TACN english for animal science and aquaculture

ENGLISH
for


Animal Science and
Aquaculture

Prepared by Nguyen Xuan Trach

HUA


Hanoi University of Agriculture
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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 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)

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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:
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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.
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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'?
- 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?
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- 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
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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 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:
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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
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.





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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
nutrition (n) dinh dưỡng
occur (v) xảy ra
reaction (n) phản ứng
reproduction (n) sự sinh sản, tái tạo
research (n) sự nghiên cứu

science (n) ngành khoa học
structure (n) cấu trúc
substance (n) chất, cơ chất
surroundings (n) môi trường xung
quanh
tissue (n) mô bào
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.

15

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.
23

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) lợ n
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
24

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.

25

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.