Cours d’Anglais, 2ème Année de l’Enseignement Secondaire en RDC
Edition 2025 / Enseignement primaire, secondaire et technique en RDC
📋 Préliminaires
Rappel des Objectifs du Cycle Secondaire
Cette section sert de rappel essentiel des buts primordiaux de l’enseignement de l’anglais dans le cycle secondaire congolais. Elle réaffirme que l’objectif principal est le développement de compétences de communication pratiques et efficaces — écouter, parler, lire et écrire — pour faciliter l’intégration socio-économique de l’apprenant dans des contextes nationaux et internationaux. L’accent est mis sur le passage d’une mémorisation mécanique de la grammaire à une utilisation assurée de l’anglais dans des situations réelles, préparant les élèves de toutes les régions, du Kasaï central au Kongo Central côtier, à de futures opportunités.
Objectifs Spécifiques de la 2ème Année
The specific learning outcomes for the second year of English instruction are clearly defined here. The target is to build upon the foundational knowledge of the first year by increasing the active vocabulary by another 500 words, reaching a total of 1000 words. Grammatically, the objective is to master more complex narrative tenses (Past Continuous, Present Perfect), understand and use modals for nuanced expression (advice, possibility), and begin constructing complex sentences using reported speech and conditionals. The ultimate goal is for the pupil to be able to narrate past events, discuss experiences, and express hypothetical situations with a growing degree of accuracy and fluency.
Méthodologie Active et Approche Communicative
This section reinforces the pedagogical principles that guide the course. It confirms the continued application of an inductive, student-centered methodology. Lessons are structured to encourage maximum student participation through pair work, group discussions, and role-playing. The communicative approach dictates that every grammatical structure is introduced and practiced within a meaningful context that reflects the pupils’ lives and interests. For example, a lesson on the past tense might involve students from Kisangani narrating a recent journey on the Congo River, ensuring the language is both practical and culturally relevant.
Compétences Visées et Modalités d’Évaluation
The key competencies to be acquired by the end of the second year are detailed, linking them directly to the national curriculum. These include narrative competence (telling a story), descriptive competence (comparing and contrasting), and interactional competence (giving advice, reporting conversations). This section also outlines the evaluation methods, which will prioritize communicative tasks over simple grammatical tests. Evaluation will include oral presentations, written compositions based on scenarios (for example, writing a short story or a letter), and listening comprehension exercises to ensure a holistic assessment of the four core language skills.
PARTIE I : CONSOLIDATION ET ENRICHISSEME (CONSOLIDATION AND ENRICHMENT) 🇬🇧
This foundational part is designed to reactivate and solidify the knowledge acquired in the previous year, while simultaneously introducing new linguistic tools for more precise and detailed expression. The curriculum focuses on enhancing the pupil’s ability to compare people and objects, describe actions with greater detail through the use of adverbs, and discuss abilities or events in the past. It functions as a critical transitional phase, ensuring a robust foundation before tackling the more intricate structures outlined later in the programme.
CHAPITRE 1 : REVOIR ET APPROFONDIR LES BASES (REVIEWING AND DEEPENING THE BASICS) 🔍
This initial chapter is dedicated to the systematic review and reinforcement of the essential concepts from the first year. It ensures that all pupils have a common and solid foundation before new, more complex material is introduced, addressing any lingering gaps in their understanding.
1.1. Consolidation des Temps Présents (Simple et Continu)
This lesson reactivates the pupils’ understanding of the Present Simple for routines and the Present Continuous for actions in progress. The review is conducted through a contextualized activity, such as reading and discussing a text about the daily life of a vendor in a Kinshasa market. Pupils will be asked to identify why each tense is used, thereby reinforcing the conceptual difference between habitual actions and those happening at the moment of speaking.
1.2. Maîtriser les Questions (Wh- Questions et Yes/No Questions)
The objective here is to achieve fluency in forming all types of questions learned previously. This includes Yes/No questions (with ‘to be’ and ‘do/does’) and Wh- questions (What, Where, When, Who, Why, How). The lesson involves interactive games, such as a « 20 Questions » activity where pupils must identify a famous Congolese person or place by asking only well-formed questions.
