(2019-12) Minimum Competencies Programme: English, Secondary II

MENFP MINISTÈRE DE L'ÉDUCATION NATIONALE ET DE LA FORMATION PROFESSIONNELLE PROGRAMME A COMPÉTENCES MINIMALES ANGLAIS SECONDAIRE II 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 II : 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 Thematic domain : Daily Life Competencies Content Elements Learning activities and Tasks 1- Discuss problems and suggest possible solutions to resolve work-related problems Topic content Jobs and professional activities in Haiti and in the United States. Looking and applying for a job Wages and benefits in the workplace Types of leisure activities In groups of four, students read the employment opportunities listed in a classified newspaper section. They discuss the abilities experience, and job needs of each member of the group. 2- Understand the main idea and supporting details about professional and leisure activities related to indicated documents. 3- Interpret and write work-related correspondence including notes, memos, letters, and e-mail 4- Explain viewpoints on issues related to professional activities by giving the pros and cons of various opinions They discuss the advantages and disadvantages of each job. Grammatical content Use of adjectives in complete sentences: They choose the best job for each possessive / descriptive member of the group and report their Comparatives / Superlatives Construction of sentences: declarative, decisions to the class. interrogative, imperative, exclamatory In a role play students assume fictions' identities and interact as employers and Use of verbs: Present perfect, past perfect, past employees at job settings. continuous Passive voice (What training is required?) In a brainstorming activity students debate the pros / cons of the increase of minimum wage in Haiti. Modals (What could / would / should he Students in groups of four describe three do?) (3) work-related problems that have been randomly selected and develop possible Cultural content Minimum wage in Haiti versus minimum solutions to resolve them. Listening to a tape, students hear wage in the USA Unemployment in Haiti, Jamaica and the different job descriptions and select the appropriate one that fits their career USA Best paid jobs in Haiti, USA, Canada , and objectives The United Kingdom 1 Programme à compétences minimales Anglais Thematic domain : Health Competencies Content Elements 1- Identify and discuss health-related Topic content problems and health care in different Physical and mental states English speaking countries Medical emergencies Accident and medical forms 2- State opinions about the health care Drugstore and pharmacy prescriptions system 3- Present and justify a clear-written topic on health in Haiti Grammatical content Word families 4- Predict future trends in medical Passive voice ( He was stung by a bee ) research in order to find appropriate Who should be treated first? medications for some deadly diseases Clauses with “If ” 2 Students in groups of four (4), brainstorm on different deadly diseases in Haiti such as : AIDS, tuberculosis etc. and evaluate their impact on the society Groups share their viewpoints and compare situations encountered with similar findings in the USA and the United Kingdom or elsewhere in the English speaking world. In a role-play situation students after research done from different sources share opinions about the health care system in Haiti and advise what should be done to improve it. After reading three (3) texts from different English news papers on finding The immediate past with “just” medications for some deadly diseases, Present perfect /tag question students in groups of six ( 6 ) work on a project outside the classroom to predict Cultural content future trends in medical research for targeted diseases and report to the class The health care system in Haiti and in the the work done. Students identify from different sources ( United States Medicare, Medicaid, HMO, Blue Cross, Blue print, media, TV, Internet ) written in any language a topic of his / her own interest on Shield etc. in the USA health in Haiti and write a well-organized essay (3 or 4 paragraph–length) on it and The AIDS virus in Haiti and in the USA later present it orally to the class for discussion. Reciprocal pronouns 5- Express individual perspectives on the importance of free health care for children and the elderly. Learning activities and Tasks Programme à compétences minimales Anglais Thematic domain : Travel Competencies 1- Identify and discuss common problems associated with immigration 2- Construct meanings by drawing charts and diagrams from supported texts on touristic destinations 3- Compare and contrast restaurants in terms of price, cleanness and services offered 4- Express the pros and cons of American immigration policies after the bombing of the World Trade Center in New York 5- Examine and analyze cultural and economic contributions of Haitians in American life. Content Elements Topic content a) Immigration b) Hotels c) Touristic sites and areas d) Restaurants Grammatical content a) Time clauses (before/after/when ) b) Imbedded questions (Do you know where the nearest gas station is?) c) Separable and inseparable two– word verbs d) Modals in the past ; modals in the present e) Reported speech Cultural content a)Experiences and expectations of Haitians living in the USA and Canada b) Immigration Reform and Control Act of 1986 c) Walt Disney, McDonald's, Coca–Cola, melting pot. d) American cuisine versus Haitian cuisine e) Haitian panting, music and some cultural rituals f) Influence of Rap Music on Haitian youth Learning activities and Tasks a) In a brainstorming activity, students identify reasons why Haitian professionals massively immigrate to Canada. Then in groups of four (4) they discuss the issues and propose solutions to reduce that brain drain. Groups alternatively in front of the class present their solutions and answer questions asked by other classmates b) Students in groups of four (4) identify from different sources (Newspaper, magazine, internet, etc...) a text focusing on the most important travel destinations in the Caribbean corroborated with recent statistics. Each group of students draws a chart to pinpoint that choice and explain it later to their classmates in an oral presentation. c) In a brainstorming activity students in groups of five (5) select three (3) restaurants of any type in which they have already eaten and compare them in terms of price, cleanness and services offered. Then in a well-organized written letter to a friend each group recommends the restaurant chosen. 