Corresponds to: preparation and dispensing in the pharmacy
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 community pharmacy · phrases, not isolated word lists.
- Co-teach language and trade gestures on the floor when possible.
Vocabulary in context
prescription
dosage
dispense
allergy
confidentiality
caution
counter
register
| Term | Phrase in context |
|---|
| prescription | “I check the prescription: identity, date, dosage.” |
| dosage | “I restate the dosage: one tablet morning and evening.” |
| dispense | “Before dispensing I check the name and the form.” |
| allergy | “I ask if there is a known allergy.” |
| confidentiality | “At the counter I lower my voice: confidentiality.” |
| caution | “If I doubt the dose, I call the pharmacist.” |
| register number | “Traceability: register number logged.” |
| advice | “Advice: with a glass of water, not on an empty stomach if stated.” |
| generic | “I offer a generic when substitution is allowed.” |
| interaction | “I flag a possible interaction to the pharmacist.” |
Worked tables · what I can / what I must not do
How it works · read each row as a real situation. Column 1 = what you (pharmacy technician apprentice) may do. Column 2 = what you must not do. Column 3 = What the pharmacist 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
| I can… | I must not… | What the pharmacist does |
|---|
| Welcome, restate the request and check identity if needed | Dispense a medicine off pathway / without validation | Validates dispensing and commits the pharmacy |
| Read the prescription and report any ambiguity · I ask | Interpret a doubtful dosage alone | Clarifies with the prescriber if needed |
| Respect confidentiality (low voice, protected screen) | Comment on a treatment out loud in front of others | Handles sensitive situations |
| Say “I’m not sure about the allergy / interaction” · I ask | Play down a risk (“it happens a lot”) | Decides and advises under their responsibility |
| Refer to the pro for any therapeutic advice | Give improvised medical advice | Provides pharmaceutical advice |
Table B · In the stockroom / prep (workshop)
| I can… | I must not… | What the pharmacist does |
|---|
| Follow the prep / storage sheet (FIFO, dates) | Move a controlled drug / tracked product off procedure | Validates sensitive stock and cabinets |
| Say: “I can shelve; for dispensing I need validation” | Hide a scan error | Corrects and sets my autonomy |
| Note batch / date on the sheet without inventing | Falsify an expiry date | Archives and commits traceability |
| Keep the stockroom tidy and report a stock-out | Leave an open carton in the aisle | Checks organisation and safety |
Table C · I know / I don’t know · At the counter
| Situation | I know | I don’t know · I ask |
|---|
| Ambiguous prescription | I know I don’t dispense alone | Dosage · I ask |
| Declared allergy | I know I alert at once | Interaction · I ask |
| Therapeutic question | I know I refer to the pharmacist | Advice · I ask |
Table C · I know / I don’t know · In the stockroom / prep (workshop)
| Situation | I know | I don’t know · I ask |
|---|
| FIFO shelving | I know how to read dates and batches | Location unknown · I ask |
| Tracked product | I know I don’t move it alone | Procedure · I ask |
Learning Journey · Read and pass on a safety / quality instruction (community pharmacy)
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 community pharmacy and pass it on without losing a critical step?
Support · Workplace instruction sheet
Support type · Authentic-style trade document (invented, realistic)
PHARMACY · SIMULATED Rx ORDO-19
Patient: Mr Dupont, 54
- Amoxicillin 500 mg · 1 tablet morning and evening · 7 days
- Paracetamol 1000 mg · if pain · max 3 / 24 h
At the counter: identity · restate · allergy · confidentiality · doubt · pharmacist
Log: register number · advice · visa
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 community pharmacy 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 (simulated prescription ORDO-19 / dispense sheet). Alex underlines “must / must never” and writes on a card: “In the community pharmacy, I must check prescription before reading a prescription.” A partner mis-orders the steps; the class rebuilds the chain and keeps: “I must never skip dosage.”
