MSPC · Vocational English | Ressources CFA Production

Corresponds to: maintenance and control of factory production lines

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 factory production line · phrases, not isolated word lists.
Co-teach language and trade gestures on the floor when possible.

Vocabulary in context

alarm line instruction e-stop procedure diagnosis traceability PPE

Term	Phrase in context
alarm	“Line 3 alarm is flashing: I read the code first.”
e-stop	“In immediate danger, hit the e-stop, then call.”
procedure sheet	“I follow the procedure sheet step by step.”
diagnosis	“My diagnosis: the sensor failed, not the motor.”
traceability	“I log the part number and the time.”
restart	“Restart only after the supervisor’s OK.”
PPE	“Full PPE before approaching the line.”
fault	“I report the fault without downplaying the risk.”
history log	“I check the history log before I act.”
handover note	“I write a clear handover note for the next shift.”

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

How it works · read each row as a real situation. Column 1 = what you (maintenance apprentice) may do. Column 2 = what you must not do. Column 3 = What the maintenance technician 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 · On the production line / in the plant

I can…	I must not…	What the maintenance technician does
Wear line PPE and stay outside marked danger zones	Bypass an emergency stop or refit a guard alone	Analyses the alarm, isolates and authorises restart
Read the instruction / procedure and restate the risk out loud	Restart a machine without validation	Decides diagnosis and restart
Report an alarm or abnormal noise · I ask	Change a safety part without procedure	Changes the part to procedure and records the job
Prepare listed tools and parts	Improvise a “fix” outside the procedure	Validates conformity and signs traceability
Keep my station tidy and respect barriers	Enter a locked-out area without authorisation	Manages machine lock-out and clears bans

Table B · In the maintenance workshop

I can…	I must not…	What the maintenance technician does
Follow the workshop sheet step by step on the training machine (power off)	Force a lock “to save time”	Supervises the trial and corrects the gesture
Say: “I can strip X; for Y I need a check”	Stay silent if I don’t understand an alarm	Explains diagnosis and sets my autonomy level
Note on the sheet: symptom · action · result	Invent a measurement or sign for someone else	Archives and validates traceability
Put parts and tools away after the exercise	Leave a tool inside an open guard	Checks the station before releasing the workshop

Table C · I know / I don’t know · On the production line / in the plant

Situation	I know	I don’t know · I ask
Line alarm displayed	I know I stop and call	I can’t read the code · I ask
Before restart	I know I need pro validation	The sheet is unclear · I ask
Barriers up	I know I stay out without an order	I don’t know who locked out · I ask

Table C · I know / I don’t know · In the maintenance workshop

Situation	I know	I don’t know · I ask
Training strip-down	I know how to follow the sheet power-off	A torque/part confuses me · I ask
Maintenance record	I know symptom / action / result	I don’t know the part code · I ask

Learning Journey · Read and pass on a safety / quality instruction (factory production line)

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 factory production line and pass it on without losing a critical step?

Support · Workplace instruction sheet

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

LINE 3 · ALARM E-17 INSTRUCTION 1. Secure area · PPE. 2. Read code and time. 3. Follow the procedure sheet. 4. Diagnose and log. 5. Restart only with supervisor visa. FORBIDDEN: forced restart · hiding a fault.

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 factory production line 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 (line alarm / maintenance instruction). Alex underlines “must / must never” and writes on a card: “In the factory production line, I must check alarm before diagnosis.” A partner mis-orders the steps; the class rebuilds the chain and keeps: “I must never skip e-stop.”

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

Table A · On the production line / in the plant

I can…	I must not…	What the maintenance technician does
Wear line PPE and stay outside marked danger zones	Bypass an emergency stop or refit a guard alone	Analyses the alarm, isolates and authorises restart
Read the instruction / procedure and restate the risk out loud	Restart a machine without validation	Decides diagnosis and restart
Report an alarm or abnormal noise · I ask	Change a safety part without procedure	Changes the part to procedure and records the job
Prepare listed tools and parts	Improvise a “fix” outside the procedure	Validates conformity and signs traceability
Keep my station tidy and respect barriers	Enter a locked-out area without authorisation	Manages machine lock-out and clears bans

Keep this written record ·
Exit-ticket frame · I must… / I must never…
6-step chain (copy) · linked to line alarm / maintenance instruction.
Keep these words · alarm · e-stop · diagnosis.

