Pratique du Shadowing: TOEFL 2026 Build a Sentence Tips, Tricks and Examples - Apprendre l'anglais à l'oral avec la vidéo
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Many TOEFL candidates struggle with the build a sentence task in TOEFL writing
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because they get confused about word order and waste valuable time.
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But once you know the right strategies, this task becomes much easier.
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We've helped thousands of students prepare this way through our TOEFL packages.
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They discover how strategic preparation can completely change their results.
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In this video, you'll learn nine essential tips that can help you arrange words correctly and complete this task quickly.
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If you're ready to study smarter, keep watching.
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By the end of this video, you'll know exactly how to prepare for the build a sentence task in TOEFL writing.
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Tip number one is to understand exactly what the build a sentence task tests.
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This task tests your command of sentence structures, which is essential for communication in English.
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In this task, you'll see one complete sentence followed by another sentence with words or phrases in the wrong order.
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The two sentences form an exchange between speakers.
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Your job is to move the words
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and phrases into the right places to create a grammatically correct sentence that make sense as a response.
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Sometimes, you'll need to arrange the entire sentence yourself, because no words are already in place.
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Other times, some words might already be positioned in the sentence, and you need to arrange the remaining words around them.
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Here's what makes this task tricky.
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Sometimes, all the words provided need to be used.
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Other times, a word won't be used at all.
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So you need to figure out which word doesn't fit.
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Additionally, sometimes you'll see single words and other times you'll see groups of words that need to stay together.
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Understanding how this task works helps you approach it strategically instead of randomly moving words around.
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You need to think about grammar rules, sentence structure, and what makes sense in the context of the conversation.
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Tip number two is a game changer.
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Identify the subject and main verb first before you start arranging other words.
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Every complete sentence needs a subject and a verb, so finding these two elements gives you the foundation to build the rest of the sentence.
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The subject tells you who or what the sentence is about.
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The main verb tells you what action is happening.
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Once you've identified these core elements, you can arrange the other words around them.
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Take a look at this example.
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What do you think about the new campus facilities?
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Start by asking yourself, what's the subject?
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The answer is I, because that's what the sentence is about.
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Next, ask, what's the main verb?
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The answer is am, because it's the main verb showing state the only word that makes sense after I am is impressed.
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Now you have your foundation.
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I am impressed, but you still have more words to use.
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So you need to add more information to this basic structure.
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You need to add really to intensify the adjective impressed.
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Then you have to add with to show what you're impressed by.
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Finally, you have to add the noun phrase that describes the facilities.
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Pay attention here, you need to build the noun phrase correctly too.
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The article the comes first, then the adjectives new and modern, and finally the noun study rooms.
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The complete sentence becomes, I am really impressed with the new modern study rooms.
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Tip number three is essential for scoring high on the build sentence task.
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Consider whether your sentence needs a relative clause or subordinate clause.
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Many questions test your ability to create complex sentences with multiple clauses, not just simple sentences.
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For instance, relative clauses give additional information about a noun.
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They typically start with words like who, which, that, where, or when.
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These clauses connect to the main sentence and add important details.
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Let's look at an example.
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Which restaurant did you choose?
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Notice the word that in this list.
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This signals that you need a relative clause.
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The word that introduces information about something.
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In this case, that will connect to the one and tell us something about it.
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So, you don't just write, I chose the one.
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Instead, you need to add the clause that you recommended to me.
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The complete sentence becomes, I chose the one that you recommended to me.
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The main clause is, I chose the one,
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and the relative clause that you recommended to me adds extra information about which restaurant we're talking about.
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Understanding how to build sentences with relative clauses is crucial, because the TOEFL frequently tests this structure.
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When you see words like who, which, that, where or when, expect to create a complex sentence with a relative clause.
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By the way, if you want this channel to keep going, write yes in the comments, click like, and subscribe.
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We only make videos that you actually want to watch.
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Tip number four is essential for grammatical accuracy.
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Position adverbs correctly in your sentence.
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Adverbs are words that modify verbs, adjectives, or other adverbs.
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They have specific placement rules in English that you need to follow.
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Different types of adverbs go in different positions.
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For example, frequency adverbs like always, usually, and sometimes typically go before the main verb, but after the verb to be.
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Time adverbs like yesterday, tomorrow, and recently usually go at the end of the sentence.
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Manner adverbs like carefully,
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quickly and efficiently also typically go at the end of the sentence or after the main verb and object.
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Let's look at an example.
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Here is the first sentence.
