(2019-12) Programme à compétences minimales : Anglais, Secondaire IV (série LLA)

MENFP MINISTÈRE DE L'ÉDUCATION NATIONALE ET DE LA FORMATION PROFESSIONNELLE PROGRAMME A COMPÉTENCES MINIMALES ANGLAIS SECONDAIRE IV SÉRIE : LLA DECEMBRE 2019 Programme à compétences minimales Anglais (LLA) 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 ; 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. CAPÍTULO I Le présent programme dénommé : Programme à compétences minimales d'anglais est élaboré à partir du programme Programme à compétences minimales Anglais (LLA) Competencies Content Elements 1- Analyze relevant issues related to daily Topic Content a) Even in the USA, the land of the fat, life. nearly 30 million people do not have enough 2- Express and support opinions about to eat. b) Homeless is on the rise in Haiti. abortion and equality of the sexes. c) More than 35% of Americans think that 3- Compare and contrast human rights and abortion should be permitted only in case the death penalty in various English- of rape, of incest or to safeguard the life of the mother. speaking countries. d) There are more job opportunities and a 4- Conduct a survey on homeless and better chance of succeeding in life when you live in a city. poverty in one urban area. 5- Identify and discuss advantages associated with city life. Define finance and financing Grammatical Content a) Form and use of the possessive case b) Comparative and Superlative c) Auxiliary verbs d) Question tags e) Relative pronouns and clauses f) Simple Present/Simple past/Present progressive (Review) Cultural Content a) The termination of pregnancy as a freedom of choice in Haiti and the USA b) Human rights in the Caribbean from the eyes of Amnesty International c) Death penalty in various States of the USA. Insurance /Retirement/Investment. Leisure activities. Learning Activities and Tasks a) Students in groups of five (5) analyze a written document from a newspaper, magazine or the internet on abortion or the equality of the sexes. b) In a brainstorming activity, students debate the pros and cons of the adoption of death penalty in our constitution. c) Listening to a tape or CD, students hear about the living situation of the homeless on Champs-de-Mars and propose solutions on how to improve their life in the community (Students may choose to work as teams or individually). CAPÍTULO I Thematic Domain : Daily Life d) In a role-play situation, students act as survivors of the January 2010 earthquake, and share opinion about the best attitude to adopt if such disaster hits Haiti once again. e) In an out-of-class research projects, students in groups of five (5) investigate why people prefer to live in big cities instead of rural areas. In a brainstorming activity discuss the term of Pregnancy – Students give ideas about the situation of the pregnancy of woman Haitian 1 Programme à compétences minimales Anglais (LLA) CAPÍTULO I - propose solutions on how to protect themselves while having sex. - Social advantages in USA for pregnant women/Haiti Thematic Domain : Health Competencies Content Elements Learning Activities and Tasks 1- Examine and analyze health contributions by alternative medicine in Haiti. Topic Content a) Students in groups of five (5) analyze a 2- Understand the main idea and supporting details of texts and documents related to health care. 3- Predict consequences of unprotected sex. 2 Debate the menstruation's period and a) Health is better than wealth. text on alternative medicine and express in a well-written paper their opinion about b) Condoms, faithfulness and abstinence the wide spread use of it in Haiti. campaigns can not prevent 100%, Afterwards, students present their paper HIV/AIDS from spreading among the to the class followed by questions and discussion. population. c) The H5N1 virus (Avian Flu) can be deadly to people who come into direct contact with b) In a role-play situation, students simulate a conversation between a doctor 4- Express individual perspectives on the links between obesity and heart disease. infected birds or eat uncooked poultry. 5- Compare technological development in the field of medicine among Englishspeaking Caribbean countries. d) The World Health Organization (WHO) c) Using reading skills such as: (Intensive is concerned about the rising tide of reading, information transfer and and a patient who has been affected by the Avian Flu. obesity which sends medical costs soaring. paraphrasing), students answer questions Drugstores & Pharmacy on Technological development in the field Diseases/Sexually/ of medicine. Transmitted/Infections Programme à compétences minimales Anglais (LLA) a) Possessive adjectives and pronouns b) Reflexives pronouns c) Be as an auxiliary verb d) May and can for permission and possibility d) Students on special assignment in their respective neighborhood, conduct a survey on the links between obesity and heart disease. Then, they analyze the results and present their findings to the class for discussion and debate. e) In a research done with the help of different sources, students in groups of g) Quantifiers five (5) compare the minimum drinking age Cultural Content and alcohol taxes between the USA and a) Fitness programs and sports in various Canada. Write a list of words related to fitness and English-speaking countries. sports b) Minimum drinking age and alcohol taxes in In a brainstorming activity, students discuss about fitness programs and sports the USA and Canada. Propose the reasons for which above should adopt these programs. e) can and be able for ability CAPÍTULO I Grammatical Content Thematic Domain : Travel Competencies Content Elements Learning Activities and Tasks 1- Compare and contrast major tourist destinations. Topic Content a) Upon listening a recorded radio a) Statistically, the chances of your plane crashing is little more than three in a 2- Express and justify opinion on how to promote Haiti as a tourist destination in million but the headlines do not always convey the same impression. the Caribbean. 