(Skkn mới nhất) some suggested activities to hold english speaking clubs for the 10th and 11th grade students at quynh luu 1 high school

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TABLE OF CONTENTS

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PART I: INTRODUCTION ................................................................................... 1

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1. Reasons for Choosing the topic............................................................................. 1

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2. Aims of the topic ................................................................................................... 1

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PART II: DEVELOPMENT .................................................................................. 2

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CHAPTER 1: THEORERICAL BACKGROUND ............................................. 2

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1. Factors that Cause Speaking difficulties to Language Learners ........................... 2

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2. Theoretical Solutions to the Problems .................................................................. 3

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3. Definition of English Clubs .................................................................................. 3

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4. Benefits of English Clubs...................................................................................... 4

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CHAPTER 2: PRACTICAL BACKGROUND.................................................... 4

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1. The Real Situation of teaching and learning English Speaking Skill at Quynh

Luu 1 high school ...................................................................................................... 4

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2. The Survey and its Results. ................................................................................... 4

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2.1. Description of the Survey: ................................................................................. 4

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2.2. Results of the Survey: ........................................................................................ 5

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CHAPTER 3: FINDING THE SOLUTIONS..................................................... 10

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1. Several recommendations for preparing an English Speaking Club .................. 10

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2. Some Suggested Activities to hold English-Speaking clubs for high school
students .................................................................................................................... 10

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2.1. English - Speaking clubs based on Holidays or Festivals................................ 10

2.1.3. Sample activity 3: Picture description and drawing (Mid-autumn festival, Tet
holiday…)................................................................................................................ 13
2.2. English clubs based on some specific topics of the lessons: ........................... 15
2.2.1. Sample activity 1: Unit 2: Humans and The environment (English 10Global success) ........................................................................................................ 15
2.2.2. Sample activity 2: Unit 3: Music (English 10- Global success ) .................. 17
2.2.3. Sample activity 3: Unit 9- Protecting the Environment (English 10 Global
success).................................................................................................................... 19

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2.1.2. Sample activity 2: Story-telling (Tet holiday, Halloween…) ...................... 12

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2.1.1. Sample activity 1: Cosplay (Halloween/ Christmas/Mid-Autumn festival….)
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2.2.4. Sample activity 4: Unit 2: Relationships (English 11).................................. 20

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2.2.5. Sample Activity 4: Unit 4- Caring for those in need (English 11) ............... 25

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CHAPTER 4: SURVEY ON THE URGENCY AND FEASIBILITY OF THE
SUGGESTED ACTIVITIES TO HOLD ENGLISH-SPEAKING CLUBS .... 28

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1. Aim of the survey ................................................................................................ 28

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2. Description of the Survey on the Urgency and Feasibility of the Teaching
Experience ............................................................................................................... 28

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3. Results of the Survey and Assessment Scale ...................................................... 28

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3.1. Results of the Survey: ...................................................................................... 28

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3.1.1. Results of the Survey collected from googleform ........................................ 28

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3.1.2. Assessment Scale .......................................................................................... 30

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3.2. Several Comments based on the Results of the Survey ................................... 32

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PART III: CONCLUSION .................................................................................. 33

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1. The Results of Applying the Teaching Experience ............................................ 33

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2. Some Recommendations for Using These Activities to Teach English Lessons 35

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3. Suggestions for Further Studies .......................................................................... 35
REFERENCE & APPENDIX .............................................................................. 36

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PART I: INTRODUCTION
1. Reasons for Choosing the topic

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English is one of the most difficult subjects for the majority of students. In
recent years, English text books have changed the contents of teaching with new
methods which focus on four skills: Listening, Speaking, Reading and Writing.
However, due to the limited time per period, teachers and students spend only forty
– five minutes teaching and learning Speaking skill. This clearly shows that the
time for learning such an important skill is not long enough for students. As a
result, they lack chances to communicate with others in English. Therefore, being a
teacher of English, the author has chosen the topic Some suggested activities to
hold English -Speaking clubs for the 10th and 11th Grade students at Quynh Luu
1 high school for the following reasons:

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Firstly, Speaking skill is very important. It partly decides the quality of
learning other skills of students. If students cannot speak the language fluently,
they will not be able to communicate when necessary because using a foreign
language well will give students many opportunities to achieve their wish and
ambition. Therefore, improving their ability of speaking English is raising more
chances for them to have a better future.