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Do you exercise regularly?
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The frequency adverb usually needs to go before the main verb go to.
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So you start with I usually go to.
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Then add the object the gym.
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Finally, the time expression three times a week goes at the end.
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The complete sentence becomes I usually go to the gym three times a week.
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Notice how the adverb usually comes right before the main verb go to, not at the beginning or end of the sentence.
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This is the natural position for frequency adverbs in English.
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Here's another example.
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How did your team finish the research project?
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You have a manner adverb here that describes how an action was done.
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The adverb effectively describes how they collaborated.
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You need to position this adverb correctly to create a sentence.
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It comes after the verb collaborated.
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The complete sentence is, we collaborated effectively and managed to meet the deadline.
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In this sentence, effectively modifies collaborated and appears right after the verb.
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Understanding where to place different types of adverbs helps you build grammatically correct sentences quickly.
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When you see adverbs in your word list, immediately think about their type and where they belong in the sentence structure.
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Tip number five focuses on English grammar.
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Pay attention to word order rules when building your sentence.
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English has specific patterns for where different types of words should go, and following these patterns is essential for creating grammatically correct sentences.
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In English, the most common word order is subject -verb -object.
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Here's an example.
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I finished my homework.
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The sentence follows this pattern.
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I is the subject, finished is the verb, and my homework is the object.
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But word order becomes more complex when you add adjectives, adverbs, prepositional phrases, and clauses.
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You need to know where each type of word or phrase belongs.
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Adjectives typically come before the nouns they describe.
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For instance, you say difficult exam, not exam difficult.
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When you have words like difficult and exam to arrange, you know difficult must come directly before an exam.
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Articles like the, a, or an come at the very beginning of a noun phrase, before any adjectives.
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So you write the difficult exam, not difficult the exam.
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Let's practice with an example.
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Did you enjoy the documentary we watched in class?
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Following word order rules, you need to identify the subject first, which is I.
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Then you need the main verb found, followed by what you found, which is the discussion.
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Now you need to add the prepositional phrase about the environmental issues.
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This phrase tells us what the discussion was about.
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Finally, the adjective quite informative describes the discussion.
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But where does quite go?
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The adverb quite modifies the adjective informative, so it comes directly before informative.
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The correct sentence is, I found the discussion about the environmental issues quite informative.
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Tip number six is really important.
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If you don't know this tip, you might get confused when trying to build a sentence.
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Learn to eliminate words that don't fit in the sentence.
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Sometimes a word in the list won't be used at all and you need to identify which word doesn't belong.
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Let's think about how to identify a word that doesn't belong.
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First, try building your sentence using the core elements like the subject, main verb, and necessary modifiers.
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If you have one or two words left over that don't fit naturally into the sentence structure, those are probably the words you should exclude.
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Second, check for grammatical clues.
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Take a look at this example.
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Are you planning to attend the seminar next week?
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You need to choose between am planning and will attend.
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Since the question uses planning to attend, you would continue with the present continuous form.
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I am definitely planning to attend it.
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The word will is the extra word that won't be used because you can't say I am planning will attend.
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However, be careful not to automatically exclude words just because you're not sure where they go.
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Try different arrangements first only eliminate a word when you're confident.
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Your sentence is complete and grammatically correct without it.
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Tip number seven can improve your speed and accuracy considerably.
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Practice common sentence structures that appear frequently in the Build -A -Sentence task.
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When you're familiar with typical patterns, you can arrange words much faster during the actual test.
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The TOEFL often test these common structures.
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First, you might see simple sentences with a subject -verb -object pattern.
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For example, the professor explained the theory.
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This is the most basic structure, but even basic structures can include modifiers and prepositional phrases.
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Second, there might be sentences with relative clauses starting with who, which, or that.
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We've already discussed the example, I chose the one that you recommended to me.
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This pattern appears frequently, so you should be comfortable building it quickly.
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Third, practice sentences with prepositional phrases that add details about location, time, or manner.
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For example, the meeting will start in the conference room at two o 'clock.
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Fourth, don't forget to practice questions with specific word order.
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Remember that questions often invert the subject and verb or use helping verbs.
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And finally, make sure you know how to build sentences with time expressions and frequency adverbs.
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For example, she usually arrives early for class.
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Words like usually, often, and sometimes typically go before the main verb, but after the verb to be.
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When you practice these patterns regularly,
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it will be easier for you to recognize the structure more quickly during the test and arrange the words correctly.
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Tip number eight is crucial.
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Read the first sentence carefully to understand the context.
