En début d’année, chacun d’entre vous a un rapport différent avec l’anglais : certains se sentent déjà à l’aise, d’autres trouvent la matière plus compliquée, certains l’utilisent chez eux ou en voyage, d’autres seulement à l’école.
Ce questionnaire sert à mieux comprendre :
ce que vous savez déjà faire,
ce que vous aimez ou non,
vos envies et vos inquiétudes pour cette année,
la place que l’anglais occupe pour vous dans la vie quotidienne.
Il ne s’agit pas d’une évaluation, mais d’un outil pour que je puisse adapter mes cours, mes projets et mes activités. Plus vous répondrez honnêtement et en détail, plus cela m’aidera à rendre les cours intéressants et utiles pour vous.
Voici notre programme d’anglais en BTS CIEL (Cybersécurité, Informatique et Réseaux, Électronique)
L’enseignement d’anglais fait partie du tronc commun aux deux options (A – Informatique & Réseaux ; B – Électronique & Réseaux)
Les cours visent à développer des compétences essentielles dans le contexte professionnel du secteur du numérique, notamment :
Compréhension écrite et orale de l’anglais technique ;
Expression orale et écrite claire et adaptée au contexte professionnel international ;
Maîtrise de la terminologie liée à l’informatique, aux réseaux, à la cybersécurité et à l’électronique ;
Le programme met l’accent sur des compétences de communication en contexte professionnel, incluant compréhension orale/écrite, expression, médiation.
Le cadre du Cadre européen commun de référence pour les langues (CECRL) est utilisé comme référence, visant à développer des compétences interculturelles, des capacités d’interaction, de médiation, de travail collaboratif et d’autonomie linguistique
Niveau visé : A2 → B1
Objectifs linguistiques :
Se présenter en ligne (username, profile, biography).
Comprendre un texte court sur les risques liés aux réseaux sociaux.
Exprimer des conseils et interdictions (“You should / shouldn’t…”, “Don’t share your password”).
Activités :
Étude d’une infographie en anglais sur la cybersécurité.
Jeu de rôle : “Tech support” vs “Client” → donner des conseils simples en anglais.
Mini-projet : créer une poster campagne bilingue “Stay safe online!”.
Niveau visé : A2+ / B1
Objectifs linguistiques :
Vocabulaire : CPU, motherboard, memory, hard drive, power supply.
Décrire la fonction d’un composant : “The CPU processes data”, “The hard drive stores files.”
Utiliser le présent simple pour décrire.
Activités :
Flashcards + jeu de classement (“hardware” vs “software”).
Travail en binômes : l’un décrit une machine, l’autre dessine un schéma.
Vidéo courte type How computers work (Khan Academy, CrashCourse).
Niveau visé : A2+ / B1
Objectifs linguistiques :
Lexique : bug, error, frozen screen, restart, update, plug/unplug.
Structures fonctionnelles :
“Have you tried turning it off and on again?”
“Can you check the cable?”
Développer des dialogues de type SAV.
Activités :
Jeux de rôle : technicien ↔ client (simulation de hotline).
Écoute d’un extrait vidéo de support technique.
Projet : rédiger une FAQ bilingue (anglais/français) pour un poste informatique.
Niveau visé : B1
Objectifs linguistiques :
Vocabulaire : sensor, device, smart home, data, network.
Décrire un fonctionnement : “The sensor detects movement”, “It sends data to the cloud.”
Parler des avantages et des risques.
Activités :
Étude d’un article court : “Smart homes of the future”.
Débat en classe : “Are connected objects safe or dangerous?”
Projet : présenter en anglais un objet connecté (ex. montre, caméra, robot aspirateur).
Niveau visé : B1
Objectifs linguistiques :
Vocabulaire : hacker, phishing, malware, firewall, encryption.
Structures : exprimer un récit au passé (“In 2017, a ransomware attack…”) et donner des conseils.
Activités :
Étude d’une news report simplifiée (ex. WannaCry, Cambridge Analytica).
Jeu de rôle : journaliste ↔ expert en cybersécurité.
Mini-projet : créer une fiche en anglais présentant un cyber-héros (ex. Kevin Mitnick, ethical hackers).