3- Conduct a survey and analyze the results b) Don't worry, be happy by taking a cruise on how important domestic traveling is to to the Bahamas in order to live life to the full. high school students. broadcast on tourist destinations in the Caribbean, students through a brainstorming activity, justify appropriate measures to be taken by the government to create and improve tourist clusters and resort areas throughout the country. 3 Programme à compétences minimales Anglais (LLA) CAPÍTULO I 4- Analyze texts related to travel and tourism. 5- Investigate and propose solutions, to increase the number of Haitians living abroad, to visit Haiti on a regular basis. c) Labbadie, Côte des Arcadins, Jacmel and b) Students conduct small group Île à vache are considered the best tourist discussions on what could be better destinations in Haiti with many resort destinations for foreign visitors in Haiti. areas. d) Haitians living abroad take pride in sending remittance to members of their family and in participating in rural parties. Tourism / Types International relations Grammatical Content a) Prepositions b) Ought, should, must, have to, need for obligation c) The past and perfect tenses d) Will + infinitive and be going to e) The future tense f) Do used as an auxiliary and do used as an ordinary verb Cultural Content 4 a) Comparison between Labaddie and Miami beach. Human Migration b) PTS (Protected Temporary Status) for Haitians and other central American nations. c) Holliday traveling: Haiti, Dominican Republic and the USA. c) After reading three texts from different newspapers and magazines, students work in groups to analyze why tourism is an important source of earnings for many countries. d) In a project outside the classroom, to analyze the cost-effectiveness of largescale marketing and huge investments in the tourism industry (Construction of hotel chains, creation of tourist clusters etc…), students in an oral presentation followed by a debate and discussion report to the whole class the work done. e) In a role-play situation, students simulate an interview between a Haitian migrant in the USA applying for PTS and an immigration officer. Students discuss about the human migration in the world; and Haitian migration in USA Analyze the main consequences make the difference between asylum / TPS etcan the importance of asylum attorney in the process. Programme à compétences minimales Anglais (LLA) Competencies Content Elements 1- Investigate and propose solutions to problems related to car pollution. Topic Content 2- Express and justify opinion on how to manage the water crisis around the globe. 3- Create hypothetical real world situations related to earthquake and solve them. 4- Analyze texts on renewable energy sources Learning Activities and Tasks a) In a brainstorming activity, students identify reasons related to car pollution. a) More efficient public transportation Then in groups of four (4) they discuss the and carpooling would greatly help reduce issue and propose solutions to reduce this car pollution in cities. phenomenon. b) People have always taken water for b) Groups, alternatively in front of the granted. But where is the water going to class, present their solutions and answer come from to supply an ever-increasing questions asked by other classmates. world population? c) Students after reading newspaper c) Haiti has become a disaster-prone articles on issues related to the water country and now there should be strict crisis around the globe, analyze in a wellpolicies in building earthquake-proof written essay of about 130 words, while houses accordingly. there is not enough water, that precious liquid is being wasted, mismanaged and d) The outlook is bleak. A new climate polluted. regime could undermine ecosystems Focus on population ecology students throughout the world, and the hole in the debate about the importance Rojox ozone layer over Antarctica is bigger than solutions of ecology and the impact of their actions on the life of the planet as ever. well as on each other Ecology Rural, Suburban Urban Infrastructure Deforestation / Reforestation Ecology Urbanization: Rural Suburban, EcoTourism Agro – Business. CAPÍTULO I Thematic Domain : Environment 5 Programme à compétences minimales Anglais (LLA) CAPÍTULO I Grammatical Content d) In an out-of-class research project, a) Comparison of the present perfect students in groups of six (6) investigate reasons why hot summers will double in simple and continuous frequency by the year 2020. b) Habits expressed by will, would, should c) gerunds after prepositions e) In a role-play situation, students d) The verb mind simulate a conversation emphasizing air e) Prepositions used with adjectives and pollution in Port-au-Prince, and the impact participles of deforestation in many parts of the country. Cultural Content a) Earthquake in Haiti, California and Chile, In a brainstorming activity, students what is the difference? debate about the earthquake and the b) Environmental awareness how is it seen in consequences of this natural disaster different English-speaking countries. c) Greenhouse gas emissions and the Kyoto Propose the different means of protection protocol what have we done since then? Thematic Domain : Education Competencies Content Elements Learning Activities and Tasks 1- Express the pros and cons of eliminating Topic Content a) In a problem-solving activity, students the baccalaureat first part by Educational 6 authorities. a) More money should be poured into education to provide more teachers and smaller class sizes. 