Pratique du Shadowing: 2027 Guide to IELTS Academic Writing Task 1 - Apprendre l'anglais à l'oral avec la vidéo

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231 phrases

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Chats and tables, maps and diagrams can be tough,

but I'll show you what really matters in IELTS academic writing task 1 and how to write a clear,

simple answer that can score a band 7 or higher.

I've taken IELTS multiple times myself, I worked with former IELTS examiners,

and these are the exact techniques that help our students improve their writing scores from 6 .5 to

So let's start with the chart and table.

There is quite a bit of information here, but to write the introduction we need to understand what the two visuals show.

The pie chart tells us about the age groups of people who use a spot center.

The table shows how satisfied they are with its facilities and services.

Now, let's introduce both in one sentence.

The pie chart shows the age groups of adults surveyed at a sports centre,

while the table summarises their satisfaction with its facilities and services.

notice that the question just says the results of a survey

and we've explained what those results actually are

and express the information in our own words that's what you should do you should paraphrase the task

and don't fear

that you need a different word for everything a spot center

can stay as a spot center keep the meaning accurate

and move on

because we have a much more important decision to make what this information tells us overall

you have about 20 minutes for the whole task

and task 2 is worth twice as much towards your writing score

so don't spend too long perfecting this first sentence in your task one.

Here is our plan.

We write an introduction, an overview and then two body paragraphs.

In this answer one body paragraph will describe the pie chart and the other the table,

the simplest possible structure.

And your complete answer needs to be at least 150 words long

and the body paragraphs give you space to explain the details.

But before those details we need to give the reader a general picture of what the information means and that's your overview.

And depending on the task you summarize the main trends, differences or stages.

Here we want to explain what we've learned about the users and their satisfaction with the center.

And it's easy to underestimate this part.

You might concentrate on getting every number right and every sentence right, but without a clear overview,

you're still missing an important requirement for a high score.

Let me show you what that is.

It, or your answer, presents a clear overview.

The data are appropriately categorized and the main trends or differences are identified.

You see, you need that clear overview.

And that comes from task achievement which assesses how well you answer the task.

And it's one of four criteria examiners use and will look at the others as we write.

So let's work out what our overview should say.

First of all, look at the pie chart.

Do you see how much of it are occupied by two younger age groups?

Together they take up most of it, don't they?

The older groups have much smaller shares, so we can already say that most users are younger adults.

If we check the figures,

we see that 42 % are aged 18 to 24 and another 27 % are aged 25 to 35.

So, together, if we add the two numbers together,

that's 69 % or over two -thirds of users under 35.

Now, look at the table.

We need to cover these two.

And if you find tables a bit difficult to read, start with the headings.

We have very satisfied, Fairly satisfied or like moderately reasonably satisfied and not satisfied, very unhappy.

Look down the first column.

In every row, the largest percentage is here and are very satisfied.

Then we have another group who are fairly satisfied.

So most people are satisfied.

All the dissatisfied users are in the last column and the figures there range from zero,

like zero unhappy customers, to 21%.

So most people are satisfied with every aspect of the center, right?

And now we can add the main differences.

Staff receive particularly good ratings, 94 % are very satisfied.

The most dissatisfaction is with changing facilities and the range of fitness classes.

So we're interpreting the information here and that's something you should do.

Saying that satisfaction is high is supported by our table.

At the same time saying that the changing facilities are too small

or maybe too dirty would be a guess

because the table doesn't tell us why people are dissatisfied so don't add that extra information.

Okay let's write our overview.

Overall younger adults make up the majority of users

and satisfaction with the center was generally high staff helpfulness received the highest ratings

while changing facilities and the range of fitness classes attracted the most dissatisfaction.

We already used while in the introduction, so here we could say whereas.

Anyways, we've explained the overall picture and the main differences in two sentences.

The individual percentages can come in the body paragraphs.

And now you might think we just need to list those percentages and we're done.

But how you select and present them matters to your score.

So let me show you how to write a strong first body paragraph.

Quite often I see answers where students try to report all the numbers without missing any information.

And in this case, the body paragraph would sound like this.

The percentage of users aged 18 to 24 was 42%.

The percentage aged 25 to 34 was 27.

Those aged 35 to 44 and so on.

Every figure is correct, but we haven't explained what these numbers tell us.

And this is a common mistake in Task 1.