Niveau visé : B1
Objectifs linguistiques :
Écrire un CV simple en anglais (skills, education, hobbies).
Simuler un entretien : “What can you do?”, “Why should we hire you?”.
Décrire ses compétences numériques : “I can configure a network”, “I am good at programming.”
Activités :
Création d’un CV bilingue.
Entretien d’embauche fictif en anglais.
Présentation orale : “My future job in IT”.
Niveau visé : A2 → B1
Objectifs linguistiques :
Se présenter en ligne (username, profile, biography).
Comprendre un texte court sur les risques liés aux réseaux sociaux.
Exprimer des conseils et interdictions (“You should / shouldn’t…”, “Don’t share your password”).
What is your company called ?
What sector ?
What services ?
Where is your company based ?
How many employees /
size of the company ?
The name of my company is...
We operate in the... sector.
Our services include...
Our company is based in...
We have approximately... employees. The size of the company is...
Comment s'appelle votre entreprise ?
Dans quel secteur ?
Quels services proposez-vous ?
Où est située votre entreprise ?
Combien d'employés / quelle taille a l'entreprise ?
PRONOTE : "L'élève sait démontrer sa maîtrise de son sujet. Il ne montre qu'il sait de quoi il parle. Il sait situer son sujet dans l'espace et dans le temps et par rapport à l'autrui."
Who do you work FOR (your manager) ?
Who do you work WITH (colleagues) ?
Who are you clients and end-users ?
What is your role ?
I work for... (my manager's name or position).
I work with a team of... (mention colleagues or departments).
Our clients and end-users are... (describe your target audience or customer base).
My role is... (describe your job title and responsibilities).
Pour qui travaillez-vous (votre responsable) ?
Avec qui travaillez-vous (collègues) ?
Qui sont vos clients et utilisateurs finaux ?
Quel est votre rôle ?
PRONOTE : "L'élève sait poser des questions à propos du sujet choisi. Il sait problématiser, contraster et comprarer pour mieux analyser son sujet. "
What do you like or dislike about your activity ?
What gives meaning to you activity ?
What are you proud of ?
How is this activity linked to your future plans ?
What I like about my activity is... and what I dislike is...
What gives meaning to my activity is...
I am proud of...
This activity is linked to my future plans because...
Qu'aimez-vous ou n'aimez-vous pas dans votre activité ?
Qu'est-ce qui donne du sens à votre activité ?
De quoi êtes-vous fier/fière ?
Comment cette activité est-elle liée à vos projets futurs ?
PRONOTE : "L'élève sait offrir un avis personnel sur le sujet, exprimer son ressenti et formuler les hypothèse style : ce que j'ai appris et ce que je ferais différement la prochine fois... ses espoirs pour l'avenir etc.
[First name + Last name]
Student in BTS CIEL (Networks, IT, Electronics)
Optional: Interest or specialty (e.g. “Passionate about cybersecurity / Interested in cloud computing”)
Who you are (student, age optional).
Your program and school.
Your main interests in the field.
One or two personal qualities (e.g. motivated, team-oriented, problem-solver).
Example:
“I am a second-year BTS CIEL student at [School Name]. I am particularly interested in networking and system administration. I enjoy working on practical projects and learning new technologies, and I am motivated to apply my skills in professional environments.”
BTS CIEL, [School Name] – 2023–2025
Optionally: High school diploma / Baccalauréat.
List 5–8 relevant skills, for example:
Networking (Cisco, configuration)
Programming (Python, C, HTML/CSS, JavaScript)
Operating Systems (Windows, Linux)
Electronics and IoT
Cybersecurity basics
Problem-solving & teamwork
If they don’t yet have internships, they can list school projects:
“Configured a local network for a class project”
“Developed a website using HTML/CSS/JavaScript”
“Participated in a group project on IoT devices”
If they have internships / summer jobs:
Company name, dates, short description of tasks.
French: Native
English: [Level, e.g. B1 / B2]
Other languages (optional).
Can include professional-related interests (cybersecurity, programming, robotics) or personal (music, sport, volunteering).
