00:02 Good day students, I'm Modupe.

00:15 I'm taking you in English,

00:17 and our topic is reading for critical evaluation.

00:21 What you must know in this lesson

00:26 is how to read critical.

00:29 How to identify facts and opinion,

00:32 and how to make deductions.

00:35 Let's do this cognitive drill.

00:40 What do you understand by?

00:42 If facts determine it.

00:43 What do you understand by opinion?

00:47 And what does another word for deductions?

00:50 Can you just give it a try?

00:52 Think for a while.

00:55 If I will start a class in Prosper, okay?

00:58 Something going on in your mind, okay?

01:00 Definitely you know at the end of this lesson.

01:03 So, what do we mean by critical reading?

01:08 You remember in our previous lesson,

01:11 reading for speed.

01:17 Requires that use game, use card.

01:28 But for critical reading,

01:30 for critical reading,

01:34 you need to do what I call intensive reading.

01:43 And that we require you to bring out the facts.

01:59 And that we require you to bring out the facts in a passage.

02:04 If there is an opinion in the passage,

02:08 then you make deductions.

02:11 The deductions are in another word, conclusion.

02:15 Critical reading requires you to think,

02:22 serious things.

02:23 So, what do you think about critical reading?

02:26 Think, serious thinking, you are putting your brain at work.

02:31 At that point, you are not reading for speeding.

02:33 You are reading because you want to analyze that passage.

02:38 And in the process of analyzing,

02:42 you bring out the facts.

02:44 You bring out the opinion.

02:45 If there is an opinion in the passage,

02:47 then you make your deductions.

02:49 Another word for your conclusion.

02:53 In critical reading, you can argue.

02:56 You can disagree with an opinion, and you can agree.

03:02 And in doing all that, you are doing a critical reading.

03:08 And this is a very good skill.

03:12 Maybe when you are preparing for a debate,

03:15 it requires you to be critical.

03:18 You want to argue with your opponents.

03:21 So, you need to look at different opinions, different facts,

03:26 and bring it up to prove your points.

03:29 And doing critical reading is going to help you greatly.

03:33 Let's go.

03:34 Critical reading means reading with a goal

03:37 of finding deep understanding of the material,

03:42 whether it's a fiction or non-fiction,

03:44 a real or imaginary story.

03:47 It is a heart of analyzing and evaluating what you are reading,

03:52 as to make your way through the text,

03:56 or as a reflect back upon the reading.

03:59 In critical reading, want and compare, yeah.

04:02 You can contrast, find thoughts, agree.

04:07 Does I agree?

04:08 Question and evaluate each or every.

04:13 Now, what do you need to know?

04:16 Like I said, at the beginning of the class,

04:18 you aren't reading for state.

04:21 You aren't going to scheme.

04:23 You aren't going to just can't.

04:25 You can start the process by this,

04:30 scheme to know the general view,

04:32 scan to know the specific view,

04:35 but you are also doing an intensive reading

04:38 that will require you to compare,

04:44 that will require you to contrast,

04:48 that may require you to agree,

04:51 that may require you to agree,

04:55 or disagree.

05:02 So this is reading for critical thinking.

05:09 You want to bring out something,

05:13 either you agree to what the person is saying,

05:15 or you want to bring out some hotter opinions over you.

05:19 So it requires you thinking.

05:22 Respect of critical thinking.

05:24 For you to read critical,

05:26 you want to learn how to think critical.

05:30 Now, reading critical, how do you do that?

05:35 Before reading, what comes to your mind?

05:37 Be clear why you are reading the text.

05:40 I just reading it for fun.

05:42 Fine, I want to prepare for it deep bit.

05:44 I need to read critically,

05:46 because I'm going to argue with my hope on it.

05:48 So I'm not just reading for fun.

05:51 So know why you are reading.

05:53 So that determines whether you want to read for speed,

05:56 or you want to read for what critical evaluation.

05:59 While reading, take an active stance, ask questions,

06:04 and relate the text to your home, ask questions,

06:08 based on what you are reading in the passage.

06:11 Ask questions, why is this this, why is this that?

06:14 You need to ask questions.

06:15 It means you are worth thinking about what you are reading.

06:19 Now, after reading then, you highlight the main idea,

06:25 which I taught you in a previous lesson,

06:27 how to bring out your topics and tense,

06:30 your support and sentence,

06:33 and your concluding sentence.

06:38 Remember that.

06:40 Now, after reading, you highlight your main ideas

06:44 and hard new ideas, as they are called.

06:48 Critical reading techniques.

06:51 You survey, I said it, the beginning.

06:55 Survey of scan.

