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Parlons français avec XpressLab
Developed by Philippe Morin, Sue Lawrence, Anne Stephens, Joanne Verstege from the Bluewater District School Board,
as a Teacher Learning and Leadership Project (TLLP) Page 1 of 13
Table of Contents
Parlons français avec XpressLab …………………………………….…………………………………………….page 2
The Common European Framework of Reference (CEFR) ..……………………………………………..page 3
XpressLab Activities We Have Created ..………………………………………………………………………..page 7
XpressLab Instructions – For Students ………………………………………………………………………….page 9
Things We Learned Along the Way ………………………………………………………………………………page 11
Contact information:
Philippe Morin [email protected]
Sue Lawrence [email protected]
Joanne Verstege [email protected]
Anne Stephens [email protected]
Parlons français avec XpressLab
Developed by Philippe Morin, Sue Lawrence, Anne Stephens, Joanne Verstege from the Bluewater District School Board,
as a Teacher Learning and Leadership Project (TLLP) Page 2 of 13
Ce projet a pour but de créer une banque d’activités XpressLab basées sur le Cadre Européen
Commun de Référence pour les langues (CECR).
Crées par quatre enseignants du conseil scolaire Bluewater, ces activités font parler les élèves en
français dans le cadre d’un contexte et de tâches authentiques.
Les activités sont organisées en « cours », composés de quelques activités de pratique, d’un test
oral et d’un test d’écoute.
Les activités seront disponibles dans la « library » sur le site d’XpressLab (www.xpresslab.com)
juillet 2011. Les enseignants familiers avec XpressLab y trouveront facilement nos activités qui
représentent plus de 400 heures de travail. Pour les trouver, il suffit de faire une recherche dans la
« library », au niveau « global », avec le critère de recherche « A1 », « A2 » ou « B1 ».
Des questions? Veuillez contacter Philippe Morin : [email protected].
What is Xpresslab?
XpressLab is a Web-based program used to create listening and speaking exercises, tests and
presentations to reinforce and assess oral language skills. The program collects student
submissions and provides teachers with tools for accessing and marking assignments and for
providing voice recorded feedback to students. Students and teachers can access the program at
school or at home with an Internet connection. (www.xpresslab.com) XpressLab may be used by
any teacher for students who require oral assessment opportunities in any subject area.
In our Teacher Learning and Leadership Project (TLLP), we have used XpressLab to facilitate the
teaching and oral practice of task oriented authentic communication by students. XpressLab
allows students to practice speaking and gives the opportunity for self assessment when
comparing to sample responses that we have provided. Our listening tests are generally set up in
multiple choice format, and the computer marks the test. The oral tests allow you to listen to some
or all of the students’ responses, as is necessary for your assessment.
If you would like to see XpressLab on the Ministry Licensed
Software list, please review the survey guide at
http://web1.xpresslabserver.com/help_files/OSAPAC_Survey.pdf
and complete the online survey accessible at
http://www.osapac.ca.
The Common European Framework of Reference (CEFR)
Conseil de l‟Europe/Council of Europe http://www.coe.int/T/DG4/Portfolio/?L=E&M=/main_pages/levels.html Page 3 of 13 page 3
The Common European Framework of Reference (CEFR) is a framework developed by the Council
of Europe to provide a common definition of foreign language proficiency for the many languages
spoken in European countries. It consists of a series of descriptors of what language learners can do
at six levels of language competence: from basic (A1, A2), through independent (B1, B2) to
proficient (C1, C2). Because the same descriptors are used to describe any foreign language,
employers in Europe understand that an A2 in French or an A2 in German (or any other language)
represents an equivalent level of skill. The DELF (Diplôme d‟études en langue française) is the
French language diploma recognized by the Council of Europe and administered by the CIEP
(Centre international d‟études pédagogiques), a branch of the Ministry of Education in France. The
DELF certifies French language proficiency at the A1, A2, B1 or B2 levels following successful
completion of a series of French language tests. These tests assess proficiency in listening, reading,
writing, and speaking (oral production and oral interaction).
