English 4 French

English 4 French

english4french
Country France
Genres Education, Language Learning
Language EN
Episodes 98
Latest 09.11.2026

Podcast pour francophones souhaitant apprendre l'anglais, que ce soit pour des raisons professionnelles ou personnelles. L'auteur souligne l'importance de communiquer en anglais pour franchir les barrières culturelles et briser le plafond de verre professionnel. La maîtrise de l'anglais est présentée comme un moteur pour réaliser ses rêves et raviver ses ambitions. Le podcast encourage les auditeurs à rejoindre la communauté #E4F et à se lancer, avec le slogan 'Voyez grand, sautez le pas, JUMP'.

Episodes

  • Episode 22 A1 Prepositions of place 09.11.2026 8m
    Episode 22: A1 Prepositions of place Focus: Prepositions of place (in, at, and two ways to use on), plus key relational words (under, next to, between, in front of, behind). Hello, and welcome back to podcasts with English for French. My name is Alison, and today we are looking around our homes, our streets, and our cities to answer one very simple question: "Where is it?" To answer, you need tiny words called prepositions of place. Today, we explore our core three (in, on, at) and five more essential prepositions of place. Let’s put our headphones on and let’s go. The Core Trio (In, At, and the two uses of On) IN = 3D Space, Inside a Container, or Inside a Border Use in when an object or person is inside something with walls, borders, or sides. In the kitchen (inside a room) In my pocket / in my backpack (inside a container) In the box In London / in France (inside a geographic border) Example: "My passport is in my handbag." ON = Surfaces AND Lines! USE #1: Touching a Surface (Flat or Vertical) When an object rests on top of something or hangs against a flat plane: On the table (horizontal surface) On the floor On the wall (vertical surface) USE #2: The "Linear" Idea (Lines, Streets, Roads, Rivers, and Borders) Think of a line on a map. When a place, house, or person is situated along a continuous line, we use ON: On Oxford Street / On Fifth Avenue (along the line of a road) On the river (a town built along a river bank: "A cottage on the Thames") On the coast (along the line where land meets sea: "A city on the south coast") On the way (along a travel route) Example (Surface): "Your phone is on the coffee table." Example (Line): "The hotel is right on Main Street, beside the river." AT = A Specific Target Point or Activity Hub Think of at as a small pinpoint dot on a map, an exact address, or a place where an everyday routine happens. At the bus stop (a pinpoint stop) At the front door (the exact spot where someone knocks) At 42 Baker Street (an exact house number address) At work / at school / at the station (a fixed functional venue) Example: "I am waiting for you at the station entrance." Beyond In, On, and At (Relational Prepositions) What if something is near you, but not inside or on top? You need these five positional tools: UNDER: Directly below. "The cat is sleeping under the bed." NEXT TO / BESIDE: Side-by-side. "The pharmacy is next to the supermarket." BETWEEN: In the space dividing two objects. "The TV is between the window and the bookshelf." IN FRONT OF: Ahead of someone or something. "A big delivery van is parked in front of our house." BEHIND: At the back of someone or something. "My keys fell behind the radiator!" Quick Vocabulary Vault Word Part of Speech Meaning Simple Context   Pavement / Sidewalk Noun The path beside a road for walking "Walk on the pavement." Coast Noun The line of land beside the ocean "They live on the coast."   Address   Noun Specific house number and street "He lives at 12 High Street." Drawer Noun Sliding box in a desk or cupboard "The pens are in the drawer." Riverbank Noun The edge/line of a river "A café on the river."   Practice Worksheet Part 1: Written Reading Comprehension Read the paragraph and answer the questions below using complete sentences. Marc is visiting his friend Clara in town today. He is walking on Victoria Road. He stops at the bus stop outside the library because he doesn't know Clara's address. Marc calls Clara on his mobile phone: "Where is your apartment?" Clara answers: "Walk straight along Victoria Road. My apartment building is right on the river, between the blue bridge and the cinema. There is a red car parked in front of the main door. Ring the bell at number 14. I am waiting in the hallway upstairs!" Marc puts his phone in his jacket pocket, walks past the bridge, and spots the red car. Clara drops the entrance key down to him. It
  • Episode 21 A1 Prepositions of purpose: for & to 09.11.2026 8m
    #21 A1 Prepositions of purpose,”for” and “to” Welcome back to podcasts with English for French.I’m Alison and today we ar looking at one of the grammar notions that non native speakers always make mistakes with: explaining your purpose, using “for” and “to” Have you ever wondered whether to say "I went to the shops to buy milk" or "I went to the shops for buy milk"? If you said to, you're right. Today, we are breaking down the exact rules for to and for so you never hesitate again. In-Depth Guide: Why Do We Do Things? In English, when someone asks "Why are you doing that?", you are explaining your purpose (your reason or goal). The two key words you use are to and for. The golden rule comes down to what kind of word comes next: Use "TO" with an Action (Verb) When your reason is an action, use to + base verb (the infinitive of purpose). "I study every day to pass my exams." "She called to say happy birthday." Common Mistake: Never say "I went to the shop for buy bread." Always: "I went to the shop to buy bread." Use "FOR" with a Thing, Person, or Occasion (Noun) When your reason is a noun (an object, a person, or an event), use for + noun. "I went to the supermarket for some milk." "We bought a gift for our mother." "They are getting ready for the party." Special Case: The Purpose of an Object (Function) When describing what a tool or item is used for in general, English often uses for + verb-ing: "A knife is a tool for cutting food." "This app is great for learning languages." Grammar Chart: "To" vs. "For" in Action Sentence Type   Structure   Rule   Example Sentence Positive (+) Subject + verb + to + base verb Action purpose I exercise to stay healthy. Positive (+) Subject + verb + for + noun Noun purpose I went to the cafe for a coffee.   Negative (-) Subject + verb + in order not to + verb Negative purpose He whispered in order not to wake the baby. Negative (-) Subject + verb + not for + noun Excluding purpose This coat is not for summer. Question (?) Why + auxiliary + subject + verb? Asking purpose Why do you use this app? — To practice English.   Question (?) What + auxiliary + subject + verb + for? Informal reason What did you go to the supermarket for? — For fruit. Podcast Audio Secret: The Weak Pronunciation In natural, flowing English, native speakers rarely stress these little words: "To" reduces to a quick, unstressed sound: /tə/. In "I went to buy food", it sounds like "went-tuh-buy". "For" reduces to /fər/. In "a gift for you", it sounds like "a gift fer you". Listening for these quick, light vowel sounds will help your listening comprehension tremendously! Reading Practice: Saturday Morning in Town Saturday is a busy day for Lucas. He wakes up early at 7:30 AM to prepare a shopping list. His sister, Helen, is having a birthday party tonight, so Lucas has many things to do. First, Lucas walks to the bakery to collect a large chocolate cake. While waiting, he stops at a small cafe for an espresso and a croissant. Next, he visits the local library. He doesn't go there to borrow books today; he goes to use the colour printer for Helen’s birthday card. At 11:00 AM, Lucas goes to the shopping centre to find a nice present. He has a look in an electronics store and buys a pair of headphones for his sister. Helen loves running, and these headphones are designed for listening to music during workouts. Finally, Lucas goes to the supermarket for drinks, snacks, and ice. On the way back to his car, he bumps into his friend Sam. Sam asks, "Lucas, why do you have so many bags?" Lucas laughs and replies, "I am carrying all this to make my sister's birthday the best ever!" Comprehension Questions Why does Lucas wake up at 7:30 AM on Saturday? Why is Lucas preparing so many things today? What is the reason Lucas visits the bakery? Why does Lucas stop at the small cafe? Why does Lucas go to the library today? What gift does
