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- FISHERIES UNIVERISTY
NHA TRANG, VIETNAM
ENGLISH FOR AQUACULTURE
BY
MANON FRENETTE
WUSC
(World University Service of Canada)
IN
COLLABORATION
WITH
DR. DUNG
AQUACULTURE AND ESP TEACHER
FACULTY OF AQUACULTURE
2005
1
- CONTENT
UNIT ONE: WHAT IS AQUACULTURE?
1. Strategy:
a. SQ3R reading technique
b. Memory techniques for learning vocabulary
c. Strategy to understand difficult passages
2. Vocabulary: Basic fish species; physical characteristics; aquatic and aquaculture environment;
types of aquaculture; verbs relating to aquaculture farming
3. Reading:
a. Scanning: Matching headlines with paragraphs: What is aquaculture?
b. Defining technical terms: Types of aquaculture
4. Listening:
a. Description of a species and its physical environment
5. Speaking:
a. Reading aloud: practicing pronunciation and reading in groups of words.
b. Discussing the past, present and current situation of aquaculture in a region of Vietnam
6. Grammar:
a. Identifying parts of speech and changing word forms with suffixes
b. Active and passive voice: simple present tense
c. Reference structure of definition and description
UNIT TWO: HOW TO SELECT A SPECIES?
1. Strategy: Study schedule to remember information; understanding complex sentences; locating
main and supporting ideas
2. Listening: European Business Profile: Stofnfiskur
3. Vocabulary: Academic Word List and aquaculture word related to the growth cycle
a. Define academic words
b. Common antonyms in academic and aquaculture texts
4. Reading:
a. Reformulation of main ideas: Selection of Species
5. Grammar:
a. Review of parts of speech based on suffixes
b. Sentence structure: sentences, clauses and reduced clauses
2
- UNIT THREE: IMPORTANT NUMBERS IN AQUACULTURE
1. Speaking: Information gap: Verbalizing numbers about the aquaculture industry
2. Listening:: News report about the export of shrimps: Fill in the blanks
3. Grammar and vocabulary: The language of graphics and trends in academic texts
4. Reading tables and figures about the export of shrimps.
UNIT FOUR: FISH DISEASES –CHARACTERISTICS, PREVENTION AND TREATMENT
1. Strategy: How to outline and summarize
2. Vocabulary:
a. Parts of fish and crustaceans
b. Symptoms, treatments, tools and diseases
3. Speaking:
a. Recognize symptoms
4. Grammar: Reference structure
a. Common prefixes and suffixes
b. Using reference structure of cause and effect and expressions of quantity
5. Reading:
a. Comprehension questions and review of grammar: Fish Vaccinations
b. Outline and summary: Diseases problems in the Shrimp Farming Industry
6. MIDTERM
UNIT FOUR: PROBLEMS AND SOLUTIONS
1. Vocabulary:
a. Hatchery, environmental issues, water quality parameters
2. Listening: Description of new aquaculture site and its effects on the local environment
3. Reading: 5 flaws of sea-cage farming
4. Speaking:
a. Using expressions to clarify understanding
b. Simulation of a meeting for the building of a new hatchery and sea cage fish farm
5. Writing:
a. Brainstorming
b. Writing a team report
UNIT SIX: FUTURE EMPLOYMENT (TO COME)
1. Vocabulary: Common careers in aquaculture
2. Grammar: Reference structure:
a. The language of process –Actions in sequence
b. The language of process –Method
3. Reading: Subject areas
4. Speaking: Reviewing content and practicing for interviews
3
- Dear Dr. Dung,
I wish to express my gratitude to you Sir.
I feel privileged to have had the
opportunity to have you at my side during
this project. Both your qualities as a man
and as a Professor have left a lasting
impression on me. Men with your
availability, patience, openmindedness,
generosity, intelligence and optimism are
rare and few. I wish you, your family and
your students, a long happy and prosperous
life...
Sincerely,
Manon
To the students,
Always remember that learning is a lifelong
process. Cultivate your mind but do not
4
- neglect the qualities of the heart. Pursue
the good, the pure, the true you...
