I'm late in the game (the first week of this course was our final week of pre-sessional with nothing but exams, resits and many late nights marking, last week I had a journal issue due out, and this week I was finishing off final corrections on my thesis which was submitted on Thursday!) I hope I'm still able to participate now that I have a week off to fully commit! Today I'm watching lessons 2 and 3, but here's my week 1 HW. Homework #1 Should it be done? •Who would read/use my material? English teachers, teaching students of any level/ L1 and in any context •Why? What would they gain from it? Regardless of teachers' knowledge of pronunciation (something which is often lacking due to minimal training) the book would give them downloadable or printable 'tools' to use to assess (diagnostically) what their learners are struggling with in terms of perception and production of English- there are very few diagnostic tools available anywhere online or in books a...
In British English you do (although somehow it reads fine in the context of a short chant like this). Not sure if American English is different?
ReplyDeleteKate Cory-Wright Thank you, Kate. I would love to leave it without "the". Otherwise, I'll have t change the whole line, cause the number of syllables won't be right :/
ReplyDeleteYes. Keep it for now and see what other say!
ReplyDeleteIn a rhyme like this, we can throw our grammar books out the window. Worry not!
ReplyDeleteIF you want, and if the goal is to keep both 2nd and 4th line the same count, you could say "The seesaw's so much fun" and "And then we both fall down". Both 6 syllables.
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