Cours d’Anglais, 7ème Année de l’Éducation de Base en RDC

Edition 2025 / Enseignement primaire, secondaire et technique en RDC

📋 Préliminaires

Introduction Générale

This section outlines the paramount importance of the English language within the Congolese and global contexts. It explains that the course is designed in strict alignment with the National Programme, aiming to equip pupils with practical communication skills for their socio-economic and cultural integration. The introduction serves to contextualize the learning journey, highlighting English as a tool for opportunity, connecting learners in cities like Mbuji-Mayi or Kananga to a wider, interconnected world. It underscores the communicative approach that forms the bedrock of the entire manual.

Objectifs du Cours d’Anglais en 7ème Année

The core objectives for this foundational year are explicitly defined here. By the end of the 7th grade, a pupil must be able to understand and use familiar, everyday expressions and very basic phrases. The objectives are broken down into the four key linguistic skills (the « four skills »): Listening (comprendre), Speaking (parler), Reading (lire), and Writing (écrire). The primary goal is to build oral confidence, enabling students to introduce themselves and others, ask and answer basic personal questions, and interact in a simple way, provided the other person talks slowly and clearly. The target is the acquisition of an active vocabulary of approximately 500 words, as stipulated by the national curriculum guidelines.

Approche Pédagogique et Méthodologie

This part details the didactic strategy underpinning the course. It confirms the rejection of traditional, grammar-translation methods in favour of a modern, communicative, and action-oriented approach. The methodology follows a logical progression: listen, understand, speak, read, and finally, write. The emphasis is on inductive learning, where grammatical structures are discovered and practised in meaningful contexts before any rules are formulated. The manual advocates for extensive use of « pattern drills, » pair work, and group activities to maximize student talking time, even in large class settings like those found in schools in Lubumbashi. The use of visual aids and real-life scenarios is strongly encouraged to make the language tangible and memorable.

Structure du Manuel et Guide d’Utilisation

A clear roadmap for the teacher is provided in this section. It explains the division of the book into four main parts, twelve chapters, and the specific function of each component. Each chapter is structured to include a presentation of new language in context (dialogue or text), focused practice of structures and vocabulary, communicative activities, and revision exercises. This guide offers practical advice on lesson planning, time management per chapter, and how to best use the exercises and annexes to cater to the pupils’ needs. It is designed as a practical tool to help the teacher in Boma or Matadi navigate the curriculum effectively and ensure that all programme objectives are met systematically.

PARTIE I : LES BASES DE LA COMMUNICATION (LAYING THE FOUNDATIONS) 🇬🇧

This inaugural part lays the essential groundwork for linguistic competence. It is meticulously designed to equip the learner with the fundamental tools for basic interaction. The focus is on oral skills, ensuring pupils can confidently handle simple greetings, introductions, and the identification of their immediate surroundings. Core grammatical structures, including the verb « to be, » articles, and demonstratives, are introduced within practical, real-world contexts. The aim is to build a solid foundation that allows for immediate, simple, and correct communication from the very first lessons.

CHAPITRE 1 : PREMIERS CONTACTS (FIRST CONTACTS) 👋

This chapter opens the door to the English language by focusing on the most immediate communicative needs: meeting and greeting people. Pupils will learn the essential phrases for initiating a conversation, introducing themselves, and asking for someone’s name. The lessons are centered around practical dialogues that can be immediately used both inside and outside the classroom.

1.1. Salutations et Formules de Politesse (Greetings and Courtesy Formulas)

This section introduces the essential vocabulary for social interaction. Pupils will learn to distinguish between formal greetings like « Good morning » or « How do you do? » and informal ones like « Hello » or « Hi. » Courtesy formulas such as « Please, » « Thank you, » and « You’re welcome » are taught through role-playing scenarios, for instance, a student buying bread at a shop in Kisangani. The objective is to automate the use of these polite expressions in daily communication.