3 Programme à compétences minimales Anglais d) In an out-of-class research-project students in groups of six (6) investigate reasons for the blowing out of the World Trade Center in New York and in a roleplay in the classroom act as survivors of the tragedy. Students through exposure to texts on US immigration policies express their opinions on decisions taken to tighten massive immigrations to the USA. e) Students after reading newspaper articles on issues related to Haitians living in the US and interviewing knowledgeable people on the issue, analyze in a well-written essay of around 120 words the cultural and economic contribution of Haitians in the American society. Thematic domain : Environment Competencies 4 Content Elements 1- Investigate and propose solutions to Topic content a) Urbanism problems related to environment b) City life, suburban life, and shanty town 2- Compare and contrast environmental c) Farming and deforestation issues in Haiti, in the Bahamas or in any Grammatical content a) The future with the simple present and other English-spoken country present continuous 3- Evaluate decisions taken to increase b) Placement order of adverbs crop production in rural areas of Haiti c) Reflexive pronouns d) Preposition + gerund Learning activities and Tasks a) Using reading skills (Such as skimming, scanning, and contextualized guessing, students read a text on environment and solve problems related to it. b) In an out-of-class research, students in groups of four (4) compare and contrast phenomena such as hurricane, flood and earthquake in terms of losses and damages, Programme à compétences minimales Anglais Cultural content 4- Predict consequences if environmental disasters occur. 5- Justify decision of taken by the state a) Tornado phenomenon in the Midwest of the USA - Earthquake California in the state of - Flood in Florida and in Texas (USA) - Subsidizing agriculture in the United States c) Students conduct small group discussions on crop production in rural areas of Haiti and d) Indicate decisions to be taken to help farmers improve said production. e) Upon listening a recorded radio broadcast on overpopulation and the negative social impact the latter causes on the country's economic life. Through brainstorming, students say and justify appropriate b) City life versus rural life in Haiti decisions to be taken by competent authorities c) Deforestation in many parts of the country and its impact on the environment d) Interconnectedness among the Ministry of Public works, City Hall and the Ministry of Environment in the fight of maintaining an environment free of waste, pollution and litter 5 Programme à compétences minimales Anglais Thematic domain : Education Competencies 1- Analyze texts on education-related issues Content Elements Topic content a) Fundamental school system 2- Express and justify opinions on how to improve the quality aspect of the Educational system. 3) Conduct a survey and analyze the results on how important Education is to youngsters. 4- Create hypothetical real-word situations related to Education and solve them. 6 b) Secondary school system c) Vocational and technical schools. Grammatical content a) “Hope” and “Wish” b) The future, present perfect, and modals in the passive voice c) Verbs + infinitive ( plan to go ) Learning activities and Tasks a) Students in groups of five (5) analyze a text on Haitian Education and express in a well-written paper their opinion about it. Then, they present their paper to the class followed by questions and discussion. b) In a role-play situation students simulate a conversation on the importance of school in the globalized village. Thereafter in out-of-class assignment, groups of seven (7) students in a welldocumented paper express their opinions. c) Students on special assignment in their respective neighborhood, conduct a survey on people's perception about the public school system, analyze the results and present their findings to the class for discussion and debate. d)Advice with “ought to” 5- Compare Educational systems of different countries. Cultural Content a) Educational differences between Haiti and the USA. b) Access to Education in Haiti, Jamaica, Canada, and the United States. d) Students in groups of five (5) designs a Case-Study on important issues in education and invite other groups to make proposals on the case. e) In a research done with the help of different sources students in groups of five (5) compare educational system in about five (5) English-spoken countries and present orally that research for discussion with classmates. Programme à compétences minimales Anglais Thematic domain : Science and Technology Competencies 1) Analyze relevant issues related to Content Elements Topic Content technology a. New Technologies 2) Hypothesize the reaction to new situations based on the development of different countries c. Internet 3) Compare technological development of different countries Grammatical content 4) Express and support opinions about new trends in science and technology b. Cellular phones a. relative clauses with who, whom, which, and that b. placement order of adverbs 5) Prioritize solutions to Cultural content Dilemmas resulted from new development in science and technology. a) Silicon valley b) Boeing and major US government contractors, Microsoft, Google, Apple, IBM, Verizon c) Digicel, Voila, Teleco, Conatel, Haitel Learning activities and Tasks a) Students in groups of five (5) analyze a written document from any source (newspaper, magazine, Internet) based on science or technology and write an alternative ending to the text in question. b) Students as teams brainstorm on different adverse/negative impacts of technology on our modern world, hypothesize the reaction of consumers to stop that trend. c) Listening to a tape or a CD students hear technological development and say how the latter may transform them as human beings as well as how they can use it in the future to improve life in their community. (Students may choose to work as teams or individually) d) Students in groups of five (5) analyze the impact of Microsoft, Google, Apple, IBM, Verizon, on American society (each group works on one of the stated Communication or Software Company. e) In groups of four (4), students say and discuss how things were when there was only TELECO In Haiti. They answer questions as: 7 Programme à compétences minimales Anglais - How Communication was ? - Who could afford having a fixed phone at home ? - How long did the process of having a phone last ? Students further their discussions upon the arrival of - Haitel - Comcel - Digicel. INDICATIVE PROGRESSION GRID ACTIVITÉS PÉDAGOGIQUES ET TÂCHES 8 HORAIRES 1- Activités Pédagogiques et tâches liées à la vie quotidienne 8 Périodes 2- Activités Pédagogiques et tâches liées à la santé 12 Périodes 3- Activités Pédagogiques et tâches liées au voyage 7 Périodes 4- Activités Pédagogiques et tâches liées à l’environnement 9 Périodes 5- Activités Pédagogiques et tâches liées à l’éducation 10 Périodes 6 Activités Pédagogiques et tâches liées à la Sciences et à 8 Périodes la technologie Total 54 Périodes