06:59 Initial scan really, you just go through it

07:03 to have the idea of what the text is saying.

07:08 Okay, now we look at how to do your critical reading.

07:13 Looking at the critical reading techniques.

07:17 The first one like I told you,

07:19 you scan or you survey.

07:23 How do you do that?

07:23 Read all the titles and some titles.

07:26 If there is picture in the passage, your chart or graph,

07:29 try to look at them to have an idea

07:33 of what the test is all about.

07:35 Then, ask yourself questions.

07:39 Before beginning to retake the title of each section

07:42 and turn it into a question.

07:43 For example, if you are reading parts

07:46 of a chapter called functions of the spinal cord,

07:50 ask yourself what are the functions of the spinal cord?

07:54 Ask your question, that is the part of critical thinking.

07:58 Now, the next is read actively,

08:02 actively engaging in the text

08:05 and trying to find the answers to your question

08:08 or be careful you don't handle scheming

08:10 from a previous study.

08:14 Skimming, you are just looking at the general view of the test.

08:18 So, be sure that you are actually looking

08:21 at the test critically, you aren't scheming.

08:24 So, then after that, you respond to your own questions

08:30 or the passage question.

08:33 And that is where you see your comprehension passage.

08:37 Sometimes in your comprehension passage,

08:40 some, the answers to some questions need to be deducted.

08:45 You need to infar, you need to bring it out.

08:48 You might not really see them directly in the test.

08:52 But based on the information you have read in the text,

08:55 you are able to use it.

08:57 So, it requires you to think critically.

09:00 So, you bring it out based on the facts

09:03 and opinion you have read in the text.

09:06 You will not try to deduce.

09:09 You bring out your own answer.

09:11 There are some comprehension passages like that.

09:13 And there are some comprehension passages

09:14 that you just see the answer directly in the text.

09:18 But there are some comprehension passages like that.

09:21 You see it, you need to deduct your answer.

09:25 You need to infar from the information

09:28 given to you in the test.

09:30 Enter now to read critical.

09:34 Stay focused while you read the test.

09:38 I said that earlier too.

09:40 Understand the main idea of the test.

09:42 I also taught you that in our previous lesson,

09:45 how to bring out your topic sentence,

09:47 your support sentence, and your concluding sentence.

09:52 Understand your viral structural organization

09:55 or the text, yes.

09:57 Understand each paragraph.

09:59 Understand the mental peak of each paragraph.

10:02 Retain what you have read.

10:04 Yeah, that's what I say.

10:06 It involves intensive reading.

10:09 I didn't just come here, I didn't just come here for fun.

10:13 You are reading because you want to bring out

10:16 something useful out of it.

10:19 So, why you are doing that?

10:21 Intensive reading requires that you retain what you have read.

10:26 You're going for an exam.

10:28 You need to retain.

10:29 So, when you are preparing for your exam,

10:32 you are actually doing an intensive reading.

10:35 Criticality is needed.

10:37 Don't just read because you're going to pass.

10:41 Read because you want to understand the end depth

10:44 of that topic or that subject in particular.

10:49 So, you need to activate your critical reading skills.

10:53 You know, most of you say that you just read,

10:56 "Oh, I'm done."

10:58 No, for you really to develop your cognitive ability,

11:03 then you must learn how to critically look

11:10 at certain tests very well.

11:13 It will really help in improving your brain.

11:16 Then post informed and thoughtful questions

11:18 about the tests.

11:19 When you are reading, ask questions.

11:22 Look at some things you disagree with.

11:24 Look at some things you agree with.

11:26 Look at some things you feel

11:29 that you have a different opinion about.

11:34 All those stages, you are just doing what we call

11:39 a critical reading.

11:40 Evaluating effectiveness of ideas in the text.

11:44 What's the essence of this?

11:46 The essence of critical reading,

11:49 you need to do your critical thinking.

11:52 Now, to evaluate the arguments in the test.

11:56 When you get to the university, you will need this more.

12:00 To distinguish the facts from the opinion.

12:04 So, in a passage, in a test,

12:09 as always, facts, as always, an opinion.

12:13 There are some comprehension passages you will see.

12:16 All the informations you have, they are just facts.

12:19 They are true. They can be true or what, false.

12:24 Because they have been what, proven.

12:27 But opinion is just your own feelings, your own ideas.

12:34 It has not been tested, whether it is true or not.

12:38 So, you should be able to differentiate facts from opinion.

12:41 They are aware of opinions and assumptions.

12:43 It can be positive and it can be negative.

12:46 Now, they are aware of the writers' background, assumptions and the purpose.

