English 4 French

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L’idée de “retourner en classe”, “être à nouveau un élève” ou “apprendre quelque chose de nouveau” ne vous fait peut-être pas rêver et pourtant vous avez toujours voulu parler anglais ! Que ce soit pour votre vie professionnelle ou personnelle, nous sommes convaincue qu’apprendre à communiquer en anglais fera reculer les barrières pour communiquer entre gens de nationalités différentes, mais aussi, vous aidera à briser l’effet plafond de verre qui vous empêche d'évoluer aujourd’hui. La maîtrise de l’anglais deviendra ainsi le moteur pour réaliser vos rêves et raviver vos ambitions. Ensemble nous prouverons que vous pouvez le faire et que vous allez le faire. Venez rejoindre la communauté grandissante #E4F. Voyez grand, sautez le pas, JUMP avec English 4 French!

  1. 4d ago

    #2 A2 Adjectives and adverbs

    #2 A2-Adjectives and adverbs Podcast transcript Hi, welcome back to English for French podcasts.I’m Alison and today, we’re taking a look at two categories of words that make your English sound vibrant, precise, and expressive: adjectives and adverbs. Whether you’re writing an email or telling a story to a friend, knowing how to use these correctly will immediately boost your speaking and writing skills at the A2 level. In this episode, I’ll walk you through the core rules, key spelling changes, tricky irregular exceptions, and special sense verbs. Then, we’ll analyze a short reading text together, answer comprehension questions, and work through four full practice exercises. Here we go! Part 1: The Basic Rules Let's start with the fundamental difference between these two word types. Adjectives describe nouns—that means people, places, or things. They answer questions like What kind?, Which one?, or How many? • Example: "She is a careful driver." (Careful describes the noun, driver.) • Example: "They live in a large house." (Large describes the noun, house.) Adverbs, on the other hand, describe verbs (actions), adjectives, or other adverbs. They tell us how, when, where, or in what manner an action happens. To form a regularadverb, you simply add -ly to the base adjective. • Example: "She drives carefully." (Carefully tells us how she drives.) • Example: "The choir sang softly." (Softly describes how they sang.) Here is how common adjectives transform into regular adverbs: Adjective Adverb Example Sentence Quick Quickly He walked quickly to catch the bus. Slow Slowly The traffic moved slowly in the morning.   Beautiful-Beautifully She paints beautifully. Quiet-Quietly The children played quietly in the room. Part 2: Essential Spelling Transformations While adding -ly is the general rule, there are three important spelling transformations you need to memorize when changing an adjective to an adverb: 1. Adjectives ending in consonant + -y: Change the -y to -i before adding -ly. a. Happy - Happily ("The children played happily.") b. Easy - Easily ("He passed the test easily.") 2. Adjectives ending in -le: Drop the -e and add -y. a. Terrible - Terribly ("I am terribly sorry.") b. Simple - Simply ("She explained the problem simply.") 3. Adjectives ending in -ic: Add -ically. a. Automatic -Automatically ("The door shuts automatically.") b. Specific - Specifically ("I bought this specifically for you.") Part 3: Crucial Exceptions & Special Rules Now for the part that trips up many English learners—the exceptions! 1. Irregular Forms Some adverbs do not use -ly at all: • Good (adj) -Well (adv): "He is a good cook," but "He cooks well." • Fast (adj) -Fast (adv): "That is a fast car," and "He drives fast." (Never write "fastly"!) • Hard (adj) -Hard (adv): "It was a hard test," and "She studied hard."• Late (adj) - Late (adv): "The train is late," and "He arrived late." Note: Be careful with hardly and lately! They are completely different words: • Hardly means almost not ("I could hardly hear the speaker"). • Lately means recently ("Have you seen any good movies lately?"). 2. Words Ending in -ly That Are Adjectives Some words naturally end in -ly but are actually adjectives, not adverbs! • Friendly, lovely, lonely, silly, ugly. • To use these as adverbs, use the phrase in a ... way/manner: "He spoke to me in a friendly way." 3. Sense Verbs (State Verbs) Verbs related to the senses—such as look, feel, smell, taste, sound, seem, and be— take adjectives, not adverbs, when they describe the condition of the subject! • Correct: "The pizza smells delicious." (Not "deliciously") • Correct: "This sweater feels soft." (Not "softly") Part 4: Reading Passage & Comprehension Let me read a short story to show you how these words function in real context. Pay close attention to how adjectives modify nouns and adverbs modify verbs! Maya's Productive Saturday Maya is an organized architect who wakes up early every Saturday morning. She loves her neighborhood because it is usually quiet in the morning. Today, she walked briskly to her favorite local bakery. The bakery always smells wonderful and serves delicious pastry items. Maya greeted  the baker warmly and ordered a fresh croissant. The baker smiled kindly and handed her the bag.Maya sat near the window and worked hard on her new building designs. She drew the plans carefully and double-checked every dimension precisely. Her supervisor reviewed the finished work later that afternoon and said, "You did a good job on this design, Maya! You plan your projects very well." Maya felt happy and headed home with a sense of pride. Reading Comprehension Questions 1. How does Maya walk to the bakery, and why is this word an adverb? 2. Which sense verb in the text is followed directly by an adjective instead of an adverb? 3. Find three irregular or non-ly adverbs used in the story. Part 5: Comprehensive Exercises Exercise 1: Adjective or Adverb? Choose the correct option in parentheses. 1. My father drives extremely (careful / carefully) when it rains. 2. The hot soup tastes (delicious / deliciously) on a cold day. 3. Susan played (good / well) in the tennis match yesterday. 4. It was a very (hard / hardly) exam, but we worked (hard / hardly) to pass it. 5. They walked (quiet / quietly) out of the meeting room. 6. The weather turned (sudden / suddenly) cold last night. 7. He speaks English (fluent / fluently) because he lived in Canada. 8. That music sounds too (loud / loudly); please turn it down. Exercise 2: Spelling Practice (Forming Adverbs) Convert the adjective in brackets into the correct adverb form. 1. She solved the difficult equation ____________ (easy).2. The children played ____________ (happy) in the garden all afternoon. 3. The security system activates ____________ (automatic) at midnight. 4. He apologized ____________ (terrible) for breaking the vase. 5. The opera singer performed ____________ (beautiful) last night. Exercise 3: Error Correction Find and correct the single error in each sentence. 1. She runs very fastly when she competes in sprints. 2. The birthday cake tastes so sweetly! 3. Our football team played good in the second half. 4. He drove dangerous down the wet highway. 5. I was late, so I walked quick to the bus station. Exercise 4: Gap-Fill Exercise Fill in the gaps using the correct adjective or adverb form of the words in the box: [good, bad, heavy, late, smooth] 1. It rained ____________ all night, causing minor flooding on the road. 2. The airplane landed ____________ on the runway despite strong crosswinds. 3. You shouldn't eat that milk product; it smells ____________. 4. She arrived ____________ for the conference and missed the keynote speaker. 5. He plays the violin very ____________ after ten years of practice. That’s all for now from me, Alison, at Podcasts with English for French. The answer key is at the end of this transcript. Practice using these adverbs and adjectives in your English, add colour to your descriptions, and have fun. See you soon. Cheers Answer Key Reading Comprehension: 1. She walks briskly. It is an adverb because it modifies the action verb walked (describes how she walked). 2. The verb smells ("smells wonderful"). 3. Early, hard, and well. Exercise 1: 1. carefully 2. delicious 3. well 4. hard, hard 5. quietly 6. suddenly 7. fluently 8. loud Exercise 2: 1. easily 2. happily 3. automatically 4. terribly 5. beautifully Exercise 3: 1. fastly -fast ("She runs very fast...") 2. sweetly - sweet ("The birthday cake tastes so sweet!") 3. good -well ("Our team played well...") 4. dangerous -dangerously ("He drove dangerously...") 5. Quick-quickly ("...so I walked quickly...") Exercise 4: 1. heavily 2. smoothly 3. bad 4. late 5. well