  • Episode 20 Modals of ability 06.11.2026 9m
    #20 A1: Modals Can/can’t,Could/couldn’t Transcript Welcome back to podcasts with English for French .I’m Alison and t we are talking about some of the most useful grammar topics you will ever learn ,modals of ability.How to express things that you can or can’t do in the present and that you could or couldn’t do in the past. Understanding Ability with "Can" and "Could" Whenever you want to introduce yourself, interview for a job, make travel plans, or tell stories about your childhood, you need to talk about ability—the things you know how to do, the skills you have learned, and the challenges you face. In English, we express ability using special helping words called modal auxiliary verbs. The two most common are can (for the present) and could (for the past). What Makes Modal Verbs Special? Unlike regular verbs such as play, work, or like, modal verbs follow three simple rules that make them easy for beginners: They never take an "-s" in the third person: In the Present Simple, you usually say "He works" or "She swims". But with modals, the form stays identical for every subject. Whether you say I, you, he, she, it, we, or they, the word remains can or could. Correct: She can drive. Incorrect: She cans drive. They take the bare infinitive (no "to"): Never put "to" between a modal verb and the main action verb. Correct: We could hear the ocean. Incorrect: We could to hear the ocean. They make negatives and questions without "do" or "does": You never need helper words like do, does, did, or don't. Modals handle negatives and questions on their own. Negative: Add not directly to the modal (can + not = cannot / can't; could + not = couldn't). Question: Invert the modal and the subject ("You can swim" "Can you swim?"). When Do We Use Them? Use "Can" and "Can't" for the Present (Now): Use these to describe your current talents, physical abilities, or things you are free to do right now. "I can speak Spanish fluently." (A learned skill) "He can't join our call today because he is busy." (A present impossibility) Use "Could" and "Couldn't" for the Past (Yesterday, Childhood, Long Ago): Use these to describe general skills you had in the past, or things that were impossible at a specific past moment. "When I was six years old, I could climb tall trees." (A past talent) "We looked everywhere, but we couldn't find the keys last night." (A past failure/inability) Audio Tip: The Pronunciation Trap When listening to native speakers, pay close attention to two subtle sounds: The silent "L": Both could and couldn't drop the letter "L" completely. Say /kʊd/ (sounds like good with a 'k') and /ˈkʊd.ənt/. The rhythm of "Can" vs. "Can't": In everyday speech, positive can is unstressed and spoken quickly: "I can go" sounds like /aɪ kən ɡoʊ/. However, negative can't is stressed, loud, and long: "I can't go" (/kɑːnt/ in British English or /kænt/ in American English). Grammar Chart: Ability in Present & Past Time Form Structure Example Present Positive (+) Subject + can + base verb I can speak English. Present Negative (-) Subject + can't + base verb He can't swim.   Present Question (?) Can + subject + base verb? Can you drive a car? Past Positive (+) Subject + could + base verb She could read when she was four.   Past Negative (-) Subject + couldn't + base verb We couldn't find the hotel yesterday. Past Question (?) Could + subject + base verb? Could they dance salsa ten years ago?   Reading Practice: Grandfather Mateo and Lucas Lucas is twelve years old, and he loves technology. He can play computer games, and he can build websites for his school projects. He can also speak two languages: Spanish and English. But Lucas can't ride a bicycle without balance wheels, and he can't cook anything except toast. Lucas often visits his grandfather, Mateo, who is seventy-five years old. Mateo lives on a farm in the country. Their childhoo
  • Episode 19 A1 Likes and dislikes 06.11.2026 8m
    #19 A1: Likes and dislikes Welcome back to Podcasts with English for French. I’m Alison, and today we are talking about how to express what you like, don’t like, or have neutral feelings about.There will be exercises at the end with an answer key. If you already know like, love, and hate, it is time to add more colour to your conversations. Today, we look at exciting preference verbs like adore, fancy, dislike, can't stand, and the very British don't mind—all in the Present Simple! In everyday English conversation, we often talk about our preferences of food, music, sports and it’s great to be able to use different verbs than like, don’t like etc. Grammar Chart: Advanced Preference Verbs Category Subject Verb / Phrase Meaning / Feeling Example Sentence Positive (+) I / You / We / They adore / fancy Love intensely / Want or like I adore Italian ice cream. Positive (+) He / She / It adores / fancies Love intensely / Want or like She fancies a cup of tea. Neutral I / You / We / They don’t mind It is okay; no problem We don’t mind cold weather. Neutral He / She / It doesn’t mind It is okay; no problem He doesn’t mind waiting. Negative (-) I / You / We / They dislike / can’t stand Don't like / Hate strongly They dislike crowded trains. Negative (-) He / She / It dislikes / can’t stand Don't like / Hate strongly Paul can’t stand traffic. Question (?) Do + you / they fancy / mind...? Asking about wants/comfort Do you fancy a pizza tonight? Question (?) Does + he / she adore / dislike...? Inquiring about preferences Does she dislike noisy places? Meaning & Usage Guide Here is the "Preference Scale" from top favorite to absolute zero: Adore Stronger than like. Similar to love, but often used for things that make you feel warm, happy, or fond. Grammar rule: Add -s for he/she/it ("My sister adores kittens."). Fancy A common British English verb meaning would like, want, or be attracted to an idea. Spelling rule: Ends in a consonant + y, so for he/she/it, change y to -ies (fancy fancies). Example: "Do you fancy going for a walk?" / "He fancies a slice of cake." Don't Mind The middle ground. It means you neither love it nor hate it—it is completely fine. Grammar rule: Use don't mind with I/you/we/they, and doesn't mind with he/she/it. Example: "I don't mind the rain, but my brother doesn't mind the cold." Dislike A slightly more formal, polite alternative to don't like. Grammar rule: Since dislike is already a standard verb, do not add don't. Just add -s for he/she/it. Correct: "He dislikes loud music." (Avoid: "He doesn't dislikes...") Can't Stand An idiom meaning to hate something so much that it is unbearable. Grammar rule: Can't stand never changes form! No -s is added, even for he/she/it. Example: "I can't stand delays." / "She can't stand dirty dishes." Reading Practice: Flatmates at Dinner Sophie and Dan are planning their Friday night dinner, but their tastes are quite different. "Do you fancy a takeaway tonight, Dan?" asks Sophie. "I really fancy Thai food." Dan makes a face. "I dislike spicy food, Sophie. Curries are too hot for me, and I can't stand chili peppers! What about an Italian place?" Sophie smiles. "I adore Italian pasta! Fresh tagliatelle is my favorite meal in the world. But what about dessert? Do you fancy some ice cream afterwards?" "I don't mind ice cream but I prefer tiramisu," Dan answers. "My sister Emma is coming too. She doesn't mind pasta, but she can't stand loud restaurants. Let's book a quiet table." "Perfect," says Sophie. "Emma adores cozy little bistros. I'll make a reservation right now!" Comprehension Questions What type of food does Sophie fancy for dinner? Why does Dan dislike curry? Which dish does Sophie adore? How does Dan feel about gelato? What kind of atmosphere can Emma not stand? Practice Activity: Gap Fill Fill in each blank with the correct verb for
