(Skkn 2023) using a student response system (socrative app) as a pre reading technique to improve 11th students’ ability in reading skill at dien chau 5 high school

NGHE AN DEPARTMENT OF EDUCATION AND TRAININGDIEN CHAU 5 HIGH SCHOOL EXPERIENCE IDEA TOPIC: USING A STUDENT RESPONSE SYSTEM SOCRATIVE APP AS A READING TECHNIQUE TO IMPROVE 11TH STUDENTS’

NGHE AN DEPARTMENT OF EDUCATION AND TRAINING

DIEN CHAU 5 HIGH SCHOOL

EXPERIENCE IDEA

TOPIC:

USING A STUDENT RESPONSE SYSTEM (SOCRATIVE APP) AS A READING TECHNIQUE TO IMPROVE 11TH STUDENTS’ ABILITY IN

PRE-READING SKILL AT DIEN CHAU 5 HIGH SCHOOL

Scope: Theory and Methods of Teaching English

NGHE AN EDUCATIONAL AND TRAINING DEPARTMENT

DIEN CHAU 5 HIGH SCHOOL

TEACHING EXPERIENCE

USING A STUDENT RESPONSE SYSTEM (SOCRATIVE APP) AS A PRE-READING TECHNIQUE TO IMPROVE 11 TH STUDENTS’ ABILITY

IN READING SKILL AT DIEN CHAU 5 HIGH SCHOOL

TEACHER: THÁI THỊ MỸ LINH

TEL: 0326464745 EMAIL:mylinhthai0101@gmail.com SCHOOL YEAR: 2022-202

I INTRODUCTION 6

1 Reason for choosing the topic 6

2 Research purpose 7

3 Subjects and objects of research 7

3.1 Research subjects 7

3.2 Research object 7

4 Scientific hypothesis 7

5 Scope of research 8

6 Research mission 8

7 Research Methods 8

7.1 Theoretical research methods 8

7.2 Methods of pedagogical investigation 8

7.3 Expert method 8

7.4 Experimental method of pedagogy 9

8 Contributions of the topic 9

9 Structure 9

II THE CONTENT 9

CHAPTER 1 9

THEORICAL AND PRACTICAL BACKGROUND 9

1 Theorical background 10

1.1 Definition of teaching reading skill: 10

1.2 The importance of pre-reading stage 10

1.3 Student Response system 13

2 Practical background: 15

2.1 Difficulties in learning and teaching reading skill in Dien Chau 5 High school 15

2.2 The Use of Socrative: 15

2.3 Practical basis 16

2.3.1 Investigating the current situation of pre-reading teaching in high schools .16

CHAPTER 2 19

USING A STUDENT RESPONSE SYSTEM (SOCRATIVE APP) AS A PRE-READING METHOD TO IMPROVE 11 TH STUDENTS’ ABILITY IN READING SKILL 19

2.1 Analyzing the content structure of reading lessons in English 11 19

2.1.1 Objectives of teaching English reading comprehension passages 11 19

2.2 Design Socrative app to teach reading lessons in English 11 20

2.2.1 The process of designing Socrative app activities 20

2.3.1 The Use of Socrative in teaching: 21

2.3.2 System of activities on Socrative app 24

2.3.3 The process of using student response system (Socrative app) as a pre-reading method to improve students’ ability in pre-reading skill 28

* Teachers use of Socrative app to create pre-reading activities in teaching Reading skill: 28

* Teachers ask students to use of Socrative app to create activities to practice Reading skill and self-studying: 30

CHAPTER 3 33

PEDAGOGICAL EXPERIENCE 33

3.1 Experimental purpose 33

3.2 Experimental content 33

3.3 Experimental method 33

3.3.1 Select school - experimental class 33

3.3.2 Experimental steps 33

3.3.3 Proceed to test 34

3.4 Experimental results 34

3.4.1 Quantitative analysis results 34

3.5 Survey content and methods 41

3.5.1 Survey content 41

3.5.2 Survey method and rating scale 41

3.6 Respondents 42

3.6.1 Necessity 42

3.6.2 Possibility 43

3.7 Survey results on the necessity and possibility of the solution 43

3.7.1 Necessity of the solution 43

3.7.2 Possibility of the solution 43

Conclusion of chapter 3 44

III.CONCLUSION 45

IV.REFERENCE 47

I INTRODUCTION

1 Reason for choosing the topic

Nowadays, technology presents some media to be used in communicationlike social media Most people use technology to deal with problems around theirlives With the increase of time, scope, and frequency of the Internet andtechnologies use, people have started to shape the way they communicate, share,and behave