1.2. Se Présenter et Présenter Quelqu’un (Introducing Oneself and Others)

Here, learners acquire the structures needed to state their name and ask for others’ names. The core phrases « My name is… » and « What is your name? » are extensively practised. The lesson expands to introducing a third person using « This is… » This skill is contextualized through activities where pupils introduce their classmates, simulating a real-life situation like a new student arriving in a class in Likasi.

1.3. L’Alphabet et l’Épellation (The Alphabet and Spelling)

Mastery of the English alphabet is the focus of this section. Pupils will learn the name and pronunciation of all 26 letters. The primary skill developed is spelling, specifically asking for and giving the spelling of names and simple words with the question « How do you spell…? » This is a crucial skill for overcoming pronunciation-spelling discrepancies in English and is practised through interactive games and dictations of names common in the DRC (e.g., « Kabeya, » « Ngalula »).

1.4. Les Nombres Cardinaux (1-100) et l’Âge (Cardinal Numbers and Age)

This lesson equips pupils with the ability to count from one to one hundred. The formation of numbers is explained systematically, with a focus on the pronunciation of « -teen » and « -ty » numbers. This knowledge is immediately applied to a practical context: asking and stating one’s age using the structure « How old are you? » and « I am… years old. » The practice involves pupils conducting a mini-survey of their classmates’ ages.

CHAPITRE 2 : MON ENVIRONNEMENT SCOLAIRE (MY SCHOOL ENVIRONMENT) 🏫

This chapter grounds the language learning process in the pupil’s most immediate and familiar context: the classroom. By learning to name and identify objects around them, pupils connect English words directly to tangible items, reinforcing memory and understanding. The chapter introduces fundamental grammatical elements necessary for basic identification and description.

2.1. Identifier les Objets de la Classe (Identifying Classroom Objects)

The core of this section is vocabulary acquisition. Pupils will learn the English names for common classroom items: « a book, » « a pen, » « a desk, » « a chair, » « the board, » etc. Learning is facilitated through the use of flashcards, real objects, and labelling activities within the classroom itself, making the school in Bukavu a living laboratory for language learning.

2.2. L’Article Indéfini : « a » / « an » (The Indefinite Article)

Building on the new vocabulary, this lesson introduces the indefinite articles « a » and « an. » The rule governing their use— »a » before a consonant sound and « an » before a vowel sound—is explained inductively through clear examples (« a book, » « an eraser »). Pupils practise this through sentence-building exercises where they must choose the correct article for a given classroom object.

2.3. Les Démonstratifs Singuliers : « this » / « that » (Singular Demonstratives)

This section teaches pupils how to point out objects using « this » for items that are near and « that » for items that are far. The distinction is made clear through physical demonstration by the teacher and pupils. Drills like « This is a pen » (while holding it) versus « That is the door » (while pointing to it) help solidify this crucial spatial concept.

2.4. Poser des Questions avec « What » (Asking Questions with « What »)

Pupils learn how to formulate the fundamental question for identifying objects: « What is this? » and « What is that? » They also learn the standard answer structure: « It is a… » The lesson is built around interactive question-and-answer chains where pupils ask each other to identify objects within the classroom, fostering spontaneous communication.

CHAPITRE 3 : LES PERSONNES AUTOUR DE MOI (PEOPLE AROUND ME) 👨‍👩‍👧‍👦

This chapter shifts the focus from objects to people, enabling pupils to identify and talk about their family, friends, and teachers. The central grammatical element is the verb « to be, » the cornerstone of identification and description in English. Mastery of its forms is the primary objective of this chapter.

3.1. Le Verbe « to be » : Formes Affirmative et Négative (The Verb « to be »: Affirmative and Negative Forms)

This section introduces the present simple of the verb « to be » (am, is, are) in its full and contracted affirmative forms (e.g., « I am a pupil, » « He’s a teacher »). Subsequently, the negative forms are presented (e.g., « I am not a doctor, » « She isn’t from Kinshasa »). Pupils practise by creating simple sentences about themselves and their classmates.

