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Welcome to Halina’s English Online ClassesEnglish_MY

Learn with top instructors from the best universities in Europe




Halina’s English


Learning with a real teacher and a structured course helps you to stay motivated and disciplined


Private 1 on 1 Skype lessons
Your teacher spends all his/her time on you and you do not have to wait on other students.

Your teacher will provide you with as many online learning materials as you want. You will get YouTube videos, audio files, interactive exercises, pdfs and printable documents.

After 2016 trust native speakers less – by Wiktor Kostrzewski

I am a passionate non- native English teacher. Teaching is a big part of my life. For that understanding, I am a lifelong scholar.
I believe in using music in English teaching. My approach is that we do not speak the language, but we sing it.
English bears a unique melody, rhythm as well as intonation.

Halina from Poland

TEFL Equity Advocates

1. British English can no longer serve as an optimal, reasonable model of English language use. Not after the Brexit campaign, fuelled by lies, racism, culminating in deaths of a British MP and a Polish migrant. The Leave campaigns used British English to make false promises, mis-represent facts (to the point of possibly risking criminal litigation), and divide British people – and they won. The Remain campaign failed to engage on any level beyond fear – and it lost.

2. American English can no longer serve as an optimal, reasonable model of English language use. Not after Trump. His presidential campaign “took relentless aim at institutions and ideals”, presented a pessimistic, polarising vision of America, steered clear of facts, policies or rational arguments – and it won. The Clinton campaign failed to engage people whose momentum was felt in the Democratic Party with Sanders still in the running – and it lost.

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About Halina’s Teaching

I am a passionate non- native English teacher. Teaching is a big part of my life. For that understanding, I am a lifelong   scholar.

I am in blended learning/ training and flipped classroom.

The traditional physical classroom settings for my lessons are not efficient enough.
In my view, technology gives us many new possibilities.

I prefer blended learning, which means, taking advantage of both, traditional f2f techniques and opportunities confronted by new technologies.

Moreover, thinking in a foreign language is exactly what I want my students to accomplish. I teach without a bridge language.

When I teach Polish, my foreigners and I have to speak only Polish, and my English classes are run entirely in English.

This means they are required to forget about native language and start speaking as well as thinking in a foreign language.

My students learn English in different contexts, mostly singing phrases, expressions, collocation, idioms, and phrasal verbs also telling stories. Moreover, I encourage them to talk to everybody, even to themselves in a foreign language. As a result of this, they can establish a set of compelling stories.

I correct only little mistakes.  I do not want them to stop talking. I also encourage my students to listen to songs, watch movies with subtitles in a language they learn, read a lot and so forth.

Moreover, I often use YouTube videos to improve student’s pronunciation, as well as, movies with English subtitles and of course songs.

I believe in using music in English teaching. My approach is that we do not speak the language, but we sing it.

English bears a unique melody, rhythm as well as intonation.

My students enjoy English lessons with me because they are never bored.2014_august

The long and winding road to success by Tatiana Njegovan

On the 31 October 1991 my ten-year old dream came true – I became an English teacher. I was born in Belgrade, the capital of former Yugoslavia, today Serbia. I successfully passed my State Certific…

