a person who, a thing which factor, farmer
-ist, -yst a person who, pertaining to aquaculturist
-ian pertaining to/related to reptilian
-tion, -ation the act of, condition of pollution, propagation, importation
-ion action-state expansion
-ing activity fishing, rearing, ranching
-ment state, action impoundment, environment
-ity state, quality opportunity, quality, security
-ism condition/state microorganism
-dom domain/condition freedom
-ship condition/state relationship

Note: Nouns that do not use suffixes can often be used both as nouns and adjectives…
4



What is an adjective? A word that describes a noun or pronoun as in ‘. In English, adjectives are
placed in front of nouns (rare species) OR after the verb “to be”(This species is rare). Adjectives do
not take the plural form, no –s.

Adjective-forming suffixes:

Suffix Meaning Examples Vietnamese

-al commercial, recreational
-ar having the quality of particular

-ic aquatic, scientific
-ical critical
-ed high-priced, controlled, limited
-ive extensive

-able/-ible capable of being sustainable, edible
-ous like, full of various, tremendous
-ful characterized by neglectful
-less without priceless
-ish like brackish

Note: Word ending in –ing are formed from verbs (present participle = V-ing). The –ing form may
be used as a noun, adjective, part of a noun phrase, or part of a verb.

What is a verb? A word or group of words that is used to describe an action, experience, or state for
example “come”, “see”, “be”, “put on”.


Verb-forming suffixes:

Suffix Meaning Examples Vietnamese

-ize/-ise fertilize
-ate To make stimulate, irrigate
-ify verify
-en widen


Note: The easiest way to recognize a verb is to know how verbs are formed. We will take a closer
look at this a little later in the course. To quickly review verb forms look at p.

What is an adverb? A word or group of words that describe or adds to the meaning of a verb, an
adjective, another adverb or a whole sentence, such as “slowly” in “he ran slowly”, “very” in “It’s
very hot”, or “naturally” in “Naturally, we want you to come”.
Most often adverbs finish in –ly: widely, relatively, frequently, sufficiently, economically,
commercially. Here is also a list of common adverbs that do not finish in –ly : always, often,
sometimes, never, very, well…

5


RECOGNIZING PREFIXES AND THEIR MEANINGS


Prefix Meaning Examples Vietnamese
Ab off, away from Abnormal
Bio life biology
Mono alone, one monoculture
Poly many polyculture
Micro very small microscope
Mini small minimum
Maxi Big maximum
Trans across, over, beyond transgenic
Dis apart, away disinfect, disappear
Pre before predict
Inter between, among interbreeding
Sub under, below subdivide
Ex out exterminate
Mis badly, wrong misinterpret
Con together, with conform

Post after, following post-larvae
Anti against Antibiotics
Pro before (time, place, order) problem
in front of, instead of protect
onward, for project
Un not, reverse uncover
Ad to, toward advance
In (im, ir, il*) not, without, lacking insufficient (not)
In, on, into, towards, within infer (within)
Extra more than extraordinary
Re again, back represent
Mal bad malfunction
Com with, together with comply
De down, from decompose
Patho disease pathogen

* im- before b, m, p, ir- before r, il- before –l
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ROOTS

A root is a basic word to which prefixes, suffixes, or both are added. For example, to the root word
port (meaning carry), the prefix –trans (meaning across) could be added: the resulting word,
transport, means to carry across. Various suffixes could also be added, among them the verb or
adjective suffix –ed (transported), -able (transportable), and the noun suffix ation(transportation).

Root Meaning Examples Vietnamese

Duc (duct) take, lead reduce

Mit (miss) send, let go submit
Port carry export
Voc call advocate
Tract (trac) draw attract
Auto self automatic
Path feeling, organ pathogen
Cept (capt) take, seize accept
Dict (dic) say, tell, speak indicate
Vers (vert) turn vertical
Tang (tact) touch tactile
Cess (ced) go, move, yield precede
Sist stand resist
Gress go progress
Pend (pens) hang, weigh depend
Psych mind psychology
Vid (vis) see visibility
Spec (spic) look spectator
Graph write graphic
Troph nutrient trophic

EXERCISE

Underline the prefix and circle the suffix in each of the following words. Can you guess the
meaning and the part of speech?

transparent
disable
automatic
deceptive
antiseptic

predict
distract
portable
replacement
subdivision
conducive
interpretation



7


UNIT ONE: REVIEW OF TENSES
Active and passive voice in Academic writing
Active and passive voice in Academic writingActive and passive voice in Academic writing
Active and passive voice in Academic writing

Academic writing is still English. But there are a few differences. One of those differences is the
frequency of the use of the passive voice. Academic writing differs because often the doer of the
action, the subject, is not important or not what the writer wants to emphasize. Therefore, the active
voice needs to be used. The active voice is still used most of the time, but the passive voice is more
common than in other forms of writing.

