{"id":255889,"date":"2023-03-31T09:00:00","date_gmt":"2023-03-31T07:00:00","guid":{"rendered":"https:\/\/sherpas.com\/blog\/?p=255889"},"modified":"2023-09-18T15:09:53","modified_gmt":"2023-09-18T13:09:53","slug":"toeic-partie-6-reading","status":"publish","type":"post","link":"https:\/\/sherpas.com\/blog\/toeic-partie-6-reading\/","title":{"rendered":"TOEIC Reading : 5 techniques pour r\u00e9ussir la partie 6 \ud83c\uddec\ud83c\udde7"},"content":{"rendered":"\n

Il est temps pour toi de passer ton TOEIC\u202f<\/a>?<\/strong> Pas de panique, tu n\u2019es pas le seul ! Dans cet article, on te r\u00e9sume tous les points \u00e0 savoir sur la partie 6 de la section Reading<\/em> du test.<\/strong> Pr\u00eat ? On y va ! \ud83d\ude80<\/p>\n\n\n\n

Pr\u00e9sentation g\u00e9n\u00e9rale \ud83d\udcab<\/h2>\n\n\n\n

La partie 6 est la deuxi\u00e8me \u00e9preuve du test TOEIC. <\/strong>C’est aussi la partie la plus courte de la section Reading, <\/em>mais il y a pas mal de candidats qui bloquent dessus. Tu t’en doutes bien, il y a toujours des pi\u00e8ges comme dans tout le test. <\/strong>Si tu veux les \u00e9viter, commence par te familiariser avec le format \ud83d\udc47.<\/p>\n\n\n\n

Format \ud83d\udcc4<\/h3>\n\n\n\n\n\n\n\t\n\t\n\t\n\t
T\u00e2che<\/td>compl\u00e9ter des textes \u00e0 trous<\/td>\n<\/tr>\n
Nombre de questions<\/td>16<\/td>\n<\/tr>\n
Types de textes<\/td>articles, lettres, e-mails, annonces ou publicit\u00e9s<\/td>\n<\/tr>\n
Temps \u00e0 prendre<\/td>20 minutes<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n
\n
\"toeic
Rien de sorcier…<\/em><\/figcaption><\/figure>\n<\/div>\n\n
\n
<\/div>\n
\n

\ud83d\udc49 Le TOEIC Speaking & Writing<\/strong> existe aussi, mais cette certification n\u2019est quasiment jamais requise par les \u00e9tablissements ou les employeurs.<\/p>\n

\ud83d\udc49 Tu peux passer le test en version papier sur un livret ou sur ordinateur.<\/strong> Tu peux \u00e9galement le passer en ligne selon les conditions de ton \u00e9tablissement.<\/p>\n\n <\/div>\n <\/section>\n\n\n

\n
\n \n
\n
\n
\n \"Logo\n <\/div>\n
\n
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Jade<\/p>