According to the CEFR, language learners are considered to be social actors who are able to
perform authentic communication tasks in a real context. Depending on their level of competence
they may be able to “ask and answer simple questions in areas of immediate need or on very familiar
topics” (A1), “handle very short social exchanges” (A2), “deal with most situations likely to arise
whilst travelling” (B1), or “interact with a degree of fluency and spontaneity that makes regular
interaction with native speakers quite possible” (B2) (Council of Europe: Assessment grid). The
global scale and assessment grid (enclosed) provide the range of descriptors for all skills. More
detailed grids are also available on the Council of Europe website.
The CEFR is a philosophy, a way of understanding proficiency in a second (or third ...) language in
terms of the communicative acts which would need to be performed by someone living within the
target language community. It is an action-oriented approach to language learning which encourages
multilingualism and life-long language learning by focusing on what the language learner “can do”
at progressive stages of learning.
Within the Canadian context the CEFR and DELF have generated a lot of interest recently, as
Ministries of Education explore how this philosophy and approach could positively influence the
way in which French as a second language programs are delivered. The CEFR is recognized as one
of the guiding principles of the revised French curriculum in Ontario.
Our project is an attempt to create a bank of oral activities for XpressLab, based on our
understanding of the descriptors for listening, oral production and oral interaction in the Common
European Framework. We acknowledge the constraints of the XpressLab program, but feel that it is
a useful tool for oral practice and assessment. We hope that by providing this resource of oral
activities, Core French students will be encouraged to develop some of the practical speaking and
listening skills necessary to function in a French-speaking community, and Core French teachers will
be encouraged to develop other task-based oral communication activities within their classrooms.
The Common European Framework of Reference (CEFR)
Conseil de l‟Europe/Council of Europe http://www.coe.int/T/DG4/Portfolio/?L=E&M=/main_pages/levels.html Page 4 of 13 page 4
Global Scale
Proficient
User
C2 Can understand with ease virtually everything heard or read. Can summarise
information from different spoken and written sources, reconstructing
arguments and accounts in a coherent presentation. Can express him/herself
spontaneously, very fluently and precisely, differentiating finer shades of
meaning even in more complex situations.
C1 Can understand a wide range of demanding, longer texts, and recognise
implicit meaning. Can express him/herself fluently and spontaneously
without much obvious searching for expressions. Can use language flexibly
and effectively for social, academic and professional purposes. Can produce
clear, well-structured, detailed text on complex subjects, showing controlled
use of organisational patterns, connectors and cohesive devices.
Independent
User
B2 Can understand the main ideas of complex text on both concrete and abstract
topics, including technical discussions in his/her field of specialisation. Can
interact with a degree of fluency and spontaneity that makes regular
interaction with native speakers quite possible without strain for either party.
Can produce clear, detailed text on a wide range of subjects and explain a
viewpoint on a topical issue giving the advantages and disadvantages of
various options.
B1 Can understand the main points of clear standard input on familiar matters
regularly encountered in work, school, leisure, etc. Can deal with most
situations likely to arise whilst travelling in an area where the language is
spoken. Can produce simple connected text on topics which are familiar or
of personal interest. Can describe experiences and events, dreams, hopes &
ambitions and briefly give reasons and explanations for opinions and plans.
Basic
User
A2 Can understand sentences and frequently used expressions related to areas of
most immediate relevance (e.g. very basic personal and family information,
shopping, local geography, employment). Can communicate in simple and
routine tasks requiring a simple and direct exchange of information on
familiar and routine matters. Can describe in simple terms aspects of his/her
background, immediate environment and matters in areas of immediate need.
A1 Can understand and use familiar everyday expressions and very basic
phrases aimed at the satisfaction of needs of a concrete type. Can introduce
him/herself and others and can ask and answer questions about personal
details such as where he/she lives, people he/she knows and things he/she
has. Can interact in a simple way provided the other person talks slowly and
clearly and is prepared to help.
http://www.coe.int/T/DG4/Portfolio/?L=E&M=/main_pages/levels.html
The Common European Framework of Reference (CEFR)
Conseil de l‟Europe/Council of Europe http://www.coe.int/T/DG4/Portfolio/?L=E&M=/main_pages/levels.html Page 5 of 13 page 5
A1 A2 B1 B2 C1 C2
U
N
D
E
R
S
T
A
N
D
I
N
G
Listening I can recognise familiar words
and very basic phrases
concerning myself, my family
and immediate concrete
surroundings when people speak
slowly and clearly.
