SỞ GIÁO DỤC VÀ ĐÀO TẠO LÀO CAI
TRƯỜNG THPT CHUYÊN TỈNH LÀO CAI

SÁNG KIẾN KINH NGHIỆM NĂM HỌC 2019-2020
MÔN: TIẾNG ANH
*****

“IMPLEMENTING THE FLIPPED CLASSROOM APPROACH IN
DEVELOPING STUDENTS’ LISTENING CAPACITY.”

NGUYEN THI THU THUONG

Lao Cai, 4/2020


TABLE OF CONTENTS

CHAPTER I: INTRODUCTION ...................................................................
1.1. Rationale ...................................................................................................
1.2. Aim of the
study.………………………………………………………………………..
1.3. Scope of the study .....................................................................................
1.4. The feasibility of using flipped classroom approach in developing
students' listening capacity. ………………………………………………
1.4. 1. For teachers ..........................................................................................
1.4. 2. For learners ...........................................................................................
CHAPTER II. DEVELOPMENT...................................................................
2.1. Literature review ......................................................................................
2.1.1. Definition of listening ............................................................................
2.1.2. Challenges in teaching listening skills ..................................................
2.1.2.1. Challenges for students ......................................................................

2.1.2.2. Challenges for teachers ......................................................................
2.1.3. Definition of flipped learning approach ...............................................
2.1.4. Advantages of the flipped classroom approach ...................................
2.1.5. Limitations of the flipped classroom ....................................................
2.2. Applications – Flipped classroom model for teaching listening skills. ..
2.2.1. Methodology ..........................................................................................
2.2.2. Participants ............................................................................................
2.2.3. Data collection .......................................................................................
2.2.4. Procedure ...............................................................................................
2.2.5. In-class and out-of-class’s implementation ..........................................
CHAPTER III. FINDINGS AND DISCUSSIONS ........................................
3.1. Overview of the process............................................................................
3.2. The result of pretest and posttest .............................................................


3.5. The results of the interview ......................................................................
CHAPTER IV: CONCLUSION .....................................................................
4.1. Major findings ..........................................................................................
4.2. Implications ..............................................................................................
4.3. Limitations of the study ...........................................................................
4.4. Suggestions for further study ...................................................................
REFERENCES ................................................................................................
APPENDIXES
………………………………………………………………………………


CHAPTER I: INTRODUCTION
1.1.

Rationale of the study


Listening skill plays an important role in daily life as well as in teaching and
learning languages. According to Rubin and Thompson (1994), listening skill
is the most important language skill, because people spend about 60% of their
time listening. In addition, listening skill gives people the opportunity to feel
language and comprehensively improve their ability to use language. Without
listening skill, participants in communication activities will not receive the
message; therefore, they cannot respond quickly and effectively. However, this
is the most difficult skill of the four skills that students need to master
throughout the learning process.
In spite of its obvious importance to language acquisition, multiple obstacles
face the teaching and learning process. It is commonly assumed that listening
skill is naturally acquired so little attention is paid to instruct students how to
listen. Teaching listening is associated with testing learners’ comprehension
rather than promoting it. A typical listening lesson often follows the procedure
of pre-listening, while-listening, post-listening in which students listen to a
complete audio text and get the correct answers to a set of prescribed questions
posed by the teacher. Thorn (2009) emphasized that most listening is done for
non-listening purposes like introducing grammar or vocabulary, for discussion,
for testing comprehension but not actually to learn how to comprehend. One
minute of listening is normally supported by countless minutes of not listening
activities. Answering comprehension questions after an audio is mostly a test of
memory. The focus is on outcome, on product rather than process, and ignores
the specific difficulties students may have experienced during the actual
listening. Besides, students have minimal listening practice time. Meanwhile,
the more they practise, the more they make progress.
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1.2. Objectives of the study

