L’exercice 1 ou Conversation de la section Listening est destiné à évaluer votre maîtrise de la langue anglaise orale.

Afin d’être au maximum de vos capacités linguistiques le jour de l’examen, notre plateforme vous donne la possibilité de préparer cet exercice à votre rythme et vous offre en amuse-bouche une petite description préliminaire de ce qui vous attend :

  • Les consignes dispensées avant de commencer vos épreuves.
  • Les conseils pour réussir.
  • Un exemple d’enregistrement audio de l’exercice 1, accompagné des questions et des réponses associées.

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Consignes de l’exercice 1 du TOEFL Listening

Dans l’exercice 1 de la partie Listening du TOEFL, vous devrez :

  • Écouter une conversation dans un cadre universitaire, par exemple : un étudiant et un professeur qui discutent après le cours.
  • Répondre aux 5 questions correspondantes.

Les questions seront énoncées et affichées à la suite de l’audio, une par une. Généralement, 4 réponses sont proposées mais seule une est correcte. Lorsqu’une question a plusieurs bonnes réponses, il est précisé combien de réponses devront être sélectionnées.

Top Tips pour réussir l’Exercice 1 du TOEFL Listening

Conseil : prenez des notes !

Les questions n’apparaîtront qu’après l’audio. Il ne sera donc pas possible d’en prendre connaissance avant pour anticiper la réponse. Vous êtes autorisé à prendre des notes pendant l’écoute de l’audio. Nous vous conseillons de noter un maximum d’informations sur votre brouillon car vous ne pourrez plus écouter l’enregistrement !

Remarque : vous pouvez demander autant de feuilles de brouillon que nécessaire, alors écrivez autant que possible, tout en écoutant !

Exemples pour s’entraîner à l’Exercice 1 de la partie Listening

Voici un exemple de texte proposé le jour de l’examen:

➤ Veuillez écouter les deux enregistrements à la suite.
➤ Vous trouverez une transcription ainsi qu’une explication pour chaque question plus bas. Si vous souhaitez vous entraîner, veuillez les regarder seulement après avoir écouté et répondu aux questions.

Why did the professor organize this meeting?
Which of the following best explains the student's remark in his essay regarding James Joyce's play, Exiles?
The professor says that the student's remark is "catchy," and then she asks the student whether he caught the remark from someone else. What sort of word play or figure of speech is the professor using?
Which best describes what the student will do next in the library?
Who is Stanton?

Transcription:

Student – You wanted to see me, Dr. Dietz?

Professor – Yes, sit down, please. It’s about your essay. Just a moment…where did I put it now? Here it is…it’s about your essay here.

Student – And?

Professor – Yes, I’m interested in this part: “Exiles is a play worthy of examination but not of performance. Joyce’s sense of the dramatic is not so much turgid as it is unspeakable.” That’s quite an acute assessment, I think, and very well-phrased. I like it. How did you come up with that idea?

Student – Well, I don’t know. I was reading a lot. I mean, I was researching my topic…I guess it just came to me, you know, after studying so much about Joyce and about his play.

Professor – And you’ve read Exiles, have you?

Student – Well, not all of it, actually. I didn’t have time. I’ve read the whole thing but I got through Act One and, I sort of skimmed through the rest, I guess. I didn’t read all of it. And the ending…

Professor – But you feel that you got a good sense of the play’s merits and demerits?

Student – Umm…

Professor – Enough to form this considered opinion, did you?

Student – Yes, I think so… I mean…

Professor – Because what I’m wondering about here is your choice of words, really. I think the opinion itself is quite good, quite perceptive. But, well, the phrasing seems a bit, a little familiar to me. “…not so much turgid as it is unspeakable.” It seems familiar, it rings a bell, you know.

Student – OK. What do you mean?

Professor – Is it possible do you think that you’ve written that before? In one of your other papers for me, I mean?

Student – Uh, maybe…?

Professor – But I don’t think we’ve discussed any other turgid authors, have we? Nice, but not a very generally useful phrase, is it?

Student – No, I guess …

Professor – But catchy, certainly. I don’t suppose you caught it from anyone else, did you?

Student – Well, no, I mean…maybe…

Professor – Perhaps you could’ve read it somewhere in the course of your research? And then, well, forgotten, huh?

