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 philippe_morin@bwdsb.on.ca

Sue Lawrence sue_lawrence@bwdsb.on.ca

Joanne Verstege joanne_verstege@bwdsb.on.ca

Anne Stephens anne_stephens@bwdsb.on.ca

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 : philippe_morin@bwdsb.on.ca.

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