NOU107

Added: 2026-06-07

[00:00:07]Okay, let's try to share.

[00:00:14]Let's share our screen now. See, I hope you guys will see this new link easily.

[00:00:26]I just hope so.

[00:00:39]Okay.

[00:00:41]Yes, you are welcome. If death destin sufficient, you're welcome. If death destiny, God's time and the rest of them, I pray the rest of us will see that we've started another class. Thank you. I'll just switch to another network and I hope that this new network will work well.

[00:01:00]Let's remember to give it a thumbs up please that is necessary.

[00:01:06]Okay, I think my screen will not be blur now and everything will go smoothly. So advantages of learning through listening. What do you gain when you listen? When you learn by listening to others. One is increased academic understanding.

[00:01:23]You have increased academic understanding, improved communication skills. Listening to sorry, learning through listening greatly enhances a student communication skill. Intensive listening will enhance your ability to absorb and transmit information given during a communication exchange.

[00:01:48]That is very important. I think we should check it. Thank you all. Thank you all. I'm sorry for the break.

[00:01:55]The devil is a liar. We are now on glow.

[00:01:57]We pray that glow will be better since MTN decide to be flunating tonight. So as a student, you are able to show your ability to listen and comprehend when you can interact with fellow student and the tutor or speaker. So first advantage of listening or learning through listening is increase academic understanding. The second one is improve communication skills. The third one is ability to block out distractions. When you learn through listening, it helps you. It teaches you to block out uh what do we call it? Distractions that are present where you are communicating.

[00:02:45]Because when you are already used to listening, you know, when you are in a place, even if there is a noise going on, you'll be able to filter your the content you are there to listen to from the noise.

[00:02:58]I have a very simple question there. I want you guys to answer it. Now, increase retention. A good listener will develop an increased ability to process and retain ideas and information head large vocabulary development. Active listening exposes you to new words and vocabulary daily. When you encounter these words in the course or in the course of listening, you may decide to ask questions or look them up in the dictionary. While that all we've mentioned now are all advantages of learning through listening. Large vocabulary development, increased retention, ability to block out distractions, improved communication skills, and increased academic understanding.

[00:03:49]Now, we'll go to barriers. Barriers to effective listening. What are the things that can hinder effective listening? A number of factors could pose as barriers to effective listening. But we look at some of these barriers to enable identification and possible resolution.

[00:04:09]One is physical barrier. The the way they used to ask question under this physical barrier is very logical.

[00:04:17]You can read everything here word for word and you still not be able to answer the question they ask under this physical barrier. So please be very attentive.

[00:04:26]ah I don't know if I can see see that question from TMA I don't know very logical question in fact you will be sweating to answer the question there is a way they twisted it but let's read it physical barriers one major constraint to effective listening is hearing impairment the reason why to answer that question is very hard is that you will see hearing impairment in the option Then there is also physical barrier in the option. So it's somehow confusing which one to choose.

[00:05:03]Okay. So imagine you have a deaf student in your class and your teacher cannot use sign language.

[00:05:12]This spells disaster for the student because he will not be able to actively listen and participate in class except he's equipped with hearing aid.

[00:05:23]So the first thing under physical barrier is that we know that when we talk about physical barrier we are talking about things like hearing impairment when you have issue with your organ of hearing.

[00:05:38]So a noisy non-conducive environment is another barrier. So under physical barrier we have number one hearing impairment. Those are the things you should note down under this physical barrier. I just that that logical question will not uh come out tomorrow.

[00:05:56]The first thing you should note under uh physical barrier is hearing impairment is one of it. Then the second one is a noisy noisy environment when there is noise everywhere that is physical that is a kind of physical barrier. So that is another barrier. Now let us look at two examples. Firstly, if your classroom is close to a busy road with it attendant, blinding horn and sirens from motorist, your listening will certainly be affected. Secondly, if you find yourself sitting at the back of the class during lectures and surrounded by noisy group, a noisy group, certainly your your your listening will be affected. So to avoid this situation, always come early to classes so you can get comfortable sitting with little or no distraction.

[00:06:48]Let me ask us a simple question. What are the two examples identified under physical barrier or the two types of physical barriers mentioned in your course material? There are more of them but the two we have here in the material. Let's mention them in the chat box. I want to see. I'm waiting patiently for you guys.

[00:07:13]I want to see. I want to see you guys.

[00:07:17]Yes. The two major physical barrier mentioned in the course material.

[00:07:24]Yes. Yes.

[00:07:30]Let's hear from you guys. What are the two Okay. Hearing impairment and uh what do we call it?

[00:07:49]Noisy environment. Okay, you guys are following that is good. So let's move on. So apart from physical barrier, we are looking at barriers to effective listening. The first one we talk about a physical barrier. Another physical barrier we have to a noisy environment and uh hearing impairment. The second one is physiological barriers. Please it's very important you know the meaning of each of these barriers because the way they ask question on them is they give example and ask you to identify what type of barrier it is. That is how the question usually come out under this part if those questions will come this year. So physiological barriers when the mental or physical state of the individual is compromised that is the listener could be ill, tired or sleepy.

[00:08:38]Imagine you had an all night prayer video and you are still required to attend class the next day. Your listening will be greatly impaired as you will be fighting sleep all through the lecture period. That is true. So when we say physiological bi then one that has to do with like your health coming in between your activeness in listening then that is physiological like tiredness illness like somebody that is sick illness or you are sleepy all those ones are under physiological bas when they site an example that let's say Dora attended an all night vision as a result of which she was unable to listen well in the class the next day.

[00:09:25]What kind of listening barrier is that? That is how they ask question. What kind of listening barrier is that? That kind of barrier is physiological barrier. Then we have psychological barrier. There are two of them. Now physiological and psychological. Now, psychological barrier. We view psychological barriers as as thoughts or feelings that could cause distractions when we are trying to listen. This could be seen as a result of anxiety, preoccupation, egoentrism or prejudice.

[00:10:01]So when you don't like the person speaking probably because you are a white man you know all this racism and the rest of them or probably the person speaking is from Euroba land and you don't like speakers all those kind of things when they come into your listening and they they they hinder you from listening they all under psychological or you you're anxious you understand then you have something in your mind or something you actually pondering before you start the listening. So that is not hindering you from listening effectively. That is psychological barriers. Okay. Uh one one of the Okay. Let me give you a very clear example of psychological barrier. If as a result of your you know previous performances in the courses you've written so far. If you are disturbed and it's kind of stopping you from reading well or listening to this ongoing class because you are feeling like ah the last class I I listen I listen I listen that kind of thing that psychological barrier your brain is already seeing otherwise so your listening will be impaired. So linguistic barrier is another one this one is language plays a very significant role in communication.

[00:11:22]language plays a very significant role in communication.

[00:11:29]Okay. So if that is the case, a listener might be deprived of getting the full impact of a speech when there arises a disconnection or a disconnect between the speaker and listener based on linguistic challenges. work. Some of them might be when the words like you are listening to a professor in science now and you are in atlas and the person keeps saying BB grammars that you never heard of in your life. Thank you Mr. Case. God bless you always. The rest of you should copy him. Now you send me data money. So um linguistic barriers when the speaker is speaking above your head and you don't really understand what the person is saying maybe based on grammar or maybe the the person is using complex structures or sentences to deliver the speech. That is what we call linguistic barrier. When the person is speaking above your head speaking outside your own understanding.

