vocational English Exam Guide — Situations A & B (CCF)

A reference guide for teachers and students, based on the arrêté du 17 juin 2020 and the note de
service of 22 June 2021 (BO n°28, 15 July 2021). Applies to LVA and LVB, all vocational specialisms.
Both situations take place in Terminale (the final year), under Contrôle en Cours de Formation
(CCF), for students in continuous training in a public or private contracted school, or an
authorised CFA.

Overview

The two situations are independent and can be scheduled separately during the second half of
Terminale, at a time chosen by the school (often one in the first term, one closer to the exam
period, once each student is ready).

Situation A — Listening, Reading, Writing (60 minutes)

1. Listening comprehension (CO)
- Audio or video document, maximum 1 minute 30 seconds, on a personal/social/citizen or
professional topic.
- Played 3 times, with a 1-minute pause between each listening.
- Students may take notes throughout.
- After the third listening, students report in French (compte rendu en français) what they
understood: nature and main theme of the document, situation, key facts and events, who is
involved, points of view, and — where relevant — the implicit meaning or purpose of the document
(inform, convince, criticise, entertain...).
- No English is required in this part — the report is written in French, but understanding must be
precise.

2. Reading comprehension (CE)
- A written document in English (article, email, advert, extract...), linked thematically to
everyday/social/civic life or professional life.
- Students answer questions or complete tasks that show they have understood the document (gist and
detail).

3. Written expression (EE)
- A short piece of writing in English (100-150 words is typical), often linked to the reading
document's theme, or asking students to react, give an opinion, or produce a short professional
document (email, message, short report...).

Teaching implications: Situation A rewards regular listening practice (using short authentic
videos, 3 listens, French summary) and short, frequent writing tasks — both are already built into
the Term 1 progression (video worksheets, writing tasks at the end of most sequences). Reusing that
same "listen 3 times, note down, report" routine from the first term onwards, rather than
introducing it only before the exam, is the most effective preparation.

Situation B — Spoken production & interaction (15 minutes, no preparation time)

Part 1 — Spoken production in continuous speech (EOC), 5 minutes maximum

The candidate presents and reports on a subject of their own choice, which can be either:
- a piece of work, a project, a product or a service completed as part of their general or
vocational studies (this is exactly what the chef-d'œuvre is designed to feed into); or
- a professional experience, in France or abroad (this is exactly what a PFMP report or a
mobility placement — Erasmus+ or similar — is designed to feed into).

A visual aid (mind map, slides, photos) is not compulsory but is strongly encouraged: it supports
the presentation and makes the exchange feel closer to a real-life conversation than a classroom
recitation. The expected minimum level is CEFR level "2": the candidate produces an explanatory or
narrative account in language that is generally understandable, expresses an opinion or a
preference, and can depart from their notes at least some of the time.

Part 2 — Spoken interaction (EOI), 5 minutes maximum

Immediately after the presentation, the examiner opens an oral exchange based on what the candidate
has just said: questions, requests for clarification or illustration, and then possibly broader
questions. The candidate must show they can communicate spontaneously, not just recite prepared
answers.

Teaching implications: Situation B is not a new skill to build in Terminale — it is the natural
final use of everything already prepared across the year:
- the PFMP report (Year 2, Sequence 4) gives the raw material for a "professional experience"
presentation;
- the chef-d'œuvre pitch (Year 3, Sequence 9, and the co-intervention Sequence C) is literally
a rehearsal of the EOC format required in the exam;
- the job interview sequence (Year 3, Sequence 1) already trains spoken interaction under
pressure, which is close to the EOI format.

A suggested run-up to the exam (last term of Terminale)

1. Choose the Situation B topic early. Most students will present either their chef-d'œuvre or
   their most recent PFMP — decide which, so the last weeks can focus on depth rather than choice.
2. Rehearse the EOC out loud, without reading, several times, ideally in front of two different
   people (a classmate, then the teacher) so the candidate gets used to slight variations in questions.
3. Practise the EOI as a real exchange, not a Q&A drill: the teacher should react to what the
   candidate actually says, not just run through a fixed list of questions.
4. For Situation A, keep doing short, timed listening practice (one 90-second video, 3 listens,
   French summary, 10 minutes) roughly every two weeks through the year rather than cramming it into
   the final weeks.
5. Time everything. Both situations are strictly timed (60 minutes for A; 5+5 minutes for B) —
   students who have never worked under those exact constraints tend to either run out of time or stop
   too early.

Sources: arrêté du 17 juin 2020 fixant les conditions d'évaluation des langues vivantes en CCF ;
note de service du 22 juin 2021 (BO n°28 du 15 juillet 2021) ; ministère de l'Éducation nationale,
page "Épreuves obligatoires de langues vivantes". Always check the current-year note de service and
your académie's guidance, as scheduling details can be adjusted locally.