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A virtual tour of the British parliament:

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A virtual tour of the British parliament:

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A worksheet to guide you through the visit

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A worksheet to guide you through the visit

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Check your findings after your visit

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National Public Radio : News, podcasts,

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NPR - Breaking News, Analysis, Music, Arts & Podcasts

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Top stories in the U.S. and world news, politics, health, science, business, music, arts and culture. Nonprofit journalism with a mission. This is NPR.

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The New York Times

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The New York Times - Breaking News, US News, World News and Videos

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Live news, investigations, opinion, photos and video by the journalists of The New York Times from more than 150 countries around the world. Subscribe for coverage of U.S. and international news, politics, business, technology, science, health, arts, sports and more.

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Vidéos d'actualité pour s'entraîner à l'épreuve orale

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Vidéos d'actualité pour s'entraîner à l'épreuve orale

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Épreuves communes en première

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Épreuves communes en terminale générale

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Have a look inside!

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1- tenses: le present perfect en be + V-ing / le conditionnel
2- le passif
3- les modaux et équivalents
4- les question tags
5- vocabulary: les prépositions / mixed exercises

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1- tenses: le futur / le present perfect simple
2- les adverbes et les quantifieurs
3- les modaux
5- vocabulary: mots de liaison / emotions and feelings 2

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1- tenses: le prétérit simple / le prétérit en Be+ v-ing
2- les questions
3- les comparatifs et superlatifs
4- recap des basiques
5- vocabulary: describing people 2 / emotions and feelings 1

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1- tenses: le present perfect continu (en BE+V-ing)

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1- tenses: le present perfect continu (en BE+V-ing)

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leçon en vidéo

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Anglais lycée : savoir utiliser le present perfect en BE + -ING

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leçon en vidéo

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Anglais lycée : savoir parler d'un événement dans le futur

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savoir utiliser le prétérit simple, leçon en vidéo.

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Anglais lycée : savoir utiliser le Prétérit simple

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leçon et exercices

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Apprendre l'anglais > Cours & exercices d'anglais > Exercices d'anglais > test d'anglais n°2715 : Present perfect 'continu '- révision

Le present perfect v-ing 1- Sa formule : BE + VERBE + -ING 2- Son emploi :

Décrire une action commencée dans le passé et se continuant encore dans le présent.

Décrire une action commencée dans le passé et qui vient de se terminer : 'I've been cleaning the garage all morning ...but now I've finished'.

Lorsque l'on veut insister sur le déroulement de cette action : 'She has been sleeping for hours'.

Test => utiliser le groupe verbal mis entre parenthèses pour construire une phrase affirmative sur le modèle de celles qui sont données en exemple -et soulignées- dans l'introduction: present perfect v-ing.
NB: A la forme négative, on emploie la forme simple du present perfect sauf si l'action négative est elle-même progressive : ' Bill hasn't been feeling well for a few days'

Fin de l'exercice d'anglais "Present perfect 'continu '- révision"
Un exercice d'anglais gratuit pour apprendre l'anglais.
Tous les exercices | Plus de cours et d'exercices d'anglais sur le même thème : Present perfect

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Present perfect 'continu '- révision-anglais

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Le present perfect v-ingHe has been speaking for an hour and a half. I am bored! When will he stop?A retenir :1- Sa formule : BE + VERBE + -ING2- Son emploi :Décrire une action commencée dans le passé et se continuant encore dans le présent.Décrire une action commencée dans le passé et qui vient ...

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futur simple et futur proche: leçon et exercices

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Apprendre l'anglais > Cours & exercices d'anglais > Exercices d'anglais > test d'anglais n°110 : Futur simple et futur proche: cours pour débutants

Prérequis du 15e cours : Savoir construire une petite phrase simple. L'objectif du jour : > Parler de ce qu'on va faire dans un jour ou dans 3 mois. On sait maintenant dire :
Je vais au cinéma. (I'm going to the cinema).

But de l'opération : arriver à dire "Demain, j'irai au cinéma." La solution : Utiliser le futur 2 façons principales de parler du futur : 1) LE FUTUR SIMPLE, C'EST TRES SIMPLE > Pour parler de l'avenir, il suffit de faire précéder la base verbale du verbe de WILL, à toutes les personnes : La base verbale, c'est le verbe sans le TO avant. Par exemple, pour le verbe "to GO" : I will go to the cinema.
You will go to the cinema.
He/she will go to the cinema.
We will go to the cinema.
You will go to the cinema.
They will go to the cinema. Comme son nom l'indique, le futur simple... est vraiment simple. > A la forme interrogative, on fait l'inversion, comme d'habitude:
Will you go to the cinema ? Iras-tu au cinéma?
Yes, I will.
No, I won't. > Pour mettre à la forme négative, on utilise en effet WON'T (qui est la contraction de WILL NOT, qu'on peut aussi utiliser).
I won't do my homework. Je ne ferai pas mon travail.
Exception ! Une grosse exception, à ne surtout pas oublier: En anglais, on n'emploie JAMAIS le futur dans une proposition de temps. On emploie alors le présent. Le cas le plus connu est :

When I'm rich, I will buy a big car.
Quand je serai riche, je m'achèterai une grosse voiture.
WILL est ici formellement interdit dans la proposition de temps /when ... rich/. Dans le reste de la phrase, il n'y a pas de changement.
Il ne faut donc pas faire comme en français. Autre exemple : When she passes her exam, she will be happy.
Quand elle réussira son examen, elle sera contente.

Et SHALL dans tout ça ?
Si vous avez appris l'anglais il y a quelque temps, on vous a peut-être parlé de SHALL.

ANGLAIS VIEILLOT 'Shall' peut en effet s'utiliser pour exprimer le futur lorsqu'il y a une idée sous-jacente d'obligation, de permission ou de proposition/demande de conseil: Par exemple :
You shall submit your paper next week (avec cette idée : vous devez rendre votre dissertation la semaine prochaine) .
You shall go to the conference (avec cette idée : vous devez OU vous pouvez aller à la conférence)

Cependant, de nos jours on peut considérer que l'utilisation de 'shall' dénote un style trop châtié, voire démodé. On lui préférera un modal:
You must submit a report next week.
CONCLUSION: si vous apprenez l'anglais, ne vous embarrassez pas avec SHALL. En anglais contemporain, les anglophones adoptent de plus en plus le système plus simple : WILL à toutes les personnes.

DEUX EXCEPTIONS néanmoins.
1) Pour les demandes de conseils, les suggestions, SHALL résiste bien, et il est conseillé :
Where shall we go? (Où devrions-nous aller ? Où me conseillez-vous d'aller.) 2) LE FUTUR PROCHE Lorsque l'action va se passer bientôt, qu'elle est prévue, qu'elle va se passer quasiment à coup sûr, on peut utiliser le futur proche.

On utilise alors l'expression BE GOING TO qu'on conjugue. Il faut alors savoir conjuguer BE au présent. Le futur proche correspond à notre expression française: 'je vais... '
Exemples :
> Je vais m'acheter une voiture > I'm going to buy a car.
> Elle va prendre le train = She's going to take the train. Pour ceux qui auraient un doute, voici un exemple à toutes les formes : I am (=I'm) going to eat.
You are (=you're) going to eat.
She is (=she's) going to eat.
He is (=he's) going to eat.
It is (=it's) going to eat.
We are (=we're) going to eat.
You are (= you're) going to eat.
They are (= they're) going to eat. Question :
Are you going to eat?
Yes, I am.
No, I am not. 3) MARQUEURS DE TEMPS POUR EXPRIMER LE FUTUR Pour parler du futur, on a besoin de quelques termes. Voici les plus courants:

tomorrow = demain
Se combine avec un moment de la journée:
> tomorrow morning = demain matin
> tomorrow afternoon = demain après-midi
> tomorrow evening = demain soir ... next week = la semaine prochaine
> next year = l'année prochaine... in a year = dans un an
> in 2 days = dans deux jours... Exercice :
Complétez avec le verbe conjugué au futur simple (ne pas utiliser l'expression "be going to"):

2) Pour les documents juridiques ou quasi juridiques (contrats, conditions générales, rapports ...), SHALL continue à résister, bien que certaines sociétés emploient désormais WILL.
Every order placed shall comply with these general conditions.
(Chaque commande devrait respecter les conditions générales.)

Fin de l'exercice d'anglais "Futur simple et futur proche: cours pour débutants"
Un exercice d'anglais gratuit pour apprendre l'anglais.
Tous les exercices | Plus de cours et d'exercices d'anglais sur le même thème : Futur

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Futur simple et futur proche: cours pour débutants-anglais

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Prérequis du 15e cours :(Ce qu'il faut savoir pour comprendre ce cours)Savoir construire une petite phrase simple.L'objectif du jour :> Parler de ce qu'on va faire dans un jour ou dans 3 mois.On sait maintenant dire : Je vais au cinéma. (I'm going to the cinema).But de l'opération : arriver à ...

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le prétérit simple: leçon et exercice (vous pouvez trouver plus d'exercices sur ce thème sur le même site)

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A) Comment le construire : ➡️ 1. Forme affirmative : Le prétérit a la même forme à toutes les personnes (sauf pour le verbe to be) :a) Verbes réguliers : Base verbale + -edex. : play = He playedb) Verbes irréguliers : 2e colonne de la liste des verbes irréguliers à appr…

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1- tenses: le présent simple / le présent continu
2- BE and HAVE
3- les articles A/AN / THE / zéro
4- vocabulary: mots interrogatifs / describing people 1

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simple ou continu? leçon en vidéo

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Apprendre l'anglais avec les Tutos de Huito

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un des temps les plus compliqués à maîtriser: leçon en vidéo

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Anglais lycée : savoir utiliser le present perfect simple

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irrégular verbs: exercises

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leçon seulement

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Le présent simple est utilisé:

pour exprimer des habitudes, des vérités générales, des actions répétées ou des situations immuables, des émotions et des désirs :
I smoke (habit); I work in London (unchanging situation); London is a large city (general truth)

pour donner des instructions ou des directives :
You walk for two hundred meters, then you turn left.

pour exprimer des dispositions fixes, présentes ou futures :
Your examstarts at 09.00

pour exprimer le futur, après certaines conjonctions : after, when, before, as soon as, until:
He'll give it to you whenyou come next Saturday.