1.3. L’utilisation des Adverbes de Manière (Adverbs of Manner : slowly, quickly)
Building on adjectives, this section introduces adverbs of manner to describe how an action is performed. In line with the national programme’s example, pupils learn to form adverbs from adjectives (e.g., slow → slowly, quick → quickly) and use them in sentences. A practical activity could involve pupils giving each other instructions and observing the actions, such as « Walk slowly to the door. »
1.4. Le Vocabulaire de la Vie Quotidienne et des Loisirs (Vocabulary of Daily Life and Hobbies)
This section expands the pupils’ active lexicon in areas relevant to their interests. Vocabulary related to daily routines (get up, have breakfast, go to bed), hobbies (play football, listen to music, read books), and family life is introduced and practiced through discussions and surveys about what pupils in different cities, like Matadi or Lubumbashi, do in their free time.
CHAPITRE 2 : COMPARER ET DISTINGUER (COMPARING AND DISTINGUISHING) ⚖️
This chapter equips pupils with the linguistic tools necessary to make detailed comparisons, moving beyond the basic comparatives of the previous year. They will learn to express equality, inferiority, and the highest degree of a quality (superlative), enabling more nuanced descriptions.
2.1. L’Égalité et l’Infériorité (as…as, not as…as)
This lesson introduces the structure ‘as + adjective + as‘ to express equality, as exemplified in the national programme with « Kisala is as tall as Mangala ». Pupils will practice making comparisons of equality (« Kinshasa is as busy as Lagos »). The negative form, ‘not as…as‘, is then taught to express inferiority (« A village is not as big as a city »).
2.2. Le Superlatif des Adjectifs Courts (the tallest)
Here, pupils learn to form the superlative of short adjectives by adding ‘-est‘ and using the definite article ‘the‘ (e.g., ‘the tallest’, ‘the oldest’). This structure is used to identify one item that surpasses all others in a group. A relevant activity would be a quiz about Congolese geography, asking « What is the longest river in the DRC? » or « Who is the tallest student in the class? ».
2.3. Le Superlatif des Adjectifs Longs (the most expensive)
This section explains the formation of the superlative for longer adjectives (two syllables or more) using ‘the most‘, as highlighted in the programme with « the most expensive pen ». Pupils practice by discussing topics like « What is the most beautiful city in Congo? » or « What is the most interesting subject at school? », encouraging them to express and justify their opinions.
2.4. Les Formes Irrégulières (good/the best, bad/the worst)
To complete the topic, the essential irregular comparative and superlative forms are taught: ‘good/better/the best‘, ‘bad/worse/the worst‘, and ‘far/further/the furthest‘. Pupils learn that these common adjectives do not follow the standard rules. Practice involves sentences where they must choose the correct form, such as « Mutombo is a good footballer, but Kazadi is the best in the team ».
CHAPITRE 3 : CAPACITÉS PASSÉES ET FUTURES (PAST AND FUTURE ABILITIES) 🗓️
This chapter expands the pupils’ ability to talk about abilities and obligations beyond the present moment. By learning to use modals in the past and future, they can construct more complex sentences and narratives about their life experiences and future responsibilities.
3.1. Exprimer la Capacité Passée avec could / couldn’t
This lesson introduces ‘could‘ and ‘couldn’t‘ as the past forms of ‘can’ and ‘can’t’ to talk about general abilities in the past. Pupils will learn to form sentences like, « When I was five years old, I could swim, but I couldn’t read. » The practice activity involves pupils sharing things they were able to do as young children.
3.2. La Distinction entre can, could et be able to
Here, a finer distinction is made. While ‘could’ is for general past ability, pupils are introduced to ‘was/were able to‘ for talking about ability on a specific occasion. They also learn that ‘be able to‘ can be used in other tenses where ‘can’ cannot, such as the future (« Next year, I will be able to speak better English »).
3.3. Exprimer l’Obligation Passée avec had to
This section teaches ‘had to‘ as the past form of ‘must’ and ‘have to’, used to express an obligation or necessity that existed in the past. For example, a student might explain, « I was late for school because I had to help my mother. » Pupils practice by talking about rules they had to follow at primary school.
3.4. Exprimer l’Obligation Future avec will have to
To complete the timeline of obligation, pupils learn the future form ‘will have to‘. This structure is used to talk about necessities and responsibilities in the future. For example: « When I finish school, I will have to find a job » or « Next week, we will have to take an exam. »
PARTIE II : LE PASSÉ : RÉCITS ET CIRCONSTANCES (THE PAST: NARRATIVES AND CIRCUMSTANCES) ✍️
This second part immerses the learner in the art of narration. Pupils advance from simply listing past actions to describing the intricate context and circumstances surrounding those events. The introduction of the Past Continuous tense provides a tool for scene-setting, while the Present Perfect tenses build a crucial bridge between past events and their present relevance. This development of narrative competence is essential for more sophisticated storytelling and communication.
