(2019-12) Programme à compétences minimales : Anglais, Secondaire I

MENFP MINISTÈRE DE L'ÉDUCATION NATIONALE ET DE LA FORMATION PROFESSIONNELLE PROGRAMME A COMPÉTENCES MINIMALES ANGLAIS SECONDAIRE I DÉCEMBRE 2019 Programme à compétences minimales Anglais Le présent programme dénommé : Programme à compétences minimales d'anglais est élaboré à partir du programme initial conçu pour une année scolaire de 189 jours à raison de six (6) heures de cours par jour. Tenant compte des difficultés rencontrées au cours de la période de « Peyi lock » pendant plus de deux (2) mois, les autorités du ministère ont opté pour la poursuite des activités scolaires pour l'année académique 2019/2020. C'est ainsi que les directions techniques concernées ont été instruites par les autorités du MENFP, notamment le Ministre Pierre Josué Agénor CADET afin de réaménager le calendrier scolaire et élaborer un programme adapté à cet dernier. Globalement, il s'agit d'évaluer le nombre de jours de classes raté pendant cette période et prendre en compte l'essentiel dans chaque discipline, c'est-à-dire les thèmes disciplinaires qui valideront l'année académique pour chaque niveau d'enseignement. Stratégiquement, pour optimiser le temps d'apprentissage, la Direction de l'Enseignement Secondaire a proposé un programme de 36 heures par semaine a raison de 6 heures par jour et échelonné sur une période de 6 jours par semaine, ce, pour combler le nombre d'heures perdu au cours de la période de « Peyi lock ». Ceux, considérés comme non pertinents font l'objet d'activités d'enseignement / apprentissage qui seront versés sur les différentes plateformes construites à cet effet par le ministère et serviront de devoirs de recherche par les élèves des différents niveaux du secondaire. Dans le cas du programme d'anglais pour la classe de secondaire I ; 10 heures sont susceptibles d'être rattrapées par semaine et 7 heures peuvent être prises en charge à travers des devoirs de recherche à la maison. Programme à compétences minimales Anglais STATEMENTS OF COMPETENCE a) Students communicate in English through the four skills in various cultural contexts b) Students gain knowledge of other English speaking cultures through the study of English c) Students through the content areas of other subjects improve their knowledge in both English and other disciplines d) Students develop insight and awareness into the linguistic aspects of the two official languages of the country through the study of English. Understanding a) Listening Competencies Content Elements Learning activities (Tasks) Grammar · Students comprehend Ÿ Review of present and listening messages and present progressive o f the main points of clear o M e a n s a n n o u n c e m e n t s o n tenses standard speech on transportation leisure topics of interest familiar topics regularly activities encountered in daily life, health, travel o Housing and lodging · Listening to a tape Ÿ Prepositions s t u d e n t s h e a r under/over below environment, Education physical and mental announcements, flight states Ÿ Students understand departure, time, gate Ÿ Review of the main point of many o Care number etc. and fill in should/had better radio or TV programs on the appropriate current affairs or topics information on a form related to daily life o Hospital health, travel, · Upon hearing the Ÿ Passive voice o Airport environment, education teacher describes Ÿ Students understand o Family meeting various weather patterns students select appropriate clothes and activities for the day Assessment Ÿ Evaluation is formative throughout the teaching and learning process Ÿ P e r f o r m a n c e assessment must be as authentic as possible and through meaningful interaction Ÿ Evaluation should focus on proficiency Ÿ Portfolio assessment should be promoted 1 Programme à compétences minimales Anglais Speaking a) Spoken Interaction Competencies Learning activities (Tasks) Ÿ Student deal with most situations likely to arise in an area where English is spoken · In a role play students discuss the impact of the high price of gasoline on the family's budget Ÿ Students · In a situation of a birthday party, invited guests express their feelings of satisfaction for the welcoming reception and the fact of having the opportunity to share precious moments together enter unprepared into conversations on topics that are familiar and pertinent to everyday life 2 Content Elements · In a role play, students exchange opinion on dietary healthful and harmful products · In a simulation, students talk about drugs that can relieve or cure certain kinds of illnesses and explain why it is necessary to visit Grammar Assessment · With the aid of an observation grid the teacher asks students to express their feelings in conversations related to daily life · Students answer questions based on texts related to : Means of transportation leisure, housing and accommodation · The teacher asks orally the students to express their ideas and opinion on AIDS, the healthcare system and daily diet Programme à compétences minimales Anglais Speaking b)Spoken production Competencies o Students connect o phrases in a simple way in order to describe o experiences o o o o Students give reasons o and explanations for o opinions and plans o o Students narrate in o simple terms a story of o a book or film o Learning activities (Tasks) Content