I can understand phrases and the
highest frequency vocabulary
related to areas of most
immediate personal relevance
(e.g. very basic personal and
family information, shopping,
local area, employment). I can
catch the main point in short,
clear, simple messages and
announcements.
I can understand the main points of
clear standard speech on familiar
matters regularly encountered in work,
school, leisure, etc. I can understand
the main point of many radio or TV
programmes on current affairs or
topics of personal or professional
interest when the delivery is
relatively slow and clear.
I can understand extended speech and
lectures and follow even complex lines
of argument provided the topic is
reasonably familiar. I can understand
most TV news and current affairs
programmes. I can understand the
majority of films in standard dialect.
I can understand extended speech even
when it is not clearly structured and
when relationships are only implied and
not signalled explicitly. I can
understand television programmes and
films without too much effort.
I have no difficulty in understanding any
kind of spoken language, whether live or
broadcast, even when delivered at fast
native speed, provided. I have some time
to get familiar with the accent.
Reading I can understand familiar names,
words and very simple sentences,
for example on notices and
posters or in catalogues.
I can read very short, simple
texts. I can find specific,
predictable information in simple
everyday material such as
advertisements, prospectuses,
menus and timetables and I can
understand short simple personal
letters.
I can understand texts that consist
mainly of high frequency everyday or
job-related language. I can understand
the description of events, feelings and
wishes in personal letters.
I can read articles and reports concerned
with contemporary problems in which
the writers adopt particular attitudes or
viewpoints. I can understand
contemporary literary prose.
I can understand long and complex
factual and literary texts, appreciating
distinctions of style. I can understand
specialised articles and longer technical
instructions, even when they do not
relate to my field.
I can read with ease virtually all forms of
the written language, including abstract,
structurally or linguistically complex texts
such as manuals, specialised articles and
literary works.
S
P
E
A
K
I
N
G
Spoken
Interaction
I can interact in a simple way
provided the other person is
prepared to repeat or rephrase
things at a slower rate of speech
and help me formulate what I'm
trying to say. I can ask and
answer simple questions in areas
of immediate need or on very
familiar topics.
I can communicate in simple and
routine tasks requiring a simple
and direct exchange of
information on familiar topics
and activities. I can handle very
short social exchanges, even
though I can't usually understand
enough to keep the conversation
going myself.
I can deal with most situations likely
to arise whilst travelling in an area
where the language is spoken. I can
enter unprepared into conversation on
topics that are familiar, of personal
interest or pertinent to everyday life
(e.g. family, hobbies, work, travel and
current events).
I can interact with a degree of fluency
and spontaneity that makes regular
interaction with native speakers quite
possible. I can take an active part in
discussion in familiar contexts,
accounting for and sustaining my views.
I can express myself fluently and
spontaneously without much obvious
searching for expressions. I can use
language flexibly and effectively for
social and professional purposes. I can
formulate ideas and opinions with
precision and relate my contribution
skilfully to those of other speakers.
I can take part effortlessly in any
conversation or discussion and have a
good familiarity with idiomatic
expressions and colloquialisms. I can
express myself fluently and convey finer
shades of meaning precisely. If I do have
a problem I can backtrack and restructure
around the difficulty so smoothly that
other people are hardly aware of it.
Spoken
Production
I can use simple phrases and
sentences to describe where I live
and people I know.
I can use a series of phrases and
sentences to describe in simple
terms my family and other
people, living conditions, my
educational background and my
present or most recent job.
I can connect phrases in a simple way
in order to describe experiences and
events, my dreams, hopes and
ambitions. I can briefly give reasons
and explanations for opinions and
plans. I can narrate a story or relate the
plot of a book or film and describe my
reactions.
I can present clear, detailed descriptions
on a wide range of subjects related to my
field of interest. I can explain a
viewpoint on a topical issue giving the
advantages and disadvantages of various
options.