👉 Tip for Students: Use clear, short sentences and avoid “school-style” writing. Think of LinkedIn as a professional business card online.
First of all, let's learn about MIT with this presentation video.
Now let's hear from Brayden, a student is Cybersecurity at the MIT.
My name is Brayden Miller and I am a student in Cybersecurity at MIT. I'm so happy to be speaking to you guys in France today. I hope that everyone at the Lycée de la Cotière is having a good day.
So, let's talk about Cyber Security.
Cybersecurity is the protection of computers, networks, and data from attacks. It means building systems that are safe, and stopping hackers from stealing information. Today, almost everything is online: banking, shopping, health records, even schoolwork. This is why cybersecurity is so important — it keeps our digital life safe.
But, let's be honest : Cybersecurity has many challenges.
Hackers are getting smarter every year. Companies and governments must spend a lot of money to keep systems secure. We also need laws to protect privacy, but sometimes those laws are not the same in every country. Another problem is that people often use weak passwords or share personal data too easily, which makes attacks easier. If we do not work on these issues, society can lose trust in technology.
For me, cybersecurity is exciting but also stressful. I feel proud when I solve a problem or stop an attack in a simulation. But sometimes I feel worried about the future, because attacks are growing and can affect hospitals or power plants. I believe everyone should learn the basics of cybersecurity. It is not just a job for experts — it is something that protects all of us. And it is something we should all be thinking about and working on. Not just the experts.
Have a good day, guys. And say 'Hi' to Mister Kirrage.
After watching the video, students at Lycée de la Cotière were asked to share their thoughts. Here is a summary of their responses:
Most students agreed that cybersecurity is an essential part of modern life.
They highlighted how banking, health records, and social media depend on strong security.
Several students said they had not realised how vulnerable daily activities can be without proper protection.
Many students reflected on their own habits online, recognising that they sometimes use weak passwords or overshare information.
They appreciated Brayden’s message that cybersecurity is “not just a job for experts,” and said it motivated them to be more careful.
Some students said they now feel more aware of the dangers of hacking and cyberattacks.
A few admitted feeling worried, particularly about attacks on hospitals, schools, or infrastructure.
Others expressed interest in learning how to protect their own devices and data.
Several students said Brayden’s enthusiasm inspired them to consider careers in cybersecurity.
They found his pride in solving problems motivating and encouraging.
Why do you think cybersecurity is important today?
Can you name examples of things in your daily life that depend on cybersecurity (banking, health records, etc.)?
Do you think schools should teach more about cybersecurity? Why or why not?
Do you think your online habits are safe (passwords, social media, sharing personal data)?
Have you ever changed a password because you thought it was too weak?
What could you personally do to make your online life safer?
Do you worry about hackers or cyberattacks? Why?
Which kind of attack do you think is the most dangerous (identity theft, attacking hospitals, power plants…)?
Do you think governments are doing enough to protect us?
Would you like to work in cybersecurity in the future? Why or why not?
What do you think would be exciting about working in this field?
Do you agree with Brayden that cybersecurity is “not just a job for experts”?
L’anglais possède des sons particuliers, comme le TH ([θ] et [ð]) ou les trois prononciations de la terminaison -ed ([t], [d], [ɪd]).
Il faut les reconnaître et les produire correctement. Mais pas que !!
En anglais, les mots se lient entre eux différemment du français. Il faut apprendre à enchaîner les sons pour parler de façon fluide.
Certaines voyelles sont faibles (souvent entourées de consonnes, elles se prononcent très légèrement).
D’autres voyelles sont fortes : elles « disent leur nom » et sont souvent aidées par une deuxième voyelle, comme dans les mots avec le magic e (ex. cap → cape).
L’anglais repose sur un rythme particulier, avec des syllabes accentuées et d’autres réduites.
Maîtriser ce rythme rend votre discours plus naturel et compréhensible.
Et parler comme un(e) anglophone = écouter différemment et mieux comprendre les anglophones.
WarGames (1983) is a science-fiction thriller directed by John Badham.
The story follows David Lightman, a curious teenage computer whiz who accidentally hacks into a U.S. military supercomputer called WOPR while trying to access a new video game.