  2. Sep 4

    #1 A2 Present simple vs continuous

    #1 A2 Present simple vs Present continuous The Story of Time — How to Talk About Your Life Hi and welcome back to podcasts with English for French! I’m Alison, and today, we are we are going to be revising both present simple and present continuous and comparing their use in the English language . Until now, you might have learned that the Present Simple is just for things you always do, and the Present Continuous is just for what is happening right now. Well, we are going to go further with that today. English speakers use these two tenses to express lots of different actions and time notions —from permanent truths and background facts to temporary life chapters and changing trends. If you want your English to sound natural, flexible, and detailed, this podcast is for you. Here we go. Part 1: Present Simple The Present Simple isn't just about your morning routine. It can be used to talk about anything that is stable, permanent, or governed by a timetable. • 1. Permanent States & Facts: Things that don't change often or are laws of nature. o Water boils at 100 degrees Celsius. o She lives in Paris and works for a bank. (This is her permanent life situation). • 2. Scheduled Events & Timetables: We actually use the Present Simple to talk about official future schedules! o The train leaves at 8:00 AM tomorrow. o The film starts in twenty minutes. • 3. Expanded Adverbs of Frequency & Range: Beyond just always and never, use these precise frequency expressions: o Frequency Phrases: once a week, twice a month, every three days, on weekdays. o Adverbs: frequently, regularly, occasionally, from time to time. Word Order Check:• I go to the gym twice a week. (Phrases go at the end of the sentence) • I frequently read news online. (Single adverbs go before the main verb) Part 2: Present Continuous The Present Continuous is more than just what is happening now. It can be used to talk about temporary life periods, gradual changes, and future personal plans. • 1. Temporary Chapters (Around Now): Things happening in this phase of your life, even if you aren't doing them this second. o I'm reading a fantastic book by Stephen King. (Not while driving, but during this period of my life). o He is studying engineering at university. (A 4-year temporary period). • 2. Changing Trends & Progress: Situations that are developing or evolving over time. o Housing prices are going up quickly. o My English is getting better every day. • 3. Fixed Personal Plans (The Near Future): Definite arrangements you have made with other people. o I’m meeting Sarah for dinner tonight. (It's booked and agreed). • 4. Time Expressions Beyond "Now": o these days, nowadays, this semester, currently, this year. Examples: • Nowadays, more people are working from home. (Trend) • I am taking a photography course this semester. (Temporary chapter) Part 3: Deep Comparison — Changing the Tense Changes the Meaning Notice how changing the tense completely transforms what you tell the listener: Sentence Tense What it really means I live in London. I am living in London. He works hard. He is working hard. Present Simple London is my permanent home. Present Continuous I'm here temporarily (e.g., for a 6-month job contract). Present Simple :He is a hard-working person (personality trait). Present Continuous :He has a big deadline or project right now. The bus leaves at 9:00. Present Simple Official timetable schedule. I am leaving at 9:00. Present Continuous :My personal plan for this morning. Part 4: Special Exceptions 1. The Stative vs. Action Shift Some verbs change meaning entirely depending on whether they are Simple or Continuous! • Think: o I think it's a good idea. (Opinion = Stative / Present Simple) o I am thinking about moving to Spain. (Mental process happening now = Continuous) • Have: o She has two dogs. (Possession = Stative / Present Simple) o She is having lunch. (Action/Eating = Continuous) 2. Expressing Annoying Habits with "Always" Here is a native speaker secret! When you combine always with the Present Continuous, it means an action happens repeatedly and annoys you: • He is always leaving his dirty socks on the floor! • They are always complaining about the weather! Understanding these nuances turns basic English into natural, expressive speech. Time to put these dynamic uses into practice with our text and exercises below!The answer key is at the end of this transcript. Text Comprehension Read about David's current life changes and answer the questions below. David's Career Pivot David is a high school teacher in Manchester. He usually teaches history to teenagers, and he works from Monday to Friday. He loves history because he believes that understanding the past helps people make better decisions today. Currently, however, David is taking a sabbatical year. These days, he is studying software development at a local college. He wants to change his career path because technology is growing so fast across the globe. His daily routine is very different this semester. Instead of grading papers in the evening, he is learning how to code in Python. His programming skills are improving week byweek, though he occasionally finds the material difficult. Next Monday, he is meeting a career counselor to discuss job opportunities in tech. Questions: 1. What is David's permanent job, and what are his normal work days? 2. Why is he studying software development these days? 3. What general trend is mentioned regarding technology? 4. Is David's meeting with the career counselor next Monday a routine or a personal plan? 5. Identify one sentence from the text that describes a gradual change or progress. Practice Exercises Exercise 1: Contextual Choice Choose the correct verb form based on whether the situation is permanent, scheduled, temporary, or a developing trend. 1. The sun ____________ (rise) in the east and sets in the west. 2. Nowadays, climate change ____________ (become) a major concern for young people. 3. The train to Edinburgh ____________ (depart) at 08:15 every morning from Platform 4. 4. I usually drive to work, but my car is broken, so I ____________ (take) the bus this week. 5. What time ____________ you ____________ (meet) Alex tonight? Exercise 2: Stative vs. Dynamic Verbs Complete the sentences using either the Present Simple or Present Continuous of the verb in brackets. 1.  I ____________ (think) this dress looks great on you! 2. Shh! Don't disturb him; he ____________ (think) about a complex problem. 3. My uncle ____________ (have) three houses in the countryside. 4. We ____________ (have) a great time at the party right now. Exercise 3: Advanced Gap Fill & Adverb Placement Insert the adverb in brackets into the correct place and use the correct tense. 1. (always / complain) My roommate __________________ about the noise, and it really drives me crazy! 2. (occasionally / visit) We __________________ our grandparents on Sunday afternoons. 3.(currently / search) Sarah __________________ for a new apartment near her office. 4. (rarely / rain) It __________________ in this desert region during the summer months. That’s all for today, with me, Alison, at English for French podcasts. I hope you enjoyed listening. Keep practicing and have fun. Cheers Text Comprehension Answers 1. He is a high school history teacher, and he normally works from Monday to Friday. 2. Because technology is growing fast across the globe, and he wants to change his career path. 3. "Technology is growing so fast across the globe." 4. It is a fixed personal plan in the near future (expressed with Present Continuous). 5. "His programming skills are improving week by week." Exercise 1 Answers 1. rises (Permanent scientific fact) 2. is becoming (Developing trend) 3. departs (Official timetable schedule) 4. am taking (Temporary situation) 5. are / meeting (Fixed future plan) Exercise 2 Answers 1. think (Opinion / Stative) 2. is thinking (Mental action in progress) 3. has (Possession / Stative) 4.are having (Experiencing / Dynamic action) Exercise 3 Answers 1.  is always complaining (Annoying repeated habit) 2. occasionally visit (Routine / Frequency) 3. is currently searching (Action in progress around now) 4. rarely rains (General truth / Low frequency)