In this paper, we will discuss what we mean by” flipped classroom approach”,
why we should use the flipped classroom approach in teaching listening skill
to English major students at high school, and the advantages and
disadvantages of using flipped classroom approach. The paper also addresses
the principles behind using “flipped classroom approach in developing
students' listening capacity.” and give some suggestions concerning the
factors to consider when using the approach as well as what to be done to
overcome the difficulties facing teachers in this task. Finally, an evaluation
will be given to see the effect of using the method on teaching and learning
listening skills.
1.3. Scope of the study
The study is mainly about the difficulties that the English teachers meet when
teaching listening skill to English major students at specialized high schools and
some suggested techniques relating to using flipped classrooms and ways which
help teachers improve the quality of teaching listening skills. Bedsides, the
paper will indicate that learners may turn the flipped classroom into advantage
during the period of self-study time.
1.4. The feasibility of using flipped classroom approach in developing
students' listening capacity.
1.4.1. For teachers
In contrast to the traditional classroom model, in flipped classroom, teachers
perform lectures, theory videos and basic exercises, share via the Internet for
students to preview at home, while class time is devoted to answering students'
questions, doing difficult exercises, or discussing knowledge more deeply.

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1.4.2. For learners
Setting learning goals: Students determine their own learning tasks based on

achieved results; set detailed, specific learning objectives, overcome weak
aspects.
Planning and implementing learning styles: Students have the ability to evaluate
and adjust learning plans; forming your own way of learning; find a suitable
source of materials for different purposes and tasks; proficiently using the
library, selecting documents and making folders in accordance with each
learning topic of different exercises; recording information readable in
appropriate forms, being convenient for remembering, using and supplementing
when necessary; self-study problem.
Assessing and adjusting learning: Students identify and adjust their own
mistakes and limitations in the learning process; contemplate how to learn, draw
experience to apply to other situations; know how to adjust learning. For
evaluation purposes, each criterion needs to be divided into different levels to
specify the assessment.
1.5. Summary of the paper
This paper is divided into five main chapters as follows:
Chapter I: Introduction
This chapter provides the basic information of the paper including the
background of the study, the aims, scope and a brief summary.
Chapter II: Development
This chapter presents the theoretical background relevant to the research, details
how to collect data and analyzes the collected data to evaluate the real situation
of teaching, and learning listening of 10 English class students in Lao Cai high
school for gifted students and their perception of using flipped classroom
method to improve listening skill.
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Chapter III: Findings and Discussion
This session analyzes the collected data to evaluate the real situation of

teaching and learning listening of 10 English class students in Lao Cai high
school for gifted students and their perception of using flipped classroom
method to improve listening news broadcast skills.
Chapter IV: Conclusion
This chapter summarizes the content of the paper, acknowledges the limitations
and suggestions for further research
CHAPTER II: DEVELOPMENT
2.1. Literature review
2.1.1. Definition of listening
Listening is an essential skill that ESL learners have to develop. There are
several distinct definitions of listening, and each definition represents a different
perspective of listening. "Listening means taking a vigorous, human interest
in what is being told us," said poet Alice Duer Miller. "You can listen like a
blank wall or like a splendid auditorium where every sound comes back fuller
and richer."
It is not easy to define listening comprehension but one thing for sure is that
listening is to hearing what looking is to seeing as both listening and looking
require persons involved to take in relevant information while turning out
irrelevant information irrespective of what their zooms are: auditory or visual.
Howatt and Dakin (1975) pointed out that listening comprehension is “the
ability to identify and understand what others are saying including
understanding a speaker’s accent or pronunciation, his grammar and his
vocabulary, and grasping his meaning”. Listening to and understanding speech,
thus, consists of a number of basic processes. According to Brown (1994), the
hearer first processes “raw speech” and holds an “image” of it in short – term
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memory. Then, he determines the type of speech event that is being processed
and infers the objectives of the speaker. Next, background information relevant