ATTENTION ! Le présent simple n'est pas utilisé pour exprimer des actions qui se déroulent au moment présent.

Exemples

Former le Présent simple : to think

Remarques sur le présent simple, troisième personne du singulier

Le verbe à la troisième personne du singulier "he, she, it"se termine toujours par -s:

Les formes négatives et les questions utilisent DOES (= troisième personne de l'auxiliaire 'DO') + l'infinitif du verbe.
He wants ice cream. Does he want strawberry? He does not want vanilla.

Exemples

He goes to school every morning.

She understands English.

It mixes the sand and the water.

He tries very hard.

She enjoys playing the piano.

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Présent simple en anglais | Grammaire anglaise | EF

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Le présent simple est utilisé: pour exprimer des habitudes, des vérités générales, des actions répétées ou des situations immuables, des émotions et des désirs : I smoke (habit); I work in London (unchanging situation); London is a large city (general truth) pour donner des instructions ou des directives : You walk for two hundred meters, then you turn left.

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leçon et exercices (je ne suis pas sûre que cette ressource reste gratuite...)

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En anglais, il existe un temps bizarre, à mi-chemin entre présent et passé... Il est difficile à comprendre, car il n'a pas d'équivalent en français. Il ressemble au passé composé, mais il ne s'emploie pas du tout de la même manière. Mesdames et Messieurs, voici le present perfect anglais !

Le present perfect est un temps du passé qui est souvent utilisé en anglais. Il se construit à l'aide de l'auxiliaire HAVE et du participe passé. On l'utilise principalement pour parler d'une action passée liée au présent, comme un constat, ou une action dont on voit la continuité dans le présent.

Nous allons comme d'habitude diviser cette leçon en deux parties : comment construire le present perfect (1), et ensuite comment l'utiliser (2), pour avoir une vision globale et simple de l'utilisation de ce temps.

Comment le construire ?

HAVE + participe passé

Par exemple :

Parfois, surtout à l'oral, on utilise des contractions. Pour reprendre les deux exemples ci-dessus, cela donne :

I've drunk all the water.

He's influenced my decision.

Attention : on remarque que ça sonne un peu comme du verbe to be.

's taken veut dire has taken. Donc attention à ne pas les confondre. Quand il y a un participe passé après le 's, il s'agit donc du present perfect et de l'auxiliaire HAVE à la troisième personne : HAS.
Le participe passé :
Du coup, il est nécessaire de connaître le participe passé des verbes : pour les verbes réguliers, c'est simple, il suffit de rajouter ED à la fin du verbe, c'est la même chose que pour le prétérit. Pour les verbes irréguliers en revanche, il faudra les apprendre un par un à l'aide d'une liste de verbes irréguliers. Prenons par exemple le verbe voir, au prétérit ça donne et au participe passé ça donne . Donc on ne peut pas les deviner, il faut les apprendre. (=> Liste des verbes irréguliers anglais<=).

Exemple : I have seen this movie before . J'ai vu ce film avant.

Comment l'utiliser ?

Le present perfect sert à parler d'une action qui vient de se passer récemment, ou d'une action passée dont on voit un lien avec le présent (comme lors d'un constat par exemple). Comme son nom l'indique, Present perfect, il y a toujours l'idée d'une continuité ou d'un lien même subtil avec le présent.

Par exemple, si je dis :

Oh! I've lost my ring! Oh, j'ai perdu ma bague !

Cela implique que je constate maintenant que je l'ai perdue. L'action de l'avoir perdue, c'est bien dans le passé, mais la constatation de cela se fait maintenant, dans le présent. Si je reprends le même exemple au prétérit pour voir la différence, cela donnerait :

I lost my ring yesterday . J'ai perdu ma bague hier. (Prétérit)

Ici, il y a un marqueur de temps bien précis, yesterday, donc cela fait déjà un moment qu'on l'a constaté, c'est une action révolue dans le passé.

On utilise aussi le present perfect pour parler de son expérience de la vie en général, sans entrer dans les détails. Si quelqu'un vous dit par exemple :

I have been through many troubles in my life. J'ai eu des tas d'ennuis dans ma vie.

Là il faut utiliser le present perfect, car on raconte son expérience de manière générale, sans entrer dans les détails.

Petit plus pour vous aider dans vos exercices d'anglais :

Un des exercices classiques que l'on a en cours ou lors de divers examens est de pouvoir différencier le present perfect du prétérit anglais, qui sont les deux temps du passé les plus utilisés. Il vous est souvent demandé de choisir le temps du verbe : prétérit ou present perfect.

Pour choisir, dites-vous cela : est-ce une action révolue ? Y a-t-il un marqueur de temps ? Si oui -> prétérit.

Demandez vous aussi : y a-t-il un lien avec le présent ? Est-ce un constat, un état présent résultant d'une action passée ? Est-ce une expérience de vie racontée ? Si la réponse est oui à l'une de ces questions -> present perfect.

Par ailleurs, il y a un certain nombre de mots qui entraînent forcément le present perfect. Ces mots sont :

Ever, already, yet, just...

Lorsque vous voyez ces mots dans un exercice, vous savez que c'est le present perfect qu'il faut mettre.

Exemples :

I have already done this exercise. J'ai déjà fait cet exercice.

Have you ever done this exercise? As-tu déjà fait cet exercice ? (sous entendu : L'as tu déjà fait dans ta vie ?)

I haven't done this exercise yet. Je n'ai pas encore fait cet exercice.

I have just done this exercise. Je viens de faire cet exercice.

Pour mieux savoir bien dire depuis, pendant et il y a en anglais, rendez-vous ici.

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Le present perfect anglais est un temps du passé très utilisé. Voici comment le construire (have + participe passé) et l'utiliser.

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le pack anti-verbes irréguliers

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Cours d'anglais > Verbes irréguliers anglais

ATTENTION : EPIDEMIE DE VERBES IRREGULIERS DANS LE MONDE ENTIER

Symptômes : mal de tête, difficulté de concentration, yeux révulsés, langue pendante, feuille de verbes greffée à la main, répétition de sons incohérents "to bi - I waz... mince, j'ai oublié"

Epidémies : on a observé des pics d'épidémie en septembre et au moment des examens. Les élèves se plaignaient de, je cite, "ne plus rien savoir" et "d'avoir oublié quand on met 'ed' ou '-en'"

Remèdes : le Centre de Lutte Contre les Verbes Irréguliers (C.L.C.V. I.) recommande d'utiliser le pack AnglaisFacile.com, distribué gratuitement par Internet, pour éradiquer l'invasion.

Posologie : 5 verbes irréguliers à chaque fois qu'on lance le navigateur + 1 barre permanente en haut de l'écran + un test tous les jours. Dépasser les doses prescrites est conseillé.

Ensemble, nous lutterons contre l'infection. Recommandez "le pack Anti-verbes irréguliers" à vos amis.
Partager : Facebook / Twitter / ...

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Ressources pour apprendre facilement les verbes irréguliers anglais

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le présent simple: forme affirmative / négative / interrogative leçon + exos (vous pouvez trouver plus d'exercices sur cette même page)

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Le présent simple

Principaux emplois : vérités permanentes, actions répétitives/habituelles; sentiments

Si le verbe se termine par un -y précédé d'une consonne, le -y se change en -ies

Négation : Utilisez les auxiliaires DON'T ou DOESN'T (3e forme du singulier)
I don't wake up at 9.30 am
She doesn't wake up at 9.30 am

Le 's' de la 3e personne du singulier vient se greffer à l'auxiliaire DO, pas au verbe.

Le 's' de la 3e personne du singulier vient se greffer à l'auxiliaire DO, pas au verbe.

EXERCICE : Mettre les verbes au présent simple.

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Le présent simple - What time do you wake up? - I wake up at 9.30 am Principaux emplois : vérités permanentes, actions répétitives/habituelles; sentiments Syntaxe : Ajoutez un -S à la 3e personne du singulier. Si le verbe se termine par un -y précédé d'une consonne, le -y se change en -ies Exempl...

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le prétérit imaginaire

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Anglais lycée : savoir utiliser le prétérit imaginaire

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leçon et exercices

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Apprendre l'anglais > Cours & exercices d'anglais > Exercices d'anglais > test d'anglais n°28233 : Present perfect simple

We use the present perfect to talk about past actions which still continue in the present .

To make the present perfect,we use:

the past participle : we have two kinds of verbs : regular and irregular verbs .

ex : work --> worked , ask --> asked , try --> tried

2.Irregular verbs: look at the list of irregular verbs 3rd column

ex : speak --> spoken , go --> gone , buy --> bought

🎬 Aide : voir la vidéo

Fin de l'exercice d'anglais "Present perfect simple"
Un exercice d'anglais gratuit pour apprendre l'anglais.
Tous les exercices | Plus de cours et d'exercices d'anglais sur le même thème : Present perfect

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We use the present perfect to talk about past actions which still continue in the present . To make the present perfect,we use: have/has + past participle . the past participle : we have two kinds of verbs : regular and irregular verbs . 1.Regular verbs: verb+ed ex : work --> worked , ask --> ...

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leçon en vidéo

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Anglais lycée : savoir utiliser le prétérit en BE + -ING

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1- tenses: present continuous (BE+ V-ing)

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1- tenses: present continuous (BE+ V-ing)

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le présent en BE + vrbe en ING, leçon + exo (vous trouverez d'autres exercices sur cette page)

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Apprendre l'anglais > Cours & exercices d'anglais > Exercices d'anglais > test d'anglais n°16111 : Présent Continu

An action taking place now (at the moment of speaking)

Pour faire référence à une action qui est en cours au moment où l'on parle.

Mounir is writing the lesson (l'action se déroule en ce moment)

Le présent continu est souvent caractérisé comme un 'vrai temps présent'.

Il s'utilise dans les cas suivants :

. John is painting the baby's room Attention ! La notion de ' moment où l'on parle' ne doit pas toujours être envisagée comme la seconde ou la minute présente. Ce moment peut aussi recouvrir des périodes plus longues comme dans l'exemple suivant :

(présent simple) I study English literature at University and this semester we are concentrating on the 19th century Scottish writers.