[00:12:36]Now, perceptual barriers is another one.

[00:12:40]The experiences of perceptual barriers arise when the speaker and the listener possibly view the same situation from varying points.

[00:12:50]You you believe that reading for exam is important.

[00:12:56]No, let's say the speaker believes that reading for exam is important. While you that are listening, you already believe that there's no need to read. You have perceptual issue. No matter what the person is saying, your mind is already settled that reading for exam is not important. So perception different perception. How the this person views the situation is different from how you view the situation. So the experiences of perceptual barriers arises when the speaker and the listener possibly view the same situation from varying point from varying point. So I have a very simple question there I will ask you guys now.

[00:13:47]Oh, sorry. Sorry.

[00:13:51]My question is not complete.

[00:13:58]My question is not complete.

[00:14:01]So you answer this. I think I should delete the first one so that I don't give you guys.

[00:14:11]Okay. So then we have essential component of listening. But before we go to essential component of listening, you see now they've taught you almost everything about listening. What listening is, why you listen, what the different skills in listening and different types of listening, they are not touching everything they need to touch on listening. So that when they ask you any question on listening, you not say this one is not in the material. They've touched everything you need to know about listening. You are now the one to process it using your brain.

[00:14:42]Now the last part we've talked about are barriers to sorry is barriers to listening effective listening and under that we have the perceptual barriers linguistic barriers psychological barriers physiological bar learn the spelling of physiological and psychological the two of them they are looking almost but the difference is there then we have the physical barrier under which we talk about the listening uh sorry the hearing impairment and noisy environment. So when they ask a question about uh your classroom being close to uh the roadside what kind of a barrier is that is it is physical barrier but if there is no physical barrier there that is actually noisy environment barrier. So please note that is how is this place they normally use mostly examples too.

[00:15:39]Now let's go to the last uh the next thing under listening.

[00:15:43]The next thing under listening which is essential component of listening.

[00:15:48]Listening might appear to be a simple process but it is actually a complex one.

[00:15:55]It is made up of several core components as featured below. What are the component of listening? The number one thing you need to know about listening is that before you can listen to anything you must receive.

[00:16:10]So as the sound is coming your ear is your ears are receiving it. So the first level of listening the first thing that happen when listening occurs to the physical response process of receiving the sound filtering into the ears. It involves focusing on hearing first the message from the speaker and being able to filter out other intruding stimuli.

[00:16:41]Effective learning requires attentiveness and concentration at the hearing stage. So hearing or receiving is the first component of listening.

[00:16:53]That is the way they ask that question about the first component of listening is that receiving that the only option they put there is receiving hearing is not there. So receiving is you should remember that hearing or receiving will be the first thing that will happen before we say listening activity is ongoing. So comprehending or understanding that is the second one.

[00:17:16]What you hear and you've received you will need to understand it. The main purpose of listening is for understanding of what you are listening to. So at this point you are able to truly understand the speaker's verbal message and other sub mannerisms and or spoken cues.

[00:17:36]Comprehension is usually influenced by differences in our background, previous knowledge, perception and experience.

[00:17:49]This is true. The way we are in class now, there are some of you that you are grabbing this thing because you already know the concept. All these things we are saying that not string to you, that not new to you, you know them. So it's easy for you to understand. But there will be some people here too that they are not relating to what we are saying.

[00:18:04]They're just trying their best. Okay, let me grab it for exam for exam. So please okay somebody said for all the barriers we should use abbreviation that is learning to neon I think okay the barriers are not much I think there just four of them starting with the physical we have so many pp physical barrier is the first one you understand the first P the second P physiological the third P psychological then L which is linguistic barrier and then another P which is perceptual barriers. Wow. It's just like saying 3 P L P. It's very short. Oh, sorry. Very simple. When you say P raised to power of 3, that is PP P LP.

[00:18:58]So you you you learn that the first one is the first P will be what? P number one will be physical barrier. Let's list them. Yes. Let's do a short class for physical barrier.

[00:19:10]The second P is what?

[00:19:13]Uh I think that is physiological barrier. If I if I still get it, physiological barrier.

[00:19:23]Then we have another one which is psychological barrier which is the third one. You should learn the spelling of psychological barrier.

[00:19:33]Don't go don't go and write it in your mother's tongue. Then after that P we have L. The L stands for what?

[00:19:43]Linguistic barrier. linguistic barrier and the last P will stand for I'm also typing you so you should type your own perception which is perceptual barriers okay fine I think we've done justice to that thank you for mentioning that so we can go back to essential component of listening first component of listening is receiving I have mentioned this statement like three times Now that is because it's a question but it may not come out tomorrow I don't know but it's in the question bank. The first component of listening is receiving.

[00:20:23]Receiving.

[00:20:24]So comprehending or understanding which is is either comprehension or understanding. See the same thing that is the second thing. The next component of listening is that you must remember what you listen to.

[00:20:35]Remembering is the third one. The process comes to bear after the listener has received messages through hearing.

[00:20:44]interpreted the uh message and understood the message and then store it in his or her memory to enable future recall. So that is remembering. Then evaluating is the last another one.

[00:20:57]Evaluating consists of judging or deciding the value of information received.

[00:21:05]Basically the questions will be funny tomorrow. I know most of you will pass if you are if you know you have general knowledge you will pass. So evaluating is another one judging or deciding the value of the information received. Then we have responding or feedback. The feedback which happens at the end of the communication helps the speaker to determine if his message has been received. So there is this uh question too if I can recall it exactly. That one is verbatim.

[00:21:38]They just cut out this whole thing like this and they ask you to fill in the blank space.

[00:21:46]I hope you guys are responding to the questions. I'm not seeing your chat. So only a few people are chatting.

[00:21:53]So this is the only way to determine the degree of success. Feedback is basically for the help of uh sorry for the consumption of uh the speaker. It help the speaker to check if what he has done is really uh successful. Okay, let's check the components of listening that we have done. component of listening, hearing or receiving which is HR, comprehending or understanding which is CU.

[00:22:30]So I think we can be writing the component now. Component of effect of listening effective listening component of effective listening we have uh can talk about the the HAB which is hearing or receiving.

[00:22:49]You can talk about the CU comprehending or understanding. Can talk about remembering and of course evaluating and uh feedback. We have uh R which is remembering.

[00:23:07]We have uh E which is evaluating.

[00:23:11]We have RF which is responding or feedback. So you guys should note that you should note that it's very important. Okay. So what do we have now?

[00:23:24]Steps to becoming an effective listener.

[00:23:27]The act of or skill of effective listening requires practice as well as developing an awareness of what is happening in and around you when you are listening to others. You must understand what is involved in the listening process and develop the necessary techniques required for effective listening. There are a good number of ways you can listen or you can become an effective listener.

[00:23:53]First of all, be prepared to listen. If you are not prepared for listening, if you are not prepared to come here tonight and listen to what we are doing, you will not be able to get the details.

[00:24:04]So, first of all, be prepared to listen.