Manon Frenette
Nha Trang, March 24th 2005
UNIT ONE: SPECIES AND TYPES OF AQUACULTURE
Teamwork is very important in language learning. If you learn to trust, help, encourage, monitor each
other, you will make a lot of progress. What is important is NOT your level of English but rather your
willingness, your desire, motivation to learn something new each class. In teams, you will not only
practice English, but you will also learn to be a leader, a note-taker, a reporter, an editor, a helper, etc.
Your teacher will help you to develop these skills. But first, you need to form teams of four students of
mixed language ability. Then, try to think of a name for your team, for example: The Smiling Goldfish…
The Electric Eels… The colorful Seahorses . Next class, your teacher will ask you for your team’s
name.
VOCABULARY OF FISH SPECIES
The academic and aquaculture glossary (see V&G, appendix one) you find in aquaculture documents are very
important if you are planning on using English in your future job. Therefore, one objective will be to
learn the more important academic and aquaculture words. According to research, there are 570
academic words and many many more aquaculture words. But, a 60 period course can aim to teach, at
best a maximum of 400 new words. As you may know, vocabulary is best developed by both extensive
reading (reading a lot) and also by explicit vocabulary teaching and practice (learn, study, play, practice,
test)). To learn these, you need strategies: Good strategies to remember words are to make associations
between a word (English or Vietnamese), an image, a number, a smell, etc you already know. You can
also make a story, a summary when the context is appropriate. Visualizing words in your head
or on pieces of paper (flashcards, notes in places you often go to) provides the necessary repetition.
When you are confident about the words but want to recall long lists of words, use the first letter of each
word and try to form other words (with as much emotional punch to the word). If you want more
explanations, examples, and strategies, go to the following Internet site: www.mindtools.com. For
a vocabulary study schedule, see page16 .
VOCABULARY: Look at the boxes below and check many words you already know? How can you
learn them fast? Play the Flashcard Game, for explanation and activity sheet see you Vocabulary and
Grammar Book (V&G, appendix 3).
5
- The teacher will introduce the vocabulary and grammar of definition and description below. He or she
will draw bodies of water and fish parts to introduce a few species (see V&B, appendix 3). Some of these
descriptions were written by students from the 41st and 42nd class. Listen carefully.
Algae: Carp: Catfish: Clam: Crab:
Eel: Gastropod: Goldfish: Grouper: Lobster:
Mackerel: Mullet: Mussel: Octopus: Oyster
Salmon: Sea bass: Sea bream: Scallop: Seaweed:
Shrimp: Snakehead: Snapper: Snail: Squid:
Starfish: Tilapia: Tuna: Trout: Sardine:
6
- GRAMMAR: REFERENCE STRUCTURE OF DEFINITION, AND DESCRIPTION:
To define a term, we often say: X is …X refers to … X means… X includes...
Appositives are also used to define: Duckweed, a kind of algae, is found at the bottom of
the ocean.
To describe we often use verbs in both the active and passive voice (G&V, p. ):
Passive Voice : Active voice:
(0bj + be + pp) (Obj + be +not + pp) (s + 3ps) or (s + doesn’t + v)
X is found in … X lives in …
X is used for + N X has…
X is used to + V X matures …
X is shaped like … X weighs …
X is distributed in … X measures …
X is raised/ farmed/ bred/ raised … X consists of…
X is constituted of ...
X is covered with/ in…
X is known for …
VOCABULARY: GUESSING GAME -20 QUESTIONS
1. In groups of four, learner A selects (but doesn’t say) one of the species from the species box;
2. Learners, in turn, each ask questions to find which species learner A selected.
3. When one is ready to guess which species the other learner has selected, ask: Is it X? When a
learner has guessed correctly, he/she gets 5 points; if not he/she cannot guess again;
4. The group can ask a maximum of 20 questions (5 questions each); if no one finds it, the one
interviewed gets 5 points.