the subject matter is recalled and utterances’ meaning is assigned. Lastly, the
hearer determines whether information should be retained in short-term or longterm memory as well as deletes the form in which the massager was originally
received.
Those processes clearly indicate that listening is not a passive skill in which the
listener takes in and stores aural messages in much the same way as a tape
recorder (Anderson and Lynch, 1995). On the contrary, when listening to
messages, listeners are active model builders who construct interpretation of
those messages by making use of schemata or global knowledge.
2.1.2. Challenges in Teaching Listening skills.
2.1.2.1. Challenges to students
For learners, they have to face up with challenges from listening for a number
of reasons:
Lack of cultural knowledge of indigenous countries: Wardhaugh (1986)
affirmed that language and culture are inextricably inseparable, unable to
understand and evaluate languages beyond cultural factors. Therefore, students
who impose culture and customs of their country to decode the information
content in the lesson will be inaccurate, leading to misunderstanding the idea of
content to convey.
Lack of language knowledge: Students' vocabulary is limited, the biggest
obstacle to the process of learning and practicing listening comprehension
skills. When encountering new words, students often have to stop to think, this
will lead to miss the next information. Pronunciation is another obstacle for
students. The syllabic changes in the quick and continuous speech in the lesson
compared to the clear pronunciation of each syllable of the teacher in the
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classroom confused students. In addition, the occurrence of assimilation, elision
and liaison in English speech sequences makes it difficult for high school
students.

Lack of background knowledge is also a challenge for students' listening
process. Because background knowledge has a great impact on understanding
the topic of listening. Learners build the meaning of the listening by breaking
what they hear (or read) into meaningful units, then re-combining them, based
on their existing social and language knowledge, then use logic guesses to fill
in the blanks. Learners with different background knowledge on a topic at
different levels will understand and interpret new information in different ways
when they decode new information. (Rubin, 1994)
2.1.2.2. Challenges to teachers.
Even teachers who are professionally trained in those 4 skills have difficulties
in mastering them. Frankly speaking, teachers who are not frequently listen to
the English news, read English newspaper, or speak to English native speakers;
they can’t keep up with the latest information and can’t get familiar with the
accent of different regions. Additionally, designing a brand new listening task
for gifted students isn’t as easy as eat a piece of cake. Finding and choosing the
suitably authentic material for students as well as the reliable source for
designing an interesting listening task presents as a challenge to educators.
Moreover, adapting the lesson to suit all students is another hassle. In fact,
majority of trainers have to spend a large amount of time making a seem-to-beboring listening task become inviting to all students.
2.1.3 What is flipped learning?
Before starting to come up with the concept of "flipped learning", the author
would like to mention the problems which it will solve and compare to
traditional teaching: 90% of the lecture time and 10% of the time to do the
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lesson. With the traditional teaching method, a class session will begin with the
teacher preparing the lecture to the class and the student preparing to do
homework the previous day. The new lesson will be lectured during class hours
and a bit of time will be spent doing class exercises. Thus, most lectures are

estimated to consume 90% of the time, the remaining 10% is practiced in class
by both teachers and students.

Figure 1: Traditional model vs Flipped model
Source: Research Gate (Flipped Learning As A New Education Paradigm: An
Analytical Critical Study -: Hanaa Ouda (2016))
There is an argument that the "Flipped Learning" method is highly persuasive
as soon as the author is reading the first document. It is when listening to
lectures that students are assessed to be "low level thinking", and when applying
the theory of homework or learning activities, students will be at "high level
thinking". This means that when students are passively receiving knowledge, it
is difficult for them to think, imagine into their knowledge while listening to the
lecture. So every time you listen to a certain knowledge that uses it to solve the
problem, or think about other problems right away, it will take the whole teacher
afterwards. The "Flipped Learning" solution offered is “reverse this process” .