  • Episode 18 A1: Connecting words podcast 02.11.2026 6m
    #18 A1:Connecting words Basic Conjunctions (and, but, or, because, so) Words That Stick Together Hello, and welcome back to another podcast with English for French, I'm Alison, and today we are looking at connecting words, words that allow you to make longer more complete phrases. Imagine building a house with bricks. If you put bricks on top of each other without cement, the wall falls down! In English, words are like bricks, and conjunctions are our cement—our sentence glue. Instead of speaking like a robot: "I like coffee. I like tea. I don't like milk." Sentence glue lets you sound natural: "I like coffee and tea, but I don't like milk." Today, we will master the five most important connecting words you need every single day: and, but, or, because, and so. Let's jump in! The Big Five: Meaning and Uses AND (Adding Information +) Use and to join two similar ideas or add items together. Example: I bought apples and bananas. Example: She lives in London and works in a library. BUT (Contrasting Ideas ≠) Use but when you have a surprise, a problem, or opposite ideas (positive + negative). Example: I want to go to the beach, but it is raining. Example: He speaks English, but he doesn't speak Spanish. OR (Choices and Alternatives ?) Use or when you have an option between two or more things. Example: Do you prefer tea or coffee? Example: We can take the bus or walk. BECAUSE (Giving the Reason 💡) Use because to answer the question Why?. It explains why something happens. Example: I am going to bed because I am tired. Example: She didn't come to class because she was sick. SO (Showing the Result ➡️) Use so to show the consequence or result of an action. (Hint: Think of so as the sister of because. "Cause Result") Example: It was raining, so I took an umbrella. Example: He woke up late, so he missed the bus. Quick Reference Guide Conjunction Job / Purpose Symbol / Clue Example Sentence and Adds ideas together + (Plus) I study English and practice every day. but Shows contrast or surprise (Opposite) He loves cars, but he cannot drive. or Gives options or choices ? (Alternative) Would you like water or juice? because Gives a reason (Why?) because (Reason) We stayed inside because it was cold. so Shows a result (Consequence) (Result) I was hungry, so I made a sandwich.   Practice 1: Multiple Choice Quiz Choose the correct connecting word (A, B, or C) for each sentence. I like swimming, I don't like running. Beacuse  but  so 2.Do you want to eat at home, do you want to go to a restaurant? or so and  3.Emma was sick yesterday, she stayed in bed. but because so 4.He went to the supermarket bought some bread, milk, and eggs. or and so 5.I study every day .I want to pass my English exam. because but or 6.My shoes are very old, they are still comfortable. so and but Practice 2: Gap-Fill Story with Word Bank Complete the short story below by choosing the correct connector from the word bank. Use each word once. Word Bank and | but | or | because | so Yesterday was Saturday. Anna wanted to relax, (1) she had a lot of housework to do. First, she cleaned the kitchen (2) washed her clothes. Around 1:00 PM, she felt very hungry, (3) she decided to make lunch. She looked in the fridge to see if she had pasta (4) rice. She chose pasta (5) it was quick to cook. After lunch, she finally sat on the sofa and read a good book. Combine each pair of sentences into one using the best connecting word: and, but, so, or because. Practice 3 I wanted to call you. / My phone battery was dead. Combined:                 2.David was feeling tired. / He went to sleep early. Combined:                   3.She put on her winter coat. / It was very cold outside. Combined:                    4.Lisa bought some fresh vegetables. / She cooked a delicious soup. Combined:                       5.He likes watching action films. / He does not like horror movies. Combined:
  • Episode 17 A1: Past simple negatives and questions 02.11.2026 9m
    Podcast transcript #17 A1: Past simple negatives and questions Hello, and welcome back to English for French podcasts.I’m alison and today we are looking at the past simple in negative and question phrases. You will see that with the help of an auxiliary , verbs are easy to conjugate in English.   Here we go. Today, we are travelling back in time. We are talking about the Past Simple. You already know that to talk about yesterday, last week and past finished time ,in positive sentences we change verbs: walk becomes walked and go becomes went. But what happens when you want to say NO? Or when you want to ask a QUESTION? Here is the secret: you do not need to change the main action verb. Instead, you use a l helper verb,or auxiliary, DID. The Negative Form: "I did not/didn’t..." To say something did not happen in the past, use this formula: Subject + did not (didn't) + Base Verb/(Infinitive) Important Rule: Once you use didn't, your main verb stays in its simple, normal form, and the auxiliary DID/DIDN’T is the same for all pronouns( I,You,He, etc) Do not add -ed, and do not use the past form. Correct: I didn't sleep well last night. Incorrect: I didn't slept well last night. Correct: She didn't buy the shoes. Incorrect: She didn't bought the shoes. Yes/No Questions: "Did you...?" When asking a question about the past that needs a Yes or No answer, start with Did: Did + Subject + Base Verb (Infinitive) Question: Did you call me? Short answers: Yes, I did. No, I didn't. Notice again: the verb call stays in its base form because Did does all the past-tense work! Verbs are lazy in English, auxiliaries are the hard workers  "Wh-" Information Questions: "Where did you go?" If you want more information (using What, Where, When, Why, Who), put the question word first:   Question Word + did+ Subject + Base Verb Where did you go yesterday? What did she eat for breakfast? When did they arrive at the station? Mixed Verbs: Regular & Irregular in Action Here is how regular and irregular verbs look side-by-side in positive, negative, and question forms: Base Verb Positive (+) Negative (-) Question (?)   play We played tennis. We didn't play tennis. Did we play tennis? go He went home. He didn't go home. Did he go home? watch I watched a film. I didn't watch a film. Did you watch a film? see They saw a cat. They didn't see a cat. Did they see a cat? cook She cooked dinner. She didn't cook dinner. Did she cook dinner?   have   You had lunch. You didn't have lunch. Did you have lunch? clean He cleaned his car. He didn't clean his car. Did he clean his car?   buy I bought coffee. I didn't buy coffee. Did you buy coffee? Story: "The Mystery of the Missing Sunday" Read the story below. Look for the words didn't and did. Last Sunday, Marc woke up at 10:00 AM. He looked at his phone, but he didn't see any messages from his friend, Sam. "That is strange," Marc thought. "We planned to meet at 9:30 AM." Marc didn't eat breakfast. He put on his coat and walked to Sam’s apartment. He knocked on the door, but nobody answered. He didn't hear any music inside. Marc called Sam's number. Sam answered with a sleepy voice: "Hello?" "Did you forget our plan?" asked Marc. "What plan?" asked Sam. "Did we plan something for Saturday?" "Today is not Saturday, Sam! It is Sunday!" Marc laughed. Sam was silent for a moment. "Oh no! My alarm clock didn't ring this morning. What time is it?" "Did you sleep until now?" Marc asked. "Yes, I did," Sam said. "I am sorry! I didn't check the day." Sam opened the door in his pajamas. They didn't go to the park because it started to rain, but they made pancakes and watched a comedy movie together. Practice 1: Reading Comprehension Answer these 8 questions based on the story "The Mystery of the Missing Sunday": What time did Marc wake up on Sunday? Did Marc see any messages from Sam on his