Examples of questions and answers:
1. Is it a fish, a plant, a crustacean? It is a …
2. How much does it weigh? It can weight from … kg up to … kg.
3. What kind of fins does it have? It has dorsal/ pectoral/ anal/ caudal/ ventral fins.
4. What kind of scales does it have? Its scales are X . It is scaleless.
5. What does it measure? When it is mature, it can measure up to …cm/m.
6. Is it a wild captured fish/cultured fish? Yes it is/No it isn’t
7. Is it cultured in ponds? In cages? It is cultured in …
8. What kind of mouth/jaw does it have? It has a round-shaped mouth / a X shaped mouth
9. What kind of tail does it have? It has a triangular-shaped tail…
10. Does it live in salt/fresh/brackish/demersal water? It lives in… water.
11. Is it found in shallow/mid/deep waters? It is found in X waters.
12. Is it carnivorous/ herbivorous/omnivorous? It is …
13. How is it distributed? It is distributed in rivers,
estuaries, streams,
7
- ponds, mudflats, lakes, rice fields, lagoons,
canals.
HOMEWORK: VOCABULARY AND GRAMMAR QUIZ
1. Study the vocabulary about species. To study, use one of the strategies mentioned above or play
the Memory Game while you learn the basic name of common fish and shellfish species taken
from the first text “Introductory Aquaculture”. If you like this game, remember that you can easily
make and play this game for every unit in this book… See page ? for procedure and handout.
2. Do the following exercise on fish external and internal body parts.
3. Study the reference structure and remember how to spell and use them. Review the basic verb
tenses, aspect and voice.
4. Next class: Quiz
Label the different body parts of a common fish, in this case, the herring:
Dorsal fins, Pectoral fins, Anal fins, Caudal fins,
Lower jaw Upper jaw Eye Paired/ventral/pelvic fins,
Can you identify anything else? Scales, operculum
How is the herring distributed (river, lake, stream, estuary, lagoon, canal, coast, open sea, mudflat, pond,
rice field)?
Is the herring caught, cultured or both?
How much can a herring weight? Measure?
How many tons of herrings are caught yearly in Vietnam?
How is the herring processed?
What products are made from herring?
8
- TYPES OF AQUACULTURE
Excerpted and adapted from Encyclopedia Britannica
Aquaculture is divided into many types. Try to see how many types you can match with their definitions.
Look at the verbs in italics which indicate reference structures of definition. Key words are underlined.
You are to work in pairs. Person A in the pair does two numbers, any two numbers, while person B
observes. Then, if B doesn’t agree, discuss the problem and correct if necessary. Player B then does two
other numbers while A observes. Then A checks the answers. When both persons agree, proceed to the
next two questions. To check the answers, the teacher will ask one student in the class and the other
students will have to say if they agree (agree = thumbs up) or disagree (disagree=thumbs down).
Ornamental* Aquaculture, Pond Aquaculture, Crustacean Aquaculture, Polyculture,
Intensive Aquaculture, Integrated Aquaculture, Shellfish Culture, Mariculture, Extensive Aquaculture,
Recirculating System aquaculture
*Ornomental refers to ‘decoration’ , which means to make something look beautiful.
1. ________________________It refers to the culture of clams, oysters, or related mollusks.
2. ________________________It is used to describe the raising of any living organisms for the
aquarium trade. It includes freshwater, saltwater, fish, invertebrates, plants, and even microorganisms.
3. ________________________It includes lobster, crayfish, shrimp, and related animals.
4. ________________________It is a specific term used to describe the aquaculture of saltwater
organisms as opposed to (contrary to) freshwater.
5. ________________________It refers to the culture to any sort of aquaculture that uses as closed a
system as possible. This is usually accomplished indoors with tanks and special filtration systems.
6. ________________________It refers to outdoor pools, which may be natural, artificial, or
modified from the natural. Fish or other crops may be raised in cages or allowed to swim freely.
7. ________________________It means raising aquatic animals or plants under conditions of little
or incomplete control over such factors as water flow, number and weight of species raised, and low
quality and quantity of nutrient inputs.
8. _______________________It refers to aquaculture practiced under a high degree of
environmental modification and control in which the principle nutrient source is high quality feed.
9. _______________________ It refers to aquacultural systems integrated with livestock (land
animals) and/or crop production(farming). For example, using animal manure to fertilize a pond to
increase fish production and water from the pond to irrigate a garden. When used in conjunction with
hydroponics cultivation of plants, the integrated system may be called aquaponics.
10. ________________________It refers to the culture of two or more aquatic species with different
food habits at the same time.
9
- GRAMMAR: WORD FORMATION -SUFFIXES
When reading academic texts, we come across a great many new words. By looking closely at word formation, it is
possible to guess the meaning or at least have some information about a word. An English word can be divided in
three parts: a prefix, a stem/root, and a suffix.