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The 'flipped classroom' is the term commonly defined as a pedagogical model
in which traditional lecture and homework elements are reversed (Hamden et
al, 2013; Lage et al, 2000). Students engage with interactive content focusing
on key concepts prior to class allowing face-to-face time for collaborative
activities

that

clarify

concepts


and

contextualise

knowledge

through application, analysis, and planning and problem solving (Anderson et
al., 2001; Karanicolas & Snelling, 2010; Snelling et al, 2009). There is limited
published evidence on student learning outcomes from flipped learning
approaches, particularly in higher education (Hamden et al., 2013; McLaughlin
et al., 2014).
2.1.4. Advantages of the model flipped classroom
About 10 years ago, this method seems difficult, but thanks to the current
technological advances, it is extremely suitable. As of now, teachers will collect
lectures by video, PowerPoint, tools to support lesson preparation or participate
in online training portals. Students will use the content of video to learn and
prepare questions for lessons.
The work in the classroom of teachers and students will only stop at answering
the questions about the lesson, the teacher instructs the students to deepen their
knowledge, carry out appropriate group activities as well as spend more time in
training and thinking to students. Students will learn in new classroom models
called "flipped classroom" - a way to organize classes that characterize the
"flipped learning" approach. (see also: />The main idea of "Flipped Learning" is to increase the time for high level
thinking and to reduce the passive thinking time. The acquisition of knowledge
will be converted through online learning forms.

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With the flipped classroom model, educators offer the following four essential
factors:
Firstly, it is a flexible learning environment. Flipped classroom allows students
to choose the way, place, and learning time that suit their individual conditions.
Moreover, teachers are also more flexible in assessing students' learning.

Secondly, this model creates a new learning culture for students. In traditional
classes, teachers are the center of information. If students discuss questions,
they all revolve around the main ideas of teachers. In contrast, the model of
flipped classroom is forced to take students as a center in the teaching process.
Class time is devoted to discussing deeper knowledge, creating richer learning
opportunities for students.

Thirdly, a flipped classroom provides content-oriented learning programs.
Through this content that optimizes class time. Teachers clearly define the
content and purpose of lessons for students, from which students actively
explore and comprehend.

Finally, this model requires teachers to be professional educators. The role of a
professional educator with layers of flipped classrooms is even more rigorous
in traditional classes. During class time, teachers constantly observe their
students, provide them with appropriate feedback at the right time, assess
students' lessons. Teachers think about reality, connect each member of the
class to improve their learning. Teachers collaborate with each other, think
together and take responsibility in transforming their practices.
2.1.5. Limitations of flipped classroom

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In fact, when implementing the flipped classroom model, educators face many
obstacles and challenges, from both teachers and students.
The first obstacle for students is that not all families have the infrastructure of
equal communication. Not all students are easy to access, get lectures from
teachers to work; Next is “an increasing number of parents and educators do not
believe that we need to steal children's home time with compulsory homework.
For you, the time spent at home is necessary for your own passions, for
connecting with friends and family, for playing or participating in social and
sports activities. Also, because you do not understand thorough about the
flipped classroom, many teachers will come up with "bad pedagogy" measures,
as Nielsen said. “When I shared the idea of a flipped classroom for a manager,
she immediately told me: it's amazing! We will have more time in class to
prepare students to solve exam questions”. Not all schools are willing to let
students learn at a pace that is consistent with the development of each student.
2. 2. A case study – Flipped classroom approach
To better enhance teaching and learning listening skills, the researcher
employed the flipped classroom approach. The reason for choosing this
approach is that in this approach, the students will be more active in
understanding the knowledge, skills, and can promote their autonomy in
learning. For the teacher, this approach also reduces the workload in the class
and save more time for them to interact and assist students.
2.2. 1. Research Design
One experimental group was recruited to participate in the study which lasts 8
weeks during the first semester of the academic year 2019-2020. During the
experiment, the flipped based model was adapted and employed as a means of
teaching some listening comprehension strategies for the students. A pretest
and posttest were used to evaluate the effect of the experimental model.
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Moreover, the researcher also interviewed the students before and after the
experiment to investigate their attitude towards learning listening skills.
2.2.2. Participants
The participants of this study were 35 students who majored in English of grade
10 in Lao Cai high school for gifted students.
2.2.3. Data collection
The lessons in eight weeks were conducted under the same instructions and the
researchers tried to select the sample of the same level of English based on the
pre-test results. The pretest was given at the beginning of the experiment and the
results were recorded for further discussions. The test includes 4 sections. After
the whole treatment had been conducted, the posttest was administered to the
students. Actually, the form and level of the posttest was similar to the pretest
so the evaluation of the students’ progress of listening skill would be more
objective. The posttest was carried out after 8 weeks of implementing the flipped
classroom model in teaching listening. The procedure for the lessons remained
the same for each week with specific themes and topics. The contents of the news
in each week were based primarily on the chosen topic so that students’ listening
competences would be enhanced.
Weeks