CHAPITRE 4 : DÉCRIRE LE CONTEXTE D’UNE ACTION PASSÉE (DESCRIBING THE CONTEXT OF A PAST ACTION) 🖼️
This chapter introduces the Past Continuous tense, a vital tool for making stories more vivid and descriptive. Pupils learn to use it to set the scene and to show what was happening at a particular moment in the past, often as a background to another, shorter action.
4.1. Le « Past Continuous » : Formation et Usage (was/were + V-ing)
This lesson explains the structure of the Past Continuous tense: the past of ‘to be’ (was/were) combined with the ‘-ing‘ form of the main verb. Its primary function—to describe an action in progress at a specific time in the past—is illustrated with examples like, « Yesterday at 7 PM, I was watching television. »
4.2. Le « Past Continuous » pour Décrire une Scène Passée
Here, pupils use the tense to describe a whole scene from the past. For instance, they might look at a picture of a busy street in Boma from last year and describe it: « In the picture, some children were playing football. A man was repairing his car. The sun was shining. » This skill is fundamental for setting the context of a story.
4.3. L’Interaction entre le « Simple Past » et le « Past Continuous » (when/while)
This is a key narrative technique. Pupils learn to connect a longer background action (Past Continuous) with a shorter, interrupting action (Simple Past) using ‘when‘ and ‘while‘. The programme provides a clear example: « They were driving very fast when I saw them ». Another example could be, « I was doing my homework when the electricity went out. »
4.4. Raconter une Histoire Courte (Narrating a Short Story)
As a culminating activity, pupils are asked to write or tell a short story incorporating all the elements of the chapter. They start by setting the scene with the Past Continuous and then introduce the main events with the Simple Past. A prompt could be: « Tell us about a surprising thing that happened to you last week. »
CHAPITRE 5 : FAIRE LE LIEN ENTRE LE PASSÉ ET LE PRÉSENT (LINKING THE PAST AND THE PRESENT) 🔗
This chapter introduces the Present Perfect tense, a concept that can be challenging but is essential for fluent English. It teaches pupils to talk about past actions that have a connection to the present, such as recent events or actions whose results are visible now.
5.1. Le « Present Perfect » : Formation et Usage (have/has + past participle)
The formation of the Present Perfect (have/has + past participle) is systematically taught. Pupils are reminded of the past participles of regular verbs (-ed) and are introduced to more irregular past participles. The core concept—a past action with a present relevance—is explained: « I have lost my key » (implying I cannot open the door now).
5.2. Le « Present Perfect » avec just, already et yet
Pupils learn to use key adverbs associated with this tense. ‘Just‘ is for very recent actions (« He has just arrived »). ‘Already‘ is for actions that happened sooner than expected (« I have already finished my work »). ‘Yet‘ is used in questions and negatives for actions that have not happened up to now (« I haven’t done it yet »).
5.3. La Distinction Fondamentale entre « Simple Past » et « Present Perfect »
This is a crucial point of clarification. The Simple Past is used for finished actions at a specific time in the past (« I went to Lagos last year »). The Present Perfect is used for actions in a time period that is not finished or when the specific time is not important (« I have been to Lagos »). This distinction is reinforced through contrastive exercises.
5.4. Annoncer une Nouvelle, un Événement Récent (Announcing Recent News)
A common use of the Present Perfect is to announce news. This communicative function is practiced through role-plays where pupils act as journalists or family members sharing recent events. For example, « The government has announced a new public holiday, » or « My sister has passed her exams. »
CHAPITRE 6 : PARLER DE SES EXPÉRIENCES (TALKING ABOUT EXPERIENCES) 🗺️
This chapter continues the exploration of the Present Perfect, focusing on its use to talk about life experiences and actions that started in the past and continue into the present. This allows pupils to give a much fuller picture of their lives.
6.1. Le « Present Perfect » avec ever et never
Pupils learn to use ‘ever‘ in questions to ask about life experiences (« Have you ever been to Kananga? ») and ‘never‘ to say they have not had a particular experience (« I have never eaten snake »). This leads to personalized conversations where pupils interview each other about their life experiences.
