(2019-12) Programme à compétences minimales : Anglais, Secondaire IV (séries SES, SMP et SVT)

MENFP MINISTÈRE DE L'ÉDUCATION NATIONALE ET DE LA FORMATION PROFESSIONNELLE PROGRAMME A COMPÉTENCES MINIMALES ANGLAIS SECONDAIRE IV SÉRIES : SES, SMP & SVT DECEMBRE 2019 Programme à compétences minimales Anglais (SES, SMP & SVT) 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. CAPÍTULO I Le présent programme dénommé : Programme à compétences minimales d'anglais est élaboré à partir du programme initial Programme à compétences minimales Anglais (SES, SMP & SVT) Competencies 1- Analyze relevant issues related to daily Content Elements Topic Content a) Students in groups of five (5) analyze a written document from a newspaper, life. 2- Express and support opinions about Learning Activities and Tasks a) Even in the USA, the land of the fat, magazine or the internet on abortion or the nearly 30 million people do not have equality of the sexes. enough to eat. abortion and equality of the sexes. b) Homeless is on the rise in Haiti. b) In a brainstorming activity, students CAPÍTULO I Thematic Domain : Daily Life debate the pros and cons of the adoption of death penalty in our constitution. 3- Compare and contrast human rights and the death penalty in various English- c) More than 35% of Americans think that speaking countries. abortion should be permitted only in case of rape, of incest or to safeguard the life of the mother. 4- Conduct a survey on homeless and poverty in one urban area. 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 5- Identify and discuss advantages associated with city life. Define finance and financing as teams or individually). 1 Programme à compétences minimales Anglais (SES, SMP & SVT) CAPÍTULO I Grammatical Content d) In a role-play situation, students act as survivors a) Comparative and Superlative of the January 2010 earthquake, and share opinion about the best attitude to adopt if such disaster b) Auxiliary verbs c) Question tags 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 d) Relative pronouns and clauses e) Simple Present/Simple past/Present progressive (Review) instead of rural areas. In a brainstorming activity discuss the term of Pregnancy – Students give ideas about the situation of the pregnancy of woman Cultural Content Haitian a) The termination of pregnancy as a - freedom of choice in Haiti and the USA Debate the menstruation's period and propose solutions on how to protect themselves while having b) Human rights in the Caribbean from the 2 eyes of Amnisty International c) Death penalty in various States of the USA. Leisure activities. sex. Programme à compétences minimales Anglais (SES, SMP & SVT) Competencies 1- Examine and Content Elements Learning Activities and Tasks Topic Content a) Students in groups of five (5) analyze a analyze health text on alternative medicine and express in contributions by alternative medicine in Haiti. a) Health is better than wealth. a well-written paper their opinion about the wide spread use of it in Haiti. 2- Understand the main idea and supporting details of texts and documents related to health care. 3- Predict consequences of unprotected sex. 4- Express individual perspectives on the b) Condoms, faithfulness and abstinence Afterwards, students present their paper campaigns can not prevent 100%, to the class followed by questions and HIV/AIDS from spreading among the discussion. CAPÍTULO I Thematic Domain : Health population. b) In a role-play situation, students c) The H5N1 virus (Avian Flu) can be simulate a conversation between a doctor deadly to people who come into direct and a patient who has been affected by the contact with infected birds or eat Avian Flu. uncooked poultry. links between obesity and heart disease. c) Using reading skills such as: (Intensive d) The World Health Organization (WHO) 5- Compare technological development in is concerned about the rising tide of the field of medicine among English- obesity which sends medical costs speaking Caribbean countries. soaring. Drugstores & Pharmacy Diseases/Sexualy/ Transmitted/Infections reading, information transfer and paraphrasing), students answer questions on Technological development in the field of medicine. 3 Programme à compétences minimales Anglais (SES, SMP & SVT) CAPÍTULO I Grammatical Content d) Students on special assignment in their respective neighborhood, conduct a a) Possessive adjectives and pronouns survey on the links between obesity and heart disease. Then, they analyze the b) Reflexives pronouns c) Be as an auxiliary verb d) May and can for permission and possibility 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 e) can and be able for ability five (5) compare the minimum drinking age and alcohol taxes between the USA and f) Quantifiers Cultural Content a) Fitness programs and sports in various English-speaking countries. Canada. Write a list of words related to fitness and sports In a brainstorming activity, students discuss about fitness programs and sports b) Minimum drinking age and alcohol taxes in the USA and Canada. 