Every element of life has been affected by technology, and the educationalsystem is likewise evolving quickly Technology like computers, mobile phones,smart phones, and the internet are thought of as useful instruments to support theteaching and learning process However, the majority of teachers have not yet madethe best use of technology when teaching English Lailiyah and Cahyono (2016),who assert that “some EFL teachers are reluctant to take the opportunity tointegrate technology into their classrooms” For instance, when teaching English,teachers tend to favor the conventional methods

In order to make the teaching and learning of English in the classroominteresting and unique, it is probably because the teachers are not innovative inintegrating the Internet and mobile phone technology Socrative (2017), an onlineplatform, is one of the most well-known clicker programs Compared to otherStudent Response Systems (SRSs), this particular application has several specialadvantages Nowadays, a lot of students use cellphones Because the program isfreely available to everyone, it is simple to access as long as one has an internetconnection In comparison to other SRSs, Socrative, according to Wash (2014),provides "the most flexibility and ease of usage" (p 99) Additionally, teachersmight create many kinds of exercises and quizzes using Socrative It also enablespupils to respond right away As a result, instructors can now give feedback andkeep an eye on students' progress in real time The findings of the students'responses are additionally arranged in a report format (Awedh, Mueen, Zafar, &Manzoor, 2014; Dakka, 2015; Kaya & Balta, 2016)

One of the key components for successful language classrooms is regarded

to be the students' active participation (Stowell & Nelson, 2007) Differentstrategies have regularly been tried out by teachers to get pupils more involved inclass activities However, even in small group sessions where such techniques areemployed, learners who are less demanding, shy, or unmotivated may find itdifficult to participate Teachers and students can interact online with othersthrough the features of Socrative Socrative can present multimodal media throughits features for learning English language Then, Socrative also facilitates students

with visual According to Marshal (2002) as cited in Gon and Rawekar (2017),people have ability to remember what they read only 10%, 20% of what they hearand 30% of what they see The technology that combines images, texts and audioall in one is able to improve people in remembering something more than 50%

Thus, Socrative will make the teaching and learning process of Englishlanguage to be interactive and can create a new atmosphere for both students andteachers The use of Socrative as a new technology can be utilized for teaching andlearning English language The writer will explain about why Socrative is apotential technology for teaching English language and how to use Socrative inteaching English language, especially for online learning in Viet Nam

- Analyze content knowledge of English 11 reading comprehension passages

to serve as a basis for determining the contents of organization and activities toreading skill

- Research and propose the process of organizing pre-reading activities todevelop reading skill for students

- Pedagogical experiment to test the scientific hypothesis of the topic

7 Research Methods

7.1 Theoretical research methods

- Research relevant documents to serve as a theoretical basis for the topicsuch as: teaching manuals for skill development, documents on active teachingmethods, etc

- Research the content of reading comprehension passages in English 11 todesign and organize teaching activities

- Research other relevant documents: articles, research results related to theresearch direction of the topic, etc

7.2 Methods of pedagogical investigation

- Survey and attend English classes at high schools

- Communicate directly with teachers and students about the application of astudent response system (Socrative app) as a pre-reading technique to improve 11thstudents’ ability in reading skill

- Using questionnaires for teachers and students

7.3 Expert method

Get opinions from scientists, high school teachers with experience on thesurvey questionnaire system for teachers and students; Consult experts about theprocess of using Socrative app as a pre-reading technique to improve 11th students’ability in reading skill

7.4 Experimental method of pedagogy

- Purpose

To test the effectiveness of using a student response system (Socrative app)

as a pre-reading technique in reading comprehension lessons (English 11) todevelop reading ability for students

- Content

Conduct experiments at Dien Chau 5 High School to evaluate the

effectiveness of using a student response system (Socrative app) as a pre-reading

technique to improve 11th students’ ability in reading skill

- How to proceed

+ Experimental class: lesson plan designed in the direction of usingSocrative app

After the experimental lesson, conduct a 15-minute test and assess students'reading ability

8 Contributions of the topic

- Contributing to systematization of theory and practical basis of organizingteaching activities through Socrative app to develop reading ability for students inteaching English at high school

- Develop a process to use a student’s response systems to organize reading activities in teaching reading lessons in English 11 in order to improvestudents reading skill

pre-9 Structure

Our topic has a structure including an introduction, conclusion, appendicesand the main content of the topic divided into 3 chapters

Chapter 1: Theoretical and practical basis of the topic;