Sciences Po Paris<\/p>

\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n <\/div>\n

21\u20ac\/h<\/p> <\/div>\n <\/div>\n

\n
\n \n <\/div>\n

Cl\u00e9mence<\/p>

HEC Paris<\/p>

\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n <\/div>\n

21\u20ac\/h\/h<\/p> <\/div>\n <\/div>\n

\n
\n \n <\/div>\n

Olivier<\/p>

La Sorbonne<\/p>

\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n <\/div>\n

13\u20ac\/h<\/p> <\/div>\n <\/div>\n

\n
\n \n <\/div>\n

Pierre<\/p>

ESSEC<\/p>

\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n <\/div>\n

16\u20ac\/h<\/p> <\/div>\n <\/div>\n

\n
\n \n <\/div>\n

Emilie<\/p>

Sciences Po Lyon<\/p>

\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n <\/div>\n

19\u20ac\/h<\/p> <\/div>\n <\/div>\n

\n
\n \n <\/div>\n

Antoine<\/p>

Sciences Po Paris<\/p>

\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n <\/div>\n

18\u20ac\/h\/h<\/p> <\/div>\n <\/div>\n

\n
\n \n <\/div>\n

Margot<\/p>

Arts et M\u00e9tiers ParisTech<\/p>

\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n <\/div>\n

22\u20ac\/h\/h<\/p> <\/div>\n <\/div>\n

\n
\n \n <\/div>\n

Thibault<\/p>

ENS Paris Ulm<\/p>

\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n <\/div>\n

20\u20ac\/h<\/p> <\/div>\n <\/div>\n <\/div>\n <\/div>\n<\/div>\n

\n
\n \"Logo\n <\/div>\n

Besoin d’un prof particulier<\/span> d’anglais ? \u2728<\/span><\/p>\n<\/div>\n

Nos Sherpas sont l\u00e0 pour t’aider \u00e0 progresser et prendre confiance en toi !<\/p>\n<\/div>\n

\n \n JE PRENDS UN COURS OFFERT !\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/section>\n\n\n\n

Diff\u00e9rences et similitudes avec les autres parties Reading <\/em>\ud83d\udcd6<\/h4>\n\n\n\n

<\/p>\n\n\n\n

Les comp\u00e9tences vis\u00e9es de la partie 6 section <\/strong>Reading<\/em><\/strong> sont pratiquement les m\u00eames que celles de la partie 5<\/strong> (vocabulaire, grammaire\u2026), <\/strong>mais au lieu de compl\u00e9ter des phrases \u00e0 trou, les candidats auront plut\u00f4t affaire \u00e0 des textes.<\/p>\n\n\n\n

Comme il s\u2019agit de compl\u00e9ter des textes \u00e0 trous, tu trouveras pas mal de ressemblances entre la partie 6, 5 et 7 <\/strong>en termes de format et de propositions. On te les explique rapidement !<\/p>\n\n\n\n\n\n\n\t\n\n\t\n\t\n\t
Part 5<\/th>Part 6<\/th>Part 7<\/th>\n<\/tr>\n<\/thead>\n
Questions, phrases affirmatives, phrases interrogatives<\/td>Lettres, e-mails, annonces, publicit\u00e9s \ud83d\udcd6<\/td>Lettres, e-mails, annonces, publicit\u00e9s \ud83d\udcd6<\/td>\n<\/tr>\n
Compl\u00e9ter avec : mots ou verbes \u00e0 particules \u270d\ufe0f<\/td>Compl\u00e9ter avec : mots, expressions ou phrases \u270d\ufe0f<\/td>Compr\u00e9hension \u00e9crite \ud83d\udd0e<\/td>\n<\/tr>\n
Phrase \u270f\ufe0f<\/td>Texte \ud83d\udcc4<\/td>Texte \ud83d\udcc4<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n
\n

\u00c0 lire aussi<\/p>\n

\n

D\u00e9couvre 5 techniques pour r\u00e9ussir la partie 5 du TOEIC<\/a> \ud83c\uddec\ud83c\udde7<\/p>\n\n <\/div>\n <\/section>\n\n\n\n

Comp\u00e9tences vis\u00e9es \ud83c\udfaf<\/h2>\n\n\n\n

Tu l\u2019auras compris, tes capacit\u00e9s \u00e0 comprendre un texte seront test\u00e9es<\/strong> sur cette partie-l\u00e0. Mais ce n\u2019est pas tout ! Ton niveau de grammaire joue \u00e9galement un r\u00f4le important dans le test. Les candidats sont donc cens\u00e9s : <\/p>\n\n\n\n

\ud83d\udc49 Rep\u00e9rer des indices<\/strong> qui t\u2019aideront \u00e0 compl\u00e9ter les textes. Par exemple :<\/p>\n\n\n

\n
<\/div>\n
\n

Most companies have _______ bought office equipment with cash or<\/strong> with bank loans.<\/em>
\nA. neither
\nB. whether<\/em>
\nC. what<\/em>
\nD. either<\/em><\/p>\n