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
| I can… | I must not… | What the pharmacist does |
|---|
| Welcome, restate the request and check identity if needed | Dispense a medicine off pathway / without validation | Validates dispensing and commits the pharmacy |
| Read the prescription and report any ambiguity · I ask | Interpret a doubtful dosage alone | Clarifies with the prescriber if needed |
| Respect confidentiality (low voice, protected screen) | Comment on a treatment out loud in front of others | Handles sensitive situations |
| Say “I’m not sure about the allergy / interaction” · I ask | Play down a risk (“it happens a lot”) | Decides and advises under their responsibility |
| Refer to the pro for any therapeutic advice | Give improvised medical advice | Provides pharmaceutical advice |
Keep this written record ·
Exit-ticket frame · I must… / I must never…
6-step chain (copy) · linked to simulated prescription ORDO-19 / dispense sheet.
Keep these words · prescription · dosage · reading a prescription.
Copy the blank table · your own example from placement / CFA
Table A · At the counter
| I can… | I must not… | What the pharmacist 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 reading a prescription. Then “I restate the dosage: one tablet morning and evening.” After that, tell the pharmacist mentor.” Feedback: one missing step on dispense. 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 stockroom / prep (workshop)
| I can… | I must not… | What the pharmacist does |
|---|
| Follow the prep / storage sheet (FIFO, dates) | Move a controlled drug / tracked product off procedure | Validates sensitive stock and cabinets |
| Say: “I can shelve; for dispensing I need validation” | Hide a scan error | Corrects and sets my autonomy |
| Note batch / date on the sheet without inventing | Falsify an expiry date | Archives and commits traceability |
| Keep the stockroom tidy and report a stock-out | Leave an open carton in the aisle | Checks organisation and safety |
Keep this written record ·
Oral plan (90 s) · Beginner listener · Order · Key words (dosage) · 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 stockroom / prep (workshop)
| I can… | I must not… | What the pharmacist 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 pharmacist 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 pharmacist mentor: Maya’s situation card has a damaged label on dispense. She asks: “Sorry · which allergy should I use if the label is unclear?” The mentor answers; she writes four ready-to-use questions in her notebook, including one on reformulating dosage.
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
| Situation | I know | I don’t know · I ask |
|---|
| Ambiguous prescription | I know I don’t dispense alone | Dosage · I ask |
| Declared allergy | I know I alert at once | Interaction · I ask |
| Therapeutic question | I know I refer to the pharmacist | Advice · I ask |
Table C · I know / I don’t know · In the stockroom / prep (workshop)
| Situation | I know | I don’t know · I ask |
|---|
| FIFO shelving | I know how to read dates and batches | Location unknown · I ask |
| Tracked product | I know I don’t move it alone | Procedure · 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 community pharmacy.
Copy the blank table · your own example from placement / CFA
Table C · I know / I don’t know · At the counter
| Situation | I know | I don’t know · I ask |
|---|
| … | … | … |
| … | … | … |
| … | … | … |
Table C · I know / I don’t know · In the stockroom / prep (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 allergy. Peer checklist catches it. Clean version: “Date… Place: community pharmacy. Actions: reading a prescription. Checks: allergy. Next: inform pharmacist 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
| I can… | I must not… | What the pharmacist does |
|---|
| Welcome, restate the request and check identity if needed | Dispense a medicine off pathway / without validation | Validates dispensing and commits the pharmacy |
| Read the prescription and report any ambiguity · I ask | Interpret a doubtful dosage alone | Clarifies with the prescriber if needed |
| Respect confidentiality (low voice, protected screen) | Comment on a treatment out loud in front of others | Handles sensitive situations |
| Say “I’m not sure about the allergy / interaction” · I ask | Play down a risk (“it happens a lot”) | Decides and advises under their responsibility |
| Refer to the pro for any therapeutic advice | Give improvised medical advice | Provides pharmaceutical advice |
Table B · In the stockroom / prep (workshop)
| I can… | I must not… | What the pharmacist does |
|---|
| Follow the prep / storage sheet (FIFO, dates) | Move a controlled drug / tracked product off procedure | Validates sensitive stock and cabinets |
| Say: “I can shelve; for dispensing I need validation” | Hide a scan error | Corrects and sets my autonomy |
| Note batch / date on the sheet without inventing | Falsify an expiry date | Archives and commits traceability |
| Keep the stockroom tidy and report a stock-out | Leave an open carton in the aisle | Checks organisation and safety |
Keep this written record ·
Note frame · Who / Where (community pharmacy) / What / Checks / Next step / Date.