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

Table A · On the production line / in the plant

I can…	I must not…	What the maintenance technician 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 diagnosis. Then “In immediate danger, hit the e-stop, then call.” After that, tell the maintenance mentor.” Feedback: one missing step on procedure sheet. 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 · In the maintenance workshop

I can…	I must not…	What the maintenance technician does
Follow the workshop sheet step by step on the training machine (power off)	Force a lock “to save time”	Supervises the trial and corrects the gesture
Say: “I can strip X; for Y I need a check”	Stay silent if I don’t understand an alarm	Explains diagnosis and sets my autonomy level
Note on the sheet: symptom · action · result	Invent a measurement or sign for someone else	Archives and validates traceability
Put parts and tools away after the exercise	Leave a tool inside an open guard	Checks the station before releasing the workshop

Keep this written record ·
Oral plan (90 s) · Beginner listener · Order · Key words (e-stop) · 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 · In the maintenance workshop

I can…	I must not…	What the maintenance technician 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 maintenance 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 maintenance mentor: Maya’s situation card has a damaged label on procedure sheet. She asks: “Sorry · which diagnosis should I use if the label is unclear?” The mentor answers; she writes four ready-to-use questions in her notebook, including one on part change.

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 · On the production line / in the plant

Situation	I know	I don’t know · I ask
Line alarm displayed	I know I stop and call	I can’t read the code · I ask
Before restart	I know I need pro validation	The sheet is unclear · I ask
Barriers up	I know I stay out without an order	I don’t know who locked out · I ask

Table C · I know / I don’t know · In the maintenance workshop

Situation	I know	I don’t know · I ask
Training strip-down	I know how to follow the sheet power-off	A torque/part confuses me · I ask
Maintenance record	I know symptom / action / result	I don’t know the part code · 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 factory production line.

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

Table C · I know / I don’t know · On the production line / in the plant

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

Table C · I know / I don’t know · In the maintenance 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 diagnosis. Peer checklist catches it. Clean version: “Date… Place: factory production line. Actions: diagnosis. Checks: diagnosis. Next: inform maintenance 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 · On the production line / in the plant

I can…	I must not…	What the maintenance technician does
Wear line PPE and stay outside marked danger zones	Bypass an emergency stop or refit a guard alone	Analyses the alarm, isolates and authorises restart
Read the instruction / procedure and restate the risk out loud	Restart a machine without validation	Decides diagnosis and restart
Report an alarm or abnormal noise · I ask	Change a safety part without procedure	Changes the part to procedure and records the job
Prepare listed tools and parts	Improvise a “fix” outside the procedure	Validates conformity and signs traceability
Keep my station tidy and respect barriers	Enter a locked-out area without authorisation	Manages machine lock-out and clears bans

Table B · In the maintenance workshop

I can…	I must not…	What the maintenance technician does
Follow the workshop sheet step by step on the training machine (power off)	Force a lock “to save time”	Supervises the trial and corrects the gesture
Say: “I can strip X; for Y I need a check”	Stay silent if I don’t understand an alarm	Explains diagnosis and sets my autonomy level
Note on the sheet: symptom · action · result	Invent a measurement or sign for someone else	Archives and validates traceability
Put parts and tools away after the exercise	Leave a tool inside an open guard	Checks the station before releasing the workshop

Keep this written record ·
Note frame · Who / Where (factory production line) / What / Checks / Next step / Date.
Compulsory info ×5 (tick box).
Sample closing · “Checks done on diagnosis; maintenance mentor informed.”

