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GST201-Nigeria people and culture

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COURSE

GUIDE

GST201

NIGERIAN PEOPLES AND CULTURE

Course Team Dr. Cyrille D. Ngamen Kouassi (Developer/ Writer) -

IGBINEDION

Prof. Bertram A. Okolo (Course Editor) - UNIBEN Prof. A.R. Yesufu (Programme Leader) - NOUN Prof. A.R. Yesufu (Course Coordinator) - NOUN

NATIONAL OPEN UNIVERSITY OF NIGERIA

GST201 COURSE GUIDE

National Open University of Nigeria

Headquarters

University Village

Plot 91, Cadastral Zone

Nnamdi Azikiwe Expressway

Jabi, Abuja

Lagos Office

14/16 Ahmadu Bello Way

Victoria Island, Lagos

e-mail: centralinfo@noun.edu.ng

website: www.nouedu.net

Printed by:

NOUN Press

Printed 2017, 2019, 2021

ISBN: 978-058-425-0

GST201 COURSE GUIDE

CONTENTS PAGE
Introduction......................................................................................... iv
What You Will Learn in This Course…… ………..………………… iv
Course Aims....................................................................................... iv
Course Objectives............................................................................... v
Working through This Course............................................................. v
Course Materials……………………… ………… ………………….. v
Study Units.......................................................................................... vi
Textbooks and References………… …… ……… …………………... vii
The Assignment File……………………… ……..………………….. vii
The Presentation Schedule………………… ……… ……………….. vii
Assessment......................................................................................... vii
Tutor-Marked Assignment………………… ………… ……………... viii
Final Examination and Grading………………… ………..……… … viii
Course Marking Scheme………………………… ………… ……….. ix
Course Overview………………………… ………… ……………….. ix
How to Get the Most from This Course… ……….………………… . x
Facilitators/Tutors and Tutorials…………… ……...……………… .. xii
Summary……………………………………… ………..………… … xii

iii

INTRODUCTION

GST201: Nigerian Peoples and Culture is a one-semester 2-credit unit course. It is made up of 14 units which treat the Nigerian's perception of his world, culture areas of Nigeria and their characteristics, evolution of Nigeria as a political unit, concept of functional education, social justice, individual and national development, norms and values and moral obligations of citizens.

There are no compulsory pre-requisites for this course. The course guide tells you briefly what the course is all about, what you are expected to know in each unit, what course materials you will be using and how you can work your way through these materials. It also emphasizes the need for tutor-marked assignments. Detailed information on tutor-marked assignments is found in a separate file which will be sent to you later. There are periodic tutorial classes that are linked to the course.

WHAT YOU WILL LEARN IN THIS COURSE

The overall aim of GST201: Nigerian Peoples and Culture is to introduce you to the history of traditional Nigerian peoples and culture. This course also attempts to trace the pre-colonial history and the culture areas of Nigeria and the evolution of the country as a political unit. This course will also teach you how to analyze and understand people's cultures from a historical, sociological and anthropological angle.

Thus, your understanding of Nigerian peoples and culture will equip you, not only to have a sound knowledge of Nigeria, but also to teach other people too.

COURSE AIMS

The major aim of this course is to help you understand and have a sound knowledge of the traditional Nigerian peoples and culture. This will be achieved by:

• Introducing you to the traditional Southern and Northern Nigerian peoples and culture;

• Helping you understand the evolution of Nigeria as a political unit;

• Highlighting some major culture areas of Nigeria;

• Analyzing the impact of Western education on national development in Nigeria; and

• Helping you understand the concepts of functional education,

• national economy, and social justice in Nigeria.

GST201 COURSE GUIDE

COURSE OBJECTIVES

To achieve the aims set out above, there are set overall objectives. In addition, each unit also has specific objectives. The unit objectives are always included at the beginning of a unit. You should read them before you start working through the unit; you may want to refer to them during your study of the unit to check on your progress. You should always look at unit objectives after completing a unit. In this way you will be surer of having done what was required of you in the unit.

Stated below are the wider objectives of this course as a whole. By meeting these objectives, you should have achieved the aims of the course as a whole.

On successful completion of the course, you should be able to:

• Have a sound knowledge of the traditional Nigerian peoples and culture;

• Discuss the culture areas of Nigeria and their characteristics;

• Analyze the impact of Western education on national development in Nigeria; and

• Explain the evolution of Nigeria as a political unit

WORKING THROUGH THIS COURSE

To complete this course, you are required to read the study units, read recommended books and read other materials. Each unit contains self- assessment exercises, and at some points in the course you will be required to submit assignments for assessment. Below you will find listed all the components of the course and what you have to do.

COURSE MATERIALS

Major components of the course are:

1. Course Guide

2. Study Units

3. Textbooks

4. Assignment File

5. Presentation Schedule

In addition, you must obtain the materials. Obtain your copy. You may contact your tutor if you have problems in obtaining the text materials.

STUDY UNITS

There are fourteen study units in this course as follows:

Module 1

Unit 1 The Peoples of Southern Nigeria and their Culture in Pre- colonial Times Part I

Unit 2 The Peoples of Southern Nigeria and their Culture in Pre-colonial Times Part II

Unit 3 The Peoples of Northern Nigeria and their Culture in Pre-colonial Times Part I

Unit 4 The Peoples of Northern Nigeria and their Culture in Pre- colonial Times Part II

Unit 5 The Dynamics of the evolution of Nigeria as a political unit

Module 2

Unit 1 The Culture Area of Niger Delta Region of Nigeria

Unit 2 The Culture Area of the Rain Forest Region of Nigeria

Unit 3 The Culture Area of Guinea Savanna Region of Nigeria

Unit 4 The Culture Area of the Sudan Savanna Region of Nigeria

Module 3

Unit 1 A Historical Analysis of Education and National Development in Nigeria

Unit 2 A Historical Analysis of Economy and National Development in Nigeria

Unit 3 A Historical Analysis of Religion and National Development in Nigeria

Unit 4 A Historical Analysis of Moral and Socio-political Rights of Citizens in Nigeria

Unit 5 A Historical Analysis of Social Justice and National Development in Nigeria

The first four units will give you knowledge of the traditional Southern and Northern Nigerian peoples and culture. The next four units analyze the different culture areas of Nigeria. The ninth unit deals specifically with the evolution of Nigeria as a political unit. The last five units discuss and analyze the norms, values, the impact of Western education and addresses the historical perspectives of education, economy, religion, social justice and moral rights of citizens of Nigeria.

GST201 COURSE GUIDE

TEXTBOOKS AND REFERENCES

These textbooks are recommended. The first one is compulsory for this course.

Nzemeke, A.D. and E.O. Erhagbe. (2002). Nigerian Peoples and Culture (2nd ed.). Benin City: University of Benin Press.

Crowder, M. and G. Abdullahi. (1977). Nigeria: An Introduction to its

History. Lagos: Longman Nig. Plc.

Fafunwa, A.B. (1974). History of Education in Nigeria.

Nnoli, Okwudiba. (1978). Ethnic Politics in Nigeria. Enugu: Fourth Dimension Publishers.

Onwuejeogwu, M.A. (2000). African Civilizations: Origin, Growth and

Development. Lagos: Uto Publications.

Ugowe, C.O.O. (1995). The Nigerian Legacy: A Handbook of a Black

African Culture and Civilization. Lagos: Hugo Books.

THE ASSIGNMENT FILE

In the Assignment File, you will get the details of the work you are expected to submit to your tutor for marking. The marks you obtain from these assignments will count towards the final mark you obtain for this course. Further information on the assignments would be found in the Assessment File itself and later in this Course Guide in the section on assessment.

THE PRESENTATION SCHEDULE

The presentation schedule included in your course materials gives you the important dates for the completion of tutor-marked assignments and the dates to attend tutorials. Remember, you are required to submit all your assignments by the due dates. You should guard against falling behind in your work.

ASSESSMENT

There are two aspects to the assessment of the course: One is the tutor-marked assignments; and the other is a written examination. In tackling the assignments, you are expected to apply the information and knowledge acquired in this course.

vii

The assignments must be submitted to your tutor for formal assessment in accordance with the deadlines stated in the Assignment File. The work you submit to your tutor for assessment will count for 30% of your total course mark.

At the end of the course, you will need to sit for a final three-hour examination. This will count for 70% of your total course mark.

TUTOR-MARKED ASSIGNMENT

There are fourteen tutor-marked assignments in this course. You need to submit all the assignments. The best four (i.e. the highest four of the fourteen scores) will be counted. The total marks for the best four (4) assignments will be 30% of your total course mark.

Assignment questions for the units in this course are contained in the Assignment File. You should be able to complete your assignments from the information and materials contained in your set textbooks, reading and study units. However, you are advised to use other references to broaden your viewpoint and provide a deeper understanding of the subject.

When you have completed each assignment, send it, together with TMA [Tutor-Marked Assignment] form to your tutor. Make sure that each assignment reaches your tutor on or before the deadline given in the Assignment File. If, however, you cannot complete your work on time, contact your tutor before the assignment is due to discuss the possibility of an extension.

FINAL EXAMINATION AND GRADING

The final examination of GST 122 will be of three hours duration and will have a value of 70% of the total course grade. The examination will consist of questions which reflect the type of self-testing, practice exercises and tutor-marked problems you have come across. All areas of the course will be assessed.

You are advised to revise the entire course after studying the last unit before you sit for the examination. You will find it useful to review your tutor-marked assignments and the comments of your tutor on them before the final examination.

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GST201 COURSE GUIDE

COURSE MARKING SCHEME

This table shows how the actual course is broken down.

Table 1: Course Marking Scheme

Assessment Marks
Assignments 1 – 14 Fourteen assignments, best four of the
fourteen count as 30% of course marks
Final Examination 70 7 70% of overall course marks
Total 100% of course marks

COURSE OVERVIEW

This table brings together the units, the number of weeks you should take to complete them and the assignments that follow them.

Unit Title of Work Week’s Assessment
Activity (end of unit)
Course Guide

1. The Peoples of Southern Nigeria 1 Assessment 1
and their Culture in Pre-colonial
Times Part I
2. The Peoples of Southern Nigeria 2 Assessment 2
Culture in Pre-colonial Times Part
II
3. The Peoples of Northern Nigeria 3 Assessment 3
and their Culture in Pre-colonial
Times Part I
4. The Peoples of Northern Nigeria 4 Assessment 4
and their Culture in Pre-colonial
Times Part II
5. The Dynamics of the Evolution of 5 Assessment 5
Nigeria as a Political Unit
6. The Culture Area of Niger Delta 6 Assessment 6
Region of Nigeria
7. The Culture Area of the Rain 7 Assessment 7
Forest Region of Nigeria
8. The Culture Area of Guinea 8 Assessment 8
Savanna Region of Nigeria
9. The Culture Area of the Sudan 9 Assessment 9
Savanna of Nigeria

10.
A Historical Analysis of Education 10
and National Development in
Nigeria
11. A Historical Analysis of Economy 11
and National Development in
Nigeria
12. A Historical Analysis of Religion 12
and National Development in
Nigeria
13. A Historical Analysis of Moral and 13
Socio-Political Rights of Citizens
in Nigeria
14. A Historical Analysis of Social 14
Justice and National Development
in Nigeria
15. Revision 15
16. Examination 16

Assessment 10

Assessment 11

Assessment 12

Assessment 13

Assessment 14

Assessment 15 Assessment 16

HOW TO GET THE MOST FROM THIS COURSE

In distance learning the study units replace the university lecturer. This is one of the great advantages of distance learning; you can read and work through specially designed study materials at your own pace, and at a time and place that suit you best. Think of it as reading the lecture instead of listening to a lecturer. In the same way that a lecturer might set you some reading to do, the study units tell you when to read your set books or other materials. Just as a lecturer might give you an in-class exercise, your study units provide exercises for you to do at appropriate points.

Each of the study units follows a common format. The first item is an introduction to the subject matter of the unit and how a particular unit is integrated with the other units and the course as a whole. Next is a set of learning objectives. These objectives let you know what you should be able to do by the time you have completed the unit. You should use these objectives to guide your study. When you have finished the units you must go back and check whether you have achieved the objectives. If you make a habit of doing this you will significantly improve your chances of passing the course.

The main body of the unit guides you through the required reading from other sources. This will usually be either from your set books or from a reading section.

GST201 COURSE GUIDE

READING SECTION

Remember that your tutor's job is to help you. When you need help, don't hesitate to call and ask your tutor to provide it.

1. Read this Course Guide thoroughly.

2. Organize a study schedule. Refer to the 'Course Overview' for more details. Note the time you are expected to spend on each unit and how the assignments relate to the units. Whatever method you chose to use, you should decide on and write in your own dates for working on each unit.

3. Once you have created your own study schedule, do everything you can to stick to it. The major reason that students fall is that they fall behind in their course work. If you have any difficulties with your schedule, please let your tutor know before it is too late for help.

4. Turn to Unit 1 and read the introduction and the objectives for the unit.

5. Assemble the study materials. Information about what you need or a unit is given in the "Overview" at the beginning of each unit. You will almost always need both the study unit you are working on and one of your set books on your desk at the same time.

6. Work through the unit. The content of the unit itself has been arranged to provide a sequence for you to follow. As you work through the unit you will be instructed to read sections from your set books or other articles. Use the unit to guide your reading.

7. Review the objectives for each study unit to confirm that you have achieved them. If you feel unsure about any of the objectives, review the study material or consult your tutor.

8. When you are confident that you have achieved a unit's objectives, you can then start on the next unit. Proceed unit by unit through the course and try to pace your study so that you keep yourself on schedule.

9. When you have submitted an assignment to your tutor for marking, do not wait for its return before starting on the next unit. Keep to your schedule. When the assignment is returned, pay particular attention to your tutor's comments, both on the tutor-marked assignment form and also on what is written on the

assignment. Consult your tutor as soon as possible if you have any questions or problems.

10. After completing the unit, review the course and prepare yourself for the final examination. Check that you have achieved the unit objectives (listed at the beginning of each unit) and the course objectives (listed in this Course Guide).

FACILITATORS/TUTORS AND TUTORIALS

There are 8 hours of tutorials provided in support of this course. You will be notified of the dates, times and location of these tutorials, together with the name and phone number of your tutor, as soon as you are allocated a tutorial group.

Your tutor will mark and comment on your assignments, keep a close watch on your progress and on any difficulties you might encounter and provide assistance to you during the course. You must mail your tutor-marked assignments to your tutor well before the due date (at least two working days are required). They will be marked by your tutor and returned to you as soon as possible.

Do not hesitate to contact your tutor by telephone, e-mail, or during discussions if you need help. The following might be circumstances in which you would find help necessary.

Contact your tutor if:

• You do not understand any part of the study units or the assigned

• readings,

• You have difficulty with the self-tests or exercises,

• You have a question or problem with an assignment, with your tutor's comments on an assignment or with the grading of an assignment.

You should try your best to attend the tutorials. This is the only chance to have face-to-face contact with your tutor and to ask questions which are answered instantly. You can raise any problem encountered in the course of your study. To gain the maximum benefit from course tutorials, prepare a question list before attending them. You will learn a lot from participating in discussions actively.

SUMMARY

GST201 intends to introduce you to the basis of Nigerian peoples and culture. Upon completing this course, you will be able to answer questions such as:

xii

GST201 COURSE GUIDE

• What are the major ethnic groups of Nigeria?

• What are the origins of these major ethnic groups?

• What are the characteristics of their socio-political organization?

• Is Nigeria, as a country, a vital political unit?

• What is the historical perspective of education, economy, religion, social justice, moral rights of the citizens and national development in Nigeria?

• How would you define and characterize some culture areas of Nigeria?

• What is the impact of We stem education on Nigeria?

Of course, the questions you will be able to answer are not limited to the above list. Nigerian peoples and culture is a broad and very exciting study.

We wish you success in the course and hope that you will find it both interesting and useful.

xiii

MAIN

CONTENT

CONTENTS PAGE
Module 1 ……………………………………… …… ..……...….. 1
Unit 1 The Peoples of Southern Nigeria and Their Culture in
Pre-Colonial Times Part I …………… …………….….… 1
Unit 2 The Peoples of Southern Nigeria and Their Culture in
Pre-Colonial Times Part II ………… …………..…… .... 13
Unit 3 The Peoples of Northern Nigeria and Their Culture in
Pre-Colonial Times Part I ………… ………………..… 18
Unit4 The Peoples of Northern Nigeria and Their Culture in
Pre-Colonial Times Part II…… …………… ….…… .... 25
Unit 5 The Dynamics of the Evolution of Nigeria as a
Political Unit…………………… ……………………... 31
Module 2 …………………………………………… …… …… 39
Unit 1 The Culture Area of the Niger Delta Region of Nigeria… 39
Unit 2 The Culture Area of the Rain Forest Region of Nigeria… 44
Unit3 The Culture Area of the Guinea Savanna Region of
Nigeria………………………………… …………… ….. 49
Unit 4 The Culture Area the Sudan Savanna Region of Nigeria.. 54
Module 3 ……………………………… …….…………… .…… . 60
Unit 1 A Historical Analysis of Economy and National
Development in Nigeria……… ………….……………. 60
Unit 2 A Historical Analysis of Religion and National
Development in Nigeria……… ………….……………… 68
Unit 3 A Historical Analysis of Moral Rights of Citizens in
Nigeria…………… ………………… …………………… 75
Unit 4 A Historical Analysis of Social Justice and Development
in Nigeria……………………… …………………… …… 82
Unit 5 A Historical Analysis of Social Justice and National
Development in Nigeria………………… …………….… 88

GST201 MODULE 1

MODULE 1

Introduction

This module is made up of five (05) study units [see below]. However, you should always bear in mind that although the study units are autonomous, they are interconnected as well. The overall aim/purpose of this first module is to introduce you to the knowledge of Nigerian peoples and their cultures particularly in pre-colonial times. Thus, this module will focus on three (03) particular points namely:

• The history of the peoples of Southern Nigeria and their culture.

• The history of the peoples of Northern Nigeria and their culture.

• The study of the dynamics of the evolution of Nigeria as a political unit.

Unit 1 The Peoples of Southern Nigeria and their Culture in
Pre-Colonial Times Part I
Unit 2 The Peoples of Southern Nigeria and their Culture in
Pre-Colonial Times Part II
Unit 3 The Peoples of Northern Nigeria and their Culture in
Pre-Colonial Times Part I
Unit 4 The Peoples of Northern Nigeria and their Culture in
Pre-Colonial Times Part II
Unit 5 The Dynamics of The Evolution of Nigeria as a Political Unit

UNIT 1 THE PEOPLES OF SOUTHERN NIGERIAN AND THEIR CULTURE IN PRE-COLONIAL TIMES [PART I]

CONTENTS

1.0 Introduction

2.0 Objectives

3.0 Main Content

3.1 Major Ethnic Groups of Southern Nigeria

3.2 The Yoruba

3.2.1 Origins of the Yoruba

3.2.2 The Socio-Political Organization of the Yoruba

3.3 The Bini

3.3.1 Origins of the Bini

3.3.2 The Socio-Political Organization of the Bini

GST201 NIGERIAN PEOPLES AND CULTURE

3.4 The Igbo

3.4.1 Origins of the Igbo

3.4.2 The Socio-Political Organization of the Igbo

4.0 Conclusion

5.0 Summary

6.0 Tutor-Marked Assignment

7.0 References/Further Reading

1.0 INTRODUCTION

Nigerian Peoples and Culture is a very interesting and exciting study. It is one of the best channels that will help you have a sound knowledge and understanding of Nigeria and its peoples especially in pre-colonial times. These are the Yoruba, the Bini and the Igbo.

2.0 OBJECTIVES

At end of this unit, you should be able to:

• know who the Yoruba

• know who the Bini

• know who the Igbo

• discuss their origins

• understand their culture or way of life

• understand their socio-political organization

• know the similarities and dissimilarities among them.

3.0 MAIN CONTENT

3.1 Major Ethnic Groups of Southern Nigeria

We can identify among several others, at least six (06) major ethnic groups in Southern Nigeria. These are the Yoruba, the Bini, the Igbo, the Itsekiri, the Urhobo and the Ijaw. However, the first three are our main concern in this unit.

SELF-ASSESSMENT EXERCISE

Who are the major ethnic groups of southern Nigeria that you know?

3.2 The Yoruba

In a nutshell, the Yoruba can be described as one of the major ethnic groups in Southern Nigeria. Of course, several members of the Yoruba race can be found everywhere around the globe. But the majority of

GST201 MODULE 1

them are found in some Western and Central States of Nigeria stretching across Oyo, Osun, Ogun, Ondo, Lagos, Kwara and Kogi. They practice both Islam and Christianity but most of them are still traditionalist to the core. The Yoruba ethnic group is believed to have come into existence between 2000-1000 BC.

SELF-ASSESSMENT EXERCISE

Use your own words to describe who the Yoruba are

3.2.1 Origins of the Yoruba

Till today, the history of the origins of the Yoruba people remains controversial. The Yoruba, as an ethnic group still holds many versions about its origins.

• Rev. Samuel Johnson’s Version

In his book, History of the Yoruba (1950), Johnson traces the origin of the Yoruba to the “East”. According to him, the Yor uba originally came from the North-Eastern area of Africa. The similarities between the cultures of the Yoruba and the Egyptians in terms of religious observances, works of arts, burial and other traditional practices are enough evidence. It is from Egypt, after several years of journey that the Yoruba finally settled in Ile-Ife in Nigeria. Oduduwa is believed to be the first leader that led the Yoruba to Ile-Ife and subsequently sent his sons and grandsons to found other Yoruba kingdoms. Johnson’s conclusion is worth recalling:

That the Yoruba came originally from the East, there cannot be the slightest doubt as their habits, manner and customs, etc., all go to prove. With them the East is Mecca and Mecca is the East. Having strong affinities with the east looming so largely in their imagination, everything that comes from the east with them comes from Mecca, and hence it is natural to present themselves as having hailed originally from that city.

• The Oke Oramfe’s Version

Oke Oramfe is located in Ile-Ife. It is believed to be the centre from which the world was created. In their paper Yorubaland up to 1800, Akinjogbin & Ayandele (1980) give us a full picture of what Oke Oramfe’s version is all about. According to the legend, there was a period when the world was covered by water. The Almighty God then decided to send some of his messengers to the world and they included Obatala or Orisa Nla or Orisa Alase [as the leader] and sixteen Oye

GST201 NIGERIAN PEOPLES AND CULTURE

[immortals]. They were given fives pieces of iron, a lump of earth tied to a white piece of cloth, and a cockerel. Somewhere on their way to the world, the leader, Obatala, got drunk with palm wine. Oduduwa seized the symbol of authority from him and eventually led the party to the world. The site on which they landed is traditionally known as Oke Oramfe in Ile-Ife. On arrival at the site, Oduduwa set down the five pieces of iron and placed the lump of earth on them. The cockerel then spread its toes on the earth. Consequently, the earth was formed and Oduduwa thus became the ruler. It was from this base (Ife) that he extended his authorities to other Yoruba towns and villages.

SELF-ASSESSMENT EXERCISE

“The origin of the Yoruba ethnic group is still con troversial”. Discuss.

The Socio-Political Organization of the Yoruba

Oyo is best known as the major kingdom that eventually emerged as an empire in Yorubaland. Various traditions believe that Oyo was founded by Oranmiyan, the son of Oduduwa, who is also credited with establishing the present Benin monarchy. Oyo Empire was founded in the middle of the fifteen century. A century later, it became very powerful and prosperous, extending its authority as far as Dahomey.

*The Alaafin Administration

Oyo Empire was very unique and exceptional in its system of government. For instance, in the sixteenth century, Oyo was one of the rare empires that had in-built checks and balances, and, this contributed to its stability for centuries. The Alaafin was the head of the empire, and was resident in the capital. He was also regarded as “Lord of many lands”. The Alaafin was assisted in his administrat ion by a retinue of officials made up of priests, officials and eunuchs. He had a well organized court as well.

Theoretically, the Alaafin was the fountain of authority and was therefore regarded as the “companion of the gods”. Sometimes, he had an autocratic tendency, but in practice, his powers were often limited and regulated by the Oyomesi, a council of seven members headed by Bashorun who acted as the prime minister. The members of Oyomesi were king makers as well. At the demise of the Alaafin, they were the ones to select his successor. The Oyomesi also had the power to remove any Alaafin especially when he appeared dictatorial or transgressed the laws of the land. Usually the deposed Alaafin was expected to commit suicide.

GST201 MODULE 1

** The Ogboni Cult’s Administration

Apart from the Alaafin cabinet, members of the Oyomesi cult constituted another arm of government. It was a very powerful cult. It was composed of free and prominent members of the society as well as members of the Oyomesi. The Ogboni cult had a very vital position in Yoruba society. It played a mediatory role in any conflict between the Oyomesi and the Alaafin. It was a kind of counter power to the Oyomesi as well.

*** The Army

The Army was another arm of government in traditional Yoruba society. It was very organized. Its head was conferred with the coveted title of Are-Ona-Kankanfo. It was made up of infantry and calvary. The Are-Ona-Kankanfo was expected to live outside the capital. The Army was credited with performing important functions which included stability of the empire, expansion, as well as keeping dissident territories in check.

Oyo Empire also had provincial governments. They were modelled after the central government. They were administered by princes, minor kings and baales [provincial governors]. All of them were subject to the over-lordship of the Alaafin. The provincial governments enjoyed considerable autonomy. But the Alaafin had personal agents, Ilari, all over the provinces. The Alaafin used the Bere annual festival periods to acknowledge the renewal of allegiance of the provincial governors to him.

SELF-ASSESSMENT EXERCISE

Discuss the socio-political organization of the traditional Yoruba.

3.3 The Bini

It is obvious that the Bini, more than any other ethnic group, have played major roles in the history of Nigeria. For instance, the Bini were the first to be visited by the Europeans as early as 1472 A.D. According to Hodgkin the second half of the fifteenth century witnessed the arrival of the first Europeans to Benin. For instance, a Portuguese, Ruy de Sequeira, arrived during Ewuare’s reign in 1472 while Alfonso de Aviero arrived during Ozolua’s reign in 1484.

The Benin Kingdom was also the first in the West Coast of Africa to exchange ambassadors with a major European power, the Portuguese. This was between 1481 and 1504.

GST201 NIGERIAN PEOPLES AND CULTURE

SELF-ASSESSMENT EXERCISE

Who are the Bini people?

3.3.1 Origins of Benin Kingdom

*The Egharevba’s Version

Just as other Nigerian peoples, the Bini have various traditions of origin. Egharevba (1968) for instance, claims that the Bini people emigrated from Egypt and in the course of their journey southward, settled at Ile-Ife before finally arriving at their present location.

**Igbafe’s Version

Another tradition has it that the Bini peoples have been living in the area “from the very beginning”. According to Bini mythol ogy, Bini was the youngest child of Osanobua [the High God]. He and his brothers, who included the king of Ife, were sent to live in the world. They were asked by the High God to take whatever they wanted along with them to the world. While others chose wealth, magical skills and material well-being, the youngest on the advice of a bird, chose a snail shell. On arrival, they found that the world was covered by water. Following instruction from the bird, the youngest child over-turned the snail shell, whereupon sand poured out of it and covered a large part of the water to form land. Thus, the first ruler of Bini became the owner of the land. Land made him powerful and wealthy as he had to sell portions of it to his elder brothers who then became his subjects.

*** Ogiso’s Version

The first period of pre-colonial Bini history is known as the Ogiso era. This is because their rulers were the Ogisos, which means “kings of the sky”. The first Ogiso was known as Igbodo. He was s ucceeded by Ere who is credited with forming the guild system and laying solid foundation for the kingdom. Ere was succeeded by Orire, who himself was succeeded by a number of Ogisos among whom were women. The last Ogiso was Owodo.

History tells us that Owodo was the one that clashed with the nobles and eventually became a victim of intrigues of his wives. This led to the banishment of his only son and heir apparent, Ekaladeran. Ekaladeran founded Ughoton, a port-town in Benin. He later moved to Ife through Erua, where he spent the rest of his life. Many years later, because of a serious political crisis in Benin, the nobles sent for him to come back and rule over them. But it was too late. Ekaladeran was very old and

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decided to send his youngest son Oranmiyan [Omonoyan = pampered child] who came and established the Eweka dynasty.

With the end of Ogiso dynasty, Benin went through a period of interregnum during which the elders established a form of republican government headed by Evian who eventually attempted to usurp the throne by nominating his son Ogiamen to succeed him. However, as Evian was not an Ogiso, the Benin people rejected his son Ogiamen. This situation led to a serious political crisis in the Bini Kingdom. During the crisis, two factions emerged: 1) the pro-monarchy and 2) the pro-Ogiamen [also known as Republicans]. This stalemate forced the elders to send a delegation to the Ooni of Ife requesting him to send somebody to Benin to rule over them. The request was granted and Oranmiyan, one of the Ooni’s sons, was sent to rule the Benin people. But on his arrival to Benin Kingdom, Oranmiyan found the Bini people ungovernable. So, he decided to go back to Ife. However, on his way back, history tells us that Oranmiyan had an affair with a Bini woman, the daughter of Enogie of Ego-Erinmwinda. The woman became pregnant and eventually gave birth to a child who later became Eweka I. He is credited with establishing the present Bini dynasty.

A recent version of this episode by some Bini elites maintains that Oranmiyan, who came from Ife to establish the present monarchy, was a Bini prince. According to them, Oranmiyan was the son of Ekaladeran who had earlier been banished from Benin and who subsequently settled at Ile-Ife and eventually became the ruler, Oduduwa. Before Oranmiyan got back to Ife, he said of the Bini kingdom: “the country is a land of vexation, Ile-Ibinu, and only a child born, trained and educated in the arts and mysteries of the land could reign over the people”. It was this son of Oranmiyan born by a Bini woman who was subsequently “trained and educated in the arts and mysteries of the land” that eventually ascended the throne with the name Eweka I. Eweka I thus became the first Oba of Benin and his dynasty still reigns in Benin till today.

The overall position of the Bini elites is that although Oranmiyan came from Ile-Ife, the monarchy which he established is indigenous to the Bini because he [Oranmiyan] was the son of a Benin prince, and his son, Eweka I, was conceived, born and brought up in Benin. There is no doubt that to them, the present monarchy is indigenous to the Bini. But more research is still needed to ascertain the veracity of this version. Coincidentally, Eweka I had a long and glorious reign. He had many children who were sent to villages as Enogies.

SELF-ASSESSMENT EXERCISE

Discuss the origins of the Bini people.

GST201 NIGERIAN PEOPLES AND CULTURE

3.3.2 The Socio-Political Organization of the Bini

As earlier mentioned, the Bini kingdom was the first in the West Coast of Africa to exchange ambassadors with a major European power. This was between 1481 and 1504. At that time, the Bini kingdom was already socio-politically well organized. This is what Hodgkin (1975) who visited Benin in 1604 declared: “the town seems to be very great. When you enter into it, you go into a great broad street, not paved, which seems to be seven to eight times broader than the Warmoes Street in Amsterdam….”

Bini kingdom had a unique political system, which centered on the Oba. He was the head of the kingdom and succession to the throne was by primogeniture, that is, the first surviving son succeeded his father. To Hodgkin, “the Oba was not only the civil head of st ate; he was also the religious head as well. He was in fact regarded as a divine person who, in himself, summed up the whole of the race… In him dwelt the divine spirit passed on to him from his forebears” (Hodgki n, 1975).

The Bini society was classified into two distinct classes: 1) the nobility [Adesotu], and 2) the commoner [Ighiotu]. The nobility was organized into three [03] groups of title holders:

• The Uzama

• The Eghaevbo n’ Ogbe [palace chiefs] and

• The Eghaevbo n’ ore [town chiefs]

The ordinary people too, most especially those within the city, were organized into a number of guilds. The guilds were professional groups of the common people. There were a number of them such as those of the carvers, brass-workers, blacksmiths, doctors, butchers, etc. These guilds, most especially those that lived in defined quarters in the kingdom, had a system of administration which was the same as that of the villages.

SELF-ASSESSMENT EXERCISE

Discuss the socio-political organization of the traditional Bini kingdom.

3.4 The Igbo

The Igbo people are best known for their segmentary or acephalous way of life. This is because from the ancient times, they had no centralized states. Consequently, they operated a kind of government without kings.

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The Igbo are grouped into five sub-cultures:

• The Igbo of the eastern Nigeria

• The Igbo of the South-eastern Nigeria

• The Igbo of the North-eastern Nigeria

• The Western Igbo and

• The Northern Igbo

Generally, the Igbo are predominantly farmers and traders. Despite some cultural diversity among them, they do share a common basic culture in their language with a cluster of dialects that are mutually intelligible. They also share a common political system based on decentralization of power and delegation of authority exercised by the holders of the staff of authority, the Ofo.

SELF-ASSESSMENT EXERCISE

1. Use your own words to characterize the Igbo people.

2. How many sub-cultures exist in Igbo society?

3.4.1 Origins of the Igbo

The origin of the Igbo people is as controversial as that of the Yoruba and the Bini. There are so many versions and it is very difficult to say which is the most acceptable.

• The Middle East Version

Some believe that the Igbo peoples migrated to their present location from either the North or the Middle-east.

• The Igboland Centred Version

Others believe that the Igbo people had been in their present abode from the beginning. Therefore, Igboland is the original homeland.

• The Nri Version

Professor M.A. Onwuejeogwu (2000) regards the Nri version as the only authentic version of origin in existence in the oral tradition of the Igbo. According to Nri version, the ancestor of the Igbo, Eri, descended from the sky and sailed down the River Anambra. When he arrived at Aguleri, he met some autochthonous group of people who had no living memory of

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their own and settled with them. As their population increased, some groups migrated to other parts of Igboland to establish their own settlements.

• The Awka or Orlu Version

Another tradition considered Awka or Orlu towns as the center of origin of the Igbo from where they dispersed to other areas.

• The Idah Version

Some groups such as the Umunri claim to have migrated to their present location from Idah.

• The Benin Version

The Onitsha and the Igbo on the other side of the River Niger [Delta Igbo], claim Benin origin.

• The Israeli Version

One of the most popular versions of the migratory stories of origin of the Igbo people is the one that points to Israel. This assumption is based on the so-called similarities between the cultures of the Igbo and the ancient Hebrew. Some Igbo scholars consider themselves as off-shoots of the lost tribes of the Hebrews who migrated southward.

You should remember that the Igbo society has always been known as acephalous. Moreover, there were very limited professional historians as at that period. There were no equivalents of Oba, and Alaafin or of palaces over most parts of Igboland. This is why it is very difficult to reconcile all these various versions.

SELF-ASSESSMENT EXERCISE

1. Discuss the Igbo origins.

2. Unlike the Yoruba and Bini, why are the versions of the origin of the Igbo more difficult to reconcile?

3.4.2 The Socio-Political Organization of the Igbo

Unlike other ethnic groups such as the Yoruba and the Bini, the Igbo people did not build any strong centralized states. This is mainly because Igbo society had always been fragmentary or acephalous. In traditional Igbo for instance, the village was the centre of government.

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This has been described as direct democracy. The village-centered administration implied that every linkage for instance, including all male adults in the village, participated in its political process.

• The Amala Oha

You should always remember that the socio-political organization of the traditional Igbo was fundamentally based either on the age grades or age and titled societies. Amala Oha was therefore a form of general assembly in traditional Igbo society. All the male adult members usually met in this assembly to perform legislative functions. In ancient times, the Amala Oha’s meetings were held in the open village square. All the decisions taken during those meetings were absolute and final. As a democratic society, the life of every individual was highly respected. More so, the recognition of an individual in the society was based on individual capability and age rather than family background. The elders formed the core of village administration. They were highly respected accordingly. Hardworking and wealthy individuals were respected and given important responsibilities in the society as well. The youth, middle age or able bodied men and elders constituted age-sets or age groups. You should remember that each age-set had its own special rights, duties, obligations and responsibilities in matters affecting the village.

SELF-ASSESSMENT EXERCISE

1. What do you understand by a segmentary or acephalous society?

2. The Igbo traditional society has been described as direct democracy. Why?

4.0 CONCLUSION

This unit has dealt with the Southern Nigeria peoples and their cultures particularly in pre-colonial times. The Yoruba, the Bini and the Igbo have been the main focus. It should be clear to you now that there is a kind of cultural shift from what happened to the traditional Yoruba, Bini and Igbo to what we witness today.

5.0 SUMMARY

In this unit, I introduced you to the Southern Nigerian peoples and their cultures in pre-colonial times. I discussed and analyzed the first three major ethnic groups of the Southern Nigeria: the Yoruba, the Bini and the Igbo. Therefore, at the end of this unit you are expected to be able to:

• identify the Yoruba

• identify the Bini

GST201 NIGERIAN PEOPLES AND CULTURE

• identify the Igbo

• discuss the origins of these Nigerian peoples.

• explain their traditional culture or way of life.

• explain their traditional socio-political organizations.

• identify the similarities and dissimilarities among them etc.

6.0 TUTOR-MARKED ASSIGNMENT

1. What do you know about the traditional Yoruba, Bini and Igbo peoples and cultures?

2. Discuss any similarity and dissimilarity among them.

7.0 REFERENCES/FURTHER READING

Afigbo, A. E. (1980). “Igboland before 1800”. In Ob aro Ikime, ed. Groundwork of Nigerian History. Ibadan: Heinemann Educational Books.

Akinjogbin, I. A. and E.A. Ayandele. (1980). “Yorub aland Up to 1800”. In Obaro Ikime, Ed. Groundwork of Nigerian History. Ibadan: Heinemann Educational Books.

Egharevba, J. U. (1960). A Short History of Benin. Ibadan: Ibadan University Press.

Hodgkin, T. (1975). Nigerian Perspective. London: Oxford University Press.

Igbafe, P.A. “Benin in the Pre-Colonial Era”. Tarik, Vol.5 No.1 (1974).

Johnson, S. (1950). History of the Yorubas. Lagos: C.M.S.

Nzemeke, A.D. and Erhagbe, E.O. (2002). (eds). Nigerian Peoples and Cultures (2nd Edition). Benin City: University of Benin.

Onwuejegwu, M.A. (2000). African Civilizations: Origin, Growth and

Development. Lagos: Uto Publications.

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UNIT 2 THE PEOPLES OF SOUTHERN NIGERIA AND THEIR CULTURE IN PRE-COLONIAL TIMES (PART II)

CONTENTS

1.0 Introduction

2.0 Objectives

3.0 Main Content

3.1 The Itsekiri

3.1.1 Origin of the Itsekiri People

3.1.2 The Socio-Political Organization of the Itsekiri

People

3.2 The Urhobo

3.2.1 Origin of the Urhobo People

3.2.2 The Socio-Political Organization of the Urhobo

People

3.3 The Ijaw

3.3.1 Origin of the Ijaw People

3.2.2 The Socio-Political Organization of the Ijaw People

4.0 Conclusion

5.0 Summary

6.0 Tutor-Marked Assignment

7.0 References/Further Reading

1.0 INTRODUCTION

This unit is the prolongation of the preceding one. Remember we are still discussing the People of Southern Nigeria and their Culture in Pre-Colonial times. In Unit 1, we dealt with the first three (03) major ethnic groups of Southern Nigeria. This present unit focuses on the last three (03) major ethnic groups of Southern Nigeria. These are: the Itsekiri, the Urhobo and the Ijaw.

2.0 OBJECTIVES

At the end of this unit, you should be able to:

• identify the Itsekiri

• identify the Urhobo

• identify the Ijaw

• discuss their origin

• explain their culture or way of life

• identify the similarities and dissimilarities among them.

GST201 NIGERIAN PEOPLES AND CULTURE

3.0 MAIN CONTENT

3.1 The Itsekiri

3.1.1 Origin of the Itsekiri People

Iginuwa is known as the man through whom the kingdom of Itsekiri is said to have been established. History tells us that Iginuwa was the son and heir apparent of Oba Olua of Benin in about 1473. You should remember that unlike the Yoruba, Bini and Igbo peoples, the Itsekiri do not have many versions of their origin. According to the Itsekiri tradition, Iginuwa at a time wrongly advised his father on a particular issue. The advice was so disastrous that Iginuwa became very unpopular to the extent that his people vowed never to let him succeed his father. When his father, Oba Olua, noticed the seriousness of the anger of his people against his son, he decided to arrange a kingdom outside Benin for him. This was according to him, the best way to avoid problems in his kingdom.

According to the tradition, Iginuwa was then sent with some chiefs and servants to an area by the sea to establish a kingdom of his own. On his arrival, Iginuwa met with some Ijaws who took him along with his followers by canoe to an Island where they finally settled. To most of the Itsekiri, this settlement is known as Itsekiri Kingdom till today.

SELF-ASSESSMENT EXERCISE

Discuss the Origin of the Itsekiri Kingdom.

3.1.2 The Socio-Political Organization of the Itsekiri People

The Kingdom Iginuwa founded was made up and is still made up of the Itsekiri, Ijaw and a good number of other elements. Ode Itsekiri is the capital. Other settlements such as the Forcados, Escravos and Benin Rivers surround the capital. The socio-political organization of the Itsekiri people was very close to that of Benin Kingdom. The Palace and titles for instance were modeled after that of Benin Kingdom. But in the Itsekiri case, the Kingdom was ruled rather by the Olu. He alone presided over a council known as Ojoye which was made up of seven nobles or title holders. The Olu combined in himself spiritual and temporal powers.

SELF-ASSESSMENT EXERCISE

The Socio- political organization of the Itsekiri Kingdom was similar to that of the Benin Kingdom. Discuss.

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3.2 The Urhobo

3.2.1 Origin of the Urhobo People

Unlike the Itsekiri, the Urhobo people have more than one version of their Origins.

• Ughelli, Aghara and Ogo Version

According to Ughelli, Aghara and Ogo, the Urhobo people originated from the Ijaw. To them, it is very difficult, if not impossible to culturally and historically differentiate the Urhobo from the Ijaw.

• Uwherun, Abraka, Agbon, Oogun and Olomu Version

To Uwherun, Abraka, Agbon, Oogun, Olomu and many others, the Urhobo people are the product of the Benin immigrants. According to them, it is very difficult if not impossible to historically and culturally differentiate the Urhobo people from the Bini.

SELF-ASSESSMENT EXERCISE

Use your own words to discuss the origin of the Urhobo People.

3.2.2 The Socio-Political Organization of the Urhobo People

Just like the Itsekiri, the Urhobo people are found in the Niger Delta region. However, unlike the Itsekiri, the Urhobo are fragmented and live in different places in the Niger Delta area. This may be the reason why the Urhobo people, unlike the Itsekiri and Benin, have never established

a single Kingdom. Socio-politically speaking, each Urhobo Village had its own traditional institution headed by a ruler (Ovie). Just like the Itsekiri, the socio-political organization of the Urhobo people was modeled after that of Benin Kingdom.

The Ovie for instance, had a court made of prominent individuals and titleholders. Moreover, just like in Igboland, the adult male members of the Urhobo society were divided into age sets corresponding with youth, middle age and elders. Of course, each of the age sets performed specific duties in the societies.

SELF-ASSESSMENT EXERCISE

Use your own words to discuss the socio-political organization of the Urhobo People.

GST201 NIGERIAN PEOPLES AND CULTURE

3.3 The Ijaw

3.3.2 Origin Of the Ijaw People

As one of the major ethnic groups in the Niger Delta region, the Ijaw people share almost the same stories of origin with their Itsekiri and Urhobo counterparts. That is to say there is no clear-cut demarcation on the history of the origin of the Ijaw from that of the Itsekiri and Urhobo.

SELF-ASSESSMENT EXERCISE

How can you characterize the origin of the Ijaw People?

3.3.2 The Socio-Political Organization of the Ijaw People

Socio-politically speaking, the traditional Ijaw did not develop any centralized system of government. For some scholars, this might be so because the Ijaw were scattered in small fishing settlements in the creeks of the River Niger. The “House System” characterize d Ijaw societies. Ijaw people were traders especially fishermen. The traditional major Ijaw states were Bonny, Kalabari, Ibrika, Opobo and Brass-Nembe.

SELF-ASSESSMENT EXERCISE

“The Socio-political Organization of the traditiona l Ijaw was unique.” Why?

4.0 CONCLUSION

This unit has dealt also with the Southern Nigerian Peoples and Culture Specifically in Pre-colonial times. The Itsekiri, the Urhobo and the Ijaw have been the main focus. It should be clear to you by now that the Itsekiri, the Urhobo and the Ijaw people are located in the Niger Delta region. You should also remember that although the Itsekiri, the Urhobo and the Ijaw people have many things in common, they do have notable differences as well. It is also obvious that there is a kind of socio-cultural shift from what happened to the traditional Itsekiri, the Urhobo and the Ijaw to what we witness today.

5.0 SUMMARY

In this unit, I introduced you to the Part II of the peoples of southern Nigeria and their culture in pre-colonial times. I discussed and analyzed the three last major ethnic groups of the Southern Nigeria. That is, the Itsekiri, the Urhobo and the Ijaw. Therefore, at the end of this unit you are expected to know:

GST201 MODULE 1

• identify the Itsekiri

• identify the Urhobo

• identify the Ijaw

• discuss their origins

• explain their traditional culture or way of life

• explain their traditional/ social-political organization

• explain the similarities and dissimilarities among them.

6.0 TUTOR-MARKED ASSIGNMENT

1 Discuss the Origins of the traditional Itsekiri, Urhobo and Ijaw.

2 Although the Itsekiri, Urhobo and Ijaw are all from the Niger Delta area, discuss what differentiates them.

7.0 REFERENCES/FURTHER READING

Ikime, Obaro (1980). “The People and Kingdoms of th e Delta Province.” In Obaro Ikime, (ed.) Groundwork of Nigeria History. Ibadan: Heinemann Educational Books.

Nzemeke, A.D and E.A. Erhagbe, (eds). (2002). Nigerian People and Cultures (2nd ed). Benin City: University of Benin.

Onwuejeogwu, M.A. (2002). African Civilizations: Origin, Growth and

Development. Lagos: Uto Publications.

GST201 NIGERIAN PEOPLES AND CULTURE

UNIT 3 THE PEOPLES OF NORTHERN NIGERIA AND THEIR CULTURE IN PRE-COLONIAL TIMES (PART I)

CONTENTS

1.0 Introduction

2.0 Objectives

3.0 Main Content

3.1 Major Ethnic Groups of Northern Nigeria

3.2 The Hausa

3.2.1 Origins of the Hausa

3.2.2 The Social-Political Organization of the Hausa

3.3 The Kanem-Bornu

3.3.1 Origins of the Kanem-Bornu

3.3.2 The Social-Political Organization of the

Kanem- Bornu

3.4 The Nupe

3.4.1 The Social-Political Organization of the Nupe

4.0 Conclusion

5.0 Summary

6.0 Tutor-Marked Assignment

7.0 References/Further Reading

1.0 INTRODUCTION

This study unit introduces you to the Part I of the Peoples of Northern Nigeria and their culture in pre-colonial times. It focuses on the first three major ethnic groups found in the Northern Nigeria namely: the Hausa, the Kanem-Bornu and the Nupe.

2.0 OBJECTIVES

At the end of this unit, you should be able to:

• identify the Hausa

• identify the Kanem-Bornu

• identify the Nupe

• discuss their origins

• explain their socio-political organization

• explain the similarities and dissimilarities among them.

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3.0 MAIN CONTENT

3.1 Major Ethnic Groups of Northern Nigeria

We can identify at least six (6) major ethnic groups in Northern Nigeria. These are the Hausa, the Kanem-Bornu, the Nupe, the Igala, the Jukun and the TIV. However, the first three ethic groups are the main concern of this study unit.

SELF-ASSESSMENT EXERCISE

Who are the major ethnic groups of Northern Nigeria that you know?

3.2 The Hausa/Fulani People

The Hausa people represent one of the important and politically dominant groups in Northern Nigeria. By the year 2000, the Hausa population was estimated at about twenty million. They are also one of the largest linguistic groups in the whole of Africa.

3.2.1 Origins of the Hausa

Just like other major ethnic groups in Nigeria, the Origin of the Hausa people is not very certain.

The Bayajida Version

Most scholars agree that the Bayajida story is the most authentic oral tradition in Hausaland that attempts to explain the origin of the Hausa states. According to the legend, Bayajida is believed to be the founder/hero of the Hausa states. He is also believed to have come from Baghdad to Kanem-Bornu and thence to Hausa land in present Nigeria. History tells us that Bayajida married the daughter of the Mai of Bornu by whom he had a son at Biran. After a while, Bayajida left Biran to Daura. While in Daura, he helped to kill a snake, which had for a long time prevented the people from taking water from a well. According to the legend, the queen of Daura was very impressed and decided to marry him. They later had a son named Bawo. Bawo had six (06) children who, together with Bayajida’s other son at Biran, are believed to have founded the original seven Hausa states referred to as the “Hausa Bokwoi.”

SELF-ASSESSMENT EXERCISE

What do you know about the origin of the Hausa?

GST201 NIGERIAN PEOPLES AND CULTURE

3.2.2 The Socio-Political Organization of the Hausa

The Sarki has always been known as the head of any typical Hausa state. He always works with a retinue of officials in a well-organized court. Sarkin Kasar, which means “ruler of the land ”, was the full title given to any effective and efficient head of Hausa State. The Sarkin Kasar combined both political and religious/spiritual functions. He was also the chief executive and judge of the State, but he was aided by a council of state.

At the district level, the government was modeled after that at the national level. You should also know that between 14th and 15th centuries, the socio-political organization of Hausa States took another shape. For instance, Islam was adopted and this gave birth to many new political institutions such as the offices of the Galadima, Madawaki, Magaji, Dogari, Yari Sarki and Sarki Yau. The Islamization of Hausaland also influenced its judicial system. The Sharia law started taking shape. Some new titles such as Alkali and Qadi’s (judges) became commonplace in the administration of justice.

SELF-ASSESSMENT EXERCISE

Use your own words to describe the socio-political organization of the traditional Hausa.

3.3 The Kanem-Bornu People

Kanuri is the language that unites all the Kanem-Bornu people.

3.3.1 Origin of the Kanem-Bornu People

Kanem-Bornu ethic group also has many versions of its origin. But all these versions are not certain. They are also known to have been exaggerated in the region North East of the Lake Chad.

The SO Version

Some scholars argue that the So people were the first settlers in Kanem-Bornu. According to them, the So had developed a sophisticated socio-political culture based on agriculture and the knowledge and use of iron technology. This happened long before the Zaghawa who later invaded the land.

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The Saif b. Dhiyazan Version

There is another tradition of the history of Kanem-Bornu, which attributes the foundation of Kanem-Bornu to the great Arab hero, Saif b. Dhiyazan. This happened between 9th and 10th centuries A.D. Yazan is also credited to have established the now famous Saifawa dynasty.

You should remember that the Saifawa dynasty was one of the longest ruling dynasties in the pre-colonial West African Sub-region.

SELF-ASSESSMENT EXERCISE

Discuss the origin of the Kanem-Bornu people.

3.3.2 The Socio-Political Organization of the Kanem-Bornu

It is very important to notice that the nucleus of the socio-political organization of the Kanem Bornu people was based on kinship. For instance, the Mai (king) was the highest authority in the political structure. His mother i.e. the Queen Mother or Magira was a very important and respected personage in the Kanem political structure as well. The King’s sister was also very important. She was to assist the King in the day-to-day administration of Kanem.

The “Nokena”

Besides the kinship oriented political system of the Kanem people, there was an imperial state council known as the council of the twelve, or the “Nokena”. The principal duty of the “Nokena” was to offer the king useful advice.

The Maini Kanendi

The Maini Kanendi was the chief judge of the State. He played a major role in the Kanem political structure. By his position, he was the Mai’s legal adviser as well.

The Army

In the traditional Kanem-Bornu, the army played a vital role in the administration. The army was very professional. It was divided strategically into two divisions: a home division and a bush garrison.

GST201 NIGERIAN PEOPLES AND CULTURE

The Titled Nobility

The titled nobility was another institution within the Kanem-Bornu political structure. They are known to have exercised tremendous influence in the state and were assigned fiefdoms to administer. The most important of these were Galadima, Kaigama, Yerima and Meshema.

The Servile Institution

The servile was made of slaves and eunuchs. They are known to be important in the administration of the state. They also held offices like “Mushemu”, “Yuroma” and Kachella”.

SELF-ASSESSMENT EXERCISE

Use your own words to discuss the socio political organizations of the Kanem- Bornu people.

3.4 The Nupe

Just like the Hausa/Fulani, the early history of the Nupe people is not much known. What you should remember is that the pre-colonial Nupe people and state developed in the region of the Niger and Benue valleys of the Nigerian Middle Belt. The Nupe state was located on the north bank of the Niger at its confluence with the River Kaduna. Nupeland was located at the cross roads of trade from Borno to Kano axis in the Northeast, as well as Yorubaland, Ganga and Benin in the Southwest. Gbara was its capital. It was located on the bank of the Kaduna River and was an important trading center as well. Gbara functioned as an entreport connecting Benin and Oyo trade with Nupe.

3.4.1 Origins of the Nupe People

Like any other ethnic group in Nigeria, the Nupe people also have various versions of origin.

The Nupe-Centred Version

Some scholars believe that the early Nupe people originated where they presently occupy.

The Egyptian Version

Other elites argue that the first peoples of the Nupe came from Egypt.

Therefore, Egypt was the origin of the Nupe people.

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The Idah Version

Tsoede or Edegi is considered by some Nupe people as the founder of their State. And, according to Nupe tradition, Tsoede might have arrived in the early 16th century from Idah. He (Trodede) is also believed to have had an Igala father and a Nupe mother.

The Igala Version

History tells us that the Nupe people had at a time paid allegiance and tribute to the Attah of the Igala state. To them, in the 16th century, a hero, an Idah Prince known as Tsoede re-established Nupe’s independence with himself as the “ETSU NUPE” king o f Nupeland.

SELF-ASSESSMENT EXERCISE

Discuss the origin of Nupe people.

3.4.2 The Socio-Political Organization of the Nupe People

The Etsu Nupe was known as the head of the Nupe Kingdom. He operated a two–level administration: central and pr ovincial. History tells us that the Etsu Nupe enjoyed a divine status and people worshipped and respected him. His word was law. But the Etsu Nupe was not always absolute because his power and actions were regulated by a body of traditions and taboos.

The Nobility

Besides the Etsu Nupe, there was a class of powerful gentlemen called nobility. Its main task was to help the king in carrying out his duties as leader. There were nobilities such as the Shaba, Kpotuh and Maku.

The Zitzu

In traditional Nupe land, each village was headed by the Zitzu. He was an appointee of the Etsu. The Zitzu was in turn assisted by a council of elders. The Zitzu always pays tribute to the Etsu in recognition of his authority.

SELF-ASSESSMENT EXERCISE

Use your own words to discuss the socio-political organization of the traditional Nupe.

GST201 NIGERIAN PEOPLES AND CULTURE

4.0 CONCLUSION

This study dealt with the peoples of Northern Nigeria and their culture in pre-colonial times. The Hausa, the Kanem–Bornu a nd the Nupe have been the main focus.

5.0 SUMMARY

In this study unit, I introduced you to the Part I of the Peoples of Northern Nigeria and their culture in pre-colonial times. I discussed and analyzed the three first major ethnic groups of Northern Nigeria: the Hausa, the Kanem-Bornu and the Nupe. Therefore at the end of this unit you are expected to:

identify the Hausa

identify the Kanem-Bornu

identify the Nupe

• discuss their origins

• explain their traditional culture or way of life

• explain their traditional socio-political organization

• identify the similarities and dissimilarities between them.

6.0 TUTOR-MARKED ASSIGNMENT

1. What do you know about the traditional Hausa, the Kanem-Bornu and the Nupe?

2. Can you find any similarities or dissimilarities between them?

7.0 REFERENCES/FURTHER READING

Adamu, Mahdi. (1978). The Hausa Factor in West African History.

Zaria: ABD Press.

Last, M. (1967). The Sokoto Caliphate. London: Longman Nig. Plc.

Nadel, S.F. (1955). A Black Byzantium: The Kingdom of Nupe in

Northern Nigeria. Oxford: Oxford University Press.

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UNIT 4 THE PEOPLES OF NORTHERN NIGERIA AND THEIR CULTURE IN PRE-COLONIAL TIMES (PART II)

CONTENTS

1.0 Introduction

2.0 Objectives

3.0 Main Content

3.1 The Igala

3.1.1 Origin of the Igala

3.1.2 The Social-Political Organization of the Igala

3.2 The Jukun

3.2.1 Origins of the Jukun

3.2.2 The Socio-Political Organization of the Jukun

3.3 The Tiv

3.3.1 The Origin of the Tiv

3.3.2 The Socio-Political Organization of the Tiv

4.0 Conclusion

5.0 Summary

6.0 Tutor-Marked Assignment

7.0 References/Further Reading

1.0 INTRODUCTION

This study unit introduces you to the part two of Northern Nigeria peoples and culture in pre-colonial times. It will focus only on the last three ethnic groups found in the Northern part of Nigeria namely, the Igala, the Jukun or Kwararafa and the Tiv.

2.0 OBJECTIVES

At the end of this unit, you should be able to:

• identify the Igala

• identify the Jukun or Kwararafa

• identify the Tiv

• discuss their origins;

• explain their socio-political organization

• explain the similarities and dissimilarities between them.

GST201 NIGERIAN PEOPLES AND CULTURE

3.0 MAIN CONTENT

3.1 The Igala

3.1.1 Origin of the Igala

Like any other ethnic group in Nigeria, the origin of the Igala people is not clear. However, Idah has always been known as the capital state of Igala people.

Abutu Eje Version

History tells us that Abutu Eje was the first personality to seriously contribute to the development or evolution of the Igala state. Abutu Eje sometimes identified as child reared by a leopard (Eje) or as a prince from Ado (Benin) or Apa (Wukari Jukun), was a foreigner. According to the legend, the sovereignty was transferred to him from an aboriginal population (the Okpoto).

Achadu Version

Some Igala elites attribute the emergence of their state to one Achadu. He is believed to have come from the Igbo country. He married the Attah and later became a patron (ritual husband) and the leader of the kingmakers (Igalla-mela).

The Yoruba Version

Some scholars also argue that the Igala are of a Yoruba extraction. Historical evidence exists to show that the territories of the Igala and some Yoruba speaking peoples had been contiguous.

SELF-ASSESSMENT EXERCISE

Use your own words to discuss the origin of the Igala people.

3.1.2 The Socio-Political Organization of the Igala

Ayagba or Idoko is best known as the ancestor to all the Attahs. He is also credited to have founded the present Igala dynasty. History tells us that he was the one who helped the Igala people to break away from the Jukun rule.

Politically speaking, each Igalla Mela was the head of any effective Igala territory. His administrative power was like that of the Uzama Nihiron of Benin or the Oyemisi of the Yoruba. The traditional Igala

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political structure was operated on two levels. There was the central and the provincial level of administration. The Attah was head of the centre. A council of chiefs and other officials assisted him in the local or provincial administration of the kingdom.

SELF-ASSESSMENT EXERCISE

What do you know about the socio-political organization of the traditional Igala people?

3.2 The Jukun (Kwararafa)

3.2.1 Origin of the Jukun

Again, like other ethnic groups in Nigeria, the origin of the Jukun people is not fixed. The Jukun are also known as the Kwararafa. They are believed to have occupied the area between the River Benue and the River Ibi in Gongola state. Wukari was also known as the principal town of the Jukun people, and it is in that town that their King resided. The Jukun State was large.

The Kano Chronicle Version

The Kano chronicle version was the most authentic source that could say something convincing about the Jukun history of origin. According to records from the Kano Chronicle, the Jukun people raided the Hausaland and Bornu in the sixteenth and seventeenth centuries. This shows that although the origin of the Jukun people was almost unknown, they were at least in existence before the sixteenth century or thereabouts.

SELF-ASSESSMENT EXERCISE

What do you know about the origin of the Jukun people?

3.2.2 The Socio-Political Organization of the Jukun

As said earlier, the Jukun state was certainly not a small state. This is one of the reasons why Jukun was seen as a confederation of peoples who recognized the religious supremacy of the AKU UKA. History tells us that by the end of the seventeenth century, the Jukun had been well established in the middle Benue region. The Jukun people operated a theocratic system of government. AKU UKA was the head of any effective Jukun state. He was believed to be spiritually appointed and was regarded as the representative of the gods on earth. Although AKU UKA was very powerful, his system of government was not despotic. He had no absolute power over his people. There were many ways of

GST201 NIGERIAN PEOPLES AND CULTURE

regulating his power. According to Jukun tradition, AKU UKA was judged, for instance, by his performance (result). Since he was the symbol of the Jukun existence, a good harvest could bring in more prestige while a bad harvest could result in serious calamity, and thereafter, his unpopularity and downfall. Also, there were many taboos which acted as checks on his royal power as well. Even as the head of the executive, legislative and judiciary, AKU UKA also ruled with the advice of his nobles and subjects. Public opinion was respected in Jukun pre-colonial administration.

Achuwo

He was the head of Aku Uka’s Council of nobles. He functioned as the Prime Minister. He was seconded by the Abo Zike, Kinda Achuwo and the Aku Nako. You should also remember that these nobles were representatives of their lineages as well.

SELF-ASSESSMENT EXERCISE

Use your own words to describe the socio-political organization of the traditional Jukun people.

3.3 The Tiv

P. Bohannan (1953) in his book The Tiv of Central Nigeria classifies the Tiv people as the largest single ethnic group in the middle Benue basin of Northern Nigeria. According to him, the southern and eastern portions of the Tiv country, also called “Ityough K iteragh”, lie among the foothills of the Cameroon highlands and the Sonkwalla or Sankwura hills of the Obudu hills territory. These regions are flanked by the Alago and Jukunized group on the North, the Basta and other Cameroon groups like the Undir and Iyon on the South and South –East, with the Jukun and Chamba to the West. Of course, they presently occupy the Tiv local government areas of Buraka, Gboko, Gwer, Gwer West, Gumu, Kwande, Katisina Ala, Konshisha, Vandeikya, Ukun, Ushonyo, and Mukurdi.

3.3.1 Origin of the Tiv

Needless to say again that the origin of the Tiv people is not certain. What we know about their origin came from oral traditions of myths and legends and theories of migration.

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Tiv Version

According to the Tiv oral tradition, it was Tiv, as a person, that founded the Tiv ethnic group of today. So, the word Tiv refers both to the language and founding father of the group.

Swem Version

Other traditions argue that earlier settlements of the ethnic group came from Swem down to their present location through Nwange and Ibinda, and this occurred between the sixteenth and seventeenth centuries.

SELF-ASSESSMENT EXERCISE

Discuss the origins of the traditional Tiv ethnic group.

3.3.2 The Socio-Political Organization of the Tiv

Again, P. Bohannan (1953) argues that the socio-political system of the traditional Tiv was very unique. It was a classic example of segmentary or largely decentralized system of government in pre-colonial and post-colonial Nigeria ever studied.

“Tsombor ”

“Tsombor” was the name of the family group and was the largest recognized entity as well.

“Mbavessen” (Elder)

Mbavessen or elder was the head of a unit. You should remember that in Tiv traditional system, each family group was in turn divided into smaller units.

You should also remember that the Tiv attached much importance to the spirit of brotherhood and mutual relations because of the belief that all of them were from one father and therefore from one lineage. For Bohannan (1953) the Tiv socio-political structure “ was so simple that it was difficult to understand.” According to him, Tiv society was very much segmented. It was a hierarchical society. It started with the individual at the lowest level, the family, the extended family, the kindred, and through clan to Tiv, i.e. the whole tribe. In Tiv society, more than in any other Nigerian ethnic group, genealogical affiliation was very strong. Even today, in traditional Tiv society, it is upon this kind of genealogical framework of hierarchy that kinship relationship is organized.

GST201 NIGERIAN PEOPLES AND CULTURE

SELF-ASSESSMENT EXERCISE

Discuss the socio-political organization of the traditional Tiv.

4.0 CONCLUSION

This study unit has dealt with the Northern Nigerian peoples and culture particularly in pre-colonial times. The Igala, Kwararafa and Tiv have been the main focus.

5.0 SUMMARY

In this study unit, I introduced you to the Part II of the peoples Northern Nigeria and their culture in pre-colonial times. I discussed and analyzed the last three major ethic groups of the Northern Nigeria, that is the Igala, the Kwararafa or Jukun and the Tiv. Therefore, at the end of this unit, you are expected to know who are

• The Igala

• The Jukun or Kwararafa

• The Tiv

• Discuss their origins

• Understand their traditional culture or way of life.

• Understand their traditional socio-political organization

• Know the similarities and dissimilarities among them; etc

6.0 TUTOR-MARKED ASSIGNMENT

1. What do you know about the traditional Igala, Jukun and Tiv?

2. Can you find any similarities or dissimilarities between them?

7.0 REFERENCES/FURTHER READING

Afigbo, A.E. (ed.). (1987). The Igbo and Their Neighbours. Ibadan: UI Press.

Boahen, A.A. (1966). Topics in West African History. London:

Longman Nig. Plc.

Bohannan, P. (1969). The Tiv of Central Nigeria. London: Laura.

Onwuejoegwu, M.A. (2000). African Civilizations: Origin, Growth and

Development. Lagos: Uto Publications.

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UNIT 5 THE DYNAMICS OF THE EVOLUTION OF NIGERIA AS APOLITICAL UNIT

CONTENTS

1.0 Introduction

2.0 Objectives

3.0 Main Content

3.1 The British and the Creation of Nigeria

3.1.1 The Trans-Atlantic Slave Trade

3.1.2 The Period of Legitimate Commerce

3.2 The Amalgamation Processes

3.2.1 May 1906 Amalgamation

3.2.2 Some Consequences of the Amalgamation

3.3 Nigerian People and the Colonial Predicament

3.3.1 The Nigerian Nationalism

3.3.2 Nigerian Independence and the Constitutions

3.3.3 Is Nigeria a Vital Political Unit?

4.0 Conclusion

5.0 Summary

6.0 Tutor-Marked Assignment

7.0 References/Further Reading

1.0 INTRODUCTION

This study unit intends to introduce you to the dynamics of the evolution of Nigeria as a political unit. It will focus mainly on the different stages Nigeria as a country passed through especially under the British colonial masters.

2.0 OBJECTIVES

At the end of this unit, you should be able to:

• state with accuracy when Nigeria as a country became independent sovereign nation and later became a Republic

• state who the first Europeans to arrive Nigeria

• explain the constitution of the British in the creation of Nigeria

• explain the about the Nigerian nationalism

• identify some major problems left by the colonialists

• explain if Nigeria as a country is a vital political unit.

GST201 NIGERIAN PEOPLES AND CULTURE

3.0 MAIN CONTENT

3.1 The British and the Creation of Nigeria

You should know that the British who have often been credited with the creation of Nigeria were not the first Europeans to land in Nigeria. The Portuguese were the first Europeans to arrive Nigeria through Bini Kingdom. According to Hodgkin: “the second half of the century (fifteenth) saw the arrival of the first Europeans in Benin, the Portuguese Ruy de Sequeira in 1472 in Ewuare’s reign and Alfonzo de Aviero in 1484 in Ozolua’s reign”.

3.1.1 The Trans-Atlantic Slave Trade

The Trans-Atlantic slave trade was the unfortunate channel that first put the British in contact with Nigeria. The trade got to maturity in the 16th century. For close to three centuries, coastal Nigeria’s relations with the British were dominated by the trans-Atlantic slave trade. But in the early decade of the 19th century, the British decided to abolish the trans-Atlantic slave trade. They did so through the operations of the British West African Naval Squadron. You should know that it is tautological to say that the trade was very damaging to Africa in general and Nigeria in particular.

3.1.2 The Period of Legitimate Commerce

After three centuries of shameful slave trade came the so-called period of legitimate commerce. Of course, this was another golden opportunity for the Europeans to get more directly involved in the affairs of the African States. Europeans first introduced the “Gun -boat” politics. To them, this was important because some “erring” Afri can states were threatened with attack and in some cases, were actually attacked. It was under the umbrella of such happenings that the British first formally annexed Nigerian territory. In 1861, they took Lagos as a colony. But, the bulk of Nigerian territory was occupied in the late 19th century. This happened through dubious treaties that were signed with some Nigerian potentates, and through military conquest of states and deportation of their rulers. Despite the resistance of some brave and courageous Nigerians such as Jaja of Opobo, Nana of Itsekiri, Ovonramwen of Benin and Attahiru of Sokoto, they could not stop the British usurpation of their independence and authority.

SELF-ASSESSMENT EXERCISE

Discuss the relationship between the creation of Nigeria and the British colonial rule.

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3.2 The Amalgamation Processes

Before the year 1900, all the different parts of Nigeria conquered by the British were still under their original administration. But by 1900, the whole Nigeria was under the responsibility of the British Colonial Office.

3.2.1 May 1906 Amalgamation

The May 1906 amalgamation is known as the first ever amalgamation of the British in Nigeria. British government amalgamated Lagos colony and protectorate with the protectorate of Southern Nigeria to form the new colony and protectorate of Southern Nigeria. You should know that since the whole Nigeria was under the responsibility of the British government they did not bother to seek the views of Nigerians in the two territories as to whether or not they supported the amalgamation. Besides, Tamuno (1980) observes that the primary aim of the 1906 amalgamation was purely economic, that is, “to use the better financial position of the protectorate of Southern Nigerian to cover the costs of administration and development in the financially weak colony and protectorate of Lagos, then saddled with the white elephant of a railway in need of extension since 1901”.

3.2.2 January 1914 Amalgamation

The second amalgamation was that of 1914. In January 1914, the British government amalgamated Northern and Southern Nigeria. The principal reason for this is the same as that of May 1906. The Northern protectorate was not as economically buoyant as the colony and protectorate of Southern Nigeria. That was why, for the British imperial offices, since the Southern trade was booming, amalgamation would allow the surpluses acquired in the south to be used in the North, and this was expected to reduce British Treasury responsibility. Sir Frederick Lugard (later became Lord) is best known as the father of the “January 1914” amalgamation.

3.2.3 Some Consequences of the Amalgamation

It can be argued that even if the initial intention of the amalgamation process was to make of Nigeria a political unit, it did practically fail. According to Hatch (1970) the amalgamation of Nigeria was carried out with many unanswered questions such as:

What would be the effect of uniting the Fulani emirates – with their comparatively static, traditionalist outlook – with the thrusting, competitive, individualistic society of the south, now acquiring

GST201 NIGERIAN PEOPLES AND CULTURE

knowledge from a growing number of mission schools, which were making available an expanding clerical class? How would societies that only a few years earlier had been rival and often hostile states live together under one administration? Should they form a single nation? If so, how could a single allegiance be created? In any case, what was the central objective of British policy? Was it to build an empire permanently subordinate to Britain, to act as a trustee for some shadowy African future, or to encourage a natural spirit leading to ultimate self-government?” (p.55)

Today, it is obvious that the tragedy of Nigeria’s history and its people is not so much to be found in the diversity of these groups that were brought together under amalgamation. Rather, the real tragedy is that British colonial policy in Nigeria after amalgamation tended to be divisive and isolationist in terms of keeping the peoples of the two main protectorates separate. For instance, while the 1914 amalgamation gave the northern and southern provinces a common political head in the person of Lugard, no uniform style of administration developed in either group of provinces. Despite the amalgamation of 1914, Nigeria still operated as a federation of two groups of provinces between 1914 and 1939. Later on April 1, 1939, the British government split the former Southern provinces into Eastern and Western provinces. This tripartite division of Nigeria remained well into the independence period, until 1963 when the Mid Western region was created, and the Northern Region was split for the first time in 1967.

SELF-ASSESSMENT EXERCISE

What role did the amalgamations play in the evolution of Nigeria as a political unit?

3.3 Nigerian Peoples and the Colonial Predicament

You should always remember that colonial rule was forcibly imposed on the people of Nigeria. As stated earlier, colonial intention has never been for the benefit of Nigerian people. It was exploitative and this engendered protests from prominent Nigerians. The pursuit of economic goals was their catalyst. The British were busy looking for cheap raw materials and creating markets for the sale of their finished products. In doing that, their objectives became clear: they pursued policies which in their entire ramification were geared towards the economic, political and social benefits of the British overlords.

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3.3.1 The Nigerian Nationalism

It is obvious that the British colonial rule alienated Nigerians at different levels. Nigerians became foreigners in their own country! For instance, it became very difficult, if not impossible, for them to effectively participate in both the economic and governmental processes of their own country. The immediate result to such unfortunate situation was the birth of Nigerian nationalism. Like in other parts of Africa, some brave Nigerians stood up and decided to champion the cause for reforms in the system. The Nigerian nationalism was welcome both in the country and abroad. Three major trends characterized the strength of nationalistic spirit:

a. The peoples protest against the colonial system in their desire to alter the existing colonial system so that they could benefit from it,

b. The activities of black diasporas in the New World- the Americas such as Marcus J. Garvey and Wilmot Blyden who were exponents of the dignity of the African person, and

c. The presence of an articulate class of Nigerian elites who through their acquisition of western education were in the vanguard of those agitating for change in the status quo.

“The West African Pilot” and Garvey’s “the Negro Wo rld”

These are the most prominent newspapers that contributed seriously to the emergence of Nigerian nationalism. Besides, some other factors also contributed to the Nigerian nationalism: the development of political parties, and the election of the labour party in Britain with its anti-colonialism agenda. Nigeria became independent on October 1st 1960.

The Nigerian Youth Movement (NYM)

This movement is best known as the “first true nati onalist organization” that emerged in Nigeria in 1936. It was headed by Samuel Akinsanya, H.O Davies, Ernest Ikoli and Dr. J.C Vaughan. Dr. Nnamdi Azikiwe and Chief Obafemi Awolowo later joined the movement in 1937.

The National Council of Nigeria and the Cameroon’s

This movement was created on 26th August 1944. It was headed by Herbert Macaulay as president and Dr. Nnamdi Azikiwe as its secretary. In 1945, the movement made one of its aims very clear: “to achieve internal self-government for Nigeria whereby the people of Nigeria and the Cameroons under British mandate shall exercise executive, legislative and judicial power”.

GST201 NIGERIAN PEOPLES AND CULTURE

The Igbo domination within the party brought in a feeling of resentment. The true nationalist spirit started giving way to “ tribal interest”. On this note, the Action Group (AG) was founded in 1948 by Obafemi Awolowo to defend the interest of the Yoruba. A year later (1949) the Northern peoples Congress (NPC) was formed by Mallam Aminu Kano and Mallam Abubakar Tafawa Balewa to defend the interests of the Northerners.

There is no doubt that the establishment of these tribal oriented political organizations turned out to be strong centrifugal forces against Nigerian unity. According to Olusanya (1980:568) “with the f ormation of the AG and the NPC, ethnic nationalism and regional divisions triumphed over the forces of unity in Nigerian politics.”

3.3.2 Nigerian Independence and Constitutions

The final declaration of the Nigerian independence on October 1st 1960 was also the result of the major constitutions namely:

• The Richards Constitution of 1946

• The McPherson constitution of 1951, and

• The Lyttleton Constitution of 1954

The 1954 Constitution

The McPherson constitution was the most comprehensive and did not live long. The need for its revision became necessary. The revision led to the promulgation of the Lyttleton Constitution of 1954 that remains the cornerstone of the Nigerian constitution till date. The 1954 constitution established a federal system of government for Nigeria. It is also believed that the 1954 constitution marked the end of nationalist struggle for independence. You should also remember that even when Nigeria attained her independence, there were still deep fissures within the structure. Ethnicism and tribalism were the most prominent, along with the feeling of marginalization by minority groups in different areas.

3.3.3 Is Nigeria a Vital Political Unit?

Bearing the socio-historical evolution of Nigeria in mind, the question whether Nigeria is a real political unit cannot receive a complete “no” or “yes” answer. The answer will depend on the person’ s angle of analysis. For some scholars, the Federation of Nigeria is a mistake. They argue that Nigeria is a conglomerate of various ethnic groups. And, during the pre-colonial period those ethnic groups never interrelated. So it was futile to put such people together. Therefore, the unity of Nigeria is just a mere concept or a slogan.

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Although there are some elements of truth in this thesis, some scholars still argue the opposite. According to Ikime (1985) and Ajayi and Alagoa (1980) Nigeria can be seen as a real political unit. They argue that there were fruitful inter-group relations between the people of Nigeria before colonial rule. They also argue that the common experience of colonial rule buy the peoples of Nigeria provided good grounds for building a nation. This was also the case with the British thirteen America Colonies that later formed the United States of America with their declaration of independence in 1776.

SELF-ASSESSMENT EXERCISE

Nigeria is not a vital political unit. Discuss.

4.0 CONCLUSION

This study dealt with the socio-historical analysis of the evolution of Nigeria as a political unit. We have seen how the dynamics of such evolution passed through different stages mostly engineered by British colonial masters.

5.0 SUMMARY

In this study unit I introduced you to the knowledge of the different stages of the evolution of Nigeria as a political unit. Therefore, at the end of this unit you are expected to:

• mention the first Europeans to arrive Nigeria

• state the contribution of the British in the creation of Nigeria

• explain about the different amalgamations that occurred in Nigeria

• explain about the Nigerian nationalism

• identify some unanswered questions left by the colonialists

• state if Nigeria is a vital political unit, etc

6.0 TUTOR-MARKED ASSIGNMENT

1. Use your own words to discuss the evolution of Nigeria as a political unit.

2. Is Nigeria a vital political unit?

GST201 NIGERIAN PEOPLES AND CULTURE

7.0 REFERENCES/FURTHER READING

Coleman, James (1965). Nigeria: Background to Nationalism. Los

Angeles: University of California Press.

Dudley, B. (1982). An Introduction to Nigerian Government and Politics. Bloomington: Indiana University Press.

Hatch, John (1970). Nigeria: A History. London: Heinemann.

GST201 MODULE 2

MODULE 2

INTRODUCTION

This module is made up of four study units (see below). However, you should always remember that although the study units are autonomous they are interconnected as well. The overall aim/purpose of this module is to identify, describe and analyze some of the important characteristics of the major culture areas of Nigeria.

Unit 1 The Culture Area of the Niger Delta Region of Nigeria

Unit 2 The Culture Area of the Rain Forest Region of Nigeria

Unit 3 The Culture Area of the Guinea Savanna Region of Nigeria

Unit 4 The Culture Area of the Sudan Savanna Region of Nigeria

UNIT 1 THE CULTURE AREA OF THE NIGER DELTA REGION OF NIGERIA

CONTENTS

1.0 Introduction

2.0 Objectives

3.0 Main Content

3.1 Who are the Niger Delta People?

3.2 The Socio-Political Organization of the Niger Delta

People

3.2 The Religion Beliefs of the Niger Delta People.

3.3 The Arts of the Niger Delta People

4.0 Conclusion

5.0 Summary

6.0 Tutor-Marked Assignment

7.0 References/Further Reading

1.0 INTRODUCTION

This study unit introduces you to the culture of the Niger Delta Region of Nigeria. The emphasis will be mainly on the knowledge of who the Niger Delta people are, their socio-political organization, religious beliefs and their arts.

GST201 NIGERIAN PEOPLES AND CULTURE

2.0 OBJECTIVES

At the end of this unit, you should be able to:

• state who the Niger Delta people are

• discuss about their ecology

• explain their socio-political organization

• mention their religion beliefs

• explain their arts.

3.0 MAIN CONTENT

3.1 Who are the Niger Delta People?

The Ijaw, the Ndoki, the Odual, the Isoko, the Urhobo, the Abual and the Itsekiri are generally called the Niger Delta people. Geographically speaking, the Niger Delta Region is that area of Nigeria which begins from the immediate South of Edo and Igbo lands to the Atlantic Ocean, ranging from the South-East of Yorubaland to certain parts of the Efik and the Ibibio areas. The different ethnic groups that constitute Niger Delta Region are generally described as minorities. Although most of these ethnic groups belong to the Kwa language family, only the Urhobo and the Isoko people speak the same language. Fishing is the major occupation for those that live entirely within the mangrove and fresh water areas. Those located in the immediate hinterland combine fishing with the cultivation of root crops. The recent stage of their culture history shows the Urhobo as great traders while the communities of Itsekiri, Bonny and Opobo have established themselves as the middlemen of the oil trade.

SELF-ASSESSMENT EXERCISE

Who are the Niger Delta people?

3.2 The Socio-Political Organization of the Niger Delta People

The socio-political organization of the Niger Delta people is strongly established on the basis of village groups or clans. The Itsekiri constitute the only exception. Many ethnic groups of the Niger Delta Region rely on their dialects and are eager to develop them. This is especially the case in the Urhobo area.

History tells us that the Ijaw have over forty village groupings, the Urhobo, twenty-two; Isoko, sixteen, etc. You should remember that each

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of these groupings has its political institutions and autonomy. In the past, these groupings could enter into war against one another. It is recorded that in the past, some of these groupings rose to the status of kingdoms, a number of which have fairly long histories. History also tells us that unlike the Edo, the Yoruba and the Igbo, the people of the Niger Delta Region have never been builders of empires. And they have never nurtured any great ambition to dominate others. Indeed, the most common political trait of the Niger Delta people is the democratic republican spirit and the basic political unit is the village. The clan or village group is a confederation, and the whole of the ethnic group is something merely of a cultural community. It is recorded that in the Niger Delta Region, the Itsekiri represents the only kingdom that does not have to grapple with the political problems arising from internal fragmentation, multiple dialects and so forth.

SELF-ASSESSMENT EXERCISE

Use your own words to describe the socio-political organization of the Niger Delta Region.

3.3 The Religious Beliefs of the Niger Delta People

Despite the varieties of different ethnic groups in the Niger Delta Region, it is striking to note that they all believe in the existence of a Supreme God. For instance, in Isoko and Urhobo, the Supreme God is called Oghene while the Ijaw call him Tamara or Egbesu. The Supreme God is called Oritsenebuwe or Oriste in Itsekiri.

However, the Niger Delta people have and believe in many deities. The prominent ones are gods and goddesses of the waters. Olokun also called Umalokun or “mami water” is the most general ly known goddess in the Niger Delta region. “Mami water” is well kno wn as the bride of the seas. Any genuine Niger Delta person considers waters, that is, the rivers, the creeks, the lakes and especially the Atlantic Ocean itself, as cities populated by not only fishes but also whole communities of deities and water spirits. You should also know that witchcraft belief is very pronounced in the Niger Delta region. Consequently, ritual ways of dealing with ritual-related issues abound. It is also recorded that it is the belief in witchcraft and the question of how to solve it that speeded the establishment and the rise of “Igbo” religious grou ps especially in Urhobo and Isoko areas. You should also remember that in the Niger Delta region, the Ijaw are best known as professional masseurs and physiotherapists, but they know next to nothing about magic, divination and herbalism.

GST201 NIGERIAN PEOPLES AND CULTURE

SELF-ASSESSMENT EXERCISE

What do you know about the religious beliefs of the Niger Delta people?

3.4 The Arts of the Niger Delta People

Unlike the Yoruba, the Igbo and especially the Bini, the Niger Delta people are not famous for great works of art. Perhaps their ecological limitations did not encourage such artistic orientation. Nevertheless, this does not mean that Niger Delta people do not know anything about arts and crafts. Of course, the ecological situation of the region does not favour certain crafts and skills such as iron smelting, bronze works, the manufacture of glass beads, the terra cotta tradition and the textile industry, etc. However, the Niger Delta people are rather professional in the domains of canoe making, salt production, ceramics, etc. Besides, the Ijaw, the Itsekiri, the Urhobo and the Isoko have proved their best skills in the oil palm production technology. History also tells us that cloth weaving in the Aboh area diffused to parts of Isoko and Urhobo areas.

Also music and dance constitute an immense contribution of the Niger Delta region to the overall heritage of the Nigeria nation. It is recorded that most of these dances and music have formed the cultural background of some of the young dancers and musicians of today. It is well known that the late Rex Lawson had derived much of his inspiration from his native Kalabari Ijaw music. This is also true of Okupa in Isokoland, Sally Young and Mike Okri in the Ukhuokori and Ughelli areas of Urhoboland.

SELF-ASSESSMENT EXERCISE

Use your own words to discuss the arts of the Niger Delta region.

4.0 CONCLUSION

This unit has dealt with the analysis and understanding of the culture area of the Niger Delta region of Nigeria.

5.0 SUMMARY

At the end of the discussion of the culture area of the Niger Delta region of Nigeria, you are expected to:

• state with confidence who the Niger Delta people are;

• discuss about their origins;

• discuss about their socio-political organization;

GST201 MODULE 2

• discuss their religious beliefs; and

• discuss about their arts.

6.0 TUTOR-MARKED ASSIGNMENT

Who are the Niger Delta people and what characterize them?

7.0 REFERENCES/FURTHER READING

Alagoa, E.J. (1972). A History of Niger Delta. Ibadan: I.U.P.

Alagoa, E.J. (1988). “The Ijo of the Niger Delta.” In Andah, B.W. and I. Okpobo, (eds). Some Nigerian Peoples. Ibadan: WAJA Editorial Board, pp1- 20.

Ikime, O. (1972). The Isoko People. Ibadan: Ibadan University Press.

Otite, O. (1982). The Urhobo People. Ibadan: Heinemann Educational Books.

GST201 NIGERIAN PEOPLES AND CULTURE

UNIT 2 THE CULTURE AREA OF THE RAIN FOREST REGION OF NIGERIA

CONTENTS

1.0 Introduction

2.0 Objectives

3.0 Main Content

3.1 Who are the Inhabitants of the Rain Forest Region of

Nigeria?

3.2 The Socio-Political Organization of the Rain Forest People

of Nigeria

3.3 The Arts of the Rain Forest People of Nigeria

3.4 Religious Beliefs of the Rain Forest People of Nigeria

4.0 Conclusion

5.0 Summary

6.0 Tutor-Marked Assignment

7.0 References/Further Reading

1.0 INTRODUCTION

This study unit introduces you to the culture of the Rain Forest Region of Nigeria. It focuses mainly on the knowledge of who the forest people of Nigeria are, their socio-political organization, religious beliefs and their arts.

2.0 OBJECTIVES

At the end of this unit, you should be able to:

• characterize the culture area of the Rain Forest People of Nigeria

• discuss their socio-political organization

• disuss about their religious beliefs

• discuss their arts .

3.0 MAIN CONTENT

3.1 Who are the Inhabitants of the Rain Forest Region of Nigeria?

First of all, the cultures of the Rain Forest Region of Nigeria can be easily categorized into four main groups, namely, the Yoruba, the Western Igbo, the Eastern Igbo and the Edoid. The Yoruba group is located in the Western part of the region stretching across the border of Benin Republic with incursion into Togo as well. The Eastern and

GST201 MODULE 2

Western Igbo sub cultures occupy a vast area along the River Niger. The Edoid culture group which includes Bini, Esan, Etsako, Igarra, Owan, etc., is located in between the Yoruba and the Igbo. The eastern part of Igboland to the Cameroonian border is occupied by the Yakur, Ekoi, Ibibio,Anang, Bokyi, Ejaghan, Bekwara and others.

SELF-ASSESSMENT EXERCISE

Who are the inhabitants of the Rain Forest region of Nigeria?

3.2 The Socio-Political Organization of the Rain Forest People

You should always remember that there is no common pattern of socio-political organization among the people living in the rain forest region. Nevertheless, some cultures are similar to others. Based on similarities and dissimilarities of culture among the rain forest people, we can retain at least two broad tendencies as far as their socio-political organization is concerned. The first tendency is what we may call Village democracies and the second is the monarchical states. The Igbo people, some communities of the east, and the Northern communities of the Edoid, fall under the first tendency, while the Yoruba and the Bini belong to the second category.

a. Village Democracy

The Igbo people are well known for it. In every Igboland, the village constitutes the basic unit of political organization. Villages are made up of lineages which are regarded as something similar to component states. Every lineage is headed by an Okpara, the oldest male member. He is the link between his people and the ancestors. He also controls the Ofo that symbolizes justice and authority. Anybody that can make meaningful contribution during general meetings is welcome irrespective of sex and age. When there are serious disputes or matters requiring crucial and careful decisions, the Okpara calls a general meeting of the adult members of the lineage. It is the same process at the village level. In Igboland, a number of villages that claim a common primordial ancestry constitute a village group or town. [See Module 1, Unit 2].

b. Monarchical States [See module 1, unit 3]

Monarchy is the second major tendency of the Rain Forest people. It is best represented by the Yoruba. Contrary to the Igbo, the town is rather the basic political unit in the Yoruba culture area. The town is made up of lineages, organized in order of seniority determined by the order of settlement. The leadership in every lineage in Yorubaland is hereditary.

GST201 NIGERIAN PEOPLES AND CULTURE

The leader of the founder lineage assumes the headship of the town. The Baale is the head of the town. He is also called Oba when crowned king. His duty is to conduct the administration of the town in consultation with the various lineage chiefs. At the local level, the town is divided into wards. The ward chief is called Ijoye, Adugbo or Olorin itun. Wards are also made up of compounds which are headed by the eldest man called Baale.

In the traditional Yoruba politics, there was a distinction between judicial and legislative powers. There was rather a kind of hierarchy of powers. For instance, we have three judicial levels represented by the court of the Oba, the Ijoye and the Baale. The Oba’s court is the court of last appeal.

SELF-ASSESSMENT EXERCISE

Discuss the socio-political organization of the rain forest people.

3.3 The Arts of the Rain Forest People

The Rain Forest people are best known for their highly sophisticated artistic traditions and skills. They are unbeatable in the science of metallurgy especially iron smelting and black smithing. Communities such as Ife, Nkwere, Awka, Abiriba and Oyo have iron smelting as their major business. In the Rain Forest of Nigeria, terra cotta figurines of very high artistic qualities have been found in several parts in the Igbo, the Ibibio, the Edo and the Yoruba lands. Ibibioland and her neighbours constitute the reservoir of great masks most of which are objects of deep religious meaning and symbolism. There is also an appreciable level of textile work in the whole of the rain forest region, particularly in Yoruba and Esan lands.

SELF-ASSESSMENT EXERCISE

What are the major artistic works of the Rain Forest people of Nigeria?

3.4 The Religious Beliefs of the Rain Forest People

Just like the Niger Deltans, the Rain Forest people are religious as well. They also share a general belief in the existence of a Supreme God. Although God is supremely the same, he is differently called according to the various cultures. For instance, in Yorubaland, God is called Olodumare or Olorun. Among the Benin he is called Osanobua. The Esan call him Osenebua and the Etsako call him Oghena. The Igbo call God Chukwu or sometimes Obasi while He is Abasi among the Ibibio, and so forth. Almost all the various cultures of the Rain Forest region of

GST201 MODULE 2

Nigeria consider the Supreme God as the Creator of the whole universe. To them, God has unlimited powers and He is also benevolent and punitive. His residence is somewhere in space in the direction of the sky. This is one of the reasons why He hardly gets involved directly in the affairs of men. The people of the Rain Forest are more concerned with their deities who are closer to them than God Himself. The most powerful of these lesser deities are Orisa in Yorubaland, Alusi in Igbo and Ebo in Edoland. The attachment to deities is so powerful that in the Ife area, for instance, as many as 2001 deities are said to exist and only 25 days in the calendar year are free from official religious activities devoted to them. There are lesser deities in Yorubaland in than Igboland but all of them are powerful. Sango, Ogun, Sopono, Olokun, Obatala, Obalefun, Orunmila, Orisanla, Yemoo and Oluorogbo are some few powerful deities in Yorubaland, while Amadaiaha or Amadiora, Idemili, Igwe, Ana or Ani are some powerful Igbo deities.

It is important to note that the general philosophy behind the religious spirit of the Rain Forest people is the search for good health, long life, blessing in terms of children and wealth, and general protection against misfortune and evil influences. Of course, they want all these in exchange for constant worship and purity of heart. In their own understanding, failure to worship or make sacrifices to these supernatural forces may make them withdraw their protection and blessing. Unlike in the Niger Delta region, witchcraft belief, especially in most of Igboland, is not of paramount importance.

SELF-ASSESSMENT EXERCISE

Use your own words to discuss the religious beliefs of the rain forest people.

4.0 CONCLUSION

This unit dealt with the analysis and understanding of the culture area of the Rain Forest region of Nigeria. We have focused mainly on their socio-political organization, their religious beliefs and their arts.

5.0 SUMMARY

Having discussed the culture area of the rain forest region of Nigeria, you are expected to:

• state who the inhabitants of that region are

• discuss their socio-political organization

• explain about their religious beliefs

• discuss their arts .

GST201 NIGERIAN PEOPLES AND CULTURE

6.0 TUTOR-MARKED ASSIGNMENT

Who are the rain forest people?

7.0 REFERENCES/FURTHER READING

Egharevba, J.U. (1968). A Short History of Benin. Ibadan: Ibadan University Press.

Fadipe, N. (1970). The Sociology of the Yoruba. Ibadan: Ibadan University Press.

Onwuejeogwu, M.A. (1972). “An Outline Account of t he Dawn of Igbo Civilization in the Igbo Culture Area.” Journal of the Odinani Museum Vol. No.1 pp15-56.

Onwuejeogwu, M.A. (1975). The Social Anthropology of Africa.

Ibadan: Heinemann Educational Books.

GST201 MODULE 2

UNIT 3 THE CULTURE AREA OF THE GUINEA SAVANNA REGION OF NIGERIA

CONTENTS

1.0 Introduction

2.0 Objectives

3.0 Main Content

3.1 Who are the Guinea Savanna People?

3.2 The Socio-Political Organization of the Guinea Savanna

People of Nigeria

3.3 The Economy of the Guinea Savanna People

3.4 The Religious Beliefs of the Guinea Savanna People

4.0 Conclusion

5.0 Summary

6.0 Tutor-Marked Assignment

7.0 References/Further Reading

1.0 INTRODUCTION

This study unit introduces you to the culture of the Guinea Savanna people of Nigeria. It focuses mainly on the knowledge of who the Guinea Savanna people are their socio-political organization, their economy and religious beliefs.

2.0 OBJECTIVES

At the end of this unit, you should be able to:

• characterize the culture area of the Guinea savanna people of Nigeria

• discuss their socio-political organization

• explain about their economy

• discuss their religious beliefs etc.

3.0 MAIN CONTENT

3.1 Who are the Guinea Savanna People?

To begin with, the Guinea Savanna Region is known as the home of an overwhelming majority of Nigeria’s cultural or ethnic groups. The four major states of Adamawa, Nasarawa, Plateau and Taraba, which constitute over fifty per cent of the cultures of Nigeria, fall under this region. The Middle Belt (sometimes called Kasashen Bauchi) is also part of this region. It covers the Idoma, the Ebira, the Igala and the

GST201 NIGERIAN PEOPLES AND CULTURE

whole of Zaria communities to the South. It shares the border with Cameroon in the East and with the Republic of Benin in the West. There is even a general tendency to believe that about seventy per cent of the peoples and cultures of Nigeria are found in the Guinea Savanna region. Apart from some large groups such as the Tiv, the Gwari and the Nupe, groups within the Savanna region are generally known for their small size. It is difficult to find groups with more than a thousand souls. Such groups are the Mumuye, the Jukun, the Anok, the Kakanda, the Birom, the Higgi, the Jirai, the Ichen, the Kaka, the Chokobo, the Fyer, the Bassa, the Tikar, the Vergo, the Afizere, the Kambari, the Koro, the Anaguta, the Gade, the Shamo, the Anagas, the Vomni, the Lakk, the Jero, the Tangale, the Zaranda, the Limoro, the Rubu, the Amo, the Kurama, the Holma, the Mbula, the Lau, the Chamo, etc. You should remember that most of these groups claim origin of Hausa or Jukun ancestors.

SELF-ASSESSMENT EXERCISE

Use your own words to characterize the Guinea Savanna people of Nigeria.

3.2 The Socio-Political Organization of the Guinea Savanna People

You should always remember that the socio-political organization of the Guinea Savanna people is very different from that of the Rain Forest people known for their large monarchies and great empires. History shows that before the rise of emirates along with their jihads in the early nineteenth century and the advent of warrant chiefs, as part of the colonial political arrangements, the Guinea Savanna people were never used to the culture of centralized government. Only few ethnic groups such as the Igala, the Nupe and the Jukun hand developed elaborate monarchical structures dating back to antiquity. But these few cases cannot be compared with the majority of the groups within the region that do not have monarchical structures.

The Guinea Savanna people have always been known for their petty chiefdoms or village or lineage-based democracy. Some prominent groups such as the Ebira, Idoma, Tiv, and Birom have ultimately formalized the institution of the so-called “Royal Highnesses” with jurisdiction covering the whole ethnic group.

However, some ethnic groups in the Guinea Savanna region have been paying allegiance to the Sultan who has spiritual and political control of the greater part of the region.

GST201 MODULE 2

SELF-ASSESSMENT EXERCISE

Discuss the socio-political organization of the Guinea Savanna people of Nigeria.

3.3 The Economy of the Guinea Savanna Region of Nigeria

Farming is the major economic preoccupation of the people of the Guinea Savanna region. Yam is the most cultivated. The Nupe, the Koto and the Tiv constitute what is called the “West Afr ican yam belt”. Among the other ethnic groups of the region, the primary crop is guinea corn and millet. They also cultivate cassava but not in abundance. Yam cultivation is largely men’s business. In the Guinea Savanna region there is land for everybody and fertility of the land there is exceptional. Even the hilly terrains of the Adamawa, Jos and Bauchi plateaux still produce enough food.

In the Guinea Savanna region land belongs to the community or lineage and not to individuals. Coincidentally, Nigeria’s two major rivers, the Niger and the Benue, together with their several tributaries, flow through this region and provide ample opportunity for professional fishing. It is recorded that apart from Jos where the bulk of the tin being produced is in the hands of women, generally women of the Guinea Savanna region are not used to commerce.

SELF-ASSESSMENT EXERCISE

Discuss the economy of the Guinea Savanna region of Nigeria.

3.4 The Religious Beliefs of the Guinea Savanna People

The structure of the religious beliefs in the Guinea Savanna region is different from that of the Delta and the Rain Forest. For instance, the Yoruba of Ife have developed a kind of extensive pantheons which we cannot find in the Guinea Savanna region. Nevertheless, as it is the case in the Niger Delta, the Rain Forest, there is a general belief in the existence of Supreme God in the Guinea Savanna region as well. But you should remember that although the belief in a Supreme God is general in that region, He is differently called according to the ethnic groups. Among the Kurama, for instance, God is called Ashili or Bakashili. Among the Tiv, he is known as Aondo while the Rukuba call him Katakuru. Among the Gwari He is called Shekoki, Shesha, Esse, Sheko or Soko. The Nupe call him Soko. He is known as Agwatana among the Busa. He is called Owo or Owoico among the Idoma. The Kadara call him Onum. He is known as Shido or Chido among the Jukun, and Hinegba or Ihinegba among the Ebira, etc. The people of the

GST201 NIGERIAN PEOPLES AND CULTURE

Guinea Savanna region also believe in other forces such as astral spirits. The Igala, the Jukun and the Tiv are well known for their strong belief in witchcraft, magic and sorcery. It is recorded that the political significance of the groups aforementioned derives from their powerful attachment to ritual and magic. The political system of this group, especially the Jukun, is sometimes described as theocratic. You should also remember that in Tiv ethnic group only men are believed to be witches, while the witches of the Nupe and Gwari are almost invariably women.

It is also very important to note that the Guinea Savanna region is the most representative of religious balance in Nigeria. It is in this region more than anywhere, that we find an excellent rapprochement and cohabitation between Islam and Christianity. It is even recorded that in the Guinea Savanna region members of the same household can belong to either faith and still remains brothers. Therefore, this region represents the best hope for religious tolerance in Nigeria.

SELF-ASSESSMENT EXERCISE

Not all ethnic groups in the Guinea Savanna region of Nigeria believe in magic and witchcraft”. Discuss.

4.0 CONCLUSION

This study unit has dealt with the analysis and understanding of culture area of the Guinea savanna region of Nigeria. We have focused mainly on their characteristics, their socio-political organization, their economy and religions beliefs.

5.0 SUMMARY

Having discussed the culture area of the Guinea Savanna Region of

Nigeria, you are expected to:

• identify who the people of that region

• discuss their socio-political organization

• explain their economy

• discuss their religious beliefs etc.

6.0 TUTOR-MARKED ASSIGNMENT

The Guinea Savanna region of Nigeria is the home of religious tolerance in Nigeria. Discuss.

GST201 MODULE 2

7.0 REFERENCES/FURTHER READING

Ityavyar, D.A. (1992). The Changing Socio-Economic Role of Tiv Women. Jos: J.U.P.

Obafemi, A. (1980). “States and Peoples of the Nige r-Benue Confluence Area.” In O. Ikime, (ed). Groundwork of Nigerian History. Ibadan: Heinemann, 1980, pp 144-164.

Otite, O. (1990). Ethnic Pluration and Ethnicity in Nigeria. Ibadan:

Shaneson.

GST201 NIGERIAN PEOPLES AND CULTURE

UNIT 4 THE CULTURE AREA OF THE SUDAN SAVANNA REGION OF NIGERIA

CONTENTS

1.0 Introduction

2.0 Objectives

3.0 Main Content

3.1 The People of the Sudan Savanna Region of Nigeria

3.2 The Socio-Political Organization of the Sudan Savanna People of Nigeria

3.3 The Economy of the Sudan Savanna People

3.4 Who are the Fulani?

4.0 Conclusion

5.0 Summary

6.0 Tutor-Marked Assignment

7.0 References/Further Reading

1.0 INTRODUCTION

This study unit introduces you to the culture area of the Sudan Savanna region of Nigeria. Our focus will be mainly on the knowledge of the major ethnic groups of that region, their socio-political organization, their economy etc.

2.0 OBJECTIVES

At the end of this unit, you should be able to:

• state what characterizes the Sudan Savanna region of Nigeria

• mention the major ethnic groups of the region

• discuss the people’s economy

• discuss their socio-political organization etc.

3.0 MAIN CONTENT

3.1 The People of the Sudan Savanna Region of Nigeria

Just like in the Rain Forest and Guinea Savanna Regions, the Sudan Savanna Region of Nigeria is also made up of some tiny little cultures. Besides, there are the Kanuri and Hausa which constitute the major cultural groups of the Sudan Savanna. You should also remember that Hausa is Nigeria’s largest cultural group. According to history, Daura is the original home of the Hausa people. History also tells us that the seven original Hausa states of Daura, Kano, Zaria [Zazzau], Kakaina,

GST201 MODULE 2

Rano, Biram and Gobir were founded by the children of a certain Bawo, son of a certain migrant Prince of Baghdad, variously called Abuyezid or Abuyazidu or Bayajidda. It is recorded that Daura, the mother of Bayajidda, was the youngest of five grand daughters of a fugitive Canaanite, named Najb. So, the Bayajidda myth represents the mirror of a historical period in which the formation of states began in Hausaland. Today, the Hausa people of Nigeria are mostly concentrated in Kano, Jigawa, Kaduna, Katsina, Sokoto, Kebbi and Zamfara states.

Most Hausa communities have also settled in the neighboring Niger Republic. Besides, Hausa people are widespread over a large area of the central Sudan. This is mostly due to religious, political and economic activities. The Hausa language is also widespread. It is recorded that not only is Hausa language classified under the Chadic subgroup of the Afro-Asiatic or Hamito-Semitic family, it is also spoken over a very wide area by so many nationalities. The Hausa Language is the lingua franca of the whole of the so called former Northern Region of Nigeria. Amazingly, it is recorded that seventy-five per cent of Hausa speakers are non-Hausa. The language is spoken in the whole of Sudan Savanna area.

SELF-ASSESSMENT EXERCISE

Who are the people of the Sudan Savanna Region of Nigeria?

3.2.1 The Socio-Political Organization of the Sudan Savanna Region

As stated earlier, Hausa people are the most representative of the people of the Sudan Savanna region. This is the reason why in these sections we will always refer to them. The social and political organization of the Hausa people is founded on strict status differentiation. We have the Sarakuna [the chiefs] and the Masu Sarauta. The Sarakuna are at the top of the hierarchy, while the Masu Sarauta are holders of offices. Those who hold hereditary offices constitute the sub class of Masu Saruata Na Asali while those who hold offices of allegiance form the Masu Sarauta Na Cafka, and they constitute the middle class. There is the third class called Talakawa. It is made up of farmers, petty civil servants, craftsmen, traders, etc.

You should also remember that almost every Hausa territory is organized into city-states with fairly large capitals and several village communities. The administration of a Hausa state is carried out at five levels: the Jama’a, the Kaukya, the Unguwoyi, the Gidajoi or Gundumomi and the Birni. The Jama’a represents the smallest operative political unit while Birni constitutes the largest.