Compulsory info ×5 (tick box).
Sample closing · “Checks done on allergy; pharmacist mentor informed.”
Copy the blank table · your own example from placement / CFA
Table A · At the counter
| I can… | I must not… | What the pharmacist does |
|---|
| … | … | … |
| … | … | … |
| … | … | … |
| … | … | … |
| … | … | … |
Table B · In the stockroom / prep (workshop)
| I can… | I must not… | What the pharmacist 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 pharmacist 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 reading a prescription then reformulating dosage while naming them in English. Nora says: “While I check confidentiality, I say: “At the counter I lower my voice: confidentiality.”” 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
| Situation | I know | I don’t know · I ask |
|---|
| Ambiguous prescription | I know I don’t dispense alone | Dosage · I ask |
| Declared allergy | I know I alert at once | Interaction · I ask |
| Therapeutic question | I know I refer to the pharmacist | Advice · I ask |
Table C · I know / I don’t know · In the stockroom / prep (workshop)
| Situation | I know | I don’t know · I ask |
|---|
| FIFO shelving | I know how to read dates and batches | Location unknown · I ask |
| Tracked product | I know I don’t move it alone | Procedure · I ask |
Keep this written record ·
Frame · “While I…, I say…” (5 lines for next learning journey).
Link gesture ↔ language · reading a prescription / confidentiality.
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
| Situation | I know | I don’t know · I ask |
|---|
| … | … | … |
| … | … | … |
| … | … | … |
Table C · I know / I don’t know · In the stockroom / prep (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 (community pharmacy)
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 pharmacist mentor without freezing or inventing?
Support · Workplace interaction card
Support type · Dialogue / ticket / client brief (authentic style)
SITUATION CARD · Pharmacie
Place: community pharmacy
Interlocutor: pharmacist 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 community pharmacy, the pharmacy technician 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 pharmacy technician apprentice; I’m here about dosage.” After the teacher read-aloud, the class ticks which moves appeared and bans unexplained jargon on allergy.
Limits reminder · before you act on information, check what you may / must not do.
Table A · At the counter
| I can… | I must not… | What the pharmacist does |
|---|
| Welcome, restate the request and check identity if needed | Dispense a medicine off pathway / without validation | Validates dispensing and commits the pharmacy |
| Read the prescription and report any ambiguity · I ask | Interpret a doubtful dosage alone | Clarifies with the prescriber if needed |
| Respect confidentiality (low voice, protected screen) | Comment on a treatment out loud in front of others | Handles sensitive situations |
| Say “I’m not sure about the allergy / interaction” · I ask | Play down a risk (“it happens a lot”) | Decides and advises under their responsibility |
| Refer to the pro for any therapeutic advice | Give improvised medical advice | Provides pharmaceutical advice |
Keep this written record ·
Interaction map · Opening · Question · Explanation · Closing.
Phrase bank (6 lines) · formal / simple.
Your opening line (copy) · “Hello · I’m the pharmacy technician apprentice; I’m here about…”
Copy the blank table · your own example from placement / CFA
Table A · At the counter
| I can… | I must not… | What the pharmacist 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 dispense; B must ask. B uses repair: “Sorry, could you repeat the part about reading a prescription?” Board upgrade replaces “thingy” with confidentiality. 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 dispense / confidentiality.
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: ““I ask if there is a known allergy.”” vs a jargon-heavy version. Listener summary test: partner must restate the step on reading a prescription. Winner keeps one technical word (allergy) + a one-line definition for a non-specialist.
Keep this written record ·
Explain frame · Purpose · One step · One technical word + gloss · Check understanding.
Keep · allergy = (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 confidentiality in the community pharmacy: facts… what I did… what remains… Please confirm with the pharmacist 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 · confidentiality · community pharmacy”.
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 caution · one precise question · explain reading a prescription · confirm next action with pharmacist 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 (Pharmacie)
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 · Pharmacie
1. Who I am / where I train (community pharmacy).
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 pharmacy technician apprentice do in the community pharmacy?” Chris writes a 6-line ID: “I train in Pharmacie. My trade helps people by… One tool I name is dosage.” Swap check: outsider clarity · replace unexplained prescription.
