Pratique du Shadowing: 15 Must-Know TOEFL Speaking Templates for the "Take an Interview" Task + Response examples - Apprendre l'anglais à l'oral avec la vidéo
Choisissez un mode d'entraînement
Chaque mode ouvre une salle d'entraînement en plein écran.
203 phrases
Si les phrases sont trop courtes ou trop longues, cliquez sur Edit pour les ajuster.
1
The single biggest mistake I see students make on the TOEFL
2
speaking section is memorizing a full answer for every type of question
3
and then reciting it on test day like a robot
4
because ETS raters are trained to spot pre -written responses
5
so the moment they hear one your score on the rubric's range of grammar
6
and vocabulary criterion drops and your elaboration score drops with it,
7
which means two of the four scoring criteria are gone in just one sentence.
8
Welcome to the TOEFL test with Lingua Marina.
9
In today's video, I'll give you 15 templates
10
that will make you sound like a real fluent speaker who's actually thinking in English on the spot,
11
and they're designed specifically for the new TOEFL speaking interview task,
12
where you answer four questions about your experiences and opinions in 45 seconds each.
13
By the end of this video, you'll have all 15, plus a real example for every one of them,
14
and the reason each one earns points on the new 0 -5 rubric.
15
We post two TOEFL videos every week, so don't forget to subscribe if you want to ace the new TOEFL speaking section.
16
Now, there is an important distinction here that I want to clear up first.
17
What hurts your score on the new rubric isn't using phrases like the ones I'm about to share.
18
Native speakers use them constantly in every single conversation.
19
What hurts your score is pre -writing your entire answer
20
and reciting it on test day no matter what the interviewer actually asks.
21
Memorize a phrase?
22
That's fine.
23
That's how every fluent speaker actually talks.
24
Memorize a full multi -sentence answer?
25
That is exactly what raters are trained to detect.
26
And the moment they catch it, your range of grammar and vocabulary score drops and your elaboration score drops with it.
27
So that's why this video is built the way it is.
28
The 15 phrases I'm sharing today are the kind that fluent English speakers genuinely use every day.
29
Pair them with your real story, your real opinion, your real reason, and the rater hears a five -point response.
30
Pair them with a memorized full answer, and you're right back to where you started.
31
I've grouped the 15 into five categories, three phrases each, and I really recommend grabbing a notebook right now
32
because if you only watch this video without writing them down, you won't actually use them on test day.
33
You can pause the video at any phrase you want to write down.
34
So, the interview task gives you 45 seconds per question, and the first three seconds are the most important
35
because they set the rater's expectation for how organized the rest of your answer is going to be.
36
These three openers will give you structure and confidence right out of the gate, without sounding scripted at all.
37
Phrase number one, I'd like to talk about this phrase commits you immediately to a specific answer, which signals confidence in the first three seconds,
38
and that's what the rater registers under conversational pace, and it works equally well for an opinion question
39
or a memory question because it just hands you straight into your real content without any stalling.
40
When the interviewer says, tell me about a time when you had to make a difficult decision,
41
you can answer, I'd like to talk about the summer i had to choose between two scholarships one for engineering
42
and one for business i went with engineering
43
because the program included a research project with my favorite professor
44
and i knew i could not get
45
that anywhere else phrase number two in my experience the most effective way is use this
46
when the interviewer asks for your opinion on something because it signals a confident personal stance right from the start, which raters reward under conversational pace,
47
and it works as a natural lead -in to the reasons that follow your opinion.
48
Say the interviewer asks you, what is the best way to make new friends in a new country?
49
You can open with, in my experience, the most effective way is to join one regular activity at the same time every week.
50
I joined a Saturday hiking group when I moved to my new university and within a month, I had a group of five people I saw every weekend.
51
Phrase number three.
52
If I think back to, this is the safest opener for any question that has the words,
53
describe a time or tell me about because it signals
54
that a real memory is coming
55
and it gives you space to land on a specific story instead of starting with a vague claim that goes nowhere.
56
When the interviewer says, describe a teacher who had a strong influence on you, you can answer.
57
If I think back to my high school years, the teacher who shaped me the most was my chemistry teacher, Mr. Hassan.