C'est normalement le présent simple qui est utilisé pour exprimer des actions répétées ou habituelles mais quand on veut ajouter la notion d'irritation ou d'énervement, le present continuous est parfois utilisé et doit, dans ces cas précis, toujours être accompagné d'un adverbe indiquant la répétition ( always, constantly, perpetually, etc).

The children are always complaining about the food

Le present continuous s'utilise pour faire référence à des changements,de nouveaux développements, des mutations en cours.

People today are travelling far more than they ever used to

Tourism is gradually wearing out the planet

On utilise également le present continuous pour faire référence à une intention ou un projet futur.

We're moving in September

Quelques règles d'orthographe pour la formation du verbe en 'ING'

Si le verbe se termine par 'L' on double toujours le 'L' en anglais britannique.

Les verbes d'une syllabe contenant une voyelle et terminés par une seule consonne doublent la consonne devant le 'ING'.

( to help -> helping, car il y a deux consonnes)

Pour les verbes de deux syllabes ou plus, la règle précédente reste valable uniquement si la dernière syllabe est accentuée (soulignée dans les exemples).

( to ffer -> diffe r ing, car la syllabe n'est pas accentuée)

Si le verbe se termine en 'e', le 'e' tombe devant 'ing' et la consonne n'est pas redoublée.

Si le verbe se termine en 'ie', le 'ie' se transforme en 'Y' devant le 'ing'.

Fin de l'exercice d'anglais "Présent Continu"
Un exercice d'anglais gratuit pour apprendre l'anglais.
Tous les exercices | Plus de cours et d'exercices d'anglais sur le même thème : Présent

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Present Continuous Le present continuous se forme en utilisant l'auxiliaire " BE "au présent simple suivi du participe présent (forme verbale en 'ING'). Use : It expresses : An action taking place now (at the moment of speaking) Pour faire référence à une action qui est en cours au moment où l'on...

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video recap sur les 3 conditionnels

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Les trois conditionnels - Anglais - Terminale - Les Bons Profs

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a short list (source ESL.com)

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leçon et exercice

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Le prétérit en BE + -ING Un temps bien difficile à manipuler, qui cause beaucoup de problèmes aux francophones, car il entre en concurrence avec le prétérit simple. Révisions : le prétérit simple. Action passée, datée, terminée, courte. Le prétérit en BE+-ING:
Emploi : il exprime une action en progression dans le passé, une action qui était en train de se dérouler quand une autre action s'est enclenchée. Syntaxe :
auxiliaire BE au prétérit (was/were) + Base Verbale (l'infinitif sans TO) + -ING Exemples :
Were they playing football when you saw them yesterday? (sens: les enfants étaient-ils en train de jouer au football hier, au moment où vous les avez vus ?) Réponses :
Yes, they were playing football when I saw them yesterday.
= Yes, they were. No, they weren't playing football when I saw them yesterday.
= No, they weren't.

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Le prétérit en BE + -ING Un temps bien difficile à manipuler, qui cause beaucoup de problèmes aux francophones, car il entre en concurrence avec le prétérit simple. Révisions : le prétérit simple. Action passée, datée, terminée, courte. Le prétérit en BE+-ING: Emploi : il exprime une action en p...

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tuto vidéo

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Apprendre l'anglais avec les Tutos de Huito

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Apprendre l'anglais avec Huito #18 Présent simple et Présent Be+ING

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les structures au conditionnel: leçon et exercice

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Structures hypothétiques et conditionnel Si je dors, ne me réveillez pas, merci ! 0 : If + présent simple + présent simpleOn l’utilise généralement pour des vérités générales et pour des choses qui se produisent toujours, à chaque fois que la condition se produit.Exemples : If you heat water a…

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leur place dans la phrase: leçon et exercices

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Adverbes et place dans la phrase-anglais

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La place des adverbes en anglais : Certains adverbes se placent généralement à côté du verbe.Leur position précise dépend de la structure du verbe. Les adverbes concernés : Adverbes de fréquence :Autres adverbes : - often (souvent)- always (toujours)- never (jamais)- sometimes (parfois)- almost (…

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prétérit simple ou en BE+V-ing? recap des deux emplois et exercice

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Apprendre l'anglais > Cours & exercices d'anglais > Exercices d'anglais > test d'anglais n°37204 : Prétérit simple/ prétérit Be+ING - cours

Emploi : Le prétérit correspond au temps de la narration. Il est souvent utilisé pour des actions passées, datées et terminées.

Formation : -A la forme affirmative, on ajoute -ed à la base verbale (sauf pour les verbes qui ont une forme irrégulière)

exemple : Jordan lock the door Jordan a fermé la porte à clef

Then, he (forme irrégulière du verbe to leave) Ensuite il est parti

-A la forme interrogative, on utilise l'auxiliaire "did". La phrase s'écrit alors sous la forme suivante :

: Pour l'auxiliaire être (to be) une simple inversion sujet-verbe suffit. NB

-A la forme négative, on utilise "didn't". La phrase s'écrit sous la forme suivante :

NB : Pour l'auxiliaire "être" (to be), il suffit de mettre le verbe sous sa forme négative.

exemple : He was not sick. Il n'était pas malade.

Emploi : Il sert souvent à la description d'une action qui est en cours de déroulement dans le passé souvent interrompue par une autre action, un autre événement.

exemple : I when the phone rang. Je dormais lorsque le téléphone sonna.

A la forme interrogative, il suffit d'inverser le sujet et l'auxiliaire "be" :

A la forme négative, il faut mettre l'auxiliaire "be" sous sa forme négative :

Attention : à bien doubler la consonne finale lorsque la base verbale (le verbe sans TO) se termine par une consonne, une voyelle, une consonne et qu'il n'a qu'une syllabe.

Exemple de doublement : sitting (2 "t")
Contre-exemple : helping (1 "p")

Passons maintenant à l'exercice !

Remplissez dans les champs libres les verbes entre parenthèses à la forme qui convient :

prétérit simple ou prétérit BE + -ING ?

Fin de l'exercice d'anglais "Prétérit simple/ prétérit Be+ING - cours"
Un exercice d'anglais gratuit pour apprendre l'anglais.
Tous les exercices | Plus de cours et d'exercices d'anglais sur le même thème : |

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Prétérit simple ou Prétérit en be + -ING ?1) Le prétéritEmploi : Le prétérit correspond au temps de la narration. Il est souvent utilisé pour des actions passées, datées et terminées.Formation : -A la forme affirmative, on ajoute -ed à la base verbale (sauf pour les verbes qui ont une forme irré...

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simple present or present continuous ? leçon + vuos trouverez un QCM en bas de la page

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Grammaire anglaise

Les formes du présent en anglais: simple ou progressif

L'anglais utilise deux formes du temps présent, le présent simple et le présent progressif.
Notez bien:cette page concerne les verbes à la voix active.
► Pour la voix passive, voir Le passif

Le présent simple

En bref, le présent simple est utilisé pour exprimer:

des situations et des vérités permanantes.

des actions à répétition

des actions instantanées, dans le présent ou dans le futur.

La conjugaison du temps présent simple affirmatif est sans difficulté. Il se forme au moyen de la racine du verbe; il faut juste y ajouter un S à la troisième personne du singulier - ou ES quand la racine du verbe se termine en -s, -sh, -x, ou - o

Pour tous les verbes le présent simple négatif est formé avec la racine du verbe avec l'auxiliaire do à la forme négative:

Exemples:
a1) I like apples, but I don't like oranges.
a2) I live in London, and I work for a big bank.
a3) Flowers grow well in a warm sunny climate.
a4) Tomorrow never comes
b1) My brother often goes to London.
b2) It snows in winter in New York.
b3) I get up at 6 every morning.
c1) Oh, I understand what you mean.
c2) et now Owen gets the ball, he shoots, and he scores!

Le présent simple est aussi utilisé dans des propositions conditionnelles ouvertes se référant au futur:
Exemples:
a1) If he comes tomorrow, we'll give him a surprise..

le présent progressif

En bref, le présent progressif est utilisé pour exprimer:
a) des situations en train de se développer.
b) des actions en cours de déroulement .
c) des actions dans le futur.

Le présent progressif affirmatif est formé avec le participe présent du verbe avec le temps présent simple de l'auxiliaire . Le participe présent du verbe est formé en ajoutant -ing à la racine (ou à la racine moins son e final, quand elle se termine en e). En anglais parlé, l'auxiliaire est habituellement utilisé dans une forme contractée

La forme négative est formée en ajoutant la particule not : notez qu'il y a deux manières différentes de créer la forme contractée du temps présent progressif au négatif en anglais - comme dans le tableau ci-après pour le verbe make.

Exemples:
a1) John is getting better.
a2) The weather is not improving.
b1) This week I am working in New York.
b2) Look! That man's stealing my car!
b3) Careful! You're driving too fast!
c1) He's going on holiday tomorrow.
c2) He said he isn't retiring next year.

: certains verbes ne s'emploient presque jamais dans une forme progressive - notamment certains verbes décrivant des permanances, comme par exemple know, be, like, exist.
Nous pouvons dire: I know the train is arriving late.
Nous ne pouvons pas dire: I am knowing the train is arriving late.

Exemple contrastif :

Cette phrase constitue un exemple clair de la différence entre les deux formes du présent en anglais:
I eat hamburgers, but I'm not eating a hamburger at this moment .

► Testez-vous: voici un quiz à choix multiple sur les Temps présents en anglais

Le participe présent

Le participe présent est la forme -ingdu verbe, utilisée comme adjectif. Notez bien que la forme -ing d'un verbe peut également être gérondif (en anglais gerund) ou substantif, selon le cas.

Retour à la Grammaire anglaise
Les autres temps verbaux en anglais
A titre comparatif: The present tense in French

Copyright Angleterre.org.uk. - Resources gratuites pour l'anglais..

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Grammaire anglaise L'anglais utilise deux formes du temps présent, le présent simple et le présent progressif. Notez bien:cette page concerne les verbes à la voix active. ► Pour la voix passive, voir Le passif En bref, le présent simple est utilisé pour exprimer: des situations et des vérités permanantes.