2- Construct meaning by drawing charts and diagrams from supported texts on the lack b) The literacy of all children should be an of reading and mathematical skills of educational top priority for the students at the secondary level world-wide. government. in groups of five (5) investigate the lack of reading skills among students at the secondary level in Haiti and propose solutions to improve that specific competency. Programme à compétences minimales Anglais (LLA) similarities and differences. Grammatical Content c) Using reading skills such as: (Skimming, scanning and contextualized guessing), students read a text on the limited capacity of the State University of Haiti, and prioritize solutions to reverse that alarming situation. done by government in developing a) The conditional tenses d) In an out-of-class research, students in countries, to reach the objectives of the b) Infinitive and gerund constructions groups of four (4) compare and contrast millennium in terms of education. c) Commands, request, invitations, advice the Secondary School system of Haiti and and suggestions the United States. - 5- Predict consequences, if not much is Colleges and degrees CAPÍTULO I 3- Investigate and propose solutions to c) It is said that more than 15.000 Haitian b) Upon listening a recorded radio problems related to the illiteracy rate in students attend University in the broadcast on the illiteracy rate in Haiti, Haiti. Dominican Republic. That trend is quite which is the highest in the Caribbean, alarming. students say and justify appropriate 4- Compare Haiti and Dominican higher decisions to be taken by government education. d) Secondary school system in Haiti, the authorities. Dominican Republic and the USA, d) The passive voice e) Indirect speech Cultural Content e) In a role-play students assume fictious identities and interact as students and teacher in a foreign language class. a) Scholarship and loans in Higher Students discuss about scholarship and Education in Haiti, the Dominican Republic loans at the university. and the USA. b) Medical Schools in Haiti and the USA. c) Illiteracy rate in the Caribbean region, a comparison between Haiti, Dominican Republic, Cuba and Jamaica. 7 Programme à compétences minimales Anglais (LLA) CAPÍTULO I Thematic Domain : Science And Technology Competencies 1- Express and support opinions about genetic engineering. 2- Prioritize solutions resulted from working in the high-tech age. 3- Compare internet access of people from different English-speaking countries. 4- Conduct a survey and analyze the impact of the internet on people facing social isolation and loneliness. 5- Identify and discuss advantages associated with the internet as a powerful engine of economic growth 8 Content Elements Learning Activities and Tasks a) In a brainstorming activity, students discuss and debate milestones in medical a) Stem cell research opens the way for research. treatment of diseases such as: Diabetes, b) In a role-play situation, students Parkinson's and Alzheimer's. interact on how modern Technology has b) Many geneticists support therapeutic revolutionized the way many people work. cloning which could allow them to produce c) In an out-of-class research project, replacement parts for damaged organs. students in groups of five (5) conduct a survey and analyze the impact of the c) Providing internet access to 50% of the world's population by 2015 is an ambitious internet on youngsters in their respective neighborhoods. Afterwards they write a yet achievable goal. letter to the Minister of Education to d) Online distance learning can provide report their findings. quality education for millions. d) In a well-written problem-solving task, students suggest to the government and Social Medias the private sector, ways to equip both Grammatical Content public and private schools with labs and computers with access to internet. a) Noun clauses Topic Content b) Infinitives after go and come c) Had better, would rather, would prefer, e) Students in a project and creative task, compare the viewpoints of two educators, on online distance learning, in terms of would like and want providing quality education to children in d) Verb + preposition / adverb remote areas of Haiti. Programme à compétences minimales Anglais (LLA) CAPÍTULO I Cultural Content a) The new arrival of Netcom on the Haitian market. What in store for us? st b) The paperless office in the 21 century, a dream or a reality? Case-study: Haiti, USA, Dominican Republic, Canada. c) Internet and cellular phones ten years from now in industrialized nations, emergent countries and developing nations. Thematic Domain : Culture and Civilization Competencies Content Elements Learning Activities and Tasks Investigate and propose solutions to a) A list of Haitian cultural traits and In a brainstorming session, students in Haitian-related acculturation problems facts groups of five (5) draw a list of all the th cultural activities from the 20 to the 21 b) The derived words Noun/Verb/ st century. Adjective Adverb Students are assigned to role-play a c) Synonym words Vs. antonym words. cultural representation. For instance, tell a fairy tale, a riddle, etc. Students also read d) Different sets of lexical related fields based on ecology, astronomy, etc. a newspaper article about a Haitian festival and then write an essay on it. 9 Programme à compétences minimales Anglais (LLA) CAPÍTULO I Thematic Domain : Introduction to English and Afro-American literature Competencies Content Elements Learning Activities and Tasks Read a few excerpts of Shakespeare's Grammatical content. · The use of: Who, whom, whose as connectors. Some, any, no. Do Vs. Make The problem verbs sit, set, rise raise, say tell die, lay. Students present a summary of an except best seller book”The Beowulf'' and express the plot. Compare and contrast two Afro-American authors' works. Highlight the literary genders preconized in different texts. Present a simply-organized correlation and application to today's situations. which has been previously read and brainstorm about it. Students, in agreement with the teacher, make a technological presentation about an Afro-American author's work. Students make sure to use the problem Review on simple comparative and double comparative Apply the irregular comparatives of adjectives. verbs that were presented previously. Students, in pairs or groups, read, analyze and summarize a literary article 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