Baker-pastry cook · Vocational English | Ressources CFA Production

Corresponds to: bakehouse production · bread, viennoiserie and pastry

Framework · Modern languages programmes for the vocational pathway / CAP (Bulletin officiel special No. 5 of 11 April 2019 · arrêté 3-4-2019).
CECRL targets · CAP A2 · Bac Pro LVA B1+ · LVB A2+. Competences · listening / reading comprehension · spoken interaction & production · writing in everyday and workplace situations. Language aims are common; the trade supplies authentic CFA documents and interlocutors. Teaching unit = Class (not “session”).

Language aims (pathway)

Read workplace instructions and pass them on accurately (BO LV · CAP A2 / Bac Pro LVA B1+).
Interact with a client or mentor: ask, clarify, explain without inventing.
Present the trade / a task / a mobility wish in a short oral and parallel writing.
Use trade English in context for bakery floor · phrases, not isolated word lists.
Co-teach language and trade gestures on the floor when possible.

Vocabulary in context

dough proving bake oven hygiene shaping starter schedule

Term	Phrase in context
dough	“The dough is ready when it is smooth and elastic.”
proving	“I respect proving time · I do not rush it.”
bake schedule	“The 6 a.m. bake is on the schedule: I prep the oven.”
steam	“Baking: temperature and steam as on the sheet.”
hygiene	“Hygiene: handwash, clean bench.”
shaping	“Even shaping: same weight, same tension.”
starter	“The starter is fed on time: I log it.”
weighing	“Exact weighing: almost-right shows after baking.”
batch	“I adapt hydration and I say so when the flour batch changes.”
shop explanation	“In the shop I explain the product without jargon.”

Worked tables · what I can / what I must not do

How it works · read each row as a real situation. Column 1 = what you (baker apprentice) may do. Column 2 = what you must not do. Column 3 = What the baker does (the qualified adult / mentor). Then the I know / I don’t know tables: if you don’t know · you ask. These tables are also your written record to copy into the notebook.

Madame Carole Paoli Pompougnac · CFA Production

Table A · At the counter / shop

I can…	I must not…	What the baker does
Welcome, advise on a bread and restate the request	Give allergen / health advice with no basis	Validates product info and handles complaints
Keep the sales area clean and respect clean/dirty flows	Handle the till or prices off instruction	Manages checkout and commercial decisions
Wear cap / hygiene kit and wash my hands	Touch bread then money without washing	Corrects hygiene gestures and coaches
Say “I’m not sure about the allergen” · I ask	Play down a risk (“it’s almost free of…”)	Decides and takes shop responsibility
Report a stock-out or appearance fault	Sell a doubtful product “so we don’t lose it”	Decides withdrawal and communication

Table B · On the bakery floor (workshop)

I can…	I must not…	What the baker does
Follow the production sheet (weights, times, temperatures)	Change an oven temperature or time off the sheet	Validates settings and the bake
Wear bakehouse PPE (gloves, shoes) near the oven	Open an oven without care / without announcing	Manages ovens and hot zones
Say: “I can shape; for baking I need a check”	Hide a failed dough in a bake	Corrects and sets my autonomy
Note batches / times on the sheet without inventing	Falsify a weight	Archives and commits traceability
Clean my station (FAR) at the end of production	Leave flour / allergens in an unclean zone	Checks hygiene before closing

Table C · I know / I don’t know · At the counter / shop

Situation	I know	I don’t know · I ask
Allergen question	I know I don’t invent	Info missing · I ask
Doubtful product	I know I don’t sell it	Decision · I ask
Customer complaint	I know I listen and call the mentor	Commercial gesture · I ask

Table C · I know / I don’t know · On the bakery floor (workshop)

Situation	I know	I don’t know · I ask
Weighing	I know how to follow the sheet	Ingredient missing · I ask
Hot oven	I know I announce and protect	Setting unknown · I ask
Dough off texture	I know I stop and report	Correction unknown · I ask

Learning Journey · Read and pass on a safety / quality instruction (bakery floor)

Programme focus (BO LV) · Read & pass on workplace instructions / safety (BO LV · professional situations) · 5 weeks · 5 × 55 min classes

Focus question · How do you read a workplace instruction in bakery floor and pass it on without losing a critical step?

Support · Workplace instruction sheet

Support type · Authentic-style trade document (invented, realistic)

PRODUCTION SHEET · BAGUETTE 1. Weigh · hydrate. 2. Knead. 3. Prove (time logged). 4. Shape · final proof. 5. Bake (temp / steam). 6. Cool · check. HYGIENE · flour traceability · FORBIDDEN: skipping a step “to get ahead”.

Guided questions (Socratic reading) ·

Who is the instruction for? What must be done first?
Which verbs are actions, and which are prohibitions?
What would go wrong if one step were skipped? Explain in simple English.

Class input ·

In vocational English (BO special No. 5 / 11-04-2019), learners work on everyday and workplace situations. At CAP level the target is roughly CECRL A2; Bac Pro LVA aims toward B1+. This learning journey trains reading for action: spotting steps, bans, and conditions in a bakery floor document, then passing the information on orally and in a short written note. Core idea · accuracy before speed; if you are unsure, you ask.

Class 1 · Read the instruction: steps and bans (55 min)

BO / CECRL aim · Reading comprehension (BO LV) · CECRL written reception

Language aims · Scan for who / what / order / forbidden actions.

