MENFP

MINISTÈRE DE L'ÉDUCATION NATIONALE

ET DE LA FORMATION PROFESSIONNELLE

PROGRAMME A COMPÉTENCES MINIMALES

ANGLAIS
SECONDAIRE II

Décembre 2019
 Programme à compétences minimales
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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
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Thematic domain : Daily Life

Competencies Content Elements Learning activities and Tasks

Topic content In groups of four, students read the

1- Discuss problems and suggest possible
Jobs and professional activities in Haiti employment opportunities listed in a
solutions to resolve work-related problems
and in the United States. classified newspaper section. They
Looking and applying for a job discuss the abilities experience, and job
2- Understand the main idea and
Wages and benefits in the workplace needs of each member of the group.
supporting details about professional and
leisure activities related to indicated Types of leisure activities
They discuss the advantages and
documents.
Grammatical content disadvantages of each job.

3- Interpret and write work-related Use of adjectives in complete sentences:

possessive / descriptive They choose the best job for each
correspondence including notes, memos,
Comparatives / Superlatives member of the group and report their
letters, and e-mail
Construction of sentences: declarative, decisions to the class.
4- Explain viewpoints on issues related to interrogative, imperative, exclamatory
In a role play students assume fictions'
professional activities by giving the pros
Use of verbs: identities and interact as employers and
and cons of various opinions
Present perfect, past perfect, past employees at job settings.
continuous
In a brainstorming activity students
Passive voice (What training is required?) debate the pros / cons of the increase of

Modals (What could / would / should he

minimum wage in Haiti.
1
do?) Students in groups of four describe three
(3) work-related problems that have been
Cultural content randomly selected and develop possible
Minimum wage in Haiti versus minimum solutions to resolve them.
wage in the USA Listening to a tape, students hear
Unemployment in Haiti, Jamaica and the different job descriptions and select the
USA appropriate one that fits their career
Best paid jobs in Haiti, USA, Canada , and objectives
The United Kingdom
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Thematic domain : Health

Competencies Content Elements Learning activities and Tasks

1- Identify and discuss health-related Topic content Students in groups of four (4), brainstorm
problems and health care in different Physical and mental states on different deadly diseases in Haiti such
English speaking countries Medical emergencies as : AIDS, tuberculosis etc. and evaluate
their impact on the society Groups share
Accident and medical forms
2- State opinions about the health care their viewpoints and compare situations
Drugstore and pharmacy prescriptions
system encountered with similar findings in the
USA and the United Kingdom or elsewhere
3- Present and justify a clear-written Grammatical content in the English speaking world.
topic on health in Haiti In a role-play situation students after
Word families research done from different sources
4- Predict future trends in medical Passive voice ( He was stung by a bee ) share opinions about the health care
research in order to find appropriate Who should be treated first? system in Haiti and advise what should be
medications for some deadly diseases Clauses with “If ” done to improve it.

After reading three (3) texts from

Reciprocal pronouns
different English news papers on finding
The immediate past with “just”
5- Express individual medications for some deadly diseases,
Present perfect /tag question
perspectives on the importance of free students in groups of six ( 6 ) work on a
health care for children and the elderly. project outside the classroom to predict
2 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.
United States Students identify from different sources (
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.
 Programme à compétences minimales
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Thematic domain : Travel

Competencies Content Elements Learning activities and Tasks

1- Identify and discuss common problems Topic content a) In a brainstorming activity, students
associated with immigration a) Immigration identify reasons why Haitian professionals
b) Hotels massively immigrate to Canada.
2- Construct meanings by drawing charts c) Touristic sites and areas Then in groups of four (4) they discuss the
and diagrams from supported texts on d) Restaurants issues and propose solutions to reduce that
touristic destinations brain drain.
Grammatical content
a) Time clauses (before/after/when )
Groups alternatively in front of the class
3- Compare and contrast b) Imbedded questions (Do you know
where the nearest gas station is?) present their solutions and answer
restaurants in terms of price, cleanness questions asked by other classmates
c) Separable and inseparable two–
and services offered
word verbs
d) Modals in the past ; modals in the b) Students in groups of four (4)
4- Express the pros and cons of American identify from different sources
present
immigration policies after the bombing of e) Reported speech (Newspaper, magazine, internet, etc...) a
the World Trade Center in New York text focusing on the most important travel
destinations in the Caribbean corroborated
5- Examine and analyze cultural and with recent statistics. Each group of
Cultural content
economic contributions of Haitians in students draws a chart to pinpoint that
American life. choice and explain it later to their
a)Experiences and expectations of
Haitians living in the USA and Canada classmates in an oral presentation. 3
b) Immigration Reform and Control Act
of 1986 c) In a brainstorming activity students in
c) Walt Disney, McDonald's, Coca–Cola, groups of five (5) select three (3)
melting pot. restaurants of any type in which they have
d) American cuisine versus Haitian cuisine already eaten and compare them in terms of
e) Haitian panting, music and some price, cleanness and services offered. Then
cultural rituals in a well-organized written letter to a
f) Influence of Rap Music on Haitian youth friend each group recommends the
restaurant chosen.
 Programme à compétences minimales
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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 role-
play 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 Content Elements Learning activities and Tasks