  3. Sep 3

    #14 A1 Countable /Uncountable nouns

    #14 A1 Countable, Uncountable nouns (some and any) Welcome back to podcasts with English for French. I’m Alison , and today we are looking at a topic that every beginner needs when talking about food, shopping, and everyday items: Countable and Uncountable Nouns. By the end of this podcast, you will know how to order food, talk about your kitchen, and use words like a, an, some, and any with confidence! Part 1: Countable Nouns Countable nouns are individual items that you can count using numbers: 1, 2, 3, or more. • Singular: Use a or an before one item. o a apple (starts with a consonant sound? Use a, e.g., a banana, a book). o an apple (starts with a vowel sound? Use an, e.g., an apple, an egg). • Plural: Add -s or -es to the end when you have two or more. o One apple → two apples o One sandwich → three sandwichesPart 2: Uncountable Nouns Uncountable nouns are things you cannot count individually with numbers. They are usually liquids, tiny grains, concepts, or foods that come in whole masses. • Common categories: o Liquids: water, milk, coffee, juice o Grains/Powders: rice, sugar, salt, flour o Mass foods: cheese, butter, bread, meat o Concepts: money, time, music, information • Golden Rule: Never put a/an or a number directly before an uncountable noun, and do not add -s. o Say: water (NOT a water or two waters). o To count them, use containers or units: a glass of water, a loaf of bread, a cup of coffee.Part 3: Using "Some" and "Any" When you don't need an exact number, use some and any: Context Positive (+) Countable Nouns (Plural) I have some apples. Uncountable Nouns I have some milk. Negative (-) I don't have any apples. I don't have any milk. Question (?) Do you have any apples? Do you have any milk? Reading Text: Preparing for a Party Read this short story to see these nouns in action: Today is Saturday, and Mark is preparing for a dinner party. He makes a shopping list. He needs an onion, three tomatoes, and a bottle of olive oil. In his fridge, there is some cheese, but there isn't any butter. He also wants to buy some rice and a bag of sugar. He checks his wallet to see if he has any money. Luckily, there are some coins and two banknotes in his bag. Now he is ready to go to the supermarket! Practice Exercises Exercise A: Countable or Uncountable? Decide if each noun is Countable (C) or Uncountable (U). 1. Banana → _____ 2. Milk → _____ 3. Money → _____ 4. Chair → _____ 5. Rice → _____ Exercise B: Gap-Fill Exercise Complete the sentences with a, an, some, or any. 1. Would you like _____ cup of tea? 2. I don't have _____ sugar for my coffee. 3. Can I have _____ apple from the basket? 4. We need to buy _____ vegetables for dinner.5. Is there _____ orange juice left in the fridge? Master English Containers & Shopping Dialogues (A1 Level) Part 1: Container Expressions & Quantifiers Because uncountable nouns (like water, bread, cheese) cannot be counted directly with numbers (you cannot say "two waters" or "three breads"), we use container words or measurement units to make them countable! Common Container Phrases for Uncountable Nouns Container / Unit Used with... Example A bottle of.. Liquids .. a bottle of water, a bottle of wine A cup / glass of ....Hot / Cold drinks... a cup of coffee, a glass of milk A loaf of (plural: loaves)... Bread ....a loaf of bread, two loaves of bread A slice of ...Cut portions... a slice of cheese, a slice of pizza A bag of ...Grains / Powders ...a bag of flour, a bag of rice A piece of...General items /Food... a piece of cake, a piece of news A carton of ...Dairy / Juices... a carton of milk, a carton of juice A can of ...Soda / Canned food ...a can of soup, a can of cola   Part 2: Roleplay Dialogue — At the Grocery Store Characters: • Seller: Working at a local grocery stand. • Customer: Buying ingredients for dinner. Setting: A local neighborhood market stand. Seller: Hello! How can I help you today? Customer: Good morning! I’m looking for some ingredients to make dinner. Seller: Great! What do you need? Customer: First, do you have any fresh tomatoes? Seller: Yes, we do! How many would you like? Customer: I’d like four tomatoes, please. Also, is there any cheese available? Seller: Yes, there is some delicious cheddar cheese. Customer: Perfect. Can I get a slice of cheese and a loaf of fresh bread? Seller: Of course. Anything else? Do you need any drinks? Customer: Yes, please. I'll take a bottle of water and a carton of orange juice. Is there a banana left? Seller: Yes, there is one banana right here! Customer: Wonderful. That is all. How much is it? Seller: That will be $12, please. Thank you! Part 3: Exercises & Practice Exercise 1: Match the Food to the Correct Container Match the items on the left with the correct phrase on the right. 1. Coffee     a. A slice of 2. Bread      b. A bottle of 3. Pizza       c. A cup of 4. Rice         d. A loaf of 5. Olive Oil   e. A bag of Exercise 2: Gap-Fill Exercise Fill in the blanks with the correct container word: bottle, carton, slice, loaf, piece. 1. Could I have a _________ of cake with my afternoon tea? 2. Don't forget to buy a _________ of milk for breakfast tomorrow. 3. She bought a fresh _________ of bread from the bakery. 4. He drank a whole _________ of water after running. 5. Would you like a _________ of cheese on your burger? Exercise 3: Dialogue Practice Questions Answer the questions based on the dialogue above in complete sentences: 1.  How many tomatoes does the customer buy? 2. Does the customer buy a carton of milk or orange juice? 3. What container word is used for bread in the store? That’s all for today from me, Alison, at Podcasts with English for French. Keep practicing Cheers Answer Key countables/uncountables Exercise A: 1. Countable (C) 2. Uncountable (U) 3. Uncountable (U) 4. Countable (C) 5. Uncountable (U) Exercise B: 1. a (Singular countable noun starting with a consonant) 2. any (Negative sentence with an uncountable noun) 3. an (Singular countable noun starting with a vowel) 4. some (Positive sentence with plural countable nouns)5. any (Question form with an uncountable noun) Answer Key containers Exercise 1 1 c (A cup of coffee) 2 d (A loaf of bread) 3 a (A slice of pizza) 4 e (A bag of rice) 5 b (A bottle of olive oil) Exercise 2 1. piece (or slice) 2. carton 3. loaf 4. bottle 5. slice Exercise 3 1. The customer buys four tomatoes. 2. The customer buys a carton of orange juice. 3. The word used is "a loaf of" bread.