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les énoncés à la voix passive

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Anglais lycée : Savoir construire des énoncés à la voix passive Niveau B2

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video part 1: many, much, a lot, fex, little

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Anglais lycée : les différences entre Many, much, a lot, few, little

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explication et exercices sur les énoncés interrogatifs

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Dans les pages qui suivent, vous allez lire quelques explications
sur la formation d'un énoncé interrogatif en anglais,
suivies d'exercices d'application.

Cliquez ici pour continuer

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Dans les pages qui suivent, vous allez lire quelques explications sur la formation d'un énoncé interrogatif en anglais, suivies d'exercices d'application. Cliquez ici pour continuer

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fiche mémo sur toutes les formes verbales (source anglaiscoursclub)

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choose the good one!

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Présent simple ou présent en be + ing?Attention, le corrigé n'accepte pas les formes contractées.

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brève leçon et exercices

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Video part 2: all, whole, every, both, most

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ANGLAIS lycée : Savoir utiliser all, whole, every, each, both, most

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explications en vidéo

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Apprendre l'anglais avec les Tutos de Huito

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Poser une question en anglais (partie 1) : WHAT-WHERE-WHEN-WHO,...

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niveau général dans diverses compétences

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niveau général dans diverses compétences

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What would you like to learn today?

Use of English Tests

In each of these tests you will find 15 multiple-choice questions about the different grammar lessons that you have studied for a specific level: A1, A2, B1, B1+ and B2. You will get feedback for every answer.

Go to the tests

Exams

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Test your English - Every level and every skill

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Free English lessons at Test-English.com: grammar, vocabulary, listening, reading. Learn English online for free with tests and exam prep.

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On les intègre une bonne fois pour toutes!!

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IntroductionBonjour, conjuguer des verbes en anglais est plus facile que de le faire en français. Donc, vous ne devriez pas avoir de problème dans cet exercice.Vous allez voir la conjugaison du verbe être et du verbe avoir au présent.Page de coursLe verbe être au présentPronomVerbeEn françaisIamJ…

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utilisation des modaux et equivalents niveau B2

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Savoir utiliser les modaux et leurs équivalents - Anglais lycée

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vous pouvez vérifier la prononciation des mots en cliquant sur le haut parleur.

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Dictionnaires bilingues en ligne gratuits. Français-Anglais : plus de 300 000 traductions, et la réponse à plus de 500 000 questions de traduction dans les forums.

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leçon et exercices (d'autres exercices sur ce thème sont disponibles sur ce même site)

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Quantifieurs : Much, many, little and few-anglais

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Much, many, little and few We use much and little with uncountable nouns:much time / much luck / little energy / little money/ We use many and few with plural nouns: many friends / many people / few cars / few countries We use much/many especially in negative sentences and questions. A lot…

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en vidéo...

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Anglais lycée : savoir utiliser le comparatif et le superlatif

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en ligne et gratuit, divers niveaux proposés au départ

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there is et there are

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Anglais lycée : savoir utiliser be et there is / are

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explication en vidéo

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Apprendre l'anglais avec les Tutos de Huito

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A compilation of exercises to work on your pronunciation

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franglish franglish.fr yvan baptiste english anglais globish langues audio phonologie exercices interactif hot potatoes

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aussi appelés auxiliaires de modalité: vidéo

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Anglais Lycée - Les verbes modaux - Généralités.

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some exercises

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Divers tests axés sur le lycée (différents niveau), basés sur le manuel Broadways

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Ces QCM sont basés sur le précis grammatical qui se trouve à la fin de votre manuel. Vous devez donc faire les tests en ayant votre manuel à côté de vous.

En cas de mauvaise réponse, vous serez invité(e) à vous reporter à une page précise du manuel pour essayer d'analyser vous-même votre erreur.

Grille de correction à photocopier sur transparent sur le même photocopieur que les grilles reponses.

Il suffit de découper des fenêtres dans le transparent, à droite des colonnes ABCD, à gauche des numéros de pages, pour signaler par un point rouge quel item est faux, sans pour autant donner la bonne réponse. Cela permet de redonner le même test quelque temps après et de voir si les révisions signalées ont bien été faites.

Vous pouvez aussi utiliser ce test en ligne en évaluation terminale, sans aucun commentaire, avec affichage du score à la question 100 seulement. Vous avez une heure entière mais si vous étiez pris(e) par le temps, cliquez toujours sur la réponse A (par exemple) pour atteindre la question 100 et connaître votre score.

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broadways terminale fiches worksheet yvan baptiste

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Ces QCM sont basés sur le précis grammatical qui se trouve à la fin de votre manuel. Vous devez donc faire les tests en ayant votre manuel à côté de vous. En cas de mauvaise réponse, vous serez invité(e) à vous reporter à une page précise du manuel pour essayer d'analyser vous-même votre erreur.

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The Guardian (British Newspaper)

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News, sport and opinion from the Guardian’s global edition | The Guardian

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Latest international news, sport and comment from the Guardian

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cours basique

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Apprendre l'anglais avec English 4 Frogs

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Cours d'anglais: Les articles: AN, A, THE

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leçon et exercice

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He's kind of funny...

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Apprendre l'anglais avec les Tutos de Huito

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Apprendre l'anglais avec Huito: prononcer la terminaison ed

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un récapitulatif sous forme de tableau (source coursanglais.org)

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leçon + exercices

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Le comparatif de supériorité et le superlatif de supériorité servent :- à comparer deux choses, deux personnes, deux éléments (comparatif).- He is bigger than his brother.Il est plus grand que son frère. - à situer une personne ou une chose par rapport aux autres (superlatif). - I am the biggest ...

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les points de base niveau lycée, série d'exercices

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Voici une série de 40 phrases de thème qui reprennent les points les plus difficiles du programme grammatical au lycée précisés au BO. Prenez des notes !

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the famous BBC

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Copyright 2023 BBC. All rights reserved. The BBC is not responsible for the content of external sites. Read about our approach to external linking.

Beta Terms By using the Beta Site, you agree that such use is at your own risk and you know that the Beta Site may include known or unknown bugs or errors, that we have no obligation to make this Beta Site available with or without charge for any period of time, nor to make it available at all, and that nothing in these Beta Terms or your use of the Beta Site creates any employment relationship between you and us. The Beta Site is provided on an "as is" and "as available" basis and we make no warranty to you of any kind, express or implied.

In case of conflict between these Beta Terms and the BBC Terms of Use these Beta Terms shall prevail.

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Visit BBC News for up-to-the-minute news, breaking news, video, audio and feature stories. BBC News provides trusted World and UK news as well as local and regional perspectives. Also entertainment, business, science, technology and health news.

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leçon et exercices

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Articles THE/ A / AN / zéro : leçon / cours de grammaire anglaise

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Prérequis du 16e cours :(Ce qu'il faut savoir pour comprendre ce cours) Aucun. :-)... mais il serait bon de se souvenir de la leçon 1, si possible. L'objectif du jour :> Arriver à maîtriser l'épineux problème des articles 'A/AN', 'THE' et l'article zéro.Ce sont des articles très importants car...

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Les ressources pour accéder à des entraînements pour le TOEIC sont souvent payantes, et les données du centre d'examen sont bien protégées. Néanmoins, voici une liste de sites qui propose des entraînements gratuits. Attention aux pubs qui vous proposent des entraînements gratuits, c'est sous réserve d'inscription chez eux ensuite!

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Test TOEIC gratuit : 15 tests offerts pour évaluer votre niveau

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Dans cet article : 15 tests TOEIC gratuits complets préparer sereinement votre examen du TOEIC. Ainsi que des dizaines d’exercices d’entraînement !

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General Business English Vocabulary Exercises | Blair English

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Online English vocabulary exercises for general business topics with audio and pronunciation tests.

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we never know which one to choose..

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Prépositions Vidéo positionnée dans le cours par bridg. Une préposition est un mot invariable , qui introduit , selon un certain rapport de sens , un complément de verbe , de nom , d’adjectif ou d’adverbe. Exemples : on , in , at , of , for , from , to , into , by , across , around , near , with ...

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Work on your oral comprehension through multiple choice questionaries about famous videos

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20 - Ed Puzzle - The history of Black Friday - Brut Vidéo originale

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leçon et exercices (and many more available on this website)

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Apprendre l'anglais > Cours & exercices d'anglais > Exercices d'anglais > test d'anglais n°8873 : Modaux - cours

Nous vous proposons aujourd'hui le 2e match grammatical. Cette fois-ci, il n'y a pas que 2 adversaires, mais bien quatre. Nous nous intéressons en effet aux modaux CAN, MAY, MUST et HAVE TO. Comment les employer? Quel est leur sens? C'est ce que nous voyons aujourd'hui.

LES 4 PRINCIPAUX MODAUX Règles communes:
1) Les modaux sont suivis de la base verbale, c'est-à-dire l'infinitif sans TO. Il n'y a donc pas d'accord, à toutes les personnes.
I can swim, you can swim, he/she/it can swim, you can swim, they can swim
2) Forme négative : on utilise la contraction N'T: She can't drive, she mustn't come...
3) Forme interrogative : on fait l'inversion. Can she drive? Must she come?

CAN

(possibilité / pouvoir)

MUST

(obligation / devoir)

1) Capacité
I can drive = je sais conduire

2) Possibilité
I can come = je peux venir (mes parents ne me l'interdisent pas)

MAY

(probabilité / peut-être)

HAVE TO

(obligation à la forme affirmative OU absence de nécessité à la forme négative)

TEST
Compléter ce dialogue avec CAN, MAY, MUST ou HAVE TO à la forme affirmative, interrogative ou négative.

Fin de l'exercice d'anglais "Modaux - cours"
Un exercice d'anglais gratuit pour apprendre l'anglais.
Tous les exercices | Plus de cours et d'exercices d'anglais sur le même thème : Modaux

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Nous vous proposons aujourd'hui le 2e match grammatical. Cette fois-ci, il n'y a pas que 2 adversaires, mais bien quatre. Nous nous intéressons en effet aux modaux CAN, MAY, MUST et HAVE TO. Comment les employer? Quel est leur sens? C'est ce que nous voyons aujourd'hui. LES 4 PRINCIPAUX MODAUXRèg...

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remedial on basics

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Voici une série de 100 activités de rattrapage sur des notions de base.