For example, the word micro/organ/ism consists of the prefix, -micro, the stem -organ and the suffix -ism . Micro
means small, organ means a part of a body and –ism indicates a noun. Therefore, microorganism is a noun that
means a small body
For now, let us concentrate on suffixes. A suffix is what is attached to the end of the stem. Suffixes change the
word from one part of speech to another. Therefore, looking at the endings of words, often provides useful
information which can help the reader recognize not only the part of speech but also help understand the sentence
structure and therefore the meaning. Look at VGB p. and start to learn to recognize these suffixes and what parts
of speech they most often indicate.
With the help of the dictionary, complete the following table with the words taken from the text
“Introductory Aquaculture”:
VIETNAMESE ADJECTIVE NOUN VERB ADVERB
Diet/er/ To diet Dietetically
Dietician
Commerce To Commercially
commercialize
Chemistry
Productive To produce Productively
Growing To grow -
Expanded
Economical Economics To economize
Nature/- To naturalize Naturalistically,
ist/ism Naturally
Dependence
Mature/ To mature/ Maturely
Maturational To maturate
Relative
Extensive To extend Extensively
Intentional Intention Intentionally
Technological Technology -
Supplied To supply -
Sufficiency To suffice Sufficiently
10
- STUDY STRATEGY: SQ3R
Most scientific texts are very difficult, TOO difficult, to understand for low-intermediate foreign language
learners. But, there are ways to increase your reading abilities. Effective readers, whether it is in
Vietnamese or in another language, are strategic readers. They DO NOT read a text from A to Z; instead,
strategic readers prepare; they read, stop, go back, continue, go fast, go slow; they read a text many times,
they take notes, highlight, think; and they review after reading.
SQ3R is a useful technique for maximizing your reading efficiency. It helps you to organize the structure
of a subject in your mind. It also helps you to set study goals and to separate important information from
irrelevant data. If you use SQ3R, you will significantly improve the quality of your study time.
SQ3R is a 5 stage active reading technique. The stages are:
The acronym SQ3R stands for the five sequential techniques you should use to read an article or book:
• Survey:
Survey the document: Read the title and look at the contents/tables/pictures; scan the introduction
and look for the thesis statement; read the first sentence of every paragraph as it often contains the
topic sentence, the main idea of the paragraph; and read the conclusion to have a general idea of
the text is trying to get at.
• Question
Make a note of any questions, vocabulary on the subject that you believe will be covered or that
interest you following your survey. These questions can be considered almost as study goals -
understanding the answers can help you structure the information in your own mind.
• Read:
Now read the document. Read through useful sections in detail, taking care to understand all the
points that are important. In the case of some texts this reading may be very slow. Do not try to
understand every word. This will particularly be the case if there is a lot of dense and complicated
information. While you are reading, it can help to take notes in concept map format. You should
read the text more than once.
• Recall:
Once you have read the document at least two or three times, run through it in your mind several
times. Isolate the core facts (information, vocabulary) or the essential processes (classification,
definition, research –abstract, methodology, results, conclusion- etc.)behind the subject, and then
see how other information fits around them.
• Review:
Once you have run through the exercise of recalling the information, you can move on to the stage
of reviewing it. This review can be by rereading the document one more time, by expanding your
notes, or by discussing the material with colleagues. A particularly effective method of reviewing
information is to have to reformulate it to someone else!
11
- LANGUAGE DETECTIVE:
What good language learners do when they don’t understand a word…a passage…
Good language learners DO NOT translate every word. In fact, most language learners and a
great many first language readers do not understand everything they read. It is normal to
understand only some key words from a text written in a foreign language. Language is like
Mathematics, you need to solve problems…
The following strategy may be long and difficult at the beginning. But as you will become used
to it, you will learn to use it more quickly. Remember that if your brain works hard to guess a
word, you will remember it more easily.
1. Look at the suffix and decide its part of speech. Is it a noun, a verb, an adjective, or an adverb
(see V&G, unit 1).
2. Look at the clause or sentence containing the unknown word. Sometimes a noun can be used
as an adjective…
a. If the unknown word is a noun, what adjectives describe it? What verb is near it?