Student – Yes, maybe, I guess I could have …

Professor – That happens sometimes, come on.

Student – It does? Really?

Professor – Yes, it happens to the best of us, to the most conscientious of us. Reading over and over, searching through lots of references, taking notes. Phrases, ideas get picked up and we don’t realize it. They sometimes seem like new ideas that we have ourselves.

Student – I see.

Professor – Or sometimes, we note down an extended quote that we like, and then we work relevant parts of it into our paper. And then, we revise and we re-organize, and it just sort of, well, gets lost in the shuffle. We just forget to follow through with the footnotes, you know.

Student – Hmm, yeah…

Professor – Anyway, whatever might have happened here, as I said “not so much turgid as it is unspeakable;” this sounds very familiar, like someone’s said it before. And if that’s actually the case, then, it should be presented in your essay as a quotation, with a proper citation, don’t you think? Even if the source itself is listed in your bibliography, you know.

Student – Yes, of course. I’m sorry, maybe I should…

Professor – Well, you should go back to the library, go back to your reference books, and see if you can’t locate the source for this remark. So, here. Here’s your essay back.

Student – Oh, you want me to work on it again?

Professor – And you can add the citation if you can find the quote. And then, bring it back to me, and I’ll grade it.

Student – Oh, OK. Thank you Dr. Dietz. I’ll do that right away, and I’ll be more careful next time, I assure you.

Professor – I know you will. I’m sure you will. And you might try looking first in Reverend Stanton’s life of James Joyce. I think that’s a likely location. Isn’t that one of the books in your bibliography?

Student – I think it is, yeah. Here it is. Gee! I looked at so many biographies of Joyce, I can’t remember which ones anymore.

Professor – Well, Stanton is probably the least sympathetic of Joyce’s biographers. I doubt he even tried to read Finnegans Wake. Probably thought it was nonsense.

Student – Well, I can see why! But I guess I’d better get over to the library now?

Professor – Yes. Yes, you should. And get back to me with your revisions as soon as you can.

Student – Yes, ma’am. I will.

Explications :

Explication pour la question °1 :

The professor understands that accidentally repeating quotes happens from time to time, and she asks the student to work on it again.


Explication pour la question °2 :

The student remarks that “Exiles is a play worthy of examination but not of performance.”


Explication pour la question °3 :

The professor is using a pun because he says the student’s remark is catchy and then asks if he caught it from someone else.


Explication pour la question °4 :

The professor asks the student to “add the citation if you find the quote,” so the student is probably going to search for the quote.


Explication pour la question °5 :

Stanton is mentioned by the professor as “probably the least sympathetic of Joyce’s biographers,” so we could say he is one of his worst biographers because he is not at all sympathetic towards him.


Pour en savoir plus sur les consignes de la partie Listening du TOEFL IBT vous pouvez également consulter nos autres articles :

Se préparer au TOELF IBT avec GlobalExam

GlobalExam vous donne accès à un entraînement progressif et complet du TOEFL IBT au travers de différents modules :

  • Le mode “Entraînement”, pour une préparation aux sections Reading, Listening, Speaking et Writing du TOEFL IBT.
  • Les fiches et les révisions pour travailler vos différents points faibles.
  • Le parcours personnalisé pour suivre une progression donnée.
  • Les statistiques et les corrections pour visualiser vos progrès.
  • Le mode “Examen” pour être placé dans les conditions réelles du test.
  • Le test de niveau pour évaluer vos compétences linguistiques.

Chaque exercice rencontré a été élaboré par des professionnels de la langue anglaise.

La section Listening se divise en six parties :

  • Exercice 1 : Conversation.
  • Exercice 2 : Cours avec intervention.
  • Exercice 3 : Cours sans intervention.
  • Exercice 4 : Conversation.
  • Exercice 5 : Cours avec intervention.
  • Exercice 6 : Cours sans intervention.

L’entraînement gratuit à l’exercice 1 de la section Listening vous donne accès à 13 enregistrements audio de niveaux différents, accompagnés de leurs réponses.

Vous pouvez à tout instant avoir recours à notre aide par l’intermédiaire d’une discussion en ligne. Aussi n’hésitez pas à nous solliciter si besoin.

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