Travaillez avec un cahier et n'oubliez-pas de prendre des notes pour mieux mémoriser.

Il s'agit d'associer les éléments de droite et ceux de gauche à l'aide de la souris.

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Voici une série de 100 activités de rattrapage sur des notions de base. Travaillez avec un cahier et n'oubliez-pas de prendre des notes pour mieux mémoriser. Il s'agit d'associer les éléments de droite et ceux de gauche à l'aide de la souris.

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site officiel pour vous renseigner. Attention, il y a plusieurs tests proposés, assurez vous de bien vous inscrire à celui qui vous est demandé!

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Site officiel des tests d'anglais TOEIC et TOEFL

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ETS Global, filiale d'ETS, est le fournisseur officiel des tests TOEIC et TOEFL dans plus de 180 pays et 9 000 sites dans le monde.

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A short list... (source maxicours.com)

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Exercices divers centrés sur l'anglais d'entreprise

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Exercices divers centrés sur l'anglais d'entreprise

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Business English Practice Exercises - Business English Resources

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Improve your vocabulary, grammar, and writing by doing these business English practice exercises. Check back often as new exercises are constantly being added. Vocabulary Idioms Builder Collocations Business Collocations Advanced Collocations Exercises Word Building Euphemisms in the Workplace Connotation vs. Denotation Verb-Noun Collocations Adjective-Noun and Adverb-Adjective Collocations Preposition Collocations In and On Collocations Make and Do Collocations [...]

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la première fiche correspond a l'exercice, la seconde au corrigé.

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free podcast news in brief from the economist (3 to 4 minutes)

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Delivered before breakfast, The Economist Morning Briefing tells you what's on the global agenda in the coming day, what to look out for in business, finance and politics and, most importantly, what to make of it.
Please subscribe to The Economist for full access to print, digital and audio editions, including the full Economist Morning Briefing: www.economist.com/voiceoffer

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The Economist Morning Briefing podcast by The Economist

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Delivered before breakfast, The Economist Morning Briefing tells you what's on the global agenda in the coming day, what to look out for in business, finance and politics and, most importantly, what to make of it.

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words and prepositions

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a short list (source personnelle)

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many more vocabulary exercises on that page

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learn and practice common english ways of describing people and their physical traits 2

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Describing people in English 2 (vocabulary training exercise)

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Learn and practice common English ways of describing people and their physical traits 2

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CNN

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Breaking News, Latest News and Videos | CNN

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View the latest news and breaking news today for U.S., world, weather, entertainment, politics and health at CNN.com.

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leçon et exercices

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Apprendre l'anglais > Cours & exercices d'anglais > Exercices d'anglais > test d'anglais n°4139 : Mots interrogatifs(what, where, when, ...)

Les mots interrogatifs sont toujours au début de la phrase interrogative. Il est rare qu'il y en ait plus d'un. Le questionnaire et ce cours n'aborderont que les phrases interrogatives avec des mots interrogatifs mais on peut faire des phrases sans mot interrogatif comme : 'Are you English ?'. Le mot interrogatif est toujours suivi de l'auxiliaire qui est 'be', 'have', 'do' ou d'un modal ('can').

Structure d'une phrase interrogative(avec mot interrogatif) :

*sauf si c'est un verbe auxiliaire alors il doit aller après le mot interrogatif et donc il ne faut rien laisser entre le sujet et la suite de la phrase

What---------------Quoi, que, quel

How---------------Comment

How often---------------Combien de fois

How much/many---------------Combien

How long---------------Combien de temps

Why---------------Pourquoi

Which---------------Lequel/laquelle/lesquels/lesquelles

Fin de l'exercice d'anglais "Mots interrogatifs(what, where, when, ...)"
Un exercice d'anglais gratuit pour apprendre l'anglais.
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Mots interrogatifs(what, where, when, ...)

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Les mots interrogatifs : Les mots interrogatifs sont toujours au début de la phrase interrogative. Il est rare qu'il y en ait plus d'un. Le questionnaire et ce cours n'aborderont que les phrases interrogatives avec des mots interrogatifs mais on peut faire des phrases sans mot interrogatif comme ...

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simple et continu: short recap et exercices

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Choose the level you want to check

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We have a large collection of English vocabulary exercises, with new ones being added regularly. When learning vocabulary, it is especially helpful if there it is focussed on a theme or topic.

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English Vocabulary Exercises - from beginner to advanced level

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We have a large collection of English vocabulary exercises, with new ones being added regularly. When learning vocabulary, it is especially helpful if there it is focussed on a theme or topic.

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a million possibilities...

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many more vocabulary exercises on that page

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topic: emotions and feelings 1 (english vocabulary test)

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topic: Emotions and feelings 1 (English vocabulary test)

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topic: Emotions and feelings 1 (English vocabulary test)

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Comme pour le TOEIC, trouver des entraînements gratuit pour le TOEFL est compliqué. Voici un site plutôt efficace. Attention aux pubs qui vous proposent des entraînements gratuits, c'est sous réserve d'inscription chez eux ensuite!

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S'entraîner gratuitement en ligne au test TOEFL iBT

Entraînez-vous gratuitement au TOEFL et évaluez votre niveau d'anglais avant de passer le TOEFL iBT avec un test blanc complet sur Edulide! Reconnu dans le monde entier, le (Test Of English as a Foreign Language) est le test de référence pour faire certifier son niveau d'anglais auprès des établissements scolaires étrangers, des entreprises, et des employeurs. Aujourd'hui, le format le plus courant du test est le TOEFL iBT, composé de quatre sections validant des compétences différentes: Reading (compréhension écrite), Listening (compréhension orale), Speaking (expression orale), et Writing (expression écrite). Edulide vous propose un test d'entraînement complet au TOEFL. Pour plus de défi, complétez notre test dans les conditions de l'examen et dans le temps imparti indiqué à chaque partie.

Exemples de questions pour le TOEFL Reading

La première section du TOEFL évalue vos capacités de compréhension écrite de textes de nature académique écrits en anglais.

Consignes: You will read one passage and answer questions about it. In the actual TOEFL iBT® test, you would have 20 minutes to read the passage and answer the questions.

When an individual enters the presence of others, they commonly seek to acquire information about him or to bring into play information about him already possessed. They will be interested in his general socio-economic status, his conception of self, his attitude toward them, his competence, his trustworthiness, etc. Although some of this information seems to be sought almost as an end in itself, there are usually quite practical reasons for acquiring it. Information about the individual helps to define the situation, enabling others to know in advance what he will expect of them and what they may expect of him. Informed in these ways, the others will know how best to act in order to call forth a desired response from him.

For those present, many sources of information become accessible and many carriers (or 'sign-vehicles") become available for conveying this information. If unacquainted with the individual, observers can glean clues from his conduct and appearance which allow them to apply their previous experience with individuals roughly similar to the one before them or, more important, to apply untested stereotypes to him. They can also assume from past experience that only individuals of a particular kind are likely to be found in a given social setting. They can rely on what the individual says about himself or on documentary evidence he provides as to who and what he is. If they know, or know of, the individual by virtue of experience prior to the interaction, they can rely on assumptions as to the persistence and generality of psychological traits as a means of predicting his present and future behavior.

However, during the period in which the individual is in the immediate presence of the others, few events may occur which directly provide the others with the conclusive information they will need if they are to direct wisely their own activity. Many crucial facts lie beyond the time and place of interaction or lie concealed within it. For example, the "true" or "real" attitudes, beliefs, and emotions of the individual can be ascertained only indirectly, through his avowals or through what appears to be involuntary expressive behavior. Similarly, if the individual offers the others a product or service, they will often find that during the interaction there will be no time and place immediately available for eating the pudding that the proof can be found in. They will be forced to accept some events as conventional or natural signs of something not directly available to the senses. In Ichheiser's terms, the individual will have to act so that he intentionally or unintentionally expresses himself, and the others will in turn have to be impressed in some way by him.

The expressiveness capacity to give impressions appears to involve two radically different kinds of sign activity: the expression that he gives, and the expression that he gives off. The first involves verbal symbols or their substitutes which he uses admittedly and solely to convey the information that he and the others are known to attach to these symbols. This is communication in the traditional and narrow sense. The second involves a wide range of action that others can treat as symptomatic of the actor, the expectation being that the action was performed for reasons other than the information conveyed in this way. As we shall have to see, this distinction has an only initial validity. The individual does of course intentionally convey misinformation by means of both of these types of communication, the first involving deceit, the second feigning.

Taking communication in both its narrow and broad sense, one finds that when the individual is in the immediate presence of others, his activity will have a promissory character. The others are likely to find that they must accept the individual on faith, offering him a just return while he is present before them in exchange for something whose true value will not be established until after be has left their presence. (Of course, the others also live by inference in their dealings with the physical world, but it is only in the world of social interaction that the objects about which they make inferences will purposely facilitate and hinder this inferential process.) The security that they justifiably feel in making inferences about the individual will vary, of course, depending on such factors as the amount of information they already possess about him, but no amount of such past evidence can entirely obviate the necessity of acting on the basis of inferences.

Source: The Presentation of Self in Everyday Life, Erving Goffman.

1. According to Goffman, what are the two kinds of activity an individual can be involved in when it comes to conveying impressions?

a. His attitudes and his beliefs

b. The expression that he gives and the expression that he gives off

c. Acquiring information about others and acting towards them

d. The expectation he has of others and what others expect of him

2. The word "promissory" in paragraph 5 is closest in meaning to:

a. Decisive

b. Unfaithful

c. Indicative

d. Positive

3. In paragraph 3, why is the author talking about pudding?

a. It is an idiomatic expression that says that you can't know all about something until you discover it entirely.

b. The pudding is a metaphor for the emotion of the individual.

c. The pudding implies that there is better to come.

d. The author was hungry.

4. Which of the following sentences would be true according to paragraph 2?

a. An individual is always in control of the information he conveys to others.

b. The only resource one has about an individual is from one's past experience with people.

c. A person gives a lot of information about themselves, even unconsciously.

d. One always has to talk to the others in order to get information about them.