 <\/p>\n

\u2705 La bonne r\u00e9ponse est : D. either.<\/strong> Pourquoi ? Simplement parce qu\u2019il y a or<\/strong><\/em> apr\u00e8s.<\/p>\n

 <\/p>\n

Parfois, les indices concernent le temps d\u2019un verbe.<\/strong> Dans ce cas-l\u00e0, on les retrouve un peu plus loin de la phrase \u00e0 remplir.<\/p>\n\n <\/div>\n <\/section>\n\n\n\n

\ud83d\udc49 Trouver le mot qui correspond au sens de la phrase : <\/strong>le vocabulaire fait partie du registre professionnel (bureau, usine, \u00e9changes \u00e9lectroniques, etc.)<\/p>\n\n\n\n

\ud83d\udc49 Conna\u00eetre la classe grammaticale des mots. <\/strong>Pose-toi alors la question : ai-je besoin d\u2019un nom, verbe, adverbe ou adjectif ? \ud83e\udd14<\/p>\n\n\n\n

\ud83d\udc49 Savoir o\u00f9 placer les connecteurs : <\/strong>certains sont suivis par une virgule (comme however<\/em>), d\u2019autres sont suivis par un groupe nominal (comme despite<\/em>).<\/p>\n\n\n\n

\ud83d\udc49 Ma\u00eetriser les pr\u00e9positions : <\/strong>quelle pr\u00e9position pour quel cas ?<\/p>\n\n\n\n

\ud83d\udc49 Conna\u00eetre les diff\u00e9rents pronoms : <\/strong>attention \u00e0 ne pas confondre her<\/em> et hers<\/em> ou their<\/em> et they\u2019re\u2026<\/em><\/p>\n\n\n

\n
\"\"
Concentre-toi !<\/em><\/figcaption><\/figure>\n<\/div>\n\n
\n

\u00c0 lire aussi<\/p>\n

\n

Tu veux tout savoir sur le TOEIC ? C’est par ici<\/a> !<\/p>\n\n <\/div>\n <\/section>\n\n\n\n

Techniques pour r\u00e9ussir la part 6 Reading<\/em> \ud83e\uddd9<\/h2>\n\n\n\n

C\u2019est vrai qu\u2019il y a pas mal de choses \u00e0 retenir dans cette partie du test,<\/strong> mais pas de panique, on te fait un r\u00e9sum\u00e9 de tous les points \u00e0 conna\u00eetre juste ici \ud83d\udc47 !<\/p>\n\n\n\n

1\ufe0f\u20e3 Vocabulaire<\/h3>\n\n\n\n

\u00c0 quoi s\u2019attendre en termes de vocabulaire ? La bonne nouvelle est que les documents sont toujours les m\u00eames dans la partie 6 <\/strong>et abordent des sujets r\u00e9currents : <\/strong><\/p>\n\n\n\n

\ud83d\udc49 Les notices :<\/strong> des extraits qui annoncent un \u00e9v\u00e9nement. Exemple :<\/p>\n\n\n

\n
\"toeic<\/figure>\n<\/div>\n\n\n
\n
\n
\n
\n
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131<\/strong>.<\/p>\n\n\n\n

A. hold<\/em><\/p>\n\n\n\n

B. is held<\/em><\/p>\n\n\n\n

C. holding<\/em><\/p>\n\n\n\n

D. will be held<\/em> <\/strong>\u2705<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

\n
\n

132.<\/strong><\/p>\n\n\n\n

A. assis<\/em>t<\/p>\n\n\n\n

B. present<\/em><\/p>\n\n\n\n

C. attend<\/strong> <\/em>\u2705<\/p>\n\n\n\n

D. go<\/em><\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\n

133<\/strong>.<\/p>\n\n\n\n

A. However<\/em><\/p>\n\n\n\n

B. In addition<\/em> <\/strong>\u2705<\/p>\n\n\n\n

C. What<\/em><\/p>\n\n\n\n

D. Nevertheless<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

<\/div>\n<\/div>\n\n\n
\n

\u00c0 lire aussi<\/p>\n

\n

D\u00e9couvre les verbes \u00e0 particules en anglais<\/a> !<\/p>\n\n <\/div>\n <\/section>\n\n\n\n

