(2019-12) Minimum Competencies Programme: English, Secondary III (LLA stream)

MENFP MINISTÈRE DE L'ÉDUCATION NATIONALE ET DE LA FORMATION PROFESSIONNELLE PROGRAMME PROGRAMME AA COMPÉTENCES COMPÉTENCES MINIMALES MINIMALES ANGLAIS ANGLAIS SECONDAIRE SECONDAIRE III III SÉRIE : LLA DECEMBRE 2019 Programme à compétences minimales Anglais (LLA) 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 III; série (LLA) : 22 heures sont susceptibles d'être rattrapées par semaine et 12 heures peuvent être prises en charge à travers des devoirs de recherche à la maison. Programme à compétences minimales Anglais (LLA) Thematic Domain : Daily Life Every day customs Competencies 1- Express individual perspectives on the importance of social activities in our daily life. 2- Compare and contrast personal relations among people in Haiti and in the USA. 3- Present and justify a clear-written topic on the banking system in Haiti, bitcoin, Stock market. Content Elements Topic content - Social activities mostly attended by improve nightlife in major big cities in rural area residents and city residents Haiti. - Meeting people in the street; run into a friend at a public transportation 6- Express personal thoughts about the different types of money and its diverse functions. 7- Investigate upon indoor and outdoor activities. In a role play situation students interact as customers and cashiers in a bank. They later investigate through internet - Vital role plays by the banking system in and/or newspaper articles why many banks went bankrupt in the USA. Late night shows and safety issues in Haiti, shooting etc In groups of four students research the impact of the worldwide financial crisis on Grammatical content 5- Nocturnal life and related issues. In a brainstorming activity students discuss and debate what police should do to the Haitian economy 4- Investigate and propose solutions to problems related to late night leisure activities and insecurity in Haiti. Learning activities and Tasks the Haitian economy. a) reflexive pronouns b) Any longer versus still In a listening activity, students pay c) Separable and inseparable two-word attention to warnings and precautions to verbs be safe, and report to other classmates d) Order of adverbs the importance of such measures. e) Time clauses (when, after, before. 1 Programme à compétences minimales Anglais (LLA) Cultural content Students in a project and creative task compare the view- point of two senators on - The banking system in Haiti and the banking system in the USA - Gambling and casinos in Port-au-Prince, Las Vegas, Atlantic city issues related to kidnapping in Port-auPrince and its surrounding areas. - The wedding ceremony in different English-speaking countries and Haiti. Thematic Domain : Health Competencies 1- Investigate and propose solutions to Content Elements Topic content reduce sexually transmissible diseases in - Sexually infectious/ transmissible Haiti. diseases and their treatments Learning activities and Tasks - Students in groups of four (4) brainstorm on the most common sexually infections diseases and their possible treatments 2- Compare and contrast Haitian diet with American one. 2 - The food guide pyramid and key recommendations 3- Justify decisions taken by the government to protect the population - Eating disorders and health (anorexia, against the swine flu. bulimia, binge-eating disorder) 4- Conduct a survey on what type of drugs patients buy at a pharmacy or drugstore - Trends in daily use of cigarettes in Haiti (generic name or brand name) and report and in the US the finding. - They listen to a recorded radio broadcast which gives advice on what to do to avoid being affected. To show their understanding of the listening activity, students jot down what they hear in terms of precautions to be taken. - In a role-play situation students act as doctors and patients in situations involving an infectious disease. Programme à compétences minimales Anglais (LLA) 5- Predict consequences on people's health if gas is being used on a daily basis within a month period by the police force to disperse mobs and riots. 6- Find out about allergy, disability, ailment, disease, etc. 7- Write an essay about the different types of cuisines. Ø Fast food Ø Junk food Ø Buffet Ø Catering service Grammatical content - To be willing + infinitive - Passive voice - Relative clauses with: who, whom, that and which - Verbs + infinitive - Noun clause Cultural content - Students identify from different sources (internet, TV, print) the devastating effect of the swine flu pandemic around the world. Then they write in groups of four a wellorganized essay (4 or 5 paragraph-length) stating the origin of the disease, how it - Illicit drug use among high school students in Haiti and the USA - Non marital childbearing in Haiti and the USA - Health insurance coverage in the Englishspeaking world (USA, Canada, Australia, Jamaica and India) spreads throughout the continents, what are the investigations being done and how far we are from finding a cure and a treatment. Later on, the groups report to the class and discuss their research. - In an open debate and discussion students express and justify their opinions on cigarette smoking and illicit drug use among teenagers and the use of gas by police to diffuse riots. 