(2019-12) Minimum Competencies Programme: English, Secondary III (SES, SMP and SVT streams)

MENFP MINISTÈRE DE L'ÉDUCATION NATIONALE ET DE LA FORMATION PROFESSIONNELLE PROGRAMME PROGRAMME AA COMPÉTENCES COMPÉTENCES MINIMALES MINIMALES ANGLAIS ANGLAIS SECONDAIRE SECONDAIRE III III SÉRIES : SES, SMP & SVT DECEMBRE 2019 Programme à compétences minimales Anglais (SES, SMP & SVT) 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 IV ; séries (SES, SMP & SVT) : 11 heures sont susceptibles d'être rattrapées par semaine et 6 heures peuvent être prises en charge à travers des devoirs de recherche à la maison. Programme à compétences minimales Anglais (SES, SMP & SVT) Thematic Domain : Daily Life 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 other English Speaking countries like the U.S.A. 3- Present and justify a clear-written topic on the Money Banks and banking system in Haiti and abroad 4- Investigate and propose solutions to problems related to late night leisure activities and insecurity in Haiti. Understanding Money Banks and Banking Content Elements Topic content - Social activities mostly attended by rural area residents and city residents - Meeting people in the street; run into a friend at a public transportation - Money and History - Haiti's Banking System - Vital role plays by the banking system in the Haitian economy Bank's role ina Country - Banking transaction Grammatical content a) reflexive pronouns b) Any longer versus still c) Separable and inseparable two-word verbs d) Order of adverbs e) Time clauses (when, after, before. Learning activities and Tasks In a brainstorming activity students discuss and debate what police should do to improve nightlife in major big cities in Haiti. -What night life looks like in Rural and city areas In a role play situation students interact as customers and cashiers in a bank. They later investigate through internet and/or newspaper articles why many banks went bankrupt in the USA. In groups of four students research the impact of the worldwide financial crisis on the Haitian economy. In a listening activity, students pay attention to warnings and precautions to be safe, and report to other classmates the importance of such measures. 1 Programme à compétences minimales Anglais (SES, SMP & SVT) Cultural content Students in a project and creative task compare the view- point of two senators on - The banking system in Haiti and the issues related to kidnapping in Port-aubanking system in the (Word) word. Prince and its surrounding areas. - Gambling and casinos in In a group project students identify the role Port-au-Prince, Las Vegas, Atlantic city of a bank in a society. other paits in the world - The wedding ceremony in different English-speaking countries and Haiti. New way to see life together (couple / community life) Thematic Domain : Health Competencies Content Elements Topic content 1- Investigate and propose solutions to reduce sexually transmissible diseases and - Sexually infectious/ transmissible other types of infections in Haiti. diseases and their treatments 2 2- Compare and contrast Haitian cuisines - Eating disorders and health (anorexia, with American one. bulimia, binge-eating disorder) Learning activities and Tasks - Students in groups of four (4) brainstorm on the most common sexually infections diseases and their possible treatments - They listen to a recorded radio broadcast which gives advice on what to do to avoid 3- Justify decisions taken by the government to protect the population - Trends in daily use of cigarettes in Haiti and in the US against the swine flu. being affected. 4- Conduct a survey on what type of drugs - Spending on health by the Haitian government patients buy at a pharmacy or drugstore (generic name or brand name) and report - List curable and incurable the finding. they hear in terms of precautions to be To show their understanding of the listening activity, students jot down what taken. Programme à compétences minimales Anglais (SES, SMP & SVT) - In a role-play situation students act as doctors and patients in situations involving an infectious disease. - Students identify from different sources (internet, TV, print) the devastating effect of the swine flu pandemic around the world. 5- Predict consequences on people's health if gas is being used on a daily basis Grammatical content - To be willing + infinitive -Identify from a given list which disease is curable and which ones are not. within a month period by the police force to disperse mobs and riots. 6- define curable Vs incurable diseases Establish the difference between a pharmacy and a drugstore Then they write in groups of four a wellorganized essay (4 or 5 paragraph-length) - Relative clauses with: who, whom, that stating the origin of the disease, how it and which spreads throughout the continents, what are the investigations being done and how - Verbs + infinitive far we are from finding a cure and a treatment. Cultural content Later on, the groups report to the class and - Illicit drug use among high school discuss their research. students in Haiti and the USA - In an open debate and discussion - Non marital childbearing in Haiti and the students express and justify their USA opinions on cigarette smoking and illicit - Passive voice - Health insurance coverage in the English-speaking world (USA, Canada, Australia, Jamaica and India) drug use among teenagers and the use of gas by police to diffuse riots. 3 Programme à compétences minimales Anglais (SES, SMP & SVT) Thematic Domain : Travel Competencies 1- Analyze texts related to travel and tourist issues 2- Compare and contrast business and conference travels in Haiti and other countries in the world 3- Identify and express individual views on most visited world's tourist monuments -TPS (Haiti TPS) 4- Discuss problems and suggest possible solutions to increase tourism in Haiti 4 5- Conduct a survey and analyze the results on how important eating in a restaurant is for the Haitian middle-class citizens. Content Elements Learning activities and Tasks Topic content A) In a brainstorming activity students discuss the importance of competitiveness a) Competitiveness between American in the airline industry to reduce costs Airlines and Delta Airlines on the Port-au- related to domestic and international Prince – New York market traveling. Then they state the advantages of a major b) Most visited monuments in Haiti and the competitor like Delta Airlines on the PortUSA au-prince – New York route. c) Most important Haitian restaurants in B) In a role play/ simulation task, students terms of fancy, taste of food and service. alternatively play the role of tourists visiting “La Citadelle Laferriere” and Grammatical content guides giving different types of explanations and answering relevant a) reported speech questions. b) present perfect/ tag question c) comparatives and superlatives