3.2. Le Verbe « to be » : Forme Interrogative et Réponses Courtes (The Verb « to be »: Interrogative Form and Short Answers)

Here, learners master the skill of asking yes/no questions by inverting the subject and the verb « to be » (e.g., « Are you a pupil?, » « Is he the teacher? »). A key focus is on providing correct short answers (« Yes, I am. » / « No, he isn’t. »), which are a fundamental feature of natural spoken English. Practice is conducted through pair-work interviews.

3.3. Les Pronoms Personnels Sujets (Subject Pronouns)

The subject pronouns (I, you, he, she, it, we, they) are systematically presented and linked to their function of replacing nouns. Pupils learn to substitute a name with the corresponding pronoun, for example, changing « Mpemba is a boy » to « He is a boy. » This is essential for avoiding repetition and creating more fluid sentences.

3.4. Identifier les Personnes avec « Who » (Identifying People with « Who »)

To complete the focus on people, pupils learn to ask identification questions with « Who » (e.g., « Who is that boy? »). The answer structure (« That is… ») is practised in scenarios such as looking at a class photograph and identifying different people. For instance, a pupil could ask, « Who is the girl next to the window? » and another would answer, « That is Fatou from Bandundu. »

PARTIE II : DÉCRIRE LE MONDE QUI NOUS ENTOURE (DESCRIBING THE WORLD AROUND US) 🌍

Building upon the foundational skills of identification from Part I, this section empowers the learner to add detail and precision to their language. The introduction of adjectives, plurals, and possessive structures enables them to move beyond simple naming to active description. Pupils will learn to qualify objects, express ownership, and describe groups of items. The grammar is progressively layered to construct richer, more nuanced sentences, significantly enhancing the learner’s descriptive capabilities.

CHAPITRE 4 : LE MONDE EN COULEURS (THE WORLD IN COLOURS) 🎨

This chapter enriches the pupil’s descriptive vocabulary and grammatical range, allowing them to talk about multiple objects and describe their characteristics. It introduces the concepts of plurality and qualification, which are essential for creating more detailed and accurate sentences.

4.1. Les Pluriels Réguliers et Irréguliers des Noms (Regular and Irregular Noun Plurals)

This section teaches the standard rule for forming plurals by adding « -s » to nouns (e.g., « one book, two books »). It also covers the pronunciation rules for the final « -s » (/s/, /z/, /ɪz/). Crucially, a first set of common irregular plurals is introduced (e.g., « man/men, » « woman/women, » « child/children »), as specified in the national programme.

4.2. Les Démonstratifs Pluriels : « these » / « those » (Plural Demonstratives)

As a logical follow-up to « this » and « that, » pupils learn their plural counterparts: « these » for multiple items nearby and « those » for multiple items at a distance. This concept is taught through physical demonstrations in the classroom. For example, a teacher in Kolwezi might say, « These are my pens » (holding them) and « Those are the windows » (pointing across the room).

4.3. Les Adjectifs Qualificatifs et les Couleurs (Qualifying Adjectives and Colours)

A foundational set of descriptive adjectives is introduced, focusing on size (« big, » « small »), quality (« good, » « bad, » « new, » « old »), and basic colours (« red, » « blue, » « green, » « yellow, » « black, » « white »). Pupils learn this vocabulary through flashcards and by describing real objects in their environment, such as « a red book » or « a big desk. »

4.4. La Place de l’Adjectif dans la Phrase (The Position of the Adjective)

A fundamental rule of English syntax is taught here: the adjective always comes before the noun it modifies. This is contrasted with French syntax to highlight the difference. Pupils practise this rule by combining adjectives and nouns into short descriptive phrases, transforming « a book » into « a new blue book, » for example.

CHAPITRE 5 : LA POSSESSION (POSSESSION) 🎁

This chapter introduces the various ways to express ownership in English. Pupils will learn how to talk about their belongings and describe relationships between people. This is a crucial step for personalizing their speech and talking about their own world.

5.1. Les Adjectifs Possessifs (Possessive Adjectives)

The possessive adjectives (« my, » « your, » « his, » « her, » « its, » « our, » « their ») are presented and linked to the subject pronouns learned previously. Pupils practise by creating phrases like « my pen, » « her bag, » and « their classroom, » applying this to real situations, such as identifying the owners of different school bags.

