in this section I more directly address the situation of living language teachers in an institutional setting. The ‘mood bulletin’ is the hot story of a meeting with two inspectors during an information day on the new programmes in Seconde. I took part in this day to replace a colleague, a language coordinator in my secondary school, herself was invited to a meeting as a mentor (she then had this role with a young trainee). Some exaspation is apparent from these lines, exaspation linked to the perception of the mismatch between the official speech and the reality on the ground, which our hierarchical superiors tend to minimise or even ignore. Secondly, I considered it appropriate to take stock of the new programmes as they have been set up at the high school in recent years and as they are currently being proposed to the College. I do not present these programmes themselves but the results of consultations with teachers prior to their implementation. A few figures then come with regard to timetables and staffing levels. Finally, I would like to give me some ‘comments and clarifications’ on more unknown aspects, which are more related to daily practice in establishments beyond the official texts. Considerations on: timetables and timetable; the language assistant; individualised support/assistance; series and examinations; equipment and CTBT.