Source: The long and winding road to success by Tatiana Njegovan

Blended Learning vs. Flipped Learning



According to Horn and Staker, blended learning is:
“Any time a student learns, at least in part, at a supervised brick-and-mortar location away from home and, at least in part, through online delivery with some element of student control over time, place, path, and pace. The modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.”
The most significant piece of the definition is the “element of student control” highlighting the flowing instructional models to enable improved student-centered learning, giving students greater than before control over the time, place, path, and the step of their learning tracks.
Blended learning offers a balanced approach, focused on redesigning instructional models first, then applying technology, not as the driver, but as the supporter, for high-quality learning experiences that allow a teacher to personalize and make the most of the learning.
The technology helps to supply instructors with data, expand student choices for educational resources and learning materials, and deliver opportunities for students to practice and to exhibit the high-character performance.
Broadly speaking, I am for blended learning, which means taking advantage of both traditional f2f techniques and possibilities presented by new technologies.
Flipped Classrooms provide pre-recorded material (video or audio) followed by classroom activities. Learners watch the video before or after the class; this happens outside F2F meetings. Thank’s to that class time can be used for interaction, such as Q@A sessions, discussions, exercises other learning activities.
This is the unadulterated room to “invert” doings in the class with activities outside the instruction distance.
Flipping is not just about video and technology.
Moreover, technology does not replace good teaching. It enhances good education.
Flipping helps us to get the best use of class time. It is a methodology that allows the teacher to involve students intensely in the collaborative community and develop a shared problem-solving workshop.
My students very frequently have to find some info, primarily online, and in class, they present materials on a particular subject. We use it as a base for richer analysis and activities.
Sometimes, instead of giving lectures, I call for learners to watch chosen PPT, videos or podcasts at home, hence when we meet in the course of study, we can concentrate on the debate, as well as interpretation of the problem.
In my point of view, there are some significant ways to involve students during a lecture such as small demonstrations, surveyed by group debate as well as PPT lecture, followed by expounding, discussing and particularizing the material.
I am convinced that dialogue is necessary for my Polish History and Culture lectures. I take advantage of novel methods to build up active learning skills and to encourage students toward further education, or else to mature students’ thinking skills. For most of my learners, the techniques I use are fresh. They come to study in Poland from all the Globe, and the majority of them are not used to blended learning as well as flipped classes.
They have to be talked into active learning and taking the responsibility of their own knowledge. My role as a teacher is to be a learning coach, mentor and a source of support as well as inspiration.
Flipping provides students opportunities such as; interactive questioning, mind exploration, answer “why this is important for me to recognize this?” and student-created content.
During my language classes, I also use flipped methods because I believe in learning by researching as well as having fun while studying.
• Clayton Christensen Institute: What Is Blended Learning?
• Report: iNACOL Blended Learning Teacher Competency Framework
• Report: Mean What You Say: Defining and Integrating Personalized, Blended and Competency Education
• Report: Maximizing Competency Education and Blended Learning: Insights from Experts
• Wolff, Lutz-Christian, and Jenny Chan. “Defining Flipped Classrooms. “Flipped Classrooms for Legal Education. Springer Singapore, 2016. 9-13.
o http://www.inacol.org/news/what-is-blended-learning/
o http://www.christenseninstitute.org/blended-learning/

The Lack of Correlation among University Teaching, Secondary School Teaching and Primary School Teaching

There is a lack of connection between secondary school textbooks and college teaching materials, which is a barrier to English learners. In the teaching material of university, middle-school and primary school in our country, there are many unnecessary repetitive content (Tian, Jiu, Xu, & Wang, 2011). And there are different emphases in different stages of teaching. In primary and secondary schools, English learning is mainly based on a few textbooks, which mainly focuses on the teaching of grammar. Therefore, the students’ vocabulary is relatively poor, and the ability of language application is poor. College English is focused on to grasp the usage of vocabulary and a variety of expression, not to teach grammar systematically. This is detrimental to the cultivation of students’ practical ability, and can lead to negative consequences.

