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Hi We're not sure what you mean. You can search for learning institutons that accept our qualifications here: www.cambridgeenglish.org/why-choose-us/global-recognition/
I often use Dogme or Dogme-adjacent principles in my lessons, and I find them to be very effective and engaging. The issue, at least for me, is that they require the students to want to participate in the conversation, which can be difficult when you have students that are used to more traditional methodologies in which speech is always prompted by the teacher and accompanied by instructions. These students are used to answering in single sentences, and it's difficult to get them to develop the confidence and interest that would make Dogme-based lessons shine in terms of effectiveness. I have more consistently optimal results using Dogme with older students in individual lessons, especially when I give a selection of topics and let them prepare beforehand.
I think Sthefhany very nervously when the exminator ask: How often do you see your friends? Then Sthefhany says: One week, IDK. One month, IDK. I promise that Sthefhany could practice more English and hope she could have a better score next time. Don’t say that I disrespect to Sthefhany!!!
i love to conduct an exam like this if they were the examiner. It's nice to hear their opinions. And the way they talk to each other is way greater than B1. Great job, boys.
Thank you for the instruction! It would also be nice to see what students see, as when registering they ask too many questions I cannot answer. And what can they do on the platform. And how can teachers give them instructions?