\ud83d\udc49 Les lettres \/ e-mails :<\/strong> ce sont des \u00e9changes entre des coll\u00e8gues, entre client et entreprise ou m\u00eame entre deux entreprises. Exemple :<\/p>\n\n\n

\n
\"toeic<\/figure>\n<\/div>\n\n\n
\n
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134<\/strong>.<\/p>\n\n\n\n

A. interested <\/em>\u2705<\/strong><\/p>\n\n\n\n

B. interesting<\/em><\/p>\n\n\n\n

C. interest<\/em><\/p>\n\n\n\n

D. interests<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
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135<\/strong>. <\/p>\n\n\n\n

\n

A. at<\/em><\/p>\n\n\n\n

B. on <\/strong><\/em>\u2705<\/p>\n\n\n\n

C. of<\/em>        <\/p>\n\n\n\n

D. for<\/em><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\n

136<\/strong>. <\/p>\n\n\n\n

\n

A. the meeting won\u2019t take place tomorrow<\/em><\/p>\n\n\n\n

B.<\/em> <\/strong>I look forward to hearing back from you soon<\/em> <\/strong>\u2705<\/p>\n\n\n\n

C. thank you for applying<\/em>         <\/em><\/p>\n\n\n\n

D. the interview will last a few minutes<\/em><\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

<\/div>\n<\/div>\n\n\n
\n

\u00c0 lire aussi<\/p>\n

\n

Voici les 10 plus grosses erreurs \u00e0 ne pas commettre en anglais<\/a> \ud83c\uddec\ud83c\udde7<\/p>\n\n <\/div>\n <\/section>\n\n\n\n

\ud83d\udc49 Les instructions : <\/strong>ici, on te demande souvent de trouver la bonne pr\u00e9position ou les bons verbes \u00e0 particule. Exemple :<\/p>\n\n\n

\n
\"toeic<\/figure>\n<\/div>\n\n\n
\n
\n
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137<\/strong>. <\/p>\n\n\n\n

A. in<\/strong> <\/em>\u2705<\/p>\n\n\n\n

B. on<\/em><\/p>\n\n\n\n

C. to<\/em><\/p>\n\n\n\n

D. for<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n

138<\/strong>. <\/p>\n\n\n\n

A. features<\/strong> <\/em>\u2705<\/p>\n\n\n\n

B. assets<\/em><\/p>\n\n\n\n

C. ways<\/em><\/p>\n\n\n\n

D. methods<\/em><\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\n

139<\/strong>. <\/p>\n\n\n\n

A. at<\/em> <\/p>\n\n\n\n

B. on<\/strong> <\/em>\u2705 <\/p>\n\n\n\n

C. in<\/em>        <\/p>\n\n\n\n

D. what<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

<\/div>\n<\/div>\n\n\n\n

\ud83d\udc49 Les articles : <\/strong>les sujets varient sur ce type de format, mais attends-toi \u00e0 des th\u00e9matiques sur le bureau, l\u2019environnement, la s\u00e9curit\u00e9, etc. Voici un exemple :<\/p>\n\n\n