  4. Sep 3

    #13 A1 There is/There are

    Podcast transcript #13 A1- There is , There are and the determiners this/that/these/those Welcome back to podcasts with English for French, I’m Alison and today we are looking at two fundamental tools every English learner needs: There is / There are and the determiners This, That, These, and Those. By the end of this podcast, you will know exactly how to point things out, describe your room, and speak with confidence! Part 1: "There is" and "There are" We use There is and There are to say that something exists in a specific place. 1. There is (Singular & Uncountable) Use There is (or the shortcut There's) when talking about one person, animal, or thing, or something you cannot count (like water or sugar). • There is a cat on the sofa. • There is an apple in the bag. • There is some water in the glass. 2. There are (Plural) Use There are when talking about two or more people, animals, or things. • There are two cats on the sofa. • There are five books on the desk. 3. Negatives and Questions • Negative: Add not. o There is not (There isn't) a car outside. o There are not (There aren't) any chairs here. • Question: Swap the order! o Is there a supermarket near here? o Are there any students in the classroom?Part 2: Demonstratives (This, That, These, Those) These four words help us point at specific things based on two rules: Distance (Near vs. Far) and Number (Singular vs. Plural). 1. Near You (In your hands or close by) • This (Singular): Used for one thing close to you. o Example: This is my phone. (I am holding it). • These (Plural): Used for two or more things close to you. o Example: These are my keys. (They are in my hand). 2. Far From You (Across the room or down the street) • That (Singular): Used for one thing further away. o Example: That is a high mountain over there. • Those (Plural): Used for two or more things further away. o Example: Those are beautiful birds in the sky. Quick Reference Chart Singular (1) Plural (2+) Existence There is / There's There are These Near (Close) This book books Far (Away) That book Those books Reading Text: Welcome to My Apartment Read this short text to see how all these rules work together. The answer key to all exercises can be found at the end of this transcript. Hello everyone! Welcome to my apartment. There is a large living room with a big window. This chair next to me is very comfortable, but that sofa across the room is old. Look at the shelf over there—those are my favorite souvenirs from my travels. On the table here, there are three notebooks and a cup of tea. This tea is delicious! Is there a TV in the room? No, there isn't, but there is a large bookcase filled with classic books. Practice Exercises Exercise A: Fill in the Gaps (There is / There are) Complete each sentence with There is or There are. 1. __________ a computer on the desk. 2.__________ four chairs around the dining table. 3.__________ some milk in the fridge. 4.__________ two dogs playing in the garden. 5.__________ a pencil on your notebook? (Question form) Exercise B: Choose the Correct Determiner (This / That / These / Those) Select the best word for each sentence. 1. Take __________ cup of coffee here; it’s hot! (This / That) 2.Look at __________ airplane high in the sky! (This / That) 3.I love __________ shoes on my feet right now. (these / those) 4.Who are __________ people standing over by the door? (these / those) 5.__________ is my best friend, Sarah, standing next to me. (This / That° There is now going to be a dialogue in a seperate recording ;check out the uses of there is /are and this/that, these/those. Keep practicing by, for example, describing a room in your house. That’s all for now from me, Alison , at English for French podcasts Cheers − Characters: − Anna: Moving into a new apartment. − Ben: A friend helping her unpack and set up. − Setting: Inside Anna’s new living room surrounded by boxes. − Dialogue: − Anna: Thanks for helping me unpack, Ben! − Ben: No problem! Wow, there are a lot of boxes in this room. Where do we start? − Anna: Let's start with this box here on the floor. There is a clock inside. Can you put it over there on the wall? − Ben: Sure! Is that clock on the wall high enough? − Anna: Perfect, thanks! Now, look at these books in my hands. Where should I put them?− Ben: There is a small bookshelf next to the window. You can put them there. − Anna: Great idea. Oh, look out the window! Those flowers in the garden are so pretty. − Ben: They really are! By the way, is there a kettle in the kitchen? I'd love some tea. − Anna: Yes, there is! And there are some mugs on the table. This mug right here is for you. − Ben: Perfect. Let's take a break! Practice Tips for A1 Speaking 6. Act it out: Practice with a partner, swapping roles (Anna and Ben). 7.Use real objects: Point to actual items nearby when saying this, that, these, and those to build physical memory. 8.Focus on contractions: Try saying "There's" instead of "There is" during the second read-through to sound more natural. Answer Key Exercise A: 1. There is 2. There are 3. There is 4. There are 5. Is there Exercise B: 1. This 2. That 3. these 4. those 5. This