Believing he’s playing a harmless simulation, David starts a program that nearly triggers World War III, as the computer cannot distinguish between a game and reality.
Blending Cold War tensions, artificial intelligence, and the ethics of technology, WarGames raises timeless questions about human control over machines and the dangers of automation in warfare.
Have you seen this film already ? Would you like to see it ?
Does this film seem realistic to you ?
How does this film relate to your studies ?
0 REM === LCCCSC PORTAL (VIC-20) ===
1 REM (c) Lycée de la Cotière Coding & Cyber Security Club
2 REM Unexpanded VIC-20. Screen=$1E00 (7680), Color=$9600 (38400)
5 POKE 650,128:POKE 651,128:REM KEY REPEAT COMFY (OPTIONAL)
10 GOSUB 5000:REM CLEAR + TITLE
20 GOSUB 5100:REM LOGIN
30 IF LG=0 THEN GOTO 10
40 GOSUB 5200:REM MAIN MENU
50 GOTO 40
100 REM ====== NEWS FEED ======
110 GOSUB 5000
120 GOSUB 5300:REM HEADER "NEWS FEED"
130 PRINT:PRINT "LATEST ITEMS:"
140 PRINT
150 FOR I=1 TO NF
160 PRINT " ";I;".";NEWS$(I)
170 NEXT
180 PRINT:PRINT "PRESS ANY KEY TO RETURN..."
190 GOSUB 7000:RETURN
200 REM ====== CODE SNIPPETS ======
210 GOSUB 5000
220 GOSUB 5400:REM HEADER "CODE SNIPPETS"
230 PRINT
240 FOR I=1 TO CS
250 PRINT I;" > ";SNIP$(I)
260 NEXT
270 PRINT:PRINT "TIP: TRY THEM, MODIFY, EXPERIMENT."
280 PRINT:PRINT "PRESS ANY KEY TO RETURN..."
290 GOSUB 7000:RETURN
300 REM ====== PEEK/POKE DRAWINGS LAB ======
310 GOSUB 5000
320 GOSUB 5500:REM HEADER "PEEK/POKE LAB"
330 PRINT
340 PRINT "1) FLASH BORDER/BACKGROUND"
350 PRINT "2) DRAW A FRAME IN SCREEN RAM"
360 PRINT "3) STARFIELD WITH COLORS"
370 PRINT "4) WIPE (CLEAR) VIA RAM WRITES"
380 PRINT "5) RETURN"
390 PRINT:PRINT "CHOOSE 1-5";:GOSUB 7100:K$=K$
400 IF K$="1" THEN GOSUB 6000:RETURN
410 IF K$="2" THEN GOSUB 6100:RETURN
420 IF K$="3" THEN GOSUB 6200:RETURN
430 IF K$="4" THEN GOSUB 6300:RETURN
440 RETURN
500 REM ====== MENU HANDLER ======
510 GOSUB 5000
520 GOSUB 5205
530 PRINT
540 PRINT "1) NEWS FEED"
550 PRINT "2) CODE SNIPPETS"
560 PRINT "3) PEEK AND POKE DRAWINGS"
570 PRINT "4) LOG OUT"
580 PRINT "5) QUIT"
590 PRINT:PRINT "SELECT 1-5";:GOSUB 7100:K$=K$
600 IF K$="1" THEN GOSUB 100:RETURN
610 IF K$="2" THEN GOSUB 200:RETURN
620 IF K$="3" THEN GOSUB 300:RETURN
630 IF K$="4" THEN LG=0:RETURN
640 IF K$="5" THEN GOSUB 5000:END
650 RETURN
499 REM ====== UI & LOGIN SUBS ======
5000 REM CLEAR + BAR
5010 PRINT CHR$(147);
5020 PRINT CHR$(18);"******************** LCCCSC :: VIC-20 PORTAL ********************";CHR$(146)
5030 PRINT
5040 RETURN
5100 REM LOGIN
5110 LG=0
5120 PRINT "WELCOME TO LCCCSC DATABASE GATEWAY"
5130 PRINT
5140 PRINT "USER NAME: ";:INPUT U$
5150 PRINT "PASSWORD: ";:P$="":GOSUB 7200