  • Episode 16 A1 Past simple positive 30.10.2026 9m
    #16 A1 Past simple positive: A Day at the Office 💼🎙️  Welcome back to English for French podcasts! I’m Alison, and today we are going to talk about the past simple in positive sentences. Grab your headphones, grab a cup of tea , and get ready. Here we go. Today, we step inside the workplace to master the Past Simple (Positive). Every verb in today's reading story comes directly from our reference table, making it easy to spot and practice each one.  When Do We Actually Use the Past Simple ?  Today, we are answering an essential question: When do we choose the Past Simple?  Many learners get confused and ask: "Can I use it for something that happened five minutes ago, or only for ten years ago?"  Here is the secret: Distance in time does not matter. Finished time matters.  We use the Past Simple whenever an action started and completely finished in the past. It is locked in history. There are three key situations where you must use it:  STRUCTURE   Subject+ Verb in past simple form + Object   1. With Specific Finished Time Markers  Whenever your sentence names a time period that is completely over, reach for the Past Simple. Listen for these common "time stamps":  Yesterday ("Yesterday, I sent five reports.")  Last... (last night, last week, last month, last year)  ...ago (two hours ago, ten minutes ago, three days ago)  In + past year / date (in 2021, on Monday morning)  If the clock or calendar has moved on, the door is shut. The action is done.  2. Chronological Stories and Daily Routines  When you describe your day step-by-step—like a movie scene—you string together Past Simple verbs:  "I arrived at the office, called my manager, wrote an email, and drank a coffee."  Action 1 finishes, then Action 2 happens, then Action 3 happens. Each one is a completed block.  3. Past Habits and Past States  We also use it for things that were true for a period in your past life, but are no longer true today:  "Five years ago, I worked in a bank." (Now I work somewhere else.)  "When I was an intern, I was very nervous."  How the Verbs Behave: Regular vs. Irregular  To tell your story, you need the right tools. In English, verbs split into two teams:  Regular Verbs (The Rule Followers): Add -ed (or just -d if the verb already ends in e):  call -called | start- started | print -printed  Irregular Verbs (The Rule Breakers): These change form completely. You must memorize them like friends' names:  write - wrote | send -sent | have -had  Here is your desk reference of 15 essential verbs. Every bold verb in our story below is in this table!  Base Verb  Past Simple Form  Verb Type  Example Sentence  arrive  arrived  Regular  Lucas arrived at the office very early.  make  made  Irregular  We made a checklist of all our tasks.  have  had  Irregular  We had a quick team meeting before lunch.  start  started  Regular  The meeting started at 9:00 AM sharp.  speak  spoke  Irregular  Jane spoke to her team about the project.  write  wrote  Irregular  I wrote four urgent emails to our clients.  send  sent  Irregular  She sent the budget report to the director.  call  called  Regular  The manager called a client on the phone.  meet  met  Irregular  Jane met a colleague in the cafeteria.  eat  ate  Irregular  They ate a sandwich for lunch yesterday.  drink  drank  Irregular  John drank cold water with his lunch.  print  printed  Regular  The assistant printed thirty contracts.  finish  finished  Regular  The team finished all tasks on time.  leave  left  Irregular  Everyone left the building at 5:45 PM.  be  was / were  Irregular  Jane was very tired after work.    That’s all from me, Alison, at podcasts with English for French. I hope the past simple is clearer for you now. The secret is to practice, so, I have added a text comprehension and a gap-fill exercise below.
  • Episode 15 A1: Adjectives ending in -ed or -ing 29.10.2026 8m
    Episode 15: A1 –ed or –ing adjectives  "Are You Bored or Boring?"   Hello and welcome back to English for French podcasts! I’m Alison, and today, we are learning about two very common adjective endings: -ed and -ing. We will also learn how to pronounce -ed correctly, look at voiced and voiceless sounds, read an easy story about a boy named Tom, and finish with plenty of practice. Here we go.    The Main Meaning: -ed vs -ing Both endings make adjectives (words that describe things or people), but they do two completely different jobs:  -ed describes a feeling: It tells us how a person or animal feels inside.  "I am tired." (This is my feeling.)  "Tom is bored." (This is Tom's emotion.)  -ing describes the cause: It describes the thing, person, or situation that creates that feeling.  "Running for an hour is tiring." (Running causes the feeling of tiredness.)  "The lesson is boring." (The lesson makes people feel bored.)  Pronunciation Guide: How to Say the "-ed" Ending Many learners try to pronounce the letters "e-d" as an extra syllable every time (like saying tir-ed or bor-ed). In English, we do not do this!  There are three different ways to pronounce the -ed ending:                                     ───> /t/ (after voiceless sounds)  Final sound of   ┼  ───> /d/ (after voiced sounds & vowels)   the base word        ───> /ɪd/ (only after /t/ or /d/ sounds)   What are "Voiced" and "Voiceless" sounds?  Put your hand gently on the front of your throat (on your vocal cords):    Voiceless sounds (No vibration): Your vocal cords do not vibrate. You only push air through your mouth.  Examples: /p/, /k/, /s/, /f/, /ʃ/ (sh), /tʃ/ (ch).  Test it: Say "sss" like a snake. Touch your throat—there is no vibration!  Voiced sounds (Vibration): Your vocal cords vibrate!  Examples: /b/, /g/, /v/, /z/, /m/, /n/, /l/, /r/.  Test it: Say "zzz" like a bee. Touch your throat—you will feel a strong buzz!  All vowel sounds are voiced: Every vowel sound in English (a, e, i, o, u, diphthongs like eye, oh, ee) makes your vocal cords vibrate.  The Three Pronunciation Rules  Rule 1: The /t/ sound (Whisper sound)  If the base word ends in a voiceless sound, the -ed is pronounced as /t/. Do not add an extra syllable.  shock -shocked (say: shock-t — 1 syllable)  relax -relaxed (say: re-lax-t — 2 syllables)  Rule 2: The /d/ sound (Buzzing sound)  If the base word ends in a voiced consonant OR any vowel sound, the -ed is pronounced as /d/. Do not add an extra syllable.  After voiced consonants:  Concern- concerned (say: con-cern-d — 2 syllables)  overwhelm - overwhelmed (say: o-ver-whelm-d — 3 syllables)  After vowel sounds:  tire - tired (ends in vowel sound) say: ty-rd — 1 syllable)  bore - bored (ends in vowel sound say): bord — 1 syllable)  annoy -annoyed (ends in vowel sound ) say: a-noy-d — 2 syllables)  worry -worried (ends in vowel sound )say: wuh-reed — 2 syllables)    Rule 3: The /ɪd/ sound (Extra syllable)  We only add an extra syllable when the base word already ends in a /t/ or /d/ sound. We do this because it is impossible to say two "t" or "d" sounds together without a vowel between them.    interest - interested (ends in t )say: inter-estid — 3 syllables)  excite - excited (ends in t ) say: ex-ci-tid — 3 syllables)  crowd -crowded (ends in d ) say: crow-did — 2 syllables)  Remember –ed adjectives describe how someone feels, -ing adjectives describe the thing causing an effect on someone or something.  That’s all for today at podcasts with me, Alison, at English for French. You can find the text and comprehension questions, some exercises and the answer key below.  See you soon.  Cheers.  Reading Text: Tom's Long Day Tom wakes up at seven o'clock on Saturday morning. Today is a special day! He is going to the zoo with his family. Tom is very excited because he loves animals.  They arrive at the zoo at nine o'clock. The zoo is very big. First, they see the m
  • Episode 1:Cultural Interactions ,England 28.10.2026 19m