Let us look at subjects. A subject is important for two reasons: First, it is placed at the beginning of a
sentence or clause so the reader pays attention to it. Second, a subject, in the active voice, indicates
who or what is doing the action. In the following example, it is the fact that Mary is the person
doing the study that is important, what she actually studies is less important to the reader.

Mary Stein (subject) studies the relationship between weather patterns and water quality (object).

But what can be done if it is “the relationship between weather patterns and water quality”, in other
words, the object, that needs to be emphasized? That is when the passive voice is used. Compare the
difference in meaning between the first example with the following one :

Active: Mary Stein is researching the relationship between weather patterns and water quality.
Passive: The relationship between weather patterns and water quality is being researched (by
Mary Stein).

Sometimes, when there is no need to mention who or what is doing the action, the subject, like in the
example above, the subject from the active voice could be omitted in the passive voice.

Therefore, academic writing avoids using subjects like I, technicians, or scientists because it is too
general but also because the writer wants to emphasize the object of the active voice. By placing the
object of the active voice at the beginning, the reader then focuses on what is important.

HOW TO CHANGE VOICE:

1. IDENTIFY THE SUBJECT, OBJECT, AND VERB FORM: To change a sentence from the
active voice to the passive voice, you need to have a subject, a verb and a direct object. If you do not
have a direct object, you cannot transform the sentence into the passive voice. If you have two
objects, you select only one.
2. INVERSE THE ORDER OF THE SUBJECT AND OBJECT
3. CHANGE THE VERB FORM:
I
ACTIVE VOICE Subject (doer) + Verb + Object

The farmer feeds the fish every day

PASSIVE VOICE Object+ “Be”+ Past Part.+ Subject

The fish + is fed (by the farmer)every day


8


A good way to recognize if a sentence is in the active or passive voice is to look at the form of the
verb. The passive is always formed by the auxiliary BE which is conjugated and the past participle
form of the verb (–ed for reg. v. 3
rd
column for irr. v.)whereas the active voice is formed as follows:

1. Simple tenses (simple present, past, and future)
1. Used for permanent situations, facts, repeated actions
2. Subject + Auxiliary do-does/did/will* + base form of the verb

*Except for the affirmative voice of the simple present and simple past (subject + verb).

2. Progressive tenses (present, past and future progressive/continuous)
1. Used for temporary situations
2. Subject +Auxiliary be (was-were/is-are/will be) +present participle (-ing form)

3. Perfect tenses (present, past and future perfect)
1. Used for actions that are indefinite or last a period of time
2. Subject + Auxiliary have (had/have-has/will have)) + past part. (-ed for reg. v. or 3
rd

column of irr.v.)

4. Perfect progressive tenses (present, past and future perfect progressive)

Have (in the present, past, or future) + been + present participle (–ing form)

TENSES ACTIVE VOICE PASSIVE VOICE
SIMPLE
PRESENT


S V O
The researchers observe
the
feeding patterns of the carp.

The feeding patterns of the carp
are
observed (by the researchers)
SIMPLE PAST


The researchers observed
the
feeding patterns of the carp.
The feeding patterns of the carp
were
observed by the researchers.
SIMPLE FUTURE



The researchers will observe
the

feeding patterns of the carp
The feeding patterns of the carp
will be
observed by the researchers.
PRESENT
CONTINUOUS

The researchers are observing
the
feeding patterns of the carp
The feeding patterns of the carp
are being
observed by the researchers.
PAST
CONTINUOUS

The researchers were observing

the feeding patterns of the carp
The feeding patterns of the carp
were
being observed by the researchers.
FUTURE
CONTINUOUS

The researchers will be observing

the feeding patterns of the carp

IMPOSSIBLE

PRESENT
PERFECT

The researchers have observed
the
feeding patterns of the carp.
The feeding patterns of the carp
have been
observed by the researchers.
PAST PERFECT

The researchers had observed th
e
feeding patterns of the carp.
The feeding patterns of the carp
had been
observed by the researchers.
FUTURE
PERFECT
The researchers will have observed

the feeding patterns of the carp.
The feeding patterns of the carp
will have
been observed by the researchers.
9

