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Cours d’Anglais, 3ème Année de l’Enseignement Secondaire en RDC
Edition 2025 / Enseignement primaire, secondaire et technique en RDC
📋 Préliminaires
Orientation de la 3ème Année : de l’Acquisition à l’Application
This section outlines the pivotal shift in pedagogical focus for the third year of secondary English. The primary orientation moves beyond the foundational acquisition of grammatical structures and core vocabulary towards their confident and flexible application in varied communicative contexts. The year is designed to transition the learner from constructing simple, guided sentences to producing more autonomous, structured, and nuanced discourse. It marks the beginning of using English not just as a subject to be learned, but as a genuine medium for exploring ideas, cultures, and complex information.
Objectifs de Maîtrise Linguistique et Culturelle
The specific learning outcomes for this year are twofold: linguistic and cultural. Linguistically, the goal is for pupils to consolidate their command of complex tenses, master the use of subordinate clauses, and employ a wider range of vocabulary and idiomatic expressions to articulate their thoughts with greater precision. The target is the acquisition of an additional 500 new words, bringing the active vocabulary to a total of 1500 words. Culturally, the objective is to begin sensitizing pupils to the civilizations and cultures of Anglophone countries by engaging with authentic texts, preparing them to understand and appreciate diverse perspectives.
Méthodologie : l’Étude de Textes et l’Approche Communicative
This section details the methodological approach, which now heavily integrates text-based learning within the established communicative framework. The study of language, particularly vocabulary and complex structures, will be conducted primarily through the analysis of texts related to current affairs, social issues, and literature. The communicative approach is maintained and enhanced through activities that require higher-order skills, such as debates, structured discussions, summaries, and presentations. Pupils are actively encouraged to begin using monolingual (English-English) dictionaries to develop their linguistic autonomy.
Préparation à l’Expression Personnelle et Structurée
This part emphasizes the year’s focus on developing the pupil’s capacity for personal and structured expression. The various composition exercises are designed to evolve from guided tasks to more independent writing. Pupils will be trained to organize their ideas logically, construct coherent paragraphs, and write different types of texts, including descriptions, narratives, summaries, and eventually, short dissertations. The ultimate aim is to equip them with the skills to express their own opinions and analyses clearly and persuasively in written English.
PARTIE I : VERS L’AUTONOMIE DE L’EXPRESSION (TOWARDS EXPRESSIVE AUTONOMY) 🇬🇧
This initial part aims to consolidate and deepen the mastery of complex grammatical structures. The objective is to move beyond the construction of simple sentences to enable the pupil to formulate nuanced ideas and structure coherent discourse. A particular emphasis is placed on the chronology of events, the expression of modality (possibility, obligation, advice), and the logical articulation of sentences, forming the foundation for more autonomous and thoughtful expression.
CHAPITRE 1 : LA MAÎTRISE DE LA NARRATION (MASTERING NARRATION) ✍️
This chapter is dedicated to refining the pupil’s ability to tell stories and describe sequences of events with greater accuracy and sophistication. The focus is on the correct and flexible use of past tenses and the logical connection of ideas to create a cohesive and engaging narrative.
1.1. Approfondissement des Temps du Passé (Simple, Continuous, Perfect)
This lesson moves beyond the basic uses of the past tenses. It focuses on consolidating the interaction between the Simple Past, Past Continuous, and Past Perfect to establish clear timelines in a narrative. Pupils will analyze complex sentences to understand how these tenses work together, for example: « When I arrived at the station in Lubumbashi, the train had already left because I had been waiting in traffic for an hour. »
1.2. La Concordance des Temps dans le Récit (Sequence of Tenses)
This section provides a systematic review of the sequence of tenses, particularly within the context of reported speech and other subordinate clauses. The objective is for pupils to automatically apply the « backshift » rule and understand the logic behind tense consistency in a narrative. Drills and transformation exercises will be used to reinforce this crucial grammatical principle.
1.3. L’Emploi des Adverbes de Temps et de Liaison (Adverbs of Time and Connectors)
To improve narrative flow, this lesson introduces a wider range of adverbs of time (e.g., previously, subsequently, meanwhile) and logical connectors (e.g., however, therefore, as a result). Pupils will learn how to use these words and phrases to link sentences and paragraphs, making their stories more coherent and sophisticated.
