{"examens":[{"id":"ielts","ordre":1,"nom":"IELTS Academic","sigle":"IELTS","cefr":"C1","pour":"Le plus accepté en Belgique et dans le monde anglophone. UCLouvain demande un band 7.0 pour les programmes exigeant le C1 ; 6.5 suffit pour beaucoup d'autres. Valable 2 ans.","officiel":"https://ielts.org/take-a-test/test-types/ielts-academic-test","echelle":{"nom":"Band IELTS","min":0,"max":9,"seuils":[[8.0,"C2 — maîtrise quasi complète"],[7.0,"C1 — la cible pour UCLouvain"],[6.5,"B2 haut — accepté par beaucoup de programmes"],[5.5,"B2"]]},"papiers":[{"nom":"Listening","duree":"30 min","quoi":"4 parties, 40 questions"},{"nom":"Reading","duree":"60 min","quoi":"3 textes, 40 questions"},{"nom":"Writing","duree":"60 min","quoi":"Task 1 (150 mots) + Task 2 (250 mots)"},{"nom":"Speaking","duree":"11 à 14 min","quoi":"3 parties, en face à face"}],"note":"Aucun point négatif : une réponse fausse coûte autant qu'une case vide. On ne laisse donc jamais un blanc.","sections":[{"id":"tfng","nom":"True / False / Not Given","sigle":"Reading","cefr":"C1","mins":11,"quoi":"L'épreuve qui fait le plus de dégâts, parce que deux réponses se ressemblent. FALSE = le texte dit le contraire. NOT GIVEN = le texte n'en dit rien, ni pour ni contre. Ce que tu sais du monde ne compte pas, seulement ce qui est écrit.","forme":"texte","titre":"Keeping Time","reperes":true,"texte":["Before the railways, time was a local matter. Every town set its clocks by the sun, which meant that noon in Bristol arrived some ten minutes after noon in London, and nobody was inconvenienced by the difference. A journey long enough to make the discrepancy matter also took long enough to absorb it.","The railway ended that tolerance. A timetable is a promise about simultaneity: it assumes that the hour named at one end of the line means the same thing at the other. Early British railway companies solved the problem privately, running their services on London time while the towns they served kept their own, so that a station clock and the clock on the church opposite could disagree by a quarter of an hour. Some stations fitted their clocks with two minute hands.","Standardisation, when it came, was therefore driven by commerce rather than science. The Great Western Railway adopted London time in 1840, and by the 1850s most British lines had followed. Legal recognition lagged well behind practice: Parliament did not define a single legal time for Great Britain until 1880, by which point the railways had been running on it for forty years.","The international version of the problem was harder, because it required agreement on where to start counting. The 1884 conference in Washington settled on the meridian through Greenwich, a choice that reflected shipping tonnage rather than any property of the location — most of the world's charts already used it, and redrawing them would have been expensive. France abstained, and went on reckoning from Paris for another twenty-seven years.","What the nineteenth century established was not merely a convention but a habit of mind. Once time became something transmitted from a central authority rather than read off the sky, lateness acquired its modern meaning. A person could now be late by a standard that had nothing to do with where they were standing, and punctuality became a quality one could be judged on.","The system has been revised steadily since. Atomic clocks replaced astronomical observation as the definition of the second in 1967, and the resulting mismatch between a uniform second and an irregular planet has been patched ever since with leap seconds — twenty-seven of them so far, each inserted by committee. In 2022 the body responsible voted to abandon the practice by 2035, on the grounds that the patches now cause more disruption to computer systems than the drift they correct."],"questions":[{"type":"choix","consigne":"TRUE, FALSE ou NOT GIVEN","q":"Before the railways, differences in local time caused serious practical problems.","options":["FALSE","TRUE","NOT GIVEN"],"r":"FALSE","pourquoi":"Le texte dit le contraire, explicitement : « nobody was inconvenienced by the difference ». Un contraire écrit = FALSE, jamais NOT GIVEN."},{"type":"choix","consigne":"TRUE, FALSE ou NOT GIVEN","q":"Some railway stations had clocks showing more than one time.","options":["TRUE","FALSE","NOT GIVEN"],"r":"TRUE","pourquoi":"« Some stations fitted their clocks with two minute hands » — deux aiguilles des minutes, donc deux heures sur le même cadran."},{"type":"choix","consigne":"TRUE, FALSE ou NOT GIVEN","q":"The Great Western Railway was the first British company to adopt London time.","options":["NOT GIVEN","TRUE","FALSE"],"r":"NOT GIVEN","pourquoi":"Le piège le plus courant de l'épreuve. Le texte dit qu'elle l'a adoptée en 1840 ; il ne dit nulle part qu'elle a été la première. Une date n'est pas un rang."},{"type":"choix","consigne":"TRUE, FALSE ou NOT GIVEN","q":"British law recognised a single national time before the railways began using one.","options":["FALSE","TRUE","NOT GIVEN"],"r":"FALSE","pourquoi":"L'inverse est écrit : la loi arrive en 1880, « by which point the railways had been running on it for forty years »."},{"type":"choix","consigne":"TRUE, FALSE ou NOT GIVEN","q":"Greenwich was chosen in 1884 because of its astronomical importance.","options":["FALSE","TRUE","NOT GIVEN"],"r":"FALSE","pourquoi":"« reflected shipping tonnage rather than any property of the location ». Le « rather than » contredit la proposition : c'est FALSE."},{"type":"choix","consigne":"TRUE, FALSE ou NOT GIVEN","q":"France did not accept the Washington decision immediately.","options":["TRUE","FALSE","NOT GIVEN"],"r":"TRUE","pourquoi":"« France abstained, and went on reckoning from Paris for another twenty-seven years. »"},{"type":"choix","consigne":"TRUE, FALSE ou NOT GIVEN","q":"Leap seconds have created difficulties for computer systems.","options":["TRUE","FALSE","NOT GIVEN"],"r":"TRUE","pourquoi":"« the patches now cause more disruption to computer systems than the drift they correct ». Les patches sont les leap seconds."},{"type":"choix","consigne":"TRUE, FALSE ou NOT GIVEN","q":"Every country has agreed to stop using leap seconds by 2035.","options":["NOT GIVEN","TRUE","FALSE"],"r":"NOT GIVEN","pourquoi":"Le texte parle d'un vote de « the body responsible ». Qu'un organisme vote ne dit rien de l'accord de chaque pays : ni confirmé, ni contredit."