Keep this written record ·
Trade ID paragraph (6 lines) · Who / Where (community pharmacy) / What the trade does / One tool (dosage).
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 reading a prescription. Then “Before dispensing I check the name and the form.” After that I check prescription. 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 reading a prescription and dispense.
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 allergy during reformulating dosage. 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 reading a prescription · difficulty on confidentiality · wish). Peer edit marks three language fixes; title chosen: “My task in the community pharmacy”.
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 reading a prescription is hardest in English?” / “Why do you want that mobility?” Speaker answers using “I check the prescription: identity, date, dosage.” 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 + Pharmacie trainer / pharmacist 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
| I can… | I must not… | What the pharmacist does |
|---|
| Welcome, restate the request and check identity if needed | Dispense a medicine off pathway / without validation | Validates dispensing and commits the pharmacy |
| Read the prescription and report any ambiguity · I ask | Interpret a doubtful dosage alone | Clarifies with the prescriber if needed |
| Respect confidentiality (low voice, protected screen) | Comment on a treatment out loud in front of others | Handles sensitive situations |
| Say “I’m not sure about the allergy / interaction” · I ask | Play down a risk (“it happens a lot”) | Decides and advises under their responsibility |
| Refer to the pro for any therapeutic advice | Give improvised medical advice | Provides pharmaceutical advice |
Table B · In the stockroom / prep (workshop)
| I can… | I must not… | What the pharmacist does |
|---|
| Follow the prep / storage sheet (FIFO, dates) | Move a controlled drug / tracked product off procedure | Validates sensitive stock and cabinets |
| Say: “I can shelve; for dispensing I need validation” | Hide a scan error | Corrects and sets my autonomy |
| Note batch / date on the sheet without inventing | Falsify an expiry date | Archives and commits traceability |
| Keep the stockroom tidy and report a stock-out | Leave an open carton in the aisle | Checks organisation and safety |
Trade document (class material)
Core trade document (also used across learning journeys).
PHARMACY · SIMULATED Rx ORDO-19
Patient: Mr Dupont, 54
- Amoxicillin 500 mg · 1 tablet morning and evening · 7 days
- Paracetamol 1000 mg · if pain · max 3 / 24 h
At the counter: identity · restate · allergy · confidentiality · doubt · pharmacist
Log: register number · advice · visa
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 (simulated prescription ORDO-19 / dispense sheet), write 8 · 12 lines restating the procedure for a beginner in pharmacy. Then prepare a 2-minute oral: order of actions + one ban. Audience · pharmacist mentor or a classmate. BO LV / CECRL · reading for action + spoken production (A2 / toward B1+).
Trade support · simulated prescription ORDO-19 / dispense sheet
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 pharmacy. Then practise aloud. Include 2 repair stems (“Could you repeat…?”, “Do you mean…?”). BO LV · spoken interaction + writing.
Trade support · Situation linked to: reading a prescription, reformulating dosage, caution, confidentiality
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 pharmacy, 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 pharmacy (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 simulated prescription ORDO-19 / dispense sheet: 3 comprehension questions + 8 · 12 line message for pharmacist 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 · community pharmacy · outline
Brief · Write a placement report linking trade gestures (reading a prescription, reformulating dosage, caution, confidentiality) with vocational English. Use your weekly log. Audience: English teacher + pharmacist 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 pharmacy, log one task, one term, one sentence. Examples below.
| Day | Task done | Lexis kept | Sentence to keep |
|---|
| Monday | … | prescription | Today I used “prescription” in a real situation. |
| Tuesday | … | dosage | Sentence kept from pharmacist mentor. |
| Wednesday | … | dispense | 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 · Pharmacie workplace document
Type · Authentic-style CFA sheet (reading for action · CECRL A2 · B1+)
PHARMACY · SIMULATED Rx ORDO-19
Patient: Mr Dupont, 54
- Amoxicillin 500 mg · 1 tablet morning and evening · 7 days
- Paracetamol 1000 mg · if pain · max 3 / 24 h
At the counter: identity · restate · allergy · confidentiality · doubt · pharmacist
Log: register number · advice · visa
CFA Production · pedagogical sheet
Comprehension questions ·
- Who is the document for in the pharmacy?