d) placement order of adverbs 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. D) Students in groups of five (5) analyze a text on why Americans like to eat in fastfood restaurants. Then they summarize the text for presentation to the class for further discussion and debate including b) The concept of “resort area” and comparisons with Haitian outside eating examples from the United States and Haiti habits. Cultural content a) Amusement/ theme parks in the USA Discuss migration, towards Brazil / Chile / (Disney world, Disney land, Great USA/ Canada and the reasons why… Adventure, Bush Garden etc.) Programme à compétences minimales Anglais (SES, SMP & SVT) E) In a role-play situation students play the 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 Learning activities and Tasks 1- Investigate and propose solutions to Topic content a) Upon listening a recorded radio problems related to ecology and a) renewable energy sources: (geothermal, broadcast on deforestation and the deforestation ecological impact that may occur, students hydropower, solar, wind) through a brainstorming activity justify 2- Construct meanings by drawing charts b) alternative-fueled-vehicles appropriate measures to be taken by the and diagrams from supported texts on c) Air pollution in selected world cities authorities to solve this phenomenon in territorial urbanization d) Greenhouse gas emissions many parts of the country. 3- Compare and contrast renewable energy e) Deforestation: the case of Gonaïves sources Reforestation f) Traffic jams in Port-au-Prince and other b) After different reading three (3) texts from English newspapers on alternative ways to replace gasoline for 4- Express and support opinions about cars, students work in groups of five (5) on cities in Haiti and in the English-speaking alternative fuel for cars to reduce a project outside the classroom to analyze world (USA, Canada, Australia, Jamaica, pollution the cost- effectiveness of that choice, and India). the impact on air pollution and predict 5- Prioritize solutions to dilemmas related future trends of that alternative. to traffic jams in big cities. 5 Programme à compétences minimales Anglais (SES, SMP & SVT) Grammatical content Students in an oral presentation followed by a debate and discussion report to the whole a) Declarative, interrogative, imperative, class the work done. exclamatory sentences b) Preposition + gerund Cultural content c) In a role-play situation students simulate a) Hybrid cars a priority of most importance for the “big three” auto-makers in Detroit an interview between a radio reporter and the mayor of Port-au-Prince about new (GM, Ford and Chrysler) measures to reduce traffic jams at peak b) Air pollution in Haiti and in the USA. hours in the metropolitan area. Thematic Domain : Education 6 Competencies Content Elements Learning activities and Tasks 1- Investigate and propose solutions to problems related to Higher Education in Haiti Topic content a) In a brainstorming activity students debate the pros/cons of the importance of attending college/university overseas. a) Students strikes at various schools of the state university b) Students in groups of four (4) express 2- Express the pros and cons of the new their choice and report it to the whole class trend for Haitian University students to b) Ivy league and most competitive for further debate and discussion attend college overseas universities in the USA 3- Express individual perspectives on the c) In a role-play situation students act as scholarship applicants and administrators importance of citizenship education across c) The growing costs of tuition and fees in during an interview for final decision on private universities here and abroad the curriculum at the secondary level whether or not the scholarship will be granted. Programme à compétences minimales Anglais (SES, SMP & SVT) 4- Construct meanings by drawing charts d) The importance of citizenship education and diagrams from supported texts on in order to make students a better public servant for his/her country tomorrow Education in the English-speaking world d) Using reading skills such as: (skimming, scanning and contextualized guessing) students read a text on the growing costs of higher education and answer questions 5- Examine and analyze educational Grammatical content about it. contributions of former scholarshipholders in Haitian schools. a) Imbedded questions b) Preposition + gerund c) Advice with “ought to” d) Present perfect, past perfect, past continuous e) In an out-of-class project student in groups of four (4) write a well-documented essay on the importance of citizenship education in order to become a good citizen and patriot for his/her country. e) Clauses with “if” 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. b) Public vs private universities in the USA c) Higher Education in different Englishspeaking countries (USA, Canada, Australia, Jamaica, UK) 7 Programme à compétences minimales Anglais (SES, SMP & SVT) 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 debate the pros/cons of technology in our a) All-time top-grossing movies b) Express the pros and cons of technology in our modern time c) Conduct a survey and analyze the impact of the new technologies on ourselves and on our environment advantages related to science and b) All-time highest-rate and most watched TV programs technology in various fields b) In an out-of-class research project c) The impact of the new technologies on ourselves and on our environment students in groups of five (5) investigate reasons why and how computers, internet and cellular phones have revolutionized the way we live d) Explain viewpoints on issues related to science and technology modern time. Then they identify and discuss d) Computer and internet milestones c) Students identify from different sources (Radio, TV, internet, newspaper) a topic of his/her own choice on either e) Students compare and contrast different countries in terms of internet access. 8 Cultural content a) Internet access in Haiti and in the USA (at home, school and work) b) Personal computers, internet and cellular phone users around the world c) Digicel VS Claró in the Caribbean region d) Major us technology companies and their impact on our daily lives. science or technology and write a wellorganized essay (4 or 5 paragraph-long) on it and later present it orally to the class for discussion d) 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 technologyoriented. Finally they write a letter of congratulations to the best ones. Programme à compétences minimales Anglais (SES, SMP & SVT) Grammatical content a) Noun clause b) The immediate past with “Just” c) Modals d) Word families. INDICATIVE PROGRESSION GRID ACTIVITÉS PÉDAGOGIQUES ET TÂCHES 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 la 8 Périodes technologie Total 54 Périodes 9