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Secondly, a large number of students are unable to speak English fluently
although they can remember a lot of new words and they are also very good at

English grammar. This is partly because they are not given many chances to speak
English.

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Last but not least, if teachers can motivate their students to practise speaking
English as much as possible, it will help them overcome their shyness and become
more enthusiastic language learners. Obviously, English - Speaking clubs are one
of the most exciting and effective activities that students should be encouraged to
take part in. They offer students more opportunities not only to speak English but
also to develop their teamwork and interpersonal skills as well.
2. Aims of the topic

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- Conduct a survey about how students improve their English - speaking skill.
- Instruct teachers and students how to carry out some exciting activities for
English clubs.

- Report the results after this teaching experience has been applied at Quynh
Luu 1 high school.
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- State the real situation of teaching and learning English speaking skill at
Quynh Luu 1 high school.

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The topic is carried out in order to:


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PART II: DEVELOPMENT
CHAPTER 1: THEORETICAL BACKGROUND
1. Factors that Cause Speaking difficulties to Language Learners

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It can not be denied that speaking is a highly complex and dynamic skill that
involves the use of several simultaneous processes - cognitive, physical and sociocultural - and a speaker’s knowledge and skills have to be activated rapidly in realtime. In practice, a large number of students find it difficult to communicate with
others especially native speakers. This results from many factors, one of which is
the lack of chances to use what they have learnt in reality. Undoubtedly, speaking
remains the most difficult skill to master for the majority of English learners, and
they are still incompetent in communicating orally in English.

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Theoretically, According to Ur (1996), there are many factors that cause

difficulty in speaking, and they area as follows:

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1. Inhibition: Students are worried about making mistakes, fearful of criticism,
or simply shy.

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2. Nothing to say: Students have no motive to express themselves.

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3. Low or uneven participation: Only one participant can talk at a time because
of large classes and the tendency of some learners to dominate, while others speak
very little or not at all.

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4. Mother-tongue use: Learners who share the same mother tongue tend to use
it because it is easier and because learners feel less exposed if they are speaking
their mother tongue

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(Samira Al Hosni -TEFL Supervisor and Instructor Ministry of Education)

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In practice, it is very important to understand what others are saying because
when we are having a conversation, we are only talking about 50% of the time –
the other 50% is spent listening to the other person speak. If we don’t understand
what the other person is saying, it is difficult to reply. However, many English
leaners have difficulty in listening so they can not have a successful conversation
as expected.

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Furthermore, when we’re speaking English, we have a sentence in mind, but
we are missing two or three important vocabulary words – and then it becomes
difficult to say what we’re thinking. This is very popular among students because
they often forget the words they have learnt even the easy ones. Therefore, when
they take part in a talk, they have to spend a lot of time remembering the words or
asking for teachers and friends’ help. Besides, a large number of English words can
be difficult to pronounce – and when speaking English, we have to consider not
only the pronunciation of the individual words, but also the connection between
the words in the sentence. There’s also the “rhythm” and intonation of the sentence


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to consider – and sometimes our mouth gets confused! If we do not practice
speaking very often, we will not be able to speak fluently. Additionally, if we feel
nervous and are afraid of making a mistake while speaking English, then our
problem is confidence. This is because we often worry too much about grammar.