}]},{"id":"heads","nom":"Appariement de titres","sigle":"Reading","cefr":"C1","mins":8,"quoi":"Un titre par paragraphe, choisi dans une liste plus longue que nécessaire. Un bon titre couvre tout le paragraphe ; le piège est celui qui ne reprend qu'un détail bien visible.","forme":"texte","titre":"Keeping Time","reperes":true,"texte":["Before the railways, time was a local matter. Every town set its clocks by the sun, which meant that noon in Bristol arrived some ten minutes after noon in London, and nobody was inconvenienced by the difference. A journey long enough to make the discrepancy matter also took long enough to absorb it.","The railway ended that tolerance. A timetable is a promise about simultaneity: it assumes that the hour named at one end of the line means the same thing at the other. Early British railway companies solved the problem privately, running their services on London time while the towns they served kept their own, so that a station clock and the clock on the church opposite could disagree by a quarter of an hour. Some stations fitted their clocks with two minute hands.","Standardisation, when it came, was therefore driven by commerce rather than science. The Great Western Railway adopted London time in 1840, and by the 1850s most British lines had followed. Legal recognition lagged well behind practice: Parliament did not define a single legal time for Great Britain until 1880, by which point the railways had been running on it for forty years.","The international version of the problem was harder, because it required agreement on where to start counting. The 1884 conference in Washington settled on the meridian through Greenwich, a choice that reflected shipping tonnage rather than any property of the location — most of the world's charts already used it, and redrawing them would have been expensive. France abstained, and went on reckoning from Paris for another twenty-seven years.","What the nineteenth century established was not merely a convention but a habit of mind. Once time became something transmitted from a central authority rather than read off the sky, lateness acquired its modern meaning. A person could now be late by a standard that had nothing to do with where they were standing, and punctuality became a quality one could be judged on.","The system has been revised steadily since. Atomic clocks replaced astronomical observation as the definition of the second in 1967, and the resulting mismatch between a uniform second and an irregular planet has been patched ever since with leap seconds — twenty-seven of them so far, each inserted by committee. In 2022 the body responsible voted to abandon the practice by 2035, on the grounds that the patches now cause more disruption to computer systems than the drift they correct."],"questions":[{"type":"choix","consigne":"Le titre du paragraphe B","q":"Which heading best fits paragraph B?","options":["Why local time stopped working","The invention of the timetable","Clocks that nobody could read","A private solution imposed by law"],"r":"Why local time stopped working","pourquoi":"Tout le paragraphe explique la cause : l'horaire exige une heure commune. « The invention of the timetable » n'est qu'un détail de la première phrase, et le paragraphe dit justement que la loi n'intervient pas."},{"type":"choix","consigne":"Le titre du paragraphe C","q":"Which heading best fits paragraph C?","options":["Practice running ahead of the law","A scientific breakthrough","The role of the Great Western Railway","Resistance from local councils"],"r":"Practice running ahead of the law","pourquoi":"L'idée du paragraphe est l'écart de quarante ans entre l'usage et la loi. Le GWR est un exemple dans le paragraphe, pas son sujet."},{"type":"choix","consigne":"Le titre du paragraphe D","q":"Which heading best fits paragraph D?","options":["A choice made for practical rather than scientific reasons","The cost of redrawing the world's maps","How France lost an argument","Measuring longitude at sea"],"r":"A choice made for practical rather than scientific reasons","pourquoi":"Le cœur est « reflected shipping tonnage rather than any property of the location ». Le coût des cartes et la France sont des justifications secondaires."},{"type":"choix","consigne":"Le titre du paragraphe E","q":"Which heading best fits paragraph E?","options":["A change in what it meant to be late","The authority of the central clock","Reading the time from the sky","New habits of travel"],"r":"A change in what it meant to be late","pourquoi":"« lateness acquired its modern meaning » et « punctuality became a quality one could be judged on » : le paragraphe parle d'un changement moral, pas technique."},{"type":"choix","consigne":"Le titre du paragraphe F","q":"Which heading best fits paragraph F?","options":["An agreement still being adjusted","Computers replace clocks","The end of astronomy","Twenty-seven committees"],"r":"An agreement still being adjusted","pourquoi":"« has been revised steadily since », les leap seconds, puis le vote de 2022 : un système qu'on retouche encore. Les trois autres titres déforment un détail."}]},{"id":"comp","nom":"Phrases à compléter","sigle":"Reading","cefr":"C1","mins":6,"quoi":"UN SEUL MOT, recopié du texte. Un synonyme personnel, même juste, est compté faux : l'épreuve teste le repérage, pas la reformulation. Et l'orthographe compte.","forme":"texte","titre":"Keeping Time","texte":["Before the railways, time was a local matter. Every town set its clocks by the sun, which meant that noon in Bristol arrived some ten minutes after noon in London, and nobody was inconvenienced by the difference.","Standardisation, when it came, was therefore driven by commerce rather than science. The Great Western Railway adopted London time in 1840, and by the 1850s most British lines had followed.","The 1884 conference in Washington settled on the meridian through Greenwich, a choice that reflected shipping tonnage rather than any property of the location.","Atomic clocks replaced astronomical observation as the definition of the second in 1967, and the resulting mismatch between a uniform second and an irregular planet has been patched ever since with leap seconds."],"questions":[{"type":"saisie","consigne":"UN SEUL MOT recopié du texte","q":"Before the railways, each town set its clocks by the ___.","r":"sun","note":"Un seul mot, pris dans le texte.","pourquoi":"« Every town set its clocks by the sun ». La formulation de la question est un calque de celle du texte : c'est le signe qu'il faut recopier."},{"type":"saisie","consigne":"UN SEUL MOT recopié du texte","q":"Standardisation was driven by ___ rather than science.","r":"commerce","note":"Un seul mot, pris dans le texte.","pourquoi":"« driven by commerce rather than science ». « business » ou « trade » seraient justes de sens et comptés faux."},{"type":"saisie","consigne":"UN SEUL MOT recopié du texte","q":"In 1884 the conference chose the meridian running through ___.","r":"greenwich","note":"Un seul mot, pris dans le texte.","pourquoi":"Un nom propre reste une réponse valable. Sur la vraie copie, la majuscule est attendue."},{"type":"saisie","consigne":"UN SEUL MOT recopié du texte","q":"Since 1967 the second has been defined using ___ clocks.","r":"atomic","note":"Un seul mot, pris dans le texte.","pourquoi":"« Atomic clocks replaced astronomical observation ». La question renverse la phrase : c'est l'adjectif qu'elle veut, pas le verbe."},{"type":"saisie","consigne":"UN SEUL MOT recopié du texte","q":"The gap between a uniform second and an irregular planet is corrected by adding leap ___.","r":"seconds","note":"Un seul mot, pris dans le texte.","pourquoi":"Le pluriel du texte se recopie tel quel. « second » au singulier serait compté faux."