Chapter 2: Using a student response system (Socrative app) as a pre-readingtechnique to improve 11th students’ ability in reading skill

Chapter 3: Pedagogical experiment

II THE CONTENT CHAPTER 1

THEORICAL AND PRACTICAL BACKGROUND

1 Theorical background

1.1 Definition of teaching reading skill:

Reading is a basic ability for acquiring a language Other than writing,speaking, and listening, it is inextricably linked to other language-learning skills.Learners of the English language must acquire all those skills Other linguisticabilities can be enhanced by reading ability The ability to read is typically fostered

in civilizations with literary tastes since it can result in the development ofunderstanding and vocabulary

Teaching reading in the classroom involves passing on knowledge from theteacher to the students while utilizing a specific method, strategy, and subjectmatter to help them become proficient readers The process of teaching is intricate;

it involves more than just imparting knowledge from the teacher to the pupils

Reading is one method for ensuring that the pupils comprehend the learning process.

teaching-The principles of teaching reading: teaching-The reader's prior information should beused first Create a substantial vocabulary background next Third, focus oncomprehension when teaching Work on speeding up your reading, the fourth step.Teach reading methods as the fifth step Encourage readers to develop theirmethods into skills in the sixth paragraph Build assessment and evaluation intoteaching, as the seventh tip As a reading teacher, aim to always improve So,teachers can do vary activity in teaching writing in the school by using Socrative

There are 3 Stages in a reading lesson: Pre-Reading Stage, While-ReadingStage, Post-Reading Stage

1.2 The importance of pre-reading stage

Pre-reading activities assist students in getting ready for the reading task byactivating the necessary schemata and encouraging them to read The topic,vocabulary, and perhaps crucial grammar structures in the texts can all beanticipated by students through pre-reading activities It has been discovered thatwhat is done prior to reading is quite helpful for understanding the content

Students are able to relate the new knowledge to what they already knowthanks to the prior work they have done Both the teacher and the student oftenenjoy participating in these activities

In word association exercises, students are typically asked to provide asmany ideas as they can about the text's predetermined theme Theirrecommendations are typically printed on the board and occasionally grouped into

a semantic map or "graphic organizer" to show the relationships between variousconcepts

It has also been discovered that discussions help students remember whatthey already know and, via the sharing of knowledge, deepen their understanding

of the subject Just asking questions regarding the text's substance can startdiscussions, as can employing "anticipation guides," which are a series ofstatements that are frequently provocative in character and are meant to teststudents' understanding and preconceived notions about the passage's content(Celce-Murcia, 1991:225)

The purposes of pre-reading activities are to:

Establish a purpose for reading

Predict what they are going

Establish what they know about a topic

Tudor (1989) provides five additional categories of content-related reading activities: (a) pre questions to be answered after reading the text; (b) prequestions to activate the reader's prior knowledge of the topic; (c) contentorganizers (e.g., summaries); (d) predictions based on the title, subheadings,illustrations, or skim reading of the text; and (e) integrated reading preparation(combining the above) In contrast to vocabulary pre-teaching, Taglieber (1988)discovered that the last two activity types—forming questions and using images togenerate predictions—were more efficient at promoting comprehension in EFLstudents This finding is intriguing because it shows that students can usecontextual cues to make up for specific language gaps by having more backgroundknowledge

pre-Taglieber (1988) has indicated three major problems that interfere withreader’s comprehension

1 Lack of vocabulary

2 Difficulty in using language cues to mean

3 Lack of conceptual knowledge

She claimed that the following practical preceding activities may helpaddress these problems:

Wilson (1986) discussed the use of visual aids in this context in order toprevent understanding issues She also suggested that visual aids may be used as aform of elicitation She also preferred a classroom where pupils used images tocomplete a certain assignment

Similar to how verbal stimuli are ordered in understanding and memory, soare visual stimuli Visual stimuli are organized as a result of perceptual processing,which is bottom-up or data-driven in its early stages but top-down in its later stagesand influenced by conceptual knowledge.