58
He failed me on my first lab report and told me to rewrite it without telling me what was wrong.
59
It took me three more attempts to figure it out, and that is when I learned how to actually read instructions.
60
And one small note before we move on.
61
You should use one these three openers per response
62
and across the four interview questions vary your openers
63
so the rater hears a range because
64
if you use the same one four times the rater will absolutely notice
65
and your range of vocabulary score will not move the new
66
rubric explicitly says a five -point response is on topic
67
and well elaborated and elaboration just means specific examples not abstract claims
68
but the problem is that most students lead the same way every single time
69
which makes their answers blur together for the rater.
70
These three phrases will give you natural ways to introduce a specific story.
71
Phrase number four one time
72
that really stands out is use this in the middle of your answer after you've made a claim
73
and you need to back it up with a specific story
74
because without this kind of phrase students often state an opinion
75
and just stop talking but with it you walk straight from the claim to the example
76
which is exactly the structure the rater rewards
77
if the interviewer asks is it more important for a manager to be friendly
78
or strict you might answer I think a manager has to be friendly first strict second one time
79
that really stands out is
80
when i had a manager at my summer job who was
81
strict from day one the whole team was scared to ask her questions
82
and we ended up making the same mistakes for three weeks straight just
83
because nobody wanted to walk into her office phrase number five this actually reminds me of
84
this phrase sounds like something a native speaker would actually say in real conversation
85
and it works as a smooth bridge from a general point to a specific story from your own life
86
which makes you sound experienced rather than rehearsed.
87
When you get a question like how important is it to have a hobby outside of work
88
or school you can say a hobby gives you something that is yours separate from grades or salary.
89
This actually reminds me of when I started learning the guitar in my second year.
90
My exam stress dropped within three weeks
91
because I had something to do with my hands at the end of every study session
92
that had nothing to do with my GPA.
93
Phrase number six, there was this one time when this phrase sounds completely natural in spoken English
94
and it forces you to commit to one specific moment with specific details instead of giving a general feeling,
95
because vague answers cost you elaboration points on the rubric, but specific moments with real details earn them every time.
96
The interviewer might ask, when did you realize you wanted to study abroad?
97
You answer, there was this one time in my second year sitting in an organic chemistry lecture when something just clicked.
98
I noticed the professor was reading from an American textbook.
99
I went home that night, looked up master's programs, and within a week, I had a list of five universities I wanted to apply to.
100
And if you want the full set of speaking and writing templates
101
that show you exactly how to organize your response for each interview scenario, you could get them in our TOEFL course, Get Five or Above on TOEFL,
102
taught by Anastasia, who scored 119 out of 120 on the TOEFL.
103
Inside the course, every speaking and writing template is rebuilt from scratch for the new January 2026 format,
104
all designed to sound conversational instead of pre -written, and you also get to practice every single one on our LinguaTufl platform,
105
which simulates the real interview task with the actual timer and a pre -recorded interviewer,
106
so you train under real test conditions before test day.
107
The course is especially discounted this week if you click through now
108
and you can use the promo code LINGUA MARINA to get
109
20 % off the course plus a 5 % discount off your TOEFL exam fee.
110
The link is in the description.
111
Now let's get back to the phrases.
112
Category 3, showing range of vocabulary and grammar.
113
The new rubric specifically rewards a range of accurate grammar and vocabulary for a five -point response.
114
And that sounds vague at first,
115
but in practice, it just means don't use the same simple sentence structure for all four of your interview answers.
116
These three phrases will change the grammar of your sentence in
117
a way the rater notices without requiring you to memorize any new vocabulary.
118
Phrase number seven.
119
What I started doing was this phrase introduces a specific habit
120
or strategy you adopted which gives the rater a real personal action to follow
121
and the structure itself is more complex than a simple I did X sentence
122
so it picks up points under range of grammar on the rubric without any extra effort.
123
Say the question is what is the best way to prepare for an important exam?
124
You can answer, practice tests are the single best preparation.
125
What I started doing was timing myself under real test conditions, even when I was just doing it at my kitchen table on a Saturday morning.
126
After three timed practice tests, the real one felt like the fourth.