Timing

0 · 5Warm-up: one safety word you already know on the floor.
5 · 20Silent reading of the sheet; underline action verbs and bans.
20 · 35Pairs: reorder the steps on cards.
35 · 48Class check: build the chain on the board.
48 · 55Exit ticket: 3 sentences “I must… / I must never…”.

Core activity · Guided reading for action (BO LV reception).

Worked example · On the board: the trade sheet (production sheet / bake schedule). Alex underlines “must / must never” and writes on a card: “In the bakery floor, I must check dough before kneading.” A partner mis-orders the steps; the class rebuilds the chain and keeps: “I must never skip proving.”

Worked table · read columns I can · I must not · What the qualified worker does. If you don’t know · you ask.

Table A · At the counter / shop

I can…	I must not…	What the baker does
Welcome, advise on a bread and restate the request	Give allergen / health advice with no basis	Validates product info and handles complaints
Keep the sales area clean and respect clean/dirty flows	Handle the till or prices off instruction	Manages checkout and commercial decisions
Wear cap / hygiene kit and wash my hands	Touch bread then money without washing	Corrects hygiene gestures and coaches
Say “I’m not sure about the allergen” · I ask	Play down a risk (“it’s almost free of…”)	Decides and takes shop responsibility
Report a stock-out or appearance fault	Sell a doubtful product “so we don’t lose it”	Decides withdrawal and communication

Keep this written record ·
Exit-ticket frame · I must… / I must never…
6-step chain (copy) · linked to production sheet / bake schedule.
Keep these words · dough · proving · kneading.

Copy the blank table · your own example from placement / CFA

Table A · At the counter / shop

I can…	I must not…	What the baker does
…	…	…
…	…	…
…	…	…
…	…	…
…	…	…

Materials · Trade sheet + step cards

At home · after class 1 · Copy the 6-step chain. Circle 5 words to keep.

Class 2 · Pass it on orally to a classmate (55 min)

BO / CECRL aim · Spoken production (BO LV) · CECRL oral production

Language aims · Explain the procedure in your own words (90 sec).

Timing

0 · 5Recall the chain from Class 1.
5 · 18Prepare a 90-second explanation (beginner listener).
18 · 40Performances: A explains, B plays the new apprentice.
40 · 50Feedback: missing step? unclear word?
50 · 55Self-check on 3 criteria (order, words, volume).

Core activity · Spoken production / interaction (BO LV).

Worked example · 90-second performance: Sam explains to a “new apprentice”: “First kneading. Then “I respect proving time · I do not rush it.” After that, tell the baker mentor.” Feedback: one missing step on bake schedule. Sam redoes the middle section without rushing.

Worked table · read columns I can · I must not · What the qualified worker does. If you don’t know · you ask.

Table B · On the bakery floor (workshop)

I can…	I must not…	What the baker does
Follow the production sheet (weights, times, temperatures)	Change an oven temperature or time off the sheet	Validates settings and the bake
Wear bakehouse PPE (gloves, shoes) near the oven	Open an oven without care / without announcing	Manages ovens and hot zones
Say: “I can shape; for baking I need a check”	Hide a failed dough in a bake	Corrects and sets my autonomy
Note batches / times on the sheet without inventing	Falsify a weight	Archives and commits traceability
Clean my station (FAR) at the end of production	Leave flour / allergens in an unclean zone	Checks hygiene before closing

Keep this written record ·
Oral plan (90 s) · Beginner listener · Order · Key words (proving) · Volume.
Model openers · “First…” “Then…” “After that…” “Finally…”
Self-check · order · words · volume.

Copy the blank table · your own example from placement / CFA

Table B · On the bakery floor (workshop)

I can…	I must not…	What the baker does
…	…	…
…	…	…
…	…	…
…	…	…
…	…	…

Materials · Criteria grid + timer

At home · after class 2 · Record 90 seconds on your phone; note one miss.

Class 3 · Ask for clarification (mentor role-play) (55 min)

BO / CECRL aim · Spoken interaction (BO LV) · CECRL interaction

Language aims · Ask clear questions when something is missing or unclear.

Timing

0 · 6Bank of polite question stems on the board.
6 · 20Three incomplete situations (missing tool / unclear room / damaged label).
20 · 38Role-play with baker mentor.
38 · 50Write 4 ready-to-use questions.
50 · 55Choose one question for the placement notebook.

Core activity · Spoken interaction: ask / clarify (BO LV).

Worked example · Role-play with the baker mentor: Maya’s situation card has a damaged label on bake schedule. She asks: “Sorry · which steam should I use if the label is unclear?” The mentor answers; she writes four ready-to-use questions in her notebook, including one on proving.

Worked table · read columns I can · I must not · What the qualified worker does. If you don’t know · you ask.

Table C · I know / I don’t know · At the counter / shop

Situation	I know	I don’t know · I ask
Allergen question	I know I don’t invent	Info missing · I ask
Doubtful product	I know I don’t sell it	Decision · I ask
Customer complaint	I know I listen and call the mentor	Commercial gesture · I ask

Table C · I know / I don’t know · On the bakery floor (workshop)

Situation	I know	I don’t know · I ask
Weighing	I know how to follow the sheet	Ingredient missing · I ask
Hot oven	I know I announce and protect	Setting unknown · I ask
Dough off texture	I know I stop and report	Correction unknown · I ask

Keep this written record ·
Question stems · Could you show me…? · Do you mean…? · Which… should I use if…?
4 ready-to-use questions (placement notebook).
One question starred for tomorrow on the bakery floor.