We are afraid of using a wrong grammar structure so we have to think very
carefully before speaking something. Last but not least, a large number of
Vietnamese students can not succeed in using this skill because they do not pay
much attention to it. Instead, they focus on grammar and vocabulary to prepare for
their tests and exams. This leads to a consequence that they can not use the
language in daily communication when necessary.
2. Theoretical Solutions to the Problems

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It is said that “ Rome was not built in a day”. This means no achievements can
be gained easily without our efforts. To be able to speak English as fluently as
possible, we have to try to practise it regularly and properly. It is true that the way
we learn to master this skill is almost similar to the way we used to learn how to
speak our mother tongue when we were small. We had to learn every word,
remember every simple sentence so that we can speak our native language today.
In other words, English is quite the same, which means that we have to learn as
many new words as possible and try to use it often so as not to forget them. We
should practice with simple sentences at the beginning. Moreover, it is necessary
for learners to listen to the native speakers talking so that we can immitate their
pronunciation and intonation. We also take advantage of all chances to talk to a
native speaker. Regular practice will help us become more confident.
3. Definition of English Clubs

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It is common knowledge that an English Club is a place for language learners
to use English in a casual setting. Practising your skills in the classroom is
important, but it is not like real life. To be more specific, in the classroom, you
often focus on one skill and one item (for example: grammar - future tense). After
learning the rules your teacher gives you time to practise using the item. You have
your papers in front of you and the rules are fresh in your mind. However, in an
English Club, you get a chance to practise many different skills in a setting that is
more like real life. Though your English teacher understands your English, your

English Club friends will require you to speak more clearly and listen more
carefully. In terms of scientific terminology, according to Kathleen F.Malu and
Bryce Smedley, they are informal gatherings of individuals who meet regularly
and often voluntarily and who come from different parts of a community, town, or
village for the express purpose of practicing English. Members may be
professionals or students at secondary and university levels. Members commit to
speaking in English during meetings as they engage in activities that support and
encourage them to use the language.

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4. Benefits of English Clubs

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It is undeniable that English clubs provide a wide range of benefits for

language learners. First, English clubs give students a chance to practise English in
a relaxed, informal environment, and to meet new people. Students are capable of
improving and developing their speaking ablitity by joining various types of
activities. They also take advantage of English clubs to enhance and broaden their
vocabulary, grammar structures and knowledge. In addition, participating in an
English Club is a great way to make new lasting friendships. It is important to have
good ESL friends you will feel more comfortable using English around people you
trust and have fun with. Lastly, co-working with other students with the shared
interest will definitely help them to increase their desire to practise Speaking skill.

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CHAPTER 2. PRACTICAL BACKGROUND
1. The Real Situation of teaching and learning English Speaking Skill at
Quynh Luu 1 high school

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According to many teachers of English who took part in the survey, although
a lot of students can read and write well, they are poor at speaking. Below are
some common problems that teachers face when teaching this skill:

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Firstly, many students are too shy to speak English in class. In other words,

they lack confidence. This is mainly due to their introvert personality and lack of
chances to practice.

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Secondly, some sound very “bookish” when they speak – it’s as if they are
reading from a book. One possible explanation for this is that they do not get used
to communicating in English naturally.

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What’s more, some others love to speak, but they make a lot of grammatical
mistakes. This is caused by problems related to students’ cognitive skills and their
individual traits (Mayer,2002). Mistakes may also be caused by language teaching
strategies used by a teacher. (Thornbury,1999). Besides, many of them are too
nervous when speaking, which leads to the fact that they can not remmember the
structures exactly.

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So as to find out more about the real situation of teaching and learning this
skill, a survey has been done at Quynh Luu 1 high school with the participation of

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These kinds of observations are quite popular, as learning to speak in another
language is a challenging undertaking. It is important, therefore, that speaking
should be taught in a more creative way and students be given more opportunities
to practise speaking English in more open contexts.
2. The Survey and Its Results.
2.1. Description of the Survey:


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12 teachers of English group and more than one hundred students from two grades
at our school.