Reporting accurate figures matters, but you need to select and highlight the key features.

For a band 8, you need to show that key features are skillfully selected and clearly presented,

highlighted or illustrated.

Let me show you what this means in simple terms.

I call this approach describe then support.

So you make a point about the information and then you use figures to support it.

So my point is over two -thirds of users

or the majority of users were under 35

and now we support it with 18 to 24 year olds forming the largest group at 42%.

Again, we don't just say 42%, we say this is the largest group.

So, we immediately know that younger adults make up most of the users.

We can compare that with the older groups.

By comparison, people aged 35 to 44 accounted for 17%.

100

Those aged 45 and over represented just 14 % together with the oldest group aged 55

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and over making up the smallest share at 6%.

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Notice what we've done with the last two groups.

103

So 8 % and 6 % together make up 14%, so we've grouped them.

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And then we've pointed out that the oldest group is the smallest.

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We haven't reported every percentage separately, but the main differences are clear.

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And that's what I want you to practice.

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Decide what you want to tell the reader, then choose the figures that help you explain it.

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There is another requirement we can demonstrate in this paragraph.

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Your vocabulary.

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The resource is sufficient to allow some flexibility and precision.

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So that's a band 7 requirement.

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The examiner wants to see you can express your meaning accurately and use some variety.

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And in our answer, the expressions like forming the largest group, accounted for, represented, making up the smallest share,

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they all help us describe the proportions without repeating exactly the same wording in every sentence.

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So that's flexibility.

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But be careful about changing words.

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For example, in our task we're describing sports center users.

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Calling them athletes would change the meaning because we don't know if they're all athletes. Be careful.

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A more impressive sounding word can actually make your answer less accurate.

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If you've been watching the video so far thinking, I understand everything when I see it, but I'm not sure I could write like this myself.

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Well, this is a skill and you can learn it.

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I can walk you through every step.

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How to analyze each task.

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How to choose the key features.

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We used a simple plan and just a few questions to do that.

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And how to turn all this into a clear answer.

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In my IELTS academic pack we cover the whole process step by step, task by task, which isn't possible here on YouTube.

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And you can learn how to write answers that get a higher score.

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I'll link it below if you'd like to have a look.

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And right now we're not gonna look at the second body paragraph to save some time

131

because I would really like to show you our next task, the maps.

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The way you approach this one is slightly different

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and I want to show you what to pay your attention to to get a high score.

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So we need to describe changes to a place

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and I'm going to show you some useful structures to help you with that.

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We have a college cafe.

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Before it was redesigned and how it looks now.

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And overall for our answer we can use the same structure.

139

An introduction, an overview and two body paragraphs.

140

There are different ways to organize those body paragraphs

141

and to be honest any of them can work as long as your description is logical and easy to follow.

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In my answer I'm going to describe the original cafe in the first paragraph

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and then focus on the changes in the second

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and in this video i want to show you that second paragraph the changes

145

so have a look at the maps can you see on the first one two staff dining rooms

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now one is a takeaway food area

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and the other is a coffee bar someone could write there is a takeaway food area

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and a coffee bar but that doesn't tell us what happened to the rooms

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that were there before

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so here is how we can show the change the two

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staff dining rooms have since been converted into a takeaway food area

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and a coffee bar converted into means changed for a different use.

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And we told the reader what was there before and what it has become.

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The sentence also gives us a useful grammatical structure.

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Let me show you our third assessment criterion, grammatical range and accuracy.

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It reads, a variety of complex structures is used with some flexibility

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and accuracy and this applies to every task one you need some variety in your sentences

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while keeping control of your grammar the rooms have been converted so we're using the passive voice

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that's present perfect passive we're interested in what happened to the rooms not in who carried out the work.

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The builders converted or have converted the rooms.

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The rooms have been converted.

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Now let's describe the next changes.

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The original serving area now provides hot meals, while a salad bar has been added along the left -hand wall.

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So we've connected two pieces of information to clauses with while so we have one complex sentence the first part describes

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what the serving area provides

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and the second describes a new addition remember the examiner assesses

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accuracy as well as range next recycling bins have replaced the original bin on the opposite side.

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And now two new doors lead to an outdoor sitting area with a barbecue at its left hand end.

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So we've described the changes and given enough information for the reader to locate them.