I can present clear, detailed descriptions
of complex subjects integrating sub-
themes, developing particular points
and rounding off with an appropriate
conclusion.
I can present a clear, smoothly-flowing
description or argument in a style
appropriate to the context and with an
effective logical structure which helps the
recipient to notice and remember
significant points.
W
R
I
T
I
N
G
Writing I can write a short, simple
postcard, for example sending
holiday greetings. I can fill in
forms with personal details, for
example entering my name,
nationality and address on a hotel
registration form.
I can write short, simple notes
and messages relating to matters
in areas of immediate needs. I
can write a very simple personal
letter, for example thanking
someone for something.
I can write simple connected text on
topics which are familiar or of
personal interest. I can write personal
letters describing experiences and
impressions.
I can write clear, detailed text on a wide
range of subjects related to my interests.
I can write an essay or report, passing on
information or giving reasons in support
of or against a particular point of view. I
can write letters highlighting the
personal significance of events and
experiences.
I can express myself in clear, well-
structured text, expressing points of
view at some length. I can write about
complex subjects in a letter, an essay or
a report, underlining what I consider to
be the salient issues. I can select style
appropriate to the reader in mind.
I can write clear, smoothly-flowing text in
an appropriate style. I can write complex
letters, reports or articles which present a
case with an effective logical structure
which helps the recipient to notice and
remember significant points. I can write
summaries and reviews of professional or
literary works.
Self-assessment grids
The Common European Framework of Reference (CEFR)
Conseil de l‟Europe/Council of Europe http://www.coe.int/T/DG4/Portfolio/?L=E&M=/main_pages/levels.html Page 6 of 13 page 6
A1 A2 B1 B2 C1 C2
C
O
M P
R
E
N
D
R
E
Écouter
Je peux comprendre des mots
familiers et des expressions très
courantes au sujet de moi-même,
de ma famille et de
l'environnement concret et
immédiat, si les gens parlent
lentement et distinctement.
Je peux comprendre des
expressions et un vocabulaire
très fréquent relatifs à ce qui me
concerne de très près (par ex.
moi-même, ma famille, les
achats, l‟environnement proche,
le travail). Je peux saisir
l'essentiel d'annonces et de
messages simples et clairs.
Je peux comprendre les points
essentiels quand un langage clair et
standard est utilisé et s‟il s‟agit de
sujets familiers concernant le travail,
l‟école, les loisirs, etc. Je peux
comprendre l'essentiel de nombreuses
émissions de radio ou de télévision
sur l'actualité ou sur des sujets qui
m‟intéressent à titre personnel ou
professionnel si l‟on parle d'une façon
relativement lente et distincte.
Je peux comprendre des
conférences et des discours assez
longs et même suivre une
argumentation complexe si le sujet
m'en est relativement familier. Je
peux comprendre la plupart des
émissions de télévision sur
l'actualité et les informations. Je
peux comprendre la plupart des
films en langue standard.
Je peux comprendre un long
discours même s'il n'est pas
clairement structuré et que les
articulations sont seulement
implicites. Je peux comprendre les
émissions de télévision et les films
sans trop d'effort.
Je n'ai aucune difficulté à comprendre le
langage oral, que ce soit dans les conditions
du direct ou dans les médias et quand on
parle vite, à condition d'avoir du temps pour
me familiariser avec un accent particulier.
Lire
Je peux comprendre des noms
familiers, des mots ainsi que des
phrases très simples, par exemple
dans des annonces, des affiches
ou des catalogues.
Je peux lire des textes courts
très simples. Je peux trouver une
information particulière
prévisible dans des documents
courants comme les publicités,
les prospectus, les menus et les
horaires et je peux comprendre
des lettres personnelles courtes
et simples.
Je peux comprendre des textes
rédigés essentiellement dans une
langue courante ou relative à mon
travail. Je peux comprendre la
description d'événements,
l'expression de sentiments et de
souhaits dans des lettres personnelles.
Je peux lire des articles et des
rapports sur des questions
contemporaines dans lesquels les
auteurs adoptent une attitude
particulière ou un certain point de
vue. Je peux comprendre un texte
littéraire contemporain en prose.