Copy the blank table · your own example from placement / CFA

Table C · I know / I don’t know · At the counter / shop

Situation	I know	I don’t know · I ask
…	…	…
…	…	…
…	…	…

Table C · I know / I don’t know · On the bakery floor (workshop)

Situation	I know	I don’t know · I ask
…	…	…
…	…	…
…	…	…

Materials · Situation cards + stem bank

At home · after class 3 · Write 3 questions you could ask tomorrow on placement.

Class 4 · Write a short safety / handover note (55 min)

BO / CECRL aim · Writing (BO LV) · CECRL written production

Language aims · Produce a dated 8 · 12 line note: actions + checks.

Timing

0 · 8Read a weak model; list missing information.
8 · 22Shared plan: who / where / what / checks / next step.
22 · 42Individual writing.
42 · 52Peer check: five compulsory pieces of information.
52 · 55One closing sentence together.

Core activity · Writing a short organised text (BO LV).

Worked example · Writing: Leo’s first draft misses the check on steam. Peer checklist catches it. Clean version: “Date… Place: bakery floor. Actions: kneading. Checks: steam. Next: inform baker mentor.” Closing sentence voted by the class: “No step skipped.”

Worked table · read columns I can · I must not · What the qualified worker does. If you don’t know · you ask.

Table A · At the counter / shop

I can…	I must not…	What the baker does
Welcome, advise on a bread and restate the request	Give allergen / health advice with no basis	Validates product info and handles complaints
Keep the sales area clean and respect clean/dirty flows	Handle the till or prices off instruction	Manages checkout and commercial decisions
Wear cap / hygiene kit and wash my hands	Touch bread then money without washing	Corrects hygiene gestures and coaches
Say “I’m not sure about the allergen” · I ask	Play down a risk (“it’s almost free of…”)	Decides and takes shop responsibility
Report a stock-out or appearance fault	Sell a doubtful product “so we don’t lose it”	Decides withdrawal and communication

Table B · On the bakery floor (workshop)

I can…	I must not…	What the baker does
Follow the production sheet (weights, times, temperatures)	Change an oven temperature or time off the sheet	Validates settings and the bake
Wear bakehouse PPE (gloves, shoes) near the oven	Open an oven without care / without announcing	Manages ovens and hot zones
Say: “I can shape; for baking I need a check”	Hide a failed dough in a bake	Corrects and sets my autonomy
Note batches / times on the sheet without inventing	Falsify a weight	Archives and commits traceability
Clean my station (FAR) at the end of production	Leave flour / allergens in an unclean zone	Checks hygiene before closing

Keep this written record ·
Note frame · Who / Where (bakery floor) / What / Checks / Next step / Date.
Compulsory info ×5 (tick box).
Sample closing · “Checks done on steam; baker mentor informed.”

Copy the blank table · your own example from placement / CFA

Table A · At the counter / shop

I can…	I must not…	What the baker does
…	…	…
…	…	…
…	…	…
…	…	…
…	…	…

Table B · On the bakery floor (workshop)

I can…	I must not…	What the baker does
…	…	…
…	…	…
…	…	…
…	…	…
…	…	…

Materials · Gapped model + checklist

At home · after class 4 · Rewrite a clean version; fix 3 language points marked in class.

Class 5 · Co-teaching floor: say what you do (55 min)

BO / CECRL aim · Spoken production (BO LV) · CECRL oral production

Language aims · Link gesture and language on the trade floor (or simulation).

Timing

0 · 5Safety reminder with baker mentor / trade teacher.
5 · 25Pairs mime + name each step in English.
25 · 40English teacher notes strong / weak phrases.
40 · 50Trace: “While I… I say…”.
50 · 55Learning journey closing: what I can now pass on.

Core activity · Oral language in a simulated workplace (co-teaching).

Worked example · Co-teaching floor: pairs mime kneading then proving while naming them in English. Nora says: “While I check hygiene, I say: “Hygiene: handwash, clean bench.”” The English teacher boards strong phrases; weak jargon is replaced with a plain gloss.

Worked table · read columns I can · I must not · What the qualified worker does. If you don’t know · you ask.

Table C · I know / I don’t know · At the counter / shop

Situation	I know	I don’t know · I ask
Allergen question	I know I don’t invent	Info missing · I ask
Doubtful product	I know I don’t sell it	Decision · I ask
Customer complaint	I know I listen and call the mentor	Commercial gesture · I ask

Table C · I know / I don’t know · On the bakery floor (workshop)

Situation	I know	I don’t know · I ask
Weighing	I know how to follow the sheet	Ingredient missing · I ask
Hot oven	I know I announce and protect	Setting unknown · I ask
Dough off texture	I know I stop and report	Correction unknown · I ask

Keep this written record ·
Frame · “While I…, I say…” (5 lines for next learning journey).
Link gesture ↔ language · kneading / hygiene.
Learning Journey closing line · “I can now pass on… without losing a step.”

Copy the blank table · your own example from placement / CFA

Table C · I know / I don’t know · At the counter / shop

Situation	I know	I don’t know · I ask
…	…	…
…	…	…
…	…	…

Table C · I know / I don’t know · On the bakery floor (workshop)

Situation	I know	I don’t know · I ask
…	…	…
…	…	…
…	…	…

Materials · Floor / props + phrase frame

At home · after class 5 · Prepare 5 “While I… I say…” lines for the next learning journey.