UNIT TWO: SENTENCE STRUCTURE
SENTENCES AND CLAUSES

Sentences are made up of clauses. There are two kinds of sentences: simple and complex sentences.
Simple sentences are made up of independent clauses. A complex sentences has both independent
clauses and dependent clauses.
1. An independent clause expresses a complete thought as can be a sentence by itself, for
example: Fish have gills.
2. A dependent clause begins with a subordinator and cannot be a sentence by itself. There are
three kinds of dependent clauses: adverb, adjective or noun.
a. Adverb: …because fish have gills…
b. Adjective: …which is in aquaculture…
c. Noun: …that aquaculture is growing…

These clauses combine together to form sentences. There are four possible kinds of sentences:

1. A simple sentence has one independent clause: Fish have gills.
2. A simple compound sentence has two independent clauses joined by a coordinator or
coordinate connector (see list below): Fish have gills so they can breathe under water.

COORDINATE CONNECTORS
and but/yet or nor so


S V A O S V O
Vietnam is now the third largest rice exporting country in the world yet farmers are still poor.


3. A complex sentence has one independent clause and one (or more) dependent clauses. The
dependent clause begins with a subordinator or subordinate coordinators. The punctuation depends
on the kind of dependent clause(s):
a. With an adverb clause: Because fish have gills, they can breathe under water OR
Fish can breathe under water because they have gills.

b. With an adjective clause: One of my favorite foods is clams which are shellfish.
c. With a noun clause: The children didn’t know that fish have gills.
4. A compound-complex sentence has two independent clauses and one (or more) dependent
clauses: Because fish have gills they can breathe under water but they cannot breathe when they are
out of the water.
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COMPLEX SENTENCES: ADVERBIAL CLAUSES

An adverbial clause is a dependent clause that begins with a adverbial subordinator. It is used to
modify the verb of the independent clause and tells when (time), where (place), why (reason), and
for what purpose, how, how long, or how far. It is also used to show contrast: concession
(unexpected result) and direct opposition.


S V A O S V
Vietnam is the 3
rd
largest rice exporting country because the green revolution has taken off.

S V S V O A
Because the green revolution has taken off, Vietnam is the third largest rice exporting country in the world.

Note: In the first example, the connector because comes in the middle of the sentence, and no comma (,) is used. In the
second example, the connector because comes at the beginning of the sentence. In this pattern when the connector
comes at the beginning of the sentence, a comma (,) is required in the middle of the sentence.
The following chart lists adverb connectors of contrast, condition, manner, and place and the sentence patterns used
with them.

SUBORDINATOR MEANING

Time When
Whenever
While
As soon as
After
Since
As
Before
Until
A point in time/short duration
At any time
At the same time/longer duration
Immediately at or instantly after the time
Following the time that
From that time/moment
While/when
Earlier than the time when
Up to the time of
Place Where
Anywhere, wherever
Everywhere
A definite place
Anyplace
Everyplace
Distance/
Frequency
As + adverb + as Comparison
Manner As, as if, as though In the way or manner that/like
Reason Because
As

Since

For the reason that
Result So + adjective + that
So + adverb + that
Such a(n) +noun phrase + that
So much/many/little/few + noun
phrase + that


With the result that
Purpose So that, in order that
For the purpose of
Concession

Although, though
Even though

Unexpected result
Contrast

While
Whereas

Direct opposition

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COMPLEX SENTENCES: NOUN CLAUSES

A noun clause functions as a noun:

OBJECT: The researchers know when the fish will spawn.
OBJECT OF PREPOSITION: The researchers are concerned about what is done with fish waste
SUBJECT: Conflicts arise with the fishermen who disagree with the removal of early stages.


SUBORDINATORS: NOUN CLAUSE CONNNECTORS
What, when, where, why, how whatever, whenever whether, if, that

In the example above, we saw that noun clause connectors were used to introduce noun subject
clauses or noun object clauses. Here below, we will see that in some cases a noun clause connector
is not just a connector; a noun clause connector can also be the suject of the clause at the same
time.

SUBORDINATORS: NOUN CLAUSE CONNNECTOR/SUBJECTS
Who what which
whoever whatever whichever

NOUN CLAUSE AS OBJECT
S V noun conn./subject V
I know what happened.
NOUN CLAUSE AS SUBJECT
Noun conn./subject V V
What happened was great.