[00:24:06]Concentrate on the speaker's content and context. What does this mean? While listening, you should keep in mind the background and theme of speech. This strategy will trigger residual knowledge and enable you to absorb the content quickly and effectively. That way, you will be more in tune with the speaker picking out keywords, phrases, and emotions. Well, if you are in this class tonight now and you thought you are doing uh just 103, you don't know that what we are doing is N 107. then you will not be able to get the best out of the class because you need to know the speaker content like what I'm showing on my screen and then the context even just knowing the topic we are treating alo can help you check what do I know about listening already then what are the new things I'm learning now you now be judging you'll be you know measuring the two together evaluating the two together to know what new thing you need to learn from listening or add to your knowledge on listening. Ask questions when the time is right. This means it's not any time you can ask question. You should ask the right questions at the right time. This is quite different from interruption.

[00:25:22]When you are following the progress of a speech or lecture, you should be able to determine the appropriate time to interject with your questions.

[00:25:30]Questioning enables you to have clarification of what has been said so far. This is necessary so that you can find more find out more as well as test your understanding. So the next thing is also take note is still the same we talk about under uh the essential component.

[00:25:47]This is now also talking about take notes steps in becoming an effective listener. Take notes. Note takingaking is a study activity that involves writing down information given by another through speech. Even if you do not read this material tonight, if this question come out tomorrow, I don't think you should fail it. There are some things that are just general knowledge that even if you don't read material, you should be able to answer them. So, in fact, so many people have not given my video a thumbs up. That is bad. So many people are online and they have not even liked the video yet. That's bad.

[00:26:24]So, now note takingaking method. Note taking method. This corner method, they like asking question on it. But all you need to know about corn method that is a double column a two column method of note takingaking. So note taking method we are now leaving listening a bit we want to move into what we call note taking. You'll be wondering that what is note takingaking doing in no 107 since we've done it in J 101. But what is done on note takingaking in in J 101 is slightly different from what NO 107 is going to do on note taking. But let's quickly take a short recap on how to be an effective listener. Take notes.

[00:27:07]Ask questions when the time is right.

[00:27:09]Concentrate on the speaker's content and context. Be prepared to listen. There is just as simple as that. I think four of them. Prepare to listen, concentrate, ask questions, and take notes. But we want to look at taking notes as a topic on its own. How do we take note? Note taking can be done in various ways. You can take linear notes where your key point and ideas are written in simple and short sentences or in form of a list or you can take notes in form of diagrams where you like sorry you link the different ideas as concept maps or spider diagrams. The first method of note takingaking we'll be looking at is the cornell method. The cornell method is a special form of note takingaking drawn up based on two unequal columns. Two unequal columns. Just know that when it comes to double column or two unequal column, we are talking about the corner method because we don't know how they will ration the questions tomorrow. So the narrow left side is used to enter the queue or the the keyword or concept while the wider right side is meant for short description or notes and recording of ideas land. It's just like when you are using table you understand then the table that you want to use for is I think we have those kind of tables in our materials that they they will say wet definition I think we've seen one even uh in GST 103 when we're doing that so that is con method just remember is a method of taking notes that is drawn on draw drawn up based on two on equal That two unequal columns is what you should not forget. Under cornel method, we have the outline method. This method involves the use of dash or idented outline. Here you write and identify your topics and subtopics by identing the next sorry the text and numbering the lines or using bullet point. This is the the the common one most of us use when you are jotting when you are taking notes. This is a general most people use. Then we have the mapping method. The mapping method is done as a diagram that gives a graphical representation of the ideas and concept from a lecture. Graphical representation mapping method. I I I know that there is one question like that that is mapping. If you don't know it now that is mapping is likely you failing to. So you better grab it.

[00:29:58]I have a question for us there. Let's try to attempt it. We have the charting method. As the name implies, the charting method is actually a table or rows uh and columns. So, a table of rows and columns. It gives room for chronological comparisons or contrast of ideas and topics. The top row is used to classify the concept while descriptions are written in the rows below. The chatting method, we have the sentence method. The sentence method requires that you write every topic or new thoughts and concept on separate lines that are often numbered.

[00:30:41]What other method do we have? That is the end. Let's take a short recap of note takingaking methods. We have we have the corner method, the outline method, the mapping method, the chatting method and then the sentence method. So I think we can we can use this to hold them. Uh if we we started with uh the corner method which is C.

[00:31:07]After the corner method we talk about the outline method then we talk about the chatting method and then the sentence method. So if you can use that uh C O CS to hold it, you should be able to recall them tomorrow.

[00:31:25]So it's very simple. Corner method, uh outline method. Okay. Yeah. Yes. Outline method, charting method and sentence method of note takingaking. Four methods of note taking discussed in your material. So okay this is discussion from one finally we are done with listening wonderful we've done one thing tonight which is very important the next thing we are going into is speaking another uh important thing in this material which you will need as an ODL student don't forget everything we've done under listening especially the barriers to listening the the the way to listen effective, how to become an effective listener and then the method of note taking that we've done there.

[00:32:22]Speaking is a fundamental part of human communication. It is an activity we engage in daily. Often times we speak much more than we read, write or listen. As a student, you are at an advantage if you have effectively developed your speaking skills. Okay.

[00:32:49]All right. Let's test oursel on that short question. You can describe speaking as a means of conveying information or expressing one's thought and feelings in spoken or verbal language. I don't think even if you not read if we did not read this uh material tonight if you see this kind of statement tomorrow you should know that they actually talking about speaking I have a simple classwork there okay let's go straight to what we have under speaking speaking as an essential study skill in ODL speaking is one of the key study skills that support effective listening. Uh let me now expose the reason why we started from listening from uh uh listening, reading all those skills like that. The reason was that last semester I I focused their attention on mod one where we talk about history of NOU. We talked a lot about that history. we completed mode one then I said they should go and read the rest themselves in preparing for exam so when when they got to exam almost 50% of the questions were under listening speaking and all these skills that were written tonight only few questions came out from all those sweet they just focus everything on listening speaking and the rest of them so it was not like I was so pain that last semester although they did not fail but IB started with the middle then we can go to the front or or sorry or start from the beginning but let's make sure we we deal with this I noticed that over the semester they like touching this part of the material so let's not joke with it that is the main reason why I said we will start from this place tonight so speaking is one of the key study skills that support effective learning having a good speaking skill is not about showing off your sophisticated diction or the badazzing fox with your presence.

[00:35:05]Okay, rather it is your ability to effectively convey to your listeners your thoughts and ideas effectively.

[00:35:13]There's a question they used to ask here that if uh so so and so is speaking so high that ah I don't know like when somebody is using exaggerative word like very big grammar to speak is the person communicating that there is a way they ask that question but the answer is no the person is not communicating because when you are speaking above your listener everything you are saying is far above your listener because you are using too much grammar and they can't understand you then you are just speaking in jaggon because your audience can't understand what you are saying. So that is not communication. So that kind of speaking is actually not a good one. So when you are able to convey your message fine then you are you are a speaker. Why then does the term speaking often cause anxiety and panic attacks in a lot of you? They're asking you a question that why is it that when they say you should come and speak in public you feel somehow how to be an effective speaker?