}]},{"id":"write","nom":"Writing · Task 1 et Task 2","sigle":"Writing","cefr":"C1","mins":60,"forme":"libre","quoi":"Deux tâches en une heure. Task 1 décrit un graphique en 150 mots, sans jamais l'expliquer ni donner son avis. Task 2 est une dissertation de 250 mots et vaut le double.","nonote":"Aucune note automatique : quatre critères humains (réponse à la tâche, cohérence, lexique, grammaire). Sers-toi du chrono, du compteur de mots et de la grille.","taches":[{"titre":"Task 1 · décrire des chiffres","mins":20,"mots":[150,200],"consigne":"The table below shows how students at one university reported learning English outside class, in 2015 and in 2025. Summarise the information, select the significant features, and make comparisons where relevant.","sujet":["Watching films or series with subtitles — 2015: 54 % · 2025: 81 %","Formal grammar study — 2015: 47 % · 2025: 19 %","Talking to people online — 2015: 22 % · 2025: 63 %","Reading books — 2015: 31 % · 2025: 14 %","Using a translation app daily — 2015: 8 % · 2025: 72 %"],"criteres":["Tu n'expliques RIEN et tu ne donnes aucun avis. Pas de « because », pas de « this shows that people are lazier ». Task 1 décrit, point.","Tu as une phrase d'introduction qui reformule la consigne sans la recopier.","Tu as une phrase de vue d'ensemble (overview) qui dit la tendance générale — son absence plafonne la note à 5.","Tu regroupes : ce qui monte ensemble, ce qui descend ensemble. Pas cinq phrases alignées ligne par ligne.","Tu cites des chiffres, et tu varies la façon de les dire (rose to, more than tripled, fell by over half).","150 mots minimum. En dessous, pénalité automatique."]},{"titre":"Task 2 · la dissertation","mins":40,"mots":[250,310],"consigne":"Some people believe that learning a foreign language will soon be unnecessary, because translation technology will do the work. Others argue that the effort of learning a language changes the person who learns it. Discuss both views and give your own opinion.","sujet":["Write at least 250 words.","Donne ton avis clairement — une dissertation « discuss both views » sans position personnelle est hors sujet."],"criteres":["Ton avis apparaît dans l'introduction, pas seulement à la fin.","Tu traites les DEUX points de vue, pas seulement celui que tu défends.","Quatre ou cinq paragraphes, chacun avec une phrase d'annonce.","Chaque argument a un exemple précis. Un exemple inventé mais plausible est accepté.","Aucune question rhétorique, aucune contraction, aucun « etc. ».","250 mots minimum ; au-delà de 320, tu perds du temps pour rien.","Les cinq dernières minutes servent à relire : articles, pluriels, accords au présent simple."]}]},{"id":"speak","nom":"Speaking · les trois parties","sigle":"Speaking","cefr":"C1","mins":14,"forme":"libre","quoi":"En face à face avec un examinateur. Partie 2 : une fiche, une minute pour préparer, deux minutes de monologue. C'est la seule partie où on peut écrire des notes.","nonote":"Pas de note automatique. L'exercice utile ici, c'est de parler à voix haute jusqu'au bout du chrono, sans jamais t'interrompre pour chercher un mot — contourne-le à la place.","taches":[{"titre":"Partie 1 · questions simples","mins":4,"consigne":"Réponds à voix haute. Trois à quatre phrases par réponse.","sujet":["Let's talk about where you live. What kind of area is it?","Do you prefer studying in the morning or in the evening? Why?","How often do you use English outside school?"],"criteres":["Trois phrases minimum par réponse.","Tu ajoutes une raison ou un exemple sans qu'on te le demande.","Tu ne répètes pas les mots de la question : tu les reformules."]},{"titre":"Partie 2 · la fiche, deux minutes","mins":3,"consigne":"Une minute de notes, puis deux minutes de monologue. Lance le chrono et tiens les deux minutes.","sujet":["Describe a time when you managed to learn something difficult without a teacher.","You should say:","• what it was and why you wanted to learn it","• how you went about learning it","• what made it difficult","• and explain how you felt once you had managed it."],"criteres":["Tu couvres les quatre points de la fiche, dans l'ordre.","Tu tiens les deux minutes sans que l'examinateur ait à relancer.","Le dernier point (« and explain… ») est celui qui rapporte le plus : garde-lui du temps.","Tu racontes au passé, avec au moins un past perfect et un past continuous."]},{"titre":"Partie 3 · la discussion abstraite","mins":5,"consigne":"Les questions deviennent générales et abstraites. C'est ici que se gagne le band 7.","sujet":["Why do you think some people give up learning a language and others don't?","Should schools teach children how to learn, rather than what to learn?","Is it possible to understand a culture without speaking its language?"],"criteres":["Tu parles des gens en général, plus de toi : « people tend to… », « there's a case for… ».","Tu nuances au lieu de trancher : « it depends largely on whether… ».","Tu te donnes le temps avec une formule, pas avec un silence (« That's an interesting one — I suppose… »).","Tu développes chaque réponse sur au moins cinq phrases."]}]}]},{"id":"cae","ordre":2,"nom":"Cambridge C1 Advanced","sigle":"CAE","cefr":"C1","pour":"L'attestation C1 que demande UCLouvain. Elle n'expire pas, mais les universités ne l'acceptent souvent que si elle a moins de 5 ans.","officiel":"https://www.cambridgeenglish.org/exams-and-tests/advanced/exam-format/","echelle":{"nom":"Cambridge English Scale","min":142,"max":210,"seuils":[[200,"Grade A — niveau C2"],[193,"Grade B — C1 confirmé"],[180,"Grade C — C1, le certificat est délivré"],[160,"B2 — mention du niveau inférieur"]]},"papiers":[{"nom":"Reading and Use of English","duree":"1 h 30","quoi":"8 parties, 56 questions"},{"nom":"Writing","duree":"1 h 30","quoi":"2 textes de 220 à 260 mots"},{"nom":"Listening","duree":"~40 min","quoi":"4 parties, 30 questions"},{"nom":"Speaking","duree":"15 min","quoi":"4 parties, à deux candidats"}],"sections":[{"id":"use1","nom":"Partie 1 · QCM à trous","sigle":"Use of English","cefr":"C1","mins":9,"quoi":"La collocation. Les quatre mots proposés veulent dire à peu près la même chose : un seul se dit réellement avec les mots autour.","questions":[{"type":"choix","consigne":"Partie 1 · le mot qui se dit","q":"The committee's report ___ serious doubt on the project's feasibility.","options":["cast","threw","put","laid"],"r":"cast","pourquoi":"« cast doubt on » est figé. On ne « throw » ni ne « put » un doute sur quelque chose."},{"type":"choix","consigne":"Partie 1 · le mot qui se dit","q":"She was ___ aware that her argument rested on a single study.","options":["acutely","sharply","strongly","largely"],"r":"acutely","pourquoi":"« acutely aware » est l'intensif de aware. « strongly » va avec believe, « sharply » avec rise ou criticise."},{"type":"choix","consigne":"Partie 1 · le mot qui se dit","q":"His account ___ no resemblance to what had actually been agreed.","options":["bore","carried","held","took"],"r":"bore","pourquoi":"« bear a resemblance to » — bore est le passé de bear. Les trois autres ne se construisent pas avec resemblance."},{"type":"choix","consigne":"Partie 1 · le mot qui se dit","q":"The negotiations finally ___ down over the question of pensions.","options":["broke","fell","came","went"],"r":"broke","pourquoi":"« break down » = échouer, pour des négociations. « fall down » se dit d'un bâtiment, « come down » d'un prix."},{"type":"choix","consigne":"Partie 1 · le mot qui se dit","q":"Only a ___ minority of residents objected to the plan.","options":["tiny","slim","narrow","shallow"],"r":"tiny","pourquoi":"« a tiny minority » est la collocation. « slim » va avec chance ou majority, « narrow » avec margin ou escape."