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The first aim of doing this survey is to check students’ ability of learning
speaking skill and find out the main problems or difficulties they have when
learning this skill. The second aim is to know what can motivate them into
speaking lessons: interesting activities, new topics or a good English speaking
environment. The third but the most important reason of doing this survey is to
give some suggestions to motivate students in speaking lessons better based on its
results.

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The survey has been conducted with a questionnaire which consists of 13
questions including both open and closed ones so as to check students’ speaking

ability and their interest in this skill. It was given to 118 students of three classes:
10D01, 11N and 11A1. All of the students in the survey learned English at an
early age. They are good students of English who have been chosen to learn in the
classes of English of the whole school. Among those, the students of class 11N
are the best ones, many of whom are preparing for the upcoming IELTS exam.
Thus, these students definitely regard English as a very important subject and they
are also the ones who pay the most attention to it.

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The survey was conducted twice. One was at the beginning of the schoolyear
and the other was in April (after these activities have been applied). The tables

and charts below show the result of the survey for the first time.
2.2. Results of the Survey:

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The following pie chart presents the percentages of students who are
interested in learning English Speaking skill:

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30%

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yes
70%

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no

Figure 2.1. Students’ interest in Speaking skill.
According to the chart, although these students are from the good classes of
English of the school, only 70% of them are interested in learning this skill while
the rest do not like learning it at all (30%). Thus, how difficult is speaking skill in
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50
40
30

20
10
0

very difficult
difficult
rather difficult
not difficult at all

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their opinion? The bar chart below shows us students’ opinions about the speaking
skill according to four degrees of difficulty:

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Figure 2.2 Students’ opinions about degrees of difficulty of Speaking skill.

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Another question is why do so many students find speaking skill very difficult
whereas only some of them do not meet any trouble with it? The bar chart below
shows us some information about three main factors that make speaking difficult to
students:

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nothing to say

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40
30
20
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lack of confidence

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boring speaking activites

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Figure 2.3. Factors affecting students’ Speaking skill

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For students, speaking skill is so difficult and they can be affected by some of
those main factors, so do they try to improve their speaking ability? How much
time do they spend on this skill per week on average? The result in the following
figure will answer this question:

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a. less than 1 hour per week

Number of
students
24

b. about 1 hour per week

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50.8

c. more than 1 hour per week

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28.9

Answers

Percentage (%)

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20.3

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Questions

Question

Answers

Number of students

%

a.willing

44

37.3

b. reluctant

40

33.9

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Additionally, the willingness of taking part in speaking activities held both in
the classroom and in the clubs plays a quite important role in improving their skill.
The following table shows us some information about students’ willingness:

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Figure 2.4 Students’ amount of time spent on practising Speaking skill per week


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24

20.3

d. indifferent

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c.obligatory

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Figure 2.5. Students’ willingness of joining in Speaking activities

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Truthfully, knowing nothing to say is a very popular problem for students. The
table below indicates whether students often face this problem or not:

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Answers

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%

40

33.9

37

31.4

20

17

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17.7

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a.always

Number of students

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b.often

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c.sometimes

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d.never

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Figure 2.6. Students’ frequency of knowing nothing to say

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Another point mentioned here is whether the types of Speaking activities affect
students’ interest in speaking English or not. The following pie chart presents the
information about their effect:

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very much
6%

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much

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24%

not very much

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28%

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42%

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little

Figure 2.7. Influence of types of activities on students’ interest
The next point which will be mentioned here is how students find speaking
topics and tasks in the textbooks? Do they like them? The following is the table
listing some opinions of students about these:

Questions

Answers

Number of students

%
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conversation
practice

36%

42%

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making a
presentation

22%

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free discussion

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a.all of them are interesting
b.some of them are
interesting

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c.all of them are boring

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6.2

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7.6

60

50.8

40

33.9

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b.difficult
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a.too difficult