Learning Journey · Interact at work: client or mentor (bakery floor)

Programme focus (BO LV) · Interact with a client or mentor: ask / clarify / explain (BO LV) · 5 weeks · 5 × 55 min classes

Focus question · How do you ask, clarify and explain clearly with a client or baker mentor without freezing or inventing?

Support · Workplace interaction card

Support type · Dialogue / ticket / client brief (authentic style)

SITUATION CARD · Boulanger-pâtissier Place: bakery floor Interlocutor: baker mentor OR customer / patient / surgery Problem: information is incomplete OR the listener is worried OR in a hurry. Your job: greet · check facts · ask one precise question · explain one step · confirm next action. DO NOT: invent a cause · blame someone · speak too fast · use unexplained jargon.

Guided questions (Socratic reading) ·

What is the goal of the interaction: inform, reassure, get permission, or hand over?
Which question would unlock the missing information?
How would you explain the same fact to a non-specialist?

Class input ·

Spoken interaction is central in BO LV vocational English: greeting, asking, clarifying, explaining, closing. In bakery floor, the baker apprentice must manage register (polite, clear) and repair strategies (“Sorry, could you repeat…?”, “Do you mean…?”). This learning journey builds short, reusable turns for real CFA placements toward CECRL A2 / B1+.

Class 1 · Map the interaction: goals and turns (55 min)

BO / CECRL aim · Listening / reading for action (BO LV) · CECRL reception

Language aims · Identify opening / question / explanation / closing moves.

Timing

0 · 5Brainstorm phrases you already use on placement.
5 · 20Read the situation card; label each required move.
20 · 35Build a class phrase bank (formal / simple).
35 · 48Listen to a model dialogue (teacher read-aloud); tick moves.
48 · 55Exit ticket: write your opening line.

Core activity · Reception + noticing interaction patterns.

Worked example · Situation card on the desk. Jamie labels moves: Opening / Question / Explanation / Closing. Opening line kept: “Hello · I’m the baker apprentice; I’m here about proving.” After the teacher read-aloud, the class ticks which moves appeared and bans unexplained jargon on steam.

Limits reminder · before you act on information, check what you may / must not do.

Table A · At the counter / shop

I can…	I must not…	What the baker does
Welcome, advise on a bread and restate the request	Give allergen / health advice with no basis	Validates product info and handles complaints
Keep the sales area clean and respect clean/dirty flows	Handle the till or prices off instruction	Manages checkout and commercial decisions
Wear cap / hygiene kit and wash my hands	Touch bread then money without washing	Corrects hygiene gestures and coaches
Say “I’m not sure about the allergen” · I ask	Play down a risk (“it’s almost free of…”)	Decides and takes shop responsibility
Report a stock-out or appearance fault	Sell a doubtful product “so we don’t lose it”	Decides withdrawal and communication

Keep this written record ·
Interaction map · Opening · Question · Explanation · Closing.
Phrase bank (6 lines) · formal / simple.
Your opening line (copy) · “Hello · I’m the baker apprentice; I’m here about…”

Copy the blank table · your own example from placement / CFA

Table A · At the counter / shop

I can…	I must not…	What the baker does
…	…	…
…	…	…
…	…	…
…	…	…
…	…	…

Materials · Situation card + phrase bank

At home · after class 1 · Learn 6 bank phrases; be ready to use 3 in Class 2.

Class 2 · Ask and clarify (timed pair work) (55 min)

BO / CECRL aim · Spoken interaction (BO LV) · CECRL interaction

Language aims · Run Q&A turns with repair language.

Timing

0 · 6Drill repair stems chorally.
6 · 20Information-gap cards (A has facts, B must ask).
20 · 40Rotating pairs; teacher notes clarity.
40 · 50Board upgrade: replace vague words.
50 · 55Choose your best clarification question.

Core activity · Spoken interaction (BO LV).

Worked example · Info-gap: A holds facts about bake schedule; B must ask. B uses repair: “Sorry, could you repeat the part about kneading?” Board upgrade replaces “thingy” with hygiene. Best clarification question pinned.

Keep this written record ·
Repair stems · Sorry, could you repeat…? · Do you mean…? · Can you show me…?
6-line mini-dialogue (homework model) with 2 repair stems.
Ban list · vague fillers (“thingy”, “stuff”) · replace with bake schedule / hygiene.

Materials · Info-gap cards

At home · after class 2 · Write a 6-line dialogue using 2 repair stems.

Class 3 · Explain a step without jargon overload (55 min)

BO / CECRL aim · Spoken production (BO LV) · CECRL oral production

Language aims · Explain one trade step to a non-specialist.

Timing

0 · 8Compare jargon-heavy vs plain explanation.
8 · 22Prepare a 1-minute plain explanation.
22 · 40Performances + listener summary test.
40 · 50Lexis upgrade: keep 1 technical word + define it.
50 · 55Vote for the clearest explanation.

Core activity · Spoken production adapted to the listener.

Worked example · Plain explanation challenge: ““Baking: temperature and steam as on the sheet.”” vs a jargon-heavy version. Listener summary test: partner must restate the step on kneading. Winner keeps one technical word (steam) + a one-line definition for a non-specialist.

Keep this written record ·
Explain frame · Purpose · One step · One technical word + gloss · Check understanding.
Keep · steam = (your plain definition).
8-line rewrite for a customer / patient (portfolio).

Materials · Two model explanations

At home · after class 3 · Rewrite your explanation in 8 lines for a customer / patient.

