JAMB UTME - Use of English - 2025

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Onomatopoeia is a figure of speech in which a word phonetically imitates or resembles the sound it describes. In the expression "the microphone dropped on the floor, sending a vexatious clatter out of the twin sound boxes," the word clatter is onomatopoeia. It imitates the sharp, rattling, crashing sound that a microphone produces when it strikes a hard surface and the impact reverberates through the speakers.

The effect of onomatopoeia is to make the scene more vivid and immediate for the reader. Instead of merely stating that the microphone made a loud noise, the word "clatter" lets the reader almost hear the sound, bringing the moment to life.

This is not a simile because no comparison is made using "like" or "as." It is not irony because there is no contradiction between what is stated and what is meant. While the adjective "vexatious" adds emotional colour to the description, the primary and most identifiable literary device in this expression is the sound-word "clatter," which is a classic example of onomatopoeia.

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Mr Bepo first applied for the position of the school's English Teacher. He was to teach SSS1-3. This was revealed during the MD's farewell speech and can be found on pages 56-57 of the novel. 

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"Red-tapism" is a term derived from "red tape," which refers to excessive bureaucracy, rigid adherence to official procedures, and unnecessary administrative formality that slows things down and frustrates people trying to get things done.

The statement "Red-tapism is found everywhere" means that excessive official formality is everywhere. The "-ism" suffix turns "red tape" into an ideology or systemic practice, emphasising that this is not ordinary formality but excessive formality, the kind that creates obstacles rather than serving any useful purpose.

The distinction between the correct answer and similar-sounding alternatives is important:

• "Official formality is everywhere" omits the critical word "excessive." Red-tapism is not merely about formality; it is specifically about formality that has become burdensome and counterproductive. Ordinary official formality is normal and necessary; red-tapism describes the harmful excess.
• "Red tape worm is found everywhere" is a literal misreading. Red-tapism has nothing to do with worms; it is a figurative term for bureaucratic excess.
• "Red tapes are everywhere" takes the phrase too literally, as if physical red tapes exist. The expression is metaphorical.

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In The Lekki Headmaster, as Mr Bepo prepares for his trip to the United Kingdom, several colleagues and friends rally around him. Among them, Mr Ogunwale steps forward and volunteers to drive him to the airport. This gesture reflects the camaraderie and loyalty among the staff at Stardom Schools, and it underscores the close bonds Bepo has formed with his colleagues during his tenure as headmaster.

Mr Ogunwale's offer is a practical act of friendship and support at a pivotal moment in Bepo's journey. It highlights how deeply Bepo's departure affects those around him and how his colleagues wish to be part of his transition, even in small but meaningful ways.

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This question is from a comprehension passage about bird behaviour, specifically about how flocks of finches move and feed.

Finches are small seed-eating birds that typically travel in flocks for safety and social interaction. However, when they land on trees to feed, individual birds spread out along different branches searching for insects or seeds. As each bird follows its own foraging path through the branches, members of the flock naturally drift apart from one another. This dispersal during feeding is what causes the flock to become separated.

The other options do not accurately describe the cause of separation as presented in the passage. Injury from other birds, hunger after separation, and fleeing from predators are not the reasons the passage gives. The separation happens naturally and gradually as the finches hunt for food among the branches of trees, each bird moving independently to find its own insects or seeds.

The correct answer is when they hunt for insects or seeds on the branches of trees.

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During the school excursion to Badagry, the students visited multiple significant historical locations: the First Storey Building, the Slave Market, and the Point of No Return. All three sites are real historical landmarks in Badagry, Lagos State, that bear witness to the transatlantic slave trade and early colonial contact in Nigeria.

The First Storey Building is the earliest multi-storey structure in Nigeria, built by missionaries in the 19th century. The Slave Market is where enslaved Africans were gathered and traded before being shipped across the Atlantic. The Point of No Return marks the final departure point on the coast where enslaved people were loaded onto ships, never to return to their homeland. The novel uses this excursion to connect the students with Nigeria's history and to draw a subtle parallel between the forced migration of the slave trade era and the voluntary but pressure-driven migration (Japa) of the present day.

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The word "boot" contains the vowel sound /uː/, a long close back rounded vowel. This is the same prolonged "oo" sound heard in words like moon, tool, and food.