1.2.2 Pre-questioning

We are not testing anyone with the questions we are addressing in this reading stage Although the questions are not particularly different from those ontests, their purpose and usage are very different They aim to teach students howlanguage is used to express meaning

pre-A simple pre-reading question (SPQ) can be asked by the teacher as a down starting activity for the entire text, or one can be asked for each section Askthe students to read the material while looking up the answers after writing the SPQ

top-on the board Check to see if they can resptop-ond to this after a period of silent readingand potentially a group conversation Leave it open and say that you'll get back to it

if a significant portion of people haven't Pre-questioning is taught by askingquestions about a passage that the instructor then has the class respond to Thishelps the students clarify their reading goals

1.2.3 Vocabulary Pre-teaching

Authorities in the field of teaching English have rejected the notion ofacquiring language out of context in recent years As a result of their complexstructure and interconnected nature, words cannot be learned in isolation withoutconsidering the context in which they are used When the text or material can beidentified, explicit vocabulary building and pre-reading activities are quite helpful.However, teachers must also make sure that pupils apply the right techniques toexpand their recognition vocabulary when presented with unexpected materials.Pre-teaching the vocabulary necessary for a particular text is a common solution tothis issue for English as a second language or foreign language teachers Pre-teaching vocabulary is just one method the EFL teacher may use to help studentsactivate the relevant content schemata and increase their comprehension of texts

1.3 Student Response system

The Student Response System (SRS) allows instructors to pose questions andgather students' responses during a lecture Student response systems are alsocommonly referred to as clickers, classroom response systems, personal responsesystems, or audience response systems Students can react using their ownnetworked devices, such as laptops, tablets, or smartphones, with the help of themobile platform

Research has shown that using technology-based systems and StudentResponse Systems (SRSs) together can improve student engagement and academicperformance (Terrion & Aceti, 2012) Using clickers, SRSs have been around sincethe 1960s (Mork, 2014), but it hasn't been until lately that they've beenacknowledged as instruments for fostering active learning In the past ten years, anumber of clicker-capable mobile applications have grown, including Socrative,Kahoot, and Quizlet, among others They can be easily implemented in languageclassrooms to improve the learning environment because they are frequentlyavailable as free tools for both teachers and students.

Various research looked at the potential benefits of SRSs in EFL languageinstruction In 2014 study, Lee and Oh investigated how LRSs affected students'learning results in reading\ classrooms The students were split into two groups:one that used the clicker experimentally, and the other that did not Quiz Bell wasthe name of the clicker employed in the investigation Students completed a readingdiagnostic test, a midterm exam, and a final exam The findings indicated that boththe midterm and final exams showed a statistical improvement, suggesting thatSRS can be a beneficial tool in raising students' academic performance Using SRSbecame a catalyst for higher participation in the four language skills-basedactivities Participants’ active engagement in the activities was a function of theanonymity of the application, which led to promoting more interaction amongthem

1.3.1 Benefits for learners

Student engagement Students are encouraged to participate in class by

SRSs Students who are more reserved are prompted to answer questions duringcomprehension assessments by their teachers because they can do so anonymously

Students' motivation Students are inspired to learn by SRSs No direct

inquiry into whether or not the SRS platform directly motivated them was made inthis poll Yet, it can be inferred that the system was motivating based on theirperceptions of their satisfaction and engagement

Practicality Online social networking sites employ technology that is

already well-known to digital natives

Student self-assessment SRSs provide a way for students to quickly receive

formative feedback on their own performance and understanding

Mutual awareness building SRSs can help students become more aware of

what and how their peers think as well as how well they comprehend the contentbeing covered in class

Peer evaluation At the conclusion of the academic year, teachers can allow

students to rate the work, presentations, and performances of their classmates moreeffectively using SRSs than they could with conventional techniques The teacherprovides feedback to the students after getting a summative report for eachpresenter or group of speakers

Student preparation Students may be inspired by SRSs to prepare for

class Students are encouraged to read up on content at home and prepare for classactivities

1.3.2 Benefits for teacher

Evaluation of student comprehension Teachers can quickly assess

whether their pupils have understood the principles being taught using srss Thisevaluation could take the form of a quiz administered by a senior during instruction

or at the conclusion of a lesson This is not only an easy check, but also a reliableone, especially for reluctant participants as such srs actions can be madeanonymous

Formative assessment from instructors Teachers can get feedback on the

effectiveness of their instructions Teachers can ask anonymous questions to getimmediate feedback as to the effectiveness of instructional methods This benefitwas not tested to full effect in this study

Grading The recording and marking of in-class quizzes can be made

simpler using SRSs Teachers can send completed class quizzes in excel format totheir email or Google Docs account using the Socrative system The color-coded,thorough quiz tables are very simple to read Although quizzes were morefrequently utilized for formative than summative evaluation, this benefit didshorten the amount of time required for grading The option for teachers toimmediately commend pupils for good performance after receiving test results onthe system was really beneficial