COMPLEX SENTENCES: ADJECTIVE CLAUSES (also called relative clauses)

An adjective clause is a clause that describes a noun. Because the clause is an adjective, it is

positioned directly after the noun that it describes.

SUBORDINATORS: ADJECTIVE CLAUSE CONNECTORS
Whom
(for people)
Which
(for things)
That
(for people or things)
S V Adjective connector S V
S Adjective connector S V V
Note: The adjective connectors can be omitted. This omission is very common in spoken
English or in casual written English. It is not as common in formal English.

ADJECTIVE CLAUSE CONNECTORS/SUBJECTS
Who
(for people)
Which
(for things)
That
(for people or things)
S V Adjective connector/Subject V
S Adjective connector/Subject V V
Note: The adjective connectors can be omitted. This omission is very common in spoken
English or in casual written English. It is not as common in formal English.

12

UNIT TWO: REDUCED CLAUSES

It is possible in English to have complete or reduced adjective and adverb clauses. The following
charts list the structure for reduced adjective and adverb clauses and rules for how and when
reduced forms can be used.

 The scientist should finish the study (which is) being conducted at the laboratory C.
 Although (it was) not certain, the results seemed to confirm the hypothesis.


REDUCED ADJECTIVE CLAUSES
With a be-verb in the adjective
clause
(adjective connector/subject) + (be)
With no be-verb in the adjective
clause
(adjective connector/subject) + (be)
 To reduce an adjective clause, omit the adjective clause connector/subject and the be-
verb.
 If there is no be-verb, omit the connector/subject and change the main verb to the –ing
form.
 Only reduce an adjective clause if the connector/subject is directly followed by the
verb.
 If an adjective clause is set off with commas, the reduced clause can be moved to the
front of the sentence.


REDUCED ADVERB CLAUSES
With a be-
verb in the
clause
(Adverb connector)(subject) (be)

The ointment can be applied where (it) (is) needed.

With no
be-verb in
the clause
(Adverb connector) (verb + -ing)
The technician should negotiate before agreeing to work there.

TIME CONDITION CONTRAST PLACE MANNER
Reduces in
ACTIVE
After
before
since
while
If
unless
whether
Although
Though

Reduces in
PASSIVE
Once
while
when
whenever
If
unless
whether

Although
Though
where
wherever
As

 To reduce an adverb clause, omit the subject and the be-verb from the adverb
clause.
 If there is no be-verb clause, then omit the subject and change the verb to the –ing
form.


13

UNIT THREE
UNIT THREEUNIT THREE
UNIT THREE: SIGNAL WORDS
: SIGNAL WORDS: SIGNAL WORDS
: SIGNAL WORDS



Signal words help you, the reader, follow the direction of a writer’s thought. They are like
signposts on the road that guide the traveler. Common signal words show emphasis, addition,
comparison, or contrast, illustration, and cause and effect.


EMPHASIS WORDS

Among the most valuable signals for you to know are emphasis words, through which the writer

tells you directly that a particular idea or detail is especially important. Think of such words as red
flags that the author is using to make sure you pay attention to an idea. Look over the following
listl, which contains some typical words showing emphasis

Important to note
most of all
a significant factor
a primary concern
the most substantial issue
a key feature
the main value
especially valuable
most noteworthy
remember that
a major event
the chief outcome
pay particular attention to
the principal item
the chief factor
a vital force
above all
a central issue
a distinctive quality
should be noted
especially relevant

Circle the one emphasis in each of these selections.

1. Although the resources of the world are limited, the wants of people are not. Indeed, one of
the most importnant assumptions of economics is that total human wants can never be satisfied. No

matter how much we have, we seem to want more. As people’s income increase, so does their
desire for more and better goods and services.
2. In practice, a deficiency of just one nutrient, such as protein, is not generally seen. More
likely, a combination of protein and calorie malnutrition will occur. Protein and calorie deficiency
go hand in hand so often that public health officials have given a name to the whole spectrum of
diesease conditions that range between the two –protein-calorie malnutrition (PCM). This is the
world’s most widespread malnutrition problem, killing millions of children every year.
3. Chronic air pollution is expensive, costing dearly in terms of both money and health. Air
pollution causes buildings and machines to deteriorate. Our poisioned air damages crops, livestock,
roads. And metals and forces huge cleaning bills for everything from dusty draperies to soot-
blackened buildings. It is especially in terms of health, however, that pollution hurts. It is estimated
that breathing the air of New York city is the equivalent of smoking two packs of cigarettes a day.