5160 GOSUB 5600:REM AUTH
5170 IF LG=0 THEN PRINT:PRINT "ACCESS DENIED. TRY AGAIN.":GOSUB 7000:RETURN
5180 PRINT:PRINT "ACCESS GRANTED. HELLO, ";U$;".":GOSUB 7000
5190 RETURN
5200 REM MAIN MENU WRAPPER
5205 PRINT CHR$(18);"=========================== MAIN MENU ===========================";CHR$(146)
5210 PRINT "SIGNED IN AS: ";U$
5220 RETURN
5300 REM HEADER NEWS
5310 PRINT CHR$(18);"=========================== NEWS FEED ===========================";CHR$(146)
5320 RETURN
5400 REM HEADER SNIPPETS
5410 PRINT CHR$(18);"========================= CODE SNIPPETS =========================";CHR$(146)
5420 RETURN
5500 REM HEADER PEEK/POKE LAB
5510 PRINT CHR$(18);"======================== PEEK / POKE LAB ========================";CHR$(146)
5520 RETURN
5600 REM AUTH: SIMPLE USER TABLE
5610 REM TWO SAMPLE ACCOUNTS; EXTEND AS NEEDED
5620 UA=2
5630 DIM A$(UA),PW$(UA)
5640 A$(1)="ADMIN":PW$(1)="COTIERE"
5650 A$(2)="STUDENT":PW$(2)="CYBER2025"
5660 FOR I=1 TO UA
5670 IF U$=A$(I) AND P$=PW$(I) THEN LG=1
5680 NEXT
5690 RETURN
6000 REM ====== BORDER/BACKGROUND FLASH (POKE 36879) ======
6010 GOSUB 5000:GOSUB 5500
6020 PRINT:PRINT "FLASHING BORDER/BACKGROUND. PRESS ANY KEY TO STOP."
6030 FOR T=1 TO 1000
6040 FOR C=0 TO 255 STEP 17
6050 POKE 36879,C
6060 IF PEEK(197)>0 THEN POKE 197,0:POKE 36879,27:RETURN
6070 NEXT C
6080 NEXT T
6090 POKE 36879,27:RETURN
6100 REM ====== DRAW A FRAME IN SCREEN RAM ======
6110 GOSUB 5000:GOSUB 5500
6120 PRINT:PRINT "DRAWING FRAME IN SCREEN RAM..."
6130 GOSUB 9000:REM SET SB,CB, COLS,ROWS
6140 TL=SB:TR=SB+COLS-1
6150 BL=SB+(ROWS-1)*COLS:BR=BL+COLS-1
6160 H$=CHR$(205):V$=CHR$(221):C$=CHR$(206)
6170 REM TOP & BOTTOM
6180 FOR X=TL TO TR:POKE X,205:POKE CB+(X-SB),7:NEXT
6190 FOR X=BL TO BR:POKE X,205:POKE CB+(X-BL)+((ROWS-1)*0),7:NEXT
6200 REM SIDES
6210 FOR Y=0 TO ROWS-1
6220 POKE SB+Y*COLS,221:POKE CB+Y*COLS,7
6230 POKE SB+Y*COLS+COLS-1,221:POKE CB+Y*COLS+COLS-1,7
6240 NEXT
6250 REM CORNERS (heavier)
6260 POKE TL,206:POKE TR,206:POKE BL,206:POKE BR,206
6270 PRINT:PRINT "DONE. PRESS ANY KEY..."
6280 GOSUB 7000:RETURN
6200 REM ====== STARFIELD ======
6210 GOSUB 5000:GOSUB 5500
6220 PRINT:PRINT "STARFIELD. PRESS ANY KEY TO RETURN."
6230 GOSUB 9000
6240 FOR T=1 TO 400
6250 X=INT(RND(1)*COLS):Y=INT(RND(1)*ROWS)
6260 P=SB+Y*COLS+X
6270 POKE P,42:POKE CB+Y*COLS+X,INT(RND(1)*8)+1
6280 IF PEEK(197)>0 THEN POKE 197,0:RETURN
6290 NEXT
6300 GOSUB 7000:RETURN
6300 REM ====== SCREEN WIPE ======
6310 GOSUB 5000:GOSUB 5500
6320 PRINT:PRINT "SCREEN RAM WIPE..."
6330 GOSUB 9000
6340 FOR P=SB TO SB+COLS*ROWS-1
6350 POKE P,32:POKE CB+(P-SB),1
6360 NEXT
6370 PRINT "DONE. PRESS ANY KEY..."
6380 GOSUB 7000:RETURN
7000 REM WAIT FOR ANY KEY
7010 POKE 197,0