127
Phrase number eight, when I was trying to decide between, use this when the question asks you to compare two options
128
or explain a trade -off because it sounds like normal conversation
129
and it forces you to lay out two real options before you commit to one
130
which is exactly the analytical move the rater is listening for
131
if the interviewer asks did you choose your university for the location
132
or the program you might say
133
when i was trying to decide between the two the location was actually the bigger draw at first.
134
The university near my home had a nicer campus and I would be close to my family,
135
but the program I picked had a co -op with three companies in my field
136
and that is what made me pick it in the end.
137
Phrase number nine, what really turned things around for me was, this phrase tells the rater what mattered most before you explain why
138
and it's a real fluent speaker move with strong native speaker idiom, so it earns you points under range of grammar on the rubric,
139
and you should use it after you've already set up the scene of your story.
140
Imagine you get the question, what helped you most when you were learning English?
141
You answer, I took classes for years, but what really turned things around for me was watching one specific TV show with the subtitles off.
142
I could finally hear how native speakers actually pause and stress words which no textbook had ever taught me.
143
The single biggest difference between a four -point
144
and a five -point response on the interview task is elaboration
145
because a four -point answer is on topic
146
but may lack effective sentence level connectors
147
and a five -point answer connects every claim to a reason and every reason to an example.
148
These three phrases will do the connecting work for you.
149
Phrase number 10, and the reason I say that is
150
because this is the cleanest way to bridge a claim to a reason
151
because the five -point rubric rewards responses where every claim is supported, but most students just stop at the claim,
152
and this phrase forces you to keep going.
153
When the interviewer asks, should young people travel before starting university,
154
you can answer, I would tell most students to travel for at least six months before they start,
155
and the reason I say that is because I started university at 18 and felt completely lost in my first year.
156
By the time I figured out what I wanted to study, I had already wasted a whole semester.
157
Phrase number 11, looking back on it now, this phrase adds reflection to your story,
158
and reflection is what separates a four -point answer from a 5 .1
159
because it shows the rater you're processing the question instead of just reciting an answer.
160
Say the question is, tell me about a decision you regret.
161
You can say I quit the swim team in my second year because I told myself I was too busy.
162
Looking back on it now the real reason was that I was scared of competing at a higher level.
163
I've never been able to bring myself to join another team since then and I miss it.
164
Phrase number 12.
165
The main thing for me was the interview task gives you 45 seconds to explain a complicated answer.
166
And this phrase forces you to pick one strongest reason and develop it well, instead of listing five reasons and developing none of them.
167
The interviewer might ask, why are you applying for the scholarship?
168
You open with, the main thing for me was the chance to do research with Dr. Thompson, who wrote the textbook our entire department uses.
169
Working with her for two semesters would teach me more than any other program I have looked at.
170
The clock is the second biggest reason students lose points on the interview task, because you hear the timer hit five seconds,
171
you panic, and the recording cuts off mid -sentence, and the rater hears you stopping in the middle of the sentence, and you lose points on conversational pace.
172
These three phrases will give you a clean ending in under eight seconds.
173
Phrase number 13, at the end of the day.
174
This phrase signals that you're about to land your final point
175
and it sounds like something a real native speaker would say to wrap up an answer.
176
So use it when you have around 10 seconds left on the clock.
177
When the question is, do you think students should be required to live on campus?
178
You close with, at the end of the day, I would say first year students should be required to live on campus because they need the structure.
179
After that, it should be a choice.
180
Phrase number 14.
181
So in the end, this phrase is even more conversational than at the end of the day,
182
and you should use it when you've already made your main point
183
and you want a clean closing line that wraps up the story.
184
If the interviewer asks, tell me about a time you had to ask for help, you finish with, so in the end,
185
I went to my professor after class and asked her to explain the topic again.
186
She did in five minutes and I scored 92 on that exam two weeks later.
187
Phrase number 15.
188
And that's something that stuck with me ever since.
189
This is a really natural reflective closing
190
that ties your story directly back to the question
191
and it sounds genuine instead of memorized
192
because it sounds like something you would actually say in a real conversation about a meaningful experience,
193
say the interviewer asks, tell me about a time when you worked in a team.
194
You rap with, and that is something that stuck with me ever since.