5. The verb "give off" in the sentence "the expression that he gives off" is closest in meaning to:

a. Emanate

b. Offer

c. Hide

d. Avoid

6. What does Goffman mean by "defining the situation"?

a. An individual only acts a certain way when he is with others.

b. Individuals will act and think according to the information they receive from others.

c. People interact only to get something from others.

d. It is a synonym for "sign-vehicles."

7. According to paragraph 4, all of these sentences are true except for:

a. An individual can convey information about himself voluntarily or involuntarily.

b. An individual can communicate to give information or to give an impression.

c. The individual expresses himself by conveying signs.

d. Misinformation is always an involuntarily act of the individual.

8. The word "conclusive" in paragraph 3 is closest in meaning to:

a. Final

b. Determinant

c. Questionable

d. Potential

9. What is Goffman referring to when he says "communication in both its narrow and broad sense"?

a. Communication as information and misinformation

b. Communication as expressions given and given off

c. Communication as words and movements

d. Communication by and to an individual

10. Paragraph 5 supports which of the following statements about the action of individuals in presence of others?

a. Individuals act on assumptions they make about others and they trust these assumptions depending on how much information they have about them.

b. Individuals can't trust other people's character before they have all the information about their past.

c. Individuals feel insecure about themselves when they are in presence of others.

d. If the individuals collect all past evidence they need, they act confidently towards the other person.

11. Which of the sentences below best expresses the essential information in the following sentence: "Taking communication in both its narrow and broad sense, one finds that when the individual is in the immediate presence of others, his activity will have a promissory character."

a. The individual communicate in two ways to others in order to tell them how to behave towards him

b. Other people's assumption about an individual will lead him to act in a certain way

c. The individual's action and presence communicate signs to others that give them an idea of what to expect from him and how to behave towards him

d. An individual always acts unnaturally when he is in presence of other people which is misleading

12. According to the text, how can the "real" attitudes and emotions of an individual be confirmed?

a. By listening the individual

b. By voluntarily created gestures and words

c. By any kind of action led by an individual

d. By involuntary behaviors

13. Look at the four letters (A, B, C and D) that indicate where the following sentence could be added to the passage in paragraph 4: "This is what happens during a phone conversation between two individuals for example."

"The expressiveness capacity to give impressions appears to involve two radically different kinds of sign activity: the expression that he gives, and the expression that he gives off. (A) The first involves verbal symbols or their substitutes which he uses admittedly and solely to convey the information that he and the others are known to attach to these symbols. (B) This is communication in the traditional and narrow sense. The second involves a wide range of action that others can treat as symptomatic of the actor, the expectation being that the action was performed for reasons other than the information conveyed in this way. (C) As we shall have to see, this distinction has an only initial validity. The individual does of course intentionally convey misinformation by means of both of these types of communication, the first involving deceit, the second feigning. (D)"

Choose the place where the sentence fits best.

a. Option A

b. Option B

c. Option C

d. Option D

14. Choose two synonyms to replace the words "deceit" and "feigning" in paragraph 4:

a. Demonstration and pretending

b. Artifice and faking

c. Skill and lying

d. Fraud and communicating

15. An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the three answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage.

Introductory sentence: "Individuals act in the presence of others according to information they are able to collect from them."

Answer choices:

a. Every individual wears a mask in society and acts a play when in presence of others, using tools such as his social position.

b. It is the indirect sign conveyed by an individual that will give other people the certainty of his genuine self.

c. The information about an individual can be given or given off by him, which implies that all of his activity is indicative of something.

d. In general, an individual will act on assumption he makes about what other people are and what he can expect from them and how he should act towards them.

e. The degree of certainty of the assumption one makes about an individual depends on factors such as the amount of information he has about them.

f. Other people will get an impression from the expression of an individual.

1. b

2. c

3. a

4. c

5. a

6. b

7. d

8. b

9. b

10. a

11. c

12. d

13. b

14. b

15. c, d, e

Exemples de questions pour le TOEFL Listening

La deuxième section du TOEFL évalue vos capacités de compréhension orale de cours universitaires et/ou de conversations en anglais.

Consignes: In this sample, you will read one conversation and one lecture and answer questions after each conversation or lecture. The questions typically ask about the main idea and supporting details. Some questions ask about a speaker's purpose or attitude. Answer the questions based on what is stated or implied by the speakers.

In an actual test, you would be able to take notes while you listened and use your notes to help you answer the questions. Your notes would not be scored.

Questions 1 to 8 refer to the following conversation.

CONVERSATION TRANSCRIPT

(Narrator) Listen to a conversation between these two friends.

(Woman 1) Hey! Hi, Sarah! So nice to see you again. It's been a while.

(Woman 2) Hey, Nicole. Nice to see you, too. How long has it been? Four, five years? How've you been?

(Nicole) Really great, actually. I think it may've been five years since we graduated from college, can you believe it? It seems just like yesterday I was knocking on your dorm room door to seek refuge from my roommate's ska music.

(Sarah) Oh, yeah, I remember Melissa. Whatever happened to her?

(Nicole) Well, we actually went to law school together. Northwestern. But she dropped out after the first year, and I haven't heard from her since, really.

(Sarah) That's too bad. But so, you did go to law school after all, huh? No traveling the world, backpacking through South America like we'd talked about?

(Nicole) No, I kind of grew out of that. It was nice to think about that when we were nineteen, you know, but you have to grow up eventually, realize you have responsibilities, you can't just squander your life pursuing childish dreams and being immature. So yeah I graduated -- valedictorian, thank you very much.

(Sarah) Wow, congratulations. So now you're what, a lawyer? Please don't tell me you're a judge already.

(Nicole) Ha, ha, no, I wish. I'm a junior associate at this law firm, Pendleton and Stein? Maybe you've heard of it. We handle mergers and acquisition cases for insurance and pharmaceutical companies. I don't want to brag, but I've only been there two years and they're already talking about promoting me to senior associate! I've only heard it through the grapevine but everyone's confident it's going to happen in the next year or two. Which means my fiancé and I will be able to move to a bigger place in Manhattan. Isn't that exciting?

(Sarah) It-It really is. You're engaged? And you live in Manhattan? That's-wow-- I'm really-This is great. I'm happy for you.

(Nicole) Thanks. And what've you been up to? Last time I saw you in Chicago you were heading to New York, and look at that. You're still here.

(Sarah) I'm still here. What have I been up to? Let's see. I graduated and moved in an apartment here with Brian and Jane. I, uh, tried to make it as an artist but that didn't quite work out. I guess I'm still trying. Right now I actually tend bar downtown.

(Nicole) You tend-you're a bartender? Wow, that's, uh, cool. Huh. Who would've thought that the only girl who ranked higher than me in my graduating class would become a bartender.

(Sarah) Well, it's not like serving liquor for a living is my dream job.

(Nicole) Right. No, of course it's not. How long have you worked at this bar? And what's it called? Maybe I'll come by on a Friday night after work, and bring my co-workers along. I'll tell them to tip the bartender extra. It's not like they can't afford it, but they're usually so stingy with that sort of thing, you know?

(Sarah) You don't have to tell me. It's Whiskey Jack's Bar on 23rd Street. I've worked there almost four years now. Guess they should make me senior associate pretty soon, don't you think? Ha.

(Nicole) And whatever happened to your art stuff? You were really talented, I remember.

(Sarah) Oh, I wouldn't know. I shot a couple of weddings here and there, nothing spectacular. It's just hard. Gotta pay the rent, you know?

(Nicole) Yeah. Oh, look at that, I am late for work. Wouldn't want to get in trouble with the partners before I get my big fat promotion, right? Thanks for the coffee though, it's been nice catching up with you. Hope it works out at the bar for you!

(Sarah) Bye, Nicole.

1. Where did the two speakers meet?

a. At a law firm

b. At a coffee shop

c. At college

d. At a bar

2. What does this conversation shine a light on?

a. The difficulty of being financially stable in New York City

b. The obstacles to finding a good job after college

c. The difficulty of keeping in touch with friends after graduation

d. The gap between these two friends' lifestyles and careers

3. How would you qualify the tone of this exchange?

a. Friendly but awkward

b. Cold and cordial

c. Mushy and emotional

d. Argumentative but laid-back

4. How would you describe each of the speaker's underlying behavior during this exchange?

a. Nicole is annoyed and calculated, Sarah is obnoxious and distant

b. Nicole is jealous and frustrated, Sarah is clueless and bored

c. Nicole is condescending and insensitive, Sarah is sarcastic and touchy

d. Nicole is nervous and bashful, Sarah is hateful and grumpy

5. Read part of the conversation again. Then answer the question.

(Nicole) You tend-you're a bartender? Wow, that's, uh, cool. Huh. Who would've thought that the only girl who ranked higher than me in my graduating class would become a bartender.

(Sarah) Well, it's not like serving liquor for a living is my dream job.

Why does Sarah say: "It's not like serving liquor for a living is my dream job"?

a. She is preparing to change the topic of the conversation.

b. She is making a joke at her own expense.

c. She is asking for Nicole to pity her.

d. She is reacting to the perceived slight in Nicole's previous remark.

6. (Nicole) I don't want to brag, but I've only been there two years and they're already talking about promoting me to senior associate! I've only heard it through the grapevine but everyone's confident it's going to happen in the next year or two.

In this context, what does Nicole mean when she says: "I've only heard it through the grapevine"?

a. It's a rumor going around in the office.

b. She is actually not confident it's going to happen herself.

c. It's not fair to the other junior associates.

d. She's afraid of being promoted too late.

7. What do each of the speaker appear to want the most?

a. Nicole wants to get married while Sarah wants to be promoted.

b. Nicole wants to get promoted while Sarah wants to be an artist.

c. Nicole wants to go to a bar while Sarah wants to become a lawyer.

d. Nicole wants to be friends with Sarah while Sarah wants to live in Manhattan.

8. There are two answers for the next question. Mark two answers.

Why is Nicole surprised to learn that Sarah is a bartender?

a. Sarah made valedictorian over her in college.

b. They're close friends and Sarah kept it a secret.

c. Sarah was artistically gifted.

d. She's actually not that surprised.

Questions 9 to 15 refer to the following lecture

LECTURE TRANSCRIPT

(Narrator) Listen to part of a lecture in a literature class.