Class 4 · Write a short follow-up message (55 min)

BO / CECRL aim · Writing (BO LV) · CECRL written production

Language aims · Email / SMS / ticket note after the interaction.

Timing

0 · 8Register: what changes from oral to written?
8 · 20Plan: facts · what you did · what remains · polite close.
20 · 42Write 6 · 10 lines.
42 · 52Peer edit: tone + missing fact.
52 · 55Subject line / opening together.

Core activity · Writing for a workplace recipient (BO LV).

Worked example · Follow-up SMS/email: “Hello, about hygiene in the bakery floor: facts… what I did… what remains… Please confirm with the baker mentor.” Peer edit flags a missing next action; tone softened from oral slang.

Keep this written record ·
Message plan · Facts · What I did · What remains · Polite close.
Register note · Oral ≠ written (no slang).
Subject / opener model · “Follow-up · hygiene · bakery floor”.

Materials · Message frame

At home · after class 4 · Rewrite for a different recipient (mentor ↔ customer).

Class 5 · Assessment class: full mini-interaction (55 min)

BO / CECRL aim · Spoken interaction (BO LV) · CECRL interaction

Language aims · 4-minute role-play + 5-line written trace.

Timing

0 · 8Prep with cue card.
8 · 40Assessed interactions (formative grid).
40 · 52Write the trace.
52 · 55Self-score on CECRL-friendly criteria.

Core activity · Integrated interaction + writing.

Worked example · Assessed 4-minute role-play: greet · check facts on shaping · one precise question · explain kneading · confirm next action with baker mentor. Then 5-line written trace. Self-score on clarity / repair / politeness.

Keep this written record ·
Mini-interaction checklist · Greet · Facts · Question · Explain · Confirm.
Written trace (5 lines) filed with the grid.
2 goals for next learning journey (write them now).

Materials · Cue cards + grid

At home · after class 5 · File your grid; note 2 goals for the next learning journey.

Learning Journey · Present the trade and describe a task (Boulanger-pâtissier)

Programme focus (BO LV) · Present the trade / mobility / describe a task (oral + short writing) · 5 weeks · 5 × 55 min classes

Focus question · How do you present your trade and describe a real task clearly for a mobility or exam-style oral?

Support · Mobility & task presentation outline

Support type · Task photo / short mobility brief + outline

MOBILITY / EXAM OUTLINE · Boulanger-pâtissier 1. Who I am / where I train (bakery floor). 2. What the trade does for people / companies. 3. One task I can describe step by step. 4. One difficulty + how I ask for help. 5. One mobility wish (city, country, type of company) OR one skill I want to improve. Target length oral: 2 · 3 minutes + 2 questions. Writing: 12 · 15 lines parallel to the oral.

Guided questions (Socratic reading) ·

Which step of your task is hardest to explain in English? Why?
What would a foreign listener need first: tools, safety, or purpose of the task?
How is a mobility oral different from chatting with a classmate?

Class input ·

Presenting the trade links language learning with vocational identity and mobility (BO LV). Learners structure a short oral and a parallel written text: present · describe a task · reflect on a difficulty · project a mobility or improvement goal. This supports CAP A2 / Bac Pro B1+ exam-style performance without empty slogans.

Class 1 · Build the trade ID card (55 min)

BO / CECRL aim · Writing (BO LV) · CECRL written production

Language aims · Collect facts and useful sentences about the trade.

Timing

0 · 5Word cloud: what outsiders think your trade is.
5 · 20Read the outline; add personal facts.
20 · 35Pairs interview: 5 questions about the trade.
35 · 48Write a 6-line trade ID paragraph.
48 · 55Swap and check clarity.

Core activity · Reading outline + writing a short ID text.

Worked example · Interview pairs: “What does a baker apprentice do in the bakery floor?” Chris writes a 6-line ID: “I train in Boulanger-pâtissier. My trade helps people by… One tool I name is proving.” Swap check: outsider clarity · replace unexplained dough.

Keep this written record ·
Trade ID paragraph (6 lines) · Who / Where (bakery floor) / What the trade does / One tool (proving).
Learn it aloud (stress on key nouns).
Clarity check · would a non-specialist understand?

Materials · Outline + interview sheet

At home · after class 1 · Finish the ID paragraph; learn it aloud.

Class 2 · Describe a task step by step (55 min)

BO / CECRL aim · Spoken production (BO LV) · CECRL oral production

Language aims · Oral description with sequencing markers.

Timing

0 · 6Markers: first / then / after that / finally / if…
6 · 20Prepare 5 steps of a real task from placement.
20 · 402-minute performances + one listener question.
40 · 50Upgrade weak verbs.
50 · 55Pick three markers to reuse.

Core activity · Spoken production with cohesion.

Worked example · Task oral: “First I prepare for kneading. Then “The 6 a.m. bake is on the schedule: I prep the oven.” After that I check dough. Finally I…” Listener asks one question about safety. Weak verb “do” upgraded to a precise trade verb.

Keep this written record ·
Sequencing markers · first / then / after that / finally / if…
5 steps of a real task (copy) including kneading and bake schedule.
Three markers circled to reuse in Class 5.

Materials · Sequencing board + timer

At home · after class 2 · Write the 5 steps with at least 3 markers.

Class 3 · Difficulty, help, and mobility wish (55 min)

BO / CECRL aim · Spoken interaction (BO LV) · CECRL interaction

Language aims · Talk about a problem and a future placement wish.