14

ADDITION WORDS

Addition words tell you that the writer’s thought is going to continue in the same direction. He or
she is going to add on more points or details of the same kind. Addition words are typically used to
signal enumerations.

Also
another
finally
first
first of all
for one thing
furthermore
in addition
last of all

likewise
moreover
next
and
second
the third reason



Read the selections that follow. Circle five major addition words in the passage.

1. Here are ways to take some of the danger out of smoking. First of all, choose a cigarette
with less tar and nicotine. The difference in brands (including those with filters) can be as much as
two to one, even more. See how much you can reduce your tar and nicotine by switching. Also,
don’t smoke your cigarette all the way down. You get the most tar and nicotine from the last few
puffs because the tobacco itself acts as a filter. Smoke halfway and you get only about 40% of the
total tar and nicotine. The last half of the cigarette will give you 60%. Another help is to take fewer
draws on each cigarette. Just reduce the number of time you puff on each cigarette and you’ll cut
down on your smoking without really missing it. In addition, you should reduce your inhaling.
Remember, you’re not standing on a mountain of fresh air, so don’t welcome it with open lungs.
Don’t inhals as deeply; take short shallow drags. Finally, you should smoke fewer cigarettes each
day. For some people this is easy, but for others it may be the most difficult step of all. Don’t think
of it as cutting down; think of it as posponing. It’s always easier to postpone a cigarette if you know
you’ll be having one later. Carry your cigarette if you know you’ll be having one later. At work,
keep your cigarettes in a desk drawer –any place where you can’t reach for one automatically. The
trick is to change your habit patterns. What other bad habits do you want to quit and what can you
do about it? How about the habits of the aquaculture farmers?

15

COMPARISON OR CONTRAST WORDS

Comparison words signal that the author is pointing out a similarity between subjects. They tell you
that the second idea is like the first one in come way.

Like
likewise
just like
just as
in like manner
in a similar fashion
in the same way
alike
Compared to X
Similarly
equally
as

Contrast words signal a change in the direction of the writer’s thought. They tell you that the author
is pointing out a difference between two subjects or statements.

But
however
in contrast
instead
Yet
differ
difference
even so
variation

still
on the contrary
nonetheless
on the other hand
conversely
otherwise
nevertheless

Circle the one comparision and the one contrast signal in each passage. Then discuss the content
and try to incorporate some othe

1. Sleep has always been a fascinating topic. We spend about one-third of our adult life
sleeping. Most animals sleep in a similar fashion –they collapse and relax their muscles. In contrast,
birds and horses sleep upright, with their antigravity muscles at work. How about aquatic animals?
2. The steadyly increasing flow of women into the labor force is caused by a number of
economic factors. And just as these economic factors are occuring, attitudes are changing as well.
Many women no longer feel that being a full-time homemaker is providing them with an adequate
sense of self-fulfillment and self-worth. Still, many career ladders have remained frustratingly
difficult for women to climb. What is the case of the women who surround you?

ILLUSTRATION WORDS

Illustration words tell you that an example or illustration will be given to make an idea clear. Such
words are typically used in textbooks that present a number of definitions and examples of those
definitions.

for example
to illustrate
Specifically
Once

for instance
such as

1. Not all problems can be solved with straightwforward strategies but rely more on the use of
flexible and original thinking. Psychologists sometimes refer to this type of thinking as divergent
thinking in contrast to convergent thinking. A problem such as a math problem requires convergent
thinking –it has only one solution or very few solutions. Problems that have no single correct
solution and require a flexible, inventive approach call for divergent thinking. Can you think of
examples of problems that we face in aquaculture that require either convergent or divergent
thinking?





16

CAUSE-AND-EFFECT WORDS

Because
therefore
so that
cause
Reason
effect
thus
consequently
Since
as a result
if…then

result in

Circle one instance of a cause-an-effect word or words in the following passages.

1. Thirty years ago, miners accepted cancer of the lung as part of life. They knew that
longtime workers got short of breath and caughed up blood, and they wrote folk songs about brown
lung disease. But as a result of a new awareness about occupational diseases and a social movement
against coal dust, an accepted fact of life was transformed into an unacceptable illness. How about
other instances of occupational illnesses are there? Is there anything being done to prevent these
illnesses? Is there anything to do about it?