GST201 NIGERIAN PEOPLES AND CULTURE

The patron-client network is what we usually find in Hausaland. Their socio-political process is organized in such a way that the focus of action is on some defined central figure to whom many others are attached as subordinates or clients, and whose interest he represents and protects. The so-called clients are seen as being socially and politically immature or minor, and are therefore unable to deal directly with the next higher authority. It is recorded that active sense of hierarchy and authority is reflected, not only among the migrant Hausa colonies all over the Central Sudan, but also among the professional organizations. You should always remember that every Hausa migrant community has the equivalent of the patron leader called Sarkin Hausawa, just as we have among the professional guilds Sarkin Makera of the black smiths, the Sarkin Mukada or simply Makada of the drummers, the Sankira of the praise singers, the Sarkin Alaru of the head porters, the Imam of the mallams, etc. (Adamu, 1978).

SELF-ASSESSMENT EXERCISE

Use your own words to discuss the socio-political organization of the Sudan Savanna people of Nigeria.

3.3 The Economy of the Sudan Savanna People

Farming, industry and commerce constitute the three major components of Hausa economy. Guinea corn, millet, maize and beans are the main agricultural crops you easily find in Hausaland. Hausa agriculture has always been at the forefront of Nigerian economy. For instance, in the year 1970, the Sudan Savanna area accounted for some ninety-two per cent of the total guinea corn output in Nigeria. It is also recorded that it is among the Hausa that we have found a culture of irrigation before the era of the river basins in Nigeria.

With regard to industry, Hausa people are known for the making of craft products such as leather works, blacksmithing, sculpture, perfumes and several textile wares. They are also famous in commerce. It is recorded that up till date, the Hausa remain one of Africa’s foremost merchants. Some even argue that it was commerce of the Trans Saharan trade that mostly accounted for the rise of the great Habe kingdoms of Kano, Katsina, Zaria and Gobir. The Hausa also hold the monopoly of the kolanut trade, especially in the Yoruba area of the Rain Forest region and those parts of the Sudan and Sahel. They also champion the distribution of a wide range of food items, household goods, as well as repairs of broken metal ware over almost the whole of Nigeria.

Following the client-patron pattern in Hausa politics, the bulk of economic production is in the hands of the Talakawa. But the

GST201 MODULE 2

Sarakuna and Musa Sarauta have a number of Talakawa they entrust with economic production on their behalf. You should also remember that division of labour in Hausaland is gendered. For instance, the sector of petty production, such as the preparation of meals and snacks, retail sales of grains, spinning, etc., is considered a female domain while production of crafts such, as blacksmithing as well as long distance trade, is mostly male affair.

You should always note that the gendered division of labour in Hausaland has, nevertheless, given some unusual power to their women. Hausa women, more than in any other ethnic group, enjoy enormous economic freedom. They are free to run their private business and enjoy absolute control over their income. History tells us that Hausa culture provides that a wife is justified to claim a fee for labour rendered to a husband in the process of economic production. It is even recorded that some Hausa women are far richer than their husbands.

SELF-ASSESSMENT EXERCISE

Use your own words to characterize the economy of the Sudan Savanna people.

3.4 Who are the Fulani?

Beside the Hausa, the Fulani are one of the major ethnic groups in the Sudan Savanna region of Nigeria. The Fulani call themselves Fulbe and they speak Fulfulde. However, Wolof people call them “ Peul” and the Bambara address them as “ Fula”. In the Chad Basin they are called

“ Felaata” while in Nigeria they are known as “ Fulani”. Their language is mixed with various dialects among the communities of Senegal, Futa Jalon, the upper and middle Niger region, Northern and North-Western Nigeria, the Adamawa Highlands and Bagimiri. The Fulani have no distinct territory. Although not the largest ethnic group in Africa, they are best known as the most widely distributed group in the whole of the African continent. Most of the time, they constitute a numerical minority among the peoples with whom they dwell. This is especially the case in Hausaland. Today, Fulani communities are found in Senegal, Gambia, Guinea, Guinea Bissau, Mali, Benin, Nigeria, Cameroon, Central Africa Republic, etc., but Senegal is believed to be the original home of the Fulani in the Western Sudan. In Nigeria, Fulani are mostly settled among the Hausa of Sokoto, Katsina, Kano, Bornu, Bauchi as well as in the Jos Plateau and Adamawa Highlands. Thus, the name “ Hausa Fulani,” is the result of the symbiotic relations between Hausa and Fulani.

GST201 NIGERIAN PEOPLES AND CULTURE

You should also remember that there are two broad categories of the Fulani: the Pastoral or cattle Fulani and the settled or Fulani Gidan.

The pastoral or cattle Fulani have no permanent settlements. They are best known as the greatest nomads of Africa. They are found mostly in the hilly regions of the Savanna belt. They own large herds of cows and that is what counts most to them. As for the settled or Fulani Gidan, they are mostly located around Hausa capitals. They cannot do without cows as well. You should know that the main occupation of the Fulani, be it the pastoral or the settled, is cattle rearing. Islam is the religion of the Fulani, but the pastoral Fulani combine Islam with the Pre-Islamic religious practices of their ancestors.

SELF-ASSESSMENT EXERCISE

Who are the Fulani?

4.0 CONCLUSION

This study unit dealt with the analysis and understanding of the culture area of the Sudan Savanna region of Nigeria, especially the knowledge of its people, their socio-political organization, their economy, etc.

5.0 SUMMARY

In this unit, I introduced you to the culture area of the Sudan Savanna region of Nigeria. I analyzed and discussed the major ethnic groups of the region, their characteristics, their socio-political organization, their economy, etc.

Therefore, at the end of this unit you are expected to:

• state what characterizes the Sudan Savanna region of Nigeria

• mention the major ethnic groups of the region

• discuss their economy

• discuss their socio-political organization etc.

6.0 TUTOR-MARKED ASSIGNMENT

Use your own words to discuss the major ethnic groups of the Sudan Savanna region of Nigeria.

GST201 MODULE 2

7.0 REFERENCES/FURTHER READING

Abukar, S. (1980). “Peoples of the Upper Benue Basi n and Bauchi Plateau before 1800.” In O. Ikime, (ed). Groundwork of Nigeria History. Ibadan: Heinemann, 1980, pp165-186.

Adamu, M. (1978). The Hausa Factor in West African History. Zaria:

ABU Press.

Agboola, S. A. (1979). An Agricultural Atlas of Nigeria. London:

O.U.P.

Stenning, D.J. “The Pastoral Fulani of Northern Nig eria.” In J.L. Gibbs, (ed). People of Africa. N.Y: Holt, Rinehart and Winston, 1978, pp 203-244.

GST201 NIGERIAN PEOPLES AND CULTURE

MODULE 3

INTRODUCTION

This module is made up of five (05) study units [see below]. However, you should always bear in mind that although the study units are autonomous they are interconnected as well. The over all aim/purpose of this module two (02) is to help you understand and have a sound knowledge of the concepts of functional Education, National Economy, Religion, Social Justice and Rights of citizens in Nigeria.

Unit 1 A Historical Analysis of Education and National Development in Nigeria

Unit 2 A Historical Analysis of Economy and National Development in Nigeria

Unit 3 A Historical Analysis of Religion and National Development in Nigeria

Unit 4 A Historical Analysis of Moral and Socio-Political Rights of Citizens in Nigeria

Unit 5 A Historical Analysis of Social Justice and National Development in Nigeria

UNIT 1 A HISTORICAL ANALYSIS OF EDUCATION AND NATIONAL DEVELOPMENT IN NIGERIA

CONTENTS

1.0 Introduction

2.0 Objectives

3.0 Main Content

3.1 Education and National Development in History

3.2 Education and National Development in Nigeria

3.2.1 Stage 1: Nigerian Education in Pre-Colonial Times

3.2.2 Stage II: Nigerian Education after Independence

3.3 The 1969 National Conference on Education

3.4 Is Nigerian Educational System a Failure?

3.4.1 The “No” Answer

3.4.2 The “Yes” Answer

3.5 Which Way Forward?

4.0 Conclusion

5.0 Summary

6.0 Tutor-Marked Assignment

7.0 References/Further Reading

GST201 MODULE 3

1.0 INTRODUCTION

This study unit introduces you to the relationship between education and national development from a historical perspective. It will focus mainly on the evolution of the Nigerian educational system from pre-colonial times to the year 2000.

2.0 OBJECTIVES

At the end of this unit, you should be able to:

• explain what education actually means

• describe the historical tie between education and National development;

• discuss the Nigerian educational system before and after independence; and

• evaluate the Nigerian educational system of today etc.

3.0 MAIN CONTENT

3.1 Education and National Development in History

You should always remember that the strong relationship between education and development cannot be overemphasized. We can even say with confidence that education is to a nation what the mind is to the body. This is not only true for Nigeria alone but is a fact worldwide.

Even in ancient Greece, best known as the cradle of Western scholarship, education was the backbone or a searchlight boomed on society. In ancient Greece, for instance, education was a standard bearer and a blender of minds, behaviour and cherished values. Greek social order and institutions were centered on the philosophy of great educationists of the kind of Socrates, Plato and Aristotle. However, education also followed the life cycle system. Onovbaydedo (1995) puts it better in this way: the journey of reason and western learning from the ancient; through the classical to the modern world are both eventful and chequered. They were “exorcised” by the medieval Ch urch of perceived traces of heresy and tinted with Christianity. They experienced a rebirth in the Renaissance of the 15th and 16th centuries and in turn gave birth to the Enlightenment in which educational structures were modernized. Even in Europe, although modern educationist forms were taken a field by the missionaries and various agents of imperialism, they nonetheless successfully engendered the industrial revolution and breath-taking development. But what happened in the Nigerian case?

GST201 NIGERIAN PEOPLES AND CULTURE

SELF-ASSESSMENT EXERCISE

Use your own words to describe the historical link between education and national development of Nigeria.

3.2 Education and National Development in Nigeria

It is obvious that the type and level of education have to be in line with the needs of society. History tells us that this world-wide fact is not in line with the Nigerian situation.

SELF-ASSESSMENT EXERCISE

Discuss the relationship between education and national development in Nigeria.

3.2.1 Stage 1: Nigerian Education in Pre-Colonial Times

In pre-colonial era, most Nigerian communities were small, largely rural and self- sufficient. Not only that the system of education was informal and non-literate, it was not specialized at all. Education in colonial Nigeria was nothing more than schooling. Before independence, Nigerians were schooled to accept the society designed for them by the colonialists. This seriously contradicts Jane F. Doyle’s understanding of education. According to her, education must engender in the individual a disposition of personal autonomy, responsibility and a mastery of relevant forms of life, thought and action. A good education should be free from moral indoctrination, but rich in moral training. Education indefensibly becomes indoctrination when a person is indoctrinated under the pretence of being educated (Doyle 1973).

SELF-ASSESSMENT EXERCISE

How would you describe Nigerian education in pre-colonial times?

3.2.2 Stage 2: Nigerian Education after Independence

As stated earlier, the type and level of education have to be in line with the needs of the society. So as soon as Nigeria became independent, the functional inadequacies of education in the nation’s schools became glaring as well. As a Republic, Nigerian government became a complex and a complicated one. Therefore, the need to fashion out an educational system that would fit the new mood and the development needs of the nation became obvious and pressing. For instance, the government needed a good number of qualified individuals in almost every sector.

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SELF-ASSESSMENT EXERCISE

Describe the Nigerian education system after independence.

3.3 The 1969 National Conference on Education

The year 1969 witnessed the first independent National Educational Conference on curriculum development in Nigeria. The Nigerian Educational Council organized it. The overall aim of the conference was to set a new policy of education for Nigeria. For that reason, it was not limited only to experts and professionals. It was a conference of the people of Nigeria. It was made up of representatives drawn from a cross-section of interest groups such as trade unions, farmers unions, religious bodies, women’s organizations, teachers association, university teachers and administrators, professional organizations and ministry officials. One of the conference’s main tasks was to review old goals and identify new national goals for Nigerian’s education. The findings and decision of the 1969 conference became the cornerstone in the formulation of a national policy on education in 1977. These are some basic tenets:

• The inculcation of the right type of values and attitudes for the survival of the individual and the Nigerian society;

• The training of the mind in the understanding of the world around; and

• The acquisition of appropriate skills, abilities both mental and physical as equipment for the individual to live in and contribute to the development of his society.

The success of the national policy on education of 1977 was unprecedented. Available statistics indicate a tremendous expansion in the country’s educational system both in terms of number and variety of relevant institutions.

According to Imogie (1999), the enrolments in schools as at December 1996 were as follows:

• 37 universities with a student enrolment of 236, 261

• Specialized technological institutions with enrolment of about 2,161 students

• 45 polytechnics with student enrolment of 140, 953 students

• 62 colleges of education with a total student enrolment of 89, 242

• 7,222 secondary and technical schools with student population of

4,503,552

• 48, 242 primary schools with a total enrolment of 16,761,519

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SELF-ASSESSMENT EXERCISE

Discuss the 1969 National conference on education.

3.4 Is Nigerian Education System a Failure?

The answer to this question from a historical perspective cannot be a fixed one. History, being a process, some scholars advocate the “no” answer while others advocate the “yes” option.

SELF-ASSESSMENT EXERCISE

Is the Nigerian education system a failure?

3.4.1 The “No” Answer Primary and Secondary Levels

In 1976, the Nigerian government introduced the Universal Basic Education Programme (UBE). This favoured the increase of the number of schools along with an impressive increase in enrolment. By December 1996, primary schools enrolment figure was about 17 million. In the south and parts of the middle-belt regions, over 90 percent enrolment of children of school age was recorded (Imogie 1999). But according to Imogie, enrolment and transition rate from primary to secondary schools was still very low in a country with a population of over 100 million people as at that time.

The Tertiary Level

In 1981, the tertiary education witnessed a tremendous improvement with the adoption of the 6-3-3-4 system. This system was the making of Shagari’s administration. The main aim was to train Nigerians that would lead the country on the part of industrial and technological advancement. The 6-3-3-4 system was very much welcomed by many Nigerian scholars. To accomplish this goal, the government decided to increase the Federal Universities from 13 to 21 out of which nine Universities of Technologies were established and located in the main geo-political zones.

SELF-ASSESSMENT EXERCISE

Discuss the “No” answer of the question: “Is the Ni gerian education system a failure”?

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3.4.2 The “Yes” Answer

For some scholars, the Nigerian educational system has been a failure. They claim that the theoretical frame under which these programmes were cultivated was perfect on paper but the government lacked the will, the ways and the materials to see them through. At least two reasons have been put forward by them.

The Cultural Conflict

According to G.N. U Uzoigwe (1989), “one of the dom inant factors that slows down the growth and productivity of the Nigerian education system is the persistent conflict between foreign intellectual traditions and the African tradition. The result is that the educated Nigerian is thrown into the morass of moral and intellectual confusion. He has neither assimilated the Christian or Islamic traditions fully nor abandoned the Nigerian varied traditions.

The Nigerian Factor

According to the scholars of the “Yes” answer, one of the major reasons for the failure of the Nigeria Education system is that of the “Nigerian factors”. It is unfortunate that many of those who established the Nigerian educational facilities did it for monetary purpose. The end-use of these facilities had never been their intention. They were concerned only with accruable monetary rewards through fat contract settlements. The consequences nowadays are the production of graduates who carry certificates without the knowledge. They constitute a great danger to the society. Indeed, they have acquired nothing and they have nothing to lose.

SELF-ASSESSMENT EXERCISE

Discuss the “Yes” answer of the question: “Is the N igerian education system a failure”?

3.5 Which Way Forward?

As seen earlier, it is not easy to say with accuracy the exact period when the standard of education started to decline in Nigeria. It is also obvious that there have been some successes and failures. Since failure seems to be higher than successes, my aim in this section is to see what to do about it. These following are some policies the Nigerian education system needs to pursue:

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• Private schools should regain their autonomy

• Government-owned schools should be privatized

• The government should content itself solely with education policy making

• Government policies must be made to ensure that the well-known paradigms for measuring school standards are maintained.

• Government should carry out a clean inventory of existing and private schools with the view to separating the chaffs from the seeds.

SELF-ASSESSMENT EXERCISE

Do you have any recommendation for the Nigerian education system?

4.0 CONCLUSION

This study dealt with the analysis and understanding of the relationship between education and national development in Nigeria. The historical perspectives have been the main focus.

5.0 SUMMARY

In this study unit, I introduced you to the analysis and understanding of the relationship between education and national development in Nigeria from a historical point of view. Therefore, at the end of this unit, you are expected to:

• explain what education actually means

• describe the historical tie between education and national development in Nigeria.

• discuss the Nigerian educational system before and after independence

• evaluate the Nigerian educational system of today etc.

6.0 TUTOR-MARKED ASSIGNMENT

Discuss this statement: “The type and level of educ ation have to be in line with the needs of society”.

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7.0 REFERENCES/FURTHER READING

Elvin, H.L. (1968). Education and Contemporary Society. London.

Fafunwa, A.B. (1974). History of Education in Nigeria. London.

Imogie, A.I. “Nigerian Education System and the Fut ure of our Children.” A Lecture delivered at the 1999 Oba Aken zua II Memorial Lecture organized by the University of Benin Alumni Association, Benin-City.

Onovbayedo, O.A. “The Missing Link between Educatio n and Development in Nigeria: Trauma in the History of an Evolving Nation.” Proceedings of 5 th Annual Conference of H.T.A.N College of Education, 1995.

Uzoigwe, G.N. “History and Democracy in Nigeria”. P residential Inaugural Lecture delivered at the 34th Congress of the Historical Society of Nigeria at the University of Benin, Benin City on 16th May, 1989.

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UNIT 2 A HISTORICAL ANALYSIS OF ECONOMY AND NATIONAL DEVELOPMENT IN NIGERIA

CONTENTS

1.0 Introduction

2.0 Objectives

3.0 Main Content

3.1 Overview of the National Economy of Nigeria

3.2 The Structure of Economic Activities in Nigeria

3.3 Is Nigeria Economically Self-Reliant?

3.4 Major Problems of the Nigerian Economy

3.5 Some Solutions to the Nigerian Economy

3.5.1 Sani Abacha 2010 Vision

4.0 Conclusion

5.0 Summary

6.0 Tutor-Marked Assignment

7.0 References/Further Reading

1.0 INTRODUCTION

This study unit introduces you to the relationship between economy and national development. The main focus is on the development of Nigeria’s economy from pre-colonial times down to the year 2000.

2.0 OBJECTIVES

At the end of this unit, you should able to:

• explain about the evolution of the Nigerian economy

• describe the relationship between economy and National development

• discuss the Nigerian economic system before and after independence

• evaluate the Nigerian economic system of today; etc.

3.0 MAIN CONTENT

3.1 Overview of the National Economy of Nigeria

Before independence, Nigeria could be called a powerful economic nation. Here is a country made up of land covering 98.321 million hectares of which about 74.036 million hectares are arable. Nigeria was also one of the leading countries in agriculture, thanks to the good

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quality of its soil, good heat and adequate moisture. But what still remains of immense importance to the Nigerian economy is her huge population. And the Nigerian population has the record to increase astronomically. Only between 1952 and 1991, the Nigerian population increased from 31.1 million to 88.5 million. Currently, population estimates put Nigeria’s figure at 140 million (2006). In 1990 the World Bank ranked Nigeria the seventh most populous country in the world, after China, India, USA, Indonesia, Brazil and Japan.

Before independence, agriculture accounted for over fifty percent of the Gross Domestic Product (G.D.P) of Nigeria. Again about three quarters of the Nigerian population were engaged fully either in agriculture or agriculture-related activities. Cedar, Iroko and walnut are very much found in the mangrove and rain forest. Within the Savannah, cocoa, rubber, palm produce, kola nut and arable crops such as yam, cassava, maize and citrus are generated. It is also easier in the Nigeria’s grassland to raise cattle and other dairy products. This is also true with the cultivation of grains like guinea corn, millet, rice, cotton, groundnuts, beans and other leguminous crops.

Besides agriculture, there are some very important mineral deposits as well. These mineral deposits are scattered almost all over the country. In the West for instance, we have the alluvial gold deposits, while there is tin in the North. The east is the centre of coal. Edo/Delta, Rivers, Imo/Abia and Cross River/Akwa-Ibom States share the lion’s part of petroleum products. Iron, brass and bronze are found in Lokoja. Although scattered, limestone, kaolin, diatomite and clay are found in abundance in Nigeria.

SELF-ASSESSMENT EXERCISE

Use your own words to describe the Nigerian Economy before independence.

3.2 The Structure of Economic Activities in Nigeria

Although most Nigerians are engaged in agriculture or agriculture-related activities, economists say there are at least eighteen activity sectors of the Nigerian economy. These include agriculture, livestock, forestry, fishing, crude petroleum, mining and quarrying, manufacturing, utilities, building and construction, transport, communication, wholesale and retail trade, hotels and restaurants, finance and insurance, real estate and business service, housing, producers of government services, and community, social and personal services. As already mentioned, agricultural activities are spread all over the federation. In the year 1960 or thereabouts, agriculture absorbed over 75 percent of the work force

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while industry and other sectors together employed the rest. Therefore in contributing to the Nigerian GDP, agriculture was the leading sector. With respect to that, Nigeria enjoyed the modest tag of a middle-income country. However, from the period 1980 till date, GNP per capita dropped. This situation, coupled with the deteriorating social services, continuous high rates of inflation, declining productivity and high rates of unemployment, have made the average Nigerian poor by all standards.

SELF-ASSESSMENT EXERCISE

What are the sectors of the Nigerian economy that you know?

3.3 Is Nigeria Economically Self-Reliant?

A nation is said to be self-reliant when her citizens depend largely on her human and material resources for most of their basic needs. In other words, self-reliance as a national development strategy usually refers to a nation’s determination to rely on the utilization of domestic resources to produce most of her required goods and services.

As far as Nigeria is concerned, it is very difficult, if not impossible, to claim that she is economically self-reliant. Here is a country where the economic underdevelopment is so obvious. Almost all the economic indicators are on the negative side: low capacity utilization in industries, primitive and abandoned agriculture, debt problems, inflation, balance of payments crisis, unemployment and underemployment, malnutrition and misdirection of resources. Also, the over-dependence on oil and other imported inputs are serious problems in the Nigerian economy. This simply shows that Nigeria for now is not economically self-reliant. On the contrary, a nation is said to be economically self reliant when there are:

Heavy reliance on domestic resources for the production of required goods and services;

A reduced dependence on outsiders for the supply of required goods and services;

An active use of international trade policy instrument for controlling imports; and

Domestic prices that are relatively higher than they would otherwise have been in the absence of development strategies of self-reliance.

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However, you should always remember that achieving self-reliance is a perpetual task. Self-reliance is a process that needs to be sustained. That is why even when a country is called self-reliant, it is always very necessary to identify and examine likely factors which enhance a country’s economic self-reliance capabilities on a consistent basis. In the case of Nigeria, for instance, agriculture, capital, technology, energy and industrialization are the key aspects of the economy.

SELF-ASSESSMENT EXERCISE

Is Nigeria economically self-reliant?

3.4 Major Problems of the Nigerian Economy

These days Nigeria is a country of paradox: Nigeria is regarded as a poor country despite the abundance of human and natural resources. This is obvious when we look at the standard of living index as mentioned earlier. The economic situation of Nigeria today is negatively different from that of the past. In the year 1970 for instance, Nigeria was self sufficient in food production and the economy was somehow balanced. But the relegation of agriculture to the second rank to the benefit of the so-called oil boom has put Nigerian economy in a very complex situation. The consequence is that almost all the non-oil sectors of the economy have become stagnant. Worst still, revenues accruing from crude oil sales are mismanaged. This situation has led to some serious problems facing the Nigerian economy of today. These problems are:

Slow growth of the industrial sector with capacity utilization averaging about 3%

High and growing rate of unemployment

Slow growth of the agricultural sector

High internal and external debt burden etc

SELF-ASSESSMENT EXERCISE

What are the major problems of the Nigerian economy that you know?

3.5 Some Solutions to the Nigerian Economy

There is no doubt that over the years many attempts have been made to address the problems of the Nigerian economy. On agriculture, many policies have been put in place. The most important of these policies are: Operation feed the Nation (OFN) under the military regime of General Olusegun Obasanjo (rtd) and the Green Revolution under the civilian administration of Alhaji Shehu Shagari.

GST201 NIGERIAN PEOPLES AND CULTURE

Also, many successive administrations have put in place fiscal and monetary policies to address Nigeria’s economic problems. In respect of fiscal policy, various administrations have set the following objectives:

• Reduction of the level of price inflation;

• Provision of the necessary protection for local industries;

• Provision of a suitable price incentive framework in favour of increased agricultural and industrial production;

• Expansion of agriculture and industry;

• Encouragement of local production of import- substituting goods by encouraging local industries with heavy local content;

• Encouragement of dispersal of industrial location;

• Discouragement of importation of consumer goods which are available locally in order to curtail the out flow of foreign exchange;

• Enhancement of government revenue

• Moderation of the rate of price inflation,

• Stimulation of industrial agricultural production

• High level of employment

• Improvement of balance of payment positions,

• Reduction of foreign indebtedness , and

• Generation of more revenue, especially from the non-oil sector of the economy.

You should also remember that to achieve fiscal and monetary objectives mentioned above, governments also put some measures in place such as:

• Reduction of government expenditure with the intention of reducing offensive demand, and subsequently checking inflationary pressures;

• Continuous reorganization and reformation of customs and excise tariff;

• Encouragement of investment in agriculture through the abolition of duties on machinery for exclusive use in agriculture and subsidising inputs employed in the sector;

• Setting credit ceiling for banks and encouraging sectoral distribution of credit;

• Regulation of the liquidity ratio and cash ratio of commercial banks;

• Introduction of compulsory advance deposits scheme to restrict imports.

In 1986, the Babangida administration decided to modify and extend the previous fiscal and monetary objectives and measures. Consequently,

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the structural Adjustment Programme (SAP) was introduced. It was mainly aimed at:

• Restructuring and diversifying the productive base of the economy with a view to reducing dependence on the oil sector and imports;

• Achieving fiscal balance and ensuring balance of payments viability;

• Laying the basis for sustainable and non- inflationary growth;

• Intensifying private sector growth potential.

SELF-ASSESSMENT EXERCISE

Use your own words to state the solutions to the Nigerian economy

3.5.1 Sani Abacha 2010 Vision

On 27th of November 1996, General Sani Abacha inaugurated what he called 2010 vision. The intention of the 2010 vision was to embrace and institutionalize a culture of long-term planning. It is arguable now that the Achilles heel of the Nigerian economy is not the lack of policy designs but rather their implementation. Also, new administrations should learn to carry out viable policies set by their predecessors. Discontinuity in policy making constitutes a serious blow to any economy.

SELF-ASSESSMENT EXERCISE

What was the aim of Abacha’s 2010 vision?

4.0 CONCLUSION

This study unit has dealt with the analysis and understanding of the relationship between economy and national development in Nigeria before and after independence.

5.0 SUMMARY

In this study unit, I introduced you to the analysis and understanding of the relationship between economy and national development in Nigeria. Therefore at the end of this unit, you are expected to:

• describe the historical tie between economy and national development in Nigeria

GST201 NIGERIAN PEOPLES AND CULTURE

• discuss the Nigerian economic system before and after independence

• evaluate the Nigerian economic system of today etc

6.0 TUTOR-MARKED ASSIGNMENT

When can we say a country is self-reliant?

7.0 REFERENCES/FURTHER READING

Aboyade, O. (1969). “The Economy of Nigeria.” In P. Robson and D.A Lury, eds. The Economies of Africa London: George Allen and Unwin.

Anyanwu, J.C. “Self Reliance and Political Stabilit y: Implications for Action”. Paper presented at the seminar on Educatio n for Political Socialization held at the College of Education, Nsugbe, Anambra State, April 22, 1978.

Ekpo, H. Akpan “Economic Reforms and the National Q uestion”. In the National Question and Economic Development in Nigeria: Proceedings of the NES Annual Conference, Ibadan, 1993.

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UNIT 3 A HISTORICAL ANALYSIS OF RELIGION AND NATIONAL DEVELOPMENT IN NIGERIA

CONTENTS

1.0 Introduction

2.0 Objectives

3.0 Main Content

3.1 The Role of Religion in Traditional Africa Society

3.1.1 God and the Lesser Gods or Goddesses

3.2 Religion and Social Stability in Traditional Africa

3.3 Religion and Economic Development in Traditional Africa

3.4 Religion and Politics in Traditional Africa

3.5 Countdown to “Organized” Religion in Contempora ry Nigeria

3.5.1 State-Religion Relationships in Nigeria

3.5.2 The Maitatsine Riots

3.5.3 Abuja: “Home for all”

4.0 Conclusion

5.0 Summary

6.0 Tutor-Marked Assignment

7.0 References/Further Reading

1.0 INTRODUCTION

This unit introduces you to the historical relationship between religion and national development in Nigeria from pre-colonial times till date.

2.0 OBJECTIVES

At the end of this unit, you should be able to:

• explain what religion actually means

• describe the historical tie between religion and national development in Nigeria before and after independence

• evaluate the religion- State relationship in contemporary Nigeria etc.

3.0 MAIN CONTENT

3.1 The Role of Religion in Traditional African Society

Although the exact origins of religions are unknown there is no doubt that traditional Africa was ultimately religious in character. In traditional

GST201 NIGERIAN PEOPLES AND CULTURE

African society, religion permeated the superstructure and the basis of the society. For instance, most of the laws governing traditional African society were religiously based. History tells us that in traditional African society, religion not only provided an explanation of how the African peoples came to be what they were but also provided the social power by which people could make laws and customs and even ensured that they were respected. Religion helped people to live together in order to express their higher hopes. Therefore, the roles played by religion affected the process and pace of development. Religion also played positive roles in African societies during the pre-colonial era. We can say with confidence that traditional religion contributed to the unity and stability of traditional African societies, and this was a welcome contribution to nation building. In any African traditional religion, God was considered the Almighty legislator, the Creator of the universe who was timeless and who guided and watched over the affairs of every individual from above. In Nigeria for instance, every community had a name for God. He is called Chineke in Igboland, Osanobua in Benin, Olodumare or Olorun in Yorubaland, Ubangidi in Hausaland, Abasi in Efik, Pere in Ijaw country, Oghene in Urhobo and Isokoland.

SELF-ASSESSMENT EXERCISE

What role did religion play in traditional African societies?

3.1.1 God and the Lesser Gods or Goddesses

In almost every traditional society there were lesser gods or goddesses. It was generally held that the Almighty God was too important and remote to concern himself with the affairs of mankind. Thus, any consultation had to pass through the medium of a number of deities and gods or goddesses. As far as Nigeria is concerned, in Yorubaland for instance, the gods or goddesses were known as Orisas. In Igboland they were called Ndichie while in Benin they were referred to as Olokun.

History tells us that these gods or goddesses had their own priests, prophets and diviners who communicated messages from the people to God and vice versa. Again they existed alongside with a variety of religious cults and oracles. Moreso, in most traditional African communities, ancestor worship was very common. Even today the belief is still existent. In traditional Africa, ancestors were regarded as living, not dead and they played a major role in the society. According to Parrinder (1962) everything that concerns the family, its health and fertility are of interest to the ancestors, since they are its elders and will also seek rebirth into the family. The family land is their property and they must be consulted when land is let out to other people. In traditional Africa there was not a clear-cut demarcation between the

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functions of the Almighty God and those of the gods or goddesses. They all took care of every aspect of the people’s lives. For instance, there was the god of war, of fertility, of water, the sky, of iron, etc. The idea of lesser gods was very strong in traditional African society because of the belief that they acted faster than the Almighty God whom, according to them, is too merciful.

SELF-ASSESSMENT EXERCISE

What was the relationship between God and the lesser gods or goddesses in traditional Africa?

3.2 Religion and Social Stability

In traditional society there were no written constitutions at all. They adhered to and believed in an unwritten code of conduct guaranteed by the ancestors and the gods or goddesses. That code of conduct defined the good and the bad conduct in the society. History tells us that the social and cultural organization of traditional African society was embedded in religion. Every performance such as marriage, the naming of a newborn child, birth and death ceremonies and the age grade system were religion-related. The fear and respect for the gods and ancestors were a sine qua non. This contributed immensely to the cohesion and maintenance of social and cultural values in the society.

In traditional African society, every marriage, for instance, was contracted with the fear of the ancestors and gods. This belief seriously reduced the rate of divorce. History tells us that in traditional Urhobo society for instance, divorce was uncommon because they believed that since the ancestors had received the drinks and food given them during the marriage ceremony, it was expected to last forever. It is obvious that in traditional Africa marriages also contributed to the stability in the whole social structure. Moreover, there were no cases of bastard children in traditional African society. Every child born outside wedlock was integrated into the family. There was no police force in the modern sense of the word, in traditional Africa. The gods and ancestors were the only regulators of morality and conduct. Secret societies were also considered as very powerful in traditional African society as they contributed immensely to the social stability. In Nigeria, for instance, there were the Ogboni and the Oro in Yorubaland, the Ekpe and the Leopard society in Cross-River and the Arochukwu in the Igbo country, the Owegbe in Benin and the Igboze in the Urhoboland. In pre-colonial Africa, secret cults formed an essential part of the native court government.

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SELF-ASSESSMENT EXERCISE

Did religion contribute to social stability in traditional Nigerian societies?

3.3 Religion and Economic Development

You should always remember that religion played very positive roles in the system of production and exchange in pre-colonial Africa. In Nigeria for instance, almost every factory was established only to satisfy religious needs. For example, carvers were responsible for the production of images of lesser gods and masquerades. Festivals were very frequent in pre-colonial Nigeria. This made carving to become economically very important especially in the Niger-Delta and Igboland. In these regions carvers had to carve different kinds of masquerades. Still in Igboland, the carvers of Umudioka, for instance, became wealthy from the manufacture of ritual objects and insignia such as ceremonial stools, doors, and panels used by titled men. Besides carving, ritual works and sacrifices demanded and increased the products of pottery workers, blacksmiths, weavers, drummers and farmers as well.

In some places such as Yorubaland, iron was so important that it was worshipped. Shango was known as the god of iron. Leatherwork was very important in Northern Nigeria. The Leather was used for the manufacture of mats and bags used by traditional doctors. It was also useful for the manufacture of drums for religious festivals.

In Benin, the Oba established the guild system in order to satisfy his religious needs. The standardization of the products and the increase in production led to an accumulation of wealth on the part of the craftsmen.

More so, in Nigeria as in any pre-colonial African society, land was deified. Land was believed to be under the guardianship of the gods. Therefore, it was sacred. This religious African attitude towards land seriously influenced the traditional African economic system.

SELF-ASSESSMENT EXERCISE

Discuss the relationship between religion and economy in pre-colonial Nigeria.

3.4 Religion and Politics

In traditional African society religion and politics were interwoven. At that period, according to Basil Davidson, every African lived in an age of faith like the Europe of the Middle Ages (AD 800-1350). Traditional

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Africans believed that political authority was an act of God and the Spirits. It was beyond human reach. This is evident when you look at the so-called well established kingdoms and empires which can be regarded as nation states such as Oyo, Benin, Nupe, Jukun, Kanem-Bornu and the Hausa. Rulers who combined priestly functions with political power headed all these Nation States. The priest-kings were regarded as representatives of God on earth. They made their people believe that they were supernatural! This is true of the Oba of Benin. There was the belief that the Oba descended from the sky and therefore was divinely ordained to rule the world. This was also the case with the Alafin of Oyo, Aku of Jukun and Etsu of Nupe.

SELF-ASSESSMENT EXERCISE

Discuss the relationship between religion and politics in traditional Nigeria.

3.5 Countdown to “Organized” Religion in Contemporary Nigeria

You should always remember that before her independence, two organized foreign religions arrived in Nigeria: Christianity and Islam. History tells us that from 1960 onward almost every Nigerian elite claimed allegiance to either Christianity or Islam.

3.5.1 State-Religion Relationship

The intrusion of Christianity and Islam into an independent Nigeria put the country in a complex situation. The supreme law under which the country operated was the Nigerian independence constitution of 1960 as amended by the 1963 Republican constitution. It was very clear from these documents that Nigeria was a secular state, that is, the affairs of state must not be mixed with religion. Religious belief and worship were to remain strictly personal. Unfortunately this could not hold for a long time. For instance, Nigeria’s second Republic was inaugurated amidst certain fears, especially the fear of religious wars. Nigeria became the battlefield of Christianity and Islam.

3.5.2 The Maitatsine Riots

Kano is best known as the hot bed of the Islamic intellectualism, radicalism, and agitations. From Kano, in 1980, members of the Maitatsine Islamic sect struck, killing and destroying everything in their way. That baptism of religious war has continued to hunt Nigeria as a ghost ever since. Although there have been many other religious conflicts in Nigeria, history tells us that the Maitatsine riots were

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attempts by an Islamic sect to force its ideas on an unwilling society. This created the feeling that Nigerians are not free to hold different religious views. Therefore persons from particular parts of the country and adherents of certain faiths felt unwelcome and unsafe in some other parts of Nigeria. It is obvious that such attitudes negatively influenced the process of national integration and development in Nigeria.

3.5.3 Abuja: “Home for All ”

Abuja is Nigeria’s new capital city. It was baptized “home for all” and viewed as a symbol of national unity. However, the challenge between Christianity and Islam led some Nigerian scholars to criticize Abuja’s capability to unite the various peoples and faiths of Nigeria. For instance, according to them, the main entrances into Abuja have Islamic and not national symbols. The Presidential villa was equipped with a mosque only. With this scenario, the feeling is being created that Nigeria is not a secular state. The letter and spirit of the national constitution are being violated. The usual use of religion as a weapon of winning support from majority of the citizenry by Nigerian rulers without due regard to the consequences for national psyche is quite alarming. In 1986 for instance, Ibrahim Babangida attempted to smuggle Nigeria into the Organization of Islamic Conference (OIC) without the knowledge of either his Armed Forces Ruling Council or his cabinet. Although the attempt failed, it did not stop the feeling of “Us versus them”.

Unlike the pre-colonial Nigeria, it is apparent that for modern and contemporary Nigeria, religious cohabitation seems to be a monumental failure. Christianity and Islam as the only viable organized religions have shown themselves incapable of changing the moral tones of the larger society. It is unfortunate to notice that although an average Nigerian elite is an adherent of one religion or the other, yet he fails to see the relationship between religious piety and public morality. Hence, the relationship between Religion and State in contemporary Nigeria is a paradox. It is common in Nigeria to see that people known to have subverted public morality are sometimes honoured with religious titles. Religious groups are eager to receive donations from whosoever without investigating the sources of wealth of the donor, thus making dubiousness an accepted norm.

SELF ASSESSMENT EXERCISES

In contemporary Nigeria, as for as religion is concerned, what do you know about the Maitatsine riots and Abuja ‘home for all’?

GST201 MODULE 3

4.0 CONCLUSION

This study unit has dealt with the analysis and understanding of the relationship between religion and national development in Nigeria from pre-colonial times till date. It is clear to you now that the type of relationship between religion and the State in traditional Nigeria is different from what is happening today.

5.0 SUMMARY

In this study unit, I introduced you to the analysis and understanding of the relationship between religion and national development in Nigeria from a historical perspective. Therefore, at the end of this unit, you are expected to:

• explain what religion actually means

• describe the historical ties between religion and national development in Nigeria.

• discuss the relationship between religion and national development in Nigeria before and after independence.

• evaluate the religion-State relationship in contemporary Nigeria etc.

6.0 TUTOR-MARKED ASSIGNMENT

The religion-State relationship in traditional Nigeria is different from what is happening today. Discuss.

7.0 REFERENCES/FURTHER READING

Ajayi, J. F. A. and Ian, Espie (1965). Thousand Years of West African History. Ibadan: Thomas Nelson Publishers.

Bascom, William and Herskovit, M. (1970).Continuity and Change in African Cultures. Chicago: University of Chicago Press.

Davidson, Basil (1967). The Growth of African Civilization: A History

of West Africa, 10000-1800. London: Longman.

James, William (1902). The Varieties of Religious Experience. New York: Modern Library.

Parrinder, E.G. (1962). African Traditional Religion. London: Sheldon Press.

GST201 NIGERIAN PEOPLES AND CULTURE

UNIT 4 A HISTORICAL ANALYSIS OF MORAL AND SOCIO-POLITICAL RIGHTS OF CITIZENS IN NIGERIA

CONTENTS

1.0 Introduction

2.0 Objectives

3.0 Main Content

3.1 Origins of Citizenship

3.1.1 Ancient Origins

3.1.2 Contemporary Origins

3.2 How to Become a Citizen of a State in Nigeria?

3.2.1 Citizenship by Birth

3.2.2 Citizenship by Legal Processes

3.3 Rights and Privileges of Citizens

3.4 Obligations of Citizens

4.0 Conclusion

5.0 Summary

6.0 Tutor-Marked Assignment

7.0 References/Further Reading

1.0 INTRODUCTION

This study unit introduces you to the understanding of ancient and contemporary origins of citizenship; the issue of rights of citizens; the methods or conditions of acquiring citizenship, and duties and obligations of a citizen in Nigeria.

2.0 OBJECTIVES

At the end this unit, you should be able to:

• explain what citizenship actually means in Nigeria

• discuss the ancient and contemporary origins of citizenship

• state the conditions of acquiring citizenship in Nigeria

• explain the difference between political rights and civil liberty

• state about rights and obligations of citizens in Nigeria.

GST201 MODULE 3

3.0 MAIN CONTENT

3.1 Origins of Citizenship

3.1.1 Ancient Origins

It is very difficult if not impossible to trace the origins of citizenship without going back to Greek philosophers. Indeed, Greek philosophers are best known as the systematizers of early “scien tific thought”. In early Athenian society, the concept of citizen was very different from what we know of it today. Plato and Aristotle, for instance, had a strange and unique understanding of citizenship. According to them, a citizen was he who was born into or classified within the penumbra of the ruling class or the Aristocratic class. That is, the philosopher–king, the guardian and the like. Only this category of people could exercise the right to life, private property, education, leadership, vote and be voted for, etc. To Plato and Aristotle, anyone outside the foregoing categories was just an ordinary person, someone of low birth or a servant. He did not deserve the status of a citizen. His lifestyle could not go beyond that of an animal. Indeed, he was someone totally imbued with passions instead of reason.

3.1.2 Contemporary Origins

The contemporary origin and understanding of citizenship different from that of Plato and Aristotle can be traced to as far back as 1789. The declaration of the Rights of Man issued by the National Assembly of France during the French Revolution in 1789 gave a universal and an unbiased dimension to citizenship. We could hear statements such as

Men are born and always continue, free and equal in respect of their rights (Appadorai, 1975:86). We hold these truths to be self-evident; that all men are created equal… was also found in the American Declaration of independence in 1776.

SELF-ASSESSMENT EXERCISE

Use your own words to discuss the origins of Ancient and Contemporary citizenship.

3.2 How to Become a Citizen of a State in Nigeria

According to The Oxford Advanced Dictionary of Current English, a citizen is he that has full rights in a State either by birth or by gaining such rights. While for Okoli and Okoli, in a simple language, citizenship

GST201 NIGERIAN PEOPLES AND CULTURE

means the totality of all rights and privileges accorded to all members of a given state (Okoli and Okoli, 1990:27).

In Nigeria, there are at least two ways of acquiring citizenship, namely by birth and by legal process.

3.2.1 Citizenship by Birth

The citizenship by birth is also called Jus Sanguinis. In Nigeria, there are some conditions to fulfill in order to acquire citizenship by birth:

i. For instance, all persons born in Nigeria before independence either of whose parents or any of whose grand parents belong to an indigenous Nigerian community.

ii. All persons born in Nigeria after independence either of whose parents or any of whose grand parents is a Nigerian Citizen are automatically citizens of Nigeria.

You should also remember that the citizenship by Jus Sanguinis does not necessarily mean that you must be born within Nigeria. As long as your parents are citizens of Nigeria, it does not matter where you are born in order to acquire citizenship status. However, this is different from the so-called law of soil or place. In the case of the law of soil (also called Jus Soli), any person born within the territorial jurisdiction of a State is automatically a citizen of that State irrespective of the citizenship of the parents. This is clearly stated in the 14th Amendment of the United States of America: “All persons born or naturalized in the United States and subject to the jurisdiction thereof are citizens of the United States and the State wherein they reside.”

SELF-ASSESSMENT EXERCISE

What are the conditions for acquiring citizenship in Nigeria?

3.2.2 Citizenship by Legal Processes

Naturalization is the commonest legal mode of acquiring the citizenship of a State. You should know that there are at least three forms of naturalization namely:

Direct Naturalization

Here, the individual acquires the citizenship of a State after he has fulfilled the prescribed legal prerequisites as determined by that state. In Nigeria’s case, for instance, an applicant must be resident in the country

GST201 MODULE 3

for a continuous period of fifteen years, or for at least fifteen of non-continuous twenty years, including twelve consecutive months immediately preceding application to the president for the grant of certificate of naturalization.

Besides, the applicant must be able to contribute to the growth or advancement of Nigeria; must be of age and capacity, and must be of good character and wishes to be domiciled in Nigeria. Furthermore, the person must satisfy the Governor of the State of residency that he or she is acceptable to the immediate community and has indeed been assimilated into its norms, values, etc.

Derivative Naturalization

This simply means that a spouse or a child becomes or acquires citizenship status as a result of the parents’, spouses’ or relatives’ direct naturalization.

Collective Naturalization

In this case, a group of people occupying a defined territory acquires the citizenship privileges of another either by treaty or by statute annexing the territory to a new one.

3.3 Rights and Privileges of Citizens

You should know that in any State the individual must have his rights and privileges as well. Civil liberty is an aggregate of the rights recognized by the State. Gettel, according to Appadorai (1975), contends that civil liberty consists of the rights and privileges which the state creates and protects for its citizens. According to Okoli and Okoli (1990) the most important of these rights and privileges that citizens of any state enjoy can be grouped into two, namely: political rights and civil rights

a. Political Rights

Here every adult citizen for instance, is entitled to vote or be voted for in any election unless and until he is disqualified by competent authority of the State.

b. Civil Rights

These are rights that inhere in the individual, and they must, ipso facto, be protected by the basic law or the constitution, and indeed, the legal process of the state. These are rights to:

GST201 NIGERIAN PEOPLES AND CULTURE

Life, dignity of human person, personal liberty, fair hearing,

Freedom of thought, private and family life, peaceful assembly and association, freedom of movement and freedom from discrimination.

SELF-ASSESSMENT EXERCISE

In your own words state the rights of citizens in Nigeria.

3.4 Obligations of Citizens

As stated earlier, besides the rights and privileges the individual enjoys as a member of the state, he also has some obligations vis-is-vis the State. These obligations can be summarized as follows:

• A citizen is expected to place the interest of the State before any other interest;

• A citizen must pay his tax promptly;

• A citizen must obey the laws of the State;

• A citizen must defence of the State against internal and external enemies;

• A citizen must uphold the honour and dignity of the State; and

• A citizen must respect the symbol and symbolism of the State.

SELF-ASSESSMENT EXERCISE

What are the obligations of citizens in Nigeria?

4.0 CONCLUSION

This study unit has dealt with the issue of rights and obligations of citizens, the ancient and contemporary understanding of citizenship, and the methods of acquiring citizenship in Nigeria.

5.0 SUMMARY

In this unit, I introduced you to the ancient and contemporary origins of citizenship, the rights of citizens, the methods or conditions of acquiring citizenship, and the duties and obligations of citizens in Nigeria.

Therefore, at the end of this unit, you are expected to:

• explain what citizenship actually means in Nigeria

• discuss the ancient and contemporary origins of citizenship

• state about the conditions of acquiring citizenship in Nigeria

• identify the difference between political rights and civil liberty

• state fundamental rights and obligations of citizen in Nigeria etc.

GST201 MODULE 3

6.0 TUTOR-MARKED ASSIGNMENT

Who is called a citizen in a Nigerian state?

7.0 REFERENCES/FURTHER READING

Appadorai, A. (1995). The Substance of Politics. London: Oxford University Press.

Federal Republic of Nigeria (1979). The Constitution. Lagos: Federal Ministry of Information.

Federal Republic of Nigeria (1989.) The Constitution. Lagos: Daily Times Publication,

Okoli, H.F. and Okoli, F.C. (1990). Foundations of Government and Politics. Onitsha: Africa-FEP Publishers.

GST201 NIGERIAN PEOPLES AND CULTURE

UNIT 5 A HISTORICAL ANALYSIS OF SOCIAL JUSTICE AND NATIONAL DEVELOPMENT IN NIGERIA

CONTENTS

1.0 Introduction

2.0 Objectives

3.0 Main Content

3.1 Justice and Social Justice in Nigeria

3.2 Individual and Social Justice in Nigeria

3.3 Development and Social Justice in Nigeria

3.4 Social Justice and National Development in Nigeria

4.0 Conclusion

5.0 Summary

6.0 Tutor-Marked Assignment

7.0 References/Further Reading

1.0 INTRODUCTION

This study unit introduces you to the understanding of social justice in Nigeria. It focuses mainly on the historical perspective.

2.0 OBJECTIVES

At the end of this unit, you should be able to:

• know what social justice actually means

• understand the relationship between social justice and Human Rights

• discuss the relationship between social justice and national development

• know if social injustice is a permanent condition or can be eradicated etc.

3.0 MAIN CONTENT

3.1 Justice and Social Justice

Justice is not a simple word; it is a way of life as well. In English, for instance, the word “justice” is mostly limited to i ts judicial and administrative contexts, while in ancient Greece “j ustice” was something more than that. Apart from the administrative and the judicial usages, justice has an ethical meaning as well (Orieso, 1996: 29). For Greek philosophers and thinkers, justice was equated with morality. For

GST201 MODULE 3

Socrates and especially Plato, justice is a part of human virtue. It made man to be good. Accordingly, to Plato, justice was one of the virtues apart from wisdom, courage and temperance that made a good individual. In Plato’s thought, justice was designed for the amicable relationship of man in society. Consequently, “soci al justice” was seen as restraint on the individual’s capacities from doing things that lacked virtue or that made him a bad person. Simply put, social justice was the quality which men possessed that enabled them to enter into potential relation with each other. You should also remember that the term “social justice” was synonymous with “human rights.”

SELF-ASSESSMENT EXERCISE

What does ‘social justice’ mean to you?

3.2 Individual and Social Justice in Nigeria

You should remember that every country or nation is an aggregation of individuals. But the individual, being the sole creative and the prime mover in all activities, is considered a vital key to human development. Since the end result of every country or nation is general harmony, then, the individual must impose some degree of restraint on himself for the country to achieve the needed harmony. He must allow his ability to be regulated by law. In Plato’s understanding, for instance, the rules that make society possible also make men good. Social justice is the cornerstone of other virtues of the state. Without social justice the state cannot be harmonious. You should know that in Nigeria there is yet no general harmony. There is no check and balance between the individual and the State. In the Nigerian context, some conditions need to be fulfilled:

Full employment for all citizens:

• A national minimum wage compatible with descent living and economic well-Being;

• Free education at all levels;

• Modernization of agriculture;

• Rapid industrialization;

• Improvement in infrastructural facilities;

• A comprehensive social insurance scheme; and etc.

It is only under these conditions that the individual as the sole creative and propelling force of development could be optimized.

GST201 NIGERIAN PEOPLES AND CULTURE

SELF-ASSESSMENT EXERCISE

Discuss the relationship between social justice and the individual in Nigeria.

3.3 Development and Social Justice in Nigeria

You should remember that the concept of “developmen t” does not have a universal definition. Each scholar defines it according to his school of thought. In this section development will refer to a change, or a transformation into a better state. In this way, you see that development is a process. As stated earlier, social justice and human rights are interrelated. The question of development and human rights are being tackled both at the international and national levels. At the international level, with the adoption of the African Charter, there is now an African perspective to human rights or social justice. But you should also know that the African Charter or UN Commission on Human Rights cannot effectively enforce measures against human rights violations. It is only at the national level that this can be effectively done. Every nation must consider the right to development as an inalienable human right. And so, the violation of the right to development must be considered as a serious social injustice. Besides, you should always remember that for now, the African continent has the highest concentration of the least developed nations of the world. This is much disturbing as well as challenging.

SELF-ASSESSMENT EXERCISE

Can we talk about development without social justice?

3.4 Social Justice and National Development in Nigeria

Historically, the problem of social justice in Nigeria can be traced back to the first amalgamation of 1914. It is recorded that since that period, the Nigerian experience with social justice has never been a pleasant one at all. Nigerian people have been suffering from oppression and repression ever since. The post-independence era represents another period. You should know that even after the official handover of power in 1960 social injustice did not stop in Nigeria. Till date, the question of social injustice is so glaring because Nigeria as a country is still characterized by:

Unbalanced units of the federation:

• Gross incapacity and utter lack of honesty and comprehension on the part of those who direct the affairs of the Federal Government;

GST201 MODULE 3

• Tenacity of power, that is, an over-powering and obsessive desire on the part of our political leaders to stick indefinitely to public office by all means, fair or foul;

• Promulgation of unjust laws by undemocratic regimes;

• Travesty on the rights of individuals. For example, unnecessary detention of members of opposition groups without trials;

• Discrimination in allocation of resources amongst the states of the Federation;

• Inequality of rights and privileges;

• High degree of corruption, high spate of poverty, unemployment, and so on.

However, you should also know that social injustice is not a permanent condition; it cannot reign forever. Therefore, it is possible to reverse the policy of “social injustice” which seems to be a “p ermanent” feature in Nigeria. This can be done only and only if the Nigerian government is ready to listen to all shades of opinion because Vox populi Vox dei, i.e. the people’s voice is God’s voice as well.

SELF-ASSESSMENT EXERCISE

Discuss the relationship between social justice and national development in Nigeria.

4.0 CONCLUSION

This study unit dealt with the relationship between social justice and national development in Nigeria. It is clear to you now that although social injustice has been reigning in Nigeria before and after independence, it is not a permanent condition. Social injustice can be eradicated in Nigeria.

5.0 SUMMARY

In this study unit, I introduced you to the relationship between social justice and national development in Nigeria. I also discussed the relationship between social justice and Human Rights. Therefore, at the end of this unit, you should be able to:

• Know the relationship between social justice and national development in Nigeria;

• Understand what social justice actually means;

• Know the relationship between social justice and human rights; and

• Know if social injustice in a country like Nigeria can be eradicated; etc.

GST201 NIGERIAN PEOPLES AND CULTURE

6.0 TUTOR-MARKED ASSIGNMENT

Is it possible to eradicate social injustice in a country like Nigeria?

7.0 REFERENCES/FURTHER READING

Eghagha, H.O. (1996). “Faces of Repression.” The Guardian, Friday, April 5.

Fafowora, “Relevance of Awolowo’s Political, Social and Economic Philosophy.” The Guardian on Sunday, March, 30, 1997, P. A12.

Gye-Wado, Oye (1991). “Human Rights: The Right to D evelopment and

the African Challenge.” Ibadan: Halenye SSCN.

Harrison, P. (1981). Inside the Third World. London: Penguin.

Orieso, M.A. (1997). A Brief History of Political Thought: Plato-Machiavelli- An Introduction. Adena Monograph Series. Benin City: Adena.

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Support

Iginuwa is known as the man through whom the ________ of Itsekiri is said to have been established

Kingdom

Various traditions believe that Oyo was founded by _______________

Oranmiyan

Unlike other ethnic groups such as the Yoruba and the Bini, the ______people did not build any strong centralized states

Igbo

A citizen is expected to place the interest of the State before any other__________
Question 1Answer

a.
lnterest

A citizen must defence of the State against internal and external ________

enemies

Sarkin Kasar, which means ______________________

Ruler of the land

Naturalization is the commonest legal mode of acquiring the citizenship of a _________

state

However, the Niger Delta people have and believe in many_________
Question 9Answer

a.
deities

The Hausa people represent one of the important and politically dominant groups in ________________

Northern Nigeria

It is from Egypt, after several years of journey that the Yoruba finally settled in _____________

Ile-Efe

From Kano, in 1980, members of the _______ Islamic sect struck, killing and destroying everything

Maitatsine

Christianity and _____ as the only viable organized religions have shown themselves incapable of changing the moral tones of the larger society

Islam

_____________and Aristotle, for instance, had a strange and unique understanding of citizenship
Question 9Answer

a.
Plato

According to the legend, the queen of Daura was very impressed and decided to marry him. They later had a son named Bawo. Bawo had ___________

six childrens

Oke Oramfe is located in_______________
Question 10Answer

a.
Ile-Ife

It is very important to notice that the nucleus of the socio-political organization of the Kanem Bornu people was based on _____________
Question 2Answer

Kinship

However, the Niger Delta people have and believe in many_________

deities

Oyomesi, a council of seven members headed by _____________

Bashorun

The titled nobility was another institution within the Kanem-Bornu political _________________

Structure

Sarkin Kasar, which means ______________________

Ruler of the land

Kanem-Bornu ethic group also has many versions of its origin. But all these versions are not certain. They are also known to have been exaggerated in the region North East of the ______
Question 5Answer

a.
Lake Chad

Oyo was one of the rare empires that had in-built checks and balances, and, this contributed to its stability for_______________-
Question 7Answer

a.
Centuries

.................7/10...........................

Oyomesi, a council of seven members headed by _____________

Bashorun

The May__ amalgamation is known as the first ever amalgamation of the British in Nigeria

1914

For instance, Islam was adopted and this gave birth to many new political institutions such as the offices of the Galadima, Madawaki, ______________, Dogari, Yari Sarki and Sarki Yau

Yarima

However, the Niger Delta people have and believe in many_________

deities

The titled nobility was another institution within the Kanem-Bornu political _________________

Structure

Kanem-Bornu ethic group also has many versions of its origin. But all these versions are not certain. They are also known to have been exaggerated in the region North East of the ______

Lake Chad

Oke Oramfe is located in_______________

Ile-Ife

But the Etsu Nupe was not always absolute because his power and actions were regulated by a body of traditions and

c.
norms

Most Hausa communities have also settled in the neighboring ________________
Question 3Answer

a.
Niger Republic

Most scholars agree that the Bayajida story is the most authentic oral tradition in Hausaland that attempts to explain the origin of the Hausa ______________
Question 4Answer

a.
State

From Kano, in 1980, members of the _______ Islamic sect struck, killing and destroying everything
Question 2Answer

a.
Maitatsine

A citizen must defence of the State against internal and external ________

enemies

Christianity and _____ as the only viable organized religions have shown themselves incapable of changing the moral tones of the larger society

Islam

A citizen is expected to place the interest of the State before any other__________

lnterest

_____________and Aristotle, for instance, had a strange and unique understanding of citizenship

Plato

Education in colonial Nigeria was nothing more than ________

schooling

49. The Sarkin Kasar combined both political and religious/spiritual ______________
c.
Functions

29. The Hausa people represent one of the important and politically dominant groups in __________

a.
Northern Nigeria

42. The Igbo are grouped into ______ sub-cultures
b.
Five

31. Bayajida left Biran to Daura. While in Daura, he helped to __________
d.
kill a snake

5. Ayagba or Idoko is best known as the ancestor to all the________
c.
Attahs

17. It is very important to notice that the nucleus of the socio-political organization of the Kanem Bornu people was based on _____________
a.
Kinship

45. Oyo Empire also had provincial ____________
b.
Governments

58. Some Igala elites attribute the emergence of their state to one _______
d.
Achadu.

GST201 TMA 3

Socio-politically speaking, the traditional Ijaw did not develop any centralized system of ____________
..................Government

Socio-politically speaking, each Urhobo Village had its own traditional institution headed by a ruler called __________
...........Ovie

The Hausa people represent one of the important and politically dominant groups in ________________
........Northern Nigeria

The socio-political organization of the Itsekiri people was very close to that of ____________
....Benin kigdom

But in the Itsekiri case, the Kingdom was ruled rather by the ______________
...............Olu

According to the tradition, Iginuwa was then sent with some chiefs and servants to an area by the sea to establish a kingdom of his own
........Kindgom

Just like the Itsekiri, the Urhobo people are found in the ____________
..........Niger Delta Region

By the year 2000, the Hausa population was estimated at about _____________
............Twenty Million

Iginuwa is known as the man through whom the ________ of Itsekiri is said to have been established
...........Kingdom

To Uwherun, Abraka, Agbon, Oogun, Olomu and many others, the Urhobo people are the product of the Benin
...........Immigrants

4. Olokun also called Umalokun or___________-
b.
mami water

34. In ancient times, the Amala Oha’s meetings were held in the open village square. All the decisions taken during those meetings were absolute and _________
a.
Final

18. Besides the kinship oriented political system of the Kanem people, there was an imperial state council known as the council of the _____________or the “Nokena”.
d.
Twelve

32. The socio-political organization of the Niger Delta people is strongly established on the basis of village groups or _____
b.
Clans

6. Oke Oramfe is located in_______________
d.
Ile-Ife

21. Iginuwa is known as the man through whom the ________ of Itsekiri is said to have been established.
a.
Kingdom

50. Ekaladeran founded Ughoton, a port-town in
a.
Benin

52. But the Etsu Nupe was not always absolute because his power and actions were regulated by a body of traditions and
d.
Tabbos

21. The origin of the Jukun people is not fixed. The Jukun are also known as the_____
d.
Kwararafa

45. The first period of pre-colonial Bini history is known as the_____________
b.
Ogiso era

19. Kanuri is the language that unites all the__________
c.
Kanem Borno People

32. Just like the Itsekiri, the Urhobo people are found in the ___________
b.
Niger Delta Region

46. The Yoruba ethnic group is believed to have come into existence between
b.
2000-1000 BC

40. Some groups such as the Umunri claim to have migrated to their present location from_____
c.
Idah

7. In ________, the Babangida administration decided to modify and extend the previous fiscal and monetary objectives and measures.
d.
1986

46. The intrusion of Christianity and Islam into an independent Nigeria put the country in a complex
b.
situation

17. The Trans-Atlantic slave trade was the unfortunate channel that first put the British in contact with Nigeria. The trade got to maturity in the __________
b.
16th C

30. The Bini society was classified into______________
d.
None

16. Again, P. Bohannan (1953) argues that the socio-political system of the traditional Tiv was very ___________
b.
Unique

12. Oyomesi, a council of seven members headed by _____________
d.
Bashorun

43. The findings and decision of the 1969 conference became the cornerstone in the formulation of a national policy on education
b.
1977

According to the tradition, Iginuwa was then sent with some chiefs and servants to an area by the sea to establish a kingdom of his own.

Kingdom

The Igbo are grouped into ______ sub-cultures

Five

2. The similarities between the cultures of the Yoruba and the Egyptians in terms of religious observances, works of arts, burial and other traditional practices are

Enough evidence (ANS)

The Maini Kanendi was the chief judge of the __________________
State

Like any other ethnic group in Nigeria, the Nupe people also have various versions of ____________
Origin

But the Etsu Nupe was not always absolute because his power and actions were regulated by a body of traditions and
Tabbos

Most Hausa communities have also settled in the neighboring ________________
Niger Republic

Again, P. Bohannan (1953) argues that the socio-political system of the traditional Tiv was very ____________
Unique

Abutu Eje sometimes identified as child reared by a leopard_______________
Eje

The Guinea Savanna people have always been known for their petty chiefdoms or village or lineage-based _________--
Democracy

The Sarkin Kasar combined both political and religious/spiritual ______________
Functions

Achuwo was the head of Aku Ukaâ€™s Council of ___________________
Nobles

Which of the following is not Yoruba state

Kaduna

Bayajida is believed to be the founder/hero of the Hausa __________

Hausa land

16. Kanem-Bornu ethic group also has many versions of its origin. But all these versions are not certain. They are also known to have been exaggerated in the region North East of the ______

Lake Chad

In ________ society there were no written constitutions
Question 1Answer

a.
traditional

The socio-political organization of the Itsekiri people was very close to that of ____________
Question 5Answer

a.
Benin kigdom

The first period of pre-colonial Bini history is known as the

Ogiso era

According to the legend, the queen of Daura was very impressed and decided to marry him. They later had a son named Bawo. Bawo had ___________

c.
Six childrens

According to the tradition, Iginuwa was then sent with some chiefs and servants to an area by the sea to establish a kingdom of his own.

Kingdom

__________is believed to be the first leader that led the Yoruba to Ile-Ife

Oduduwa

The National Council of Nigeria and the Cameroon’s

d.
1944

49. The first period of pre-colonial Bini history is known as the

Ogiso era

For instance, Islam was adopted and this gave birth to many new political institutions such as the offices of the Galadima, Madawaki, ______________, Dogari, Yari Sarki and Sarki Yau

a.
Magaji

The declaration of the Rights of Man issued by the National Assembly of __________

France

The Alaafin had personal agents called
Ilari

The intrusion of Christianity and Islam into an independent Nigeria put the country in a complex
b.
situation

The Alaafin used the __________annual festival periods to acknowledge the renewal of allegiance of the provincial governors to him.

Bere

According to Ughelli, Aghara and Ogo, the Urhobo people originated from the______________

Ijaw

Abutu Eje sometimes identified as child reared by a leopard_______________

Eje

The National Council of Nigeria and the Cameroon’s

a.
1944

Others, the Urhobo people are the product of the __________ immigrants.

Benin

Kanuri is the language that unites all the__________

Kanem Borno People

The Guinea Savanna people have always been known for their petty chiefdoms or village or lineage-based _________

Democracy

Achuwo was the head of Aku Ukiah Council of ___________________

Nobles

In the year 1960 or thereabouts, agriculture absorbed over 75 percent of the_____________.

work force

30. The Bini society was classified into______________

None
FBQ1: The primary aim of the first amalgamation in Nigeria by the British was
purely .

Answer: Economic

FBQ2: The British government amalgamated Lagos colony and protectorate with the protectorate of Southern Nigeria to form the new colony and protectorate of
Southern in the year . Answer: 1906

FBQ3: The â€œnegro worldâ€ was the most prominent newspaper that contributed to the emergence of Nigerian .Â
Answer: Nationalism

FBQ4: The National Council of Nigeria and the Cameroon was first headed by
.
Answer: Herbert Macaulay

FBQ5: The origin of Yoruba was traced by Rev. Samuel Johnson to
.Â Answer: Egypt

FBQ6: Oduduwa was believed to be the foremost leader. Answer: Yoruba

FBQ7: The often regulate and limit the power of Alaafin. Answer: Oyomesi

FBQ8: The Europeanâ€™s first visit to Bini was in A.D. Answer: 1472 Â

FBQ9: Ogiso era was the first pre-colonial history of the kingdom. Answer: Bini Â

FBQ10: was the founder of Hausa. Answer: Bayajida Â

FBQ11: The Hausa original states were in number. Answer: Seven

FBQ12: The language that unites all Kanem-Bornu people is referred to as
. Answer: Kanuri

FBQ13: The Europeans first came to Nigeria through . Answer: Bini

FBQ14: The channel that the British used to have contact with Nigeria was
trade. Answer: Trans-Atlantic slave

FBQ15: The British took over Lagos as a colony in
Answer: 1861

FBQ16: The rest of Nigeria was occupied by British in century Answer: 19th

FBQ17: The British first amalgamated Nigeria in . Â Answer: 1906

FBQ18: The second Nigeria-British amalgamation took place in .Â Answer: 1914

FBQ19: Itsekiri is one of the major ethnic groups in the southern Nigeria. Type in the correct option. True or FalseÂ
Answer: True

FBQ20: The McPherson constitution was in force in the year . Answer: 1951

FBQ21: The Lyttleton constitution was in force in the year . Answer: 1954

FBQ22: The Richards constitution was in force in the year . Answer: 1946

FBQ23: Lyttleton constitution remains the cornerstone of the Nigerian constitution till date. Type in the correct option. False or True Answer: True Â

FBQ24: The culture of the rain forest region in Nigeria can be categorised into
main groups. Answer: Four

FBQ25: The Igbos does not belong to the rain forest region in Nigeria. Type in the correct option.True or False.
Answer: False

FBQ26: Village democracy is well known for the people. Answer: Igbo Â

FBQ27: The monarchical states best represents the people in the rain forest Nigeria.
Answer: Yoruba

FBQ28: Communities like Ife, Nkwere, Awka, Abiriba and Oyo have
smelting as their major business. Answer: Iron

FBQ29: God is called Osanobua in kingdom. Answer: Benin

FBQ30: Plateau state belongs to the guinea savannah region in Nigeria. Type in the correct option. True or FalseÂ
Answer: True

FBQ31: The jukun had not developed monarchical structure. Type in the correct option. True or False
Answer: No

FBQ32: The major economic preoccupation of the people of the guinea savannah region is .
Answer: Farming

FBQ33: The kanuri and the constitute the major cultural groups of the Sudan savannah region in Nigeria.
Answer: Hausa

FBQ34: The original home of the Hausa people is . Answer: Daura

FBQ35: The most representative of the people of the Sudan savannah region is the
.. Answer: Hausa Â

MCQ1: How many major ethnic groups in the country Nigeria were identified in the course material?
Answer: 6

MCQ2: The following except one are the major ethnic groups in the southern Nigeria.
Answer: Igala

MCQ3: Where can Yoruba race cannot be found ? Answer: kogi

MCQ4: Rev. Samuel Johnson traced the origin of Yoruba to Answer: Egypt

MCQ5: Who is the first leader of Yoruba? Answer: Oduduwa

MCQ6: Who were the chiefs that regulated the power of Alaafin? Answer: Oyomesi

MCQ7: In Yoruba land, which cult played a mediatory role in any conflict between the Oyomesi and the Alaafin?
Answer: Ogboni

MCQ8: The head of the army in traditional Yoruba society was conferred with the coveted title
Answer: Are-Ona-Kankanfo

MCQ9: Where was the Bini first visited by the Europeans ? Answer: 1472

MCQ10: Which reign did Ruy de Sequeira,a Portuguese, arrived at Bini?

Answer: Ewuareâ€™s

MCQ11: What was the name of the European country that first visited The Benin Kingdom in the West Coast of Africa to exchange ambassadors with a major European power?
Answer: Portuguese

MCQ12: Name the second period of pre-colonial Bini history? Answer: Ogiso era

MCQ13: What version of the Igbo origin believe that the Igbo peoples migrated to their present location from either the western Europe?
Answer: The Middle East Version

MCQ14: What version of the Igbo origin believes that the ancestor of the Igbo, Eri, descended from the sky and sailed down the River Anambra ?
Answer: Nri

MCQ15: Who established the kingdom of Itsekiri? Answer: Iginuwa

MCQ16: Which surround the capital of traditional Itsekiri kingdom? Answer: Forcados, Escravos and Benin Rivers

MCQ17: Which one of these ethnic groups is not from Northern Nigeria ? Answer: The atumpa

MCQ18: One of the largest linguistic group in the whole Africa is the
.
Answer: Hausa/Fulani

MCQ19: Who was the founder/hero of the Hausa? Answer: Bayajida

MCQ20: Who was the father of Biran? Answer: Bayajida

MCQ21: The original Hausa state is referred to as Hausa Bokwoi. What is Bokwoi in Hausa language?

Answer: Seven

MCQ22: What is the language that unites all the Kanem-Bornu people? Answer: Kanuri

MCQ23: How many division was the army divided in the traditional Kanen- Bornu?
Answer: Home division and bush garrison.

MCQ24: Which of these is not the most fiefdomsin Kanem-Bornu political structure? are Galadima, and
Answer: Yamako

MCQ25: Which institution in the socio-political organization of the Kanem-Bornu was made of slaves and eunuchs.
Answer: Servile

MCQ26: One of the offices held by the slaves and eunuchs in the socio-political organization of the Kanem-Bornu was .
Answer: Mushemu

MCQ27: In the socio-political organization history of the Igala ayagba or idoko was known as the ancestor to all the .
Answer: Attahsâ€™

MCQ28: Who were first Europeans to land in Nigeria in 1472?Â Answer: Portuguese

MCQ29: The first European that first landed in Nigeria arrived through
. Answer: Bini

MCQ30: Who was the first European to arrive in Nigeria? Answer: lord Luggard

MCQ31: Which of the channel that first put the British in contact with Nigeria? Answer: Trans-Atlantic slave trade

MCQ32: Mention the date that the British took Lagos as a colony.

Answer: 1861

MCQ33: Which century did The British occupied the rest of Nigeria in? Answer: 19th

MCQ34: Which year the first amalgamation of Nigeria by the British took place ? Answer: 1906

MCQ35: When was the second amalgamation of Nigeria by the British took place
?
Answer: 1914

Default for GST201
The default category for questions shared in context 'GST201'.
Multiple Choice Questions (MCQs) MCQ1
Where did Johnson traces the origin of Yoruba in his book, History of Yoruba (1950)

?
East 1.0000000
North

0.0000000
South East

0.0000000
North West

0.0000000
MCQ2
What year did Europeans visited Bini? 1442 BC
0.0000000

1472 AD

1.0000000
1452 AD

0.0000000
1654 BC

0.0000000
MCQ3
How many distinct classes were the Bini society classified?
The nobility and the commoner 1.0000000
The methodology and the foreigner

0.0000000
The uzama

0.0000000
Igbo and Yoruba

0.0000000
MCQ4
Who established the Itsekiri Kingdom?

Iginuwa

1.0000000
Agbon

0.0000000
ogoliwa

0.0000000
Ojoye

0.0000000
MCQ5
Where did Bayajida come from?
Baghdad to Kanem - Bornu 1.0000000
Niger to Kano

0.0000000
Bornu to Baghdad

0.0000000
Katsina to Kano

What kind of animal did Bayajida kill while he was in Daura?
Fish 0.0000000
Dog

0.0000000
Snake

1.0000000
Snail

0.0000000
MCQ7
Who did Bayajida marrry? Slave
0.0000000
Queen

1.0000000
Servant

0.0000000
MCQ8
How many were imperial state council in political system of the Kanem?

1.0000000
10

0.0000000
14

0.0000000
8

0.0000000
MCQ9
How many divisions were army divided in the traditional Kanem- Bornu?
A catch up engagement 0.0000000
A socialization and a bush attach

A team up firework

0.0000000
A home division and a bush garrison

1.0000000
MCQ10
Where was the origin of the Nupe people ? Egypt
1.0000000
Lagos

0.0000000
Dubai

0.0000000
London

0.0000000
MCQ11
What is another name of the Jukun ? Ibadan
0.0000000

0.0000000
Kwararafa

1.0000000
Ominifafa

0.0000000
MCQ12
What system of Government did the Jukun people operate on?

Theocratic System of Government 1.0000000
A military system of Government

0.0000000
A Civilian system of Government

0.0000000
A multiple system of Government

0.0000000
MCQ13
What is the rank of Achuwo ?

Prime Minister

1.0000000
President

0.0000000
Vice President

0.0000000
Senator

0.0000000
MCQ14
When was the Nigerian Youth Movement (NYM) emerged in Nigeria ?

1882

0.0000000
1524

0.0000000
2001

1.0000000
MCQ15
When did Chief Awolowo later join the Nigerian Youth Movement (NYM)?

1937

1.0000000
1953

0.0000000
1964

0.0000000
1997

0.0000000
MCQ16
What is called Umalokun or â€˜Mami waterâ€™ ? Olokun
1.0000000
Agbeda

0.0000000
kilamanja

0.0000000
MCQ17
What is called Hausa Bokwoi? Seven Hausa
1.0000000
Nine Hausa

0.0000000
All Hausa

0.0000000
Five Hausa

0.0000000
MCQ18
What is the science of Rain forest people? Metallurgy
1.0000000
Triaspomy

Fishing

0.0000000
Swimming

0.0000000
MCQ19
What is called God by the Esan? Osenebua
1.0000000
Olodumare

0.0000000
Osonobua

0.0000000
Oghena

0.0000000
MCQ20
Where was the Yoruba ethnic group historically migrated from?

North-eastern Asia

North-western Europe

0.0000000
North America

0.0000000
North-eastern Africa

1.0000000
MCQ21
Which tribes constitute West African Yam Belt? Nupe, itsekiri, Tiv
0.0000000
Igbo, Nupe, Hausa

0.0000000
Yoruba., egba, igba

0.0000000
The Nupe, Koto and Tiv

1.0000000
MCQ22
What name do the Fulanis call themselves?

1.0000000
Fufuk

0.0000000
Foolani

0.0000000
Fiks

0.0000000
MCQ23
What name do the Wolof people call the fulani ? Foolani
0.0000000
pelum

0.0000000
Fula

0.0000000
Peul

1.0000000
MCQ24

Egba

0.0000000
Fulfulde

1.0000000
Yoruba

0.0000000
Fullfulden

0.0000000
MCQ25
What century was Oyo empire founded? Fifteen century
1.0000000
Twelve century

0.0000000
Tenth century

0.0000000
Hundredth century

MCQ26
What was the composition of the army in traditional Yoruba society?
Infantry and calvary 1.0000000
Only Calvary

0.0000000
Civilians

0.0000000
Old people

0.0000000
MCQ27
How many sub- cultures were the Igbo people grouped? 3
0.0000000
2

0.0000000
5

0.0000000
MCQ28
What are the Igbo predominant occupation? Farmers and bricklayers
0.0000000
Farmers and traders

1.0000000
Politician and Traders

0.0000000
Pastors and imams

0.0000000
MCQ29
Which version of the origin of Benin kingdom was of the opinion that the bini people emigrated from Egypt?
Egharevbaâ€™s 1.0000000
Igbafeâ€™s

Ogbemudiaâ€™s

0.0000000
Oshiomole.

0.0000000
MCQ30
Which one of these is socio-political organization of the traditional Igbo ?
Class mate 0.0000000
chieftaincy grade

0.0000000
age grade

1.0000000
none of the options

0.0000000
MCQ31
Which tribe did the Jukun people raid as reported by the Kano chronicle?

Yoruba land

0.0000000
Hausa land and Borno

1.0000000
Igbo land and Niger

0.0000000
Igbo land

0.0000000
MCQ32
Who was the head of any effective Jukun state ? Aku Uka
1.0000000
Uku Uku

0.0000000
Aka Ika

0.0000000
Borkuni

0.0000000
MCQ33
What were the Southern and Eastern portions of the TIV country called ?

Ityough kiteragh

1.0000000
Iteough graop

0.0000000
Ittyough kiteragh

0.0000000
Ityough kitteyagh

0.0000000
MCQ34
How many smaller units were family group divided in Tiv traditional system,?
Three smaller units 0.0000000
Seven smaller units

0.0000000
Two smaller units

1.0000000
Ten smaller units

0.0000000
MCQ35
When was the first ever amalgamation of the British in Nigeria?

May 1906 Amalgamation

0.0000000
June 1537 Amalgamation

0.0000000
August 1987 Amalgamation

1.0000000
December 1996 Amalgamation

0.0000000
Fill in the Blank (FBQs) FBQ1
The head of Aku Ukaâ€™s Council was

* Achuwo* 1.0000000

0.0000000
FBQ2
When did the Trans- Atlantic Slave trade got to maturity

* 16th century* 1.0000000
* 16th century* 1.0000000

0.0000000
FBQ3
The second amalgamation was

* 1914* 1.0000000

0.0000000
FBQ4
How many major trends characterized the strength of Nationalistic spirit ?

* 3* 1.0000000
* Three* 1.0000000 FBQ5
Nigeria became independent on

* October 1st 1960*

* 1st October 1960* 1.0000000
* October 1st 1960* 1.0000000
FBQ6
The 1954 constitution is also known as

* McPherson Constitution* 1.0000000

0.0000000
FBQ7
The Bambara address the Fulani as

* Fula* 1.0000000

0.0000000

0.0000000
FBQ8
What country is believed to be the original home of the Fulani in the South Sudan ?

* Senegal* 1.0000000

FBQ9
Ancient Greece is best known as the Cradle of western

* scholarship* 1.0000000

0.0000000
FBQ10
National Conference on Education was organised by the Nigerian Education Council in year

* 1969* 1.0000000

0.0000000
FBQ11
Who inaugurated the 2010 vision?

* General Sani Abacha* 1.0000000

0.0000000
FBQ12
What year was the 2010 vision inaugurated ?

* 1996*

0.0000000
FBQ13
In almost every tradition there were lesser Gods and

* Goddesses* 1.0000000

0.0000000
FBQ14
In Yoruba land the gods and goddesses were known as

* Orisas* 1.0000000

0.0000000
FBQ15
In Igbo land the gods and goddesses were called

* Ndichie* 1.0000000

0.0000000

FBQ16
In traditional Africa, ancestors were regarded as living not

* dead* 1.0000000

0.0000000

0.0000000
FBQ17
In Benin, the gods and goddesses were referred to as

* Olokun* 1.0000000

0.0000000
FBQ18
History tells us the social and cultural organisation of traditional Africa was embedded in

* Religion* 1.0000000

0.0000000
FBQ19

* Shango* 1.0000000

0.0000000

0.0000000
FBQ20
Before her independence, two organised foreign religion arrived in Nigeria, which are

* Christianity and Islam* 1.0000000
* Islam and Christianity* 1.0000000
FBQ21
is best known as the Islamic intellectualism, radicalism and agitations

* Kano* 1.0000000

0.0000000
FBQ22
philosophers are best known as the systematisers of early Scientific thought

1.0000000

0.0000000
FBQ23
The contemporary origin and understanding of citizenship different from that of Plato and Aristotle could be traced back as far as the year

* 1789* 1.0000000

0.0000000
FBQ24
How many forms of Naturalization do we have ?

* 3* 1.0000000
* three* 1.0000000 FBQ25
The commonest legal method of acquiring the citizenship of a state is

* Naturalization* 1.0000000

0.0000000

0.0000000
FBQ26
The aggregate of the rights recognised by a state is called

* Civil liberty* 1.0000000

0.0000000

0.0000000
FBQ27
The lackadaisical attitude toward politics is called Political

* Apathy* 1.0000000

0.0000000
FBQ28
Rights that inherent in individual and they must have ipso facto is

* Civil rights* 1.0000000

0.0000000
FBQ29

Right to vote and to be voted for is

* Political right* 1.0000000

0.0000000
FBQ30
What was equated with morality?

* Justice* 1.0000000

0.0000000

0.0000000
FBQ31
What is part of human virtue ?

* Justice* 1.0000000

0.0000000
FBQ32
In pre-colonial Africa, cults formed an essential part of the native court government.

* secret* 1.0000000

0.0000000
FBQ33
Historically, the problem of social justice in Nigeria can be traced back to the first amalgamation in the year

* 1914* 1.0000000

0.0000000
FBQ34
The people are best known for their segmentary and acephalous way of life is

* Igbo* 1.0000000

0.0000000
FBQ35
What was the name given to a form of general assembly in traditional Igbo society?

* Amala Oha* 1.0000000

0.0000000

What is the principal duty of the “Nokena” ? to offer the king useful advice.
What was the Maini Kanendi’s duty? chief judge of the State.
Who were respected personage in the Kanem political structure Mother and sister
The following represent the important noble titled holders in the Kanem-Bornu political structure EXCEPT.

Meherima.

One of these is NOT a nobility in Nupeland Karima
Abutu Eje sometimes identified as child reared by Eje. What is Eje? leopard
Which of these people operated a theocratic system of government. The Jukun
AKU UKA performed the following functions EXCEPT spiritualist
Who wrote the book “The Tiv of Central Nigeria” which classifies the Tiv people as the largest single ethnic group in the middle Benue basin of Northern Nigeria.

Bohannan

Which word refers both to the language and founding father of the group? Tiv
Name the first Europeans to arrive Nigeria through Bini Kingdom. The Portuguese
Which century was the British decided to abolish the transAtlantic slave trade? 19th

What year did British first formally annexed Nigerian territory and took Lagos as a colony?

1861

One of these people did NOT involve in British usurpation of their independence and authority in Nigeria.

Nana Attahiru

What year did the whole Nigeria became responsibility of the British Colonial Office?

1900

Mention the name of the person that observes that the primary aim of the 1906 amalgamation was purely economic.

Tamuna

All of these people defended the interest of their people EXCEPT Chief Olusegun Obasanjo
When was Northern Region splitted 1967.
Some of these people belong to the West African yam belt EXCEPT. The igala
Where is the original home of the Hausa people? Daura
The following are great philosophers EXCEPT Darlington
When was the first independent National Educational Conference on curriculum development in Nigeria witnessed.

1969

What year did the Nigerian government introduce the Universal Basic Education Programme (UBE).

1976

What is The 6-3-3-4 system? Educational system
Which of these states does not share the lion part of petroleum product Enugu state
What is dominant factors that slows down the growth and productivity of the Nigerian education system.

the persistent conflict between foreign intellectual traditions and the African tradition Who wrote the book ‘History of Education in Nigeria’.
Fafunwa

What was the rank of Nigeria in 1990 by the World Bank? seventh
One of these is not found in Lokoja. Crude oil
All these are problems facing Nigeria EXCEPT and underemployment Youth empowerment
OFN means

Operation feed the Nation
Which of the socio-political organization is almost the same as that of itsekiri ? Benin kingdom
Which kingdom is ruled over by the Olu?

Warri kingdom

Which of the major ethnic group in the Niger-Delta were scattered in small fishing settlement in the creek of river Niger ?

Ijaw

Which tribe were particularly known as fishermen ?

Ijaws

helped to kill a snake, which had for a long time prevented the people from taking water from a well while in Daura,

* Bayajida*
The --- has always been known as the head of any typical Hausa state

* Sarki*
Ruler of foreign land means. in Hausa Language

* Sarkin Kasar*,
is the language that unites all the Kanem-Bornu people

* Kanuri*
Imperial state council of Kanem people consisted of

* Twelve*
The was to assist the King in the day-to-day administration of Kanem.

* King’s sister*
ETSU NUPE” is the king of land.

* Nupe*
The acronym UBE in Nigerian education means Basic Education

* Universal*
is best known as the ancestor to all the Attahs.

* Ayagba*
In Igala Political structure, each Igalla was the head of any effective Igala territory

* Mela*
The Jukun are also known as the

* Kwararafa*
In Tiv land, was the name of the family group and was the largest recognized entity as well.

* Tsombor*
British government amalgamated Lagos colony and protectorate with the protectorate of Southern Nigeria to form the new colony and protectorate of Southern Nigeria in

* 1906*
In January the British government amalgamated Northern and Southern Nigeria

* 1914*,

Frederick is best known as the father of the 1914 amalgamation.

* Lugard*
are best known as the greatest nomads of Africa.

* Fulani*
was the backbone or a searchlight boomed on society

* Education*
The first independent National Educational Conference on curriculum development in Nigeria took place in

* 1969*
The Nigerian government introduced the Universal Basic Education Programme (UBE) in .

* 1976*
The tertiary education witnessed a tremendous improvement with the adoption of the 6-3-3-4 system in

* 1981*
Edo/Delta, Rivers, Imo/Abia and Cross River/Akwa-Ibom States share the lion’s part of products.

* Petroleum*

Iron, brass and bronze are found in--- .

* Lokoja*
The structural Adjustment Programme (SAP) was introduced in Nigeria in
.

* 1986*
General inaugurated what he called 2010 vision.

Sani Abacha
Leatherwork was very important in Northern .

* Nigeria*
was baptized “home for all” and viewed as a symbol of national unity.

* Abuja* OIC means

* Organization of Islamic Conference*

The Maini Kanendi was the of the State

chief judge
The Nupe state was located on the north bank of the Niger at its confluence with the River

* Kaduna*
In traditional Nupe land, each village was headed by the

* Zitzu*
The Oyemisi of the land.

* Yoruba*
The are also known as the Kwararafa

* Jukun*
Mbavessen or elder was the head of a unit in land

* Tiv*
The Trans-Atlantic slave trade was the unfortunate channel that first put the British in contact with .

* Nigeria*
of Opobo,

* Jaja*

Multiple Choice Questions GST 201(MCQs)

MCQ1

The Igbo people are well known for MC
Answers Hints/Feedback Grade
0
0
0
Village democracy 100

MCQ2

The Yoruba can be described as one of the major groups in south Nigeria MC
Answers Hints/Feedback Grade
0
Ethnic 100
0
0

MCQ3

One of these is not a deity in Igbo land MC
Answers Hints/Feedback Grade
0
Orisanla 100
0
0

MCQ4

The Yoruba and have similarities in culture and religion MC
Answers Hints/Feedback Grade
0
Ethopia 100
0
0

MCQ5

is believed to be the first leader that led the Yoruba to Ile-Ife MC
Answers Hints/Feedback Grade

is believed to be the first leader that led the Yoruba to Ile-Ife MC
Answers Hints/Feedback Grade
0
0
0
oduduwa 100

MCQ6

The Jukun people are also known as MC
Answers Hints/Feedback Grade
0
0
Kwararafa 100
0

MCQ7

Oke-Oranfe is located in MC
Answers Hints/Feedback Grade

Oke-Oranfe is located in MC
Answers Hints/Feedback Grade
0
0
Ile-ife 100
0

MCQ8

One of these is not one of the messenger sent to the world MC
Answers Hints/Feedback Grade
obatala 100
0
0
0

MCQ9

The Niger-Delta people include the following except MC
Answers Hints/Feedback Grade

The Niger-Delta people include the following except MC
Answers Hints/Feedback Grade
0
ijaw 100
0
0

MCQ10

Oyo empire was founded in the middle of the MC
Answers Hints/Feedback Grade
0
15 century 100
0
0

MCQ11

is the main religion of fulani MC
Answers Hints/Feedback Grade

is the main religion of fulani MC
Answers Hints/Feedback Grade
Islam 100
0
0
0

MCQ12

One of these is not Bini nobility MC
Answers Hints/Feedback Grade
0
0
0
The udomaka 100

MCQ13

The Fulani call themselves MC
Answers Hints/Feedback Grade

The Fulani call themselves MC
Answers Hints/Feedback Grade
0
Fulbe 100
0
0

MCQ14

Some believe that the peoples migrated to their present location from either the north or the middle east MC
Answers Hints/Feedback Grade
Igbo 100
0
0
0

MCQ15

Which of these is not an original Hausa state MC
Answers Hints/Feedback Grade

Which of these is not an original Hausa state MC
Answers Hints/Feedback Grade
0
0
Abuja 100
0

MCQ16

The has always been known as the head of any typical Hausa state MC
Answers Hints/Feedback Grade
Chief 100
0
0
0

MCQ17

The Middle belt of Nigeria is sometimes called MC
Answers Hints/Feedback Grade

The Middle belt of Nigeria is sometimes called MC
Answers Hints/Feedback Grade
100
0
0
0

MCQ18

Between _ and _ centuries, the socio-political organisation of Hausa took another shape MC
Answers Hints/Feedback Grade
0
0
0
14th and 15th 100

MCQ19

On of these is Not a reason for the widespread of Hausa People MC
Answers Hints/Feedback Grade

On of these is Not a reason for the widespread of Hausa People MC
Answers Hints/Feedback Grade
0
0
Politics 100
0

MCQ20

dynasty was one of the longest ruling dynasties in the pre-colonial west African sub-region MC
Answers Hints/Feedback Grade
0
saifawa 100
0
0

MCQ21

One of these is not a category of the Fulani MC
Answers Hints/Feedback Grade

One of these is not a category of the Fulani MC
Answers Hints/Feedback Grade
0
Area Fulani 100
0
0

MCQ22

was a very important and respected personage in the karem political in the karem political structure as well MC
Answers Hints/Feedback Grade
Queen mother 100
0
0
0

MCQ23

Which of these is NOT a state within the Guinea savanna MC
Answers Hints/Feedback Grade

Which of these is NOT a state within the Guinea savanna MC
Answers Hints/Feedback Grade
0
0
0
Imo 100

MCQ24

In Karem Bornu Empire, there was an imperial state council known as the council of the or the Nokena MC
Answers Hints/Feedback Grade
twelve 100
0
0
0

MCQ25

Th major ethnic group in the Sudan region are as MC
Answers Hints/Feedback Grade

Th major ethnic group in the Sudan region are as MC
Answers Hints/Feedback Grade
0
0
Kanuri and Hausa 100
0

MCQ26

Army in Karem-Bornu empire, play a vital role in the administration and they were divided into MC
Answers Hints/Feedback Grade
0
0
2 100
0

MCQ27

These are Major ethnic groups in the middle belt except MC
Answers Hints/Feedback Grade

These are Major ethnic groups in the middle belt except MC
Answers Hints/Feedback Grade
0
The ibibio 100
0
0

MCQ28

According to the Israeli version, the Ibos are of origin MC
Answers Hints/Feedback Grade
0
Hebrew 100
0
0

MCQ29

The male adult members assembly to perform legislative function is iboland in relation to MC
Answers Hints/Feedback Grade

The male adult members assembly to perform legislative function is iboland in relation to MC
Answers Hints/Feedback Grade
Amala oha 100
0
0
0

MCQ30

The village democracy constitutes the basic unit of political organisation MC
Answers Hints/Feedback Grade
0
Ibo 100
0
0

MCQ31

Which of these is not an original Hausa state MC
Answers Hints/Feedback Grade

Which of these is not an original Hausa state MC
Answers Hints/Feedback Grade
0
0
Abuja 100
0

MCQ32

Who said that a good education should be free from moral indoctrination MC
Answers Hints/Feedback Grade
0
0
0
Doyle 100

MCQ33

The Hausa people are concentrated in these states except MC
Answers Hints/Feedback Grade

The Hausa people are concentrated in these states except MC
Answers Hints/Feedback Grade
0
0
0
Obohia 100

MCQ34

Some Igala elites attributes the emergence of their state to one MC
Answers Hints/Feedback Grade
0
0
Achadu 100
0

MCQ35

The Guinea savannah is known as as the home of Nigeria’s MC
Answers Hints/Feedback Grade

The Guinea savannah is known as as the home of Nigeria’s MC
Answers Hints/Feedback Grade
0
0
Cultural group 100
0

MCQ36

is best known as the ancestor to all the Attahs MC
Answers Hints/Feedback Grade
Idoko 100
0
0
0

MCQ37

Oyo empire became very powerful and prosperous extending its authority as far as MC
Answers Hints/Feedback Grade

Oyo empire became very powerful and prosperous extending its authority as far as MC
Answers Hints/Feedback Grade
0
Dahoney 100
0
0

MCQ38

was one of the rare empires that had built checks and balances and this contributed to its stability for centuries MC
Answers Hints/Feedback Grade
Oyo 100
0
0
0

MCQ39

The also had the power to remove any alafin especially when he appeared dictatorial or transgresses the laws of the land MC
Answers Hints/Feedback Grade

The also had the power to remove any alafin especially when he appeared dictatorial or transgresses the laws of the land MC
Answers Hints/Feedback Grade
Oyemesi 100
0
0
0

MCQ40

played a mediatory role in any conflict between the Oyomesi and Alaafin MC
Answers Hints/Feedback Grade
0
0
ogboni 100
0

MCQ41

The head of Oyo army was conferred with the coveted title of MC
Answers Hints/Feedback Grade

The head of Oyo army was conferred with the coveted title of MC
Answers Hints/Feedback Grade
0
0
0
Are-Ona-Kankanfo 100

MCQ42

were the first to be visited by the Europeans as early as 1472 A.D MC
Answers Hints/Feedback Grade
0
Bini 100
0
0

MCQ43

Abuja is known as the centre of MC
Answers Hints/Feedback Grade

Abuja is known as the centre of MC
Answers Hints/Feedback Grade
Unity 100
0
0
0

MCQ44

was the youngest child of osanbua MC
Answers Hints/Feedback Grade
0
Bini 100
0
0

MCQ45

The universal Basic education programme was introduced in MC
Answers Hints/Feedback Grade

The universal Basic education programme was introduced in MC
Answers Hints/Feedback Grade
0
0
1976 100
0

MCQ46

is credited with establishing the present Bini dynasty MC
Answers Hints/Feedback Grade
Oranmiyan 100
0
0
0

MCQ47

Which of these is not a classification of Bini society ? MC
Answers Hints/Feedback Grade

Which of these is not a classification of Bini society ? MC
Answers Hints/Feedback Grade
0
0
0
nobility 100

MCQ48

The jukun people are believed to have occupied the area between the River Benue and the River Ibi in state MC
Answers Hints/Feedback Grade
0
0
0
Gangola 100

MCQ49

The head of any typical Hausa migrant community is the MC
Answers Hints/Feedback Grade

The head of any typical Hausa migrant community is the MC
Answers Hints/Feedback Grade
0
0
Sarki 100
0

MCQ50

Achuwo was the head of Aku uka's council of nobles and functioned as the MC
Answers Hints/Feedback Grade
0
0
0
Prime Minister 100

MCQ51

The Oba was not only the civil head of the state but also the MC
Answers Hints/Feedback Grade

The Oba was not only the civil head of the state but also the MC
Answers Hints/Feedback Grade
0
Religious head 100
0
0

MCQ52

In , the British took Lagos as a colony MC
Answers Hints/Feedback Grade
0
0
0
1861 100

MCQ53

The cradle of western scholarship was MC
Answers Hints/Feedback Grade

The cradle of western scholarship was MC
Answers Hints/Feedback Grade
0
Ancient Greece 100
0
0

MCQ54

The ibos are grouped into subcultures MC
Answers Hints/Feedback Grade
5 100
0
0
0

MCQ55

The main occupation of the Fulani is MC
Answers Hints/Feedback Grade

The main occupation of the Fulani is MC
Answers Hints/Feedback Grade
0
0
0
Cow rearing 100

MCQ56

The immediate result for alternation of Nigeria was the birth of Nigeria MC
Answers Hints/Feedback Grade
Independence 100
0
0
0

MCQ57

In the Hausa socio-political system ‘’ sarkin kasar’’ means MC
Answers Hints/Feedback Grade

In the Hausa socio-political system ‘’ sarkin kasar’’ means MC
Answers Hints/Feedback Grade
0
0
Ruler of the land 100
0

MCQ58

One of these was not a member of the Nigerian youth movement MC
Answers Hints/Feedback Grade
Tafawa Balewa 100
0
0
0

MCQ59

The religious beliefs of the Niger delta people are centred on MC
Answers Hints/Feedback Grade

The religious beliefs of the Niger delta people are centred on MC
Answers Hints/Feedback Grade
0
Deities 100
0
0

MCQ60

According to the Achadu version, the origin of igala is MC
Answers Hints/Feedback Grade
0
Iboland 100
0
0

GST201 2021_2 TMA1

10/10

1. .Indigeneous democratic checks and balances was inherent in __ political system.
a. Yoruba

2..In the Bini mythology, __ is reffered to as the High God.
a. Osanobua

3.._ dynasty is associated to Benin kingdom
b. Ogiso

4..is the author of a book entitled History of the Yoruba
c. Rev. Samuel Johnson

5..is a popular ancenstral deity in Yorubaland
a. Obatala

6..Nigeira is a veritable example of society.
a. heterogeneous

7..A version of Yoruba pre-historic account claims that the Yorubas migrated from
b. North-East area of Africa

8..Which of the following is not true about the Igbo society?
a. worship of Yemoja

9..Which of the following is not an ethnic nationality in Nigeria?
c. Tuareg

10..The three major ethnic groups of Southern Nigeria are the Itsekiri, Urhobo and .
a. Ijo

GST201 List of Questions
Latex formatted questions may not properly render

Q1 Which of these states is the ‘hot bed’ of the Islamic intellectualism and radicalism
Kano

Q2 Which of these is a classification of Bini society?

nobility

Q3 Traditional Africans believed that political authority was an act of God and the spirits because ______
the priest-kings represent gods

Q4 The Universal Basic Education programme was introduced in ____
1976

Q5 The socio-political organization of the traditional Igbo was based on _____

Age grade

Q6 The process of acquiring citizenship of a state is known by what term ____
Naturalization

Q7 The Oba was not only the civil head of state but also the_____
Religious head

Q8 The main aim of the 6-3-3-4 system is for ______ advancement

technological

Q9 The Itsekiri kingdom was established through _____
Iginuwa

Q10 The Igbos have a common political system based on ____
Decentralization of power

Q11 The Igbo village-centred administration implied that all male in the village participate in its______

Political process

Q12 The head of any typical Hausa migrant community is the ____
Sarki

Q13 The capability of Abuja to be the symbol of national unity was questioned because _____
The entrance has an Islamic symbol

Q14 The attempt to smuggle Nigeria into the organisation of islamic conference without concent was done by _____ in _____
Ibrahim Babangida / 1986

Q15 The 6-3-3-4 system of education was introduced in _____
1981

Q16 The 2010 vision was inaugurated by _____ in ____
Sanni Abacha / 1996

Q17 Men are born and always continue, free and equal in respect of their rights… this statement is found in _____ national document
American declaration of independence

Q18 Before independence, _____ was the major economic factor in Nigeria.