(Female professor) When you approach any novel to make an argument about it, if you want to be ambitious, the first thing to think about is well, what's obvious about the novel? What can you observe at first glance about its style, about its form, about its setting, about its character, about its presuppositions? In Franny and Zooey, what did you notice? Tell me what you noticed, at first bat, if any of you have read it. What did you notice about the novel? Uh huh.

(Female student 1) It doesn't move around very much. It just stays in a limited space.

(Female professor) Absolutely. Confined settings, very confined settings, absolutely. Yes. What else? Yes.

(Female student 2) A lot of dialog?

(Female professor) Lots of dialog, yes. What else? Uh huh.

(Female student 3) There's a lot of focus on like little motions that people do, like picking up cigarettes and dropping things.

(Female professor) Yeah. A lot of attention to physical detail and physical movement, and that's connected to this point about confined spaces. It's the movement of bodies within confined spaces that really preoccupies this novel. What about the style of the novel? You talked about dialog. Is there anything else about the style that you noticed? Yes.

(Male student 1) There's a lot of italics.

(Female professor) A lot of italics. What does that connote to you?

(Male student 1) Trying to convey feeling.

(Female professor) Yeah. Absolutely. A lot of emphasis, a lot of variation in tone, and the italics are part of the representation of that. Yeah. What else? Yes.

(Male student 2) A lot of the dialog seems to be combative. There's arguing between two people.

(Female professor) Yes. This is a book about arguments, absolutely. What are they arguing about most of the time? All right. Well, that's where I will pick up. Oh, Sarah. Do you want to say?

(Female student 4) There are a lot of abstract ideas.

(Female professor) Yeah. Yeah. Absolutely. They are talking about abstract intellectual ideas, often religious or philosophical ones, and that, plus its setting: I hope you noticed the sort of New Havenish setting of Franny's breakdown. We're told that Lane isn't exactly a Yale man, but he sure looks a lot like a Yale English major, dare I say, such an unpleasant character, and so, so pompous. [...]

But let's look at that theology of acting. This is on page 198. This is coming towards the climax of their conversation. Part of what's been bothering Franny is her frustration with acting, and that's one of the things that Lane is so surprised she has given up; it was the only thing she was passionate about. And we know--from reading Buddy's letter over Zooey's shoulder in the bathtub--we know that Zooey had similar concerns about his own acting career, his own commitment to acting that Buddy tried to persuade him out of.

Zooey has this understanding of the cosmos that suggests that strong, specific human desires actually change the course of cosmic futures. So somewhere, maybe in pre-incarnational time before Franny became Franny, she wanted to be an actress. The religious thing Zooey says is to inhabit that, to honor that, to follow up on the results of that prior desiring. But why is it acting? Why specifically acting and why this weird comment at the end, "What could be prettier?" What does prettiness have to do with this? Well, if you look at the description, for instance, of Zooey's face, there's a beautiful description of how his face is beautiful, in what way his face is beautiful. We know that Franny is an attractive young woman. We know that she worries about beauty, and especially in poetry. When she's trying to explain what's wrong, part of what's wrong is that when she learns poetry in the classroom none of it seems beautiful to her; it all seems like some other kind of production, not the production of beauty. So prettiness, beauty, the aesthetic is at the heart of the spiritual practice that Zooey is urging upon Franny, the spiritual practice of acting.

And I would remind you, looking back to that passage on page 65 and into the 66, that specifically among the figures that Buddy mentions, the religious and literary figures, we find Shakespeare. And I think Shakespeare in this train of figures represents the literary that is also the dramatic. So, in our tradition Shakespeare is the literary name above all others. It's important for Salinger that Shakespeare was a dramatist. It's important for this novel that Shakespeare was a dramatist, not just because Zooey wants Franny to inhabit acting fully as her desire and as her religious practice as opposed to saying the Jesus prayer. Acting has a deeper relation to the novel and here's where we get back to that question of being in closed spaces and the lack of movement.

If you think about this novel, it has the structures of drama. It takes place in small rooms. If you begin to think about it, you can almost see the set changes: in the diner, on the train station. That's about the most open place, on the train platform. That's about the most open place we see. In the diner, in the apartment: all you do in the apartment is move from one room to another. These are dramatic spaces. Moreover, the bathroom: completely a dramatic space. It even has a curtain hiding Zooey from his mother. Acting becomes a religious practice for much more than Franny, not just for Franny and for Zooey 'cause Zooey's an actor too. It's a religious practice for the novel itself. And that, I would suggest to you, is where we can begin to bring some of those obvious things: the prevalence of dialog, those enclosed spaces, the tone, the exaggerated tone, the somewhat histrionic quality, the combativeness of that conversation, its sheer style. These are great talkers!

And so, I would argue to you that Salinger imagines literature as a performance of this kind, a performance of a language of family love that is nevertheless also an aesthetic language. And I think, actually, probably the best image of that is in Seymour's diary. When Zooey sits down to make that phone call, he opens up Seymour's diary and he sees Seymour's account of his birthday celebration, where the family had put on a vaudeville show right in their living room. Remember, his parents are vaudevillians. And that description, which I won't read just because we're running out of time, it's on 181 and 182. You can look at it yourself. It's brimming with pleasure and love. This is why Buddy really can't insist that Zooey is wrong about this being a religious novel, because being a religious novel and being a love story are finally for Salinger the same thing. It's the performance of human connection. That's the phone line; that's conversation; that's letters. The performance of family conversation is like acting, and that is why Zooey impersonates Buddy; he's acting. But Franny can hear the specific voice, and this is when you know that Franny is not just a sort of empty air head. She may be mistaken about who she's praying to in the Jesus prayer, but she damn well knows the timbre of her brother's voice and his particularity of speech. And so, when he tries to imitate Buddy, she finds him out very quickly. And this is when you know that Franny really does benefit from Seymour and Buddy's religious education in the same way that Zooey has.

So, you can read this very closely to On the Road. If the character Dean cared for "nothing but for everything in principle," you could say, conversely, that Salinger cares for everything in particular, and in principle, nothingness. It's nothingness that is the mystical state rather than everythingness. And it's interesting to think about whether those two are really opposites. I think these novels imagined them to be opposites, but it's something for you to think about, about whether they really are.

Source: Professor Amy Hungerford. "J.D. Salinger, Franny and Zooey." The American Novel Since 1945. Yale University. 13 February 2008. Lecture.

9. What is the lecture mainly about?

a. The differences between the novels On the Road and Franny and Zooey

b. The meaning of acting and religion in the novel Franny and Zooey

c. The abstract ideas presented by Salinger in Franny and Zooey

d. The aesthetic concerns of the character Franny in Franny and Zooey

10. According to the students, what is obvious in Franny and Zooey?

a. Attention to prettiness and human connection

b. Theatrical settings and allusions to vaudeville

c. The literary influence of Shakespeare and omnipresence of God

d. Confined spaces and an abundance of argumentative dialog

11. What evidence does the professor give to support her argument that Franny and Zooey is structured like a play?

a. The reader is like an audience member watching a play unfold.

b. Two of the main characters, Franny and Zooey, are actors.

c. It takes place in small rooms akin dramatic spaces and features a lot of dialog.

d. There are no narrative paragraphs, only dialog.

12. According to the professor, what is one element of the story that proves Franny's perceptiveness?

a. She is not simply an actress, but a great actress.

b. She admires Shakespeare not just as a literary figure, but as a dramatist.

c. She recognizes her brother Zooey's voice when he's impersonating Buddy on the phone.

d. She is religiously educated and knows the Jesus prayer.

13. What does the professor think Franny and Zooey ultimately embodies to Salinger, its author?

a. How a love story and a religious novel are both performances of human connection

b. The antithesis of the novel On the Road

c. The translation of family drama into a novel

d. The love between brothers and sisters in a religious family

14. How does Franny and Zooey compares to On the Road?

a. They are complete opposites.

b. One cares for everything in principle, the other for nothingness in principle.

c. Both care for nothing in particular.

d. The character of Dean in On the Road and Franny and Zooey's author Salinger are similar.

15. What does the professor mean when she says this: "That's the phone line; that's conversation; that's letters."

a. These are all instances where characters are performing.

b. These are all instances where Franny demonstrates her belief in God.

c. These are all instances of human connection in the novel.

d. These are all instances of theatrical conventions used in the novel.

1. c

2. d

3. a

4. c

5. d

6. a

7. b

8. a, c

9. b

10. d

11. c

12. c

13. a

14. b

15. c

Exemples de questions pour le TOEFL Speaking

La troisième section du TOEFL évalue vos capacités à vous exprimer en anglais continu sur un certain nombre de sujets. Elle est composée de plusieurs parties avec des questions de natures différentes.

1. Consignes: In an actual test, your response will be scored on your ability to speak clearly and coherently about familiar topics. You would only be given two questions to answer. Feel free to prepare all of the following questions to see how well you would fare.

Preparation time: 15 seconds

Response time: 45 seconds

A. Talk about a TV show that you like and explain why it is so enjoyable in your opinion.

B. Some people prefer to watch TV shows and other people would rather watch movies. Which do you prefer and why?

C. Talk about a trip that brings you fond memories.

D. What is your favorite city? Explain why.

E. How often do you use your computer? What do you use it for?

F. What would be your ideal job? Explain why.

G. A lot of people use social media today to share their opinion and express themselves. What do you think about it?

H. If you had to move to a desert island and had to bring one item, what would it be? Explain why.

2. Consignes: In an actual test, you would first read a short text and then listen to a talk on the same topic. You would have to combine appropriate information from the text and the talk to provide a complete answer. Your response would be scored on your ability to accurately convey information, and to speak clearly and coherently. In this sampler, you will read both the text and the talk.

To all students: access to library will have restricted hours

Dear students,

The library on the first floor of Roosevelt Hall will be closed at night from Monday 27th February on. It will be open from 7 am to 9 pm every weekday and from 9 am to 8 pm on Saturday and Sunday. If you need to borrow a book, please be sure to do so at least 15 minutes before closing time.

This measure is taken in response to the mess left in the library last Friday night by a few unidentified students. Our librarian, Mrs. Fitcher, is very unhappy with this measure but decided it was for the best as long as students do not know how to behave. It is unfortunate that all students have to pay the price the lack of respect of a few and we hope that those who are concerned will have the decency to send an apology letter to Mrs. Fitcher. The library will not go back to its regular hours until then.