Below are some of the signal words that are most often used by writers. Place each word under its
proper heading.

for example
therefore
moreover
most important
but
also
differ
alike
as a result
in addition
for instance
just as
consequently
most significant
however
such as

similarly
especially valuable

Emphasis Addition
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________

Comparison Contrast
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________

Illustration Cause and Effect
_________________________ _________________________
_________________________ _________________________
_________________________ _________________________



17

U
UU
UNIT THREE:
NIT THREE: NIT THREE:
NIT THREE: NUMBERS
NUMBERSNUMBERS
NUMBERS

Numbers and the language describing numbers are very important to understand when you read
research articles, books or reports or when you discuss with colleagues. The language of numbers
and the language describing numbers must be understood clearly, if not, mistakes in
misunderstanding can cause serious mistakes.

NUMERALS

1. Cardinal Numbers

a. 0 zero (especially in mathematics and for temperature), ‘oh’ (in telephone
numbers), nil (in sports)
b. 100 1,000 1,000,000 1,000,000,000 a/one hundred, thousand, million, billion
c. 101 1,001 etc. a/one hundred and one, a/one thousand and one
d. 201 2,001 etc. two hundred and one, two thousand and one

2. Ordinal Numbers

a. 1
st
first; ‘The first of April” (spoken)
b. 2
nd
second; ‘The second species we will look at’
c. 3
rd
third; ‘Our third experiment was successful’

d.

4th fourth; “he is the fourth specialist we saw”
e. 21
st
twenty-first; ‘These products will take us to the twenty-first
century’
f. 100
th
(one) hundredth; ‘Our one hundredth new customer’
g. 101
st
(one) hundred and first
h. 1,000
th
(one) thousandth
i. 1,000,000 (one) millionth

3. Fractions and Decimals

a. ½ (a) half; ‘over half of our exports go to the USA’
b.
1/3
one-third; ‘One-third of the fry was loss’
c.
2/3
two-thirds; ‘We can usually sell two-thirds of the harvest quickly’
d. ¼ (a) quarter; ‘The earliest starting time is (a) quarter past seven’
e. ¾ three-quarters; ‘It takes me three-quarters of an hour to prepare’
f.

1/10
a/one tenth;
g. 1 ½ one and a half; ‘The whole process takes one and a half hours’
h. 2.5 two point five
i. 3.75 three point seven five (not: seventy-five)
j. 26.012 twenty-six point zero (or ‘oh’) one two
18


4. Frequency expressions

once twice three times …


5. Dimensions and specifications: Below are some expressions in both the written and spoken
forms.

a. Distance
i. 1mm a/one millimetre
ii. 10cm ten centimetres
iii. 5m five metres
iv. 7.5km seven point five kilometres
v. 2m × 5m two metres by five metres
b. Mass
i. 10g 10 grams
ii. 1,000kg a/one thousand kilos/kilograms
iii. 1mmt 1 million metric ton
c. Square Measure
i. 100cm
2

a/one hundred square centimetres
ii. 10,000m
2
ten thousand square metres
d. Capacity Measure
i. 10cl ten centilitres
ii. 2l two litres
e. Cubic Measure
i. 1,000 cm
3
a/one thousand cubic centimetres
ii. 100m
3
a/one thousand cubic metres
f. Mathematical symbols
i. 2+2 two and/plus two
ii. =4 is/equals//is equal to four
iii. -2 minus/less two
iv. × 6 multiplied by/times six
v. ÷ divided by 3
vi. () brackets or parenthesis
vii. {} braces
viii. [] square brackets
ix. <> angle brackets
x. < is less than
xi. > is greater than
xii. 2
4
two to the power of 4
xiii. √4 the square root of four

xiv. ≈ almost equal to
xv. ≡ identical too/is equivalent to
xvi. % percent
xvii. °F degree Fahrenheit
xviii. °C degree Celcius
xix. ppt parts per thousand


19

UNIT THREE: DESCRIBING TRENDS

1 Form

Trends are changes or movements. These changes are normally in numerical items, e.g. costs,
production volumes… . There are three basic trends: going up
↑, going down ↓, remaining stable
→. A fourth trend, fluctuating, is when the movement changes all the time.
For each trend there are a number of verbs and nouns to express the movement. We can divide the
verbs into transitive and intransitive. After a transitive verb we must put an object:
We have raised our prices because of inflation.

After an intransitive verb we cannot put a direct object.