Sharing Teachers using the same platform with Socrative, and likely with

other online systems as well, can exchange pre-made quizzes by importing fromone another In the case of Socrative, the quiz author only needs to check the box tomake the button available to those who know the quiz code Two additionalteachers utilize Socrative, making it simple for them to share and revise eachother's work

2 Practical background:

2.1 Difficulties in learning and teaching reading skill in Dien Chau 5 High school

Here are some of the reasons why the students feeling difficult while theylearn reading in the class Many of them feeling difficult in grammar and lack invocabulary Thus, they not really understand about the meaning of the text as awhole They only focused on some word which familiar, such as the characteristic

of the animals In the test results, the student’s dominant response is not quiteanswer, they difficult to answer because they do not know to write the answerexactly, the sentence not structured well If teachers can give suitable pre-readingactivities, students will practice reading skill better

2.2 The Use of Socrative:

Socrative is a web-based tool that enables teachers to ask questions to theirstudents through a free app that they have downloaded to their smartphones ortablets Its application in teaching in higher education is currently very widespread.Even if Socrative's free use is now only available to fifty people or less, the number

of users has increased and is most likely to do so in the future The popularity ofSocrative has sparked educational research over the past seven years, leading to thepublication of a number of studies The studies find that despite the well-knowncomplaints, students still choose Socrative and believe it has prompted them toactively participate in lectures (active learning) Moreover, there is some evidencethat Socrative tests improve student academic performance The likely reason isthat testing helps longer term memory retention

When the instructor logged into the Socrative application, a room for time interaction was automatically created The main menu includes a QuickQuestion section that has Multiple Choice (MC), True/False (TF), and ShortAnswer (SA) options Teachers are able to create quizzes graded with feedback foreach student There is also more group-based competitive answering in the form ofSpace Race, but more on that in the next section

real-2.2.1 Multiple Choice

Multiple choice questions are questions constructed in such a way thatrespondents are presented with several answer options to choose from Most of thetime, these types of survey questions allow users to select either a single answer ormultiple answers Also, multiple choice questions are easy to complete on mobile.Nowadays, mobile devices such as cell phones and tablets are extremely popular.Such devices tend not to come with a traditional keyboard, which means it's easierfor respondents to answer multiple-choice questions using the touchscreen

2.2.2 True/False

True/false questions are best suited to evaluate surface level information, butcan be constructed to assess higher order thinking Like multiple choice, studentsmay analyze and answer to true/false fast, allowing the test designer to assess morecontent areas in one exam They are also easy and quick to mark.

2.2.3.Short Answer (SA)

Ask students an open-ended question (short response) Once the answers aredisplayed, you can review each response and even have students vote on theresponses It allows students to give their own opinions on the question posed

2.3 Practical basis

2.3.1 Investigating the current situation of pre-reading teaching in high schools

2.3.1.1 Pre-reading teaching methods used

Table 1 Survey results on the extent to which teachers use teaching

techniques when teaching pre-reading lessons – English 11

Order Teaching

methods

Usage level

Very

2.3.1.2 The results of the investigation of using teaching activities for reading teaching in English 11

pre-Table 2 Survey results using teaching activities for pre-reading teaching in English 11

2.3.1.3 Investigate teachers' perceptions of using SRSs in pre-reading teaching

Table 3 Investigate teachers' views on using student’s response systems in reading teaching

The survey shows that most teachers think that using student’s responsesystem is necessary and very necessary (75%).This is a good sign that the teachersare trying very hard and making great efforts in innovating teaching methodstowards the competency approach.

Conclusion of chapter 1

In chapter 1, we have focused our research on the theoretical basis as well asthe practical basis of the topic We have clarified the concepts of SRSs,classification, roles, how to design SRSs for teaching, as well as the concept andreading ability

Through the investigation, we found that the majority of teachers andstudents had a relatively correct perception of the role of reading ability in teachingand learning as well as in practice However, at present, for many reasons, the use

of study cards for teaching has not been used regularly

On the basis of theoretical and practical analysis, we will research and propose theprocess of using SRSs to teach pre-reading to practice students' reading ability

CHAPTER 2 USING A STUDENT RESPONSE SYSTEM (SOCRATIVE APP) AS A PRE- READING METHOD TO IMPROVE 11 TH STUDENTS’ ABILITY IN

READING SKILL

2.1 Analyzing the content structure of reading lessons in English 11

2.1.1 Objectives of teaching English reading comprehension passages 11

By the end of the lesson, students will be able to:

- read and find specific information in a short interview

- use words and phrases related to attitudes to disabled people and community

Unit 5:

By the end of the lesson, students will be able to:

- skim and scan a text for main ideas and specific information

- read for general ideas and specific details about ASEAN

- know more specific information about ASEAN

Unit 6:

- recognize the topic of the unit and the lesson and key language knowledge

- can use lexical items related to the topic;

- read for general ideas and specific information about global warming;

Unit 7:

- recognize the topic of the unit and the lesson and key language knowledge

- use lexical items related to the topic;

- read for general ideas and specific information about higher educationopportunities

b Skill target

Forming 3 groups of skills in students:

Group of thinking skills: analysis; compare; synthetic; generalization; abstraction;codify

- Group of study skills: self-study; cooperate; problem solving; communicate; drawmap; read the document;…

- Group of scientific skills: observation; field; hypothesis formation; create arelationship; apply knowledge in practice;

c Attitude goals:

To help students:

- recognize their responsibility in dealing with problems related to the lesson aswell as those in their lives

- Ss know some ways to solve their personal problems

- how to get over challenges and problems even though they are in the worstsituations

- aware of the importance of time-management skills

- raise students' awareness about helping other people especially the disabled

- know more about ASEAN and appreciate the cooperation and solidarity in life

- respect ASEAN countries and their diverse cultures.

- to provide Ss some motivation

- motivate Ss to work collaboratively, enthusiastically to acquire knowledge

- recognize their responsibility in dealing with problems related to the lesson aswell as those in their lives

- Be conscious in learning and scientific thinking

- show positive attitudes and responsibilities for global warming

- recognize the topic of the unit and the lesson and key language knowledge

- can use lexical items related to the topic

d Capacities towards

Self-study capacity, problem-solving capacity and creativity; Cooperationcapacity, Communication capacity; Capacity to apply knowledge in practice

2.2 Design Socrative app to teach reading lessons in English 11

2.2.1 The process of designing Socrative app activities

- Step 1: Sign up to use the Socrative app in the lesson

- Step 2: Determine the content and presentation of the content of the activities, theform of expression in the task

The content of the task is determined based on: lesson objectives, basicknowledge, methods and means of teaching, time distribution, classroom environment

to determine the content and workload in the classroom tasks accordingly

- Step 3: Design the task

2.3 Solution:

2.3.1 The Use of Socrative in teaching:

Teaching English Language To use Socrative in English languageteaching in the classroom, there are some steps that must be followed by teachers

Step 1 Register and then log-in yourself in order to use this app:

For teacher:

Teachers sign in to Socrative using the website https://Socrative.com,provide students login instructions, and specify the room name for them to enter

Depending on the state of the classroom, the particular goal of the assessmentplan, the teacher arranges for student participation in three ways at eachassessment stage: Space race, a quiz, and an exit ticket.

Picture 1: Socrative app’s display

Socrative automatically assigns a room number to teacher’s account Students willenter this room number at m.socrative.com to join the class to answer questions ortake a quiz Teacher’s room number can be edited at anytime

Picture 2: The room number to teacher’s account

Step 2 Set the tasks: Create a set of questions on Socrative for each lesson,

each lesson there will be a separate set of questions for each specific activity, Insertimages to illustrate the questions

Create a quiz – From the Main Screen, click Manage Quizzes  Create aQuiz Give the quiz a name and begin adding questions (multiple choice or shortanswer) Add as many or as few questions as you like and click Save when you arefinished You can edit any quiz in your account

Multiple Choice – Type the question and the multiple answer choices Click

on the blue box to select the correct answer Use two answer choices to posetrue/false questions

Short Answer – Type the question, and provide an optional questionexplanation Use the blue arrows on the right of each question to change its order inthe quiz Delete a question with the red X

True/False – Ask the students one true/false question and get immediatefeedback, anonymously

Picture 4: The way to create activities in Socrative app

Step 3 Set up for class use: Students visit https://Socrative.com/join as

"student" After entering the name of the room that the teacher has provided, thestudent enters the name and is ready to perform the task

Step 4 Assign the tasks: Teachers can choose allow students' names to

appear on the results sheet, for allows to display the answer on the Results panel

or can be hidden to when the operation ends Since then, the teacher organized ashort discussion on knowledge related to the question to help students firmlygrasp the knowledge and can make conclusions an overview of the studentresponse process

2.3.2 System of activities on Socrative app

Unit 3: BECOMING INDEPENDENT

LESSON 3: READING: TIME-MANAGEMENT SKILLS

Activity number 1: Pre-reading (7 minutes - group discussion)