That is, what does this noun do, and what is done to it?
b. If the unknown word is a verb, what nouns does it go with? Is it modified by an
adverb?
c. If it is an adjective, what noun does it go with?
d. If it is an adverb, what verb is it modifying?
3. Look at the relationship between the clause or sentence containing the unknown word and the
other clauses, sentences or paragraphs (see page X). Sometimes this relationship will be
signaled by a conjunction such as but, because, if, when, or by and adverb such as however,
as a result. Often there will be no signal. The possible relationships include cause and effect,
contrast, inclusion, time, exemplification, and summary. Punctuation may also serve as a
clue. Semicolons (;) often signal a list of inclusion relationships; dashes (-) may signal
restatement. Colons (:) often signal explanation, exemplification, or a list. Reference words
such as this, that, and such also give useful information.
4. Use the knowledge you have gained from steps 1,2 and 3 to guess the meaning of the word.
5. Check that your guess is correct.
a. See that the part of speech of your guess is the same as the part of speech of the
unknown word. If it is not the same, then something is wrong with your guess.
b. Replace the unknown word with your guess. If the sentence makes sense, your guess
is probably correct.
c. Break down the word into its prefix, root, and suffix, if possible. If the meanings of
the prefix and root correspond to your guess, good. If not, look at your guess again,
but do not change anything if you feel reasonable certain about your guess using the
context.
12
- SURVEY: Before you read, take 5 minutes individually to answer these questions, then share for ten
minutes with the person next to you.
1. What kind of text is this? Research article, book excerpt, magazine article, advertising…
2. Are there any visuals (pictures, graphics, tables…) to help you understand?
3. From the title, what do you think you will learn?
4. Based on what you learned before, define aquaculture ?
5. How long has aquaculture existed?
6. How many aquatic species can you name in English?
7. Which ones are most popular and why?
8. What is ocean ranching/farming and why does it exist? Which species are ranched?
9. Why is aquaculture slowly replacing wild stock fishing?
10. Which words do you expect to learn in this text?
READ: INTRODUCTORY AQUACULTURE Source: aquaculture.com
The objective of this exercise is to see how much information you can get out WITHOUT looking up in
the dictionary. Place the following headings with the correct paragraphs. The first one, 1), has been
done for you…The teacher will ask you which key words helped you find the answer.
1. Factors that explain why aquaculture is replacing wild capture fishing.
2. Aquaculture is developing quickly
3. Definition and uses of aquaculture
4. Aquaculture is replacing wild stock fishing in order to supply the world demand
a) __________________________________
Aquaculture is the farming of aquatic plants and animals for commercial, recreational, and scientific
purposes. This includes production for supplying other aquaculture operations, for food and industrial
products, for producing aquatic bait animals, for ornamental purposes, and for use by the pharmaceutical
and chemical industries. These activities can occur both in natural waters and in artificial aquatic ponds.
b) ___________________________________
Aquaculture has existed since at least 500 BC. However, only in recent times has it assumed commercial
importance, with world production more than doubling (x2) between 1970 and 1975. The rapid expansion
of aquaculture has been for the most part in the production of relatively high-priced species frequently
consumed as a fresh product. Examples are shrimp, crayfish, prawns, trout, salmon, and oysters.
However, also increasing is the production of catfish, carp, and tilapias, which are reared in extensive,
low-energy systems. For example, catfish farming in the United States has more than quintupled (x5) its
production since it began to grow in the 1960s.
13
- c) ____________________________________
Aquaculture is the way to decrease our dependence on wild stocks and to take control of the production of
aquatic plants and animals that have become commercially important to human society. Ocean ranching
by governments is intended to restock lakes and oceans. The young fish are bred in the controlled
environment and when sufficiently mature are released into the open sea. Oysters as a source of both food
and pearls, scallops, and mussels are raised throughout most of the world. Carp, trout, catfish, and tilapia
are also widely raised. Experiments with ocean ranching in the late 20th century led to the economically
successful aquaculture of lobsters.
d) a) Factors that explain why aquaculture is replacing wild
capture fishing.
In the recent past, pollution, over-fishing, and the importation of exotic pests into critical habitats like the
Great Lakes and the Chesapeake Bay have shown just how dangerous the reliance on wild stocks has
become. The growth of world aquaculture has also been stimulated by a number of factors, including
population increases, dietary shifts, and advances in aquaculture technology.