3 Programme à compétences minimales Anglais (LLA) Thematic Domain : Travel Competencies 1- Analyze texts related to travel and tourist issues 2- Compare and contrast business and conference travels in Haiti and in the USA Content Elements Learning activities and Tasks Topic content A) In a brainstorming activity students a) Competitiveness between American Airlines and Delta Airlines on the Port-auPrince – New York market discuss the importance of competitiveness b) Most visited monuments in Haiti and the USA in the airline industry to reduce costs related to domestic and international traveling. Then they state the advantages of a major 3- Identify and express individual views on most visited world's tourist monuments c) World's top countries in tourism earnings and destinations and what it means for their economies competitor like Delta Airlines on the Portau-prince – New York route. Grammatical content 4- Discuss problems and suggest possible solutions to increase tourism in Haiti a) reported speech b) present perfect/ tag question c) comparativesand superlatives 4 5- Conduct a survey and analyze the results on how important eating in a restaurant is for the Haitian middle-class citizens. d) placement order of adverbs B) In a role play/ simulation task, students alternatively play the role of tourists visiting “La Citadelle Laferriere” and guides giving different types of explanations and answering relevant questions. C) In an out-of-class research-project students in groups of five (5) investigate reasons why “The Citadelle” is considered one of the most important marvels of the world. Programme à compétences minimales Anglais (LLA) D) Students in groups of five (5) analyze a text on why Americans like to eat in fasta) Amusement/ theme parks in the USA food restaurants. Then they summarize the (Disney world, Disney land, Great text for presentation to the class for further discussion and debate including Adventure, Bush Garden etc.) comparisons with Haitian outside eating habits. Cultural content b) The concept of “resort area” and E) In a role-play situation students play the examples from the United States and Haiti role of a traveler who has lost his/her flight to New York due to traffic jam. F) In a well-written problem-solving task students investigate and suggest to the government and private sector ways to make Haiti a more competitive tourist destination in the Caribbean. Thematic Domain : Environment Competencies Content Elements 1- Investigate and propose solutions to Topic content a) Upon listening a recorded radio problems related to ecology and deforestation 2- Construct meanings by drawing charts Learning activities and Tasks broadcast on deforestation and the a) renewable energy sources: ecological impact that may occur, students (geothermal, hydropower, solar, wind) through a brainstorming activity justify territorial urbanization b) alternative-fueled-vehicles appropriate measures to be taken by the 3- Compare and contrast renewable energy c) Air pollution in selected world cities sources d) Greenhouse gas emissions 4- Express and support opinions about e) Deforestation: the case of Gonaïves and diagrams from supported texts on alternative fuel for cars to reduce pollution authorities to solve this phenomenon in many parts of the country. 5 Programme à compétences minimales Anglais (LLA) 5- Prioritize solutions to dilemmas related f) Traffic jams in Port-au-Prince and other b) After to traffic jams in big cities. cities in Haiti and in the English-speaking different world (USA, Canada, Australia, Jamaica, alternative ways to replace gasoline for and India). cars, students work in groups of five (5) on reading three (3) texts from English newspapers on a project outside the classroom to analyze Grammatical content the cost- effectiveness of that choice, the impact on air pollution and predict a) Declarative, interrogative, imperative, future trends of that alternative. exclamatory sentences. Students in an oral presentation followed b) Compound nouns by a debate and discussion report to the whole class the work done. b) Preposition + gerund Cultural content a) Hybrid cars a priority of utmost importance for the “big three” automakers in Detroit (GM, Ford and Chrysler) 6 b) Air pollution in Haiti and in the USA. c) The desert area of the Rocky Mountains in the USA vs the Haitian Far West in the North Western part of the country. c) In a role-play situation students simulate an interview between a radio reporter and the mayor of Port-au-Prince about new measures to reduce traffic jams at peak hours in the metropolitan area. Programme à compétences minimales Anglais (LLA) Thematic Domain : Education Competencies 1- Investigate and propose solutions to problems related to Higher Education in Haiti. 2- Express the pros and cons of the new trend for Haitian University students to attend college overseas. 3- Express individual perspectives on the importance of citizenship education across the curriculum at the secondary level. Content Elements Topic content a) In a brainstorming activity students a) Students strikes at various schools of debate the pros/cons of the importance of the state university attending college/university overseas. b) Ivy league and most competitive universities in the USA b) Students in groups of four (4) express c) The growing costs of tuition and fees in their choice and report it to the whole private universities here and abroad class for further debate and discussion. d) The importance of citizenship education in order to make students a better public c) In a role-play situation students act as servant for his/her country tomorrow scholarship applicants and administrators during an interview for final decision on Grammatical content 4- Construct meanings by drawing charts and diagrams from supported texts on Education in the English-speaking world. 