Our prices have risen because of inflation.

a. ↑

VERBS
Transitive Intransitive

NOUNS
Increase Increase
Raise Rise
Put/push/step up Go/be up
Grow
Extend
Expend Expand
Boom
Increase
Rise

Growth
Extension (time)
Expansion (size)
Boom (dramatic increase)

b. ↓

VERBS
Transitive Intransitive
NOUNS
Decrease Decrease
Fall
Drop Drop
Put/push down Go/be down
Dip
Decline
Cut
Reduce
Collapse

Slump

Decrease
Fall
Drop

Decline
Cut
Reduction
Collapse (dramatic fall)
Slump (dramatic fall)








20




c. →

VERBS
Transitive Intransitive
NOUNS

Keep/hold…stable/constant Remain stable
Maintain…(at the same level) Stay constant


Stability


d. Other expressions


In the first year (x) sales in our region stood at 109, 000 units.
x





x


In the sixth year, sales reached a peak of 24,000 units.

Trends are changes. Sometimes we need to give more information about the change, as follows
1
:

Degree of change: The cost of shrimps has fallen… dramatically / vastly / hugely / enormously
/ substantially / considerably / significantly / moderately / slightly / a little.
The cost of shrimps has known a dramatic/ huge/ enormous/ substantial/ considerable/
significant/ moderate/ slight fall.

The speed of change: There has been a sharp/rapid /quick / swift / gradual / continuous/ steady/
slow increase in our expenses.
Our expenses have sharply/ rapidly/ quickly/ swiftly/ gradually/ continuously/ steadily/
slowly increased.


Finally, we can also qualify not only the change but also the information about the change, for
example: Farmers have had a considerably/fairly/relatively/rather slow year.

1
* Remember that we modify a noun with an adjective (a dramatic rise); and a verb with an adverb (to rise
dramatically)

21

Use the “reference structures” below to help you write reports about tables and graphs.

table/chart/diagram/graph shows (that)

figures/statistics show (that)

The
Diagram shows,describes,
illustrates
how…
According to the
As (is) shown in the
As can be seen from
the

table / chart / diagram /
graph / figures

…
It can be seen from
the
We can see from the
It is clear/apparent
from the
table / chart / diagram /
graph / figures
(that)…


22

UNIT FOUR: LIST OF CLINICAL SIGNS

1) Skin or fins(white, red, dark, other):
a) Ulcers: A sore (painful) area on your skin or inside your body that may bleed or produce poisonous
(toxic) substances: stomach ulcers
b) Spots: A usually round area on the skin, that is a different color or is rougher (not nice to touch) or
smoother (soft to the touch) than the rest.
c) Blotches: A pink or red mark on the skin or a colored mark

2) Frayed fin or tail: Damage to the fin or tail; the fin or tail is decomposing and looks like a old cloth.

3) Eyes:
a) Milky color: With a white or graying film/coat on the eye
b) Exophtalmus: protruding –coming out of the orbit (round part of the eye)

c) Sunken: inside the orbit
d) Loss: No more eye

4) Belly:
a) Distended: A swollen abdomen, bigger than normal, because of pressure inside.
b) Lumen with fluids (?)

5) Worms:
a) Flat (like a line ____)
b) Round (O)

6) Viscera (enlarged =bigger than normal, reduced =smaller than normal, normal):
a) Liver
b) Spleen
c) Kidney
d) Swim bladder
e) Intestine



23


7) Swimming behavior:
a) Activity alternated with lethargy: Moves and then stops moving
b) Restless: Cannot stop moving and spends a lot of energy
c) Sluggish/ lethargic: Slow and has no energy
d) Loss of balance: Falls to one side or another

8)Unusual swimming motion:

a) Swaying: To move slowly from one side to the other
b) Rotating: To turn in circles (?)
c) Jerky: To move in a rough manner with many stops and starts
d) Tumbling: To fall suddenly downwards, especially with a rolling movement
e) Head pointing up or down
f) Scraping on objects: To rub (touch) against something in a way that causes slight (small) damage or
injury.

9)Other behavior:
a) Loss of appetite: Does not eat as much as usual
b) Operculum spread: The operculum, inside the gill, does not close
c) Unusual ventilation: Does not breathe normally
d) Gasping at surface: To breathe with difficulty and quickly at the surface
e) Fish near bottom or surface
f) Inlet/outlet: Fish gather/stay/accumulate around the inlet –where the water comes in because they
lack oxygen; Fish gather near the outlet-where the water comes out because they are too weak and the
current takes them towards the outlet.
24