Topic

1

Free therapy

2

The right to know


3

Listen up

4

Big data

5

Fear factor

6

Food for thought

7

A good reputation

8

Life hacks
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Figure 2: The topics for experimental teaching
Eight pre-recorded video lectures were designed by the researcher to teach the
intended listening excerpts to students before the lesson. Thanks to the
developments of technology, there are a variety of websites and apps so that the

teachers can create their own video lectures or online classes.
During the first week of the experiment, teacher instructed students to the flipped
classroom model; Edmodo websites - (a free and useful
place for the teacher to create the online lessons and follow-up assignments as
well); and the procedure of each lesson.
A lab-computer lesson was carried out in which the teacher introduced the
flipped classroom model and instructed students how to create their student’s
account on Edmodo website. Once every student understood the course
objectives and procedure, they were required to log on their account on Edmodo
and followed the instructions and task requirements every week.

/>
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The requirements and tasks of the lesson were posted on this website each week
during the experiment. The teacher combined two listening approaches
(Bottom-up processing and Top-down processing) in designing the tasks for
students so that the learning outcomes will be better achieved.
2.2.4. Procedure
This experiment included a suggested instructional model in teaching listening
to news broadcast based on flipped learning approach to teach listening to the
experimental group. The procedure of preparing and delivering the lessons was
designed based on the flipped classroom model in Hanaa Ouda (2016) and
presented as below:
Steps

details

Step One: Choosing The lesson to be flipped is chosen. The teacher starts

the lesson, planning determining the learning outcomes of the lesson.
the

learning

outcomes.
Step two: Designing The teacher designs the content and materials of the
the

content

and lesson and delivers it to the students before the next

before class session

class. The content of the listening tasks were chosen
based on the intended topics.
At home, students watch the instructional videos,
listens to the audios or watch the videos and the other
materials assigned by the teacher. They are required
to do some tasks to check their understanding of the
information provided, understand the lesson ideas and
analyze the content provided.

Step three: In-class During the classroom, students participate in active
session

learning activities such as: discussions, collaborative
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learning, critical thinking skills. Moreover, pair and
group work are applied to optimize students’
participation and engagement in the lesson. Most of
the class time focuses on student-centered learning.
The role of teacher is a supporter and facilitator of
learning.
Step four: follow-up Students are required to carry out projects, prepare
session

and

make

presentations

and other

kinds

of

assignments related to the lesson through searching
the webs for more resources. The teacher then will
evaluate students’ performances to make sure that the
learning outcomes are achieved.
2.2.5. In-class and out-of-class’s implementation
It is clear from the table that there are two main components in any flipped
classroom model: out-of-class and in-class activities
2.2.5.1. Out-of-class activity:

In before class practices, the students primarily work at home and make use of
computer technologies in accessing to the learning contents and materials.
During this stage, learning materials, recorded lectures and listening records are
the central components. Students are required to watch or listen at home to
teacher-created videos and follow the teacher’s instruction to complete some
designed activities so that they are ready to work with the concepts they studied.
Students are also required to prepare the questions for discussion in the class.
To design the content of the lesson, teachers should consider the following
factors. Firstly, it is of great importance to improve students’ appropriate
background knowledge so that they can identify the purpose of the listening
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activity. Long (1989) claims that in the process of learning a foreign language,
learners' scripts or schemata in an appropriate situation can enhance greatly the
learning outcomes. Chiang and Dunkel (1992) shed light on the definitions of
scripts or schemata as the written text or spoken discourse does not carry
meaning in and of itself but meaning occurs as a result of the interaction
between the reader's or listener's prior knowledge about the world and the text
or speech. Therefore, in preparing the learning materials, the teacher should
give students clear instructions even with authentic visual aids which are related
to the situation, characters, and events of the topic. If necessary, the teacher may
provide students with essential vocabulary. Secondly, guided questions for
students of different levels should be provided after they have finished the
listening materials. In a traditional classroom, all the students are asked the
same questions which may seem too difficult for the slow learners or too easy
for the advanced students. In the flipped classroom, even though all students are
required to listen to the same material, they can choose to answer questions
suitable for their own English proficiency. Questions can be divided into
beginning, intermediate and advanced level. The questions can be included