[00:36:10]That is what we are going to talk about now. Maybe after now you'll be able to face your fears of not wanting to speak in the public. To be an effective speaker, it is expected that you should know the basics of the language of communication. Your grammar and linguistic competence should be acceptable to your audience. Which means let's assume that I'm unable to communicate well in English and tonight I need to take this class. I'm going to feel somehow in fact I would have judged myself in my in my heart I will be like in the way I will feel I won't be able to express myself well I just you know know that kind of feelings that when they call you to come out especially probably you have an audience that are far eloquent than you are and you have to face them in that same language that is a big case now how to be an effective speaker. We have done how to be an effective listener. Now, how to be an effective speaker. You should know, anticipate and engage your audience.

[00:37:16]That is the first thing. You notice that time to time I keep dropping uh questions there in the chat box. It's not like I cannot continue reading and just teaching and go online. But you need to engage your audience when you are speaking. That is to show that your audience are following because you're not speaking to to yourself. You are speaking to some people. You should have a purpose or reason for speaking at tonight we don't have no to deal with I just gather you guys let's be gisting you understand then the will not go smoothly because why are we here most of you ask the question you want to ask a question why are we here what is the purpose of staying here so you must have a purpose for speaking before you speak the first one is you must know and engage your audience you must have a purpose for listening or sorry for speaking then you must be prepared for the speech. This could be by acquiring items or devices that will aid your speaking a situation where note and visual aid like projectors are needed. Such should be provided etc. So that is part of preparation for the speech. As an effective speaker you should use good and acceptable language that is your choice of words should be appropriate to the to your audience. For example, you should not use verbose words or language when addressing high school students. Don't speak above your audience heads. You should endeavor to repeat key ideas or concepts discussed to enable better understanding and assimilation. Then you should make your speech more conversational and less complex. The people you are talking to should feel like you guys are discussing.

[00:39:00]Now let's go over them again. What is the first one? Know your audience. The second one have a purpose for speaking.

[00:39:07]The third one preparation. The fourth one is that you must speak within the comprehension uh is it co or level of your audience.

[00:39:22]Speak within the assimilation rate of your audience. Then you must repeat key ideas. That is the next one. And finally, you must make your speech conversational. Those are the ways to speak effectively.

[00:39:39]So, types and purposes of speaking and its related situation, we have informative speaking. Informative speaking like the name implies is meant to inform the listener.

[00:39:56]That is this question like this. Exactly in the question whe I think that question bank or so I don't know the yeah I saw that question but dash like the name implies is meant to inform the listener that is what we are doing now it describes a situation where the sole purpose of the speech is to share fact-based knowledge by describing demonstrating and explaining issues and in so doing educate you on a particular topic without any personal bias attached.

[00:40:28]For instance, a chemistry lecture delivered via the non FM certainly how people know that we have non FM. Those of you must come, I hope you know that we have non FM.

[00:40:43]Okay, we certainly have the attribute of informative speaking or when you are narrating an event that just happened to your friend who just walked in. Oh, this just hinted me. I forgotten. I asked you guys to do something today after your exam and you should submit in the group.

[00:41:05]Nobody has submitted.

[00:41:08]I'm going to come up with a fine for that. You are meant to record or cover a story in your center today after the exam. But none of you has done that assignment yet. So let's see what will happen. It is important for you to note that and in informative speaking you do not take sides or sway your listeners to accept your point of view. Instead you should provide enough details on the topic so that your listener will be adequately educated.

[00:41:49]So in informative speaking you are giving them ideas.

[00:41:55]It's not like you are saying oh am I correct or am I not correct. You understand? You are being firm. You are giving them you are kind of passing valid facts and information to them. So persuasive speaking is another one.

[00:42:12]informative, direct is teaching you, is giving ideas about something while Okay, come again on what? Why persuasive speaking? Okay, what we've just done is what we just finished speaking. Oh, sorry, talking about rather is informative speaking. The type of speaking where you pass knowledge to your listener.

[00:42:40]You pass knowledge to your listener and you'll be firm. You understand? They are all the informative speaking is all about giving facts to your listener. Now persuasive speaking from the word persuasion, you should already know what you are expecting in persuasive speaking. In persuasive speaking, it is basically meant to persuade.

[00:43:03]It is meant to you don't need to cram much on it. Persuasive speaking is meant to persuade. Persuasive speaking is meant to persuade. It's as simple as that. In persuasive speaking, the onus is one of you as a speaker to sorry, the onus is on you as a speaker to influence your listener. I I I think I have seen this in even in TMA this semester, but not in your own TMA. In masters in TMA for masters they ask this question that in that speaking the onus is on you as a speaker to influence your listener.

[00:43:45]So you should prepare that the answer is persuasive speaking.

[00:43:52]Now the basic ideology used here is to influence people enough to change characteristics that initially would seem naturally ingrained and unchangeable. You are trying to persuade someone you know to accept your own uh critics or so. Now entertainment speaking when you your primary purpose of speaking is to get your listener to relax and enjoy the occasion. You are actually in an entertainment or so just and you are giving an entertaining speech like the one that MC and the rest of them do in occasions. The one that MC and rest of them do in occasion. Now learning through speaking.

[00:44:40]Learning through speaking. Okay, let's go back to the types of speaking again.

[00:44:45]Entertainment speaking, persuasive, and uh informative. Just three of them. I can just say IP E. And IP means informative, persuasive and entertainment speaking.

[00:45:03]IP informative enter uh persuasive and entertainment speaking. Then how do you learn? Through speaking. Speaking is one of the essential skills you require to become successful in your academic pursuit and learning environment. There is an urgent need for you to develop this skill because you will need it in most sorry in almost every area of your study. The importance of a well-developed speaking skill cannot be over emphasized when you are living and studying in a culturally and linguistically diverse nation like Nigeria.

[00:45:41]Well, all those ones are just blah blah blah. Now, a continuing practice of your speaking speaking skill will equally improve your communication, enhance your confidence and your ability to understand other people.

[00:45:56]So that is that is very good that is learning through speaking. You you need to learn through speaking because it's actually an important part of your learning.

[00:46:11]Okay, I have a very short test here for you guys uh to see if you guys are actually following.

[00:46:19]Oh, that is not what I want to type.

[00:46:26]Sorry, I need to remove that.

[00:46:31]Yes, something a continue practice of your Okay.

[00:46:42]Okay. So, you have it there. Challenges you may encounter while speaking. What are the things that are likely to come as a challenge when you are speaking?

[00:46:51]Inhibition or anxiety. What does this mean? This is the most common problem associated with speaking in the classroom environment. Perhaps because speaking will require some degree of physical exposure to an audience. So you are anxious.

[00:47:09]Hey, what if I say one thing that is incorrect and they start laughing at me? How will I cope? You know all those stuff. Now that is anxiety. You are worrying for nothing.

[00:47:22]So some of you shy away from it. You worry about making mistakes, facing criticisms or the attention that will be drawn to you. So that is number one anxiety or inhibition.

[00:47:38]We have lack of knowledge of the subject matter. Imagine you as a as a mathcom student being called to a meeting of science student and you are talk to you asked to talk on robotic engineering you asked to talk on robotic engineering you are already in fact even before they invite you you're already dead in yourself because you don't know anything about robotic engineering about robotic engineering so something will something will do something that day thank Thank you. Thank you.

[00:48:14]Thank you for that, sir. Now, lack of knowledge of subject matter.

[00:48:20]Lack of knowledge of subject matter, which means you don't have an idea of what you want to teach or speak about accent or mother tongue interference.