Sincerely,

Principal Gibbons

(Male student) Did you hear about the library closing at night? I'm so angry about it!

(Female student) Really? Did you go there often?

(Male student) Yeah, I usually study better at night, so I study there every Thursday and Wednesday evening until late.

(Female student) Oh, I see. That's a shame. I usually don't go to the library at all but I still feel frustrated that we are all punished for what some of us did.

(Male student) Exactly. I wish I knew who it was!

(Female student) Would it change anything to you?

(Male student) Well, I would like to speak with the students who did that and tell them how rude they were, both to Mrs. Fetcher and to all of us.

(Female student) I don't think it's any of our business. We're not their parents.

(Male student) That's not the point. I just think we all should be respect other people and what this school gives us. Messing up rooms and books is really rude and whoever is responsible needs to apologize for what they did.

(Female student) I guess you're right. Well, I may know who did it but I don't want to get them in trouble... Do you promise me you'll just talk to them and won't tell the principal who it was?

(Male student) Sure, I promise.

Question: The male student expresses his opinion about what happened in the library and its consequences. State his opinion and explain the reasons why he holds that opinion.

Preparation Time: 30 seconds

Response Time: 60 seconds

3. Consignes: Read a passage from a sociology textbook and the conversation that follows it. Then answer the question.

For Bourdieu, this could not be explained by economics alone, and he is especially known for his discussion of cultural capital - the ways in which people would use cultural knowledge to undergird their place in the hierarchy. His most famous book, Distinction (1984), explores the ways in which the trappings of middle-class taste and cultivation are used by people as cultural signifiers, as they seek to identify themselves with those 'above' them on the social ladder, and to demonstrate their difference from those 'below'.

David Gauntlett, http://www.makingisconnecting.org/

(Male character) Did you see the current contemporary art exhibition at the Met museum? I thought it was incredible.

(Female character) Really? You liked that?

(Male character) Yeah, the photograph downstairs was great, absolutely great. What did you think about it?

(Female character) Oh, okay. No, I really thought it was plain conventional. To me, it looked like it took everything straight from figurative art but it had nothing to add to it.

(Male character) Well, you know, I didn't like the photograph as much as the plexiglas sculpture, I have to admit.

(Female character) Really? You liked the sculpture, huh?

(Male character) You didn't like the plexiglas sculpture either?

(Female character) That's interesting. No, I didn't like it at all.

(Male character) Well, I admit the steel cube was better, did you see the steel cube?

(Female character) Now, that was brilliant to me, absolutely brilliant. To me, it felt very textural, you know what I mean? It was perfectly executed and it had a marvellous kind of emotional capability. The rest of the art downstairs felt pointless.

Question: What is distinction according to Bourdieu and how is it used by one of the characters in the conversation?

Preparation Time: 30 seconds

Response Time: 60 seconds

4. Consignes: Read the following conversation between two students and then answer the question.

(Female student) So, are you going anywhere during Spring Break? I can't wait for the holidays!

(Male student) No, I don't think so... I think I'll stay around campus, I have to study a lot and catch up on classes.

(Female student) Really? What a shame! What classes do you need to study for?

(Male student) Mainly biology and chemistry. I haven't been very serious about studying lately so I need to go through everything we saw in class from the beginning of the semester.

(Female student) Can't you do it after the break? You'll still have time before finals.

(Male student) Yeah, I don't know. Finals will be coming up pretty soon after the holidays and I'm not even sure I'll be done reading all the textbooks by then.

(Female student) Well, I think you should still take a break. It's important to relax a little before finals and to clear your mind. Maybe you could study online? There are a lot of programs that can help you with your exercises and you can take online classes with a teacher.

(Male student) Really? How?

(Female student) Well, you just need to have a webcam and a microphone and then you can talk with a teacher.

(Male student) Yeah, I don't know about that. I'm afraid it won't be enough and I won't be able to focus on finals if I'm at the beach or something.

(Female student) Trust me, you need to take a break before going back to school. It's as important as studying for your exams.

Question: Briefly summarize the problem the speakers are discussing. Then state which solution you would recommend. Explain the reasons for your recommendation.

Preparation Time: 20 seconds

Response Time: 60 seconds

5. Consignes: Read part of this article and then answer the question.

After decades of worsening diets and sharp increases in obesity, Americans' eating habits have begun changing for the better.

Calories consumed daily by the typical American adult, which peaked around 2003, are in the midst of their first sustained decline since federal statistics began to track the subject, more than 40 years ago. The number of calories that the average American child takes in daily has fallen even more - by at least 9 percent.

The declines cut across most major demographic groups - including higher- and lower-income families, and blacks and whites - though they vary somewhat by group.

In the most striking shift, the amount of full-calorie soda drunk by the average American has dropped 25 percent since the late 1990s.

As calorie consumption has declined, obesity rates appear to have stopped rising for adults and school-aged children and have come down for the youngest children, suggesting the calorie reductions are making a difference.

The reversal appears to stem from people's growing realization that they were harming their health by eating and drinking too much. The awareness began to build in the late 1990s, thanks to a burst of scientific research about the costs of obesity, and to public health campaigns in recent years.

The encouraging data does not mean an end to the obesity epidemic: More than a third of American adults are still considered obese, putting them at increased risk of diabetes, heart disease and cancer. Americans are still eating far too few fruits and vegetables and far too much junk food, even if they are eating somewhat less of it, experts say.

But the changes in eating habits suggest that what once seemed an inexorable decline in health may finally be changing course. Since the mid-1970s, when American eating habits began to rapidly change, calorie consumption had been on a near-steady incline.

Source: New York Times. July 25th, 2015.

Question: Using points and examples from the article, explain in what way American's habits are changing and what it implies.

Preparation Time: 20 seconds

Response Time: 60 seconds

Exemples de questions pour le TOEFL Writing

La quatrième et dernière section du TOEFL évalue vos capacités à écrire en anglais sur des sujets variés dans un contexte universitaire.

For the first task in this sampler, you will read a passage and part of a lecture about an academic topic. Then you will write a response to a question that asks you about the relationship between the lecture and the reading passage. Try to answer the question as completely as possible using information from the reading passage and the lecture. The question does not ask you to express your personal opinion. In an actual test, your response would be judged on the quality of your writing and on how well your response presents the points in the lecture and their relationship to the reading passage.

For the second task, you will demonstrate your ability to write an essay in response to a question that asks you to express and support your opinion about a topic or issue. In an actual test, your essay would be scored on the quality of your writing. This includes the development of your ideas, the organization of your essay, and the quality and accuracy of the language you use to express your ideas.

Consignes: These sample tasks in the Writing section measure your ability to write in English in an academic environment. There will be 2 writing tasks.

In an actual test, you would be able to take notes while you listened and use your notes to help you answer the questions.

1. Read the following passage and the lecture which follows. In an actual test, you would have 3 minutes to read the passage. Then, answer the question. In the test, you would have 20 minutes to plan and write your response. Typically, an effective response will be 150 to 225 words. Test takers with disabilities may request additional time to read the passage and write the response.

READING PASSAGE

The idea that classical music is relevant to today's youth is absurd. In the context of modern culture, classical music just doesn't speak the same language. Things need to be packaged in a way that is more accessible for bigger audience. Classical music comes from elitist groups, a lot of it used to be funded by royalty, and wealthy patrons. It is not a music of the people. You are basically told to sit there, dress quite poshly, and admire the music for what it is. I love classical music, and it pains me to use words like 'egotistical' and 'snobbiness,' but sadly that is how live classical performances come across to young people. In an age where everything is moving towards greater interaction, classical music is irrelevant.

Source: John Smith. "This House Believes that Classical Music Is Irrelevant to Today's Youth." The Cambridge Union Society. 4 December 2011. Debate.

LECTURE TRANSCRIPT

(Narrator) Now listen to part of a lecture on the topic you just read about.

(Male professor) Now here is a question for you. Why would we want to listen to classical music? Why do - why - who just answered a question for me, those folks who raised your hand? What - gentleman here again. I'll - you're my sacrificial lamb this morning. Why do you like to listen and why would you want to listen to classical music?

(Student) It relaxes me.

(Male professor) Okay. Very interesting. National Public Radio asked exactly this question in a survey a year or so ago and they got the following principal responses back. Why do people listen to classical music? One, it helps them relax and relieve stress, so this is perhaps the principal reason. Two, it helps us center the mind, allowing the listener to concentrate. Three, classical music provides a vision of a better world, a refuge of beauty, of majesty, perhaps of even - of love - and sometimes, at least for me personally, it suggests that there might be something out there, God or whatever, bigger than ourselves, and it asks us to think sometimes, think about things. That's what I think these great fine arts do, great literature, poetry, painting, music. They show what human beings can be, the capacity of the human spirit. They suggest to us as indicated maybe there is something, a larger spirit out there than ourselves, and they get us to think. They get me to think frequently about what I'm doing on this earth. What are you doing on this earth? [laughs] Don't answer that.

Source: Professor Craig Wright. "Introduction." Listening to Music. Yale University. 4 September 2008. Lecture.

Question: Summarize the points made in the lecture, being sure to explain how they oppose specific points made in the reading passage.

2. Read the question below. In a real test, you would have 30 minutes to plan, write, and revise your essay. Test takers with disabilities may request a time extension. Typically, an effective response contains a minimum of 300 words.

Question: Do you agree or disagree with the following s

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Entraînement gratuit et complet au test TOEFL iBT

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Entraînez-vous gratuitement au TOEFL et évaluez votre niveau d'anglais avant de passer le TOEFL iBT avec un test blanc complet sur Edulide! Reconnu dans le monde entier, le (Test Of English as a Foreign Language) est le test de référence pour faire certifier son niveau d'anglais auprès des établissements scolaires étrangers, des entreprises, et des employeurs.

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National Geographic online

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Explore National Geographic. A world leader in geography, cartography and exploration.

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basics, you can try many more exercises on that page.

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esl vocabulary training: describing people in english 1

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ESL vocabulary training: Describing people in English 1

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ESL vocabulary training: Describing people in English 1, physical traits in English