Examining each option:

• cold contains the diphthong /əʊ/ (as in "go"), which is entirely different from /uː/.
• food contains /uː/, the same long vowel as in "boot". Both words share the identical vowel quality and length.
• top contains the short vowel /ɒ/ (as in "hot"), a short open back vowel - not a match.
• book contains /ʊ/, a short close back vowel. Although "oo" appears in the spelling, the sound in "book" is shorter and more lax than the /uː/ in "boot".

The correct answer is food, because its vowel sound /uː/ is identical to that in "boot".

Exam tip: Do not rely on spelling to match vowel sounds. "Book" and "boot" share the same vowel letters but have different pronunciations. Always sound the words out to compare the actual vowel quality.

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This question tests phrasal verbs and collocations. The sentence describes a woman's feelings towards a sailor who is away at sea, and the correct completion must fit both the grammar and the emotional context.

The phrase longing for means deeply yearning or missing someone. It perfectly captures the emotional state of someone whose loved one is away at sea for extended periods. "She is longing for a sailor who is away at sea" conveys a deep, emotional desire for the sailor's return.

While the other options are grammatically possible, they do not best fit the context:

• fuming about means being very angry about someone, which does not match the tone of the sentence.
• waiting for is neutral and does not convey the depth of emotion implied by the scenario of a sailor being away at sea.
• writing to describes a physical action (correspondence) rather than an emotional state, and the sentence structure with the present continuous ("She is...") favours an emotional or psychological state.

"Longing for" is the collocation that best conveys the yearning associated with prolonged separation.

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The key phrase in this sentence is "as though", which functions exactly like "as if" or "like" to introduce a comparison between two different things. He is compared to someone who had just returned from a dreamy wonderland, but he has not literally been to such a place.

This is a simile. A simile is a figure of speech that makes an explicit comparison between two unlike things using comparison words such as "like", "as", "as if", or "as though". Here, the way the character looks at the ceiling and at faces is compared to the dazed, absent-minded manner of someone returning from a fantasy world.

The other figures of speech do not apply here:

• Personification gives human qualities to non-human things. Nothing non-human is being personified.
• Irony involves a contrast between expectation and reality, or saying the opposite of what is meant. There is no such contrast here.
• Metaphor states that one thing is another without using comparison words. Because "as though" is used, this is a simile rather than a metaphor.

The presence of "as though" is the definitive marker that identifies this as a simile.

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Bepo, the headmaster of Stardom Schools, does not simply drift toward retirement. Well before his working years end, he draws up a concrete plan: he saves money steadily and identifies the transportation business as a viable post-retirement venture. He thinks through the practical requirements, such as the vehicle he will need and the logistics of running the business.

This forward-looking behaviour marks Bepo as a thoughtful man. An unambitious person would not bother planning at all; an unreasonable person would make impractical plans; a vain person would focus on appearance rather than substance. Bepo's careful, deliberate preparation for life after Stardom Schools is the hallmark of a thoughtful, prudent individual.

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This comprehension question asks about the reward system at Stardom School for teachers whose students achieved distinctions. The passage describes how the school management used financial incentives to motivate teachers towards excellent results.

Teachers whose students scored distinctions in their subjects were given thirty thousand naira each as a reward. This monetary incentive was part of the school's performance-based approach to staff motivation, directly linking teacher compensation to student outcomes.

The other options do not match the passage. The amount was not twenty thousand naira, nor were the teachers given only bottles of wine or commendation letters. The specific monetary figure is a detail that tests careful reading of the passage. The reward system also serves to contrast with the reprimand given to teachers whose students performed poorly, highlighting the school's dual approach of incentives and accountability.

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The underlined letter in house is h, which produces the voiceless glottal fricative /h/. This is the breathy sound made at the back of the throat when air passes through the open glottis.

Now consider each option:

• happy - the "h" is pronounced as /h/, the same sound as in "house."
• rhythm - the "rh" combination is pronounced /r/; the "h" is silent.
• ghost - the "gh" is pronounced /g/; the "h" is silent.
• honour - the "h" is completely silent; the word begins with the vowel sound /ɒ/.

The correct answer is happy, because it is the only option where the letter "h" produces the same /h/ consonant sound as in "house."