},{"type":"choix","consigne":"Partie 1 · le mot qui se dit","q":"The evidence, ___ circumstantial, was enough to reopen the case.","options":["albeit","whereas","despite","however"],"r":"albeit","pourquoi":"« albeit » + adjectif, sans verbe : la seule des quatre qui tient dans cette place. « despite » voudrait un nom, « however » une virgule et une proposition entière."},{"type":"choix","consigne":"Partie 1 · le mot qui se dit","q":"She took ___ with the suggestion that she had been careless.","options":["issue","exception","offence","objection"],"r":"issue","pourquoi":"« take issue with » = contester. Le piège est « exception » : l'expression existe, mais c'est « take exception to », pas « with »."},{"type":"choix","consigne":"Partie 1 · le mot qui se dit","q":"The scheme was quietly dropped after it ___ to attract public support.","options":["failed","missed","lacked","refused"],"r":"failed","pourquoi":"« fail to » + infinitif. « lack » prend un nom direct (lacked support), sans « to »."}]},{"id":"use2","nom":"Partie 2 · Texte à trous libre","sigle":"Use of English","cefr":"C1","mins":9,"quoi":"Un seul mot par trou, rien n'est proposé. Ce sont presque toujours des mots grammaticaux — c'est la partie qui sépare vraiment B2 de C1.","questions":[{"type":"saisie","consigne":"Partie 2 · un seul mot","q":"No sooner ___ she sat down than the telephone rang.","r":"had","note":"Un seul mot.","pourquoi":"« No sooner » en tête de phrase inverse le sujet et l'auxiliaire : no sooner had she sat down than…"},{"type":"saisie","consigne":"Partie 2 · un seul mot","q":"It was not until 1880 ___ Parliament defined a single legal time.","r":"that","note":"Un seul mot.","pourquoi":"Structure emphatique « It was not until X that Y ». Jamais « when » ici."},{"type":"saisie","consigne":"Partie 2 · un seul mot","q":"She has little, if ___, experience of managing a team.","r":"any","note":"Un seul mot.","pourquoi":"« little, if any » = très peu, voire rien. L'expression est figée."},{"type":"saisie","consigne":"Partie 2 · un seul mot","q":"Had it not ___ for his insistence, the idea would have been dropped.","r":"been","note":"Un seul mot.","pourquoi":"« Had it not been for X » = sans X. C'est un conditionnel inversé, l'équivalent de « If it had not been for »."},{"type":"saisie","consigne":"Partie 2 · un seul mot","q":"On ___ account should the door be left unlocked.","r":"no","note":"Un seul mot.","pourquoi":"« On no account » + inversion. Le sens est négatif, donc le verbe ne l'est pas : « should the door be », pas « shouldn't »."},{"type":"saisie","consigne":"Partie 2 · un seul mot","q":"He is said ___ have written the whole piece in a single night.","r":"to","note":"Un seul mot.","pourquoi":"« be said to have + participe » : on rapporte une action passée. C'est la tournure impersonnelle du passif."},{"type":"saisie","consigne":"Partie 2 · un seul mot","q":"There is no point ___ arguing about it now.","r":"in","alt":["in"],"note":"Un seul mot.","pourquoi":"« There is no point in + -ing ». La préposition est obligatoire après point."},{"type":"saisie","consigne":"Partie 2 · un seul mot","q":"The results were far better than we had ___ hoped for.","r":"dared","note":"Un seul mot.","pourquoi":"« than we had dared hope(d) for » — dare sans « to » devant l'infinitif, usage C1."}]},{"id":"use3","nom":"Partie 3 · Formation de mots","sigle":"Use of English","cefr":"C1","mins":9,"quoi":"Le mot de base est donné en majuscules. Il faut trouver la bonne forme — et souvent y ajouter un préfixe négatif, ce qu'on oublie.","questions":[{"type":"saisie","consigne":"Partie 3 · transforme le mot imposé","cle":"STRONG","q":"The new evidence considerably ___ the case for reform.","r":"strengthens","alt":["strengthened"],"pourquoi":"Il faut un verbe, pas l'adjectif : strong → strengthen."},{"type":"saisie","consigne":"Partie 3 · transforme le mot imposé","cle":"LIKELY","q":"The ___ of a second election now seems remote.","r":"likelihood","pourquoi":"Après « The », il faut le nom : likely → likelihood."},{"type":"saisie","consigne":"Partie 3 · transforme le mot imposé","cle":"CONCLUDE","q":"The report was widely criticised for being ___.","r":"inconclusive","pourquoi":"Le piège de la partie 3 : le sens exige le négatif. « conclusive » serait grammaticalement juste et sémantiquement faux."},{"type":"saisie","consigne":"Partie 3 · transforme le mot imposé","cle":"SUSTAIN","q":"Critics have begun to question the ___ of the whole model.","r":"sustainability","pourquoi":"Nom abstrait en -ability : sustain → sustainable → sustainability."},{"type":"saisie","consigne":"Partie 3 · transforme le mot imposé","cle":"RELY","q":"The figures he quoted proved thoroughly ___.","r":"unreliable","pourquoi":"Encore un négatif : « thoroughly » annonce un défaut. rely → reliable → unreliable."},{"type":"saisie","consigne":"Partie 3 · transforme le mot imposé","cle":"KNOW","q":"She is an ___ expert on nineteenth-century railways.","r":"acknowledged","pourquoi":"know → acknowledge → acknowledged, participe employé en adjectif : « reconnu »."},{"type":"saisie","consigne":"Partie 3 · transforme le mot imposé","cle":"POWER","q":"Without a majority, the committee felt entirely ___ to act.","r":"powerless","pourquoi":"Le suffixe privatif -less. « unpowered » n'existe pas dans ce sens."},{"type":"saisie","consigne":"Partie 3 · transforme le mot imposé","cle":"DEEP","q":"The crisis ___ steadily over the following months.","r":"deepened","pourquoi":"Verbe au passé : deep → deepen → deepened."}]},{"id":"use4","nom":"Partie 4 · Transformation de phrase","sigle":"Use of English","cefr":"C1","mins":10,"quoi":"Redire la phrase du haut avec le mot imposé, en 3 à 6 mots. La partie la plus lourde du barème : deux points par question.","questions":[{"type":"saisie","consigne":"Partie 4 · 3 à 6 mots, le mot imposé compris","lead":"I regret not taking the job when it was offered.","cle":"WISH","q":"I ___ the job when it was offered.","r":"wish I had taken","note":"3 à 6 mots, le mot imposé compris.","pourquoi":"Un regret sur le passé : wish + past perfect. « wish I took » renverrait au présent."},{"type":"saisie","consigne":"Partie 4 · 3 à 6 mots, le mot imposé compris","lead":"It is possible that she missed the last train.","cle":"MAY","q":"She ___ the last train.","r":"may have missed","alt":["may well have missed"],"note":"3 à 6 mots, le mot imposé compris.","pourquoi":"Hypothèse sur le passé : may + have + participe."},{"type":"saisie","consigne":"Partie 4 · 3 à 6 mots, le mot imposé compris","lead":"Nobody had expected such a result.","cle":"CAME","q":"The result ___ to everyone.","r":"came as a surprise","alt":["came as something of a surprise"],"note":"3 à 6 mots, le mot imposé compris.","pourquoi":"« come as a surprise to somebody » est l'expression figée."},{"type":"saisie","consigne":"Partie 4 · 3 à 6 mots, le mot imposé compris","lead":"They made her resign from the board.","cle":"FORCED","q":"She ___ resign from the board.","r":"was forced to","note":"3 à 6 mots, le mot imposé compris.","pourquoi":"Make + infinitif sans « to » à l'actif, mais le passif reprend le « to » : was made to / was forced to."