Farming

Q19 Abuja is known as the centre of ______
Unity

Q20 A Kano based organised Islamic sect notorious for killing and destroying everything on their path in the 80's is _____
maitatsine

Q21 Who said that a good education should be free from moral indoctrination
Doyle

Q22 The western learning from ancient through the classical were ___ by the medieval church

exorcised

Q23 The village democracy constitutes the basic unit of ____ political organisation
Ibo

Q24 The religious beliefs of the Niger delta people are centered on ______
Deities

Q25 The male adult members assembly perform legislative function in Iboland in relation to _____
Amala oha

Q26 The main occupation of the Fulani is ____

Cattle rearing

Q27 The Ijaw socio-political organisation is characterised by _______

fishing

Q28 The Ibos are grouped into ___ subcultures
5

Q29 The highest authority in the kanem Bornu political structure is _____
Mai

Q30 The head of the army in the traditional Yoruba society is ____
Areona kankanfo

Q31 The educational structure were modernised in the ____ period
Englightenment

Q32 The economy of the Guinea savanna of Nigeria is _____
Farming

Q33 The cradle of western scholarship was________
Ancient Greece

Q34 The cradle of western scholarship was centred on the philosophy of great educationist of the kind of
Socrates

Q35 One of the kings that resisted the British during the period of the legitimate commerce is _____
Jaja of Opobo

Q36 In the pre-colonial era, Nigerian system of education was ____
Informal

Q37 In the Hausa socio-political system "sarkin kasar" means
ruler of the land

Q38 In pre-colonial era most Nigerian communities were small, largely rural and ______
Self sufficient

Q39 According to the Israeli version, the Ibos are of _____ origion
Hebrew

Q40 According to the Achadu version, the origin of the Igala is _____
Iboland

Q41 Which of these is not an original Hausa state _______
Abuja

Q42 Which of these is NOT a state within the Guinea savanna
Imo

Q43 These are the major ethnic groups in the middle belt except ____
The Ibibio

Q44 The two major rivers that traverse the middle belt of Nigeria are River Niger and ____

Benue

Q45 The social and political organization of the Hausa people is founded on strict______

Status differentiation

Q46 The pastoral Fulani are best known as the greatest_______of Africa
Nomads

Q47 The Nupe, the Koto, and the Tiv constitute what is called_____
West African yam belt

Q48 The major ethnic group in the Sudan savanna region are as _____

Kanuri and Hausa
Annang and Nupe

Q49 The Hausa people are concentrated in these states except _______
Obohia

Q50 The Hausa language is spoken in the whole of________

Sudan savanna

Q51 The Guinea savanna is known as the home of Nigeria’s_____

Tourism

Q52 The Guinea savanna constitute ______ as the economic preoccupation of Nigeria

farming

Q53 The Fulani call themselves______
Fulbe

Q54 One of these is NOT the reason for the widespread of Hausa people

Education

Q55 One of these is not a category of the Fulani
Area Fulani

Q56 According to history,__________ is the original home of the Hausa people
Daura

Q57 A good number of Hausa communities settled also in the neighbouring _____

Niger republic

Q58 ________ is the main religion of the Fulani
Islam

Q59 The socio-political organization of the Guinea Savanna people is well known because of their ___

Large monarchies

Q60 The middle belt of Nigeria is sometimes called____

Kasashen

Q61 There is no common pattern of socio-political organization among the people living in the _____
Rain forest Region

Q62 The traditional Igala political structure was operated on _______ levels

Two

Q63 The staff of authority of the Igbo people is called _____and it is controlled by the ____

Ofo, Okara

Q64 The rain forest communities known for iron smelting and black smithing are _____ , _______ , and ______

Nkwere, Awka and Oyo

Q65 The Ogboni cult played ______ role in conflicts between the Oyomesi and the Alaafin
a mediatory role

Q66 The Niger-Delta people include the following except

Nupe

Q67 The Jukun are also known as _______
Kwararafa

Q68 The Igbo people are well known for _______

Village democracy

Q69 The general philosophy behind the religious spirit of the rain forest is the search for ________

Wealth

Q70 The eastern part of the Igboland close to the Cameroonian border is occupied by the ____
Yakur

Q71 The Bini soceity was made up of two class strata namely ____ and ____

Adesotu and Ighiotu

Q72 One of these is not a deity in Igboland

Orisanla

Q73 In the Oke Oramfe's version of creation, the almighty sent _____ and _____ to create the world
Obatala & Oye

Q74 Identify one state where yoruba's are predominantly found _____

Kwara

Q75 Identify 3 ethnic groups in Southern Nigeria

Yoruba, Igbo, Ijaw

Q76 Every lineage in Igboland was headed by _________
Okpara

Q77 A deposed Alaafin in the 16th century was expected to

Commit suicide

Q78 ___________ is the second major tendency of the rain forest people

Monarchy

Q79 _____ is the kingdom that eventually emerged as an empire in Yoruba land

Oyo

Q80 _____ and _____ are 2 versions of the origin of the Yoruba people

Rev. Samuel Johnson & Oke Oramfe version

gst201 List of Questions

Latex formatted questions may not properly render

Q1 The domination within the NCNC party brought in a feeling of resentment
Igbo

Q2 Bokwoi means in Hausa Land seven

Q3 was headed by Herbert Macaulay as president and Dr Namdi Azikiwe as his secretary
The National council of Nigerians and cameroon's

Q4 One of these was not a member of the Nigerian Youth Movement Tafawa Balewa

Q5 The Major trends that characterized the strength of National spirit are
All of the above

Q6 The immediate result for alternation of Nigeria was the birth of Nigeria
Nationalism

Q7 The reason for almagamation of Nothern and Southern Protectorate was
economically buoyancy

Q8 In , British government amalgamationLagos colony and protectorate with the protector of the southern Nigeria to form the new colony and protectorate of the southern Nigerian

1906

Q9 All of these were brave and courageous Nigerians who resist the British except one
Dosumu of Lagos

Q10 In , the British took Lagos as a colony
1861

Q11 The trans-Atlantic slave was the unfortunate channel that the first put the in contract with Nigeria
British

Q12 The were the first Europeans to arrive Nigeria through Bini Kingdom
Portuguese

Q13 In Tiv society, was the head of a unit Mbavessen

Q14 was the name of the family groupnand was the largest recognised entity as well
Tsombor

Q15 The refers to both the language and founding father of the group
Tiv

Q16 people as the largest single ethnic group in the middle Benue Basin

Tiv

Q17 Achuwo was the head of Aku uka's council of nobles and functioned as the
Prime Minister

Q18 was respected in Jukun pre-colonial administration.
Public opinion

Q19 The Jukun people are believed to have occupied the area between the River Benue and the River Ibi in state
Gangola

Q20 The Jukun people operated a system of government
theocratic

Q21 Wakuri was alos known as the principal town of the people
Jukun

Q22 The afe also known as the Kwararafa
Jukun

Q23 The traditional Igala political structure was operated on levels
two

Q24 Politically speaking, each Igalla was the head of any effective Igala territory mela
Q25 is best known as the ancestor to all the Attahs Idoko

Q26 Historical Evidence exist to show that the territories of the igala and some speaking peoples has been contagious
Yoruba

Q27 Some Igala elites attributes the emergernce of thier state to one
Achadu

Q28 Abutu eje sometimes identified a child reared by a
Leopard

Q29 In Traditional Nupe land, each village was headed by the
zitzu

Q30 The Nupe was known as the head of Nupe kingdom.
Etsu

4. The Islamization of Hausaland also influenced its____
The Islamization of Hausa land also influenced its_____________

Judicial system

6. It is very important to notice that the nucleus of the socio-political organization of the Kanem Bornu people was based on ____
Kinship
6. In the traditional Kanem-Bornu, the ____________ played a vital role in the administration
Army
7. . For instance, Islam was adopted and this gave birth to many new political institutions such as the offices of the Galadima, Madawaki, ______________, Dogari, Yari Sarki and Sarki Yau
Magaji
8. According to the legend, the queen of Daura was very impressed and decided to marry him. They later had a son named Bawo. Bawo had __________
Six children

9. The titled nobility was another institution within the Kanem-Bornu political _____
Structure
10. Most scholars agree that the Bayajida story is the most authentic oral tradition in Hausaland that attempts to explain the origin of the Hausa _________
State

1. Kanem-Bornu ethic group also has many versions of its origin. But all these versions are not certain. They are also known to have been exaggerated in the region North East of the ----------

Lake chad

Q31 is also believed to have had an Igala father
Trodede

Q32 Egypt was the origin of the people
Nupe

Q33 The state was located on the North bank of all the Niger at its conference with the River kaduna
Nupe

Q34 The most important titled Nobility were all except one
Kamaga

Q35 Army in Karem-Bornu empire, play a vital role in the administration and they were divided into
2

Q36 The was the chief judge of the state Miani Kanendi

Q37 In Kanem Bornu empire, there was an imperial state council known as the council of the or the Nokena
twelve

Q38 was to assist the king in the day to day administration of the Kanem
King's sister

Q39 was a very important and respected personage in the Kanem political as well Queen mother

Q40 The nucleus of the social-political organisation of its Karem Bornu people based on
Kinship

Q41 dynasty was one of the longest ruling dynsasties in the pre-colonial west African sub-region
Saifawa

Q42 are also known to have been exaggerated in the region North East of the Lake Chad
Kanem-Bornu

Q43 Between and centuries, the socio-political organisation of Hausa took another shape
14th and 15th

Q44 means ruler of the land Sarkin Kasar

Q45 The has always been known as the head of any typical Hausa state
Sarka

Q46 the help to kill a snake in Daura
Bayajida

Q47 is believed to have come from Baghdad to Kanem- Borno and hence to Hausa land in present Nigeria.
Bayajida

Q48 By the year 2000, the Hausa population was estimated at about million twenty

Q49 The system characterized Ijaw societies. Ijaw people were traders esxpecially fishermen

None of the above

Q50 The people are found in Niger delta region
Urhobo

Q52 Itsekiri palace were modelled after the kingdom Benin
Q53 The following towns surrounded Itsekiri land Itsekiri.
Urhobo

Q54 Who are the people that took itsekiri to where they settled today?
Ijaws

Q55 was the son and heir apparent of oba olua of Benin in anout 1473.
Iginuwa

Q56 is known as the man through whom the kingdom of Itsekiri is said to have been established.
Iginuwa

Q57 Some believe that the peoples migrated to thier present location from either the north or the middle east
Igbo

Q58 The people are best known for thier segmentary or acephalous way of life
Igbo

Q59 One of these is not Bini nobility
The udomaka

Q60 The Bini society was classified into two distinct classes and
Adesotun and Ighiotu

Q61 is credited with establishing the present Bini dynasty
Eweka

Q62 The first period of pre-colonial Bini history is known as the era Ogiso

Q63 was the youngest child of osanobua
Bini

Q64 were the first to be visited by the Europeans as early as 1472 A.D
Bini

Q65 The Alaafin used the animal festival periods to acknowledge the renewal of allegiance of the provincial government to him
Bere

Q66 The head of Oyo army was conferred with the coveted title of
Are-Ona-Kankanfo

Q67 played a mediatory role in any conflict between the Oyomesi and Alaafin
ogboni

Q68 The also had the power to remove any alafin especially when he appeared dictatorial or transgresses the laws of the land
Oyemesi

Q69 was one of the rare empires that had built checks and balances and this contributed to its stability for centuries
Oyo

Q70 Oyo empire became very powerful and prosperous extending its authority as far as
Dahoney

Q71 Oyo empire was founded in the middle of the
15 century
Q72 sent down the five pieces of iron and placed the lump on earth on them
Oduduwa

Q73 One of these is not the messenger sent to the world obatala

Q74 Oke-oranfe is located in
Ile-ife

Q75 The Yoruba migrated from
Mecca
Q76 is believed to be the first leader that led the Yoruba to Ile-ife
oduduwa

Q77 The Yoruba and have similarities in culture and religion
Ethopia

Q78 Rev.Samuel Johnson's version traces the origin of the yoruba to the
East

Q79 The Yoruba can be described as one of the major groups in Southern Nigeria
Ethnic

Q80 The Yoruba ethnic group believed to have come into existence between
2000-1000BC

Who is best known as the cradle of the western scholarship?
Ans:Greece
What is the common cause of conflict between Fulani herders and any local farmers in Nigeria?
Ans: Land and its resources
This refers to conflict between individuals, or faction within a group. The following except one are the major states in the guinea savanna region of Nigeria
Ans:kogi
When was the Yoruba ethnic group of Nigeria came into being ?
Ans: 2000-1000 BC
Who traced the origin of the Yoruba to the North-Eastern area of Africa
An: Rev. Johnson
Which year did Lyttleton constitution take place ?
Ans: 1954
How many ethnic group in Nigeria can be identified as the major ones especially in the southern part of the country ?
Ans: six
The leadership in every lineage in Yoruba land is hereditary.
Ans: Truexxxxxxx false xxxxxx
How many states did the original Hausa has
Ans: Seven
What is the name of the oldest male member who heads the lineage in Igbo land ?
Ans: Okpara
Which version of the origin of Benin kingdom was of the opinion that the bini people emigrated from Egypt?
Ans: Egharevba’s
How many levels of socio-political administration did the Nupe people operated on in their Kingdom?
Ans: Two
Which form of general assembly is done in traditional Igbo society?
Ans: Amala oba
Which kingdom is ruled over by the Olu?
Ans: Benin kingdom
Where did people of Ijaw originate?
Ans: Bini
Which tribe were particularly known as fishermen ?
Ans:ijaw
How many major ethnic group do we have in Nigeria?
Ans:three or 3
Which part of the northern Nigeria by the year 2000,the population of the area was estimated to be about 20million ?
Ans: Hausa
In which year did the McPherson constitution take place ?
Ans: 1951
How many Hausa state is referred to as “Hausa Bokwoi” ?
Ans:seven

GST201 TMA1 List of Questions
Latex formatted questions may not properly render

Q1 There is no common pattern of socio-political organization among the people living in the _____
Rain forest Region

Q2 The traditional Igala political structure was operated on _______ levels
Two

Q3 The staff of authority of the Igbo people is called _____and it is controlled by the ____
Ofo, Okara

Q4 The rain forest communities known for iron smelting and black smithing are _____ , _______ , and ______

Nkwere, Awka and Oyo
Q5 The Ogboni cult played ______ role in conflicts between the Oyomesi and the Alaafin
a mediatory role

Q6 The Niger-Delta people include the following except
Nupe

Q7 The Jukun are also known as _______
Kwararafa

Q8 The Igbo people are well known for _______

Village democracy

Q9 The general philosophy behind the religious spirit of the rain forest is the search for ________
Wealth

Q10 The eastern part of the Igboland close to the Cameroonian border is occupied by the ____
Yakur

Q11 The Bini soceity was made up of two class strata namely ____ and ____
Adesotu and Ighiotu

Q12 One of these is not a deity in Igboland
Orisanla

Q13 In the Oke Oramfe's version of creation, the almighty sent _____ and _____ to create the world
Obatala & Oye

Q14 Identify one state where yoruba's are predominantly found _____
Kwara
Q15 Identify 3 ethnic groups in Southern Nigeria

Yoruba, Igbo, Ijaw

Q16 Every lineage in Igboland was headed by _________
Okpara

Q17 A deposed Alaafin in the 16th century was expected to
Commit suicide

Q18 ___________ is the second major tendency of the rain forest people
Monarchy

Q19 _____ is the kingdom that eventually emerged as an empire in Yoruba land

Oyo

Q20 _____ and _____ are 2 versions of the origin of the Yoruba people
Rev. Samuel Johnson & Oke Oramfe version

GST201 TMA2 List of Questions
Latex formatted questions may not properly render

Q1 Which of these is not an original Hausa state _______
Abuja

Q2 Which of these is NOT a state within the Guinea savanna
Imo

Q3 These are the major ethnic groups in the middle belt except ____
The Ibibio

Q4 The two major rivers that traverse the middle belt of Nigeria are River Niger and ____
Benue

Q5 The social and political organization of the Hausa people is founded on strict______
Status differentiation

Q6 The pastoral Fulani are best known as the greatest_______of Africa
Nomads

Q7 The Nupe, the Koto, and the Tiv constitute what is called_____
West African yam belt

Q8 The major ethnic group in the Sudan savanna region are as _____
Kanuri and Hausa

Q9 The Hausa people are concentrated in these states except _______
Obohia

Q10 The Hausa language is spoken in the whole of________
Sudan savanna

Q11 The Guinea savanna is known as the home of Nigeria’s_____
Tourism

Q12 The Guinea savanna constitute ______ as the economic preoccupation of Nigeria
farming

Q13 The Fulani call themselves______
Fulbe

Q14 One of these is NOT the reason for the widespread of Hausa people
Education

Q15 One of these is not a category of the Fulani
Area Fulani

Q16 According to history,__________ is the original home of the Hausa people
Daura

Q17 A good number of Hausa communities settled also in the neighbouring _____
Niger republic

Q18 ________ is the main religion of the Fulani
Islam
Q19 The socio-political organization of the Guinea Savanna people is well known because of their ___

Large monarchies

Q20 The middle belt of Nigeria is sometimes called____
Kasashen

GST201 TMA3 List of Questions
Latex formatted questions may not properly render

Q1 Who said that a good education should be free from moral indoctrination
Doyle

Q2 The western learning from ancient through the classical were ___ by the medieval church
exorcised

Q3 The village democracy constitutes the basic unit of ____ political organisation
Ibo

Q4 The religious beliefs of the Niger delta people are centered on ______
Deities

Q5 The male adult members assembly perform legislative function in Iboland in relation to _____
Amala oha

Q6 The main occupation of the Fulani is ____

Cattle rearing

Q7 The Ijaw socio-political organisation is characterised by _______

fishing

Q8 The Ibos are grouped into ___ subcultures
5

Q9 The highest authority in the kanem Bornu political structure is _____
Maini
Mai

Q10 The head of the army in the traditional Yoruba society is ____

Areona kankanfo

Q11 The educational structure were modernised in the ____ period
Englightenment

Q12 The economy of the Guinea savanna of Nigeria is _____
Farming

Q13 The cradle of western scholarship was________

Ancient Greece

Q14 The cradle of western scholarship was centred on the philosophy of great educationist of the kind of
Socrates
Q15 One of the kings that resisted the British during the period of the legitimate commerce is _____

Jaja of Opobo

Q16 In the pre-colonial era, Nigerian system of education was ____
Informal

Q17 In the Hausa socio-political system "sarkin kasar" means
ruler of the land

Q18 In pre-colonial era most Nigerian communities were small, largely rural and ______
Self sufficient