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Angered means provoked to anger; made furious or wrathful. To anger someone is to arouse their rage or displeasure.

The word opposite in meaning is appeased, which means pacified, calmed, or brought to a state of peace - especially after a period of anger or dissatisfaction. In the context of the gods, to appease them is the traditional opposite of angering them: one who angered the gods provoked their wrath, while one who appeased them calmed their wrath and earned their favour.

The other options do not serve as precise antonyms:

• pleased means caused happiness. While it suggests a positive reaction, it does not carry the specific sense of calming or pacifying that makes appeased the direct opposite of angered in this context.
• begged means pleaded or implored urgently. Begging is an action, not an emotional outcome, and does not describe the opposite state to anger.
• settled means resolved or established. It does not directly contrast with provoking anger.

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In The Lekki Headmaster, Mrs. Ignatius decides to learn hairdressing as a practical skill she can use to earn a living after migrating abroad. The traditional Yoruba hairstyles she learns include Kojusoko, Onilegogoro, and Suku. These are well-known traditional Nigerian hairstyles that she masters in preparation for offering hairdressing services in her new country.

Agbadarigi is the hairstyle that is not listed among those Mrs. Ignatius learnt. This is the exception the question asks for.

This subplot illustrates the theme of migration preparation in the novel. Characters like Mrs. Ignatius recognise that their existing qualifications may not transfer directly to a new country, so they acquire practical, portable skills. The choice of traditional hairdressing is significant because it represents a way of carrying Nigerian cultural identity abroad while also making a livelihood.

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This question tests comprehension of the social dynamics within the novel. Bepo is reluctant to leave Nigeria and relocate abroad, even as many of his colleagues are doing so. The text indicates that most teachers respond to his reluctance with criticism and dismissiveness.

Rather than respecting his choice to remain in Nigeria, the other teachers view his decision as misguided or naive. In a climate where the brain drain is normalised and going abroad is seen as the sensible path, choosing to stay invites scepticism. The teachers who have already decided to leave - or who aspire to leave - dismiss Bepo's attachment to the profession and to his country as impractical.

This attitude creates one of the novel's central tensions: the conflict between loyalty to one's homeland and profession on one hand, and the pursuit of better economic prospects abroad on the other. The dismissiveness Bepo faces underscores the social pressure that contributes to the brain drain phenomenon.

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The sentence "The teacher asked the students to submit their assignments before the end of ______ week" describes a teacher setting a deadline for assignment submission. The blank requires a determiner that specifies which week the teacher means.

The correct answer is next. "Before the end of next week" establishes a definite, upcoming deadline that students can work toward. Since the teacher is giving an instruction about future action (submitting assignments), a forward-looking time reference is needed.

The other options do not fit:

• "Last" refers to the previous week, making the deadline already past. A teacher cannot instruct students to submit work before a deadline that has already expired.
• "Any" is too vague and indefinite to serve as a meaningful deadline. A submission instruction requires a specific timeframe.
• "These" is a plural demonstrative pronoun and does not agree with the singular noun "week." The correct singular form would be "this," but that is not among the options.

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Protagonist is a literary term meaning the main character or central figure in a story, play, or narrative. The protagonist drives the plot and is typically the character the audience follows most closely.

The word opposite in meaning is antagonist, which is the character who opposes or works against the protagonist. In literary analysis, protagonist and antagonist are the established pair of opposites: the protagonist is the hero or central figure, and the antagonist is the opposing force or rival.

The other options are not precise literary antonyms:

• enemy means a person who is actively hostile. While an antagonist may be an enemy, the word enemy is a general term and not the specific literary opposite of protagonist.
• progressive means favouring change or innovation. It has no connection to literary character roles.
• opponent means a person who competes against another. Like enemy, it is a general term and lacks the specific literary pairing that antagonist has with protagonist.

In literature and drama, always use antagonist as the technical opposite of protagonist.

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This question asks about the reason behind Mr Bepo's emotional outburst during the drama club performance at his farewell celebration.