},{"type":"saisie","consigne":"Partie 4 · 3 à 6 mots, le mot imposé compris","lead":"I only understood the problem once she had explained it.","cle":"UNTIL","q":"It was not ___ explained it that I understood the problem.","r":"until she had","note":"3 à 6 mots, le mot imposé compris.","pourquoi":"L'emphatique « It was not until … that … ». Le « that » est déjà là : il ne faut pas le réécrire."},{"type":"saisie","consigne":"Partie 4 · 3 à 6 mots, le mot imposé compris","lead":"He never apologised, and that annoyed me more than anything.","cle":"FAILURE","q":"His ___ annoyed me more than anything.","r":"failure to apologise","note":"3 à 6 mots, le mot imposé compris.","pourquoi":"Nominalisation : fail to → failure to + infinitif. C'est le réflexe C1 de l'écrit académique."}]},{"id":"read5","nom":"Partie 5 · Lecture, QCM","sigle":"Reading","cefr":"C1","mins":13,"quoi":"Un texte long, six questions. Aucune réponse n'est écrite en clair dans le texte : on teste l'implicite, le point de vue et le référent des pronoms.","forme":"texte","titre":"The Resale Paradox","texte":["For most of the twentieth century, a second-hand object carried an apology. It was what you bought when you could not afford the alternative, and its scratches were evidence of someone else's life rather than character. The transformation of that logic into its opposite — into a market where a used object can cost several times what it cost new — is one of the more revealing economic stories of the last two decades, and it has very little to do with thrift.","The mechanism is easiest to see in trainers. A manufacturer releases a limited run, deliberately producing fewer pairs than it knows it could sell. The shortage is not a miscalculation; it is the product. Buyers who secure a pair acquire two things at once: a pair of shoes, and proof that they were among the few who managed it. The second of those is what the resale market prices, and it is why the premium survives long after the shoes themselves have stopped being new.","What makes the arrangement unusual is that the manufacturer captures almost none of the premium directly. The difference between the retail price and the resale price accrues to whoever bought first — a transfer that would look like a straightforward failure of pricing if the company's aim were simply to maximise revenue on each release. It is not. The visible premium is advertising the company does not have to pay for: every listing at four times retail is a public statement about demand, and that statement is worth more to the brand than the margin it gave away.","The fragility of the model lies in the same place as its strength. Scarcity is credible only while it appears involuntary. Once buyers conclude that the shortage is manufactured — that the queue exists in order to be photographed — the premium that depends on exclusivity begins to look like a fee for taking part in someone else's marketing. Several brands have discovered this expensively, having raised production to meet the demand their scarcity created, only to find that the demand was the scarcity.","Economists have been slow to describe this clearly, partly because it sits awkwardly between two explanations. It is not quite a bubble, since the objects do retain value, and not quite conspicuous consumption in the old sense, since the signal being bought is not expense but access. What changes hands is a position in a queue that has already closed, which is a strange thing to own, and stranger still to be able to sell."],"questions":[{"type":"compr","consigne":"Partie 5 · question 1","q":"In the first paragraph, the writer says that a second-hand object used to represent","options":["an admission of limited means","a sign of poor judgement","evidence of careful spending","a mark of individual taste"],"r":"an admission of limited means","pourquoi":"« what you bought when you could not afford the alternative ». Le texte écarte explicitement le goût personnel : « rather than character »."},{"type":"compr","consigne":"Partie 5 · question 2","q":"What does the writer mean by “The shortage is not a miscalculation; it is the product”?","options":["The limited supply is itself what is being sold","The company has misjudged how many pairs to make","The shoes are deliberately made to a lower standard","Demand has been consistently underestimated"],"r":"The limited supply is itself what is being sold","pourquoi":"La phrase suivante le dit autrement : ce qui s'achète, c'est la preuve d'avoir fait partie des rares. La rareté est la marchandise."},{"type":"compr","consigne":"Partie 5 · question 3","q":"According to the third paragraph, why does the manufacturer accept losing the premium?","options":["The resale prices advertise demand at no cost to the brand","It has no legal means of preventing resale","It intends to raise its retail prices later","The resale market is too small to be worth pursuing"],"r":"The resale prices advertise demand at no cost to the brand","pourquoi":"« advertising the company does not have to pay for ». Les trois autres raisons sont plausibles dans la vie, mais absentes du texte."},{"type":"compr","consigne":"Partie 5 · question 4","q":"The phrase “accrues to whoever bought first” refers to","options":["the gain made by the original purchaser","the profit kept by the manufacturer","the extra cost paid by later buyers","the money the brand spends on advertising"],"r":"the gain made by the original purchaser","pourquoi":"« accrue to somebody » = revenir à quelqu'un. Ce qui revient, c'est l'écart de prix, et il revient à celui qui a acheté au prix boutique."},{"type":"compr","consigne":"Partie 5 · question 5","q":"The writer uses the phrase “the demand was the scarcity” to make the point that","options":["increasing supply destroyed the thing people were buying","the brands had underestimated their own customers","demand and scarcity cannot be measured separately","production costs rose as volumes increased"],"r":"increasing supply destroyed the thing people were buying","pourquoi":"Les marques ont produit plus pour satisfaire une demande qui n'existait que parce que l'offre était rare : en la satisfaisant, elles l'ont supprimée."},{"type":"compr","consigne":"Partie 5 · question 6","q":"What is the writer's attitude towards economists in the final paragraph?","options":["mildly critical of their hesitancy, while allowing a reason for it","dismissive of the methods they rely on","surprised by the conclusions they have reached","respectful of their refusal to simplify"],"r":"mildly critical of their hesitancy, while allowing a reason for it","pourquoi":"« have been slow to » est un reproche, mais « partly because » concède une excuse. Tout le travail de la question est dans ce « partly »."