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

Table A · On the production line / in the plant

I can…	I must not…	What the maintenance technician does
…	…	…
…	…	…
…	…	…
…	…	…
…	…	…

Table B · In the maintenance workshop

I can…	I must not…	What the maintenance technician 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 maintenance 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 diagnosis then part change while naming them in English. Nora says: “While I check traceability, I say: “I log the part number and the time.”” 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 · On the production line / in the plant

Situation	I know	I don’t know · I ask
Line alarm displayed	I know I stop and call	I can’t read the code · I ask
Before restart	I know I need pro validation	The sheet is unclear · I ask
Barriers up	I know I stay out without an order	I don’t know who locked out · I ask

Table C · I know / I don’t know · In the maintenance workshop

Situation	I know	I don’t know · I ask
Training strip-down	I know how to follow the sheet power-off	A torque/part confuses me · I ask
Maintenance record	I know symptom / action / result	I don’t know the part code · I ask

Keep this written record ·
Frame · “While I…, I say…” (5 lines for next learning journey).
Link gesture ↔ language · diagnosis / traceability.
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 · On the production line / in the plant

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

Table C · I know / I don’t know · In the maintenance 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 (factory production line)

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 maintenance mentor without freezing or inventing?

Support · Workplace interaction card

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

SITUATION CARD · MSPC Place: factory production line Interlocutor: maintenance 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 factory production line, the maintenance 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 maintenance apprentice; I’m here about e-stop.” After the teacher read-aloud, the class ticks which moves appeared and bans unexplained jargon on diagnosis.

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

Table A · On the production line / in the plant

I can…	I must not…	What the maintenance technician does
Wear line PPE and stay outside marked danger zones	Bypass an emergency stop or refit a guard alone	Analyses the alarm, isolates and authorises restart
Read the instruction / procedure and restate the risk out loud	Restart a machine without validation	Decides diagnosis and restart
Report an alarm or abnormal noise · I ask	Change a safety part without procedure	Changes the part to procedure and records the job
Prepare listed tools and parts	Improvise a “fix” outside the procedure	Validates conformity and signs traceability
Keep my station tidy and respect barriers	Enter a locked-out area without authorisation	Manages machine lock-out and clears bans

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

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

Table A · On the production line / in the plant

I can…	I must not…	What the maintenance technician 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 procedure sheet; B must ask. B uses repair: “Sorry, could you repeat the part about diagnosis?” Board upgrade replaces “thingy” with traceability. 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 procedure sheet / traceability.

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: ““My diagnosis: the sensor failed, not the motor.”” vs a jargon-heavy version. Listener summary test: partner must restate the step on diagnosis. Winner keeps one technical word (diagnosis) + a one-line definition for a non-specialist.

Keep this written record ·
Explain frame · Purpose · One step · One technical word + gloss · Check understanding.
Keep · diagnosis = (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 traceability in the factory production line: facts… what I did… what remains… Please confirm with the maintenance 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 · traceability · factory production line”.

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 restart · one precise question · explain diagnosis · confirm next action with maintenance 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 (MSPC)

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 · MSPC 1. Who I am / where I train (factory production line). 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 maintenance apprentice do in the factory production line?” Chris writes a 6-line ID: “I train in MSPC. My trade helps people by… One tool I name is e-stop.” Swap check: outsider clarity · replace unexplained alarm.

Keep this written record ·
Trade ID paragraph (6 lines) · Who / Where (factory production line) / What the trade does / One tool (e-stop).
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 diagnosis. Then “I follow the procedure sheet step by step.” After that I check alarm. 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 diagnosis and procedure sheet.
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 diagnosis during part change. 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 diagnosis · difficulty on traceability · wish). Peer edit marks three language fixes; title chosen: “My task in the factory production line”.