5.2. Le Cas Possessif : Génitif Saxon (‘s) (The Possessive Case: Saxon Genitive)

Pupils learn to express possession using the Saxon Genitive (‘s) for people. The structure is explained and practised through examples like « This is Maria’s book » or « That is the teacher’s desk. » This allows for more precise statements about ownership than was possible with possessive adjectives alone. A scenario could involve identifying items belonging to different members of a family in a picture.

5.3. Le Verbe « to have got » : Formes Affirmative, Négative et Interrogative (The Verb « to have got »)

The verb « have got » is introduced as a common way to express possession in British English. All forms are taught: affirmative (« I have got a brother »), negative (« She hasn’t got a pen »), and interrogative (« Have you got a pencil? »). This verb is practised through dialogues where pupils ask each other about their possessions or family members.

5.4. Les Pronoms Possessifs (Possessive Pronouns: mine, yours, etc.)

To complete the topic of possession, pupils are introduced to possessive pronouns (« mine, » « yours, » « his, » « hers, » « ours, » « theirs »). They learn that these pronouns replace a possessive adjective and a noun to avoid repetition (e.g., « This is not my book, it’s yours. »). The difference between « my » and « mine » is clarified through structured exercises.

CHAPITRE 6 : SITUER DANS L’ESPACE (LOCATING IN SPACE) 📍

This chapter focuses on developing the pupil’s ability to describe the location of people and objects. It provides the essential language tools for answering the question « Where? » and for making basic comparisons between things in their environment.

6.1. La Structure « There is » / « There are » (The Structure « There is » / « There are »)

Pupils learn to express existence using « There is » for singular nouns and « There are » for plural nouns. This structure is fundamental for describing a scene. For example, a pupil from Gbadolite could describe their classroom: « There is a board and there are thirty desks. » The negative and interrogative forms (« Is there…? » / « Are there…? ») are also introduced.

6.2. Les Prépositions de Lieu Fondamentales : « in », « on », « at », « under » (Basic Prepositions of Place)

This section introduces the most common prepositions of place. The meaning of « in, » « on, » « at, » and « under » is demonstrated visually and physically. Pupils practise by describing the location of objects in the classroom, for example, « The book is on the desk, » « The pen is in the bag, » « The teacher is at the door. »

6.3. Poser des Questions avec « Where » (Asking Questions with « Where »)

Learners are taught to ask about location using the question word « Where? » (e.g., « Where is the book?, » « Where are my friends? »). They practise combining this question with the vocabulary and prepositions learned in the previous sections to create mini-dialogues about the location of things and people.

6.4. Les Comparatifs de Supériorité (Adjectifs Courts) (Comparatives of Superiority – Short Adjectives)

An introduction to comparisons is provided, focusing on short (one-syllable) adjectives. Pupils learn to form the comparative by adding « -er » and using « than » (e.g., « taller than, » « bigger than, » « older than »). They can then make simple comparisons, such as « Patient is taller than Jean, » or compare the size of two objects in the classroom.

PARTIE III : ACTIONS EN COURS ET ROUTINES QUOTIDIENNES (ACTIONS IN PROGRESS AND DAILY ROUTINES) 🏃‍♂️

This third part represents a significant leap forward, introducing the dynamic concept of time and action through the two fundamental present tenses. The learner is taught to differentiate between an action happening at the moment of speaking (Present Continuous) and a habitual action or general truth (Present Simple). This module is critical for developing the ability to narrate and describe activities, daily habits, and personal schedules, moving from static description to dynamic storytelling.

CHAPITRE 7 : L’ACTION EN DIRECT (THE ACTION LIVE) 🎬

This chapter introduces the Present Continuous tense, allowing pupils to describe actions that are happening right now. This tense brings movement and immediacy to their speech, enabling them to comment on the events unfolding around them.