APPENDIX 1: ACADEMIC AND AQUACULTURE GLOSSARY

A

1. ab/normal: adj different from what is usual or average, especially in a way that is
bad: abnormal behavior/weather/conditions
o abnormality: something abnormal, usually in the body: genetic/congenital
abnormalities
o abnormally: adv
o normal: antonym
2. account for sth (BE) phrasal v, to form the total of something: Students account for

the vast majority of our customers.
3. accumulate: v [T] to gradually increase in numbers over time
o accumulation n[C or U] Accumulations of sand are formed by waves on
coastal beaches.
4. adapt v [T] to change something to suit different conditions or uses: Many software
companies have adapted popular programs to the new operating system.
[+ to infinitive] We had to adapt our plans to fit Jack's timetable.
o adapted adj, We are now well adapted to London's wet climate and dirty air.
o adaptable adj, able or willing to change in order to suit different conditions
o adaptability n [U],
o adaptation n[C or U]
o adaptive adj possessing an ability to change to suit different conditions
5. adequate adj, enough or satisfactory for a particular purpose: I didn't have adequate
time to prepare; [+ to infinitive] Will future oil supplies be adequate to meet world
needs?
o in/adequate antonym, not adequate
o adequately adv
o adequacy n[U]
6. adult: n [C] see mature
7. adverse adj [before noun] having a negative or harmful effect on something: The
match has been cancelled due to adverse weather conditions
o adversely adv He was adversely affected by the drug
8. affect v [T] to have an influence on someone or something, or to cause them to
change: The children were affected by the fire; This disease affects older people.
9. area: n [C] a particular part of a place, piece of land or country: this is a poor area.
10. algae: pl. n very simple, usually small plants that grow in or near water and do not
have ordinary leaves or roots
11. alternative n [C] something that is different from something else, especially from
what is usual, and offering the possibility of choice: You have two alternatives, east or
west.

o alternatively adv, we could try Indian food, or alternatively, we could try
Italian.
12. ammonia n [U] a gas with a strong unpleasant smell used in making fertilizers (to help
plants grow) and some cleaning products: ammonium chloride; ammonium nitrate
13. analyze v [T] to study or examine something in detail, in order to discover more about
it: Water samples taken from rivers were analyzed for contamination by chemicals.
o analysis n, plural analyses, chemical analysis revealed a high content of
copper.



25


14. anemia n[U] a medical condition in which there are not enough red blood cells in the
blood: The main symptoms of anemia are tiredness and pallor.
o anemic adj suffering from anemia: A lack of iron in your diet can make you
anemic.
15. anomaly n[C or U] a person or thing that is different from what is usual and therefore
not satisfactory: there is an anomaly on your X-ray
16. annual adj that happens every year
17. anti/biotic n [C or U] a medicine or chemical that can destroy harmful bacteria in the
body or limit their growth: The veterinary prescribed antibiotics for a gill infection.
18. appropriate adj, suitable or right for a particular situation or occasion: Is this film
appropriate for small children?
o in/appropriate antonym, not appropriate
o appropriately adv, She didn't think we were appropriately dressed for a
wedding.
o appropriateness n[U]
19. artificial: adj, made by people, often as a copy of something natural: an artificial

heart
o artificially: adv.
20. assess v[T] to judge or decide the amount, value, quality or importance of something:
They assessed the cost at $1, 500 USD. It's too early to assess the result of the study.
o assessment n[C or U] their assessments of production costs were wrong.
21. assume v [T] to accept something to be true without question or proof:
[+ (that)] I assumed (that) you knew each other because you went to the same
school.
o assumption n [C] something that you accept as true without question or proof:
My calculations are based on the assumption that prices will continue to rise.
22. attain v [T] to reach or succeed in getting something; to achieve: We need to identify
the best ways of attaining our objectives. India attained independence in 1947.
o attainable adj possible to achieve
o attainment n [U] when you achieve something: the attainment of a goal
23. authority [C] a group of people with official responsibility for a particular area of
activity: the health authority
24. available adj, able to be obtained, used, or reached: Is this dress available in a larger
size? [+ to infinitive] I'm afraid I'm not available to help with the show on the 19th.
o availability n [U]

B

25. bacterium n[C usually plural] plural bacteria, a type of very small organism that lives
in air, earth, water, plants and animals, often one which causes a disease:
an illness caused by bacteria in drinking water
26. benefit: n [C or U] a helpful or good effect, or something intended to help: The
discovery of oil brought many benefits to the town. I didn't get/derive (much)
benefit from school.
o benefit v [I or T] -t- to be helped by something or to help someone:
I feel that I have benefited greatly from her wisdom.

o beneficial adj, The improvement in sales figures had a beneficial
effect/influence on the company as a whole.