from the most general to the most detailed. By doing so, students are encouraged
to do more listening to answer the questions within their own capacity and
understand more of the listening material before they attend the authentic
classroom. This can promote the teacher-student interaction in class which is
really difficult in the traditional lecture setting.
Below are some example illustrating both teacher’s instructions and students’
responses for the requirements of before class activities:

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EXAMPLE 1: TOPIC – FOOD FOR THOUGHT
A. Objectives:
- Get some specific vocabulary and information about the issue
- Learn vocabulary related to food issues
- Develop listening skills: listening comprehension, listening for specific
information
- Explore whether the demands of agriculture and the philosophy of
environmentalism conflict with each other, or whether they can work in
harmony to produce food that is good for us and good for the planet.
Teacher’s instructions

Note: Teacher distributed the instructions and learning on the website in
advance. Students were required to learn and prepare for the lesson at least one
day before the in-class lesson.

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Here are some example of students’ preparations:

Submitted by Vu Thuy Linh (10English) – week 6

Presentation

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Submitted by Thai Thi Xuan Huong -(10English) – week 6

Submitted by Pham Hai Nam (10 English) – week 6 (File word)

Student’s name: Pham Hai Nam
UNIT 6: FOOD FOR THOUGHT
I. DEFINITIONS
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First of all, food crisis is understood as a long-lasted and extraordinary lack
of nourishment, which brings about fatalities. There’re many contributors to
this catastrophe, here are the most common ones. For starters, poverty is what
makes people unable to provide themselves food. In famine-stricken
countries, residents mostly can’t make ends meet and afford the food that they
desperately need to sustain lives. Poverty also has a negative impact on crop
production. For instance, in Africa, many farmers can’t afford proper
irrigation and fertilizer because they don’t have enough money. Additionally,
the population of the world has grown considerably since the 21 st decade.
More people means increasing demand for food and greater competition for
resources. Next, there’re are natural forces such as: drought, desertification.
Drought causes well-irrigated, fertile, arable areas to become arid and barren
landscapes, making it impossible to grow crops. In addition, increased oil and

transportation costs make the food harder to sell because it costs more to
grow. International conflicts between rival countries will generate restriction
or ban on importation. Therefore reducing the amount of food available to the
general population. The last possible cause is disease. Deadly diseases can
kill farmers who are responsible for food production. People also panic buy,
start hoarding a lot of food. Hence making food more and scarcer. Without
food, people’s immune system can’t operate properly, drugs become less
effective, more people die. It perpetuates a vicious circle: panic – hungry –
more deaths. There is no panacea for this perennial problem, but I can give
you some potential ones.
First, we should educate the citizens and apply family planning to curb the
relentless growth of the population. Secondly, improving distribution and
optimizing the supply chain is also a key factor. More international aids
should be established in aid of areas in need of food such as in Africa. Lastly,
we should take enhancing crop yields, land and water management into
account. These could help ameliorate the efficiency which many poor
countries lack. These are reasons of food crisis and solutions for it.
II. VOCABULARY
 Filter (v): remove something that is unwanted from a liquid or gas
 Niche (adj): related to products or services that are for a limited market
or group
 Ecological (adj): related to the connections among plants, animals, and
people
 Discard (v): to throw away something that is unwanted or not useful
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 Skeptical (adj): doubtful or disbelieving
 Neutral (adj): not supporting any position or side in an argument
 Edible nutrient (n): substances in food, like vitamins, that are necessary