7.1. Le Présent Continu : Formation et Usage (The Present Continuous: Formation and Use)

The formation of the Present Continuous (to be + verb-ing) is explained step-by-step, including the spelling rules for the « -ing » form. Its primary use—to describe an action in progress at the moment of speaking—is illustrated with clear examples. Pupils practise by making sentences about what they and their classmates are doing, such as « I am writing » or « You are listening. »

7.2. Formes Négative et Interrogative du Présent Continu (Negative and Interrogative Forms of the Present Continuous)

This section teaches pupils how to form negative sentences (« He is not sleeping ») and yes/no questions (« Are you reading? »). The focus is on mastering the structure and using it in context. Short answers (« Yes, I am. » / « No, she isn’t. ») are also revised and practised extensively.

7.3. Poser des Questions sur l’Action : « What… doing? » (Asking Questions about the Action)

Pupils learn the crucial question « What are you doing? » and its variations for other people (« What is he/she doing? »). This question prompts the use of the Present Continuous in the answer and is the basis for many communicative activities and games where pupils mime actions for others to guess.

7.4. Décrire une Image ou une Scène (Describing a Picture or a Scene)

This is a practical application of the chapter’s content. Pupils are given pictures or photos, for example of a bustling market scene in Mbandaka, and use the Present Continuous to describe the actions they see. For example, « A woman is selling vegetables, » « Two boys are playing football. » This activity consolidates vocabulary and grammar in a meaningful task.

CHAPITRE 8 : MES HABITUDES ET MA JOURNÉE (MY HABITS AND MY DAY) 📅

This chapter introduces the Present Simple tense, which is used to talk about routines, habits, and facts. This provides a contrast to the Present Continuous and allows pupils to describe their daily lives and talk about things that are always or generally true.

8.1. Le Présent Simple : Usage pour les Habitudes et les Vérités Générales (The Present Simple: Use for Habits and General Truths)

The primary uses of the Present Simple are explained: for repeated, habitual actions (« I go to school every day ») and for general truths or facts (« The sun rises in the east »). The contrast with the Present Continuous (« I am reading now » vs. « I read books every week ») is highlighted to ensure pupils understand the difference in meaning.

8.2. Formation du Présent Simple : Formes Affirmative et Négative (« don’t » / « doesn’t »)

The formation of the affirmative is taught, with special attention to the third-person singular « -s » (« I play, » but « He plays »). The negative form is then introduced using the auxiliary verbs « do not » (don’t) and « does not » (doesn’t). Pupils practise by talking about their habits and the habits of their family members.

8.3. Forme Interrogative du Présent Simple (« do » / « does ») et Réponses Courtes

Pupils learn to form yes/no questions using « Do » and « Does » (« Do you speak English?, » « Does she live in Matadi? »). As with other tenses, the correct formulation of short answers (« Yes, I do. » / « No, she doesn’t. ») is a key focus of the lesson, practised through structured interviews.

8.4. Les Adverbes de Fréquence (Adverbs of Frequency: always, sometimes, never…)

To speak more precisely about habits, this section introduces adverbs of frequency such as « always, » « usually, » « often, » « sometimes, » and « never. » Their typical position in a sentence (before the main verb but after the verb « to be ») is explained and practised. Pupils use them to describe how often they do certain activities.

CHAPITRE 9 : L’HEURE ET LES ACTIVITÉS QUOTIDIENNES (TIME AND DAILY ACTIVITIES) ⏰

This chapter provides pupils with the practical language skills needed to manage their time and schedule. It connects the grammatical concept of the Present Simple to the real-world context of daily routines, timetables, and appointments.

9.1. Dire l’Heure (Telling the Time)

Pupils learn the two common ways of telling time in English: the digital way (« seven-thirty ») and the traditional way (« half past seven »). The lesson covers key expressions like « o’clock, » « a quarter past, » « a quarter to, » and « half past. » A clock face is used as a visual aid for extensive practice.

9.2. Poser des Questions sur le Temps : « When » et « What time » (Asking Questions about Time)

This section teaches the question words « What time…? » (for specific clock times) and « When…? » (for more general time frames). Pupils practise asking and answering questions about their daily schedule, such as « What time do you get up? » or « When do you have your English class? »

9.3. Parler de son Emploi du Temps (Talking about one’s Schedule)

Here, all the elements of the previous chapters are brought together. Pupils use the Present Simple, time expressions, and adverbs of frequency to describe their typical daily or weekly schedule. A sample activity would be for a pupil from Kananga to write and then present their Monday routine from morning to evening.