1.4. Produire un Récit Structuré (Producing a Structured Narrative)
This culminating sub-chapter requires pupils to apply all the learned narrative techniques. They will be given a prompt, such as « Describe a memorable journey you have taken, » and will be expected to produce a well-structured written narrative of several paragraphs, demonstrating correct use of past tenses, sequence of tenses, and appropriate connectors.
CHAPITRE 2 : L’EXPRESSION DE LA MODALITÉ (EXPRESSING MODALITY) 🗣️
This chapter revisits modal verbs, aiming for a deeper understanding of their nuances and functions. The goal is to enable pupils to express degrees of certainty, obligation, and possibility with greater precision, moving towards a more natural and socially aware use of English.
2.1. Révision et Nuances des Modaux (Can, Could, May, Might, Must, Should)
This lesson serves as a comprehensive review of the core modal verbs. The focus is on distinguishing the subtle differences in meaning between them. For example, pupils will analyze scenarios to understand the difference in politeness and formality between asking for permission with « Can I…?« , « Could I…?« , and « May I…?« .
2.2. Exprimer la Capacité, la Permission et la Possibilité
This section focuses on the functional application of modals for ability (can, could, be able to), permission (can, may), and possibility (may, might, could). Pupils will engage in role-playing activities that require them to use the appropriate modal verb in specific situations, such as asking a teacher for permission or speculating about future events in their city, Kananga.
2.3. Exprimer la Nécessité, l’Obligation et le Conseil
Here, the focus is on the modals of obligation and advice. Pupils will explore the difference between strong obligation (must, have to), prohibition (mustn’t), lack of obligation (don’t have to), and giving advice (should, ought to). Practice will involve discussing rules at school or giving advice to a friend with a problem.
2.4. L’Expression de l’Habitude dans le Passé avec « used to »
This lesson introduces the structure « used to » + infinitive as the primary way to talk about past habits and states that are no longer true in the present. This is a key narrative tool for describing the past. For example, a pupil could describe their childhood in a village: « We used to swim in the river every day, but now I live in the city. »
CHAPITRE 3 : LA CONSTRUCTION DE PHRASES COMPLEXES (BUILDING COMPLEX SENTENCES) 🧠
This chapter equips pupils with the tools to move beyond simple sentence structures and begin writing with greater syntactic variety. The focus is on correctly using different types of subordinate clauses and understanding the roles of non-finite verb forms (gerunds and infinitives).
3.1. L’Emploi de l’Infinitif et de la Forme en « -ing » (Gerunds and Infinitives)
This section tackles the complex area of verb patterns. Pupils will learn to distinguish between verbs that are followed by a gerund (e.g., enjoy, mind, suggest) and those followed by a to-infinitive (e.g., want, decide, hope). They will also study verbs that can take both, sometimes with a change in meaning.
3.2. Les Propositions Subordonnées Relatives (Defining and Non-defining)
Building on the previous year’s introduction, this lesson distinguishes between defining relative clauses (which provide essential information) and non-defining relative clauses (which provide extra information and are separated by commas). Pupils will learn when to use commas and the difference between pronouns like who/which and that.
3.3. Les Propositions Subordonnées de Temps, de Cause et de But
This section expands the pupils’ ability to create complex sentences by teaching them to use a variety of subordinate clauses. They will learn to connect ideas using conjunctions of time (when, while, after, before, as soon as), cause (because, since, as), and purpose (to, in order to, so that).
3.4. La Ponctuation dans les Phrases Complexes (Punctuation)
With the ability to write more complex sentences comes the need for accurate punctuation. This lesson provides a thorough review and deepening of punctuation rules, focusing on the correct use of the comma in lists, with conjunctions, in relative clauses, and in conditional sentences. Mastery of punctuation is presented as essential for clear written communication.