76.3

90

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17.5

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c.rather difficult

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Students’ opinions about Speaking topics and activities

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Figure 2.8

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d.not difficult at all

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Hence, what kind of speaking activities in the text books do they like most?
The following chart describes students’ interest in doing four main types of
speaking activities in three text books of three grades:

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Figure 2.9. Students’ interest in some types of Speaking activities
Those are some opinions of students about some main types of speaking tasks
in the text books, what about extra speaking activities given by their teachers? Do
they attract a lot of students to participate in? Below is the figure about the
students’ frequency of being involved in the teachers’ extra speaking tasks in the
school and students’ opinion about those tasks.
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Answers

%

a.always

65

55.1

b.often

35

29.7

c.sometimes

10

8.5

d.never

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6,7

a.difficult

50

42.4

b.easy

30

25.4

c.interesting

25

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Number of students

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Questions

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12

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Figure 2.10

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d.boring
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Students’ attention and opinions about extra Speaking activities

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Thus, what factors can motivate students to speak English most? The following
chart illustrates the percentages of students who choose the factors of motivation of
three main factors: interesting speaking topics, interesting activities, exciting
English-speaking environment.

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50.00%

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Interesting topics

30.00%

Interesting activities

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40.00%

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20.00%

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Exciting speaking
environment

0.00%

Figure 2.11 Motivating factors
Thus, the interesting speaking activities are definitely essential so as to
encourage students to speak English.

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CHAPTER 3: FINDING THE SOLUTIONS
1. Several recommendations for preparing an English Speaking Club

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It is obvious that many speaking activities used in textbooks are not interesting
enough to motivate students in learning this skill. As a result, many speaking
lessons have become very boring and even some students seem to ignore these
lessons completely. They only spend time chatting with their friends in
Vietnamese. In reality, although many students can speak English quite fluently,
they are too shy to speak out because they do not have many chances to practise
this skill. If students are supported with a better speaking environment, they will
definitely develop their speaking skill. Therefore, in order to change students’
attitudes towards learning this skill and help them show off their ability, As a

teacher of English, the author would like to introduce some of the activities that
can be used to hold an English Speaking Club. To be able to hold these speaking
activities, teachers should follow three main stages:

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Stage 1: Choose familiar and interesting Speaking topics: They can either
base on the specific events or festivals that happen during the year such as
Halloween, Christmas….or the topics of the lessons provided in English
textbooks.)

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Stage 2: Select the specific types of Speaking activities.

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There is a wide range of activities that teachers can choose such as role-play,
storytelling, interview, conversation, presentation and so on.

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Stage 3: Instruct students to take part in the activities by giving them clear
instructions to prepare for their upcoming clubs.

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To be more specific, teachers divide the students into small groups and provide
them with clear explanations. To make sure that the students will be able to
perform their task efficiently, teachers had better choose some student to be “
group leaders”.

Type of activity: Group work
Time allowed: 4- 5 minutes
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Aim: help students to develop their teamwork skills and creativity.

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Below are some specific activities that are recommended to use in an EnglishSpeaking club: (All the suggested activities are to be prepared in advance
depending on the date when the English club will be held.)
2. Some Suggested Activities to hold English-Speaking clubs for high
school students
2.1. English - Speaking clubs based on Holidays or Festivals
2.1.1. Sample activity 1: Cosplay (Halloween/ Christmas/Mid-Autumn
festival….)


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Procedure:

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- Divide the class into 8 groups (about 5 members per group)

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- Ask them to choose some famous characters like Frankeinstein (for
Halloween festival), The Earth God (for Mid-Autumn Festival)….

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- Suggest some ways to disguise themselves like the characters chosen
(teachers should recommend them to use recycled materials to make their
costumes)

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- Ask one or two members to work as the MC to introduce about their
characters. They should explain why they have chosen that character and what they
have done to prepare for their performance.

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Rule: The members who have been disguised as the characters have to say
something or do something so as to look like the characters they are pretending to
be.

