| Remind me, Trevor, how long is the presentation? |
| Dr White said three per hour. |
| So about twenty minutes? |
| Well... it'll be fifteen minutes per presentation. |
| And five minutes for questions. |
| And is this one going to be assessed? |
| No, not this time round |
| because it's the first one... you know. |
| Oh, good news. |
| Well, Trevor, what are we going to include? |
| Well, do you think we ought to give some historical background? |
| Oh no, definitely not, we won't have time! |
| OK... |
| but I think we ought to say something about the geographical location |
| cos not a lot of people know where the islands are. |
| Yes, okay... |
| I'll take notes, shall I? |
| Yeah, that'll be a help. |
| So, geographical location... |
| Then we ought to give an overview of the whole education system. |
| Shouldn't we say something about the economy, |
| you know agricultural produce, minerals and so forth? |
| Well, Dr White said we shouldn't go into that sort of detail. |
| But it's pretty important when you think about it, |
| you know, because it does influence the education system. |
| Look, let's think about that one later shall we? |
| Let's see how we're doing for time. |
| Okay, so... general overview of education. |
| Of course... and then the role of English language. |
| Hmm... Nope, that goes in the Language Policy Seminar, don't you remember? |
| Are you sure? |
| Positive. |
| Alright. |
| so those are the topics we're going to be... to be covering. |
| We need to think about what to prepare... |
| Dr White said he wanted us to use plenty of visuals and things and... |
| we might as well try them out when we're not being assessed. |
| Well, the most important thing is the overhead projector. |
| No problem, we'll get that from the media room. |
| Must remember to book it. |
| Well... we'll need a map of course. |
| Probably two... one of the islands... large scale. |
| And one of West Africa. |
| Well, the West African one is no problem. |
| There's one in the Resources Room. |
| Oh yeah, of course, the resources room; |
| the islands are going to be more of a problem. |
| Tell you what, there's a very clear map of Santiago in that tourist brochure I showed you last week. |
| Don't you remember it? |
| Oh yeah, that's right; |
| we can just use the tourist brochure. |
| We also need statistics on several different things. |
| Literacy rates. |
| Yes, and school places. |
| How about the encyclopedia? |
| Nah... not up-to-date enough! |
| Mmm... why don't we call the embassy? |
| Oh... someone's enthusiastic! |
| Well... if something's worth doing... |
| I know... it's worth doing well... okay. |
| We can find out statistics on school places from them as well. |
| Might as well. |
| Look, Julie, it's almost time for our tutorials. |
| We can meet again on Monday |
| but we need to prepare... |