Mr Bepo yells "Noooo!" because the drama club's performance triggers powerful memories of his visit to the Heritage Slave Museum (the Black Heritage Museum). The performance likely depicts scenes related to slavery or the suffering of Africans, and these images bring back the deep emotional impact of what Mr Bepo saw and felt during his earlier visit to the museum. The overwhelming rush of those painful memories causes him to cry out involuntarily.

His reaction is not one of disappointment with the quality of the performance, a feeling that the students are being disrespectful, or a disagreement with how history is portrayed. It is a visceral, emotional response rooted in his personal connection to the history of slavery, which the performance vividly brings back to the surface.

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Tone refers to the writer's attitude toward the subject matter and the emotional quality that pervades a narrative. The overall tone of this story is reflective.

The narrative deals with themes of migration, identity, professional purpose, and the choices people make when faced with the tension between staying in their homeland and seeking better prospects abroad. Characters look back on their experiences, weigh their decisions, and contemplate the consequences of their actions. The story does not rush toward dramatic twists or revelations but instead invites the reader to think deeply about the characters' circumstances and the broader social issues they represent.

The tone is not joyful because the story deals with loss, separation, and difficult choices. It is not mysterious because there are no hidden secrets or unexplained events driving the plot. It is not suspenseful because the narrative does not build tension toward an uncertain climax. Rather, the prevailing mood is one of thoughtful contemplation - making reflective the most accurate description.

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This comprehension question moves beyond simple recall to test inference and character analysis. It asks what Mr Bepo's refusal to relocate to the United Kingdom reveals about his core values as a person.

Mr Bepo's reluctance to relocate reveals that he prioritises his students and professional relationships. Despite the clear financial incentive to join his wife in the UK, where she earns significantly more than he does in Nigeria, Mr Bepo chooses to remain because of the bonds he has formed with his students and colleagues. His identity and sense of purpose are deeply tied to his role as an educator, and he is unwilling to abandon the people who depend on him for a higher salary.

His reluctance does not indicate that he values financial security over personal fulfilment - in fact, the opposite is true, since staying in Nigeria means accepting a lower income. He is not avoiding difficult decisions; he has made a deliberate and considered choice. Nor does the passage suggest he feels unprepared for a new environment. His decision is a positive, values-driven one rooted in his commitment to teaching and to the community he serves.

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Scurrilous means making or spreading scandalous, defamatory, or grossly insulting statements about someone. A scurrilous remark is one that attacks a person's character in a vulgar or abusive manner.

The word nearest in meaning is abusive, which means using harsh, insulting, or offensive language. Both words describe speech that is deliberately hurtful and attacks someone verbally.

The other options do not capture this meaning:

• false means untrue. While scurrilous remarks may sometimes be false, the core meaning of scurrilous is about the abusive and vulgar nature of the language, not whether it is factually incorrect.
• fake means not genuine or counterfeit, which relates to authenticity rather than verbal abuse.
• sharp means having a cutting edge or being quick-witted. A sharp remark might be clever or incisive but is not necessarily vulgar or abusive.

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In The Lekki Headmaster, Bepo collects electricity tariff money from his fellow tenants in the compound, as he is responsible for gathering the contributions to pay the electricity bill. However, he ends up spending this money on his own needs because he is out of a job and has no savings.

At this point in the novel, Bepo has lost his teaching position and is financially desperate. With no income and no reserves to fall back on, he uses the collected electricity money to survive. This act of desperation - spending money that belongs collectively to his neighbours - leads to serious consequences and public humiliation within the compound.

The other options do not match the novel's account. The money was not spent on school fees, medical expenses, or lost through carelessness. Bepo's action is a direct result of his unemployment and financial hardship, making it a moment that highlights both his personal crisis and the broader theme of how economic deprivation can push otherwise honest people into compromising situations.

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This comprehension question asks about the specific trait that earned Mr Bepo his distinctive nickname, "The Lekki Headmaster." The nickname is a reference to The Village Headmaster, a famous Nigerian television drama in which the central character was a wise community leader known for settling disputes and maintaining harmony in his village.

The trait that earned Mr Bepo this nickname was his ability to resolve conflicts amicably. Just as the Village Headmaster character in the television series was renowned for mediating disputes and finding peaceful resolutions, Mr Bepo demonstrated a similar talent in his school environment. His approach to handling disagreements and tensions among staff, students, or parents in a calm and effective manner mirrored the beloved TV character's role, and this parallel is what led to the nickname.