Timing

0 · 8Model: difficulty · what I did · who I asked.
8 · 22Write notes for part 4 and 5 of the outline.
22 · 40Mini-interviews (mobility fair simulation).
40 · 50Feedback on ambition vs realism of language.
50 · 55One sentence mobility goal on the board.

Core activity · Interaction + soft argumentation.

Worked example · Mobility-fair mini-interview: “A difficulty I had was steam during proving. I asked my mentor… My mobility wish is… because…” Feedback: ambition OK, but language must stay realistic (A2 · toward B1+).

Keep this written record ·
Notes frame · Difficulty · What I did · Who I asked · Mobility wish.
8-line write-up (difficulty + wish).
One mobility goal sentence on the board (copy it).

Materials · Model + mobility prompts

At home · after class 3 · Write 8 lines: difficulty + mobility wish.

Class 4 · Write the parallel short text (55 min)

BO / CECRL aim · Writing (BO LV) · CECRL written production

Language aims · 12 · 15 lines matching the oral structure.

Timing

0 · 8From notes to paragraphs: one idea per paragraph.
8 · 40Writing time + silent dictionary use.
40 · 52Peer edit: structure + 3 language fixes.
52 · 55Title your text.

Core activity · Writing organised text (BO LV).

Worked example · Parallel text 14 lines: paragraphs mirror the oral (ID · task with kneading · difficulty on hygiene · wish). Peer edit marks three language fixes; title chosen: “My task in the bakery floor”.

Keep this written record ·
Paragraph frame · 1 idea / paragraph · 12 · 15 lines.
Structure · ID · Task · Difficulty · Mobility / improvement.
Final clean copy · portfolio (title + date).

Materials · Paragraph frame

At home · after class 4 · Final clean copy for the portfolio.

Class 5 · Final oral + questions (55 min)

BO / CECRL aim · Spoken production (BO LV) · CECRL oral production

Language aims · 2 · 3 min presentation + 2 questions (formative).

Timing

0 · 8Prep with outline only (no full script).
8 · 42Presentations + questions.
42 · 52Collective feedback: what makes a trade oral clear.
52 · 55Self-position on A2 / toward B1+ criteria.

Core activity · Integrated oral assessment (BO LV / CECRL).

Worked example · Final oral 2 · 3 min with outline only. After the talk, two questions: “Which step of kneading is hardest in English?” / “Why do you want that mobility?” Speaker answers using “The dough is ready when it is smooth and elastic.” and a marker from Class 2.

Keep this written record ·
Criteria (A2 · B1+) · Structure · Task clarity · Repair · Fluency aim.
3 phrases for real mobility (list them).
Store recording or notes with the outline.

Materials · Outline + criteria grid

At home · after class 5 · Store recording or notes; list 3 phrases for real mobility.

Co-teaching on the floor

Co-teaching · English teacher + Boulanger-pâtissier trainer / baker mentor: on the floor (or simulation), the apprentice names each key gesture in English while the trainer validates the procedure. Same language aims as in the classroom, different place. Documents · authentic-style sheets already used in the learning journeys.

On the floor (co-teaching) · use the table to say limits, read the instruction, write the record.

Table A · At the counter / shop

I can…	I must not…	What the baker does
Welcome, advise on a bread and restate the request	Give allergen / health advice with no basis	Validates product info and handles complaints
Keep the sales area clean and respect clean/dirty flows	Handle the till or prices off instruction	Manages checkout and commercial decisions
Wear cap / hygiene kit and wash my hands	Touch bread then money without washing	Corrects hygiene gestures and coaches
Say “I’m not sure about the allergen” · I ask	Play down a risk (“it’s almost free of…”)	Decides and takes shop responsibility
Report a stock-out or appearance fault	Sell a doubtful product “so we don’t lose it”	Decides withdrawal and communication

Table B · On the bakery floor (workshop)

I can…	I must not…	What the baker does
Follow the production sheet (weights, times, temperatures)	Change an oven temperature or time off the sheet	Validates settings and the bake
Wear bakehouse PPE (gloves, shoes) near the oven	Open an oven without care / without announcing	Manages ovens and hot zones
Say: “I can shape; for baking I need a check”	Hide a failed dough in a bake	Corrects and sets my autonomy
Note batches / times on the sheet without inventing	Falsify a weight	Archives and commits traceability
Clean my station (FAR) at the end of production	Leave flour / allergens in an unclean zone	Checks hygiene before closing

Trade document (class material)

Core trade document (also used across learning journeys).

Diagram

Homework

Homework linked to the three learning journeys and trade documents · mid-journey and end-of-journey tasks.

Homework · Learning Journey 1 (instructions / safety)

Type · Short writing + prepared speaking

Duration · 45 min + 2 min speaking

Brief · From the trade sheet (production sheet / bake schedule), write 8 · 12 lines restating the procedure for a beginner in bakery floor. Then prepare a 2-minute oral: order of actions + one ban. Audience · baker mentor or a classmate. BO LV / CECRL · reading for action + spoken production (A2 / toward B1+).

Trade support · production sheet / bake schedule

Success criteria · /20

Criterion	Marks
Accurate understanding of the document	4
Clear organisation (order of actions)	3
Trade lexis in sentences	3
Speaking: volume, clarity, no critical miss	5
Language care	5
Total	/20

Homework · Learning Journey 2 (interact with client / mentor)

Type · Dialogue write-up + role-play prep

Duration · 55 min

Brief · Write a 10 · 12 line workplace dialogue (greet · clarify · explain · close) set in bakery floor. Then practise aloud. Include 2 repair stems (“Could you repeat…?”, “Do you mean…?”). BO LV · spoken interaction + writing.