    Episode 1: England: Business and everyday etiquette Welcome back to podcasts with English for French.I’m Alison and today we are looking at etiquette in Britain particularlyEngland ,and  the things to avoid and the ‘rules’ to follow , particularly in a business situation. Grab a cuppa ( term used only for tea, an abbreviation of a cup of tea , never for coffee), pop on your headphones, and mentally prepare to stand in an orderly queue. Today, heading straight into England: a compact, known for its rainy climate, endlessly fascinating corner of the world where people apologize to doors they accidentally walk into, yet managed to conquer global airwaves, invent half the sports the world plays, and speak in roughly fifty entirely different accents within a thirty-mile radius. A Nation of Accents: Five Miles Down the Road, a Whole New Language Forget the Hollywood cliché that everyone in England sounds like a BBC newsreader or Mary Poppins. The English linguistic map is astonishingly hyper-local. Drive just 30 minutes in any direction, and the vowels shift, the rhythms warp, and entirely new slang turns up on street signs and pub menus. In London alone, you move from old-school East End Cockney (home of rhyming slang, where "apples and pears" means stairs) to Multicultural London English (MLE), an energetic blend influenced by Caribbean, African, and South Asian diasporas.Then you have the accent of the City or square mile , the hub of businesses in London , known for its Received Pronunciation, clearly enunciated vowels often considered”posh”, this is the accent of most journalists, politicians and high-class business people. Travel up north and the landscape changes completely: Liverpool boasts the throatier, musical lilt of Scouse; Manchester gives you the swaggering, flat vowels of Mancunian; and Newcastle welcomes you with the fast, sing-song dialect of Geordie, where "bairn" means child and "howay" means pretty much anything you need it to mean. Toss in the warm, rolling "r"s of the West Country (often dubbed pirate talk) and the blunt, flat-voweled warmth of Yorkshire, and you realize there is no single "English accent"—just hundreds of micro-dialects tied proudly to local postal codes. Crowns & Commons: How Politics and Royalty Actually Work If you've ever wondered who steers this ship, England operates within the United Kingdom as a constitutional monarchy combined with a parliamentary democracy. The Monarch (The Crown): The reigning monarch serves as the formal head of state. The royal family holds grand ceremonial weight, historic palaces, and gilded horse-drawn carriages, but politically, the monarch reigns without ruling. By centuries-old constitutional convention, the monarch is not even allowed to step inside the elected House of Commons. The Prime Minister & Parliament: Day-to-day lawmaking sits inside the Palace of Westminster. The Prime Minister (head of government) and elected Members of Parliament (MPs) jam into green leather benches, trading barbs across a red dispatch line and shouting "Hear, hear!"(announcing the person’s agreement to the speaker). Bills clear parliamentary debates, pass through both Commons and Lords, and receive formal "Royal Assent"—a customary final sign-off.   Everyday Etiquette & Cultural Faux Pas British social interaction relies heavily on non-intrusiveness, understatement, and unspoken spatial codes. Queue jumping: The single quickest way to cause genuine public outrage. Always look for the end of the line, even if it looks informal or dispersed. Never attempt to push ahead. Escalator etiquette (especially the London Underground): Always stand on the right, walk on the left. Blocking the left side with bags or your body will draw sharp sighs or immediate reprimands. Overly personal small talk: Asking strangers or recent acquaintances how much money they earn, what their home cost, or how they voted in elections is considered intrusive. Safe openers: delays
  • Episode 3: B1/2 Past simple vs Past continuous 12.10.2026 11m
    #3 B1/2 Past simple vs Past continuous   Welcome back to podcasts at English for French, with me, Alison. In today’s episode, we’re looking into two major tenses of English storytelling: the Past Simple and the Past Continuous.  If you’ve ever found yourself asking, "Do I say 'I was walking' or 'I walked'?" or wondered where words like when, while, and as fit into the puzzle, this episode is made for you.  Past Simple vs. Past Continuous: The Foundations The Past Simple  Think of the Past Simple as a snapshot or a completed event in history. We use it for actions that started and finished at a specific time in the past.  Structure: Regular verbs end in -ed (walked, played); irregular verbs take their own past forms (went, ate, bought).  Negation/Questions: Use did / didn't + base form of the verb ("Did you see?" / "I didn't see").  Key Use Case: Main actions, finished events, or chronological steps in a story.  Example: "I woke up, grabbed my coffee, and left the house."  The Past Continuous  Think of the Past Continuous as a video recording in progress. It describes background activities, temporary situations, or ongoing actions taking place at a specific moment in the past.  Structure: was / were + verb-ing ("I was waiting", "They were talking").  Negation/Questions: Use wasn't / weren't + verb-ing ("Were you sleeping?" / "She wasn't listening").  Key Use Case: Setting the scene or showing an action interrupted by another event.  Example: "At 8:00 AM, rain was falling softly outside."  Direct Comparison Feature  Past Simple  Past Continuous  Action Type  Completed action / Snapshot  Ongoing action / Background activity  Duration  Short or viewed as a whole unit  Extended over a period of time  Function in Stories  Moves the narrative forward (main events)  Sets the mood or describes background context  Formula  Verb + -ed / Irregular past  was / were + Verb-ing  Example  "The alarm rang at 7 AM."  "I was dreaming about space travel."  Connecting the Tenses: When, While, and As When we combine ongoing background actions with sudden events, time connectors act as glue.  When  Usually followed by the Past Simple (the shorter, interrupting action).  Pattern: Past Continuous + when + Past Simple  Example: "I was studying for my exam when the phone rang."  While  Usually followed by the Past Continuous (the longer, ongoing action).  Pattern: Past Simple + while + Past Continuous  Example: "The phone rang while I was studying for my exam."  As  Functions similarly to while, but often emphasizes two actions happening simultaneously or at the exact moment of progression.  Pattern: As + Past Continuous, Past Simple  Example: "As I was walking through the park, I noticed a strange blue bird."  Using the Tenses in Narratives In storytelling, the Past Continuous creates the atmosphere, while the Past Simple delivers the action:  "The wind was howling through the trees and rain was pounding against the glass (background scene). Suddenly, Sarah dropped her keys (main action). While she was searching for them on the wet pavement (ongoing action), a mysterious light appeared in the distance (interruption)."   In English grammar, verbs are divided into two main categories: action (dynamic) verbs and state (stative) verbs. Understanding this distinction is the key to knowing which verbs can—and cannot—be used in the Past Continuous tense.  Action Verbs vs. State Verbs Action (Dynamic) Verbs  Action verbs describe physical activities, processes, or events that have a clear beginning and end. Because these actions happen over time and can be seen or measured, they can be used in both the Past Simple and the Past Continuous.  Examples: run, eat, write, build, drive, speak, paint.  Past Simple: "She wrote an email." (Completed action)  Past Continuous: "She was writing an email when I called." (Action in progress)  State (Stative) Verbs  St
  • Episode 2 B1/2 Prefixes and suffixes 09.10.2026 12m