- 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: reading a prescription, reformulating dosage, caution, confidentiality.
- Write 3 · 4 lines to your pharmacist mentor restating what you will do first.
Answer key · text
- Audience: apprentice / team in the pharmacy (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 (reading a prescription, reformulating dosage, caution, confidentiality); no generic “safety” waffle.
- Short message: greeting · first action · check · close; register suitable for pharmacist mentor.
Exercises
Exercise 1 · Lexis in context
Brief · Complete each sentence with the right term: prescription, dosage, dispense, allergy, confidentiality. Setting · pharmacy.
- Before starting, I check the procedure and log the step (prescription).
- I restate the point for my pharmacist mentor using “dosage”.
- I explain the difference between “prescription” and “dispense” to a classmate.
Exercise 2 · Grammar in context (imperatives / modals / sequencing)
Brief · Turn casual speech into clear workplace English for a notice in the pharmacy. Use imperatives, must / have to, and sequencing markers (first, then, finally).
- casual · “yeah check the prescription first” · workplace notice
- casual · “tell them about the dosage” · polite message
- casual · “that thing we did yesterday” · precise relative clause
Exercise 3 · Reformulation (inform / clarify / present)
Brief · From one situation in the pharmacy (reading a prescription, reformulating dosage, caution, confidentiality), write three short versions: a) inform (facts) · b) clarify with a repair question · c) present the task (6 · 8 lines).
- Starter situation involving “prescription”.
Answer key · exercises
Answer key · Exercise 1 (lexis)
- Sentence 1: correct use of “prescription” in the pharmacy.
- Sentence 2: “dosage” addressed to the pharmacist mentor.
- Sentence 3: clear contrast prescription ≠ dispense with a trade criterion.
Answer key · Exercise 2 (grammar)
- Model · “Check the prescription before any intervention.”
- Model · “Please inform the client about the dosage.”
- 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 pharmacy + one check.
Short talk / presentation
Short talk / presentation · Pharmacie
Brief · In 3 · 5 minutes, present one task in the pharmacy (reading a prescription, reformulating dosage, caution, confidentiality): what you read, what you say, what you write. Include 3 terms: prescription, dosage, dispense. 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 (simulated prescription ORDO-19 / dispense sheet, 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 pharmacy, names the pharmacist mentor, refers to simulated prescription ORDO-19 / dispense sheet, uses prescription, dosage, dispense in sentences, shows reading, speaking and writing moves, and answers without inventing unsafe steps.
Work-placement report · annotated model
Annotated model · work-placement report (Pharmacie)
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 (Pharmacie)
1. Company and role
I am on placement at community pharmacy, in the pharmacy. My mentor is the pharmacist mentor. My activities include dispensing, advice, prescriptions.
[Note A · identity + place + mentor: complete]
2. Significant task
During a task involving “prescription”, I first read simulated prescription ORDO-19 / dispense sheet, then carried out the gesture (reading a prescription), 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 “dosage”. I asked the pharmacist 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 prescription and dispense. 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 · Pharmacie
Type · Writing + speaking (task + markscheme + model answers)
Duration · ≈ 1 hour
Task ·
Corrected assessment · Pharmacie
Timing · writing 40 min · speaking 4 · 5 min
Support · extract from simulated prescription ORDO-19 / dispense sheet · setting: pharmacy.
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 pharmacist mentor: facts, checks, next step. Include prescription and dosage.
3. (5 marks) In 8 · 10 lines, present one task in the pharmacy with clear sequencing.
SPEAKING
4. (5 marks) In 4 · 5 min: hand off an instruction linked to reading a prescription, reformulating dosage, caution, confidentiality 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 simulated prescription ORDO-19 / dispense sheet + one action verb/step. No opinions.
2. Message: date · audience (pharmacist mentor) · facts about prescription · check (dosage) · next step. Professional register.
3. Task presentation: first / then / finally + one safety or quality check in the pharmacy.
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+).
