M: Yeah, or you can say it was a ten minute walk from my house to my school. A 10-minute walk or it was a 5-minute walk from my house to the school. And then like, did you like your teachers? Not really, no... Mrs Jones, I only loved you.
R: Mrs Jones, you were the only nice teacher I ever met. Well, no, that's not fair. Mrs Jones was the only teacher that was able to relate to me. Those are two different things. But, you know, like I say, I was quite a difficult child at school, so I don't really blame my teachers when I was in school, they had other pupils to worry about. It's life...
M: So, dear listener, you can say I was a difficult child, I was quite a handful child, I was difficult to deal with.
R: I still am difficult to deal with. No, no, not really. But, I like to think I'm quite chilled out right now. Maria? Please support!
M: Yes, you are, darling. You are amazing, you are kind of calm and like...
R: Very convincing. Like, yes, of course.
M: I was a very unsettled child. Well, pretty much the same. Yeah? I was a difficult child, unsettled child. So teachers did have problems with me.
R: Mrs Jones used to call it lateral thinking, which I think, was just a really nice way of saying, he just refuses to think like other people.
M: Lateral thinking is a manner of solving problems, using an indirect and creative approach via reasoning that is not immediately obvious. So our Rory was a creative child, they wanted him to do some, you know, like dull tasks, but Rory painted the walls in Scottish pattern, so like he did something creative.
R: Well, I didn't do that. I just couldn't be bothered doing the work that I didn't want to do. So I didn't. But turned out all right in the end. But yes, I think that's what lateral thinking means for... Like, you know, in a professional sense. But I think what Mrs Jones was saying was just he's being difficult.
M: You can say that we had a great working relationships with teachers or I get on well with teachers. Also, I got on well with classmates, with my classmates. So classmates, my peers, my classmates. Now, we used the third conditional, okay?
R: Sort of, in a very advanced way. Pay attention.
M: We used the second part of the third conditional. So was there anything you wanted to change about your school? The question is in the past, right? So finito, finish, yeah? Maybe I wanted to change something. So the third conditional. Unreal, in the past, we are thinking. So I would have had more time to play. I would have had. The third conditional, okay? But I didn't have more time to play. In the past. Like, oh, I wanted this, but it didn't happen. So I'd have had more time to play. Yeah, this was something that I wanted to change, but I didn't. Rory, how did you pronounce this? I'd have. Right? You said.