The nickname was not about strictness, general teaching excellence, or innovative methods. It was rooted specifically in Mr Bepo's conflict resolution skills, which reminded those around him of the iconic television character and led them to associate him with that peacemaking role.

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In The Lekki Headmaster, the stories of Nigerian migrants such as Sola, Hope, Riike, and Akindele serve as cautionary tales about emigration. The Yoruba slang "japa" refers to the act of leaving Nigeria for greener pastures abroad. However, the experiences of these characters reveal that life overseas is far from the paradise many Nigerians imagine it to be.

Each migrant faces significant difficulties: harsh working conditions, loneliness, discrimination, financial struggles, or other hardships that challenge the rosy picture of life abroad. The collective message of their stories is that life is not a bed of roses for those who have emigrated. This does not mean that emigrating is pointless or that those who remain in Nigeria are wasting their time; it simply demonstrates that every environment has its own challenges.

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A simile is a figure of speech that makes an explicit comparison between two unlike things using the words "like" or "as." In the expression "He brought his palms together like a supplicant," the character's gesture of pressing his palms together is compared to that of a supplicant - a person who humbly and earnestly begs or prays for something.

The word "like" is the marker that identifies this as a simile. The comparison creates a clear visual image: the reader can picture someone bringing their hands together in a gesture of pleading or prayer. A supplicant typically presses their palms together and may bow or kneel, conveying desperation, humility, or sincere appeal.

This is not hyperbole because the description does not exaggerate. It is not irony because there is no contradiction between what is said and what is meant. It is not euphemism because the expression does not substitute a mild term for something harsh. The presence of the comparison word "like" makes this a straightforward example of simile.

For examinations, always look for "like" or "as" to distinguish a simile from a metaphor. If the comparison is direct (without "like" or "as"), it is a metaphor.

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Porous means having tiny holes or gaps that allow liquid, air, or other substances to pass through. In the context of this sentence, "porous security network" means a security system full of weaknesses and gaps that allowed the robbers to gain access.

The word opposite in meaning is impermeable, which means not allowing fluid or other substances to pass through; completely sealed. An impermeable security network would have no gaps or weaknesses - the direct opposite of a porous one.

The other options are not antonyms:

• amorphous means without a clearly defined shape or form. This describes structure, not permeability.
• gorgeous means beautiful or very attractive. It has no connection to the concept of permeability or security gaps.
• pervious means allowing water or other substances to pass through - this is a synonym of porous, not an opposite.

Note the trap in this question: pervious looks like it could be an antonym because of the prefix, but it actually means the same as porous. The true opposite is impermeable (or impervious).

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The word convalescent has four syllables: con-va-LES-cent. The primary stress falls on the third syllable: /ˌkɒnvəˈlesənt/.

This word derives from the Latin convalescere ("to grow strong"). In English, the stress pattern places the primary accent on "-LES-," which is the syllable that is spoken most prominently. The first syllable "con-" carries a secondary (weaker) stress, while "-va-" and "-cent" are unstressed.

Stressing the first syllable (CONvalescent), the second (conVAlescent), or the fourth (convaleSCENT) would produce incorrect pronunciations that do not match standard English usage.

The correct stress pattern is convaLEscent.

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Bepo, the protagonist and principal of Stardom Schools, lives at Adeniyi Jones, Ikeja, Lagos. Ikeja is a major commercial and residential area on the mainland of Lagos, and Adeniyi Jones is a well-known street and neighbourhood within Ikeja. This setting places Bepo in a middle-class Lagos neighbourhood, consistent with his status as a school principal.

The novel uses real Lagos locations to ground its story in a recognisable urban landscape. Adeniyi Jones, Ikeja, is distinct from the other options provided. Oniru on Victoria Island and Obalende near Ikoyi are both on Lagos Island, while Yaba is a separate mainland neighbourhood. The novel specifically identifies Bepo's residence as being in the Adeniyi Jones area of Ikeja.

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A flashback is a narrative technique in which the story interrupts the present timeline to revisit events that occurred earlier. In The Lekki Headmaster, this device is used extensively. Bepo frequently recalls past experiences - his early days at Stardom Schools, key encounters with colleagues, and formative events that shaped his outlook on education and migration. These recollections provide background and emotional depth, helping the reader understand how Bepo arrived at his present circumstances and why he makes the decisions he does.