12:50 Who is the writers?

12:52 What are the assumptions?

12:53 Why is the writing?

12:54 Those are things you need to be thinking about before you analyze the passage.

12:59 Now, another aspect of critical thinking is,

13:02 identify the facts and opinions.

13:04 I've explained that, your facts,

13:07 it has been proven to be true or false.

13:09 Opinion is an expression of a person's feelings that cannot be proven.

13:15 Then, after you do that, you are able to bring out your facts.

13:19 Then, you do your deduction which is bringing out a logical conclusion

13:26 from the information you have read.

13:29 Now, let's look at this passage.

13:32 What do you need to do with this passage?

13:35 You read this passage and bring out the facts, opinion and make out deduction.

13:40 It's about traffic warning signs on our roots and the different countries of their home,

13:47 traffic signs, symbols, shapes, and by the time you read it and you look at this,

13:54 let's look at this question, critical.

13:56 Number one, what is the purpose of this passage?

13:59 By the time you read it, you see that it's to enlighten the readers on traffic warning signs.

14:06 Before you can bring out that, why you are reading, start thinking.

14:09 Why is this passage here?

14:12 Why is the writer writing this?

14:14 It's to enlighten the readers on traffic warning signs.

14:17 Another one, what are the main ideas of the passage?

14:20 Empyra graph one.

14:22 Remember, I taught you that in our previous lesson,

14:25 where I was bringing out a topic sentence or a potent sentence or a conclusion,

14:31 that you need this skill yet to do your critical reading.

14:36 So, Empyra graph one, you will see many nine shapes of traffic warning signs.

14:42 That is the main point, or that is the topic sentence.

14:46 The Empyra graph two, you will see, reasons traffic warning signs was introduced,

14:50 and Empyra graph two, you will see, purpose of traffic warning signs and shapes with colors,

14:55 and Empyra graph four and five, you will see, uses of different types of traffic warning signs.

15:01 Now, who is, who is, who is likely the writer?

15:05 Give your opinion, erode, order, you transported this, you can't say in the passage.

15:09 Yeah, you need to work to be critical about, who do you think would have written that passage?

15:15 And why is the person writing it?

15:17 Which would you have discourse?

15:19 Is the passage based on facts or opinion?

15:21 It is based on facts, they are true information, they are things that exist,

15:25 and they are things that people do.

15:28 So, is there any bias or mission in the passage?

15:31 Or mission, yes, not all the traffic warning signs was discussed, yes.

15:36 And the passage, they only discussed few, what about what that's?

15:39 If you actually want to, I'm not bringing in my own critical thinking idea now.

15:44 If you actually want people to know about the traffic warning signs, why just discuss and feel?

15:49 What about what that's, you understand?

15:52 So, for me, the person is biased, you would have at least enlighten the reader more on other types of what traffic warning sign.

16:02 Now, this is your evaluation, this is how you should know whether you can now read critical.

16:09 So, with the passage again, I'm not saying the following comprehension passage.

16:14 Mention to witness that traffic warning sign wants, one people hold, explain the use of traffic warning sign in one sentence of your own.

16:22 Your summary skill, in our previous lesson, we helped you do this.

16:26 What is the normal shape of many root signs?

16:29 You definitely see that in the paragraph.

16:31 What shapes the root sign normally taking?

16:34 Highland.

16:35 Why had the root sign critical at night?

16:40 Now, some of the answers to some of these questions, you will need to think critically before you can answer them.

16:48 What do traffic warning signs usually indicate?

16:51 What does it mean to liberally root?

16:53 No thorough fear.

16:54 You see how this in the passage and your Hebrew.

16:57 Now, you try to, before we end the class, try to do your vocabulary.

17:01 It is very, very important.

17:03 Now, in the comprehension passage, you might likely come across words that you are not familiar with.

17:10 What do you do with them?

17:11 You write them down, check them in the dictionary.

17:15 Look at the way it is being used in the sentence and also try making it, making sentence with it in your own words.

17:22 So, I have actually brought out some words for you.

17:26 Continue if you don't know the many, check it out in your dictionary.

17:29 Over your eyes, how you build your vocabulary skills.

17:33 And this helps you why you are writing your composition.

17:36 You'll be able to use good vocabulary skills when you are writing your comprehension.

17:43 And I want to give you these assignments, which will help us in our next class.

17:48 What is composition writing?

17:50 What are the elements of composition writing?

17:52 And mention five types of composition writing.

17:55 I want you to do these assignments.

17:57 And that will help you prepare for our next class.

18:01 Thank you for watching.

18:03 I am Moodoo Key, till the next class.