Q19 According to the Israeli version, the Ibos are of _____ origion

Hebrew

Q20 According to the Achadu version, the origin of the Igala is _____

Iboland

TMA: TMA1/GST102 AVAILABLE
GST102 – Use of English & Communication Skills II
1. One of the following words or phrases expresses contrast__________
2. B. however*
b. Letters of job offers and acceptance are
examples of_________
3. D. formal letters*
3 One of the following is NOT a part of an
4. D. equivalence*
c. Business letters are written for all but one of the following _______requesting acquaintance
d. In the sentence, 'The fishermen have been fishing all night long', the tense form is__ present perfect
e. In paragraph development, you can use one of the listed options. Identify the option. Definition
f. One of the following words or phrases expresses result accordingly
g. This topic sentence may be a….. statement, a generalization or a problem.
h. in letter writing indicates that the letter is reply to an earlier letter
i. Longer pieces of writings contain a series of related paragraphs
GST202(Material) No softcopy
• ________ is defined as a community of people who have the conviction that they bhave a common identitiy and common fate based on issues on origin and shared language religion
• All but one Is not important of early warning it reveal the effect of conflict
• There are over ______ different languages in use everyday in Nigeria 450
• The first stage of conflict whereby the problem emerges and acts or things or situation that were previously ignored and taken for granted now turn to serious issues is called The formative stage
• One of these is not categories of Stake holders Promoter Stake holders
• __________ see conflicts as highly contingent on the emergence of charismatic leaders who could mobilize subordinate Max Weber
• Barriers to social perception are as follows except Last impression error
• The assumption and guide manager's dealing with thier employees is All of the above
• One of these is not true Conflict is socially and culturally phenomena
• All but one is not important in timing in pre- intervertion conflict analysis all of the above
•
GST102 TMA4 List of Questions
Latex formatted questions may not properly render
Q1 Illustrations in a paragraph are usually developed with interesting ________
details
Q2 When a writer gives examples in a given paragraph they are called ________
illustrations
Q3 The language of official reports and business letters is often ________
formal
Q4 The informal forms of words like deteriorate and aperture are ________
get worse and opening
Q5 Items like shapes, patterns, colours and textures are ideal in ________
a descriptive writing
Q6 A more ________ is needed to achieve a better description.
precise vocabulary
Q7 The use of contracted forms of words is generally absent in ________ writing
formal
Q8 The sound /?/ can be found in the word ________
chocolate
Q9 The vowel sound /U/ can be found in the word ________
wood
Q10 The vowel sound /ei/ can be found in the word ________
wait
Q11 The consonant /b/ is present in one of these words
born
Q12 The sound /i:/ can be found in the word ________
mean
Q13 The vowel /?/ can be found in the word ________
puppy
Q14 The sound /j/ can be found in the word ________
yet
Q15 Clarity is very important when developing a paragraph by the ________ method.
cause and effect
Q16 In formal written language the speaker ________ directly to himself or herself
does not refer
Q17 In writing, when you work with several causes or reasons, you may find difficulty ________
arranging them in a significant order
Q18 In spoken or written communication, being formal or informal depends on ________
the situation
Q19 In descriptions, you need to be very conversant with the appropriate ________ to use
words
Q20 The ___________ of a country determines the way public speeches are presented there.
socio-cultural situation
GST102 TMA3 List of Questions
Latex formatted questions may not properly render
Q1 In what formal document are you expected to list the basic facts relating to your education, experience and special skills.
curriculum vitae
Q2 Which of these words has ONLY ONE consonant sound at its beginning?
philosophy
Q3 Which of the following words contain the CAPITALISED sound in 'priZe'
dies
Q4 One difficulty found in English pronunciation is ____________
no perfect correspondence between letters and sounds
Q5 Pick the odd one out
why
Q6 /t/ is silent in all of these words except in ________
little
Q7 There are more sounds in the English language than there are _________ in its alphabet.
letters
Q8 You are the one who __________ spreading the news
is
Q9 Either you or I _______ to blame
am
Q10 Explaining the meaning of a concept or thing is called_________
definition
Q11 Business letters are written for all but one of the following _______
requesting acquaintance
Q12 One of the following is the most appropraite way to request for an interview _____
I will be available for an interview at your earliest convenience
Q13 Which of these words should be used in a formal speech
commence
Q14 Look at the dark clouds; it _______ rain tonight.
may
Q15 The interview is often called ________ because it helps the interview board get an insight into your personality.
personality test
Q16 An organised, factual and objective presentation of information can be refered to as _________
a report
Q17 She ________ come here daily.
does
Q18 Symbols used to represent sounds in English are placed between _________ to distinguish them from the letters of the English alphabet
slant bars
Q19 The goat hurt _____ legs
its
Q20 Break the word INCOMPREHENSIBLE into its syllable components
in/com/pre/hen/sible
GST102 TMA2 List of Questions
Latex formatted questions may not properly render
Q1 The only way to learn how to summarise is for one to __________.
Practice
Q2 In the sentence, 'She was always out of school during the weekends in her undergraduate days' the tense form is_______
simple past tense
Q3 One of the following is NOT correct about writing reports of experiments ______
It should be informal and private
Q4 The language used in reporting an experiment should be_______
objective
Q5 Which of the following words contain the sound /a:/
calm
Q6 The ________ is commonly found in formal writing.
passive voice
Q7 Which of the following may not form the topic sentence of a paragraph?
a good rhyme scheme
Q8 In the sentence, 'The fishermen have been fishing all night long', the tense form is_________
present perfect
Q9 He had a serious accident while getting off a ________ bus.
moving
Q10 Beginning a paragraph with a topic sentence ________
helps both the reader and the writer
Q11 which of the following does not have /ts/ in its initial sound
chaos
Q12 One of the following words does not have /:/ as in 'birds'
bed
Q13 Neither Peter nor his wife______ considerate
is
Q14 Maiduguri was occupied by _______ soldiers.
the
Q15 I am not _______ good judge of poetry.
a
Q16 The extra force used in speaking, on a particular word or syllable in English is ___________ .
Word Stress
Q17 One of the following is NOT usually used in descriptive writing ______
temporal issues
Q18 Examples are used in paragraph development to __________.
persuade the reader that the generalization is correct
Q19 Letters of request and letters of complaint are types of _________ letters
formal
Q20 Re-' in letter writing indicates that the letter is _________
reply to an earlier letter
GST102 TMA1 List of Questions
Latex formatted questions may not properly render
Q1 The topic sentence as found in a paragraph may be _____, ______ or ______
a statement, a generalization or a problem.
Q2 I write on behalf of the company's management board to offer you an appointment' is introductory statement of a _____
letter of offer
Q3 A piece of writing which is unified by a central controlling theme is a/an _______.
paragraph
Q4 Which of the following is NOT a reason for comparison and contrast in paragraph development?
to identify issues in paragraphs
Q5 One of the following words or phrases expresses result_________
accordingly
Q6 Letters of job offers and acceptance are examples of_________
formal letters
Q7 One of the following words or phrases expresses additional information__________
besides
Q8 One of the following words or phrases expresses contrast__________
however
Q9 Coherence refers to the ___________
Logical transition from one idea to the next
Q10 One of the following is NOT a part of an effective paragraph________
equivalence
Q11 Coherence in a paragraph is acheived through all but one of the following _________
topic sentence
Q12 The form of speech we use with close associates and people of equal status is______
informal language
Q13 One major advantage of having the topic sentence at the end of a paragraph is that ______________
all the sentences build up to this topic sentence.
Q14 Causes and effects in paragraphs do one of the following__________
help the writer to explain reasons for an event
Q15 A topic sentence can be all except one of the following ________
Subject
Q16 I would've loved to go... is an example of _____ statement.
informal
Q17 We sincerely apologize for our errors; is an example of ________ statement.
formal
Q18 He often gets on my nerves; is an example of ________ statement.
informal
Q19 "Hi Robert," is an informal expression, which can be replaced with _____ in a formal expression
Dear sir
Q20 Paragraphs are used to _________ a long piece of writing.
divide
GST102 List of Questions
Latex formatted questions may not properly render
Q1 The sound /?/ can be found in the word ________
watch
Q2 The vowel /??/ can be found in the word ________
supper
Q3 Which of the following words contain the sound /a:/
calm
Q4 The use of contracted forms of words is generally absent in ________ writing
formal
Q5 The language of official reports and business letters is often ________
formal
Q6 In descr
words
Q7 A more ________ is needed to achieve a better description.
precise vocabulary
Q8 In formal written language the speaker ________ directly to himself or herself
does not refer
Q9 Items like shapes, patterns, colours and textures are ideal in ________
a descriptive writing
Q10 The main idea in a paragraph is usually conveyed by the ________
topic sentence
Q11 Illustrations in a paragraph are usually developed with interesting ________
details
Q12 When a writer gives examples in a given paragraph they are called ________
illustrations
Q13 In writing, when you work with several causes or reasons, you may find difficulty ________
arranging them in a significant order
Q14 Clarity is very important when developing a paragraph by the ________ method.
cause and effect
Q15 The informal forms of words like deteriorate and aperture are ________
get worse and opening
Q16 The central controlling theme of a paragraph may be called the ________
topic of the paragraph
Q17 These words ???firstly???, secondly??? ???thirdly???, show relationship between sentences and are known as _________ devices
Transitional
Q18 From the options, choose the correct syllable(s) division for the capitalized word. SEQUENTIAL
se·quen·tial
Q19 From the options, choose the correct syllable(s) division for the capitalized word. GRAMMAR
gram·mar
Q20 From the options, choose the correct syllable(s) division for the capitalized word. REMARKED
re·marked
Q21 Descriptions in paragraphs do one of the following__________
help the writer to create an accurate image of an event
Q22 Illustrations in paragraphs do one of the following__________
help the reader to understand difficult concepts
Q23 The form of speech we use with close associates and people of equal status is______
informal language
Q24 One of the following is the most appropraite way to request for an interview _____
I will be available for an interview at your earliest convenience
Q25 Which vowel is represented in the word 'swoon'?
/u:/
Q26 Which vowel is represented in the word 'chink'?
/I/
Q27 Which vowel is represented in the word 'deal'?
/I:/
Q28 In the sentence, 'She was singing happily' the tense form is __________.
past continuous
Q29 In the sentence, 'The President arrives from China tomorrow', the tense form is __________.
present
Q30 One of the following is the correct stress pattern for the underlined word in the following sentence, 'Let me have a record of all the sales for today
record
Q31 Which of the following words does NOT have a short vowel?
card
Q32 Which of the following words contain the sound /3:/?
world
Q33 A long sentence is usually divided into what may be called breath groups, or_________ groups.
tone
Q34 She longed for a friend in whom she could confide' is an example of _____ statement.
formal
Q35 The English word 'Afterwards' is stressed on the _________ syllable
first
Q36 One of the following is the most appropraite way to request for an interview _____
I will be available for an interview at your earliest convenience
Q37 Causes and effects in paragraphs do one of the following__________
help the writer to explain reasons for an event
Q38 The language used in reporting an experiment should be_______
objective
Q39 When we use a rising tone on the nucleus of a syllable, the pitch starts at a _________ level.
low
Q40 One of the following is NOT correct about writing reports of experiments ______
It should be informal and private
Q41 An organised, factual and objective presentation of information can be refered to as _________
a report
Q42 Look at the dark clouds; it _______ rain tonight.
may
Q43 The interview is often called ________ because it helps the interview board get an insight into your personality.
personality test
Q44 The only way you can learn how to summarise is for you to ______
do it practically
Q45 One of the following words or phrases expresses additional information__________
besides
Q46 It has been observed that students who want to be well-focused in their writing, need to learn how to _____
summarise
Q47 One of the following is the correct stress pattern for the word 'commerce'
commerce
Q48 Placing a topic sentence at the end of a paragraph _________
allows for all the sentences to be built up to the topic
Q49 Which vowel is represented in the word 'whack'?
/ae/
Q50 A paragraph is a piece of writing unified by a central controlling _______.
Theme
Q51 One of the following is NOT usually used in descriptive writing ______
temporal issues
Q52 All but one of the following is inappropriate in writing official letters________
You are advised forthwith
Strict compliance is advised
Kind regards
Sincerely
Q53 In the sentence, 'She was always out of school during the weekends in her undergraduate days' the tense form is_______
simple past tense
Q54 Identify the word that does NOT have this consonant / j /.
joke
Q55 Official reports, business letters, legal documents are often written in ______ language.
formal
Q56 Descriptions in paragraphs do one of the following__________
help the writer to create an accurate image of an event
Q57 Illustrations in paragraphs do one of the following__________
help the reader to understand difficult concepts
Q58 A topic sentence can be all except one of the following ________
Subject
Q59 What's up with you? is an example of _____ statement.
informal
Q60 The only way to learn how to summarise is for one to __________.
Practice
Q61 Which of the following is NOT a reason for comparison and contrast in paragraph development?
to identify issues in paragraphs
Q62 One of the following words or phrases expresses result_________
accordingly
Q63 Letters of job offers and acceptance are examples of_________
formal letters
Q64 One of the following words or phrases expresses time__________?
subsequently
Q65 Paragraphs can be developed by all these methods except _______
Connection
Q66 One of the following words or phrases expresses contrast__________
however
Q67 Coherence in a paragraph is acheived through all but one of the following _________
topic sentence
Q68 One of the following is NOT a part of an effective paragraph________
equivalence
Q69 A paragraph is a piece of writing unified by a central controlling _______.
Theme
Q70 When a text is divided into paragraphs, it provides a physical break on the page. This prevents ______ while reading.
boredom
Q71 Generally, paragraphs are used to introduce new ideas and ________
develop the central theme
Q72 Paragraphs are used in different forms of writing like ______ and _______
reports and articles
Q73 Longer pieces of writings contain a series of related __________
paragraphs
Q74 In paragraph development, you can use one of the listed options. Identify the option.
Definition
Q75 Business letters are written for all but one of the following _______
requesting acquaintance
Q76 Re-' in letter writing indicates that the letter is _________
reply to an earlier letter
Q77 I write on behalf of the company's management board to offer you an appointment' is introductory statement of a _____
letter of offer
Q78 In the sentence, 'The fishermen have been fishing all night long', the tense form is_________
present perfect
Q79 This topic sentence may be a ________
statement, a generalization or a problem.
Q80 The topic of a paragraph is usually a ________
theme or idea
MCQ1: The core aspect of a paragraph is its Answer: Main idea
MCQ2: The main idea is usually couched in the Answer: Topic sentence
MCQ3: Most topic sentences are usually of the paragraph.
Answer: At the beginning
MCQ4: In most writings, the in a paragraph tends to present the central theme in it.
Answer: First sentence
MCQ5: When using example as a paragraph development device, you will likely use one of these Answer: For example
MCQ6: The central concern of narrative writing is Answer: Telling a story
MCQ7: The major focus of a descriptive paragraph is to about a thing or person.
Answer: Give details
MCQ8: A paragraph providing step by step details of a process of an experiment you just performed will be called .
Answer: Explanatory
MCQ9: â€œAll men are women abusersâ€ is an example of a statement that will be referred to as Answer: Generalisation
MCQ10: When you write to the VC of your university, it is a(n)
Answer: Formal letter
MCQ11: A major way of determining if a letter is informal or not is through the
Answer: Language usage
MCQ12: If you are writing a letter to your friend, one of the ways you will salute them is to start your letter with
Answer: Dear Sam
MCQ13: If you are to write a letter to your Faculty Dean, you are expected to write it your Centre Director.
Answer: Through
MCQ14: When a patient dies of lung cancer attributable to his chain smoking habit, it would be right to say cigarette is .of his death.
Answer: Cause
MCQ15: Letter to the Editor is normally written to Answer: Newspaper houses
MCQ16: A letter seeking for job is usually called Answer: Application letter
MCQ17: You were offered jobs by two organisations, which letter will you write to the one you did not want to work with?
Answer: Letter of acceptance
MCQ18: If you have a job offer from more than one organisation, state the type of letter you are going to write to the organisation you do not wish to work with
.
Answer: Letter to decline
MCQ19: An essay you write to present your class debate will be written in language.
Answer: Formal
MCQ20: When you want to write a letter to accept a job offer, it should be done with
Answer: Gratitude
MCQ21: If you are seeking to further your studies, what sort of letter can your lecturer writer to support your quest?
Answer: Reference letter
MCQ22: When you want to sign off the letter to your friend, putting your full name and signature will be regarded as .
Answer: Out of order
MCQ23: You have siblings attending the conventional universities, if you are to write to the president to express your opinion on how the current ASUU strike should be handled, you are likely to express it as
.
Answer: Newspaper article
MCQ24: If you are addressing a woman with her professional title, it is always better to address her without , except she requested otherwise. Answer: Mrs.
MCQ25: When your letter ends with â€˜Yours sincerely, Chukaâ€™ it is most probably a letter to Answer: Your friend
MCQ26: A formal letter is usually expected to have
as the summary of its content. Answer: A heading
MCQ27: Most letters to the editor tend to contain Answer: complaints
MCQ28: If you witnessed an armed robbery incident, the report you will give to the Police is called Answer: A statement
MCQ29: An experimental report will likely contain a thing like
Answer: Procedure
MCQ30: A core requirement for a scientific report is that it MUST be
Answer: Objective
MCQ31: When you are presenting only the salient points of a passage, you are doing
Answer: Summary writing
MCQ32: What best way do you think you can develop your summary writing skill?
Answer: By practising it daily
MCQ33: One good way of developing the summary of a passage is by taking the in each paragraph.
Answer: main idea
MCQ34: Expansion materials are not acceptable in Answer: A summary passage
MCQ35: To really master the summary writing skill, you must .
Answer: Learn to identify core points in the passage
FBQ1: A paragraph that presents a cause should have the too for it to be considered good paragraph development strategy.
Answer: effect
FBQ2: In this sentence, â€˜She has arrived, â€¦?â€™, its second part will likely be:
Answer: hasnâ€™t she
FBQ3: An English polar question will most probably be answered with a or .
Answer: yes
FBQ4: A summary passage is expected to be than the passage it was extracted from in terms of length.
Answer: shorter
FBQ5: When you use comparison in developing a paragraph, it means that, at least, things are the focus of your writing.
Answer: two
FBQ6: The correct transcription of â€˜backâ€™ is
. Answer: /bÓ•k/
FBQ7: The transcribed word /Êƒelvz/ is lexically written as .
Answer: shelves
FBQ8: The word transcribed as /lÊŒv/ will be orthographically presented as .
Answer: love
FBQ9: â€˜How kind of you!â€™ is structurally regarded as in the classification of sentences.
Answer: simple
FBQ10: The transcription /jÉ”t/ will normally represent
word in English. Answer: yacht
FBQ11: The transcribed word /kÉµum/ here is . Answer: comb
FBQ12: This word â€˜examinationâ€™ has the main stress on its syllable.
Answer: fourth
FBQ13: The word â€˜Registrarâ€™ has
syllables. Answer: three
FBQ14: Transcribe the word â€˜childrenâ€™. Answer: Ê§ÉªldrÉ™n
FBQ15: Give the transcribed form of the word â€˜shotâ€™ .
Answer: /ÊƒÉ”t/
FBQ16: /Î¸Éªn/ would be a transcript of . Answer: thin
FBQ17: /ÊƒÉ™:t/ is a transcription of . Answer: shirt
FBQ18: Transcribe the word â€˜clothâ€™ . Answer: /klÉ”Î¸/
FBQ19: Indicate the number of syllables in this word â€˜kingshipâ€™ .
Answer: two
FBQ20: The word transcribed as /wÉ”ndÉ™/ is written in English as
Answer: wonder
FBQ21: â€˜I will see you tomorrow, God willingâ€™ will functionally be described as: .
Answer: A statement
FBQ22: â€˜Whenever he arrives, tell him to come inâ€™ is functionally regarded as sentence. Answer: command
FBQ23: â€˜He came, he saw, he conqueredâ€™ could be structurally described as .
Answer: compound sentence
FBQ24: â€˜The boy that came to visit me is my nephew; he is in the University of Lagos, doing his first degreeâ€™ is a sentence that is structurally
.
Answer: compound-complex
FBQ25: â€˜I just love to read!â€™ is functionally _. Answer: exclamation
FBQ26: One way of developing paragraphs is by one thing with another, which usually brings together positive features of the two elements.
Answer: comparing
FBQ27: You can also bring together two things in a negative sense; this is called because it brings side by side negative features of those elements being focused.
Answer: contrast
FBQ28: When a group of scholars come together to discuss a topic in their department, it is usually known as .
Answer: seminar
FBQ29: To moderate a seminar session, the person to chair is usually expected to be in that field of study.
Answer: An expert
FBQ30: A seminar cover page is expected to give the
of the writer to identify who it is that did the work.
Answer: name
FBQ31: Seminar presentation is usually the Â-Â-Â-Â-Â- end of writing it.
Answer: logical
FBQ32: When a seminar paper stirs up debate about the topic of discussion it is focused on, it is considered .
Answer: good
FBQ33: A seminar paper that has every point raised acceptable to the audience would be considered
. Answer: suspect
FBQ34: Every culture has its manner of doing
in the public, depending on the acceptable way of speaking to its community members.
Answer: oratory
FBQ 35: â€˜I stand on the existing protocolsâ€™ appears to be a cultural thing.
Answer: Nigerian
Score
TMA1 10/10
TMA2 10/10
The letter that requires its having a title is _______.
Formal letter
A letter you wrote to apply for a job at the National Open University of Nigeria should have _____.
Select one:
Two addresses
When you write a letter to your old friend to catch up on the old times, you are likely to write ________.
Select one:
An informal letter
A letter of invitation to speak at your end of year party
When you end your letter to an acquaintance with ‘Yours sincerely’, it is likely to have been _______.
Select one:
An informal letter
When you are with your family members at home, your communication type will likely be _____.
Select one:
Informal
A letter you decided to sign off with “Yours faithfully’ will most likely be _____.
Select one:
A formal letter
When speaking with your boss, you are likely to use _____ type of communication due to the official context.
Select one:
Formal
When you addressed a letter to the Vice Chancellor of NOUN and wrote: ‘Dear Vice Chancellor’, it shows that the letter is addressed to _____.
Select one:
Your Vice Chancellor
A letter you wrote to the Vice Chancellor of NOUN in which you address him as ‘Dear Abdalla’, will indicate that the letter is to _____.
Select one:
A friend
Letter of complaint would be regarded as a _______.
Select one:
Formal
Repetition is a ________ in writing a summary.
Select one:
Nono
A good summary write will first isolate _____ and put them down to form the summary work.
Select one:
The main ideas
A letter you decided to sign off with “Yours faithfully’ will most likely be _____.
Select one:
A formal letter
To write summary, it is best to _______ doing it as much as possible.
Select one:
Practise
To write a good summary, putting examples in the summary will be regarded as a sign of _____.
Select one:
Poor summary writing skill
Summary is usually _______ of a more extensive passage.
Select one:
A reduction
When you are summarising a passage, each paragraph will most likely give you _____ each.
Select one:
A point
One of the core things you must do in writing a summary is to _____.
Select one:
Identify the core points
During your lectures, summary writing skills will help you to _____.
Select one:
Take down note
In writing a summary, the first thing you look for in a paragraph is the _______.
Select one:
Topic sentence
GST102 2021_2 TMA 1
10/10
b. The verbs ''must' and 'have' are used to express an _
B. Obligation B?
c. Giving examples in writing also add to the readers _
C. Interest C ?
d. The attachment of the curriculum vitae to an application letter does what to the reader?
B. Tells the reader more about the sender. B?
e. Summarization of a passage entails the __
A. Condensing and shortening of passage A?
5.Paragraphs developed through mentioning place, position, direction, shapes and patterns is the _
B. Descriptive paragraph B?
6.In describing, select such physical details as will support the of general appearance you have given in your first sentence
C. Description C?
7.__ is used to express probability
C. Might C?
8.__ auxiliaries enable you to express probability
A. Modal A ?
9.Giving examples is one of the easiest ways of developing___
B. A topic B ?
10.A reply to a letter of complaint is known as an __
C. Adjustment letter B ?
GST102 NOUN EXAM
Identify the infinitive phrase in the sentence ‘Think about what you can do to know more about automobiles’ is ___________.
2.
To know
English sounds are divided into ____________
vowels and consonants
__________are verbal nouns which can play the role of a noun in some positions in an English sentence.
Gerunds
In formal written language the speaker ____________ directly to himself or herself
*
does not refer
What is central to a public speech is that __________
people of different subject areas and of varying degrees of educational experiences are gathered together and you are expected to talk to them
Which syllable carries stress in each of the following words? ‘objective’, ‘complete’, ‘important’, ‘another’ __________
first syllable
When speaking English, the change in pitch of the voice from high to low is known as the ____________
•
fall-rise tone
Which of the following words contain four syllables? ____________
Conversation
Complete this sentence with one of the options given: Sir, we've finished our assignment for today. _____ we leave now, please?
5.
Can
One major way of indicating the main points of a lecture is the use of ______
transitional devices
The smallest unit in an English sentence which is the ________.
article
Sentences in English belong to ______ types according to grammatical structure.
four main
The theory behind an experiment explains the problem and helps in _______
Formulating a hypothesis
_______ your father know that you are here?
C.
Does
The present tense forms of the verb ‘do’ are ______ and _____.
do and does
While a written test shows your grasp of a subject, an interview is meant __________in the job you have applied for
to prepare you psychologically and intellectually
In composition writing, paragraphs introduce ideas to develop ________
The central theme
Which of the following words has the same vowel sound as in the word ‘see’? _______
stick
One of the difficulties about English pronunciation is that ____________
D.
there is no perfect correspondence between letters and sounds
Which of the following may not be considered when writing letters of complaint? ______
a.
There is need to apologize if you are complaining.
Identify the word that does NOT have this consonant / j / _________
joke
In English, relative clauses behave like adjectives because ___________
they qualify nouns
One of the following is the correct stress pattern for the word 'commerce' ______
a.
co'mmerce
GST102 NOUN EXAM
c. The farmers HAVE BEEN PLOUGHING their fields for two hours now. The words in capital letters indicate the _____________ form in English.
d.
Present Perfect Continuous Tense
b. Tenses in English are very important. No sentences can be correct in English without proper sequence of tenses. When you mix up tenses, you look _____________
b.
ridiculous, unintelligent and illiterate
b. The use of contracted forms of words is generally absent in ________writing
c.
Formal
60. Which of the following characteristics may not be applicable to public speeches? ________
c.
A good public speech must have a lasting impression on the audience
41. The English present perfect tense is often linked to the speaker’s present. Therefore, we _____
d.
never use it with past time expressions.
8. A longer sentence is usually divided into what may be called breath groups, or sense groups. We also call them ________.
d.
tone groups
59. The concluding parts of a public speech should have all of the following, except _______
d.
Memorable jargons and funny words worth remembering by the audience
7. The present tense forms of the auxiliary verb ‘have’ are _____ and _____.
d.
have and has
27. The language used in reporting an experiment should be______
e.
Objective
13. If we analyse the English sentence ‘Why are we going there?’, what we would have would be ___________
d.
present participle used to form present continuous tense
11. Participles are the two forms of a verb called ______ which may be used in compound forms of the verb or as adjectives.
d.
present participle and past participle
16. The participle form of the English verb ‘considered’ is ____________
c.
considered
38. One of the following words or phrases expresses additional information_________
d.
Besides
20. It is often possible to __________ technique in composing a paragraph
d.
combine more than one
42. Which of the following does not come under the classification of types of report? _____
d.
‘An Experience I will never forget” type of report
20. In spoken or written communication, being formal or informal depends on ________
f.
the geographical location of the communication event
g.
the situation
4. The man that you saw yesterday was the former President of Nigeria. This is an example of a ____________
h.
Complex Sentence
43. When a written report is systematic, it means it is not written anyhow. The pattern must be ___________.
d.
clear and logical
44. The farmers HAVE BEEN PLOUGHING their fields for two hours now. The words in capital letters indicate the _____________ form in English.
d.
Present Perfect Continuous Tense
46. Tenses in English are very important. No sentences can be correct in English without proper sequence of tenses. When you mix up tenses, you look _____________
d.
ridiculous, unintelligent and illiterate
26. The use of contracted forms of words is generally absent in ________writing
e.
Formal
60. Which of the following characteristics may not be applicable to public speeches? ________
c.
A good public speech must have a lasting impression on the audience
41. The English present perfect tense is often linked to the speaker’s present. Therefore, we _____
d.
never use it with past time expressions.
8. A longer sentence is usually divided into what may be called breath groups, or sense groups. We also call them ________.
d.
tone groups
59. The concluding parts of a public speech should have all of the following, except _______
d.
Memorable jargons and funny words worth remembering by the audience
7. The present tense forms of the auxiliary verb ‘have’ are _____ and _____.
c.
have and has
27. The language used in reporting an experiment should be______
d.
Objective
13. If we analyse the English sentence ‘Why are we going there?’, what we would have would be ___________
d.
present participle used to form present continuous tense
11. Participles are the two forms of a verb called ______ which may be used in compound forms of the verb or as adjectives.
d.
present participle and past participle
16. The participle form of the English verb ‘considered’ is ____________
e.
considered
38. One of the following words or phrases expresses additional information_________
d.
Besides
20. It is often possible to __________ technique in composing a paragraph
d.
combine more than one
42. Which of the following does not come under the classification of types of report? _____
d.
‘An Experience I will never forget” type of report
20. In spoken or written communication, being formal or informal depends on ________
c.
the geographical location of the communication event
c.
the situation
4. The man that you saw yesterday was the former President of Nigeria. This is an example of a ____________
c.
Complex Sentence
43. When a written report is systematic, it means it is not written anyhow. The pattern must be ___________.
d.
clear and logical
The English word 'Afterwards' is stressed on the ……syllable
first
It has been observed that students who want to be well-focused in their writing, need to learn how to…
summarise
When we use a rising tone on the nucleus of a syllable, the pitch starts at a……..level.
low
The word 'important' carries stress on its…..syllable
second
A long sentence is usually divided into what may be called breath groups, or …..groups.
tone
The interview is often called…………because it helps the interview board get an insight into your personality.
personality test
Which of the following words contain the sound /3:/?
world
Even if you are confident and experienced, you must remember that …….is the first step towards success at an interview.
preparation
The only way you can learn how to summarise is for you to……..
do it practically
Wh-questions which are said in a warm friendly way should always be said with the ………..tone.
rising
Examples are used in paragraph development to __________.
persuade the reader that the generalization is correct
illustration in paragraph do.
help the reader to understand difficult concept.
Description in paragraph do one of the following
help the writer to create an accurate image of an event.
one of the ff is NOT usually used in descriptive writing.
temporal issues.
all but one of the ff is inappropriate I writing.
sincerely.
one of the following is NOT a part of an effective paragraph.
equivalence.
letters of job offers and acceptance.
formal letters.
I write on behalf of the company.
letter of offer.
the form of speech we use with close associates.
f. informal* language
which of the following is not a reason for comparison.
to identify issues in paragraph.
causes and effect in paragraph do one.
help the writer to explain reasons for an event.
In the sentence, 'The President arrives from Brazil tomorrow', the tense form is __________.
present
In the sentence, 'She was singing happily' the tense form is __________.
past continuous
How will you describe the future tense in the following sentence: “She is planning to visit me next year.”
intention
Identify the word that does NOT have this consonant / j /.
joke
Which of the following words does NOT have a short vowel?
card
“It is advised that prison conditions should be improved.” What kind of subject is in the sentence?
impersonal
the sentence, 'The girl had accidentally been harrassed by the agents’ the tense form is _________
past perfect
In the sentence, 'I have been waiting for some time now' the tense form is_________.
present perfect continuous
One of the following is the correct stress pattern for the word 'commerce'
commerce
One of the following is the correct stress pattern for the underlined word in the following sentence, 'Let me have a record of all the sales for today
record
Placing a topic sentence at the end of a paragraph _
allows for all the sentence to be built up to the topic
Beginning a paragraph with a topic sentence ________
helps both the reader and the writer
Explaining the meaning of a concept or thing is called?
definition
A paragraph is unified by a __________
Theme
Coherence refers to the
logical transition from one idea to the next
The statement: Piranhas are omnivorous, freshwater fish, which are mostly known for their single row of sharp, triangular teeth in both jaws, is an example of one of the following techniques in developing a paragraph_______________
description
A topic sentence relates to the ___ of the paragraph
central theme
A topic sentence can be all except one of the following
Subject
The statement: As small fierce fish mostly found in South America, most people consider piranhas to be quite dangerous, is an example of one of the following__________
Definition
Examples are used in paragraph development to
persuade the reader that the generalization is correct.
Even if you are confident and experienced, you must remember that _____________ is the first step towards success at an interview.
preparation
When we use a rising tone on the nucleus of a syllable, the pitch starts at a ____________ level.
low
In the sentence, She was always out of school during the weekends in her undergraduate days, the tense form is_______
simple past tense
The language used in reporting an experiment should be_______
objective
The interview is often called ____________ because it helps the interview board get an insight into your personality.
personality test
Business letters are written for all but one of the following _______
requesting acquaintance
One of the following is NOT correct about writing reports of experiments____
it should be informal and private
The expression RE in letter writing indicates that the letter is _________
reply to an earlier letter
Wh-questions which are said in a warm friendly way should always be said with the _____________ tone.
rising
One of the following is the most appropraite way to request for an interview _____
I will be available for an interview at ur earliest convenience
Letters of job offers and acceptance are examples of_________
formal letters
Which of the following is NOT a reason for comparison and contrast in paragraph development? ____________
to identify issues in paragraphs
The English word 'Afterwards' is stressed on the ……syllable
first
It has been observed that students who want to be well-focused in their writing, need to learn how to…
summarise
The word 'important' carries stress on its…..syllable
second
A long sentence is usually divided into what may be called breath groups, or …..groups.
tone
The interview is often called…………because it helps the interview board get an insight into your personality.
personality test
Which of the following words contain the sound /3:/?
world
The only way you can learn how to summarise is for you to……..
do it practically
One of the following is NOT usually used in descriptive writing ______
temporal issues
Causes and effects in paragraphs do one of the following__________
help the writer to explain reasons for an event
Illustrations in paragraphs do one of the following__________
help the reader to understand difficult concepts
All but one of the following is inappropriate in writing official letters________.
sincerely.
One of the following is NOT a part of an effective paragraph________.
equivalence.
letters of job offers and acceptance. Letters of job offers and acceptance are examples of_________
formal letters.
I write on behalf of the company's management board to offer you an appointment. This can be the introductory statement of a _____.
letter of offer.
The form of speech we use with close associates and people of equal status is______.
informal language
Which of the following is NOT a reason for comparison and contrast in paragraph development?____________
to identify issues in paragraph.
Causes and effects in paragraphs do one of the following__________
help the writer to explain reasons for an event
In the sentence, 'She was always out of school during the weekends in her undergraduate days' the tense form is_______
simple past tense
One of the following is NOT correct about writing reports of experiments____
It should be informal and private
In the sentence, 'The fishermen have been fishing all night long', the tense form is_________
present perfect
Which vowel is represented in the word 'bead'?
/I:/
One of the following is the most appropriate way to request for an interview _____
I will be available for an interview at your earliest convenience
Re-' in letter writing indicates that the letter is _________
reply to an earlier letter
Which vowel is represented in the word 'oats'?
/ou/
Which vowel is represented in the word 'ship'?
/I/
The language used in reporting an experiment should be_______
objective
Business letters are written for all but one of the following _______
requesting acquaintance
GST 102 TMA_22
One of the following is the correct stress pattern for the underlined word in the following sentence, 'Let me have a record of all the sales for today
ans:Record
How will you describe the future tense in the following sentence: “She is planning to visit me next year.”
ans:simple future
In the sentence, 'I have been waiting for some time now' the tense form is_.
ans:present perfect continuous
In the sentence, 'She was singing happily' the tense form is __.
ans:past continuous
“It is advised that prison conditions should be improved.” What kind of subject is in the sentence?
ans: impersonal
Which of the following words does NOT have a short vowel?
ans:card
the sentence, 'The girl had accidentally been harrassed by the agents’ the tense form is _
ans:past perfect
In the sentence, 'The President arrives from Brazil tomorrow', the tense form is __.
ans:future
Identify the word that does NOT have this consonant / j /.
ans:joke
One of the following is the correct stress pattern for the word 'commerce'
ans:commerce
GST 102 TMA-1 10/10
Placing a topic sentence at the end of a paragraph _
A: allows for all the sentence to be built up to the topic
Beginning a paragraph with a topic sentence
A: helps both the reader and the writer
Explaining the meaning of a concept or thing is called?
A: Definition
A paragraph is unified by a
A: theme
Coherence refers to the
A: logical transition from one idea to the next
The statement: Piranhas are omnivorous, freshwater fish, which are mostly….
A: Description
A topic sentence relates to the _ of the paragraph
A: central theme
A topic sentence can be all except one of the following
A: Subject
As small fierce fish, mostly found in south America….
A: Definition
Examples are in used in paragraph development to
A: persuade the reader that the generalization is correct.
10/10
GST102 TMA2 10/10
illustration in paragraph do.
help the reader to understand difficult concept.
description in paragraph do one.
help the writer to create an accurate image of an event.
one of the ff is NOT usually used in descriptive writing.
temporal issues.
all but one of the ff is inappropriate I writing.
sincerely.
one of the ff is NOT a part of an effective paragraph.
equivalence.
letters of job offers and acceptance.
formal letters.
I write on behalf of the company.
letter of offer.
the form of speech we use with close associates.
g. informal* language
which of the following is not a reason for comparison.
to identify issues in paragraph.
causes and effect in paragraph do one.
help the writer to explain reasons for an event.
3:formal language
Gst102 TMA 2
10/10
h. Certain items of __ are never used except in formal situations
VOCABULARY
i. When you use phrases like 'Would it be possible …' and 'I would like to inquire about …' in your letter, you are making _
A REQUEST
j. Application letters are strictly _ writing
FORMAL
k. Relative clauses are of _ types
TWO
l. The more vivid your description, the better your __
WRITING
m. The use of the passive voice is common in __ writing
FORMAL
n. When developing your paragraph through definition, the simplest way to define a term is by giving _ of that term
A SYNONYM
o. Asking the receiver of your letter the state of his/her family members fall under the __ type of letter writing
INFORMAL
p. The essence of a descriptive writing is to paint a picture of what to be described in __
IN WORDS
q. A defining relative clause begins with a relative pronoun such as __
WHO
Which of the following words does NOT have a short vowel?
r.
feet
GST102 NOUN EXAM
The English word 'Afterwards' is stressed on the ……syllable
first
It has been observed that students who want to be well-focused in their writing, need to learn how to…
summarise
When we use a rising tone on the nucleus of a syllable, the pitch starts at a……..level.
low
The word 'important' carries stress on its…..syllable
second
A long sentence is usually divided into what may be called breath groups, or …..groups.
tone
The interview is often called…………because it helps the interview board get an insight into your personality.
personality test
Which of the following words contain the sound /3:/?
world
Even if you are confident and experienced, you must remember that …….is the first step towards success at an interview.
preparation
The only way you can learn how to summarise is for you to……..
do it practically
Wh-questions which are said in a warm friendly way should always be said with the ………..tone.
rising
Examples are used in paragraph development to __________.
persuade the reader that the generalization is correct
illustration in paragraph do.
help the reader to understand difficult concept.
Description in paragraph do one of the following
help the writer to create an accurate image of an event.
one of the ff is NOT usually used in descriptive writing.
temporal issues.
all but one of the ff is inappropriate I writing.
sincerely.
one of the following is NOT a part of an effective paragraph.
equivalence.
letters of job offers and acceptance.
formal letters.
I write on behalf of the company.
letter of offer.
the form of speech we use with close associates.
s. informal* language
which of the following is not a reason for comparison.
to identify issues in paragraph.
causes and effect in paragraph do one.
help the writer to explain reasons for an event.
In the sentence, 'The President arrives from Brazil tomorrow', the tense form is __________.
present
In the sentence, 'She was singing happily' the tense form is __________.
past continuous
How will you describe the future tense in the following sentence: “She is planning to visit me next year.”
intention
Identify the word that does NOT have this consonant / j /.
joke
Which of the following words does NOT have a short vowel?
card
“It is advised that prison conditions should be improved.” What kind of subject is in the sentence?
impersonal
the sentence, 'The girl had accidentally been harrassed by the agents’ the tense form is _________
past perfect
In the sentence, 'I have been waiting for some time now' the tense form is_________.
present perfect continuous
One of the following is the correct stress pattern for the word 'commerce'
commerce
One of the following is the correct stress pattern for the underlined word in the following sentence, 'Let me have a record of all the sales for today
record
Placing a topic sentence at the end of a paragraph _
allows for all the sentence to be built up to the topic
Beginning a paragraph with a topic sentence ________
helps both the reader and the writer
Explaining the meaning of a concept or thing is called?
definition
A paragraph is unified by a __________
Theme
Coherence refers to the
logical transition from one idea to the next
The statement: Piranhas are omnivorous, freshwater fish, which are mostly known for their single row of sharp, triangular teeth in both jaws, is an example of one of the following techniques in developing a paragraph_______________
description
A topic sentence relates to the ___ of the paragraph
central theme
A topic sentence can be all except one of the following
Subject
The statement: As small fierce fish mostly found in South America, most people consider piranhas to be quite dangerous, is an example of one of the following__________
Definition
Examples are used in paragraph development to
persuade the reader that the generalization is correct.
Even if you are confident and experienced, you must remember that _____________ is the first step towards success at an interview.
preparation
When we use a rising tone on the nucleus of a syllable, the pitch starts at a ____________ level.
low
In the sentence, She was always out of school during the weekends in her undergraduate days, the tense form is_______
simple past tense
The language used in reporting an experiment should be_______
objective
The interview is often called ____________ because it helps the interview board get an insight into your personality.
personality test
Business letters are written for all but one of the following _______
requesting acquaintance
One of the following is NOT correct about writing reports of experiments____
it should be informal and private
The expression RE in letter writing indicates that the letter is _________
reply to an earlier letter
Wh-questions which are said in a warm friendly way should always be said with the _____________ tone.
rising
One of the following is the most appropraite way to request for an interview _____
I will be available for an interview at ur earliest convenience
Letters of job offers and acceptance are examples of_________
formal letters
Which of the following is NOT a reason for comparison and contrast in paragraph development? ____________
to identify issues in paragraphs
The English word 'Afterwards' is stressed on the ……syllable
first
It has been observed that students who want to be well-focused in their writing, need to learn how to…
summarise
The word 'important' carries stress on its…..syllable
second
A long sentence is usually divided into what may be called breath groups, or …..groups.
tone
The interview is often called…………because it helps the interview board get an insight into your personality.
personality test
Which of the following words contain the sound /3:/?
world
The only way you can learn how to summarise is for you to……..
do it practically
One of the following is NOT usually used in descriptive writing ______
temporal issues
Causes and effects in paragraphs do one of the following__________
help the writer to explain reasons for an event
Illustrations in paragraphs do one of the following__________
help the reader to understand difficult concepts
All but one of the following is inappropriate in writing official letters________.
sincerely.
One of the following is NOT a part of an effective paragraph________.
equivalence.
letters of job offers and acceptance. Letters of job offers and acceptance are examples of_________
formal letters.
I write on behalf of the company's management board to offer you an appointment. This can be the introductory statement of a _____.
letter of offer.
The form of speech we use with close associates and people of equal status is______.
informal language
Which of the following is NOT a reason for comparison and contrast in paragraph development?____________
to identify issues in paragraph.
Causes and effects in paragraphs do one of the following__________
help the writer to explain reasons for an event
In the sentence, 'She was always out of school during the weekends in her undergraduate days' the tense form is_______
simple past tense
One of the following is NOT correct about writing reports of experiments____
It should be informal and private
In the sentence, 'The fishermen have been fishing all night long', the tense form is_________
present perfect
Which vowel is represented in the word 'bead'?
/I:/
One of the following is the most appropriate way to request for an interview _____
I will be available for an interview at your earliest convenience
Re-' in letter writing indicates that the letter is _________
reply to an earlier letter
Which vowel is represented in the word 'oats'?
/ou/
Which vowel is represented in the word 'ship'?
/I/
The language used in reporting an experiment should be_______
objective
Business letters are written for all but one of the following _______
requesting acquaintance
GST102 NOUN EXAM
In the sentence, 'She was always out of school during the weekends in her undergraduate days' the tense form is_______
simple past tense
One of the following is NOT correct about writing reports of experiments____
It should be informal and private
In the sentence, 'The fishermen have been fishing all night long', the tense form is_________
present perfect
Which vowel is represented in the word 'bead'?
/I:/
One of the following is the most appropriate way to request for an interview _____
I will be available for an interview at your earliest convenience
Re-' in letter writing indicates that the letter is _________
reply to an earlier letter
Which vowel is represented in the word 'oats'?
/ou/
Which vowel is represented in the word 'ship'?
/I/
The language used in reporting an experiment should be_______
objective
Business letters are written for all but one of the following _______
requesting action/Acquintances
In the sentence, 'The President arrives from Brazil tomorrow', the tense form is __________.
present
In the sentence, 'She was singing happily' the tense form is __________.
past continuous
How will you describe the future tense in the following sentence: “She is planning to visit me next year.”
intention
Identify the word that does NOT have this consonant / j /.
joke
Which of the following words does NOT have a short vowel?
card
“It is advised that prison conditions should be improved.” What kind of subject is in the sentence?
impersonal
the sentence, 'The girl had accidentally been harrassed by the agents’ the tense form is _________
past perfect
In the sentence, 'I have been waiting for some time now' the tense form is_________.
present perfect continuous
One of the following is the correct stress pattern for the word 'commerce'
commerce
One of the following is the correct stress pattern for the underlined word in the following sentence, 'Let me have a record of all the sales for today
record
GST 102 NOUN EXAM
c. The verbs ''must' and 'have' are used to express an ___
B. Obligation
d. Giving examples in writing also add to the readers ___
C. Interest
e. The attachment of the curriculum vitae to an application letter does what to the reader?
B. Tells the reader more about the sender.
f. Summarization of a passage entails the ____
g. Condensing and shortening of passage A
5.Paragraphs developed through mentioning place, position, direction, shapes and patterns is the ___
c. Descriptive paragraph
6.In describing, select such physical details as will support the ____ of general appearance you have given in your first sentence
C. Description
7.____ is used to express probability
C. Might
8.____ auxiliaries enable you to express probability
h. Modal
9.Giving examples is one of the easiest ways of developing___
c. A topic
10.A reply to a letter of complaint is known as an __
C. Adjustment letter
11.Giving examples in writing also add to the readers ___
C. Interest
C
12.The attachment of the curriculum vitae to an application letter does what to the reader?
C. Let the reader know more about the temperature of the sender.
13.Summarization of a passage entails the ____
i. Condensing and shortening of passage A
14.Paragraphs developed through mentioning place, position, direction, shapes and patterns is the ___
C. Plosive
D. Inclusive paragraph
15.In describing, select such physical details as will support the ____ of general appearance you have given in your first sentence
C. Description C
16.____ is used to express probability
C. Might C
17.____ auxiliaries enable you to express probability
j. Modal A
18.Giving examples is one of the easiest ways of developing___
c. A topic B
19.A reply to a letter of complaint is known as an __
C. Adjustment letter B
20.The verbs ''must' and 'have' are used to express an ___
D. Obligation B
Question: Q1 The sound /ʧ/ can be found in the word ________
Answer: watch
Question: Q2 The vowel /�?/ can be found in the word ________
Answer: supper
Question: Q3 Which of the following words contain the sound /a:/
Answer: calm
Question: Q4 The use of contracted forms of words is generally absent in ________ writing
Answer: formal
Question: Q5 The language of official reports and business letters is often ________
Answer: formal
Question: Q6 In descriptions, you need to be very conversant with the appropriate ________ to use
Answer: words
Question: Q7 A more ________ is needed to achieve a better description.
Answer: precise vocabulary
Question: Q8 In formal written language the speaker ________ directly to himself or herself
Answer: does not refer
Question: Q9 Items like shapes, patterns, colours and textures are ideal in ________
Answer: a descriptive writing
Question: Q10 The main idea in a paragraph is usually conveyed by the ________
Answer: topic sentence
Question: Q11 Illustrations in a paragraph are usually developed with interesting ________
Answer: details
Question: Q12 When a writer gives examples in a given paragraph they are called ________
Answer: illustrations
Question: Q13 In writing, when you work with several causes or reasons, you may find difficulty ________
Answer: arranging them in a significant order
Question: Q14 Clarity is very important when developing a paragraph by the ________ method.
Answer: cause and effect
Question: Q15 The informal forms of words like deteriorate and aperture are ________
Answer: get worse and opening
Question: Q16 The central controlling theme of a paragraph may be called the ________
Answer: topic of the paragraph
Question: Q17 These words �??firstly�??, secondly�?? �??thirdly�??, show relationship between sentences and are known as _________ devices
Answer: Transitional
Question: Q18 From the options, choose the correct syllable(s) division for the capitalized word. SEQUENTIAL
Answer: se·quen·tial
Question: Q19 From the options, choose the correct syllable(s) division for the capitalized word. GRAMMAR
Answer: gram·mar
Question: Q20 From the options, choose the correct syllable(s) division for the capitalized word. REMARKED
Answer: re·marked
Question: Q21 Descriptions in paragraphs do one of the following__________
Answer: help the writer to create an accurate image of an event
Question: Q22 Illustrations in paragraphs do one of the following__________
Answer: help the reader to understand difficult concepts
Question: Q23 The form of speech we use with close associates and people of equal status is______
Answer: informal language
Question: Q24 One of the following is the most appropraite way to request for an interview _____
Answer: I will be available for an interview at your earliest convenience
Question: Q25 Which vowel is represented in the word 'swoon'?
Answer: /u:/
Question: Q26 Which vowel is represented in the word 'chink'?
Answer: /I/
Question: Q27 Which vowel is represented in the word 'deal'?
Answer: /I:/
Question: Q28 In the sentence, 'She was singing happily' the tense form is __________.
Answer: past continuous
Question: Q29 In the sentence, 'The President arrives from China tomorrow', the tense form is __________.
Answer: present
Question: Q30 One of the following is the correct stress pattern for the underlined word in the following sentence, 'Let me have a record of all the sales for today
Answer: record
Question: Q31 Which of the following words does NOT have a short vowel?
Answer: card
Question: Q32 Which of the following words contain the sound /3:/?
Answer: world
Question: Q33 A long sentence is usually divided into what may be called breath groups, or_________ groups.
Answer: tone
Question: Q34 She longed for a friend in whom she could confide' is an example of _____ statement.
Answer: formal
Question: Q35 The English word 'Afterwards' is stressed on the _________ syllable
Answer: first
Question: Q36 One of the following is the most appropraite way to request for an interview _____
Answer: I will be available for an interview at your earliest convenience
Question: Q37 Causes and effects in paragraphs do one of the following__________
Answer: help the writer to explain reasons for an event
Question: Q38 The language used in reporting an experiment should be_______
Answer: objective
Question: Q39 When we use a rising tone on the nucleus of a syllable, the pitch starts at a _________ level.
Answer: low
Question: Q40 One of the following is NOT correct about writing reports of experiments ______
Answer: It should be informal and private
Question: Q41 An organised, factual and objective presentation of information can be refered to as _________
Answer: a report
Question: Q42 Look at the dark clouds; it _______ rain tonight.
Answer: may
Question: Q43 The interview is often called ________ because it helps the interview board get an insight into your personality.
Answer: personality test
Question: Q44 The only way you can learn how to summarise is for you to ______
Answer: do it practically
Question: Q45 One of the following words or phrases expresses additional information__________
Answer: besides
Question: Q46 It has been observed that students who want to be well-focused in their writing, need to learn how to _____
Answer: summarise
Question: Q47 One of the following is the correct stress pattern for the word 'commerce'
Answer: commerce
Question: Q48 Placing a topic sentence at the end of a paragraph _________
Answer: allows for all the sentences to be built up to the topic
Question: Q49 Which vowel is represented in the word 'whack'?
Answer: /ae/
Question: Q50 A paragraph is a piece of writing unified by a central controlling _______.
Answer: Theme
Question: Q51 One of the following is NOT usually used in descriptive writing ______
Answer: temporal issues
Question: Q52 All but one of the following is inappropriate in writing official letters________
Answer: Sincerely
Question: Q53 In the sentence, 'She was always out of school during the weekends in her undergraduate days' the tense form is_______
Answer: simple past tense
Question: Q54 Identify the word that does NOT have this consonant / j /.
Answer: joke
Question: Q55 Official reports, business letters, legal documents are often written in ______ language.
Answer: formal
Question: Q56 Descriptions in paragraphs do one of the following__________
Answer: help the writer to create an accurate image of an event
Question: Q57 Illustrations in paragraphs do one of the following__________
Answer: help the reader to understand difficult concepts
Question: Q58 A topic sentence can be all except one of the following ________
Answer: Subject
Question: Q59 What's up with you? is an example of _____ statement.
Answer: informal
Question: Q60 The only way to learn how to summarise is for one to __________.
Answer: Practice
Question: Q61 Which of the following is NOT a reason for comparison and contrast in paragraph development?
Answer: to identify issues in paragraphs
Question: Q62 One of the following words or phrases expresses result_________
Answer: accordingly
Question: Q63 Letters of job offers and acceptance are examples of_________
Answer: formal letters
Question: Q64 One of the following words or phrases expresses time__________?
Answer: subsequently
Question: Q65 Paragraphs can be developed by all these methods except _______
Answer: Connection
Question: Q66 One of the following words or phrases expresses contrast__________
Answer: however
Question: Q67 Coherence in a paragraph is acheived through all but one of the following _________
Answer: topic sentence
Question: Q68 One of the following is NOT a part of an effective paragraph________
Answer: equivalence
Question: Q69 A paragraph is a piece of writing unified by a central controlling _______.
Answer: Theme
Question: Q70 When a text is divided into paragraphs, it provides a physical break on the page. This prevents ______ while reading.
Answer: boredom
Question: Q71 Generally, paragraphs are used to introduce new ideas and ________
Answer: develop the central theme
Question: Q72 Paragraphs are used in different forms of writing like ______ and _______
Answer: reports and articles
Question: Q73 Longer pieces of writings contain a series of related __________
Answer: paragraphs
Question: Q74 In paragraph development, you can use one of the listed options. Identify the option.
Answer: Definition
Question: Q75 Business letters are written for all but one of the following _______
Answer: requesting acquaintance
Question: Q76 Re-' in letter writing indicates that the letter is _________
Answer: reply to an earlier letter
Question: Q77 I write on behalf of the company's management board to offer you an appointment' is introductory statement of a _____
Answer: letter of offer
Question: Q78 In the sentence, 'The fishermen have been fishing all night long', the tense form is_________
Answer: present perfect
Question: Q79 This topic sentence may be a ________
Answer: statement, a generalization or a problem.
Question: Q80 The topic of a paragraph is usually a ________
Answer: theme or idea
MCQ1: The core aspect of a paragraph is its
Answer: Main idea
MCQ2: The main idea is usually couched in the
Answer: Topic sentence
MCQ3: Most topic sentences are usually ______ of the paragraph.
Answer: At the beginning
MCQ4: In most writings, the _____ in a paragraph tends to present the central theme in it.
Answer: First sentence
MCQ5: When using example as a paragraph development device, you will likely use one of these
Answer: For example
MCQ6: The central concern of narrative writing is
Answer: Telling a story
MCQ7: The major focus of a descriptive paragraph is to ______ about a thing or person.
Answer: Give details
MCQ8: A paragraph providing step by step details of a process of an experiment you just performed will be called _____.
Answer: Explanatory
MCQ9: “All men are women abusers” is an example of a statement that will be referred to as
Answer: Generalisation
MCQ10: When you write to the VC of your university, it is a(n)
Answer: Formal letter
MCQ11: A major way of determining if a letter is informal or not is through the
Answer: Language usage
MCQ12: If you are writing a letter to your friend, one of the ways you will salute them is to start your letter with
Answer: Dear Sam
MCQ13: If you are to write a letter to your Faculty Dean, you are expected to write it ____ your Centre Director.
Answer: Through
MCQ14: When a patient dies of lung cancer attributable to his chain smoking habit, it would be right to say cigarette is ______.of his death.
Answer: Cause
MCQ15: Letter to the Editor is normally written to
Answer: Newspaper houses
MCQ16: A letter seeking for job is usually called
Answer: Application letter
MCQ17: You were offered jobs by two organisations, which letter will you write to the one you did not want to work with?
Answer: Letter of acceptance
MCQ18: If you have a job offer from more than one organisation, state the type of letter you are going to write to the organisation you do not wish to work with ______.
Answer: Letter to decline
MCQ19: An essay you write to present your class debate will be written in _____ language.
Answer: Formal
MCQ20: When you want to write a letter to accept a job offer, it should be done with
Answer: Gratitude
MCQ21: If you are seeking to further your studies, what sort of letter can your lecturer writer to support your quest?
Answer: Reference letter
MCQ22: When you want to sign off the letter to your friend, putting your full name and signature will be regarded as ____.
Answer: Out of order
MCQ23: You have siblings attending the conventional universities, if you are to write to the president to express your opinion on how the current ASUU strike should be handled, you are likely to express it as ________.
Answer: Newspaper article
MCQ24: If you are addressing a woman with her professional title, it is always better to address her without _________, except she requested otherwise.
Answer: Mrs.
MCQ25: When your letter ends with ‘Yours sincerely, Chuka’ it is most probably a letter to
Answer: Your friend
MCQ26: A formal letter is usually expected to have ____ as the summary of its content.
Answer: A heading
MCQ27: Most letters to the editor tend to contain
Answer: complaints
MCQ28: If you witnessed an armed robbery incident, the report you will give to the Police is called
Answer: A statement
MCQ29: An experimental report will likely contain a thing like
Answer: Procedure
MCQ30: A core requirement for a scientific report is that it MUST be
Answer: Objective
MCQ31: When you are presenting only the salient points of a passage, you are doing
Answer: Summary writing
MCQ32: What best way do you think you can develop your summary writing skill?
Answer: By practising it daily
MCQ33: One good way of developing the summary of a passage is by taking the ____ in each paragraph.
Answer: main idea
MCQ34: Expansion materials are not acceptable in
Answer: A summary passage
MCQ35: To really master the summary writing skill, you must _______.
Answer: Learn to identify core points in the passage
FBQ1: A paragraph that presents a cause should have the ____ too for it to be considered good paragraph development strategy.
Answer: effect
FBQ2: In this sentence, ‘She has arrived, …?’, its second part will likely be: ____
Answer: hasn’t she
FBQ3: An English polar question will most probably be answered with a ____ or _____.
Answer: yes
FBQ4: A summary passage is expected to be ____ than the passage it was extracted from in terms of length.
Answer: shorter
FBQ5: When you use comparison in developing a paragraph, it means that, at least, _____ things are the focus of your writing.
Answer: two
FBQ6: The correct transcription of ‘back’ is _______.
Answer: /bӕk/
FBQ7: The transcribed word /ʃelvz/ is lexically written as ________.
Answer: shelves
FBQ8: The word transcribed as /lʌv/ will be orthographically presented as _________.
Answer: love
FBQ9: ‘How kind of you!’ is structurally regarded as _________ in the classification of sentences.
Answer: simple
FBQ10: The transcription /jɔt/ will normally represent ______ word in English.
Answer: yacht
FBQ11: The transcribed word /kɵum/ here is ______.
Answer: comb
FBQ12: This word ‘examination’ has the main stress on its ____ syllable.
Answer: fourth
FBQ13: The word ‘Registrar’ has _____ syllables.
Answer: three
FBQ14: Transcribe the word ‘children’.
Answer: ʧɪldrən
FBQ15: Give the transcribed form of the word ‘shot’ ______.
Answer: /ʃɔt/
FBQ16: /θɪn/ would be a transcript of ________.
Answer: thin
FBQ17: /ʃə:t/ is a transcription of ________.
Answer: shirt
FBQ18: Transcribe the word ‘cloth’ ______.
Answer: /klɔθ/
FBQ19: Indicate the number of syllables in this word ‘kingship’ ______.
Answer: two
FBQ20: The word transcribed as /wɔndə/ is written in English as ____
Answer: wonder
FBQ21: ‘I will see you tomorrow, God willing’ will functionally be described as: _____.
Answer: A statement
FBQ22: ‘Whenever he arrives, tell him to come in’ is functionally regarded as ______ sentence.
Answer: command
FBQ23: ‘He came, he saw, he conquered’ could be structurally described as ______.
Answer: compound sentence
FBQ24: ‘The boy that came to visit me is my nephew; he is in the University of Lagos, doing his first degree’ is a sentence that is structurally _______.
Answer: compound-complex
FBQ25: ‘I just love to read!’ is functionally ____.
Answer: exclamation
FBQ26: One way of developing paragraphs is by ____ one thing with another, which usually brings together positive features of the two elements.
Answer: comparing
FBQ27: You can also bring together two things in a negative sense; this is called _____ because it brings side by side negative features of those elements being focused.
Answer: contrast
FBQ28: When a group of scholars come together to discuss a topic in their department, it is usually known as ______.
Answer: seminar
FBQ29: To moderate a seminar session, the person to chair is usually expected to be ____ in that field of study.
Answer: An expert
FBQ30: A seminar cover page is expected to give the ________ of the writer to identify who it is that did the work.
Answer: name
FBQ31: Seminar presentation is usually the ____ end of writing it.
Answer: logical
FBQ32: When a seminar paper stirs up debate about the topic of discussion it is focused on, it is considered ____.
Answer: good
FBQ33: A seminar paper that has every point raised acceptable to the audience would be considered _______.
Answer: suspect
FBQ34: Every culture has its manner of doing ______ in the public, depending on the acceptable way of speaking to its community members.
Answer: oratory
FBQ 35: ‘I stand on the existing protocols’ appears to be a ___ cultural thing.
Answer: Nigerian
GST 102 TMA 1
5. The verbs ''must' and 'have' are used to express an ___
C. Rejection
D. Obligation B
E. Agreement
F. Refusal
2.Giving examples in writing also add to the readers ___
D. Confusion
E. Obligation
F. Interest
C
G. Ambiguity
3.The attachment of the curriculum vitae to an application letter does what to the reader?
d. Tells the reader more about the sender.
k. Tells the reader more about the sender. B
l. Let the reader know more about the temperature of the sender.
m. Compels the reader to employ the sender.
4.Summarization of a passage entails the ____
n. Condensing and shortening of passage A
o. Elongation of a passage
p. Stretching of a passage
q. Deletion of the synonyms in a passage.
5.Paragraphs developed through mentioning place, position, direction, shapes and patterns is the ___
r. Elusive paragraph
s. Descriptive paragraph B
t. Plosive
u. Inclusive paragraph
6.In describing, select such physical details as will support the ____ of general appearance you have given in your first sentence
v. Input
w. Deletion
x. Description C
y. Demonstration
7.____ is used to express probability
i. Go
j. Dance
k. Might C
l. Came
8.____ auxiliaries enable you to express probability
A. Modal A
B. Infinite
C. Helping
D. Standard
9.Giving examples is one of the easiest ways of developing___
A. A curriculum vitae
B. A topic B
C. A vision
D. An application letter
10.A reply to a letter of complaint is known as an __
A. Ordering letter
B. Adjustment letter B
C. Forwarding letter
D. Refusal letter
Q1. The ... Generation saw the introduction of machine.....
Ans. Fifth
Q2. Small-scale integration is a product of ....
Ans. Third
Q3. The following are the criteria for classifying...
Ans. Strength
Q4. Which of the following resource type is most likely...
Ans. Printers
Q5. Which of the following devices is required for wireless..
Ans. Modem
Q6. A---- purpose computer is one that is designed to solve a restricted...
Ans. Special
Q7. Application backlog led to the evolution of ...
Ans. 4th
Q8. The instructions that tell a computer how to...
Ans. Programs
Q9. The shortcut key combination for copying text.....
Ans. Ctrl+C
Q10. An area of a computer that temporarily holds data ...
Ans. RAM
6. One of the following options is the term used to refer to a poor reader’s tendency for going back to read what s/he has read before.
Regression
7. . One of these terms refers to a language user's word stock.
Vocabulary
8. The capitalised element in the word SUBmarine is an example of ___
Prefix
9. . One of the following options is similar in meaning to the capitalised word in the expression: "His father said the MINIMUM he could get was five years residential permit".
least
10. When a listener considers the strengths and weaknesses of what has been said, s/he is said to be involved in one of the following activities.
Critical analysis
11. One of the following speed types requires a high level of concentration.
Average
12. One of the following options may not be a feature of a scientific text.
suspense
13. One of the following options is the function of blurb.
Gives a background to the book
14. Reading activity that requires getting a general idea from a material will require one of the following reading speed.
Fastest
GST 101 TMA 2 10/10
15. One of these reading speed types is adequate when reading novels.
....... Average
2.1. Note making will be useful while engaged in one of these activities.
......Reading a newspaper article
16. The expression "Allow the pasta to cook for five minutes ", requires the listener to extract one of the following types of information.
......Instruction
17. The Chief Accountant reported that 30 million naira was available for capital _____
............Expenditure
18. One of the following options is similar in meaning to the capitalised word in the expression: "His father said the MINIMUM he could get was five years residential permit".
.................Least
One of the following options may not be a feature of a scientific text.
.... Suspense
19. The expression "Allow the pasta to cook for five minutes ", requires the listener to extract one of the following types of information
........Instructions
20. A learner who can read whatever material comes his/her way could be said to have developed a reading ___
...........Culture
21. One of these terms refers to a language user's word stock.
...............Vocabulary
22. The capitalised element in the word SUBmarine is an example of ___
........Prefix
23. A writer will usually tell stories in one of tgese types of texts.
......Narrative text.
24. One of the following options is the term used to refer to a poor reader’s tendency for going back to read what s/he has read before.
Regression
25. . One of these terms refers to a language user's word stock.
Vocabulary
26. The capitalised element in the word SUBmarine is an example of ___
Prefix
27. . One of the following options is similar in meaning to the capitalised word in the expression: "His father said the MINIMUM he could get was five years residential permit".
least
28. When a listener considers the strengths and weaknesses of what has been said, s/he is said to be involved in one of the following activities.
Critical analysis
29. One of the following speed types requires a high level of concentration.
Average
30. One of the following options may not be a feature of a scientific text.
suspense
31. One of the following options is the function of blurb.
Gives a background to the book
32. Reading activity that requires getting a general idea from a material will require one of the following reading speed.
Fastest
GST 101 TMA 3
33. The following items: sb, BrE, b/c, viz are examples of ___
......Abbreviation
34. One of the following options is similar in meaning to the capitalised word in the expression: "I try to avoid her because she is LOQUACIOUS".
.........Talkative
35. One of the following should be the last option for a language learner when s/he is trying to know the meaning of a word.
........dictionary
36. One of these aspects of a text will most likely sustain a reader's interest.
......suspense
37. One of the following terms refers to the core part of a word.
......Root
38. The expression "To get to Mushin Olosha, board BRT bus at Iyana Ipaja. The bus leaves at 6pm and will pass through Dopemu, Oshodi and then arrive at Mushin. The journey shouldn’t last more than one hour", requires one of the following types of information.
......direction
39. One of these speed types is called the study speed.
Slowest
40. One of these terms refers to the process of reading at the fastest speed to get the general idea from a text.
.......Skimming
41. The following passage: "Boil the water for five minutes. Then add 15 dry bitter leaves to the boiling water. Don’t cover the pot. Continue to boil for about ten minutes until half of the water has evaporated", is an example of a ____ text.
...........expository
42. The doctor said the lady should be given ____ injection to relieve the pain
.........anesthetic
GST101 TMA2
G. A reader requires one of the following types of speed when reading for enjoyment.
H.
Average***
I.
Slowest
J.
High
K.
Fastest
2 One of the following options is the term used to refer to a poor readerâ€™s tendency for going back to read what s/he has read before.
F.
Retrogression
G.
Retribution
H.
Regression***
I.
Reduction
3 One of the following speed types requires a high level of concentration.
I.
Average
J.
Fastest
K.
Slowest***
L.
High
4 The term inferencing refers to one of the following options
E.
Decision on what has been said
F.
Assumption about what has been said
G.
Thinking beyond what has been said***
H.
Background to what has been said
5 One of the following options is the function of blurb.
E.
Gives a background to the book
F.
Gives in-depth information about the content of the book
G.
Gives the conclusion to the book
H.
Gives a summary of the book***
6 The index of a book is found in one of these parts of the book.
E.
Inner cover
F.
Back***
G.
Front
H.
Center spread
7 One of these aspects of a book can help a reader know its relevance.
E.
Index
F.
Introduction***
G.
Content page
H.
Appendix
8 When a listener considers the strengths and weaknesses of what has been said, s/he is said to be involved in one of the following activities.
E.
Assessment
F.
Summarising
G.
Logical thinking
H.
Critical analysis***
9 Reading activity that requires getting a general idea from a material will require one of the following reading speed.
E.
Fastest***
F.
Slowest
G.
High
H.
Average
10 A speaker can use constant repetition to accomplish one of the following in a presentation.
a.
Introduce the topic
b.
Conclude the presentation
c.
Draw attention to the main point***
d.
Give a preambleGST101 TMA2
1. A reader requires one of the following types of speed when reading for enjoyment.
a.
Average***
b.
Slowest
c.
High
d.
Fastest
2 One of the following options is the term used to refer to a poor readerâ€™s tendency for going back to read what s/he has read before.
a.
Retrogression
b.
Retribution
c.
Regression***
d.
Reduction
3 One of the following speed types requires a high level of concentration.
a.
Average
b.
Fastest
c.
Slowest***
d.
High
4 The term inferencing refers to one of the following options
a.
Decision on what has been said
b.
Assumption about what has been said
c.
Thinking beyond what has been said***
d.
Background to what has been said
5 One of the following options is the function of blurb.
a.
Gives a background to the book
b.
Gives in-depth information about the content of the book
c.
Gives the conclusion to the book
d.
Gives a summary of the book***
6 The index of a book is found in one of these parts of the book.
a.
Inner cover
b.
Back***
c.
Front
d.
Center spread
7 One of these aspects of a book can help a reader know its relevance.
a.
Index
b.
Introduction***
c.
Content page
d.
Appendix
8 When a listener considers the strengths and weaknesses of what has been said, s/he is said to be involved in one of the following activities.
a.
Assessment
b.
Summarising
c.
Logical thinking
d.
Critical analysis***
9 Reading activity that requires getting a general idea from a material will require one of the following reading speed.
a.
Fastest***
b.
Slowest
c.
High
d.
Average
10 A speaker can use constant repetition to accomplish one of the following in a presentation.
a.
Introduce the topic
b.
Conclude the presentation
c.
Draw attention to the main point***
d.
Give a preamble
Which one of the following is NOT the purpose of listening to receive information?
Preparing a ketogenic dish
GST101 10/10
The judge declared him guilty of _ because it was evident he didn’t intend to kill his neighbour.
MANSLAUGHTER
One of the following options is similar in meaning to the capitalised word in the expression: "kunle can be ACCURATE when it comes to calculation".
EXACT
A participant at a seminar can get the main idea of the presentation from one of the following aspects of the presentation.
THE TITLE
The capitalised element in the word attractiveNESS is an example of ____
SUFFIX
A writer could employ one of these strategies to help a reader understand a new word in a text.
LEXICAL FAMILIARISATION
_ is the term used to describe the process of screening through a passage in a very rapid manner in order to locate a vital information
SCANNING
One of the following terms is also known as long story.
NOVEL
According to Edward Fry, a competent reader could achieve __% while reading 800 words per minute through scanning and skimming
50
One of these factors will likely affect a listener's ability to anticipate the speaker's next move.
DISTRACTION
One of the following options is similar in meaning to the capitalised word in the expression: "He got a VAST expanse of land from the community".
WIDE
30. One of the following options is the term used to refer to a poor reader’s tendency for going back to read what s/he has read before.
Regression
31. . One of these terms refers to a language user's word stock.
Vocabulary
32. The capitalised element in the word SUBmarine is an example of ___
Prefix
33. . One of the following options is similar in meaning to the capitalised word in the expression: "His father said the MINIMUM he could get was five years residential permit".
least
34. When a listener considers the strengths and weaknesses of what has been said, s/he is said to be involved in one of the following activities.
Critical analysis
35. One of the following speed types requires a high level of concentration.
Average
36. One of the following options may not be a feature of a scientific text.
suspense
37. One of the following options is the function of blurb.
Gives a background to the book
38. Reading activity that requires getting a general idea from a material will require one of the following reading speed.
Fastest
39. One of the following options is the term used to refer to a poor reader’s tendency for going back to read what s/he has read before.
Regression
40. . One of these terms refers to a language user's word stock.
Vocabulary
41. The capitalised element in the word SUBmarine is an example of ___
Prefix
42. . One of the following options is similar in meaning to the capitalised word in the expression: "His father said the MINIMUM he could get was five years residential permit".
least
43. When a listener considers the strengths and weaknesses of what has been said, s/he is said to be involved in one of the following activities.
Critical analysis
44. One of the following speed types requires a high level of concentration.
Average
45. One of the following options may not be a feature of a scientific text.
suspense
46. One of the following options is the function of blurb.
Gives a background to the book
47. Reading activity that requires getting a general idea from a material will require one of the following reading speed.
Fastest
48. One of the following options is the term used to refer to a poor reader’s tendency for going back to read what s/he has read before.
Regression
49. . One of these terms refers to a language user's word stock.
Vocabulary
50. The capitalised element in the word SUBmarine is an example of ___
Prefix
51. . One of the following options is similar in meaning to the capitalised word in the expression: "His father said the MINIMUM he could get was five years residential permit".
least
52. When a listener considers the strengths and weaknesses of what has been said, s/he is said to be involved in one of the following activities.
Critical analysis
53. One of the following speed types requires a high level of concentration.
Average
54. One of the following options may not be a feature of a scientific text.
suspense
55. One of the following options is the function of blurb.
Gives a background to the book
56. Reading activity that requires getting a general idea from a material will require one of the following reading speed.
Fastest
The blurb of a book can be found in one of these parts of the book.
Inside cover
Gst101 10/10 tma 1
Listening to gather information belongs to one of these types of listening activities.
Listening for specific purpose
Fables can be described as one of the following options.
Untrue
Main ideas refer to one of the following options.
Facts
One of the following terms refers to information stored in a research document.
Data
One of the following symbols means â€˜namelyâ€™.
viz
One of the following options is the ideal order for writing notes during a seminar.
Listen /understand/write the summary/use abbreviations
One of the following could happen to a note when it is too brief.
It becomes unclear
Sign language is most useful to one of the following groups.
The deaf
Which one of the following options is not used for emphasis in writing?
Jotting
Journal articles are useful resources needed for one of the following activities.
Note making
GST101 TMA3 10/10
One of the following options is the expected speed rate for a reader reading at slow study speed
,,,,,,,200-300 words per minute
Which one of the following terms is the storyline of a narrative text?
,,,,,,,,,,plot
He believes in RETRIBUTIVEJUSTICE. This means he believes that____
,,,,,,,,,,criminals should be punished
One of the following options is the term used to refer to a narrative text that tells a long story.
,,,,,,,,,novel
One of the following purposes of reading is germane to scientific texts for students.
,,,,,reading to understand how to use the by-products of scientific
inventions.
Ojo read rapidly through a chunk of materials in order to locate important information on Covid-19 prevention. Thus, he could be said to have done one of the following activities.
,,,,,,scanning
The job requires PROFICIENCY in computer science. This means, applicants must demonstrate ___ in computer.
,,,,,,,,,,,,,,,,,expertise.
ne of the following aspects of a narrative text will most likely help to sustain the reader’s interest.
,,,,,,,,,,suspense
Ogonna is LOQUACIOUS. This means she is _____
,,,,,,,,,talkative
The author of one of the following types of texts will likely choose verified facts in her/his writing.
,,,,,,,,,,,,,expository text.
34. The index of a book is located in which part of a book?
d.
The back
23. A person who reads 300 words per minute with 30%-40% comprehension could be described as a(n) ____ reader.
Average
53. _____ varies depending on a reader’s purpose for reading a material.
Speed
11. _____ of a listener is a physiological requirement for achieving effective listening.
e.
The ear
12. The study speed is also known as the _______ speed.
f.
Slowest
One of these groups of students will likely require the use of sign language to be able to understand a lecture.
g.
The deaf
9. One of these parts of a book indicates the focus of the book.
d.
Body
34. The index of a book is located in which part of a book?
d.
The back
35. A person who reads 300 words per minute with 30%-40% comprehension could be described as a(n) ____ reader.
c.
Average
36. _____ varies depending on a reader’s purpose for reading a material.
d.
Speed
37. _____ of a listener is a physiological requirement for achieving effective listening.
c.
The ear
38. The study speed is also known as the _______ speed.
d.
Slowest
39. The index of a book is located in which part of a book?
d.
The back
40. A person who reads 300 words per minute with 30%-40% comprehension could be described as a(n) ____ reader.
d.
Average
41. _____ varies depending on a reader’s purpose for reading a material.
c.
Speed
42. _____ of a listener is a physiological requirement for achieving effective listening.
h.
The ear
43. The study speed is also known as the _______ speed.
i.
Slowest
44. The index of a book is located in which part of a book?
d.
The back
45. A person who reads 300 words per minute with 30%-40% comprehension could be described as a(n) ____ reader.
j.
Average
46. _____ varies depending on a reader’s purpose for reading a material.
d.
Speed
47. _____ of a listener is a physiological requirement for achieving effective listening.
k.
The ear
48. The study speed is also known as the _______ speed.
l.
Slowest
One of these groups of students will likely require the use of sign language to be able to understand a lecture.
m.
The deaf
9. One of these parts of a book indicates the focus of the book.
d.
Body
A participant at a seminar can get the main idea of the presentation from one of the following aspects of the presentation.
The title
One of the following could happen to a note when it is too brief.
It becomes unclear
___ is the term used to describe the process of screening through a passage in a very rapid manner in order to locate a vital information.
Scanning
Journal articles are useful resources needed for one of the following activities.
Note making
One of the following options is the ideal order for writing notes during a seminar.
Listen /understand/write the summary/use abbreviations
Sign language is most useful to one of the following groups.
The deaf
One of the following options is similar in meaning to the capitalised word in the expression: "He got a VAST expanse of land from the community".
wide
Which one of the following options is not used for emphasis in writing?
Jotting
One of the following options is similar in meaning to the capitalised word in the expression: "kunle can be ACCURATE when it comes to calculation".
exact
According to Edward Fry, a competent reader could achieve ____% while reading 800 words per minute through scanning and skimming
50
One of these factors will likely affect a listener's ability to anticipate the speaker's next move.
distraction
A writer could employ one of these strategies to help a reader understand a new word in a text.
Lexical familiarisation
One of the following terms is also known as long story.
Novel
The capitalised element in the word attractiveNESS is an example of ____
suffix
The judge declared him guilty of _____ because it was evident he didn’t intend to kill his neighbour.
manslaughter
Listening to gather information belongs to one of these types of listening activities.
Listening for specific purpose
Fables can be described as one of the following options.
Untrue
Main ideas refer to one of the following options.
Facts
One of the following terms refers to information stored in a research document.
Data
One of the following symbols means ‘namely’.
viz
According to Edward Fry, a competent reader could achieve ____% while reading 800 words per minute through scanning and skimming
50
One of the following options is similar in meaning to the capitalised word in the expression: "He got a VAST expanse of land from the community".
wide
One of these factors will likely affect a listener's ability to anticipate the speaker's next move.
distraction
A writer could employ one of these strategies to help a reader understand a new word in a text.
Lexical familiarisation
One of the following terms is also known as long story.
Novel
The capitalised element in the word attractiveNESS is an example of ____
suffix
A participant at a seminar can get the main idea of the presentation from one of the following aspects of the presentation.
The title
The judge declared him guilty of _____ because it was evident he didn’t intend to kill his neighbour.
manslaughter
One of the following options is similar in meaning to the capitalised word in the expression: "kunle can be ACCURATE when it comes to calculation".
exact
___ is the term used to describe the process of screening through a passage in a very rapid manner in order to locate a vital information.
Scanning
One of the following options is the expected speed rate for a reader reading at slow study speed.
200-300 words per minute
Which one of the following terms is the storyline of a narrative text?
Plot
He believes in RETRIBUTIVEJUSTICE. This means he believes that____
Criminals should be punished
One of the following options is the term used to refer to a narrative text that tells a long story.
Novel
One of the following purposes of reading is germane to scientific texts for students.
Reading to understand how to use the by-products of scientific inventions.
Ojo read rapidly through a chunk of materials in order to locate important information on Covid-19 prevention. Thus, he could be said to have done one of the following activities.
Scanning
The job requires PROFICIENCY in computer science. This means, applicants must demonstrate ___ in computer.
expertise.
One of the following aspects of a narrative text will most likely help to sustain the reader’s interest.
Suspense
Ogonna is LOQUACIOUS. This means she is _____
Talkative
The author of one of the following types of texts will likely choose verified facts in her/his writing.
Expository text.
One of these reading speed types is adequate when reading novels.
n. Average
Note making will be useful while engaged in one of these activities.
o. reading newspaper article
The Chief Accountant reported that 30 million naira was available for capital _____
p. Expenditure
One of the following options is similar in meaning to the capitalised word in the expression: "His father said the MINIMUM he could get was five years residential permit".
q. Least
One of the following options may not be a feature of a scientific text.
r. Suspense
The expression "Allow the pasta to cook for five minutes ", requires the listener to extract one of the following types of information.
s. Instructions
A learner who can read whatever material comes his/her way could be said to have developed a reading ___
t. Culture
One of these terms refers to a language user's word stock.
u. Vocabulary
The capitalised element in the word SUBmarine is an example of ___
v. Prefix
A writer will usually tell stories in one of tgese types of texts.
w. Narrative text.
One of these speed types is called the study speed.
slowest
One of the following options is similar in meaning to the capitalised word in the expression: "I try to avoid her because she is LOQUACIOUS".
Talkative
One of these aspects of a text will most likely sustain a reader's interest.
suspense
One of these terms refers to the process of reading at the fastest speed to get the general idea from a text
skimming
One of the following should be the last option for a language learner when s/he is trying to know the meaning of a word.
Dictionary
One of the following terms refers to the core part of a word.
Root
The following passage: "Boil the water for five minutes. Then add 15 dry bitter leaves to the boiling water. Don’t cover the pot. Continue to boil for about ten minutes until half of the water has evaporated", is an example of a ____ text.
expository
The following items: sb, BrE, b/c, viz are examples of ___
Abbreviation
The expression "To get to Mushin Olosha, board BRT bus at Iyana Ipaja. The bus leaves at 6pm and will pass through Dopemu, Oshodi and then arrive at Mushin. The journey shouldn’t last more than one hour", requires one of the following types of information.
direction
The doctor said the lady should be given ____ injection to relieve the pain.
anaesthetic
Which one of the following is NOT the purpose of listening to receive information?
Preparing a ketogenic dish
GST101 NOUN PQ
Sentence 7 exhibits features of ____ writing.
x.
Narrative
In order to be able to relate what a presenter is saying with the figure s/he is displaying, a listener will need to do one of the following.
Think fast
___ bank refers to a collection of information collected on a research for many years.
Data
The following expression: ‘Do not forget to close the window when you leave the house’, is an example of _____.
y.
Instruction
Which reading speed will a student require to achieve effective comprehension when preparing for examination?
Average
Which reading speed will a student require while reading a novel?
z.
Average
A reference section will most likely be found in one of these places.
Library
One of the following listening activities helps the listener to form an overall opinion about the information received.
Listening for general information
His hand writing is ___, so it is difficult to understand what he writes.
Illegible
Supporting details will help a student to develop one of these aspects of her/his answer when writing during an examination?
Main ideas
The _____ form is used by the speaker in the following passage: ‘If you look at this toy closely, you will see that there is a button attached to the middle part of its head’.
Directional
Read the following passage and identify the main idea: 1. Life could be cruel. 2. Mr Ambrose lost his wife last week. 3. Adanne had been sick for three years. 4. Her loss is a painful one to her family and the entire community.
Life could be cruel.
All but ONE of these factors could affect the audience’s concentration.
Speaker’s future goals
One of the following options serves as a guide for a reader who wants to know how relevant a book is to her/him.
Introduction
A student will most likely understand a lecture if s/he is able to identify one of these aspects of the lecture.
Main ideas
One of the following options is an appropriate word which refers to ideas in a book which are NOT factual.
Opinions
The art of retrieving data is most useful in one of these fields.
Academics
___ is the term used to refer to a writer’s use of related words in a text in order to help the reader understand the meaning of a newly introduced word in the text.
Lexical familiarisation
One of the following options could be found in the reference section of a library.
Yellow pages
______ refers to the act of making deductions from a lecture.
Interpretation
Choose the alternative you think best gives the meaning of the capitalised word in the sentence:’ He demonstrated a RESILIENT character when his wife died’.
Enduring
One of the following options should serve as the last resource for a person learning the meaning of new words.
The dictionary
One of the following types of listeners will likely gain the most from a seminar.
A listener with a critical mind
A person who reads 300 words per minute with 30%-40% comprehension could be described as a(n) ____ reader.
aa.
Average
When a speaker repeats one word several times, it means the word is _______.
important
_______ is the term which refers to a form of information that helps a student to know the number of questions that s/he is expected to answer in an examination.
bb.
Directions
Choose the alternative you think best gives the meaning of the capitalised word in the sentence: ‘Okonkwo was arrested two years ago on SPURIOUS corruption charges’.
False
A reader requires one of these speed types when reading a book written in simple English.
Slow
_____ varies depending on a reader’s purpose for reading a material.
Speed
The effectiveness of listening activity is measured by one of the following options.
Comprehension
A reader engaged in skimming and scanning will have _____ eye movement.
Fast
One of the following aspects of listening-comprehension activity is considered the most difficult.
Listening for critical evaluation
One of the following is considered a high-order skill that a listener needs, to perform while listening to a presentation.
Listening for critical evaluation.........
Figures are also referred to as ______.
Scores
One of the following listening activities will help a student to listen to a presentation critically.
Listening for general information
Choose the alternative you think best gives the meaning of the capitalised word in the sentence: ‘We had to ADAPT to city life when we left the village’.
Adjust
The fastest speed that a reader could possibly achieve is ____words per minute.
800
18. A good reader should be able to achieve 50% comprehension while reading more than _____ words per minute.
800
The term scores refers to ________.
A list of facts or figures arranged orderly especially in columns
Sub headings of notes are usually _______.
Underlined if all letters are capitalized
One of the following options is an important factor to consider when you want to engage in effective reading.
Ascertain the purpose of reading the book
One of these strategies will help a student locate the relevant sub headings in a research document.
Skimming .
One of the following options refers to novels.
Long stories
The writer of one of these types of writing will most likely depend on her/his imagination for content creation.
Narrative
_____ is an audio-visual mode of communication.
Radio
One of the following options reflects a rich reading culture.
Pleasurable informative reading
The term skimming refers to one of the following reading speed.
cc.
Fastest
_____ is an activity which a listener engages in, in order to derive meaning from a campaign speech.
Inferencing
Choose the alternative you think best gives the meaning of the capitalised word in the sentence: ‘Tayo’s boss likes him because he is FASTIDIOUS’.
Meticulous
Choose the alternative you think best gives the meaning of the capitalised word in the sentence:’ He demonstrated a RESILIENT character when his wife died’.
Enduring
One of the following options is useful when a student is engaged in making notes.
Presentations
It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Sentence 9 is an example of ______.
Preamble
Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
One of the following sentences contains the main idea of the passage.
Sentence 9
Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
One of the options below is the opposite of the capitalised word: PESTER in sentence 10.
Annoy
The word AMUSINGLY in sentence 3 signals
an important point being made by the writer
53. All but ONE of these factors could affect the audience’s concentration.
Speaker’s future goals
31. One of the following aspects of a lecture is given in form of command.
Instruction
35. One of the following aspects of information distinguishes facts from fables.
Truth
38. Which aspect of a lecture note can help a student to form an opinion on the information received.
Major points
9. One of these parts of a book indicates the focus of the book.
Introduction
40. Sign language is a useful means of communication among the _____.
Deaf
dd. Which of the following options is the main idea in the following passage?
ee. Mr Iginlade will not cease to amaze me. He walked into my office last week, requesting that I lend him N10,000. 2. I replied by reminding him of the unpaid N30,000 loan that I gave him last month. 3. ‘Don’t worry, I will pay all as soon as I receive this month’s salary’, he quickly replied. 4. I could only look at him in wonder. 5. Mr Igbinlade loves to borrow money.
Mr Igbinlade loves to borrow money.
36. One of the following listening activities helps the listener to form an overall opinion about the information received.
Listening for general information
39. Which one of the following is NOT the purpose of listening to receive information?
Preparing a ketogenic dish
33. A doctor’s precaution will most likely be given in form of a(n)______.
Instruction
30. Choose the alternative you think best gives the meaning of the capitalised word in the sentence: ‘Tayo’s boss likes him because he is FASTIDIOUS’.
Meticulous
45. One of the following options refers to the core part of a word.
Root
43. A listener may need to _____ in order to listen to a CD the second time.
Rewind
36. One of the following options serves as a guide for a reader who wants to know how relevant a book is to her/him.
Introduction
Introduct19. One of the following options should serve as the last resource for a person learning the meaning of new words.
The dictionary
49. The term scores refers to ________.
Representations of information in form of drawings.
46. The art of retrieving data is most useful in one of these fields.
Academics
50. A speaker could achieve_______ representation if s/he uses figures, charts and tables in her/his presentation.
Visual
55. A student who reads fashion magazines every weekend could be said to be reading for _____.
Pleasure
17. One of these strategies will help a student locate the relevant sub headings in a research document.
Skimming
27. Read the following passage and answer the question that follows:
ff. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
Which one of these options serves as a transitional word in sentence 4?
So
28. Read the following passage and answer the question that follows:
gg. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
One of these techniques is used by the author of this passage?
Narrative
23. Read the following passage and answer the question that follows:
hh. Life in the city could be hectic. Particularly, for those of us who live in big cities like Lagos. It is almost like LIVING A DOG’S LIFE out there. 6. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 7. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. Ikogosi Warm Springs is a tourist centre located at Ikogosi, a town in Ekiti State, south-western Nigeria. 3. Flowing abreast the warm spring of Ikogosi is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. This attribute makes the spring a tourist attraction in the country. 8. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 5. We booked hotel accommodation at the tourist site and each day we walked around the calm environment just gazing at the beauty of nature. 3. We enjoyed our stay at the resort. 4. Ikogosi water resort is a good place to visit for singles and families.
One of the options is the nearest in meaning to the capitalized word: TRANQUIL in sentence 6.
Serene
30. One of the following options refers to novels.
Long stories
12. Read the following passage and answer the question that follows:
13. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
One of the options is the nearest in meaning to the capitalized words: PROS and CONS in sentence 4
Disadvantages and disadvantages
16. Read the following passage and answer the question that follows:
17. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Which one of these options serves as a transitional word in sentence 5?
Although
14. Read the following passage and answer the question that follows:
15. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 1 alludes to the idea that the city of Lagos could initially appear as ____ to a foreigner.
Unbearable
13. Read the following passage and answer the question that follows:
14. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
The word: NEVERTHELESS in sentence 9, signifies that _____.
The writer is about to say something important.
18. Read the following passage and answer the question that follows:
19. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 8 is an example of ______.
Supporting details
21. The index of a book contributes one of the following to reading activity.
It shows the relevant aspects of the book that could be read.
ii. Which of the following options is the main idea in the following passage?
jj. Mr Iginlade will not cease to amaze me. He walked into my office last week, requesting that I lend him N10,000. 2. I replied by reminding him of the unpaid N30,000 loan that I gave him last month. 3. ‘Don’t worry, I will pay all as soon as I receive this month’s salary’, he quickly replied. 4. I could only look at him in wonder. 5. Mr Igbinlade loves to borrow money.
Mr Igbinlade loves to borrow money.
30. Figures are also referred to as ______.
Scores
35. One of the following aspects of information distinguishes facts from fables.
Truth
3. ONE of the following is the LEAST reason why a student should read.
To pass an examination
4. Which reading speed will a student require while reading a novel?
Average
46. A listener should focus on eliciting one of these types of points when listening to a presentation.
Main points
7. Scanning a newspaper requires one of the following reading speed.
Fast
20. Constant repetition could help a speaker to _______.
draw the listener’s attention to important points.
12. Read the following passage and identify the main idea: 1. Life could be cruel. 2. Mr Ambrose lost his wife last week. 3. Adanne had been sick for three years. 4. Her loss is a painful one to her family and the entire community.
Mr Ambrose lost his wife last week.
Mr Ambrose lost his wife last week.
45. His hand writing is ___, so it is difficult to understand what he writes.
Illegible
11. _____ of a listener is a physiological requirement for achieving effective listening.
The ear
51. A student will most likely understand a lecture if s/he is able to identify one of these aspects of the lecture.
Main ideas
35. _____ varies depending on a reader’s purpose for reading a material.
Speed
53. _____ varies depending on a reader’s purpose for reading a material.
Speed
54. One of the following options serves as a guide for a reader who wants to know how relevant a book is to her/him.
Introduction
20. ___ is the term used to refer to a writer’s use of related words in a text in order to help the reader understand the meaning of a newly introduced word in the text.
Lexical familiarisation
10. One of the following options is an important factor to consider when you want to engage in effective reading.
Ascertain the purpose of reading the book
26. Choose the alternative you think best gives the meaning of the capitalised word in the sentence: ‘Okonkwo was arrested two years ago on SPURIOUS corruption charges’.
False
50. A speaker could achieve_______ representation if s/he uses figures, charts and tables in her/his presentation.
Visual
16. ______ refers to the act of making deductions from a lecture.
Interpretation
22. Read the following passage and answer the question that follows:
kk. Life in the city could be hectic. Particularly, for those of us who live in big cities like Lagos. It is almost like LIVING A DOG’S LIFE out there. 6. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 7. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. Ikogosi Warm Springs is a tourist centre located at Ikogosi, a town in Ekiti State, south-western Nigeria. 3. Flowing abreast the warm spring of Ikogosi is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. This attribute makes the spring a tourist attraction in the country. 8. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 5. We booked hotel accommodation at the tourist site and each day we walked around the calm environment just gazing at the beauty of nature. 3. We enjoyed our stay at the resort. 4. Ikogosi water resort is a good place to visit for singles and families.
One of the options below is an appropriate title for the passage
A visit to Ikogosi warm springs
ll. Read the following passage and answer the question that follows:
9. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Sentence 9 is an example of ______.
Preamble
20. The writer of one of these types of writing will most likely depend on her/his imagination for content creation.
Narrative
9. One of these features will most likely distinguish scientific texts from other forms of writing.
Preciseness
14. Read the following passage and answer the question that follows:
15. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 1 alludes to the idea that the city of Lagos could initially appear as ____ to a foreigner.
Unbearable
7. Read the following passage and answer the question that follows:
8. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Which one of the following options is the term which refers to the capitalised items in the words: delicacIES, colleagueS, cookS?
Suffix
8. Read the following passage and answer the question that follows:
9. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Sentence 4 is an example of ______ in writing?
Conclusion
28. Read the following passage and answer the question that follows:
mm. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
One of these techniques is used by the author of this passage?
Narrative
24. Read the following passage and answer the question that follows:
i. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
One of the following sentences contains the main idea of the passage.
Sentence 9
30. One of the following options refers to novels.
Long stories
One of the following is the reason why narrative texts are common.
e.
Narrative texts tell interesting stories.
Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
The term culture shock in sentence 9 refers to ________.
a feeling of revulsion when one is exposed to an unfamiliar way of life
Read the following passage and identify the main idea: 1. COVID-19 affected global economy. 2. It is quite difficult to get some food items in the market now. 3. Worse still, things are quite expensive. 4. Many people have lost their jobs too.
COVID-19 affected global economy.
All but ONE of the following could be categorised as multimedia system.
Braille
Read the following passage and identify the main idea: 1. Hello everyone and welcome to class. 2. Last week, we discussed the concept of World Englishes. 3. Don’t forget that we mentioned that English language has become a global language due to its wide spread. 4. Today, we will examine the varieties of English that we have in the world.
Today, we will examine the varieties of English that we have in the world.
When a reader listens for ______ s/he will be able to consider the merits and demerits of what the speaker is saying.
Critical analysis
Diverse types of literature are required for one of these types of reading.
Intensive reading
OPEN UNIVERSITY
GST101 NOUN PQ
A participant at a seminar can get the main idea of the presentation from one of the following aspects of the presentation.
The title
One of the following could happen to a note when it is too brief.
It becomes unclear
___ is the term used to describe the process of screening through a passage in a very rapid manner in order to locate a vital information.
Scanning
Journal articles are useful resources needed for one of the following activities.
Note making
One of the following options is the ideal order for writing notes during a seminar.
Listen /understand/write the summary/use abbreviations
Sign language is most useful to one of the following groups.
The deaf
One of the following options is similar in meaning to the capitalised word in the expression: "He got a VAST expanse of land from the community".
wide
Which one of the following options is not used for emphasis in writing?
Jotting
One of the following options is similar in meaning to the capitalised word in the expression: "kunle can be ACCURATE when it comes to calculation".
exact
According to Edward Fry, a competent reader could achieve ____% while reading 800 words per minute through scanning and skimming
50
One of these factors will likely affect a listener's ability to anticipate the speaker's next move.
distraction
A writer could employ one of these strategies to help a reader understand a new word in a text.
Lexical familiarisation
One of the following terms is also known as long story.
Novel
The capitalised element in the word attractiveNESS is an example of ____
suffix
The judge declared him guilty of _____ because it was evident he didn’t intend to kill his neighbour.
manslaughter
Listening to gather information belongs to one of these types of listening activities.
Listening for specific purpose
Fables can be described as one of the following options.
Untrue
Main ideas refer to one of the following options.
Facts
One of the following terms refers to information stored in a research document.
Data
One of the following symbols means ‘namely’.
viz
According to Edward Fry, a competent reader could achieve ____% while reading 800 words per minute through scanning and skimming
50
One of the following options is similar in meaning to the capitalised word in the expression: "He got a VAST expanse of land from the community".
wide
One of these factors will likely affect a listener's ability to anticipate the speaker's next move.
distraction
A writer could employ one of these strategies to help a reader understand a new word in a text.
Lexical familiarisation
One of the following terms is also known as long story.
Novel
The capitalised element in the word attractiveNESS is an example of ____
suffix
A participant at a seminar can get the main idea of the presentation from one of the following aspects of the presentation.
The title
The judge declared him guilty of _____ because it was evident he didn’t intend to kill his neighbour.
manslaughter
One of the following options is similar in meaning to the capitalised word in the expression: "kunle can be ACCURATE when it comes to calculation".
exact
___ is the term used to describe the process of screening through a passage in a very rapid manner in order to locate a vital information.
Scanning
One of the following options is the expected speed rate for a reader reading at slow study speed.
200-300 words per minute
Which one of the following terms is the storyline of a narrative text?
Plot
He believes in RETRIBUTIVEJUSTICE. This means he believes that____
Criminals should be punished
One of the following options is the term used to refer to a narrative text that tells a long story.
Novel
One of the following purposes of reading is germane to scientific texts for students.
Reading to understand how to use the by-products of scientific inventions.
Ojo read rapidly through a chunk of materials in order to locate important information on Covid-19 prevention. Thus, he could be said to have done one of the following activities.
Scanning
The job requires PROFICIENCY in computer science. This means, applicants must demonstrate ___ in computer.
expertise.
One of the following aspects of a narrative text will most likely help to sustain the reader’s interest.
Suspense
Ogonna is LOQUACIOUS. This means she is _____
Talkative
The author of one of the following types of texts will likely choose verified facts in her/his writing.
Expository text.
One of these reading speed types is adequate when reading novels.
r. Average
Note making will be useful while engaged in one of these activities.
s. reading newspaper article
The Chief Accountant reported that 30 million naira was available for capital _____
t. Expenditure
One of the following options is similar in meaning to the capitalised word in the expression: "His father said the MINIMUM he could get was five years residential permit".
u. Least
One of the following options may not be a feature of a scientific text.
v. Suspense
The expression "Allow the pasta to cook for five minutes ", requires the listener to extract one of the following types of information.
w. Instructions
A learner who can read whatever material comes his/her way could be said to have developed a reading ___
x. Culture
One of these terms refers to a language user's word stock.
y. Vocabulary
The capitalised element in the word SUBmarine is an example of ___
z. Prefix
A writer will usually tell stories in one of tgese types of texts.
aa. Narrative text.
One of these speed types is called the study speed.
slowest
One of the following options is similar in meaning to the capitalised word in the expression: "I try to avoid her because she is LOQUACIOUS".
Talkative
One of these aspects of a text will most likely sustain a reader's interest.
suspense
One of these terms refers to the process of reading at the fastest speed to get the general idea from a text
skimming
One of the following should be the last option for a language learner when s/he is trying to know the meaning of a word.
Dictionary
One of the following terms refers to the core part of a word.
Root
The following passage: "Boil the water for five minutes. Then add 15 dry bitter leaves to the boiling water. Don’t cover the pot. Continue to boil for about ten minutes until half of the water has evaporated", is an example of a ____ text.
expository
The following items: sb, BrE, b/c, viz are examples of ___
Abbreviation
The expression "To get to Mushin Olosha, board BRT bus at Iyana Ipaja. The bus leaves at 6pm and will pass through Dopemu, Oshodi and then arrive at Mushin. The journey shouldn’t last more than one hour", requires one of the following types of information.
direction
The doctor said the lady should be given ____ injection to relieve the pain.
anaesthetic
GST 101 TMA 1
10. Facts
11. Jotting
12. Note Making
13. Listening for Specific Purpose
f. The Deaf
14. Data
15. It becomes Unclear
16. Listen/Understand/Write Summary/Use Abbreviation
17. Viz
18. Untrue
GST 1011 TMA 1 (10/10
g. Listening to gather information belongs to one of these types of listening activities. Listening for Specific Purpose
h. Main ideas refer to one of the following options. Facts
i. Journal articles are useful resources needed for one of the following activities Note Making
j. One of the following symbols means ‘namely’. Viz
k. One of the following options is the ideal order for writing notes during a seminar. Listen/Understand/Write Summary/Use Abbreviation
l. Which one of the following options is not used for emphasis in writing? Jotting
m. Sign language is most useful to one of the following groups. The Deaf
n. One of the following terms refers to information stored in a research document. Data
o. Fables can be described as one of the following options. Untrue
p. One of the following could happen to a note when it is too brief. It becomes Unclear
In order to be able to relate what a presenter is saying with the figure s/he is displaying, a listener will need to do one of the following.
Think fast
___ bank refers to a collection of information collected on a research for many years.
Data
The following expression: ‘Do not forget to close the window when you leave the house’, is an example of _____.
q.
Instruction
Which reading speed will a student require to achieve effective comprehension when preparing for examination?
Average
Which reading speed will a student require while reading a novel?
r.
Average
A reference section will most likely be found in one of these places.
Library
One of the following listening activities helps the listener to form an overall opinion about the information received.
Listening for general information
His hand writing is ___, so it is difficult to understand what he writes.
Illegible
Supporting details will help a student to develop one of these aspects of her/his answer when writing during an examination?
Main ideas
The _____ form is used by the speaker in the following passage: ‘If you look at this toy closely, you will see that there is a button attached to the middle part of its head’.
Directional
Read the following passage and identify the main idea: 1. Life could be cruel. 2. Mr Ambrose lost his wife last week. 3. Adanne had been sick for three years. 4. Her loss is a painful one to her family and the entire community.
Life could be cruel.
All but ONE of these factors could affect the audience’s concentration.
Speaker’s future goals
One of the following options serves as a guide for a reader who wants to know how relevant a book is to her/him.
Introduction
A student will most likely understand a lecture if s/he is able to identify one of these aspects of the lecture.
Main ideas
One of the following options is an appropriate word which refers to ideas in a book which are NOT factual.
Opinions
The art of retrieving data is most useful in one of these fields.
Academics
___ is the term used to refer to a writer’s use of related words in a text in order to help the reader understand the meaning of a newly introduced word in the text.
Lexical familiarisation
One of the following options could be found in the reference section of a library.
Yellow pages
______ refers to the act of making deductions from a lecture.
Interpretation
Choose the alternative you think best gives the meaning of the capitalised word in the sentence:’ He demonstrated a RESILIENT character when his wife died’.
Enduring
One of the following options should serve as the last resource for a person learning the meaning of new words.
The dictionary
One of the following types of listeners will likely gain the most from a seminar.
A listener with a critical mind
A person who reads 300 words per minute with 30%-40% comprehension could be described as a(n) ____ reader.
s.
Average
When a speaker repeats one word several times, it means the word is _______.
important
_______ is the term which refers to a form of information that helps a student to know the number of questions that s/he is expected to answer in an examination.
2.
Directions
Choose the alternative you think best gives the meaning of the capitalised word in the sentence: ‘Okonkwo was arrested two years ago on SPURIOUS corruption charges’.
False
A reader requires one of these speed types when reading a book written in simple English.
Slow
_____ varies depending on a reader’s purpose for reading a material.
Speed
The effectiveness of listening activity is measured by one of the following options.
Comprehension
A reader engaged in skimming and scanning will have _____ eye movement.
Fast
One of the following aspects of listening-comprehension activity is considered the most difficult.
Listening for critical evaluation
One of the following is considered a high-order skill that a listener needs, to perform while listening to a presentation.
Listening for critical evaluation.........
Figures are also referred to as ______.
Scores
One of the following listening activities will help a student to listen to a presentation critically.
Listening for general information
Choose the alternative you think best gives the meaning of the capitalised word in the sentence: ‘We had to ADAPT to city life when we left the village’.
Adjust
The fastest speed that a reader could possibly achieve is ____words per minute.
800
18. A good reader should be able to achieve 50% comprehension while reading more than _____ words per minute.
800
The term scores refers to ________.
A list of facts or figures arranged orderly especially in columns
Sub headings of notes are usually _______.
Underlined if all letters are capitalized
One of the following options is an important factor to consider when you want to engage in effective reading.
Ascertain the purpose of reading the book
One of these strategies will help a student locate the relevant sub headings in a research document.
Skimming .
One of the following options refers to novels.
Long stories
The writer of one of these types of writing will most likely depend on her/his imagination for content creation.
Narrative
_____ is an audio-visual mode of communication.
Radio
One of the following options reflects a rich reading culture.
Pleasurable informative reading
The term skimming refers to one of the following reading speed.
b.
Fastest
_____ is an activity which a listener engages in, in order to derive meaning from a campaign speech.
Inferencing
Choose the alternative you think best gives the meaning of the capitalised word in the sentence: ‘Tayo’s boss likes him because he is FASTIDIOUS’.
Meticulous
Choose the alternative you think best gives the meaning of the capitalised word in the sentence:’ He demonstrated a RESILIENT character when his wife died’.
Enduring
One of the following options is useful when a student is engaged in making notes.
Presentations
It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Sentence 9 is an example of ______.
Preamble
Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
One of the following sentences contains the main idea of the passage.
Sentence 9
Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
One of the options below is the opposite of the capitalised word: PESTER in sentence 10.
Annoy
The word AMUSINGLY in sentence 3 signals
an important point being made by the writer
53. All but ONE of these factors could affect the audience’s concentration.
Speaker’s future goals
31. One of the following aspects of a lecture is given in form of command.
Instruction
35. One of the following aspects of information distinguishes facts from fables.
Truth
38. Which aspect of a lecture note can help a student to form an opinion on the information received.
Major points
9. One of these parts of a book indicates the focus of the book.
Introduction
40. Sign language is a useful means of communication among the _____.
Deaf
b. Which of the following options is the main idea in the following passage?
b. Mr Iginlade will not cease to amaze me. He walked into my office last week, requesting that I lend him N10,000. 2. I replied by reminding him of the unpaid N30,000 loan that I gave him last month. 3. ‘Don’t worry, I will pay all as soon as I receive this month’s salary’, he quickly replied. 4. I could only look at him in wonder. 5. Mr Igbinlade loves to borrow money.
Mr Igbinlade loves to borrow money.
36. One of the following listening activities helps the listener to form an overall opinion about the information received.
Listening for general information
39. Which one of the following is NOT the purpose of listening to receive information?
Preparing a ketogenic dish
33. A doctor’s precaution will most likely be given in form of a(n)______.
Instruction
30. Choose the alternative you think best gives the meaning of the capitalised word in the sentence: ‘Tayo’s boss likes him because he is FASTIDIOUS’.
Meticulous
45. One of the following options refers to the core part of a word.
Root
43. A listener may need to _____ in order to listen to a CD the second time.
Rewind
36. One of the following options serves as a guide for a reader who wants to know how relevant a book is to her/him.
Introduction
Introduct19. One of the following options should serve as the last resource for a person learning the meaning of new words.
The dictionary
49. The term scores refers to ________.
Representations of information in form of drawings.
46. The art of retrieving data is most useful in one of these fields.
Academics
50. A speaker could achieve_______ representation if s/he uses figures, charts and tables in her/his presentation.
Visual
55. A student who reads fashion magazines every weekend could be said to be reading for _____.
Pleasure
17. One of these strategies will help a student locate the relevant sub headings in a research document.
Skimming
27. Read the following passage and answer the question that follows:
c. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
Which one of these options serves as a transitional word in sentence 4?
So
28. Read the following passage and answer the question that follows:
d. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
One of these techniques is used by the author of this passage?
Narrative
23. Read the following passage and answer the question that follows:
e. Life in the city could be hectic. Particularly, for those of us who live in big cities like Lagos. It is almost like LIVING A DOG’S LIFE out there. 6. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 7. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. Ikogosi Warm Springs is a tourist centre located at Ikogosi, a town in Ekiti State, south-western Nigeria. 3. Flowing abreast the warm spring of Ikogosi is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. This attribute makes the spring a tourist attraction in the country. 8. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 5. We booked hotel accommodation at the tourist site and each day we walked around the calm environment just gazing at the beauty of nature. 3. We enjoyed our stay at the resort. 4. Ikogosi water resort is a good place to visit for singles and families.
One of the options is the nearest in meaning to the capitalized word: TRANQUIL in sentence 6.
Serene
30. One of the following options refers to novels.
Long stories
12. Read the following passage and answer the question that follows:
13. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
One of the options is the nearest in meaning to the capitalized words: PROS and CONS in sentence 4
Disadvantages and disadvantages
16. Read the following passage and answer the question that follows:
17. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Which one of these options serves as a transitional word in sentence 5?
Although
14. Read the following passage and answer the question that follows:
15. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 1 alludes to the idea that the city of Lagos could initially appear as ____ to a foreigner.
Unbearable
13. Read the following passage and answer the question that follows:
14. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
The word: NEVERTHELESS in sentence 9, signifies that _____.
The writer is about to say something important.
18. Read the following passage and answer the question that follows:
19. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 8 is an example of ______.
Supporting details
21. The index of a book contributes one of the following to reading activity.
It shows the relevant aspects of the book that could be read.
2. Which of the following options is the main idea in the following passage?
3. Mr Iginlade will not cease to amaze me. He walked into my office last week, requesting that I lend him N10,000. 2. I replied by reminding him of the unpaid N30,000 loan that I gave him last month. 3. ‘Don’t worry, I will pay all as soon as I receive this month’s salary’, he quickly replied. 4. I could only look at him in wonder. 5. Mr Igbinlade loves to borrow money.
Mr Igbinlade loves to borrow money.
30. Figures are also referred to as ______.
Scores
35. One of the following aspects of information distinguishes facts from fables.
Truth
3. ONE of the following is the LEAST reason why a student should read.
To pass an examination
4. Which reading speed will a student require while reading a novel?
Average
46. A listener should focus on eliciting one of these types of points when listening to a presentation.
Main points
7. Scanning a newspaper requires one of the following reading speed.
Fast
20. Constant repetition could help a speaker to _______.
draw the listener’s attention to important points.
12. Read the following passage and identify the main idea: 1. Life could be cruel. 2. Mr Ambrose lost his wife last week. 3. Adanne had been sick for three years. 4. Her loss is a painful one to her family and the entire community.
Mr Ambrose lost his wife last week.
Mr Ambrose lost his wife last week.
45. His hand writing is ___, so it is difficult to understand what he writes.
Illegible
11. _____ of a listener is a physiological requirement for achieving effective listening.
The ear
51. A student will most likely understand a lecture if s/he is able to identify one of these aspects of the lecture.
Main ideas
35. _____ varies depending on a reader’s purpose for reading a material.
Speed
53. _____ varies depending on a reader’s purpose for reading a material.
Speed
54. One of the following options serves as a guide for a reader who wants to know how relevant a book is to her/him.
Introduction
20. ___ is the term used to refer to a writer’s use of related words in a text in order to help the reader understand the meaning of a newly introduced word in the text.
Lexical familiarisation
10. One of the following options is an important factor to consider when you want to engage in effective reading.
Ascertain the purpose of reading the book
26. Choose the alternative you think best gives the meaning of the capitalised word in the sentence: ‘Okonkwo was arrested two years ago on SPURIOUS corruption charges’.
False
50. A speaker could achieve_______ representation if s/he uses figures, charts and tables in her/his presentation.
Visual
16. ______ refers to the act of making deductions from a lecture.
Interpretation
22. Read the following passage and answer the question that follows:
23. Life in the city could be hectic. Particularly, for those of us who live in big cities like Lagos. It is almost like LIVING A DOG’S LIFE out there. 6. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 7. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. Ikogosi Warm Springs is a tourist centre located at Ikogosi, a town in Ekiti State, south-western Nigeria. 3. Flowing abreast the warm spring of Ikogosi is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. This attribute makes the spring a tourist attraction in the country. 8. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 5. We booked hotel accommodation at the tourist site and each day we walked around the calm environment just gazing at the beauty of nature. 3. We enjoyed our stay at the resort. 4. Ikogosi water resort is a good place to visit for singles and families.
One of the options below is an appropriate title for the passage
A visit to Ikogosi warm springs
7. Read the following passage and answer the question that follows:
8. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Sentence 9 is an example of ______.
Preamble
20. The writer of one of these types of writing will most likely depend on her/his imagination for content creation.
Narrative
9. One of these features will most likely distinguish scientific texts from other forms of writing.
Preciseness
14. Read the following passage and answer the question that follows:
15. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 1 alludes to the idea that the city of Lagos could initially appear as ____ to a foreigner.
Unbearable
7. Read the following passage and answer the question that follows:
8. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Which one of the following options is the term which refers to the capitalised items in the words: delicacIES, colleagueS, cookS?
Suffix
8. Read the following passage and answer the question that follows:
9. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Sentence 4 is an example of ______ in writing?
Conclusion
28. Read the following passage and answer the question that follows:
29. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
One of these techniques is used by the author of this passage?
Narrative
24. Read the following passage and answer the question that follows:
25. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
One of the following sentences contains the main idea of the passage.
Sentence 9
30. One of the following options refers to novels.
Long stories
One of the following is the reason why narrative texts are common.
2.
Narrative texts tell interesting stories.
Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
The term culture shock in sentence 9 refers to ________.
a feeling of revulsion when one is exposed to an unfamiliar way of life
Which speed will a person trying to locate a football match score in a newspaper require to achieve effective reading?
.
High speed
The following items: firstly, secondly, lastly are referred to as ______.
.
Transitional words
Constant repetition could help a speaker to _______.
.
draw the listener’s attention to important points.
All but ONE of the following items are used for emphasising key words in writing.
.
Capitalisation
Read the following passage and answer the question that follows:
9. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Which one of the following speed types does a reader require when reading this passage?
3.
Fast reading speed
29. One of the following is the reason why narrative texts are common.
Narrative texts tell interesting stories.
5. Read the following passage and answer the question that follows:
6. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Which of the following options is nearest in meaning to the capitalised word: ENCORE in sentence 1?
c.
Praise
7. Read the following passage and answer the question that follows:
8. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 8 is an example of ______.
c.
Supporting details
9. Read the following passage and answer the question that follows:
10. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
The word AMUSINGLY in sentence 3 signals ______.
an important point being made by the writer
21. The index of a book contributes one of the following to reading activity.
d.
It shows the relevant aspects of the book that could be read.
22. Read the following passage and answer the question that follows:
23. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Which one of the following options is the term which refers to the capitalised items in the words: delicacIES, colleagueS, cookS?
d.
Suffix
24. Read the following passage:
Genetics is a branch of biology concerned with the study of genes, genetic variation and heredity in organisms. Gregor Mendel, a Moravian Augustinian friar working in the 19th century in Brno, was the first to study genetics. Mendel studied ‘trait inheritance’, patterns in the way traits are handed down from parents to offspring over time. He observed that organisms (pea plants) inherit traits by way of discrete ‘units of inheritance’. This term, still used today, is a somewhat ambiguous definition of what is referred to a gene.
Which of the options best describe the characteristics of the writing?
d.
Scientific
25. One of the following options refers to novels.
Long stories
12. Read the following passage and answer the question that follows:
13. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
One of the options is the nearest in meaning to the capitalized words: PROS and CONS in sentence 4
Disadvantages and disadvantages
28. Read the following passage and answer the question that follows:
29. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
One of these techniques is used by the author of this passage?
c.
Descriptive
30. The index of a book contributes one of the following to reading activity.
c.
It shows the relevant aspects of the book that could be read.
31. Read the following passage and answer the question that follows:
32. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
What does the expression: LIVING A DOG’S LIFE, mean in sentence 2?
Living a difficult life
20. The writer of one of these types of writing will most likely depend on her/his imagination for content creation.
Narrative
13. Read the following passage and answer the question that follows:
14. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
The word: NEVERTHELESS in sentence 9, signifies that _____.
d.
The writer is about to say something that is debatable.
15. Read the following passage and answer the question that follows:
16. Life in the city could be hectic. Particularly, for those of us who live in big cities like Lagos. It is almost like LIVING A DOG’S LIFE out there. 6. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 7. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. Ikogosi Warm Springs is a tourist centre located at Ikogosi, a town in Ekiti State, south-western Nigeria. 3. Flowing abreast the warm spring of Ikogosi is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. This attribute makes the spring a tourist attraction in the country. 8. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 5. We booked hotel accommodation at the tourist site and each day we walked around the calm environment just gazing at the beauty of nature. 3. We enjoyed our stay at the resort. 4. Ikogosi water resort is a good place to visit for singles and families.
One of the options is the nearest in meaning to the capitalized word: TRANQUIL in sentence 6.
c.
Serene
17. Read the following passage:
Genetics is a branch of biology concerned with the study of genes, genetic variation and heredity in organisms. Gregor Mendel, a Moravian Augustinian friar working in the 19th century in Brno, was the first to study genetics. Mendel studied ‘trait inheritance’, patterns in the way traits are handed down from parents to offspring over time. He observed that organisms (pea plants) inherit traits by way of discrete ‘units of inheritance’. This term, still used today, is a somewhat ambiguous definition of what is referred to a gene.
Which of the options best describe the characteristics of the writing?
d.
Scientific
18. Read the following passage and answer the question that follows:
19. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 1 alludes to the idea that the city of Lagos could initially appear as ____ to a foreigner.
Unbearable
6.
Read the following passage and answer the question that follows:
9. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Which one of the following speed types does a reader require when reading this passage?
7.
Fast reading speed
18. Read the following passage and answer the question that follows:
19. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 8 is an example of ______.
Supporting details
35. One of the following aspects of information distinguishes facts from fables.
Truth
59. When a student writes important points from a course material that s/he is reading, they are said to be involved in one of these activities.
Note making
54. A student should anticipate one of the following if a lecturer says, ‘First, I want to show you the ingredients required to cook Ogbono’.
Second, I will state the steps to take when cooking Ogbono soup.
TMA3 GST 101
7. Which one of the following speed types does a reader require when reading this passage?
Ans:Fast reading speed
8. One of the following is the reason why narrative texts are common.
Ans:Narrative texts tell interesting stories
9. Which of the following options is nearest in meaning to the capitalised word: ENCORE in sentence 1?
Ans: Praise
10. Sentence 8 is an example of ______.
Ans: Supporting details
11. The word AMUSINGLY in sentence 3 signals ______.
Ans: an important point being made by the writer
12. The index of a book contributes one of the following to reading activity.
Ans: It shows the relevant aspects of the book that could be read.
13. Which one of the following options is the term which refers to the capitalised items in the words: delicacIES, colleagueS, cookS?
Ans: Suffix
14. Which of the options best describe the characteristics of the writing?
Ans: Scientific
15. One of the following options refers to novels.
Ans: Long stories
16. One of the options is the nearest in meaning to the capitalized words: PROS and CONS in sentence 4.
Ans: Disadvantages and disadvantages
17. Sentence 1 alludes to the idea that the city of Lagos could initially appear as ____ to a foreigner.
Ans: Unbearable
18. One of the options is the nearest in meaning to the capitalized word: TRANQUIL in sentence 6.
Ans: Serene
19. The word: NEVERTHELESS in sentence 9, signifies that _____.
Ans: The writer is about to say something that is debatable
20. The writer of one of these types of writing will most likely depend on her/his imagination for content creation.
Ans: Narrative
21. What does the expression: LIVING A DOG’S LIFE, mean in sentence 2?
Ans: Living a difficult life
18. One of these techniques is used by the author of this passage?
Ans: Narrative
TMA 3
d. One of the options below is an appropriate title for the passage
ans:A visit to Ikogosi warm springs
e. Sentence 9 is an example of ______.
ans:Preamble
f. Which of the following options is nearest in meaning to the capitalised word: ENCORE in sentence 1?
ans:Praise
g. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living
One of these techniques is used by the author of this passage?
ans:Narrative
h. The word AMUSINGLY in sentence 3 signals
an important point being made by the writer
Which one of the following options is the term which refers to the capitalised items in the words: delicacIES, colleagueS, cookS?
Suffix
The writer of one of these types of writing will most likely depend on her/his imagination for content creation.
Narrative
One of the following is the reason why narrative texts are common.
Narrative texts tell interesting stories.
Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Sentence 4 is an example of ______ in writing?
Conclusion
Sentence 8 is an example of ______.
Supporting details
The first stage a reader attains when s/he attempts to interpret a text is ______.
Interpretation
Which one of the following options is the appropriate title for the passage?
c.
The nutritional values of Edikang Ikong
GST 101 .....9/10
17. All but ONE of the following options
.......LECTURE
18. The underlined item in the word un FAITHfulness ....ROOT
19. Which one of the following strategies is best adopted .....SKIMMING
One of the following options refers to true information given to partic seminar FACTS
21. One of the following options is an example of
CONCENTRATION
22. One of the following options is opposite ......
FRAGILITY
23. Choose the alternative you think best gives .....SECRETLY
24. The following capitalized items: ledger, expenses ACCOUNTING
One of these text types will likely be EXPOSITORY
26.
Choose the alternative you think ........
LAZINESS
The blurb of a book can be found in one of these parts of the book.
Inside cover
Question: Q1 Which of the following may not be true of expository text?
Answer: Expository texts are not as formal as narrative texts.
Question: Q2 A text that explains an issue, a theory, a concept or plan is call ______ text.
Answer: an expository
Question: Q3 Which of the following may not be true of narratives?
Answer: Explanations often form some major parts of some narratives.
Question: Q4 ______ does not form the major past of a narrative text.
Answer: Explanation
Question: Q5 when you start reading an interesting novel, you find it difficult to stop because ______
Answer: you want the suspense created to be unfolded.
Question: Q6 The most intense or exciting part of a story is the ______
Answer: climax
Question: Q7 In most cases narratives are_______ in terms of style
Answer: informal
Question: Q8 The experiences portrayed in narrative texts often help us understand the _______ of the novel.
Answer: theme
Question: Q9 In reading and interpreting ______, you should pay attention to the language and figures presented.
Answer: tables
Question: Q10 ______ includes figures, formulae and tables that are read in a comprehension passage.
Answer: Non-verbal or concrete materials.
Question: Q11 Which of the following skills is not necessary for tackling expository texts?
Answer: Note-taking ability
Question: Q12 Which of the following may not make your understanding of an expository passage difficult?
Answer: Having a well-developed vocabulary
Question: Q13 ______ passages can be difficult if you are not familiar with the words used in the passage.
Answer: Expository texts do not tell stories
Question: Q14 Expository text sometimes follow a particular storyline and could be vivid and imaginative.' This statement is ______
Answer: not true
Question: Q15 In ______ texts all points are to be supported with concrete evidences.
Answer: Expository texts explain ideas in clear-cut terms.
Question: Q16 Which of the following statements may not be true concerning scientific texts?
Answer: Scientific texts do not integrate verbal and non-verbal forms
Question: Q17 It has been observed that the language of ______ is diverse and specific
Answer: scientific texts
Question: Q18 Technical terms are known to be common features of ______
Answer: scientific texts
Question: Q19 Which of these tasks may not help you read and comprehend passages with tables easily?
Answer: Skimming the passage
Question: Q20 To be able to grasp the complexities of reading passages with tables, ______
Answer: Your language must be highly developed.
Question: Q21 The type of listening skills that can enable you to master what the speaker is saying is _______
Answer: Listening for interpretation and critical evaluation
Question: Q22 In listening comprehension, the most important thing a listener should determine is the _______
Answer: main idea of the speech event
Question: Q23 The sentence â€œAPC governed states are not ready for a change in governmentâ€ is an example of _______
Answer: opinion
Question: Q24 Vital information that reveal truth or reality are called _______
Answer: facts
Question: Q25 The art of receiving information from stored information in the multi-media system is called _______
Answer: retrieval
Question: Q26 Which of the following may not help the listener who is trying to take notes from a lecture _______?
Answer: use of passages
Question: Q27 During study time, the activity of jotting down notes from textbooks, journals or study text is called _______
Answer: note-making
Question: Q28 When we listen to lectures or speeches and jot down important points, we are performing _______
Answer: note-taking
Question: Q29 All but one of these affects comprehension _______
Answer: rate of breathing
Question: Q30 Comprehension basically means _______
Answer: understanding
Question: Q31 One cannot be said to have listened when one does not _______
Answer: comprehend
Question: Q32 A good listener must participate _______ in the communication process
Answer: actively
Question: Q33 Listening is disabled when one _______
Answer: encounters noise
Question: Q34 Choose the alternative that gives the meaning of the indicated word: His staff has been 'assiduous' at providing constituent services.
Answer: Diligent
Question: Q35 Choose the alternative that gives the meaning of the indicated word: Instead of being 'benevolent' stewards of creation, we have been relentless destroyers of it.
Answer: Generous
Question: Q36 Choose the alternative that gives the meaning of the indicated word: The use of seatbelt is 'compulsory' in Lagos.
Answer: Requisite
Question: Q37 effective listening is difficult when there is _____
Answer: lack of interest in topic
Question: Q38 Listening activities can be divided into general and _____ purposes
Answer: specific
Question: Q39 ______ is an important component of effective listening
Answer: concentration
Question: Q40 Active listening ability requires ones ability to think along with speaker, anticipate what is about to be said and ________
Answer: concentration
Question: Q41 From the options, choose the word that may be associated with Psychology
Answer: eccentric
Question: Q42 From the options, choose the word that may be associated with Medicine
Answer: procedure
Question: Q43 From the options, choose the word that may be associated with Law
Answer: libel
Question: Q44 From the options, choose the word that may be associated with Journalism
Answer: proofreading
Question: Q45 From the options, choose the word that may be associated with Communication
Answer: pronunciation
Question: Q46 From the option provided, select the correct register that will correctly complete the sentence: There was a _______ car accident along the Okene-Lagos road.
Answer: Ghastly
Question: Q47 From the option provided, select the correct register that will correctly complete the sentence: The captain announced that there was a ship _______ off the Atlantic coast.
Answer: Wreck
Question: Q48 From the option provided, select the correct register that will correctly complete the sentence: The plane taxied down the ______ before it finally stopped.
Answer: Runway
Question: Q49 One of the high-order skills you need for an outstanding performance while listening to a lecturer is the _______
Answer: ability to interpret a speakerâ€™s viewpoints
Question: Q50 Your ability to connect what was said before with what is been said now in a listening activity is called _______
Answer: relationship
Question: Q51 A reader's speed is expected to vary according to the _______ only
Answer: purpose of reading
Question: Q52 _______ is the term that refers to words that are similar, related or familiar to the words whose meaning you are trying to determine.
Answer: lexical familiarization
Question: Q53 In English lexicon, words that cut across all fields are called _________
Answer: common-core words
Question: Q54 A listening activity where you listen and link all details to the topic and form your own overall impression is known as _______
Answer: listening for general impression
Question: Q55 The idea of finding the meaning of words using word ATTACK technique will involve _______
Answer: breaking a difficult word into divisible parts and finding the meaning of each component
Question: Q56 Looking at the merits and demerits of what is heard will involve ________
Answer: critical analysis
Question: Q57 _______ are representations of information in the form of drawings, paintings or sketches.
Answer: figures or Scores
Question: Q58 Listening is said to be useless if there is no _______
Answer: comprehension
Question: Q59 A speaker is said to be speaking â€˜above your headâ€™, if the speaker is _______
Answer: discussing a difficult topic
Question: Q60 As an interactive process, listening comprehension will involve the interpretative and the_______ of the listener.
Answer: Critical mind
Question: Q61 Choose the option that gives the meaning of the capitalized word: She was DIFFIDENT about stating her opinion.
Answer: Unassertive
Question: Q62 Choose the option that gives the meaning of the capitalized word: Dr. Galadima is a gentleman and URBANE host of elegant dinner parties.
Answer: suave
Question: Q63 Choose the option that gives the meaning of the capitalized word: The pastor of the blue roofed church is quite CHARISMATIC.
Answer: charming
Question: Q64 Choose the option that gives the meaning of the capitalized word: The praying child is said to be equally CLAIRVOYANT
Answer: extrasensory
Question: Q65 Choose the option that gives the meaning of the capitalized word: Capable lawyers with business ACUMEN are valuable to any firm.
Answer: ingenuity
Question: Q66 Listening comprehension as it relates to information retrieval from data, figures, diagrams and tables tend to be _______ to academic purposes.
Answer: more specific and directed
Question: Q67 Reading at the fastest speed is needed when you want to _______
Answer: locate information quickly
Question: Q68 In order to read for _______ you must be able to decide how relevant the information provided is.
Answer: critical analysis and evaluation
Question: Q69 Which of the following skill is important when you are doing study reading?
Answer: note making
Question: Q70 One important way of increasing your vocabulary is to _______
Answer: read intensively and extensively.
Question: Q71 Reading at an average speed suggests_______
Answer: reading a material that is not so difficult
Question: Q72 To be effective in your academic life, it is recommended that you _______
Answer: Interpret, evaluate and critically analyse all reading materials.
Question: Q73 The_______ needs high concentration and particular attention to specific details.
Answer: study reading speed
Question: Q74 For a poor reader to achieve a comprehensive rate of 80 â€“ 90%, the study speed may be as low as _______
Answer: 60 â€“ 125 words/min
Question: Q75 Your comprehension rate in a study type reading should be about _______
Answer: 80 â€“ 90%
Question: Q76 It is recommended that in a slow study type reading you should read at least _______ words per minute.
Answer: 200 â€“ 300
Question: Q77 The slowest type of reading is usually done _______
Answer: when you read in a study type manner .
Question: Q78 According to what you have studied, the first stage in reading for interpretation is _______
Answer: reading and understanding the passage very well
Question: Q79 When you increase your word power in any language, you are said to be _______ in the language.
Answer: proficient
Question: Q80 Complete the slogan; 'A critical mind is _______
Answer: an intelligent mind
27. The index of a book is found in one of these parts of the book.
............Back
28. One of the following options is the function of blurb.
..........Gives a summary of the book
29. One of the following speed types requires a high level of concentration.
...........Slowest
30. One of the following options is the term used to refer to a poor reader’s tendency for going back to read what s/he has read before.
...........Regression
31. One of these aspects of a book can help a reader know its relevance.
............Introduction
32. A speaker can use constant repetition to accomplish one of the following in a presentation.
..........Draw attention to the main point
33. Reading activity that requires getting a general idea from a material will require one of the following reading speed.
.....Fastest
34. The term inferencing refers to one of the following options
..............Thinking beyond what has been said
35. A reader requires one of the following types of speed when reading for enjoyment.
..............Average
36. When a listener considers the strengths and weaknesses of what has been said, s/he is said to be involved in one of the following activities.
..........Critical analysis
Question: Q1 Which of the following may not be true of expository text?
Answer: Expository texts are not as formal as narrative texts.
Question: Q2 A text that explains an issue, a theory, a concept or plan is call ______ text.
Answer: an expository
Question: Q3 Which of the following may not be true of narratives?
Answer: Explanations often form some major parts of some narratives.
Question: Q4 ______ does not form the major past of a narrative text.
Answer: Explanation
Question: Q5 when you start reading an interesting novel, you find it difficult to stop because ______
Answer: you want the suspense created to be unfolded.
Question: Q6 The most intense or exciting part of a story is the ______
Answer: climax
Question: Q7 In most cases narratives are_______ in terms of style
Answer: informal
Question: Q8 The experiences portrayed in narrative texts often help us understand the _______ of the novel.
Answer: theme
Question: Q9 In reading and interpreting ______, you should pay attention to the language and figures presented.
Answer: tables
Question: Q10 ______ includes figures, formulae and tables that are read in a comprehension passage.
Answer: Non-verbal or concrete materials.
Question: Q11 Which of the following skills is not necessary for tackling expository texts?
Answer: Note-taking ability
Question: Q12 Which of the following may not make your understanding of an expository passage difficult?
Answer: Having a well-developed vocabulary
Question: Q13 ______ passages can be difficult if you are not familiar with the words used in the passage.
Answer: Expository texts do not tell stories
Question: Q14 Expository text sometimes follow a particular storyline and could be vivid and imaginative.' This statement is ______
Answer: not true
Question: Q15 In ______ texts all points are to be supported with concrete evidences.
Answer: Expository texts explain ideas in clear-cut terms.
Question: Q16 Which of the following statements may not be true concerning scientific texts?
Answer: Scientific texts do not integrate verbal and non-verbal forms
Question: Q17 It has been observed that the language of ______ is diverse and specific
Answer: scientific texts
Question: Q18 Technical terms are known to be common features of ______
Answer: scientific texts
Question: Q19 Which of these tasks may not help you read and comprehend passages with tables easily?
Answer: Skimming the passage
Question: Q20 To be able to grasp the complexities of reading passages with tables, ______
Answer: Your language must be highly developed.
Question: Q21 The type of listening skills that can enable you to master what the speaker is saying is _______
Answer: Listening for interpretation and critical evaluation
Question: Q22 In listening comprehension, the most important thing a listener should determine is the _______
Answer: main idea of the speech event
Question: Q23 The sentence â€œAPC governed states are not ready for a change in governmentâ€ is an example of _______
Answer: opinion
Question: Q24 Vital information that reveal truth or reality are called _______
Answer: facts
Question: Q25 The art of receiving information from stored information in the multi-media system is called _______
Answer: retrieval
Question: Q26 Which of the following may not help the listener who is trying to take notes from a lecture _______?
Answer: use of passages
Question: Q27 During study time, the activity of jotting down notes from textbooks, journals or study text is called _______
Answer: note-making
Question: Q28 When we listen to lectures or speeches and jot down important points, we are performing _______
Answer: note-taking
Question: Q29 All but one of these affects comprehension _______
Answer: rate of breathing
Question: Q30 Comprehension basically means _______
Answer: understanding
Question: Q31 One cannot be said to have listened when one does not _______
Answer: comprehend
Question: Q32 A good listener must participate _______ in the communication process
Answer: actively
Question: Q33 Listening is disabled when one _______
Answer: encounters noise
Question: Q34 Choose the alternative that gives the meaning of the indicated word: His staff has been 'assiduous' at providing constituent services.
Answer: Diligent
Question: Q35 Choose the alternative that gives the meaning of the indicated word: Instead of being 'benevolent' stewards of creation, we have been relentless destroyers of it.
Answer: Generous
Question: Q36 Choose the alternative that gives the meaning of the indicated word: The use of seatbelt is 'compulsory' in Lagos.
Answer: Requisite
Question: Q37 effective listening is difficult when there is _____
Answer: lack of interest in topic
Question: Q38 Listening activities can be divided into general and _____ purposes
Answer: specific
Question: Q39 ______ is an important component of effective listening
Answer: concentration
Question: Q40 Active listening ability requires ones ability to think along with speaker, anticipate what is about to be said and ________
Answer: concentration
Question: Q41 From the options, choose the word that may be associated with Psychology
Answer: eccentric
Question: Q42 From the options, choose the word that may be associated with Medicine
Answer: procedure
Question: Q43 From the options, choose the word that may be associated with Law
Answer: libel
Question: Q44 From the options, choose the word that may be associated with Journalism
Answer: proofreading
Question: Q45 From the options, choose the word that may be associated with Communication
Answer: pronunciation
Question: Q46 From the option provided, select the correct register that will correctly complete the sentence: There was a _______ car accident along the Okene-Lagos road.
Answer: Ghastly
Question: Q47 From the option provided, select the correct register that will correctly complete the sentence: The captain announced that there was a ship _______ off the Atlantic coast.
Answer: Wreck
Question: Q48 From the option provided, select the correct register that will correctly complete the sentence: The plane taxied down the ______ before it finally stopped.
Answer: Runway
Question: Q49 One of the high-order skills you need for an outstanding performance while listening to a lecturer is the _______
Answer: ability to interpret a speakerâ€™s viewpoints
Question: Q50 Your ability to connect what was said before with what is been said now in a listening activity is called _______
Answer: relationship
Question: Q51 A reader's speed is expected to vary according to the _______ only
Answer: purpose of reading
Question: Q52 _______ is the term that refers to words that are similar, related or familiar to the words whose meaning you are trying to determine.
Answer: lexical familiarization
Question: Q53 In English lexicon, words that cut across all fields are called _________
Answer: common-core words
Question: Q54 A listening activity where you listen and link all details to the topic and form your own overall impression is known as _______
Answer: listening for general impression
Question: Q55 The idea of finding the meaning of words using word ATTACK technique will involve _______
Answer: breaking a difficult word into divisible parts and finding the meaning of each component
Question: Q56 Looking at the merits and demerits of what is heard will involve ________
Answer: critical analysis
Question: Q57 _______ are representations of information in the form of drawings, paintings or sketches.
Answer: figures or Scores
Question: Q58 Listening is said to be useless if there is no _______
Answer: comprehension
Question: Q59 A speaker is said to be speaking â€˜above your headâ€™, if the speaker is _______
Answer: discussing a difficult topic
Question: Q60 As an interactive process, listening comprehension will involve the interpretative and the_______ of the listener.
Answer: Critical mind
Question: Q61 Choose the option that gives the meaning of the capitalized word: She was DIFFIDENT about stating her opinion.
Answer: Unassertive
Question: Q62 Choose the option that gives the meaning of the capitalized word: Dr. Galadima is a gentleman and URBANE host of elegant dinner parties.
Answer: suave
Question: Q63 Choose the option that gives the meaning of the capitalized word: The pastor of the blue roofed church is quite CHARISMATIC.
Answer: charming
Question: Q64 Choose the option that gives the meaning of the capitalized word: The praying child is said to be equally CLAIRVOYANT
Answer: extrasensory
Question: Q65 Choose the option that gives the meaning of the capitalized word: Capable lawyers with business ACUMEN are valuable to any firm.
Answer: ingenuity
Question: Q66 Listening comprehension as it relates to information retrieval from data, figures, diagrams and tables tend to be _______ to academic purposes.
Answer: more specific and directed
Question: Q67 Reading at the fastest speed is needed when you want to _______
Answer: locate information quickly
Question: Q68 In order to read for _______ you must be able to decide how relevant the information provided is.
Answer: critical analysis and evaluation
Question: Q69 Which of the following skill is important when you are doing study reading?
Answer: note making
Question: Q70 One important way of increasing your vocabulary is to _______
Answer: read intensively and extensively.
Question: Q71 Reading at an average speed suggests_______
Answer: reading a material that is not so difficult
Question: Q72 To be effective in your academic life, it is recommended that you _______
Answer: Interpret, evaluate and critically analyse all reading materials.
Question: Q73 The_______ needs high concentration and particular attention to specific details.
Answer: study reading speed
Question: Q74 For a poor reader to achieve a comprehensive rate of 80 â€“ 90%, the study speed may be as low as _______
Answer: 60 â€“ 125 words/min
Question: Q75 Your comprehension rate in a study type reading should be about _______
Answer: 80 â€“ 90%
Question: Q76 It is recommended that in a slow study type reading you should read at least _______ words per minute.
Answer: 200 â€“ 300
Question: Q77 The slowest type of reading is usually done _______
Answer: when you read in a study type manner .
Question: Q78 According to what you have studied, the first stage in reading for interpretation is _______
Answer: reading and understanding the passage very well
Question: Q79 When you increase your word power in any language, you are said to be _______ in the language.
Answer: proficient
Question: Q80 Complete the slogan; 'A critical mind is _______
Answer: an intelligent mind
c. One of the following options is the term used to refer to a poor reader’s tendency for going back to read what s/he has read before.
Regression
d. . One of these terms refers to a language user's word stock.
Vocabulary
e. The capitalised element in the word SUBmarine is an example of ___
Prefix
f. . One of the following options is similar in meaning to the capitalised word in the expression: "His father said the MINIMUM he could get was five years residential permit".
least
g. When a listener considers the strengths and weaknesses of what has been said, s/he is said to be involved in one of the following activities.
Critical analysis
h. One of the following speed types requires a high level of concentration.
Average
i. One of the following options may not be a feature of a scientific text.
suspense
j. One of the following options is the function of blurb.
Gives a background to the book
k. Reading activity that requires getting a general idea from a material will require one of the following reading speed.
Fastest
GST 101 TMA 2 10/10
l. One of these reading speed types is adequate when reading novels.
....... Average
2.1. Note making will be useful while engaged in one of these activities.
......Reading a newspaper article
m. The expression "Allow the pasta to cook for five minutes ", requires the listener to extract one of the following types of information.
......Instruction
n. The Chief Accountant reported that 30 million naira was available for capital _____
............Expenditure
o. One of the following options is similar in meaning to the capitalised word in the expression: "His father said the MINIMUM he could get was five years residential permit".
.................Least
One of the following options may not be a feature of a scientific text.
.... Suspense
p. The expression "Allow the pasta to cook for five minutes ", requires the listener to extract one of the following types of information
........Instructions
q. A learner who can read whatever material comes his/her way could be said to have developed a reading ___
...........Culture
r. One of these terms refers to a language user's word stock.
...............Vocabulary
s. The capitalised element in the word SUBmarine is an example of ___
........Prefix
t. A writer will usually tell stories in one of tgese types of texts.
......Narrative text.
u. One of the following options is the term used to refer to a poor reader’s tendency for going back to read what s/he has read before.
Regression
v. . One of these terms refers to a language user's word stock.
Vocabulary
w. The capitalised element in the word SUBmarine is an example of ___
Prefix
x. . One of the following options is similar in meaning to the capitalised word in the expression: "His father said the MINIMUM he could get was five years residential permit".
least
y. When a listener considers the strengths and weaknesses of what has been said, s/he is said to be involved in one of the following activities.
Critical analysis
z. One of the following speed types requires a high level of concentration.
Average
aa. One of the following options may not be a feature of a scientific text.
suspense
bb. One of the following options is the function of blurb.
Gives a background to the book
cc. Reading activity that requires getting a general idea from a material will require one of the following reading speed.
Fastest
GST 101 TMA 3
dd. The following items: sb, BrE, b/c, viz are examples of ___
......Abbreviation
ee. One of the following options is similar in meaning to the capitalised word in the expression: "I try to avoid her because she is LOQUACIOUS".
.........Talkative
ff. One of the following should be the last option for a language learner when s/he is trying to know the meaning of a word.
........dictionary
gg. One of these aspects of a text will most likely sustain a reader's interest.
......suspense
hh. One of the following terms refers to the core part of a word.
......Root
e. The expression "To get to Mushin Olosha, board BRT bus at Iyana Ipaja. The bus leaves at 6pm and will pass through Dopemu, Oshodi and then arrive at Mushin. The journey shouldn’t last more than one hour", requires one of the following types of information.
......direction
jj. One of these speed types is called the study speed.
Slowest
kk. One of these terms refers to the process of reading at the fastest speed to get the general idea from a text.
.......Skimming
ll. The following passage: "Boil the water for five minutes. Then add 15 dry bitter leaves to the boiling water. Don’t cover the pot. Continue to boil for about ten minutes until half of the water has evaporated", is an example of a ____ text.
...........expository
mm. The doctor said the lady should be given ____ injection to relieve the pain
.........anesthetic
GST101 TMA2
n. A reader requires one of the following types of speed when reading for enjoyment.
f.
Average***
g.
Slowest
h.
High
i.
Fastest
2 One of the following options is the term used to refer to a poor readerâ€™s tendency for going back to read what s/he has read before.
f.
Retrogression
g.
Retribution
h.
Regression***
i.
Reduction
3 One of the following speed types requires a high level of concentration.
c.
Average
d.
Fastest
e.
Slowest***
f.
High
4 The term inferencing refers to one of the following options
c.
Decision on what has been said
d.
Assumption about what has been said
e.
Thinking beyond what has been said***
f.
Background to what has been said
5 One of the following options is the function of blurb.
f.
Gives a background to the book
g.
Gives in-depth information about the content of the book
h.
Gives the conclusion to the book
i.
Gives a summary of the book***
6 The index of a book is found in one of these parts of the book.
3.
Inner cover
4.
Back***
5.
Front
6.
Center spread
7 One of these aspects of a book can help a reader know its relevance.
10.
Index
11.
Introduction***
12.
Content page
13.
Appendix
8 When a listener considers the strengths and weaknesses of what has been said, s/he is said to be involved in one of the following activities.
12.
Assessment
13.
Summarising
14.
Logical thinking
15.
Critical analysis***
9 Reading activity that requires getting a general idea from a material will require one of the following reading speed.
6.
Fastest***
7.
Slowest
8.
High
9.
Average
10 A speaker can use constant repetition to accomplish one of the following in a presentation.
b.
Introduce the topic
c.
Conclude the presentation
d.
Draw attention to the main point***
e.
Give a preambleGST101 TMA2
e. A reader requires one of the following types of speed when reading for enjoyment.
e.
Average***
f.
Slowest
g.
High
h.
Fastest
2 One of the following options is the term used to refer to a poor readerâ€™s tendency for going back to read what s/he has read before.
e.
Retrogression
f.
Retribution
g.
Regression***
h.
Reduction
3 One of the following speed types requires a high level of concentration.
e.
Average
f.
Fastest
g.
Slowest***
h.
High
4 The term inferencing refers to one of the following options
e.
Decision on what has been said
f.
Assumption about what has been said
g.
Thinking beyond what has been said***
h.
Background to what has been said
5 One of the following options is the function of blurb.
e.
Gives a background to the book
f.
Gives in-depth information about the content of the book
g.
Gives the conclusion to the book
h.
Gives a summary of the book***
6 The index of a book is found in one of these parts of the book.
e.
Inner cover
f.
Back***
g.
Front
h.
Center spread
7 One of these aspects of a book can help a reader know its relevance.
e.
Index
f.
Introduction***
g.
Content page
h.
Appendix
8 When a listener considers the strengths and weaknesses of what has been said, s/he is said to be involved in one of the following activities.
e.
Assessment
f.
Summarising
g.
Logical thinking
h.
Critical analysis***
9 Reading activity that requires getting a general idea from a material will require one of the following reading speed.
a.
Fastest***
b.
Slowest
c.
High
d.
Average
10 A speaker can use constant repetition to accomplish one of the following in a presentation.
a.
Introduce the topic
b.
Conclude the presentation
c.
Draw attention to the main point***
d.
Give a preamble
Which one of the following is NOT the purpose of listening to receive information?
Preparing a ketogenic dish
GST101 10/10
The judge declared him guilty of _ because it was evident he didn’t intend to kill his neighbour.
MANSLAUGHTER
One of the following options is similar in meaning to the capitalised word in the expression: "kunle can be ACCURATE when it comes to calculation".
EXACT
A participant at a seminar can get the main idea of the presentation from one of the following aspects of the presentation.
THE TITLE
The capitalised element in the word attractiveNESS is an example of ____
SUFFIX
A writer could employ one of these strategies to help a reader understand a new word in a text.
LEXICAL FAMILIARISATION
_ is the term used to describe the process of screening through a passage in a very rapid manner in order to locate a vital information
SCANNING
One of the following terms is also known as long story.
NOVEL
According to Edward Fry, a competent reader could achieve __% while reading 800 words per minute through scanning and skimming
50
One of these factors will likely affect a listener's ability to anticipate the speaker's next move.
DISTRACTION
One of the following options is similar in meaning to the capitalised word in the expression: "He got a VAST expanse of land from the community".
WIDE
30. One of the following options is the term used to refer to a poor reader’s tendency for going back to read what s/he has read before.
Regression
31. . One of these terms refers to a language user's word stock.
Vocabulary
32. The capitalised element in the word SUBmarine is an example of ___
Prefix
33. . One of the following options is similar in meaning to the capitalised word in the expression: "His father said the MINIMUM he could get was five years residential permit".
least
34. When a listener considers the strengths and weaknesses of what has been said, s/he is said to be involved in one of the following activities.
Critical analysis
35. One of the following speed types requires a high level of concentration.
Average
36. One of the following options may not be a feature of a scientific text.
suspense
37. One of the following options is the function of blurb.
Gives a background to the book
38. Reading activity that requires getting a general idea from a material will require one of the following reading speed.
Fastest
39. One of the following options is the term used to refer to a poor reader’s tendency for going back to read what s/he has read before.
Regression
40. . One of these terms refers to a language user's word stock.
Vocabulary
41. The capitalised element in the word SUBmarine is an example of ___
Prefix
42. . One of the following options is similar in meaning to the capitalised word in the expression: "His father said the MINIMUM he could get was five years residential permit".
least
43. When a listener considers the strengths and weaknesses of what has been said, s/he is said to be involved in one of the following activities.
Critical analysis
44. One of the following speed types requires a high level of concentration.
Average
45. One of the following options may not be a feature of a scientific text.
suspense
46. One of the following options is the function of blurb.
Gives a background to the book
47. Reading activity that requires getting a general idea from a material will require one of the following reading speed.
Fastest
48. One of the following options is the term used to refer to a poor reader’s tendency for going back to read what s/he has read before.
Regression
49. . One of these terms refers to a language user's word stock.
Vocabulary
50. The capitalised element in the word SUBmarine is an example of ___
Prefix
51. . One of the following options is similar in meaning to the capitalised word in the expression: "His father said the MINIMUM he could get was five years residential permit".
least
52. When a listener considers the strengths and weaknesses of what has been said, s/he is said to be involved in one of the following activities.
Critical analysis
53. One of the following speed types requires a high level of concentration.
Average
54. One of the following options may not be a feature of a scientific text.
suspense
55. One of the following options is the function of blurb.
Gives a background to the book
56. Reading activity that requires getting a general idea from a material will require one of the following reading speed.
Fastest
TMA 3
nn. One of the options below is an appropriate title for the passage
ans:A visit to Ikogosi warm springs
oo. Sentence 9 is an example of ______.
ans:Main point
pp. Which of the following options is nearest in meaning to the capitalised word: ENCORE in sentence 1?
ans:Praise
qq. One of these techniques is used by the author of this passage?
ans:Descriptive
rr.
GST101 TMA1 10/10
The light part of the solid blocks is ______.
anss: Male
One way you can increase your vocabulary power is by _____.
ans: Reading extensively
The highest scores in this chart are ______ .
ans: 10-19
If you are doing a 200-300 word per minute speed of reading, it will be regarded as a _______.
ans: Slow study type
Looking at this chart, the X-axis will be seen as the_______.
ans: Population of the class
Study speed level is required to study your books for _______.
ans: Examination
To be able to read and understand very well, you need to develop your __________.
ans: Vocabulary
When making notes from your books, it requires you to apply _________ speed.
ans: Study
The Y-axis of this chart is _________.
ans: Score of the students
Looking at this chart, the dark lines are represent_____.
ans:Female
GST101 TMA2 10/10
An exposition of a special study of a subject area is_____.
Ans: Seminar
Indicate the appropriate tense in this sentence: Tade _____ to see my dad yesterday.
Ans: Came
One of the aims of seminars is to arrive at a solution to a _______ in a particular field of a study.
Ans: Problem
In a seminar presentation, the speaker usually presents their position on the study in the ____ section.
Ans: Conclusion
The section that deals with the ‘How’ in a seminar paper is the ________.
Ans: Methodology
As major propelling force for a study is usually _________.
Ans: Statement of the problem
In making a public speech, you start by giving acknowledgement to important personalities present, otherwise referred to as _______ in Nigeria.
Ans: Protocol
At the end of your speech, the appropriate way to end it is to _____ those that listened to you.
Ans: Thank
Indicate the appropriate tense in this sentence: President Obasanjo_______ the president of Nigeria.
Ans: Was
Indicate the appropriate tense in this sentence: The man __________ fond of beating his wife everyday.
Ans: Is
GST102 TMA1 10/10
When you write a letter to your old friend to catch up on the old times, you are likely to write ________.
Ans: An informal letter
A letter you wrote to the Vice Chancellor of NOUN in which you address him as ‘Dear Abdalla’, will indicate that the letter is to _____.
Ans: A friend
When speaking with your boss, you are likely to use _____ type of communication due to the official context.
Ans: Formal
When you are with your family members at home, your communication type will likely be _____.
Ans: Informal
When you addressed a letter to the Vice Chancellor of NOUN and wrote: ‘Dear Vice Chancellor’, it shows that the letter is addressed to _____.
Ans: Your Vice Chancellor
The letter that requires its having a title is _______.
Ans: Formal letter
A letter you decided to sign off with “Yours faithfully’ will most likely be _____.
Ans: A formal letter
Letter of complaint would be regarded as a _______.
Ans: Formal
When you end your letter to an acquaintance with ‘Yours sincerely’, it is likely to have been _______.
Ans: An informal letter
A letter you wrote to apply for a job at the National Open University of Nigeria should have _____.
Ans: Two addresses
GST102 TMA2 10/10
Summary is usually _______ of a more extensive passage.
Ans: A reduction
To write summary, it is best to _______ doing it as much as possible.
Ans: Practise
A good summary write will first isolate _____ and put them down to form the summary work.
Ans: The main ideas
To write a good summary, putting examples in the summary will be regarded as a sign of _____.
Ans: Poor summary writing skill
One of the core things you must do in writing a summary is to _____.
Ans: Identify the core points
In writing a summary, the first thing you look for in a paragraph is the _______.
Ans: Topic sentence
During your lectures, summary writing skills will help you to _____.
Ans: Take down notes
A letter you decided to sign off with “Yours faithfully’ will most likely be _____.
Ans: A formal letter
When you are summarising a passage, each paragraph will most likely give you _____ each.
Ans: A point
Repetition is a ________ in writing a summary.
Ans: No-no
GST107 TMA1 10/10
Which of these years gave birth to Natioal Open University of Nigeria (NOUN)?
Ans: 2002
All of these are mixed-media courseware in distance education, except
Ans: google-hangout
Nigeria public figure that became the first doctoral graduate of Christian Theology in NOUN is
Ans: Olushegun Obasanjo
Regional Training and Research Institute for Open and Distance Learning (RETRIDAL) is the brain child of who?
Ans: Commonwealth of Learning (COL)
National Open University of Nigeria is the only
Ans: mono-mode open and distance learning
All but one of these characterised open and distance learning
Ans: Non separation of teacher and learner
Technology has contributed all but one of these to distance education.
Ans: advancement in student-teacher ratio
Which of these term is not applicable to Fourth generation Distance Education
Ans: f-Learning (flexible learning
Fourth generation distance education can be view as
Ans: empower phase
Open and distance learning is driven by
Ans: technology
GST107 TMA2 07/10
All but one of these are forms of interractivity in distance education
Ans: learner-to -curriculum
This is not one of the basic requirements of writing.
Ans: Reconciling
When learner is actively engaged in the processing of information, the action is refer to as
Ans: learner-centeredness
The SQ3R as an acronym for effective and efficient reading strategy, in its full meaning does not include
Ans: Scan
All but one of these stand as advantages for learning through reading.
Ans: Exploration of intellectual properties
Which of these results in stimulation of imagination and creativity?
Ans: Thought idea
The greatest stimulator of critical thinking is
Ans: Reading
Understanding the relationship between letteres and their sounds is called
Ans: Phonics
Ability of an individual to recognize and use individual sounds to create words is called
Ans: Phonemics
Signs of the following, depict bad reading habits except,
Ans: Visualize what you read
GST105 TMA1 08/10
What is the English meaning of the Greek word, Philo?
Ans: Love
Who do we owe the practice of definition in scientific research?
Ans: Aristotle
What is the etymological meaning of the word, philosophy?
Ans: Love of wisdom
Which of these has its origin in Egypt?
Ans: Language
Who was regarded as the greatest physician of the ancient Egypt?
Ans: Imhotep
On what does the reputation of Hypatia rests on?
Ans: Her being the first female philosopher
Who championed the division of the circle into 360 degrees?
Ans: Babylonians
Who regarded water as the source of all things?
Ans: Thales
Who theorised that the universe is composed of numbers?
Ans: Pythgoras
Who is known as the world’s first philosopher?
Ans: Ptah-Hotep
GST105 TMA2 09/10
All living things are composed of what?
Ans: Cell
Which of these first made use of language?
Ans: Homo Habilis
What is the name given to the belief that man descended from the apes?
Ans: Evolutionism
On what do scientists who try to prove the theory of evolution rely?
Ans: Gene Mutation
Which of these is not a characteristic of scientific knowledge?
Ans: Relativity
What do we regard as the first hominids?
Ans: The Southern apes
What is another name for inductive logic?
Ans: Baconian Logic
What is regarded as the most important discovery of the stone age?
Ans: Discovery of Fire
Which of the following is not a branch of philosophy?
Ans: Science
Where do current evolutionists regard as the birthplace of man and primates?
Ans: Africa
GST202 TMA1 09/10
When was OAU established?
Ans: 1963
Societies are based on certain characteristics
Ans: those based on achievement and those on ascription.
Where was International Court of Justice established ?
Ans: Hague
Coercive or forcible legal means of conflict resolution by which a nation may show its disapproval by way of retaliation for the discourteous act of another state. What is it referred to ?
Ans: retortion
The imposition of sanction on Iraq at the conclusion of the Gulf War to prevent Iraq from using the revenue from its oil to re-arm and particularly to prevent Iraq from building weapons of mass destruction. What is this kind of sanction?
Ans: Economic sanctions
What is called the differential social roles that define women and men in a cultural context- and to power relationships that perpetuate these roles?
Ans: Gender
Contradicting value systems are factors responsible for social conflict among the interacting parties.one of these is not a factor
Ans: financial resources
What is refers to conflict between groups such as club, class versus class, family versus family?
Ans: Inter-Group Conflict
Which school views conflict as having a constructive contribution towards what is defined as healthy industrial order among the following.
Ans: Pluralist School
Culture simply means
Ans: a way of life
GST202 TMA2 09/10
How can we reduce Bypassing?
Ans: all of the above
____________ provides data on the alarming state of unemployment and underemployment in several African countries.
Ans: Social indicators
What are the Causes of arms proliferation in Nigeria?
Ans: All of the below
How many different languages do we use every day in Nigeria?
Ans: 450
_________ is described as the process of reintegrating former combatants into civil society, ensuring against the possibility of a resurgence of armed conflict.
Ans: Reintegration
What are the two key propelling variables in conflict (escalation) cycle ?
Ans: Opportunity and willingness
How do you select and address an issue that is central and reflective in the conflict?
Ans: Confrontation
What is Timeline?
Ans: It is a graph that shows events plotted against a particular timescale.
What is the Importance of Early Warning?
Ans: It promotes public-private partnership
What is an umbrella term for restrictions upon the development, production, stockpiling, proliferation, and usage of weapons especially weapons of mass destruction ?
Ans: Arms control
GST707 TMA1- 10/10
39. In the reading process, the major difference between Skimming and Scanning is ___
Ans; Skimming involves picking only the main ideas within a passage to get an overall impression while Scanning involves focusing only on locating specific information
40. Some of the note taking methods that can be used in the learning process includes
Ans ;Mapping, Charting, Outline, Sentence
3, Identify the things you should have in mind while choosing a topic for writing
Ans The occasion, audience, topicality of topic, time, length
4 The three steps involved in the writing process are
Ans Decide on your topic, Collect materials for your writing, Prepare your outline
5 The major way one can convey information or express thoughts and feelings in spoken or verbal language is through _____
Ans Speaking
6 The four basic language skills required for educational success are ___
Ans Listening, Speaking, Reading, Writing
7 type of speaking requires that you convince your listeners by presenting arguments that are well thought out and reasoned
Ans persuasive
8 We have ___ types of learners, namely___
Ans 4/Visual, Auditory, Verbal, Kinaesthetic Learners
9 ____are types of mnemonic devices that can be adopted for effective study
Ans Acronyms, Rhymes, Chunking and Organization, Imagery
10Two major ways that one can listen are ___
Ans General and specific purposes
GST707 TMA2 10/10
11 The assessment for learning that is given for the diagnoses of a learners’ problems and difficulties during instructional processes is termed
Ans Formative
12 Those courses that are not assessed through regulated examination condition but which assessment are based on set criteria in which students are required to demonstrate skills are known as ________
Ans Non-examinable
13 Identify the option that contains ONLY some of the learner support services that take place at the study centres.
Ans registration, orientation, library services, examination
14 Some of the identifiable benefits of the Learners’ Support Services or systems are ____
Ans Promotion of Academic Achievement, Mediation of Distance, Reduction of Drop-Out Rate
15 Evaluation as a form of assessment can be described as ________
Ans A continuous process of inquiry concerned with the study, appraisal, and improvement of all aspects of the educational programmes
16 The three functions of the Learners’ Support Services are ________
Ans Cognitive, Affective, Systematic
17 In the ODL system, assessment is conducted for these reasons______
Ans To provide feedback to learners, To reach summative evaluation based on formative assessment and to monitor the effectiveness of academic programmes
18 Some of the non-academic support provided by the learners support at the study centres include___________________
Ans Giving information, Making out a case for funding, Writing a reference
19 The ________ is a means of measuring knowledge, skills or aptitude of an individual
Ans Test
20 The range of activities which complement the course materials produced and provided for students and which also makes up the most well-known elements in open and distance learning is known as ______________
Ans Students’ support
GST201 TMA1
This refers to conflict between individuals, or faction within a group. The following except one are the major states in the guinea savanna region of Nigeria.
Ans: Koji
Who is best known as the cradle of the western scholarship?
Ans: Greece
What is the common cause of conflict between Fulani herders and any local farmers in Nigeria?
Ans: Land and its resources
How many ethnic group in Nigeria can be identified as the major ones especially in the southern part of the country ?
Ans: six
How many states did the original Hausa has?
Ans: Seven
The leadership in every lineage in Yoruba land is hereditary.
Ans:
Which year did Lyttleton constitution take place ?
Ans: 1954
What is the name of the oldest male member who heads the lineage in Igbo land ?
Ans: Okpara
When was the Yoruba ethnic group of Nigeria came into being ?
Which version of the origin of Benin kingdom was of the opinion that the bini people emigrated from Egypt?
Ans: Egharevba’s.
How many levels of socio-political administration did the Nupe people operated on in their Kingdom?
Ans: Two
Which form of general assembly is done in traditional Igbo society?
Ans: Amala oba
Which kingdom is ruled over by the Olu?
Ans: Benin kingdom
Where did people of Ijaw originate ?
Ans: Bini
Which tribe were particularly known as fishermen ?
Ans: Ijaws
How many major ethnic group do we have in Nigeria?
Ans: 3 or Three
Which part of the northern Nigeria by the year 2000,the population of the area was estimated to be about 20million ?
Ans: Hausa
In which year did the McPherson constitution take place ?
Ans: 1951
How many Hausa state is referred to as “Hausa Bokwoi” ?
Ans: Seven
GST101
One of the following options is the function of blurb
Gives a summary of the book One of the following speed types requires a high level of concentration Slowest One of these aspects of a book can help a reader know its relevance
Introduction The term inferencing refers to one of the following options
Thinking beyond what has been said The index of a book is found in one of these parts of the book
Back Reading activity that requires getting a general idea from a material will require one of the following reading speed.
Fastest A reader requires one of the following types of speed when reading for enjoyment.
Average When a listener considers the strengths and weaknesses of what has been said, s/he is said to be involved in one of the following activities
Critical analysis One of the following options is the term used to refer to a poor reader’s tendency for going back to read what s/he has read before.
Regression A speaker can use constant repetition to accomplish one of the following in a presentation.
Draw attention to the main
GST101_23) TMA1 9/10
1-Reading activity cannot be said to be effective if one of the following options is lacking in the activity.
3. Comprehension
2- The following items: firstly, secondly, lastly are referred to as .
4. Transitional words
3- is the term used to describe a reader’s tendency to read one paragraph over and over again.
5. Regression
4- Information provided in a chart shows __ over a period of time.
6. Changes
5- Which reading speed will a student require to achieve effective comprehension when preparing for examination?
7. Average
6-A student needs to engage in listening activity for all but ONE of the following reasons.
8. To meditate
7- Read the following passage and identify the main idea: 1. Hello everyone and welcome to class. 2. Last week, we discussed the concept of World Englishes. 3. Don’t forget that we mentioned that English language has become a global language due to its wide spread. 4. Today, we will examine the varieties of English that we have in the world.
9. Today, we will examine the varieties of English that we have in the world.
8- A student’s participation in a seminar is primarily aimed at receiving one of the following.
10. Information
9-A student engaged in writing during a lecture could be said to be doing one of the following activities.
11. Note taking
10-Which one of the following is NOT the purpose of listening to receive information?
12. Preparing a ketogenic dish
9.The portion of the earth’s surface consisting of disintegrated rocks and humus is called? Ans Soil
10.Another name for galaxy is? Ans Nebula
(GST101_23) TMA1 9/10
1-Reading activity cannot be said to be effective if one of the following options is lacking in the activity.
13. Comprehension
2- The following items: firstly, secondly, lastly are referred to as .
14. Transitional words
3- is the term used to describe a reader’s tendency to read one paragraph over and over again.
15. Regression
4- Information provided in a chart shows __ over a period of time.
16. Changes
5- Which reading speed will a student require to achieve effective comprehension when preparing for examination?
17. Average
6-A student needs to engage in listening activity for all but ONE of the following reasons.
18. To meditate
7- Read the following passage and identify the main idea: 1. Hello everyone and welcome to class. 2. Last week, we discussed the concept of World Englishes. 3. Don’t forget that we mentioned that English language has become a global language due to its wide spread. 4. Today, we will examine the varieties of English that we have in the world.
19. Today, we will examine the varieties of English that we have in the world.
8- A student’s participation in a seminar is primarily aimed at receiving one of the following.
20. Information
9-A student engaged in writing during a lecture could be said to be doing one of the following activities.
21. Note taking
10-Which one of the following is NOT the purpose of listening to receive information?
22. Preparing a ketogenic dish
Read the following passage and answer the question that follows:
9. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Which one of the following speed types does a reader require when reading this passage?
e.
Fast reading speed
29. One of the following is the reason why narrative texts are common.
h.
Narrative texts tell interesting stories.
30. Read the following passage and answer the question that follows:
31. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Which of the following options is nearest in meaning to the capitalised word: ENCORE in sentence 1?
c.
Praise
32. Read the following passage and answer the question that follows:
33. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 8 is an example of ______.
c.
Supporting details
34. Read the following passage and answer the question that follows:
35. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
The word AMUSINGLY in sentence 3 signals ______.
i.
an important point being made by the writer
36. The index of a book contributes one of the following to reading activity.
d.
It shows the relevant aspects of the book that could be read.
37. Read the following passage and answer the question that follows:
38. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Which one of the following options is the term which refers to the capitalised items in the words: delicacIES, colleagueS, cookS?
d.
Suffix
39. Read the following passage:
Genetics is a branch of biology concerned with the study of genes, genetic variation and heredity in organisms. Gregor Mendel, a Moravian Augustinian friar working in the 19th century in Brno, was the first to study genetics. Mendel studied ‘trait inheritance’, patterns in the way traits are handed down from parents to offspring over time. He observed that organisms (pea plants) inherit traits by way of discrete ‘units of inheritance’. This term, still used today, is a somewhat ambiguous definition of what is referred to a gene.
Which of the options best describe the characteristics of the writing?
d.
Scientific
40. One of the following options refers to novels.
j.
Long stories
41. Read the following passage and answer the question that follows:
42. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
One of the options is the nearest in meaning to the capitalized words: PROS and CONS in sentence 4
k.
Disadvantages and disadvantages
43. Read the following passage and answer the question that follows:
44. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
One of these techniques is used by the author of this passage?
c.
Descriptive
45. The index of a book contributes one of the following to reading activity.
c.
It shows the relevant aspects of the book that could be read.
46. Read the following passage and answer the question that follows:
47. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
What does the expression: LIVING A DOG’S LIFE, mean in sentence 2?
f.
Living a difficult life
48. The writer of one of these types of writing will most likely depend on her/his imagination for content creation.
f.
Narrative
49. Read the following passage and answer the question that follows:
50. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
The word: NEVERTHELESS in sentence 9, signifies that _____.
d.
The writer is about to say something that is debatable.
51. Read the following passage and answer the question that follows:
52. Life in the city could be hectic. Particularly, for those of us who live in big cities like Lagos. It is almost like LIVING A DOG’S LIFE out there. 6. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 7. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. Ikogosi Warm Springs is a tourist centre located at Ikogosi, a town in Ekiti State, south-western Nigeria. 3. Flowing abreast the warm spring of Ikogosi is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. This attribute makes the spring a tourist attraction in the country. 8. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 5. We booked hotel accommodation at the tourist site and each day we walked around the calm environment just gazing at the beauty of nature. 3. We enjoyed our stay at the resort. 4. Ikogosi water resort is a good place to visit for singles and families.
One of the options is the nearest in meaning to the capitalized word: TRANQUIL in sentence 6.
g.
Serene
53. Read the following passage:
Genetics is a branch of biology concerned with the study of genes, genetic variation and heredity in organisms. Gregor Mendel, a Moravian Augustinian friar working in the 19th century in Brno, was the first to study genetics. Mendel studied ‘trait inheritance’, patterns in the way traits are handed down from parents to offspring over time. He observed that organisms (pea plants) inherit traits by way of discrete ‘units of inheritance’. This term, still used today, is a somewhat ambiguous definition of what is referred to a gene.
Which of the options best describe the characteristics of the writing?
d.
Scientific
54. Read the following passage and answer the question that follows:
55. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 1 alludes to the idea that the city of Lagos could initially appear as ____ to a foreigner.
f.
Unbearable
f.
Read the following passage and answer the question that follows:
9. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Which one of the following speed types does a reader require when reading this passage?
b.
Fast reading speed
18. Read the following passage and answer the question that follows:
19. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 8 is an example of ______.
b.
Supporting details
20. One of the following aspects of information distinguishes facts from fables.
b.
Truth
21. When a student writes important points from a course material that s/he is reading, they are said to be involved in one of these activities.
b.
Note making
22. A student should anticipate one of the following if a lecturer says, ‘First, I want to show you the ingredients required to cook Ogbono’.
b.
Second, I will state the steps to take when cooking Ogbono soup.
It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Which of the following options is nearest in meaning to the capitalised word: SAVORY in sentence 5?
Delicious
It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
The word AMUSINGLY in sentence 3 signals ______.
an important point being made by the writer
Score
TMA1- 8
TMA2- 9
One way you can increase your vocabulary power is by _____
ANS: Reading extensively
When making notes from your books, it requires you to apply _________ speed.
ANS: Study
The highest scores in this chart are ______ . Ans: 10-19
The Y-axis of this chart is _________. Ans: student in the class
Looking at this chart, the X-axis will be seen as the_______ Ans: score
If you are doing a 200-300 word per minute speed of reading, it will be regarded as a
Ans: slow study type reading
Study speed level is required to study your books for ______
Ans: Examination
Looking at this chart, the dark lines are represent_____. Ans: female
The light part of the solid blocks is ____ Ans: male
To be able to read and understand very well, you need to develop your ____ Ans: vocabulary
TMA2
An exposition of a special study of a subject area is_____.
Ans: Presentation
Indicate the appropriate tense in this sentence: Tade _____ to see my dad yesterday.
Ans: Came
One of the aims of seminars is to arrive at a solution to a _______ in a particular field of a study.
Ans: Problem
In a seminar presentation, the speaker usually presents their position on the study in the ____ section.
Ans: Conclusion
The section that deals with the ‘How’ in a seminar paper is the ________.
Methodology
As major propelling force for a study is usually _________.
Ans: statement of the problem
In making a public speech, you start by giving acknowledgement to important personalities present, otherwise referred to as _______ in Nigeria.
Ans: Protocol
At the end of your speech, the appropriate way to end it is to _____ those that listened to you.
Ans: Thank
Indicate the appropriate tense in this sentence: President Obasanjo_______ the president of Nigeria.
Ans: Was
Indicate the appropriate tense in this sentence: The man __________ fond of beating his wife everyday.
Is
(GST101_23) TMA1 9/10
1-Reading activity cannot be said to be effective if one of the following options is lacking in the activity.
f. Comprehension
2- The following items: firstly, secondly, lastly are referred to as .
g. Transitional words
3- is the term used to describe a reader’s tendency to read one paragraph over and over again.
h. Regression
4- Information provided in a chart shows __ over a period of time.
i. Changes
5- Which reading speed will a student require to achieve effective comprehension when preparing for examination?
j. Average
6-A student needs to engage in listening activity for all but ONE of the following reasons.
k. To meditate
7- Read the following passage and identify the main idea: 1. Hello everyone and welcome to class. 2. Last week, we discussed the concept of World Englishes. 3. Don’t forget that we mentioned that English language has become a global language due to its wide spread. 4. Today, we will examine the varieties of English that we have in the world.
l. Today, we will examine the varieties of English that we have in the world.
8- A student’s participation in a seminar is primarily aimed at receiving one of the following.
m. Information
9-A student engaged in writing during a lecture could be said to be doing one of the following activities.
n. Note taking
10-Which one of the following is NOT the purpose of listening to receive information?
o. Preparing a ketogenic dish
34. The index of a book is located in which part of a book?
d.
The back
23. A person who reads 300 words per minute with 30%-40% comprehension could be described as a(n) ____ reader.
Average
53. _____ varies depending on a reader’s purpose for reading a material.
Speed
11. _____ of a listener is a physiological requirement for achieving effective listening.
l.
The ear
12. The study speed is also known as the _______ speed.
m.
Slowest
One of these groups of students will likely require the use of sign language to be able to understand a lecture.
n.
The deaf
9. One of these parts of a book indicates the focus of the book.
d.
Body
34. The index of a book is located in which part of a book?
d.
The back
35. A person who reads 300 words per minute with 30%-40% comprehension could be described as a(n) ____ reader.
c.
Average
36. _____ varies depending on a reader’s purpose for reading a material.
o.
Speed
37. _____ of a listener is a physiological requirement for achieving effective listening.
c.
The ear
38. The study speed is also known as the _______ speed.
d.
Slowest
39. The index of a book is located in which part of a book?
d.
The back
40. A person who reads 300 words per minute with 30%-40% comprehension could be described as a(n) ____ reader.
d.
Average
41. _____ varies depending on a reader’s purpose for reading a material.
c.
Speed
42. _____ of a listener is a physiological requirement for achieving effective listening.
e.
The ear
43. The study speed is also known as the _______ speed.
f.
Slowest
44. The index of a book is located in which part of a book?
d.
The back
45. A person who reads 300 words per minute with 30%-40% comprehension could be described as a(n) ____ reader.
e.
Average
46. _____ varies depending on a reader’s purpose for reading a material.
d.
Speed
47. _____ of a listener is a physiological requirement for achieving effective listening.
g.
The ear
48. The study speed is also known as the _______ speed.
h.
Slowest
One of these groups of students will likely require the use of sign language to be able to understand a lecture.
f.
The deaf
9. One of these parts of a book indicates the focus of the book.
d.
Body
A participant at a seminar can get the main idea of the presentation from one of the following aspects of the presentation.
The title
One of the following could happen to a note when it is too brief.
It becomes unclear
___ is the term used to describe the process of screening through a passage in a very rapid manner in order to locate a vital information.
Scanning
Journal articles are useful resources needed for one of the following activities.
Note making
One of the following options is the ideal order for writing notes during a seminar.
Listen /understand/write the summary/use abbreviations
Sign language is most useful to one of the following groups.
The deaf
One of the following options is similar in meaning to the capitalised word in the expression: "He got a VAST expanse of land from the community".
wide
Which one of the following options is not used for emphasis in writing?
Jotting
One of the following options is similar in meaning to the capitalised word in the expression: "kunle can be ACCURATE when it comes to calculation".
exact
According to Edward Fry, a competent reader could achieve ____% while reading 800 words per minute through scanning and skimming
50
One of these factors will likely affect a listener's ability to anticipate the speaker's next move.
distraction
A writer could employ one of these strategies to help a reader understand a new word in a text.
Lexical familiarisation
One of the following terms is also known as long story.
Novel
The capitalised element in the word attractiveNESS is an example of ____
suffix
The judge declared him guilty of _____ because it was evident he didn’t intend to kill his neighbour.
manslaughter
Listening to gather information belongs to one of these types of listening activities.
Listening for specific purpose
Fables can be described as one of the following options.
Untrue
Main ideas refer to one of the following options.
Facts
One of the following terms refers to information stored in a research document.
Data
One of the following symbols means ‘namely’.
viz
According to Edward Fry, a competent reader could achieve ____% while reading 800 words per minute through scanning and skimming
50
One of the following options is similar in meaning to the capitalised word in the expression: "He got a VAST expanse of land from the community".
wide
One of these factors will likely affect a listener's ability to anticipate the speaker's next move.
distraction
A writer could employ one of these strategies to help a reader understand a new word in a text.
Lexical familiarisation
One of the following terms is also known as long story.
Novel
The capitalised element in the word attractiveNESS is an example of ____
suffix
A participant at a seminar can get the main idea of the presentation from one of the following aspects of the presentation.
The title
The judge declared him guilty of _____ because it was evident he didn’t intend to kill his neighbour.
manslaughter
One of the following options is similar in meaning to the capitalised word in the expression: "kunle can be ACCURATE when it comes to calculation".
exact
___ is the term used to describe the process of screening through a passage in a very rapid manner in order to locate a vital information.
Scanning
One of the following options is the expected speed rate for a reader reading at slow study speed.
200-300 words per minute
Which one of the following terms is the storyline of a narrative text?
Plot
He believes in RETRIBUTIVEJUSTICE. This means he believes that____
Criminals should be punished
One of the following options is the term used to refer to a narrative text that tells a long story.
Novel
One of the following purposes of reading is germane to scientific texts for students.
Reading to understand how to use the by-products of scientific inventions.
Ojo read rapidly through a chunk of materials in order to locate important information on Covid-19 prevention. Thus, he could be said to have done one of the following activities.
Scanning
The job requires PROFICIENCY in computer science. This means, applicants must demonstrate ___ in computer.
expertise.
One of the following aspects of a narrative text will most likely help to sustain the reader’s interest.
Suspense
Ogonna is LOQUACIOUS. This means she is _____
Talkative
The author of one of the following types of texts will likely choose verified facts in her/his writing.
Expository text.
One of these reading speed types is adequate when reading novels.
g. Average
Note making will be useful while engaged in one of these activities.
h. reading newspaper article
The Chief Accountant reported that 30 million naira was available for capital _____
i. Expenditure
One of the following options is similar in meaning to the capitalised word in the expression: "His father said the MINIMUM he could get was five years residential permit".
j. Least
One of the following options may not be a feature of a scientific text.
k. Suspense
The expression "Allow the pasta to cook for five minutes ", requires the listener to extract one of the following types of information.
l. Instructions
A learner who can read whatever material comes his/her way could be said to have developed a reading ___
m. Culture
One of these terms refers to a language user's word stock.
n. Vocabulary
The capitalised element in the word SUBmarine is an example of ___
o. Prefix
A writer will usually tell stories in one of tgese types of texts.
p. Narrative text.
One of these speed types is called the study speed.
slowest
One of the following options is similar in meaning to the capitalised word in the expression: "I try to avoid her because she is LOQUACIOUS".
Talkative
One of these aspects of a text will most likely sustain a reader's interest.
suspense
One of these terms refers to the process of reading at the fastest speed to get the general idea from a text
skimming
One of the following should be the last option for a language learner when s/he is trying to know the meaning of a word.
Dictionary
One of the following terms refers to the core part of a word.
Root
The following passage: "Boil the water for five minutes. Then add 15 dry bitter leaves to the boiling water. Don’t cover the pot. Continue to boil for about ten minutes until half of the water has evaporated", is an example of a ____ text.
expository
The following items: sb, BrE, b/c, viz are examples of ___
Abbreviation
The expression "To get to Mushin Olosha, board BRT bus at Iyana Ipaja. The bus leaves at 6pm and will pass through Dopemu, Oshodi and then arrive at Mushin. The journey shouldn’t last more than one hour", requires one of the following types of information.
direction
The doctor said the lady should be given ____ injection to relieve the pain.
anaesthetic
Which one of the following is NOT the purpose of listening to receive information?
Preparing a ketogenic dish
GST101 NOUN PQ
Sentence 7 exhibits features of ____ writing.
q.
Narrative
In order to be able to relate what a presenter is saying with the figure s/he is displaying, a listener will need to do one of the following.
Think fast
___ bank refers to a collection of information collected on a research for many years.
Data
The following expression: ‘Do not forget to close the window when you leave the house’, is an example of _____.
e.
Instruction
Which reading speed will a student require to achieve effective comprehension when preparing for examination?
Average
Which reading speed will a student require while reading a novel?
g.
Average
A reference section will most likely be found in one of these places.
Library
One of the following listening activities helps the listener to form an overall opinion about the information received.
Listening for general information
His hand writing is ___, so it is difficult to understand what he writes.
Illegible
Supporting details will help a student to develop one of these aspects of her/his answer when writing during an examination?
Main ideas
The _____ form is used by the speaker in the following passage: ‘If you look at this toy closely, you will see that there is a button attached to the middle part of its head’.
Directional
Read the following passage and identify the main idea: 1. Life could be cruel. 2. Mr Ambrose lost his wife last week. 3. Adanne had been sick for three years. 4. Her loss is a painful one to her family and the entire community.
Life could be cruel.
All but ONE of these factors could affect the audience’s concentration.
Speaker’s future goals
One of the following options serves as a guide for a reader who wants to know how relevant a book is to her/him.
Introduction
A student will most likely understand a lecture if s/he is able to identify one of these aspects of the lecture.
Main ideas
One of the following options is an appropriate word which refers to ideas in a book which are NOT factual.
Opinions
The art of retrieving data is most useful in one of these fields.
Academics
___ is the term used to refer to a writer’s use of related words in a text in order to help the reader understand the meaning of a newly introduced word in the text.
Lexical familiarisation
One of the following options could be found in the reference section of a library.
Yellow pages
______ refers to the act of making deductions from a lecture.
Interpretation
Choose the alternative you think best gives the meaning of the capitalised word in the sentence:’ He demonstrated a RESILIENT character when his wife died’.
Enduring
One of the following options should serve as the last resource for a person learning the meaning of new words.
The dictionary
One of the following types of listeners will likely gain the most from a seminar.
A listener with a critical mind
A person who reads 300 words per minute with 30%-40% comprehension could be described as a(n) ____ reader.
h.
Average
When a speaker repeats one word several times, it means the word is _______.
important
_______ is the term which refers to a form of information that helps a student to know the number of questions that s/he is expected to answer in an examination.
g.
Directions
Choose the alternative you think best gives the meaning of the capitalised word in the sentence: ‘Okonkwo was arrested two years ago on SPURIOUS corruption charges’.
False
A reader requires one of these speed types when reading a book written in simple English.
Slow
_____ varies depending on a reader’s purpose for reading a material.
Speed
The effectiveness of listening activity is measured by one of the following options.
Comprehension
A reader engaged in skimming and scanning will have _____ eye movement.
Fast
One of the following aspects of listening-comprehension activity is considered the most difficult.
Listening for critical evaluation
One of the following is considered a high-order skill that a listener needs, to perform while listening to a presentation.
Listening for critical evaluation.........
Figures are also referred to as ______.
Scores
One of the following listening activities will help a student to listen to a presentation critically.
Listening for general information
Choose the alternative you think best gives the meaning of the capitalised word in the sentence: ‘We had to ADAPT to city life when we left the village’.
Adjust
The fastest speed that a reader could possibly achieve is ____words per minute.
800
18. A good reader should be able to achieve 50% comprehension while reading more than _____ words per minute.
800
The term scores refers to ________.
A list of facts or figures arranged orderly especially in columns
Sub headings of notes are usually _______.
Underlined if all letters are capitalized
One of the following options is an important factor to consider when you want to engage in effective reading.
Ascertain the purpose of reading the book
One of these strategies will help a student locate the relevant sub headings in a research document.
Skimming .
One of the following options refers to novels.
Long stories
The writer of one of these types of writing will most likely depend on her/his imagination for content creation.
Narrative
_____ is an audio-visual mode of communication.
Radio
One of the following options reflects a rich reading culture.
Pleasurable informative reading
The term skimming refers to one of the following reading speed.
g.
Fastest
_____ is an activity which a listener engages in, in order to derive meaning from a campaign speech.
Inferencing
Choose the alternative you think best gives the meaning of the capitalised word in the sentence: ‘Tayo’s boss likes him because he is FASTIDIOUS’.
Meticulous
Choose the alternative you think best gives the meaning of the capitalised word in the sentence:’ He demonstrated a RESILIENT character when his wife died’.
Enduring
One of the following options is useful when a student is engaged in making notes.
Presentations
It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Sentence 9 is an example of ______.
Preamble
Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
One of the following sentences contains the main idea of the passage.
Sentence 9
Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
One of the options below is the opposite of the capitalised word: PESTER in sentence 10.
Annoy
The word AMUSINGLY in sentence 3 signals
an important point being made by the writer
53. All but ONE of these factors could affect the audience’s concentration.
Speaker’s future goals
31. One of the following aspects of a lecture is given in form of command.
Instruction
35. One of the following aspects of information distinguishes facts from fables.
Truth
38. Which aspect of a lecture note can help a student to form an opinion on the information received.
Major points
9. One of these parts of a book indicates the focus of the book.
Introduction
40. Sign language is a useful means of communication among the _____.
Deaf
p. Which of the following options is the main idea in the following passage?
i. Mr Iginlade will not cease to amaze me. He walked into my office last week, requesting that I lend him N10,000. 2. I replied by reminding him of the unpaid N30,000 loan that I gave him last month. 3. ‘Don’t worry, I will pay all as soon as I receive this month’s salary’, he quickly replied. 4. I could only look at him in wonder. 5. Mr Igbinlade loves to borrow money.
Mr Igbinlade loves to borrow money.
36. One of the following listening activities helps the listener to form an overall opinion about the information received.
Listening for general information
39. Which one of the following is NOT the purpose of listening to receive information?
Preparing a ketogenic dish
33. A doctor’s precaution will most likely be given in form of a(n)______.
Instruction
30. Choose the alternative you think best gives the meaning of the capitalised word in the sentence: ‘Tayo’s boss likes him because he is FASTIDIOUS’.
Meticulous
45. One of the following options refers to the core part of a word.
Root
43. A listener may need to _____ in order to listen to a CD the second time.
Rewind
36. One of the following options serves as a guide for a reader who wants to know how relevant a book is to her/him.
Introduction
Introduct19. One of the following options should serve as the last resource for a person learning the meaning of new words.
The dictionary
49. The term scores refers to ________.
Representations of information in form of drawings.
46. The art of retrieving data is most useful in one of these fields.
Academics
50. A speaker could achieve_______ representation if s/he uses figures, charts and tables in her/his presentation.
Visual
55. A student who reads fashion magazines every weekend could be said to be reading for _____.
Pleasure
17. One of these strategies will help a student locate the relevant sub headings in a research document.
Skimming
27. Read the following passage and answer the question that follows:
j. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
Which one of these options serves as a transitional word in sentence 4?
So
28. Read the following passage and answer the question that follows:
k. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
One of these techniques is used by the author of this passage?
Narrative
23. Read the following passage and answer the question that follows:
l. Life in the city could be hectic. Particularly, for those of us who live in big cities like Lagos. It is almost like LIVING A DOG’S LIFE out there. 6. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 7. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. Ikogosi Warm Springs is a tourist centre located at Ikogosi, a town in Ekiti State, south-western Nigeria. 3. Flowing abreast the warm spring of Ikogosi is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. This attribute makes the spring a tourist attraction in the country. 8. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 5. We booked hotel accommodation at the tourist site and each day we walked around the calm environment just gazing at the beauty of nature. 3. We enjoyed our stay at the resort. 4. Ikogosi water resort is a good place to visit for singles and families.
One of the options is the nearest in meaning to the capitalized word: TRANQUIL in sentence 6.
Serene
30. One of the following options refers to novels.
Long stories
12. Read the following passage and answer the question that follows:
13. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
One of the options is the nearest in meaning to the capitalized words: PROS and CONS in sentence 4
Disadvantages and disadvantages
16. Read the following passage and answer the question that follows:
17. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Which one of these options serves as a transitional word in sentence 5?
Although
14. Read the following passage and answer the question that follows:
15. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 1 alludes to the idea that the city of Lagos could initially appear as ____ to a foreigner.
Unbearable
13. Read the following passage and answer the question that follows:
14. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
The word: NEVERTHELESS in sentence 9, signifies that _____.
The writer is about to say something important.
18. Read the following passage and answer the question that follows:
19. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 8 is an example of ______.
Supporting details
21. The index of a book contributes one of the following to reading activity.
It shows the relevant aspects of the book that could be read.
f. Which of the following options is the main idea in the following passage?
j. Mr Iginlade will not cease to amaze me. He walked into my office last week, requesting that I lend him N10,000. 2. I replied by reminding him of the unpaid N30,000 loan that I gave him last month. 3. ‘Don’t worry, I will pay all as soon as I receive this month’s salary’, he quickly replied. 4. I could only look at him in wonder. 5. Mr Igbinlade loves to borrow money.
Mr Igbinlade loves to borrow money.
30. Figures are also referred to as ______.
Scores
35. One of the following aspects of information distinguishes facts from fables.
Truth
3. ONE of the following is the LEAST reason why a student should read.
To pass an examination
4. Which reading speed will a student require while reading a novel?
Average
46. A listener should focus on eliciting one of these types of points when listening to a presentation.
Main points
7. Scanning a newspaper requires one of the following reading speed.
Fast
20. Constant repetition could help a speaker to _______.
draw the listener’s attention to important points.
12. Read the following passage and identify the main idea: 1. Life could be cruel. 2. Mr Ambrose lost his wife last week. 3. Adanne had been sick for three years. 4. Her loss is a painful one to her family and the entire community.
Mr Ambrose lost his wife last week.
Mr Ambrose lost his wife last week.
45. His hand writing is ___, so it is difficult to understand what he writes.
Illegible
11. _____ of a listener is a physiological requirement for achieving effective listening.
The ear
51. A student will most likely understand a lecture if s/he is able to identify one of these aspects of the lecture.
Main ideas
35. _____ varies depending on a reader’s purpose for reading a material.
Speed
53. _____ varies depending on a reader’s purpose for reading a material.
Speed
54. One of the following options serves as a guide for a reader who wants to know how relevant a book is to her/him.
Introduction
20. ___ is the term used to refer to a writer’s use of related words in a text in order to help the reader understand the meaning of a newly introduced word in the text.
Lexical familiarisation
10. One of the following options is an important factor to consider when you want to engage in effective reading.
Ascertain the purpose of reading the book
26. Choose the alternative you think best gives the meaning of the capitalised word in the sentence: ‘Okonkwo was arrested two years ago on SPURIOUS corruption charges’.
False
50. A speaker could achieve_______ representation if s/he uses figures, charts and tables in her/his presentation.
Visual
16. ______ refers to the act of making deductions from a lecture.
Interpretation
22. Read the following passage and answer the question that follows:
k. Life in the city could be hectic. Particularly, for those of us who live in big cities like Lagos. It is almost like LIVING A DOG’S LIFE out there. 6. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 7. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. Ikogosi Warm Springs is a tourist centre located at Ikogosi, a town in Ekiti State, south-western Nigeria. 3. Flowing abreast the warm spring of Ikogosi is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. This attribute makes the spring a tourist attraction in the country. 8. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 5. We booked hotel accommodation at the tourist site and each day we walked around the calm environment just gazing at the beauty of nature. 3. We enjoyed our stay at the resort. 4. Ikogosi water resort is a good place to visit for singles and families.
One of the options below is an appropriate title for the passage
A visit to Ikogosi warm springs
l. Read the following passage and answer the question that follows:
9. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Sentence 9 is an example of ______.
Preamble
20. The writer of one of these types of writing will most likely depend on her/his imagination for content creation.
Narrative
9. One of these features will most likely distinguish scientific texts from other forms of writing.
Preciseness
14. Read the following passage and answer the question that follows:
15. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 1 alludes to the idea that the city of Lagos could initially appear as ____ to a foreigner.
Unbearable
7. Read the following passage and answer the question that follows:
8. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Which one of the following options is the term which refers to the capitalised items in the words: delicacIES, colleagueS, cookS?
Suffix
8. Read the following passage and answer the question that follows:
9. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Sentence 4 is an example of ______ in writing?
Conclusion
28. Read the following passage and answer the question that follows:
m. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
One of these techniques is used by the author of this passage?
Narrative
24. Read the following passage and answer the question that follows:
n. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
One of the following sentences contains the main idea of the passage.
Sentence 9
30. One of the following options refers to novels.
Long stories
One of the following is the reason why narrative texts are common.
t.
Narrative texts tell interesting stories.
Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
The term culture shock in sentence 9 refers to ________.
a feeling of revulsion when one is exposed to an unfamiliar way of life
Read the following passage and identify the main idea: 1. COVID-19 affected global economy. 2. It is quite difficult to get some food items in the market now. 3. Worse still, things are quite expensive. 4. Many people have lost their jobs too.
COVID-19 affected global economy.
All but ONE of the following could be categorised as multimedia system.
Braille
Read the following passage and identify the main idea: 1. Hello everyone and welcome to class. 2. Last week, we discussed the concept of World Englishes. 3. Don’t forget that we mentioned that English language has become a global language due to its wide spread. 4. Today, we will examine the varieties of English that we have in the world.
Today, we will examine the varieties of English that we have in the world.
When a reader listens for ______ s/he will be able to consider the merits and demerits of what the speaker is saying.
Critical analysis
Diverse types of literature are required for one of these types of reading.
Intensive reading
OPEN UNIVERSITY
GST101 NOUN PQ
A participant at a seminar can get the main idea of the presentation from one of the following aspects of the presentation.
The title
One of the following could happen to a note when it is too brief.
It becomes unclear
___ is the term used to describe the process of screening through a passage in a very rapid manner in order to locate a vital information.
Scanning
Journal articles are useful resources needed for one of the following activities.
Note making
One of the following options is the ideal order for writing notes during a seminar.
Listen /understand/write the summary/use abbreviations
Sign language is most useful to one of the following groups.
The deaf
One of the following options is similar in meaning to the capitalised word in the expression: "He got a VAST expanse of land from the community".
wide
Which one of the following options is not used for emphasis in writing?
Jotting
One of the following options is similar in meaning to the capitalised word in the expression: "kunle can be ACCURATE when it comes to calculation".
exact
According to Edward Fry, a competent reader could achieve ____% while reading 800 words per minute through scanning and skimming
50
One of these factors will likely affect a listener's ability to anticipate the speaker's next move.
distraction
A writer could employ one of these strategies to help a reader understand a new word in a text.
Lexical familiarisation
One of the following terms is also known as long story.
Novel
The capitalised element in the word attractiveNESS is an example of ____
suffix
The judge declared him guilty of _____ because it was evident he didn’t intend to kill his neighbour.
manslaughter
Listening to gather information belongs to one of these types of listening activities.
Listening for specific purpose
Fables can be described as one of the following options.
Untrue
Main ideas refer to one of the following options.
Facts
One of the following terms refers to information stored in a research document.
Data
One of the following symbols means ‘namely’.
viz
According to Edward Fry, a competent reader could achieve ____% while reading 800 words per minute through scanning and skimming
50
One of the following options is similar in meaning to the capitalised word in the expression: "He got a VAST expanse of land from the community".
wide
One of these factors will likely affect a listener's ability to anticipate the speaker's next move.
distraction
A writer could employ one of these strategies to help a reader understand a new word in a text.
Lexical familiarisation
One of the following terms is also known as long story.
Novel
The capitalised element in the word attractiveNESS is an example of ____
suffix
A participant at a seminar can get the main idea of the presentation from one of the following aspects of the presentation.
The title
The judge declared him guilty of _____ because it was evident he didn’t intend to kill his neighbour.
manslaughter
One of the following options is similar in meaning to the capitalised word in the expression: "kunle can be ACCURATE when it comes to calculation".
exact
___ is the term used to describe the process of screening through a passage in a very rapid manner in order to locate a vital information.
Scanning
One of the following options is the expected speed rate for a reader reading at slow study speed.
200-300 words per minute
Which one of the following terms is the storyline of a narrative text?
Plot
He believes in RETRIBUTIVEJUSTICE. This means he believes that____
Criminals should be punished
One of the following options is the term used to refer to a narrative text that tells a long story.
Novel
One of the following purposes of reading is germane to scientific texts for students.
Reading to understand how to use the by-products of scientific inventions.
Ojo read rapidly through a chunk of materials in order to locate important information on Covid-19 prevention. Thus, he could be said to have done one of the following activities.
Scanning
The job requires PROFICIENCY in computer science. This means, applicants must demonstrate ___ in computer.
expertise.
One of the following aspects of a narrative text will most likely help to sustain the reader’s interest.
Suspense
Ogonna is LOQUACIOUS. This means she is _____
Talkative
The author of one of the following types of texts will likely choose verified facts in her/his writing.
Expository text.
One of these reading speed types is adequate when reading novels.
r. Average
Note making will be useful while engaged in one of these activities.
s. reading newspaper article
The Chief Accountant reported that 30 million naira was available for capital _____
t. Expenditure
One of the following options is similar in meaning to the capitalised word in the expression: "His father said the MINIMUM he could get was five years residential permit".
u. Least
One of the following options may not be a feature of a scientific text.
v. Suspense
The expression "Allow the pasta to cook for five minutes ", requires the listener to extract one of the following types of information.
w. Instructions
A learner who can read whatever material comes his/her way could be said to have developed a reading ___
x. Culture
One of these terms refers to a language user's word stock.
y. Vocabulary
The capitalised element in the word SUBmarine is an example of ___
z. Prefix
A writer will usually tell stories in one of tgese types of texts.
aa. Narrative text.
One of these speed types is called the study speed.
slowest
One of the following options is similar in meaning to the capitalised word in the expression: "I try to avoid her because she is LOQUACIOUS".
Talkative
One of these aspects of a text will most likely sustain a reader's interest.
suspense
One of these terms refers to the process of reading at the fastest speed to get the general idea from a text
skimming
One of the following should be the last option for a language learner when s/he is trying to know the meaning of a word.
Dictionary
One of the following terms refers to the core part of a word.
Root
The following passage: "Boil the water for five minutes. Then add 15 dry bitter leaves to the boiling water. Don’t cover the pot. Continue to boil for about ten minutes until half of the water has evaporated", is an example of a ____ text.
expository
The following items: sb, BrE, b/c, viz are examples of ___
Abbreviation
The expression "To get to Mushin Olosha, board BRT bus at Iyana Ipaja. The bus leaves at 6pm and will pass through Dopemu, Oshodi and then arrive at Mushin. The journey shouldn’t last more than one hour", requires one of the following types of information.
direction
The doctor said the lady should be given ____ injection to relieve the pain.
anaesthetic
GST 101 TMA 1
10. Facts
11. Jotting
12. Note Making
13. Listening for Specific Purpose
14. The Deaf
15. Data
16. It becomes Unclear
17. Listen/Understand/Write Summary/Use Abbreviation
18. Viz
19. Untrue
GST 1011 TMA 1 (10/10
24. Listening to gather information belongs to one of these types of listening activities. Listening for Specific Purpose
25. Main ideas refer to one of the following options. Facts
26. Journal articles are useful resources needed for one of the following activities Note Making
27. One of the following symbols means ‘namely’. Viz
28. One of the following options is the ideal order for writing notes during a seminar. Listen/Understand/Write Summary/Use Abbreviation
29. Which one of the following options is not used for emphasis in writing? Jotting
30. Sign language is most useful to one of the following groups. The Deaf
31. One of the following terms refers to information stored in a research document. Data
32. Fables can be described as one of the following options. Untrue
33. One of the following could happen to a note when it is too brief. It becomes Unclear
In order to be able to relate what a presenter is saying with the figure s/he is displaying, a listener will need to do one of the following.
Think fast
___ bank refers to a collection of information collected on a research for many years.
Data
The following expression: ‘Do not forget to close the window when you leave the house’, is an example of _____.
34.
Instruction
Which reading speed will a student require to achieve effective comprehension when preparing for examination?
Average
Which reading speed will a student require while reading a novel?
35.
Average
A reference section will most likely be found in one of these places.
Library
One of the following listening activities helps the listener to form an overall opinion about the information received.
Listening for general information
His hand writing is ___, so it is difficult to understand what he writes.
Illegible
Supporting details will help a student to develop one of these aspects of her/his answer when writing during an examination?
Main ideas
The _____ form is used by the speaker in the following passage: ‘If you look at this toy closely, you will see that there is a button attached to the middle part of its head’.
Directional
Read the following passage and identify the main idea: 1. Life could be cruel. 2. Mr Ambrose lost his wife last week. 3. Adanne had been sick for three years. 4. Her loss is a painful one to her family and the entire community.
Life could be cruel.
All but ONE of these factors could affect the audience’s concentration.
Speaker’s future goals
One of the following options serves as a guide for a reader who wants to know how relevant a book is to her/him.
Introduction
A student will most likely understand a lecture if s/he is able to identify one of these aspects of the lecture.
Main ideas
One of the following options is an appropriate word which refers to ideas in a book which are NOT factual.
Opinions
The art of retrieving data is most useful in one of these fields.
Academics
___ is the term used to refer to a writer’s use of related words in a text in order to help the reader understand the meaning of a newly introduced word in the text.
Lexical familiarisation
One of the following options could be found in the reference section of a library.
Yellow pages
______ refers to the act of making deductions from a lecture.
Interpretation
Choose the alternative you think best gives the meaning of the capitalised word in the sentence:’ He demonstrated a RESILIENT character when his wife died’.
Enduring
One of the following options should serve as the last resource for a person learning the meaning of new words.
The dictionary
One of the following types of listeners will likely gain the most from a seminar.
A listener with a critical mind
A person who reads 300 words per minute with 30%-40% comprehension could be described as a(n) ____ reader.
p.
Average
When a speaker repeats one word several times, it means the word is _______.
important
_______ is the term which refers to a form of information that helps a student to know the number of questions that s/he is expected to answer in an examination.
h.
Directions
Choose the alternative you think best gives the meaning of the capitalised word in the sentence: ‘Okonkwo was arrested two years ago on SPURIOUS corruption charges’.
False
A reader requires one of these speed types when reading a book written in simple English.
Slow
_____ varies depending on a reader’s purpose for reading a material.
Speed
The effectiveness of listening activity is measured by one of the following options.
Comprehension
A reader engaged in skimming and scanning will have _____ eye movement.
Fast
One of the following aspects of listening-comprehension activity is considered the most difficult.
Listening for critical evaluation
One of the following is considered a high-order skill that a listener needs, to perform while listening to a presentation.
Listening for critical evaluation.........
Figures are also referred to as ______.
Scores
One of the following listening activities will help a student to listen to a presentation critically.
Listening for general information
Choose the alternative you think best gives the meaning of the capitalised word in the sentence: ‘We had to ADAPT to city life when we left the village’.
Adjust
The fastest speed that a reader could possibly achieve is ____words per minute.
800
18. A good reader should be able to achieve 50% comprehension while reading more than _____ words per minute.
800
The term scores refers to ________.
A list of facts or figures arranged orderly especially in columns
Sub headings of notes are usually _______.
Underlined if all letters are capitalized
One of the following options is an important factor to consider when you want to engage in effective reading.
Ascertain the purpose of reading the book
One of these strategies will help a student locate the relevant sub headings in a research document.
Skimming .
One of the following options refers to novels.
Long stories
The writer of one of these types of writing will most likely depend on her/his imagination for content creation.
Narrative
_____ is an audio-visual mode of communication.
Radio
One of the following options reflects a rich reading culture.
Pleasurable informative reading
The term skimming refers to one of the following reading speed.
i.
Fastest
_____ is an activity which a listener engages in, in order to derive meaning from a campaign speech.
Inferencing
Choose the alternative you think best gives the meaning of the capitalised word in the sentence: ‘Tayo’s boss likes him because he is FASTIDIOUS’.
Meticulous
Choose the alternative you think best gives the meaning of the capitalised word in the sentence:’ He demonstrated a RESILIENT character when his wife died’.
Enduring
One of the following options is useful when a student is engaged in making notes.
Presentations
It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Sentence 9 is an example of ______.
Preamble
Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
One of the following sentences contains the main idea of the passage.
Sentence 9
Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
One of the options below is the opposite of the capitalised word: PESTER in sentence 10.
Annoy
The word AMUSINGLY in sentence 3 signals
an important point being made by the writer
53. All but ONE of these factors could affect the audience’s concentration.
Speaker’s future goals
31. One of the following aspects of a lecture is given in form of command.
Instruction
35. One of the following aspects of information distinguishes facts from fables.
Truth
38. Which aspect of a lecture note can help a student to form an opinion on the information received.
Major points
9. One of these parts of a book indicates the focus of the book.
Introduction
40. Sign language is a useful means of communication among the _____.
Deaf
h. Which of the following options is the main idea in the following passage?
h. Mr Iginlade will not cease to amaze me. He walked into my office last week, requesting that I lend him N10,000. 2. I replied by reminding him of the unpaid N30,000 loan that I gave him last month. 3. ‘Don’t worry, I will pay all as soon as I receive this month’s salary’, he quickly replied. 4. I could only look at him in wonder. 5. Mr Igbinlade loves to borrow money.
Mr Igbinlade loves to borrow money.
36. One of the following listening activities helps the listener to form an overall opinion about the information received.
Listening for general information
39. Which one of the following is NOT the purpose of listening to receive information?
Preparing a ketogenic dish
33. A doctor’s precaution will most likely be given in form of a(n)______.
Instruction
30. Choose the alternative you think best gives the meaning of the capitalised word in the sentence: ‘Tayo’s boss likes him because he is FASTIDIOUS’.
Meticulous
45. One of the following options refers to the core part of a word.
Root
43. A listener may need to _____ in order to listen to a CD the second time.
Rewind
36. One of the following options serves as a guide for a reader who wants to know how relevant a book is to her/him.
Introduction
Introduct19. One of the following options should serve as the last resource for a person learning the meaning of new words.
The dictionary
49. The term scores refers to ________.
Representations of information in form of drawings.
46. The art of retrieving data is most useful in one of these fields.
Academics
50. A speaker could achieve_______ representation if s/he uses figures, charts and tables in her/his presentation.
Visual
55. A student who reads fashion magazines every weekend could be said to be reading for _____.
Pleasure
17. One of these strategies will help a student locate the relevant sub headings in a research document.
Skimming
27. Read the following passage and answer the question that follows:
i. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
Which one of these options serves as a transitional word in sentence 4?
So
28. Read the following passage and answer the question that follows:
j. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
One of these techniques is used by the author of this passage?
Narrative
23. Read the following passage and answer the question that follows:
k. Life in the city could be hectic. Particularly, for those of us who live in big cities like Lagos. It is almost like LIVING A DOG’S LIFE out there. 6. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 7. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. Ikogosi Warm Springs is a tourist centre located at Ikogosi, a town in Ekiti State, south-western Nigeria. 3. Flowing abreast the warm spring of Ikogosi is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. This attribute makes the spring a tourist attraction in the country. 8. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 5. We booked hotel accommodation at the tourist site and each day we walked around the calm environment just gazing at the beauty of nature. 3. We enjoyed our stay at the resort. 4. Ikogosi water resort is a good place to visit for singles and families.
One of the options is the nearest in meaning to the capitalized word: TRANQUIL in sentence 6.
Serene
30. One of the following options refers to novels.
Long stories
12. Read the following passage and answer the question that follows:
13. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
One of the options is the nearest in meaning to the capitalized words: PROS and CONS in sentence 4
Disadvantages and disadvantages
16. Read the following passage and answer the question that follows:
17. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Which one of these options serves as a transitional word in sentence 5?
Although
14. Read the following passage and answer the question that follows:
15. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 1 alludes to the idea that the city of Lagos could initially appear as ____ to a foreigner.
Unbearable
13. Read the following passage and answer the question that follows:
14. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
The word: NEVERTHELESS in sentence 9, signifies that _____.
The writer is about to say something important.
18. Read the following passage and answer the question that follows:
19. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 8 is an example of ______.
Supporting details
21. The index of a book contributes one of the following to reading activity.
It shows the relevant aspects of the book that could be read.
q. Which of the following options is the main idea in the following passage?
m. Mr Iginlade will not cease to amaze me. He walked into my office last week, requesting that I lend him N10,000. 2. I replied by reminding him of the unpaid N30,000 loan that I gave him last month. 3. ‘Don’t worry, I will pay all as soon as I receive this month’s salary’, he quickly replied. 4. I could only look at him in wonder. 5. Mr Igbinlade loves to borrow money.
Mr Igbinlade loves to borrow money.
30. Figures are also referred to as ______.
Scores
35. One of the following aspects of information distinguishes facts from fables.
Truth
3. ONE of the following is the LEAST reason why a student should read.
To pass an examination
4. Which reading speed will a student require while reading a novel?
Average
46. A listener should focus on eliciting one of these types of points when listening to a presentation.
Main points
7. Scanning a newspaper requires one of the following reading speed.
Fast
20. Constant repetition could help a speaker to _______.
draw the listener’s attention to important points.
12. Read the following passage and identify the main idea: 1. Life could be cruel. 2. Mr Ambrose lost his wife last week. 3. Adanne had been sick for three years. 4. Her loss is a painful one to her family and the entire community.
Mr Ambrose lost his wife last week.
Mr Ambrose lost his wife last week.
45. His hand writing is ___, so it is difficult to understand what he writes.
Illegible
11. _____ of a listener is a physiological requirement for achieving effective listening.
The ear
51. A student will most likely understand a lecture if s/he is able to identify one of these aspects of the lecture.
Main ideas
35. _____ varies depending on a reader’s purpose for reading a material.
Speed
53. _____ varies depending on a reader’s purpose for reading a material.
Speed
54. One of the following options serves as a guide for a reader who wants to know how relevant a book is to her/him.
Introduction
20. ___ is the term used to refer to a writer’s use of related words in a text in order to help the reader understand the meaning of a newly introduced word in the text.
Lexical familiarisation
10. One of the following options is an important factor to consider when you want to engage in effective reading.
Ascertain the purpose of reading the book
26. Choose the alternative you think best gives the meaning of the capitalised word in the sentence: ‘Okonkwo was arrested two years ago on SPURIOUS corruption charges’.
False
50. A speaker could achieve_______ representation if s/he uses figures, charts and tables in her/his presentation.
Visual
16. ______ refers to the act of making deductions from a lecture.
Interpretation
22. Read the following passage and answer the question that follows:
n. Life in the city could be hectic. Particularly, for those of us who live in big cities like Lagos. It is almost like LIVING A DOG’S LIFE out there. 6. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 7. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. Ikogosi Warm Springs is a tourist centre located at Ikogosi, a town in Ekiti State, south-western Nigeria. 3. Flowing abreast the warm spring of Ikogosi is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. This attribute makes the spring a tourist attraction in the country. 8. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 5. We booked hotel accommodation at the tourist site and each day we walked around the calm environment just gazing at the beauty of nature. 3. We enjoyed our stay at the resort. 4. Ikogosi water resort is a good place to visit for singles and families.
One of the options below is an appropriate title for the passage
A visit to Ikogosi warm springs
o. Read the following passage and answer the question that follows:
9. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Sentence 9 is an example of ______.
Preamble
20. The writer of one of these types of writing will most likely depend on her/his imagination for content creation.
Narrative
9. One of these features will most likely distinguish scientific texts from other forms of writing.
Preciseness
14. Read the following passage and answer the question that follows:
15. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 1 alludes to the idea that the city of Lagos could initially appear as ____ to a foreigner.
Unbearable
7. Read the following passage and answer the question that follows:
8. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Which one of the following options is the term which refers to the capitalised items in the words: delicacIES, colleagueS, cookS?
Suffix
8. Read the following passage and answer the question that follows:
9. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Sentence 4 is an example of ______ in writing?
Conclusion
28. Read the following passage and answer the question that follows:
p. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
One of these techniques is used by the author of this passage?
Narrative
24. Read the following passage and answer the question that follows:
q. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
One of the following sentences contains the main idea of the passage.
Sentence 9
30. One of the following options refers to novels.
Long stories
One of the following is the reason why narrative texts are common.
g.
Narrative texts tell interesting stories.
Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
The term culture shock in sentence 9 refers to ________.
a feeling of revulsion when one is exposed to an unfamiliar way of life
Which speed will a person trying to locate a football match score in a newspaper require to achieve effective reading?
.
High speed
The following items: firstly, secondly, lastly are referred to as ______.
.
Transitional words
Constant repetition could help a speaker to _______.
.
draw the listener’s attention to important points.
All but ONE of the following items are used for emphasising key words in writing.
.
Capitalisation
Read the following passage and answer the question that follows:
9. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Which one of the following speed types does a reader require when reading this passage?
h.
Fast reading speed
29. One of the following is the reason why narrative texts are common.
Narrative texts tell interesting stories.
5. Read the following passage and answer the question that follows:
6. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Which of the following options is nearest in meaning to the capitalised word: ENCORE in sentence 1?
c.
Praise
7. Read the following passage and answer the question that follows:
8. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 8 is an example of ______.
c.
Supporting details
9. Read the following passage and answer the question that follows:
10. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
The word AMUSINGLY in sentence 3 signals ______.
an important point being made by the writer
21. The index of a book contributes one of the following to reading activity.
d.
It shows the relevant aspects of the book that could be read.
22. Read the following passage and answer the question that follows:
23. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Which one of the following options is the term which refers to the capitalised items in the words: delicacIES, colleagueS, cookS?
d.
Suffix
24. Read the following passage:
Genetics is a branch of biology concerned with the study of genes, genetic variation and heredity in organisms. Gregor Mendel, a Moravian Augustinian friar working in the 19th century in Brno, was the first to study genetics. Mendel studied ‘trait inheritance’, patterns in the way traits are handed down from parents to offspring over time. He observed that organisms (pea plants) inherit traits by way of discrete ‘units of inheritance’. This term, still used today, is a somewhat ambiguous definition of what is referred to a gene.
Which of the options best describe the characteristics of the writing?
d.
Scientific
25. One of the following options refers to novels.
Long stories
12. Read the following passage and answer the question that follows:
13. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
One of the options is the nearest in meaning to the capitalized words: PROS and CONS in sentence 4
Disadvantages and disadvantages
28. Read the following passage and answer the question that follows:
29. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
One of these techniques is used by the author of this passage?
c.
Descriptive
30. The index of a book contributes one of the following to reading activity.
c.
It shows the relevant aspects of the book that could be read.
31. Read the following passage and answer the question that follows:
32. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living a DOG’S LIFE out there. 4. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 9. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. The Ikogosi Warm Springs is a tourist attraction located at Ikogosi, a town in Ekiti State, southwestern Nigeria. 3. Flowing abreast the warm spring is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. These attributes make the spring a tourist attraction in the country. 7. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 6. We booked hotel accommodation at the tourist site and each day we walked around, just to gaze at the beauty of nature. 5. We enjoyed our stay at the resort. 8. Ikogosi water resort is a good place to visit for singles and families.
What does the expression: LIVING A DOG’S LIFE, mean in sentence 2?
Living a difficult life
20. The writer of one of these types of writing will most likely depend on her/his imagination for content creation.
i.
Narrative
21. Read the following passage and answer the question that follows:
22. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
The word: NEVERTHELESS in sentence 9, signifies that _____.
d.
The writer is about to say something that is debatable.
23. Read the following passage and answer the question that follows:
24. Life in the city could be hectic. Particularly, for those of us who live in big cities like Lagos. It is almost like LIVING A DOG’S LIFE out there. 6. So, last December, my family and I decided to take a break from the hurly burly and go to a TRANQUIL environment for about two days. 7. After considering different tourist sites in Nigeria, we decided to visit Ikogosi Warm Springs. 1. Ikogosi Warm Springs is a tourist centre located at Ikogosi, a town in Ekiti State, south-western Nigeria. 3. Flowing abreast the warm spring of Ikogosi is another cold spring which meets the warm spring at a confluence, each maintaining its thermal properties. 10. This attribute makes the spring a tourist attraction in the country. 8. Research suggests that the warm spring has a temperature of about 70°C at the source and 37°C at the confluence. 5. We booked hotel accommodation at the tourist site and each day we walked around the calm environment just gazing at the beauty of nature. 3. We enjoyed our stay at the resort. 4. Ikogosi water resort is a good place to visit for singles and families.
One of the options is the nearest in meaning to the capitalized word: TRANQUIL in sentence 6.
c.
Serene
25. Read the following passage:
Genetics is a branch of biology concerned with the study of genes, genetic variation and heredity in organisms. Gregor Mendel, a Moravian Augustinian friar working in the 19th century in Brno, was the first to study genetics. Mendel studied ‘trait inheritance’, patterns in the way traits are handed down from parents to offspring over time. He observed that organisms (pea plants) inherit traits by way of discrete ‘units of inheritance’. This term, still used today, is a somewhat ambiguous definition of what is referred to a gene.
Which of the options best describe the characteristics of the writing?
d.
Scientific
26. Read the following passage and answer the question that follows:
27. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 1 alludes to the idea that the city of Lagos could initially appear as ____ to a foreigner.
j.
Unbearable
k.
Read the following passage and answer the question that follows:
9. It is with joy that I introduce ‘Edikaikong’ as my first recipe of the new year. 7. Edikang Ikong soup is an ethnic staple famous in my home state and native to the Efik and Ibibio people of Cross Rivers and Akwa Ibom states. 5. Edikang Ikong soup is a highly nutritious, delicious and SAVORY vegetable soup. 2. The soup is prepared using ‘ugwu’ (the native name for fluted pumpkin leaves) and Malabar spinach (locally called water leaf in Nigeria). 8. Like most soups from these coastal regions, this dish comes loaded with various seafood delicacies (periwinkles being a regular staple) and assorted meat which all elevate the soup to a nutritious adventure into the green, coastal depths of Cross Rivers culture. 6. Edikang Ikong joins the list of Efik or Ibibio delicacies that have garnered cult status in Nigeria where the clout of top chefs and the best cooks are usually measured by their ability to reproduce this soup in its classic form. 3. AMUSINGLY, it is also no surprise in local settings for aspiring bachelorettes to have their ‘wife material’ status confirmed once they know how to make this recipe. 1. In fact, a fond memory I have of this recipe growing up is that of my father’s colleagues at work consistently accompanying their greetings to my mum with requests for an ENCORE taste of her Edikang Ikong recipe after a sampling of it during one of their house visits. 4. Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Which one of the following speed types does a reader require when reading this passage?
l.
Fast reading speed
18. Read the following passage and answer the question that follows:
19. Lagos is a vibrant city and expatriates first arriving will most likely have their senses overwhelmed by the chaos, noise and traffic. 2. The lifestyle in Lagos is fast paced and, as one of the fastest growing cities in Africa, hustle and bustle abound in the city. 4. There are both PROS and CONS to living here. 8. Lagos has been rated one of the world’s least liveable cities by the Economist Intelligence Unit’s Global Liveability Survey, looking at factors including access to healthcare, political and social stability, infrastructure and education. 10. Beggars are also common and street children can often PESTER foreigners on the assumption that they are wealthy. 1. Despite the chaos and poverty, Nigerians are friendly people and Lagosians are no exception. 5. Although most Lagosians live in poverty and occupy the city’s slum areas, there is still a thirst for life, and energy and creativity ensure that the locals do what they must do to survive. 7. It’s no surprise that expatriates moving to Lagos will contend with challenges and may consider the relocation a hardship posting. 9. NEVERTHELESS, after getting over the initial culture shock, there is more to the city than overcrowding, power cuts and traffic jams, with plenty to explore and experience. 3. Trust me, Lagos is an exciting place to be.
Sentence 8 is an example of ______.
m.
Supporting details
20. One of the following aspects of information distinguishes facts from fables.
n.
Truth
21. When a student writes important points from a course material that s/he is reading, they are said to be involved in one of these activities.
o.
Note making
22. A student should anticipate one of the following if a lecturer says, ‘First, I want to show you the ingredients required to cook Ogbono’.
p.
Second, I will state the steps to take when cooking Ogbono soup.
TMA3 GST 101
7. Which one of the following speed types does a reader require when reading this passage?
Ans:Fast reading speed
8. One of the following is the reason why narrative texts are common.
Ans:Narrative texts tell interesting stories
9. Which of the following options is nearest in meaning to the capitalised word: ENCORE in sentence 1?
Ans: Praise
10. Sentence 8 is an example of ______.
Ans: Supporting details
11. The word AMUSINGLY in sentence 3 signals ______.
Ans: an important point being made by the writer
12. The index of a book contributes one of the following to reading activity.
Ans: It shows the relevant aspects of the book that could be read.
13. Which one of the following options is the term which refers to the capitalised items in the words: delicacIES, colleagueS, cookS?
Ans: Suffix
14. Which of the options best describe the characteristics of the writing?
Ans: Scientific
15. One of the following options refers to novels.
Ans: Long stories
16. One of the options is the nearest in meaning to the capitalized words: PROS and CONS in sentence 4.
Ans: Disadvantages and disadvantages
17. Sentence 1 alludes to the idea that the city of Lagos could initially appear as ____ to a foreigner.
Ans: Unbearable
18. One of the options is the nearest in meaning to the capitalized word: TRANQUIL in sentence 6.
Ans: Serene
19. The word: NEVERTHELESS in sentence 9, signifies that _____.
Ans: The writer is about to say something that is debatable
20. The writer of one of these types of writing will most likely depend on her/his imagination for content creation.
Ans: Narrative
21. What does the expression: LIVING A DOG’S LIFE, mean in sentence 2?
Ans: Living a difficult life
18. One of these techniques is used by the author of this passage?
Ans: Narrative
TMA 3
d. One of the options below is an appropriate title for the passage
ans:A visit to Ikogosi warm springs
e. Sentence 9 is an example of ______.
ans:Preamble
f. Which of the following options is nearest in meaning to the capitalised word: ENCORE in sentence 1?
ans:Praise
g. Life in the city could be hectic. Particularly, for those who live in big cities like Lagos, it’s almost like living
One of these techniques is used by the author of this passage?
ans:Narrative
h. The word AMUSINGLY in sentence 3 signals
an important point being made by the writer
Which one of the following options is the term which refers to the capitalised items in the words: delicacIES, colleagueS, cookS?
Suffix
The writer of one of these types of writing will most likely depend on her/his imagination for content creation.
Narrative
One of the following is the reason why narrative texts are common.
Narrative texts tell interesting stories.
Edikang Ikong is a soup all Nigerian women should learn to how to cook, as it is a good source of nutrition for the family.
Sentence 4 is an example of ______ in writing?
Conclusion
Sentence 8 is an example of ______.
Supporting details
The first stage a reader attains when s/he attempts to interpret a text is ______.
Interpretation
Which one of the following options is the appropriate title for the passage?
c.
The nutritional values of Edikang Ikong
GST 101 .....9/10
17. All but ONE of the following options
.......LECTURE
18. The underlined item in the word un FAITHfulness ....ROOT
19. Which one of the following strategies is best adopted .....SKIMMING
One of the following options refers to true information given to partic seminar FACTS
21. One of the following options is an example of
CONCENTRATION
22. One of the following options is opposite ......
FRAGILITY
23. Choose the alternative you think best gives .....SECRETLY
24. The following capitalized items: ledger, expenses ACCOUNTING
One of these text types will likely be EXPOSITORY
26.
Choose the alternative you think ........
LAZINESS
The blurb of a book can be found in one of these parts of the book.
Inside cover
Question: Q1 Which of the following may not be true of expository text?
Answer: Expository texts are not as formal as narrative texts.
Question: Q2 A text that explains an issue, a theory, a concept or plan is call ______ text.
Answer: an expository
Question: Q3 Which of the following may not be true of narratives?
Answer: Explanations often form some major parts of some narratives.
Question: Q4 ______ does not form the major past of a narrative text.
Answer: Explanation
Question: Q5 when you start reading an interesting novel, you find it difficult to stop because ______
Answer: you want the suspense created to be unfolded.
Question: Q6 The most intense or exciting part of a story is the ______
Answer: climax
Question: Q7 In most cases narratives are_______ in terms of style
Answer: informal
Question: Q8 The experiences portrayed in narrative texts often help us understand the _______ of the novel.
Answer: theme
Question: Q9 In reading and interpreting ______, you should pay attention to the language and figures presented.
Answer: tables
Question: Q10 ______ includes figures, formulae and tables that are read in a comprehension passage.
Answer: Non-verbal or concrete materials.
Question: Q11 Which of the following skills is not necessary for tackling expository texts?
Answer: Note-taking ability
Question: Q12 Which of the following may not make your understanding of an expository passage difficult?
Answer: Having a well-developed vocabulary
Question: Q13 ______ passages can be difficult if you are not familiar with the words used in the passage.
Answer: Expository texts do not tell stories
Question: Q14 Expository text sometimes follow a particular storyline and could be vivid and imaginative.' This statement is ______
Answer: not true
Question: Q15 In ______ texts all points are to be supported with concrete evidences.
Answer: Expository texts explain ideas in clear-cut terms.
Question: Q16 Which of the following statements may not be true concerning scientific texts?
Answer: Scientific texts do not integrate verbal and non-verbal forms
Question: Q17 It has been observed that the language of ______ is diverse and specific
Answer: scientific texts
Question: Q18 Technical terms are known to be common features of ______
Answer: scientific texts
Question: Q19 Which of these tasks may not help you read and comprehend passages with tables easily?
Answer: Skimming the passage
Question: Q20 To be able to grasp the complexities of reading passages with tables, ______
Answer: Your language must be highly developed.
Question: Q21 The type of listening skills that can enable you to master what the speaker is saying is _______
Answer: Listening for interpretation and critical evaluation
Question: Q22 In listening comprehension, the most important thing a listener should determine is the _______
Answer: main idea of the speech event
Question: Q23 The sentence â€œAPC governed states are not ready for a change in governmentâ€ is an example of _______
Answer: opinion
Question: Q24 Vital information that reveal truth or reality are called _______
Answer: facts
Question: Q25 The art of receiving information from stored information in the multi-media system is called _______
Answer: retrieval
Question: Q26 Which of the following may not help the listener who is trying to take notes from a lecture _______?
Answer: use of passages
Question: Q27 During study time, the activity of jotting down notes from textbooks, journals or study text is called _______
Answer: note-making
Question: Q28 When we listen to lectures or speeches and jot down important points, we are performing _______
Answer: note-taking
Question: Q29 All but one of these affects comprehension _______
Answer: rate of breathing
Question: Q30 Comprehension basically means _______
Answer: understanding
Question: Q31 One cannot be said to have listened when one does not _______
Answer: comprehend
Question: Q32 A good listener must participate _______ in the communication process
Answer: actively
Question: Q33 Listening is disabled when one _______
Answer: encounters noise
Question: Q34 Choose the alternative that gives the meaning of the indicated word: His staff has been 'assiduous' at providing constituent services.
Answer: Diligent
Question: Q35 Choose the alternative that gives the meaning of the indicated word: Instead of being 'benevolent' stewards of creation, we have been relentless destroyers of it.
Answer: Generous
Question: Q36 Choose the alternative that gives the meaning of the indicated word: The use of seatbelt is 'compulsory' in Lagos.
Answer: Requisite
Question: Q37 effective listening is difficult when there is _____
Answer: lack of interest in topic
Question: Q38 Listening activities can be divided into general and _____ purposes
Answer: specific
Question: Q39 ______ is an important component of effective listening
Answer: concentration
Question: Q40 Active listening ability requires ones ability to think along with speaker, anticipate what is about to be said and ________
Answer: concentration
Question: Q41 From the options, choose the word that may be associated with Psychology
Answer: eccentric
Question: Q42 From the options, choose the word that may be associated with Medicine
Answer: procedure
Question: Q43 From the options, choose the word that may be associated with Law
Answer: libel
Question: Q44 From the options, choose the word that may be associated with Journalism
Answer: proofreading
Question: Q45 From the options, choose the word that may be associated with Communication
Answer: pronunciation
Question: Q46 From the option provided, select the correct register that will correctly complete the sentence: There was a _______ car accident along the Okene-Lagos road.
Answer: Ghastly
Question: Q47 From the option provided, select the correct register that will correctly complete the sentence: The captain announced that there was a ship _______ off the Atlantic coast.
Answer: Wreck
Question: Q48 From the option provided, select the correct register that will correctly complete the sentence: The plane taxied down the ______ before it finally stopped.
Answer: Runway
Question: Q49 One of the high-order skills you need for an outstanding performance while listening to a lecturer is the _______
Answer: ability to interpret a speakerâ€™s viewpoints
Question: Q50 Your ability to connect what was said before with what is been said now in a listening activity is called _______
Answer: relationship
Question: Q51 A reader's speed is expected to vary according to the _______ only
Answer: purpose of reading
Question: Q52 _______ is the term that refers to words that are similar, related or familiar to the words whose meaning you are trying to determine.
Answer: lexical familiarization
Question: Q53 In English lexicon, words that cut across all fields are called _________
Answer: common-core words
Question: Q54 A listening activity where you listen and link all details to the topic and form your own overall impression is known as _______
Answer: listening for general impression
Question: Q55 The idea of finding the meaning of words using word ATTACK technique will involve _______
Answer: breaking a difficult word into divisible parts and finding the meaning of each component
Question: Q56 Looking at the merits and demerits of what is heard will involve ________
Answer: critical analysis
Question: Q57 _______ are representations of information in the form of drawings, paintings or sketches.
Answer: figures or Scores
Question: Q58 Listening is said to be useless if there is no _______
Answer: comprehension
Question: Q59 A speaker is said to be speaking â€˜above your headâ€™, if the speaker is _______
Answer: discussing a difficult topic
Question: Q60 As an interactive process, listening comprehension will involve the interpretative and the_______ of the listener.
Answer: Critical mind
Question: Q61 Choose the option that gives the meaning of the capitalized word: She was DIFFIDENT about stating her opinion.
Answer: Unassertive
Question: Q62 Choose the option that gives the meaning of the capitalized word: Dr. Galadima is a gentleman and URBANE host of elegant dinner parties.
Answer: suave
Question: Q63 Choose the option that gives the meaning of the capitalized word: The pastor of the blue roofed church is quite CHARISMATIC.
Answer: charming
Question: Q64 Choose the option that gives the meaning of the capitalized word: The praying child is said to be equally CLAIRVOYANT
Answer: extrasensory
Question: Q65 Choose the option that gives the meaning of the capitalized word: Capable lawyers with business ACUMEN are valuable to any firm.
Answer: ingenuity
Question: Q66 Listening comprehension as it relates to information retrieval from data, figures, diagrams and tables tend to be _______ to academic purposes.
Answer: more specific and directed
Question: Q67 Reading at the fastest speed is needed when you want to _______
Answer: locate information quickly
Question: Q68 In order to read for _______ you must be able to decide how relevant the information provided is.
Answer: critical analysis and evaluation
Question: Q69 Which of the following skill is important when you are doing study reading?
Answer: note making
Question: Q70 One important way of increasing your vocabulary is to _______
Answer: read intensively and extensively.
Question: Q71 Reading at an average speed suggests_______
Answer: reading a material that is not so difficult
Question: Q72 To be effective in your academic life, it is recommended that you _______
Answer: Interpret, evaluate and critically analyse all reading materials.
Question: Q73 The_______ needs high concentration and particular attention to specific details.
Answer: study reading speed
Question: Q74 For a poor reader to achieve a comprehensive rate of 80 â€“ 90%, the study speed may be as low as _______
Answer: 60 â€“ 125 words/min
Question: Q75 Your comprehension rate in a study type reading should be about _______
Answer: 80 â€“ 90%
Question: Q76 It is recommended that in a slow study type reading you should read at least _______ words per minute.
Answer: 200 â€“ 300
Question: Q77 The slowest type of reading is usually done _______
Answer: when you read in a study type manner .
Question: Q78 According to what you have studied, the first stage in reading for interpretation is _______
Answer: reading and understanding the passage very well
Question: Q79 When you increase your word power in any language, you are said to be _______ in the language.
Answer: proficient
Question: Q80 Complete the slogan; 'A critical mind is _______
Answer: an intelligent mind
27. The index of a book is found in one of these parts of the book.
............Back
28. One of the following options is the function of blurb.
..........Gives a summary of the book
29. One of the following speed types requires a high level of concentration.
...........Slowest
30. One of the following options is the term used to refer to a poor reader’s tendency for going back to read what s/he has read before.
...........Regression
31. One of these aspects of a book can help a reader know its relevance.
............Introduction
32. A speaker can use constant repetition to accomplish one of the following in a presentation.
..........Draw attention to the main point
33. Reading activity that requires getting a general idea from a material will require one of the following reading speed.
.....Fastest
34. The term inferencing refers to one of the following options
..............Thinking beyond what has been said
35. A reader requires one of the following types of speed when reading for enjoyment.
..............Average
36. When a listener considers the strengths and weaknesses of what has been said, s/he is said to be involved in one of the following activities.
..........Critical analysis
Question: Q1 Which of the following may not be true of expository text?
Answer: Expository texts are not as formal as narrative texts.
Question: Q2 A text that explains an issue, a theory, a concept or plan is call ______ text.
Answer: an expository
Question: Q3 Which of the following may not be true of narratives?
Answer: Explanations often form some major parts of some narratives.
Question: Q4 ______ does not form the major past of a narrative text.
Answer: Explanation
Question: Q5 when you start reading an interesting novel, you find it difficult to stop because ______
Answer: you want the suspense created to be unfolded.
Question: Q6 The most intense or exciting part of a story is the ______
Answer: climax
Question: Q7 In most cases narratives are_______ in terms of style
Answer: informal
Question: Q8 The experiences portrayed in narrative texts often help us understand the _______ of the novel.
Answer: theme
Question: Q9 In reading and interpreting ______, you should pay attention to the language and figures presented.
Answer: tables
Question: Q10 ______ includes figures, formulae and tables that are read in a comprehension passage.
Answer: Non-verbal or concrete materials.
Question: Q11 Which of the following skills is not necessary for tackling expository texts?
Answer: Note-taking ability
Question: Q12 Which of the following may not make your understanding of an expository passage difficult?
Answer: Having a well-developed vocabulary
Question: Q13 ______ passages can be difficult if you are not familiar with the words used in the passage.
Answer: Expository texts do not tell stories
Question: Q14 Expository text sometimes follow a particular storyline and could be vivid and imaginative.' This statement is ______
Answer: not true
Question: Q15 In ______ texts all points are to be supported with concrete evidences.
Answer: Expository texts explain ideas in clear-cut terms.
Question: Q16 Which of the following statements may not be true concerning scientific texts?
Answer: Scientific texts do not integrate verbal and non-verbal forms
Question: Q17 It has been observed that the language of ______ is diverse and specific
Answer: scientific texts
Question: Q18 Technical terms are known to be common features of ______
Answer: scientific texts
Question: Q19 Which of these tasks may not help you read and comprehend passages with tables easily?
Answer: Skimming the passage
Question: Q20 To be able to grasp the complexities of reading passages with tables, ______
Answer: Your language must be highly developed.
Question: Q21 The type of listening skills that can enable you to master what the speaker is saying is _______
Answer: Listening for interpretation and critical evaluation
Question: Q22 In listening comprehension, the most important thing a listener should determine is the _______
Answer: main idea of the speech event
Question: Q23 The sentence â€œAPC governed states are not ready for a change in governmentâ€ is an example of _______
Answer: opinion
Question: Q24 Vital information that reveal truth or reality are called _______
Answer: facts
Question: Q25 The art of receiving information from stored information in the multi-media system is called _______
Answer: retrieval
Question: Q26 Which of the following may not help the listener who is trying to take notes from a lecture _______?
Answer: use of passages
Question: Q27 During study time, the activity of jotting down notes from textbooks, journals or study text is called _______
Answer: note-making
Question: Q28 When we listen to lectures or speeches and jot down important points, we are performing _______
Answer: note-taking
Question: Q29 All but one of these affects comprehension _______
Answer: rate of breathing
Question: Q30 Comprehension basically means _______
Answer: understanding
Question: Q31 One cannot be said to have listened when one does not _______
Answer: comprehend
Question: Q32 A good listener must participate _______ in the communication process
Answer: actively
Question: Q33 Listening is disabled when one _______
Answer: encounters noise
Question: Q34 Choose the alternative that gives the meaning of the indicated word: His staff has been 'assiduous' at providing constituent services.
Answer: Diligent
Question: Q35 Choose the alternative that gives the meaning of the indicated word: Instead of being 'benevolent' stewards of creation, we have been relentless destroyers of it.
Answer: Generous
Question: Q36 Choose the alternative that gives the meaning of the indicated word: The use of seatbelt is 'compulsory' in Lagos.
Answer: Requisite
Question: Q37 effective listening is difficult when there is _____
Answer: lack of interest in topic
Question: Q38 Listening activities can be divided into general and _____ purposes
Answer: specific
Question: Q39 ______ is an important component of effective listening
Answer: concentration
Question: Q40 Active listening ability requires ones ability to think along with speaker, anticipate what is about to be said and ________
Answer: concentration
Question: Q41 From the options, choose the word that may be associated with Psychology
Answer: eccentric
Question: Q42 From the options, choose the word that may be associated with Medicine
Answer: procedure
Question: Q43 From the options, choose the word that may be associated with Law
Answer: libel
Question: Q44 From the options, choose the word that may be associated with Journalism
Answer: proofreading
Question: Q45 From the options, choose the word that may be associated with Communication
Answer: pronunciation
Question: Q46 From the option provided, select the correct register that will correctly complete the sentence: There was a _______ car accident along the Okene-Lagos road.
Answer: Ghastly
Question: Q47 From the option provided, select the correct register that will correctly complete the sentence: The captain announced that there was a ship _______ off the Atlantic coast.
Answer: Wreck
Question: Q48 From the option provided, select the correct register that will correctly complete the sentence: The plane taxied down the ______ before it finally stopped.
Answer: Runway
Question: Q49 One of the high-order skills you need for an outstanding performance while listening to a lecturer is the _______
Answer: ability to interpret a speakerâ€™s viewpoints
Question: Q50 Your ability to connect what was said before with what is been said now in a listening activity is called _______
Answer: relationship
Question: Q51 A reader's speed is expected to vary according to the _______ only
Answer: purpose of reading
Question: Q52 _______ is the term that refers to words that are similar, related or familiar to the words whose meaning you are trying to determine.
Answer: lexical familiarization
Question: Q53 In English lexicon, words that cut across all fields are called _________
Answer: common-core words
Question: Q54 A listening activity where you listen and link all details to the topic and form your own overall impression is known as _______
Answer: listening for general impression
Question: Q55 The idea of finding the meaning of words using word ATTACK technique will involve _______
Answer: breaking a difficult word into divisible parts and finding the meaning of each component
Question: Q56 Looking at the merits and demerits of what is heard will involve ________
Answer: critical analysis
Question: Q57 _______ are representations of information in the form of drawings, paintings or sketches.
Answer: figures or Scores
Question: Q58 Listening is said to be useless if there is no _______
Answer: comprehension
Question: Q59 A speaker is said to be speaking â€˜above your headâ€™, if the speaker is _______
Answer: discussing a difficult topic
Question: Q60 As an interactive process, listening comprehension will involve the interpretative and the_______ of the listener.
Answer: Critical mind
Question: Q61 Choose the option that gives the meaning of the capitalized word: She was DIFFIDENT about stating her opinion.
Answer: Unassertive
Question: Q62 Choose the option that gives the meaning of the capitalized word: Dr. Galadima is a gentleman and URBANE host of elegant dinner parties.
Answer: suave
Question: Q63 Choose the option that gives the meaning of the capitalized word: The pastor of the blue roofed church is quite CHARISMATIC.
Answer: charming
Question: Q64 Choose the option that gives the meaning of the capitalized word: The praying child is said to be equally CLAIRVOYANT
Answer: extrasensory
Question: Q65 Choose the option that gives the meaning of the capitalized word: Capable lawyers with business ACUMEN are valuable to any firm.
Answer: ingenuity
Question: Q66 Listening comprehension as it relates to information retrieval from data, figures, diagrams and tables tend to be _______ to academic purposes.
Answer: more specific and directed
Question: Q67 Reading at the fastest speed is needed when you want to _______
Answer: locate information quickly
Question: Q68 In order to read for _______ you must be able to decide how relevant the information provided is.
Answer: critical analysis and evaluation
Question: Q69 Which of the following skill is important when you are doing study reading?
Answer: note making
Question: Q70 One important way of increasing your vocabulary is to _______
Answer: read intensively and extensively.
Question: Q71 Reading at an average speed suggests_______
Answer: reading a material that is not so difficult
Question: Q72 To be effective in your academic life, it is recommended that you _______
Answer: Interpret, evaluate and critically analyse all reading materials.
Question: Q73 The_______ needs high concentration and particular attention to specific details.
Answer: study reading speed
Question: Q74 For a poor reader to achieve a comprehensive rate of 80 â€“ 90%, the study speed may be as low as _______
Answer: 60 â€“ 125 words/min
Question: Q75 Your comprehension rate in a study type reading should be about _______
Answer: 80 â€“ 90%
Question: Q76 It is recommended that in a slow study type reading you should read at least _______ words per minute.
Answer: 200 â€“ 300
Question: Q77 The slowest type of reading is usually done _______
Answer: when you read in a study type manner .
Question: Q78 According to what you have studied, the first stage in reading for interpretation is _______
Answer: reading and understanding the passage very well
Question: Q79 When you increase your word power in any language, you are said to be _______ in the language.
Answer: proficient
Question: Q80 Complete the slogan; 'A critical mind is _______
Answer: an intelligent mind
NATIONAL OPEN UNIVERSITY OF NIGERIA
SCHOOL OF ARTS AND SOCIAL SCIENCES
COURSE CODE: GST 101
COURSE TITLE: USE OF ENGLISH AND COMMUNICATIONS
SKILLS I
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
COURSE
GUIDE
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Course Team-
Prof. I. A. Olaofe ( Course Developer/Writer) ABU
Dr. I. Akaneme (Course Coordinator)- UNN
NATIONAL OPEN UNIVERSITY OF NIGERIA
180
National Open University of Nigeria
Headquarters
14/16 Ahmadu Bello Way
Victoria Island, Lagos
Abuja Office
5 Dar es Salaam Street
Off Aminu Kano Crescent
Wuse II, Abuja
e-mail: centralinfo@nou.edu.ng
URL: www.nou.edu.ng
Published by
National Open University of Nigeria
Printed 2004
Reprinted 2014
ISBN: 978-058-108-1
All Rights Reserved
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
CONTENTS
Introduction ………………………………………………….
What you will Learn in this Course ………………………….
Course Aims ………………………………………………….
Course Objectives …………………………………………….
Working through this Course ………………………………...
Course Materials ……………………………………………..
Study Units …………………………………………………..
Textbooks and References …………………………………...
Assignment File ………………………………………………
Assessment ……………………………………………………
Tutor-Marked Assignment……………………………………
Final Examination and Grading ………………………………
Course Marking Scheme ……………………………………..
Facilitators/Tutors and Tutorials …………………………….
Summary ……………………………………………………..
182
PAGE
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iv
iv
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v
v
vi
vii
vii
vii
vii
vii
viii
viii
viii
INTRODUCTION
Welcome to GST 101- Use of English and Communication Skills I. I
can assure you will enjoy studying the course. This course guide is a
general overview of the course. It provides you with useful information
about the structure of the course.
GST101- Use of English and Communication Skills I is a two-credit
unit course meant to be taken in the first semester, at the 100 level. The
course is available to all students who have registered for any
programme at National Open University of Nigeria. It is the first part of
the four credit unit courses planned for an entire year. The second course
which is GST102 will be taught in the second semester. The materials
have been developed to suit the distance learning mode.
WHAT YOU WILL LEARN IN THIS COURSE
GST 101 will enable you to gain understanding on variety of issues
relating to effective communication/study skills.
COURSE AIMS
GST 101 has specific aim which relates to giving you an understanding
of how to communicate effectively in English- which is the medium of
instruction at this level of your education.
The aim will be achieved by:
·
·
·
·
introducing you to the basic principles of communicating in
English
demonstrating how the principles of communicating in English
can be applied to language use in diverse situations
sensitising you to the rules of English and applying these rules in
diverse areas where the language is used
increasing your proficiency in the language, substantially, so as to
make you capable of performing language functions in social and
academic settings.
COURSE OBJECTIVES
To achieve the aims set out above, GST101 sets overall objectives. In
addition, each unit also has specific objectives. The unit objectives are
always included at the beginning of every unit. I advise you to read them
before you start working through the unit. You may want to refer to
them during your study of the unit to check your progress.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Set out below are the wider objectives for the course, as a whole. By
meeting the objectives, you can count yourself as having met the aim of
the course.
On successful completion of the course, you should be able to:
· use the listening enabling skills
· listen and comprehend lectures and talks
· take down notes, while listening to a talk or lecture
· retrieve general and specific information through listening
comprehension
· state how to listen to and comprehend data, figures, diagrams and
charts
· listen for main idea
· listen and be able to interpret and evaluate speaker's view points
· apply effective reading techniques to reading in diverse texts
· skim and scan through diverse reading texts
· read and comprehend at varying speed levels
· discuss how to read for vocabulary development
· acquire and utilise vocabulary of various academic fields
· explain how to comprehend diverse text materials
· describe how to read and comprehend texts with tables
· explain how to read and comprehend scientific texts
· interpret what is read accurately and evaluate author's viewpoints.
WORKING THROUGH THIS COURSE
To complete the course, you are required to read the study units and read
sets of books and other relevant materials that you may lay your hands
on. You will also need to undertake practical exercises for which you
need a pen, a pencil, a notebook, and other materials that will be listed
later in this course guide. At the end of each unit, you will be required to
submit written assignments for assessment purposes. At the end of the
course, there will be a final examination. The course should take about
15 weeks.
COURSE MATERIALS
The major materials you will need for this course are listed below.
43.
44.
45.
46.
47.
48.
184
Course guide
Study Units
A CD recorder/player of your own
Audio CDs that will be packaged in your study pack
Video CDs that will be made available at your study centre
Assignment file
7.
8.
Relevant textbooks
Presentation schedule
STUDY UNITS
There are 20 units (of four modules) in this course. These are listed
below.
Module 1
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Listening Enabling Skills
Listening and Comprehending
Listening -Comprehension and Note Taking
Listening-Comprehension and Information
General
Listening-Comprehension and Information
Data, Figures, Diagrams and Charts
Retrieval:
Retrieval:
Module 2
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Listening for the Main Idea
Listening for Interpretation and Critical Evaluation
Effective Reading
Skimming and Scanning
Reading and Comprehending at Varying Speed Levels I
Module 3
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Reading and Comprehending at Varying Speed Levels II
Reading for Vocabulary Development I
Reading for Vocabulary Development II
Reading for Vocabulary Development in Various
Academic Contexts I
Reading for Vocabulary Development in Various
Academic Contexts II
Module 4
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Reading Diverse Texts: Narratives
Reading Diverse Texts: Expository Texts
Reading and Comprehending Passages with Tables
Reading Scientific Texts
Reading for Interpretation and Critical Evaluation
The units are divided basically into the following language skillslistening, reading and vocabulary developmental skills. The treatment of
other skills is to come up in the second semester.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
TEXTBOOKS AND REFERENCES
At the end of every unit, you will find a list of books and other such
materials that will enable you have a firm grasp of the course. The books
required to aid your understanding of this course are by no means
exhaustive here. You are, therefore, expected to consult as many
materials as possible. This will enable you to deepen your understanding
of the course.
THE PRESENTATION SCHEDULE
The dates for submission of all assignments will be communicated to
you in due course. To be communicated to you are dates of completing
the study units and dates for examinations.
THE ASSESSMENT FILE
The assessment file will be made available to you. In this file, you will
find details of the work you must submit to your tutor for marking. The
marks you obtain in this course will count towards your final marks.
ASSESSMENT
The course has two types of exercises or questions you are expected to
tackle. The first is the Self-Assessment Exercises (SAEs) which you are
expected to solve, but not to be submitted, at the end of the study. The
second is the Tutor-Marked Assignment (TMAs) which you must solve
and submit in an assignment file, in partial fulfillment of the
requirements for the successful completion of the course. The TMA
accounts for 30% of your total score for the course. Every unit has a
Tutor-Marked Assignment, which is a compulsory question that must be
answered and submitted at the end of the course. You will minimise
your chance of doing well in the course if you fail to submit answers to
all the Tutor-Marked Assignments, as required.
FINAL EXAMINATION AND GRADING
The final examination for GST 101 will take certain duration. The
examination itself will carry 70%. It will consist of questions that reflect
the self-assessment exercises, as well as the tutor-marked assignments.
You are expected to spend quality time to read the entire course units
and all the SAEs and TMAs for the final examination.
186
COURSE MARKING SCHEME
The table below shows how actual course marking scheme is broken
down.
Table 1: Course Marking Scheme
Assessments
Marks
Assignments
These will count as 30% of course mark.
Final examination
70% of overall course mark
Total
100% of course marks
FACILITATORS/TUTORS AND TUTORIALS
A number of tutorial hours have been provided for in this course to
enable the students and their tutors to meet and examine the contents of
the course at intervals. You will be informed of the dates, time, and
venue for these tutorials, along with the name and particulars of your
tutor as soon as one is assigned to your group. Your tutor will grade and
comment on your assignments, monitor your progress and provide
answers to your questions during tutorials. You must submit your
assignments in good time to enable your tutor to read them well and to
make appropriate comments. Do not play with your tutorials or hesitate
to consult your tutor when the need arises. Tutorials afford you
opportunity to meet and discuss with your tutor face to face and they
help you to get immediate answers for troubling questions. Apart from
tutorials, you may consult your tutor when:
·
·
·
you do not understand any part of the study units
you have difficulty understanding self-assessment exercises or
tutor-marked assignment
When you have problems with the tutor’s comments on your
assignments or their grading.
To gain maximally from the tutorials, you ought to prepare list of
questions before attending them and you must endeavour to participate,
actively, in discussions during tutorials.
SUMMARY
The course guide has been able to expose you to an overview of what to
expect in GST101- Use of English and Communication Skills I. I wish
you success as you go through the course.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
MAIN
COURSE
CONTENTS
Module 1…………………………………………………
Unit 1
Unit 2
Unit 3
PAGE
1
Listening Enabling Skills…………………
Listening and Comprehending……………
Listening -Comprehension and
Note Taking………………………………...
Listening-Comprehension and
Information Retrieval: General…………...
Listening-Comprehension and
Information Retrieval: Data,
Figures, Diagrams and Charts……………..
1
8
Module 2………………………………………………….
67
Unit 1
Unit 2
Listening for the Main Idea………………..
Listening for Interpretation and
Critical Evaluation…………………………
Effective Reading………………………….
Skimming and Scanning……………………
Reading and Comprehending at
Varying Speed Levels I…………………….
67
Module 3………………………………………………….
124
Unit 4
Unit 5
Unit 3
Unit 4
Unit 5
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
188
Reading and Comprehending at
Varying Speed Levels II……………………
Reading for Vocabulary
Development Part I…………………………
Reading for Vocabulary
Development Part II…………………………
Reading for Vocabulary
Development in
Various Academic Contexts Part I…………
Reading for Vocabulary Development
in Various Academic Contexts Part II……..
19
34
52
81
90
101
112
124
137
152
163
172
Module 4…………………………………………………… 179
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Reading Diverse Texts: Narratives………….
Reading Diverse Texts: Expository Texts…..
Reading and Comprehending Passages
with Tables……………………………………
Reading Scientific Texts……………………..
Reading for Interpretation and Critical
Evaluation……………………………………
179
191
201
212
225
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
MODULE 1
Unit 1
Unit 2
Unit 3
Unit 4
Listening Enabling Skills
Listening and Comprehending
Listening-Comprehension and Note Taking
Listening-Comprehension and Information Retrieval:
General
Listening-Comprehension and Information Retrieval:
Data, Figures, Diagrams and Charts
Unit 5
UNIT 1
LISTENING ENABLING SKILLS
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Introduction
Objectives
Main Content
3.1
Who is a Listener?
3.2
Why Must We Listen?
3.3
Listening Enabling Skills
Conclusion
Summary
Tutor-Marked Assignment
References/Further Reading
1.0
INTRODUCTION
You are welcome to this unit entitled Listening Enabling Skills. In this
unit, you will be exposed to who a learner is, why the learner must listen
and what he or she should listen to. The listening enabling skills that you
need to function effectively in the programmes you enrolled in will then
be unfolded to you. As you go through this unit; have with you a pen, a
paper, a tape recorder and the CD sent to you in the study pack.
2.0
OBJECTIVES
At the end of this unit, you should be able to:
·
·
·
·
190
state clearly who a listener is
determine the reason you must listen throughout the programme
list the listening enabling skills
apply the listening enabling skills discussed while practising
some of the activities given in the unit.
3.0
MAIN CONTENT
3.1
Who is a Listener?
I have a simple answer for this question. You are that listener. You are a
listener because listening is a compulsory day to day activity of the
programme. Although, most of the time you will be reading; there will
be occasions when you have to listen to a tape recorder, radio, television
or video in this programme. You are likely going to attend lectures and
meetings in the study centre. You need the skill of listening accurately
and to comprehend what is conveyed to you as information. That is why
you need to go through this unit, carefully.
As a listener, I cannot determine where you are now, studying this unit;
it maybe in your home, your work place, an isolated place or even inside
a vehicle taking you to a destination. Wherever you may be, there is
something important about listening. We listen daily, moment by
moment.
SELF-ASSESSMENT EXERCISE
H.
I.
Who is a listener?
What do you listen to?
If you have done the above self-assessment exercise very well, you
probably must have written down answers such as that indicated below.
A listener is anybody who is capable of listening to anything said, and
possibly, participates in what he listened to and what is demanded to be
done. In fact, as a reader of this unit you are a listener, although it is
possible for you to be deaf and be doing this course. Even If you are
deaf, you still listen to sign language. What do you listen to? You can
listen to a tape recorder, a video, or a lecture. Did you get all the
answers correctly? If you did, then fine. It means that you are following
me in this study.
Let us go to the second part of our study. Can you guess the next thing
to discuss? Your guess may be as good as mine: why must we all listen?
3.2
Why Must We Listen?
You as a listener must listen because listening is a day to day activity.
You listen to your friends talking, may be in your language or English.
You listen to directions when you are lost or new to a place. You listen
to lectures, which are delivered by specialists in a field. You listen at
home, at work, in the office, to a telephone conversation and so on.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Listening activities can therefore be divided into two major parts,
namely- listening in general, social setting and listening for specific
purposes.
The kind of listening we are interested in here is listening for specific
purposes. That is, listening to gather information, for directions,
listening to academic lectures, to process involved in doing something,
or listening to critically evaluate what a speaker is saying. Your concern
in this study is also listening in English. Indeed, English is the medium
of instruction.
SELF-ASSESSMENT EXERCISE
Which of the following is NOT the purpose of listening to gather
information? Indicate with a tick (ü).
L.
M.
N.
O.
P.
Q.
Day to day activity
Telephone conversation
Eating a delicious food
Working in the office
Critical evaluation of what people are saying
Absorbing academic lectures.
£
£
£
£
£
£
The last part of this unit is the most important. This part deals with
listening enabling skills.
3.3
Listening Enabling Skills
No matter where you are, you need the following requirements for
active listening:
·
·
·
·
·
functioning ears
concentration
ability to think along with the speaker
ability to anticipate what the speaker is about to say
ability to note important signposts that keep the listening activity
going.
Anybody with a functioning ear can listen. Indeed, this is the attribute
common to many people. Even the deaf listen by means of signals from
sign language. Of course, if you have listening defects, listening ability
will be difficult.
192
SELF-ASSESSMENT EXERCISE
Listen to the first passage on the CD in your study pack. Test the
functioning of your ears by listening to the passage and filling the gaps
indicated below. You need to listen attentively before you can complete
this activity.
Our aim is to analyse the 1._______that the 2.________of conflict
resolution has had in coming to 3.___with conflicts between
social 4.____. We explore the 5._________between dispute
6.______and conflict 7.______.
If you allowed your functioning ear to be active, you would have been
able to fill in the gaps. Now rewind the CD to the passage to mark this
exercise. Were you able to fill all the gaps correctly? Congratulations, if
you did. If you could not do so, more practice activities in this module
will assist you to utilise your functioning ear well.
The next listening enabling skill you need is CONCENTRATION.
Effective listening is difficult in the midst of interruption, when there is
lack of interest in the topic, noise and when a speaker speaks above your
head by using difficult words.
SELF-ASSESSMENT EXERCISE
Listen to the second passage on your CD. Put down in any order what
made listening and understanding of the passage difficult for you.
You probably may have listed some of the following as what made
listening and understanding of the passage difficult for you.
·
·
·
·
The language is complex and full of difficult words
Noise coming out of the environment you are in
The uninteresting nature of the topic
Difficulty in following the speaker
The point for you to note here is that concentration is an important
component of effective listening.
The third listening enabling skill is ability. Think along with the
speaker and anticipate what the speaker is about to say. You cannot
think along with the speaker if your mind goes astray. You cannot
anticipate the next thing, if your attention is not there. There are some
signals in listening that can facilitate anticipation. Some of these are put
in the box below.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
The speaker says…
First of all…
In the past…
Areas of strength…
The most important…
important…
You anticipate…
Secondly
Now…
Areas of weakness
The less
Indeed, ability to anticipate can assist you in good listening.
The fourth listening enabling skill is relationship. That is, your ability
to relate or connect what was said before with what the speaker is saying
now. Relationship comes into listening when expressions such as “as I
said before”, “on the one hand”, “consequently”, “in other words”, etc.,
are said by the speaker.
Lastly, ability to pay attention to significant sign posts such as “firstly”,
“secondly”, “lastly”, “now”, “next”, “where”, “when”, “who”, and so
on, is an important listening enabling skill. These signs tell you the
important points that the speaker is making.
SELF-ASSESSMENT EXERCISE
Listen to the third passage on your tape recorder and perform the
following activities. Fill in the gaps as you listen to the passage.
J.
K.
L.
M.