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These are some photos illustrating this activity :

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2.1.2. Sample activity 2: Story-telling (Tet holiday, Halloween…)

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Aim: help students improve their accent and pronunciation

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Time allowed: 2-3 minutes

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Type of activity: Group work
Procedure:

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- Divide the class into 6 groups.

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Horror story: The Ghost Bride

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For example: Vietnamese Fairy Tale - The legend of the Neu pole.

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- Ask them to choose a story they like and try to narrate it (it would be much
better if they could write their own story).

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This picture illustrates this activity: (the photo taken in class 11N

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2.1.3. Sample activity 3: Picture description and drawing (Mid-autumn
festival, Tet holiday…)

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Aim: Help students to improve their Listening and Speaking skills at the same
time.

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Type of activity: Pair work

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Time allowed: 1 minute

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Procedure:

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- Ask students to work in pairs.

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- Ask one member to look at the picture and try to describe whatever they see
so that the partner can draw the picture in one minute.

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(The picture can be about a symbol, a feature, an activity or a famous character
of a festival)

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These pictures were drawn by a few students from class 11A1 illustrating the
Earth God and Chu Cuoi (Vietnamese fairy tales)

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2.2. English clubs based on some specific topics of the lessons:
2.2.1. Sample activity 1: Unit 2: Humans and The environment (English
10- Global success)

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Aim: Help students to develop their creativity as well as improve their
presentation skill.

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Activity: Who is the best recyclist?

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Type of activity: Group work

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Time allowed: 2 minutes

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Procedure:

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- Divide the class into groups of 3 members.

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-Ask students to prepare a costume/ a recycled product in advance.

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* Rule of the game: They have to use recycled materials to make the costume
or the product. If there is something bought, that team will be eliminated.

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- Call two members to explain how they make their costume or product and its
meaning. (one member can wear that costume and act as a model).

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Below are some products made by the students from class 10D01:

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2.2.2. Sample activity 2: Unit 3: Music (English 10- Global success )

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Aim: help students to develop their creativity and show off their ability to write
the lyrics for a specific piece of music as well as sing it.
Type of activity: Group work
Time allowed: 2 minutes to write the lyrics and 2 minutes to perform their own
song.
Procedure:
- Divide the class into groups of 5.
- Play a specific piece of music without lyrics.
- Ask students to create the lyrics for that piece of music.
- Call all the members to sing their song.
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Activity: Talented composers


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(Each group can perform their song either in a pair or in a group depending on
their choice)

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Below are some pictures that were taken in the club held at class 11N:

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2.2.3. Sample activity 3: Unit 9- Protecting the Environment (English 10
Global success)

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Aim: Help students improve their accent and pronunciation.

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Activity: Who is the best voice-actor/actress?

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Type of activity: Group work

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Time allowed: 5-7 minutes

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Procedure:

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- Divide the class into groups of 6-7 members.

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- Instruct them to choose some impressive scenes of a famous film about
natural disasters.

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- Divide the dialogues equally to each member.

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Rule: Students have to memorise their part of dialogues and try to imitate the
characters’voice in the films.

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lu

Below are some pictures that were taken in the club held at class 11N:

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2.2.4. Sample activity 4: Unit 2: Relationships (English 11)

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Aim: Help students to memorize what they have learnt and co-operate with
other classmates to make a short play based on their main topic of the lesson.
Besides, students can express their own opinions about the family life especially
their relationship with their family members.

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Activity: Short plays: Mum and Dad, please listen to me!