7020 GET K$:IF K$="" THEN 7020
7030 RETURN
7100 REM GET SINGLE KEY (WITH ECHO)
7110 K$="":GET K$:IF K$="" THEN 7110
7120 PRINT K$
7130 RETURN
7200 REM MASKED PASSWORD ENTRY -> P$
7210 P$="":POKE 198,0
7220 GET A$:IF A$="" THEN 7220
7230 IF A$=CHR$(13) THEN PRINT:RETURN
7240 IF A$=CHR$(20) AND LEN(P$)>0 THEN P$=LEFT$(P$,LEN(P$)-1):PRINT CHR$(157);" ";CHR$(157);:GOTO 7220
7250 P$=P$+A$:PRINT "*";:GOTO 7220
8000 REM ====== DATA ======
8010 NF=4:DIM NEWS$(NF)
8020 NEWS$(1)="[2025-10-01] Club signup opens at lunch in Room B3."
8030 NEWS$(2)="[2025-10-07] Retro night: VIC-20 + C64 demo, Friday 18:00."
8040 NEWS$(3)="[2025-10-14] Guest talk: ‘Think like a defender’, amphitheatre."
8050 NEWS$(4)="[2025-10-20] Hack-the-Maze challenge: prizes for top team."
8060 CS=5:DIM SNIP$(CS)
8070 SNIP$(1)="10 FOR I=1 TO 10:PRINT I:NEXT"
8080 SNIP$(2)="10 GET A$:IF A$="""" THEN 10"
8090 SNIP$(3)="10 IF TI>600 THEN GOTO 100"
8100 SNIP$(4)="10 POKE 36879,27:REM COLOR LOOK"
8110 SNIP$(5)="10 POKE 52,0:POKE 56,0:REM MEM PTRS (ADVANCED)"
9000 REM ====== SCREEN BASE/GEOMETRY ======
9010 SB=7680:CB=38400
9020 COLS=22:ROWS=23
9030 RETURN
What is this video about ?
What does it demonstrate ?
What surprises you about this video ?
Name three technologies in this video that we still use today.
Which new technologies or improvements have made possible the evolutions in home computing that differentiate 1984 from 2025?
Speaker 1
With the assistance of the outside broadcast unit, we will be linking from the Database studio to their home. Pat Green and Julian, welcome to Database.
Speaker 2
Hello, Jane.
Speaker 3
Hello, Jane.
Speaker 1
Now, Julian, I see you have your computer linked to the telephone line. Can you tell us how you did that?
Speaker 3
Yes. Well, it's very simple really. Um, the telephone is connected to-
Speaker 2
(clicks tongue)
Speaker 3
... the telephone network with a British Telecom plug, and I simply remove the telephone jack from the telecom socket and plug it into this box here, the modem. I then take another wire from the modem and plug it in where the telephone was. I can then switch on the modem, and we're ready to go. (computer click) Um, the computer's asking me if I want to log on, and it's now telling me to phone up the main Prestel computer, which I will now do. Um ... (dial tone)
Speaker 1
So it's a very simple connection to make.
Speaker 3
Extremely simple, um, and I can actually leave the modem plu- plugged in once it's done that without affecting the telephone. I'm now waiting for the computer to answer me. It asks for the tone, and then I just flick a switch on the modem and replace the receiver. And ...
Speaker 1
Things are starting to happen.