PARTIE II : EXPLORER LE MONDE ET SES CULTURES (EXPLORING THE WORLD AND ITS CULTURES) 🌍
Drawing on a more solid grammatical foundation, this section uses cultural and social themes to enrich vocabulary and contextualize language skills. Through the study of centers of interest such as travel, current events, or social issues, the pupil learns to use English to understand, describe, and discuss the world around them. The acquisition of thematic vocabulary and idiomatic expressions is at the heart of this part.
CHAPITRE 4 : VOYAGES ET DÉCOUVERTES (TRAVEL AND DISCOVERIES) ✈️
This chapter uses the motivating theme of travel to apply and expand upon the pupils’ linguistic skills. The context of tourism provides a rich backdrop for descriptive writing, understanding procedural texts, and practicing formal and informal communication.
4.1. Le Vocabulaire des Voyages et du Tourisme (Vocabulary of Travel and Tourism)
This lesson introduces a rich lexical set related to travel, including modes of transport, types of accommodation, travel documents, and common activities. The vocabulary is introduced through authentic materials like brochures or travel websites, allowing pupils to talk about planning a trip, for instance, to visit the Garamba National Park.
4.2. Utiliser la Voix Passive pour Décrire des Lieux et des Processus
The passive voice is revisited and applied to a practical context. Pupils will learn how it is commonly used to describe places (« This hotel was built in 1960 ») and processes (« The tickets are checked at the gate »). This allows for a more formal and objective descriptive style appropriate for guidebooks or informational texts.
4.3. Lire et Comprendre un Récit de Voyage (Reading a Travelogue)
Pupils will engage with an authentic or adapted travel narrative. The objective is to develop their reading comprehension skills, including understanding the main ideas, guessing the meaning of unknown words from context, and identifying the author’s tone and impressions. The text could describe a journey through a famous Anglophone city.
4.4. Rédiger une Lettre ou un Courriel de Voyage (Writing a Travel Letter or Email)
As a productive task, pupils will write an informal letter or email to a friend or family member describing a real or imaginary trip. This task requires them to use the new vocabulary, descriptive language, and appropriate narrative tenses to share their experiences, for instance, describing a visit to the port city of Matadi.
CHAPITRE 5 : L’ACTUALITÉ ET LES MÉDIAS (CURRENT EVENTS AND THE MEDIA) 📰
This chapter uses the context of news and media to develop pupils’ ability to understand and report on current events. It is a highly practical application of reported speech and provides essential vocabulary for engaging with the English-speaking world’s media.
5.1. Le Vocabulaire de la Presse et des Médias (Vocabulary of the Press and Media)
This section introduces key vocabulary related to the news, including terms for different types of media (newspaper, broadcast, website), sections of a newspaper (headlines, politics, sports), and people involved (journalist, editor, correspondent). This lexicon is essential for discussing how we receive information.
5.2. Approfondissement du Discours Rapporté (Reported Speech)
Reported speech is thoroughly reviewed and expanded. Pupils will practice reporting not only statements and questions but also different types of speech acts, such as suggestions, promises, and warnings, using a wider variety of reporting verbs (e.g., suggested, promised, warned).
5.3. Analyser un Article de Presse Simple (Analyzing a Simple Press Article)
Pupils will be guided to analyze a short, authentic news article. The focus will be on identifying the key information (the 5 Ws: Who, What, Where, When, Why), distinguishing fact from opinion, and understanding the structure of a news report. The article could be about a significant event in an African Anglophone country.
5.4. Simuler un Flash d’Information (Simulating a News Flash)
In this communicative task, pupils work in groups to prepare and present a short television or radio news flash. This requires them to summarize information concisely, use appropriate vocabulary, and present the news in a clear and formal manner, simulating a real-world media environment.
CHAPITRE 6 : GÉOGRAPHIE ET ENVIRONNEMENT (GEOGRAPHY AND ENVIRONMENT) 🌱
This chapter focuses on the language needed to describe the natural world. It provides pupils with the vocabulary and grammatical tools to discuss landscapes, climate, and environmental issues, with a particular focus on the Congolese context.
6.1. Le Vocabulaire des Paysages, du Climat et de la Nature
A wide range of vocabulary is introduced for describing geographical features (mountain, river, forest, waterfall), weather and climate (rainy season, tropical, humid), and flora and fauna. This enables pupils to describe the rich natural heritage of their own country, from the Congo River basin to the volcanoes of the Virunga mountains.
