Passe 1
Écoute à l’aveugle
Comprenez l’idée générale, le thème et les informations principales sans sous-titres.
🎧 Pratique IELTS écoute et expression
0:00 / 0:00
Méthode d’écoute en cinq passes
Transformer un contenu d’écoute en input d’anglais réutilisable
Ne vous arrêtez pas à une seule écoute. Découpez le même épisode en cinq passes : idée générale, aide linguistique, shadowing, dictée, puis une dernière écoute sans sous-titres.
Passe 2
Sous-titres anglais
Clarifiez les mots inconnus et les phrases difficiles. Utilisez un dictionnaire et de courtes notes si besoin.
Passe 3
Shadowing
Répétez phrase par phrase et imitez la prononciation, le rythme, l’accentuation et l’intonation.
Passe 4
Dictée
Écrivez quelques phrases clés à partir de ce que vous entendez pour travailler la forme et la structure.
Passe 5
Réécoute sans sous-titres
Réécoutez sans support textuel et observez ce qui est maintenant plus simple et plus clair.
Après l’entraînement
Partager et reformuler
Partagez vos notes, de nouveaux mots ou une idée utile, puis racontez l’épisode avec vos propres mots.
Étape suivante
De l’intensif à l’extensif
Réutilisez les épisodes étudiés en profondeur comme écoute de fond et augmentez votre volume avec du contenu familier.
Passe 1Passe 2Passe 3Passe 4Passe 5
📝 Transcription dialogue IELTS Speaking
Ms. Carter, Science Teacher: Good morning, Mr Hayes. Thanks for coming in. How are you?
Mr. Hayes, Parent: I’m well, thanks. I wanted to check on Liam's science project.
Ms. Carter, Science Teacher: He chose a good topic. He plans to study lichen on the coastal rocks.
Mr. Hayes, Parent: Lichen sounds unusual. What exactly will he measure?
Ms. Carter, Science Teacher: Mainly carbon dioxide near the shore, to see if rising dioxide levels affect growth.
Mr. Hayes, Parent: Is that linked to the nearby naval harbour?
Ms. Carter, Science Teacher: Yes, some naval activity is close by. We want students to note any differences near the harbour.
Mr. Hayes, Parent: Will there be a field trip?
Ms. Carter, Science Teacher: We arranged a trip on Thursday. Students must acclimatise to outdoor conditions first.
Mr. Hayes, Parent: Acclimatise?
Ms. Carter, Science Teacher: I mean let them get used to wind and salt air. They should acclimatise over a short practice session.
Mr. Hayes, Parent: Anything I should remind him about?
Ms. Carter, Science Teacher: Yes. Avoid spoliation of the study site. Don’t pick or trample samples, and avoid any spoliation that would ruin results.
Mr. Hayes, Parent: Good point. I remember you mentioned lichen reacts slowly. Could that confuse results?
Ms. Carter, Science Teacher: Potentially. Slow response means we also record historical exposure. High dioxide near ships could show long term effects.
Mr. Hayes, Parent: Understood. I’ll tell him not to touch the specimens or disturb the harbour rocks, and to note any naval emissions if visible.
Ms. Carter, Science Teacher: Excellent. And we explained that spoliation in research is like destroying evidence. Here it means physical damage to samples.
📝 📚 Questions de pratique IELTS
1
What is the student's chosen topic for the science project?
Réponse incorrecte
Réponse correcte:
A
Explication:
Correct: The teacher says he plans to study lichen on the coastal rocks. Options B, C and D are plausible school projects but are not mentioned in the conversation.
2
What specific gas will the students mainly measure?
Réponse incorrecte
Réponse correcte:
B
Explication:
Correct: The teacher says they will measure carbon dioxide and refers to 'dioxide levels'. Oxygen, nitrogen and sulfur dioxide are all gases but were not stated as the main measurements.
3
Where is the nearby facility that might influence the measurements?
Réponse incorrecte
Réponse correcte:
A
Explication:
Correct: The teacher mentions a nearby naval harbour and naval activity. An airport, factory, or university lab are not mentioned and therefore incorrect, though they could plausibly influence measurements.
4
On which day is the field trip scheduled?
Réponse incorrecte
Réponse correcte:
C
Explication:
Correct: The teacher explicitly says the trip is arranged on Thursday. The other days are plausible alternatives but are not given in the passage.
5
Why does the teacher advise students to acclimatise before collecting samples?
Réponse incorrecte
Réponse correcte:
B
Explication:
Correct: The teacher explains acclimatise means letting students get used to wind and salt air. Option A refers to lab identification, C to equipment practice, and D to avoiding naval staff; none match the teacher's stated reason.
6
What can be inferred about 'spoliation' in the context of this project?
Réponse incorrecte
Réponse correcte:
B
Explication:
Correct: The teacher warns against spoliation and explains it as destroying evidence or physical damage to samples. A is incorrect because theft is not the main idea here, C is the opposite meaning, and D incorrectly suggests preservation rather than damage.
7
In the sentence 'rising dioxide levels affect growth', what does 'dioxide' most likely refer to?
Réponse incorrecte
Réponse correcte:
B
Explication:
Correct: In context the passage mentions carbon dioxide and 'dioxide levels' affecting lichen growth, so it refers to a pollutant (carbon dioxide). It is not a nutrient (A), a device (C), or a legal term (D).
Transformer l'Écoute en Parole
Obtenez des commentaires instantanés et une pratique quotidienne dans l'app LexiTalk.
Télécharger l'App