}]},{"id":"write","nom":"Writing · les deux textes","sigle":"Writing","cefr":"C1","mins":90,"forme":"libre","quoi":"Deux textes de 220 à 260 mots en 1 h 30. Le premier sujet est imposé et toujours un essai ; le second se choisit dans une liste, et le genre change tout (lettre, rapport, critique, proposition).","nonote":"Aucune note automatique ici : un correcteur humain juge le contenu, l'organisation, le registre et la langue. Ce que l'écran peut faire, c'est le chrono, le compte de mots et la grille — relis-toi avec elle, point par point.","taches":[{"titre":"Partie 1 · l'essai (imposé)","mins":45,"mots":[220,260],"consigne":"Your class has watched a documentary about how cities should spend limited transport budgets. Your tutor has asked you to write an essay.","sujet":["Which TWO of the following should a city fund first? Explain which is more important and why.","• extending the underground network","• making cycling safe for children","• making all buses free"],"criteres":["Tu traites exactement DEUX options, et tu dis laquelle passe devant — l'essai qui en traite trois perd des points.","Chaque paragraphe a une idée et une seule, annoncée par sa première phrase.","Tu as écrit au moins un contre-argument avant de le réfuter (« It could be argued that… , yet… »).","Registre soutenu : aucune contraction (don't, it's), aucun « a lot of », aucun point d'exclamation.","Au moins quatre connecteurs différents, et aucun répété deux fois.","Une conclusion qui tranche. Pas « both are important ».","Entre 220 et 260 mots. En dessous, le barème plafonne."]},{"titre":"Partie 2 · la critique (au choix)","mins":45,"mots":[220,260],"consigne":"An international magazine is running a series called “The thing everyone my age is wrong about”. Write a review of a film, a game, an app or a book that you think your generation misjudges.","sujet":["Describe what it is, say what most people your age think of it, and explain why you disagree.","Say who, if anyone, you would recommend it to."],"criteres":["Le genre est une critique : décrire, juger, recommander. Les trois doivent y être.","Tu as un titre. Une critique sans titre n'est pas une critique.","Le registre est semi-formel : on peut s'adresser au lecteur, pas lui parler comme à un copain.","Au moins trois adjectifs d'évaluation précis (overrated, derivative, relentless…), pas good / bad / nice.","Une recommandation nuancée, adressée à quelqu'un en particulier.","Entre 220 et 260 mots."]}]},{"id":"speak","nom":"Speaking · les quatre parties","sigle":"Speaking","cefr":"C1","mins":15,"forme":"libre","quoi":"15 minutes à deux candidats, quatre parties. La partie 2 est la plus redoutée : une minute de monologue sur des photos, seul, sans préparation.","nonote":"Impossible à noter ici, et un enregistrement sans correcteur ne sert à rien. Utilise les sujets et le chrono : parle à voix haute, sans t'arrêter, jusqu'à la fin du temps. C'est l'entraînement qui compte, pas la note.","taches":[{"titre":"Partie 1 · se présenter","mins":2,"consigne":"Réponds à voix haute, en développant chaque réponse sur trois ou quatre phrases. Une réponse d'un mot coûte des points.","sujet":["What do you enjoy most about where you live?","Has the way you spend your free time changed in the last few years?","Would you rather work alone or in a team? Why?"],"criteres":["Jamais de réponse en un mot : trois phrases minimum, toujours.","Tu justifies sans qu'on te le demande (« because… », « which means… »).","Tu te corriges à voix haute si tu te trompes, au lieu de t'arrêter."]},{"titre":"Partie 2 · une minute seul","mins":1,"consigne":"Une minute pleine, sans pause, sur ce sujet. Lance le chrono et ne t'arrête pas avant la fin, même si tu te répètes.","sujet":["Imagine three photographs: a crowded train platform, an empty office, and a family eating in silence while each looks at a phone.","Compare two of them: why might the people be there, and how might they be feeling?"],"criteres":["Tu compares deux images, pas trois, et tu ne les décris pas : tu spécules.","Tu parles au conditionnel et à l'hypothétique (might be, could well be, I imagine).","Tu tiens les soixante secondes. Un silence de plus de trois secondes compte contre toi."]},{"titre":"Parties 3 et 4 · la discussion","mins":8,"consigne":"À faire à deux si tu peux ; seul, tiens les deux rôles à voix haute en te contredisant.","sujet":["Decide together which of these does most to help someone learn a language: living abroad, watching films, studying grammar, or talking to strangers.","Then: is it still worth learning a language when translation apps are this good?"],"criteres":["Tu relances l'autre (« What makes you say that? »), tu ne monologues pas.","Tu es en désaccord poliment au moins une fois (« I see your point, but… »).","Vous arrivez à une décision avant la fin — c'est explicitement demandé en partie 3."]}]}]},{"id":"toefl","ordre":3,"nom":"TOEFL iBT","sigle":"TOEFL","cefr":"C1","pour":"UCLouvain demande 95 sur 120 pour les programmes exigeant le C1 ; 89 ou 90 suffisent ailleurs. Valable 2 ans. Le format a changé en janvier 2026 : le test est passé à environ 2 heures et les sections Reading et Listening sont devenues adaptatives.","officiel":"https://www.ets.org/toefl/test-takers/ibt/about/content.html","echelle":{"nom":"Bandes 1 à 6 par section","min":1,"max":6,"seuils":[[5.5,"C1 confirmé"],[4.5,"C1 — l'équivalent du 95/120 demandé"],[3.5,"B2"],[2.5,"B1"]]},"papiers":[{"nom":"Reading","duree":"30 min","quoi":"50 items, adaptatif"},{"nom":"Listening","duree":"29 min","quoi":"47 items, adaptatif"},{"nom":"Speaking","duree":"8 min","quoi":"11 items"},{"nom":"Writing","duree":"23 min","quoi":"12 items"}],"note":"Depuis 2026, chaque section reçoit une bande de 1 à 6 et la note globale est leur moyenne arrondie au demi-point. Un score sur 0–120 reste publié pendant la transition de deux ans, le temps que les universités mettent leurs exigences à jour.","sections":[{"id":"words","nom":"Complete the Words","sigle":"Reading","cefr":"C1","mins":5,"quoi":"Le début du mot est donné, il faut l'achever. Épreuve de vitesse : il y en a beaucoup et le temps est très court. C'est l'orthographe et le suffixe qui sont testés, pas la compréhension.","questions":[{"type":"saisie","consigne":"Complète le mot","q":"The experiment produced results that were entirely ___ with the theory.","indice":"consist…","r":"consistent","pourquoi":"« be consistent with » = concorder avec. Le faux ami à éviter : « consistant » n'existe pas en anglais."},{"type":"saisie","consigne":"Complète le mot","q":"Her ___ to the project was never in doubt.","indice":"commit…","r":"commitment","pourquoi":"commit → commitment, avec un seul T avant -ment en anglais britannique comme américain."},{"type":"saisie","consigne":"Complète le mot","q":"The two accounts of the meeting are ___ different.","indice":"fundam…","r":"fundamentally","pourquoi":"Il faut l'adverbe, parce qu'il modifie « different » : fundamental → fundamentally."},{"type":"saisie","consigne":"Complète le mot","q":"The committee reached its decision ___, with no vote against.","indice":"unan…","r":"unanimously","pourquoi":"unanimous → unanimously. « no vote against » est l'indice de sens."},{"type":"saisie","consigne":"Complète le mot","q":"Rising sea levels pose a serious ___ to coastal cities.","indice":"thr…","r":"threat","pourquoi":"« pose a threat to » est la collocation. Attention au groupe -eat, qui ne s'entend pas comme il s'écrit."},{"type":"saisie","consigne":"Complète le mot","q":"The findings have been ___ confirmed by three independent teams.","indice":"subseq…","r":"subsequently","pourquoi":"subsequent → subsequently = par la suite. Un mot de liaison omniprésent à l'écrit académique."