Je peux comprendre des textes
factuels ou littéraires longs et
complexes et en apprécier les
différences de style. Je peux
comprendre des articles spécialisés
et de longues instructions
techniques même lorsqu'ils ne sont
pas en relation avec mon domaine.
Je peux lire sans effort tout type de texte,
même abstrait ou complexe quant au fond ou
à la forme, par exemple un manuel, un article
spécialisé ou une œuvre littéraire.
P
A
R
L
E
R
Prendre
part à une
conver-
sation
Je peux communiquer, de façon
simple, à condition que
l'interlocuteur soit disposé à
répéter ou à reformuler ses
phrases plus lentement et à
m'aider à formuler ce que j'essaie
de dire. Je peux poser des
questions simples sur des sujets
familiers ou sur ce dont j‟ai
immédiatement besoin, ainsi que
répondre à de telles questions.
Je peux communiquer lors de
tâches simples et habituelles ne
demandant qu'un échange
d'informations simple et direct
sur des sujets et des activités
familiers. Je peux avoir des
échanges très brefs même si, en
règle générale, je ne comprends
pas assez pour poursuivre une
conversation.
Je peux faire face à la majorité des
situations que l'on peut rencontrer au
cours d'un voyage dans une région où
la langue est parlée. Je peux prendre
part sans préparation à une
conversation sur des sujets familiers
ou d'intérêt personnel ou qui
concernent la vie quotidienne (par
exemple famille, loisirs, travail,
voyage et actualité).
Je peux communiquer avec un
degré de spontanéité et d'aisance
qui rende possible une interaction
normale avec un locuteur natif. Je
peux participer activement à une
conversation dans des situations
familières, présenter et défendre
mes opinions.
Je peux m'exprimer spontanément
et couramment sans trop
apparemment devoir chercher mes
mots. Je peux utiliser la langue de
manière souple et efficace pour des
relations sociales ou
professionnelles. Je peux exprimer
mes idées et opinions avec précision
et lier mes interventions à celles de
mes interlocuteurs.
Je peux participer sans effort à toute
conversation ou discussion et je suis aussi
très à l‟aise avec les expressions
idiomatiques et les tournures courantes. Je
peux m‟exprimer couramment et exprimer
avec précision de fines nuances de sens. En
cas de difficulté, je peux faire marche arrière
pour y remédier avec assez d'habileté et pour
qu'elle passe presque inaperçue.
S‟exprimer
oralement
en continu
Je peux utiliser des expressions et
des phrases simples pour décrire
mon lieu d'habitation et les gens
que je connais.
Je peux utiliser une série de
phrases ou d'expressions pour
décrire en termes simples ma
famille et d'autres gens, mes
conditions de vie, ma formation
et mon activité professionnelle
actuelle ou récente.
Je peux m'exprimer de manière
simple afin de raconter des
expériences et des événements, mes
rêves, mes espoirs ou mes buts. Je
peux brièvement donner les raisons et
explications de mes opinions ou
projets. Je peux raconter une histoire
ou l'intrigue d'un livre ou d'un film et
exprimer mes réactions.
Je peux m'exprimer de façon claire
et détaillée sur une grande gamme
de sujets relatifs à mes centres
d'intérêt. Je peux développer un
point de vue sur un sujet d‟actualité
et expliquer les avantages et les
inconvénients de différentes
possibilités.
Je peux présenter des descriptions
claires et détaillées de sujets
complexes, en intégrant des thèmes
qui leur sont liés, en développant
certains points et en terminant mon
intervention de façon appropriée.
Je peux présenter une description ou une
argumentation claire et fluide dans un style
adapté au contexte, construire une
présentation de façon logique et aider mon
auditeur à remarquer et à se rappeler les
points importants.
É C R I R E
Écrire
Je peux écrire une courte carte
postale simple, par exemple de
vacances. Je peux porter des
détails personnels dans un
questionnaire, inscrire par
exemple mon nom, ma nationalité
et mon adresse sur une fiche
d'hôtel.