Trade support · Situation linked to: kneading, proving, shaping, baking

Success criteria · /20

Criterion	Marks
Complete interaction moves	5
Clear clarifying questions	4
Register adapted to listener	4
Repair language present	3
Language care	4
Total	/20

Homework · Learning Journey 3 (present the trade / mobility)

Type · Oral outline + parallel short text

Duration · Prep 40 min · oral 2 · 3 min

Brief · Prepare a 2 · 3 minute presentation of your trade and one task in bakery floor, plus a mobility wish or improvement goal. Write a parallel 12 · 15 line text. BO LV / CECRL · spoken production + writing (A2 / B1+).

Trade support · Mobility outline + placement notebook

Success criteria · /20

Criterion	Marks
Clear trade / task description	5
Sequencing markers	3
Mobility / improvement part present	4
Parallel writing quality	4
Language care	4
Total	/20

Assessments

Formative assessment (criteria grid) and CFA-style summative assessment (speaking + writing), aligned with BO LV / CECRL A2 · B1+.

Formative assessment · criteria grid (BO LV / CECRL)

Type · Formative criteria grid

Duration · 15 · 20 min observation during a class

Brief · During an activity in bakery floor (or simulation), the teacher completes a grid: reception · interaction · production · writing. Oral feedback + 3 improvement tips.

Grading · grid /10 (indicative)

Marking scheme · /10

Criterion	Marks
Reception · finds key info in the document	2
Interaction · asks / clarifies	2
Production · explains a step clearly	2
Writing · dated readable trace	2
Attitude · asks rather than invents	2
Total	/10

Summative CFA-style assessment · speaking + writing

Type · Summative (5 min speaking + 40 min writing)

Duration · about 1 hour

Brief · Writing · from an extract of production sheet / bake schedule: 3 comprehension questions + 8 · 12 line message for baker mentor + 8 lines presenting one task. Speaking · 5 minutes: instruction handoff + one interaction repair. Aligned with BO LV / CECRL A2 · B1+.

Grading · mark /20 (summative)

Marking scheme · /20

Criterion	Marks
Reading / comprehension	4
Workplace message	4
Task presentation writing	4
Speaking (handoff + interaction)	5
Language and attitude	3
Total	/20

Internship / work-placement report

CFA core · the work placement is central to apprenticeship. The report and short oral link trade gestures with vocational English (read, speak, write · CECRL A2 / B1+).

Work-placement report · bakery-pastry shop · outline

Brief · Write a placement report linking trade gestures (kneading, proving, shaping, baking) with vocational English. Use your weekly log. Audience: English teacher + baker mentor.

Indicative length · 6 to 10 pages (CAP / Bac Pro) · readable font 12 · 1.5 spacing

Report structure

Cover page (identity, company, dates, mentor)
Company / workshop presentation
Two or three significant tasks (read · do · write)
One difficulty and how you asked for help in English (or tried to)
Link to one classroom learning journey
Review and next goals (mobility / skills)
Annexes: safety sheet / work order / captioned photos (with permission)

Success criteria · /20

Criterion	Marks
Complete outline	4
Accurate trade facts	4
Analysis (not only description)	4
Language and presentation	4
Clear English ↔ trade link	4
Total	/20

Weekly work-placement log

Each week in bakery floor, log one task, one term, one sentence. Examples below.

Day	Task done	Lexis kept	Sentence to keep
Monday	…	dough	Today I used “dough” in a real situation.
Tuesday	…	proving	Sentence kept from baker mentor.
Wednesday	…	bake	I will restate this for a classmate tomorrow.
Thursday	…	…	…
Friday	…	…	…

Short oral presentation of the placement

Duration · 5 to 8 minutes + questions

Plan (5 · 8 min)

Present the company and my role (1 min)
Describe one significant task (2 min)
Explain a difficulty and how I asked for help (2 min)
Open toward a mobility or skill goal (1 min)
Answer questions (2 min)

Criteria · /20

Criterion	Marks
Clarity and structure	5
Accurate trade lexis	5
Interaction / answers	5
Professional attitude	5
Total	/20

Classroom materials · exercises, talks, reports, corrected assessments

Ready for class · texts with questions and answer keys, exercises, short talk brief, annotated work-placement model, corrected assessment. Answer key blocks expand on click (also print-visible).

Text + questions + answer key

Trade text · Boulanger-pâtissier workplace document

Type · Authentic-style CFA sheet (reading for action · CECRL A2 · B1+)

CFA Production · pedagogical sheet

Comprehension questions ·

Who is the document for in the bakery floor?
List two compulsory steps and one forbidden action (or critical warning).
Rephrase the core instruction in one clear sentence for a beginner.
Which workplace risk does this sheet help prevent? Link to: kneading, proving, shaping, baking.
Write 3 · 4 lines to your baker mentor restating what you will do first.

Answer key · text

Audience: apprentice / team in the bakery floor (justify with a wording clue).
Two accurate steps + one ban/warning quoted or closely paraphrased.
One full sentence, correct word order, trade verb present.
Risk linked to real gestures (kneading, proving, shaping, baking); no generic “safety” waffle.
Short message: greeting · first action · check · close; register suitable for baker mentor.

