Margit Berlič Ferlinc in Maja Urlep, Srednja ekonomska šola Maribor

We will deal with flipped learning at team teaching, which develops economic terminology in foreign language. We implemented such teaching/learning in two classes of the 3^rd grade of high school of economics. Flipped learning and introducing of English in profession demand certain changes and adaptations of the teaching/learning process. We have prepared a conference recording about the new topic (inflation and deflation), a worksheet for notes when watching the recording, and a quiz in Moodle (with more possible solutions) for testing of knowledge and understanding. The students had been watching the recording at home, had been doing the worksheet at the same time and had been trying to do their best with the quiz in Moodle. Then they had two team teaching lessons and they upgraded the knowledge with English terminology. After watching a cartoon (the source: ECB) in English, they answered short questions, they checked their understanding with if-clauses exercises, and they wrote a reconstruction of the cartoon about inflation in English for their homework. We practised the topic at the next lesson with the game “Inflation Island” (the source: ECB) and we watched a video about Japanese deflation (listening comprehension with true/false statements). The students did a web questionnaire for evaluation where they graded flipped learning and team lessons (Economy and English). Most of the students were positive about the novelty. However, such way of learning is a challenge for the students with problems with either Economy or English (or both).