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 diagnosis is hardest in English?” / “Why do you want that mobility?” Speaker answers using “Line 3 alarm is flashing: I read the code first.” 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 + MSPC trainer / maintenance 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 · On the production line / in the plant

I can…	I must not…	What the maintenance technician does
Wear line PPE and stay outside marked danger zones	Bypass an emergency stop or refit a guard alone	Analyses the alarm, isolates and authorises restart
Read the instruction / procedure and restate the risk out loud	Restart a machine without validation	Decides diagnosis and restart
Report an alarm or abnormal noise · I ask	Change a safety part without procedure	Changes the part to procedure and records the job
Prepare listed tools and parts	Improvise a “fix” outside the procedure	Validates conformity and signs traceability
Keep my station tidy and respect barriers	Enter a locked-out area without authorisation	Manages machine lock-out and clears bans

Table B · In the maintenance workshop

I can…	I must not…	What the maintenance technician does
Follow the workshop sheet step by step on the training machine (power off)	Force a lock “to save time”	Supervises the trial and corrects the gesture
Say: “I can strip X; for Y I need a check”	Stay silent if I don’t understand an alarm	Explains diagnosis and sets my autonomy level
Note on the sheet: symptom · action · result	Invent a measurement or sign for someone else	Archives and validates traceability
Put parts and tools away after the exercise	Leave a tool inside an open guard	Checks the station before releasing the workshop

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 (line alarm / maintenance instruction), write 8 · 12 lines restating the procedure for a beginner in factory production line. Then prepare a 2-minute oral: order of actions + one ban. Audience · maintenance mentor or a classmate. BO LV / CECRL · reading for action + spoken production (A2 / toward B1+).

Trade support · line alarm / maintenance instruction

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 factory production line. Then practise aloud. Include 2 repair stems (“Could you repeat…?”, “Do you mean…?”). BO LV · spoken interaction + writing.

Trade support · Situation linked to: diagnosis, part change, restart, traceability

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 factory production line, 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 factory production line (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 line alarm / maintenance instruction: 3 comprehension questions + 8 · 12 line message for maintenance 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 · production plant · outline

Brief · Write a placement report linking trade gestures (diagnosis, part change, restart, traceability) with vocational English. Use your weekly log. Audience: English teacher + maintenance 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 factory production line, log one task, one term, one sentence. Examples below.

Day	Task done	Lexis kept	Sentence to keep
Monday	…	alarm	Today I used “alarm” in a real situation.
Tuesday	…	line	Sentence kept from maintenance mentor.
Wednesday	…	instruction	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 · MSPC 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 factory production line?
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: diagnosis, part change, restart, traceability.
Write 3 · 4 lines to your maintenance mentor restating what you will do first.

Answer key · text

Audience: apprentice / team in the factory production line (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 (diagnosis, part change, restart, traceability); no generic “safety” waffle.
Short message: greeting · first action · check · close; register suitable for maintenance mentor.

Exercises

Exercise 1 · Lexis in context

Brief · Complete each sentence with the right term: alarm, line, instruction, emergency stop, procedure sheet. Setting · factory production line.

Before starting, I check the procedure and log the step (alarm).
I restate the point for my maintenance mentor using “line”.
I explain the difference between “alarm” and “instruction” to a classmate.

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

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

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

Exercise 3 · Reformulation (inform / clarify / present)

Brief · From one situation in the factory production line (diagnosis, part change, restart, traceability), write three short versions: a) inform (facts) · b) clarify with a repair question · c) present the task (6 · 8 lines).

Starter situation involving “alarm”.

Answer key · exercises

Answer key · Exercise 1 (lexis)

Sentence 1: correct use of “alarm” in the factory production line.
Sentence 2: “line” addressed to the maintenance mentor.
Sentence 3: clear contrast alarm ≠ instruction with a trade criterion.

Answer key · Exercise 2 (grammar)

Model · “Check the alarm before any intervention.”
Model · “Please inform the client about the line.”
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 factory production line + one check.

Short talk / presentation

Short talk / presentation · MSPC

Brief · In 3 · 5 minutes, present one task in the factory production line (diagnosis, part change, restart, traceability): what you read, what you say, what you write. Include 3 terms: alarm, line, instruction. 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 (line alarm / maintenance instruction, 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 factory production line, names the maintenance mentor, refers to line alarm / maintenance instruction, uses alarm, line, instruction in sentences, shows reading, speaking and writing moves, and answers without inventing unsafe steps.

