1. Wendy: Hello Mrs Fernandes.

2. Pauline: Hello.

3. Wendy: Can you tell me about your job, what do you do?

4. Pauline: Shall I go through a [1] a) rewarding b) typical c) typically d) wanting day?

5. Wendy: Yes.

6. Pauline: I arrive in school at about half past seven in the morning. I might have some photocopying to do for my lessons. It's a time that I catch up with colleagues. I might have a brief meeting with somebody, a parent might need to see me before school starts.

7. Quarter to nine our school doors open, the children come through and the parents can come through with them for fifteen minutes. We call the register and [2] a) computer b) typical c) typically d) wanting we might have a whole school collective active worship in the main hall at sort of ten past nine which would be led by the head or the deputy head.

8. Then we come back to the [3] a) classroom b) rewarding c) struggling d) wanting for the rest of the morning, so usually an hour of literacy, an hour of numeracy and after. let's say the first lesson is literacy, the children have break for fifteen minutes and after break, we have milk time. And the other lesson, if it was numeracy, we'd continue up to lunch time.

9. Lunch time the children are on the playground and in the dining room from twelve 'til one and in the afternoon, we might go to the [4] a) computer b) consultation c) struggling d) wanting suite; we would have one lesson a week in the [5] a) computer b) evenings c) typical d) wanting suite where there are fifteen computers and children have to share a [6] a) computer b) struggling between two. We might do PE, we might have a creative afternoon in the [7] a) classroom b) rewarding c) typically d) wanting , we might have PE outside or inside and the children go home at half past three. So that's in a nutshell.

10. Wendy: Right.

11. Pauline: ...that's how the day goes.

12. Wendy: And there'd be parents evenings?

13. Pauline: Parents [8] a) breakthrough b) evenings c) rewarding d) struggling we have twice a year, usually in the autumn term in about the end of October, November, and in the spring term. The parents get a letter invited to come along the choice of [9] a) evenings b) rewarding c) typical d) wanting , one of two [10] a) evenings b) progress c) struggling and they would have about ten minutes with the teacher, but at the lower end of the school, because we open the doors, excuse me, early in the morning, usually if parents have concerns, they would come and see me.

14. So we hope on [11] a) classroom b) consultation c) progress evening, it's just academic matters we're discussing, but even academic matters we would try to see, sort of intercept parents somewhere along the way to pre-empt landing in a big shock on parents' evening. So yes twice ... twice a year we have [12] a) consultation b) evenings c) progress d) struggling with parents.

15. Wendy: Okay. What do you enjoy most about your job?

16. Pauline: I teach 5 and 6 year olds, and one of the key things that happens at this age is that the children learn to read and that's so [13] a) computer b) progress c) rewarding d) typically . It's the big [14] a) breakthrough b) classroom c) evenings d) struggling in year one really that most children come from foundation stage having learned initial signs and by the end of year one, a lot of them are quite competent readers. So that's one of the things I enjoy most.

17. Something else I enjoy is being. I've been in this school for nearly ten years and it's lovely to see the overall development of children when they do class assemblies or any presentation for the school. It's great to see that sort of all round development.

18. Wendy: So you ...

19. Pauline: Yes.

20. Wendy: ...see them older, you know.

21. Pauline: Ten years old and so much wiser, so that's ... that's a very enjoyable aspect of teaching them in primary school and the children's natural enthusiasm. At this age, there's a great deal of enthusiasm, a great deal of children [15] a) evenings b) smiling c) struggling d) wanting to write, [16] a) computer b) progress c) typical d) wanting to read, [17] a) computer b) computer c) typically d) wanting to learn.

22. Wendy: Becoming more independent.

23. Pauline: Yes becoming more independent. It's very [18] a) computer b) evenings c) rewarding because they make so much [19] a) classroom b) progress c) rewarding d) typically in the year group that I'm teaching at the moment.

24. Wendy: Do you that more than in other years, do you think they make more [20] a) classroom b) consultation c) progress in this year than.

25. Pauline: I think it's a lot.

26. Wendy: ...because of that breakthrough?

27. Pauline: ...yes I do. I do. I think it's probably more marked in year one, year two, you know, 5 to 7, than the kids maybe reach a sort of plateau when they get to 8, 9, and 10. It doesn't mean they don't learn at all, but the [21] a) speaking b) classroom c) progress d) struggling isn't as marked.

28. Wendy: Yeah, right. Do you have children who do not speak English as their first or second language, who need extra help with their speaking English?

29. Pauline: Yes we have some children. Our children are mostly Pakistani Muslims and fortunately, on our staff, we have quite a few bilingual people, people who come from that background. So [22] a) progress b) struggling c) typically d) wanting , I would have a TA, a teaching assistant, helping me in my [23] a) classroom b) consultation c) progress d) typical and it might be somebody who could speak Urdu which is a big advantage to me, but we have extra provision for children who are [24] a) classroom b) evenings c) struggling d) typically , who are [25] a) classroom b) struggling c) typical d) wanting in other areas of the curriculum mostly because they're not speaking. they haven't spoken English as a first language. And in my class, my 5 and 6 year olds, there's somebody who would work with those children for at least four working sessions per week. So they do get a lot of help and it definitely impacts most probably in their learning, yes.