As Y/n examined the grammar in the textbook, he couldn't help but shake his head in disbelief. The errors and inconsistencies were apparent, and it highlighted the need for native English speakers in the process of creating and reviewing such educational materials.

Y/n:*whispering*(E) Man, this grammar is all over the place. It's like they need some real English experts to proofread these textbooks.

F/n, who was seated next to him, glanced at the textbook and couldn't hide his amusement.

F/n:*whispering*(E) I can't lie, Y, this is some next-level "Engrish" right here. I mean, I know English is not their first language, but they should at least consult with native speakers to make it more accurate.

Y/n:*whispering*(E) For real, man. It's not just about knowing the words; it's about understanding the nuances and context of the language. These textbooks need some serious damn improvement.

The boys exchanged a knowing look, realizing that their English language skills were far superior to what was presented in the textbook. However, they also understood that they were here to learn and help others improve their English, so they made a mental note to offer their assistance if needed.

Throughout the class, they participated actively, answering questions, and engaging in discussions. They provided insights into American culture, shared their experiences, and even helped correct some of the grammar mistakes in the exercises. Their presence in the language study class became invaluable not only for their classmates but also for the teacher, who quickly realized their expertise.

After the class ended, the homeroom teacher approached Y/n and F/n, a mix of nervousness and gratitude on her face.

Yukari-sensei: Um, L/n-san, Sandson-san, I must admit, your English skills are remarkable. Would you be willing to assist me in reviewing the textbook and providing feedback?

Y/n and F/n exchanged a surprised glance before responding.

Y/n: Sure, Yukari-sensei. We'd be happy to help. Improving the quality of English education is important to us.

F/n: Absolutely. We want to make sure our fellow classmates have access to accurate and well-crafted learning materials.

Yukari-sensei's face lit up with relief and gratitude.

Yukari-sensei: Thank you so much! Your assistance will be greatly appreciated. We can meet after school to discuss further details.

The boys nodded in agreement, realizing that this was an opportunity to make a positive impact on their language study class and contribute to the improvement of English education in their school.

During the second period, Yuki led Y/n and F/n on a tour of the school, showcasing various classrooms, facilities, and points of interest along the way. As they walked through the hallways, the boys listened attentively to Yuki's explanations and asked questions about different aspects of the school.

Y/n: Thanks for giving us a tour, Yuki-san. It's really helpful to get a sense of the layout of the school.

Yuki: You're welcome, Y/n-san. We don't want you guys getting lost, especially with the size of this school.

F/n: Definitely. Plus, it's a nice break from sitting in the classroom all day.

Yuki: I agree. And speaking of classrooms, our history teacher is known to be very...

F/n: Hardass?

Yuki:*surprised* Hard, what?

Y/n: F/n means that the teacher is strict, demanding, and expects a lot from the students.

Yuki:*realizing* Ah, I see. Yes, our history teacher is indeed very strict. It's good that you guys are getting a chance to explore the school instead of being in that class right now.

As they continued the tour, Yuki pointed out the library, the sports facilities, and the student council office, giving Y/n and F/n insights into different aspects of school life. The boys appreciated Yuki's guidance and were grateful for the opportunity to explore and familiarize themselves with their new surroundings.

Throughout the tour, Yuki and the boys engaged in light-hearted conversation, sharing stories and anecdotes about their experiences in their respective schools and cultures. The cultural exchange deepened their understanding of each other and fostered a sense of camaraderie.

By the end of the tour, Y/n and F/n felt more comfortable and confident navigating the school. They expressed their gratitude to Yuki for her time and effort in showing them around.

Y/n: Thanks again, Yuki-san. We really appreciate your help.

F/n: Yeah, you've been a great guide. We're lucky to have you.

Yuki:*smiling* It was my pleasure. If you ever need help or have any questions, don't hesitate to ask. We're all here to support each other.

With newfound knowledge and a friendly face to turn to, Y/n and F/n felt more at ease in their new school environment. The tour had not only helped them familiarize themselves with the school but had also strengthened the bonds of friendship between them and Yuki, creating a sense of belonging within the student community at Akihiko High School.

Soon, third period class came and it was math.

For the boys. The math was a little more advanced than the math in US. To them, it was like geometry and math physics love child.

Y/n:*whispering*(E) Man, this math class is on a whole different level. It's like a lovechild of geometry and math physics.

F/n:*whispering*(E) Yeah, I can barely wrap my head around some of these concepts. It's definitely a step up from what we're accustomed to.

Noticing that even Rina and the delinquents were struggling with the material, Y/n and F/n realized that they weren't alone in finding the math challenging. The atmosphere in the classroom reflected the collective confusion and frustration among the students.

Y/n:*whispering*(E) Looks like we're all in the same boat here. Math is tough for everyone.

F/n:*whispering*(E) Abso-fuckin'-lutely. We should try to help each other out and figure this stuff out together.

Rina, who had been sitting nearby, overheard their conversation and chimed in.

Rina:*whispering* You guys are right. We could use some extra support in this class. Let's work together and try to make sense of it.

The delinquents nodded in agreement, appreciating the idea of forming a study group to tackle the challenging math concepts. They realized that the key to success would lie in their collective effort and support for one another.

Throughout the class, Y/n, F/n, Rina, and the delinquents collaborated, discussing the problems, sharing insights, and trying to break down the complex concepts into more manageable pieces. They offered explanations and alternative approaches to help each other understand the material better.

As they worked together, the frustration gradually gave way to a sense of camaraderie and determination. They realized that their collective efforts were more effective than struggling in isolation. The friendships formed during the tour and the connections forged in the classroom now extended to academic support and mutual growth.

While the math remained challenging, the support and collaboration among Y/n, F/n, Rina, and the delinquents helped alleviate some of the difficulty. They motivated each other to persevere, knowing that they were all in this together.

By the end of the class, they may not have completely mastered the concepts, but they had made progress and gained a newfound confidence in their ability to tackle challenging subjects.