Passage for self-assessment exercise (to be recorded on a CD)
Passage 1.1
Our aim here is to analyse the difficulty the field of conflict resolution
has had in coming to terms with conflicts between social classes. We
explore the distinction between dispute settlement and conflict
resolution
Passage 1.2 (To be recorded on a cassette)
The areas covered include generic theory and practice, concepts and
aspects of resolution process, and the practice at different levels, the
relevance of theory to the practitioner, and applications of the various
contributions to South-Africa. Class, intercultural, public policy,
environmental and international recession and possession all featured
prominently in the discussions.
194
Passage 1.3 (To be recorded on a CD)
Listen to what I have said before, relate it to what I am saying now and
anticipate what I am about to say.
Write down what you predict I am going to say next.
M.
N.
O.
4.0
You can hardly say you know something until you can do it. This
takes quite a bit of practice. Furthermore learning is an active
rather than 1._____________
You must understand first before you can learn well. It means
therefore that if you are listening t lecture, the first thing you
should do is to strive for 2._____
Many students think it is a waste of time to leave their books and
go to the field, swimming pool courts. This is absolutely
P. ___________ .A good deal of mental fatigue is removed
through 4.__________________.
CONCLUSION
Now that you have completed the study of this unit, I think you can start
to put into practice what you learnt in your day to day contact with
people and in your academic pursuits.
5.0
SUMMARY
In this unit, we studied who a listener is, why we must listen and the
listening enabling skills of listener. As indicated in the unit, you are the
listener. You listen day by day and moment by moment. The listening
enabling skills you need are- functioning ears, concentration and ability
to think along with the speaker and relate or connect ideas together.
Anticipation and important signposts facilitate effective listening.
6.0
TUTOR-MARKED ASSIGNMENT
Answer the following questions.
I.
J.
K.
L.
Who is a listener?
Why do we have to listen?
List possible listening enabling skills that you know.
Listen to three important talks on your radio or TV. Briefly
outline the major points of the talks.
GST101
7.0
USE OF ENGLISH AND COMMUNICATION SKILLS I
REFERENCES/FURTHER READING
Adkins, A. & Mckean, J. (1983). Text to Note. London: Edward Arnold.
Anderson, A. & Lynch, T. (1988). Listening. Oxford: University Press.
James, K., Jordan, R.R. & Matthews, A.J. (1988). ListeningComprehension and Note-Taking Course. London: Collins ELT.
Olaofe, I.A. (1991). English and Communication Skills for Academic
Purposes. Zaria: Tamaza Publishing Co.
Olaofe, I.A. (1993). Communicate English Skills. Zaria: Tamaza
Publishing Co.
Audio-Recordings of all the Passages under Listening Comprehension
I. e. Module 1 (units 1-5), Module 2(units 1 – Video Recording of
all the Passages under Listening – Comprehension i.e. Module 1
(units 1 – 5), Module 2 (units 1 – 5).
196
UNIT 2
LISTENING AND COMPREHENDING
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Introduction
Objectives
Main Content
3.1
Relationship between Listening and Comprehending
3.2
Listening-Comprehension
3.3
Factors Affecting Comprehension
Conclusion
Summary
Tutor-Marked Assignment
References/Further Reading
1.0
INTRODUCTION
In the previous unit, we considered who a listener is, why we have to
listen and listening enabling skills. Have you seen yourself as a listener?
I think you are now practising some of the enabling skills. In this unit,
you are going to study the relationship between listening and
comprehending. You probably are familiar with the term listeningcomprehension. Indeed, listening is closely related to comprehension.
Listening is useless if there is no comprehension.
Get ready to study the unit. You need pen, paper and a tape recorder for
the unit. The cassette in your study pack will also be used in the unit.
2.0
OBJECTIVES
At the end of this unit, you should be able to:
·
·
·
show clearly the relationship between
comprehension
perform tasks on how to comprehend
state factors affecting comprehension.
listening
3.0
MAIN CONTENT
3.1
Relationship between Listening and Comprehending
and
Do you know the relationship between listening and comprehension?
You listen to comprehend and you comprehend, while listening. This
section exposes you to the relationship between listening and
comprehension.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
As you listen, you must always be ready to comprehend.
Comprehension is at different levels during the art of listening. Some
speeches are to be comprehended, superficially, because the points are
not too important. Some need proper attention because what is to be
discussed is very important. Flexibility in the art of listening and
comprehension is therefore very important.
SELF-ASSESSMENT EXERCISE
Listen to passage 2.1 titled Course Requirements casually and bring out
the major points.
Use the space below.
The passage is about________________________________________

Since you listened to the passage with minimal comprehension, you are
likely not going to put down more than the major points of the passage.
May be you may be able to say that the passage is about what
participants will be able to do after the completion of the media course.
Nobody will expect you to say more than this in a casual listening
activity. Comprehension is bound to be minimal
SELF-ASSESSMENT EXERCISE
Now listen to passage 2.1 again with proper attention. Pay attention to
details. After the listening activity, fill in the gap below with the actual
words or expressions from the passage.
Participants should be able to:
(a)
(b)
(c)
(d)
198
I. _________and
J. ___a
wide
K. of
L. 5. 6.
Adopt a systematic 7____________to the design of training
8.________.
Select appropriate 9.____of 10.to achieve
specific 11. 12.____
Perform
basic
13.__________14.___________skills
15.________for
learning
16.recording
and
17.
(e)
(f)
Design
and
produce
18.19.
20.__________
Present 21.__________ effectively to 22.___________
After this exercise, do you think you are capable of intense listening and
comprehension ability? You can determine this by checking the progress
you have made in intense listening and comprehension activity in the
structure below.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
T.
U.
V.
W.
X.
Y.
Z.
AA.
BB.
CC.
DD.
Set up
Operate
Variety
Instructional
Media
Equipment
Approach
Materials
Technologies
Instruction
Training
Objectives
Media
Production
Scripting
Audio
Editing
Interactive
Learning
Packages
Instruction
Learner.
What did you score out of 22 points?
·
·
·
·
If you scored all, you are a very good intense listener.
If you scored three quarters, you are a good intense listener.
If you scored half, you are just fair.
Below half, try again.
In fact, comprehension is more than getting all the words or expressions
in a listening passage. You need more than words to comprehend. You
need the general knowledge of what you comprehend. The more familiar
you are with the topic, the better the comprehension. This brings us to
the second part of our study: How can you comprehend what you
listened to?
GST101
3.2
USE OF ENGLISH AND COMMUNICATION SKILLS I
Listening-Comprehension
So far in this unit, we stressed the fact that listening is closely related to
comprehension. In this action, we are going to discuss how to
comprehend. In order to comprehend you should:
·
·
·
·
·
·
listen attentively
follow the speaker
posses a wide range of vocabulary related to the subject being
discussed
recognise general speech pattern and major speech divisions such
as introduction, main body of speech, transitional clues,
change of ideas, shift of emphasis, summary, concluding
remarks, etc.
put your experience of the world to bear on the topic
show interest in the topic.
The chart below indicates how to carry out all the comprehension steps
listed above.
Fig.2.1:Steps to Listening-Comprehension
200
SELF-ASSESSMENT EXERCISE
Listen to the audio recording captioned passage 2.2 and perform the
comprehension tasks below. The title of the passage is Factors for
Choosing a Mate.
(a)
(b)
(c)
(d)
(e)
The
major
points
raised
by
the
speaker
are
1________2.3. 4._________
_________is commonly valued in our society than
__________and ________
Societal
expectation
is

Discrepancy
often
occurs
when

What are the arguments for or against the following as raised in
the passage?
(i)
Age and marriage________________________________

(ii)
Male ego_______________________________________
(iii) Physical attraction_______________________________

If you comprehend the passage, you would discover that the major
points raised as factors for choosing a mate are:
I.
physical attractiveness
physical size
age and
health.
If you pay particular attention to details in the passage you would have
discovered that:
J.
beauty in women is commonly valued in our society more than
intelligence or ability.
If
you deeply comprehend the passage you would have
discovered that:
societal expectation is for the husband (for the male) to be taller
than the wife (or the woman).
K.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
SELF-ASSESSMENT EXERCISE
Listen to the audio recording of passage 2.2 again and give the meaning
of the following words as used in the passage.
I.
J.
K.
L.
M.
N.
O.
P.
Q.
R.
S.
Tolerable
Shallow foundation
Criterion
Incompatibility
Trivial
Bruising
Discrepancy
Ego
Flexibility
Contemplating
Affectionate
Although knowledge of all the vocabulary items in a passage does not,
necessarily, suggest absolute comprehension of the passage, if you do
not know the meaning of all the words listed above, to comprehend the
passage may be difficult.
SELF-ASSESSMENT EXERCISE
Listen to the audio-recording of passage 2.2 again and list all transitional
words found. Some of them are listed for you here:
In our lecture today...
Before ...
Almost ...
However ...
These words are signposts that direct you to the major points of the
passage.
SELF-ASSESSMENT EXERCISE
Finally, listen to the audio-recording of passage 2.2 again and suggest
the experiences you had before the passage that assisted you in
comprehending it (the passage).
I do not know your prior knowledge of experiences regarding marriage;
but as for me, my knowledge of beautiful women, short men, tall
women, old men marrying young women, and disease in a family
assisted me very much in comprehending the passage.
202
Let's go to the last part of this unit and this is a factor that can affect
comprehension.
3.3
Factors Affecting Comprehension
This section is directly the opposite of how to comprehend. The
following can affect the rate of comprehension.
·
·
·
·
·
Not being familiar with the topic
Lack of concentration
Lack of interest
Limited language and vocabulary of the subject matter
Inability to think deeply.
Passage 2.1
Course Requirements
On satisfactory completion of the course, participants should be able to:
·
set up and operate a wide variety of instructional media
equipment
·
adopt a systematic approach to the design of training materials
·
select appropriate technologies of instruction to achieve specific
training objectives
·
perform basic media production skills, scripting for learning,
audio-video recording and editing, graphic design, photography,
and computer literacy
·
present instruction effectively to learners.
4.0
CONCLUSION
Comprehension is central to all listening activities. As you listen to
lectures, seminars and tutorials in your study centre, make sure you
avoid barriers that can hinder comprehension. Remember, listening
without comprehension is useless. You must always strive for
comprehension whenever you listen.
5.0
SUMMARY
In this unit, you have been exposed to the following:
·
·
the relationship between listening and comprehension, and
how to comprehend during listening.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
We have also given you some of the factors that hinder
comprehension; you should put all these points into practice as
you study.
6.0
TUTOR-MARKED ASSIGNMENT
As you listen to the lecture, fill in the gaps with word or phrases from
the lecture. Insist on the act word or phrase (to be given to the students
to do).
Worksheet for the T.M.A
e.

e.
f.
204
What is (2)_______________?
(a)
An (3)__________ Made (4)_______________
By (5)_______________
(b)
Marriage is (6)____________
between
different
(8)_________
(7)_________
(c)
Marriage is made possible by (9)______ or
(10)_______
B.
Common (11)________________ in
selecting
(12)____________
(13)___________(14)_________________
_____ (15)_________________
(a) This factors is (16)______________ because in our society
(17)___________________
is still commonly more
valued than
(18) ________________ or
(19)________________________
(b)
Mistake
on
this
criteria
is
of
little
(20)________________
Physical size
(a)
Incompatibility in size is considered (21)_____________
And (22)___________________________________________
(b)
Marriage can be (23)____________ not so much because
of (24)but (25)________
(26)and (27)_____________
(a)
Age
(29)usually
occur
between (30)and (31)
rarely________ between
(32)and (33)
(b)
Where the couples are in (34)is more
important than (35)___________
in their (36)__________________________________________
i.
(c)
Maturity in age has been proved to be (37)_____________
(38)__________________ for (39)________________
(d)
People marrying (40)_________ have the (41)_________
(42)______________________ (43)_____________________
in our society due to lack of (44)_________________________
than (45)_____________________________________________
(46)________________________________________________
(a)
This factors is (47)_______________________ or take for
(48)________________________________________________
(b)
Health presupposes proper (49)_____________________
and (50)____________________________________________
(c)
Good health means (51)_______________________ and
(52)_____________________________ marriage.
(Passage 2.2) for exercises and T.M.A
Listen to the passage and fill in the gaps attached to your question paper
with words or phrases from the passage. Insist on the actual word or
phrases used in the passage.
Factors for choosing a mate
Marriage is an impossible situation made tolerable by unselfishness.
Marriage takes two completely different individuals and places them in
a position to spend the rest of their lives together in the most intimate
relationship we can imagine.
Before marriage becomes a reality, there must be a previously developed
feeling of love or strong attractions to him or her. The following are
some of the most common characteristics one considers in selecting a
prospective mate.
Physical attractiveness
Almost everybody agrees that this factor is overrated and that physical
appeal alone is a very shallow foundation for a marriage. However, in
our society beauty in women is still commonly more highly valued than
intelligence or creative ability; and more and more women are openly
acknowledging the importance of physical attractiveness in the men they
desire. There is little danger in making a mistake on this criteria as long
as one holds it in proper perspective and is sure the person one marries
has a number of other important traits.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Physical size
Matching for size is trivial consideration. Incompatibility based on
disproportions in physical size can be considered negligible. The issue
of the woman being taller than the man is probably the most crucial one
having to do with physical size. This reflects a complex set of societal
expectations coupled with an abnormal fear of ‘bruising’ the male ego.
Endless numbers of marriages between short men and tall women are
successful because the people involved do not measure at his 'inner'
talents and qualities.
Age
There are two questions here. Are the parties individually too young to
be married (no one is ever too old or is the discrepancy in their ages so
great that it suggests difficulties?). Age discrepancies most frequently
involve an older woman and younger man. Difficulties in adjusting to
this factor arise when people concentrate only on chronological years. It
matters not how young or how old a person is but where they are in the
life cycle. Age is a biological process, but the life cycle stages are
determined by one's occupation, level maturity, family life experience,
degree of flexibility, and most importantly on one's attitude towards life.
Some 65 -year -old men and women are younger in their outlooks on life
than some 20 year olds; and so 19 year olds contemplating marriage are
more mature than their 45-year old parents. A crucial issue for those
with an age discrepancy contemplating marriage to one another is one of
having children. Based on the reports of Bernice L. Neugarten, children
may prove to be less a problem than originally thought, since as the
male matures with age, he becomes less aggressive and achievementoriented and more affectionate gentle, sentimental, and capable of
expressing love and warmth. These are important qualifications
parenthood.
People marrying young have the highest divorce rate in our society. Yet,
this is due more to lack maturity and responsibility than chronological
years. The 'danger signal is the young person marrying prove his or her
maturity. It must be remembered that all age considerations are highly
individualistic; each case is different.
Health
Good health is a factor overlooked in considering a marriage partner
because most of us take health for granted. Here we include emotional
well-being as well as physical aspects of health. A concern for go health
206
is a reasonable thing because health is wealth. Healthy partners ensure
happy and long-lasting marriage.
(Passage to be recorded)
Passage 2.1
Course Requirements
On Satisfactory completion of the course, participants should be able to:
·
·
·
set up and operate a wide variety of instructional media
equipment
adopt a systematic approach to the design of training materials
select appropriate technologies of instruction to achieve specific
training objectives
perform basic media production skills scripting for learning,
audio-video recording and editing, graphic design, photography,
computer literacy
design and produce interactive learning package, and
present instruction effectively to learners.
7.0
REFERENCES/FURTHER READING
·
·
·
Adkins, A., & Mckean, J. (1983). Text to Note. London: Edward Arnold.
Anderson, A. & Lynch T., (1988). Listening. Oxford: University Press.
James, K., Jordan, R.R. & Matthews, A.J. (1988). ListeningComprehension and Note-Taking Course. London: Collins ELT.
Olaofe, I.A. (1991). English and Communication Skills for Academic
Purposes. Zaria: Tamaza Publishing Co.
Olaofe, I.A. (1993). Communicate English Skills. Zaria: Tamaza
Publishing Co.
Audio-Recordings of all the Passages under Listening Comprehension
e. e. Module 1 (units 1-5), Module 2(units 1 – Video Recording of
all the Passages under Listening – Comprehension i.e. Module 1
(units 1 – 5), Module 2 (units 1 – 5).
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
UNIT 3
LISTENING-COMPREHENSION
TAKING
AND
NOTE
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Introduction
Objectives
Main Content
3.1
Note-Taking and Note-Making
3.2
How to Take Notes from Lectures
3.3
Dos and Don’ts of Note Taking
Conclusion
Summary
Tutor-Marked Assignment
References/Further Reading
1.0
INTRODUCTION
In unit 2, we practiced, extensively, how to listen for comprehension.
Can you still remember what we said about listeningcomprehension? Listening and comprehension are related.
You listen to comprehend. Comprehension is at different
levels- superficial and deep comprehension. Flexibility in
listening activities is important. The concentration you give
to any listening activity depends on the importance of what
is listened to.
In this unit, you will study listening comprehension for note-taking. All
throughout life, you will face situations where you have to listen to
lectures, may be delivered by a distinguished special guest or lectures
presented in audio recordings, video or on the television. Occasionally,
in this your course, lectures may be delivered at the study centers. The
attempt in this unit is to prepare you for listening, comprehending and
taking down notes during lectures.
Get your tape recorder ready. Rewind your cassette to the section titled
listening for note- taking. If you visit your study centre, you may have a
video recording of some of the lectures used as practice exercises in this
unit. Watch it.
2.0
OBJECTIVES
At the end of this unit, you should be able to:
·
·
208
define note taking
distinguish between note taking and note-making
·
·
·
state, in clear terms, how to take notes
apply note taking techniques to taking notes from lectures
state the dos and don'ts of note taking activity.
3.0
MAIN CONTENT
3.1
Note-Taking and Note-Making
Some people cannot distinguish between note-taking and note-making.
The two terms, to such people, can be used inter-changeably. In this
unit, we distinguish between note-taking and note-making. We take
note-taking to mean taking notes from lectures or speeches. We,
however, see note-making as an activity done during study time. You
make notes from your textbooks, journal articles or study texts.
The ability to take good notes while listening to an important talk or
lecture is a skill that you will find useful in your studies and generally in
life. You should always take notes while listening to a speech, talk or a
lecture, no matter the medium of delivery. That is, if you listen to a
lecture on a video or CD-ROM, you should be able to take notes. You
should also take notes in discussion groups, seminars and tutorials.
SELF-ASSESSMENT EXERCISE
Going by the distinction made between note-taking and note-making in
this unit, tick (ü) situations when you will take notes and put (x) in
situations where you will make notes. Do this for the situations listed
below.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
When reading a book in the library
When consulting an encyclopedia
When reading a recent journal
When in a distinguished annual lecture
When listening to a documentary
When you are in the reference section of a library
When listening to a budget broadcast
When consulting yellow pages
When in a crucial meeting
When consulting an open university directory
£
£
£
£
£
£
£
£
£
£
I don’t think you will find this exercise difficult. The answers are
straightforward. Any situation that suggests reading, in all the situations
listed above, requires note-making. Thus, when reading a book in the
library, consulting an encyclopedia, recent journal, when in the
reference section of the library, when consulting yellow pages and an
open university directory, you should make notes (put x in the boxes).
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
They are situations when notes are made. All other situations which
entail listening should have a tick (ü). They are situations when notes
are taken.
Let's go to the next section of our study. Can you guess the next section?
Check the table of content if you cannot. The next section of this unit is
on how to take notes from lectures. Let's study it.
3.2
How to Take Notes from Lectures
This section gives you training on how you can take notes from lectures,
seminars, and tutorials from speeches. The rules are simple and
straightforward. You should not forget them.
e.
Listen carefully to the lecture- paying attention is very
important in note-taking. Some students start to
write as soon as the speaker starts speaking,
without taking pain to listen attentively to what the
speaker is saying.
f. Understanding- understand what the speaker is
saying before attempting to take notes; take notes
when you understand the point.
g. Put down the summary of the main points of the lecture. Some
students start writing even before the points are made. Thus, they
end up writing irrelevancies. Most of the things students study, as
notes today are irrelevancies because proper notes are not taken.
Write points. Do not write full sentences in note-taking.
h.
Use abbreviations where necessary and possible. This saves
time. Common note-taking abbreviations are listed in the box
below.
e. e
b/4
i/c
etc
viz
sb
sth
abr
b/c
=
that is
before
preposition/preparation
in charge
and so on
namely
idm
somebody
something
abbreviations
because/became
V
Prep
=
verb
Pro
=
pronoun/pronounce,
syn = synonyms
=
sgm
fig
BrE
Nig
Afr
Conj
det
Fig. 3.1: Common Note-Taking Abbreviations
determined/determine
210
idom
=
=
=
symbol, symbiotic
figure
British English
Nigeria/Nigerian
African/Africa
conjunction
These are just a few. You can, on your own, find out many more.
Do you know what? You can even create your own abbreviations.
The only thing is that you should not fill up your notes with too
many abbreviations that will make the notes incomprehensible.
Abbreviations save time during note taking. You need them more
when the speaker is fast.
5.
Use symbols where necessary or important- there are many
symbols that you can use. Science and technology students use
more symbols than the humanities students. Be familiar with the
symbols in your field. Some of the symbols you can use in notetaking are presented in the next box.
Fig. 3.2: Symbols for Note-Taking
Again, there are many symbols that can be used during note-taking.
Only a few is given here. Of course, you can also form your own
symbols. Note-taking activities during lectures are fast when symbols
are used.
Leave plenty of space between different headings and sub-headings
when taking notes. The spaces are to be used for writing additional
information or facts that you may discover after the lectures or during
your own private study. Also leave wide margins for later comments and
related references. Emphasise key words, phrases, sentences and ideas
by use of capitalisation, underlining, colouring, asterisks, etc.
Neatness- the neater your notes, the more attractive and the more you
would like to read them. Good handwriting, systematic organisation,
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
consistent use of headings and sub-headings, all add to what can make
your notes attractive, pleasant to read and easy to learn.
Let's put into practice all that you have learnt so far. Get ready.
SELF-ASSESSMENT EXERCISE
Listen to the audio-recording of passage 3.1- titled Typhoid: A Deadly
Disease. As you listen to the lecture, use the format designed here to
take down notes from the lecture. The structure of the format forces you
to take down only the important points. As you listen, fill in the blanks.
At the end of the exercise, a comprehensive note on the lecture will
emerge. You can now start the exercise. Remember, you are to listen to
the lecture only once.
e. ___________________________
f. ___________________________________________________
(a)
Typhoid fever caused by 3._________________________
contracted through 4._______________________ contaminated
with 5.______________________________________________
(b)
Patients or carriers 6.__________________________ the
7.in 8.
or 9.____________________________________
(c)
Flies on 10._____________________________________
and on food and water 11.it and
endangering the 12._____________
of anyone who eats the food.
(d)
Typhoid
is
contracted
through
eating
13.and
14.__
(e)
In rural areas and some cities, people are exposed to
typhoid infection through 15.____________________________

e.g. not 16.__________________________________________

or 17.______________________________________________
before eating and not__________________________________
washing 18.__________________________________________
after 19._____________________________________________
(f)
Urban centres, typhoid fever does not assume
20.because
21.______
treat
22._________________
e.
212
Writing for Typhoid Suspects
(g)
See23.their 24.
Properly disposed of and be 25.__________________________
f.
Prevention
Typhoid prevented through 26.___________________________
27.__________________________________________________
28.__________________________________________________
29.__________________________________________________
30.__________________________________________________
31.__________________________________________________
32.__________________________________________________
33.__________________________________________________
34.__________________________________________________
35.__________________________________________________
36.__________________________________________________
g.
Symptoms and Treatment
(a)
Symptoms manifest about 37.after
38.________________________________
(b)
Typhoid fever associated with 39.___________________
40.41.___
42.______________________ 43._________________________
44._______________________________________________, etc
h.
Vaccination against typhoid fever 45.___________________but
its effectiveness only about 46.__________________protection
cover lasts for 47.________________________________and
48.___________vaccine 49. not
readily___________________50.
and not in the 51._________________________for prevention of
typhoid.
I think, by now, you must have gone through the lecture and filled the
gaps above. Let's discuss the answers to the exercise.
The first thing in note-taking from lecture is to be able to identify
heading and sub-headings. Indeed, the centre (or main) heading and subheadings of the lecture are outlined below.
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USE OF ENGLISH AND COMMUNICATION SKILLS I
Fig. 3.3: Schema for Identifying Topical Headings/sub-Headings
This is a very simple heading- sub-heading format for good note-taking.
Of course, it is possible in a more technical and complex note-taking
activity to have sub-sub heading under a sub-heading as shown in the
next box.
Fig. 3.4: Schema for Identifying Sub-Headings
Note that the major points under each sub-heading were not written in
complete sentences but in summary form. Let's fill in the gaps of the
lecture on ‘‘Typhoid: A Deadly Disease’’. Cross-check the notes you
took in the earlier exercise with the one presented below.
Rewind your CD to the lecture as you cross-check your notes with mine.
e.
f.
Typhoid: A Deadly Disease
Causes
Typhoid fever caused by 3. typhoid bacterial contracted through 4. Food
or water contaminated with 5. faeces or urine.
e.
f.
g.
214
Patients or carriers 6. Pass the 7. Organism in 8. Urine or 9.
Stool.
Flies on 10. typhoid-bearing faeces or urine and on food and
water 11. contaminate it endangering the 12. health of anyone
who eats the food.
Typhoid contracted through eating 13. unwashed mangoes and
14. road-side food.
d.
e.
II
In rural area and some cities, people exposed to typhoid infection
through 15. not observing simple hygiene rules e.g. 16. not
washing hands or 17. fruits before eating and not 18. washing
hands after 19. visiting 20. the toilet or latrine.
Urban centres, typhoid fever does not assume 20. epidemic
proportions because 21. water corporations treat 22. water.
Warning in Typhoid Suspects
(a)
See 23. doctor their 24. stool and urine be properly
disposed of and be 26. adequately treated.
III
Prevention
nn.
oo.
pp.
qq.
rr.
ss.
tt.
uu.
vv.
ww.
xx.
Food should not be contaminated
Water be purified
Faeces and urine properly disposed of
Hands and fruits be washed
Hands washed after toilet
Food from flies
Cook food properly
Suspected unclean water be boiled or treated with chlorine/iodine
Food eaten steaming hot
Town/city water tanks properly covered and washed
Rural area wells and other sources of water be properly protected
from contamination
IV
Symptoms and Treatment
(a)
Symptoms manifest about 37. two weeks after 38. contracted
with the bacteria
Typhoid fever associated with 39. fever 40. headache 41. general
malaise/weakness 42. diarrhea 43 constipation 44. abdominal
pain, etc.
Vaccination against typhoid fever 45. exists but its effectiveness
only about 46. 70% protection cover lasts for 47. three years and
51. partial, vaccine 49. expensive not readily 50. available and
not in the 51. priority for prevention of typhoid.
(b)
(c)
3.2
Dos and Don'ts of Note-Taking
What can you deduce regarding ‘‘dos’’ and ‘'don'ts’' of note-taking from
lectures, as revealed in the example worked for you in this unit? Jot
down points and compare your points with mine.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
·
Irrelevances were removed from the notes e.g. the extract: ‘'If
the typhoid bacteria are in sufficient dose, one could contract the
disease. The bacteria goes into the blood stream and multiply
there and may go on to any part of the body and affect it’' which
was the preamble to the component of the lecture titled
‘Symptoms and Treatment’ which was found to be irrelevant to
symptoms and treatment of typhoid fever. That's why it is not
included in our notes. Thus, one of the most important "dos" of
note-taking is- always remove irrelevances. Do not write
everything the lecturer says.
·
Abbreviations were used. Abbreviations such as- etc. (and so
on) e.g. (for example) and symbols such as "/" (for either -or)
were used, although sparingly in the lecture.
Check the box!
·
·
·
·
·
not observing simple hygiene rules e.g. not washing hands
or fruits before eating
diarrhoea or constipation, abdominal pain, etc.
chlorine/iodine, general
malaise/weakness
Use abbreviations during note-taking.
·
Heading and sub-headings of the notes were consistent. The
heading is centralised, underlined/in bold letters because not all
the letters are capitalised. If all letters are capitalised, do not
underline.
·
The notes were not written in full sentences. You should write
points and not full sentences in note taking. See the illustration in
the box that follows:
These are not written in full sentences
i. typhoid fever caused by typhoid bacteria
ii. patients or carriers pass the organism in urine or stool
iii. flies on typhoid bearing faeces or urine and so food and
water contaminate it
iv. typhoid contracted through eating unwashed mangoes and
road side food.
·
216
You should write points in notes. Do not write long sentences.
The shorter your points, the more concise your notes; but beware!
Do not be too brief in your notes such that your meaning becomes
unclear to you yourself. Put down enough that will enable you to
remember the major points.
Do not write notes on loose sheets which are improperly kept. Write
notes in exercise books or on sheets that are well filed.
SELF-ASSESSMENT EXERCISE
Rewind the CD. Play back the passage 3.1 entitled ‘Typhoid: A Deadly
Disease’. Use abbreviation to shorten the notes that you have formed.
Use symbols to represent some of the points or concepts.
If this exercise is done very well, you will be able to shorten the notes
by one third. For example you will be able to use abbreviations such as:
“/” for or and thru for through as in
typhoid contracted thru food/water contaminate with faeces/urine
= for equals to as in;
rural areas = high typhoid epidemic proportion than urban centres
® to indicate one idea flowing into the other as in
Typhoid suspects = see doctor ® stool and urine properly kept
® be adequately treated
4.0
CONCLUSION
Note-taking activity is very important to all students. It is needed when
listening to lectures, seminars tutorial, and important speeches. Notetaking brings to memory what has been learnt or heard. You must
always take notes while listening to an important talk.
5.0
SUMMARY
This unit has made it clear to you that:
·
·
·
·
note-taking means taking notes from lectures, talks or speeches
note-making is reserved for making notes from your textbooks,
journal articles or study texts
before you take notes, you should listen attentively and
understand what the speaker is saying
when taking notes, you should put down the major points, use
abbreviations and symbols where necessary, leave enough space
between different headings, emphasise the key words, etc.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
6.0
TUTOR-MARKED ASSIGNMENT
e.
Passage 3.1: Typhoid: A Deadly Disease
Today's lecture is on a very important, issue captioned ‘Health is
Wealth’. It dwells on a deadly disease called typhoid. Nobody
prays for this disease. As you listen to the lecture use the form in
exercise 3.1, unit 3, to take down notes. You are allowed to listen
to the lecture only once.
Causes
Typhoid fever is caused by typhoid bacteria. The disease is
contracted through food or water contaminated with faeces or
urine. Patients and carriers of typhoid (the latter may not suffer
from the disease), pass the organism in urine or stool. If such
stool or urine get in contact with food or drinking water then,
whoever takes such food or water can get typhoid.
Flies which settle on typhoid-bearing faeces or urine and then
settle on food and water contaminate it, endangering the health
of anyone who eats the food. One could get typhoid by eating
unwashed mangoes that had fallen on the ground where someone
had passed stool around with a high bacteria count of typhoid.
Roadside food sellers are big offenders in transmitting typhoid. A
lot of them do not practise much hygiene. They may use the toilet
without washing their hands properly afterwards, and may
contaminate the food or water they sell to their customers. This
applies to any commercial food selling place.
In rural areas, and even some urban centers where water is
insufficient in quantity and where the water is not safe, the people
are exposed a lot more to typhoid infection. Adequate and safe
water is, therefore, one of the bedrocks of preventing typhoid. In
such situations where water is a scarce commodity, people hardly
observe simple hygiene rules like washing hands or fruits before
eating, and washing hands after visiting the toilet or latrine. This
group of people increases chances of contracting infection.
In some homes there is also, the problem of lack of proper toilet
and sanitary facilities, and people just go to the backyard when
they feel like ‘easing’ themselves, or throw rubbish or garbage
anywhere, encouraging the breeding of germs which can be a
source of contamination. Even where there are toilets like the pit
latrines, if they are not properly made, used and covered, flies
218
can fly in and out of the latrines and deposit faeces carrying
bacteria on uncovered food or drink.
As far as epidemics are concerned, it is not usual for typhoid to
assume epidemic proportions in the urban centres, because most
water corporations treat water. A person suspected to have
malaria fever, who does not respond to treatment for malaria,
has typhoid fever unless proved otherwise. A typhoid victim's
stool and urine should be properly disposed of so as to avoid
transmitting the disease to others. They must also ensure that
they are adequately treated. Infection may confer only temporary
and partial protection against further infection.
Prevention
The best preventive measure against typhoid is preventing
contamination. Typhoid is grouped among diseases that are transmitted
by the faeco-oral route, i.e. from faeces to the mouth. The main thrust of
preventing typhoid would therefore be centred on preventing
contamination of food and water and having a good standard of
personal hygiene. Once you can prevent contamination, then your
chances of getting typhoid are very slim indeed.
All faeces and urine should be properly disposed of, and you should
observe simple rules of personal and food hygiene. Hands and fruits
should be washed before eating, and after visiting the toilet. Fruits such
as mangoes, which are eaten raw, must be properly washed. Foods
should be protected from flies. All excreta and garbage must be properly
and safely disposed off. Foods that could be cooked should be cooked
properly, and drinking water, whose source is suspect, must be boiled
for 10 minutes, or chemically treated with chlorine or iodine. Freezing
does not kill the typhoid bacteria. In suspect circumstances, food should
be steaming hot to be on the safe side.
In the towns and cities where people use tanks for storing water, these
tanks must be properly covered and periodically make sure that the
likelihood of the water carrying typhoid is zero. Broken pipes though
may lead to contamination if in close proximity to sources of
contamination.
Typhoid epidemics from water are more likely to occur in the rural
areas where pipe-borne water is not readily available. Wells and other
sources of water that are not properly protected could become
contaminated. In the rainy season, for example, faeces that may litter
around the vicinity of water supply could get washed into these sources
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
of water supply and contaminate them. Since water is used quite
regularly and on a wide scale, there can be danger of an epidemic.
A carrier of typhoid, who is working in a commercial food centre,
can also be a source of infection and epidemic if simple rules of
personal hygiene are broken. Carriers are not expected to gain
employment in such places.
Symptoms and Treatment
If the typhoid bacteria are in sufficient dose, one could contract
the disease. The bacteria go into the blood stream and multiply
there and may go on to any part of the body and affect it.
However, the bacteria have a liking for lymphoid tissues of the
intestine. They will then weaken tile area and lead to a hole in the
intestine, leading to a very critical and serious state called
peritonitis, which is a general spread of fecal-like matter in the
abdomen. The patient's chance of survival is then very slim. The
symptoms of typhoid, usually, begin to manifest about two weeks
after contact with the bacteria.
Typhoid fever is usually associated with high fever, headache,
general malaise and weakness and diarrhoea or constipation,
abdominal pains and a bit of dry cough.
Although there exists, a vaccine for typhoid fever, its effectiveness
is only about 70%. The protection cover lasts for only three years
and is partial. The vaccine is expensive and is not readily
available. Since one could get tile vaccine and still contract
typhoid fever, the typhoid vaccine is not in the priority for tile
prevention of typhoid. Therefore, the main weapon for preventing
typhoid is simple hygiene. This in turn is related to good and
adequate water supply and provision of good sanitation for the
people.
f.
As you listen to the lecture on computers on the audio recording,
use the format to take down notes on the lecture. As you listen to
this lecture, fill in the gaps in your worksheet. At the end of the
lecture the major points of the lecture should emerge.
Computers
f.
g.
220
There are (a)computer in the world
Computer is for (b)____________
3.
4.
5.
6.
7.
Computers can (c)______________________________at
greater speed.
Computers (d)______________________________many
aspects of life.
(e)_________speed up the change
because it (f)
Computers are being used in (g)___________________for
(h)_________________________________and are also
being used to (i)________________from
standing orders.
Computer can be used in (j)transfer
and more in (k)for keeping
(l) records and delicate taste of
(m)going for (n)
and to assist in (o)
Computers
There are, at present, over one quarter of a million computers in
the world. Basically, a computer is a device for storing and
processing information, or data- as it is called. People have
found ways of doing these things for thousands of years of
course; but computers can process highly complex information at
great speed. As a result of this they are transforming many
aspects of our lives. The development of microprocessors you
heard about their manufacture earlier-has speeded up this
change even more. Microprocessors make it possible for
computers to work much faster and to be made much smaller.
So, any particular computer can also be made more complex
without taking up too much room. Computers are now being used
in an enormous number of areas. We will look at a few of these.
Computers are widely used in the banking industry for the
processing of cheques. The code numbers on cheques are printed
in magnetic ink which can be read by a computer. When you pay
in a cheque, it is sent to a central clearing house where all the
cheques are sorted according to the banks they belong to.
Cheques for a particular bank are then sent back to it, where they
are processed by another computer and the two accounts
involved are debited and credited according to the amount on the
cheque. Computers are also being used to process withdrawals
and the payment of standing orders. Another development is
known as the Electronic Funds Transfer. This system makes it
possible to transfer money directly from one account to another
via a computer. It is controlled by a computer in Belgium. If it is
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
accepted by banks generally, this computer will become the
centre of a highly efficient world-wide network.
Computers are being used more and more in medicine too. The
commonest use is for keeping the records of patients. There may
be access to these at several points -wards, offices, laboratories
and even operating theatres. Computers are also used in the
delicate task of looking after patients in intensive care units and
in monitoring those undergoing surgery. One of the latest
developments is to use computers to assist diagnosis. A computer
is programmed with information about a disease, using the
accumulated knowledge of many specialists and textbooks.
A doctor examining a patient may then be guided by the
information given by the computer in what to look for and which
questions to ask the patient. The information he gathers is fed
into the computer. It may suggest further questions, before finally
providing a diagnosis. This kind of procedure causes some
people anxiety. They feel it increases the gap in the personal
relationship between doctor and patient. On the other hand, it
makes widely available knowledge and expertise which before
belonged to only a small number of specialists, or which had to
be found with difficulty in published material.
Source: Alex Adkins and Ian Mckean, Edward Arnold, (1988).
Text to Note.
7.0
REFERENCES/FURTHER READING
Adkins, A. & Mckean, J. (1983). Text to Note. London: Edward Arnold.
Anderson, A. & Lynch, T. (1988). Listening. Oxford: University Press.
James, K., Jordan, R.R. & Matthews, A.J. (1988). ListeningComprehension and Note-Taking Course. London: Collins ELT.
Olaofe, I.A. (1991). English and Communication Skills for Academic
Purposes. Zaria: Tamaza Publishing Co.
Olaofe, I.A. (1993). Communicate English Skills. Zaria: Tamaza
Publishing Co.
Audio-Recordings of all the Passages under Listening Comprehension
i. e. Module 1 (units 1-5), Module 2(units 1 – Video Recording of
all the Passages under Listening – Comprehension i.e. Module 1
(units 1 – 5), Module 2 (units 1 – 5).
222
UNIT 4
LISTENING-COMPREHENSION AND
INFORMATION RETRIEVAL: GENERAL
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Introduction
Objectives
Main Content
3.1
Types of Information to be Retrieved: Instructions,
Directions and Facts
3.2
Listening for General Impression
Conclusion
Summary
Tutor-Marked Assignment
References/Further Reading
1.0
INTRODUCTION
In the previous unit, you learnt about an important skill. Can you
remember this skill? It is the skill of note-taking from lectures, seminars,
speeches or talks. Note-taking is a skill that you must use all the time.
This unit moves you to another aspect of listening-comprehension. This
is listening- comprehension for information retrieval. The word retrieval
is formed from the word ‘retrieve’ which means to receive. One of the
primary aims of academic pursuits is to receive information.
Indeed today, a lot of information is stored in what we call multi-media
system (radio, television, video, internet, computer, etc.), that it will
amount to ignorance for any student like you not to tap them.
Information highways across the world are congested. Only the wise like
you can retrieve them. This is why this unit and the next one are
important to you.
Get ready to study the unit. Have with you a pen, paper, recorder, the
pre-recorded CD in your study pack and other resource materials
needed. I wish you success as you go through the unit.
2.0
OBJECTIVES
At the end of this unit, you should be able to:
·
·
state the types of information to retrieve through listeningcomprehension
retrieve the information through listening-comprehension.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
3.0
MAIN CONTENT
3.1
Types of Information to be Retrieved: Instructions,
Directions and Facts
Academic life is full of different kinds of information. You spend most
of your time acquiring these information types from respective social
life and academic fields. Basically, you can break the world of
information into different segments. Only the three general ones will be
discussed in this section; these are- instructions, directions and facts.
(a)
Instructions are given in form of commands, steps, procedures
and process.
SELF-ASSESSMENT EXERCISE
Insert your CD into the player and move to passage 4.1 titled ‘Safety
Precautions’ and perform the activities below.
Fill the blanks with the correct safety precautions suggested in the
passage.
·
·
·
·
·
·
·
·
·
224
To prevent fire and electrical shock_______________________
in an excessive_______________________________________
Do not________________________________________ at the
back of the TV
set; this can cause fire or other serious problems.
Leave______________________________ for good ventilation
Do not__________________________________________ such
as a bookshelf or built-in case.
Never______________________________________________as
there is high voltage inside the TV set.
Do not______________________________________________
the television equipment may fall, causing serious injury to a
child or an adult and serious damage to the equipment.
Use only with a cart or
sold with the television equipment.
Out of direct sunlight and away from heat as high temperature
can damage the cabinet
Never_____________________________or
the TV set, this can cause fire, electrical shock or electrical
failure.
Do not______________ on the TV set, as
liquid spilt on the TV set can cause serious problems.
·
Unplug______________________________________________
__________ immediate the TV set begins to make unusual noises
or give off smoke.
In the exercise above, you will notice that all the precautions are given
in form of instructions. On the CD, move to the beginning of the
passage and cross-check your answers with the ones in the box.
Instructions in the safety precautions include the following.
INSTRUCTIONS!
· Do not use wrong connections
· Do not cover the ventilation holes
· Leave an adequate open space behind the TV set
· Do not place this set in confined spaces
· Never remove the back of the cabinet
· Do not place this television equipment on an unstable cart, stand
or table, etc.
(Complete the rest using clues from playing back the cassette)
When you hear sentences beginning with verbs such as do, do not, leave,
position, use, etc., know that useful information in form of instructions
is about to be given.
(b) Directions are also given in form of steps to be taken.
SELF-ASSESSMENT EXERCISE
Listen to the pre-recorded passage 4.2, titled- The Small Town. Fill in
the blanks as you listen to the passage.
The small town is a home to about 5,000 inhabitants mainly of the
Kikuyu tribe. Situated about Nairobi, it is bounded by hills
in______, surrounded by lake in_________________and
fertile green land _______________________________________
Rewind the cassette and cross-check answers as presented in this box.
The box is used to illustrate so form of directions. There are many
others.
· 40 kilometers North of the capital city Bounded by hill in the
West
· by lake in the East
· fertile Greenland by the South
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USE OF ENGLISH AND COMMUNICATION SKILLS I
Directions are vital information. They place you in proper perspectives
regarding:
·
·
·
·
location
situation
time
place
You need directions in order to function effectively in real life.
Directions are also important in academic life. Wrong directions may
make a doctor kill his patient, an engineer construct a collapsed bridge
and a teacher to mislead a child for life.
(c)
Facts- these are regarded as true information, although there can
be wrong facts. Facts are also real events, not fable or untrue
story. You can take facts to mean a piece of information that is
known to be true or real. It also emphasises something that is
true. It is the basic detail or impression of a situation or issue.
Indeed, facts connote situations or events that really happen.
Since academic and social life work on facts, truth, accepted
norms, and inventions, listening-comprehension regards facts as a
primary source of information.
The most difficult task in listening-comprehension is to be able to
distinguish facts from fables, facts from opinions, true from untrue facts.
Your views may differ from mine in what we regard as facts (true) and
fables (untrue) and what we regard as facts and one's opinions which
may not be the opinions of others.
SELF-ASSESSMENT EXERCISE
In this exercise, you will listen to the views of people regarding different
issues of concern of Africans. Listen to the series of passages titled
Passage 4.3- ‘Fact and Fables’. As you 1isten, isolate what you think are
facts (true) from what you think are fables (or untrue facts). Also
classify some of the issues into opinions. Use the chart below.
226
FACTS
FABLES
OPINIONS
Passage………………… ____________