  5. Aug 28

    #12 A1 Present continuous

    #12 A1 Present continuous Transcript Hi , and welcome back to English for French podcasts .I’m Alison and today we are talking about an action happening right now—the Present Continuous. This tense is used to describe actions happpening at a certain time and ongoing ( c’est le “en train de” en français) Imagine you’re calling a friend. You ask, "What are you doing?" They don't answer with habits like "I eat lunch every day." They say, "I am eating lunch right now." That's the Present Continuous! How to Build It To form the Present Continuous, follow this simple formula: Subject + be (am/is/are) + Verb-ing • I am studying. • She is drinking coffee. • They are listening to music. For negative sentences, just add not after the verb to be: • He is not (isn't) sleeping. For questions, flip the subject and the verb to be: • Are you watching TV? Adding -ing to a verb is usually straightforward, but a few specific spelling rules depend on how the verb ends. Here is the quick breakdown to help you get it right every time. Rule 1: The General Rule (Just add -ing) For most standard verbs, simply add -ing to the end of the base verb without changing anything. • walk -walking • play -playing• study -studying (Note: unlike present simple rules, verbs ending in -y keep the - y!) • read -reading Rule 2: Verbs Ending in Silent -e (Drop the -e) If a verb ends with a silent -e, drop the -e before adding -ing. • Make-making • Write- writing • Dance- dancing • Live-living Exception: If the verb ends in -ee, keep both e's (e.g., see-seeing, agree -agreeing). Rule 3: The CVC Rule (Double the final consonant) If a one-syllable verb ends in a Consonant + Vowel + Consonant (CVC) pattern, double the final consonant before adding -ing. • s - i - t (CVC) sitting • r - u - n (CVC) running • s - w - i - m (CVC) swimming • s - t - o - p (CVC) stopping Exception: Never double the final letter if the verb ends in w, x, or y (e.g., snow -snowing, fix -fixing, buy -buying). Rule 4: Verbs Ending in -ie (Change to -y) If a verb ends in -ie, change the -ie to -y before adding -ing. • Die-dying • Lie-lying • tie- tying Summary Table Rule Type Base Verb Present Continuous What Changed? General cook cooking Added -ing Ends in -e ride riding Dropped -e CVC Pattern get getting Doubled -t- Ends in -ie lie lying Changed -ie to -y   Reading Practice: A Busy Sunday Afternoon Read the short text below and notice how every action is happening in the current moment. Today is Sunday. It is 2:00 PM, and the Miller family is at home in the garden. Mr. Miller is cooking lunch on the grill. He is making burgers. Mrs. Miller is sitting under a large tree. She is reading a new book and drinking iced tea. Their young son, Leo, is playing with a red ball. The family dog, Max, is running around Leo and barking happily. Their daughter, Emma, isn't playing outside today. She is sitting in her bedroom, and she is studying for an English test. Everyone is enjoying their afternoon! Reading Comprehension Questions 1.  What is Mr. Miller doing? 2.  Is Mrs. Miller reading a book or sleeping? 3.  What is the dog, Max, doing? 4.Is Emma playing outside with Leo?  Grammar Exercises Exercise 1: Fill in the blanks Complete the sentences using am, is, or are + the verb in parentheses. 1.Look! The train __________ (come) now. 2.I __________ (write) an email to my friend. 3.We __________ (not watch) TV right now; we're listening to the radio. 4.What __________ you __________ (do) at the moment? 5.Sarah __________ (wear) a blue dress today. Exercise 2: Fix the mistake Each sentence has one mistake. Write the correct sentence. 1. They reading a book right now. 2.He is play tennis in the park 3.I am not like this noise right now. (Hint: remember the action verb + -ing rule!) I hope you enjoyed this podcast with me, Alison, atr English for french.See you soon.The answer key is below. Cheers Answer Key • Comprehension: 1. He is cooking burgers on the grill. • 2. She is reading a book. • 3. He is running around Leo and barking. • 4. No, she isn't. She is studying in her bedroom. • Exercise 1: • 1. is coming  • 2. am writing  • 3. are not watching  • 4. are / doing •  5. is wearing • Exercise 2: • 1. They are reading a book right now. •  2. He is playing tennis in the park. •  3. I am not listening to this noise / I am not enjoying this noise.