[00:48:30]Like the Euroba people that don't know how to pronounce H very well. like my house people that don't know how to pronounce uh P and uh I think that will say FIFU and the rest of them uh my EO people too. So all of us in Nigeria we have mother's tongue. So when you you you dwell much on that that ah my accent is not good you English is not is not our mother's tongue. So we're all trying. So if you are trying dwelling on ah my mother's tongle or whatever you don't want to speak in public. So the first barrier you have or the first thing that usually what are we actually dealing with now uh barriers I think challenges not barriers but challenges to effective uh speaking anxiety is one of them worrying and what are things that cause or causes worrying you are worried about making mistakes about facing a large audience or whatever about people criticizing you the other hand is when you don't have knowledge of the subject matter you want to treat and then your accent or your mother's tongue interference.

[00:49:41]The performance of most student speaker is affected by the mother's tongue interference on the target language. It is prominent in Nigeria as our cultural diversity makes for a multitude of variations on our speaking styles, inonations and inflections. We tend to unconsciously think first in our local dialect before translating to English.

[00:50:05]That is absolutely correct. Now, essential component of speaking. Why?

[00:50:10]Before we go to essential component of speaking, let's go back to those things that can pose a challenge to you. We have just three of them. Inhibition or anxiety, lack of knowledge of the subject matter and your mother's tongue or ascent. Now essential component of speaking there are essential components that you have to put in place for effective speaking.

[00:50:41]Oh sorry Ruth of course everything we do on YouTube every live program we have on YouTube is automatically recorded after the class just click on the same link you'll be able to watch it. So what are the components? We have grammar. Grammar is an essential part of language study.

[00:51:00]Grammar is an essential part of language study. It comprises of the way the sentences of a language are constructed.

[00:51:11]The way the sentences of a language are constructed. So that is grammar for you.

[00:51:18]The proper use of grammar is essential in speaking. Grammar is an important part of speaking and writing. You are advised as a student to keep it simple.

[00:51:27]Keep it simple. Your grammatical errors and imperfections stand out especially when you try to over impress people.

[00:51:37]Yes. When you want to do over sabi, that is when Yes. Laugh at my people. We don't have to call the letter H. We used to call it age like the the age in terms of your your your age your whether you are 10 years or whatever terms of how old you are. So we have quite a lot of everybody in Nigeria you have your own even even you people your own is there I beg don't come and laugh at anybody here.

[00:52:10]So vocabulary is another thing we have grammar. We are talking about component of speaking. Now we have grammar. Then we have vocabulary.

[00:52:23]My people don't know how to pronounce letter v2. We usually call it f.

[00:52:29]So we interchange it. So we can describe vocabulary as an individual stock of words. You can describe vocabulary as an individual stock of words.

[00:52:46]Okay, I have two questions for us.

[00:52:51]Let's see if we can try them. Okay, so first one grammar, second one vocabulary, then pronunciation. Pronunciation is basically the way a word is pronounced or articulated. It's basically the way a word is pronounced or articulated. You are encouraged to be mindful of your pronunciation because wrong pronunciation will definitely lead to misunderstanding.

[00:53:20]Somebody will be getting different thing from what you are saying. When you pay attention to your pronunciations, you are able to produce distinctively or distinctly clear words. Right.

[00:53:34]We have the next one. Fluency. Your ability to easily speak a language while maintaining a reasonable speed and accuracy is what we describe as fluency.

[00:53:46]A speaker fluent in a particular language has a good reporter of diction.

[00:53:54]So a diction such is great and pes while speaking is greatly minimized. So fluency is your ability to easily speak a language while maintaining reasonable speed and accuracy.

[00:54:12]Becoming a confident speaker. Okay, we are done with that. Under that part, let's take a short recap of what we've done under that uh part. The part that started with grammar is actually component of speaking. What are the component of speaking? Your grammar is one. your vocabulary that is GV vocabulary, P pronunciation and F fluency. So we have G grammar.

[00:54:41]We have G grammar pronunciation uh vocabulary and uh I think fluency. So you should use that to grab it. It's very important. Now how do you become a confident speaker? One, integrity. A good speaker tells the truth. It's as simple as that. A good speaker tells the truth. He believes in himself and his and in what he has to say. A good speaker will share his idea or pass information in a truthful and supportive manner. In a truthful and supportive manner. That is a very important point to note in a in a truthful and supportive manner. So I want you guys to answer this short question.

[00:55:25]Be yourself. That is the next thing.

[00:55:26]What are we treating now? To remind you, we are currently treating how to become a confident speaker. Becoming a confident speaker. One, integrity.

[00:55:37]Always say the truth. Number two, be yourself. Don't go and learn how uh one American actor used to speak in in movie. Then when you want to speak in public, you start using that. You just go and fumble and people will laugh at you. So be yourself. A confident speaker is relaxed. and at home with his personality. He thinks about how best to share his ideas and experiences, carrying everyone along on the process.

[00:56:03]Be yourself. Focus more on contributing rather than seeking approval. When you are speaking, you should be let your mind dwell on how you can put in your best effort and not seek for unnecessary attention. Work on letting your audience or listener feel your impact and marvel at your intelligence. That is you see these things are very important. It's not only because you want to pass exam.

[00:56:29]These are things you should know as a learned person as somebody that they will say person has gone to school. So beyond examination make sure you use like I mentioned at the beginning of this class this is a course you should read again after you are done with exam one. It helps you to understand N very well and two helps you to succeed as a student in N.

[00:56:52]Now practice often.

[00:56:55]It's it's very simple. Practice makes perfect. Know your content. Study well and go through your key point. Imagine uh we telling you that you be the one to take us on the the course we having tomorrow as in the tutorial and you not read anything and you don't know anything about the course. So you come to to to the stage and start bloating now that kind of thing causes embarrassment and your fears will catch up with you. So know your content know what you want to really talk about and I think after that we are done with speaking but let's take that part again.

[00:57:26]What are the things we've talked about under being a confident speaker to be a confident speaker you must have integrity. You must be yourself. You must focus more on contributing rather than seeking approval. You must practice often and know your content.

[00:57:41]Having done that, we are done with speaking. In conclusion, speaking is one of the key study skills that support effective learning. It is the second of the four basic learning, sorry, language skills. Let's refresh our brains. What are the four basic language skills we talked about at the beginning of this class? Yes, I will be expecting your answers while I move on to listening. Now I want to talk about reading. These are things you will need as a student in know. So reading is the next thing. But what are the four language skills? There are the things we have been talking about actually. We've talked about listening which is the first one. Then speaking.

[00:58:22]Now we are going to reading and writing.

[00:58:24]The last one. Thank you. So reading.

[00:58:28]What are we going to do under reading?

[00:58:29]What are we going to do under reading?

[00:58:31]How can I read? What is reading? Reading as an essential study skill. The word reading has been a part of our vocabulary as long as we can remember but we never really look into it techn sorry into the technicality of the word and it action. So what exactly is reading? Some will say reading is when you read text but this explains nothing actually. A better explanation can be put this way. reading his ability to understand words contained in a document and make use of the knowledge for personal growth and development according to daddies sorry dad in 2008 I have a very short classwork for us let's test ourselves very short one okay so that is reading reading is an extens skill that involves one's perception and thought. In fact, this is the one they normally ask in the exam. Dash is an essential skill that involves one's perception and thought. So, what is the answer? What is the answer to that?