4.3 A……………………
………………………….
………………………….
………………………….

4.3 B……………………
………………………….
………………………….
………………………….

4.3 C……………………
………………………….
………………………….
………………………….

4.3 D……………………
………………………….
………………………….
………………………….

4.3 E……………………
………………………….
………………………….
………………………….

4.3 F……………………
………………………….
………………………….
………………………….

4.3 G……………………
………………………….
………………………….
………………………….

Is your classification of the passages 4.3A-G the same as mine? Let us
cross-check, using the discourse below.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
My facts may be your fables
Rewind the CD to passages 4.3, A-G. Cross check your classification
with mine. Of course do not be surprised if your facts are my fables or
opinions. The way we view life may be different; but, on the whole,
certain facts remain facts regardless of the age of the individual and field
of specialisation. That's probably why science and technology are more
of facts than opinions.
For passages 4.3 A, I regard the first statement as fact. That is:
that formal education is the bedrock for development of every
nation.
I regard, however, the second statement as an opinion of the speaker
which may be true or untrue. The word “almost” saves the statement
from over-generalisation, which may turn the entire statement to an
untrue one or an impression.
Almost every class of people in Ghana desires to see children
reach the highest rungs of education ladder.
The third statement I regard as untrue. The over-generalisation makes it
untrue.
Unfortunately, the cost of education in Ghana has become so
expensive that only the rich are able to send their children to
school.
I think some children of the poor still manage to go to school in Ghana.
In passage 4.3B, I regard the first statement as a matter of opinion. That
is:
… that we, Southern Sudanese are not ready to join the union now.
I think some of the Sudanese may want to join the union. I also think
that the last statement is, partially, a fact and, partially, an opinion.
… the struggle continues and victory is certain (A fact) (an opinion)
228
The first statement of passage 4.3D to me is an opinion:
… media has given a blanket coverage to war involving the Western
Allies and one of the poorest countries here on earth
We may go on and on analysing all of the statements, but what we are
trying to emphasise here is that as you listen, you should be capable of
isolating facts from fables, facts from opinions, etc.
3.2
Listening for General Impression
There are types of listening-comprehension that are not restricted to
instruction, directions or facts. They are listening-comprehension that
demand getting the overall or general impression of what the speaker
says. Thus, in such a listening activity, you link all details to the topic
and form your own overall impression. This kind of listening is
important in life. It makes you capable of forming your own impression
and not a listener who merely imitates copies or agrees uncritically with
whatever is said, no matter the rubbish. Look here! I want to make you
such a listener.
Let's practice this kind of listening comprehension activity:
SELF-ASSESSMENT EXERCISE
Listen to the next passage (passage 4.4) on your audio-recording. The
passage is titled ''Ready for the Next Shift?'' Many issues are raised
regarding shifting cultivation (called slash and burn) in this passage.
After taking down notes on the passage, forms your own overall
impression regarding:
i.
ii.
iii.
iv.
efficiency or otherwise
disruptive effects
adoption or rejection
many faces
On this mode of agriculture, do not merely copy out the views of the
speaker. Bring out your own impression based on the facts from the
passage. Continue with the rest of the discussion in this unit after you
have completed exercise 4.4. Do not study the discussion section until
you have attempted this exercise.
Now that you have completed exercise 4.4, let's discuss the passage and
come out with our own impression. Compare your own impression with
the ones we come up with in the box.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Table 4.1
Ready for the Next Shift: General Impression
Note from the lecture
The shifting agriculture
· Fed many, continues to
feed many: 300 mill
· Many faces
· Farming sustainable in
Take down notes
low densities
as you listen to · Soil depletion: speedy
the passage
population
· Agriculture modernised
their model not
· Shifting denounced as,
irrational/destructive
Limiting their shifts
·
Research out-put: 15
mill ha. of
forest
disappear,
17%
of
shifting
cultivations
clear primary forest –
less brought treeless
Form
your
land
impression from
·
Reforestation = civil
points raised
war, drought market,
govt. policies, etc.
Over Impression
Its Efficiency- depends on
location, type of shift
Destructivemarginal
EFFECT in many areas,
govt. policies, war more
destructive than shifting
Agriculture
Adoption or Rejection
Not conclusive – not black
and white
Many Faces
This is true: The faces are:
areas
of
low
high
densities, remote or urban,
full of partial shifts, etc.
Low yielding but Stable
·
Remote areas:
·
Decisions result in low
yield, but stable, sust.
Food
·
Urban®soil depletion
two extremes –
·
Some
shift-partiallyreturn later
·
In forest which sustains
the pop shifts. Agr.
Positive
·
Where
it
cannot
maintain
Pop:-agro
forestry an alternative
To gain general impression in listening activities, you should:
·
·
230
listen and understand the lecture very well
take down notes on the major points raised in the lecture
·
·
use the major points of the notes to form your own impression
and
present your general impressions in clear terms.
Going through these steps, the following general impression regarding
shifting agriculture emerged from the lecture in exercise 4.4.
(a)
Efficiency of shifting cultivation depends on the type of shift and
the location where the shift is taking place i.e. whether low
population or high population density areas.
(b)
One cannot, uncritically, say that shifting cultivation is
destructive. There are other measures that lead to greater
deforestation than shifting cultivation.
(c)
The adoption or rejection of shifting cultivation is not conclusive:
it is not a black and white distinction type of affair.
(d)
Indeed many environmental variables such as low/high density,
remote/urban, and types of shift: wholesale, partial or non-shift,
make shifting cultivation to have many faces.
Are your answers to exercise 4.4 similar to mine? If they are, I can
rightly say you are capable of forming general impressions from
listening. More practice activities in the subsequent units will make you
better in this listening skill.
4.0
CONCLUSION
This unit sees listening-comprehension as a tool for gathering general
information. You need this skill for progress in all academic pursuits.
5.0
SUMMARY
This unit has taught you the following:
·
·
·
how to retrieve information through listening-comprehension
the types of information that you can retrieve through listeningcomprehension; these include instructions, directions and facts
the way you can form general impression from various sets of
information at your disposal.
The next unit will expose you to other types of information that you may
be called upon to retrieve in your academic area.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Listen to the audio-recording of the passage titled ‘Pollution: Everything
Must Go Somewhere’. Use the passage to complete the table attached to
your study text. You may want to take down notes as you listen to the
passage and use your notes to complete the table.
Passage 4.1 (To be recorded)
Safety precautions- listen to these precautions and fill in the blanks in
your study text.
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
232
To prevent fire and electrical shock do not use wrong connections
of wires or use the TV in an excessive manner.
Do not cover the ventilation holes at the back of the TV set; this
can cause fire or other serious problems.
Leave an adequate open space behind the TV set for good
ventilation.
Do not place this TV set in confined spaces such as a bookshelf
or built in case.
Never remove the back of the cabinet as there is high voltage
inside the TV set.
Do not place the TV set on an unstable cart, stand or table. The
television equipment may fall, causing serious injury to a child or
an adult and serious damage to the equipment. Use only a cart or
solid cabinet or the television table sold with the television
equipment.
Position the TV set out of direct sunlight and away from heat as
high temperature can damage the cabinet.
Never expose the wires or the tube of the TV set; this can cause
fire, electrical shock or electrical failure.
Do not pour water on the TV set, as liquid split on the TV set can
cause serious problems.
Unplug the main current leading to the TV set immediately the
TV set begins to make unusual noises or gives off smoke.
Passage 4.2
The small town is home to about 5000 inhabitants, mainly of the Kikuyu
tribe; situated about 40 kilometers north of the capital city, Nairobi. It is
bounded by hills in the West, surrounded by lake in the East and fertile
green land by the South.
Passage 4.3
Facts, Fables and Opinions
A
Subsidised Education
That formal education is the bedrock for the development of every
nation cannot be over-emphasised. Almost every class of people in
Ghana desires to see their children reach the highest rungs of the
education ladder.
Unfortunately, the cost of education in Ghana has become so expensive
that only the rich are able to send their children to school. Fees that
parents pay each academic term, especially at the tertiary level, are
higher than five months salary of a well-paid civil servant in Ghana.
The majority of the country's youth are therefore slouching on the
streets, unable to go to school. The frustration that many of the youth go
through compels them to turn to crime. If Ghana is going to catch up
with the rest of the world, then the government must subsidise education
for the people of Ghana.
Francis Sackitey, Aksombo, Ghana
B
African Union Can Wait
Even though I admire the idea of an African union, given a boost
recently by Libyan leader Color Gaddafi; I would also like to make it
clear that we, southern Sudanese, are not ready to join this union now.
This is for the simple reason that we are still liberating ourselves from
the various Arab Islamic Governments that have come and gone in
Khartoum. My last word of encouragement to our south Sudanese
freedom fighters is that the struggle continues, because victory is
certain.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Yokwe Silvano, Solwezi, Zambia
C
Don’t Ignore Our War
Once again, the media has given blanket coverage to a war involving
the Western Allies and one of the poorest countries on earth. But why is
the coverage of war so selective?
The war in the Democratic Republic of the Congo has been raging now
for three years and has cost more than three million lives and yet we see
or read very little about it. The vast majority of the casualties in this
war are civilians, and the Congo’s natural resources have been the
subject of wholesale plunder by the various armies involved.
How long must the Congolese people suffer before the world finally
comes to their assistance?
Three million dead- is surely significant enough to warrant action from
the international community.
If the liberty and life of people in the US is worth defending, surely the
same should apply for Congolese citizens.
Or is a Congolese life worth than a Western one?
John O’Shea, London, UK
D
Don't Blame the West
Congolese leaders, I ask myself why my country- DRC is still in trouble
since we became independent. It is not Belgium which leads Congo now,
but the Congolese. Why do our leaders not have pity on our people?
Today, Congolese people are suffering badly. Some are refugees, some
are killed by disease and many are living miserable lives, while our
leaders fill their stomachs and pockets. Nobody, not even the
government, thinks to build peace in Congo. Everybody supports war on
our country, so they can steal, while we are blinded by our problems.
Peace is what we need so we can build a new country.
Peace in the north, south, east and west of our land, DRC.
Peace, peace, peace.
234
Koko Mibeko, Kinshasa, DR Congo
E
Mugabe's to Blame
I am saddened by the brutal and senseless politics Robert Mugabe is
mustering in Southern Africa. First, Mugabe has disrupted the lives of
white farmers who have continued to provide hard currency badly
needed by the government. Also, apart from using heavy tactics on his
critics, he has failed to deliver promises made to his people since 1980:
creating a climate of political tolerance, providing food and salvaging
the economy from collapse.
Mugabe's latest crackdown on journalists is unacceptable and has only
proven that he is a coward. Zimbabweans must not yield to this latest
threat of political terrorism. It is shameful that for 20 years, the same
political bullshit has continued unchallenged. I wish Mugabe could just
open his eyes wider so he can see the beauty of true democracy.
Abubakar Fofanah, Zimbabwe
F
Share the Blame
It is disheartening and appalling to see events in Zimbabwe blown out of
proportions by the Western media. Contorted and skewed reports are
being peddled by corporate media, especially the BBC.
The truth is that both major political parties in Zimbabwe are
sponsoring political violence in order to meet their political ends. It is
surprising that the accusing finger is pointed solely at Zanu-PF and its
supporters. Little do the MDC rabble-rousers know that they are equally
to blame for the country's ugly political landscape.
Rather than adopt a 'holier than thou' attitude, the MDC should wake up
and smell the coffee and admit that they are responsible for fanning the
flames of violence.
Cosmas Kudakwashe Chihwayi, Harare, Zimbabwe
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
G
More Football Teams
I want to appeal to the Confederation of African football (CAF) to
expand the Africa Nations Cup from a 16-nation tournament to a 24nation tournament. In addition, the competition will be more relevant if
staged every four years.
My proposal follows the recent decision of CAF to translate the Nations
Cup into a qualifying tournament for the World Cup. I feel that a 24nation competition will offer more African countries the chance of
playing in the World Cup. In as much as the Nations Cup will now be
used to select African representatives to the World Cup, there is
therefore no need to play the Nations Cup in a non-World Cup year. Let
it take place every four years to make it more relevant and significant.
Abayomi Olota, Ilorin, Nigeria
Source: BBC Focus on Africa, London.
Passage 4.4
Shifting Cultivation
Ready for the next Shift
Is shifting cultivation (slash-and-burn) just inefficient, and destructive
of the soil and local biodiversity? Or does it also offer promising
models?
For thousands of years, shifting cultivation has fed many, and it
continues to support the livelihoods of 300 million people worldwide.
And that is a conservative estimate.
It can be defined in numerous ways; but it is best described as a practice
whereby farmers clear a patch of forest or savanna, often using fire to
release the nutrients for growing crops, and then alternative periods of
cultivation with periods of fallow, during which the forest and soil
fertility are allowed to be restored while the farmers shift to a new
patch. Besides having many names, milpa in Belize, Swidden on Niue or
chitemene in Southern and Central Africa -this way of farming has many
faces, which for a long time were not recognised but lumped together.
The general belief has been that in cases of low population densities and
abundant forests, the periods of fallow were long enough to make this
236
method of farming sustainable. Steady population growth during the
twentieth century was assumed to have increased the pressure on the
forest unacceptably shortening (fallow periods. This also led to) soil
depletion and shrinking forests and forced farmers to move to more
marginal lands. Combine this with agriculture being modernised and
intensified, and needing to meet growing demands for food, and it seems
not so strange that shifting cultivation was denounced as irrational and
destructive. This has, certainly, been true in part; but research in the
1990s found that it might be a pity to throw out the baby with the bath
water.
Limiting their shifts
The lessons were not slow in coming. The alternatives to Slash-andBurn Programme, coordinated by the International Centre for Research
in
Agro
Forestry (ICRAF) was
established in
1992 on the basis of
assumptions
similar to those described
above. They
did not entirely hold true.
Case studies
around
the
world
indicated that
although more than 15
million ha of
tropical moist forests
disappeared
each year due to slash and
burn.
Thus, cleared actual primary forest and an even smaller percentage
eventually brought about a permanent treeless form of land use.
Increased deforestation is more likely to be the results of civil war,
drought, market mechanisms and government policies than of slash-and
i. burn. For instance, changes from command to private ownership of
land is giving way to loggers, miners, plantation fanners and cattle
ranchers, at the same time, literally, stopping the shifting cultivators in
their tracks. This applies less to central Africa, where deforestation in
the forest fringes of the Congo basin is indeed largely caused by smallscale agriculture. Yet there are other reasons for farmers to abandon
shifting cultivation and to adopt a sedentary way of farming; the vicinity
of market, schools and infrastructure also encourages people to settle.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Low yielding but stable
No two farmers are the same, and shifting cultivation is not one uniform
way of farming. The Overseas Development Institute, a UK based
research
body,
points out that
indigenous
communities,
who often live in
remote areas,
have
developed
their own way
of farming over
generations
and apply long
fallow periods
and complex farm
management
practices.
Each
decision
is
carefully taken on
the basis of
sound agronomic
criteria,
resulting in low yielding but stable and sustainable food production. On
the other hand, there are the new settlers, often nearer to urban areas,
who focus on short-term gains from cash crops, use short fallow periods
until the 'soil is depleted or just move on and on.
In between these two extremes, there is a continuum of farming men and
women who shift part of their operations once in a while but return
later. In forests, which can sustain the existing population of shifting
cultivations, the practice even contributes positively. In these cases, it is
crucial that the mosaic of patches in different stages of fallow, forest
cover and cultivation does not get too fragmented and threatens any of
natural trees.
Where the shifting cycle cannot be maintained, a conversion to
sedentary agro-forestry cultivation systems can be an option too. The
central issue here is to maintain soil fertility more effectively. In recent
years a whole spectrum of viable alternatives to expensive chemical
fertilities has become available, For instance, improved fallow
techniques which enrich the natural fallow vegetation through the
planting of nitrogen-fixing and multipurpose trees to improve soil
productivity. Applying manure from livestock, green manuring,
mulching, planting cover crops for inter-cropping and alley farming are
other examples.
Agro-forestry systems can be good alternatives too- such as multi-storey
cultivation systems that allow natural tree species to rejuvenate
alongside annual crops and economic trees. It would not harm to lend
an ear to the traditional shifting cultivations themselves or, as Paul
Sillitoe of the University of Durham in England argues, to combine
anthropological research with soil science. His work explained how the
Wola of Papua New Guinea has developed their own sustainable system
while avoiding their traditionally long fallow periods. They grow non238
perennial crops semi-permanently by incorporating compost from
grassy fallows into soil mounds, with sweet potato as a staple crop.
Where there's a will, there's a way.
POLUTION: Everything must go somewhere
To maintain his standards of living; 20th century man employs
technology to produce an enormous variety of goods and services.
Technology needs energy and matter; but energy and matter can neither
be created nor destroyed, they can only transformed. So, since
everything must go somewhere, the transformations which are part of
production processes cause pollution in some form or other- this is
unavoidable. So, talk of cleaning up the environment and pollution free
cars, products or industries is a scientific impossibility.
For example, we can collect smoke dust and soot from factory chimneys
by filters, but these solid wastes will then contaminate our water or soil.
Similarly, we can collect rubbish, remove solid wastes from sewages,
but they must then be either burned (causing air pollution) and dumped
into our rivers, lakes and oceans (water pollution) or deposited on the
land (soil pollution and water pollution if they run away).
Another example is air pollution from cars. We can reduce air pollution
from petrol and diesel-propelled cars by changing over to electric cars.
Nonetheless, electric cars would need to have their batteries re-charged
almost every night and so we should need to increase the number of
power plants to generate the extra electricity required. As well, an
increase in the number of power plants that use fossil fuels would result
in increased air pollution from sulphur oxides, nitrogen oxide and
smoke, increased water pollution, from heat, and increased land
pollution from mining. We can shift to nuclear power, which is not
dependent on fossil fuels; but nuclear power increases thermal pollution
of the water, and adds the danger of releasing radioactive substances
into the environment.
Now complete this table, using relevant facts from the passage,
'Pollution: everything must go somewhere'.
6.0
TUTOR-MARKED ASSIGNMENT
i.
As you listen to the passage titled ''Pollution: everything must go
somewhere'', take down notes. Use your notes to complete the
table below. Also use the notes to complete the task that follows.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Present pollution
1.
Possible solution
New pollution
a.
a.
2.
3.
a.
b.
c.
a.
b.
a.
b.
c.
a.
b.
i.
Use the relevant information from the passage and the table you
have completed above to summarise, as far as possible, in your
own words, the way the writer has successfully proved the fact
that 'everything must go somewhere'. You should write the
summary in about 100 words.
7.0
REFERENCES/FURTHER READING
Adkins, A. & Mckean, J. (1983). Text to Note. London: Edward Arnold.
Anderson, A. & Lynch T. (1988). Listening. Oxford: University Press.
James, K., Jordan, R.R. & Matthews, A.J. (1988). ListeningComprehension and Note-Taking Course. London: Collins ELT.
Olaofe, I.A. (1991). English and Communication Skills for Academic
Purposes. Zaria: Tamaza Publishing Co.
Olaofe, I.A. (1993). Communicate English Skills. Zaria: Tamaza
Publishing Co.
Audio-Recordings of all the Passages under Listening Comprehension
i. e. Module 1 (units 1-5), Module 2(units 1 – Video Recording of
all the Passages under Listening – Comprehension i.e. Module 1
(units 1 – 5), Module 2 (units 1 – 5).
240
UNIT 5
LISTENING-COMPREHENSION AND
INFORMATION RETRIEVAL: DATA,
FIGURES, DIAGRAMS AND CHARTS
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Introduction
Objectives
Main Content
3.1
Listening-Comprehension for Data Information
3.2
Listening-Comprehension and Information Retrieval from
Figures
3.3
Listening-Comprehension and Labeling of Diagrams
3.4
Listening-Comprehension and Information Retrieval from
Tables and Charts
Conclusion
Summary
Tutor-Marked Assignment
References/Further Reading
1.0
INTRODUCTION
In the previous unit, you were trained to listen and comprehend
instructions, directions and facts. The training you received in that unit
was more on the use of listening-comprehension for general purposes.
Instructions, directions and facts are common active listening activities
in social and academic life. This unit attempts to be more specific and
more directed to academic purposes. You will be exposed to listening
comprehension as it relates to information retrieval from data, figures,
diagrams, tables and charts. You will agree with me that these listeningcomprehension skills are more directed to learning in specific academic
fields than the listening-comprehension activities treated in the previous
unit. As you go through the unit, you will need the pre-recorded CD in
your study pack, pen, pencil and a notebook.
2.0
OBJECTIVES
At the end of this unit, you should be able to:
·
·
·
retrieve data from listening comprehension passages
label diagrams accurately, using information from listeningcomprehension passages
complete tables and charts using information from listening comprehension passages.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
3.0
MAIN CONTENT
3.1
Listening-Comprehension for Data Information
A lot of information is stored in data form. Part of your concern in
academic life is to retrieve the information for use. In this section of the
unit, you are introduced to how you can obtain information from data
that are orally presented.
Data are a collection of information in a computer or a research
document. Huge data collected across period of time are also stored in
form of data bank, quite different from the bank where money is kept.
SELF-ASSESSMENT EXERCISE
This exercise provides you with practice on how to retrieve data from
listening-comprehension. The passage 5.1 is going to be presented to
you now in your pre-recorded cassette. Wind the cassette to the passage
titled ''Research on Parent-Child Separation''. As you listen to the
cassette, fill in the gaps with data obtainable from the passage. The data
have been deleted. Complete the passage by filling in tile data.
Now fill in the blanks
One landmark study revealed that 1.___________________________of
children from
divorced homes suffered an acute sense of shock 2.
_______________________________________reported
feeling
rejected and abandoned 3.____________________________never
came to their children 4. after divorce.
5.of
the
boys and girls feared abandonment by remaining parent, and
6.
experienced yearning for absent parent with an intensity that researchers
described
as
overwhelming.
Most
significant,
7. of children were not happy
and dissatisfied 8._______________________________after the
divorce than they had been at 9.________________________.
If you carried out the exercise very well, you would probably have
observed that the data presented in the passage were mostly in years and
percentages. Rewind the cassette and cross-check your answers with the
clues suggested in the box.
242
Clues to passage on research on parent-child-separation
1.
90% of children ...
2.
50% reported feeling of ...
3.
½ of the fathers ...
4.
5. years after divorce ...
1
6.
/3 of boys and girls ...
7.
66% experienced yearning ...
8.
37% of the children ...
9.
Five years after ...
10.
18 months ...
Of course, data can also be presented in words or statements and not
necessarily only numbers. To retrieve data from lectures or topics
presented orally, you should:
·
·
·
listen attentively
take down notes on the relevant data
relate the number (or %) scores, or the amount presented in the
speech to what the data are all about: e.g.90% of children from
Divorced homes
®
The data component of the
sentence
Suffered an acute sense of shock when the separation occurred…
What the data is all about.
You must be able to relate the two.
It is only this relationship that can make the information retrieved from
the data meaningful and usable.
3.2
Listening Comprehension and Information Retrieval
from Figures
Data can also be stored in form of figures. Figures or scores are
representations of information in form of drawings, paintings, sketches
or other forms of illustrations. It is possible for you to either label a
figure as you listen. You can also convert what you hear into pictorial or
figure form. Let’s practice this.
SELF-ASSESSMENT EXERCISE
In this exercise, you are to listen to passage 5.2 on score interval and fill
in the blanks below. As the passage is read in the cassette, a dash will be
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
given by the presenter. After the dash the presenter will read on. You
should fill in the gaps with what you think the scores referred to in
Figure 1 represent.
1.
2.
3.
Between the ranges 00-09 and 30-39, the percentage of boys
falling within each range 13a._____________________ of girls
From the range, 40-99 upwards, that is up to at least 80-90, the
b.__________________is the c.______________________higher
proportion of d._________________________________than
e.__falls within each range. At level of
f.score
range.
The
percentage is the same for both g.
and h.
On
the
whole,
i. _________________of
boys
and
j._____________of girls
scored up to or above tolerable minimum level of 40%. This
shows
that
the
overall
performance
of
k.in the literacy test is
superior to that of l.
Now cross-check your answers with the ones read out by the presenter
on the player by listening to the second reading. The second reading of
the passage titled score class interval fills up the gaps omitted in the
first reading. As you listen to the second time, cross-check your answers
with the ones presented in the box below:
·
·
·
·
·
·
·
·
·
·
·
·
244
Score Class Interval Clues!
Slightly higher than
reverse case
girls
boys
90 -100
boys
girls
16.6%
18.4%
girls
boys
What are the skills that you need to retrieve information from figures?
Think about these. Jot down points on a piece of paper. Then crosscheck the points with the ones presented below. Do not look at my own
points before you discover your own point.
Remember, in order to retrieve information from figures heard in
lectures, tutorials or seminars:
·
·
·
·
3.3
you must listen attentively
you must pay particular attention to the scores, figures or data as
presented in the speech
you should observe the figure carefully to trace such data,
numbers, scores
you must think fast in order to be able to relate what is said with
what is presented in the figure.
Listening-Comprehension and Labeling of Diagrams
In the previous section, you practised how to retrieve information from
figures. A bar chart was given and you practised listening and observing
the figure in form of a bar chart. You were also able to interpret the
figure using in-put from the listening-comprehension passage. In this
section, you are going to practise labeling a diagram with the
information you acquire from listening to a description of the
components of the diagram. In order to be able to label the diagram, you
should go through the following listening comprehension processes.
1.
Listen attentively to each part of the diagram;
2.
Pay attention to transitional words such as firstly, secondly,
thirdly, etc., that may signal the arrival of the name of the
component of the diagram to be labeled;
3.
Observe the diagram very closely to be able to locate the area
where that is situated; and
4.
Then label the part of the diagram announced by the speaker.
By taking all these steps, you are directly, actively, taking part in
the active listening-comprehension process.
Let's practise all the processes presented above. Get ready. You must
follow all the instructions as stated in the exercise that follows.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
SELF-ASSESSMENT EXERCISE
Label the diagram as you listen to the various parts of the diagram that
will be described for you by the presenter of passage 5.3 in your prerecorded CD. The title of the passage is REMOTE CONTROL OF
SHARP T.V. SET. You are allowed to listen to the passage once. The
presenter will pause a bit for you to label the diagram.
Fig. 2: Remote Control of Sharp T.V. Set
I think by now you have completed the above Exercise. Have you been
able to label all the parts of the Sharp remote control? Remember, you
are allowed to listen to the passage on the CD, only once. Which of the
parts were you unable to label?
Now let's discuss the exercise. Of course, you should NOT turn to this
discussion until you have completed the exercise. Let me assure you, the
reason for this exercise is not to test your knowledge of labeling
diagrams, but to teach you the art of listening and labeling diagrams.
Our goal is for you to learn and not merely to score high marks.
What do you think the speaker did to call your attention to the different
parts of the diagram? The speaker used signals such as the first part,
second, the third, the fourth part, and so on. What other ways do you
think a speaker can call attention to parts of a diagram? Jot down some
other ways in your notebook. Cross-check these ways with the ones
presented in the box below.
246
ALWAYS CALL ATTENTION TO PARTS OF DIAGRAM
USING THE FOLLOWING.
· Directional Forms
East, west, northern part, eastern part, middle part etc.
· Preposition
At the right, by the left, on top of ...through the centre, under,
over, etc
· Graduation
High-low-mid
Tall-taller-tallest
Short-shorter-shortest
· Order
Of importance: more important,
Important, most important,
Least important, less important, etc.
How accurate is your labeling of the parts? Cross-check the labels you
gave the remote control with the ones presented in the box below.
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
(11)
(12)
(13)
STAND BY/ON button
CHANNEL SELECT buttons
FLASH BACK button
VOLUME UP/DOWN button
FUNCTION button
SYSTEM button
TV/VIDEO select button
CHANNEL UP/DOWN button
MUTE button
PICTURE button
TIMER button
CALL button
NORMAL button
Fig.3
SELF-ASSESSMENT EXERCISE
Rewind the CD to the passage on REMOTE CONTROL OF SHARP
TV SET and provide answers to e following questions.
i.
ii.
iii.
iv.
Which of the buttons is used to control function ?
Which of the button is used for OSD language_?
The buttons used for white temp is________________________
The buttons used for adjustments are______________________
and ________________________________________________
GST101
v.
USE OF ENGLISH AND COMMUNICATION SKILLS I
The buttons related to sound system are_________________and

Check correct answers at the end of the unit
3.4
Listening-Comprehension and Information Retrieval
from Tables and Charts
Just as you can store information you are listening to in the form of
diagrams, so also can it be stored in form of tables and charts. As you
listen to speech or talk that can be stored in form of a table or chart, you
should store them in these forms. They make reading and understanding
very vivid. The information presented in three pages, for example, may
be stored in a simple chart of table. Again, the information may have
been stored in a table or chart and you may be required to retrieve it as
you listen to the speaker. Whichever way, information retrieval through
tables and charts is an academic exercise that you may be called upon to
do in your various fields.
In this section, you will practise how to store information recorded
through listening-comprehension into a table and chart. For our
convenience, a distinction is made between a table and a chart here. A
chart suggests an illustration that gives clear information about
something those changes over a period of time e.g. weather chart,
temperature chart, sales chart, and so on. A table is regarded here as a
list of facts or figures arranged in an ordered way, especially in columns
e.g. a table showing how prices and earnings have increased since, 1945.
SELF-ASSESSMENT EXERCISE
In this exercise, you will listen to a pre-recorded talk on ‘WHICH WAY
NIGERIA’-passage 5.4. As you listen to this interesting talk, complete
the chart below. You are allowed to listen to the talk only once. Are
you ready? Start by completing this chart.
248
By 1950, South Korea______________ Today South Korea_________

In 1965, Nigeria GDP______________

Indonesia GDP____________

Malaysia GDP_____________

30 years later- Nigeria GDP__________ Indonesia GDP____________

_______________________________ Malaysia GDP_____________

Fig. 4
Once you have completed the chart, rewind the CD back to the
beginning of the talk titled WHICH WAY NIGERIA and listen to it
again. As you listen, complete the table below:
Table 1:
Countries
Nigeria
Ghana
Indonesia
Malaysia
Life Expectancies of Countries Compared
Life Expectancy Rate

Check answers at the end of the unit.
Have you been able to complete the chart and the table? If you are able
to, you will see that the information presented in the talk was not only
compressed into manageable unit, but also made more vivid.
4.0
CONCLUSION
The attempt in this unit is to stress the importance of information and
the way information can be received. Data, figure diagram, charts and
tables are, no doubt, very valuable means of storing information for
academic purposes. Your ability to retrieve them for profitable academic
work is the concern of the unit.
GST101
5.0
USE OF ENGLISH AND COMMUNICATION SKILLS I
SUMMARY
This unit has taught you how to retrieve information from:
·
·
·
·
data through listening attentively and relating the data with what
the data are all about
figures through paying special attention to the figures or data
presented and tracing such data on the figure
diagrams through careful observation of the diagram as the
speaker speaks
charts and tables through filling of the charts and tables as you
listen.
You should practice all these in your academic field.
Passages
Passage 5.1
It’s now known that emotional development in children is directly
related to the presence of warm, nurturing, sustained and continuous
interaction with both parents. Anything that interferes with the vital
relationship with either mother or father can have lasting consequences
for the child.
One landmark study revealed that 90 per cent of children from divorced
homes suffered an acute sense of shock when the separation occurred,
including profound grieving and irrational fears. Fifty per cent reported
feeling rejected and abandoned, and indeed, half of the fathers never
came to see their children three years after the divorce.
One-third of the boys and girls feared abandonment by the remaining
parent, and 65 per cent experienced yearning for the absent parent with
an intensity that researchers described as overwhelming. Most
significantly, 37 percent of the children were more unhappy and
dissatisfied five years after the divorce than they had been at 18 months.
In other words, time did not heal their wounds.
That’s the real meaning of divorce. It is certainly what I think about,
with righteous indignation, when I see infidelity and marital deceit
portrayed on television as some kind of exciting game for two. It is also
why Scripture says: ‘I hate divorce, says the LORD God of Israel’
(Malachi 2: 16).
The bottom line is that you are right to consider the welfare of your
children in deciding whether to seek a divorce. As empty as the marital
250
relationship continues to be for you, it is likely that your kids will be far
better if you choose to stick it out.
Source: Focus on the Family
Passage 5.2
Score Class Interval
First Reading
This passage will be presented orally. As the presentation go on, you
will be allowed to look at the information in figure 1, so that you can
complete the exercise accordingly.
1.
Between the ranges 00-09 and 30-39 the percentage of boys
falling within each range is (a)________________________girls
2.
From the range, 40-99 upwards, that is up to at least 80-99, the
(b)_____is the (c)
higher proportion of (d)_____________________________than
(e) ________________________________falls within each
range. At level of (f)__________________score range.
The percentage is the same for both (g)and
(h)
On
the
whole
(i)______________________boys
and
(j)________________of girls scored up to or above tolerable
minimum level of 40%. This shows that the overall performance
of (k) ___________________________________in the literacy
test is superior to that of (l) ______________________________
3.
Passage 5.3
Remote Control of Sharp TV Set
Listen to the parts of a remote control. You need to know these parts so
as to be able to operate the remote control of your sharp TV set. Listen
attentively to me as I discuss the parts of the remote control. In Unit 5,
you have the diagram of the remote control. Fill in the parts as I list and
describe them. I will pause, a bit, to allow you to label the diagram.
Let's start. The first part to be discussed is STAND BY/ON button. This
is to switch on the TV. With a finger press, switch on the TV.
Second is CHANNEL SELECT buttons. The buttons are listed. The third
is FLASH BACK button which you can use to return to the previously
viewed channel. The fourth component is the VOLUME UP/DOWN
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
buttons. These are used to adjust the volume. They are also used to
control FUNCTION, TIMER, PICTURE, COLOUR and SOUND system.
Component number five is called FUNCTION button for fine tuning
channel skip, blue back, OSD language and white temp. The sixth
component suggests SYSTEM button which is colour system and sound
system. Seventh is the TV/VIDEO select button, while the eighth is
channel UP/DOWN button to select the channel. These buttons are also
used to control the OSD language.
The ninth is MUTE button, when pressed the first time, it mutes the
sound and pressed again, it restores the sound to the previous level.
PICTURE button is number ten. This is for adjusting the picture quality
brought by the TV set. For component eleven, the TIME button is used
for reminder, OFF timer and ON timer. The twelfth button is CALL
button used to display the different current settings on the screen. The
last, of course, is NORMAL button which is number thirteen. It
normalises things.
I think you now know the parts of your sharp remote control. If you do,
be ready to use all these parts for the pleasant viewing of programmes
on your TV set. What a wonderful remote control you have!
Second Reading
Now the same passage on ‘Score: Class Interval’ will be read to you the
second time. This time the gaps that were not filled in the previous
reading will be filled as the passage is read.
Score: Class Interval
The distribution of the score ranges as shown-in Figure 1, is very
interesting. Between the ranges 00-99 and 30-39, the percentage of boys
falling within each range is slightly higher than that of girls. From the
range, 40-49 upwards, that is, up to at least 80-89, the reverse is the
case: a higher proportion of girls than boys fall within each range. At
the level of 90-100 score range, the percentage is the same (3) for both
boys and girls.
On the whole, 16.6% of boys and] 8.4% of girls scored up to or above
the tolerable minimum level of 40%. This shows that the overall
performance of girls in the literacy test is superior to that of boys.
It will be necessary at this point to give some more detailed analysis of
the performance of the pupils nation-wide and across the states, taking
the various sub-groups of the same identified above into consideration.
252
Cross-check the gaps you filled in your booklet with the ones filled here.
You can always rewind the cassette if you are unable to cross-check the
gaps filled.
Passage 5.4
Listen to this passage titled WHICH WAY NIGERIA and complete the
tasks in Exercise 5.5. In this exercise, you are expected to fill in gaps on
the chart.
Which Way Nigeria
Nigeria, with an estimated 1996 population of 110 mil1ion people, is the
most populous nation in Africa and the eleventh in the world. The
country is richly endowed with vast human and material resources,
including large reserves of oil and gas. Yet, after 37 years of
independence, she is still ‘sucking her thumb’ in the economic sense,
like a baby. There seems to be widespread acceptance of this notion;
hence, the Head of State charged the Vision 2010 Committee at the start
of its work:
Constructively analyse why after more than 36 years of
political independence, our development as a nation in
many spheres has been relatively unimpressive,
especially, in relation to our potential.
Way back in 1950, South Korea was virtually at the same level of
economic development with Nigeria; but today, South Korea- proud of
her meteoric rise from the ashes of the 1950 -53 Korean War, has risen
to be the world's eleventh largest economy.
In 1965, Nigeria's GDP was $5.8 bil1ion, compared with $3.8 billion for
Indonesia and $3.1 billion for Malaysia. Thirty years later, in 1995,
Nigeria's GDP had increased to $26.8 bil1ion (3.6 per cent increase).
Malaysia to $85 bil1ion (27 per cent increase) and Indonesia's to $198
billion (52 per cent increase). On the average, Nigerians have a life
expectancy of 52 years, compared to 59 years for Ghanaians, 64 years
for Indonesians and 71 years for Malaysians. The implication of these
statistics is that these countries have left Nigeria far behind in terms of
productivity, income generation and general economic development.
Source: Professor Ezenwe, ABU Inaugural Lecture Series
GST101
6.0
USE OF ENGLISH AND COMMUNICATION SKILLS I
TUTOR-MARKED ASSIGNMENT
Worksheet for Students
You will listen to a lecture on ‘The World Bank Family’. As you listen
to the lecture, you are expected to use the block diagram below to
represent the family, visual1y. Also answer the questions that follow the
diagram, using the notes you have formed during the lecture. The lecture
is about to begin. Start.
A.
B.
Use the notes you have formed from the lecture to answer the
following questions.
1.
2.
3.
The three functions of IFC are______________________

The functions on IDA are_________________________

Why is IFC always referred to separately when the World
bank is described?_______________________________

The World Bank Family
The term ‘World Bank’ as it is commonly used refers to three closely
linked institutions- the International Bank for Reconstruction and
254
Development (IBRD) and IDA, which shared the same staff, plus the
International Finance Corporation (IFC). The IBRD, the oldest of the
three, was established in 1945 under the Bretton Woods agreement with
the principal objective of channeling US assistance to war ravaged
Europe. By degrees, it shifted its attention to the Third World states as
decolonisation increased their number, and as Europe's recovery got
under way. The IFC was created in 1958, with a separate operational
staff, to assist private sector projects. It can provide loans and/or equity
and aims to act as a catalyst, encouraging other private sector finance
to the projects that it supports.
Both the IBRD land the IFC raise the bulk of their money from the
capital markets, and hence - lend on quasi-commercial terms to
acceptable credit worth countries and projects; this rule out lending to
very poor countries. IDA was created in 1960 to fill this gap; its funds
are provided by supporting governments from their aid budgets,
enabling it to provide soft credits (50 years repayments including 10
year’s grace, with no interest, but only a small service charge). But,
while the terms are softer, the criteria used for appraising the viability
of projects are intended to be the same as those applied by IBRD. Since
they share the same staff and methods, the IBRD and IDA are often
referred to, jointly, as 'The World Bank'; while IFC is a separate entity.
7.0
REFERENCES/FURTHER READING
Adkins, A. & Mckean, J. (1983). Text to Note. London: Edward Arnold.
Anderson, A. & Lynch,T. (1988). Listening. Oxford: University Press.
James, K., Jordan, R.R. & Matthews, A.J. (1988). ListeningComprehension and Note-Taking Course. London: Collins ELT.
Olaofe, I.A. (1991). English and Communication Skills for Academic
Purposes. Zaria: Tamaza Publishing Co.
Olaofe, I.A. (1993). Communicate English Skills. Zaria: Tamaza
Publishing Co.
Audio-Recordings of all the Passages under Listening Comprehension
i. e. Module 1 (units 1-5), Module 2(units 1 – Video Recording of
all the Passages under Listening – Comprehension i.e. Module 1
(units 1 – 5), Module 2 (units 1 – 5).
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
MODULE 2
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Listening for the Main Idea
Listening for Interpretation and Critical Evaluation
Effective Reading
Skimming and Scanning
Reading and Comprehending at Varying Speed Levels I
UNIT 1
LISTENING FOR THE MAIN IDEA
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Introduction
Objectives
Main Content
3.1
Why Listen for the Main Idea?
3.2
Determining the Main Idea
Conclusion
Summary
Tutor-Marked Assignment
References/Further Reading
1.0
INTRODUCTION
The training so far, in the previous module, especially in the last unit has
been centered on listening for retrieval of general and
specific information. Information retrieval is important. But
another important aspect of listening-comprehension is to be
able to give importance to the different layers of
information you received while listening. Obviously, not all
information is of equal importance. Some pieces of
information are more important than others. In this unit, you will learn
how to determine main points or main ideas from speeches, lectures and
talks.
2.0
OBJECTIVES
At the end of this unit, you should be able to:
·
·
·
256
state many reasons why you listen to get the main idea
show how to determine main ideas from what you listen to
practise the art of identifying main ideas from passages listened
to.
3.0
MAIN CONTENT
3.1
Why Listen for the Main Idea?
Perhaps the most important thing in listening-comprehension is for you
to be able to determine the main idea of a lecture, seminar or tutorial.
You need the main idea to be able to determine the major points to be
put down as notes. You also need the main idea to be able to know what
to study during examinations. If you have the main idea of a lecture or
seminar, you can easily develop it during an examination or assignment.
A common mistake is for you to want to learn everything, both facts and
fables, main ideas and supporting details that you yourself can provide
during examinations. The end-product is spending more time, sleepless
hours, on study activity than necessary. This, eventually, leads to
breakdown, diminishing returns and utter confusion during the
examination itself.
SELF-ASSESSMENT EXERCISE
Which of the following is not an important reason for you to be able to
determine the main idea in a listening comprehension activity?
Tick (ü) if it is the purpose of determining the main idea, and put (x) if
it is not the purpose of determining the main idea.
1.
2.
3.
4.
5.
6.
7.
8.
To be able to eliminate minor points
For note-taking activity
To encourage sleepless nights
To cheat during examinations
To isolate facts from fables
To be able to complete charts, figures and tables
To gain overall impression
To promote diminishing returns
£
£
£
£
£
£
£
£
Let's discuss it!
Do not start reading this discussion until you have finished carrying out
the activity in the above self-assessment exercise. If you have completed
the exercise, then we can go on to discuss the answer to the activity.
Do you think we need the main idea to be able to eliminate minor
points? Of course, yes, we do. If we know the main idea of any lecture,
surely we will be able to eliminate minor details that are used to develop
the main idea. As we have said earlier on, main ideas are what we put
down in form of notes. Now, note that it will be foolish for you to think
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USE OF ENGLISH AND COMMUNICATION SKILLS I
that the knowledge of main ideas will assist you to cheat during
examinations. Rather than assisting you to cheat, I think it will assist
you to perform better. Main ideas are facts/statements. Supporting
details are used to develop the main ideas; they are not necessarily to be
regarded as tables.
As discussed in unit 5, (module 1) we need main ideas to be able to
complete charts, figures and tables. In most cases, these visual
representatives convey main ideas of what is listened to. From the
knowledge of the main ideas, you get the overall impression of the
lecture or seminar. Remember, if you are fully armed with the main
ideas/concepts of your course, you have less to read and thus reduce
rather than promote diminishing returns from study.
3.2
Determining the Main Idea
There are many ways speakers or lecturers can convey main ideas. We
will bring out only a few of them in this section. As you practice to
recognise main ideas from lectures, more ways will become clear to you.
1.
By announcing the main idea in the title of the talk or lecture
In some cases, the title of the talk or lecture may give you the main idea
of what you will hear in the lecture or talk. This is not always so. A
speaker may want to captivate you and take you by surprise by not
giving you the main idea of the lecture in the title. In fact, the title of the
lecture may, at first, seem not relevant to the lecture. It is only when you
start following the lecture that the relevance of the title to the lecture
may start to unfold to you.
SELF-ASSESSMENT EXERCISE
Listen to the audio-recording of the passage titled ‘Jennifer's
Withdrawal from School was Avoided’. As you listen to that lecture
which is passage 1.1 on your CD, write down words and expressions in
the lecture which link the title of the lecture to the main idea of the
lecture. State, at the end of the exercise, whether or not the main idea of
the lecture relates to the title of the lecture. Do not read the discussions
that follow until you have completed this exercise.
Now that you have completed the exercise; let's turn to the discussion of
the passage. The title of the lecture is ‘Jennifer's Withdrawal from
School was Avoided’. Let's look for words and expressions that link the
lecture to the title. Study this in the box overleaf. As you do so, rewind
the CD to the passage and cross-check words and expressions you wrote
with the ones in the box.
258
JENNIFER’S
AVOIDED
WITHDRAWAL
FROM
SCHOOL
1. Jennifer’s withdrawal from School
· I’m pulling Jennifer out
· Announcement stunned me
· Concern
· Withdrawal routine
· School too hard
· See no option
All of these
pointing to
Jennifer’s
wanting to
withdraw!
2. Withdrawal avoided
· Removing Jennifer not the option
· Suggested we meet Jennifer
and her teacher
· Develop strategies
· Help Jennifer succeed
· Jennifer excelling
All these refer
to how the
withdrawal
from school
was avoided
WAS
Figure 1.1
As you go through the recording and my analysis in the box, you will
agree with me that the title of the lecture agrees with the content of the
lecture. Thus, you can suggest that the title of the lecture signals the
main idea of the lecture.
3.
By calling attention to the main idea in the body of the lecture
or talk
The speaker may, deliberately, call attention to main ideas in the body of
the lecture or talk. You may discover that the speaker continues to use
words or expressions such as “let's go to the point”; “the crucial issue
we are grappling with is ...”; “the most important point is” ;“...the first
point is…”; “... the second is...”; “lastly... finally”, etc.
SELF-ASSESSMENT EXERCISE
Turn to your pre-recorded CD. Go to the lecture titled ‘Banking for
Nigerian Markets’. This is passage 1.2 on the CD.
As you listen to this recording, write down the words or expressions
used by the speaker to call your attention to the main
ideas of the lecture. Also state the main ideas put forward
by the speaker. The lecturer has been instructed to slow
down so that if you cannot do so by reading the lecture
the first time, you are allowed to rewind the CD and listen
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USE OF ENGLISH AND COMMUNICATION SKILLS I
to the lecture the second time. Do not turn to the discussion until you
have completed the exercise.
Have you finished? If you have completed the activity, you can now turn
to the discussion of the activity as presented below. The discussion will
not profit you much, until you actually do the exercise well. Listen to the
lecture again as you study this discussion. Let us discuss it. You
probably observed, as you go through the exercise, that the speaker
provided words and expressions to lead the listener to the main idea of
the lecture.
Some of these are given below.
What accounts for this rather distressing state of our nation is the
following set of shortcomingsFirst- we do not believe in the existence and necessity for national
theory and practice of broad-based economic power.
Second- we refuse to acknowledge the historical and contemporary fact
that our ...democracy and good governance ...have always been thrown
out of gear by western ...financial institutions.
Third and last: ...blind to the fact that...
If we go by the title of this lecture, which is ‘Banking for Nigerian
markets’, we will be misled. This is because banking is not directly
referred to in the lecture.
4.
By constant repetition
Some speakers structure their talks or lectures in such a way as to
give room for repetition of the main points in various ways.
Instead of consciously or directly drawing attention to the main
ideas through pointers-like firstly, secondly, etc., they do so by
means of repetition. They say it once and say it again to drive
home the major point. You should know that points that are
stressed or emphasised are relevant points.
SELF-ASSESSMENT EXERCISE
Wind your CD to the lecture titled ‘Arewa House I Thank You’ (passage
1. 3), which is an extract from the lecture delivered by
Chief Olusegun Obasanjo at the Arewa House in
February, 1994. As you listen to this lecture, state the
main idea of the lecture in one sentence. Suggest, with
evidence, the way the main idea is brought out in the
lecture. You may wish to listen to the lecture two or three
260
times, if you cannot bring out the main idea at once.
After you have completed this exercise, turn to the discussions that
follow. Do not turn to the discussion until you have completed the
exercise.
Let’s discuss it now that you have completed your own exercise.
In order to tackle this exercise, I took down notes on the lecture, as done
in the box below,.
Fig.1.2
If we go through the lecture carefully, we will notice that Chief
Olusegun Obasanjo referred to responding, speaking, debate, say yes or
no, to suggest the need to speak out or dialogue on the state of the nation
for a way forward six (6) times. These six times are circled or in bold
letters in the notes I formed on the lecture. The way this concept is
repeated, no doubt, suggests to us that the main idea of the talk is the
superiority of dialogue, speaking out our minds on the state of the
Nation, over keeping silent! It is a truism that dialoguing, no matter how
unpleasant sanitise the nation, more than keeping quiet, thus making
violence possible.
4.
By identifying the speech patterns of the speaker
This is the last point we are going to discuss regarding the way you can
determine the main idea of a lecture or a talk. As you listen to a speech,
it is possible to start to observe the pattern the speaker is following.
Different speakers have different speech patterns. The most common
one however, is for the main point to be given first, in form of a topic
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USE OF ENGLISH AND COMMUNICATION SKILLS I
sentence, and be followed by supporting sentences which act as
examples, illustrations and expansion of the topic sentence. In some
lectures or talks, the speaker may prefer to start with illustrations and
supportive details and gradually move to the main point.
SELF-ASSESSMENT EXERCISE
Turn to the CD in your study pack. Go to passage 1.4 titled NOT ALL
CHARTER SCHOOLS ARE CREATED EQUAL. As you listen to the
lecture, put down the main ideas and insert two or more supporting
details under each of the main ideas identified. Use your notes to
determine the pattern used by the speaker to bring out the main ideas of
the lecture. You may listen to the lecture as many times you want.
Cross-check your answer with mine after you have
completed the exercise. Do not turn to the discussion
until you have attempted the exercise. Remember, the
exercise is not meant to test you. but to teach you. The
more you try, the better you are. You learn by doing.
Have you completed the exercise?
If you have done so, you are ready to study the discussion with me as we
go along in the next section. What do your notes look like?
Are they comparable to mine? Let's discuss the exercise together.
Can you find any main idea in the first paragraph of the lecture? No
main idea of the lecture there. In fact, the first paragraphs are presented
as stories to form the background to the real issue at stake. The story of
Jennifer is meant to be an illustration, a preamble to the real issue, which
is the inequality in the goals, philosophy, and beliefs of Charter schools.
Cross-check your notes with the ones I developed in the box.
262
NOT ALL CHARTER SCHOOLS ARE CREATED EQUAL
Jennifer’s Story
· Pulling J. out of school-not a usual parental concern-most
discipline
· Removing J. from school not the option
· J., the teacher, parents and principal developed strategies to help
J.
· Parents withdraw children not so much because of academic
demands but agreements over schools central beliefs or practices.
Autonomy of Charter Schools
· Autonomy- common reason for founding charter schools
· Have other diverse aspects they emphasise
· Philosophy varies e.g. back to basics, experimental education,
education for special needs, etc
Practices Vary
· 26 page narrative describing child's progress instead of a one page summary with letter grades.
Know What you Believe
· Select charter schools that agree with what you believe
Starting Point
· With the brochure which relates literature of the school
· Visit the school
Fig.1.3
Going by the notes in the box above, it is possible to identify the way
the lecturer brought out the major ideas of the lecture.
·
By giving the main idea at the beginning of the paragraph:
e.g. Beyond a charter school's central philosophy or mission,
practices also vary.
·
By giving the main idea at the middle of the paragraph:
e.g. Because the most common reason for founding a charter school
is to gain autonomy... these schools are diverse as they are numerous.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Although not done in this lecture, the main idea may be given at the end
of the paragraph.
4.0
CONCLUSION
I know you have no doubt in your mind after the completion of this unit
that listening for the main idea is an important activity that can assist
you in your academic life. The more major points or ideas you are able
to gather from lectures, the more focused you become in your study. The
more irrelevances or rubbish you put down as notes from lectures or
talks, the more tedious work you give yourself to do during study and
revision time. Always insist on the main ideas or major points.
5.0
SUMMARY
This unit has taught you the following:
·
·
why you must listen for the main idea
how you can determine main ideas of a lecture or talk by noticing
the way the speaker:
§
announces the main idea
§
draws attention to the main idea
§
repeats the main idea directly or indirectly and
§
introduces the main idea through different speech patterns.
You need to start from this day on to look for main ideas of any talk,
speech or lecture you hear.
Passage 1.1
Listen to this passage on “Jennifer's Withdrawal from School was
Avoided” and state words and expressions, which make the title to be
related to the main idea of the lecture.
Jennifer's Withdrawal from School was Avoided
“I want to let you know that I am pulling Jennifer out of the academy”.
Mrs Nelson's announcement stunned me.
As a Charter School principal, I routinely dealt with parental concerns,
most of them about discipline or grading policies. Withdrawal was not
routine, however. I asked why they were taking this step.
“This school is simply too hard for her,” Mrs Nelson said. “Jennifer is
reading books she barely understands, and the pace of the class is too
fast. Because you only have one class in her grade, I don't see any
264
options.” It was true that we expected much of our students. Academic
rigour was central to the school's mission. It also was true that our
small size meant students had only one choice in any given subject.
But removing Jennifer was not the only option. I asked Mrs. Nelson a
few more questions and suggested we meet with Jennifer and her
teacher to develop strategies to help Jennifer succeed. Through this
process, Jennifer began excelling and stayed in the academy.
Source: Focus on the Family( August, 1999).
Passage 1.2
As you listen to this passage write down words and expressions that the
speaker used to draw attention to the main idea on the passage, also state
the main idea of the passage.
Banking for Nigerian Markets
We, as Nigerians, have not made much progress so far in the integrated,
market-oriented and democratic reconstruction of our post-colonial
economy. What accounts for this rather distressing state of our nation is
the following set of shortcomings in our received theory and practice of
socio-economic policy.
First, we do not believe in the existence of, and necessity for, a national
theory and practice of group and individual access to, and enjoyment of,
broad-based economic power.
Second, we refuse, in the main, to acknowledge the historical and
contemporary fact that our early and continued attempts at democracy
and good governance in Nigeria have always been thrown out of gear
by the persisting stranglehold which Western financial, or forex power
has on the local availability and distribution of economic opportunities.
Third and last, we remain curiously blind to the fact that an integrated,
market oriented and democratic Nigeria requires that we realign, in our
own interest, the structures of our external economic relations to the
convertible currency West and to the non-convertible currency South.
For this enables us to provide ourselves with the necessary and
sufficient conditions for establishing an integrated, market-oriented and
democratic polity within Nigeria.
Passage 1.3
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Listen to this speech by Chief Olusegun Obasanjo. As you listen to the
speech, state the main idea- in just one sentence.
Arewa I Thank you
Let me thank Arewa House for giving me the opportunity to be here in
Kaduna to address this august gathering. For those of us who started
our military life here as junior officers, Kaduna holds a nostalgic and
enchanting allure. I really mean it when I say I am happy to be back.
When I received the invitation to give a keynote address at this meetingthe theme of which is 'The State of the Nation: Which Way Forward?' I
could not immediately say yes or no. For one thing, I asked myself if the
state of the nation was clear. For another, I was not sure what purpose
such an address would serve, especially when I had communicated my
thoughts on that very theme to the new administration at its own request
on 18 November 1993.
In the end I decided to err on the side of speaking, rather than not
speaking; believing as I have always done that responsive governments
and societies can be better chastised and sanitised through speech,
debate, discussion and dialogue- no matter how unpleasant, than
through violence. Of course, it is a truism that those who make debate,
discussion and dialogue impossible or those who are not responsive to
them make violence probable.
Passage 1.4
Not all Charter Schools are Created Equal
“I want to let you know that I am pulling Jennifer out of the academy.”
Mrs Nelson's announcement stunned me.
As a Charter school principal, I routinely dealt with parental concerns,
most of them about discipline or grading policies. Withdrawal was not
routine. However, I asked why they were taking this step.
“This school is simply too hard for her”, Mrs Nelson said. “Jennifer is
reading books she barely understands, and the pace of the class is too
fast. Because you only have one class in her grade, I don't see any
options.”
It was true that we expected much of our students. Academic rigour was
central to the school's mission. It also was true that our small size
meant students had only one choice in any given subject.
266
But removing Jennifer was not the only option. I asked Mrs. Nelson a
few more questions and suggested we meet with Jennifer and her
teacher to develop strategies to help Jennifer succeed. Through this
process, Jennifer began excelling and stayed in the academy.
Unfortunately, not all situations end so happily. I've seen other parents
withdraw their children, not so much because of academic demands but
more because of disagreements over the school's central beliefs or
practices. That is why I encourage parents to, carefully, investigate a
Charter school-to investigate any education option, in fact- before
enrolling their children.
More than 1,100 Charter schools now operate in 26 states; because the
most common reason for founding a Charter school is to gain autonomy
in pursuing an educational vision, these schools are as diverse as they
are numerous. Charter schools may be opened to emphasise back-tobasics or experiential education; to teach students with special needs or
who are considered high-risk; or to specialise in college-prep,
vocational, environmental, arts, business or science curricula.
Beyond a charter school's central philosophy or mission, practices also
vary. Imagine your surprise at report-card time when you receive a
grade less, 26-page narrative describing your child's progress when you
expected a one-page summary with letter grades! With such an array of
missions and methods, parents must take time to discover the
philosophies and practices that guide any school their children might
attend.
Before you investigate, however, you must know what you believe and
what you want for your child's education. Many a charter school will
talk about its successes, but its methods may not be consistent with your
beliefs or goals.
A good place to start is with a school's own literature, which most
charter schools produce. A brochure could tell you enough about a
school to remove it from consideration. Don't stop there. If you are
seriously considering a school, make an appointment to visit. Observe a
class and tour as much of the school as possible, since your child may
attend there several years. As you evaluate a Charter school, watch for
these elements.
Source:
Focus on the Family( August, 1999).
GST101
6.0
USE OF ENGLISH AND COMMUNICATION SKILLS I
TUTOR-MARKED ASSIGNMENT
(Worksheet for Students)
Listen to the passage titled ‘Computer Revolution’ and form notes as
you listen to the lecture. Use your notes to fill in the gaps below.
The main idea of the passage is
i.

ii.
The supporting details are_______________________________
a. _________________________________________________
b. __________________________________________________
c. ___________________________________________________
d. ___________________________________________________
e. ___________________________________________________
g. _________________________________________________
h. __________________________________________________
I. ___________________________________________________
J. ___________________________________________________
k. __________________________________________________
You are to give Ten (10) supporting details.
Computer Revolution
Computers are revolutionalising the work of those who work with
words. Up to now, in the production of newspapers, a reporter has typed
his story, known as copy. This has then been passed on to the editor.
After being edited, the story would, often, have to be retyped and then
sent to the typesetter. Prints would then be made of individual articles
and these, together with advertisements, would be assembled manually
to form a complete page. This would then be the basis for the making of
the printing plate.
In computerised production, the reporter types his copy directly into the
computer, which shows it on a visual display unit, or VDU. This is like a
television screen. The editor accesses this story on his own VDU and
changes it by typing instructions into the computer. Various articles are
then arranged into columns according to a programme run by the
computer. The page layout is done on another VDU and the page passes
automatically to the printing stage.
For the office typist, things are changing too. They can now use word
processors-small computer, similar to those used by the reporters. If you
make a mistake, you don't have to paint out the error before retyping.
You just backspace and type the correct letter. The change is made on
268
the VDU, automatically. It is also possible to insert material-single
words, lines or complete paragraphs. The computer itself reorganises
the layout of the whole text to accommodate the changes. It can also
store complete texts and organise the paragraphs as needed. This is
especially helpful in legal work, where many standard paragraphs are
used. When the text is completed, the typing of the page is again handled
by the computer. You will realise from hearing about these uses of
computers that there are big changes in the kind of work done by many
people and, more importantly, in the number of people needed to do the
work.
The passage deals with the general problem of computers and
employment.
Source: Adkin, A. & McKean, J. Text to Note. London: Edward Arnold.
Instruction
Here, you are expected to take down notes on the passage. Then you are
expected to use the notes to complete the task in the worksheet. The task
is to suggest the main idea of the lecture and to give ten (10) details to
support the main idea.
7.0
REFERENCES/FURTHER READING
Adkins, A. & Mckean, J. (1983). Text to Note. London: Edward Arnold.
Anderson, A. & Lynch, T. (1988). Listening. Oxford: University Press.
James, K., Jordan, R.R. & Matthews, A.J. (1988). ListeningComprehension and Note-Taking Course. London: Collins ELT.
Olaofe, I.A. (1991). English and Communication Skills for Academic
Purposes. Zaria: Tamaza Publishing Co.
Olaofe, I.A. (1993). Communicate English Skills. Zaria: Tamaza
Publishing Co.
Audio-Recordings of all the Passages under Listening Comprehension
i. e. Module 1 (units 1-5), Module 2(units 1 – Video Recording of
all the Passages under Listening – Comprehension i.e. Module 1
(units 1 – 5), Module 2 (units 1 – 5).
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
UNIT 2
LISTENING FOR INTERPRETATION
CRITICAL EVALUATION
AND
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Introduction
Objectives
Main Content
3.1
Listening for Interpretation and Critical Analysis
3.2
Words and Expressions Associated with Critical Analysis,
Evaluation and Interpretation
3.3
Suggested Steps to Follow in Listening for Interpretation
and Critical Analysis
Conclusion
Summary
Tutor-Marked Assignment
References/Further Reading
1.0
INTRODUCTION
In the previous units, (units 1-5, module 1 and Module 2 unit 1) efforts
have been made towards developing listening skills for note-taking,
retrieval of general and specific information and main idea. This unit
goes to probably the highest order of listening -comprehension activity.
That's to be able to interpret, evaluate and critically analyse speaker's
viewpoints while listening.
Listening for interpretation and critical evaluation is the type of skills
that can enable you to be the real master of what the speaker is saying.
This type of listening skills is perhaps the most difficult. Since it is the
highest order of listening activity, only a few students do this. I want
you to attain this level. In your academic life, you should be capable of
interpreting and evaluating viewpoints of speakers. This is the only way
you can grow, academically.
2.0
OBJECTIVES
At the end of this unit, you should be able to:
·
·
·
·
270
critically evaluate what you listen to
interpret speakers’ view-points
identify words and expression associated with listening for
critical analysis, evaluation and interpretation
use the steps suggested to undertake listening for critical analysis,
evaluation and interpretation.
3.0
MAIN CONTENT
3.1
Listening for Interpretation and Critical Analysis
One of the high-order skills you need to perform creditably well while
listening to a talk, a speech or a lecture is the skill or ability of
interpreting the speaker's viewpoints. Interpretation is not as simple as
finding or locating general or specific information while listening.
Interpretation involves deriving meaning out of what is said. This can be
at two major levels- giving the speech the surface and the deeper
meaning. Interpretation involves inferencing, thinking between and
beyond what has been said. Giving utterance, meaning and making
deductions or observations out of the meaning, as well as establishing
trends or recurring patterns out of the observations, are also some of the
processes involved in interpretation.
Critical analysis involves looking at the merits and demerits (pros and
cons), of what is heard. It is the art of weighing or assessing each point,
discretely, to determine strengths and weaknesses. Critical analysis and
evaluation involve passing value judgements, making generalisations
and drawing conclusions after careful analysis.
Listening-comprehension should go beyond comprehending what is
heard. It should address every aspect of what is heard critically.
SELF-ASSESSMENT EXERCISE
Tick (ü) each of the situations you will hear in the audio recording
(passage 2.1 below) if it is critical; put (x) if the situation is evaluative,
and put (o) if it is interpretative. You can listen to the extracts more than
once, if you need to do so. In order to evaluate the extracts as stated
above, use the chart designed overleaf.
Passage
A
B
C
D
E
F
G
Critical
£
£
£
£
£
£
£
Evaluative
£
£
£
£
£
£
£
Interpretative
£
£
£
£
£
£
£
Have you completed the exercise? Go back to the audio recording, if
you have not completed the assignment and listen to the seven passages
again. Do not turn to the discussion following, until you have completed
the exercises.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Now that you have completed the exercise, let's discuss the answers.
Depending on the way you view the passages, your reaction may be
different from mine in some cases. On the whole, we should all agree on
many of the passages.
I think passage A is critical of the Congolese peace talks. This is
because of the value judgements (good idea) used. The writer is
indirectly condemning the peace talk. Congolese do not want more
talking from their leaders- they want peace.
Passage B starts from the angle of a question to determine whether
peace is what is wanted or war. The judgement of the speaker is that
peace is still far-fetched. I think the passage is evaluative.
Passage C seems to be critiquing armed purchase and the clearance
given to the government's wrong doings by the commission of inquiry.
Thus, the passage is critical.
Passage D is an evaluation of the aftermath of the election exercise. The
speaker's assessment looks positive.
Passage E looks like an evaluation of the work of Nissan Maxima. The
assessment is obviously positive. Nothing bad is found in the Nissan.
Passage F gathers different viewpoints of people regarding Oputa Panel
and gives the speaker's personal interpretation. It is not wrong to say the
passage is an evaluation of Oputa Panel. You will also be correct if you
say it is the interpretation of people's views regarding Oputa Panel.
Passage G- I think it is a critique of the attempt of some people to give a
clear-cut definition of some parts of the world as civilised and other
parts, uncivilised. The speaker is trying to ironically say that there is not
such a thing as a clear-cut definition of civilised and uncivilised world.
SELF-ASSESSMENT EXERCISE
Spot the given passages again on the CD. Listen to the audio recording
once more. As you listen, write down words and expressions, used by
the speakers to suggest critical analysis, evaluation and interpretation.
Turn to the second part of our discussion after you have completed this
exercise.
272
3.2
Words and Expressions Associated
Analysis, Evaluation and Interpretation
with
Critical
It is true that most words and expression can be twisted to meet the
demands to critical analysis, evaluation and interpretation of issues,
concepts or situations. However, you will agree with me after going
through the second exercise that some words or expressions are more
closely related to these language tasks. Compare your responses to the
first exercise with my own responses to the same exercise in the
following box.
Words And Expressions Associated with:
critical analysis
· Never seemed like
· A good idea
· They want
· Obvious
· Pose a challenge
· Was cleared
· Unnecessary
· Not entirely cleared
Jokingly called
· Keen learner
· would be... Do not want most
interested...
· starts... ends
evaluation
· Aftermath
· Turn out to be ...
· Quiet, orderly
· Inspire comfort
· Smoothness
· Dedicated to relaxation
· Advanced safety features
· Inspire millions. ..
interpretation
· Some ...called it
· While others said
· Hardly any ...
· Indifferent
You need to recognise these words and expressions while listening to a
talk or lecture. You also need to be able to use some of the critical,
analytical, evaluative and interpretative words when responding to
issues, items or concepts you listened to.
GST101
3.3
USE OF ENGLISH AND COMMUNICATION SKILLS I
Suggested Steps to Follow in Listening for Interpretation
and Critical Analysis
In this section, I’ll try to suggest some steps you can follow in
attempting to listen for interpretation and critical analysis. You should
not regard these steps as the gospel truth. They are subject to
modifications. In fact, they are the steps that have worked for me. I think
they will also work for you.
In order to be able to interpret what a speaker says, you must:
·
·
·
·
listen very attentively and fully understand the speaker's point of
view
take down notes on relevant points raised by the speaker
read deeper meaning to what the speaker is saying
relate what the speaker says with what you understand it to mean
and use your background knowledge of the issue, the situation or
concept being discussed to give/surface and deeper meaning to
what is said.
In order for you to be able to listen and critically evaluate what the
speaker says, you must do the following:
·
·
·
·
·
listen attentively and fully understand what the speaker's points
of view are
take down notes
consider the strengths and weakness (or “Pros” and “Cons”) of
what the speaker has said
use your own previous experience of the issue being discussed
and relate such an experience with what the speaker has said.
Pass valued judgements where necessary and
contribute suggestions, modifications or innovations that will
improve what has been said.
SELF-ASSESSMENT EXERCISE
Let's try to find out what you have learnt in this unit.
Which of the following is an activity involving critical evaluation? Tick
(ü)
i.
Listening to a talk that is boring
£
ii.
Listening and asking probing questions
£
iii.
Listening and engaging in active interaction reasoning
process of accepting and rejecting points heard
£
iv.
Listening and recalling the facts.
£
274
Of course, you can figure out from this exercise that listening to a talk
that is boring may not stimulate critical evaluation. Nevertheless, when
you ask probing questions and engage in active interactive reasoning
process or accepting and rejecting of points heard, you can rightly say
you are performing an activity that involves critical evaluation. Critical
evaluation is beyond mere recall of facts.
4.0
CONCLUSION
Listening-comprehension has been seen, in this unit, as an interactive
process involving the interpretative and the critical mind of the listener.
A listener with a critical mind is an intelligent listener. You listen to
interpret speaker's viewpoint to improve and not to destroy. Innovation
should come after listening -comprehension that interprets and critically
evaluates what is heard.
5.0
SUMMARY
This unit explains the following:
·
why you must listen for interpretation and critical evaluation
·
how to listen critically, interpret and evaluate speaker's
viewpoints
·
the suggested words and expressions that you can use for
interpretative and critical analysis
·
steps to follow in listening for interpretation and critical analysis.
I think you will continue to put these concepts into practice in your daily
social interactions and academic activities.
Passage 2.1
A.
Calling the Democratic Republic of Congo peace talks the
dialogue never seemed like a good idea. Fifty million exhausted
Congolese do not want more talking from their leaders. They
want peace.
B.
Are you for peace or for war? The answer ought to be obvious,
but in a country which has been at war for nearly 40 years, such
a question can still pose a challenge.
C.
The government itself was cleared of wrong doings in November
by a government inquiry. But it was not entirely over with, as a
non-governmental organisation planned taking it to court over a
technicality. The group says armed purchase was unnecessary as
there is no military threat to the country.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
D.
Considering all the pre-election drama, the election and its
aftermath turned out to be peaceful. The queues, which started at
the crack of dawn, were quiet and orderly, with people going in,
one after the other, to cast ballots.
E.
Nissan Maxima's lead over other cars of its class is bound to
inspire comfort. The comfort of performance that marries
smoothness and power- as only a Nissan can; the comfort of a
design dedicated to relaxation and the comfort of knowing
advanced safety features are there for you. In fact, it is the kind of
comfort that inspires millions of drivers to buy Nissan again.
F.
Some Nigerians, jokingly, called it the Oputa Road show. While
others said that it was the most important official public inquiry
in the country's history. But hardly any Nigerian was indifferent
to the proceedings of the Human Rights Violation Investigation
Commission, headed by Justice C. Oputa.
G.
Please, please, please define for us the civilised world. The
phrase is repeated over and over again in the news bulletins
since the attacks on America.
I am a keen learner, and would be most interested to know where the
civilised world begins.
6.0
TUTOR-MARKED ASSIGNMENT
Listen to the lecture on ‘Stroke: A Deadly Disease’ and take down notes
as you listen to the lecture. Use your notes to answer critical evaluative
questions. Use your notes to answer the questions in your worksheet.
i.
ii.
iii.
276
Has the writer been able to convince you that stroke is a deadly
disease?
a.
Give reasons to support your answers.
b.

What justifications do you have in the lecture to show that stroke
is as a result of functional distortions within the brain?
a.

What is the relevance of the passage to medicine?
a.

c.
d.
i.

What is the strength and weakness of the lecture?
a.

Stroke: A Deadly Disease
Stroke is a deadly disease nobody will ever pray for. Those who have
suffered from it cannot shake off the depression brought by lingering
disabilities. Stroke, the sudden brain damage caused by blocked or
ruptured blood vessels, are the world's third largest killer, after cancer
and heart disease. And, equally alarming, they are a major cause of
severe disability, with some 40,000 strokes annually, 15,000 of them
fatal. Weighing about 1.3 kilogram, the average adult brain is a delicate
bundle of biochemical activity. Its circuitry consists of about ten billion
nerve cells.
Known as neurons, they transmit and receive messages via tiny
electrical charges that are biochemically flashed across synapses, the
infinistestimal gaps between the neurons’ wispy branches. Without
oxygen from the blood, neurons die rapidly and cannot be replaced; the
brain or any part of it that is starved of blood, stops functioning within
minutes. And the starvation is precisely what happens when a massive
stroke occurs.
There are two basic kinds of stroke- “hemorrhagic”, caused by a blood
vessel bursting or tearing in the brain, and “ischemic”, caused by the
blockage or narrowing of an artery. In the latter case, those neurons
that are starved of blood die, distorting or destroying such functions as
speech, comprehension and muscle control, depending on which part of
the brain is affected.
Although about three quarters of all strokes are ischemic, the
hemorrhagic type tends to be more damaging. Hemorrhagic strokes
often occur when a weak point in the vessel wall balloons out like a
faulty inner tube to form an aneurysm, a blister, generally, not bigger
than a pea, but in some cases as large as a ping-pong ball. When the
aneurysm ruptures, a spray of blood destroys surrounding brain tissue
with an effect similar to that of a high-pressure hose trained on a pile of
sand. A hemorrhage can also result from the gradual hardening of
cerebral artery-the blood vessel becoming so brittle that it breaks.
GST101
7.0
USE OF ENGLISH AND COMMUNICATION SKILLS I
REFERENCES/FURTHER READING
Adkins, A. & Mckean, J. (1983). Text to Note. London: Edward Arnold.
Anderson, A. & Lynch, T. (1988). Listening. Oxford: University Press.
James, K., Jordan, R.R. & Matthews, A.J. (1988). ListeningComprehension and Note-Taking Course. London: Collins ELT.
278
UNIT 3
EFFECTIVE READING
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Introduction
Objectives
Main Content
3.1
The Importance of Reading
3.2
How to Read Effectively
Conclusion
Summary
Tutor-Marked Assignment
References/Further Reading
1.0
INTRODUCTION
In the previous units, you learnt how to listen effectively for general and
specific information, main idea, for interpretative and critical evaluation.
I hope you are already practising some of these listening skills in your
day to day social and academic life. In this unit and the subsequent ones,
you will be exposed to another very important way of receiving
information. This is through strategies that you can adopt in reading
effectively. You are advised to study the unit very intensely and practise
the suggestions given to you. If you do this, you will emerge an effective
reader; and if you are an effective reader, you are likely going to
perform well in your studies.
2.0
OBJECTIVES
At the end of this unit, you should be able to:
·
·
clearly state the importance of reading
discuss in a systematic order, the strategies for effective reading.
3.0
MAIN CONTENT
3.1
The Importance of Reading
An important aspect that you use English for in your programme is to
read books, articles, newspapers and your study texts and other materials
that can give you useful information. Frequently, you will be asked to
read a book for a particular purpose. Usually, the book contains useful
information about the topic you are studying. It may be valuable for the
ideas or views that it puts forward.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Indeed, you read to gain knowledge of what is around you. Not being
able to read is to be ignorant of the happenings, events, situations and
developments around you. Books enlighten you and make you
intelligent. They expose you to various experiences of life and enrich
your understanding of the world around you.
You also read to collect facts that can be useful for you in your
academic life. Such facts are in form of data, explanations, reports,
findings, theories, laws, and so on. The facts are also stored in different
forms. Some of these are in form of words, tables, charts, diagrams,
formulae and pictures.
Reading can also be for pleasure. You need to cultivate the habit of
reading whatever comes your way for pleasure, entertainment and the
joy it gives. Many studies have shown that Nigerians have not formed
the habit of wide informative reading. Reading culture is yet to be our
culture. Many read only when they are forced to read. They read for
examination or academic purposes only. They are weak in reading for
pleasure. Do you know what? Reading is like a medicine. It heals souls.
It enlivens minds and always makes you feel better.
SELF-ASSESSMENT EXERCISE
Rate yourself on the scale presented here to show how important reading
is to you. The rating scale is (0) for situations that are not applicable to
you, (1) for just poorly applicable, (2) fairly applicable to you and (3)
highly applicable.
0
£
£
£
£
£
£
1
£
£
£
£
£
£
2
£
£
£
£
£
£
3
£
£
£
£
£
£
£
I read newspapers daily
£
I never read newspapers
£
I don't read because I’m a slow reader
£
I don't read because I cannot find books to read £
£
£
£
£
£
£
£
£
£
£
£
£
£
£
£
I read for pleasure everyday
I hate reading
I read for examination only
I read a complete book a day
I read a complete book a week
I read a complete book a year
I have never read a complete book throughout
Have you responded to these questions very honestly? Do you read for
pleasure every day? Many do not do so. This is because they have not
seen the importance of reading. Remember, reading must be a
pleasurable activity for you. What is your rating in the items that says I
280
hate reading? If you are honest, that may be your view about reading.
Reading should be your friend. You should not hate it.
Item 3 of the above exercise is an interesting one. Many students read
for examination only. After examination, they hardly read again. This
should not be the case. Reading should be a day-to-day affair. You
should not let a day go by without gaining something from a book.
Some fast readers read at least a novel a day. Some make it a duty to
read a novel a week or a month. If you have not cultivated this habit,
please do so today. It will be the most disheartening experience for you
never to have read a complete book throughout your lifetime. As from
today, I want you to start to read, extensively. You can do that by
reading at least five novels before you complete this course.
It is true that many do not read because they face certain reading
problems. Some are extremely slow readers. Some read word by word.
Some fix their eyes on one letter for a long time. Some pronounce every
word when they read silently. Some read and go back to read the same
thing again (this is called regression), some find it difficult to
concentrate while reading. Whatever your problems may be, it is the
goal of this course to remove them. If you practise the exercises in the
units coming up very well, you will surely overcome these problems.
3.2
How to Read Effectively
Some suggestions are given below to enable you read effectively.
1.
Decide the purpose of reading a book, article, newspaper or
any other reading material
Note that there is no same purpose for reading all materials. Some of the
different reasons why you read are listed below:
·
·
·
·
·
·
·
·
·
·
·
to find some information quickly
to answer a question
to understand a difficult idea
to find meaning/of a word; a concept or a diagram
to analyse a particular concept, diagram, table or chart
to study a concept intensively
to gain ,a general overview of a particular idea
to critically assess a point of view
to read for pleasure entertainment or the joy of it
to locate, specific information concept, idea
for many other reasons.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Your reading speed will vary according to the purpose of reading. For
example, if you just want to locate a point or information you will either
skim or scan through the passage to locate such information. If your
purpose is to study the concept thoroughly, then your reading speed will
be slow. What am I saying here? Flexibility in reading is paramount to
effective reading.
SELF-ASSESSMENT EXERCISE
Tick (ü) which reading speed you will use while performing the
following reading tasks; tick (ü) slow, average or high speed.
Reading speed
Slow Average High
Reading Tasks
· Locating the scores of a football match in a
newspaper
£
· Preparing for examinations
£
· Writing assignments
£
· A lawyer preparing for a case
£
· A medical doctor looking for a particular
medicine to use for a patient in a book
£
· Engineering drawing
£
· Study a particular nursing topic
£
· Locating a date in a book
£
· Deciding whether to read a book or not
£
£
£
£
£
£
£
£
£
£
£
£
£
£
£
£
£
£
£
From the above exercise, you can see the importance of flexibility in
reading. You can see that you don't read all materials the same way. You
can also see that some materials are to be read very fast, while some are
to be read slowly. For example, locating the score of a football match,
you will have to scan through the newspaper very fast with high reading
speed. Of course, in preparing for examinations where you need to
understand the concept very well, you must read with slow or average
speed. If a lawyer is preparing for a case, he has to get all the facts of the
case correctly. In order to do this, he must read the material very slowly.
But if a medical doctor wants to locate the name for a particular
medicine very quickly, he should skim through the medical book with
high speed. When studying a particular nursing topic, the reader must
use average or slow speed, depending on the difficulty level of the
material.
2.
Decide what to read
In effective reading, you must always decide not only the purpose of
reading but also what to read. It is rarely necessary to read a whole
282
book, except a novel which is to be read for pleasure. A good starting
point is to look at the content page at the front of the book to decide the
relevant chapters or pages that are to be read. A quick look at the chapter
headings and sub-headings may help to indicate what should be read.
The index at the back of the book may indicate the relevant portions of
the book that can be read.
SELF-ASSESSMENT EXERCISE
In two minutes only, look at the contents presented below and decide the
pages you will read, if you want to find information about the following
topics or issues. Write the pages on a piece of paper.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Truth about Nigeria
FM radio
Poetry
Pan African
Wade
Return to traditional justice
Face to face with God
Challenging the West
Boxing
Jammeh
CONTENTS
January to March 2002. Volume 13 Number 1
Update
We report on DR Congo, Central African Republic, Mauritania,
Angola,Burundi, Lesotho and South Africa.
Features
Gambia Jammeh's comfortable victory
Eritrea President Isaias cracks down on opposition
Rwanda Return to traditional justice
Nigeria Behind the Benue massacre
Malawi White confronts Brown
Equatorial Guinea oil's winners and losers
Africa By Boat Lakes, baptisms and hippos
Kenya Face to face with God
Letter From The President A misdirected missile
Columnists
Sola Odunfa Nigeria grapples with the truth
Chris Simpson Wade the dreamer
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Business & Economics
Somalia Mogadishu money makers
Great Lakes Small is beautiful
Nigeria Cloth trade in tatters
Pan-Africa A bold new initiative
About Us
Chris Bickerton Living life to the full
Programme Guide Comprehensive guide to what's on the BBC
Fm Update More launches expand the FM network
Anna Borzello Emotional farewell
The Bin Laden Effect
Special Section
Overview Africa after September 11
Mali The changing face of Islam
Nigeria Challenging the West
South Africa Containing the extremists
Kenya Disgruntled minority
North Africa Sitting on the fence
From You
Letters Views on civilisation, education and the Sudanese nation
Snaps All the colour of Africa
FREE
My Town Accounts from Uganda and Kenya
Nations cup
Poetry Africa in verse FREE
Wall Chart
Talent Moving machines Nations cup
Centre Pages
Short Story French lessons Wall Chart
Festivals Ceremonies in Nigeria and Ghana Centre Page
Sport
Nations Cup 16 teams battle it out in Mali
George Weah Hanging up his boots
Senegal Pretenders to Cameroon's football throne
Star Players Key men at Mali 2002
Boxing Baby Lake’s final round
Source:
BBC focus on Africa, BBC world service, (2002)
Have you completed the exercise? What is your experience? You
discovered that you had to read fast in order to find the pages of the
articles. Cross-check your answers with the ones provided at the end of
this unit.
284
11.
Get the overview of what is to be read
When you have decided about what to read, you should get an overview
of the contents before starting, to read the material. You need to do that
because sometimes you may think the passage, chapter or section of a
book is relevant and it may turn out to be irrelevant to the purpose of
reading the text. This quick overview, probably at the back of the book
(blurb), which gives a summary of the reading material or the
introduction, which gives you the direction of the material, can give the
impression about the relevance of the material.
SELF-ASSESSMENT EXERCISE
In a one minute scan through this extract on ‘livestock’ to decide its
relevance to a project on livestock breeding in Nigeria, give five reasons
for your acceptance or rejection of the relevance of the material to the
topic. Do not spend more than one minute on the article.
Livestock
Nigeria has a wide range of livestock which provides an important
source of protein. The concentration of these livestock varies from one
part of the country to the other. Available figures show, for example,
that in 1990, of the 13,947,000 cattle in the country, Borno had the
highest number of about 3 million while Bauchi, Gongola(now made up
of Adamawa and Taraba states), Kaduna, Niger, Plateau and Sokoto
had over one million heads of cattle each.
Bauchi, Borno and Kano had over two million sheep and goats in 1990;
while Katsina, Gongola and Sokoto followed- with over one million
each. Pigs were, predominantly, found in Benue and Plateau with over
500,000 each, followed by Gongola and Kaduna with 470,000 and
250,000, respectively. The highest numbers of chickens were found in
Benue with over eight million; followed by Ogun, Oyo, Ondo, Anambra
and Bendel with over four million birds in 1990.
Bendel and Benue had more than I million each of ducks followed by
Bauchi, Plateau, Gongola and Sokoto with slightly less than one million
each. Guinea fowls were predominantly found in Bauchi and Sokoto
where over one million each were found in 1990.
The highest number of turkeys was found in Kano, Akwa Ibom and
Plateau. Bauchi had over 500,000 rabbits compared with Kano, Katsina
and Kaduna with population of 217,000; 166,000 and 112,000
respectively.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
On the whole, Northern states had 75 -90% of the total livestock
counted in 1990. Northern states- cattle 96.6%; sheep 82.3%; goat
73.1%; pigs 72.6% chickens 56.6%; ducks 75.7%; guinea fowl 93.6%;
turkey 73.6% and rabbits 28.5%.
Southern states: cattle 3.4%; sheep 17.7% goats 26.7%; pigs 27.4%
chickens 43.4%; ducks 24.3%; guinea fowl 6.4%; turkey 26.6% and
rabbits 28.5%.
Source:
Federal department of livestock and pest control services.
Do you find the passage relevant to livestock breeding in Nigeria? If you
find it relevant, you may probably give the following reasons.
(a)
(b)
(c)
(d)
(e)
The article shows the spread of livestock in Nigeria
The article shows where a particular livestock can be bred
The article shows the types of livestock that can be bred
The article shows the area where some of the livestock can be
favourably bred
The article gives statistics of breeding rate and number.
From this simple exercise, you must have discovered the need to survey
articles or reading materials before actually going through the tedious
process of reading them, intensively. You may be wasting your time
reading an irrelevant material and later on find out that such material is
not meeting the purpose for which reading is intended. In order for you
to decide the relevance of a reading material, read:
·
the abstract
·
the introduction or opening paragraph
·
headings and sub-headings conclusion, usually the final
paragraph of the material.
12.
Ask yourself specific questions connected with the material
In order to focus on what you are reading, you must start with something
to guide your reading. You should endeavour to answer the guiding
questions as you go along in your reading. If you make notes as you
read, you will be able to answer the relevant questions more accurately.
Your notes will assist you to focus on what you are reading. They will
also provide you with the summary of what you have read that can be
re-read or revised later on in life, especially during examinations.
SELF-ASSESSMENT EXERCISE
As you read the passage entitled ‘Using Geographical Information
Systems in the Management of Education’, use the following question
286
as your guide. Try to form notes as you read along. Use the notes to
answer the question after reading the passage.
Guiding question: what is the value of geographical information
system?
Using Geographical Information Systems in the Management of
Education
Space is one of the key dimensions of our lives. In some places, space is
rigidly controlled by such clear features as fences, political borders,
walls and school districts; and people arrange what they do and where
they go according to these barriers. These kinds of boundaries may not
have been erected in other places, but space remains equally important.
Where can water be obtained, where can crops be planted, and how far
must a child walk to school? Space is both an important resource and
constraint for everyone. It also has a substantial impact on education.
What does someone working as an education planner or manager do
about considering the effects of space on education? How does this
person quantify, analyse and display the relationships between
geography and education? How does he or she determine just where
education should happen? How does he/she answer such questions as:
·
·
·
·
·
where are new schools needed?
where can pupils move after completing their primary schooling?
where are school facilities duplicated?
where is there a need for new teachers, or where is in-service
training most urgently required?
where should inspection circuits be created?
The tools described in this book will make it easier for the planner to
obtain answers.
A Geographical Information System (GIS) comprises a set of tools
useful for processing spatial information. As is true to any set of tools,
much of its effectiveness depends on the paradigm in which it is used.
Educational planners and managers with a strong interest in the details
of education, in local conditions and local solutions, and in having their
efforts translated into tangible products, will make good use of GIS.
Those with broader interests in policies, processes and central control
will also use a GIS to highlight, among other things, regional
disparities, problem area, and schools in need of immediate action.
This book has been designed to find something of a middle road between
those with a strong interest in education and those with a greater
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
interest in the technology of GIS. The book seeks to bridge that gap by
showing how modem computer technology can be 'user-friendly' in a
discipline that often hesitates to use technology when searching for
solutions. Hopefully, it will convince educationists who wonder whether
a GIS can be useful that there is much to be gained. For those
embarking on the actual development of a GIS, this book provides a
clear introduction to the methodological principles and broad products
which can be expected from such a system.
And, for those who know a good deal about GIS, but wonder how to
apply the technology in an education setting, examples of spatial issues
and questions in education should illustrate the potential value of the
applications. The book describes the planning and development of a
geographical information system, explains the components necessary for
a GIS and presents a variety of examples of how a GIS map can be used
in educational planning and management. Parts of the book will be
published in a series of training modules on school mapping and micro
planning. But given its wider perspective it was felt necessary to make it
available to a wider audience.
While this book is intended for those who might wish to develop and use
a GIS for education planning and management, it should also be of
interest to people working in other social sectors. Many of the principles
important to education are relevant to other services and processes
involving people. This book was compiled with the kind assistance of
staff in the Ministry of Education and Culture in Namibia.
Source:
I1EP Newsletter, October-December (1996). Paris:
International Institute for Educational Planning.
If you have gone through the passage carefully and taken useful notes,
you will be able to answer the guiding question posed at the beginning
of the passage. You will discover that the first two paragraphs are not to
be read with seriousness. This is because they do not answer the
question posed at the beginning of the passage. The values of
Geographical Information System come more clearly from the third
paragraph. Compare your answer with the one I present here:
The values of Geographical Information System are in its use in
processing spatial information; its ability to highlight regional
difference, problem areas, and schools in need of immediate action of
the educational planners and policy makers.
Once again, guiding questions can assist you in locating the important
thing you need from the reading materials, the proper focus to be given
to the material and what is relevant and irrelevant.
288
4.0
CONCLUSION
If you put everything that is suggested in this unit into practice as you go
through the subsequent units under reading-comprehension, I can say
that you will read efficiently. Let me warn you. You will sooner or later
find out that you have a lot to read and only a limited time to read them.
If you know this, it is important for you to read as quickly as possible.
Part of the training in this course is how to increase your reading speed
without loss of comprehension.
5.0
SUMMARY
This unit has exposed you to the following:
·
the importance of reading
·
how to read efficiently which includes- deciding the purpose of
reading; deciding what to read; getting the overview of what is to
be read; asking yourself a guiding question to guide your reading
as you read along; and forming notes on what is read.
As you move along in subsequent units, you will be practising some of
the suggested effective reading strategies discussed in this unit.
6.0
TUTOR-MARKED ASSIGNMENT
“The requirements of effective reading are diverse and of great
importance”. Discuss.
7.0
REFERENCES/FURTHER READING
Adkins, A. & Mckean, J. (1983). Text to Note. London: Edward Arnold.
Anderson, A. & Lynch, T. (1988). Listening. Oxford: University Press.
James, K., Jordan, R.R. & Matthews, A.J. (1988). ListeningComprehension and Note-Taking Course. London: Collins ELT.
Olaofe, I.A. (1991). English and Communication Skills for Academic
Purposes. Zaria: Tamaza Publishing Co.
Olaofe, I.A. (1993). Communicate English Skills. Zaria: Tamaza
Publishing Co.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
UNIT 4
SKIMMING AND SCANNING
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Introduction
Objectives
Main Content
3.1
Skimming
3.2
Scanning
Conclusion
Summary
Tutor-Marked Assignment
References/Further Reading
1.0
INTRODUCTION
In unit 3, you were taught what effective reading entails. You learnt that
flexibility in reading makes you an effective reader. You should control
your reading speed according to the purpose of reading, type of
materials to be read and the kind of reading activities you are
performing. The two related reading activities to be discussed in this
unit are skimming and scanning. They are two related reading skills that
are useful for pleasure and academic purpose reading. As you go
through the unit, be ready to practise these reading strategies, using the
relevant passages provided.
2.0
OBJECTIVES
At the end of the unit, you should be able to:
·
·
·
identify different silent reading speed
apply the skill of skimming to reading passages in real life
situation
practise how to scan passages to locate specific information.
3.0
MAIN CONTENT
3.1
Skimming
You should recognise three main reading purposes. The slowest speed is
what you may call study speed for proper understanding of what you
read. At this reading level, you are expected to have
a high level of concentration and high level of
understanding. Your attention should go to details in
the reading passage. These details are to be
remembered. Next, reading speed is the one usually
290
called average reading speed. This speed you should use for books or
reading materials that are important and require intensive reading and
comprehension, but that are easier than textbooks. A large number of
novels are read at average speed, depending on the enjoyment obtained
from them.
The last reading speed which is the concern of this section of the unit is
the fastest reading speed. This is called skimming. This reading speed is
used when you do not need high level of comprehension. Skimming is
used to get a general idea, impression, overview or gist of the reading
materials. Skimming requires rapid reading which is often used when
you want to obtain idea quickly. Let's practice this skill.
SELF-ASSESSMENT EXERCISE
Skim through the passage entitled: IMPACT OF PETROLEUM ON
THE ECONOMY to determine the general idea, overview and the
impression that the author wants to give.
You have three minutes for this exercise.
You are not to go back to the passage after you have skimmed through
once. Use the following questions as guide.
(a)
(b)
What are the positive sides of petroleum on the economy?
What are the negative sides of petroleum on the economy?
Do not turn to the discussion until you have completed the Exercise.
Have you completed the exercise? If you have done so, then go to the
discussion section.
Impact of Petroleum on the Economy
In many ways the easier aspect of my tasks today is the- evaluation of
the impact of petroleum on the economy. It has been both beneficial and
negative. On the positive side, the exploitation of petroleum led to the
dramatic explosion in government revenues between 1973 and 1981.
This enabled the Federal and State Governments to undertake a vast
expansion in the development of infrastructure and the provision of
social services. It also meant a faster growth of national income in the
1970s than would have been possible without petroleum. Some linked
industrial development has also occurred-oil refineries, the beginning of
the petrochemical industry as well as the establishment of some oil
service enterprises.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
It is difficult these days, after more than ten years of economic
depression and relative decline, to recapture the rising expectations and
near euphoria which exploding oil revenues created in the early '70s. It
is useful to recall a few figures, and I must stress that the naira used in
them is the pre-devaluation naira which was worth more than the US
dollar. The National Development Plan of 1955-62 was to cost £164
million. Actual expenditure was £85 million or 170 million. The size of
the Second Plan, 1970-74, was 3.2 billion. By contrast, the Third Plan,
1975-1980, called for the investment of"30 billion naira. Unlike the
other plans which assumed 50% dependence on foreign financing, the
1975-80 plan assumed nearly 100% financing from national savings to
be made possible by oil taxation. The vision for 1980-85 was even
grander.
Let me say, straight away, that the project revenues for the period 1975
to 1980 were over 90% realised ("39.50 billion compared with "43.78
billion project). However, we all know that following the military
changes of government in 1975, the massive purges of the public service
in 1975 and the traumas which followed, the 1975-80 plan priorities and
strategies were, largely abandoned. The emerging enabling environment
of political and regulatory stability was shattered. The nature and
content of the rhetoric of several key personages including the manner
of the execution of the second indigenisation measures frightened away
foreign investment and induced capital flight etc.
Nevertheless, the country utilised the vastly increased government
revenues to achieve a massive construction of new trunk roads and
upgrading of existing roads and bridges, giving Nigeria a vast network
of tarred road, which despite the neglect and disrepair of the past
several years is still superior to what is found in many parts of Africa.
Enormous sums were also expended in expanding educational facilities,
telecommunications, ports, water resources -all of which could not have
come from foreign aid. The disappointing attitude towards maintenance
after the commissioning of these expensive facilities is one of the
negative developments.
For those interested in fixing the exact date of the so-called oil boom,
we should note that oil revenue was not very significant before 1972. In
1967, it was "54 million. By 1973 it had risen to "1.4 billion, "1.6 billion
in 1974, and "4.2 billion in 1975. It was still "5.8 billion in 1977-78. The
greatest windfalls came following the outbreak of the Iran-Iraq war. In
1980 it was US $25 billion, about US $7-8 billion over the last seven
years. However, these figures in themselves are not very significant for
our purpose today.
Source:
292
NIGERIA: The Way Forward by Mahdi A, et al, Kaduna:
Arewa House.
How many minutes did it take you to complete reading the passage? If
you took more than 3 minutes, then you were not skimming any longer.
You are probably reading at average speed. Let me sound a note of
warning here- do not read too fast with no comprehension, or too slowly
just because you want to comprehend what is read. Research studies
have shown that you are not necessarily gaining lots of comprehension,
simply because you are reading slowly. The slower you read, the less
your comprehension rate.
Let's attempt the above exercise; going by the general idea or overview
of the entire passage, the positive sides of petroleum include:
·
explosion in government revenue
·
provision of social services
·
industrial development
·
massive construction of new trunk roads and upgrading of
existing ones
·
expansion of educational facilities
The negative sides of petroleum on the economy include:
·
a
disappointing attitude towards
commissioning of the expensive facilities.
3.2
Scanning
maintenance
after
Some people use skimming and scanning interchangeably. This is not
our position in this unit. We take scanning to mean screening the
passage very rapidly to locate important information within a large
chunk of reading materials. In such a reading
activity, you search through the passage to locate
the information. In scanning, the eyes are not
necessarily moving from left to right. They may
move left and right, top to bottom, across the pages,
northern to southern part of the page, to locate the specific information
you are searching for.
Scanning
Let's practice this activity.
SELF-ASSESSMENT EXERCISE
Indicate whether what you need is skimming or scanning for the
suggested reading tasks stated below.
GST101
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
USE OF ENGLISH AND COMMUNICATION SKILLS I
Locating dates in a bulletin:______________________________
Determining whether the article favours our political party: ____

Getting the specific percentage for a particular import-export
exchange rate:________________________________________
Locating the names of lecturers in the department from the school
prospectus:___________________________________________
Looking for the telephone and E-mail number of the company:__
Locating relevant headings and sub-headings of the research
paper:______________________________________________
Obtaining the overall reaction of the writer to the government's
policy: and___________________________________________
Locating a specific information on the grade of the student_____