4 1- Investigate and propose solutions to Topic content

problems related to environment a) Urbanism
a) Using reading skills (Such as skimming,
scanning, and contextualized guessing,
b) City life, suburban life, and shanty town students read a text on environment
and solve problems related to it.
2- Compare and contrast environmental c) Farming and deforestation
issues in Haiti, in the Bahamas or in any Grammatical content
b) In an out-of-class research, students
other English-spoken country a) The future with the simple present and
in groups of four (4) compare and
present continuous
contrast phenomena such as hurricane,
3- Evaluate decisions taken to increase b) Placement order of adverbs
flood and earthquake in terms of
crop production in rural areas of Haiti c) Reflexive pronouns losses and damages,
d) Preposition + gerund
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4- Predict consequences if environmental Cultural content c) Students conduct small group

disasters occur. discussions on crop production in rural
a) Tornado phenomenon in the Midwest areas of Haiti and
of the USA
5- Justify decision of taken by the state d) Indicate decisions to be taken to help
- Earthquake in the state of farmers improve said production.
California
e) Upon listening a recorded radio
- Flood in Florida and in Texas (USA)
broadcast on overpopulation and the
negative social impact the latter causes
- Subsidizing agriculture in the United
States on the country's economic life. Through
brainstorming, students say and justify
appropriate decisions to be taken by
b) City life versus rural life in Haiti 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
5
the Ministry of Environment in the
fight of maintaining an environment
free of waste, pollution and litter
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Thematic domain : Education

Competencies Content Elements Learning activities and Tasks

1- Analyze texts on education-related Topic content a) Students in groups of five (5) analyze a
issues text on Haitian Education and express in a
a) Fundamental school system well-written paper their opinion about it.
Then, they present their paper to the
class followed by questions and discussion.
2- Express and justify opinions on how to b) Secondary school system
improve the quality aspect of the
b) In a role-play situation students
Educational system. c) Vocational and technical schools. simulate a conversation on the importance
of school in the globalized village.
Grammatical content Thereafter in out-of-class assignment,
3) Conduct a survey and analyze the results groups of seven (7) students in a well-
on how important Education is to documented paper express their opinions.
a) “Hope” and “Wish”
youngsters.
c) Students on special assignment in their
b) The future, present perfect, and
respective neighborhood, conduct a
4- Create hypothetical real-word modals in the passive voice
survey on people's perception about the
situations related to Education and solve public school system, analyze the results
them. c) Verbs + infinitive ( plan to go ) and present their findings to the class for
discussion and debate.
d)Advice with “ought to”
6 5- Compare Educational systems of
different countries. Cultural Content
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.
a) Educational differences between Haiti
and the USA.
e) In a research done with the help of
different sources students in groups of
b) Access to Education in Haiti, Jamaica,
five (5) compare educational system in
Canada, and the United States.
about five (5) English-spoken countries
and present orally that research for
discussion with classmates.
 Programme à compétences minimales
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Thematic domain : Science and Technology

Competencies Content Elements Learning activities and Tasks

1) Analyze relevant issues related to Topic Content a) Students in groups of five (5) analyze a
written document from any source
technology
(newspaper, magazine, Internet) based on
a. New Technologies science or technology and write an
2) Hypothesize the reaction to new b. Cellular phones alternative ending to the text in question.
situations based on the development of c. Internet
different countries b) Students as teams brainstorm on
different adverse/negative impacts of
technology on our modern world,
3) Compare technological development of
Grammatical content hypothesize the reaction of consumers to
different countries
a. relative clauses with who, whom, stop that trend.

4) Express and support opinions about new which, and that c) Listening to a tape or a CD students hear
trends in science and technology technological development and say how the
b. placement order of adverbs latter may transform them as human beings
as well as how they can use it in the future
5) Prioritize solutions to
to improve life in their community.
Cultural content (Students may choose to work as teams or
Dilemmas resulted from new development individually)
in science and technology. a) Silicon valley
d) Students in groups of five (5) analyze
b) Boeing and major US government
contractors, Microsoft, Google, Apple,
the impact of Microsoft, Google, Apple,
IBM, Verizon, on American society (each
7
IBM, Verizon group works on one of the stated
Communication or Software Company.

c) Digicel, Voila, Teleco, Conatel, Haitel e) In groups of four (4), students say and
discuss how things were when there was
only TELECO In Haiti. They answer
questions as:
 Programme à compétences minimales
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- 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 HORAIRES

1- Activités Pédagogiques et tâches liées à la vie quotidienne 8 Périodes

2- Activités Pédagogiques et tâches liées à la santé 12 Périodes

8 3-

4-
Activités Pédagogiques et tâches liées au voyage

Activités Pédagogiques et tâches liées à l’environnement

7 Périodes

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