[00:59:41]Okay. So, let's see. For your reading to be effective, you must comprehend what you have read. You've done this in just one. The main purpose of reading is for is comprehension. So two of them go hand in hand. In reading you use your eyes but the blind or visually impaired we use the hands on the brail.

[01:00:08]So the bre is a system of printing in which the letters of the alphabet and numbers are printed as raised dots that can be read with the fingers by people who are blind or partially cighted. So when you see the system of bra tomorrow they're talking about people with eye defect.

[01:00:36]I defect blind or partially blind or whatever.

[01:00:41]Now as a student you must read both recommended and additional text. The aim is to improve your academics and also to broaden your vocabulary. When you do this your speaking, listening and writing skills will equally improve.

[01:00:57]Reading therefore is a highly valuable skill, an activity you must undertake for your success.

[01:01:07]Imagine you not reading and you are you are writing exams. I don't know how you will be.

[01:01:15]So I have another question there. Why do we read? That is the next question. Why do we read? We read for different reasons and purposes. It could be for pleasure, information or general understanding. So we read for pleasure, we read for information, we read for general understanding. Note that pleasure, information, general understanding. Now reading for pleasure, what does that mean? It's also it also referred to as independent leisure or recreational reading. So if you are at tomorrow, dash is also known as independent leisure or recreational reading. That is reading for pleasure.

[01:01:53]The one you do at your own time, at your own free will. Like your friend just told you that there's one romantic novel that just came out. You you get the novel and you start reading it for pleasure. That is reading for pleasure.

[01:02:06]A leisure a leisure readers purpose is so a leisure reader's purpose is simply towards entertainment. You read to serve all the language, ideas, images, conflict and its resolutions.

[01:02:21]Well, reading for information, this one means that you want to get something from what you are reading. So, reading for information will involve a more articulated and attentive reading. Reading for information will involve a more articulated and attentive reading. You are expected to be attentive enough to understand the information. Now reading for information will help you to do the following. Identify features of the text like the topic, title, subheadings and the graphics. Recognize the structure of the text like where we have definition whether it is cause and effect, comparison, contrast or chronology that is in order of occurrence. Now summarize sorry summarize and pre okay sorry summarize and paraphrase the text identify and organize important point and then understand the author's purpose. This is what reading for information will help you to do so in case they ask in fill in the blanks tomorrow and say which of them which of the following is not a purpose of reading for information. You should know that reading for information requires you to identify features of the text. Recognize the structure. Summarize and paraphrase the text. Identify and organize important points. Understand the author's purpose. Study reading.

[01:03:52]This is one we use in school. Study reading is a form of reading for information. It entails a more serious and intense reading. The purpose of study reading is for you to gather more detailed information from text and to be able to remember the main ideas, facts and opinion expressed as well as being able to make meaningful connections or associations among them. Now reading for general understanding which is the third one. Don't forget we said you can read for pleasure, you can read for information and you can read for general understanding. Now this will involve reading to get general overview of the text. You can apply it to any text as it is not limited to any particular form.

[01:04:35]Well, below are different types of reading or different approaches to reading that you may adopt based on your purpose of reading. The type of reading uh style you will use is totally dependent on your purpose of reading. Why you want to read will determine the style of reading you will adopt in the reading. So we have previewing, scheming, scanning, detail reading. In your GS 101, you've talked about scheming and scanning. But here we have previewing, scheming, scanning, detail reading. Oh, what is previewing? In previewing a text, you get a general information of what the text is about without reading the whole text.

[01:05:24]In the idea of skimming and scanning, which one of them is this one close to?

[01:05:30]Yes, I have a question there.

[01:05:33]If you should take it from the perspective of skimming and scanning, previewing is close to which of them.

[01:05:41]And I have a question also there in the chat box. Let's engage.

[01:05:46]Previewing is close to is it skimming or scan?

[01:05:51]Okay, somebody says scheming. You skim to get general over overview. Well, but it's just close to it. But I think skimming is even more uh more serious than previewing.

[01:06:06]Like when you want to preview, you can just check only the the table of content and you already know what the whole thing is all about, what they want to talk about. Now skimming. Schming is a selective reading method where you read only the main ideas within a passage to get an overall impression of the content of a reading selection.

[01:06:30]The purpose of skimming is to extract only the essence or the final point of the text that is skimming. While scanning is the one that involves quick reading with quick eye movement focusing only on locating specific information.

[01:06:45]The meaning of scanning has not changed in any of the two courses we have heard of it in 1012. This is the meaning. Your eye is moving fast. You are looking for a specific information. Note skimming is reading a text quickly to get a general idea of meaning.

[01:07:06]Scheming involves a thorough overview of a text and implies a reading competence.

[01:07:11]Scheming is quite a fast process. It can only take a few minutes to complete a chapter of a book when you are skimming.

[01:07:19]The last one is detail reading. In detail reading, this is a more focused and concentrated reading. You read a text slowly and carefully in detail reading because you want to get the details. Now, detail reading will allow you understand what you are reading thoroughly and also monitor your comprehension. Now, reading strategies.

[01:07:39]Reading strategies.

[01:07:43]So for your reading to be efficient and effective, you must apply certain strategies. These strategies will help you understand what you read before, during and after reading.

[01:07:59]So you should employ prior knowledge in assessing the topic you are about to read.

[01:08:07]You then make predictions about its probable meaning. Next, you preview, scheme, and scan. And oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh oh no no no no no please please please we need to read this place very carefully they ask questions a lot a lot yes about what do you do I think those of you that did TM yourself you'll see that they ask questions from this place in TMA even this semester questions came on this part in the TMA ah I think I'll need some time to rest I'm somehow exhausted what are we going to do Are you sure we not take a break like this? I will still have writing to deal with. After writing, we will go to assessment. It's very important.

[01:08:58]Let me just tell you the part you must not do without reading. Make sure you you you do not fail to read assessment.

[01:09:05]Very important.

[01:09:07]Learner support service. That one is by the way you can add it to it. But make sure you after this place we are reading make sure you read assessment assessment method in ODL where they are talking about the formative assessment the summative assessment and so on and so forth.

[01:09:26]So you need to read that place too in addition to this place we've read. Then you can scream or scan moduan history of ODL. Well they ask question on correspondent the stages of ODL the way ODL has involved.

[01:09:49]They have questions on that part too where we talk about the correspondent stage, the radio stage, the television stage and the CBT which is a computer stage. You have stages like that in ODL.

[01:10:03]That one is in mode one. You may just brush that place too so that you know the stages of the involvement of ODL.

[01:10:11]how it all involved starting from the first stage going to the which is corres I think the correspond correspondent stage should be I don't know is the first stage stage rather but I know we have correspondent stage the radio and television stage the computer stage and so on so uh uh I think we will likely take a break I'm seriously exhausted but I want us to finish reading so let's finish reading So we know we have writing left. Even if I not take you editing the game, go and read writing on your own. Go and read. I will not advise you guys to focus on on summary yet before you go to summary.