Life-Related Teaching Method Life-related teaching method refers to integrate English teaching into life, learn English in life, master the basic skills of English in practice. Life-related teaching is an English teaching which is based on life. It is different from the traditional teaching methods in the selection of teaching materials, teaching process and teaching effect. life-related teaching is to let students learn English out of class, and to learn English in practice. Life-related teaching method breaks the traditional English teaching mode, and the students are liberated from the shackles of the traditional English teaching, which makes the students actively integrate into the teaching. Life-related teaching puts forward higher requirements to English teachers’ teaching level and teaching theory (Xu, 2010). In the teaching level, it requires teachers to have a deep understanding of the teaching content, select the appropriate teaching material from life, and introduce the life material into the practical English teaching. In the aspect of teaching theory, the traditional English teaching pays attention to the training of students’ vocabulary, grammar and sentence pattern, and the English teachers only need to master the theoretical knowledge of vocabulary, grammar, sentence patterns and so on. The life-related teaching attaches great importance to cultivate the students’ comprehensive ability in our daily life, which requires the English teachers to master rich English teaching theory. Therefore, in the process of implementing English teaching, the college can refer to the life-related teaching method. 3.3. Task-Based Teaching Method Task-based teaching method is to cultivate students’ confidence in learning English through the gradual accumulation of the task. Task-based English teaching method is based on the task of the basic module, in the process of English teaching, to complete a series of tasks. In this process, English teachers and students can get along very well, and English teachers and students will be able to speak English in a real environment, to improve students’ ability of English communication. Task-based teaching method compares with the traditional English teaching has the following advantages: first, task-based English teaching method has a very clear teaching goal; Second, the task-based teaching method is a kind of student-centered English teaching methods; Third, task-based teaching method is carried out around the students, each student has a certain task, prompting students to actively participate in the teaching of English. Task-based English teaching method not only put forward higher requirements to the English teachers in colleges and universities, but also put forward higher requirements to the students. In the aspect of English teachers, task-based teaching method requires English teachers to have a high comprehensive quality and strong professional knowledge, in the process of task allocation, to pay attention to the difficulty of the task. In the aspect of students, the task-based English teaching method requires that each student has a certain task, and everyone can’t be lazy. Therefore, in the process of implementing English teaching, the college can refer to the task-based teaching method. 3.4. Group-Divided and Cooperative Teaching Method Group-divided and cooperative teaching method is according to the interests and the English levels, divide students into groups. Each group as a small team, English teachers’ teaching according to the actual situation of each team, at the same time, the requirement between team members, learn from each other, communicate with each other. According to the English teachers’ teaching method, choose the appropriate method of learning English. On the one hand, group-divided and cooperative learning can enhance students’ sense of team cooperation. On the other hand, it can improve students’ ability to communicate in English quickly.

Group-divided and cooperative teaching method is based on students’ autonomous learning. In the process of English teaching, through the communication between the team members, stimulate students’ interest in learning English.

In the process of group-divided and cooperative teaching, not only can strengthen students’ team cooperation consciousness and responsibility, but also can achieve a comprehensive and sustainable development of students’ learning English. Therefore, in the process of implementing English teaching, the college can refer to the group-divided and cooperative teaching method.


With the pace of the globalization and internationalization of the world economy accelerating, English, as a communication tool, is becoming more and more important. The goal of English Teaching in colleges and universities is to cultivate students’ English practical ability and intercultural communicative competence through the use of effective English teaching methods. In order to improve the present situation of the current college English teaching methods, promote the reform of English teaching methods, improve teaching quality, colleges and universities should attach importance to reform of college English teaching, and actively promote the implementation of university teaching methods, to provide a good external environment for the reform of College English teaching.


AAMC (2005). Report VII Contemporary Issues in Medicine: Musculoskeletal Medicine Education, Medical School Objectives Project No. VII. Washington DC: Association of American Medical Colleges. Abou-Raya, A., & Abou-Raya, S. (2010). The Inadequacies of Musculoskeletal Education. Clinical Rheumatology, 29, 1121-1126. http://dx.doi.org/10.1007/s10067-010-1527-y Akesson, K., Dreinhofer, K. E., & Woolf, A. D. (2003). Improved Education in Musculoskeletal Conditions Is Necessary for All Doctors. Bulletin of the World Health Organization, 81, 677-683. Almoallim, H., Bukhari, E., Amasaib, W., & Zaini, R. (2012). How to Avoid Delay in SLE Diagnosis and Management. In H. Almoallim (Ed.), Systemic Lupus Erythematosus (pp. 219-242). Croatia: InTech. http://dx.doi.org/10.5772/26498 Al-Nammari, S. S., James, B. K., & Ramachandran, M. (2009). The Inadequacy of Musculoskeletal Knowledge after Foundation Training in the United Kingdom. The Bone and Joint Journal, 19, 1413-1418. http://dx.doi.org/10.1302/0301-620x.91b11.22445 Tian, Y., Jiu, W. H., Xu, F. F., & Wang, X. D. (2011). Investigation and Analysis of Female Teachers’ Burnout at Hainan Colleges and Universities. Northwest Medical Education, 19, 378-380. Wang, X. J. (2010). Investigation and Analysis of the Burnout Status of College Female English Teachers. Journal of Jinan Vocational College, 1, 37-38, 41. Xu, H. Y. (2010). A Study of University English Teachers’ Prof

 http://www.scirp.org/journal/ce http://dx.doi.org/10.4236/ce.2016.79129

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