6.2. Exprimer la Durée avec for et since
This lesson teaches how to express the duration of an unfinished action using the Present Perfect with ‘for‘ (to mention a period of time) and ‘since‘ (to mention the starting point). The national curriculum provides clear models: « I’ve been here for two years » and « He’s been here since Tuesday ». Pupils can practice by talking about how long they have lived in their town or attended their school.
6.3. Le « Present Perfect Continuous » pour une Action Continue (have been + V-ing)
For added nuance, the Present Perfect Continuous is introduced to emphasize the continuous nature of an action that started in the past and is still happening. The programme’s example, « I’ve been waiting here for an hour, » perfectly illustrates this focus on the duration of the activity itself.
6.4. Poser des Questions sur la Durée avec « How long…? »
To complete the topic, pupils learn to ask questions about duration using « How long…? » combined with the Present Perfect or Present Perfect Continuous. For instance, « How long have you lived here? » or « How long have you been studying English? ». This allows them to engage in deeper conversations about each other’s lives and experiences.
PARTIE III : EXPRIMER LA MODALITÉ ET LE DISCOURS RAPPORTÉ (EXPRESSING MODALITY AND REPORTED SPEECH) 🗣️
This section moves learners into more sophisticated areas of social interaction. The curriculum explores the nuances of communication, teaching pupils how to express varying degrees of certainty, provide advice, request permission, and report what other people have said. Mastering modal verbs and reported speech is a high-level skill, enabling a shift from purely factual communication to a more subtle, authentic, and socially aware use of the English language.
CHAPITRE 7 : CONSEIL, PERMISSION ET POSSIBILITÉ (ADVICE, PERMISSION AND POSSIBILITY) 🤝
This chapter focuses on modal verbs that allow pupils to express social functions beyond simple statements of fact. They learn the language of advice, formal requests, and speculation, which are crucial for navigating social situations politely and effectively.
7.1. Donner un Conseil avec should / shouldn’t et ought to
Pupils learn to use ‘should‘ and ‘shouldn’t‘ to give advice or express an opinion about what is the right thing to do. For example, « You look tired. You should go to bed. » The slightly more formal ‘ought to‘ is also introduced. The practice activity involves pupils giving advice for various problem scenarios.
7.2. Demander la Permission avec May I…?
While pupils may know ‘Can I…?’, this lesson introduces ‘May I…?‘ as a more formal and polite way to ask for permission. The context for practice is typically a formal setting, such as a student asking a teacher, « May I listen to the radio? » or « May I go to the library? ».
7.3. Exprimer la Possibilité avec might
This section introduces ‘might‘ to express a future possibility that is uncertain. It allows pupils to speculate about the future, for instance, « It might rain this afternoon, so take an umbrella, » or « I’m not sure, but I might go to the football match on Sunday. »
7.4. Les Pronoms Réfléchis (myself, himself, etc.)
Reflexive pronouns are taught for two main uses: when the subject and object of the verb are the same (« He hurt himself« ) and for emphasis (« He washed the car himself« ). Pupils practice with sentences that require them to choose the correct reflexive pronoun corresponding to the subject.
CHAPITRE 8 : INTENSIFIER SON DISCOURS (INTENSIFYING ONE’S SPEECH) ❗
This chapter provides pupils with the tools to make their language more expressive and emphatic. They learn how to intensify descriptions, confirm information naturally, and describe progressive changes, adding color and dynamism to their speaking and writing.
8.1. L’Emploi de so et such pour l’Intensification (so big, such an expensive…)
Pupils learn to use ‘so‘ before an adjective (‘so big’) and ‘such‘ before a noun phrase (‘such an expensive restaurant’) to add emphasis. This allows them to express strong feelings or reactions, for example, « The exam was so difficult! » or « It was such a beautiful day. »
8.2. Les « Question Tags » pour Confirmer une Information (…, isn’t it?, …, don’t you?)
Question tags are introduced as a key feature of spoken English used to confirm information or invite agreement. The basic rule (positive statement + negative tag, negative statement + positive tag) is explained with examples from the curriculum, such as « You’re angry, aren’t you? » and « It’s not very big, is it?« .
8.3. Exprimer une Progression (getting darker and darker, more and more expensive)
This lesson teaches the structure ‘comparative + and + comparative‘ to describe a continuous change. Pupils learn to apply this to both short adjectives (« It’s getting darker and darker« ) and long adjectives (« Cars are getting more and more expensive« ) to describe trends and ongoing processes.
