Technology of Business reporter

Ralphie Waplington is just two-and-a-half years old, yet he has almost 20,000 followers on Instagram.

His page features pictures of him wearing gifted clothes, enjoying freebie trips and fronting posts sponsored by brands such as Peppa Pig and McDonald's.

His parents, Stacey Woodhams and Adam Waplington, from Brentwood in Essex, set up the account in 2017 when he was just a couple of weeks old.

Initially, this was simply to "document pictures of him for friends and family", they say. But follower numbers rocketed when the toddler was pictured with products gifted by local businesses.

Stacey says his mini-stardom has led to incredible opportunities. 

"It is giving us an unbelievable experience as a family and it's great if we can create some kind of media CV for him, put money away in the bank and build memories for us."

From toddlers appearing on carefully curated accounts set up by their parents, to teenagers creating their own channels on YouTube, more kids are becoming social media "influencers".
Sisters Elena, 11, and Clara, 9, from County Galway, set up their CupcakeSurpriseToysTV YouTube channel three years ago. 

They play pranks and challenge each other, and have already amassed 817,000 subscribers and more than 302 million views.

Elena says their acting background and love of storytelling with toys inspired them to create the channel, where they regularly work with brands such Mattel and Moose Toys. 

"We were watching YouTube videos anyway and so we thought, why not put it to good use and make a YouTube channel?" 

So how does it feel to have millions of views? 

"It feels awesome, it's a great sense of achievement," says Clara. "We work really hard on the videos. It's nice when fans come up to us when we're out shopping and say 'we know you'."

Still, their mother Emily Brady, who works full-time on the channel, says it can be hard work. 

"People underestimate the time involved [in making the videos]. There's a lot of preparation needed."

A survey by travel firm First Choice found that 34% of six-to-17-year-olds would like to be a YouTuber when they grow up. And almost a fifth (18%) said they would like to be a blogger or vlogger [video blogger].
Tapping into this demand to become the next Zoella or Ryan Kaji from "Ryan Toys Review" are camps costing up to $1,000 (£823) a week training children become YouTube sensations.

For example, Firetech Camp offers a five-day "Creating for YouTube - Become a YouTube influencer" course, which costs from £425.

"Last year it was one of our bestselling courses," says Jill Hodges, Firetech chief executive. 

"We see two different sets of kids who attend the course: those that see it as a hobby, and those who are gamers and want to create games on YouTube." 

Past course attendees have produced YouTube channels on topics such as plastic waste in the ocean, and fashion and make-up.
In July, Carmen Yager, 11, who lives in New York, attended an ID Tech five-day course, which involved editing video and audio, at a cost of $1,150.

Miss Yager says she was keen to grow her and her brother Neo's newly created channel. 

"I want to make it more popular," she says. "Right now our only subscribers are our family and we want our channel to be like famous YouTubers where you have the feeling of walking down the street and people come up and say they like your YouTube videos. That's an amazing accomplishment."

Her mother, Alessandra Brunialti, says that she talks with her children about the dangers of the internet, but also encourages them in their online enterprise.

"It's part of growing up these days and you have to embrace it," she says - a view shared by YouTuber mum, Emily Brady.
But should parents be encouraging their child to become an influencer at such a young age? 

"While it is true that a small minority of children and families have found financial success, parents should exercise caution before encouraging their children to become kid influencers," advises Dr Elizabeth Milovidov, an eSafety consultant and founder of DigitalParentingCoach.com.

"Parents need to be aware of the effects that constant photo snapping can have on a child's mental, physical and emotional well-being." 

Ms Milovidov also raises privacy concerns. 

"We are hearing more and more about children and young people who do not want to have an online presence or who are faced with an online identity created by their parents."

She also highlights issues such as bullying, grooming and identity theft, and advises parents to control the accounts and "determine which poses or activities may be considered too sensual; block and report comments; and guide their children in responsible and safe use in the digital world".

But for now it looks like there's no stopping the rise of young social media stars. 

My mother name Nadège, she is 44 years old and does not work.