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Type of activity: Group work
Time allowed: 5 minutes
Procedure:
- Divide the class into groups of 4-5 (depending on what type of family they
have chosen- either nuclear or extended family….)
- Instruct them to write a short play about family conflicts.
- Give feedback to their short plays so that students can make necessary
changes to their plays.
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Sample Play:

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- Limited time: 15 minutes

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- Number of characters: 4

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+ A student whose name is Nam

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+ A teacher whose name is miss Hoa

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+ The student’s mother whose name is mrs Lan

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+ The student’s father whose name is mr Thanh

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- Plot of the play:

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Nam is an intelligent student but he is not hard-working. His hobby is listening
to K-pop music. He spends most of his time listening to his favourite singers and
bands. Therefore, his study is getting worse and worse.

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- Mrs Lan: What are you doing, Nam?

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* Scene 1: Nam is sitting in his room, listening to music. His mother comes in.

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- Nam: I...I ...am listening to music, Mom.

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- Mrs Lan: Listening to music? Why are you always listening to music? Why
don’t you get down to studying?

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- Mrs Lan: You always say that but you never do it!

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- Nam: I will study after I listen to this song, Mom.

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* Scene 2: Nam is listening to music, his teacher comes to him.

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- Mrs Lan (signs): All right.

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- Nam: I will, I promise.

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- Miss Hoa: Nam, I want to talk to you.

- Nam: Yes, teacher.

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- Miss Hoa: Your marks are getting worse and worse. Why?
- Nam: I don’t know, teacher.
- Miss Hoa: Really? but I know. You have spent too much time on your
favourite music, Nam.
- Nam: I haven’t, teacher. I have been studying hard.
- Miss Hoa: Have you?
- Nam: Yes, teacher.
- Miss Hoa: You should study harder. Your exams are coming, Nam.
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- Nam: I know. Thank you.

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Miss Hoa leaves and Nam continues enjoying his songs.

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* Scene 3: Nam is listening to music and his father comes.

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Mr Thanh looks angry.

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- Mr Thanh: Music! Music again!

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- Nam: Dad, I....

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- Mr Thanh: Why are you so lazy, Nam?

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- Nam: I am not, Dad.

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- Mr Thanh: Have you got your exam results?

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- Nam: No, Dad.

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Mrs Lan comes in.

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- Mrs Lan: Your teacher has just called.

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- Mr Thanh: Why don’t you tell him to stop his music?

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- Mrs Lan: I did. But he didn’t listen.

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- Mr Thanh & Mrs Lan: Good afternoon, teacher.

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- Miss Hoa: Good afternoon, Mr Thanh, Mrs Lan.

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- Nam: Good afternoon, teacher.

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- Miss Hoa: I am here to tell you about Nam’s exam results.

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- Mr Thanh & Mrs Lan: Yes, teacher.

- Nam: Are you sure, teacher?
- Mrs Lan (wants to cry): Nam, Why did you get so bad marks?
- Mr Thanh (looks very sad): Nam, see it?
- Nam (keeps silent)
- Miss Hoa: I told him to spend more time learning but he didn’t.
- Mrs Lan: He said he would but he didn’t.
- Mr Thanh (gets angry): Nam, say something!

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- Miss Hoa: He got mark 4 in English, mark 2 in Maths and mark 3 in
Literature.

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- Mr Thanh: Teacher, could you tell us about his scores?

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- Mrs Lan: Oh my god!

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- Miss Hoa: I regret to tell you that his results are the worst in the class.


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- Nam: I am sorry, Mom, Dad, Teacher.

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- Mr Thanh: We don’t need you to say sorry.

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- Nam: I will stop listening to music and study harder.

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- Miss Hoa: You needn’t give up your hobby. You just need to use your time
more suitably.

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- Mrs Lan: Miss Hoa is right. Your hobby is ok if you know how to spend time
on it.

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- Mr Thanh: I agree.

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- Nam: Thanks, parents and Miss Hoa. I know I was wrong. I will correct my
mistake.

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I will only listen to music in my free time after doing all my homework, I
promise.

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- Nam: I won’t!

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- Mr Thanh, Mrs Lan and Miss Hoa (claps their hand): Don’t forget your
words.

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Below are some photos taken in class 10D01 during their play:

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