8.4. Exprimer un Vœu ou un Ordre Atténué (I want you to…, I would like you to…)
Pupils learn a more sophisticated way to express desires or give instructions politely using the structure ‘subject + want/would like + object pronoun + to-infinitive‘. The programme provides the model « I want you to do this ». This is a common and useful structure for making polite requests.
CHAPITRE 9 : RAPPORTER LES PAROLES (REPORTED SPEECH) 💬
This chapter introduces the fundamental principles of reported (or indirect) speech. This is an essential skill for reporting conversations, which involves making systematic changes to verb tenses, pronouns, and other words.
9.1. Introduction au Discours Indirect (Reported Speech)
The core concept is explained: when we report what someone said, we often « shift » the verb tense one step back into the past. For example, Present Simple in direct speech becomes Past Simple in reported speech. The change in pronouns (e.g., ‘I’ becomes ‘he/she’) is also highlighted as a critical element.
9.2. Rapporter une Déclaration (He said that…)
This section focuses on reporting statements. Pupils learn to use reporting verbs like ‘say‘ and ‘tell‘ followed by a ‘that’-clause. The programme’s example, « She said she was ill » (from direct speech: « I am ill »), is the model for this transformation.
9.3. Rapporter un Ordre ou une Requête (He told me to…, He asked me to…)
For reporting commands and requests, pupils learn a different structure using a reporting verb (‘tell‘, ‘ask‘) followed by an object pronoun and a to-infinitive. The curriculum provides the models « I told him to… » and « I asked him to… ». For example, « Open the window » becomes « He told me to open the window. »
9.4. Les Changements de Temps (Sequence of Tenses)
This lesson provides a more systematic overview of the ‘backshift‘ rule. Pupils are given a chart showing how each tense changes (e.g., Present Continuous → Past Continuous, Simple Past → Past Perfect, will → would). This provides a clear reference for them to apply when reporting speech accurately.
CHAPITRE 10 : RAPPORTER DES QUESTIONS (REPORTING QUESTIONS) ❓
This chapter builds on the previous one by focusing specifically on the rules for reporting questions. The word order and grammatical structures for reported questions are different from those for statements, requiring careful practice.
10.1. Rapporter une Question Fermée (Yes/No Question) avec if / whether
Pupils learn that when reporting a Yes/No question, they must use ‘if‘ or ‘whether‘ and change the word order from a question to a statement. The programme’s example is « You asked him if he was a teacher » (from the direct question: « Are you a teacher? »).
10.2. Rapporter une Question Ouverte (Wh- Question)
For reporting Wh- questions, pupils learn to use the same question word (what, where, when, etc.) but must also change the word order to that of a statement. For example, « Where do you live? » becomes « He asked me where I lived. » The auxiliary ‘do/does/did’ is removed.
10.3. Les Changements de Pronoms et d’Adverbes de Lieu/Temps
This section consolidates the changes required for pronouns (as seen before) and introduces the logical changes needed for time and place words. For example, ‘here‘ becomes ‘there‘, ‘today‘ becomes ‘that day‘, ‘tomorrow‘ becomes ‘the next day‘, and ‘yesterday‘ becomes ‘the day before‘.
10.4. Mises en Situation : Rapporter une Conversation (Reporting a Conversation)
As a practical application, pupils are given a short dialogue between two people. Their task is to report the entire conversation to a third person, correctly applying all the rules for statements, questions, pronouns, and time/place adverbs. This activity integrates all the skills from the last two chapters.
PARTIE IV : STRUCTURES COMPLEXES ET COMMUNICATION NUANCÉE (COMPLEX STRUCTURES AND NUANCED COMMUNICATION) 🧠
The final part of the programme introduces learners to more sophisticated syntactic structures, enabling them to construct complex sentences and articulate abstract concepts such as conditions and hypotheses. The study of the passive voice, relative clauses, and conditional sentences paves the way for a more advanced understanding and production of English, preparing pupils for the linguistic challenges of the upper secondary cycle.
CHAPITRE 11 : DÉCRIRE ET QUALIFIER (DESCRIBING AND QUALIFYING) 🧩
This chapter introduces structures that allow for more sophisticated and efficient descriptions. By learning the passive voice and relative clauses, pupils can vary their sentence structure and add more detailed information about nouns.