9.4. Les Jours de la Semaine et les Mois de l’Année (Days of the Week and Months of the Year)

To complete the topic of time, the vocabulary for the seven days of the week and the twelve months of the year is taught. Pupils learn their spelling and pronunciation. This knowledge is then used to talk about weekly activities (« On Mondays, I play football ») and to state important dates, like their birthday.

PARTIE IV : CAPACITÉS, PROJETS ET ÉVÉNEMENTS PASSÉS (ABILITIES, PLANS AND PAST EVENTS) 🚀

This final part of the year’s programme expands the learner’s communicative reach across different modalities and timeframes. Pupils will learn to express ability and obligation, formulate future intentions, and, most significantly, narrate simple past events. The introduction of the modal « can » and the Simple Past tense marks a major progression, equipping the learner with the tools to operate across the three basic temporal dimensions: present, future, and past, thus preparing them for more autonomous and varied communication.

CHAPITRE 10 : EXPRIMER LA CAPACITÉ ET L’ORDRE (EXPRESSING ABILITY AND COMMANDS) 💪

This chapter introduces modal verbs, which add nuances of meaning like ability, permission, and obligation to a sentence. Pupils will also learn how to give instructions and commands, which are essential functions in classroom management and everyday interactions.

10.1. Le Modal « can » / « can’t » pour la Capacité et la Permission (The Modal « can » / « can’t » for Ability and Permission)

Pupils learn to use « can » to talk about what they are able to do (« I can swim, » « She can speak English ») and to ask for and give permission (« Can I open the window? »). The negative form « can’t » (cannot) is used for inability and refusal of permission. The unique grammatical feature of modals (no « -s » in the third person) is highlighted.

10.2. Poser des Questions avec « Can » (Asking Questions with « Can »)

This section focuses on forming questions with « can » to ask about ability (« Can you play the guitar? ») and to request permission. Pupils engage in pair-work activities to discover their classmates’ talents and abilities, creating a personalised and engaging context for practice.

10.3. L’Impératif : Donner des Ordres et des Instructions (The Imperative: Giving Orders and Instructions)

The imperative form is taught for giving direct commands and instructions (e.g., « Open your books, » « Listen carefully »). The polite form using « please » is emphasized. The negative imperative (« Don’t talk, » « Don’t run ») is also covered. This is practised through classroom commands and simple instructions for a game.

10.4. Le Modal « must » / « mustn’t » pour l’Obligation et l’Interdiction (The Modal « must » / « mustn’t » for Obligation and Prohibition)

Pupils are introduced to « must » for expressing strong obligation or necessity (« You must do your homework ») and « mustn’t » for expressing prohibition (« You mustn’t cheat in the exam »). The difference between « must » and « have to » can be briefly touched upon, but the focus remains on « must » for expressing rules.

CHAPITRE 11 : PARLER DE L’AVENIR (TALKING ABOUT THE FUTURE) ✨

This chapter equips pupils with the basic structures needed to talk about their future plans and intentions. This forward-looking perspective is motivating for learners and expands their communicative scope beyond the present moment.

11.1. La Structure « be going to » pour l’Intention et le Projet (The structure « be going to » for Intention and Plans)

The « be going to » future is introduced as the primary way to talk about pre-decided plans and intentions. The structure (to be + going to + infinitive) is explained and practised in the context of weekend or holiday plans. A pupil from Kindu might say, « On Saturday, I am going to visit my grandmother. »

11.2. Formes Négative et Interrogative avec « be going to »

Learners practise forming negative statements about their plans (« I am not going to watch TV tonight ») and asking questions about others’ intentions (« Are you going to play football after school? »). Role-plays involving making plans with friends are used to make the practice communicative.