READING: COMPREHENSION CHECK
Now read the text a second time and try to answer the following questions. The words underlined are
academic vocabulary you must become familiar with. Students first work individually. Then, in turn,
student A answers the question. If he/she gets the answer, he/she gets two points; if not he/she loses one
point. Student B can correct student A’s answer for one point; if student B can explain why the student A
was wrong, he/she gets another point. If he/she cannot answer the question, there is no penalty. Student C
can try to answer and/or explain and so on…Once a question has been answered and understood by
everybody, the next student can answer the next question.
1. Where or which industries use the products of aquaculture?
2. How long has aquaculture existed?
3. What happened to the world aquaculture production between 1970 and 1975? Give an example
4. High-priced species are usually eaten fresh? True False
5. What does quintuple mean?
6. Why does ocean ranching exist?
7. What are oysters used for?
8. Why is it dangerous to depend on wild stock fishing?
9. Which factors explain the increase in aquaculture production?
10. How many species are mentioned in the text?
14
- SIX STEP INTERVIEW ABOUT VIETNAM’S AQUACULTURE INDUSTRY
REVIEW AND RECYCLE
PROJECT: Your teacher will assign a region, city, area to your team and you will be responsible for
describing the aquaculture practice of that region.
Examples of regions:
1. Mountainous region of Sapa 2. Haiphong
3. Ca Mau 4. Mekong Delta
5. Central Highlands 6. Cam Rang Bay
7. Danang 8. South China Sea
9. … 10. …
• Individually, answer the 7 questions below in your notebook (homework). Use one page for each
question because you will complete your answers in the next class.
• In class and in pairs (two students), A asks the first question to B.
• B answers and A can add his own answers.
• B then asks the second question and A answers.
• B can also add his comments after.
• Students continue like this until they are finished the 7 questions .
• Then A turns to C and B turns to D.
• The new pairs (AC and BD) start the same process and completes their notes
Your team must be ready to go to the blackboard to write down your best answers to each question.
1. How and when did aquaculture begin and develop in Vietnam (try to answer, guess)?
2. Which species does each region culture and fish?
3. What is the geography and how are the fish distributed (rivers, lakes, rice fields, sea, lagoon,
mudflats…) in that region?
4. What type(s) of aquaculture (see types of aquaculture) and fishing is practiced in that region? Why?
5. What type of aquaculture and fishing is NOT used in that region? Why?
6. What type of aquaculture or fishing could that region develop in the future? Explain
15
- 7. Does this region practice sustainable (environmentally friendly / long term) development? Explain.
UNIT TWO: HOW TO SELECT SPECIES?
Cut and past cycle of a salmon
In teams of four and in turn, each person must which define a word from the box, with or without the help
of the dictionary. When the vocabulary is understood by everyone, you can then categorize the vocabulary
in two steps. First, decide which word belong to which category: growth stages, verbs, feed or “X” rate
(i.e. heart rate). Then, order them in the correct sequence or order. More than one answer is possible.
Each member of your team must be ready to explain why your team chose that organization and
sequence/order. These words are underlined in the text Selection of Species.
artemia incubate mortality fry
larvae trash fish adult hatch
growth fertilize plankton Feed Conversion
survival juvenile pellet feed harvest
Growth Stages Verbs Feed “X“ rate
1. _______________ _______________ _______________ _______________
2. _______________ _______________ _______________ _______________
3. _______________ _______________ _______________ _______________
4. _______________ _______________ _______________ _______________
16
- LISTENING: “European Business Profile”
First listening:
1) What is Stofnfiskur known for?
a) It is a world leading producer of salmon eggs
b) It is a the largest fish farm in Iceland
c) It is a world leading aquaculture research center
d) It is the largest salmon processing factory
2) Why is it successful?
a) Because of its geothermal water
b) Because of its many breeding projects
c) Because it uses the latest and most sophisticated technologies
d) All are correct
Second and third listening:
3) Circle the ones you hear: What do they mean by ideal(best) rearing condition?
a) Low nitrogen level
b) Low density
c) High oxygen level
d) High-quality feed
4) How do they control the water?