Elements Station (bus, train etc) Travel agencies Restaurant Climate/Weather Faune/Animal Kingdom Flore/Botanical World School Citizenship Education Media Internet · Periodically a medical doctor · Simulating in Grammar Assessment · Regular and irregular · verbs in the past. The teacher asks students to role play a late departure at the airport · The teacher asks orally the students to express their ideas and opinion on environmental issues · The teacher asks orally the students to express their ideas and opinion on science and technology a restaurant with friends, students choose food/snacks and beverages. With a list of food and drinks and a budget, students ask friends what they would like to order · Students role play a departure at Caribe bus · While/When/so/used to station demonstrating proper boarding procedures, seating etiquette, conversational topics, appropriate conversational style with different travelers · Role playing the part of a weather forecast students give the weather forecast for the day and the rest of the week · Simple past tense and past perfect 3 Programme à compétences minimales Anglais · Students role play · Already / Yet showing visitors through their school identifying the various subjects, rooms and activities held there · In pairs students Ÿ Imperative list/name the contents of their backpacks · Students role play an Ÿ Copulative/verbs/tast e/feel look/Sound/Smell employee for the motor vehicle department giving a driving tests to a new driver applicant, state typical driving maneuvers (parking, passing another vehicle, lane change etc.) Understanding b) Reading 4 Competencies · Students understand texts that consist mainly of everyday life, e d u c a t i o n , environment, science and technology Content Elements Learning activities (Tasks) Grammar oAfter reading o Comparative commercial adds in a superlatives newspaper, students will make a list of what they would like to buy in a supermarket/Departme nt store Assessment a n d o Considering a short text students d e m o n s t r a t e understanding by giving information about food meals and beverages Programme à compétences minimales Anglais · After reading a text on · Future daily diet, students write a list of food with proteins. · Reading a jobs offer in · With a touristic brochure, teacher asks student to answer questions about places to visit, where to stay in terms of lodging facilities and activities offered a want add, students ask questions about the teaching position to be filled by the principal of the school. · Neither do I /so do I. · With a school catalog teacher asks students to select subjects they like and specify why. · Students read and understand the general meaning of newspaper and magazine articles about science and technology. · Using their own schedule, students compare and contrast a sample weekly school schedule with other schools. 5 Programme à compétences minimales Anglais Writing Competencies · Students write simple texts on topics which are familiar or of personal interest. · Students write personal letters describing experiences and impressions. Content Elements Learning activities (Tasks) · Students brainstorm on a content of a text. · Students make a list of words that can be used in writing a text. · Students verify with another student if the text is complete. · Students complete a text using a cloze technique 6 · Students add details to make a text more accurate · Students rewrite part of a text with another student to make it clearer. Students write postcards among themselves Grammar Assessment · In a writing composition teacher asks students to write a well-organized topic on how to take good care of their health · Orally and in writing students say what is necessary to be done in cases of emergency · Teacher asks student to summarize a written text on environment · Orally and in writing students say what measures to be taken in cases of natural d i s a s t e r s / e a r t h q u a k e , inundation etc. Programme à compétences minimales Anglais · Students /label pictures of various animals, plants, insects etc. and classify the different species · In a writing composition teacher asks students to write a well-organized topic on the Educational System of Haïti and other EnglishSpeaking countries · Orally and in writing teacher asks students to write a wellorganized topic on the Educational System of Haïti and other English-Speaking countries. · Teacher asks students to summarize written texts on science and technology · In a writing composition teacher asks students to write two well-organized topics: one on science and the other one on technology 7 Programme à compétences minimales Anglais CULTURAL FEATURES - British English Vs American English - Attitude of Haitian youngsters and North American youngsters as far as music is considered - Haitian paintings in the Caribbean - The Haitian health care system and European and USA Health Care System - Social Security System in both Haiti and English-Speaking countries - Retirement in Haiti and they USA - How is it viewed? - Haitian Folklore - The role of man and woman in Haiti and Canada - Food and dishes in different - English speaking countries and Haiti - Quality of life among different - English – speaking countries and Haiti - Political Systems (differences between Haiti and the USA) INDICATIVE PROGRESSION GRID 8