6.2. L’Emploi des Articles (a/an, the, article zéro) avec les Noms Géographiques
This lesson provides a systematic overview of the often-complex rules for using articles with geographical names. Pupils will learn when to use ‘the‘ (with rivers, mountain ranges, oceans) and when to use the zero article (with continents, countries, cities, single lakes, and mountains).
6.3. Comprendre un Document sur un Sujet Environnemental
Pupils will read an adapted text about a major environmental issue, such as deforestation, climate change, or conservation. The goal is to develop their ability to understand informational texts that present a problem and may suggest solutions, enhancing both their language skills and their global awareness.
6.4. Décrire un Paysage ou un Phénomène Naturel Congolais
As a productive task, pupils will prepare a short oral or written description of a famous Congolese landscape (e.g., the Zongo falls) or a natural phenomenon. This allows them to use the specific vocabulary and descriptive language learned throughout the chapter in a personalized and meaningful context.
PARTIE III : ANALYSE, DÉBAT ET PRISE DE POSITION (ANALYSIS, DEBATE, AND STATING OPINIONS) 🏛️
This third part elevates communication skills to a higher level, focusing on critical analysis and the expression of personal opinions. The pupil learns to construct an argument, participate in a discussion, and defend a point of view in a structured manner. Mastery of conditional sentences and the language of persuasion is a key objective to enable more sophisticated interaction.
CHAPITRE 7 : L’ART DU DÉBAT (THE ART OF DEBATE) 🎤
This chapter provides pupils with the linguistic and strategic tools needed to engage in structured discussions and debates. The focus is on moving beyond simple statements to constructing arguments, listening to opposing views, and responding appropriately.
7.1. Le Vocabulaire de l’Opinion et du Débat (Vocabulary of Opinion and Debate)
This lesson introduces key phrases for expressing personal opinions (In my opinion…, I believe that…), introducing arguments (First of all…, Furthermore…), and structuring a discourse. This functional language is the foundation for participating effectively in any discussion.
7.2. Exprimer l’Accord et le Désaccord (Expressing Agreement and Disagreement)
Pupils learn a range of expressions for agreeing (I agree completely, That’s a good point) and disagreeing politely (I see your point, but…, I’m afraid I don’t agree). The importance of being respectful while challenging an idea is emphasized through role-playing.
7.3. Techniques pour Organiser ses Idées et ses Arguments
This section focuses on the logical structuring of an argument. Pupils learn how to formulate a main point (a thesis), support it with reasons and examples, and conclude their argument effectively. Simple graphic organizers can be used to help them plan their ideas before speaking or writing.
7.4. Participer à une Discussion ou un Débat Guidé
As a culminating activity, the class will hold a debate on a topic relevant to their lives, such as « Is mobile phone use in school a good or a bad thing? ». Pupils will be expected to use the vocabulary and strategies learned to present their arguments, listen to others, and engage in a respectful exchange of ideas.
CHAPITRE 8 : HYPOTHÈSES ET CONDITIONS (HYPOTHESES AND CONDITIONS) 💡
This chapter consolidates and expands the pupil’s understanding of conditional sentences, which are essential for abstract thought, problem-solving, and expressing regrets or wishes. The goal is to achieve fluency in using all major conditional structures.
8.1. Révision et Consolidation des Phrases Conditionnelles (Types 1, 2, 3)
This lesson provides a comprehensive review of the three main types of conditional sentences, clarifying their form and function. Type 1 for real future possibilities, Type 2 for unreal present situations, and Type 3 for unreal past situations are contrasted through clear examples and situational exercises.
8.2. Exprimer le Souhait et le Regret avec « wish »
Pupils learn to use the verb « wish » followed by a past tense to express wishes about the present (e.g., « I wish I had more free time ») and followed by the past perfect to express regrets about the past (e.g., « I wish I had studied harder for the exam »). This structure is crucial for expressing desires and reflections.
8.3. Analyser des Situations Hypothétiques
Pupils will be presented with various problem scenarios or case studies. They will be asked to discuss the situations using conditional sentences, for example, « What would you do if you found a wallet full of money? » or « What would have happened if the city of Bukavu had implemented the plan differently? ».