11.3. Exprimer ses Préférences et ses Souhaits avec « would like » (Expressing Preferences and Wishes with « would like »)

The structure « I would like » (‘d like) is taught as a polite way to express wants and desires, both for objects (« I’d like a soda ») and for actions (« I’d like to go to the cinema »). This is a key polite form and is practised in scenarios like ordering food in a café or talking about future aspirations.

11.4. Les Marqueurs Temporels du Futur (Future Time Markers: tomorrow, next week…)

To specify when future plans will happen, this section introduces essential future time expressions: « tomorrow, » « next week/month/year, » « tonight, » and « soon. » Pupils learn to use these markers at the beginning or end of their sentences to provide a clear time context for their future plans.

CHAPITRE 12 : RACONTER AU PASSÉ (NARRATING IN THE PAST) 📜

This final chapter introduces the most significant new grammatical structure of the year: the Simple Past tense. This enables pupils to narrate events that have already happened, moving them from describing and commenting to storytelling, a major milestone in their language development.

12.1. Le Prétérit (Simple Past) du Verbe « to be » : « was » / « were »

The chapter begins with the past tense of the verb « to be. » Pupils learn the forms « was » (for I/he/she/it) and « were » (for you/we/they) and their negative counterparts « wasn’t » and « weren’t. » They practise by talking about where they were yesterday or how they felt, for example, « I was at home yesterday » or « We were happy. »

12.2. Le Prétérit (Simple Past) des Verbes Réguliers : Formation et Prononciation (Formation and Pronunciation)

The formation of the Simple Past for regular verbs by adding « -ed » is taught. Crucially, the three different pronunciations of the « -ed » ending (/t/, /d/, /ɪd/) are explained and drilled to ensure correct oral production. Pupils begin to form simple past sentences like « I played football yesterday. »

12.3. Introduction aux Verbes Irréguliers Courants (Introduction to Common Irregular Verbs)

Pupils are introduced to the concept of irregular verbs. A first, manageable list of the most frequent irregular verbs is presented (e.g., « go -> went, » « see -> saw, » « eat -> ate, » « have -> had »). Memorization is encouraged through games, chants, and contextualized practice.

12.4. Raconter sa Journée d’Hier (Narrating Yesterday’s Day)

As a culminating activity for the year, pupils use all the elements of this chapter to narrate what they did on the previous day. They combine regular and irregular verbs, past time markers (« yesterday, » « last night »), and sequencing words (« first, » « then ») to construct a simple narrative. This task integrates the year’s learning and demonstrates a significant step towards communicative autonomy.

📚 Annexes

ANNEXE 1 : Champs Lexicaux (Lexical Fields – Liste des 500 mots cibles)

This appendix provides a structured list of the 500 target vocabulary words for the 7th grade, as mandated by the national curriculum. The words are organized thematically into lexical fields such as « The Family, » « The School, » « Food and Drink, » « Animals, » « Action Verbs, » and « Adjectives. » This organization helps pupils to learn and recall vocabulary in contextually related groups, facilitating easier memorization and use. Each entry may include a simple phonetic guide for difficult words.

ANNEXE 2 : Tableaux de Conjugaison des Verbes Clés (Key Verb Conjugation Tables)

This section serves as a quick and reliable reference for the main verb tenses and forms covered during the year. It features clear conjugation tables for essential verbs like « to be, » « to have got, » and « to do » in their present and past forms. It also includes a list of the common irregular verbs introduced in Chapter 12, showing their infinitive and Simple Past forms. This tool is invaluable for pupils during writing exercises and for revision.

ANNEXE 3 : Précis des Symboles Phonétiques Essentiels (Summary of Essential Phonetic Symbols)

In accordance with the programme’s emphasis on correct pronunciation, this annex provides a simple chart of the key International Phonetic Alphabet (IPA) symbols needed to decode the pronunciation of new words. It focuses on sounds that are particularly difficult for Congolese learners or that differ significantly between French and English (e.g., the « th » sounds /θ/ and /ð/, short vs. long vowels like /ɪ/ in ‘ship’ and /iː/ in ‘sheep’). This empowers pupils to use a dictionary effectively and work towards greater pronunciation autonomy.