Summary
Gbogbo ọrọ náà
Welcome to the course material overview for the topic 'Summary' in English Language Paper. This section is designed to test your ability to identify and understand key information presented in a passage. The objectives of this topic include identifying and labeling basic grammatical structures, words, phrases, or clauses, as well as making inferences from the content of the passage.
As you engage with the summary section, it is crucial to grasp the factual content provided in the passage. This involves extracting relevant information that is essential for summarizing the points demanded in clear and concise English. Understanding the use of English expressions that reveal sentiments, emotions, and attitudes is also significant in effectively summarizing a passage.
One of the key skills to develop in this section is the ability to recast phrases or sentences into grammatical alternatives. This skill requires a solid comprehension of the passage's structure and meaning, enabling you to present a summary of specific aspects or portions of the passage without repetition or redundancy.
Moreover, candidates are expected to be proficient in finding appropriate equivalents for selected words or phrases within the passage. This skill contributes to a more nuanced and accurate summary of the content. Additionally, the section may require you to identify and explain basic literary terms and expressions used in the passage, enhancing your overall understanding and interpretation skills.
Understanding the structure and organization of a passage is crucial for effective summarization. Candidates should be able to identify and explain basic grammatical structures, words, phrases, or clauses in the context of the passage, elucidating their functions and roles in conveying the author's message.
Throughout this course material, you will have the opportunity to practice summarizing passages of various genres, including narratives, dialogues, expositions, and more. This diversity will hone your skills in extracting key information, making inferences, and presenting concise summaries that capture the essential points of the text.
Ebumnobi
- Understand The Use Of English Expressions That Reveal/Reflect Sentiments/Emotions/Attitudes
- Make Inferences From The Content Of The Passage
- Identify And Label Basic Grammatical Structures, Words, Phrases Or Clauses And Explain Their Functions As They Appear In The Context
- Understand The Factual Content
- Summarize The Points Demanded In Clear Concise English, Avoiding Repetition And Redundancy
- Extract Relevant Information
Akọmọ Ojú-ẹkọ
Yi rajista ka ci gaba
Kpọpụta akaụntụ n’efu ka ị nweta ohere na ihe ọmụmụ niile, ajụjụ omume, ma soro mmepe gị.
Ayẹwo Ẹkọ
Ekele diri gi maka imecha ihe karịrị na Summary. Ugbu a na ị na-enyochakwa isi echiche na echiche ndị dị mkpa, ọ bụ oge iji nwalee ihe ị ma. Ngwa a na-enye ụdị ajụjụ ọmụmụ dị iche iche emebere iji kwado nghọta gị wee nyere gị aka ịmata otú ị ghọtara ihe ndị a kụziri.
Ị ga-ahụ ngwakọta nke ụdị ajụjụ dị iche iche, gụnyere ajụjụ chọrọ ịhọrọ otu n’ime ọtụtụ azịza, ajụjụ chọrọ mkpirisi azịza, na ajụjụ ede ede. A na-arụpụta ajụjụ ọ bụla nke ọma iji nwalee akụkụ dị iche iche nke ihe ọmụma gị na nkà nke ịtụgharị uche.
Jiri akụkụ a nke nyocha ka ohere iji kụziere ihe ị matara banyere isiokwu ahụ ma chọpụta ebe ọ bụla ị nwere ike ịchọ ọmụmụ ihe ọzọ. Ekwela ka nsogbu ọ bụla ị na-eche ihu mee ka ị daa mba; kama, lee ha anya dị ka ohere maka ịzụlite onwe gị na imeziwanye.
- What should be included in a summary? A. Main ideas and most important details B. Personal opinions C. Additional examples and explanations D. Random facts Answer: A. Main ideas and most important details
- How can you ensure accuracy in your summary? A. Include all minor details B. Use direct quotations from the passage C. Paraphrase the information in your own words D. Omit the key points Answer: C. Paraphrase the information in your own words
- What is the purpose of a summary? A. To provide a critique of the passage B. To clarify confusing points in the passage C. To condense the main ideas of the passage D. To extend the length of the passage Answer: C. To condense the main ideas of the passage
- Which of the following is NOT a step in writing a summary? A. Include personal opinions B. Identify the main ideas C. Omit minor details D. Paraphrase the information Answer: A. Include personal opinions
- What should you do after writing a summary? A. Add fictional details B. Compare your summary with the original passage C. Include irrelevant information D. Change the main ideas Answer: B. Compare your summary with the original passage
Yi rajista ka ci gaba
Kpọpụta akaụntụ n’efu ka ị nweta ohere na ihe ọmụmụ niile, ajụjụ omume, ma soro mmepe gị.
Yi rajista ka ci gaba
Kpọpụta akaụntụ n’efu ka ị nweta ohere na ihe ọmụmụ niile, ajụjụ omume, ma soro mmepe gị.
Àwọn Ìwé Tó Dáa Láti Kà
Àwọn Ìbéèrè Tó Ti Kọjá
Nna, you dey wonder how past questions for this topic be? Here be some questions about Summary from previous years.
Ajụjụ 1 Ripọtì
Read each passage carefully and answer the questions that follow it
Olumba removed a small black amulet from his neck and substituted a bigger one. The former was for general protection at home, the latter for protection and luck whilst travelling. Ready at last he picked up his matchet and headed for the chief’s with Ikechi behind him.
Olumba worked ahead looking up as usual. Just what he was searching for in the sky Ikechi couldn’t tell. Perhaps his shortness accounted for his habit since, he often had to look up in the faces of his taller companions. What he lacked in height he made up in solid muscles and he looked strong. His wrestling pseudonym was Agadaga, a name which meant nothing but which somehow conveyed an impression of strength.
Eze Diali, the chief, sat at one end f his reception hall ringed by the village elders who he had called to a meeting. The rest of the hall was filled with much younger men.
‘People of Chiolu, the chief began’, I have learnt that poachers from Aliakoro will be at the Great Pond tonight. There is no doubt that they will try to steal from the Pond of Wagaba which as you know is rich in fish. Our plan tonight is to bring one or more of these thieves home alive and ask for very large ransoms. This line of action will have two effects. Firstly, it will prove our charges of poaching against the people of Aliakoro, and secondly, the payment of very large ransom will be a deterrent. We need seven men for this venture. I call for volunteers’
Who will head this party?’ the chief asked, looking round. Chituru, one of the elders, said’ ‘Eze Diali, let us not waste time. Olumba is the man for the job. We all know that he had led many exploits like this one’. We still need six men’, Eze Diali said. Eager youths came surging forward. Their well-formed muscle rippled as they elbowed one another. It was difficult to choose.
‘I suggest Olumba should choose his men He knows the boys very well and his judgment should be reliable’. It was Wezume, another village elder, who spoke.
The chief called meeting because
Yi rajista ka ci gaba
Kpọpụta akaụntụ n’efu ka ị nweta ohere na ihe ọmụmụ niile, ajụjụ omume, ma soro mmepe gị.
Ajụjụ 1 Ripọtì
You and a group of school mates were returning from an excursion when the bus in which you were travelling broke down in an isolated place. Write a report for the principal on the events that followed and how you got out of the situation.
Yi rajista ka ci gaba
Kpọpụta akaụntụ n’efu ka ị nweta ohere na ihe ọmụmụ niile, ajụjụ omume, ma soro mmepe gị.
Ajụjụ 1 Ripọtì
Choose from the options A to E the one that is NEAREST IN MEANING TO THE UNDERLINED WORD.
No sensible government will welcome subversive criticisms from the public.