}]},{"id":"daily","nom":"Read in Daily Life","sigle":"Reading","cefr":"B2","mins":6,"quoi":"Un texte de la vie courante — mail, annonce, règlement — et des questions très concrètes. Le piège n'est pas le vocabulaire mais le détail : une date, une condition, une exception.","forme":"texte","titre":"Notice to all residents — Building B","texte":["From: Accommodation Office","Subject: Laundry room closure and replacement arrangements","The laundry room on the ground floor of Building B will be closed from Monday 3 March for the replacement of all eight machines. We expect the work to take nine working days, with the room reopening on Thursday 13 March.","During the closure, residents of Building B may use the laundry room in Building D at no additional charge. You will need to request temporary access on your card at the Accommodation Office in person; access cannot be added remotely, and your usual card will not open Building D without it. The office is open 09:00–16:00 on weekdays and closed at weekends.","Please note that the Building D room has six machines serving two buildings, so evenings between 18:00 and 21:00 are likely to be busy. Residents are asked not to leave finished loads unattended for more than thirty minutes; after that, staff may remove them to the shelf by the door.","Anyone who has already paid for a March laundry card will have the unused days credited automatically to April. No refund request is necessary. If you believe your card has been charged for days during the closure, contact us after 13 March and not before, as the credit is applied only once the work is signed off."],"questions":[{"type":"compr","consigne":"Read in Daily Life","q":"How long will the laundry room be closed?","options":["Nine working days","Nine days including the weekend","Thirteen days","Eight days, one for each machine"],"r":"Nine working days","pourquoi":"« nine working days » — jours ouvrables. L'écart entre le 3 et le 13 mars fait plus de neuf jours justement parce que les week-ends ne comptent pas."},{"type":"compr","consigne":"Read in Daily Life","q":"What must a resident of Building B do to use the Building D laundry room?","options":["Go to the Accommodation Office during the week to have access added","Pay a small additional charge for temporary access","Send an email to the Accommodation Office","Nothing — their usual card already works"],"r":"Go to the Accommodation Office during the week to have access added","pourquoi":"« in person », « cannot be added remotely », et le bureau ferme le week-end. Le texte précise aussi « at no additional charge », ce qui élimine le paiement."},{"type":"compr","consigne":"Read in Daily Life","q":"Why does the notice warn about evenings in Building D?","options":["Fewer machines are shared between more residents","The room closes at 21:00","Staff are not available after 18:00","The machines there are slower"],"r":"Fewer machines are shared between more residents","pourquoi":"Six machines pour deux bâtiments, contre huit pour un seul. Le texte donne les deux chiffres pour qu'on fasse la comparaison."},{"type":"compr","consigne":"Read in Daily Life","q":"What may happen to washing left in a machine for forty minutes after it has finished?","options":["Staff may move it to a shelf near the door","It will be rewashed by staff","The resident will lose access to the room","Nothing, as the limit is one hour"],"r":"Staff may move it to a shelf near the door","pourquoi":"La limite est trente minutes, donc quarante la dépasse. « may remove them to the shelf by the door »."},{"type":"compr","consigne":"Read in Daily Life","q":"A resident who has already paid for a March card should","options":["do nothing, and check the April credit after 13 March","submit a refund request as soon as possible","contact the office before 3 March to cancel the card","ask for a new card when the room reopens"],"r":"do nothing, and check the April credit after 13 March","pourquoi":"« credited automatically », « No refund request is necessary », et s'il y a un problème : « after 13 March and not before ». Trois détails dans le même paragraphe."}]},{"id":"build","nom":"Build a Sentence","sigle":"Writing","cefr":"C1","mins":5,"quoi":"Remettre les morceaux dans l'ordre pour faire une phrase correcte. Ça a l'air facile et ça ne l'est pas : c'est l'ordre des mots anglais qui est testé, là où le français laisse le choix.","questions":[{"type":"ordre","consigne":"Build a Sentence","fr":"On n'a jamais vraiment expliqué pourquoi le projet avait été abandonné.","tuiles":["why","the project","was","never","it","really","explained","had been abandoned"],"r":["it","was","never","really","explained","why","the project","had been abandoned"],"pourquoi":"Après « explained why », la subordonnée garde l'ordre sujet-verbe : « why the project had been abandoned », jamais « why had the project been abandoned »."},{"type":"ordre","consigne":"Build a Sentence","fr":"Rarement une décision avait-elle provoqué autant de colère.","tuiles":["had","rarely","a decision","so much","provoked","anger"],"r":["rarely","had","a decision","provoked","so much","anger"],"pourquoi":"Un adverbe négatif en tête inverse le sujet et l'auxiliaire : « Rarely had a decision… ». Et « so much » se colle au nom qu'il quantifie."},{"type":"ordre","consigne":"Build a Sentence","fr":"Ce qui m'a surpris, c'est le peu de données dont ils disposaient.","tuiles":["how little","surprised me","was","they had","what","data"],"r":["what","surprised me","was","how little","data","they had"],"pourquoi":"La structure clivée « What … was … ». « how little data » reste groupé, et la subordonnée indirecte ne s'inverse pas : « they had », pas « had they »."},{"type":"ordre","consigne":"Build a Sentence","fr":"Il a fallu trois réunions pour que le comité se mette d'accord.","tuiles":["for","it","three meetings","to agree","took","the committee"],"r":["it","took","three meetings","for","the committee","to agree"],"pourquoi":"« it takes X for somebody to do something ». Le sujet réel de l'infinitif est introduit par « for » : le français le rend par une subordonnée au subjonctif."}]},{"id":"write","nom":"Writing · email et discussion","sigle":"Writing","cefr":"C1","mins":23,"forme":"libre","quoi":"Deux tâches très courtes et très chronométrées. L'email est une lettre fonctionnelle de dix lignes ; la discussion académique demande une contribution de 100 mots à un forum de cours, en dix minutes.","nonote":"Pas de note automatique. Le vrai exercice ici est le temps : écris avec le chrono, et arrête-toi quand il tombe, même au milieu d'une phrase. Tu sauras où tu en es.","taches":[{"titre":"Write an Email","mins":10,"mots":[90,130],"consigne":"You applied for a place on a summer research programme and have been offered a place on your second-choice project instead of your first. Write an email to the programme coordinator.","sujet":["Thank them for the offer.","Ask whether a move to your first choice is still possible, and by when you would need to decide.","Say that you will accept the second-choice place if the first is not available."],"criteres":["Les trois points sont traités. Il en manque un et la tâche est incomplète, quelle que soit la langue.","Un objet, une formule d'appel (Dear Dr …), une formule de clôture.","Registre formel : « I would be grateful if you could », pas « can you tell me ».","Tu demandes une date limite explicitement — c'est le point que tout le monde oublie.","Tu te montres positif sur l'offre reçue, même en demandant à en changer.","Dix minutes, pas plus. Relis les trente dernières secondes."]