11.1. La Voix Passive au Présent et au Passé Simple (is/was printed)
The passive voice is introduced for situations where the action is more important than the person who performs it. The lesson focuses on the structure (to be + past participle) in the Present and Past Simple. The programme’s example, « This cloth is/was printed in Kinshasa, » is a perfect illustration.
11.2. Introduction aux Propositions Relatives avec who, which, that
Relative clauses are taught as a way to define or give more information about a noun. Pupils learn to use ‘who‘ for people and ‘which‘ for things. The curriculum model is « The book which is on the floor is Mutombo’s ». This skill helps pupils to create longer, more descriptive sentences.
11.3. Quantifier l’Indénombrable et le Dénombrable (a little, a few)
This lesson refines the pupils’ use of quantifiers. They learn the distinction between ‘a few‘ for countable nouns and ‘a little‘ for uncountable nouns, as shown in the programme’s example: « She’s only got a few coins/a little money left ». This allows for more precise descriptions of quantity.
11.4. Exprimer un Choix avec either… or…
The correlative conjunction ‘either… or…‘ is introduced to present a choice between two options. The programme provides a clear model: « You can have either a red book or a green one ». This structure is useful for both offering and discussing choices.
CHAPITRE 12 : EXPRIMER L’HYPOTHÈSE (EXPRESSING HYPOTHESIS) 🤔
This final, advanced chapter introduces conditional sentences, which are essential for talking about hypothetical situations. This is a significant step towards abstract thinking in English and allows for a much wider range of expression.
12.1. La Phrase Conditionnelle de Type 2 (Hypothèse sur le Présent) : If I had…, I would…
The second conditional is taught for talking about unreal or imaginary situations in the present or future. The structure (‘If‘ + Past Simple, ‘would‘ + infinitive) is explained using the curriculum’s example: « If I had a lot of money, I’d go to America ». Pupils practice by talking about what they would do in various hypothetical situations.
12.2. La Phrase Conditionnelle de Type 3 (Hypothèse sur le Passé) : If I had had…, I would have…
The third conditional is introduced for speculating about how past situations could have been different. The complex structure (‘If‘ + Past Perfect, ‘would have‘ + past participle) is broken down. The model from the programme is: « If he had worked harder, he would have passed his exams ».
12.3. Les Subordonnées de Temps (When…, After…, Before…)
This lesson reviews and expands the use of time clauses with conjunctions like ‘when‘, ‘after‘, and ‘before‘, especially in relation to future events (e.g., « When the rain stops, I’ll show you the farm »). The key rule taught is that the verb in the time clause is in a present tense, even when referring to the future.
12.4. Synthèse et Application des Structures Complexes
This culminating lesson provides an opportunity for pupils to integrate all the complex structures learned in this final part of the course. Through a guided composition or a structured debate, they will be challenged to use passive voice, relative clauses, and conditional sentences to express their ideas on a given topic, demonstrating their progress towards a more sophisticated command of English.
📚 Annexes
ANNEXE 1 : Lexique Thématique des 500 Nouveaux Mots (Thematic Lexicon of the 500 New Words)
This appendix provides the list of the 500 new vocabulary items targeted for the second year, building upon the previous year’s foundation to reach the 1000-word goal set by the national programme. The words are organized by themes relevant to this level, such as « Travel and Transport, » « Health and the Body, » « Professions, » and « The Environment. » This thematic grouping facilitates learning and retention, providing pupils with the lexicon needed to discuss the more complex topics introduced during the year.
ANNEXE 2 : Liste des Principaux Verbes Irréguliers (List of Main Irregular Verbs)
This section is an essential reference tool, providing a comprehensive list of the most common irregular verbs in English. Each entry presents the verb in its three principal forms: the infinitive, the Simple Past, and the Past Participle. This list is significantly expanded from the first-year version to include the verbs needed for the Present Perfect and Passive Voice structures taught this year. It is an indispensable aid for ensuring grammatical accuracy in both spoken and written work.
ANNEXE 3 : Précis des Structures Grammaticales de 2ème Année (Summary of 2nd Year Grammatical Structures)
This appendix serves as a concise grammatical reference for both pupils and teachers. It summarizes every major structure introduced during the second-year course, from comparatives and superlatives to reported speech and conditional sentences. Each entry provides a clear example sentence, often drawn directly from the national curriculum’s models, and a brief explanation of its use. This « cheat sheet » is perfect for quick revision before exams and for clarifying grammatical points throughout the year.