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And we have a mixture of sentence structures which is great for your grammatical range and accuracy score.

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Now let's look at the diagram.

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This time we're going to describe a process.

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And again there are a couple of features

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which are specific to this task

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and I'm going to show you what to pay your attention to to get a high score.

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Here is our task.

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This diagram shows how a rain shadow desert forms.

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If you haven't heard of this before, that's expected.

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You don't need any knowledge about the task, let's just follow the arrows together.

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The information is all there.

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So we start with winds coming from the sea, the air moves up the mountain, clouds form and rain falls.

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And then the air continues over the mountain and reaches the inland area where we see the desert.

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So no rain left.

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For my body paragraphs I'm going to divide the process into two parts.

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What happens before the peak and what happens after the peak.

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And that gives each paragraph a clear topic and helps the examiner follow the process.

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So let me show you the first paragraph.

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Remember, your complete answer needs to be at least 150 words.

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And that may be a bit of a difficulty with diagrams.

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If you just write short sentences describing the labels, your answer may be too short.

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You need to develop them into slightly longer, fuller sentences explaining how the stages connect.

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And this brings us to the fourth criterion, it's called coherence and cohesion.

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Basically, how logically your answer is organized and how easy it is to follow.

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And read this requirement.

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Information and ideas are logically organized and there is a clear progression throughout the response.

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So the examiner should be able to follow your description easily.

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And it starts with putting the information in the logical order.

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We do this by dividing the process into two parts and also by describing the stages in order.

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So let's connect the stages within our first paragraph.

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The process begins when winds carry moist air from the sea towards the coast.

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So, we've established where the process starts.

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The next stage.

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As this air reaches the mountain, it's forced upwards along the windward slope.

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And windward is the side facing the wind, as you can see on the image.

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And notice how this sentence connects to the previous one.

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This air.

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We know it's the moist air we've just mentioned.

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And it refers to the same air.

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These are references.

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These small connections help the writing flow.

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And you don't need to begin every sentence with first, next and then, which would be a bit too repetitive.

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Okay let's have a look at the next sentence.

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The rising air gradually cools and clouds begin to form above this side of the mountain.

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Ok, let's move on.

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Rain then falls from these clouds, so the air loses moisture before reaching the peak.

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So, then shows there is a next stage and we can actually put it inside the sentence.

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Rain then falls or we could say then rain falls

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and again we use these clouds and

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so to show the result that's how we link all our ideas our stages together

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and that's exactly what makes the description easy to follow

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and the examiner will be paying attention to

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that in the second body paragraph we would continue over the peak and describe what happens on the other side.

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All the assessment criteria we looked at today apply to every task 1 answer

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and in my IELTS academic pack you can learn how to meet each requirement and achieve a higher score.

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These are the courses that helped so many of our students get a 7

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or 7 .5 in writing and finally pass their test.

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Check them out, I'll link them below.

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And if you'd like to try a full lesson,

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watch this video on how to write a perfect introduction for every type of academic writing task 1.

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Thank you so much for watching me today.

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Good luck with your preparation and your exam.

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Vocabulaire et conseils d’expression pour cette leçon

Cette leçon d’expression orale s’appuie sur la vidéo « 2027 Guide to IELTS Academic Writing Task 1 ». Les mots qui reviennent le plus souvent : task, paragraph, answer, sentence, write. Cette vidéo contient 231 phrases et 2590 mots à répéter en shadowing. La partie parlée dure 21:46. Le locuteur parle à un rythme régulier d’environ 119 mots par minute, confortable pour le shadowing. 86 % 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

15 mots de la vidéo à retenir, avec leur prononciation et leur sens :

Mot	Prononciation	Sens
paragraph nom	/ˈpæɹəɡɹæf/	paragraphe, alinéa
satisfy verbe	/ˈsætɪsfaɪ/	satisfaire
overview nom	/ˈoʊ.vɚˌvjuː/	vue d'ensemble, résumé
examiner nom	/əɡˈzæmɪnɚ/	examinateur, examinatrice
percentage nom	/pə(ɹ)ˈsɛntɪd͡ʒ/	pourcentage
convert verbe	/kənˈvɝt/	convertir
chart nom	/t͡ʃɑɹt/	carte
requirement nom	/ɹɪˈkwaɪɹmənt/	exigence, besoin
cloud nom	/ˈklaʊ̯d/	nuage
connect verbe	/kəˈnɛkt/	accoupler, connecter
reader nom	/ˈɹi.dɚ/	lecteur, lectrice
accuracy nom	/ˈæk.jɚ.ə.si/	exactitude, précision
satisfaction nom	/sætɪsˈfækʃən/	satisfaction
diagram nom	/ˈdaɪ.ə.ɡɹæm/	diagramme, schéma
select verbe	/sɪˈlɛkt/	choisir, sélectionner