\n
\"toeic<\/figure>\n<\/div>\n\n\n
\n
\n
\n

140<\/strong>. <\/p>\n\n\n\n

A. in<\/strong><\/em> \u2705<\/p>\n\n\n\n

B. at<\/em><\/p>\n\n\n\n

C. for<\/em><\/p>\n\n\n\n

D. what<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n

141<\/strong>. <\/p>\n\n\n\n

A. available<\/em><\/p>\n\n\n\n

B. existing<\/em><\/p>\n\n\n\n

C. relevant<\/strong><\/em> \u2705<\/p>\n\n\n\n

D. active<\/em><\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

\n
\n
\n

142<\/strong>. <\/p>\n\n\n\n

\n

A. in<\/em><\/p>\n\n\n\n

B. at<\/em><\/p>\n\n\n\n

C. since<\/em><\/p>\n\n\n\n

D. out<\/strong><\/em> \u2705
<\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

\n
\n

143<\/strong>. <\/p>\n\n\n\n

\n

A. collaborate<\/em><\/p>\n\n\n\n

B. engage<\/strong><\/em> \u2705<\/p>\n\n\n\n

C. lead<\/em>        <\/p>\n\n\n\n

D. ignore<\/em><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n

\n

\u00c0 lire aussi<\/p>\n

\n

D\u00e9couvre tout sur le test TOEFL<\/a> \ud83d\udde3<\/p>\n\n <\/div>\n <\/section>\n\n\n\n

\ud83d\udc49 Les m\u00e9morandums ou les m\u00e9mos <\/strong>sont tout simplement des communications que les employ\u00e9s re\u00e7oivent pour \u00eatre inform\u00e9s sur un sujet quelconque. Voici un petit exemple pour toi :<\/p>\n\n\n

\n
\"toeic<\/figure>\n<\/div>\n\n\n
\n
\n
\n

144<\/strong>. <\/p>\n\n\n\n

A. location<\/em><\/p>\n\n\n\n

B. local<\/em><\/strong> <\/em>\u2705<\/p>\n\n\n\n

C. safe<\/em><\/p>\n\n\n\n

D. security<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n

145<\/strong>. <\/p>\n\n\n\n

A. please do not hesitate to reach out to the HR department.<\/strong> <\/em>\u2705<\/p>\n\n\n\n

B. What<\/em> documents should be submitted this Tuesday?<\/em><\/p>\n\n\n\n

C. call the emergency services.<\/em>D. the products will be shipped next week.<\/em><\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n

\n

Remarque \ud83d\udca1<\/b><\/p>\n<\/div>\n

\n

Les propositions de la question (144) visent \u00e0 la fois tes connaissances du vocabulaire et des classes de mots.<\/strong><\/p>\n\n <\/div>\n <\/section>\n\n\n\n

\ud83d\udc49 Les publicit\u00e9s (ads<\/em> en anglais) : <\/strong>ce sont des extraits qui font la promotion d\u2019un produit ou d\u2019un service. Voici un exemple :<\/p>\n\n\n

\n
\"toeic<\/figure>\n<\/div>\n\n\n
\n
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146<\/strong>. <\/p>\n\n\n\n

A. big<\/em><\/p>\n\n\n\n

B. large<\/em><\/p>\n\n\n\n

C. wide<\/strong> <\/em>\u2705<\/p>\n\n\n\n

D. amazing<\/em><\/p>\n<\/div>\n<\/div>\n\n\n\n

\n
\n

147. <\/strong><\/p>\n\n\n\n

A. on<\/strong> <\/em>\u2705<\/p>\n\n\n\n

B. for<\/em><\/p>\n\n\n\n

C. what<\/em>        <\/p>\n\n\n\n

D. in<\/em><\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n

\n
\n \n
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\n \"Logo\n <\/div>\n
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Sophie<\/p>

