At school, more and more importance to the oral language is granted: reform of the “baccalauréat” (high school diploma), stake in reduction of the school disparities in the law of refoundation of the school. As novice teacher, the teaching of this discipline questions me and sends back to me to several difficulties, in particular in the teaching of the poetic texts. In front of these reports, I emit the following hypothesis: the use of a vocal recorder would allow to improve the oral skills of the students and to help them to learn better and to succeed better. Further to my experiment led in « CE1”, the analysis of the obtained results allowed to demonstrate that the vocal recorder favored the improvement of the oral skills of the pupils and helped them to learn better and to make to succeed. Indeed, thanks to the listening postponed from their oral productions and to the construction of an assessment grid, the pupils are self- appraisal by basing itself on their success and difficulties. These formative evaluations having taken place in various stages of the sequence, the students were able to benefit from frequent information feedback. Further to this feedback, the pupils were able to make a commitment actively and individually in workshops of exercising, so allowing them to learn or to train in: speak loudly, articulate, put the tone.