8.4. Rédiger un Court Paragraphe sur une Situation Conditionnelle
As a written task, pupils will choose a hypothetical situation and write a coherent paragraph exploring the possible consequences. This requires them to use conditional structures correctly and to develop their ideas in a logical sequence, demonstrating both grammatical accuracy and creative thought.
CHAPITRE 9 : LIRE ENTRE LES LIGNES (READING BETWEEN THE LINES) 🧐
This chapter focuses on developing more advanced reading comprehension skills. The objective is to move pupils from literal understanding to a more critical and analytical reading of texts, enabling them to grasp implicit meanings and authorial intent.
9.1. Introduction à l’Analyse de Texte (Compréhension Globale et Détaillée)
This lesson formalizes reading strategies. Pupils learn the difference between skimming for a general overview (global comprehension) and scanning for specific details (detailed comprehension). These techniques are practiced on a variety of short texts.
9.2. Identifier le Ton et l’Intention de l’Auteur
Pupils learn to analyze a writer’s choice of words to identify the tone (e.g., humorous, serious, critical) and the purpose or intention of the text (e.g., to inform, to persuade, to entertain). This is a foundational skill for critical literacy.
9.3. Faire des Inférences à partir d’un Texte
This section teaches the important skill of « reading between the lines. » Pupils learn that an inference is a logical conclusion based on evidence in the text combined with their own background knowledge. They will practice drawing inferences from short stories or articles, understanding what is implied but not explicitly stated.
9.4. Rédiger un Résumé de Texte (Writing a Summary)
Summarizing is presented as a key academic skill that demonstrates comprehension. Pupils learn a step-by-step method for writing a good summary: identify the main ideas, leave out unnecessary details, and reformulate the ideas in their own words. They will practice by summarizing a text studied in class.
PARTIE IV : INTRODUCTION À LA LITTÉRATURE ET À LA CULTURE ANGLOPHONE (INTRODUCTION TO ANGLOPHONE LITERATURE AND CULTURE) 📚
The final part of the program opens a window onto the cultural richness of the Anglophone world through the study of authentic texts. The objective is to sensitize the pupil to the literary and cultural dimension of the language, introducing them to excerpts from works by English, American, and African authors. This cultural immersion is the culmination of the year, where all linguistic skills are mobilized to appreciate and analyze significant written productions.
CHAPITRE 10 : EXPLORATION DE LA NOUVELLE (EXPLORING THE SHORT STORY) 📖
This chapter introduces pupils to the genre of the short story as a manageable and engaging entry point into literary analysis. The focus is on understanding the basic elements of fiction and developing a personal response to a narrative.
10.1. Les Caractéristiques d’une Nouvelle (Personnages, Cadre, Intrigue)
This lesson introduces the fundamental building blocks of a short story: characters (who is in the story), setting (where and when it takes place), and plot (the sequence of events). These literary terms provide a framework for discussing any narrative.
10.2. Étude d’un Extrait de Nouvelle d’un Auteur Anglophone
Pupils will read and study an extract from an accessible short story by a renowned Anglophone author, potentially an African writer like Chinua Achebe or a classic author whose work has been simplified. The reading is guided by the teacher to ensure comprehension of both language and content.
10.3. Analyse des Personnages et de l’Intrigue
Using the framework from the first lesson, pupils will engage in a guided analysis of the story extract. They will discuss the main characters’ motivations and development, and trace the key events of the plot. This encourages a deeper engagement with the text beyond surface-level comprehension.
10.4. Donner sa Réponse Personnelle à une Histoire (Giving a Personal Response)
The final step is to encourage pupils to formulate and express their own opinions about the story. They will be prompted with questions like « Did you like the story? Why or why not? » and « What do you think will happen next? ». This validates their personal interpretation and develops their critical thinking skills.
CHAPITRE 11 : LA POÉSIE ET LES CHANSONS (POETRY AND SONGS) 🎶
This chapter introduces pupils to the beauty and power of poetic language through the accessible mediums of simple poems and songs. The objective is to develop an appreciation for the musicality and emotional depth of English.