Exercises

Exercise 1 · Lexis in context

Brief · Complete each sentence with the right term: dough, proving, bake, oven, hygiene. Setting · bakery floor.

Before starting, I check the procedure and log the step (dough).
I restate the point for my baker mentor using “proving”.
I explain the difference between “dough” and “bake” to a classmate.

Exercise 2 · Grammar in context (imperatives / modals / sequencing)

Brief · Turn casual speech into clear workplace English for a notice in the bakery floor. Use imperatives, must / have to, and sequencing markers (first, then, finally).

casual · “yeah check the dough first” · workplace notice
casual · “tell them about the proving” · polite message
casual · “that thing we did yesterday” · precise relative clause

Exercise 3 · Reformulation (inform / clarify / present)

Brief · From one situation in the bakery floor (kneading, proving, shaping, baking), write three short versions: a) inform (facts) · b) clarify with a repair question · c) present the task (6 · 8 lines).

Starter situation involving “dough”.

Answer key · exercises

Answer key · Exercise 1 (lexis)

Sentence 1: correct use of “dough” in the bakery floor.
Sentence 2: “proving” addressed to the baker mentor.
Sentence 3: clear contrast dough ≠ bake with a trade criterion.

Answer key · Exercise 2 (grammar)

Model · “Check the dough before any intervention.”
Model · “Please inform the client about the proving.”
Replace “that thing” with a precise noun + relative clause.

Answer key · Exercise 3 (reformulation)

a) Inform · dated facts, no drama.
b) Clarify · repair stem (“Could you repeat…?”, “Do you mean…?”).
c) Present · order of actions in the bakery floor + one check.

Short talk / presentation

Short talk / presentation · Boulanger-pâtissier

Brief · In 3 · 5 minutes, present one task in the bakery floor (kneading, proving, shaping, baking): what you read, what you say, what you write. Include 3 terms: dough, proving, bake. CECRL · spoken production A2 / toward B1+.

Duration · 3 · 5 min + 1 · 2 min questions

Expected outline

Hook (real-life situation, 20 · 30 s)
Reading the support (production sheet / bake schedule, 1 min)
What you say to the team / client (1 min)
What you write (log / message) (1 min)
Close: one limit or one strength (30 s)
Audience questions

Criteria · /20

Criterion	Marks
Clarity and timing	4
Accurate trade lexis	5
Read · speak · write link	4
Interaction (answers)	4
Professional attitude	3
Total	/20

Model expectations / answer outline

Model expectations · Learner sets a scene in the bakery floor, names the baker mentor, refers to production sheet / bake schedule, uses dough, proving, bake in sentences, shows reading, speaking and writing moves, and answers without inventing unsafe steps.

Work-placement report · annotated model

Annotated model · work-placement report (Boulanger-pâtissier)

Use the outline above. Below is about one page of métier-specific model text with teacher annotations. Learners adapt facts and wording · no copy-paste.

Work-placement report · annotated model (Boulanger-pâtissier) 1. Company and role I am on placement at bakery-pastry shop, in the bakery floor. My mentor is the baker mentor. My activities include bakes, bread, viennoiserie, customers. [Note A · identity + place + mentor: complete] 2. Significant task During a task involving “dough”, I first read production sheet / bake schedule, then carried out the gesture (kneading), and finally logged the result. Read · do · write helped me avoid a mistake. [Note B · vocational English chain visible] 3. Difficulty and asking for help I was unsure about “proving”. I asked the baker mentor: “Could you confirm before I continue?” Then I wrote the answer in my weekly log. [Note C · repair language + written trace] 4. Review I am more confident with dough and bake. I still need to improve clear reformulation for the client / team. Next goal: one clear sentence per gesture. [Note D · balanced review, clear next step]

Teaching annotations ·

A · Full presentation (company, place, mentor)
B · Explicit read · do · write chain
C · Help request + log entry
D · Review with progress and limit

Corrected assessment

Corrected assessment · Boulanger-pâtissier

Type · Writing + speaking (task + markscheme + model answers)

Duration · ≈ 1 hour

Task ·

Corrected assessment · Boulanger-pâtissier Timing · writing 40 min · speaking 4 · 5 min Support · extract from production sheet / bake schedule · setting: bakery floor. WRITING 1. (4 marks) Find two facts and one action instruction in the support. 2. (6 marks) Write an 8 · 12 line message to your baker mentor: facts, checks, next step. Include dough and proving. 3. (5 marks) In 8 · 10 lines, present one task in the bakery floor with clear sequencing. SPEAKING 4. (5 marks) In 4 · 5 min: hand off an instruction linked to kneading, proving, shaping, baking and answer one clarifying question.

Markscheme · /20

Criterion	Marks
Q1 · Facts / instruction	4
Q2 · Workplace message	6
Q3 · Task presentation writing	5
Speaking · handoff + answer	5
Total	/20

Detailed answer key / model answers

Model answers / markscheme notes · 1. Two locatable facts from production sheet / bake schedule + one action verb/step. No opinions. 2. Message: date · audience (baker mentor) · facts about dough · check (proving) · next step. Professional register. 3. Task presentation: first / then / finally + one safety or quality check in the bakery floor. 4. Speaking: clear order; accurate lexis; answer without inventing unsafe steps. Marks · Q1 /4 · Q2 /6 · Q3 /5 · Speaking /5 · Total /20. CECRL / BO LV · reading · writing · spoken production / interaction (A2 · B1+).