Pratique du Shadowing: TOEFL 2026 Complete a Sentence Task: Step-by-Step Strategies and Practice (Part 1) - Apprendre l'anglais à l'oral avec la vidéo
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This video is for everyone who needs help with the new TOEFL Build a Sentence task.
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In the Build a Sentence task, test takers first read a complete sentence, followed by a second sentence in which words or phrases are scrambled.
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Test takers must rearrange the words to form a grammatically correct sentence that fits the situation.
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You can expect about 6 to 12 Build a Sentence questions.
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You'll have approximately 6 to 8 minutes to complete all the questions.
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Let's explore a sequence of steps that will help you complete this task more efficiently.
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Step 1.
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Use the context from the prompt to guide you.
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The prompt says, they've already booked flights for next month.
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Booking flights strongly suggests an event or a future plan that's already arranged.
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Step 2.
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Check if it's a statement or a question.
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The scrambled sentence ends with a question mark.
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There are also two strong signals in the word bank, the WH word which and the auxiliary verb are.
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This tells us that the subject -verb -word order will change into auxiliary verb -subject -verb -word order.
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Step 3.
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Find the main verb.
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The action here is attending.
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Step 4.
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Ask who is performing the action.
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The answer is they.
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They is the subject.
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Step 5.
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Build the core structure for the pattern auxiliary verb subject verb
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this gets us are they attending step 6 group the rest
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of the words into meaningful chunks the only meaningful combination is
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which conference it is also the focus of the question
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and must be placed at the beginning of the sentence we
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are asking about the object of the verb the conference in
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a statement the object follows the verb they are attending a conference.
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When we form a WH question about the object, the structure changes into WH word plus object plus auxiliary verb plus subject plus verb.
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This pattern is fundamental to English sentence structure and is frequently seen in a build a sentence task.
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Let's analyze one more example with a more advanced sentence pattern.
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This is a slightly more challenging task because it has multiple verbs, multiple auxiliaries, and multiple subjects in a scrambled sentence.
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When you have multiple verbs, multiple auxiliaries, and multiple subjects,
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the first move is to sort the words into logical groups before you try to build the full sentence.
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First, identify the main action verbs, then match them with the correct auxiliaries.
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Notice that we have two action verbs in the word bank, know and working on.
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The verb working on ends in ing.
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In English, ing verbs in this structure require a form of be, either am working, is working, or are working.
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So immediately we look for an auxiliary verb in the word bank.
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We see is.
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Next look for the subject.
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We have two options to choose from, you and she.
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We can't use you with is working on because of the subject verb agreement.
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We say she is but you are.
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She is working on is the first logical and grammatically correct group of words for this sentence.
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Another action verb in the word bank is no. Quickly check the word bank for a matching auxiliary and subject.
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The only variants that fit both logically and grammatically into this group are do and you.
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Once we've identified our two strong groups, do you know and she is working on, we're left with the remaining words, which presentation.
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So these two words naturally combine into one chunk, which presentation.
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Now we have three clear groups
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and combine them into a logical sequence do you know
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which presentation she is working on finally why do we say do you know
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which presentation she is working on and not do you know
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which presentation is she working on the reason is
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that this sentence consists of two parts the main clause do you know
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and a noun clause
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which part of the presentation she is working on a noun clause behaves like a noun
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and functions as the object of the verb know in other
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words the speaker is asking do you know something we replace something with
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which presentation she is working on
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and here is the key rule in noun clauses we use direct statement word order not a question word order
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so inside the noun clause the structure stays subject plus auxiliary plus verb she is working on
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or subject plus verb depending on the tense
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and the type of action the rest of the video will
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ask you to unscramble several sentences each sentence will follow one
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of these patterns w -h -word plus object plus auxiliary plus subject plus verb
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and auxiliary plus subject plus verb plus w -h -word plus noun plus subject plus auxiliary plus verb.
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Try to apply the tips and strategies discussed earlier in the video and share your answers in the comments section.
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Let us know which strategy or tip you found most helpful.
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Thank you.
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Thank you.
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Thank you.
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Thank you.
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For more tips, strategies, and TOEFL practice, check out our TOEFL writing for an academic discussion course at udemy .com.
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Please see the link to the course in the description to this video.
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Leave your comments and don't forget to like and subscribe to our channel.
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Vocabulaire et conseils d’expression pour cette leçon
Cette vidéo contient 78 phrases et 873 mots à répéter en shadowing. La partie parlée dure 7:30. Le locuteur parle à un rythme régulier d’environ 116 mots par minute, confortable pour le shadowing. 82 % 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 |
| noun nom | /naʊn/ | nom, nom substantif |
| clause nom | /klɔːz/ | proposition |
| logical adjectif | /ˈlɑd͡ʒɪkəl/ | logique |
| sequence nom | /ˈsiː.kwəns/ | suite, séquence |
| meaningful adjectif | /ˈmiː.nɪŋ.fl̩/ | significatif, qui a du sens |
| combine verbe | /kəmˈbaɪn/ | combiner |
| prompt verbe | /pɹɑmpt/ | inciter |
| chunk nom | /t͡ʃʌŋk/ | pièce, morceau |
| naturally adverbe | /ˈnæt͡ʃ.(ə.)ɹə.li/ | naturellement |
| strongly adverbe | /ˈstɹɔŋli/ | fort, fortement |
| helpful adjectif | /ˈhɛlp.fl̩/ | utile, serviable |
| fundamental adjectif | /ˌfʌn.dəˈmɛn.təl/ | fondamental |
| explore verbe | /ɪkˈsploɹ/ | explorer |
| phrase nom | /ˈfɹeɪ̯z/ | expression |
Les verbes à particule que vous entendrez
| Mot | Sens |
|---|---|
| check out verbe | mater, regarder |
Prononciation à surveiller
Le locuteur utilise 6 contractions et formes réduites, comme can't, don't, they've. Prononcez-les sous leur forme courte, telles que vous les entendez.
- Mots longs — placez bien l’accent: auxiliary /ɔɡˈzɪl.(jə).ɹi/, naturally /ˈnæt͡ʃ.(ə.)ɹə.li/, fundamental /ˌfʌn.dəˈmɛn.təl/
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, noun, clause.
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 | they've already booked · we've identified |
| Voix passive be + participe passé — l’accent est mis sur ce qui arrive, pas sur qui le fait | are scrambled · must be placed |
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.