    #2 B1/2 Prefixes and suffixes   Welcome back to Podcasts with English for French, with me, Alison. Today we’re taking a look into one of the most effective strategies for B2 learners to expand their vocabulary rapidly: Word Formation through Prefixes and Suffixes.  The Origins: Where Do English Word Building Blocks Come From?  To truly master English word building, it helps to understand where these affixes (prefixes and suffixes ) originate. Modern English is a hybrid language, but its affixes come primarily from two major sources:  Old English (Germanic Roots): These are native English building blocks like un-, mis-, -ful, and -less. They tend to attach to everyday core words (e.g., un-happy, help-ful).  Latin and Ancient Greek: Over 60% of English vocabulary—and up to 80% of academic and professional English—comes from Latin and Greek. Affixes like inter- (between), sub- (under), trans- (across), and -tion (action/state) entered English via French and Latin during the Middle Ages and Renaissance, which is why many words are transparent in French and English, the origin or etymology is the same.  Greek and Latin building blocks form much of English vocabulary, as they do in French.  How Knowing Etymology and Affixes Transforms Your Learning  Instant Decoding (Passive Vocabulary): When reading an article or listening to a podcast, you don't need a dictionary every time you see an unfamiliar word. If you know that trans- means across and -national relates to nations, you can instantly deduce that transnational means operating across border boundaries.  Grammatical Flexibility (Active Vocabulary): Suffixes tell your brain the exact grammatical slot a word fills in a sentence. Recognizing that –ize/ise forms verbs while -ity forms abstract nouns allows you to adapt your thoughts fluently without halting your conversation.  Exam Success exams test word transformation explicitly, whether Toeic, IELTS, Cambridge or Cloe. Knowing how Latin-based roots combine with prefixes and suffixes gives you a systematic approach to answering these questions correctly.  Expanded B2 Prefixes & Suffixes Reference Table  Here is an expanded set of high-frequency B1/2 prefixes and suffixes including their linguistic origin, functional meaning, base words, and transformed examples.  Type  Affix  Origin  Meaning / Function  Examples  Base Word  Préfix  un- / in- / dis-  Germanic / Latin  Opposite, negative  unhappy, incorrect, disagree  happy, correct, agree  Prefix  mis-  Germanic  Badly, wrongly  misunderstand, mislead  understand, lead  Prefix  re-  Latin  Again, back  reconsider, rewrite  consider, write  Prefix  over- / under-  Germanic  Too much / Not enough  overcooked, underestimated  cooked, estimated  Prefix  inter-  Latin  Between, among  international, interactive  national, active  Prefix  sub-  Latin  Under, below  subconscious, standard → substandard  conscious, standard  Prefix  trans-  Latin  Across, beyond  transform, transport  form, port  Suffix  -able / -ible  Latin  Able to be (Adjective)  readable, flexible  read, flex  Suffix  -ment / -tion  Latin  Action / State (Noun)  development, hesitation  develop, hesitate  Suffix  -ful / -less  Germanic  Full of / Without (Adjective)  careful, careless  care  Suffix  -ly  Germanic  Manner / Way (Adverb)  efficiently, fortunately  efficient, fortunate  Suffix  -ize (-ise)  Greek  To make / cause to become (Verb)  modernize, prioritize  modern, priority  Suffix  -ity  Latin  State / Quality of (Noun)  creativity, flexibility  creative, flexible  Suffix  -ous  Latin  Full of / Possessing (Adjective)  ambitious, hazardous  ambition, hazard    It is also important to understand the different stress we put on syllables in words (which syllable carries the t
  • Episode 6 A2: Past simple vs Past continuous 05.10.2026 9m
    #6 A2 Past Simple & Continuous Hi, and welcome back to English for French podcasts with me, Alison. Today we are looking at the difference between using the Past simple vs. Past Continuous. When you tell a story, Past Continuous builds the background scene (the atmosphere and ongoing actions), while Past Simple captures the main events that move the story forward! These tense aspects work in all notions of time. Read the following explanation to understand. The idea is the same for the aspects, whether they are present, past, or future, even if today we are concentrating on the past tenses. Time and Aspect: • Time: Both tenses happen entirely in the past. They describe events that started and finished before now. • Aspect (Simple vs. Continuous): o Simple Aspect: Focuses on completed events, whole actions, or sequences of events. o Continuous Aspect: Focuses on duration, ongoing processes, or background activities at a specific moment. 1. Interrupted Action (Continuous + Simple): A long action in progress is interrupted by a short event. I was sleeping when the alarm rang. 2. Parallel Actions (Continuous + Continuous): Two ongoing actions happening at the exact same time. While Dad was cooking, Mum was working in the garden. 3. Sequential Actions (Simple + Simple): Actions that happen one after another. He woke up, grabbed his keys, and ran out the door. Auxiliary Verbs: How to Form Positive, Negative & Question Forms Understanding auxiliary verbs is the key to building these tenses correctly without making common mistakes: • Past Simple: Uses no auxiliary verb in positive sentences (just regular -ed or irregular 2nd forms), but requires the auxiliary verb "did" / "did not" (didn't) for all negatives and questions. When you use "did," the main verb returns to its base form, with no conjugation of the verb, only the auxiliary. • Past Continuous: Always uses the auxiliary verb was / were (past form of to be) across positive, negative, and question forms, followed by verb + -ing. Quick Verb Structure Reference Tense Sentence Type Auxiliary Verb Main Verb Form Example Past Simple Past Continuous Positive None Past form (-ed / Irregular) They played tennis. Negative did not (didn't) Base verb They didn't play tennis. Question Did ... ? Base verb Did they play tennis? Positive was / were Verb + -ing She was reading a book.   Negative was not / were not Verb + -ing She wasn't reading a book.   Question Was / Were ... ? Verb + -ing Was she reading a book?   💡 Quick Rules for Adding "-ing" (Past Continuous) • Most verbs: Add -ing ,talk.... talking • Verbs ending in silent -e: Drop the -e. Write...writing. • Short CVC verbs (Consonant-Vowel-Consonant): Double the final consonant swim ..swimming, stop ...stopping. 🎧 Reading Comprehension: "The Unexpected Storm" Read the story carefully. Pay attention to how both tenses interact within the same sentences through interrupted actions, parallel actions, and sequential events. Yesterday at 4:00 PM, a busy street in downtown Bristol was full of activity. While light rain was falling from the dark clouds, people were walking quickly with their umbrellas up. At the local café, Mark was drinking a warm coffee while his colleague Sarah was typing an email on her laptop. Outside on the pavement, two children were playing in the puddles while their mother was talking on the phone. Suddenly, a strong gust of wind blew through the street and knocked over a display sign outside a bookshop. While Mark was watching the wind blew leaves across the street, a passing cyclist swerved to avoid the sign and lost his balance. The cyclist didn't fall off his bike, but he dropped his bag, and papers flew everywhere! Instantly, Sarah stopped typing, stood up from her chair, and ran outside to help. While she was collecting the scattered papers from the wet ground, Mark held the cyclist's bike. The mother,
  • Episode 5 A2: Past continuous 05.10.2026 8m
