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  • Parlons franais 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 franais 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]

    mailto:[email protected]:[email protected]:[email protected]:[email protected]

  • Parlons franais 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 crer une banque dactivits XpressLab bases sur le Cadre Europen

    Commun de Rfrence pour les langues (CECR).

    Cres par quatre enseignants du conseil scolaire Bluewater, ces activits font parler les lves en

    franais dans le cadre dun contexte et de tches authentiques.

    Les activits sont organises en cours , composs de quelques activits de pratique, dun test

    oral et dun test dcoute.

    Les activits seront disponibles dans la library sur le site dXpressLab (www.xpresslab.com)

    juillet 2011. Les enseignants familiers avec XpressLab y trouveront facilement nos activits qui

    reprsentent plus de 400 heures de travail. Pour les trouver, il suffit de faire une recherche dans la

    library , au niveau global , avec le critre 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.

    http://www.xpresslab.com/mailto:[email protected]://www.xpresslab.com/http://web1.xpresslabserver.com/help_files/OSAPAC_Survey.pdfhttp://www.osapac.ca/

  • The Common European Framework of Reference (CEFR)

    Conseil de lEurope/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 (Diplme dtudes en langue franaise) is the

    French language diploma recognized by the Council of Europe and administered by the CIEP

    (Centre international dtudes pdagogiques), 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 lEurope/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