195
I will never join a team again without a clear schedule on day one, no matter how friendly everyone is at the start.
196
So that's the full list.
197
15 natural phrases, five categories, all built specifically for the new TOEFL speaking interview task,
198
and all designed to sound like real fluent English instead of a memorized script.
199
If this video was useful, hit the like button and drop a comment letting me know what TOEFL topic you want us to cover next.
200
And if you want the full set of speaking and writing templates,
201
the Lingua TOEFL practice platform with the real interview simulator and Anastasia's lessons, you could get them in our TOEFL course,
202
Get 5 or Above on TOEFL, linked in the description.
203
And don't forget to subscribe to our channel to get more tips and tricks on how to ace the TOEFL test.
Télécharger l'application
Tout pour parler couramment
Prononciation IAChaque phrase notée
Phonétique (IPA)Maîtrisez chaque son
VocabulaireEnrichissez votre lexique
Jeu de vocabulaireApprenez en jouant
Même chaîne
B22
TOEFL Speaking — New Format Practice Test (Listen & Repeat + Interview)
TOEFL PrepInterview EnglishUniversity Students
B25
TOEFL Speaking - Listen and Repeat Practice Test (2026 version)
TOEFL PrepInterview EnglishUniversity Students
B2Score 100+ on TOEFL with this plan. TOEFL Prep in just 7 days
TOEFL PrepUniversity StudentsWorking Adults
FOR YOU
Vidéo recommandée
![[2026] TOEFL iBT Speaking Take an Interview | Step-by-Step Strategies #0008](https://img.youtube.com/vi/Bo4ARkCDQLk/mqdefault.jpg)
C12
160 phrases
[2026] TOEFL iBT Speaking Take an Interview | Step-by-Step Strategies #0008
TOEFL PrepBusiness EnglishInterview English
B22
400 phrases
TOEFL Speaking Practice Test — How to score 30/30 | Tips & Strategies
TOEFL PrepInterview EnglishUniversity Students
B25
206 phrases
CELPIP Speaking Practice | Giving Advice
TOEFL PrepInterview EnglishUniversity Students
B2218 phrases
OET Speaking Practice Test - with Sample Role Play!
TOEFL PrepCambridge Exam PrepInterview English
B25
231 phrases
TOEFL Speaking 2026 (Listen and repeat & Take an interview) Full guide and templates
TOEFL PrepInterview EnglishUniversity Students
B24
210 phrases
Stop Going Blank! 5 TOEFL Listen and Repeat Strategies That Work
TOEFL PrepInterview EnglishUniversity Students
B28
306 phrases
IELTS Speaking Part 3 Secret Formula
British AccentIELTS PrepInterview EnglishUniversity Students
B22
389 phrases
How to Sound Instantly Confident in English
Business EnglishInterview EnglishDaily Conversation
B130
139 phrases
How to Keep Talking in English Without Getting Stuck
British AccentIELTS PrepInterview EnglishDaily Conversation
B23
265 phrases
IELTS TOEFL Writing- Essay ideas (How to build an Idea Bank)
IELTS PrepTOEFL PrepCambridge Exam Prep
B25
40 phrases
10 Powerful Phrasal Verbs for Job Interviews in English
American AccentBusiness EnglishInterview EnglishUniversity Students
Vocabulaire et conseils d’expression pour cette leçon
Cette leçon d’expression orale de niveau B2 s’appuie sur la vidéo « 15 Must-Know TOEFL Speaking Templates for the "Take an Interview" Task + Response examples ». Les mots qui reviennent le plus souvent : phrase, answer, rater, Toefl, interviewer. Cette vidéo contient 203 phrases et 2846 mots à répéter en shadowing. La partie parlée dure 18:19. Le locuteur parle à un rythme naturel d’environ 155 mots par minute, proche d’une conversation courante. 83 % des mots font partie des 3 000 mots les plus courants en anglais ; le reste mérite d’être vu avant de commencer.