Je peux écrire des notes et
messages simples et courts. Je
peux écrire une lettre
personnelle très simple, par
exemple de remerciements.
Je peux écrire un texte simple et
cohérent sur des sujets familiers ou
qui m‟intéressent personnellement. Je
peux écrire des lettres personnelles
pour décrire expériences et
impressions.
Je peux écrire des textes clairs et
détaillés sur une grande gamme de
sujets relatifs à mes intérêts. Je
peux écrire un essai ou un rapport
en transmettant une information ou
en exposant des raisons pour ou
contre une opinion donnée. Je peux
écrire des lettres qui mettent en
valeur le sens que j‟attribue
personnellement aux événements et
aux expériences.
Je peux m'exprimer dans un texte
clair et bien structuré et développer
mon point de vue. Je peux écrire sur
des sujets complexes dans une
lettre, un essai ou un rapport, en
soulignant les points que je juge
importants. Je peux adopter un
style adapté au destinataire.
Je peux écrire un texte clair, fluide et
stylistiquement adapté aux circonstances. Je
peux rédiger des lettres, rapports ou articles
complexes, avec une construction claire
permettant au lecteur d‟en saisir et de
mémoriser les points importants. Je peux
résumer et critiquer par écrit un ouvrage
professionnel ou une œuvre littéraire.
XpressLab Activities We Have Created
Developed by Philippe Morin, Sue Lawrence, Anne Stephens, Joanne Verstege from the Bluewater District School Board, as a Teacher Learning and Leadership Project (TLLP)
**Please note: These activities are currently being field tested and will be available for public use in July. They will be accessed in the Global Library at www.xpresslab.com, with a teacher account.
To obtain an XpressLab account, click on HelpDesk at www.xpresslab.com For help on importing(downloading) activities: see page 3 of the library guide in the Help area of XpressLab
P1=Pratique 1, P2= Pratique 2, TO=Test oral, TE=Test d'écoute *** les activités présentées pendant OMLTA
Niveau Activité Descriptions "can do statements" ou but de l'activitié NOTES
A1 Chez ton correspondant Communiquer en famille P1, TE, TO
Students learn basic vocabulary and expressions used in the home.
…can name rooms and important objects in a house …can understand and use common expressions they will hear if they stay in a French family’s home
A1 ***
Directions Utiliser les directions P1, P2, TO, TE
Students will play games to learn basic directional vocabulary.
…students can follow and give basic directions.
A1 La Famille Décrire la famille P1, P2, P3, TO
Students will listen to very short texts about people and learn family member vocabulary.
…students can use very simple phrases to talk about someone's age, name, work, likings, family members, and describe their own family.
A1 ***
Les Loisirs Vocabulaire des loisirs Choisir des cadeaux P1
Students will learn a variety of sports vocabulary and then choose an appropriate gift for a friend.
…students can give personal information about hobbies and interests …students can give people appropriate things
A1 ***
Présentation des personnes P1, P2, TE, TO
Students will listen to simple texts about 4 different Francophone students.
…students can introduce somebody, give personal information, handle numbers, and answer personal questions.
XpressLab Activities We Have Created
Developed by Philippe Morin, Sue Lawrence, Anne Stephens, Joanne Verstege from the Bluewater District School Board, as a Teacher Learning and Leadership Project (TLLP)
Niveau Activité Descriptions "can do statements" ou but de l'activitié NOTES
A2 ***
Directions Comprendre et donner des directions P1, P2, TE, TO
Students will use a simple city map to understand and give directions.
…students will understand, ask for, and give directions using a map
A2 ***
L'emploi du temps Lire et comprendre un horaire P1, P2, P3, TE, TO
Des Français parlent de leurs repas et de leurs horaires.
...parler d'une journée au passé
...apprendre le nom des repas en France ...comparer ton emploi de temps avec des autres personnes.
A2 Magasiner Faire des achats P1, TE, TO
Students will learn clothing vocabulary, prices, & helpful expressions when shopping.
…students can make simple purchases and ask for help while shopping …students can describe what they bought and understand numbers and prices.