Les verbes à particule que vous entendrez

Mot	Prononciation	Sens
make up verbe	/ˌmeɪk ˈʌp/	constituer, composer
carry out verbe	/ˈkæ.ɹi aʊt/	sortir, transporter dehors
point out verbe		pointer
work out verbe	/ˌwɝk ˈaʊt/	calculer

Des phrases à répéter

Des phrases courtes et complètes de la vidéo, à réutiliser dans la conversation de tous les jours :

Together they take up most of it, don't they?
Notice what we've done with the last two groups.
This time we're going to describe a process.
If you haven't heard of this before, that's expected.
We know it's the moist air we've just mentioned.

La grammaire de cette vidéo

Les structures que le locuteur utilise le plus, avec les mots exacts de la vidéo :

Structure	Dans la vidéo
Present perfect have/has + participe passé — une action passée qui compte encore maintenant	I've taken · we've explained · we've learned
Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait	are identified · are occupied · is supported
Propositions relatives who / which + proposition — une précision sur une personne ou une chose	people who use · structures which is

Prononciation à surveiller

Le locuteur utilise 46 contractions et formes réduites, comme we've, don't, we're. Prononcez-les sous leur forme courte, telles que vous les entendez.

Les sons « sh » et « zh »: satisfaction /sætɪsˈfækʃən/, shadow /ˈʃædəʊ̯/, preparation /ˌpɹɛpəˈɹeɪʃ(ə)n/, sufficient /səˈfɪʃənt/, examination /ɪɡˌzæm.ɪˈneɪ.ʃən/
Mots longs — placez bien l’accent: examiner /əɡˈzæmɪnɚ/, accuracy /ˈæk.jɚ.ə.si/, satisfaction /sætɪsˈfækʃən/, flexibility /ˌflɛksɪˈbɪlɪti/, difficulty /ˈdɪfɪkəlti/

Les sons difficiles pour les francophones :

/h/ — il se souffle, il n’est pas muet: highlight /ˈhaɪˌlaɪt/, unhappy /ʌnˈhæpi/, heading /ˈhɛdɪŋ/, whereas /(h)wɛɹˈæz/, coherence /koʊˈhɪɹ.ən(t)s/
/tʃ/ et /dʒ/ — à ne pas adoucir en « ch » et « j »: percentage /pə(ɹ)ˈsɛntɪd͡ʒ/, chart /t͡ʃɑɹt/, logical /ˈlɑd͡ʒɪkəl/, achievement /əˈt͡ʃiːv.mənt/, gradually /ˈɡɹæd͡ʒuəli/
/r/ anglais — langue recourbée, sans frotter la gorge: paragraph /ˈpæɹəɡɹæf/, percentage /pə(ɹ)ˈsɛntɪd͡ʒ/, chart /t͡ʃɑɹt/, requirement /ɹɪˈkwaɪɹmənt/, reader /ˈɹi.dɚ/

Comment s’entraîner avec cette vidéo

Écoutez la vidéo en entier une fois sans parler et notez les mots que vous ne connaissez pas.
Répétez phrase par phrase à vitesse normale, en reprenant chacune jusqu’à ce que votre rythme corresponde à celui du locuteur.
Enregistrez-vous et comparez avec l’original, en faisant attention à des mots comme paragraph, satisfy, overview.

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.

Technique du shadowing : lire le guide complet étape par étape →

Pratique du Shadowing: 2027 Guide to IELTS Academic Writing Task 1 - Apprendre l'anglais à l'oral avec la vidéo

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Vocabulaire et conseils d’expression pour cette leçon

Vocabulaire clé de cette vidéo

Les verbes à particule que vous entendrez

Des phrases à répéter

La grammaire de cette vidéo

Prononciation à surveiller

Comment s’entraîner avec cette vidéo

Qu'est-ce que la technique du Shadowing ?