[01:10:53]Make sure you the material is not that long. It's just 130 pages. If you remove all those relevances there just 100 pages. So I would not advise you to go and start reading summary. Now make sure you read writing too first. read assessment then you can use summary to read about the mode one under those correspondent stage and the rest of them you can read those ones from summary but you see the ones you must read from the material make sure you read assessment from material too and writing but we'll finish reading now okay let's continue what do I do before reading now you carry a book you want to learn strategies of reading now and this will help you If you apply these things to your reading habit, it will help you improve greatly especially your level of comprehension.

[01:11:46]Okay, before I read, when I carry a book now that I want to read, what are the things I should do before reading? You should employ your prior knowledge.

[01:11:54]Employ prior knowledge. What you already know about the topic that the book want to talk about, that is the first thing you have to employ. You you book now the book is talking about discipline. What do you know about discipline already?

[01:12:12]That is the first thing.

[01:12:15]What do you know about discipline? That is the first thing. So you should employ prior knowledge in assessing the topic that is before reading. You should make predictions about its probable meaning.

[01:12:28]So after you've employed your prior knowledge of discipline then you should predict what is this book likely going to tell me about discipline. Okay. Is he going to tell me about this aspect of this life? Maybe how to keep money. If it's a book about money or how to So you start predicting what the book is likely going. When you start reading a book, you doing all this, your reading will be smooth. You will enjoy the book. No matter how complex the book is, you will enjoy it because your mind is already employed from the beginning into the book. So make uh sorry, employ your prior knowledge.

[01:13:00]Bring in your p what you know already about the subject matter. Then make predictions about the subject matter and then preview which is what we have learned already under reading that there are stages of reading. You preview you skim you scan and then you can do detail reading. So you first preview the the book probably just checking the table of content and see what the book is all about generally. Then you can skim the book.

[01:13:28]You know what skimming is now. get the overview or even scan the book and probably do the detail reading. So all that is done before reading one employer knowledge make predictions and then preview scheme and scan. Now when you start reading during reading what should you do? You should evaluate your understanding and comprehension of the text. You can do this by questioning thinking and reflecting on the ideas and information found in the text. So during reading you question yourself.

[01:14:04]You think about the topic what okay what the topic has now given you in connection to your own prior knowledge and everything. You start questioning you start thinking about it then you reflect on the ideas. So that is during reading. During reading is when you question you think and reflect during reading. Before reading you employ your prior knowledge. You predict, you make predictions and then you preview, you scheme and scan. That is before during reading. That is the reason why I'm stressing this thing.

[01:14:37]During reading is the one you question, you think and you reflect. What happens after reading? You should reflect on the ideas and information you have gathered.

[01:14:50]You can relate what you have heard sorry what you have read rather to your own experiences and your prior knowledge. So after you've you've read the book now you kind of understand the concept the book is trying to explain about discipline you now go back to what you knew about discipline before and then create some relationship between them.

[01:15:14]So you clarify your understanding after reading and then you extend your understanding in a very creative and critical way after reading. Basically the way they ask this question is u relating uh when you reflect relate to your own experience clarify understanding and extend understanding that is the process under what after reading very important after reading.

[01:15:41]Then we have another important thing the SQ3R very important this place please let's take it slowly we won't rush it because some of you used to think when they say three R you just think it's three and then R no we have R R and it's important for us to know what they mean the SQ3R method of reading this is a method you have to adopt when you are reading too which will help you in your reading well a good driver will not drive the same way or maintain the same speed on every road. The same applies to reading. Depending on your purpose, you can choose a reading strategy that will comp that will be complimentary to your purpose of reading. For the purpose of this course, we will explain the SQ3R method of study reading.

[01:16:30]And this method is a method. The SQ3R is an acronym for the five stages of reading process that we have. the reading process. The first one is survey the book question then read recite some things and review what you learn. So the way they ask it is they say the second arrow in the SQ3 arrow means what? So which means you have to know it orderly. Survey question read and review. Let's say it sorry not in zoom. All right try to say it to yourself like three or four time.

[01:17:08]Survey, question, read, recite, review.

[01:17:11]The one you should try to understand very well is the arrangement of the arrows. The first arrow is read, then you recite, then you review. The last R is review. The first R is read. The R in between is recite. So survey, question, read, recite, and review. SQ 3 R.

[01:17:33]Survey, question, read, recite, and review. And each of them has its own meaning. Before you start reading, you survey the material. How do you survey the material? Look for the type. Look at the title, subtitles, introduction, blah blah blah. Go through the headings and subheadings. Read through the chapters outline. Check the reading it, the footnotes, the end of the chapters. And then read first paragraph and last and so on and so forth. Then do not forget to take a look at the pictures there.

[01:18:00]Then the question is when you start okay your reading will be more memorable if you question the materials like okay why did material say this?

[01:18:10]What is the meaning of this in the material? Why is this thing like this?

[01:18:13]Why is it not like this? When you question like that your reading is more you know memorable like you likely remember what you read more than the one that you did not question the book. Now think about specific questions that you would like to find answers to or for in the material. Read any focus questions at the end of the text. Turn headings and subheadings into questions. Create questions from learning objectives, chapter summary or key point. Create questions for each paragraph. Now these are things you need to know like you need to know like not just for exam you need to know them. So please the the first R which is read. You know what reading is now? You concentrate and read through the the the book. Everything that is there to read, you read then recall which is recite. Recite means to be able to recall. At the recall stage, you are expected to go through all that you have read so far and then try to answer the questions that you had written down earlier. When you are questioning, you can write down a summary. So at the stage of recalling is where you produce summary. Make notes of what you remember or a summary of the main ideas in your own words. At this stage, you should try to associate what you have read with life experiences. Try and answer the questions you had earlier developed yourself during the question uh sorry yes the question stage then tell someone about it. What you teach someone you are likely not going to forget. I used to tell you guys what you teach someone you are likely not going to forget. is very valid. Then the last one which is review. All you need to remember here under the SQ3 is that it stands for survey, question, read, recite, then review. Now review is the final step in the SQ3 process. You should review what you have read after your reading or after your study. Check the note you had made against the original text to confirm accuracy.

[01:20:17]So they gave us some stages there.

[01:20:20]Advantages of learning through reading.

[01:20:23]Vocabulary expansion. That is one of the things. When you read a lot, you have enough vocabulary. That is what that means. Improved language skill. Exposure to well-written works will have a noted effect on your language skills.

[01:20:37]Listening, speaking, reading, and writing. With the expansion of your vocabulary, you observe that you will gradually experience an improvement in your writing and speaking capabilities, your subconsciously, sorry, you you subconsciously absorb details on how to structure sentences when you read. And there's a question that used to say that they used to ask on extensive reading.

[01:21:01]There's one question, but I can't recall the question exactly, but there's a question that the answer is extensive reading.

[01:21:08]Extensive reading. I I can't really get the question now. So expansion of knowledge base books enable the rapid transfer of knowledge from one person to another. Books enable the rapid transfer of knowledge from one person to another.

[01:21:25]It belong I I tested you guys. So let's do some test now. So exploration of new ideas that another thing you get from reading. Reading encourages you to think. Through reading, you can get new ideas and inspiration about something you previously knew. Stimulation of imagination and creativity. Yes, that is correct.

[01:21:51]Okay. A diverse reading culture will expose you to new ideas and help you develop the creative side of the brain as it embibes innovation into your thinking. This is what I am been looking for.