for life
 Aquaponics (n): a system that combines conventional aquaculture
(raising aquatic animals such as snails, fish, crayfish or prawns in
tanks) with hydroponics (cultivating plants in water) in a symbiotic
environment.
 Aquaculture (n): the raising of water animals such as fish for food, or
the growing of plants in the water for food
 At best (adj): taking the most optimistic or favorable view.
 Ingredients (n): the foods and substances that are used to make a
particular dish
 Conventional (adj): usual or traditional
III. LISTENING
E. Listen for main ideas
- The professor: d, f
+ Personally, i’m neutral on the value of technology. It’s just one among
several options
+Thanks, for what it’s worth, I agree that 3D printing of food doesn’t seem
like an obvious solution to the food crisis
- The female student: f, a, b
+ One technology that fascinates me is 3D printing, however my opinion
changed during my research.
+ I’m not sure it’ll become an important technology. It can add nutrients to
food in the future, but now it’s slow, costly and mostly produce nonessential foods.
+ Aquaponics combine growing plants and farming fish into one single
system
+ Normal fish farm has a problem: farmers have to filter and discard the
waste that fishes produce. Now they use it as nutrients for the plants.
+ Aquaponics has some benefits over traditional agriculture.
+It produces vegetables and fish proteins for people to eat. It looks like it
needs a lot of water, the water can be recycled. Aquaponics use 90-98% less

water than conventional agriculture.
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+ Aquaponics doesn’t require a large area of land. It requires far less energy
than conventional farming.
F. Listen for details
1. layers
2. items
3. nutrients
4. machines
5. farms
6. layers
7. nutrients
8. plants
G. Collaborate
1. Questions:
- What does that technology involve ? What method does it use ?
+ Take cells from the muscle of an animal, add a special enzyme to the cells
to make them divide. Over time, they grow into a sheet of edible meat.
- What are its advantages over conventional farming ? or disadvantages?
+ Its flavor and cost used to be not really good
+ Growing cells is basic technology so the cost is decreasing gradually
+ According to his research, the same burger now costs 10$ and tastes much
better. The process of growing cells can be easily scaled, meaning it would
be possible to produce meat cheaply and in enough quantity for everyone.
+ The process doesn’t need huge amount of agricultural land, water or
energy so it’s sustainable
+ It doesn’t harm animals
- Is it accessible to everyone =?

+ It’s becoming increasingly accessible to everyone
2. Questions while listening
- What’s his stance on this technology?
+ First, he was skeptical
+ After researching, he thought it could be a potential solution to the food
crisis
- How does the meat taste?
+ It used to be not really good, but now it tastes much better
3. Questions after listening
H. Communicate
1. I think the most effect time to write questions is after listening. You’ll
have to memorize and write down what you’ve just heard. This helps
enhance your memory and general understanding of the topic.
2. Right away after listening, because that’s when you are still able to
remember
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what you’ve just listened to, therefore having many ideas or questions to ask
yourself.
I. Collaborate
a)
1. U
2. U
3. L
4. L
5. L
6. L
8. L
8. U

b)
- student: std
- lecturer: lctrer
- radio announcer: radio anncer
- female presenter: F presnter
- fish farming expert: fish frming exp
- second male speaker: 2nd M speaker
- office manager: off mang
- third employee: 3rd employee
J. Communicate
1. Amal
2. The professor
3. Austin
K. Think critically
1. I don’t think so
2. I think growing cells is the most potential solution. It’s really good as
being seen from different aspects: morality, price, accessibility, flavor,
sustainability.
3. Integrating weather forecasts into the farming process may have an
impact on the food crisis

- 3 QUESTIONS ABOUT AQUAPONICS:
+ What does aquaponics consist of?
+ What is the fish’s waste used for?
+ How much less water does it use than conventional agriculture?

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