  6. Aug 27

    #11 A1 -Genitive possession

    #11 Genitive : Possession HI, Welcome back to podcasts with me, Alison, at English for French. Today we will be looking at the genitive form of possession. So,grab a notebook and a pen, because we are diving deep into one of the most useful grammar rules in English. Aujourd’hui, on va parler du genitif en anglais, donc, prenez un stylo et un papier et prenez des notes ! If you want to say something belongs to someone, you don't need long, awkward sentences. You just need the apostrophe! Rules Rule 1: Singular Nouns → Add ’s For one person, animal, or thing, add ’s to the owner. Pour une personne, un animal,ou une chose on ajoute l’apostrophe plus ‘s’ • "This is John’s car." (Not: The car of John) • "Where is the cat’s water bowl?" • "Emma’s bag is heavy." Rule 2: Regular Plural Nouns Ending in -s → Add only ’ Pour les noms régulier pluriel on ajoute qu’un apostrophe When a noun is plural and already ends in -s, do NOT add another s. Just put the apostrophe ’ at the very end! • "This is the students’ classroom." (Multiple students share it) • "My parents’ house is near the lake." (Both mom and dad live there) • "The dogs’ leashes are near the door." (Two or more dogs) Rule 3: Irregular Plural Nouns → Add ’s What about plural words that don’t end in -s? Words like children, men, women, or people? Treat them just like singular words: add ’s!Pour les noms pluriel et irregulier on fait comme pour les nom singulier on ajoute un apostrophe et ‘s’ • "The children’s playground is clean." • "This is the women’s locker room." • "The men’s shoes are on sale." Rule 4: Names Ending in -s What if a person’s name naturally ends in s, like James or Lucas? You can actually do both, but adding ’s is most common: • "James’s jacket" OR "James’ jacket" (Both are correct!) 2. Guided Practice: Sentence Transformations Let me test you.Try to transform these in your head. 1. "The laptop of the teacher." "The teacher’s laptop." (Singular) 2. "The coats of the doctors." (Plural) "The doctors’ coats." (Plural ending in -s) 3. "The toys of the children." "The children’s toys." (Irregular plural) 4. "The office of my boss." My boss’s office." (Singular ending in -s)  Fill in-the-Blank Exercise Now it's your turn! Complete each sentence using the correct possessive form of the word in parentheses. Write down your answers—the answer key is at the end of the lesson! 1. This is ____________ (David) new bicycle. 2.Where are the ____________ (teachers) test papers? (plural teachers) 3.My ____________ (sister) favorite color is green. 4. Look at the ____________ (bird) nest in the tree! (singular bird) 5.The ____________ (men) suits are black and white. 6.Is that ____________ (Maria) phone on the table? 7.All of the ____________ (students) scores were high. (plural students) 8.My ____________ (grandparents) garden has beautiful flowers. (plural grandparents) Multiple Choice Quiz Sarah: Choose the correct option: A, B, or C. 1. Which sentence is correct for ONE girl? A) The girl's hat is red. B) The girls' hat is red. C) The girls hat is red. 2. Which sentence is correct for TWO brothers? A) My brother's bedroom is big. B) My brothers' bedroom is big. C) My brothers's bedroom is big. 3. Which sentence is correct for IRREGULAR plurals? A) The childrens' shoes are muddy. B) The childrens's shoes are muddy. C) The children's shoes are muddy. 5. Reading Comprehension Text Read this short story about a Saturday afternoon with Lucy’s family, then answer the questions below. Lisez l’histoire ci-dessous et repondez aux questions en utilisant le vocab dans le texte et des vrais phrases! Lucy’s Busy SaturdayToday is Saturday, and Lucy’s family is very busy at home. Lucy’s brother, Tom, is outside cleaning his dog’s house. Her parents’ car is parked in the driveway because it needs cleaning. Inside, Lucy’s mother is preparing food in the kitchen.At 1:00 PM, the whole family drives to Lucy’s grandparents’ house for lunch. The children’s favorite meal is homemade pizza, so grandmother makes three big pizzas. After lunch, they all look through the family’s old photo albums together. Comprehension Questions 1. What is Tom cleaning outside? 2.Whose car is in the driveway? 3.Where does the family go at 1:00 PM? 4.What is the children's favorite meal? 5.What do they look through after lunch? Remember the three golden rules: • Singular noun → add ’s • Regular plural noun (-s) → add ’ • Irregular plural noun → add ’s I hope you enjoyed this podcast, with me, Alison. Practice by making your own sentences. I’ll see you soon at E4F. The answers are below. Cheers Answer Key Section 3: Fill-in-the-Blank 1. David’s 2. teachers’ 3. sister’s 4. bird’s 5. men’s 6. Maria’s 7. students’ 8. grandparents’ Section 4: Multiple Choice Quiz 1.A (girl's = one girl) 2.B (brothers' = multiple brothers) 3.C (children's = irregular plural + ’s) Section 5: Reading Comprehension 1.  Tom is cleaning his dog’s house. 2.Her parents’ car is in the driveway. 3.They go to Lucy’s grandparents’ house. 4.The children’s favorite meal is homemade pizza. 5.They look through the family’s old photo albums.