5- Examine and analyze educational contributions of former scholarshipholders in Haitian schools. Learning activities and Tasks whether or not the scholarship will be granted. a) Imbedded questions b) Preposition + gerund d) Using reading skills such as: (skimming, c) Advice with “ought to” scanning and contextualized guessing) d) Present perfect, past perfect, past students read a text on the growing costs continuous of higher education and answer questions e) Clauses with “if” about it. Cultural content a) Fulbright, fellowship, assistantship, scholarship, Ivy league institutions, grant, alumni association, PTA, Alma mater, commuter university, GPA, degree, BA, BS, PhD, field, major, minor, concentration, community college etc. 7 Programme à compétences minimales Anglais (LLA) b) Public vs private universities in the USA e) In an out-of-class project student in groups of four (4) write a well-documented c) Higher Education in different English- essay on the importance of citizenship speaking countries (USA, Canada, Australia, education in order to become a good citizen Jamaica, UK) and patriot for his/her country. Thematic Domain : Science and Technology Competencies Content Elements Learning activities and Tasks a) Identify and discuss advantages Topic content a) In a brainstorming activity students associated with science and technology a) All-time top-grossing movies debate the pros/cons of technology in our b) Express the pros and cons of technology in our modern time b) All-time highest-rate and most watched TV programs c) The impact of the new technologies on c) Conduct a survey and analyze the impact ourselves and on our environment of the new technologies on ourselves and on e) Computer and internet milestones our environment modern time. Then they identify and discuss advantages related to science and technology in various fields b) In a role-play situation students after research done from different sources share opinions about the status of NATCOM by the government cultural content d) Explain viewpoints on issues related to 8 science and technology e) Students compare and contrast different countries in terms of internet access. c) In an out-of-class research project a) Internet access in Haiti and in the USA students in groups of five (5) investigate (at home, school and work) reasons why and how computers, internet b) Personal computers, internet and cellular phone users around the world c) Digicel VS Claró in the Caribbean region and cellular phones have revolutionized the way we live Programme à compétences minimales Anglais (LLA) Grammatical content d) Students identify from different a) Noun clause sources (Radio, TV, internet, newspaper) b) The immediate past with “Just” a topic of his/her own choice on either c) Modals science or technology and write a wellorganized essay (4 or 5 paragraph-long) on f) Word families. it and later present it orally to the class for discussion e) Students in groups of four (4) conduct a survey in various schools to investigate if they have computer labs, science labs and language labs and after reporting their findings to the rest of the class, they evaluate the schools in terms of technology-oriented . Finally they write a letter of congratulations to the best ones. Thematic Domain : Culture and Civilization Different types of communication Competencies Content Elements Investigate and propose solutions to Topic content v Carnival season street parade restitute prior Haitian customs and habits. v Disguisement v Street bands Present about carnival seasons and flag's day Orchestras v Laborday and diversity in Haiti and USA Learning activities and Tasks a) In a class presentation, students will take turn expressing them selves upon their cultural habits. b) Students in group of four (4) express their personal thoughts to conduct a wellnourished debate and discussions. 9 Programme à compétences minimales Anglais (LLA) Compare and contrast the different types of advertising tools. Ø Ø Ø Ø Ø Ø Ø Ø Grammatical content Present perfect tenses using since, for. The use of the present perfect Brochures Pamphlet Social medias Websites Balloons News papers Black board Bill board c) There, they write in groups of five (5) a summary upon the group members brainstorming activity progressive. Using reading skills such as: Topic content the importance of verbal Making a power point presentation, drafting a short announcement, an easy – communication and written communication. to-read article, a story. Telling; students The new trends in communicative assets in w i l l d e e p e n t h e n e w t r e n d s i n the 21 st century communication Grammatical content The uses of the most used preposition across, for, in, on, to, at, INDICATIVE PROGRESSION GRID ACTIVITÉS PÉDAGOGIQUES ET TÂCHES 10 HORAIRES 1- Activités Pédagogiques et tâches liées à la vie quotidienne 18 Périodes 2- Activités Pédagogiques et tâches liées à la santé 15 Périodes 3- Activités Pédagogiques et tâches liées au voyage 9 Périodes 4- Activités Pédagogiques et tâches liées à l’environnement 14 Périodes 5- Activités Pédagogiques et tâches liées à l’éducation 14Périodes 6 Activités Pédagogiques et tâches liées à la Sciences et à 10 Périodes la technologie Total 80 Périodes