Now that you have finished the above self-assessment exercise, we can
discuss the answers.
You scan in order to locate dates in a bulletin, but
skim to determine whether or not the article favours
our political party. To get the percentage of importexport /exchange rate you will need to scan through
the relevant document. Scanning will also be done to
locate the names of lecturers in a prospectus; so also
will scanning be used in looking for telephone number
and e-mail address of a company. You may skim through a research
paper to locate the relevant headings and subheadings.
Let's practise scanning using the newsletter of the First Bank Century II
- New Frontiers Project, February 2002.
WINNING
From the Editor
Hello again!!!. Here is another exciting opportunity to learn more about
the New Frontier Project.
The focus in this edition will be on the Groupware/Enterprise Portal
initiative. You will be informed about what the project is all about, its
objectives and scope. We'll also bring you up to date on the progress so
far.
You can still send in your entries for the new Frontier “Buddie” Quiz
published in the December edition. The deadline has been extended to
294
February to enable upcountry responses get to us. Names of winners
will be published in the next (March) edition.
In this edition
·
·
The Groupware/Enterprise Portal initiative overview- objectives,
scope, where are we, expected benefits.
And other regular features
The Groupware/Enterprise Portal Project
Overview
Over the past few years, many companies have begun to view the need
for information gathering and sharing and the ability to communicate
this information speedily across the organisation as being critical to
business competitiveness and employee productivity.
Consequently, the selection, purchase and deployment of systems that
support “messaging” and “collaboration” has become an item on the
agenda of many CEOs. Messaging simply means communication
between two or more people while collaboration means working
together as a group or team.
The ability to facilitate the processes of messaging and collaboration
has enabled many organisations to work smarter, hence, increasing
workforce productivity, decreasing costs and enhancing shareholders'
value. This revolution in the workplace has been brought about by two
major types of technologies:
·
·
groupware
enterprise portal
What is a Groupware?
A groupware is any software that allows two or more people to work
together as a group without necessarily being
present in the same physical (geographical)
location. Simply put, it is a software designed to
improve the productivity of a team of
individuals with common goals e.g. individuals
in the same branch, project teams or individuals
with a common group identity e.g. branch managers, regional
managers, and so on.
The term “groupware” encompasses several types of technology that
facilitate e-mail, electronic bulletin boards, online meetings, discussion
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
groups, group calendaring and scheduling, knowledge management and
workflow. These terms are explained in detail on Page 3.
What is an Enterprise Portal?
The enterprise portal is a simple personalised interface (window)
through which an individual can access and utilise the various
information sources within or outside his/her organisation.
Using First Bank as an example, if an enterprise portal is deployed, an
employee can, from his workstation, have access to the banking
application, the help desk, HR policy database, e-mail facility, training
databases, and so on.
Why are we embarking on this initiative?
As part of the efforts to achieve its 'big one' vision in the Nigerian
Financial Services industry, First Bank recognizes the fact that it can
exploit the use of information as a source of competitive advantage by
ensuring optimal distribution and usage of its available information
resources.
Our vision: “to be the clear leader and Nigeria s bank of first choice”
SELF-ASSESSMENT EXERCISE
Scan through the above newsletter of the First Bank Century II to locate
the following information.
1.
2.
3.
4.
5.
6.
7.
8.
The number of sub-headings in the newsletter_______________
The meaning of messaging ______________________________
Our vision___________________________________________
What is in the edition?__________________________________
Deadline for New Frontier Buddie QUIZ____________________
What is an Enterprise" Portal? ____________________________
The initiative the bank is embarking on is___________________
What Groupware encompasses are ________________________
You should spend two minutes on this exercise. If you spend more than
two minutes, then you are no longer scanning, but reading at a slow or
average speed. Cross-check your answers with the ones presented in the
box below. Do not check the answers until you have completed the
exercise on your own.
296
SCANNING CLUES
Answers
1.
7 sub-headings
2.
Communication between two people
3.
To be the clear leader and Nigeria's bank of the first choice
4.
Groupware/Enterprise Portal initiative overview, objectives,
scope, where are we, expected benefits and other regular
features
5.
February
6.
Interface (window) through which an individual can access
and utiliSe various information
7.
Use of information as a source of competitive advantage
8.
Several types of technology: E-mail electronic bulletin boards,
etc.
Do you know what? It is possible for you to skim
and scan at the same time depending on the
purpose and the information you are searching
for. As from today, try and skim and scan
through all the Nigeria newspapers you come
across each day. By the time you do this for quite
a long time, skimming and scanning will become part and parcel of you.
4.0
CONCLUSION
Skimming and scanning are two related rapid reading activities. You
should see them as interesting activities to be performed daily. Do you
know what? You need to acquire lots of information daily. The series of
exercises in this unit will prepare you for daily information gathering
activities.
5.0
SUMMARY
This unit has exposed you to the following:
·
·
how to skim through passages to get the gist, main idea or ideas
of a passage and
how to scan to locate important information.
The next unit will train you to build on those two interrelated
reading activities as you read for speed.
GST101
6.0
USE OF ENGLISH AND COMMUNICATION SKILLS I
TUTOR-MARKED ASSIGNMENT
Skim and scan through the Newsletter Vol. 8 that accompanies this
assignment and answer the following questions by filling in the gaps.
You must stick to the exact words or expressions used in the Newsletter.
You have just 15 minutes for the exercise.
Answer the following questions, based on the Newsletter, by filling
in the gaps below.
i.
ii.
iii.
iv.
v.
vi.
vii.
Word flow means (1)__________________________________
Electronic mail means (2)_______________________________
How many headings are in the newsletter? (3)________________
Knowledge management ensures the (4)____________________
(5)_________________ and (6) of ideas
Lotus Notes can provide workflow capabilities to automate how
many processes?
(7) ________________________________________________
(8) and (9)__________ is very useful for
managing time and setting up appointments.
Mobile
functions
of
Lotus
Notes
include
(10)__________________and (11) _______________________
Newsletter for Skimming and Scanning
Functionalities of Lotus Notes
The benefits of using Lotus Notes will be better understood with a basic
knowledge of the various functionalities of Lotus Notes. These
functionalities include: Electronic mail and messaging.
Electronic mail is a system for
sending messages and files
between computers. Many of us
are already familiar with this as
most individuals currently use the internet for this purpose. With e-mail,
First bankers can send and receive text messages conveniently, quickly
and cheaply.
Group calendaring and scheduling
The calendaring and scheduling functionality is very
useful for managing time and setting up appointments
and meetings. With this functionality, you can send
out meeting notices, respond to meeting invitations,
and receive e-mail or audible alerts/reminders for
scheduled events like meetings and appointments.
298
This functionality also supports personal and group “To do” lists to
help you effectively manage any tasks/activities you have outlined.
Knowledge management
Knowledge management ensures the capture, storage and dissemination
of ideas, skills and knowledge of an organisation's workforce. This
functionality works like a database that harnesses an organisation's
knowledge capital. Thus, with Lotus notes, First bankers can create,
collaborate, distribute and share information. For instance, the bank's
training curriculum, newsletters and journals can be stored in various
databases which bank staff can access via Lotus Notes.
Workflow
Workflow is a generic term given to the tasks, the steps, the people and
tools involved in each step of a business process. Lotus Notes can help
to automate processes and manage consistent handling of work Lotus
Notes will be able to provide the workflow capabilities to automate the
following processes.
·
·
·
·
·
·
·
·
Processing of staff loan
Application for leave
Appraisal
Expenditure Mandate
Settlement of Bills
Budget Monitoring
Store Requisitions
Cheque Book Procurement
Electronic meeting systems
This functionality enables individuals to conduct meetings
electronically. Consequently, individuals do not always have to be
physically present in the same location to hold a meeting. This
functionality supports both talking and exchanging of messages (video
and audio) in real time.
Mobile features
This ensures that Lotus Notes reach can be extended to individuals even
at remote locations. It also allows mobile employees to stay connected
to the most current information. For instance, if you are away from your
branch on official assignment, you can still access your mails via the
internet, or through a remote dial-up from anywhere you are.
GST101
7.0
USE OF ENGLISH AND COMMUNICATION SKILLS I
REFERENCES/FURTHER READING
Adkins, A. & Mckean, J. (1983). Text to Note. London: Edward Arnold.
Anderson, A. & Lynch, T. (1988). Listening. Oxford: University Press.
James, K., Jordan, R. R. & Matthews, A.J. (1988). ListeningComprehension and Note-Taking Course. London: Collins ELT.
Olaofe, I.A. (1991). English and Communication Skills for Academic
Purposes. Zaria: Tamaza Publishing Co.
Olaofe, I.A. (1993). Communicate English Skills. Zaria: Tamaza
Publishing Co.
Audio-Recordings of all the Passages under Listening Comprehension
i. e. Module 1 (units 1-5), Module 2(units 1 – Video Recording of
all the Passages under Listening – Comprehension i.e. Module 1
(units 1 – 5), Module 2 (units 1 – 5).
300
UNIT 5
READING AND
COMPREHENDING
VARYING SPEED LEVELS I
AT
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Introduction
Objectives
Main Content
3.1
Reading at the Fastest Speed
3.2
Reading at the Average Speed
Conclusion
Summary
Tutor-Marked Assignment
References/Further Reading
1.0
INTRODUCTION
This unit is divided into two parts. The first part assists you to practice
reading at the fastest speed. This section is an extension of unit 4- where
you learnt the skill of skimming and scanning. The difference is that
skimming and scanning in this unit are geared towards reading very fast,
while the ones discussed in unit 4 are directed towards making you able
to locate specific information and obtain a general impression of a
particular reading passage.
The second part of the unit is devoted to the practice of reading at an
average speed. You are to learn how to read materials of different types
with pleasure and maximum comprehension. The last part of this topic is
the slowest- reading at an average speed which is used in a study-type of
situation. This last part will not be handled in this section. It will be the
concern of unit 1 of module 3 of this course. As you study this unit,
have your pen, paper and a dictionary beside you.
2.0
OBJECTIVES
At the end of this unit, you should be able to:
·
·
·
read passages, at the fastest speed, with maximum
comprehension
read passages at an average reading speed, with maximum
comprehension
perform various comprehension tasks that are associated with
reading with fastest and average speed.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
3.0
MAIN CONTENT
3.1
Reading at the Fastest Speed
In the last unit, we attempted the discussion of the three kinds of silent
reading speed, all for different purposes. Can you still remember these
silent reading speed levels? If you cannot remember these, turn to unit 4
of this module and find out. Well, I think you have found out these
levels- the slowest speed for high level understanding and when it is
necessary to remember details; next is average speed for easier texts and
reading materials and the fastest which is skimming and scanning.
In the last unit, I ended with a note that it is possible to skim and scanread a passage at the same time. Skimming and scanning are regarded at
the fastest speed. According to Edward Fry, a good
reader achieves 50% comprehension while
skimming and scanning at more than 800 words per
minute. This is, possibly, the fastest speed you can
achieve in your academic activities. Since this unit
is concerned with the reading and comprehension at
varying speed levels, the first speed level you will practice is the level
that requires you to skim and scan at the same time. This is to be
regarded as the fastest reading-comprehension speed level.
Let's practise it. Passages lumped together here are on various topics of
high interest. You are expected to skim and scan through the passages to
answer the following questions. You have half a minute for each
question.
Fill in the blanks once you find the answer. Record the time you start the
exercise, and when you finish.
1.
What is the view of Olu Leo Ezekiel?______________________
2.
What is the gold mine of wisdom for raising a son? ___________
3.
In what media is “Bring up your Boys”_____________________
4.
What is the hope of conflict resolution? ____________________
5.
Which war is reported in one of the extracts?_______________
6.
In what ways are boys different?_________________________
302
Murder of Bola Ige
That Bola Ige was murdered by the bullet of the assassins shows that
there are still some individuals in Nigeria who, under a democratic
system, do not appreciate how to tolerate other peoples' views.
Therefore, if there is any mistake the Justice Minister made while in
office, it is his inability to make Nigerians who are aggrieved, to see the
court as the last hope for conflict resolution. Those that have resorted to
killing as way of having the upper hand in any disagreement should
have a rethink and know that as their action have caused the country a
great loss, so will the punishment of the ungodly act be visited upon
them on the day of judgment.
Odua Abdulfatai
Maiduguri, Borno State
I am really in sympathy with the wife, children, relatives and cronies of
late Ige and I pray to God Almighty to grant them the right frame of
mind to bear this great wastage to humanity. The family of Ige should
not weep for their departed husband, father, brother, uncle, etc., but
they should weep for our sickening country, Nigeria.
Uncle Bola Ige, may your great soul dwell in eternal peace with God in
his Celestial Heavens where Christ reigns as overall king.
Olu Leo Ezekiel
Yaba, Lagos
If Bola Ige had been murdered in the Abacha's days, most people would
have jumped to the conclusion that it was a state sponsored act; but now
that his death is linked to political squabbles in a democratic
dispensation, the lesson inherent is that violence will continue to reign
in Yoruba land except the people eschew politics without bitterness.
It is unfortunate that Bola Ige was killed at the height of his political
carrier. However, what this gruesome murder portrays is that if the
killers are not fished out, we may never be close to identifying the real
murderers of Kudirat Abiola.
Ige's death should serve well in reminding us that we have always lived
in very uncertain times. Be it the regime of Babangida, Abacha,
Abudulsalami Abubakar or Obasanjo, the naked truth is that mysterious
deaths have occurred more in the Southwest than any other part of the
country.
J. Okunlola
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Obasanjo Stops Army Operations in Benue
A war of wit is gathering momentum in the nation's political milieu
between the National Assembly and the governors of the 36 states of the
federation. It is a war whose causalities may be the nation's toddling
democracy and its supposed beneficiaries-Nigerians-who trooped out in
1999 to elect their representatives.
At the centre of raging battle is the electoral bill as amended by the two
houses of the National Assembly at separate sessions early this month.
Under ideal circumstances, the bill or its amendments by the nation's
highest legitimate body could not have raised any dust. But the
extension of the tenure of the local government chairmen and their
councilors from three to four years as well as the interpretation of the
constitutional provision that restricts the tenure of governors to two
terms by the National Assembly stirred the hornet's nest.
The 36 state governors interpreted the National Assembly's decision on
these highly sensitive areas as an encroachment on their constitutional
power to legislate on the tenure of local government councils.
Bringing up Boys
Dr James Dobson
A Gold Mine Wisdom for Raising Your Son
Boys will be boys but with 'gender neutral' propaganda and
pressures, many assume any differences between the sexes
are merely learned. Dr James Dobson's new book, ‘Bringing
Up Boys’, shout straight about the most important ways boys
are distinctively, instinctively different. Find out why boys
are the way they are and how to understand their emotional
and physical development, motivate and teach them, and
guide them into dynamic, godly manhood. Essential reading
for parents, teachers and leaders!
Strong, stable, godly men are the greatest needs of our time.
Married or single, if you have a son, you will want to have this book as
ready references. It's a comprehensive study by a godly man who knows
his subject ( Kay Arthur).
304
I only wish Dr. Dobson's book would have been available when I was
raising my two boys. He touches every essential area about
boys, and I'm excited about the enrichment and
encouragement this book will bring to families. Gary
Smalley.
Bringing Up Boys (hardcover)
Suggested donation: $23 * BK 099
Bringing up Boys (four cassettes)
Suggested donation: $23* BT096
Bringing up Boys (six compact discs)
Suggested donation: $27* BT097
Plan to Have an Awesome Year!
Join the thousands of students who rely on the week-at-a glance,
student- plan-it Calendar and get organised like never before. You'll be
amazed at all the good stuff crammed inside a weekly devotional guide,
prayer journal memory verses, cool graphics, memorable quotes, trivial,
phone and address section, daily and semester schedules, and answers
to tough situations you or your friends might be going through. Whew!
All that in a compact, spiral-bound planner ? Request yours and keep
track of your life from August ‘99 to August 2000 and stay on track with
God all year too.
Source: Focus on Family by J.C. Dobson.
SELF-ASSESSMENT EXERCISE
Let's practice it. Passages lumped together here are
on various topics of interest. You are expected to
skim and scan through to the passages to answer the
following questions. You have half a minute for each
question. Fill in the blanks once the answer is found.
Record the time you start exercise, and when you finished.
1.
2.
4.
5.
6.
7.
8a.
8b.
9.
10.
What is the view of Olu Leo Ezekiel about Bola Ige's death?
What is the gold mine of wisdom for raising a son?
3.
In what media is Bring up your Boys’?
What is the hope of conflict resolution?
Which war is reported in one of the extracts?
In what ways are boys different?
Which of the articles is not in favour of Southwest and why?
The author of the book mentioned in the extracts is
What is meant by “Plan to Have an Awesome Year”?
The view of Odua Abdulfatai is that_______________________
Why will boys be boys? ________________________________
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Have you completed the exercise? In how many minutes? If the exercise
takes you more than 5 minutes to complete, you are not skimming and
scanning but reading at a study or average speed.
Again what do you notice as you practice this exercise? When I did it, I
noticed that my eyes had to be moving back and forth trying to locate
the relevant extract and the relevant answer to the question. It means that
in skimming and scanning your eyes must move fast. You should be
able to locate headings and sub-headings, discover relevant names, titles
and topics at a very high speed. You must always remember that you
have a lot to read and that you cannot afford to waste time. You need to
be able to read a large volume of, material within a limited time.
It is now time for you to cross -check your answers to the exercise with
the ones in the box below.
Clues to the Skimming and Scanning Extracts
1.
Olu Leo Ezekiel's views of Bola Ige's death are that the death
is a wastage to humanity, weep for sickening country.
2.
Bringing Up Boys, a book by James Dobson.
3.
(a) Hard cover (b) Cassettes (c) Discs
4.
Court
5.
War of electoral bill amended between the executives and
the legislators
6.
Distinctively and instinctively
7.
The article by J. Okunola: S. W. Yoruba has not eschewed
politics without bitterness.
8
(a) Dr. James Dobson (b) You have an awesome year if you
do not buy student plan an organised weekly devotional
guide.
9.
Nigerians have not appreciated how to tolerate other people's
views.
10.
They are not gender neutral.
What is your performance on this skimming and scanning exercise? If
you scored above 7 out of 10 points, then I rightly say that you are on
the right path to learning how to practice these very important reading
skills. If you are below, please practise harder. You will make it.
3.2
Reading at the Average Speed
This is the second reading speed that we will practise in this unit.
Average speed is to be used to read novels, easy textbooks, well laid out
articles and materials that are presented using simple sentences,
306
colourful inscriptions with a lot of guide and signposts to assist the
reader to grasp the contents of the reading material.
For you to read at an average speed, you must be reading 250-500 words
per minutes for 70% comprehension. If you are reading at 300 words per
minute with 30-40% comprehension, you are not reading with adequate
comprehension rate. Reading speed and comprehension rate are related;
you do not say you are reading. It is only when you read fast and
comprehend very highly that you can be said to be an efficient reader.
Reading with no comprehension is no reading.
Let's practice how to read with average reading speed.
SELF-ASSESSMENT EXERCISE
Read the extract titled the ‘Inefficacy of the Confederal System’ with an
average speed of 300 words per minute. Since the
passage has 980 words, you should finish reading it
under 4 minutes. Record the time you start reading
the passage and record the time you end. You
should not spend more than 4 minutes to read the
passage. After reading the passage, answer the questions that follow
without going back to re-read the passage. If you go back to re-read the
passage, know that you have not comprehended it. You merely read
without comprehension.
The Inefficacy of the Confederal System
It is my belief that those who are advocating for a confederacy in
Nigeria are doing so with the ultimate motive of breaking up the
country. All the confederations I know of throughout the world are the
products of the movement of sovereign states to unite as a single
political entity. But people are trying to turn our case the other way
round.
I have carefully studied the motive of those who are agitating for a
confederacy in Nigeria, and I found two issues to be uppermost in the
minds of these advocates. One of the issues is the question of the
leadership of the country and the inordinate ambition of a certain
section of the nation to produce the president of the country from their
section at all costs. The other reason is oil. My investigation shows the
areas where the agitation is most pronounced are the Yoruba speaking
parts of the country and some parts of the Southern minority areas.
Many of those engaged in the agitation from these two areas have
deliberately forgotten the contribution made by other parts of the
country for many years before the discovery of oil and who are still
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
contributing towards the stability, prosperity and the survival of the
nation.
Our compatriots from the Western part of Nigeria need to be reminded
that they depend on the rest of the country for many things such as food,
livestock, industrial raw material and other items which are essential
for their survival. In addition, over 90% of the manufactured goods
made in Nigeria are produced in their area and the rest of the country
serve as market for these items. Breaking up Nigeria will automatically
deny such, commodities access of right to that market. Where goods
manufactured in that area cannot get an automatic access to this big
market, the factories producing the items will inevitably grind to a halt
with the attendant consequences of unemployment. This coupled with the
interruption in normal supply of food, livestock, raw materials and other
necessities of life to the area will lead to a very serious hardship to their
people.
What happened during the strike in Lagos and some parts of the West in
August last year, where severe food shortages and liquidity problems
forced people to depend on roasted maize, coconuts and plantain for
existence is an example of what could happen to the people of that area
in such an event. One question of producing the president which many
Nigerians are grumbling about is an issue which is unnecessarily being
over-flogged. Since the introduction of constitutional government in
Nigeria, there were only two national leaders elected by the people of
Nigeria, Sir Abubakar Tafawa Balewa and Alhaji Shehu Shagari.
Balewa became Prime Minister- courtesy of the Action Group which
denied the NCNC its victory in the Western region, after the 1951
general election. Had the NCNC enjoyed the fruit of its victory in that
Region at that time, the party would have been in control of the Eastern
and Western regions and could have been the largest party in the
federal parliament when the post of Prime Minister was introduced in
the country.
In such an event, the party could have been the one to produce the
Prime Minister for this country. As for Alhaji Shehu Shagari, he was
elected president largely by the minority states both in the North and
South in the 1979 election. Going by the record of that election, Shagari
came first only in two Hausa/Fulani speaking states as against five
minority states, and got the mandatory one quarter of the total votes ca
needed to get the required national spread from five now Hausa/Fulani
States. Those who talk of the election of Alhaji Shehu Shagari as
president- as a scheme by the Hausa/Fulani, are not sincere to
themselves.
308
Besides, it is not the person of a president alone that determines who
dominates a country. There are other factors such as the propensity of
people from a given area in such vital sectors in the public life, such as
the policy making mechanism, bureaucracy, control of the economy,
commerce and industry in the life of the country.
I share the popular views that military rule is an aberration. I therefore
regard anything arising from such a situation as an abnormality. It is
precisely for that reason that I do not take the number of military men
who ruled this country into my political arithmetic anytime I come to
consider the number of people who ruled Nigeria.
Besides, nations do not attain greatness by producing their leaders in
terms of where they come from. The case of the United States of America
is a shining example. According to records, the first dozen or so of
presidents of the United States were from the same geographical area of
the country. In fact, most of the presidents of that country were elected
from that section. If the citizens of the United State think of their
leaders in terms of the area they come from, that nation could not be
what it is today. This is not to say that people from other parts of the
nation should not aspire to be president of this country.
If we consider the situation in the oil producing states we would find
things to be even more untellable, The area is the most unstable and
volatile part of the country, which owes its peace and stability to the of
the bigger family of the Nigeria nation. It is common knowledge that the
present oil-producing states in the minority areas of the country got
their states through the collective efforts of Nigerians from non-oil
producing areas. The fragile nature of the polity in those states up to the
present moment is known to all and sundry.
(980 words)
Answer the following questions by filling in the gaps without re-reading
the passage.
1.
2.
3.
4.
5.
6.
7.
Advocates of confederation want to_______________________
The two motives for agitating for a confederacy in Nigeria are__
and
Confederation is not feasible because of the _________________
Syndrome essential for survival of all
(a) Two electoral National presidents according to the passage
are________________________________________________
(b)
The
last
president
was
elected
mainly
by_____________states
Another factor that determines who dominates a country is_____

What is an aberration, according to the passage?_____________
Nations do not attain greatness by producing their leader from__
GST101
8.
9.
USE OF ENGLISH AND COMMUNICATION SKILLS I
The first dozen presidents from___________________came from
(a)__________________________________________________
The situation in oil producing state is ______________________
What is your score out of 10? We regard you capable of reading at an
average speed if you were able to complete the reading of the passage on
Inefficacy of the Confederal System in 4 minutes and be able to score
10. out of 10 on the comprehension, without going back to the passage to
re-read it.
Cross check your performance on this comprehension task, at the end of
the unit.
4.0
CONCLUSION
What are we trying to say in this unit? We are trying to train you in the
art of reading in a flexible manner. What we are saying is that you do
not read all materials the same way. You should be capable of varying
your reading speed according to the purpose of reading, the time
available to read and the kind of materials you are reading. Remember
the primary goal of all reading activities, no matter the reading speed is
to comprehend. The slogan is still- true reading without comprehension
is no reading.
5.0
SUMMARY
This unit has taught you the following:
·
·
how to skim and scan reading materials at a fast speed
how to read with average speed.
The unit is to be seen as the first part of the total package that instructs
you on how to read and comprehend at varying levels. The next unit will
treat the slowest reading speed.
6.0
TUTOR-MARKED ASSIGNMENT
You are given 3 minutes to read the passage below entitled ‘Classroom’
and answer the questions that follow, without re-reading the passage.
Classroom
·
310
Method of instruction. How is the material presented? How are
the students required to learn? Some charter schools allow
students to decide for themselves what and how they will learn on
a given day; other schools are more teacher-centered.
·
·
·
·
Classroom environment. How is the classroom managed?
Positive and orderly classroom are the results of clear
expectations, consistent consequences and genuine, frequent
praise.
Curriculum. Which curricula are used? How much time is spent
on each subject? In genera1, effective curricula are content-rich
and promote academic rigour.
Testing and grading. What kinds of testing and gradil1g
procedures does the school use? Do students receive letter
grades or narrative? How are tests used? They should not rate
only student performance; they also should gauge the quality of
instruction.
Homework. What is the school's homework philosophy? How
much is assigned?
Support Services
·
·
·
·
Counselling. Does the school employ a counsellor? If so what
role does he or she play?
Parent and Family services. Does the school provide
programmes for families, such as parenting classes or continuing
education?
Is extended care available before or after school hours?
Are breakfast and lunch offered?
Co-Curricular
·
·
Special education. What, if any, special-education services does
the school provide?
Title programmes. Some federally funded title programmes and
some are funded by the state.
Source: (August; 1999).Focus on the Family.
Now answer the following questions
1.
2.
3.
4.
5.
6.
What is the role assigned to students in this passage? _________
What makes classroom orderly? _________________________
What kind of curricula is being advocated? _________________
What promotes learning according to the passage? ___________
What are the possible grading systems that can be used according
to the passage?__ _____________________________________
What roles are assigned to parents?________________________
GST101
7.0
USE OF ENGLISH AND COMMUNICATION SKILLS I
REFERENCES/FURTHER READING
Adkins, A. & Mckean, J. (1983). Text to Note. London: Edward Arnold.
James, K., Jordan, R.R. & Matthews, A.J. (1988). ListeningComprehension and Note-Taking Course. London: Collins ELT.
Olaofe, I.A. (1991). English and Communication Skills for Academic
Purposes. Zaria: Tamaza Publishing Co.
Olaofe, I.A. (1993). Communicate English Skills. Zaria: Tamaza
Publishing Co.
Williams, E., Smart, P. & Langley, S. (1977). Reading Skills in Practice.
London: Edward Arnold.
312
MODULE 3
Unit 1
Unit 2
Unit 3
Unit 4
Reading and Comprehending at Varying Speed Levels II
Reading for Vocabulary Development I
Reading for Vocabulary Development II
Vocabulary Development in Various Academic Contexts
Part I
Vocabulary Development in Various Academic Contexts
Part II
Unit 5
UNIT 1
READING AND
COMPREHENDING
VARYING SPEED LEVELS II
AT
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Introduction
Objectives
Main Content
3.1
Reading at a Study Speed Level
3.2
Note-Making from Books
3.3
Practice in Determining Study-Type Reading Speed
Conclusion
Summary
Tutor-Marked Assignment
References/Further Reading
1.0
INTRODUCTION
Welcome to the second part of reading and comprehending at varying
speed levels. In the previous unit (unit 5, module 2), you learnt about
reading at the fastest and average speed rates. I hope you remember the
aspects discussed under that unit. We said reading at the fastest speed is
needed when you want to locate any information quickly or gain general
impression of the reading material. Reading at an average speed
suggests reading a material that is not so difficult.
In this unit, you will learn the slowest type of reading which is reading
in a study-type manner. Get your paper, pencil and dictionary ready for
this unit. Be ready to undertake some practice activities.
GST101
2.0
USE OF ENGLISH AND COMMUNICATION SKILLS I
OBJECTIVES
At the end of this unit, you should be able to:
·
·
·
·
identify the steps to take in reading at study-type speed
practice reading passages in a study-type reading speed manner
make notes from reading passages
determine your reading speed while reading with a study-type
speed.
3.0
MAIN CONTENT
3.1
Reading at a Study Speed Level
This unit is a continuation of the last unit of module 2, which is devoted
to reading at the fastest speed, as well as reading at an average speed.
The last reading speed level that will be discussed in this course is study
reading speed. As I have said to you earlier on, the slowest reading
speed is the study reading speed. This reading speed needs high
concentration and particular attention to specific details which must be
remembered, possibly during examinations.
The first exercise that must be done, while undertaking study-type
reading is note-making- putting together the important points that you
read. Can you still remember what we said in the previous units about
the distinctions between note-taking and note-making? If you cannot
remember, turn to the relevant unit. Have you been able to make the
distinction between the two activities? Let me assist you in doing so.
Note-taking is a term we reserve for taking notes from lectures, speeches
or talks that are heard. Note-making is jotting down the important points
from textbooks, articles, reports and handouts.
3.2
Note-Making from Books
Note-making from books is not the same as taking notes from lectures;
although the two activities share certain things in common. The things
that the two activities have in common are stated below.
1.
2.
314
You must, first of all, understand what the lecture or the textbook
is saying before you start writing notes.
Pay attention to the headings and sub-headings of the lecture or
the textbook. They can be very important in
determining the major points. In most cases,
the title often implies the major points that
will be covered in tile lectures or the
reading material. This is not always the case
3.
as I pointed out earlier on. Sometimes, the title may be deceptive.
It may not contain what is in the content of the lecture or the
book.
Look for the signals in the lecture and the textbook that show that
an important point or main point is about to be stated. Some of
the signals are stated in the book.
Look! Important points are about to be made when you hear
or see:
·
·
·
·
·
·
·
·
4.
5.
6.
firstly/first, secondly/second...
the most important, more important, least important...
this, therefore.., nevertheless...
the major point...
perhaps, the best of all
it's worth remembering...
consequently.../conversely
moreover... furthermore... ...and many others...
Write down the major points as stated by the lecturer or the
textbook. Having sorted out the major points of the lecture, the
textbook or articles, you should write these points down. In the
case of listening-comprehension, you have to write the points
down quickly; but in the case of making notes from texts, you
have more time to write the points down.
Select, as you write down the points, the words or phrases that
give maximum information about the major point. You should
also avoid words and expressions that do not convey any
meaning, except they are needed to stick the notes together.
Show connections between the previous points put down as notes
and the present ones. Connections can be shown by:
·
·
·
·
·
leaving spaces between the first heading and the second
underlining the major points that cut across
conventional symbols such as (®)(=) (≠), and so on
consistently numbering the points
laying out the notes in a clear, fashionable, readable and
attractive manner.
I think you can produce good notes from books. You will certainly do so
if you keep to the suggestions given above.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Unlike note-taking from lectures, note-making from books can be
revisited. You can read and re-read the passage to
be sure the correct points are put down; but in
listening comprehension type of note taking, it is
often difficult to get the lecturer to repeat the major
points. In most cases, you find out that you cannot
stop the lecturer when talking. However, in case of note-making from
texts, you can always go back and re-read areas that are not clear to you.
Let us devote some time to practising how to make notes from a reading
material.
SELF-ASSESSMENT EXERCISE 1
Read the passage titled ‘Who Does What in Nigerian Agriculture’ and
form notes on the major points raised by the writer of the passage. Use
your notes to answer the questions that follow. Use your dictionary to
find the meaning of any difficult words you may come across in the
passage.
Who Does What in Nigerian Agriculture
Having argued that Nigerian agriculture is still the backbone of the
Nigerian nation, I would wish to salute all Nigerian farmers, wherever
they may be, for sustaining the nation despite the apparent neglect
suffered by them all these years. The difficulty of Nigerian agriculture
has risen from bad policies and implementation strategies by Nigerian
elites who generally lack self-confidence in their abilities and their
enormous corrupt tendencies. It is some of these politicians who now
want to deny completely the enormous contributions which our farmers
have made to this nation over the decades.
In their struggle for self aggrandisement, these selfish elites have come
up with fabricated lies about the economic status of the nation to the
extent that they have to find someone to blame for what is largely their
own failings. In the political furore of recent years, the Northern part of
this country is being told unashamedly that it does not contribute
anything to the national economy. We have just established, without any
iota of doubt, the role of agriculture in the country's economy, its wellbeing and stability. In the remaining part of this paper, I have been
drawn to argue with justifiable statistics how and why the fanners in the
North have remained the bulwark of agricultural production in the
country.
Without doubt, the ecological zones which constitute the present
Northern states - (the accused for non-productivity) are the main
316
sources of the staple foods, the animal proteins and most of the raw
materials for, Nigeria's agro-based industries. The millions of peasant
farmers and livestock herdsmen in these ecological areas are the brain
behind most of the food and raw materials produced to support
Nigeria's needs all these years. Indeed, the export of groundnuts and
cotton made its mark as a major foreign exchange earner for the
country long before the discovery of oil in the Southern part of Nigeria.
The significant difference between productivity through farming and
'productivity' through the oil wells is often the missed point that in
agriculture it is the sweat and toil of the farmer tending his crops and
livestock which matter. The farmer, the herdsman, the fisher man and
logger, all put in the labour and the capital to produce the goods which
dominate the Nigerian GDP.
Unlike agriculture, crude petroleum was not known by Nigerians until
the European investor came with his capital but most importantly his
technology. Even today, Nigerians are generally idle onlookers in this
sector. They still do not understand the technological complexities of the
oil industry but nonetheless are happy to share in the natural
underground bounty. This idle source of revenue has created a lazy
Nigerian elite consumer, desperately wishing to acquire wealth without
having to work for it. This is the calamity created by the so-called oil
wealth which Nigerians, irrespective of where they live, do not really
work for.
Idle as the oil revenue has always being, one cannot underplay its
importance in the present political economy of the country. One
concedes the fact that oil is a wasting natural resource and its
exploration is fraught with appreciable danger to the earth surface
especially where it is mined both on-shore and oft-shore. These hazards
must be part of an integrated plan for social and economic development
of the areas where this mining is taking place. For example, the mines in
the Jos Plateau benefited all Nigerians but today the environmental
degradation and damage to the inhabitants of Plateau State is quite
apparent. These lessons should be applied to the present oil fields.
It must be understood however, that environmental degradation is not
the exclusive consequence of oil exploration. Example was given of the
Jos Plateau. In fact the most extensive damage to the Nigeria
environment is as a result of agricultural activities which we desperately
need to sustain the nation but is unfortunately, taken for granted in our
national planning.
The intensity of farming and livestock production in the Northern
Guinea Savanna and the Sahel areas of the country appear to be
appreciated only from the amount of food that is produced and sold to
Nigerians all over the country. Little thought and concern are shown to
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
the short and the long term negative consequences on the soils and
vegetation cover of these intensely farmed and grazed areas. This
attitude has in the last twenty years produced the harsh environmental
conditions generally referred to as desert encroachment. These
agricultural activities, vital as they are to our survival as a nation, have
consequential hazards as serious as those which arise from oil
exploration.
Source: NIGERIA: The State of the Nation: Arewa House
Answer the following questions on the passage you have just read. Use
the notes you have made to answer the questions. Since the practice is in
taking effective notes, you should not refer to the passage while
answering the questions. Use the notes you have formed to answer the
questions. After you have written the answers, then turn to the
discussion section immediately after the comprehension questions.
1.
2.
3.
4.
Give three reasons why Nigerian agriculture is facing
difficulty………………
According to the writer, why is the North the bulwark of
agricultural production of the country? Give three
reasons…………………………………………………………….
Give three arguments against oil as presented by the writer.
Why is environmental degradation not an exclusive consequence
of oil? Give two reasons………………….
Have you answered all the four questions using the notes you have taken
on the passage? If you have done so, then you are now qualified to study
the discussion below:
Initially, you might have found the passage a bit difficult because of
some words like:
Strategies:
Apparent:
Aggrandisement:
Elites:
Bulwark:
Ecological zones:
Agro-based:
Calamity:
Hazards:
Encroachment:
efforts
seemingly
elevation
high class
formidable force
land areas
farm-based
woe
dangers
intrusion
This may not pose much problem as you use context clues and your
dictionary.
318
After you have read the passage with comprehension, you may then
want to make notes on the major points raised by the writer. Compare
your notes with mine as presented here. Note areas of agreement and
disagreement between your notes and mine.
i.
ii.
iii.
iv.
Reasons for difficulty of agriculture
a.
Bad policies and implementation strategies of Nigerian
Elites
b.
Enormous corrupt tendencies of elites
c.
Fallacies regarding the economic status of the Nation
and agriculture: not contribute national economy.
Justification to show farmers of the North as bulwark of
national economy
a.
North, the main source of staple food and animal
proteins and raw materials for agro-allied industry.
b.
Groundnut, major foreign exchange earnings for long
title.
c.
Produce goods that dominate the Nigerian GNP.
Arguments against oil industry
a.
Idle source of revenue-creating lazy Nigerian elites
consumer
b.
Wasting natural resource-exploration danger to the
earth surface-environmental degradation.
c.
Create oil wealth-acquisition without working for it.
Environmental degradation
a.
Not exclusive consequence of oil exploration.
b.
Mining in Jos Plateau damage the environment.
c. Livestock and farming in the North-negative
consequence on soils and vegetation cover to desert
encroachment.
Are the notes you formed similar in many respects to mine? Check to
see areas of difference and go back to the passage to be sure you
understand better what to do.
You will realise that my notes are presented in consistent headings and
sub-headings. The structure followed in the notes is presented in the
box.
GST101
i.
ii.
iii.
iv.
USE OF ENGLISH AND COMMUNICATION SKILLS I

(a)______________________________________________
(b)______________________________________________
(c)______________________________________________

(a)______________________________________________
(b)______________________________________________
(c)______________________________________________
Do you have this structure in your notes?
Remember, your notes must always follow a consistent pattern.
3.3
Practice in Determining Study-Type Reading Speed
In a slow study type reading, you should ensure that you read at least
200-300 words per minute. You should also ensure that you have a highlevel comprehension while studying at this reading speed level. At least,
in a study type reading speed, your comprehension rate should be about
80-90% (James, et.al, 1979: 100 - 1). For a poor reader to achieve a
comprehension rate of 80-90%, the study speed will be as low as 60 125 words per minutes.
Determine your study -type reading speed by going through Exercise 1
below:
SELF-ASSESSMENT EXERCISE 2
1. Read the passage on ‘Doing the Groundwork’ and perform the
comprehension tasks that follow. Before you start reading, write down
the time. When you end reading the passage; record the time you finish
reading. Since you are expected to read 250 words per minute, this
passage should not take you more than-two and half minutes (21/2
minutes). If you take more than that, you are still a slow reader. More
practice is therefore needed.
320
2.
After you finish reading the passage, turn to the comprehension
questions that follow the passage. Attempt all the questions
without turning to the passage. Record your comprehension rate.
You are expected to attain at least 80-90% comprehension rate,
reading at 250 words per minute, at a study type reading speed.
Check answers to the comprehension questions at the end of the unit.
Doing the Groundwork
Hosting a major sporting event on the African continent has often been
considered more of a curse than an honour. Kenya were stripped of the
African Cup of Nations of 1995 after preparations were deemed
inadequate, while Zimbabwe stumbled their way through the hosting of
the All-Africa Games in the same year.
But the Zimbabwe 2000 local organizing committee, under the
impressive leadership of tournament director Brian Harry, is
determined to make the next Cup of Nations the best ever. With the
tournament less than two years away, some important decisions needed
to be taken by the visiting Confederation of African Football (CAF)
delegation led by their president, Isaa Hayatou. In particular, the
organisers had to decide exactly which cities would host the
tournament.
It's now a CAF requirement that a host nation provides four centers for
the Cup of nations. The Zimbabwe capital, Harare, will probably
provide two, and the second city, Bulawayo, a third. When the decision
was made, in 1996, to grant Zimbabwe the tournament, several smaller
cities made it clear that they were keen to join the party. Zimbabwe is an
ethnically divided country, so to avoid any accusations of regional bias,
CAF was called in to take the decision out of the hands of the local
organisers. It seemed a no-lose situation, with both sides certain to be
happy with the outcome.
Four centres hoped to win the approval of the CAF big-wigs- Mutare,
Masvingo, Gweru and Kwekwe. They were each given the chance to
present their bids and, in particular, explain exactly what they planned
to do to bring their stadiums up to international specifications.
From an early stage it was clear that most, if not all, of the aspiring
hosts had severely underestimated the size of the task. Mutare, for
example, had budgeted about US$300,000 for the renovation of the
local stadium. In truth, it would probably need at least three times that
amount. As the delegation passed from one town to another, always
lavishly entertained, always treated with the reverence usually reserved
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
for royalty, something didn't seem quite right. The lack of realism at the
heart of the bids raised several questions, although until we arrived at
our third destination, Gweru, those questions remained unasked.
It was in Gweru that reality finally sank in. As the town councilors
proudly explained their plans for a new stadium to be built from scratch,
they added with a flourish that there would be seating for forty members
of the press. “But”, queried the CAF delegation, “our minimum
requirement is that there must be space for at least two hundred
journalists.”
Source: BBC Focus on Africa.
SELF-ASSESSMENT EXERCISE 3
Answer these questions to determine your study-type reading rate.
The comprehension questions are on the passage you have just finished
reading. Fill in the gaps.
1. (a) …………………was stripped off of African nations cup after
(b)…………………….was deem (c)……………………………...
2. (d)……………………was planning to host the 2000 African cup.
3. The
tournament
is
less
than
(e)………………
………………away.
4. CAF’S requirement is that a host nation provide (f)………….for
the cup of nation
5. Who took the hosting centers decisions? (g)…… ……………….
6. The host have (h)…………………………… the size of the task.
7. In Gweru a (i)……………………………….was to be built from
the (j)…………..…………………………………………………...
8. In CAF’s estimation a minimum requirement is that a space is
created for (k)……………………..……..journalists instead of the
(l)……………..number booked for in Gweru.
Have you finished answering the comprehension questions? What are
the problems you faced? What is your reading speed?
How many minutes did it take you to read the passage? Are you within
250 words per minute study reading speed range? These are some of the
questions that should agitate your mind as you complete this exercise. If
you still find out that your reading speed is slow, do not be discouraged.
What this means is that you must make constant reading your habit.
Practice makes perfect.
322
SELF-ASSESSMENT EXERCISE 4
Go through the passage ‘Doing the Groundwork’ again and write down
the words or expressions used by the writer to draw your attention to a
major point. Cross -check your answer with the ones given in the box
after you have attempted the exercise.
Calling attention to an important point
But Zimbabwe...
Some important decisions...
It is now a CAF...
From an early stage...
It is clear that most...
In truth...
It was in Gweru...
Finally...
But queried CAF delegation.
You are advised to always look for the expressions that call attention to
an important point in a passage. They make your comprehension task
less difficult.
4.0
CONCLUSION
Now that you have come to the end of the two-part series on reading and
comprehending with varying speeds, we can conclude that materials are
not to be read the same way, the same time, in all purposes. The purpose
of reading, time available to read the materials, the level of
comprehension expected to be attained, and the kinds of reading test to
be performed, all determine the speed with which you will read the
materials.
5.0
SUMMARY
This unit offers you the opportunity to practise the following:
·
·
·
reading at a study speed level which is the slowest type of
reading
note-making from books
exercises and tasks on study-type reading speed.
It is my hope that you will increase your reading speed as you carry on
with this course. But remember, speed and accuracy is the watchword.
GST101
6.0
USE OF ENGLISH AND COMMUNICATION SKILLS I
TUTOR-MARKED ASSIGNMENT
Read the passage below using a study-type reading speed. Since the
passage is about 235 words, it should not take you more than one minute
to read. After you have finished reading, answer the comprehension
questions that follow without re-reading the text. Remember, you have
only one minute to read the passage.
Consequences of Parent-Child Separation
Research confirms that the consequences of any parent-child separation
can be severe. In one study of fathers whose jobs required them to be
away from their families for long periods of time, the children tended to
experience numerous negative reactions, including anger, rejection,
depression, low-self esteem and, commonly, a decline in school
performance.
Some of those conclusions were presented at a White House conference
at which I spoke a few years ago. The other speaker was Dr. Armand
Nicholi, professor of psychiatry at Harvard University. Dr. Nicholi
explained how family circumstances that make parents inaccessible to
their children produce some of the same effects as divorce.
Most important, Dr. Nicholi stressed the undeniable link between the
interruption of parents-child relationship and the escalation of
psychiatric problems we were then seeing and that are more
pronounced today. If the numbers of dysfunctional families and absentee
parents continued to escalate, he said, serious national health problems
were inevitable.
In short, even when parent-child separation occurs for valid reasons in
a loving home, a boy or girl frequently interprets parental departure as
evidence of rejection. If we have any choice in the matter, we should not
put them through that painful experience. (235 words)
Source: Focus on the Family. Colorado Springs Co. (80920 -1051).
Comprehension Questions
1.
2.
3.
4.
324
Consequences of parent-child separation, according to the
passage are (a)_____________________________________.
List three things children experience when their parents separate
from them for a long time.
(b) ___________________(c)______d)
One of the speakers in the passage is a professor of (e) ________
There is a link between (f)_________ and (g)______
5.
6.
Escalation of parent-child separation will lead to serious (h) ____
The stand of the writer of the passage is that we should not
(i) ______________
7.0
REFERENCES/FURTHER READING
Adkins, A. & Mckean, J. (1983). Text to Note. London: Edward Arnold.
James, K., Jordan, R.R. & Matthews, A.J. (1988). ListeningComprehension and Note-Taking Course. London: Collins ELT.
Olaofe, I.A. (1991). English and Communication Skills for Academic
Purposes. Zaria: Tamaza Publishing Co.
Olaofe, I.A. (1993). Communicate English Skills. Zaria: Tamaza
Publishing Co.
Williams, E., Smart, P. & Langley, S. (1977). Reading Skills in Practice.
London: Edward Arnold.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
UNIT 2
READING FOR VOCABULARY
DEVELOPMENT: PART 1
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Introduction
Objectives
Main Content
3.1
Do You Know What?
3.2
Recipe for Vocabulary Development
3.3
Do You Still Turn to the Dictionary Every Second?
3.4
Finding Meanings of Words by Word Attack
3.5
Finding Meanings of Words by Searching Round the
Passage
Conclusion
Summary
Tutor-Marked Assignment
References/Further Reading
1.0
INTRODUCTION
Words and their meanings are powerful. You need words in mostly
every type of communication. You cannot listen, speak, write or read
English effectively without the words. Therefore you
need to be able to increase your vocabulary power
house. To increase your vocabulary power suggests a
lot of efforts on your own part. You need to read
intensively and extensively. You need to increase
your vocabulary power daily and you need to be able
to deduce meanings of words in contexts. All these are the concern of
the next four units you will be treating in this course. I hope that at the
end of the units, you will be fully equipped to be able to multiply your
vocabulary power house tremendously.
2.0
OBJECTIVES
At the end of this unit, you should be able to:
·
·
·
326
determine what vocabulary power is
identify the recipe for vocabulary development
apply different ways of finding meaning of words in their
contexts to finding meanings of words in reading passages.
3.0
MAIN CONTENT
3.1
Do you know what?
To increase your word power in English is to be proficient in the
language. If you have limited vocabulary items in your
head, you will not read, speak or write English well.
Specifically, you will find reading with thorough
understanding difficult. You need English words to receive
information from the texts and to produce and convey
information. Inadequate store of vocabulary items can lead
to your failure in examinations. During examinations, you
may be short of words and expressions to use. You may also be unable
to read, comprehend, summarise or write well.
Do you know what? You can increase your word power by reading
extensively. In fact, no day should go by without you gaining some new
words. The great advantage of gaining new words daily is revealed in
this simple poem in the next section.
3.2
Recipe for Vocabulary Development
Gain one word a day and you have 365 words a year.
Gain two words a day and 730 words become yours in a year.
If you gain three words a day, you are expecting 1095 words a year.
Four words a day gives you 1460 a year.
Don't try to gain five words a day, or else you’ll find yourself 1825
words richer at the end of the year.
If you want to increase your word power, open up a reading dairy today
and record in context the new words you have gained a day. Wise men
bank their words in a reading diary; it yields interest.
SELF-ASSESSMENT EXERCISE 1
Before we go any further in this unit, let's determine your entry
vocabulary power with a simple exercise. In this exercise, you are
expected to read these short passages and choose the best answer to
complete the text from the four options given. Indicate the answer in the
box at the right hand/corner of the paper. The word to focus on in the
exercise is in bold letters.
Choose the alternative you think best gives the meaning of the
underlisted word and fits into the context.
GST101
1.
USE OF ENGLISH AND COMMUNICATION SKILLS I
The man was sure of his acuity
a.
b.
c.
d.
2.
£
talkative
inciting
contradictory
persuasive
£
delays
tells lies
argues
tries to persuade
£
Many people consider celibacy unsuited to African culture.
a.
b.
c.
d.
328
unreasonable
coincidental
realistic
wasteful
Bala invariably turns in good assignments but he procrastinates
a lot.
a.
b.
c.
d.
6.
£
Politicians are often cautioned to avoid making provocative
statements.
a.
b.
c.
d.
5.
shatter
Waste bag
foolish talker
bungle
In this day and age, all talk of a defensive nuclear war is
preposterous, since nobody is going to survive it.
a.
b.
c.
d.
4.
£
He calls the boy a mere fritter
a.
b.
c.
d.
3.
keeness
bitterness
dishonesty
skillfulness
profligacy
promiscuity
remaining unmarried
drunkenness
£
7.
Danladi is a rather loquacious fellow
a.
b.
c.
d.
8.
Our strategy is to adapt to the new situation.
a.
b.
c
d.
9.
£
strengthened
renewed
tidied up
broken off
£
gloomy
attractive
tragic
promising
£
The man concocts an excuse for not attending the party.
a.
b.
c.
d.
13.
illegitimate
unlawful
prohibited
unlicensed
The prospects are rather ominous: there is no joking about it.
a.
b.
c.
d.
12.
£
We have severed our relationship with the opposing party.
a.
b.
c.
d.
11.
adopt
adhere
adjust
admit
Some local brewers used to describe it as illicit.
a.
b.
c.
d.
10.
smooth and pleasant
good at languages
talkative
uninspiring
£
hides
defies
deciphers
makes-up
£
The argument ended in recrimination.
a.
b.
c.
d.
diversion
re-dedication
mishandling
counter-charge
£
GST101
14.
USE OF ENGLISH AND COMMUNICATION SKILLS I
The objects are memorabilia from the war days
a.
b.
c.
d.
15.
The death of Musa is admonitory to drug addicts.
a.
b.
c.
d.
16.
£
something identical
something similar
something related
detailed summary £
vulnerable
enduring
fragmented
dynamic
£
Investment in uranium exploitation can be hazardous.
a.
b.
c.
d.
Source:
330
accident
foreign
difficult
out of place
The Nigerian economy has been most resilient in the context of
international economic fluctuation.
a.
b.
c.
d.
19.
£
The Nigerian presidential system is an analogue of the American
system.
a.
b.
c.
d.
18.
tricky
fearful
high-handed
a warning
Many of his lectures are esoteric
a.
b.
c.
d.
17.
tribute
memory device
worthy of remembering
meditation.
£
doubtful
handy
unprotected
risky
£
Olaofe. I.A. 1993. Tamaza Publishing Co., Zaria.
EXPERT
18 - 20
correct
WORD POWER LADDER
You can
If
you
emerge
an
expert,
remain an
congratulations. More extensive
expert
reading will keep you an expert
forever.
MASTER
14 - 17
correct
You can
be an
expert
If you are a master...best wishes.
More extensive reading will make
you an expert.
STRUGGLING You are
LEARNER
almost
10 - 13 correct there
If you emerge a struggling learner,
well done, more effort in extensive
reading will make you get there.
BEGINNER
0-9
Don't be
If you are still at the beginning level,
discouraged, don't lose hope, you can make it.
you can
Devote more time to extensive
make it
reading.
Fig.2.1 Word Power Ladder
Weigh yourself on the power weighing scale designed in the box. The
scale depends on your performance in self-assessment exercise 1. No
matter your position on the ladder, there is still room for improvement.
3.3
Do You Still Turn to the Dictionary Every Second?
Yes, let me confess to you. Dictionary is good but it should be the last
resort. One way to increase your word power is to guess the meaning of
a word from the context. Any word whose meaning you are able to
figure out on your own without turning to the dictionary or asking
somebody else, you will never forget. There are a number of ways you
can deduce meaning of a word from the context. The first one to discuss
and practise is word attack.
3.4
Finding Meanings of Words by Word Attack
You can attack a seemingly long and difficult word by breaking it into
their divisible parts such as prefixes (attachment to a word that comes
before the root of the word); root (the core or the main part of the word)
and suffixes (attachments after the root or main part of the word). You
can find the meaning of each component and join them at the end to
deduce the actual meaning of the word.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
The UN in Sudan
Constantly threatened by war, air attacks and incursions by government
armed militias from neighbouring Arab tribes, tile Nuba are pastmasters at making the best of things. Everything is recycled; following
air raids, pieces of bomb fragments immediately find their way onto the
market; and then to the blacksmiths to be converted into knives and
agriculture tools. Some of the locals joke that it is only the air raids that
stand between them and the stone age.
The Nuba are faced with a growing dilemma; they are currently
suffering from Khartoum's blockade on relief and desperately need more
food, but unfettered UN access could undermine their way of life. It is
ironic that the help so desperately needed could prove to be their
undoing. Father Kizido, a Catholic missionary who has long worked in
the area, points out- ‘Isolation is very heavy burden, but I don't think the
solution lies in opening up to the outside world completely. I hope the
Nuba will be clever enough to strike a balance. The big danger will
come if the UN starts dumping food and upsetting traditional production
techniques, and create dependency as they have in South Sudan where
round -the-clock air-drops have become a way of life’.
However, even if the UN humanitarian mission is given the go-ahead,
the seemingly intractable political and military problems, which
underline and underpin the starvation, will still remain. The Nuba are
still caught in the middle of a long running conflict, which the
international community is only now beginning to take seriously. Their
leader fears that a quick-fix solution imposed on the margins of one side
or the other of a divided nation. A workable peace settlement that
satisfies the diverse interest of the Nuba and other minorities as well as
the Southerners would appear to be in a future as dim as it is distant.
SELF-ASSESSMENT EXERCISE 2
Find the meaning of the under listed words in the passage titled ‘The UN
and Sudan’ by breaking them into their component parts and joining the
meaning of the parts together to obtain the overall meaning of the words.
The words to attack this way are listed below. Complete the exercise
before turning to the discussion that follows.
(1)
(2)
(3)
(4)
(5)
(6)
(7)
332
incursions
blockade
unfettered
undermine
desperately
undoing
dependency
(8)
(9)
(10)
(11)
(12)
round-the-clock
humanitarian
intractable
starvation
long-running
Have you completed the exercise? Turn to the discussion below if you
have done so.
Also note that not all English words can be subjected to word attack
process of deducing meanings. You discover that some words are prone
to this kind of way of finding meaning than the other. By breaking the
words listed in exercise 2, the following components emerge. From the
smaller units of the words, the meaning of the entire words can be
deduced.
1.
incursions
incur
-
brought
in
(entry into)
2.
3.
blockade
unfettered
block
suffix
-
art of
un
d
- fetter -
chain
hinder
(unhindered)
5.
ade
prevent
(stop entry)
not
4.
sions
undermine
under
desperately
below
me
(reduce/bring down)
desperate
- ly
past-tense
mine
willing to
adverb
do without
caring
eager
(seriously willing)
6.
undoing
un - do - ing
not do - continuous
(go against)
GST101
7.
USE OF ENGLISH AND COMMUNICATION SKILLS I
dependency
depend
ency
relying
art of
(too much reliance)
8.
round-the-clock
round
tie
clock)
throughout the
(all the time)
9.
humanitarian
human
time
- nit - arian
from
nity noun
feeling
for
people
(concern for people)
10.
intractable
in
-
tract
-
able
not
large
adjective
expensive area
that can be
seen/control
(not controllable)
11.
12.
starvation
long-running
starve -
action
hunger
(famine)
noun
long
running
extended
going
period of
time
(going for long)
Of course, even though this is not the only way to determine meanings
of words, it is one of the ways. You make the words easier to find their
meanings when you break them into smaller meaningful components.
334
3.5
Finding Meanings of Words by Searching Round the
Passage
Many a time, you find the meaning of words by looking at the
surrounding of the words in the passage. If you look at some words
before, after, above or below the word in the passage, you
may find the meaning of the popular word that is difficult
for you. That is, some of the words or expressions
surrounding the word that you find difficult may give you clues to its
meaning. Again let us practice this.
SELF-ASSESSMENT EXERCISE 3
Read the passage titled ‘Burying the Past’. Pay particular attention to all
the words in bold letters. Use clues from the surrounding parts of the
words to determine the meaning of the words. First of all, suggest the
clues and then give the meaning of the words as brought out by the
clues. Remember, your meanings must fit into the passage.
Use the table below to bring out the answers to this exercise.
Words
Clues from the passage that suggest The meaning of the
meaning
words
Burying The Past
It seems as if Africa’s snoring giant has woken up from deep slumber.
With General Abdulsalam Abubakar’s assumption of power in June ,
following the death of military head of state Sani Abacha, the
atmosphere in Nigeria has lightened perceptibly.
Paradoxically, renaissance has sprung from death. Not simply
Abacha's, but that of Moshood Abiola, the man believed by many to
have won the annulled presidential election of June 12, 1993. While
millions mourned his death following a fatal heart attack in prison in
July 1998, many felt that it had somehow closed a chapter in the
country's history, allowing the possibility of fresh beginning.
Some things have certainly changed. The new general appears to be a
softer incarnation of the standard model Nigerian leader. He is
prepared to listen, to accommodate differing opinions. He even smiles.
But he is still a general and the military fatigues remain the same shade
of khaki. The giant may be stirring, but things will have to change an
awful lot more -and irrevocably -before it rises.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
One of Abubakar's first actions, after boosting his popularity by freeing
a number of political prisoners, was to postpone the hand-over of power
to civilian rule which had been scheduled to take place in October this
year. He replaced Abacha's promise with a new one of his own. Oh
dear, business as usual then…. Promises are exceedingly cheap in
Nigeria, especially if they fall from the mouth of a head of state.
Generals Muhammadu Buhari and Ibrahim Babangida made them and
broke them. Many people, though, have gone ahead and accepted
Abubakar's sincerity about the coming of a seismic political change
opting to give him the benefit of the doubt. But then again, they have no
choice. The hand-over will now involve a series of elections culminating
in a presidential poll on February 27, 1999.
Despite the caution and the misgivings, there is palpable air of
optimism. People are getting used to being able to say what they think
publicly, without expecting a policeman to cart them off to prison. The
media is also pushing the boundaries of freedom of speech. If a
journalist wants to call a former head of state a swindler who brought
the country to brink of ruin, he or she is free to do so.
There is a sense in which Abubakar and his Provisional Ruling Council
are genuinely trying to implement changes. He has started building
bridges across the geopolitical divide, inviting the mainly Lagos-based
pro-democracy activists to the capital, Abuja, to hear what they have to
say. The group spearheading this agitation, the National Democratic
Coalition (NADECO), has grudgingly accepted the transition timetable.
Abubakar has restored diplomatic relations with Canada, re-established
air link with Britain and the United. States, and has earned Nigeria the
goodwill of the international community.
An Independent National Electoral Commission (INEC) has been set up,
with both party and voter registration beginning in earnest. So far there
have been more than one hundred political associations jostling for
recognition. And Scores of politicians have been swarming around
Abuja. There's a real buzz.
One of the main reasons for Abubakar's popularity, it seems, is that he
happens not to be Abacha who is now openly and roundly reviled.
According to Rasheed Gbadamosi, the recently installed Minister for
National Planning in Abubakar's new cabinet- ‘‘The current military
regime is different from those who wielded power in the last four or five
years. They thought they had a monopoly of everything. I think we are
now enjoying a breath of fresh air’’. Of Course, someone with a smart
new job is likely to say such flattering things, but it is a sentiment which
is echoing through many quarters.
Source: BBC Focus on Africa, (1998).
336
The list of the words which meanings are to be formed is given below:
1.
2.
3.
4.
5.
6.
7.
8.
9.
slumber
paradoxically
renaissance
fatal
incarnation
boosting
seismic
palpable
optimism
10.
11.
12.
13.
14.
15.
16.
17.
cart
swindler
geo-political divide
agitation
jostling
swanning
wielded
sentiment
Do not turn to the discussion below until you have completed the
exercise. You will be doing yourself no good by reading the discussion
before you attempt the exercise. The exercise is meant to make you learn
how to do it. The discussion is merely to let know how well you have
done.
Now that you have completed the exercise, read the
discussion.
I think you will agree with me that you can use clues (or suggestions)
given in the passage to determine the meanings of the words of familiar
words.
Words
Slumber
Paradoxically
Renaissance
Fatal
Incarnation
Boosting
Clues
Snoring in the previous
Sentence
Woken up
The words death and sprung do
not agree
they contradict
The word sprung from death
suggests
coming to life
The words mourned his death
suggest
something fatal
The words change in the second
line to
the top, new general in the
previous line
suggest newness
The word popularity and the
many things done by Abubakar
Meaning
Sleep
Ironically
Rebirth
Deadly
New birth
Increasing
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Seismic
Palpable
Optimism
Cart
Swindler
Geo-political divide
Agitation
Jostling
Swarming
Wielded
Sentiment
The word political change
unprepared for
The words caution and
misgivings in the previous line
suggest doubt
The doubt expression earlier on
is being changed where the
word is used
The expression off to prison
shows they were thrown
The expression brought the
country to brink of ruin
suggests a doubtful leader
The expression building bridges
across suggests gap
Sudden
Probable
Brightness
Put, or cast
Trickster
Gap caused by
politics
and
location
Inviting people to Abuja to hear Pressure
what they have to say suggests
pressure
More than one hundred political Struggling
associations, obviously they
must be struggling, since they
are many
Scores of politicians… there’s Noisily
lot of buzz
roaming round
Military regime who…hold to Forcefully
power in the last four years
controlled
Saying that is echoed
Feeling
To find meaning of words, I advise you to always search round the
words. Sometimes, the idea, the other words, expression or illustration
given before or after the words you are finding the meanings, may give
you clues to the meanings of such words. Practise this; you will see that
it works.
4.0
CONCLUSION
The effort in this unit is to expose you to some of the ways you can
deduce meaning of words from the context. The unit has also
emphasised the importance of acquiring new words, daily. Without
reading widely, it may be difficult for you to acquire new words.
338
5.0
SUMMARY
This unit has exposed you to:
·
·
·
the importance of gaining new words
how to find the meaning of a word by word attack and
how to find meanings of words by searching round the passage.
In the next unit, effort will be intensified to expose you to more ways of
finding meanings of words in reading passages.
6.0
TUTOR-MARKED ASSIGNMENT
Read the passage below and use the methods taught in this unit to find
the meanings of the words that are written in bold letters in the passage.
Write out the meaning in the space provided.
I am deeply committed to real reconciliation with justice for all, and to
peaceful change to a more just and open South African society to which
tile wonderful riches and wealth of our country will be shared more
equitably. I write to you, Sir, to say with all the eloquence I can
command that the security police being given more draconian power to
do virtually as they please without being accountable to the courts of
our land, courts which have it splendid reputation throughout the world
for fairness and justice. That is why we have called, and continue to
call, for the release of all detainees or that they be brought before the
courts where they should be punished if they have been guilty of
indictable offences.
There is much disquiet in our land that people can be held for such long
periods in detention and then often either released without be.ing
charged or, when charged usually acquitted; but this does not free them
from police harassment. Though declared innocent by the courts, they
are often punished by being banned or placed under house arrest or
immediately re-detained. How long can a people bear such blatant
injustice and suffering? Much of the White community by and large,
with all its prosperity, its privilege, its beautiful homes, its servants, its
leisure, is bogged down by the fear and sense of insecurity. And this will
continue to be the case until South Africans of all races are free.
Freedom is indivisible. The whites in this land will not be free until all
sections of our community are genuinely free. Then we will have a
security that does not require such astronomical sums to maintain, huge
funds which could have been used in far more creative arid profitable
ways for the good of our whole community, demonstrating as it will that
people of different races can live, amicably, together. We need one
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
another, and Blacks have tried to assure Whites that they don't want to
drive them into the sea. How long can they go on giving these
assurances and have them thrown back in their faces with contempt?
Source: Desmond Tutu’s Hope and Sufferings. Kenton College Press
(1983).
Write out the meanings of the words as used in the passage in the space
provided below.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
reconciliation_________________________________________
equitably_____________________________________________
eloquence____________________________________________
draconian____________________________________________
splendid______________________________________________
indictable____________________________________________
disquiet______________________________________________
detention_____________________________________________
harassment___________________________________________
blatant_______________________________________________
hagridden____________________________________________
indivisible____________________________________________
astronomical__________________________________________
amicably_____________________________________________
assure_______________________________________________
7.0
REFERENCES/FURTHER READING
Olaofe, I.A. (1991). English and Communication Skills for Academic
Purposes. Zaria: Tamaza Publishing Co.
Olaofe, I. A. (1993). Communicate English. Zaria: Tamaza Publishing
Co.
Sim, D. D. & Laufer-Dvorkin, B. (1987). Vocabulary Development.
London: Collins ELT.
340
UNIT 3
READING FOR VOCABULARY
DEVELOPMENT: PART II
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Introduction
Objectives
Main Content
3.1
Finding Meanings of Words by Identifying Lexical
Familiarisation
3.2
Discussion on the Passage Titled ‘‘Nigeria’s Past and
Enviable Position’’
3.3
Finding Meanings of Words by using your Past
Experiences
3.4
Discussion on the Passage- The Rich and the Poor
3.5
Finding Meanings of Words from a Passage by using your
Dictionary
3.6
What a Dictionary Can Provide You
Conclusion
Summary
Tutor-Marked Assignment
References/Further Reading
1.0
INTRODUCTION
Earlier on, you studied the way you can determine the meanings of
words from the context. Two main strategies were discussed. The first
was the use of word attack, while the second was searching around the
surrounding of the passage for clues. I think you are now practising
these strategies.
In this unit, you are further exposed to other ways meanings can be
found from reading comprehension passages. Among the strategies to
be discussed in this unit are the use of lexical familiarisation and your
past experiences. The importance of a dictionary is also discussed
towards the end of the unit.
2.0
OBJECTIVES
At the end of this unit, you should be able to:
·
·
·
read and determine the meaning of new words using lexical
familiarisation strategy
read and discover the meaning of new words using your past
experiences
use your dictionary effectively in finding meanings of new
words.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
3.0
MAIN CONTENT
3.1
Finding Meanings of Words by Identifying Lexical
Familiarisation
What do we mean by lexical familiarisation? By lexical familiarisation
we mean words that are similar related or familiar to the
words that we are trying to determine their meanings.
Writers, in an attempt to give the reader sufficient
understanding of the meaning of a newly introduced word, supply some
words around the new word that are related or belong to the same field
or family of the new word. Lexical familiarisation strategy is a
deliberate intention on the part of the writer to give the reader sufficient
words that will lead to sufficient understanding of the meaning of the
newly introduced term, in order to enable the reader to continue to read
the text with confidence.
Let's practise this using a real passage.
SELF-ASSESSMENT EXERCISE 1
Go through the passage titled ‘Nigeria’s Past and Enviable Position’.
Use the clues supplied through the bubbles and arrows presented in the
passage to derive the meanings of the following words. In most cases,
the words that are joined together by arrows are related. Use their
relationship to find the meanings of the words. Here is the list of the
words.
1.
2.
3.
4.
5.
6.
7.
8.
342
Capability____________________________________________
Stupendous__________________________________________
Enviable_____________________________________________
Choke______________________________________________
Maneuverin__________________________________________
Commitment__________________________________________
Trio_________________________________________________
Ethnic Pluralism_______________________________________
Source: NIGERIA: The State of the Nation and the Way Forward.
Kaduna Arewa House.
You have just 15 minutes for this exercise. Do not turn to the discussion
below until you have completed the exercise.
Have you completed the exercise? If so, turn to the discussion below.
3.2
Discussion on the Passage Titled ‘‘Nigeria's Past and
Enviable Position’’
Do you find the passage interesting? Yes, you will find it interesting if
you know the meanings of many of the difficult words circled in the
passage. Of course, if you do not know the meanings of many of the
words, understanding the passage becomes difficult. Interestingly
enough, the writers used words that are related or belong to the same
family. For example, the words capacity and capability are somehow
related. They all mean ability. Again, the word stupendous and wealth
are related because they all suggest plenty. Favourable and enviable are
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
related. What you can envy should be what is favourable to you. The
words choke and surplus are quite interesting. The word choke suggests
something crowded or congested.
Thus, from the word surplus that follows, you can guess the meaning of
choke to mean crowd. The word maneuvering is given away by the word
manipulation that follows; so also commitment is given away by the
earlier suggestion of sincere determination- which can only be exhibited
by somebody who is committed to a course. The word trio is followed
by the name of eminent Nigerians- Sir Ahmadu Bello, Chief Obafemi
Awolowo and Zik. This suggests that the word trio means three. Going
across paragraphs gives away the expression ethnic pluralism.
Somewhere in the previous paragraph, the writer has referred to Nigeria
with multiplicity of her tribes. Thus, you can easily guess from the
previous paragraph that ethnic pluralism suggests multiplicity of tribes.
3.3
Finding Meanings of Words by Using Your Past
Experiences
Sometimes, your world of experience of the ideas that are discussed in
the passage can suggest the meaning of the new words. Your
experiences of the actual word, part of the word or
the context in which the word is used, may suggest
the meaning of the word to you. Some words you
experienced in your day to day life, some you
experienced reading about something similar in
another context. You should, however, be careful. Some words may
have different meanings as they move into another context. Do not
impose the meaning of one word in a particular context upon the
meaning of the same word in quite a different context. However, what
we are saying here is that your experience of the word in life or in
context similar to the one you are presently reading may suggest the
meaning of the word.
Let's practise this
SELF-ASSESSMENT EXERCISE 2
Read the passage entitled ‘The Rich and The Poor’
The Rich and the Poor
Think of the experience you had of the words in bold. Let your
imagination run wide to decide situations which you have experienced
all or part of the words. See whether you can transfer these situations
into the passage to assist you in determining the meanings of the words.
344
For example, think of the rich people you have seen in Nigeria, what
they do, how they act and how they live. Think of the poor in Nigeria,
especially the beggars. See how they behave, live and act.
Bring all of these experiences to bear on the passage. See whether the
meanings of the words can he brought out through these experiences.
The Rich and the Poor
Can the rich become richer without making the poor poorer as a result?
Can someone be poor and not suffer? What purpose is served by the
rich showing charitable kindness towards the poor? How do people get
rich?
According to one line of thinking, God has created people with differing
abilities and skills; the ability to become rich is like any other special
skill: and he who becomes rich does so by his own exceptional talent
and also by the help of God who has blessed him with wealth; and the
poor are poor because they lack innate ability to improve themselves;
the rich have a moral and religious duty to promote the security and
well being of the poor by giving alms generously to ease their sufferings.
Poverty is, thus, hypothesised as an objective hereditary phenomenon to
be pitied, and it exists because God created man in that way.
Contrary to this view, we will argue that the prosperity of the rich
cannot be sustained except by continued impoverishment of the
majority; that the art of making yourself rich is also the art of keeping
your neighbours poor; that whatever is obtained by one is denied to
many. The only exceptional ability that the rich possess is the ability to
organize labour as cheaply as possible ill order to maximise profit for
rich labour is a threat to the rich man's profit.
The main way in which the rich fulfill their obligation to relieve
suffering is by making gift to improve the welfare of some of the poor.
This is inevitable selective and discriminatory generosity which compels
the favoured few to be grateful and loyal, while the omitted majority are
divided and more effectively controlled as they scramble for the master's
scarce favours. This paternalistic manipulation splinters the oppressed
poor into factions, each hoping and struggling to get a few more
benefits than the other. Alms and aid are like a rope that ties the
receiver to the donor who benefits. Gifts and welfare are merely
leftovers from the master's table, superficially redistributive gestures
which leave inequality intact. The exploitative social order is a source of
false generosity nourished by poverty.
Source: P. Heincke, Popular Fallacies in the Nigerian Social Sciences
Mimeographed.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
For each of the words listed below and underlined in the passage, find
their meaning as used in the passage. Also indicate your previous
experiences that assisted you in finding the meanings of the words. This
is the list of the words.
1.
2.
3.
4.
5.
Charitable
Hypothesised
Hereditary
Impoverishment
Maximise
6.
7.
8.
9.
10.
Discriminatory
Scramble
Leftovers
Redistributive gestures
Nourished
Do not turn to the discussion until you have completed this exercise.
Compare your answers with the ones presented in the discussion below.
Have you completed the exercise?
Good, if you have done so, you are now qualified to turn to the
discussion.
3.4
Discussion on the Passage ‘The Rich and the Poor’
Indeed, my experience of life in general has assisted me so much in
getting the meanings of the words listed. See the box below for my
responses to the meanings of the words. Cross check my responses with
yours.
Word
Charitable
Hypothesised
Hereditary
Impoverishment
Maximise
Obligatory
Discriminatory
Scramble
Leftovers
Redistributive
Gestures
Nourished
346
World Experience
Charity as a name and as an action
My
experience
of
hypothesis/theories
Birth
The word poverty
Meaning
Free gift
Assumed to be
In-burn
The art of making
poor
The word maximum as opposed to Increase
minimum
The word oblige/obligation
Compulsory
Discriminate human rights slogans Biased
My knowledge of history which Struggle
taught scramble
Knowledge of meal: food that is Crumbs
uneaten
Gestures through facial expressions Kindness of giving
re-distributive from distribution
back
Feeding/eating
Fed/made to grow
Are your responses similar to mine? If they are, then our world view and
experiences are more or less the same. What is your score on this
exercise? If your score is low try harder. Let your imagination loose
whenever you are reading any material. See how you can use your past
or previous experiences to find clues to the meanings of new words in a
reading passage.
3.5
Finding Meanings of Words from a Passage by Using
your Dictionary
This should be your last resort. It is a lazy student's approach to always
turn to the dictionary for any meaning of a word, every second. It also
slows down your reading speed. You waste a lot of time finding
meanings of words and less time reading extensively; but by all means,
when other steps suggested in units 1 and 2 of this module fail, please
turn to your dictionary. A good dictionary will never fail you. It's the
students' best companion. Indeed, it is your own best companion.
GST101
EXTRACT
FROM
DICTIONARY
348
USE OF ENGLISH AND COMMUNICATION SKILLS I
OXFORD
ADVANCED
LEARNERS’
SELF-ASSESSMENT EXERCISE 3
Look at the extract from the Oxford Advanced Learners' Dictionary
reproduced above/before now and list in the space provided as many
things as you can observe that a dictionary can provide you. Give an
example of each of the information that the dictionary provides. Use the
space provided.

Have you completed the exercise? If your answer is yes, then you can
turn to the discussion on the use of dictionary provided in the next
section. If your answer is no, do not go to the discussion until you
complete the exercise.
3.6
What a Dictionary Can Provide You
Outlined in this section is what we can observe from the extract as the
kinds of information that a dictionary can give you.
·
·
·
·
·
·
·
·
Alphabetical order of words
Various meanings of a word as used in various contexts (in 1,2,3)
The way the words are pronounced; these are put in slash / /
e.g./imbeliò/embellish The part of speech of the word e.g. v = for
verb;
The context in which the word is used e.g. (with 5th) meaning
with something;
Example of sentences in which the words can be used;
The colloquial usage, if applicable;
Figure of speech and idiomatic (IDM) expressions associated
with the word;
Different derivational forms of the word e.g. embody- embodiedembodiment-
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
When you consider so many things that a page of a dictionary can give,
you will agree with me that a dictionary is, indeed, your companion. Use
it when the need to do so arises. You will never regret it.
4.0
CONCLUSION
This unit is still re-emphasising the importance of vocabulary items. The
word is central to language use and must have lot of them to survive
academic life. I think by now you have been encouraged to read
extensively to gain new words. The unit has further exposed you to ways
you can find meanings of word in context and the usefulness of a
dictionary. My hope is that this unit will encourage you to constantly
increase your word power.
5.0
SUMMARY
This unit has taught you the following:
·
·
·
how to find meanings of word by using lexical familiarisation
how to find meanings of words by using your past experiences
how to use your dictionary.
With this general background to reading for vocabulary development,
you are fully prepared for and equipped with the abi1ity to increase your
word power.
6.0
TUTOR-MARKED ASSIGNMENT
Read the article titled ‘Development Plans as they Affect Roles of
Agriculture’. Use the strategies suggested in this unit to provide
meanings of the words listed after the passage.
Development Plans as they Affect Roles of Agriculture
The Ten Year Plan 1946-1956 of the colonial administration has been
described as a pseudo-plan as it was designed to provide guideline to
enforce administration of the colony. The first development plan after
independence 1962-1968 tried to increase production of export crops
through better seed distribution and more modern methods of
cultivation, as well as through increased area of cultivation via farm
settlements, co- operations plantations, improved farm implements such
as hydraulic hand press for extraction of palm oil.
The 1970-74 Development Plan, like the previous plan, hoped to
increase per capital output, curb more urban migration and develop
agro-industries which were to be located in the urban area: contrary to
350
the intention to curb rural-urban migration. Total expenditure amounted
to N215, 226 million which is 20% of capital expenditure on all sectors.
The continuous fall of agricultural contribution as the result of low
investments, lack of executive capacity and inadequate supporting
facilities led to the necessity to prepare perspective plan for agricultural
development to 1985 in 1974.
The Third National Development Plan 1975-80 envisaged increased
supply of food in adequate quantity and quality, expanded production of
export crops and diversification of foreign exchange base as well as
increased production of raw materials to support domestic industries.
The plan also envisaged increased rural employment opportunities
involving appropriate institutional and administrative apparatus to
facilitate integrated development of agricultural potential of the whole
country.
To achieve the above objective, the state and federal governments were
to adopt variety of policy measures relating to price and tax incentive,
processing of farm products, rehabilitation and new planting schemes,
marketing, man-power training, participation in direct production,
extension, use of inputs, research, credit and land use.
This is the list of the words you are to supply their meanings.
1.
2.
3.
4.
5.
6.
7.
Pseudo-plan_________________________________________
Extraction___________________________________________
Curb________________________________________________
Executive capacity____________________________________
Envisagd____________________________________________
Diversification________________________________________
Potential_____________________________________________
7.0
REFERENCES/FURTHER READING
Olaofe, I.A. (1991). English and Communication Skill for Academic
Purposes. Zaria: Tamaza Publishing Co.
Olaofe, I.A. (1993). Communicate English Skill. Zaria: Tamaza
Publishing Co.
Sim, D.D. & Laufer-Dvorkin, B. (1987). Vocabulary Development.
London: Collins ELT.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
UNIT 4
VOCABULARY DEVELOPMENT IN VARIOUS
ACADEMIC CONTEXTS: PART I
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Introduction
Objectives
Main Content
3.1
Vocabulary in Various Academic Contexts
3.2
Vocabulary Items Associated with Psychology
3.3
Vocabulary Items Associated with the Legal Field
3.4
Vocabulary Items Associated with the Medical and
Paramedical Fields
3.5
Vocabulary Items Associated with Education
Conclusion
Summary
Tutor-Marked Assignment
References/Further Reading
1.0
INTRODUCTION
This broad topic is going to be split into two units. Unit 4 will treat
vocabulary development in psychology, legal, medical and paramedical
as well as educational academic contexts; while unit 5 will look at the
vocabulary items that are associated with the arts, business
administration and science. As you may probably know, it is not
possible for us to expose you to all items of a field. The attempt is just to
introduce you to the field and encourage you to read texts in the field
more extensively. If the field we are treating is your own field, you
should not only master the general vocabulary items of the field, but also
the highly technical terms associated with the field. Indeed, you will
need the knowledge of the common, technical and highly technical
terms associated with your field. You need these terms to be able to
function effectively in the field.
2.0
OBJECTIVES
At the end of this unit, you should be able to:
·
·
·
·
352
read and supply vocabulary items typical of a psychology reading
passage
read law passage and supply the vocabulary items of the field
read a passage on medical and paramedical field and supply the
vocabulary items of the field
read a passage on education and supply vocabulary items
associated with the field.
3.0
MAIN CONTENT
3.1
Vocabulary in Various Academic Contexts
As you have learnt in the preceding units, words are central to all
academic fields. Also, academic fields have the words that are specific
to each domain. In fact, the vocabulary items of the world can be
classified into two broad categories. The first one is the categories of
words that cut across all fields. These are called common-core words.
The second category is the sets of words that are specific to a particular
field. This is called the register of the field.
It is important for you to be familiar with the broad-based categories of
words that are used in most of the academic contexts you will find
yourself during this programme. More than all these, it is necessary for
you to be familiar with words that are specific to your own subject area.
The attempt, in this unit, is to expose you to broad-based categories of
words that are used in various fields. Thus, you will have practice
sessions on identifying the meanings of words:
·
·
·
as they change from one academic field to the other
as they cut across field
as they are specific to a particular field.
Of course, let me stress this is point once more- it is not possible to
practise all the words that you may come across in all fields. The effort
in this unit is merely to draw your attention to some of these words and
leave you to discover more in your private study and reading activities.
Remember, if you want to gain many words, you must be ready to read
extensively.
3.2
Vocabulary Items Associated with Psychology
Here, you are going start with an exercise. This exercise exposes you to
some vocabulary items that are used in the field of psychology and
general sciences. Use the words and expressions at the beginning of the
passage to fill in gaps 1- 32. Use each word only once.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
What is Intelligence?
Complement
Competence
Assessment
Categorise
Manipulated
Unrelated
Deter
Comparative
Entirely
Environment
Mental
Conducted
Eccentric
Resemble
Account
Formulated
Identical
Degree
Discrepancies Variation
Reared
Accounted for
Attributable Experts
Intercultural
Hypothesis
Numerous
Inferred
Precisely
Relevant
Factors
Adopted
What is intelligence? Even the 1______________, let alone the layman,
are not 2____________ sure about the answer to this question. Though
scientists have different 3__________________ on how to interpret and
4____________ intelligence, some facts, however, have been widely
accepted by most of them on the basis of
5_____________
studies 6______________ over the last decades.
It is known that intelligence is 7___________ both to heredity and
8______________, but the genetic 9____________ are more important
than the environment ones.
The evidence for the above conclusion was obtained from kinds of
studies: a study of 10_____________ twins with the same
11_____________ of genes, 12__________ apart in foster homes; and a
study of genetically 13_________ children 14________ at birth and
reared together. From the results the scientists 15_________________
that the biological inheritance of genes 16______________ at least
twice as much of the 17______________ in IQ as the environment.
Even if the child does not 18___________ his parents in his
19____________ ability, genetic theory can explain such occasional
20________________ .Therefore such expectations do not invalidate
the argument that IQ is inherited more than it is
21_____________________ by the environment. It is also widely
recognised that the 22____________ of intelligence is essentially a
23_____________ affair which creates some problems. If we want to
compare the intellectual 24____________of two individuals, we must
be sure, up to a certain 25_____________ of confidence, that they have
a similar attitude to the test and that they possess enough 26_________
information as to what is to be done on the test.
But these are 27______________ the factors that vary from culture to
culture. A test question which looks simple and normal to a child in one
culture might 28______________a child from another culture who
might regard it as indelicate or 29___________. Moreover, the answers
expected by the tester who 30__________the questions might not be the
only possible answers in a different cultural setting.
354
Therefore, all 31___________ comparisons of intelligence should take
32_________ of the limitations of the standard IQ tests.
Source:
Sim, D. D. et al (1984) Vocabulary Development Collins
ELT, London and Glasgow.
I think by now you have completed the exercise, if you have done so,
then congratulations.
Do you find the exercise difficult or easy? When this was given to some
students like you, about three quarters of them found the exercise
difficult. If you find it difficult, it means you are still not reading
extensively. Some of the words illustrated are not too difficult for your
level.
What is intelligence? Even experts, let alone the layman, are not entirely
sure about the answer to this question. Determination to read widely is
the only thing that can increase your vocabulary to the level that you
will be able to carry out such a task like this without much difficulty.
3.3
Vocabulary Items Associated with the Legal Field
Let's expose you to another field, quite different from the one in the
exercise above. This time it is the legal field.
Read the passage below and fill in gaps 1-20 with words and
expressions presented below the passage. Remember that you may not
use some words in this exercise.
Vocabulary Items Associated with the Legal Field
(a)
Judicial 1__________punishment was 2_____________ in
England in 194…
(b)
The parties continued 3_________ for several months before an/a
4_________ for the 5____________ was finally reached.
(c)
The 6___________ husband was killed in the accident she
caused. It was found that she was guilty of 7____________, but had not
intended to kill the victim. As a result was convicted of
8______________.
(d)
The crown courts 9___________ him to 10___________ for
committing assault 11____________ grievous bodily ht1rm.
(e)
A state may have to grant 12__________ to victims for
13___________ of its agents abroad.
(f)
The UK government refused to 14____________ the accused on
the grounds that she was a political offender.
GST101
(g)
(h)
(i)
(g)
USE OF ENGLISH AND COMMUNICATION SKILLS I
There can be not 15____________ some of the rights protected
by the European convention of Human Rights.
16____________ is a state of being at war.
17____________ is a breach of law or 18 of a right.
19____________ is the discussion of terms and conditions to
reach an 20_____________ .
List of words to choose from (You may not use some words and may
use some more than once)
Infringement, negotiation, settlement, violation, agreement, extradite,
concurrently, manslaughter, conspiracy, abolished, corporal, arbitration,
assault, 2-year probation, 5-year imprisonment, remand, conflict,
reparation, persecutions, repeal of, immunity from, charged, defendant's
sentenced, damage caused by criminal acts, I causing, consensus.
I think by now you should have completed the exercise. Can you say
you are familiar with general legal terms? Of course, there's no reason
why you should not be familiar with the common terms related to the
legal field. In fact, this familiarity is one of the ways you can be known
to be well-read. Let's discuss some of the terms.
a.
b.
c.
Judicial corporal punishment was abolished in England in 1948.
The parties continued negotiation for several months before a
consensus for the reparation was finally reached.
The defendant's husband was killed in the accident she had
caused. It was found that she was guilty, of conspiracy but had
not intended to kill the victim. As a result she was convicted of
manslaughter.
If you go by the words that you require to fill the gap, you will recognise
that only a few of them are really technical. The bulk of them are words
that are common to the legal profession which educated people should
really be familiar with.
3.4
Vocabulary Items Associated with the Medical and
Paramedical Fields
Again, this is a very wide field that cannot be covered within the context
of one unit of a course. Just like all other academic fields, the medical
field has common and technical terms. The common-core terms should
be known by all educated groups like you. Of course, the technical ones,
definitely, must be reserved for people in the field. The passage in the
next exercise exposes you to some of the general terms typical of
medical and paramedical sciences.
356
SELF-ASSESSMENT EXERCISE
Read the passage below and fill in the gaps with relevant words
provided at the end of the passage.
Anesthetics are 1____________ causing 2___________ or
3__________ relief to pain. Their use in modern medicine permits
painless 4____________ of a minutes duration. Anesthetics are divided
into
two
broad
groups
5____________________
and
6_____________ones; the former causes 7________________
unconsciousness by temporarily altering normal activities of
8___________; while the later temporarily deaden 9_____________ of
a particular area of the body. General anesthetics are usually
administered
to
the
patient
in
one
of
two
ways;
10____________________ or 11_______________ injection. Several
important drugs are used as general anesthetics. 12__________ first
used by Dr Crawford W. Long (1842) is a powerful anesthetics. So also
is 13____________ a gas inhaled in combination with oxygen. A much
weaker
general
anesthetics
is
14______________
or
15______________ gas. 16_____________ is a new synthetic general
anesthetic, more powerful and effective. It is 17___________ into the
body in a 18__________ amounts with a 19_________ apparatus. Not
all surgery requires that the 20___________ be unconscious.
List of Words to Choose from
Fluothame, chloroform, drugs, unconsciousness, patients, surgery,
hospitalization, broad, total, temporary, central nervous system, local,
inhalation, ether, sensation, intravenous, powerful liquid, cyclopropane,
ethylene, nitrous oxide, smiling, laughing, calibrated, injected, inhaled,
tluothene, measured, booster, general, painkilling, soft effective.
Are you familiar with many of the words? Words like unconsciousness,
patients, surgery hospitalisation, ensured, injected and drugs are
common medical terms which should be known by all educated people.
Of course, there are some technical terms such as cyclopropane,
fluothene and chloroform that are specific to the medical and
paramedical profession.
3.5
Vocabulary Items Associated with Education
This section familiarises you with some common terms associated with
education. In most cases the words are common-core words in the
profession. The next exercise presents this field to you.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
SELF-ASSESSMENT EXERCISE
Read the passage below and fill in the gaps with words presented at the
bottom of the passage. The importance of this exercise is to introduce
you to some of the vocabulary items associated with education. Do not
turn to the answer until you finish performing the tasks. The title of the
passage is ‘Primary Education’.
Primary Education
Primary education is the 1___________ and the largest
2_____________ of all levels of education which may be
3____________ 4___________ and 5__________. Unfortunately, the
primary schools are an eye sore. This is because of 6__________
building inadequate 7___________ and lack of meaningful
8___________from
public/community.
The
government
pronouncements of 9____________________ and 10_____________
education could only be meaningful if the community is encouraged to
participate
in
the
11___________,
12____________,
and
13____________, of the 14____________. The provision of some
education is not to our advantage, especially where 15_______________
are the 16________________of the centralising authority. Constant
major 17_____________ changes are doing a lot of havoc to the
education system. We need to settle down to real business of providing
sound and well 18_______________that will facilitate growth and
19____________ of primary education that is worthy of
20_________________.
List of words to choose from
Institution, counterparts, dilapidated, foundation, funding, sustained,
policy, secondary, expenditure, free, tertiary, statistics, participation,
equipment, furniture, maintenance, compulsory, synonymous, finances,
centralised; appointments, policy, initiative, emulation, sector,
prerogative, primary, equipping, development.
Have you completed the exercise? Now turn to the end of the unit for
the answers. As you go through the passage, you would have noticed
some common words like institution, funding, development, tertiary,
secondary, participation, foundation, etc., are commonly used in relation
to education. Also there are some words such as counterparts, free,
equipping, centralised, equipment, etc., which are not restricted to the
field of education but that can be used across academic fields.
358
4.0
CONCLUSION
In this first part of the units dealing with vocabulary associated with
academic fields, you have been exposed to various items in the fields of
psychology, legal, medical and paramedical as well as education. The
essence of the exercise is to introduce you to these fields and encourage
you to read materials in the field more extensively.
5.0
SUMMARY
You must have learnt the following in this unit:
·
·
·
·
vocabulary items associated with psychology
vocabulary items associated with legal field
vocabulary items associated with medical and paramedical field
and
vocabulary items associated with education.
The unit is preparing you for extensive reading activities that are
expected to increase your vocabulary power. The next unit will reinforce
what you have learnt in this unit by exposing you to more vocabulary
items in other areas.
6.0
TUTOR-MARKED ASSIGNMENT
Complete the following exercise with words from the list below. Use
each word only once.
Affirmed
undisciplined function
Regimen
compel
liable
Restricted
cultivate
designed
Rigorously devise
disguises
Advocating refining
contends
Discounting enduring
interest
promote
applied
deliberately
deprived
dormant
extent
suppressed
challenged
seductive
Philosophers and educationists have been 1___________ different
approaches to the role of art in education. Plato 2_________ that since
art is an expression of the emotional and 3____________ part of our
nature, it must be 4___________ control1ed and even 5____________
discouraged in the 6____________ of rational ideals. According to
Plato's rational philosophy of life, education was 7____________ to
constrain and direct youth towards what has been 8____________ by
the law as right, to develop youth's super-ego. Art, being sensuous and
9____________,would be a deviation from the rational regimen.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Plato does not, however, compel the educator to ban art altogether. Art
is useful to children who are incapable of 10____________ serious
training and are 11____________ to revolt against it. Art will
12____________ as a sweet that 13____________ the bitterness of a
necessary medicine.
Plato's philosophy has often been 14______________ by educators who
have tried to 15____________all for its own sake. They have claimed
that though the number of professional artists should be
16____________, almost no person should be 17____________ of
training in the appreciation of the arts. Anesthetic impulses, they say, are
possessed by children and merely 18____________ in educated people.
Therefore, the educator can 19____________ means of preserving and
20____________ these instincts and thus develop the person's emotional
responses to beauty.
Educating the instincts implies 21____________ the basic values of the
classical.
Source:
7.0
Sim, D. D. et al. (1984). Vocabulary Development.
London, Glasgow: Collins ELT.
REFERENCES/FURTHER READING
Olaofe, I. A. (1991). English and Communication Skill for Academic
Purposes. Zaria: Tamaza Publishing Co.
Olaofe, I. A. (1993). Communicate English Skills. Zaria: Tamaza
Publishing Co.
Sim, D. D. & Laufer –Dvorkin, B. (1987). Vocabulary Development.
London: Collins ELT.
360
UNIT 5
VOCABULARY DEVELOPMENT IN VARIOUS
ACADEMIC CONTEXTS: PART II
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Introduction
Objectives
Main Content
3.1
Vocabulary Items Associated with the Arts
3.2
Vocabulary Items Associated with Accounting
3.3
Vocabulary Items Associated with Natural Science
Conclusion
Summary
Tutor-Marked Assignment
References/Further Reading
1.0
INTRODUCTION
This unit is a continuation of our general topic started in unit 4. Can you
still remember this? It is vocabulary development as it relates to the field
of psychology, law, medical and paramedical sciences. This unit deals
with vocabulary in the related field of arts, accounting and sciences. You
will enjoy this unit. The challenge the unit throws, I am sure, will
encourage you to read widely and not just reading what belongs to your
field alone.
2.0
OBJECTIVES
At the end of this unit, you should be able to:
·
·
·
read and supply vocabulary items typical of the arts
read and identify the vocabulary items typical of the field of
accounting
read and identify the vocabulary items typical of the sciences.
3.0
MAIN CONTENT
3.1
Vocabulary Items Associated with the Arts
Let's start this unit with an academic field that is quite different from the
ones discussed in unit 4. This is the field of the arts, or humanities, as
some people call it. Generally speaking, the arts have a few vocabulary
items that are restrictive to the field. In most cases, the vocabulary can
be used across other academic fields. Thus, we can say that the arts have
a large number of common-core vocabulary items.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
History is taken as a representative sample of the field. The selfassessment exercise below requires you to complete the passage with
some of the terms that are supplied at the beginning of the passage.
SELF-ASSESSMENT EXERCISE
Complete the following passage with the appropriate words from the list
supplied before the passage. Use each word only once. The title of the
passage is ‘History and the Historians’.
History and the Historians
arbitrary
take it for granted
survived
accuracy
attribution
however
raw
particular
subjectivity
appeal
unavailable
recorded
lacunae
determined
indestructible
defective
pattern
supremely
preserving
available
It is true that 1___________ is a necessary condition of the historian's
work, but it is not his essential function. The basic facts belong to the
category of 2___________ materials of the historian than of history
itself. Besides, the necessity to establish these basic facts rests on an
3___________ decision of the historian.
Let us take, as an example, ancient history. We 4___________ that al1
the facts about this period are recorded in 5___________ literature. The
truth is, 6___________ that this is only a selection of facts which
7___________ by accident or process of 8___________ and the
historical picture, seen as a whole, may be inaccurate.
The problem of this 9___________ picture consists not only of the
10___________ which start ancient history, but also of the
11___________ of historians, scribes and chroniclers. These people
12___________facts they thought were worth 13___________ .Those
facts supported their 14________________ views and were
15_____________ important to them, but were not necessarily so to
other people in those times.
A mass of other facts relevant to the picture of history is simply
16___________ to us today: .Therefore the 17___________ of the past
is 18___________ it has been 19___________ for us beyond the
possibility of 20___________ .
Have you completed the filling in the gaps? If you have, I congratulate
you. Now turn to the end of the unit to compare your answers with the
ones supplied there. Mark your work and determine how well you
perform in the exercise.
362
Did you find the passage difficult? If you did, I will advise you to read
more extensively. You will agree with me that some of the words are
common-core words that you should have read extensively. Let me fill
the first three gaps of the passage for illustration.
It is true that accuracy is a necessary condition of the historians
work, but it is not his essential function. The basic facts belong to
the category of raw materials of the historian than of history itself.
Besides, the necessity to establish these basic facts rests on an
arbitrary decision of the historian.
You will notice that although words like accuracy, raw, and arbitrary
may be associated with history or art-based courses, they can also be
used in other fields. What this means is that if you are well-read, you are
likely going to be fully equipped to tackle all reading materials that are
arts-based.
3.2
Vocabulary Items Associated with Accounting
As in the case of other academic fields discussed so far, accounting is
wide and broad-based. The exercise you are going to perform in this
section will only give you a slight touch of the field. You need to read
extensively to be able to grasp the different vocabulary items of the
field, especially the highly technical ones.
SELF-ASSESSMENT EXERCISE
Read the passage below and fill in gaps 1-20 with appropriate words and
expressions listed below the passage. The title of the passage is ‘The
Role of Accountants’.
The Role of Accountants
The 1___________ function of the Chief Accountant is to ensure that
2___________ funds available for such capital 3___________ on new
plant and equipment as is required in the corporate plan. Adequate
working capital will also be required to meet 4___________ expenditure
such as 5___________ salaries, purchase of raw materials and inevitable
administrative expenses. Whenever 6___________ or salaries are made
7 will need to be kept. In many ways, the accountants are
like a 8 telling you what has happened since the
9___________ commenced. On 3rd April, we 10___________ a new
mainframe 11___________ for N75,000 and so on. The data tells the
12___________ what 13___________ are at their disposal and what
14___________ they have to be prepared to meet. By 15___________
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
the accountant, managers can see how much 16___________ is
available, how much they owe to their 17___________ and how much
they are owed by their 18___________ They must also be in the
position to meet their commitments if 19___________ is to be avoided.
The accountants make a 20___________ contribution to the decision
making process.
Lists of words to chose from
records,
revenue
continuous,
vital,
storybook,
possible,
business,
mechanism,
corrective,
accuracy,
examining,
answered,
corporate,
adequate,
primary,
solutions,
computer,
problems,
purchase,
cheaper,
wages,
assets,
insolvency,
creditors.
expenditure,
statistical,
debtors,
purchases,
deduction,
Source:
Chilver, J.C. (1998). English for Business. London: D.P.
Publications Ltd.
I hope you enjoyed going through the exercise. If you did, it means that
you are already displaying your extensive reading ability. If you are
finding this exercise difficult, you need to read more widely.
Some of the words that are somehow typical of accounting procedures
are- corporate, revenue, purchase, insolvency, debtors and creditors.
Words like continuous, corrective, vital, primary, records and so on, can
be used in other fields other than accounting; in most cases, their
meanings may change.
3.3
Vocabulary Items Associated with Natural Science
Science is another broad-based field that you must be conversant with.
This is because the entire word is going more and more scientifically
and technologically-oriented. No matter your area of specialisation, a
rudimentary knowledge of science is demanded of you. In the next
exercise you will be introduced to some scientific terms.
SELF-ASSESSMENT EXERCISE
Read the passage titled ‘The Importance of Mathematics’ and fill in the
gaps 1-20.
364
The Importance of Mathematics
(a)
(b)
(c)
Not only physics but every 1___________ depends on the 2.
of mathematics. For every science required the
exact 3___________and
the ability
to work out
4___________and find 5___________whether you are interested
in
6,
discovering
the
structure
of
7___________learning what causes 8___________ and
prosperity in 9___________, finding new 10___________ for
disease, 11___________swifter airplanes or learning the
12___________of the stars, you will need the language of
mathematics.
The process of 13___________ consists of a series of steps:
14___________ water to a boiling point 15___________it and
collecting the 16___________in a container for 17___________.
Civil engineering deals with the design and 18___________of
19___________that are intended to be 20___________.
Lists of words to choose from
distillation, fermenting,
condensing,
hydraulic,
environmental,
construction,
stationary, objects structure, system,
measurement, rules,
problems,
cunes,
splitting,
atoms
designing
business life story, heating
modification, conclusion.
purification,
fluids,
science,
molecules,
depressions,
product,
Now that you have completed the exercise, I can share my experience of
working with the passage with you. Like you, I found words like
distillation, depressions, environmental, fluids, fermenting, etc.,
scientific, but they can also assume other meanings in some fields.
Words like conclusion, business, heating, condensing and so on, can
have scientific and non-scientific meanings, depending on the contexts
in which they are used.
4.0
CONCLUSION
The attempt in this unit and the previous one is to introduce you to
words of different academic fields. The exercise is aimed at achieving
three objectives. First, it is to expose you to many other fields other than
your own. Secondly, it is to build in you the need to read extensively.
Thirdly, the exercise is aimed at making it clear to you that words can
change their academic contexts to the other.
GST101
5.0
USE OF ENGLISH AND COMMUNICATION SKILLS I
SUMMARY
You will agree with me that this unit is a continuation of the previous
unit. It has exposed you to different vocabulary items associated with
some academic fields. More specifically, this unit has taught general
vocabulary items associated with:
·
·
·
arts
accounting
natural sciences.
I hope you will cultivate the habit of reading extensively, and you will
read even materials that are not in your field. This is the only way you
can truly increase your vocabulary power and be regarded as truly
educated.
6.0
TUTOR-MARKED ASSIGNMENT
Complete the following passage with words from the list provided at the
beginning of the passage. Use each word only once.
prestige
anxieties
displayed
uncongenial
menial
degrading
promotion
routine
appreciation
erratic
susceptible
superstructure
terms
dead-end
expectations
specialised
equip
dehumanising
appreciation
opportunity
growth
voluntarily
amelioration
alienates
resentment
inadequate
intangible
renders
conditions
enriching
adapt
running
contribute
Can one impose an occupation upon oneself or one's partner when no
positive interest in this occupation is 1___________? Can one come to
2_________ with work that seems 3_____________ or even 4
.
Some people argue that women are drawn into housework in spite of
their 5 of such work. Sociologists have been pointing out
that even though the housewife's effort support the entire
6__________ of the economy, her job is status 7____________
because of its impaired nature. It is also a 8____________ since it
provides no chance of 9____________ some psychologists claim that
housework has a negative effect on the woman's personality. It is
10____________ her from her husband, who develops and acquires
11____________ while the wife feels 12____________ . Her isolation,
moreover, leads to 13____________ judgments and 14____________
her 15____________ to psychoses.
366
But it can also be argued that being a mother and a home-builder is an
16____________
experience which provides the woman with
17____________ rewards such as the 18____________ of the family,
protection from 19____________ over promotions of bad working
20____________
and freedom in planning her own daily
21____________ . It should also be remembered that many men or
women do not choose their occupation outside the home either. Social
conventions force them to provide a home, 22____________ it and
even 23____________ towards the labour or 24____________ it and
raising the children. Many workers might find their work non25____________ with little 26____________ for promotion and
personal 27____________. Yet they have to 28____________
themselves to the 29____________ of their society, including their own
family.
Source:
7.0
Sim, D. D. et al. Vocabulary Development. London:
Collins ELT.
REFERENCES/FURTHER READING
Olaofe, I. A. (1991). English and Communication Skill for Academic
Purposes. Zaria: Tamaza Publishing Co.
Olaofe, I. A. (1993). Communicate English Skill. Zaria: Tamaza
Publishing Co.
Sim, D. D. & Laufer-Dvorkin, B. (1987). Vocabulary Development.
London: Collins ELT.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
MODULE 4
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Reading Diverse Texts: Narratives
Reading Diverse Texts: Expository Texts
Reading and Comprehending Passages with Tables
Reading Scientific Texts
Reading for Interpretation and Critical Evaluation
UNIT 1
READING DIVERSE TEXTS: NARRATIVES
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Introduction
Objectives
Main Content
3.1
Narrative Texts
3.2
Characteristics of Narrative Texts
3.3
Discussion of I Have Found You a Girl
Conclusion
Summary
Tutor-Marked Assignment
References/Further Reading
1.0
INTRODUCTION
This unit starts the beginning of a new series in this course, which takes
you through diverse reading texts that you will come across in your
academic life. Narrative texts will be the first type of texts to be
discussed in this series. You are to study their characteristic feature and
analyse some narrative texts in this unit.
In order to study the unit successfully, you will need a dictionary, paper
and a writing instrument.
2.0
OBJECTIVES
At end of this unit, you should be able to:
·
·
·
368
define narrative texts
identify the features of narrative texts
read and analyse clearly some selected narrative texts.
3.0
MAIN CONTENT
3.1
Narrative Texts
Perhaps the most common of all the texts you will find yourself reading
from time to time are narrative texts. Narrative texts are common
because they tell stories and many people like interesting stories. This
section introduces you to narrative texts. Of course, there are different
types of narrative texts. Some tell a sad (or tragic) story, while some
make you laugh. Some stories are written in form of novels, these are
called long stories. Some are also written in short forms. They are called
short stories.
You need to read stories in order to increase your reading speed and
comprehension rate. Stories also give you various experiences about life.
Such experiences include joy, sadness, conflict, destruction, suffering,
affluence, greed, avarice, and so on. The experiences portrayed by
stories often develop in form of the theme of the story or novel.
Reading of stories can also increase your vocabulary power. From
stories you come across many words and expressions which become part
and parcel, of you as you read extensively.
3.2
Characteristics of Narrative Texts
1.
Narrative texts range from the ones written in an extremely
informal style, full of slangs and colloquialisms, to the semiformal or less formal ones. In most cases, narratives are not
formal except a role is given to character who speaks in a formal
style.
2.
All narratives are to follow a storyline, starting with the
background to the story, the plot i.e. the unfolding of the plan or
an outline of events in a novel; the climax which is the most
exciting or important event or point in the story. The climax is
often referred to as the most exciting part of a story. A story line
ends with the fall or the final part of the story where all events
have been fully unfolded and nothing more so exciting.
3.
A good narrative keeps the reader in suspense. Thus, when you
become accustomed to reading an interesting story, you hardly
want to drop the book until you finish reading it. This is because
you want the suspense created to be unfolded. For example, a
story may start with a mystery surrounding a particular episode or
event. As you go through the story line, the mystery is gradually
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
being unfolded until you come to the end and it becomes no
mystery again.
4.
5.
A narrative follows a sequential order. The events may be
organised in chronological order (of time), order of importance or
the end of seriousness of the event.
Explanation does not form the major part of a story, except when
a particular character is invited in the story to give an explanation
of a particular event or situation.
6.
Vividness (making all characters and events real), clarity,
interesting episodes, imagination are all qualities of a story.
7.
In storytelling,
acceptable.
exaggerations,
untrue
events,
fables
are
Now that we have briefly outlined the major characteristics of the
narrative, we will expose you to some narratives. Our aim is to analyse
some of these stories to bring out some of the characteristics we have
outlined above.
SELF-ASSESSMENT EXERCISE
Read the story titled ‘I Have Found You a Girl’ by Gideon Tseja and
answer the questions that follow. Remember you are supposed to read
this story at average reading speed.
I Have Found You a Girl
It was Silas who walked up to Steven one day and said unceremoniously,
“I have found you a girl”.
“You have found me a girl? I did not tell you that I wanted a girl,” said
Steven without much enthusiasm. ‘'Every boy needs a girl,” replied Silas
dismissively. ''You will like her. She is beautiful. Fair-skinned, like you.”
When Steven did not make further comments, he continues. ''Her name is
Margaret. She is also called Linda. She is going to form one at WTC,
Kabba; same school with my girl, Becky. I tell you, you will like her.
Pretty, young.'' The boisterous Silas left as abruptly as he had come, to
chase some more girls, no doubt.
Steven did not dwell on what his cousin had told him. Instead, he
wondered about him. He was always like this. He always had a way with
women. Considerably shorter than him, stocky and dark skinned, Silas
had always been attractive to women. He was like a magnet that pulled
them irresistibly to him. As to the girl he said he had found for him, well,
370
he would have to see. It might turn out that the girl was not his type at
all.
At Silas's insistence, Steven agreed to, at least, see the girl. But there
was no question of his going to her family house. How was he going to
explain his presence in a house he was not used to visiting?
One day Steven was walking towards his house in the company of Silas.
Suddenly Silas grabbed his arm excitedly and pointed. There at a road
junction near the motor park, and talking with another girl whom Steven
recognised as Christie Alaaga, was a beautiful girl about fifteen years
old.
''That's the girl I was telling you about'' said Silas conspiratorially. His
cousin was right, thought Steven. She was very beautiful, petit and fairskinned. He noticed his heart was beating faster. By now they had
caught up with the girls, and Silas in that characteristically easy way he
had with women, introduced Steven to the young women. Turning his
attention to Margaret, he said, ''this fine boy is going to be your
husband''. Margaret giggled with some embarrassment, and Steven,
while keeping a calm exterior, felt awkward and was all jelly inside. His
tongue suddenly felt dry as he muttered something to the effect that it
was nice to meet her. Silas kept the foursome together for a while with
his witty, mischievous jokes, and the girls finally left after a promise to
see Steven again was extracted from the giggling little girl. She was on
her way to see her uncle to inform him that she was going to college at
Kabba.
''Now, what do you think?'' enquired Silas triumphantly.
''She's o.k.'' answered Steven, feigning lack of interest.
''She's o.k.' that's all you can say? Come on. Admit it. She is beautiful,
and you know it''
Silas winked at his cousin mischievously. Steven merely smiled, but did
not contradict him. Yes, Steven would definitely like to see her again.
With Silas' help, a meeting was arranged for them in a friend's house there was still no question of his visiting her in her house. In spite of the
new ideas about romantic love, Steven felt more comfortable in the
traditional way of courtship where the role of the families was of
paramount importance. One wrong step in the way the parents were
brought into the picture and the courtship was over even before it had a
chance to get under way.
At the next meeting, Silas and others made discreet exits, leaving Steven
and Margaret alone for the first time in their lives. There was awkward
silence, as Margaret kept her eyes fixed on the floor while the eighteen-
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
year-old boy stole furtive glances at her. He was the man and was
expected to take charge of the situation.
He cleared his throat which had suddenly developed a lump in it. 'Em
...I must ask you one question, and please answer me truthfully.'
Margaret kept her gaze on the floor. ''Do you ...do you have a
boyfriend?''
''No, I do not have a boyfriend,'' answered Margaret faintly but without
hesitation. She, too, had developed a lump in her throat.
''I am asking because ...because, I am not in the business of competing
with anybody for a girl'' Suddenly, he was no longer bashful. ''I have no
time for this boyfriend -girlfriend business. I want to marry you, so if
you already have a boyfriend, I am out!''
Nothing in her younger life had prepared her for this kind of blunt
wooing. Already, she had read some romantic novels. Modern courtship
was supposed to be gentle and dream-like. But this man ...straight to the
point If you have a boyfriend, then that's it! What sort of men is this?
These thoughts went through Margaret's mind. Strangely, as she might
have expected, she was not revolted by the approach. She was rather
intrigued. She discovered she liked a man who knew exactly what he
wanted. She stole a quick glance at him before resuming her fixed gaze
on the floor. What a handsome man! She thought.
Barely audibly, he repeated herself, ''No, I do not have a boyfriend.''
''That's settled then. I'll marry you'', concluded Steven with a finality
that left no room for any contradiction.
For the rest of the holidays, they occupied each other's attention and
time. Margaret would visit Steven's house, at first in the company of
friends and then more and more on her own. But she did not go there to
stay with Steven. Rather she stayed with Ma Mary and helped her with
chores around the house. She went because of Steven, but she stayed
with the mother. That is the way of African traditional courtship -the
best way to a man's heart is through the mother. Steven still did not, at
first, visit her in her family house, but his sisters and female relations
did frequently. By the next holidays, Ma Mary had become very fond of
Margaret. One day, she called her son and said. ''That girl is a very
good girl. I think she is right for you''. Steven merely smiled.
''I know the family. They are very good people. I will start talking to
them,'' concluded Mama Mary. Steven did not say anything which was
another way of saying yes. Meanwhile, Steven had decided by the end of
1996 to stay on in St. Paul's and do the sixth form. From now he would
spend the bulk of his holidays in Gboko. Now, this town had become the
372
centre of his life after spending his early childhood in northern towns. It
held the two great loves of his life -his mother and his wife-to-be.
Source:
Gideon Tseja (2001). My Unfortunate Brothers and Sisters
Zaria: Tamaza.
Have you been able to get the main points of the story? If you have not I
will advise you to read the story again, carefully and possibly at a slower
space to get all the details. You should also consult your dictionary for
the meanings of unfamiliar words. Besides, try to guess the meaning of
the words or phrases from the contexts in which they occur.
If you think you have understood the passage you can now answer the
comprehension questions. Your answers will later on be cross-checked
with the ones that will be given in the discussion. You should not turn to
the discussion until you have completed the assignment.
Comprehension Questions
EXERCISE 1
1.
2.
3.
What type of a boy is Silas?______________________________