a) They control the temperature
b) They control the saline(salt) content
c) They control the source of the water
d) Both a and b are correct
5) Circle the ones you hear: What are some of Stofnfiskur’s other products?
a) Artic trout b) Carp
a) Halibut d) Abalone
b) Angle trout e) Tuna
17
- 6) What will happen in the next 9 to 10 years?
a) They expect to increase production by 800 000mt
b) They expect to increase production from 800 000 to 2 000 000mt
c) They expect to increase production from 80 000 to 200 000mt
d) They expect to increase production by 2 000 000mt
7) Based on the content of this video, could Vietnam work with this company? Explain.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
STUDY STRATEGY: STUDY SCHEDULE
When learning new information, most forgetting occurs soon after the end of the learning session. By
understanding the nature of forgetting, we can better organize a studying program which will help us learn
better. In order to remember as much as possible, learners should:
1. Review the lesson after 5 or 10 minutes (for example study 25 words for 15 minutes after class;
2. Review 24 hours later (study the same words 10 minutes);
3. Review one week later (study the same words 10 minutes);
4. Review one month later (study the same words 10 minutes);
5. Review 6 months later
Learners should test themselves on new words or anything they have studied. If they can remember the
content, they should increase their interval before the next review, but if they cannot, they should shorten the
interval. Try this studying strategy with 100 words from the unit. Try to divide the vocabulary into groups of
about 25 words and study 4 days in the week. You can create a story, visualize the words, associate the words
with an image, etc. These strategies are very effective.
18
- VOCABULARY: ACADEMIC WORDS
The following 20 words are part of the top 100 academic words (V&G, appendix 4) that are found in university
texts and MUST therefore be learned as quickly as possible. In teams of 4, each student will look for the
definition of 5 of these terms and then relate the information to his partners (this should be done as homework before
class). Remember when looking up a definition in a dictionary, there are usually many possible meanings.
You must therefore read through all the possible meanings and choose one or two of the most appropriate
ones. For example, the word ‘culture’ can mean ‘the ideas, beliefs, customs of a society’ but in
aquaculture there are two possible meanings:
To culture (v.):
1) It refers to the process of growing bacteria;
2) It refers to* the practice of farming crops (rice, sugar cane, etc.) or animals like fish.
Synonyms: To farm, raise, harvest. Word form: cultured (adj.), cultivation (n), culture (n)
Vietnamese: ______________________
*L: It stands for the line number where you will find the underlined word in context(except the first paragraph) in the text Selection of Species for Culture.
** Try to use the reference structure of definition that you learned in the first unit.
1. Consider __________________________________________________________________________________
_________________________________________________________________________________________________
2. Contribute_________________________________________________________________________________
_________________________________________________________________________________________________
3. Objective _________________________________________________________________________________
_________________________________________________________________________________________________
4. Adapt ____________________________________________________________________________________
_________________________________________________________________________________________________
5. Occur ____________________________________________________________________________________
_________________________________________________________________________________________________
6. Require ___________________________________________________________________________________
_________________________________________________________________________________________________
7. Traditional_________________________________________________________________________________
_________________________________________________________________________________________________
8. Research __________________________________________________________________________________
_________________________________________________________________________________________________
9. Despite __________________________________________________________________________________
_________________________________________________________________________________________________
10. Circumstance ______________________________________________________________________________
_________________________________________________________________________________________________
19
- 11. Export __________________________________________________________________________________
_________________________________________________________________________________________________
12. Obtain____________________________________________________________________________________
_________________________________________________________________________________________________
13 Attain ____________________________________________________________________________________
_________________________________________________________________________________________________
14. Un/reliable ________________________________________________________________________________
_________________________________________________________________________________________________
15. Un/predictable _____________________________________________________________________________
_________________________________________________________________________________________________
16. Evidence __________________________________________________________________________________
_________________________________________________________________________________________________
17. Enhance __________________________________________________________________________________
_________________________________________________________________________________________________
18. Supplement(ary) ____________________________________________________________________________
_________________________________________________________________________________________________
19. Invest(ment)_______________________________________________________________________________
_________________________________________________________________________________________________
20. Fluctuate __________________________________________________________________________________
_________________________________________________________________________________________________
20
nguon tai.lieu . vn