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This sentence tells you what the conversation is about and your response needs to make sense as a reply to it.
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The Build a Sentence task always presents two sentences that form an exchange between speakers.
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The first sentence gives you the context you need to build an appropriate response.
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If you ignore this context,
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you might create a grammatically correct sentence that doesn't actually answer the question or respond appropriately.
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Therefore, it's absolutely crucial to read the first sentence carefully.
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Additionally, understanding the context helps you figure out the correct verb tense.
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If someone asks about a past event, your response should use past tense verbs.
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If they ask about future plans, you'll need future tense.
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Let's say the first sentence says this.
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How did your presentation go?
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Now you know the response needs to talk about how something went in the past.
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The words you arrange should create an answer about the outcome of the presentation.
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My final tip is practical and essential.
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Work efficiently under time pressure because you have limited time for the entire writing section.
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The build a sentence task is just the first part of TOEFL writing
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and you need to complete it quickly so you have enough time for the other tasks.
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Here's how to work efficiently.
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First, read the first sentence quickly but carefully.
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Don't rush this step because understanding the context prevents costly mistakes.
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Second, scan all the words provided before you start arranging them.
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This gives you an overview of what you're working with.
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Third, build your sentence systematically.
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Finally, check your final sentence quickly, verify it's grammatically correct and make sense as a response to the context sentence.
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That's it those are nine essential tips for scoring high in the build a sentence task in TOEFL writing.
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If you're serious about achieving the TOEFL score you need, check out our TOEFL packages using the link below.
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We'll guide you step by step on how to score high so you'll feel confident on test day.
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I hope you liked this video.
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Don't forget to like, subscribe to the channel and hit the bell icon so you're notified when the next video comes out.
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Also, share this video with your friends so they can improve their TOEFL score too.
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See you in the next video!
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Vocabulaire et conseils d’expression pour cette leçon
Cette vidéo contient 188 phrases et 2241 mots à répéter en shadowing. La partie parlée dure 16:02. Le locuteur parle à un rythme régulier d’environ 140 mots par minute, confortable pour le shadowing. 85 % 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 |
|---|---|---|
| verb nom | /vɝb/ | verbe |
| clause nom | /klɔːz/ | proposition |
| phrase nom | /ˈfɹeɪ̯z/ | expression |
| arrange verbe | /əˈɹeɪnd͡ʒ/ | arranger, organiser |
| relative nom | /ˈɹɛl.ə.tɪv/ | parent |
| examination nom | /ɪɡˌzæm.ɪˈneɪ.ʃən/ | examen |
| noun nom | /naʊn/ | nom, nom substantif |
| correctly adverbe | /kəˈɹɛk(t).li/ | correctement |
| impress verbe | /ɪmˈpɹɛs/ | impressionner |
| carefully adverbe | /ˈkɛɹf(ə)li/ | soigneusement |
| belong verbe | /bɪˈlɒŋ/ | avoir sa place |
| frequency nom | /ˈfɹiːkwənsi/ | fréquence |
| informative adjectif | /ɪnˈfɔːmətɪv/ | instructif, informatif |
| collaborate verbe | /kəˈlæb.ə.ɹeɪt/ | collaborer |
| element nom | /ˈɛləmənt/ | élément |
Les verbes à particule que vous entendrez
| Mot | Prononciation | Sens |
|---|---|---|
| figure out verbe | cerner | |
| check out verbe | mater, regarder | |
| come out verbe | /ˌkʌm ˈaʊt/ | sortir |
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 | We've helped · you've identified · We've already discussed |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | be positioned · is impressed · was done |
| Propositions relatives who / which + proposition — une précision sur une personne ou une chose | structures, which is · first, which is · found, which is |
Prononciation à surveiller
Le locuteur utilise 36 contractions et formes réduites, comme you'll, you're, don't. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Les sons « sh » et « zh »: examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, crucial /ˈkɹuː.ʃəl/, presentation /ˌpɹɛzn̩ˈteɪʃn̩/, rush /ɹʌʃ/, preparation /ˌpɹɛpəˈɹeɪʃ(ə)n/
- Mots longs — placez bien l’accent: examination /ɪɡˌzæm.ɪˈneɪ.ʃən/, informative /ɪnˈfɔːmətɪv/, collaborate /kəˈlæb.ə.ɹeɪt/, accuracy /ˈæk.jɚ.ə.si/, eliminate /ɪˈlɪm.ɪ.neɪt/
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 verb, clause, phrase.
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.