Vocabulaire clé de cette vidéo
Les 15 mots les plus avancés de la vidéo, avec leur prononciation et leur sens :
| Mot | Prononciation | Sens |
|---|---|---|
| interviewer nom | /ˈɪntɚvjuɚ/ | intervieweur, intervieweuse |
| rubric nom | /ˈɹuːbɹɪk/ | rubrique |
| memorize verbe | /ˈmɛm.əˌɹaɪ̯z/ | mémoriser, apprendre par cœur |
| grammar nom | /ˈɡɹæm.ə(ɹ)/ | grammaire |
| vocabulary nom | /vəˈkæb.jə.lə.ɹi/ | vocabulaire, lexique |
| conversational adjectif | /ˌkɒnvə(ɹ)ˈseɪʃənəl/ | conversationnel |
| fluent adjectif | /ˈfluənt/ | parler couramment |
| template nom | /ˈtɛm.plɪt/ | gabarit, calibre |
| recite verbe | /ɹɪˈsaɪt/ | réciter |
| textbook nom | /ˈtɛkst.bʊk/ | manuel, livre de classe |
| vague adjectif | /veɪɡ/ | vague |
| criterion nom | /kɹaɪˈtɪɹ.i.ən/ | critère |
| timer nom | /ˈtaɪmɚ/ | minuteur |
| hobby nom | /ˈhɑ.bi/ | passe-temps, hobby |
| organize verbe | /ˈɔɹɡənaɪz/ | organiser |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| wrap up verbe | emballer | |
| cut off verbe | /ˌkʌt ˈɔf/ [ˌkɐɾ ˈɔf] | tailler, couper |
| end up verbe | se terminer, se finir | |
| figure out verbe | cerner | |
| pick up verbe | soulever | |
| set up verbe | /ˌsɛt ˈʌp/ | mettre en place, installer |
| write down verbe | noter, écrire |
La grammaire de cette vidéo
Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :
| Structure | Dans la vidéo |
|---|---|
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | are trained · is built · is especially discounted |
| Present perfect have/has + participe passé — une action passée qui compte encore maintenant | I've grouped · you've made · you've already set |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | teacher who had · teacher who shaped |
Prononciation à surveiller
Le locuteur utilise 20 contractions et formes réduites, comme don't, you're, you've. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: conversational /ˌkɒnvə(ɹ)ˈseɪʃənəl/, scholarship /ˈskɑːləɹʃɪp/, reflection /ɹɪˈflɛkʃən/, expectation /ˌɛk.spɛkˈteɪ.ʃən/, distinction /dɪˈstɪŋkʃən/
- Mots longs — placez bien l’accent: vocabulary /vəˈkæb.jə.lə.ɹi/, conversational /ˌkɒnvə(ɹ)ˈseɪʃənəl/, criterion /kɹaɪˈtɪɹ.i.ən/, simulator /ˈsɪmjəˌleɪtɚ/, analytical /ˌæn.əˈlɪt.ɪ.kəl/
Les sons difficiles pour les francophones :
- /h/ — il se souffle, il n’est pas muet: hobby /ˈhɑ.bi/, rehearse /ɹɪˈhɝs/, hike /haɪk/
- /tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: genuinely /ˈd͡ʒɛn.ju.ɪn.li/, lecture /ˈlɛk.t͡ʃə/, scratch /skɹæt͡ʃ/
- /r/ anglais — langue recourbée, sans frotter la gorge: rater /ˈɹeɪtə(ɹ)/, rubric /ˈɹuːbɹɪk/, memorize /ˈmɛm.əˌɹaɪ̯z/, grammar /ˈɡɹæm.ə(ɹ)/, vocabulary /vəˈkæb.jə.lə.ɹi/
Comment s’entraîner avec cette vidéo
- Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
- Commencez à la vitesse 0,75×, répétez phrase par phrase, puis revenez à la vitesse normale quand cela devient facile.
- Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme interviewer, rubric, memorize.
Qu'est-ce que la technique du Shadowing ?
Le Shadowing est une technique d'apprentissage des langues fondée sur la science, développée à l'origine pour la formation des interprètes professionnels. Le principe est simple mais puissant : vous écoutez de l'anglais natif et le répétez immédiatement à voix haute — comme une ombre suivant le locuteur avec un décalage de 1 à 2 secondes. Les recherches montrent une amélioration significative de la précision de la prononciation, de l'intonation, du rythme, des liaisons, de la compréhension orale et de la fluidité.