Work-placement report · annotated model

Annotated model · work-placement report (MSPC)

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 (MSPC) 1. Company and role I am on placement at production plant, in the factory production line. My mentor is the maintenance mentor. My activities include lines, maintenance, production. [Note A · identity + place + mentor: complete] 2. Significant task During a task involving “alarm”, I first read line alarm / maintenance instruction, then carried out the gesture (diagnosis), 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 “line”. I asked the maintenance 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 alarm and instruction. 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 · MSPC

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

Duration · ≈ 1 hour

Task ·

Corrected assessment · MSPC Timing · writing 40 min · speaking 4 · 5 min Support · extract from line alarm / maintenance instruction · setting: factory production line. 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 maintenance mentor: facts, checks, next step. Include alarm and line. 3. (5 marks) In 8 · 10 lines, present one task in the factory production line with clear sequencing. SPEAKING 4. (5 marks) In 4 · 5 min: hand off an instruction linked to diagnosis, part change, restart, traceability 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 line alarm / maintenance instruction + one action verb/step. No opinions. 2. Message: date · audience (maintenance mentor) · facts about alarm · check (line) · next step. Professional register. 3. Task presentation: first / then / finally + one safety or quality check in the factory production line. 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+).

MSPC · Production maintenance

Language aims (pathway)

Vocabulary in context

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

Table A · On the production line / in the plant

Table B · In the maintenance workshop

Table C · I know / I don’t know · On the production line / in the plant

Table C · I know / I don’t know · In the maintenance workshop

Learning Journey · Read and pass on a safety / quality instruction (factory production line)

Support · Workplace instruction sheet

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

Table A · On the production line / in the plant

Table A · On the production line / in the plant

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

Table B · In the maintenance workshop

Table B · In the maintenance workshop

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

Table C · I know / I don’t know · On the production line / in the plant

Table C · I know / I don’t know · In the maintenance workshop

Table C · I know / I don’t know · On the production line / in the plant

Table C · I know / I don’t know · In the maintenance workshop

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

Table A · On the production line / in the plant

Table B · In the maintenance workshop

Table A · On the production line / in the plant

Table B · In the maintenance workshop

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

Table C · I know / I don’t know · On the production line / in the plant

Table C · I know / I don’t know · In the maintenance workshop

Table C · I know / I don’t know · On the production line / in the plant

Table C · I know / I don’t know · In the maintenance workshop

Learning Journey · Interact at work: client or mentor (factory production line)

Support · Workplace interaction card

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

Table A · On the production line / in the plant

Table A · On the production line / in the plant

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

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

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

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

Learning Journey · Present the trade and describe a task (MSPC)

Support · Mobility & task presentation outline

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

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

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

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

Class 5 · Final oral + questions (55 min)

Co-teaching on the floor

Table A · On the production line / in the plant

Table B · In the maintenance workshop

Trade document (class material)

Diagram

Homework

Homework · Learning Journey 1 (instructions / safety)

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

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

Assessments

Formative assessment · criteria grid (BO LV / CECRL)

Summative CFA-style assessment · speaking + writing

Internship / work-placement report

Work-placement report · production plant · outline

Weekly work-placement log

Short oral presentation of the placement

Classroom materials · exercises, talks, reports, corrected assessments

Text + questions + answer key

Trade text · MSPC workplace document

Exercises

Exercise 1 · Lexis in context

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

Exercise 3 · Reformulation (inform / clarify / present)

Answer key · Exercise 1 (lexis)

Answer key · Exercise 2 (grammar)

Answer key · Exercise 3 (reformulation)

Short talk / presentation

Short talk / presentation · MSPC

Work-placement report · annotated model

Annotated model · work-placement report (MSPC)

Corrected assessment

Corrected assessment · MSPC