  7. Aug 27

    #5 Comm pro -Small talk conversation podcast with Alison and Lucas

    #5 Comm Pro: Small talk Alison: Hello, welcome Podcast, with English 4 French. Today, I'll be explaining how to master small talk in formal and informal conversations. Today I am joined by our famous, well-known, one-and-only Lucas. Lucas: Hi there, what’s up! Today, we’re tackling something that makes some people’s hands sweat and leaves others feeling totally energized: Small Talk. Alison: Ah, small talk. The dreaded “How about this weather?” banter. But honestly, Lucas, I’ll defend small talk to the end. People think it’s superficial, but it’s actually the emotional handshake before any real connection happens. Lucas: Right on, Alison, but I have to disagree slightly on how most people do it. Generic small talk—like talking about the rain—can feel like a waste of time. For me, small talk is only valuable if you move past the script quickly. But alright, let's break it down into three stages: introducing yourself, keeping the conversation going, and making smooth exit. Stage 1: Introductions (Formal vs. Informal) Alison: Here we go. Introducing yourself sets the initial tone. In a formal context—think a corporate meeting or a job interview—you want clarity and a firm posture. Lucas: Exactly. You don't want to sound like a resumé, though. A formal introduction usually follows a simple standard: "Hello, I don't think we've met. I'm Lucas, Senior teacher at ENGLISH 4 FRENCH." Alison: Right. And the classic response is, "Pleasure to meet you, Lucas. I'm Alison, Podcast produce." Simple, respectful, and well-structured. Lucas: But compare that to an informal context—a friend's house party or a casual coffee shop queue. If you say "Pleasure to meet you" there, you'll sound like a robot! Alison: (Laughs) Fair point. In casual settings, you rely on shared surroundings or a low-pressure opener. "Hey, I'm Alison. Are you a friend of Sarah’s?" or simply, "Hey there, mind if I grab this chair?" Lucas: Exactly. Notice how the informal version doesn't always start with a name. It often starts with an observation about the environment. You drop the formality to make the other person comfortable immediately.Stage 2: Keeping the Conversation Going Alison: Okay, you've introduced yourself. Now comes the hard part: avoiding that awkward silence where both people start staring at their drinks. How do you keep it flowing? Lucas: My favorite technique is using, Echo, Open Questions and words that show interest Alison: I like this method. Lucas, can you show us how the echo works. Lucas: Sure. Alison, tell me something about yourself. Alison: I was born in Brighton. Lucas: Wow. Brighton? Is that in the South of England? Alison: Yes, it is. You would love it there. It’s a trendy city. Lucas: Trendy? That’s interesting. In what way? Alison: Have you noticed how Lucas chose some works to echo in order to make me talk more? Lucas: And the fun thing is that you can choose any word you think could be interesting to echo. I could have echoed the word “city” instead of “trendy”. City? I thought Brighton was a small town. Alison: Absolutely, echoing is quite useful. And I’ve just used “absolutely” to pretend I am interested in what Lucas just said. Anyway, during our small conversation, Lucas also asked a couple of open questions: “Is that in the South of England? In what way? This is another way to keep the conversation going. Lucas: Totally, exactly, really, awesome, no way. Words that you could use to show interest Stage 3: Ending the Conversation Gracefully Alison: This is where most people panic. How do you leave without being rude? The golden rule of exiting a conversation is giving a valid reason plus a warm closing statement.Lucas: In a formal setting, you highlight professional duties or networking courtesy. For instance: "It was a pleasure learning about your project, Alison. I see my colleague approaching, so I must excuse myself. Let's exchange cards before we leave." Alison: Professional and smooth. In an informal setting, you use time constraints or physical actions: "Anyway, I'd better grab another drink/head out before I miss my bus home! It was so great catching up with you, Lucas." Lucas: And notice the word "Anyway"! "Anyway" is the ultimate linguistic pivot that signals a transition to the end of a chat. Alison: It really is. Well, Lucas, speaking of exits, I think that’s a wrap Lucas: Agreed. Check out the exercises below to test your understanding of today’s topic. Alison: Hope you’ve enjoyed our podcast. See you soon, cheers. Lucas: Bye Language Learning & Comprehension Supplement Section 1: Written Comprehension Exercise A: Multiple Choice Choose the correct option based on the transcript. 1. What does Lucas think about generic small talk topics like the weather? a) They are the best way to connect. b) They can feel like a waste of time if the conversation doesn’t move past them quickly. c) They should only be used in formal business settings. 2. According to Alison, what makes a formal exit effective? a) Leaving abruptly when someone else approaches. b) Asking for personal contact details immediately. c) Giving a clear, professional reason along with a warm closing statement. Exercise B: Formal vs. Informal Categorization Identify whether each phrase is Formal (F) or Informal (I).1. "Hello, I don't believe we've met. My name is Dr. Aris." [ ] 2. "Hey! Mind if I sit here?" [ ] 3. "Anyway, I’d better run before traffic gets crazy!" [ ] 4. "It has been an absolute pleasure discussing this initiative with you." [ ] Section 2: Oral & Expression Exercises Exercise C: Role-Play Scenarios (Oral Practice) Practice speaking these scenarios out loud with a partner or record yourself. ● ● Scenario 1 (Formal): You are attending an industry conference. Introduce yourself to someone sitting next to you, ask one open question about their work, and bring the conversation to a polite close after 1 minute. Scenario 2 (Informal): You are at a neighbor's weekend barbecue. Use a shared observation about the food or environment to start a chat, use the "Echo & Pivot" technique once, and make a casual exit. Answer Key (For Self-Correction)   Exercise A: 1 (b), 2 (c) Exercise B: 1 (F), 2 (I), 3 (I), 4 (F)