    #5 A2 Past Continuous Podcast transcript  Hi, and welcome back to English for French podcasts with me, Alison. Today, we are looking at a past tense that helps you paint a dynamic picture when telling stories: the Past Continuous.  Have you ever wondered how to describe an action that was happening right in the middle of a specific moment in the past? That’s exactly what this tense is for!  How to Build It: Structure  The Past Continuous is formed using two simple elements: the auxiliary, to be and the verb form Base verb + ing.  Subject+was / were+Verb-ing  Was: I, he, she, it  Were: you, we, they  Examples  Positive: I was reading a book at 8 PM yesterday.  Negative: They were not (weren't) watching TV when I called.  Question: Were you sleeping when the phone rang?  Spelling Rules for Verb + -ing  Before starting the exercises, review how to spell verbs with -ing:  Rule  Base Form  Verb + -ing  Example  Most Verbs: Add -ing  work, listen, watch  working, listening, watching  I was listening to music.  Verbs ending in -e: Drop the -e, add -ing  write, make, drive  writing, making, driving  She was writing a letter.  Short Verbs ending in CVC (Consonant + Vowel + Consonant): Double the final letter, add -ing  run, stop, swim  running, stopping, swimming  He was running for the bus.  There are a few exceptions to this rule , of course ,e.g. “open becomes opening”  Aspect and Time: How Does It Work?  To master this tense, let's break down its two key components: time and aspect.  Time (Past): The action happened entirely before now. It has no direct connection to the present moment. Finished time.  Aspect (Continuous / Progressive) : The action was in progress (ongoing, temporary, or unfinished) at a specific past moment.  Key Uses  An Action in Progress at a Specific Time:  At 10 AM this morning, Sarah was cooking breakfast. (She started before 10 AM and finished after 10 AM, but the action still finished in the past.)  Interrupted Actions (Past Continuous + Past Simple):  We were walking in the park when it started to rain. (The long, continuous action was interrupted by a short, completed action.)  Parallel Past Actions:  While Mark was studying, his sister was listening to music. (Two ongoing actions happening at the exact same time.)  Past Simple vs. Past Continuous  Here is a quick cheat sheet to help you compare the two tenses:  Feature  Past Simple  Past Continuous  Action Type  Completed / Short action  Ongoing / In-progress action  Focus  Result or finished event  Background activity or duration  Example  I called Tom at 5 PM.  I was calling Tom when the battery died.  Common Signal Words  Yesterday, in 2020, suddenly  At [time], while, as, all evening  🎧 Listening & Reading Comprehension: "The Mysterious Noise"  Read the story below and notice how the Past Continuous sets the background scene while the Past Simple moves the plot forward.  Yesterday evening at 7:00 PM, the Miller family was spending time at home. It was raining outside, and a cold wind was blowing through the trees. Mr. Miller was reading a newspaper in the living room, while Mrs. Miller was preparing dinner in the kitchen. Their son, Leo, was doing his homework in his bedroom, and their dog, Max, was sleeping on the rug.  Suddenly, a strange sound interrupted the quiet evening. Someone was knocking softly on the back door. Mr. Miller stopped reading and walked to the kitchen. Mrs. Miller was holding a wooden spoon and looking at the door with surprise. When Mr. Miller opened the door, nobody was there! Only a small, wet kitten was sitting on the porch, meowing for food.  Reading Comprehension Questions  Answer the following questions using full sentences:  What was the weather like at 7:00 PM yesterday evening? What was Mrs. Miller doing when Mr. Miller was reading the newspaper?       3. Where was Max sleeping?       4.What i
  • Episode 1: B1/B2 Tense review 30.09.2026 16m
    Episode 1: B1/2 Tense review Podcast Episode & Master Guide: The Secret Code of English Grammar — Master the 4 Aspects Welcome back to English for French podcasts.I’m Alison, and today let’s talk about time travel—English grammar style.I love the English tenses , if you get the idea of aspects, then the conjugations become easy. Don’t forget for every aspect, one auxiliary ,which we conjugate depending on when the action happened )and one, invariable verb form. If you’ve been studying English for a while, you’ve probably seen the classic 3x4 grid— Past, Present, Future crossed with Simple, Continuous, Perfect, and Perfect Continuous. Twelve tenses in total. And usually, middle-school textbooks force you to memorize them by starting with Time: What did you do yesterday? What are you doing today? What will you do tomorrow? Let’s change this outdated way of thinking about tenses in English Forget about time for a second. Time is easy! Clock and calendar time—Past, Present, Future—is simple. You already know if something happened yesterday or is happening tomorrow. The real secret to sounding natural in English—the reason native speakers choose one form over another—isn't time at all. It's ASPECT. Aspect is the lens through which the speaker views the action. Time tells you WHEN something happens, but Aspect tells you HOW THE SPEAKER FEELS ABOUT THE ACTION. Is it a complete fact? Is it temporary? Is it connected to something else? Is it a long, exhausting process? Once you understand the 4 main Aspects, you don't need to memorize 12 separate rules—you just need to learn 4 concepts and multiply them across past, present, and future. Remember, we don’t conjugate tenses; we conjugate auxiliaries and verbs, have a form or each aspect which is invariable depending on the aspect. Let's break them down, one category at a time.1. The Simple Aspect — The "Fact & Box" Aspect Let’s start with the base layer: The Simple Aspect. If the Simple Aspect had a motto, it would be: "It is what it is." When you use Simple, you treat an action as a single, complete block or fact, habit, permanent situation, or general truth. You are taking the action, putting it inside a neat little box, and presenting it to your listener as a whole unit. You don't care about its inner mechanics, whether it was long or short, or if it's still unfolding. It's just a statement of reality. Let's look at how this plays out across our three time zones: • Present Simple: "I live in Madrid" or "Water freezes at zero degrees Celsius." o Formula: Subject + Base Verb (+ s/es/ies for he/she/it) o Why choose Simple? Because you view this as a permanent state, a routine, or a general truth. It’s a solid fact in your life right now. • Past Simple: "I lived in Madrid in 2018." or "I woke up at 7 AM today." o Formula: Subject + Past Form of Verb (V2) (1 word to learn per verb, no conjugation) o Why choose Simple? Clean, crisp, and finished. The action started, ended, wrapped in a boxand stayed in 2018. • Future Simple: "I will live in Madrid one day" or "I am going to call you later." o Formula : Subject + will + Base Verb (or am/is/are going to + Base Verb) o Why choose Simple ? You state the future action as a simple prediction, promise, or decision— (will if spontaneous, to be going to if a planned action!)a single event on your timeline. The Golden Takeaway: Choose the Simple Aspect when you want to report facts, permanent truths, routines, or completed events without focusing on the duration or the process. 2. The Continuous Aspect — The "Unfinished & In Progress" Aspect Next up is The Continuous Aspect (sometimes called the Progressive Aspect). If Simple is a neat box or photo idea, Continuous is a movie camera. When you use Continuous, you are zooming in and watching the action play out frame-by-frame.Why do we choose Continuous? Two main reasons: Duration/Progress and Temporariness. You choose Continuous when you want to emphasize that an action is inco
  • Episode 4: A2 Past simple 24.09.2026 11m