A2 Les Descriptions et les comparaisons P1 (non terminé)
Description des vêtements, figures, voitures et animaux
…apprendre le vocabulaire nécessaire aux comparaisons.
A2 Les informations nutritionnelles P2 (non terminé)
Comment lire l'information nutritionnelle quand tu achètes de la nourriture.
…apprendre le vocabulaire nécessaire pour comprendre l'information nutritionnelle.
B1 ***
Les Jeunes TO - faisons connaissance TO - les loisirs TO - ma communauté
Des jeunes francophones se présentent et parlent de leur famille, leurs loisirs et leur communauté.
…students will introduce and talk about themselves and describe recent events …students will explain opinions; for example the importance of physical activity.
XpressLab Instructions – For Students
BWDSB TLLP, Parlons français avec XpressLab, 2011 Last updated February 25, 2011
1. Log on to the computer and open Internet Explorer
2. Go to www.xpresslab.com
Start XpressLab then Start here
3.
4.
5. Make sure your headset is plugged in (green and pink for headphones and
microphone) and on. Check also that the volume on your computer is not muted
(speaker icon on bottom right task bar), and that the volume is turned up.
6. Do the Mic test (top right tool bar) to be sure that you can record.
A pop-up will appear. Adobe Flash Player Settings
will request permission Allow. (This step is very important.
If you do not click allow, your answers will not be recorded)
Then Close the window.
If you can‟t hear anything, check again that the volume is not muted or too low on your
computer. If your microphone isn‟t working, ask your teacher for help. You may need to adjust
the speaker and microphone settings on your computer. If you didn‟t click ALLOW you will
have to completely log out of the computer and start again.
7. Click on the name of your course and the Activities screen will open.
8. Click on the name of the Activity that your teacher has asked you to complete.
Username* the same as your school log-in.
(first 4 letters of your last name followed by
the first 3 letters of your first name followed
by the last 3 numbers of your student number
all lower case)
Password* parlons Log In
Enter the Site key *
Submit
XpressLab Instructions – For Students
BWDSB TLLP, Parlons français avec XpressLab, 2011 Last updated February 25, 2011
When the activity opens you
will see a title slide Read it.
There may also be instructions
to listen to. If there is a blue
circle with an arrow click and
listen. Then click NEXT.
Click on the blue arrow to hear
the question. Click on the red
circle to record your answer.
Click on the blue square to stop
recording. Then listen to your
answer (blue arrow). If it is a
practice exercise you can then
listen to the sample answer.
Click NEXT.
If it is an oral test you may want to
record your answer more than once.
Make sure you listen to your answer
(blue arrow). If you want to try
again, click on the red circle again
and you will be able to overwrite
(which means to record again). You
may do this as often as you wish.
When you are ready to continue,
click on NEXT.
Once you have finished all questions, click on Submit. You will be told that
your test has been submitted successfully. You may then Log out.
Click Next to go to the next question.
DO NOT click on Submit until you have
completed all of the questions. If you
click on Submit before the end, you will
NOT be able to continue the test. If the
class ends before you finish the test, click
on Save and Exit and you can finish it
later.
Things We Learned Along the Way
Last updated February 25, 2011 Page 11
Explanation of Student buttons at the bottom of the student screen:
Back – move to a previous slide
Next – move to the next slide
Save and exit – students will use this if they are out of time, but have not finished
Submit – students will use this when they have finished the activity and need to have it marked
by you
Problem solving & Troubleshooting
1. If student can‟t hear his/her recording or has a lot of echo:
A. check Allow/close box– If student did not click Allow, they will not be able to record.
They will need to log out of the computer entirely and start again.
B. ** on initial start with Allow box, there is a tab for the micro with a volume setting and a
« reduce echo » box to check
C. do mic test once in xpresslab activity (top right hand corner)
2. If student has no volume:
Check Volume 3 ways – master volume, on the keyboard, on the headphones
3. If student login doesn‟t work -- Check the student info…..go to your xpresslab home page,
check off the course your student is in, then click on students tab at top. You will then get a
list of students assigned to this course. Verify the login, usually it is off by 1 letter. Note:
resetting student password will set the password to be the same as the login ID.