11.1. Introduction à la Poésie : Rimes, Rythme et Images
This lesson introduces basic poetic devices in a simple way. Pupils will learn to identify rhyme schemes, feel the rhythm or beat of a poem, and understand how writers use imagery (word pictures) to appeal to the senses.
11.2. Étude d’un Poème Simple ou d’une Chanson
The class will study a short, accessible poem or the lyrics of a popular and appropriate English-language song. The chosen text will be rich in the poetic devices discussed, allowing pupils to see them in action. The focus is on enjoyment and understanding, not overly technical analysis.
11.3. Discuter des Thèmes et des Émotions
After studying the text, pupils will engage in a discussion about its central themes (e.g., love, nature, social justice) and the emotions it evokes. This helps them connect with the text on a personal level and understand that poetry is a powerful way to express feelings and ideas.
11.4. Mémorisation et Récitation (Memorization and Recitation)
As stated in the national curriculum, memorization is a valuable exercise. Pupils will be encouraged to memorize and recite the chosen poem or a verse from the song. This practice improves pronunciation, rhythm, and intonation, while also helping to internalize vocabulary and sentence structures in a memorable way.
CHAPITRE 12 : LA COMPOSITION LIBRE ET GUIDÉE (FREE AND GUIDED COMPOSITION) ✒️
This final chapter is the culmination of the year’s writing instruction. It aims to synthesize all the skills learned to enable pupils to produce a variety of well-structured written texts on different topics.
12.1. La Structure d’une Composition (Introduction, Développement, Conclusion)
This lesson provides a clear and simple model for structuring any piece of formal writing. Pupils will learn the function of the introduction (to present the topic), the body paragraphs (to develop the main points with examples), and the conclusion (to summarize and give a final thought).
12.2. Rédiger une Description Détaillée
Pupils will practice writing detailed descriptions of a person, a place, or an object. This task requires them to use a rich range of adjectives, prepositions of place, and sensory details to create a vivid picture for the reader. The subject could be a description of a well-known place in their home city, like the « Place de la Victoire » in Pointe-Noire if it were a congolese context (it is not, but it is a good example). A better example is a description of the « Place de l’Indépendance » in Kinshasa.
12.3. Rédiger une Lettre Formelle et Informelle
This section teaches the conventions of letter writing. Pupils will learn the differences in layout, tone, and language between an informal letter to a friend and a formal letter, such as an application or a request for information. This is a highly practical and transferable skill.
12.4. Écrire une Courte Dissertation sur un Sujet Donné
As the final and most challenging task, pupils will write a short, guided dissertation. They will be given a topic, often related to the themes discussed during the year, and will be expected to apply the three-part structure to present a clear and coherent argument or discussion, showcasing the full range of their linguistic abilities.
📚 Annexes
ANNEXE 1 : Guide des Expressions Idiomatiques Courantes (Guide to Common Idiomatic Expressions)
This appendix provides a curated list of common English idioms and fixed expressions that pupils may encounter in authentic texts and conversations. Each entry includes the idiom, its meaning, and an example sentence showing its use in context. This guide is designed to help pupils understand figurative language and to make their own use of English more natural and fluent, in line with the national curriculum’s emphasis on idiomatic language.
ANNEXE 2 : Règles et Usages de la Ponctuation Avancée (Rules and Usage of Advanced Punctuation)
This section serves as a detailed reference guide for the correct use of punctuation in complex sentences. It goes beyond the basics to cover the use of semicolons, colons, and the proper placement of commas in various types of clauses. This annex is an essential tool for pupils as they begin to write more sophisticated compositions and dissertations, ensuring their written work is clear, professional, and grammatically correct.
ANNEXE 3 : Guide Méthodologique pour l’Analyse de Texte (Methodological Guide for Text Analysis)
This appendix provides a step-by-step guide to help pupils approach the analysis of any written text, whether literary or non-literary. It offers a checklist of questions to consider regarding the author’s purpose, tone, intended audience, and main ideas. It also provides a framework for structuring a written analysis or summary. This guide is designed to support the skills developed in Part III and Part IV and to serve as a valuable tool for future academic work.