What type of a boy is Steven?____________________________

What makes the narration informal in style?_________________

EXERCISE 2
1.
2.
3.
Briefly map out the story line starting from the beginning to the
end________________________________________________

List, if any, elements of the suspense in the story_____________

Identify the sequential order followed in the story____________

GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
EXERCISE 3
1.
a.
b.
c.
2.
Give examples of vividness of description, interesting episode
and imagination in the story____________________________

Vividness_______________________________________

Interesting episodes_______________________________

Imagination_____________________________________

Are there elements of exaggerations in the story? List them___

If you have completed the exercises then turn to the discussion that
follows.
3.3
Discussion of ‘I Have Found You a Girl’
You will agree with me that this story contains all the elements of a
narrative. Characterisation is very vivid, real and quite intensely
portrayed. From the behaviours, utterances and interactions with other
characters, Silas could be said to be a womaniser ''attractive to women'',
a boy who will never give up, (insisting Steven meets the girl), cunning
(his witty, mischievous jokes).
It is also possible to determine Steven's character in the story: Steven is
a bit timid, tough inside; he is a pretender (liked Margaret but does not
want to show it); poor at wooing a girl: started wooing with ‘Do you
have a boyfriend?’
The narration is informal because of the use of words like now she’s ok,
that's all, the conversational style, etc. All these are typical of a narrative
essay.
374
The story line of ‘I have Found You a Girl’ starts with Silas tempting
Steven with a girl®Steven's gradually succumbing®Steven wooing the
girl® intimacy®parental interference. Remember all narratives must
have a storyline.
Suspense- we are in suspense as to what will happen to the relationship
between Steven and Margaret. Will it be cordial or break? Suspense is,
indeed a characteristic feature of a narrative.
Sequential order- this is clearly defined in the story. The order is:
insinuation of a girl by Silas
·
·
·
·
·
Steven meeting the girl
Steven wooing the girl
Acceptance
Intimacy
The coming of the mother into the affair.
Again, all narratives should follow a particular sequential order of
events.
Stylistic features of ‘I have Found You a Girl’
·
Vividness- she is beautiful, fair skinned-one can easily visualise
Margaret through the description.
·
Interesting episode- Margaret meeting Silas and Steven and the
mischievous way Silas hands over Margaret to Steven..
·
The romantic episode- where Steven woos Margaret.
Imagination- the whole story may be largely imaginative. There might
not have been a situation like the one described here, in real life.
Judging from all of the analyses done above, you will agree with me that
‘I have Found You a Girl’ qualifies for an interesting narrative.
SELF-ASSESSMENT EXERCISE
Narrative should always have a theme, that is, the central idea being
pursued, read I have Found You a Girl again and suggest a theme for the
story.
I know you are finding the story more interesting as you read it the
second time. What theme can you work into the story? How do you
determine the theme of a story? You look for the ideas, expressions or
words that are re-occurring several times in the story or novel. In this
story, you will agree with me that the idea of love occurs different times.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Let's look at the story for this:
·
found a girl
·
needs a girl
·
my girl
·
had a way with women
·
do you have a boyfriend?
And many more.
All of these suggest lust or love for women. Thus, we can call the theme
of the story the feeling of love, romantic life of youthful days, and
youthful exuberance kind of love affair.
A final word for you- one of the greatest benefits of reading extensively
is to gain new words. Read the story again and search for the meaning of
words that are new to you. Get their meanings and use them when
necessary. Let them become part and parcel of your life.
4.0
CONCLUSION
Narratives are possibly the most interesting of the diverse reading texts
you are likely to come in contact with. You should form the habit of
reading stories, preferably novels, if you have not been reading them.
Novels are interesting. They enliven your spirit. Please form the habit of
reading them.
5.0
SUMMARY
In this unit, you have been exposed to narratives. You must have learnt:
·
·
·
what narratives are
the characteristics of narratives
How to analyse a narrative work.
You will be learning other different kinds of textual materials in the
subsequent units.
6.0
TUTOR-MARKED ASSIGNMENT
Read the story titled ‘Enemies Everywhere’ by William Wallis and
answer the following questions.
1.
376
What
happened
to
the
two
whitemen
in
the
story?______________________________________________

The difference between the situation that the whitemen are in and
the one they were during Mobutu's regime is________________

Describe the soldiers presented in this story_________________

How will you describe the regime presented in this story?______

What are the characteristics of a narrative story that could be
found in the passage? List these with examples______________

Enemies Everywhere
William Wallis
WE HAD FALLEN ASLEEP under a mango tree watching the dawn rise
over the River Congo. The long grass whispering in a breeze, as the
river lumbered by in golden light, had provided an irresistible lullaby.
The soldiers on frontier duty were too busy receiving rations to find us a
worry and we were too seduced by the larger picture to find them
threatening.
But recruits from the Presidential Guard who swung by on patrol saw in
the admittedly unusual sight of two white men sleeping on the river
banks, the making of a subversive mission to destroy Laurent Kabila's
first anniversary in power. It was hopeless to explain that we were just
two friends profiting from the quiet of dawn to prepare for the stress of
another Kinshasa day. We were labeled 'suspect' -an excuse for
unlimited prison terms in President Kabila's Congo-and carted off in an
army pick-up.
It used to be, in the latter days of the former Mobutu regime, that if a
soldier barked at you, you could bark back or growl the name of a
general: five times out often he would withdraw. If not, a bank-note
would usually send him off in search of other prey. But something less
predictable had got hold of Kinshasa. It had become impossible to tell if
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
the gun in your face was just for show. Often man with the gun saw a
conspiracy in your helpful smile and felt inclined to blow it away. The
tolerance and humour which always seemed to characterise life under
Mobutu's rule - even at the toughest time -had evaporated.
And so it was that we - two journalists short of a story -got an exclusive
tour of one of the more sinister detention centers that had sprung up in
the mansions deserted last year when Mobutu and his henchmen fled a
successful bid to end their rule.
Once a luxury apartment block belonging to Mobutu's uncle Litho, the
building now housed an assortment of security services and prisoners
ranging from simple 'suspects' to ministers fallen from favour and aid
workers deemed spies. Outside there was a rabble of men in track-suits
armed with pistols, red-eyed teenage soldiers and sharp-suited officials
with the glint of sadists. From under closed doors, the smell of torture
and deprivation seeped out. And there was the inevitable interrogation:
a humourless young man probing every aspect of our dawn excursion
and the lives that led up to it.
Luckily, he decided he had other more important detainees to deal with
and let us leave, equipped with a new impression of how things were
falling apart. The scene, we decided, smacked more of a regime in its
death throes than the year-old administration of a president who had
overthrown his predecessor to almost universal applause. Instead of
building on consensus, they were recruiting misfits to beat the people
into line. Where a problem emerged, their answer was to lock up its
perceived author. Sooner or later things were going to explode. Now
they have.
Several of President Kabila's senior aides told me how, in the late stages
of their rebellion, a debate had raged over the relative merits of
marching on Kinshasa and seeing off Mobutu, or holding back in the
territory they had already won with ease. From Lubumbashi in the
south, some advised, they could have f negotiated a more solid political
entry into the troublesome capital than the military one they ultimately
chose. 'We were afraid Kinshasa, which had a reputation as viper's nest
of political squabbles and corruption, could unravel our alliance,' said
one of them.
Their fears were well-founded. Once in Kinshasa, it proved impossible
to combine the interests of a nation on the bread-line with those of
regional backers such as the Rwandans, who were perceived by the
local population as having expansionist designs. Fractious politicians,
with irreconcilable agendas, added to a growing sense of paranoia. And
if you imagine enemies everywhere, eventually they become real. It is a
symbolic blow to President Kabila that a man he imprisoned for holding
a news conference, emerged as one of the leaders of a new revolt.
378
When Z'Ahidi Ngoma was shown on state television after being captured
following a prison escape last year, the Congolese were truly shocked.
The new government was not only failing to distinguish itself from its
predecessor, but it was brazen enough to display the evidence: the
former law professor was manacled, close to starving and showed
visible signs of having been tortured. It was another public relations
disaster in a country thirsty for freedom.
I have often wondered whether Kabila decided it was easier to copy
Mobutu than to create a new style of leadership. The personality cult,
the repression and corruption, the juggling of foreign alliances, even the
same advisor who gave Mobutu his image as emperor-none of it seemed
to have changed. And now, the same consequences. It is almost surreal
to be watching Kabila face a Rwandan-backed rebellion starting in the
east as Mobutu did when I first arrived in Kinshasa two years ago, to
hear the same Rwandan denials of involvement and to witness the same
xenophobic government-inspired witch-hunts. It is a time to settle scores
and there are enough of them to ensure that the dream of a rosy dawn
for Congo remains just that.
Source:
7.0
BBC Focus on Africa, (August 2001).
REFERENCES/FURTHER READING
Adkins, A. & Mckean, J. (1983). Text to Note. London: Edward Arnold.
James, K. R., Jordan, R. & Matthews, A.J. (1988). ListeningComprehension and Note-Taking Course. London: Collins ELT.
Olaofe, I.A. (1991). English and Communication-Skills for Academic
Purposes. Zaria: Tamaza Publishing Co.
Olaofe, I.A. (1993). Communicate English. Zaria: Tamaza Publishing
Co.
Williams, E., Smart, P. & Langley, S. (1977). Reading Skills in Practice.
London: Edward Arnold.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
UNIT 2
READING DIVERSE TEXTS: EXPOSITORY
TEXTS
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Introduction
Objectives
Main Content
3.1
Features of Expository Texts
3.2
Analysis of Sample Expository Texts
3.3
Discussion of Sample Expository Text
Conclusion
Summary
Tutor-Marked Assignment
References/Further Reading
1.0
INTRODUCTION
We are progressing in our broad topic- reading diverse texts by
exploring expository texts in this unit. In the unit, you will be introduced
to what expository texts are, their characteristics and the analysis of
sample expository texts. Pay attention to the contents of this unit. This is
because expository texts are, possibly, the commonest reading materials
that you will be coming across in your various academic activities. If
you know how to tackle the texts, then you have a very powerful
academic tool. As you go through the unit, draw special attention to how
expository reading passages are presented. The way they are presented
does not only assist you to read them more efficiently, it also prepares
you for writing such texts.
2.0
OBJECTIVES
At the end of this unit, you should be able to:
·
·
·
define, clearly, what expository texts are
identify the various characteristics of expository texts
analyse sample expository texts.
3.0
MAIN CONTENT
3.1
Features of Expository Texts
In the last unit, you were introduced to narrative texts. Can you still
remember the characteristic features of narrative reading texts? I think
you can remember. Narrative texts are informal, they follow a particular
380
story line, they keep the reader in suspense; they are ordered in a
sequential manner and could be very vivid and imaginative. In this
section of the unit, I will introduce you to expository texts. By
expository texts we mean reading texts that explain an issue, a theory, a
concept, or plan, using a good work of art. Expository reading materials
do not tell story; they explain concepts.
Now that you have known what we mean by expository texts, let's
outline as briefly as possible their characteristics.
1.
Expository texts are more formal than narrative texts. In most
cases, abbreviation, contractions, (such as don't, isn't and
haven't), conversational style and colloquialisms which may
feature in narrative texts are limited in expository texts.
2.
Expository texts do not tell stories. They discuss issues, concepts
and plans and give reasons to support any viewpoint.
3.
Expository texts are organised in logical, sequential order. The
order is, usually, in terms of the sequence of ideas being
discussed.
4.
Expository texts explain. The explanations are in clear-cut terms.
They are vivid, interesting and well thought out. Some good
writers present ideas like a piece of onion. They unfold them bit
by bit, one after the other.
5.
Expository texts are supposed to be factual. Truths are to be
guarded, very jealously. All points are to be supported with
concrete evidences. In most cases, you avoid exaggerations, lies,
illogicality and clumsiness in expository texts.
Can you still remember the five points given about expository texts?
They are points that you must bear in mind as you read this kind of
texts.
3.2
Analysis of Sample Expository Texts
Let's analyse some expository texts, using the characteristic features
presented in the previous section.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
SELF-ASSESSMENT EXERCISE
Read the passage entitled ‘The Importance of Education’ and answer the
comprehension questions that follow. Do not turn to
the discussion on the passage until you have
completed the exercise. You can form note as you
read the passage using the note-making format
suggested in module 1, unit 3.
The Importance of Education
The importance of education in the socio-economic development of
Nigeria, indeed of all nations, cannot be over-emphasised. In its
broadest sense, education is indispensable for the building and
sustenance of a modem nation state. It prepares enlightened citizens
capable of communicating among themselves at an intelligent level, thus
making it possible for them to work out their social and economic
relationships. Education is, in fact, a necessary ingredient for national
unity, stability and development, for it not only prepares an individual
citizen for living and personal fulfillment, but also makes it possible for
him to contribute effectively to the development of his community and
the nation generally. No wonder then that every country devotes a
substantial part of its resources to the education of its citizens, using it
as an instrument for national integration and development.
The various levels and types of education prepare citizens and confer on
them cel1ain abilities and competence that have profound effect on their
future roles in and contribution to the society. The philosophy of
Nigerian education, as well as its aims and objectives, has been clearly
spelt out in the National Policy on Education, with each level of
education given a role in contributing to the unity and development of
this country. Education at the primary level confers on the individual the
ability to read and write, thus increasing his communication ability with
other citizens as well as between various communities. The post-primary
level is made up of the secondary schools and technical colleges.
The secondary schools generally prepare students for admission into
higher education, while technical colleges impart skill and professional
training for direct, on-the-job employment; higher education is broadly
classified in this country as the education given in the universities,
polytechnics and monotechnics, and colleges of education. This level of
education equips individuals with the necessary physical and
intellectual skills to develop them into useful members of the community,
as stated clearly in the National Policy on Education.
382
The role of education in promoting national unity and development is
generally accepted. The level and type of education acquired by an
individual generally determines the nature of his job and his place in
society. Competition is thus intense for educational opportunities, and
factors which limit any part of the country from effectively competing
for education, be they historical, circumstantial or even as a result of
self-imposed apathy, generate negative political and social
consequences. In order to reduce these problems to the minimum, the
various governments must ensure adequate and equal educational
opportunities for all citizens who need it. Each part of the country must
have equal access to education both in terms of location and proper
funding of institutions as well as staffing and student enrolment.
That is why successive federal governments have made efforts to put in
place policies that would ensure that educational opportunities are
available to all and federal educational facilities are reasonably spread
throughout the federation. The main problem is to ensure that every
state and local government is taking advantage of these federal facilities
virtually at their door-steps to enhance their educational problems and
then take conscious effort and sacrifice to provide the necessary
resources to solve them. Most of the Northern States already have
identifiable educational problems. One of the most urgent is how to
increase the quantity and quality of output from the secondary schools
for admissions into the tertiary institutions. At the moments, less than
15% of those who sit for the WAEC and JAMB matriculation exams in
all public schools pass and obtain the necessary credits for direct
admission into the universities and polytechnics?
These problems call for massive financial investment in the primary and
secondary school levels of education, accompanied by stringent quality
control measures. A successful example of how a state government can
identify and solve a problem is the development of six science secondary
schools by Kano State. This has enabled the state to utilise all available
places offered to it and go even further to take up unused openings for
other states.
Source:
Mahdi, A.et al. NIGERIA: The Way Forward.
Comprehension Questions
After reading the passage, answer the following questions. You can turn
to the passage and re-read it as you answer the questions.
1.
List six importance of education brought out by the author in the
space below.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
2.
What are the problems education in Nigeria is encountering as
pointed out by the writer?
3.
What are the roles assigned to education?
(a)
(b)
(c)
4.
At primary level
At secondary level
At tertiary level
Give one evidence each to support the fact that the passage titled
‘Importance of Education’ contains the following characteristic
features:
(a)
(b)
(c)
(d)
(e)
(f)
Formal style
Explanatory feature
Absence of storytelling
Lack of suspense
Logical organisation
Factual
Use your knowledge of finding meaning of words in context learnt
earlier on in this course to find the meanings of the following words as
used in the passage:
(a)
(d)
integration
apathy
(b)
(e)
confers
stringent
(c)
monotechnics
3.3
Discussion of Sample Expository Text
I think by now you have completed the exercise. Do you find the
passage difficult? If you have been reading extensively, I don't think you
should find the passage difficult. If you have finished the exercise, then
start to read the discussion that follows.
Do you find it difficult to list the importance of education from the
passage? The importance of education was well presented in paragraphs
one and two of the passage.
Cross-check your answers with mine:
Education is important for:
1.
2.
384
social-economic development of Nigeria
building and sustaining the modem state
3.
4.
5.
6.
7.
promoting communication in an intelligent manner
national unity and stability
promoting self-fulfillment in individual
providing jobs
Providing status in the society.
Also the second question which asks for the problems faced by
education in Nigeria is not very problematic:
1.
2.
the main problem is the need to make sure that every state and
local government takes the advantage of education
the problem of how to increase the quantity and quality of out-put
of secondary education to meet the demand of tertiary education.
The roles assigned to education at primary, secondary and tertiary levels
are well listed in the passage.
Primary education-- read, write and increase communication.
Secondary education- prepares students for admission into higher
education.
Tertiary education- equips individuals with physical and intellectual
skills to develop themselves and their community.
Do you feel that the passage represents the features of expository texts
very well? I think the passage is a good representation of an expository
text. My evidences are presented in the box below. Cross check them
with yours.
EXPOSITORY CHARACTERISTICS IN THE PASSAGE TITLED "IMPORTANCE OF
EDUCATION"
· Formal Style: no abbreviations and contractions in the passage e.g. The importance
of education in socio-economic development of Nigeria... cannot be over-emphasized
is a formal style.
· Explanatory features: The passage gives a point and explains it with supporting
sentences.
THE POINT
e.g. Education is, in fact, a necessary ingredient for national unity.
EVIDENCE TO SUPPORT THE POINT
...for it not only prepares an individual citizen for living and personal fulfillment,
but also Makes it possible for him to contribute effectively to development.
Absence of storytelling: only facts and supporting points are given, no story for
illustration,
Lack of suspense: The writer gives the point and goes straight to prove it.
Logical presentation: The ideas are presented logically as importance of education ®
points in support ® role of education at primary, secondary and tertiary ® points to
support the roles ® problem of education ® points to support the problems.
Factual: the writer presents facts about education, its importance, its roles and its
problems.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Can you guess the meanings of the words? Do you have to turn to your
dictionary for the meanings of the words? I can easily guess the meaning
of the words from the passage.
1.
2.
3.
4.
5
Integration
Confers
Monotechnics
Apathy
Stringent
=
=
=
cohesion, unity
places
a single technical school
dislike
strict
Now that you have cross-checked your answers with mine, what do you
think of your performance? Do we agree in most of the answers? If we
do not, re-read the page to confirm all observations I have made.
What are the things that can make the comprehension of an expository
passage difficult?
List some of these on a piece of paper. Compare your list with mine.
·
·
·
Lack of vocabulary of the field- expository passages can be
difficult if you are not familiar with the words used in the
passage. Some words used are central to the passage and you
must know them.
Lack of organisation- if the expository passage is not wellorganised, you may become confused as you read it. All
expository passages should start with the introduction, main body
and conclusion.
Lack of familiarity- with the concept being discussed. If you
have never heard the concept being discussed in the passage, you
may find the comprehension of that passage difficult.
SELF-ASSESSMENT EXERCISE
How then do you overcome all these problems? Answer this in your
notebook.
Let's discuss it. The ways to overcome the reading problems
associated with expository texts are to read widely, accumulate a lot of
vocabulary items and be conversant with as many topics and life
experiences as possible.
386
SELF-ASSESSMENT EXERCISE
What are some of the tools that you must possess in tackling expository
texts? List them in the space below.

Cross check your list with mine.
·
·
·
·
·
·
Reading speed and accuracy
Vocabulary power
Thinking along with the writer as you read
Prior knowledge of experiences that are being discussed
Note-making ability
Interest
You need all these skills for tackling expository texts. Possess them.
4.0
CONCLUSION
I do not think you have any doubt in your mind regarding what
expository texts mean. In fact, these texts are the most common in all
academic fields. Please familiarise yourself with them.
5.0
SUMMARY
This unit has taught you:
·
·
·
what expository texts are
the characteristic features of expository texts
how to analyse expository texts.
As you read expository texts in your subject areas, you should bear their
features in mind. Remember, expository texts are numerous. They can
increase your reading speed, vocabulary power and comprehension
ability if you read them extensively.
6.0
TUTOR-MARKED ASSIGNMENT
Overpopulation Retards Economic Development
We are being daily exposed to a stream of ideological propaganda to
the effect that the world is threatened by an unprecedented demographic
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
crisis known as rampant overpopulation. We are told that countries
whose populations are growing at an annual rate of 4% are creating
serious problems for themselves because this 'excessive' growth causes
poverty, overcrowding, food shortages and overuse of scarce public
utilities and of other inevitably limited resources. Poor countries are
causing their own poverty! We are made to believe that any society has
a 'natural' limit to its capacity to produce more of the goods essential to
provide decent living standards for all its people; that a fast expanding
population severely strains a society's productive ability because an
excessive proportion of its population is young children who, being
unable to work, are a dependent burden; that the small section of
society which does work productively is dragged down by the weight of
too many mouths to feed; that the poor are an embarrassing burden on
the backs of the rich; that high fertility and large family size depress
living standards by eroding ability to save and by reducing investment
per person in physical capital and human skills, that had it not been for
Nigeria's relentless demographic explosion, the country's meager
resources could have provided a more satisfactory rise in overall living
standards; that the possibility of self-improvement through abstaining
from procreation means that the poor do have the opportunity to raise
their own income level.
Finally, we are told that every effort should be made to convince the
poor that lowering their fertility rate would be in their own interests as
a means to improve their welfare, and that the only solution is for
governments to take all possible steps to reduce population growth rate
in order to avert the impending catastrophe.
This fallacy first gained academic respectability in the person of
Thomas Malthus who wrote a book, ‘Essay on the Principle of
Population’ in 1798. He argued that while the economy and per capita
income increase by arithmetic progression (1, 2, 3, 4,5 ...), population
grows by geometric progression (1, 2, 4,8, 16...); that the masses are
unable to exercise moral restraint and therefore are doomed to linger
perpetually at bare subsistence level. Inevitably, famines must
periodically occur, destroying millions of lives, in order to bring
population back into line with society's capacity to produce. Since
Malthus's time, the theory has continued to raise its ugly head, and it is
now a central theme of the World Bank and the U.S.A.
Malthusianism should be discredited as it shows gross
misunderstanding of and lack of respect for the majority of people. To
tell hungry people that the greatest obstacle to their development is their
own animal sexual desires is identical to the theory that
underdevelopment is due to racial inferiority, laziness and stupidity of
the natives. Fortunately, the Nigerian Federal Government took a sober
388
and reasonable line when it stated in the Third National Development
Plan that a large and rapidly growing population does not 'constitute a
serious or significant obstacle to domestic economic progress.'
Population explosion does not cause poverty, but rather it is a rational
defence mechanism of the poor against the threat of their extinction.
All living creatures perform their functions with a rhythm and energy
most favourable to the survival of their species. Birds tend to lay more
eggs after a natural disaster. Human fertility rises sharply when war has
caused widespread loss of life. Population growth, far from continuing
by geometrical progression to infinity, conforms to cycles connected
with structures in the natural and cultural environment. Temporarily,
high birth rates in poor countries are an expression of dynamism,
maturity and vitality -a higher and healthier condition than the almost
zero fertility of some industrialized nations.
Source:
P. Heineche, Population Fallacies in the Nigerian Social
Sciences Mimeographed.
Read the passage titled ''Overpopulation Retards Economic
Development'' and answer the following questions based on the passage.
i.
ii.
iii.
7.0
Give EIGHT fallacies that the writer recognised in the passage
regarding overpopulation and economic development.
Give the writer’s defence against each of the fallacies you have
identified.
What are the characteristic features of expository text; brought
out in the passage
REFERENCES/FURTHER READING
Adkins, A. & Mckean, J. (1983). Text to Note. London: Edward Arnold.
James, K., Jordan, R.R. & Mathews, A.J. (1988). ListeningComprehension and Note-Taking Course. London: Collins ELT.
Olaofe, I.A. (1991). English and Communication Skills for Academic
Purposes. Zaria: Tamaza Publishing Co.
Olaofe, I.A. (1993). Communicate English Skills. Zaria: Tamaza
Publishing Co.
Williams, E., Smart, P. & Langley, S. (1977). Reading Skills in Practice.
London: Edward Arnold.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
UNIT 3
READING AND COMPREHENSION PASSAGES
WITH TABLES
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Introduction
Objectives
Main Content
3.1
Reading Tables in Academic Contexts
3.2
Discussion on Reading and Interpreting Tables
Conclusion
Summary
Tutor-Marked Assignment
References/Further Reading
1.0
INTRODUCTION
Reading-comprehension may involve all verbal forms. In such a
reading-comprehension activity, only words are read. However, there
are occasions when you have to read both the verbal and non-verbal
forms. In such a situation, you come in contact with passages that are
mixed with diagrams, tables and figures. You need to know how to read
such passages. This is why this unit devotes time to train you on how to
read and comprehend passages mixed with table. At the end of the unit, I
hope you will never find reading passages with complex tables, figures
and statistical data difficult.
2.0
OBJECTIVES
At the end of this unit, you should be able to:
·
·
·
read and comprehend passages containing tables
analyse passages containing tables
interprete passages containing tables.
3.0
MAIN CONTENT
3.1
Reading Tables in Academic Contexts
Reading -comprehension activities that you performed so far in the
previous unit are based on verbal forms. That is, the
use of words. Reading is not only all words.
Sometimes you read figures, formulae, tables and so
on. These are called non-verbal or concrete reading
materials. In this section of the unit, you are
390
introduced to reading passages with tables. In some cases, tables are
presented in the body of reading materials possibly as illustrations, vivid
presentation of facts and for brevity sake. What a table can say may be
more than what two or three paragraphs can illustrate.
Let's practice this skill of reading and interpreting tables.
SELF-ASSESSMENT EXERCISE 1
Read the passage on ''Fish Production in Nigeria'' and answer the
following questions. After you have attempted the exercise, turn to the
discussion part of this unit and cross-check your answers and responses
with the one given there.
Fish Production in Nigeria
Table 1:
Fish Production in Nigeria (1989)
Artisanal
Tonnes
Coastal and Brackish Water
171,332
Inland Rivers and Lakes
132,122
Fish farm
25,607
Industrial (Commercial Trawler)
Fish
28,411
Shrimp
5,231
Distant (Imports)
313,987
Total
676,693 Tonnes
The above table shows that about 25% of the total fish available in the
country comes from coastal states. However, about 19.5% of the total
fish comes from inland rivers and lakes. Of the total from inland rivers
are lakes, more than 94% comes from Northern states, mostly from
Borno and Sokoto states. Information from Federal Department of
Fisheries shows that from 1980 to 1982, fish production rose from
597,342 tonnes 1 920,482 tonnes. It dropped in 1983 to 694,280 tonnes
and continued to decline to 1985 when only 304)22 tonnes were
produced. From 1986 to 1989 the production increased to 676,693
tonnes.
Forestry in Nigeria
Of the total land area of 98,33 hectare, the total area declined from 14.9
million hectares in 1980 to 10. 1 million in 1990, according to FAO. The
national vegetation is an important source of nuts, honey, fruits, meat
fish, fodder, fibre, spices, resins, gum, tenain, fuel and other cash crops.
About 150 indigenous woody plants have been identified.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
FAO estimated that, in 1980, high Forest Zone which includes Oyo,
Ogun, Lagos, Ondo, Bendel, Anambra, Imo, Rivers, Akwa Ibom and
Cross Rivers states had timber volume of 165m3, unproductive forest
had 120m3 and savannah forest and grassland had 20m per family.
Table 2: Forest Reserves
Zone
Sahel Savannah
Sudan Savannah
Guinea Savannah
Derived Savannah
Moist Forest
Mangrove
Fresh Water Swamps
Reserve Area (km2)
2,571
31,247
38,271
3,208
20,443
522
256
% of Total Reserve
Area
2.7
32.4
39.7
3.3
21.2
0.5
0.3
Source: World Bank (1992).
From Table 2, Sudan Savannah has forest reserve area of 31,247km
which is 32.4%, Guinea Savannah 38,271km2 which is 39.7% and moist
forest 20,443km2 which is 21.2% of total area.
It has been estimated that annual fuel consumption per capital varies
from l.2m3 in the South to 00.5m in the North. Recent study of fuel
demand in Northern Nigeria showed consumption of 620kg of wood,
120kg, of grain stalk, 48 litres of kerosine, and 37kg. L.P.G. per adult,
equivalent on average of both rural and urban house-holds.
Bush meat has been estimated to provide 20% of protein sources of
rural area. (Ajayi, 1979).
Fill in the gaps
1.
2.
3.
392
Table l: Fish Production in Nigeria (1989) shows that 25% of
(a)_________ comes from (b)__________ and (c)___________
total fish comes from (d)__________ the total from inland rivers
and lakes (e)__________ comes from the Northern states, From
(f)____________ to (g)fish production rose from
(h)__ to (i)________________
The language used to describe Table 1 includes______________

The language used to interpret Table 1 includes______________

What is the weakness of the presentation and
interpretation of Table 1?
Have you completed this exercise? If you have done so, you can then
turn to the discussion below. If you have not, go through the exercise
and complete every question before you turn to the discussion. Now turn
to the discussion.
3.2
Discussion on Reading and Interpreting Tables
In reading and interpreting tables, you should pay particular attention,
not only to the language or words used in the passage but also to the
figures, percentages and the items presented both on the table and in the
body of passage. That is, just as your eyes are on the passage, so also
must they be on the table presented. If you pay specific and close
attention to the table and the passage, you will realise that the following
are the figures and words that can fill the gaps in question 1 of the
exercise.
1.
2.
3.
4.
5.
6.
7.
8.
9.
The total; fish available in the country
Coastal states
About 19.5%
Inland river and lakes
More than 94%
Northern states
1980 to 1982
597,342tonnes
920,482 tonnes
From the passage, it is possible for us to bring out the language used to
describe the table. This answers question 2 of the exercise. The
expression mainly used in the passage isThe above table shows...
Other structures that can be used are presented in the box below.
The above table indicates...
The table specifies...
The table describes...
The table presents...
The table denotes...
From the table...
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
The language to interpret the table as presented in the passage includes:
·
·
·
·
·
·
·
·
about 25% of the total fish
about 19.5% of the total fish
of the total from inland rivers
more than 94% comes
from 1980to 1982
dropped in 1983 to…..
continue to decline to 1985.
from 1986 to 1989, the production.
The passage has some weaknesses in data presentation. The passage
refers to some data (e.g. 25%, 19.5% and 94%) that are not indicated on
the table. It means that the writer wants you to figure them out, may be
by finding the percentages on your own.
What did you learn from all of the above analyses? In reading tables,
you should pay attention to both the verbal form of language used and
the non-verbal form in form of figures and percentages. You should be
able to follow both the words and the data presented in the passage. You
should also learn the skill of relating the figures with the words.
SELF-ASSESSMENT EXERCISE 2
Go back to the passage read in the above self-assessment
exercise, read the second passage on ‘Forestry in
Nigeria’. Answer the following questions after reading
the passage.
Comprehension Questions
1.
2.
3.
4.
What trends could be observed in forest area according to the
passage?
What are the views of FAO regarding Forest Zones in Nigeria?
What pattern can emerge in terms of forest reserve distribution in
Nigeria?
Which Zone has the highest, the lowest and the second to the
highest forest reserve area?
Turn to the discussion below once you have finished answering the
questions.
In passage two-‘ Forestry’ in Nigeria, the writer loaded the passage with
a lot of data. Almost every line contains one form of data or the other.
Thus, to comprehend such a passage demands absolute concentration
394
and ability to relate figures with words. Let's try to answer the questions
raised. Cross-check your answers with the ones presented here.
Questions:
What trends could be observed in forest area
according to the passage?
Answer:
The writer suggested a declining trend: from 14.9 million
hectares in 1980 to 10.1 million in 1990.
Question:
What are the views of FAO regarding forest zone in
Nigeria?
Answer:
High Forest zone had timber volume area that was more
than unproductive forest volume, savannah forest and
grassland put together.
Question:
What pattern can emerge in terms of forest reserve
distribution in Nigeria?
Answers:
Question:
Guinea savannah tops the list of forest reserve, followed
by Sudan Savannah, the least being the reserve in fresh
water swamps.
Question:
Which zone has the highest, lowest and second to the
highest forest reserve areas?
Answer:
Guinea Savannah has the highest, fresh water swamp the
lowest and Sudan Savannah, next to the highest.
Going through the analyses above, you will realise that reading passages
loaded with data information can be very demanding. There's need to
relate many figures with the ideas presented in the passage.
You can now work on your own to read, observe and analyse data from
tables in the series of passages presented in exercise 4
SELF-ASSESSMENT EXERCISE 3
Read table 3 presented here, and answer the questions that follow, crosscheck your answers with the ones presented at the end of the unit. The
title of table 3 is Estimated Supply of Food, 1990 ('000 Tonnes).
GST101
Table 3:
Item
Maize
Millet
Sorghum
Rice
Wheat
Acha
Cassava
Yams
Cocoyam
Plantain
Groundnut
Cowpea
Soyabeans
Benniseed
% of land
Area
Total Area
(m) HA
Total Arable
USE OF ENGLISH AND COMMUNICATION SKILLS I
Estimated Supply of Food, 1990 ('000 tonnes)
Total Supply Northern States Southern States
2,192.64
8,648.51
6,871.11
1,729.68
500.00
137.08
10,000.00
11,025.16
529.30
744.28
350.00
1,955.18
50.00
9.70
723,36
8,648.51
6,829.77
551.55
500.00
137.08
1,720.00
4,365.90
28.57
37.20
344.75
1,833.79
49.50
9.60
1,364.68
- 41.34
1,168.13
--8,280.00
6,759.26
500.73
707.08
5.25
121.39
0.50
0.10
100%
79%
21%
98.33%
71m.
77.68%
20.65%
Source of various publications
-
Olayide Aribisala
NAERLS Reports etc.
Table 3 above shows that in 1990, a total of over two million tonnes of
maize were produced in the country of which 1,364,680 tonnes were
produced in the Southern states while the Northern states produced,
slightly, over 700,000 tonnes.
All the millet, wheat and acha amounting to over 9 million, 500,00 and
137,000 tonnes respectively were grown only in the Northern states. In
fact, acha was grown in Plateau in the Northern states.
According to Wudiri (1993), sorghum grows in 20 states, but in 1990 of
the 6.8 million tonnes grown, only 41,000 tonnes were grown in
Southern states.
The Northern states produced more than 90% of the cowpea, soyabean
and benniseed grown in the country in 1990. Similarly, more than 90%
of plantain and cocoyam grown in 1990 were produced in the Southern
states.
Source:
396
Mahadi, A. et.al (1994). Nigeria: The State of the
Nation and the Way Forward. Kaduna Arewa House.
Questions on Table
1.
a.
b.
Going by the data presented on the Table, which states
produced more food in 1990, Northern or Southern states?
Support your answer with evidence from the Table
2.
According to the Table, which supply is higher?
a.
Maize or millet__________________________________
b.
Sorghum or cassava______________________________
c.
Cocoyam or groundnut____________________________
d.
Yam or millet ___________________________________
3.
What trends are observable regarding food production pattern in
Nigeria, according to the Table?
Give two trends.
Now that you have completed the exercise, what do you think of reading
passages with tables? My feeling may be similar to yours. I feel it is a
challenging and an interesting exercise. You need keen ability to
observe, compare and relate many things together before you can find
the exercise interesting.
SELF-ASSESSMENT EXERCISE 4
What difficulties can you encounter while reading passages with tables?
Your difficulties may be similar to the ones I will list below.
·
·
·
·
Distractions that the tables and the figures may pose to reading
and comprehension;
Language may be complex and tedious to interpret;
Lack of familiarity with the concept being discussed. For
example, arts students may find scientific texts with many tables
difficult to read;
Interwoven connections with the tables and the passage.
Sometimes these connections are not so clear.
Can you overcome these problems? Yes I think you can by reading
widely, being highly patient while reading the texts and being keenly
observant of details. Your language must also be highly developed to be
able to grasp the complexities of reading passages with tables.
In order to read and comprehend passages with tables, let's give brief
suggestions to follow. Take these suggestions with you wherever you
go.
·
·
Read the passage very carefully
Relate the table and the content of the passage together
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
·
·
·
·
Observe details where necessary
Be patient as you read and study the table
Face the task with high proficiency in the English language
Be able to bring out patterns, trends, conflicting views and
contrasting views from passage.
4.0
CONCLUSION
Reading-comprehension has been shown to involve verbal and nonverbal forms in this unit. The verbal forms are words, while the nonverbal forms are figures synthesised into words in the passage and
presented in form of tables. To be able to comprehend such reading
materials, you should be capable of observing, relating, interpreting and
drawing inferences. You should observe the data presented on the table
and relate such data to the ideas presented in words. With interpretation
and drawing of inferences, you will be able to gain understanding from
such reading passages.
5.0
SUMMARY
This unit has explained to you:
·
·
·
how to read passages containing tables
how to analyse such tables
how to draw inferences from the tables.
These skills are very important for you as you read in different academic
contexts.
6.0
TUTOR-MARKED ASSIGNMENT
Read Table 4 accompanying this assignment carefully. Use the
information presented on the table to answer the following questions.
1.
In which year did the following food items score the highest
yield?
(a)
(b)
(c)
(d)
(e)
Beans_________________________________________
Cotton seed____________________________________
Sorghum______________________________________
Palm Kernels___________________________________
Cocoa_________________________________________
2.
What will you say regarding the pattern of commodity production
in Nigeria? Give three patterns observable in the data.
398
3.
What patterns have emerged in terms of grain, root crops and
cash crop production in Nigeria as revealed by the table?
Table 4:
Estimated Output of Major Agricultural Commodities
('000 Tonnes)
Commodity
1990
1991
1992
Remark
Sorghum
Millet
Maize
Rice
Wheat
Acha
Beans
Groundnuts
Beniseed
Melon
Soyabeans
Cottonseed
Sheanuts
Cotton lint
(bales)
Kenaf fibre
Sugar cane
Vegetables
Yam
Potato
Cassava
Cocoayam
Plantains
Palm kernels
Palm oil
Rubber
Cocoa
Coffee
Forestry
products
('000m2)
Livestock
4,185
5,136
5,768
2,500
554
39
1,215
1,031
44
208
?
276
118
200,000
N.A
920
1,761
13,624
54
19,043
731
1,418
1,197
660
147
224
12
5,367
4, 109
5,810
3,185
455
43
1,339
1,309
46
203
?
300
129
190,000
N.A
888
2.025
16,000
66
20,000
778
1,373
1,203
786
215
180
14
5,179
3,986
5,578
3.074
432
47
1,525
1,407
49
190
?
412
135
170,000
N.A
888
2.243
18,570
73
21,320
803
1,454
1,315
838
134
167
16
Essentially all are savannah
crops except rice which is also
produced in the forest belts.
97,980
1,304
107,335
1,284
109,826
1,284
315
330
262
Largely forest zone of the
south.
Dominated by the Northern
savannahs.
Largely off-shore and riverine.
Virtually all are produced in
the areas of the north.
All are savannah annual crops.
Over 90% produced in the
savannah areas.
Grow in the Northern Guinea
Savannah and the forest zones
of the South.
Essentially produced in the
Eastern forest belt.
Largely produced in the
derived savannah of the West.
Fishery
Source:
Annual Report and Statement of Account for the year
ended 31st December 1992. The Central Bank of Nigeria.
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7.0
USE OF ENGLISH AND COMMUNICATION SKILLS I
REFERENCES/FURTHER READING
Adkins, A. & Mckean, J. (1983). Text to Note. London: Edward Arnold.
James, K., Jordan, R.R. & Mathews, A.J. (1988). ListeningComprehension and Note-Taking Course. London: Collins ELT.
Olaofe, I.A. (1991). English and Communication Skills for Academic
Purposes. Zaria: Tamaza Publishing Co.
Olaofe, I.A. (1993). Communicate English Skills. Zaria Tamaza
Publishing Co.
Williams, Eric; Smart, P. and Langley, S. (1977). Reading Skills in
Practice. London: Edward Arnold.
400
UNIT 4
READING SCIENTIFIC TEXTS
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Introduction
Objectives
Main Content
3.1.
Why Scientific Texts?
3.2.
Characteristics of Scientific Texts
3.3.
Discussion on Passage titled “Periodic Table”
3.4.
Do You Have Anything to Learn from Analysing
Scientific Texts?
Conclusion
Summary
Tutor-Marked Assignment
References/Further Reading
1.0
INTRODUCTION
This unit broadens reading-comprehension to include scientific texts.
Science is brought into this component of the Use of English Course
because of its importance. You cannot run away from reading something
scientific. Indeed, the world is highly centered on scientific inventions
and discoveries. A lot of information is stored in science texts that a
student like you must be able to tap, thus, the need for you to read
scientific texts, no matter your area of specialty. In this unit, attempt will
be made by us to read, comprehend and analyse a few scientific texts. I
wish you success as you go through the unit.
2.0
OBJECTIVES
At the end of this unit, you should be able to:
·
·
·
·
define scientific texts
state very clearly the reasons why scientific texts should be read
read and comprehend sample scientific texts
analyse sample scientific texts with some measure of accuracy.
3.0
MAIN CONTENT
3.1
Why Scientific Texts?
As you probably know, the world is a science world. This age is
popularly referred to as a scientific age. Science has
dominated
all
spheres
of
life:
transport,
telecommunications, information technology, research,
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USE OF ENGLISH AND COMMUNICATION SKILLS I
engineering, building, medicine, agriculture, and many more. These
fields all base their operations on scientific principles. The bulk of
academic activities are science-based. It means justice is not done to
reading, if reading of scientific texts is not given due consideration.
·
·
·
·
You read scientific text to gain knowledge of the world around
you.
You read scientific texts in order to operate the by-products of
scientific inventions.
You read scientific texts to be able to utilise scientific knowledge
for growth and development.
If you are a science student, you need to read scientific texts for
understanding of scientific principles, theories, laws and
operations.
In this unit, attempt will be made to expose you to some scientific texts
and make you appreciate science better.
3.5.
Characteristics of Scientific Texts
Reading scientific texts can become more effective, if you know what to
look for in the materials. Reading becomes also more interesting if the
knowledge of the characteristics of scientific texts is known. You need
the knowledge of the characteristics of scientific texts to be able to read
the texts with greater understanding. In, order to expose you to the
characteristic features of scientific texts, a sample text will be analysed.
SELF-ASSESSMENT EXERCISE 1
Read the passage titled ‘Newton's Second Law: Gravitation’ and answer
the questions that follow. By the time you go through this exercise, the
features of the scientific texts will be unfolded to you.
Newton's Second Law: Gravitation
There are two other systems of units in which, as in the engineeringsystem, the unit of force rather than of mass is arbitrarily defined. These
systems take as their units of force the weight of the standard kilogram
and the weight of a gram. The former force is called ''one kilogram of
force'' and the latter ''one gram of force is about 0.0022 1b or 980
dynes. The ''gram of force'' is commonly used as a force unit in
elementary physics texts, where the reader has probably met it. The
kilogram force is used as a force unit in engineering work in those
countries which use the metric system exclusively. We shall use neither
of these units in this book, and ''gram'' and ''kilogram'' will refer to mass
only.
402
5 - 5 Newton's Law of Universal Gravitation
Throughout our study of mechanics we have been continually
encountering forces due to gravitational attraction between the earth
and bodies on its surface, forces which are called the weights of the
bodies. We now wish to study this phenomenon of gravitation in
somewhat more detail.
The law of universal gravitation was discovered by Sir Isaac Newton,
and was first announced by him in the year 1686. It may be stated:
Every particle of matter in the universe attracts every other particle with
a force which is directly proportional to the product of the masses of the
particles and inversely proportional to the square of the distance
between them.
F µ mm1
r2
The proportion above may be converted to an equation on multiplication
by a constant G, which is called the gravitational constant.
F µ G mm1
r2
(5 – 5)
There seems to be some evidence that Newton was led to deduce this law
from speculations concerning the fall of an apple to the earth. However,
his first published calculations to justify its correctness had to do with
the motion of the moon around the earth.
The numerical value of the constant G depends on the units in which
force, mass, and distance are expressed. Its magnitude can be found
experimentally by measuring the force of gravitational attraction
between two bodies of known masses m and ml, at a known separation.
For bodies of moderate size the force is extremely small, but it can be
measured with an instrument which was invented by the Rev. John
Michell, although it was first used for this purpose by Sir Henry
Cavendish in 1798. The same type of instrument was also used by
Coulomb for studying forces of electrical and magnetic attraction and
repulsion.
Source:
Richard, J. et.al (1977). Modern University Physics.
Reading: Addison Wesley Publishing Co.
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Questions
1.
2.
Give three examples to show that scientific writing is precise.
What suggests in the passage that scientific writing is a mixture
of verbal and non-verbal forms of writing?
What does the passage mean by metric system exclusively,
directly proportional and inversely proportional?
Give three examples each, of highly technical terms, technical
and common terms in the passage.
Give examples of each of the following from the passage.
3.
4.
5.
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
Use of modification
Use of passive
Use of measurement
Use of laws
Use of calculation
Use of formulae
Use of definition
Use of compare and contrast
By the time you go through this exercise, you will be able to specify the
characteristic features of scientific texts.
Now that you have completed the exercise, let's discuss the
questions. But remember, you are not helping yourself by
reading this discussion before attempting and completing
exercise 1.
1.
Perhaps one of the greater features of a scientific text is
preciseness. Scientific writing avoids ambiguity (double meaning
or interpretation), exaggerations, circumlocution (going round
and round before making a point), sentiments (feelings) and tries
to be impersonal (avoids the use of I, we, me, mine, you etc.).
Straight forwardness, preciseness and directness are the features of a
scientific text. Let's illustrate all these in the text.
Preciseness is shown by the following expressions drawn from the
passage:
The former is called one kilogram of force and the latter one gram
of force.
The sentence in the box is specific and precise. It will not be precise if
the sentence is re-written as- The former is probably called one kilogram
of force and the latter may likely be called one gram of force.
404
Other precise statements in the passage include: ·
·
·
The gram of force is commonly used
The kilogram of force is used as..
The law of universal gravitation was discovered by...
2.
Scientific texts are usually a mixture of verbal and non-verbal
forms. Verbal suggests words. Non-verbal forms are figures,
diagrams, formulae, tables, etc. In most cases, the non-verbal
forms are integrated or synthesised into the verbal form.
Examples in the passage include.
3.
Scientific
texts 2.2
are 1b
fullofofforce
different kinds of measuring scales e.g.
·
Is about
The
system:
kilograms,
systemor(1numbers
b).
· metric
Is about
0.002216
or 980grams
dynesPound
Þ figures
F=G
·
4.
Þ
formula
The numerical value of the constant G depends on the
units.
Letter G synthesised into a body of words
Relationship is also very important in scientific texts. For
example, the passage shows relationship by words such as:
·
·
directly proportional which means relationship between
quantities whose ratio is constant
inversely proportional means a relationship between two
quantities such that one increases in proportion as the
other decreases.
5.
Technical terms are also common features of scientific texts.
Some terms are highly technical e.g. dynes and gravitational
constant. Some terms are just technical kilogram of force, mass,
gram of force, particle, etc. Of course, there are also common
words in scientific texts. Words such as universe, arbitrary,
systems, standard etc., are common in scientific texts.
6.
The language of scientific text is diverse and specific: some of
these are
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
a)
The use of modification
N
i.
One kilogram of force
ii.
The masses of the particle
iii.
N
Of the standard
kilogram
iv.
N
Gravitational
attraction
N
All the words underlined above modify or qualify the
nouns that are cycled.
(b)
(c)
(d)
Use of measurement e.g. kilogram, gram, lbs, dynes etc.
Use of laws e.g. the law of universal gravitation stated in
the passage.
Use of calculation- e.g. the proportion above may be
converted to an equation on multiplication by a constant
G, which is called gravitational constant.
(e)
Use of formulae: e.g. F = G
(f)
Use of definition:
(g)
The gram of force is commonly used as a force unit in
elementary physics. The kilogram force is used as a force
unit in engineering work.
Comparison and contrast are expressed by expressions
such as: The former force is... and the latter one gram..
You can see from the analyses and the discussions that scientific texts
have their own peculiar ways of presenting materials. Your knowledge
of these ways should assist you as you read these texts.
Let's work on another scientific text in order to establish the
characteristics of scientific texts.
SELF-ASSESSMENT EXERCISE 2
Read the passage titled ‘Periodic Table’ and answer the questions that
follow. Do not turn to the discussion on periodic table until you have
completed answering the questions.
Periodic Table
Probably the most significant discovery in all chemistry, aside from the
atomic nature of matter, was that of the periodic properties of the
406
elements, now depicted in the familiar periodic table of the elements.
The chemical properties of this table are probably familiar to most
readers; the physical properties will be discussed later. The table was
proposed independently by Meyer and by Mendeleev in 1869. Its
usefulness lay both in its regularities and in its irregularities. One
interesting irregularity in the original table was that in order to have the
element fall in positions consistent with their chemical properties, it was
necessary to leave numerous spaces unoccupied. Mendeleev suggested
that these spaces would be filled with as yet undiscovered elements.
Using his table, he was able to describe in considerable detail the
properties these elements could be expected to have when they were
discovered. It was nearly one hundred years before all these predictions
of Mendeleev were fulfilled.
Reflect, for a moment, on the vast simplification that the atomic view of
matter provides. Looking about us, we see innumerable kinds of
materials. The atomic view indicates that these materials are of discrete
kinds whose number, however large, is not infinite. The discovery of
elements is a further simplification in that the many materials we
encounter are shown to be composed of only about one hundred
chemically distinguishable materials, many of which are rare. It turns
out that even these elements are not a heterogeneous group but are
subject to further classification into a periodic table. The problems of
chemistry are many, but it is easy to see that things are much simpler
than might at first appear.
Source:
Richards, J. et.al. (1977). Modern University Physics.
Reading: Addison Wesley Publishing Co.
Questions
1.
2.
3.
4.
Identify the components of a periodic table_________________

Why is periodic table a useful chemical tool?_______________

Describe the periodic table as presented on the passage.

Comment on the language of science as presented in the article
titled periodic table. ___________________________________

GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Now that you have completed that exercise, you can turn to the
discussion on the passage, titled ‘Periodic Table’.
3.3
Discussion on the Passage Titled ‘Periodic Table’
The passage on ‘Periodic Table’ shows another side of
scientific texts. Unlike the previous passage titled ‘Newton's
Second Law: Gravitation’, this passage does not mix verbal
with non-verbal forms. That is, there are no tables, charts,
diagrams, figures or formulae in this passage. Let's attempt to answer
the questions posed in exercise 2 .
Question 1 Identify the components of a Periodic Table.
Answer:
A Periodic table contains the periodic properties of
elements which are made up of physical and: chemical
properties.
Question 2 Why is the Periodic Table a useful tool?
Answer:
It is because of its regularities and its irregularities-Regular in terms of its elements falling in positions
consistent with their chemical properties and irregular in
that many spaces are left unoccupied to be filled by
undiscovered elements.
Question 3 Describe the Periodic Table as presented in the passage.
Answer:
A Periodic table describes properties of elements. It views
atoms as discrete not infinite in number. It shows that the
materials we encounter consist of about one hundred
chemically distinguishable substances.
Question 4 Comment on the language of science as presented in the
article titled ‘Periodic Table’
As indicated earlier on, the language of science displayed in this article
is a bit different from the one shown in the earlier article i.e. ‘Newton's
Second Law: Gravitation’. No figures, tables and diagrams in this
article. ‘Periodic Table article’ is more descriptive in outlook, less
precise (e.g. the use of probably the most significant discovery... and
more of an introduction to the topic.)
But like the ‘Newton's Second Law: Gravitation article’, this article has
some characteristics of scientific texts. These include:
·
use of passive forms
·
…the physical properties will be discussed later
408
·
·
·
·
the table was proposed independently by.
…these spaces will be filled...
use of technical terms -technical terms such as chemical
properties, elements, atomic view, atomic nature, etc. portray the
passage as a scientific passage.
use of common terms that cut across all fields.
There are, however, some terms that are not technical but
common and not limited to scientific field alone; e.g. depicted,
usefulness, positions, consistent etc.
In terms of formal or informal style, this passage is less formal than the
one on ‘Newton's Second Law: Gravitation’. The present passage allows
the use of some personal pronouns like he, we, us, and so on.
3.4
Do You Have Anything to Learn from Analysing
Scientific Texts?
SELF-ASSESSMENT EXERCISE 3
What do you learn from all the foregoing analyses of scientific texts?
Put your answers down on a piece of paper.
Compare your answers with mine; in all the analyses, it is possible for
you to learn that:
·
·
·
·
·
scientific texts have their own peculiar structure and style
scientific texts integrate verbal and non-verbal forms
some scientific texts are more formal than the other
scientific texts can be loaded with information; you need high
proficiency in English to be able to unfold these forms
some scientific texts are more highly technical than others.
If you are in arts or humanities, you may probably not need to read
complex scientific texts with highly-loaded technical terms; but,
definitely those in science and technology cannot run away from highloaded scientific texts.
4.0
CONCLUSION
Your exposure to science texts in this unit underscores the importance of
science in all academic matters. I hope those who are in science and
technology-based courses have learnt quite a lot in this unit. The unit
should make them to relate with scientific texts better. Those who are in
arts have also learnt something, I guess. If you are in arts, you must have
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USE OF ENGLISH AND COMMUNICATION SKILLS I
learnt something too. At least as an arts student, you are able to confront
scientific materials after going through the unit with greater confidence.
5.0
SUMMARY
This unit has taught you:
·
·
·
·
what scientific texts are
the characteristics of scientific texts
how to analyse scientific texts
how to comprehend various scientific texts.
This unit should prepare you for reading different science texts with
greater Confidence.
6.0
TUTOR-MARKED ASSIGNMENT
Read the extract from a medical book titled ‘Sporozoa’, carefully. You
may want to form notes as you read the passage. After reading the
passage, answer the following questions.
Questions
1.
Describe in three sentences malaria parasites as presented in the
passage.

Specify in form of process and stages, the life cycle of malaria
parasites.

Describe in four sentences only the laboratory diagnosis of
malaria.

Comment on the characteristic features of scientific texts
exhibitive in this passage.

410
Sporozoa
This group includes malaria parasites and related coccidia. These
parasites exhibit a complex life-cycle involving alternating cycles of a
sexual division (schizogony) and sexual development (sporogony). In
malaria parasites, the sexual cycle takes place in the female anopheline
mosquito (Fig.1).
Malaria Parasites
Description
Four species of malaria parasite are encountered in human disease:
Plasmodium falciparum, which is responsible for most fatalities; P.
vivax and P.ovale, both of which cause benign tertian malaria (febrile
episodes typically occurring at 48h intervals); and P. malaria, which
causes quartan malaria (febrile episodes typically occurring at 72h
intervals).
Life cycle
When an infected mosquito bites, sporozonites present in the salivary
glands enter the bloodstream and are carried to the liver, where they
invade liver parenchyma cells. They undergo a process of multiple
nuclear division, followed by cytoplasmic division (schizogony) and,
when this is complete, the liver cell ruptures, releasing hundreds of
individual parasites (merozoites) into the bloodstream. The merozqites
penetrate red blood cells and adopt a typical 'signet-ring' morphology.
Fig. 1:
Schematic representation of the life cycle of malaria
parasites.
In the case of P. vivax and P. ovale some parasites in the liver remain
dormant and the cycle of pre-erythrocytic schizogony is completed only
after a long delay. Such parasites are responsible for the relapses of
tertian malaria that may occur up to 2 years after the initial infection.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
In the bloodstream, the young ring forms (trophozoites) develop and
start to undergo nuclear division (erythrocytic schizogony), Depending
on the species, about 8 -24 nuclei are produced before cytoplasmic
division occurs and the red cell ruptures to release the individual
merozoites, which then infect fresh red blood cells.
Instead of entering the cycle of erythrocylic schozogony, some
Vlerozoites develop within red cells into male or female ganletocytes.
These do not develop further in the human host, but when the blood is
ingested by the insect vector, the nuclear material and cytoplasm of the
male gametocytes differentiate to produce several individual gametes,
which give the gametocyte the appearance of a flagellate body
(exflagellating male gametocyte).
The gametes become detached and penetrate the female gametocyte,
which elongates into a zygotic form, the ookinete. This penetrates the
mid-gut wall of the mosquito and settles on the body cavity side as an
oocyst, which is yet another multiplicatory phase within which
numerous sporozoites are formed. When mature, the oocyst ruptures,
releasing the sporozites into the body cavity, from where some find their
way to the salivary glands.
Erythrocytic cycle of P. falciparum- P.falciparum differs from the other
forms of malaria parasite ill that developing erythrocytic schizonue
from aggregates in the capil1aries of the brain and other internal
organs, so that only relatively young ring forms are found in peripheral
blood.
The cycle of erthrocytic schizogony takes 48 h except in the case of P.
malariae, in which the cycle occupies 72 h. Since febrile episodes occur
shortly after red cell ruptures, this explains the characterstic periodic
fevers. However, with P. falciparum, the cycle of different broods of
parasite do not become synchronised as they do in other forms of
malaria and typical tertian fevers are not usual in falciparum malaria.
Laboratory diagnosis
Acute falciparum malaria is a medical emergency that demands
immediate diagnosis and treatment. To establish the diagnosis, a drop of
peripheral blood is spread over a 2cm area on a glass slide. The smear
should not be too thick; a useful criterion is that print should be just
visible through it. The smear is allowed to dry thoroughly and stained
by Field's method. This is an aqueous Romanowsky stain which stains
the parasites very rapidly and haemolyses the red cells, so that the
parasites are easy to detect despite the thickness of the film.
412
With experience, the species of malaria can usually be determined from
a thick blood film, but some of the characteristic features that assist in
establishing the identity of the parasites, such as the typical stippling of
the red cell that accompanies infection with P vivax or P. ovate, are
better observed in a conventional thin blood film. This is stained by one
of the many modifications of Geimsa's or Leishman's stain, but the water
used to dilute the stain should be of pH7.2 (not 6.8 as used for
haematological purposes) in order optimally to demonstrate parasite
morphology and associated red cell changes. Several serodiagnosac
tests for malaria have been devised, notably the indirect
immunoduorescene test, but these are of limited value.
Treatment -for many years the standard treatment for acute malaria was
chloroquine. However resistance to that drug in P. falciparum (but not
other species) is now widespread and alternative agents often have to be
used. The most reliable alternative to chloroquine is quinine, the
traditional remedy that has been available for centuries in the form of
cinchona bark.
Newer antimalarials include mefioquine and halofantrine. Although
these compounds are active against chloroquine-resistant strains,
resistance to them has already been described and there are fears that
this will become widespread with indiscriminate use.
Treatment of acute malaria with chloroquine, quinine or other
antimalarials will not eliminate exo-erythrocytic parasites in the liver.
For this purpose the 8-aminoquinoline drug primaquine must be used.
This agent carries the risk of precipitating haemolysis in individuals
who are deficient in the enzyme glucose- 6-phosphate dehydrogenase.
7.0
REFERENCES/FURTHER READING
Adkins, A. & Mckean, J. (1983). Text to Note. London: Edward Arnold.
James, K., Jordan, R.R. & Matthews, A.J. (1988). ListeningComprehension and Note-Taking Course. London: Collins ELT.
Olaofe, I.A. (1991). English and Communication Skills for Academic
Purposes. Zaria: Tamaza Publishing Co.
Olaofe, I.A. (1993). Communicate English Skills. Zaria: Tamaza
Publishing Co.
Williams, E., Smart, P. & Langley, S. (1977). Reading Skills in Practice.
London: Edward Arnold.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
UNIT 5
READING FOR INTERPRETATION
CRITICAL EVALUATION
AND
CONTENTS
1.0
2.0
3.0
4.0
5.0
6.0
7.0
Introduction
Objectives
Main Content
3.1
Reading for Interpretation
3.2
Reading for Critical Analysis and Evaluation
3.3
Discussion of the Passage Titled “Nigeria: the Good”
3.4
Discussion of the Passage Titled “Nigeria: the Bad and the
Ugly”
Conclusion
Summary
Tutor-Marked Assignment
References/Further Reading
1.0
INTRODUCTION
This is the last unit under reading -comprehension skills that will be
treated in this course. In terms of the reading -comprehension tasks you
may be called upon to perform in all academic contexts, reading for
interpretation and evaluation is probably the most difficult. That is why
its treatment is delayed to the last unit of the reading -comprehension
component of the course. Reading for interpretation and critical
evaluation demands thorough understanding of the passages you are
reading. It also demands ability to interpret the stated and unstated
writer's intentions. You are often called upon to pass value judgements,
which is not an easy activity. As you go through this unit, you are
advised to pay attention to how to read between and within the lines of a
passage to interpret and evaluate writers' viewpoints. If you acquire this
skill, I can assure you that you will be able to face your academic
activities more, efficiently.
As you settle down to read the unit, I assure you maximum enjoyment.
2.0
OBJECTIVES
At the end of this unit, you should be able to:
·
·
·
·
414
state clearly how to read for interpretation
state clearly how to read for critical analysis and evaluation
read, comprehend and interpret sample passages
read, comprehend and critically evaluate sample passages.
3.0
MAIN CONTENT
3.1
Reading for Interpretation
Reading for interpretation is in stages. The first stage is reading and
understanding the passage very well. Without basic understanding of the
passage, you cannot interpret the writer's stated and
unstated views. The second stage is that of reading
between the lines and above the lines, to determine what
the writer has stated and infer from what he has stated
and that which he has not implicitly stated. Interpretative
tasks involve you providing answers to the following
questions.
·
·
·
·
·
What does the passage give? What has the passage not given?
Why is what the writer stated or not stated this way or that way?
Why is the situation stated in the passage developed or operated?
How is it determined?
What trends are noticed in the writer's statements, presentations
or points of view?
3.2
Reading for Critical Analysis and Evaluation
A critical mind is an intelligent mind.
This captures what I have in mind for you in this section. In order to
read for critical analysis and evaluation:
·
·
·
you must read the passage carefully, usually at a study reading
speed
you must understand the passage in and out
you must be able to provide answers to questions like:
·
·
·
·
to what extent?
how important or relevant?
what are the areas of strength and weakness?
how effective or successful?
In the exercises that you will do in this unit, you will need to think
critically, understand what the writer says and fill in
gaps that are not filled in the passages using your
own past or prior experiences. You will also need
the ability to see both sides of the coin (pros and
cons), merits and the demerits of the writer's views
or arguments. After all these, you will then be able to relate together the
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
merits, demerits, gaps yet unfilled and contradictory views expressed to
formulate your own value judgements, or your own opinions of the
writer of the passage.
Let's go into action by practising all that we have discussed so far.
SELF-ASSESSMENT EXERCISE 1
Reading the passage titled ‘Nigeria: The Good carefully’. As you read
the passage, try to give interpretations to some of the issues that will be
raised in this exercise. Also think, critically, about some of the views of
the writer. Come out with some judgements regarding the strengths,
weakness of the passage, and your stand regarding what the writer refers
to as ‘Nigeria: The Good’.
Nigeria: the Good
Literally, all who believe in God must conclude that God loves this
Nigeria, dearly. Those who do not may simply say, at least, that nature
is very fair to Nigeria.
Modern Nigeria today is endowed with stupendous potentials for
economic, political and technological-cum-industrial greatness. Her
huge size makes her one of the biggest nations of the world. In fact,
Nigeria is the biggest nation in Africa, with the potential of being the
true giant of Africa.
Her geography is arranged perfectly for her to have stupendous
agricultural potential. Stretching from the Tropical rain forests on her
coastline to the alluvial and excessively fertile Savannah grasslands of
the hinterland, with all the numerous rivers and fresh water reservoirs
which criss-cross the country, Nigeria is a natural candidate for rapid
agricultural industrialisation.
These God-given potentials which we did not work to produce could,
with very little creative self-efforts make Nigeria the true food basket of
Africa and perhaps the world. From this 'free' gift, Nigeria has also a
guaranteed position as an industrial giant, a technological power that
could be very wealthy, if only she would develop this natural endowment
alone.
When you add to this, the huge mineral resources, which abound in
plentiful supply under the soils of Nigeria, quite naturally, minerals such
as coal, columbite, limestone, marble, lead, zinc, salt, uranium, gold, tin
and many others, such as the much sought after 'black gold' -petroleum all of which God Almighty just literally dumped here, not through any
416
effort of ours, you can, in the context of what obtains in the world today,
conclude that Nigeria indeed is destined by God to be one of the
wealthiest, most endowed, and perhaps the happiest places to live in; a
self-sufficient industrial and technological giant a real world power.
Only a very little creative effort is required of Nigerians to actualise this
tremendous potential. Through the colonial fiat of nation creation, often
solely for the convenience of the administering colonial power, Nigeria
again found herself conferred with potential greatness, not through any
conscious actions of the colonising power to so endow Nigeria.
In the process, of the amalgamation of the British Colony of Lagos, and
the British Protectorates of Southern and Northern Nigeria, the nationstate of Nigeria acquired a huge population. This population is
rumoured to be standing today at between 100 and 150 million people,
thus making Nigeria the biggest black nation on earth. In fact, it is
rumoured that every fourth black person on earth is a Nigerian!
In the context of meaningful interaction of a credible nature, in the
comity of nation, where a nation's size, economic, industrial and
technological capacity and capability determine her power status,
Nigeria's size is a plus. Coupled with her stupendous naturally endowed
wealth, Nigeria is an "A" candidate for a credible, dominant world
power.
Nigeria's position is made even favourable and enviable as the
advanced technologies choke themselves up with surplus manufactured
goods in an ever shrinking, purely consumptive, market. Her huge size
makes her an enviable important world market, which has not and
cannot escape, the needle eye products. With proper maneuvering and
creative manipulation, Nigeria could have acquired and can still
acquire, a serious leverage which would ensure serious power status for
her, as well as make her derive tremendous benefits from developed
technologies, all principally from this endowed fact of her size and
population.
Before independence came, Nigeria's numerous tribes and differing
nationalities showed promise of a rare understanding required of all
evolving systems destined to succeed. The post-colonial leadership, in
sincere determination to regain their self-determination, showed
superior qualities of intellect and commitment. They cooperated to
defeat British imperialism, despite the multiplicity of her tribes and the
constant application of the British tactics of divide and rule. Tribal
Nigeria, led by the trio of the late Sir Ahmadu Bello, the Sardauna of
Sokoto, the late Chief Obafemi Awolowo, and erudite Zik of Africa, the
Rt. Hon. Dr. Nnamdi Azikiwe, outwitted British divide and rule tactics
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
and won self-government for the regions in 1957 and 1959 and
independence, without a drop of blood, for the nation-state of Nigeria.
Committed to the building of a modern nation-state out of the over 250
nationalities they presided over, these founders of modern Nigeria,
adopted willingly at independence the best system necessitated by the
apparent indomitable problem of ethnic pluralism confronting them. The
Nigerian genius in them led them to choose, correctly, federalism as the
best form of government suitable for Nigeria.
In fact, at independence, this uncertain Nigeria of today was a modest
'showpiece' of a success story: the story of grafting successfully Western
democratic institutions and practices in complete multi-ethnic African
setting. These were the happy days which made Nigeria appear properly
poised to fulfill all the expectations of the natural greatness conferred
upon her by so many factors.
Source:
NIGERIA: The State of the Nation and the Way Forward.
Kaduna: Arewa House.
Comprehension Questions
1.
What is the relevance of the title of this passage (Nigeria: the
Good) to the contents of the passage?

Is ‘the true giant of Africa’ a good assessment of Nigeria in this
passage?

Is it true that all that is stated in the passage ''are God -given''____

Assess the strengths and the weaknesses of the passage________

What is the significance of the following expressions in the
context of the passage?
Free gift_______________________________________

a)
418
b)
c)
5.

Little creative effort______________________________

Nigeria’s size is a plus____________________________

According to the passage, what is the relevance of the past to the
present?

Do you know what? The five questions above are not to test you. They
are to make you learn how: to read between the lines, read critically and
interpret issues as raised by a writer. Therefore do not turn to the
discussion on this passage until you have finished exercise 1.
Now that you have completed exercise 1, let's discuss it.
3.3
Discussion of the Passage Titled ''Nigeria: the Good''
What is your general impression about the passage? I think it is a well
written passage. It has been able to convince the reader that, indeed,
Nigeria has its good aspects. Let's discuss each of the comprehension
questions.
1.
The relevance of the title to the contents of the passage- this
question suggests your ability to be able to relate the
title to the contents of a reading passage. You need to
be able to interpret the passage in the context of the
title. Do you think the contents of the passage are
related to the title? I think so. In fact, the passage spreads all
efforts to outline what is good in Nigeria:
·
her geography that is good for agriculture and agricultural
industrialisation
mineral resources in abundance
her huge size which makes for an important world market
early post-colonial leadership which was without bloodshed.
·
·
·
With all of these facts, you can say that the passage is relevant to the
title ‘Nigeria: the Good’.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
2.
The second question requires you to interpret the passage in the
light of the statement made by the writer- the true giant of Africa.
In this interpretation you should be able to gather all things said
by the writer to show that Nigeria is really a giant. These include
stupendous potentials, huge size, biggest in Africa, stupendous
agricultural potential, numerous rivers, industrial giant, huge
mineral resources, biggest black nation on earth, important
world market, etc. All of these are overwhelming evidences that
Nigeria is indeed a true giant of Africa.
3.
Question 3- assesses the strength and the weakness of the
passage; this question is a critical assessment type of question.
You need to assess the strength and the weakness of the passage.
I think the strength is easy to assess. The writer is able to:
·
·
·
·
·
bring out the good in Nigeria
support all good points with concrete and convincing evidences
relate the past (colonial days) with the present (population in
Nigeria presently)
present the success stories of Nigeria in a convincing manner and
choose appropriate words to reveal what is good in Nigeria.
Perhaps the weakness of the article may be a bit difficult to assess. You
need to think deeply, possibly beyond the context of the article to be
able to determine its weakness. Some of the weaknesses I can think of
are as listed below.
(a)
(b)
The article is a bit sensational; it excessively glorifies Nigeria .
The writer takes good to mean what is naturally given.
I think what is naturally given by God can only be good when
they are utilised well.
4.
Question 4 requires you to interpret the expressions, in the light
of the contents of the passage.
(a)
Free gift- to suggest Nigeria's natural endowments are not
worked for;
Little creative effort- to show that Nigeria needs very little
initiative and power to develop the natural resources.
Nigeria's size is a plus- to show that size is on the positive side
of Nigeria. With her size she can tap, utilise products emerging
from her natural resources.
(b)
(c)
5.
420
The past is related to the present through references to colonial,
post-colonial and Nigeria today. Colonial days witnessed
amalgamation; post-colonial days suggest qualitative leadership
and today, the expected showpiece of success story of Nigeria
through democratic rule.
SELF-ASSESSMENT EXERCISE 2
Briefly outline what the analysis of ‘Nigeria: the Good’ mean to you in
three sentences. Cross check your answer with the ones given below.
What do all these analyses mean to you? That's a good question. It
means that in reading for interpretation and critical evaluation, you must
understand the passage very well. You must be able to relate part of the
passage to the whole. You must be able to think beyond the passage,
through inferencing. You must be able to come up with your own
opinions and pass value judgements.
SELF-ASSESSMENT EXERCISE 3
Reading the passage ‘Nigeria: The Bad and the Ugly’ and compare it
with the previous passage ‘Nigeria: the Good’. Bring out similarities and
differences between the two passages.
Turn to the next discussion after completing this exercise.
Nigeria: the Bad and the Ugly
She was founded on the concept of federalism, negotiated, bloodlessly,
by her founding fathers: the Rt. Hon. Dr. Nnamdi Azikiwe, the late Chief
Obafemi Awolowo and the late Sir Ahmadu Bello, the Sardauna of
Sokoto. Rare breeds and real gentlemen indeed, who appeared to have
imbibed the moderate spirit of British parliamentary democracy through
the ,artfully, adopted strategy of compromise, learned through the
crucible of primal experience gained from, and demanded by, the
peculiarity of the multiplicity of Nigeria's fiercely proud ethnic
nationalities. There was a real success story during the period of the
struggle for independence. The beginning was also full of hope and
promise.
The question then to be posed is- why has Nigeria, with all these
potentials and promising beginning, not realised, up till now, her
potential greatness? What went wrong?
The why, and non-realisation of Nigeria's greatness constitute
principally, the BAD. Some of the terrible consequences are with us
today. Our mode of reacting to the consequences which followed the
non-realisation of Nigeria's potential and some of the destructive and
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
divisive policies and actions and action tendencies which we indulge in,
some blatantly, actions which appear objectively capable of destroying
us and our nation-state, and yet we continue with same, constitute the
UGLY. The rest of the presentation represents a mere exemplification of
what is contended here, through a monotonous narration of a few
selected such indulgent divisive policies, actions and action tendencies
with potential capabilities for the total destruction of the nation-state of
Nigeria.
Soon after Colonial Britain expanded the participation of the Nigerian
African in the governance of the emerging nation-state of Nigeria, there
appeared to be palpable ethnic ripples which crippled Nigerian
leadership. These ripples quickly gravitated to the position of infusing
all kinds of fears and mutual suspicions, which reached the state of
outright distrust of other nationalities other than 'mine', soon after
independence. This development, which Nigerian leaders became
incapable of controlling, having handled the same phenomenon to
snatch independence, was most unfortunate and showed graphically the
BAD and the UGLY face of the Nigerian situation.
An unfortunate example which will illustrate the evolution and
development of this terrible phenomenon which was later to cripple
Nigeria, and now objectively threatens to tear her apart, will be
presented from the salvo fired during the hey days of the founding
fathers. If you cast your mind to the trauma that was Zik's in the Western
House of Assembly in 1954, and go from there to evaluate the
consequences of Zik's primordial response, you will feel sorry for us
hapless Nigerians, and mourn the unwitting institution of the era of
recurring lost opportunists of making the Nigerian nation-state a great
edifice.
In that fateful year of 1954, the NCNC, of the then great Nigerian
patriot, Zik, a man who throughout his life had argued strongly for a
Nigerian nationalism as opposed to ethnic particularism, won a
majority of seats in the Regional elections into the Western House of
Assembly.
When this great nationalistic Zik, the leader of NCNC, the Party which
had won the majority of seats in the Western House of Assembly, arrived
in Ibadan, the capital of the West, from Lagos to be sworn in as Premier
of the Western Region, Zik discovered, to his consternation, that his
victory and majority had vaporised overnight!
The leader and founder of the Egbe Omo Oduduwa, a nationalist panYoruba organisation, which had metamorphosed into the Action Group
(AG) Party, had successfully convinced his Yoruba brothers of the
422
NCNC not to allow an Ibo to be Premier in the West, the home of the
Yoruba.
Bewildered, confused, humiliated and frustrated, the father of panNigerian ism (and perhaps pan- Africanism), the great Zik of Africa, an
avowed Nigerian nationalist, quickly withdrew into his 'tribal cocoon',
and moved out of the Yoruba West and went 'home' to the East, settling
firmly amongst his own tribesmen, the Ibo, who promptly rewarded him
with premiership of the Eastern Region. This was really BAD and
UGLY.
The chain reaction set off by this BAD and UGLY happening had, and
still continues to have, critical effect on how the Ibo Nigerian generally
perceives his Yoruba brother. This enduring perception had had
profound consequences on some critical political developments in
Nigeria, and also on the manner of general developments and the
evolution of the Nigerian nation-state.
In the upsurge of the aggressive ethnic nationalism which ensued, the
North formulated her Northemisation policy, and the East became an
'East for Easterners', while the West merely consolidated her policy of
'West is Yoruba and Yoruba is West'. Everyone appeared to be so
engrossed in the delineation, pursuit and protection of various regional
interests that no serious energies were directed at developing the great
potentials of Nigeria. As this BAD and the UGLY aspect of sectional
nationalism waxed stronger, the GOOD atrophied, until we were almost
paying only lip service to the development of the mega interests of the
macro structure called the nation-state of Nigeria.
All other activities and interactions, whether they be in the economic,
social and political spheres of the live of the nation-state of Nigeria
became primed, or appear to be primed, or at least to be substantially
affected, by this perilous phenomenon now properly called ethnicity, or
ethnic particularism.
Source:
Mahdi, A, et.al (ed) Nigeria: the Way Forward. Kaduna:
Arewa House.
3.4 Discussion of the Passage titled “Nigeria: the Bad and the
Ugly”
Let us discuss exercise 2. In order to be able to compare and contrast, or
bring out similarities and differences, you need to understand the two
passages very well. You also need the skill of relating one part of an
issue or idea expressed in one passage to the ones expressed in the other
passage.
GST101
USE OF ENGLISH AND COMMUNICATION SKILLS I
Let's try to do this with the two passages.
Nigeria: the Good
Nigeria: the Bad and the Ugly
Similarities
The article is
The article is
Also on Nigeria
On Nigeria
Listed points to support the
Listed points to support the argument
argument
Sees Nigeria as promising at the
Sees Nigeria as promising
beginning of the article
One sided in his argument
One sided in his argument
Differences
Deals with the good aspects of
Nigeria
Sees natural endowments as the
major source of the good
Sees unity of political leadership
during struggle for independence
4.0
Deals mainly with the bad and
the ugly aspects
Sees ethnicity as the root cause of
the ugly and the bad of Nigeria
Sees
disunity
in
political
leadership after independence e.g.
East versus West.
CONCLUSION
A critical mind is an intelligent mind. Do not forget this slogan. You
will agree with me that critical thinking is the hardest work we do, while
reading. That is probably why only a few engage in it. I want you to be
one of the great few.
5.0
SUMMARY
This unit has explained how you should:
·
·
·
read and interpret what is read
read and critically evaluate what is read
Analyse sample reading passages critically.
As you end the reading-comprehension component of this course, the
greatest advise I can give you is not only to read and comprehend, but
also to be able to interpret, evaluate and critically analyse all reading
materials you come across. The more you are able to do all these, the
more effective you will be in your academic life.
424
6.0
TUTOR-MARKED ASSIGNMENT
Read the passage titled ‘Nigeria: the Bad and the Ugly’ again and
answer the following comprehension questions.
i.
ii.
iii.
iv.
What made Nigeria bad and ugly? Mention three things.
What are the effects of the bad and ugly on the development of
Nigeria?
Why is Zik's episode described as traumatic in this passage?
What is ironic in Zik's episode?
7.0
REFERENCES/FURTHER READING
Adkins, A. & Mckean, J. (1983). Text to Note. London: Edward Arnold.
James, K., Jordan, R.R. & Matthews, A.J. (1988). ListeningComprehension and Note-Taking Course. London: Collins ELT.
Olaofe, I.A. (1991). English and Communication Skills for Academic
Purposes. Zaria: Tamaza Publishing Co.
Olaofe, I.A. (1993). Communicate English Skills. Zaria: Tamaza
Publishing Co.
Williams, E., Smart, P. & Langley, S. (1977). Reading Skills in Practice.
London: Edward Arnold.
GST 102 TMA 1
49. The verbs ''must' and 'have' are used to express an ___
B. Obligation
50. Giving examples in writing also add to the readers ___
C. Interest
51. The attachment of the curriculum vitae to an application letter does what to the reader?
B. Tells the reader more about the sender.
52. Summarization of a passage entails the ____
J. Condensing and shortening of passage A
5.Paragraphs developed through mentioning place, position, direction, shapes and patterns is the ___
K. Descriptive paragraph
6.In describing, select such physical details as will support the ____ of general appearance you have given in your first sentence
C. Description
7.____ is used to express probability
C. Might
8.____ auxiliaries enable you to express probability
R. Modal
9.Giving examples is one of the easiest ways of developing___
S. A topic
10.A reply to a letter of complaint is known as an __
T. Adjustment letter
MCQ1: The core aspect of a paragraph is its
Answer: Main idea
MCQ2: The main idea is usually couched in the
Answer: Topic sentence
MCQ3: Most topic sentences are usually ______ of the paragraph.
Answer: At the beginning
MCQ4: In most writings, the _____ in a paragraph tends to present the central theme in it.
Answer: First sentence
MCQ5: When using example as a paragraph development device, you will likely use one of these
Answer: For example
MCQ6: The central concern of narrative writing is
Answer: Telling a story
MCQ7: The major focus of a descriptive paragraph is to ______ about a thing or person.
Answer: Give details
MCQ8: A paragraph providing step by step details of a process of an experiment you just performed will be called _____.
Answer: Explanatory
MCQ9: “All men are women abusers” is an example of a statement that will be referred to as
Answer: Generalisation
MCQ10: When you write to the VC of your university, it is a(n)
Answer: Formal letter
MCQ11: A major way of determining if a letter is informal or not is through the
Answer: Language usage
MCQ12: If you are writing a letter to your friend, one of the ways you will salute them is to start your letter with
Answer: Dear Sam
MCQ13: If you are to write a letter to your Faculty Dean, you are expected to write it ____ your Centre Director.
Answer: Through
MCQ14: When a patient dies of lung cancer attributable to his chain smoking habit, it would be right to say cigarette is ______.of his death.
Answer: Cause
MCQ15: Letter to the Editor is normally written to
Answer: Newspaper houses
MCQ16: A letter seeking for job is usually called
Answer: Application letter
MCQ17: You were offered jobs by two organisations, which letter will you write to the one you did not want to work with?
Answer: Letter of acceptance
MCQ18: If you have a job offer from more than one organisation, state the type of letter you are going to write to the organisation you do not wish to work with ______.
Answer: Letter to decline
MCQ19: An essay you write to present your class debate will be written in _____ language.
Answer: Formal
MCQ20: When you want to write a letter to accept a job offer, it should be done with
Answer: Gratitude
MCQ21: If you are seeking to further your studies, what sort of letter can your lecturer writer to support your quest?
Answer: Reference letter
MCQ22: When you want to sign off the letter to your friend, putting your full name and signature will be regarded as ____.
Answer: Out of order
MCQ23: You have siblings attending the conventional universities, if you are to write to the president to express your opinion on how the current ASUU strike should be handled, you are likely to express it as ________.
Answer: Newspaper article
MCQ24: If you are addressing a woman with her professional title, it is always better to address her without _________, except she requested otherwise.
Answer: Mrs.
MCQ25: When your letter ends with ‘Yours sincerely, Chuka’ it is most probably a letter to
Answer: Your friend
MCQ26: A formal letter is usually expected to have ____ as the summary of its content.
Answer: A heading
MCQ27: Most letters to the editor tend to contain
Answer: complaints
MCQ28: If you witnessed an armed robbery incident, the report you will give to the Police is called
Answer: A statement
MCQ29: An experimental report will likely contain a thing like
Answer: Procedure
MCQ30: A core requirement for a scientific report is that it MUST be
Answer: Objective
MCQ31: When you are presenting only the salient points of a passage, you are doing
Answer: Summary writing
MCQ32: What best way do you think you can develop your summary writing skill?
Answer: By practising it daily
MCQ33: One good way of developing the summary of a passage is by taking the ____ in each paragraph.
Answer: main idea
MCQ34: Expansion materials are not acceptable in
Answer: A summary passage
MCQ35: To really master the summary writing skill, you must _______.
Answer: Learn to identify core points in the passage
FBQ1: A paragraph that presents a cause should have the ____ too for it to be considered good paragraph development strategy.
Answer: effect
FBQ2: In this sentence, ‘She has arrived, …?’, its second part will likely be: ____
Answer: hasn’t she
FBQ3: An English polar question will most probably be answered with a ____ or _____.
Answer: yes
FBQ4: A summary passage is expected to be ____ than the passage it was extracted from in terms of length.
Answer: shorter
FBQ5: When you use comparison in developing a paragraph, it means that, at least, _____ things are the focus of your writing.
Answer: two
FBQ6: The correct transcription of ‘back’ is _______.
Answer: /bӕk/
FBQ7: The transcribed word /ʃelvz/ is lexically written as ________.
Answer: shelves
FBQ8: The word transcribed as /lʌv/ will be orthographically presented as _________.
Answer: love
FBQ9: ‘How kind of you!’ is structurally regarded as _________ in the classification of sentences.
Answer: simple
FBQ10: The transcription /jɔt/ will normally represent ______ word in English.
Answer: yacht
FBQ11: The transcribed word /kɵum/ here is ______.
Answer: comb
FBQ12: This word ‘examination’ has the main stress on its ____ syllable.
Answer: fourth
FBQ13: The word ‘Registrar’ has _____ syllables.
Answer: three
FBQ14: Transcribe the word ‘children’.
Answer: ʧɪldrən
FBQ15: Give the transcribed form of the word ‘shot’ ______.
Answer: /ʃɔt/
FBQ16: /θɪn/ would be a transcript of ________.
Answer: thin
FBQ17: /ʃə:t/ is a transcription of ________.
Answer: shirt
FBQ18: Transcribe the word ‘cloth’ ______.
Answer: /klɔθ/
FBQ19: Indicate the number of syllables in this word ‘kingship’ ______.
Answer: two
FBQ20: The word transcribed as /wɔndə/ is written in English as ____
Answer: wonder
FBQ21: ‘I will see you tomorrow, God willing’ will functionally be described as: _____.
Answer: A statement
FBQ22: ‘Whenever he arrives, tell him to come in’ is functionally regarded as ______ sentence.
Answer: command
FBQ23: ‘He came, he saw, he conquered’ could be structurally described as ______.
Answer: compound sentence
FBQ24: ‘The boy that came to visit me is my nephew; he is in the University of Lagos, doing his first degree’ is a sentence that is structurally _______.
Answer: compound-complex
FBQ25: ‘I just love to read!’ is functionally ____.
Answer: exclamation
FBQ26: One way of developing paragraphs is by ____ one thing with another, which usually brings together positive features of the two elements.
Answer: comparing
FBQ27: You can also bring together two things in a negative sense; this is called _____ because it brings side by side negative features of those elements being focused.
Answer: contrast
FBQ28: When a group of scholars come together to discuss a topic in their department, it is usually known as ______.
Answer: seminar
FBQ29: To moderate a seminar session, the person to chair is usually expected to be ____ in that field of study.
Answer: An expert
FBQ30: A seminar cover page is expected to give the ________ of the writer to identify who it is that did the work.
Answer: name
FBQ31: Seminar presentation is usually the ____ end of writing it.
Answer: logical
FBQ32: When a seminar paper stirs up debate about the topic of discussion it is focused on, it is considered ____.
Answer: good
FBQ33: A seminar paper that has every point raised acceptable to the audience would be considered _______.
Answer: suspect
FBQ34: Every culture has its manner of doing ______ in the public, depending on the acceptable way of speaking to its community members.
Answer: oratory
FBQ 35: ‘I stand on the existing protocols’ appears to be a ___ cultural thing.
Answer: Nigerian
15. Illustrations in a paragraph are usually developed with interesting ____________
b.
details
16. Which of the following may not be necessary when you write your report? _______
b.
Stating your findings in clear sentences
17. Personal style involving pronouns such as I, we, us, they, she, he, etc are _________
d.
not used in writing experiments
18. Which of the following may not be necessary when reporting an Experiment? ______
d.
Apparatus and other materials that may not necessarily have been used
19. Language behaviour which is in accordance with certain rules and conventions is known as _______ language
formal
7. In English, the simple present tense has the simple form of the verb (called plain infinitive), with _______ added when there is a third person singular subject.
L. s or -es
2. English sentences that have clauses embedded or put inside the subject of the sentences are called ___________
c.
complex sentences
3. One of the following words or phrases expresses time_________
c.
subsequently
4. Identify the word that does NOT have this consonant / j / _________
U.
yoke
5. Expressions like 'first, second, third, ' indicate _________within sentences
c.
contrast
6. Illustrations in a paragraph are usually developed with interesting ____________
b.
details
7. Which of the following may not be necessary when you write your report? _______
b.
Stating your findings in clear sentences
8. Personal style involving pronouns such as I, we, us, they, she, he, etc are _________
d.
not used in writing experiments
9. Which of the following may not be necessary when reporting an Experiment? ______
d.
Apparatus and other materials that may not necessarily have been used
10. Language behaviour which is in accordance with certain rules and conventions is known as _______ language
f.
formal
11. In English, the simple present tense has the simple form of the verb (called plain infinitive), with _______ added when there is a third person singular subject.
g.
d. s or -es
12. English sentences that have clauses embedded or put inside the subject of the sentences are called ___________
c.
complex sentences
13. One of the following words or phrases expresses time_________
c.
subsequently
14. Identify the word that does NOT have this consonant / j / _________
d.
yoke
15. Expressions like 'first, second, third, ' indicate _________within sentences
c.
contrast
The English word 'Afterwards' is stressed on the ……syllable
first
It has been observed that students who want to be well-focused in their writing, need to learn how to…
summarise
When we use a rising tone on the nucleus of a syllable, the pitch starts at a……..level.
low
The word 'important' carries stress on its…..syllable
second
A long sentence is usually divided into what may be called breath groups, or …..groups.
tone
The interview is often called…………because it helps the interview board get an insight into your personality.
personality test
Which of the following words contain the sound /3:/?
world
Even if you are confident and experienced, you must remember that …….is the first step towards success at an interview.
preparation
The only way you can learn how to summarise is for you to……..
do it practically
Wh-questions which are said in a warm friendly way should always be said with the ………..tone.
rising
In the sentence, 'She was always out of school during the weekends in her undergraduate days' the tense form is_______
simple past tense
One of the following is NOT correct about writing reports of experiments____
It should be informal and private
In the sentence, 'The fishermen have been fishing all night long', the tense form is_________
present perfect
Which vowel is represented in the word 'bead'?
/I:/
One of the following is the most appropriate way to request for an interview _____
I will be available for an interview at your earliest convenience
Re-' in letter writing indicates that the letter is _________
reply to an earlier letter
Which vowel is represented in the word 'oats'?
/ou/
Which vowel is represented in the word 'ship'?
/I/
The language used in reporting an experiment should be_______
objective
Business letters are written for all but one of the following _______
requesting action/Acquintances
GST102 TMA 2 10/10
The English word 'Afterwards' is stressed on the ……syllable
ans:first
It has been observed that students who want to be well-focused in their writing, need to learn how to…
ans:summarise
When we use a rising tone on the nucleus of a syllable, the pitch starts at a……..level.
ans:low
The word 'important' carries stress on its…..syllable
ans:second
A long sentence is usually divided into what may be called breath groups, or …..groups.
ans:tone
The interview is often called…………because it helps the interview board get an insight into your personality.
ans:personality test
Which of the following words contain the sound /3:/?
ans:world
Even if you are confident and experienced, you must remember that …….is the first step towards success at an interview.
ans:preparation
The only way you can learn how to summarise is for you to……..
ans:do it practically
Wh-questions which are said in a warm friendly way should always be said with the ………..tone.
ans: rising
Who did dis one I got 10/10??
Which vowel is represented in the word 'oats'?
Ans../ou/
One of the following is NOT correct about writing reports of experiments__
Ans..It should be informal and private
Business letters are written for all but one of the following _
Ans..requesting acquaintance
In the sentence, 'She was always out of school during the weekends in her undergraduate days' the tense form is_
Ans..simple past tense
One of the following is the most appropriate way to request for an interview _
Ans..I will be available for an interview at your earliest convenience
Which vowel is represented in the word 'ship'?
Ans../I/
In the sentence, 'The fishermen have been fishing all night long', the tense form is_
Ans.. present perfect
Re-' in letter writing indicates that the letter is
Ans... reply to an early letter
The language used in reporting an experiment should be___
ans...OBJECTIVE
Which vowel is represented in the word 'bead'?
Ans../i:/

The movement of NCNC was created on 26th August _____________
Question 7Select one:

a.
1944

The Oyomesi also had the power to remove any Alaafin especially when he appeared dictatorial or transgressed the laws of the

Land

Farming, industry and commerce constitute the three major components of _____________ economy
Question 10Select one:

a.
Hausa

is believed to be the first leader that led the Yoruba to Ile-Ife

Oduduwa

Professor M.A. Onwuejeogwu (2000) regards the Nri version as the __________ authentic version of origin in existence in the oral tradition of the Igbo

Only

Another tradition considered Awka or Orlu towns as the center of origin of the Igbo from where they dispersed to other _____________

Areas

the Igbo people did not build any strong centralized ____________________

State

the Amala Oha’s meetings were held in the open _______________ square

Village

The Rain Forest people are best known for their highly sophisticated artistic traditions and _________

Skills

The origin of the Igbo people is as ____________

Controversial

Sir Frederick Lugard (later became Lord) is best known as the father of the__________________
Question 1Select one:

a.
1914 Amalgamation

The Oyomesi also had the power to remove any Alaafin especially when he appeared dictatorial or transgressed the laws of the

Land

Monarchy is the second major tendency of the ________________

Rain forest peoples

Some Igala elites attribute the emergence of their state to one ________________

Achadu

Oduduwa is believed to be the first leader that led the Yoruba to

Ile-Efe

The Ogboni cult had a very vital position in _________ society

Yoruba

The origin of the Igbo people is as ____________

Controversial

Oyomesi, a council of seven members headed by _____________

Bashorun

Some groups such as the Umunri claim to have migrated to their present location from ___________

Idah

Oyo is best known as the major kingdom that eventually emerged as an empire in _________

Yoruba Land

The Rain Forest people are best known for their highly sophisticated artistic traditions and _________

Skills

History tells us that Owodo was the one that clashed with the nobles and eventually became a victim of intrigues of his ____
Question 6Select one:

a.
Wives

Oyo was one of the rare empires that had in-built checks and balances, and, this contributed to its stability for_______________-

Centuries

Somewhere on their way to the world, the leader, Obatala, got drunk with palm wine. Oduduwa seized the symbol of ________ from him and eventually led the party to the world

Authority

Professor M.A. Onwuejeogwu (2000) regards the Nri version as the __________ authentic version of origin in existence in the oral tradition of the Igbo

Only

Another tradition considered Awka or Orlu towns as the center of origin of the Igbo from where they dispersed to other _____________
Question 10Select one:

a.
Areas

he Yoruba ethnic group is believed to have come into existence between

2000-1000 BC

_________Various traditions believe that Oyo was founded by Oranmiyan, the son of Oduduwa
Question 2Select one:

a.
Oyo

The Alaafin was the head of the empire, and was resident in the ___________

Capital

Yoruba can be described as one of the major ethnic groups in

Southern Nigeria

Oke Oramfe is located in_______________

Ile-Ife

Just like the Hausa/Fulani, the early history of the Nupe people is not much_________
Question 6Select one:

a.
Known

The Oyomesi, a council of seven members headed by Bashorun who acted as the __________

Prime minister

Rev. Samuel Johnson’s Version,has a book called----------------

History of the Yoruba

Various traditions believe that Oyo was founded by _______________

Oranmiyan

Of course, several members of the Yoruba race can be found everywhere around the________________

Globe

Just like in the Rain Forest and Guinea Savanna Regions, the Sudan Savanna Region of Nigeria is also made up of some __________ cultures

Tiny little

In the traditional Kanem-Bornu, the _____________played a vital role in the administration

Army

Monarchy is the second major tendency of the ________________

Rain forest peoples

According to Hodgkin the second half of the fifteenth century witnessed the arrival of the first Europeans to ________

Benin

The Army was credited with performing important functions which included stability of the empire, expansion, as well as keeping dissident territories in

Check

Apart from the Alaafin cabinet, members of the Oyomesi cult constituted another arm of________--
Question 6Select one:

a.
Governments

The Alaafin used the __________annual festival periods to acknowledge the renewal of allegiance of the provincial governors to him

Bere

Some Igala elites attribute the emergence of their state to one ________________
Question 8Select one:

a.
Achadu

The Oyomesi also had the power to remove any Alaafin especially when he appeared dictatorial or transgressed the laws of the

Land

Ekaladeran founded Ughoton, a port-town in
Question 10Select one:

a.
Benin

Somewhere on their way to the world, the leader, Obatala, got drunk with palm wine. Oduduwa seized the symbol of ________ from him and eventually led the party to the world
Question 1Select one:

a.
Authority

the Igbo people did not build any strong centralized ____________________
Question 2Select one:

a.
State

Some groups such as the Umunri claim to have migrated to their present location from ___________
Question 3Select one:

a.
Idah

The Benin Kingdom was also the first in the West Coast of Africa to exchange ambassadors with a major

European power

History tells us that Owodo was the one that clashed with the nobles and eventually became a victim of intrigues of his ____
Question 5Select one:

a.
Wives

The origin of the Igbo people is as ____________

Controversial

The elders formed the core of village

Administration

Another tradition considered Awka or Orlu towns as the center of origin of the Igbo from where they dispersed to other _____________

Areas

the socio-political organization of the traditional Igbo was fundamentally based either on the____________

Age grade

Oyo is best known as the major kingdom that eventually emerged as an empire in _________
Question 10Select one:

a.
Yoruba Land

According to Nupe tradition, Tsoede might have arrived in the early 16th century from _________

Idah

Unlike other ethnic groups such as the Yoruba and the Bini, the ______people did not build any strong centralized states

Igbo

is believed to be the first leader that led the Yoruba to Ile-Ife

Oduduwa

The socio-political organization of the Niger Delta people is strongly established on the basis of village groups or _____

Clans

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December 17, 2025 4:41 PM