4. If not connecting to the site - go back to start xpresslab page and allow popups for the site
(banner across the top of the page)
5. Tell students not to wrap wires around the headphones (causes the wires to break), just have
them place the headphones loosely in the bag
6. If students are unable to return to the previous slide it means that the activity is set to
sequential. You will need to log in, open the activity, open Settings (top menu bar) and
change it to Non-Sequential, then Save. Students may need to Exit the activity and then open
it again. Sometimes activities default to Non-sequential when they are imported or
deactivated and then activated.
7. If students click SUBMIT before they have finished the activity. You will need to log in and
either Duplicate the activity (from the activity titles page) or open the Submissions (right
column), open the student‟s test and click on Allow Retake. Previous answers will be erased.
8. It is a good idea to leave a 2 second gap before and after the recording to avoid cutting off
part of the recording. I do it and I instruct my students to do it to.
Things We Learned Along the Way
Last updated February 25, 2011 Page 12
DISTINCTION BETWEEN THE 3 LEVELS: COURSE/ACTIVITY/SLIDE
(Always verify which level you are at before you work, save, and import and export)
COURSE – the „folder‟ for your class activities. You may have a course for each of your
classes
ACTIVITY – the activities you will import or create for your class(es). To use an activity for
several classes, you must import it into each course
*** Always check settings (top right menu bar once you have opened the activity. It must be set
to NON SEQUENTIAL so that students may do slide in any order or can go back and redo a
slide if you would like them too.
SLIDE – the „pages‟ of an activity
** each of these can be exported to and imported from the Library
** be aware of which „Level‟ you are in when looking for an activity or course
For example, you cannot import an activity when your screen is at the course listings. You must
be inside one of your courses to import an activity
Menu Tool Bar
New – gives you a new slide (offers a choice of slide type)
Duplicate – duplicates the slide you are on currently
Delete – Deletes the SLIDE **there is no undo for this
Edit tool- cut paste undo functions are found here
Text – gives you a text box and formatting options
Draw – you can draw a square or a circle and change colours
Media – add pictures, audio and video
Layer – click to relayer objects on the slide (may need to click multiple times)
Settings – change sequential/non-sequential completion of activity
Non-Sequential/sequential - This is a setting for the activities
Sequential means that students complete the slides in order and cannot return to an earlier
slide
Non-sequential means that students can move through the slides and complete them in any
way they wish (the colour of the slide thumbnail at left will be red if not completed and green
if completed)
Full screen – Shows the activity from the student‟s perspective
Import/Export – getting activities from/sending activities to the Library or desktop
Save – essential that you use this when creating/modifying activities
Things We Learned Along the Way
Last updated February 25, 2011 Page 13
Naming activities to be shared in the Library –
Titles, key words, descriptions with accents will upload to library, but cannot be downloaded
again. Advice: avoid accents when naming something.
Class and student organization from one year to the next:
*** Keep the .csv file of student information to update/modify when adding them to courses the
following years.
*** To remove previous years‟ students from your course, duplicate your course before adding
current year students.
Searching for files in the library: multiple word searches in the library does not work. System
will only look for the first word. Ex: Searching for “A1 La Famille” will bring up all activities
with the word A1 in the title.
In order to find all A1, A2, B1 activities, we must make sure to separate the A1, A2, B1 from the
rest of the name. ex; “A1 – La famille” works; the search will find A1. “A1-La Famille” does
not work; the search will not find A1 because it is part of a bigger word.
Searching for files in the library by teacher code:
Choose the appropriate Library level (Site Wide, Global, or
Favourites);
Check Advanced Search;
Check Created by a specific author (by Teacher ID);
Enter the ID number for the teacher you wish; click Search
Microphones – Where to get them
http://www.pricecanada.com/p.php/Zalman-ZM-MIC-1-Microphone-ZMMIC1-224384/specifications/ $5.00
http://www.canadacomputers.com/advanced_search_result.php?keywords=clip-on+microphone $8.00
Sue Lawrence (Secondary) – 2014
Philippe Morin (Secondary) – 5096
Anne Stephens (Elementary) – 5089
Joanne Verstege (Elementary) – 4561