    #4 A2 Past simple Podcast transcript Hello, and welcome back to podcasts at English for French with me, Alison.Today we are looking at the past simple tense, often considered difficult by French students, it is actually very simple as we don’t conjugate the verb just put it in its past form (it doesn’t matter if the verb is regular or irregular, you only have one word to learn per verb, or conjugate the auxiliary if in a negative or question). This is one of the most important tenses in English. You use it every day to tell stories, talk about your weekend, or describe events that are finished. As it is a verb tense in the simple aspect , we use it tyo talk about habits in the past, past events and facts and past permanent situations, the same reasons we use the present simple in the present. By the end of this episode, you will know: When to use the Past Simple. How to form regular and common irregular verbs. How to pronounce the tricky " -ed" endings correctly. So, grab a notebook, sit back, and let's get started! When Do We Use the Past Simple? First, let’s answer a simple question: When do we use the Past Simple? We use the Past Simple for actions or situations that started and finished in the past. The time is completed., finished time. It is over. To help us know we are talking about the past, we often use specific time expressions,such as: • Yesterday • Last night / Last week / Last year • Two days ago / Three months ago • In 2020 Listen to these sentences: • "I visited my grandmother yesterday." • "They watched a movie last night." • "She moved to London three years ago." Notice how all these actions are totally finished.Building Sentences: Positive, Negative, and Questions Making positive sentences in the Past Simple is straightforward because the verb form stays the same for all subjects (I, you, he, she, it, we, they). For negative sentences, we use the auxiliary did not (or the contraction didn't) plus the base form of the verb( no conjugation): • "I didn't watch TV last night." (Not: I didn't watched) For questions, we start with Did, followed by the subject and the base form no conjugation): • "Did you call your friend yesterday?" Part 2: Regular vs. Irregular Verbs Now let's look at how we form verbs in the past. In English, verbs belong to two groups: Regular and Irregular, this is not important as you just have one word to learn to conjugate any verb in the past , whether regular or irregular Regular Verbs For regular verbs, the rule is simple: just add -ed or –ied ( if the verb finishes in a consonant +y) to the end of the base verb! • walk becomes walked • cook becomes cooked • clean becomes cleaned • carry becomes carried If the verb already ends in -e, just add -d: • like becomes liked • live becomes lived Irregular Verbs Irregular verbs do not follow the "-ed" rule. But don't worry—you already know many of them because they are very common and again just one word to remember. Here are five essential irregular verbs to remember:  go becomes went ("I went to the store.") have becomes had ("We had breakfast at 8 AM.") see becomes saw ("He saw a bird.") Eat becomes ate ("They ate pizza.") buy becomes bought ("She bought a new coat.") Part 3: Pronouncing "-ed" Endings Now, let's talk about pronunciation. This is where many students make mistakes, but there is a clear trick! When we add -ed to a regular verb, it can be pronounced in three different ways: /t/, /d/, or /ɪd/. Let's practice each sound together. 1. The /t/ Sound If the base verb ends in an unvoiced sound like /p/, /k/, /s/, /f/, or /ʃ/ (the "sh" sound), the "-ed" sounds like a sharp "T". Repeat after me ! • work becomes worked /wɜːkt/ (Repeat: worked) • help becomes helped /helpt/ (Repeat: helped) • wash becomes washed /wɒʃt/ (Repeat: washed) 2. The /d/ Sound If the base verb ends in a voiced sound (like /v/, /b/, /m/, /n/, or any vowel sound), the "-ed" sounds like a soft "D". • play becomes played /pleɪd/ (Repeat: played) • clean beco
  • Episode 3: A2 Countable , Uncountable nouns 16.09.2026 8m
    #3 A2 Countable and Uncountable nouns   Hi and welcome back to Podcasts at English for French. I’m Alison, and today we are looking at nouns. We’re diving into countable and uncountable nouns, advanced containers, the foundational and tricky rules of some/any, and the subtle traps of little and few.  Grab your notebook, listen carefully, and at the end there are some exercises to check you have understood. The answer key is included so that you can check your work.  The Foundations – Countable vs. Uncountable Nouns  To use quantifiers correctly, we must first separate our universe into two types of nouns:  Countable Nouns: Objects or entities you can count individually using numbers. They possess a singular and plural form (one idea, two ideas; a laptop, three laptops).  Uncountable Nouns: Substances, abstract concepts, or collective categories that cannot be counted as standalone physical items. They never take a plural "s".  The Trap: Watch out for words that sound like they should be countable. In English, words like advice, information, furniture, luggage, weather, and equipment are strictly uncountable. You cannot say "an advice" or "three furnitures."  Containers and Partitive Expressions  Because uncountable nouns lack physical borders, we use container and partitive phrases to measure and quantify them.  Liquid & Gas: A bottle of water, a carton of milk, a tank of gas, a drop of oil.  Solid & Food: A loaf of bread, a bar of chocolate, a slice of cheese, a grain of rice, a clove of garlic.  Abstract & General: A piece of advice, an item of clothing, a sheet of paper, an act of kindness.  Some and Any (Basic Rules & Exceptions)  Most learners learn the golden rule early: use some in affirmative sentences and any in negative sentences and questions. But at an A2+ level, we need to look closer:    The Golden Rule:  Affirmative: "I have some free time today."  Negative: "I don't have any free time today."  Standard Question: "Do you have any free time today?"  The Exception 1: Offers and Requests. When you are offering something or politely requesting something in a question, you use some instead of any because you expect or hope for a "yes" answer.  Example: "Would you like some coffee?" or "Could you give me some assistance?"  The Exception 2: "It doesn't matter which one." You can use any in affirmative sentences when it means choice or freedom.  Example: "You can borrow any book from my shelf; they are all great."  Much, Many, and Plenty  When talking about large quantities, placement and noun type dictate your choice:  Many pairs exclusively with countable nouns (many challenges, many errors).  Much pairs exclusively with uncountable nouns (much effort, much traffic). Note: Native speakers rarely use "much" in positive statements; they reserve it for questions and negatives, using "a lot of" or "plenty of" for positives.  A lot of / Lots of / Plenty of: These are versatile options that work with both countable and uncountable nouns in positive sentences.  Example : I have a lot of work to do.Fortunately I have plenty of time in which to do it.  Little vs. Few (Nuance and Attitude), No and none   Finally, let's master small quantities:  Countable (Few / A few):  A few = A small, positive amount (sufficient). "I have a few dollars, so I can buy a snack."  Few = Almost none, a negative feeling (insufficient). "I have few friends who share this hobby."  Uncountable (Little / A little):  A little = A small, positive amount (sufficient). "I speak a little French; I can manage."  Little = Almost none, a negative feeling (insufficient). "There is little hope of fixing this broken screen.  No and none   No acts like an adjective; it is always followed directly by a noun to mean "not any  " (Example: "I have no time to waste.")  None acts like a pronoun; it stands alone without a noun, often used as an answer or followed by "of."   (Example: "How much
  • Episode 2: A2 Adjectives and adverbs 10.09.2026 10m
    #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 u
  • Episode 1: A2 Present simple vs continuous 04.09.2026 11m
    #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 i
  • Episode 14: A1 Countable /Uncountable nouns 03.09.2026 9m
      #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 mak
  • Episode 13: A1 There is/There are 03.09.2026 7m
    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, th

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