},{"titre":"Write for an Academic Discussion","mins":10,"mots":[100,140],"consigne":"Your professor has posted a question on the course forum. Two students have already replied. Write your own contribution.","sujet":["Professor: Many universities now require an English test score for admission. Does a test score tell us anything useful about whether a student will succeed?","Student A: It does. Students who cannot follow a lecture will fall behind, and the test measures exactly that.","Student B: I disagree. The test measures how well you prepare for a test. I know people with high scores who never speak in seminars."],"criteres":["Tu nommes au moins un des deux étudiants et tu réagis à son argument. Une contribution qui les ignore perd des points.","Tu prends position clairement, pas « both have a point ».","Tu apportes un argument NEUF, que ni A ni B n'ont donné.","Un exemple concret, même personnel.","100 mots minimum en dix minutes : c'est serré, écris des phrases courtes et justes plutôt que longues et bancales."]}]}]},{"id":"b2","ordre":4,"nom":"Cambridge B2 First","sigle":"FCE","cefr":"B2","pour":"Le palier avant le C1, pas l'objectif. Il sert à deux choses : vérifier que les bases sont solides avant d'attaquer le C1, et servir de filet — un B2 First réussi est déjà accepté par beaucoup de programmes universitaires.","officiel":"https://www.cambridgeenglish.org/exams-and-tests/first/exam-format/","echelle":{"nom":"Cambridge English Scale","min":122,"max":190,"seuils":[[180,"Grade A — niveau C1"],[173,"Grade B — B2 confirmé"],[160,"Grade C — B2, le certificat est délivré"],[140,"B1"]]},"papiers":[{"nom":"Reading and Use of English","duree":"1 h 15","quoi":"7 parties, 52 questions"},{"nom":"Writing","duree":"1 h 20","quoi":"2 textes de 140 à 190 mots"},{"nom":"Listening","duree":"~40 min","quoi":"4 parties, 30 questions"},{"nom":"Speaking","duree":"14 min","quoi":"4 parties, à deux candidats"}],"sections":[{"id":"use1","nom":"Partie 1 · QCM à trous","sigle":"Use of English","cefr":"B2","mins":8,"quoi":"Les collocations de tous les jours : verbes à particule, expressions avec do / make / take. Si ces huit-là ne tombent pas tout seuls, le C1 attendra.","questions":[{"type":"choix","consigne":"Partie 1 · le mot qui se dit","q":"Could you ___ me a favour and close the window?","options":["do","make","give","take"],"r":"do","pourquoi":"« do somebody a favour ». La règle courte : make = fabriquer, do = accomplir."},{"type":"choix","consigne":"Partie 1 · le mot qui se dit","q":"He is still completely ___ on his parents for money.","options":["dependent","reliable","addicted","attached"],"r":"dependent","pourquoi":"« dependent on somebody for something ». « reliable » veut dire fiable, c'est le piège du faux ami."},{"type":"choix","consigne":"Partie 1 · le mot qui se dit","q":"The film is loosely ___ on a true story.","options":["based","taken","made","built"],"r":"based","pourquoi":"« be based on » est figé. En français on dit « tiré de », d'où l'erreur « taken on »."},{"type":"choix","consigne":"Partie 1 · le mot qui se dit","q":"After two hours they finally ___ up with a solution.","options":["came","got","made","put"],"r":"came","pourquoi":"« come up with an idea / a solution » = trouver. « put up with » existe aussi mais veut dire supporter."},{"type":"choix","consigne":"Partie 1 · le mot qui se dit","q":"The meeting has been put ___ until Friday.","options":["off","away","down","out"],"r":"off","pourquoi":"« put off » = reporter. « put away » = ranger, « put down » = poser ou rabaisser, « put out » = éteindre."},{"type":"choix","consigne":"Partie 1 · le mot qui se dit","q":"She ___ her mind at the very last minute.","options":["changed","altered","turned","moved"],"r":"changed","pourquoi":"« change one's mind ». Les trois autres existent en anglais mais jamais avec « mind »."},{"type":"choix","consigne":"Partie 1 · le mot qui se dit","q":"I'm really looking ___ to the summer holidays.","options":["forward","ahead","out","up"],"r":"forward","pourquoi":"« look forward to + -ing » ou + nom. Et jamais d'infinitif derrière : looking forward to seeing you."},{"type":"choix","consigne":"Partie 1 · le mot qui se dit","q":"He ___ a lot of time on something that was never going to work.","options":["spent","passed","took","used"],"r":"spent","pourquoi":"« spend time on something » ou « spend time doing something ». « passer du temps » traduit mot à mot donne « pass », qui est faux."}]},{"id":"trans","nom":"Partie 4 · Transformation de phrase","sigle":"Use of English","cefr":"B2","mins":9,"quoi":"Les structures de base qu'on doit savoir retourner sans réfléchir : passif, discours indirect, conditionnel, present perfect. Ce sont exactement celles que la partie 4 du C1 reprend en plus dur.","questions":[{"type":"saisie","consigne":"Partie 4 · 2 à 5 mots, le mot imposé compris","lead":"I last went to a concert four years ago.","cle":"BEEN","q":"I ___ to a concert for four years.","r":"have not been","alt":["haven't been","have never been"],"note":"2 à 5 mots, le mot imposé compris.","pourquoi":"Une durée qui continue jusqu'à maintenant : present perfect + for. Le français emploie le présent (« je ne suis pas allé depuis »), d'où l'erreur."},{"type":"saisie","consigne":"Partie 4 · 2 à 5 mots, le mot imposé compris","lead":"Someone stole my bike last night.","cle":"HAD","q":"I ___ last night.","r":"had my bike stolen","note":"2 à 5 mots, le mot imposé compris.","pourquoi":"Le passif causatif « have something done » : il m'est arrivé quelque chose. On ne dit pas « I had stolen my bike », qui voudrait dire que c'est moi le voleur."},{"type":"saisie","consigne":"Partie 4 · 2 à 5 mots, le mot imposé compris","lead":"It would be a good idea to book early.","cle":"BETTER","q":"You ___ book early.","r":"had better","alt":["would be better to","had better to"],"note":"2 à 5 mots, le mot imposé compris.","pourquoi":"« had better » + infinitif sans « to ». C'est un conseil pressant, et le « had » n'a rien d'un passé."},{"type":"saisie","consigne":"Partie 4 · 2 à 5 mots, le mot imposé compris","lead":"It is too expensive for me to buy.","cle":"AFFORD","q":"I ___ buy it.","r":"cannot afford to","alt":["can't afford to"],"note":"2 à 5 mots, le mot imposé compris.","pourquoi":"« afford to do something » = avoir les moyens de. La préposition « to » fait partie de la réponse."},{"type":"saisie","consigne":"Partie 4 · 2 à 5 mots, le mot imposé compris","lead":"He started playing the guitar five years ago and still plays.","cle":"BEEN","q":"He ___ the guitar for five years.","r":"has been playing","note":"2 à 5 mots, le mot imposé compris.","pourquoi":"Present perfect continu : une action commencée dans le passé et toujours en cours."},{"type":"saisie","consigne":"Partie 4 · 2 à 5 mots, le mot imposé compris","lead":"“Don't touch the switch,” she said to me.","cle":"NOT","q":"She told me ___ the switch.","r":"not to touch","note":"2 à 5 mots, le mot imposé compris.","pourquoi":"Ordre négatif au discours indirect : tell somebody not to do something. Pas de « that », pas de « don't »."}]}]}]}