4 Propose the reasons for which above should adopt these programs. Programme à compétences minimales Anglais (SES, SMP & SVT) Content Elements Competencies Topic Content 1- Compare and contrast major tourist a) Statistically, the chances of your plane 2- Express and justify opinion on how to crashing is little more than three in a promote Haiti as a tourist destination in million but the headlines do not always 3- Conduct a survey and analyze the results on how important domestic traveling is to high school students. 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. a) Upon listening a recorded radio broadcast on tourist destinations in the destinations. the Caribbean. Learning Activities and Tasks convey the same impression. 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. b) Don't worry, be happy by taking a cruise to the Bahamas in order to live life to the CAPÍTULO I Thematic Domain : Travel b) Students conduct small group discussions on what could be better full. destinations for foreign visitors in Haiti. c) Labbadie, Côte des Arcadins, Jacmel and c) After reading three texts from Île à vache are considered the best tourist different newspapers and magazines, destinations in Haiti with many resort students work in groups to analyze why areas. tourism is an important source of earnings for many countries. d) Haitians living abroad take pride in sending remittance to members of their family and in participating in rural parties. Tourism / Types International relations 5 Programme à compétences minimales Anglais (SES, SMP & SVT) CAPÍTULO I 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 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. Cultural Content Students discuss about the human migration in the world; and Haitian a) Comparison between Labaddie and Miami beach. Human Migration migration in USA Analyze the main consequences make the difference between asylum / TPS etcan 6 b) PTS (Protected Temporary Status) for Haitians and other central American nations. c) Holliday traveling: Haiti, Dominican Republic and the USA. the importance of asylum attorney in the process. Programme à compétences minimales Anglais (SES, SMP & SVT) Competencies 1- Investigate and propose solutions to problems related to car pollution. 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. Content Elements Learning Activities and Tasks Topic Content a) In a brainstorming activity, students identify reasons related to car pollution. a) More efficient public transportation and car pooling would greatly help reduce car pollution in cities. b) People have always taken water for granted. But where is the water going to come from to supply an ever-increasing world population? c) Haiti has become a disaster-prone country and now there should be strict policies in building earthquake-proof houses accordingly. Then in groups of four (4) they discuss the issue and propose solutions to reduce this phenomenon. b) Groups, alternatively in front of the class, present their solutions and answer CAPÍTULO I Thematic Domain : Environment questions asked by other classmates. c) Students after reading newspaper articles on issues related to the water crisis around the globe, analyze in a wellwritten essay of about 130 words, while there is not enough water, that precious d) The outlook is bleak. A new climate regime could undermine ecosystems throughout the world, and the hole in the ozone layer over Antartica is bigger than ever. Ecology Rural, Suburban Urban Infrastructure Deforestation / Reforestation Ecology Urbanisation: Rural Suburban,EcoTourism Agro – Business. liquid is being wasted, mismanaged and polluted. Focus on population ecology students debate about the importance Rojox solutions of ecology and the impact of their actions on the life of the planet as well as on each other. 7 Programme à compétences minimales Anglais (SES, SMP & SVT) CAPÍTULO I d) In an out-of-class research project, students in groups of six (6) investigate reasons why hot summers will double in a) Comparison of the present perfect frequency by the year 2020. simple and continuous Grammatical Content b) Habits expressed by will, would, should e) In a role-play situation, students simulate a conversation emphasizing air d) The verb mind pollution in Port-au-Prince, and the impact e) Prepositions used with adjectives and of deforestation in many parts of the country. participles c) gerunds after prepositions Cultural Content In a brainstorming activity, students debate about the earthquake and the a) Earthquake in Haiti, California and Chile, consequences of this natural disaster what is the difference? b) Environmental awareness how is it seen Propose the different means of protection in different English-speaking countries. c) Greenhouse gas emissions and the Kyoto protocol what have we done since then? Thematic Domain : Education Competencies 8 1- Express the pros and cons of eliminating the baccalaureat first part by Educational authorities. 