My father name Ludovic, he is 47 years old and he works at KUHN.

I have 2 little brothers, your names is Alain and Mathieu, they have 16 and 12 years old 

 

Voir ici le lexique utile pour votre prestation

 

https://www.ispeakspokespoken.com/vous-presenter-anglais/ 

 

 

 

 

 

 

 

1)   Quelques points de grammaire (rappel)

 

I live in London : j’habite à Londres (présent)

I ……

 

I lived in the USA for 2 years : j’ai habité aux USA pendant 2 ans (preterit)

 

I have lived in this town for 2 years : j’habite dans cette ville depuis 2 ans (present perfect) DEPUIS + DUREE : FOR + DUREE

 

Sujet + have + participe passé + FOR + DUREE

I have lived in this town since 2019 : j’habite dans cette ville depuis 2019 (present perfect)

Action passée ou commencée dans le passé et encore d’actualité

 

 

Ex :           j’étudie (study) à Sarrebourg depuis 2 ans (durée) : 

I have studied at Sarrebourg for 2 years.

        

J’étudie à Sarrebourg depuis 2020 (point de depart) :

I have studied at Sarrebourg since 2020

1)      Rédigez une courte introduction

a.       Sources du document : type de document, titre, date, journal…, auteur

b.       Thème principal

c.       Problématique : grands axes autour desquels s’organise votre compte-rendu.

2)      Organisez votre plan de manière logique) : faits, opinions, paragraphes de votre compte-rendu clairement séparés. Si votre document contient plusieurs textes, il faudra trouver un plan et relever les convergences et les oppositions entre ces textes.

3)      Reformulez le texte en français : attention, il ne s’agit pas de traduire ! Ne pas donner votre avis, faire un commentaire en prenant de la distance. 

4)      Courte conclusion personnelle. Ce n’est pas la conclusion de l’article mais une ouverture pour élargir le sujet.

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III - Relire et comprendre le document

I – Lisez les informations fournies

1)      Le titre : permet d’anticiper le contenu / le thème

2)      La date de publication : permet de situer dans le temps / de mettre en lien avec un événement

3)      La source : roman, site internet, tabloïd, journal de qualité, hebdomadaire d’information

PENDANT LA LECTURE

1)      Lire en diagonale : répondre aux questions : who ? (de qui parle-t-on ?) where ? (où cela se passe-t-il ?) When ? (à quelle date ?) What ? (de quoi parle-t-on ?)

2)      Lecture active : crayon ou surligneur : dégager les idées principales et les écrire en français (= titre à chaque paragraphe)

3)      Relever articulations ou ordre logique : causes et conséquences, enchaînement, opposition, concession, passé / présent / avenir, perspectives et limites

4)      Attention : faits ≠ points de vue

5)      Hiérarchiser les informations : éliminer les éléments superflus tels que les exemples, les détails inutiles et les répétitions

REDIGER VOTRE COMPTE-RENDU

1)      Rédigez une courte introduction

a.       Sources du document : type de document, titre, date, journal…, auteur

b.       Thème principal

c.       Problématique : grands axes autour desquels s’organise votre compte-rendu.

2)      Organisez votre plan de manière logique) : faits, opinions, paragraphes de votre compte-rendu clairement séparés. Si votre document contient plusieurs textes, il faudra trouver un plan et relever les convergences et les oppositions entre ces textes.

3)      Reformulez le texte en français : attention, il ne s’agit pas de traduire ! Ne pas donner votre avis, faire un commentaire en prenant de la distance. 

4)      Courte conclusion personnelle. Ce n’est pas la conclusion de l’article mais une ouverture pour élargir le sujet.

 

RELISEZ-VOUS

1)      Etes-vous fidèle au document en anglais ?

2)      Introduction ne doit pas être plus longue que le développement. Idem pour la conclusion.

3)      La langue français doit être parfaite !

4)      Nombre de mots à l’écrit : 180 mots +/- 10 % - A l’oral : 10 minutes maximum (5 minutes de compréhension écrite puis échange avec l’examinateur).