  8. Aug 27

    #4 Comm Pro -Appraisals, meetings and conferences

    #4 Comm Pro : Mastering Professional Communication, Podcast Transcript Welcome back to podcasts with English for French. I’m Alison and today we are going to be talking about three scenarios every professional encounters: scheduling appointments, navigating performance appraisals, and engaging at industry conferences. At the higher levels, basic English gets the job done, but it can sound flat or overly blunt. Today, we’re moving from simple phrases to nuanced, professional phrasing so you can handle high-stakes workplace interactions with complete confidence. Here we go.. Scenario 1: Scheduling, Rescheduling & Managing Appointments Scheduling sounds simple until you hit conflicts, tight deadlines, or time zones. The goal is to move past standard phrases like "When are you free?" and use conditional structures, professional phrasal verbs, and clear proposed time frames. Example Dialogue: Managing a Schedule Conflict Sarah (Project Lead): "Hi Mark, I wanted to check your availability for this week. Could we pencil in a 45-minute sync to align on the Q3 deliverables?" Mark (Senior Analyst): "I’d like to, Sarah, but I’ve got a tight schedule today. Could we push it back to Thursday morning? I have a window of availability between 10:00 AM and 11:30 AM." Sarah: "Thursday at 10:30 AM works well on my end. I’ll send over a calendar invite with the meeting link." Mark: "Perfect. If an unexpected clash in my schedule arises before then, I’ll let you know right away so we can bring it forward or adjust accordingly." Please note that there are two pronunciations for the word schedule (British) and schedule (American) , both are correct. Extended Phrase Breakdown & Alternatives • Proposing Initial Times: o Standard: "When can we meet to talk about the project?" o B2 Level: "Could we pencil in a brief catch-up later this week to align on the project milestones?"o B2 Level: "Do you have any availability toward the end of the week for a 30-minute sync?" • Rescheduling or Dealing with Conflicts: o Standard: "I am busy, let's meet later." o B2 Level: "Due to an unexpected scheduling conflict, I'll need to push back our meeting to Friday afternoon." o B2 Level: "Something urgent has come up. Would it be possible to bring our session forward to this morning instead?" • Confirming & Finalizing: o Standard: "Okay, see you then." o B2 Level: "That time slot works perfectly on my end. I'll issue a calendar invitation with the agenda attached." Scenario 2: Appraisal & Performance Review Meetings Appraisal meetings require a delicate balance. You need to showcase accomplishments without sounding arrogant, and accept constructive criticism without getting defensive. Example Dialogue: Self-Assessment & Handling Feedback Manager: "Thanks for taking the time today, Elena. Let's start by looking at your key achievements over the past six months." Elena: "Overall, it's been a productive period. I managed to streamline our client onboarding workflow, which reduced our setup time by roughly 20%. However, I did hit a few bottlenecks when managing the multi-regional rollouts." Manager: "I noticed that as well. What steps are you taking to address those operational challenges?" Elena: "Moving forward, I intend to delegate more operational tasks to the junior team members so I can focus on strategic planning. I'd also welcome any guidance on how to improve cross-departmental coordination." Extended Phrase Breakdown & Alternatives • Highlighting Achievements (Self-Appraisal): o Standard: "I worked hard and did a good job on the project." o B2 Level: "I successfully spearheaded the new client onboarding process, which significantly improved our team's overall efficiency."o B2 Level: "Over the last quarter, I played a pivotal role in scaling our customer retention efforts." • Discussing Challenges & Areas for Growth: o Standard: "I had trouble with time management." o B2 Level: "I encountered a major bottleneck with deadline management, but I have since adopted a new prioritization framework to resolve it." o B2 Level: "One area where I see room for improvement is delegating high-priority tasks during peak workloads." • Responding Positively to Criticism: o Standard: "Okay, I will try to fix that." o B2 Level: "I appreciate that feedback. I intend to take proactive steps to refine my workflow in that area over the next quarter." Scenario 3: Conferences, Workshops & Professional Networking Attending international conferences involves distinct communication phases: initiating small talk, discussing technical sessions, and exchanging contact details smoothly. Example Dialogue: Networking Between Keynote Sessions David: "Excuse me, do you mind if I join you at this table? The venue is packed today!" Claire: "Not at all, go right ahead! How are you finding the conference so far?" David: "It's been very insightful. What did you think of the keynote speaker's points on digital transformation?" Claire: "I thought her analysis of market trends was spot on, though some of her predictions on automation seemed a bit optimistic." David: "I agree completely. By the way, I'm David from Apex Solutions. We specialize in supply chain logistics." Claire: "Nice to meet you, David. I'm Claire. We're actually expanding our logistics division right now—let's exchange business cards or connect on LinkedIn so we can discuss potential collaboration." Extended Phrase Breakdown & Alternatives • Breaking the Ice & Starting Conversation: o Standard: "Is this seat free? Do you like the presentations?" o B2 Level: "Is this seat taken? What has been your main takeaway from the panel discussions so far?"o B2 Level: "Have you attended this conference in previous years, or is this your first time?" • Discussing Content & Sharing Opinions: o Standard: "The speech was good." o B2 Level: "I found the keynote presentation particularly engaging, especially the data on emerging industry trends." o B2 Level: "Her perspective on market disruption was quite compelling, though I have a few reservations about the timeline." • Closing the Conversation & Following Up: o Standard: "Bye, nice talking to you." o B2 Level: "It was a pleasure exchanging insights with you today. Let's connect on LinkedIn to keep the conversation going." o B2 Level: "Here is my business card. Feel free to reach out if you'd like to explore potential synergies between our teams." • Here are some exercises to practice what you have learnt. Exercise 1: B2 Business Synonyms Match the everyday vocabulary in Column A with its professional B2 workplace synonym in Column B. Column A (Standard Everyday English) Column B (Professional B2 Business English) 1. Postpone / Delay to a later time A. Streamline 2. Problem or delay in a process B. Keynote 3. Schedule tentatively C. Push back 4. Lead or initiate a major project D. Pencil in 5. Make a process simpler or more efficient E. Bottleneck 6. Main featured presentation or speech F. SpearheadExercise 2: Written Comprehension & Gap-Fill Exercise Read the workplace narrative below and select the correct option (A, B, C, or D) for each blank. Text Effective workplace communication requires agility across different settings. When managing a busy work calendar, professionals must often (1) _____ provisional meeting dates with international clients, taking care to avoid unexpected scheduling (2) _____. If urgent priorities arise, it may become necessary to (3) _____ an appointment to the following week. During annual performance reviews, employees should highlight how they managed to (4) _____ complex operations to save time, while also identifying operational (5) _____ that hindered progress. Finally, when attending professional (6) _____, asking thoughtful questions after a (7) _____ speech and making an effort to (8) _____ with attendees can pave the way for successful future collaborations. 1. (A) call off (B) pencil in (C) drop out (D) break up 2. (A) clashes (B) panels (C) keynotes (D) reviews 3. (A) push back (B) set up (C) bring forward (D) speed up 4. (A) complicate (B) streamline (C) delay (D) reject 5. (A) solutions (B) achievements (C) bottlenecks (D) agendas 6. (A) appraisals (B) conflicts (C) bottlenecks (D) conferences 7. (A) keynote (B) bottleneck (C) setup (D) summary 8. (A) isolate (B) network (C) postpone (D) reschedule Thanks for listening that’s all for today with me, Alison at English for French podcasts. The answer keys are below. I have included below some example templates, practice writing your own emails Have fun, see you soon at podcasts with me, Alison, at E4F. Cheers Synonym Answer Key: o 1 – C (Push back) o 2 – E (Bottleneck) o 3 – D (Pencil in) o 4 – F (Spearhead)o 5 – A (Streamline) o 6 – B (Keynote) Gapfill answers Answer Key & Explanations 1. 2. 3. 4. 5. 6. 7. 8. B (pencil in) — To tentatively add a meeting to a schedule subject to later confirmation. A (clashes) — Scheduling conflicts where two events overlap. A (push back) — To delay or postpone an event to a later time or date. B (streamline) — To optimize or make a process faster and more efficient. C (bottlenecks) — Points of congestion or obstacles that slow down progress. D (conferences) — Formal multi-person gatherings for industry networking and learning. A (keynote) — The primary, high-profile presentation delivered at a conference. B (network) — To establish mutually beneficial professional relationships. Template 1: Scheduling an Appointment Subject: Proposed Meeting: Q3 Project Alignment / [Your Name] Dear [Name], I hope this email finds you well. I would like to pencil in a 30-minute sync later this week to align on our Q3 project milestones and discuss upcoming deliverables. Could you let me know if you have any availability on either of the following

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L’idée de “retourner en classe”, “être à nouveau un élève” ou “apprendre quelque chose de nouveau” ne vous fait peut-être pas rêver et pourtant vous avez toujours voulu parler anglais ! Que ce soit pour votre vie professionnelle ou personnelle, nous sommes convaincue qu’apprendre à communiquer en anglais fera reculer les barrières pour communiquer entre gens de nationalités différentes, mais aussi, vous aidera à briser l’effet plafond de verre qui vous empêche d'évoluer aujourd’hui. La maîtrise de l’anglais deviendra ainsi le moteur pour réaliser vos rêves et raviver vos ambitions. Ensemble nous prouverons que vous pouvez le faire et que vous allez le faire. Venez rejoindre la communauté grandissante #E4F. Voyez grand, sautez le pas, JUMP avec English 4 French!

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