Speaker 3
Things are starting to happen. The Prestel computer is now asking me to enter my own personal password, (computer beeps) which I have now done, and it comes up with an op- an opening screen. (computer beeps)
Speaker 1
Now, Julian, can you tell me, what is Micronet?
Speaker 3
Well, Micronet basically is an area od- of Prestel that's specially designed for microcomputer users. It has a lot of facilities, uh, has a magazine-type page of what's new today, the daily news, reviews of the current software that's available. There's a letters page so people can write in. Um, there are programs available on Micronet th- you can load directly down the phone line. Some of them are free. Some of them, you do have to pay for.
Speaker 1
Now, Pat, whose computer is it?
Speaker 2
Well, it's a cooperative really. We all have a s- part share, but Julian la- and I mainly use it.
Speaker 1
And why did you buy a computer?
Speaker 2
Well, I was very interested in the new technology and didn't want to be left behind. I don't think it's only for the youngsters at school now. I think us older ones will have to learn a lot about it.
Speaker 1
And what do you use the computer for?
Speaker 2
Well, for keeping household records such as, uh, what I have in the freezer and people's telephone numbers and addresses. Um, I use it as a word processor for my letters, which always come out perfect now.
Speaker 1
(laughs)
Speaker 2
And, um, the most exciting thing, I, I find is, um, the mailbox s- uh, where I s- I write to other people on the Prestel system.
Speaker 1
And who have you written to recently? Have you got any examples?
Speaker 2
Um, yes. Um, I sent a message to my doctor asking for a repeat prescription, and, um, he said he's left the prescription for me in the chemist.
Speaker 1
Right. Well, thank you very much, Pat and Julian. We'll be seeing you later in the program.
Speaker 2
Bye, Jane.
Speaker 3
Bye, Jane.
Speaker 1
If, if you have anything you want to say to us here on Database and you're connected to the Prestel service, you can use the Database mailbox. Pat Green is still with us in North London, and she's gonna demonstrate this facility by sending us a message. Hello, Pat.
Speaker 2
Hello, Jane.
Speaker 1
Can you find page 7776, please? (computer clicks and beeps) And now would you like to send us a message?
Speaker 2
Yes, I will. (computer click)
Speaker 1
And I should be able to get the same message now on my screen.
Speaker 2
That's right. (computer beeps)
Speaker 1
Thank you very much for your good wishes, Pat and Julian.
Speaker 2
You're welcome.
Speaker 3
You're welcome.
Speaker 1
If I want to get that message printed out, I can do that as well just by hitting this button. (computer whirs and clicks) And there it is.
And by the way, we've heard some rumors that Commodore are planning to launch their own rival to Micronet, which will come complete with a modem. Now, as we get some more news about Compunet, we'll let you have it. In the meantime, if you want more information about Prestel or Micronet, then why not have a look at the Database newsletter, which you can find on Oracle page 182. That's page 182.
Now, if you own a BBC Micro, stand by for the software transmission. You can record the data directly from the audio track of your video cassette recording of Database. Alternatively, if your television has an audio jack or an ear socket, you can take the data directly from that. The least successful method is to just place a microphone in front of the television set.
Now, if you haven't got a BBC Micro, don't worry, because during the series, we'll be transmitting data for the ZX81, the Spectrum, the Commodore 64, the VIC-20, and the Dragon. Now remember, these software transmissions are experimental, but if they're successful and you like them, then they may well become a regular feature of Database later on in the year.
Stand by for the software transmission. You better start your recorders now. Goodbye, and see you next week from Earls Court. (high pitched tone) (static) (high pitched tone) (static) (high pitched tone) (static) (high pitched tone) (static) (high pitched tone) (static)
When we meet again after the holidays on November the 6th :
MORNING : Written work (DS sur table)
AFTERNOON : 14h Debating workshop (how to debate, agree, disagree, take the floor, pass the floor...)
15h DEBATE (Oral grade)
Invent today :
3 DESCRIPTIVE QUESTIONS
(Facts, dates, names, information)
3 ANALYTICAL QUESTIONS
(Events, reasons, what happened, how and why...)
3 PERSONAL REFLECTION QUESTIONS about the Apple story.
(What do you think ? What would you have done ?)