[01:22:06]Yes, that is the question I'm trying to No, this is not the question but this one is one of the question the question but I remember this question vividly. So let's ask ourselves and test ourselves.

[01:22:17]A dash a dash will expose you to new ideas and help you develop the creative side of the brain as it invites innovation into your thinking process. a diverse reading culture like reading different types of books and works.

[01:22:37]Then when you read it improves your memory. Improved focus and concentration is also part of the things you get when you read extensively.

[01:22:45]Strong analytical and thinking skills is developed through reading. The essential component of reading phonics.

[01:22:55]Phonics is all about your understanding the relationship between letters and their sounds. Phonics is all about your understanding the relationship between letters and their sounds. So I think that is very important. So let's ask ourselves.

[01:23:14]It is your ability to make the connection between the sounds that each letter represent in written language and the sound in spoken language. We have the phonmics.

[01:23:27]Phmics refers to your ability to recognize and use individual sounds which are called phonms which are called phonms to create words and uh I think you've done this in English one to one this afternoon that phones are the smallest units that make up the spoken language we've done this in English one to for those of you that are doing math command you've written uh English one to one this uh today you you relate to this part of the material so phmic awareness and phonics could be seen as being related because both involve a connection between Sound and letter or wet.

[01:24:31]Sound and letter or wet. I have another question for us. Let's test ourselves now. That's another question. Okay. So, we have Oh goodness, this thing again.

[01:24:45]Oh, why? Why? Why?

[01:24:48]I don't need you. I don't need to get out.

[01:24:57]Oh no.

[01:25:00]Okay, I think I need to take it back a bit so we can get this thing cancelled.

[01:25:11]Why is it not leaving my screen? Is it by force to to ask something now?

[01:25:18]Hi Nico, we have a situation.

[01:25:27]Why did I even press and that was a was an error?

[01:25:34]I don't know why this guy this this thing is this complex like this. Is it by to now?

[01:25:42]Is it by force to do subscription like this?

[01:25:51]Okay, I may need to close this page entirely, please. Uh, I may need to close the page entirely and open it again.

[01:26:06]I believe it's going to take us to where we stopped.

[01:26:10]So let's see what are your answers to that uh question.

[01:26:17]What are your answers to that question?

[01:26:22]The last question your answer to is sounds and letters. Hey somebody wrote those sounds and letters. Well if they expect you to put slash words in exam put it.

[01:26:35]Don't go because of words fail that question.

[01:26:42]Okay. I don't know if uh it's like we jump something.

[01:26:50]We have jump something.

[01:26:55]Ah, how did we get to our assessment?

[01:26:57]Hey, from reading a lot. Ah, I will pass here too.

[01:27:04]Oh, that means we are almost at assessment after that reading and then you go to writing and we're very close to I'm not promising you guys to come back for any class but I will just give you hints on how to prepare for the rest.

[01:27:31]This one you have tonight is enough. The rest is for you to uh you know do your best on getting your personal knowledge bris up on as don't fail to read assessment. It's just like four or five pages. If you open your material everything on assessment is no more than four or five pages. You can read it. read assessment then go back to the one that is talking about correspondent stage or that is mode one under the history of ODL. Uh then under that mode one that is where you you talk about abbreviations a lot.

[01:28:13]You talk about abbreviations a lot.

[01:28:17]uh all these universities that were first uh established as ODL then you should let me explain a concept before we go we have mono mode and dual mode as of before we used to say that N which is National University of Nigeria is the only mono mode ODL that we have in Nigeria but we have this other one now what is the name of this open university now that uh they are only dealing with open learning. They are not doing conventional. I forgotten their names.

[01:28:55]Sorry, their name. So when they say mono mode, mono mode means it's only one.

[01:29:04]Yes, ma. Thank you. It's only one type of uh system they are running. So if it's only conventional that means you are the type that you go to school I call this uni lab and the rest of them those are conventional mono but when you come to ODL when we say university is operating mon mode that means they don't have students coming to live on campus the only one they do is open university like no is a mono mode type of school that is a question like that so no is a mono type of but when you say dual mode that is a university that has both convent conventional settings and also operate open university so they have the two we call them da mode from the knowledge of mono and da when generally when you hear mono it means one d two so please that is very important those ones are just general knowledge I just want to tip tip them in then in the early stage when uh Open learning was to start or distance learning rather. Now distance learning and open learning they are two different concept you understand but now we now call it open and distance learning. So it has combined both distance and open learning together. So the first attempt for distance uh learning was by a man called uh Isaac Petit for sorry Pete man. Those of you that did short hand in secondary school, you will know the man called Pitman because all of the textbooks you use for short hand, he was the one that wrote it. So Isaac Pitman was the man that started uh teaching people through a distance. He was using mail then to teach people short hand. So that was the first attempt. Then there are so many years in that material that you need to grab like the year that no started 2002 the first one that was uh initiated then that later crashed I think that was 1999 or whatever was then learn some of those years well the thing is you won't learn everything but make sure you grab enough to help you pass your exam that is the thing so we have other things like assessment the formative ative assessment, the summative assessment and then under learner support services, we have the academic support service and we have the nonacademic support service. For the academic support services, we have example like defining the course territory. The role of the university in academic support is to provide resources. Those are general knowledge you should know. So the role of the university is to provide uh materials acade material. Then under academic uh support defining the course territory and so on and so forth. Then under nonacademic support we have the advising like the counseling and the rest of them. They all fall under nonacademic.

[01:32:18]So because that is just to help your emotion emotional life or whatever your health and the rest of them. So we also have another thing under that we have the that under that uh learn support service we have the systemic the I'm trying to remember that so you guys should read the rest please. The material is not that long. I will covered a long part of it already. Try your best. A part you should not fail to read. Like I mentioned again, make sure you read assessment and you read a bit of the uh what is it called mod one under the stages of ODL we have and the rest. You see that learner support service you may not really do much on it. You don't really need to focus much on that. Well, I' not say you should leave any part. But if you know that there is no time don't bother yourself on that one. If you read that uh mod one very well plus this one that we study together plus learner support services. Ah even if you are a dollar you should be able to score 50 or 40 tomorrow. So help us God. Thank you guys. Thank you for being here tonight.

[01:33:39]I myself I'm even exhausted. So I won't tell you guys if please if you know that you're already exhausted go and sleep.

[01:33:45]Don't read again. You understand? If you know that you are tired like this, just go and read. There is one thing about general courses. Whether you read and read and stop yourself much and the person that not read anything that just want to go and use general knowledge. In fact, the person may likely score more than you that read and read and read and read and read. So, it's not really all about overreading and overreading. I think you guys should understand that by now. It's not all about reading and reading and overreading. Just make sure you gather enough knowledge that can help you to navigate the questions tomorrow. That is it. Have a wonderful night rest. I wish you guys luck. I want to see the A tomorrow. Let's make this course the first one. You will get your A in. So try your best. Try your best.

[01:34:32]And the thing is they will not go outside the material. I will not lie to you. N 107 is just all about no. So everything will be within the material.

[01:34:39]The only thing is that you not know the precise place yet. But don't expect anything outside the material and God will help us. So I think I can rest now.

[01:34:51]Thank you all. Thank you and thank you especially Mr. Case for your gift and that other person that used to drop gift. I thank you guys. You are the one giving me data like this.

[01:35:04]Bye-bye.