Sciences Po Bordeaux<\/p>

\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n <\/div>\n

12\u20ac\/h<\/p> <\/div>\n <\/div>\n

\n
\n \n <\/div>\n

Martin<\/p>

HEC Paris<\/p>

\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n <\/div>\n

23\u20ac\/h<\/p> <\/div>\n <\/div>\n

\n
\n \n <\/div>\n

Agathe<\/p>

ENS Lyon<\/p>

\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n <\/div>\n

19\u20ac\/h<\/p> <\/div>\n <\/div>\n

\n
\n \n <\/div>\n

Victor<\/p>

ESCP<\/p>

\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n <\/div>\n

25\u20ac\/h<\/p> <\/div>\n <\/div>\n

\n
\n \n <\/div>\n

Alma<\/p>

ENS Paris-Saclay<\/p>

\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n <\/div>\n

24\u20ac\/h<\/p> <\/div>\n <\/div>\n

\n
\n \n <\/div>\n

Jeanne<\/p>

Aix-Marseille Universit\u00e9<\/p>

\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n <\/div>\n

17\u20ac\/h<\/p> <\/div>\n <\/div>\n

\n
\n \n <\/div>\n

David<\/p>

EDHEC<\/p>

\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n <\/div>\n

25\u20ac\/h<\/p> <\/div>\n <\/div>\n

\n
\n \n <\/div>\n

Emma<\/p>

Dauphine<\/p>

\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n \n \n <\/svg>\n <\/div>\n

15\u20ac\/h<\/p> <\/div>\n <\/div>\n <\/div>\n <\/div>\n<\/div>\n

\n
\n \"Logo\n <\/div>\n

Ton premier cours particulier<\/span> d’anglais est offert<\/span> ! \ud83c\udf81<\/span><\/p>\n<\/div>\n

Tous nos profs sont pass\u00e9s par les meilleures \u00e9coles de France !<\/p>\n<\/div>\n

\n \n J\u2019EN PROFITE !\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/div>\n <\/section>\n\n\n\n

2\ufe0f\u20e3 Classe des mots \ud83d\udcdd<\/h3>\n\n\n\n

Dans la partie 6, tu tomberas sur des questions sur la classe des mots, c\u2019est-\u00e0-dire les noms, les verbes, les adverbes et les adjectifs. <\/strong>On s\u2019attend \u00e0 ce que le candidat puisse faire la distinction entre les diff\u00e9rents types de mots.<\/p>\n\n\n\n

Te rappelles-tu de la r\u00e8gle \u00e0 suivre pour reconna\u00eetre la nature d\u2019un mot ? <\/strong>Il est essentiel de les conna\u00eetre pour r\u00e9ussir l\u2019\u00e9preuve de la compr\u00e9hension \u00e9crite du test !<\/p>\n\n\n\n

\ud83d\udc49 Il suffit de regarder le suffixe <\/strong>(la terminaison du mot). On te donne quelques exemples pour t\u2019aider : <\/p>\n\n\n\n\n\n\n\t\n\n\t\n\t\n\t\n\t\n\t\n\t
Noms<\/th>Verbes<\/th>Adjectifs<\/th>\n<\/tr>\n<\/thead>\n
-tion (communication, collaboration, participation)<\/td>-ate (communicate, collaborate, participate)<\/td>-able\/-ible (feasible, adaptable, responsible)<\/td>\n<\/tr>\n
-ment (improvement, development, achievement)<\/td>-en (strengthen, lengthen, awaken)<\/td>-ful (useful, careful, respectful)<\/td>\n<\/tr>\n
-ity (quality, capacity, reliability)<\/td>-ify (simplify, intensify, clarify)<\/td>-ous\/-ious (spacious, serious, curious)<\/td>\n<\/tr>\n
-ness (effectiveness, happiness, kindness)<\/td>-ate (calculate, activate, demonstrate)<\/td>-ent\/-ant (efficient, elegant, important)<\/td>\n<\/tr>\n
-ance\/-ence (performance, assistance, difference)<\/td>-ize (prioritize, organize, socialize)<\/td>-ive (productive, creative, positive)<\/td>\n<\/tr>\n
-ation (implementation, delegation, authorization)<\/td>-ect (inspect, detect, connect)<\/td>-al (natural, social, personal)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n
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Les adverbes<\/p>\n<\/div>\n

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Les adverbes sont les plus faciles \u00e0 reconna\u00eetre. Ils se terminent g\u00e9n\u00e9ralement par un -ly<\/em>. Mais fais attention \u00e0 deux choses :<\/p>\n