Анализ проведения лекции с использованием CLIL

Akhunova Yelena

Tashkent Institute of Finance

REFLECTION

about preparation to the lecture on topic “Financial Intermediaries” and the results of the experimental lessons on this topic held in two different groups usually studying the special discipline “Finance” in Russian

Part I. Preparation to the lecture

The topic “Financial Intermediaries” is the 8th topic of the special discipline “Finance” taught to the students of the 2nd year of study of all faculties of the Tashkent Financial Institute. This lecture is a logical continuation of the topics “Financial Innovations and Financial markets” and "Financial market rates". This means that students have certain knowledge from the previous two lectures and are ready to study a new topic.

As I received the Week 1 Task on Tuesday and I needed some time to prepare my lecture in English, I chose two groups of students, whose lectures were held on Thursday, HBA-40 and KBI-40.

I prepared the text of the lecture on the topic “Financial Intermediaries”. According to the working program of the special discipline “Finance” this topic should be studied during two weeks (4 hours), so this week I planned to explain the first two questions of the lecture (1. The concept and types of financial intermediaries and 2. Commercial banks).

After that, I determined what main points will be presented in the form of presentation and handouts, what interactive tasks should be used to fix the material just studied, how students should do these tasks (working independently, in pairs or in groups).

I looked through the different types of assignments that we study in our face-to-face lessons and those that are given in the book recommended by you.

According to the content of my lecture I planed to use the following activities:

1. Think-Pair-Share (it was used during our lessons, but I have not found it in the book). Student should discuss in pairs and find the best decisions for five problems occurring in everyday life.  As a graphical organizer, I used a table with various problems / situations presented in the first column, and possible solutions to these problems were shown in the right column. The students had to determine which solution best suited each problem. After that, they had to come up with a short story in 2-3 sentences for each situation using the names of friends, real names of banks and other organizations.

2. After material on definition and essence of financial intermediation and financial intermediaries, benefits and potential problems of financial intermediaries I decided to use Think-Pair-Share again (it was used during our lessons, but I have not found it in the book). Student should discuss in pairs and find answers on two questions (1. In most cases in everyday life who are you? Borrower? The lender? 2. How do you usually borrow or lend money? Direct way? Through financial intermediaries?).

3. After explanation of types and examples of financial intermediaries, I decided to you Yes/No Task. It is a combined variant fro True/False Statements (it was used during our lessons) and “6.4. Answer my picture” activity from the book (page 119). Instead of a picture I used my presentation. A text of several paragraphs was given in the handouts. Two big groups were changes into small groups of four students.  As a graphical organizer, I used a table with four columns two of which were Yes column and No column. Doing this activity, students should determine what financial intermediaries exist in the Republic of Uzbekistan and note Yes or No.

4. At the end of the explanation of the second question of the lecture I planed to give a task to analyze the table with the main indicators of the development of the banking system in the Republic of Uzbekistan. I decided to use activity “4.7. Exactly fifty words” from the book (page 84).  Students should discuss the table and the text in their handouts and write small essay.

Taking into account the use of these exercises, I prepared a lecture plan (please, see separate file), Power Point presentation and handouts.

Part II. Success of use of these 4 activities during my lectures in groups HBA-40 and KBI-40

Group HBA-40. Lecture on this topic with the use of all abovementioned materials was held on Thursday, November 30, 2017 on the first pair (from 8:30 to 9:50). Students of the group HBA-40 studies all special disciplines in Russian only. About 50-60% of the students know English at a good/excellent level and can use it actively during lessons. About 30-35% of the students understood my explanation in English, but had different problems with speaking or writing skills. Last 15-20% students are not ready to have lessons in English.

Group KBI-40. Lecture on this topic with the use of all abovementioned materials was held on Thursday, November 30, 2017 on the fifth pair (from 15:00 to 16:20). Students of the group KBI -40 studies all special disciplines in Russian only. About 45-50% of the students know English at a good/excellent level and can use it actively during lessons. About 35-40% of the students understood my explanation in English, but had different problems with speaking or writing skills. Last 20-25% students are not ready to have lessons in English.

Despite this, I gave the lecture material with understandable words, organized the tasks in pairs and groups most effectively, explained the content of words and corrected grammatical errors as sometimes it was necessary. I managed to explain the lecture material, interact interactively with students and achieve the goal of the lesson (please, see photos in separate Microsoft Word files). I liked to teach students the discipline "Finance" in English.

Part III. Feedback from the students

To receive a feedback from the students of groups I prepared a questionnaire in a table form both in Russian and English consisting of 20 different questions (please, see, separate file). I asked students of the groups HBA-40 and KBI-40 to evaluate my lesson and all our activities according tor the given questions and send them to me till the evening of Friday. After the receiving the files from my students I analyzed their answers during 1 day and can write their opinion on our activities.

1. First Think-Pair-Share activity in groups was evaluated positively, but some students supposed it to be to easy and asked to give tasks with more complex examples. All students liked this exercise but some of them had problems with speaking and explanation of their ideas.

2. Second Think-Pair-Share activity in groups was evaluated positively too. All students liked this exercise but some of them had problems with speaking and explanation of their ideas.

3. Third activity, Yes/No Task, was made in groups and was found to be stimulating to think and to discuss the opinion of each student. Working in groups helped to identify the knowledge of each student and clarify their ability to express their opinions, communicate with other students, give their arguments, and refute the arguments of other students.

4. Forth activity, “Exactly fifty words” was made in groups too. Students appreciated this exercise, but some students had problems with writing.

Part IV. Directions for improving my teaching activities in English

1. I would like to receive tasks on Monday in order to have more time for preparation, because besides my own lessons there are always different tasks from the management of our department, faculty or rectorate, the replacement of lessons of other teachers, urgent answers to the modemgrams and other problems that require urgent solution.

2. As I teach “Finance” to the Russian groups I can not use English during the whole lesson (80 min.) because some students are not ready to study in English, but I plan to teach in English one part of the lesson (15-20 min.) with 1-2 activities up to the end of our courses.  

3. I would like to receive more books on CLIL and its usage. As I am going to prepare the study-methodological complex for special discipline “Financial Control” I need information on CLIL to create good complex for my future usage.  

4. I am going to improve my English by repeating English grammar from the A1 level. It will help me to speak English more fluently and to make fewer mistakes.

5. I am going to find more interesting information in English on the topics of my lessons. This will make the study of the subject in English for students more attractive.