2- Construct meaning by drawing charts and diagrams from supported texts on the lack of reading and mathematical skills of students at the secondary level worldwide. Content Elements Learning Activities and Tasks Topic Content a) In a problem-solving activity, students a) More money should be poured into education to provide more teachers and smaller class sizes. b) The literacy of all children should be an educational top priority for the 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 (SES, SMP & SVT) 4- Compare Haiti and Dominican higher education. c) It is said that more than 15.000 Haitian b) Upon listening a recorded radio students attend University in the broadcast on the illiteracy rate in Haiti, Dominican Republic. That trend is quite which is the highest in the Caribbean, alarming. students say and justify appropriate decisions to be taken by government d) Secondary school system in Haiti, the authorities. Dominican Republic and the USA, similarities and differences. - Colleges and degrees 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, 5- Predict consequences, if not much is done by government in developing countries, to reach the objectives of the millennium in terms of education. Grammatical Content CAPÍTULO I 3- Investigate and propose solutions to problems related to the illiteracy rate in Haiti. and prioritize solutions to reverse that alarming situation. a) The conditional tenses b) Infinitive and gerund constructions c) Active Vs passive voice d) Commands, request, invitations, advice d) In an out-of-class research, students and suggestions in groups of four (4) compare and e) The passive voice contrast the Secondary School system of f) Indirect speech Haiti and the United States. Cultural Content a) Scholarship and loans in Higher Education in Haiti, the Dominican Republic 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. e) In a role-play students assume fictious identities and interact as students and teacher in a foreign language class. Students discuss about scholarship and loans at the university. 9 Programme à compétences minimales Anglais (SES, SMP & SVT) CAPÍTULO I Thematic Domain : Science And Technology Competencies 1- Express and support opinions about Content Elements Learning Activities and Tasks Topic Content a) In a brainstorming activity, students genetic engineering. discuss and debate milestones in medical a) Stem cell research opens the way for 2- Prioritize solutions resulted from treatment of diseases such as: Diabetes, working in the high-tech age. Parkinson's and Alzheimer's. 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. research. b) In a role-play situation, students interact on how modern Technology has b) Many geneticists support therapeutic revolutionized the way many people work. cloning which could allow them to produce replacement parts for damaged organs. c) In an out-of-class research project, students in groups of five (5) conduct a c) Providing internet access to 50% of the survey and analyze the impact of the world's population by 2015 is an ambitious internet on youngsters in their respective yet achievable goal. neighborhoods. Afterwards they write a letter to the Minister of Education to 5- Identify and discuss advantages associated with the internet as a powerful d) Online distance learning can provide report their findings. engine of economic growth. quality education for millions. d) In a well-written problem-solving task, 10 students suggest to the government and the private sector, ways to equip both public and private schools with labs and computers with access to internet. Programme à compétences minimales Anglais (SES, SMP & SVT) Grammatical Content e) Students in a project and creative task, compare the viewpoints of two educators, a) Noun clauses b) Infinitives after go and come on online distance learning, in terms of providing quality education to children in remote areas of Haiti c) Had better, would rather, would prefer, would like and want d) Verb + preposition / adverb Cultural Content a) The new arrival of Netcom on the Haitian market. What in store for us? b) The paperless office in the 21st 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. 11 Programme à compétences minimales Anglais (SES, SMP & SVT) 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 12 54 Périodes