Foreshadowing (hinting at future events) is a different technique and is not the dominant narrative strategy of this novel. Myth (the use of traditional or legendary stories) does not describe the novel's primary storytelling method. First-person narration would mean the story is told from Bepo's own voice using "I" - the novel is not structured this way.

Flashback is central to the novel's structure because it allows the author to weave together past and present, showing how Bepo's history as a teacher and his accumulated frustrations drive his eventual decision to consider leaving Nigeria.

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This can be page 12 of the novel where it is revealed that Bepo, amongst other things, has thought of establishing his own school after having garnered a lot of experience in teaching and school management. His only fear was if he would have enough money to "float a standard school, given the taste he had already imbibed at Stardom." 

He had initially built a school - "Fruitful Future" but it had crumbled due to socio-economic challenges in the location. 

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This sentence uses the third conditional (also called the past unreal conditional), which describes a hypothetical situation in the past and its imagined result. The structure is: If + past perfect, would have + past participle.

The if-clause here is "If I had worked hard" (past perfect: had + past participle worked). This tells us the speaker did not actually work hard. The main clause must therefore express the unreal result using would have + past participle.

The past participle of "score" is scored. The correct completion is therefore would have scored, giving: "If I had worked hard, I would have scored very high marks in the exam."

The other options fail for specific grammatical reasons:

• would have score pairs "would have" with the bare infinitive instead of the past participle; after "would have," English requires the past participle form (scored).
• will score is the simple future tense and belongs in first-conditional sentences about real future possibilities, not past hypotheticals.
• can score expresses present ability or possibility and is incompatible with a past-perfect if-clause.

When you see an if-clause in the past perfect tense, always pair it with would have + past participle in the main clause.

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The passage explicitly states, "One of the first things that a child notices is how noisy many kinds of birds are".

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In this context, "members" refers to the individual seats/countries. "Members" (plural) is grammatically correct following the number fifteen.

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The expression "a load of crap" is an informal idiom meaning something is nonsensical, worthless, or of extremely poor quality. When the students felt the lecture was "a load of crap," they judged its content to be foolish and without value.

The closest option is that the students thought the lecture was stupid - meaning they found its content to be of no intellectual worth.

Believing the lecture was "too long" addresses duration, not quality. Refusing to listen or not attending the lecture describes actions the students might take, but the idiom specifically expresses their opinion about the quality of the lecture's content, not what they did in response.

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The underlined letters in knot are kn. In English, when a word begins with "kn," the "k" is silent and only the /n/ sound (voiced alveolar nasal) is pronounced. So "knot" is pronounced /nɒt/, beginning with the same sound as "not."

Now consider each option:

• church - begins with /tʃ/ (the "ch" affricate), not /n/.
• norm - begins with /n/, the same consonant sound represented by "kn" in "knot."
• keep - begins with /k/, which is actually the letter that is silent in "knot."
• cease - begins with /s/, not /n/.

The correct answer is norm, because the "n" in "norm" produces the same /n/ sound as the "kn" combination in "knot."

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This question tests comprehension of a biographical detail about the novel's protagonist. Bepo attended the University of Benin (UNIBEN), one of Nigeria's established federal universities.

He studied English/History Education, a combined Bachelor of Education programme that qualified him to teach both English Language and History at the secondary school level. This dual-subject education degree is a common offering at Nigerian universities and is designed specifically to produce qualified classroom teachers. His educational background is consistent with his career trajectory as a dedicated teacher at Stardom Schools and helps explain his deep professional attachment to teaching, which underlies his initial reluctance to leave Nigeria.

The other options do not match the text. A pure English Language degree or History and Political Science degree would not carry the education component. Educational Management focuses on school administration rather than classroom instruction, which does not align with Bepo's role as a practising teacher.

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This cloze test question requires the word that correctly fills gap 11. The passage discusses the United Nations and its institutional framework.

The correct word is charter. The UN Charter is the founding treaty of the United Nations, signed in 1945. It establishes the purposes, principles, structure, and operating procedures of the organisation. When discussing the legal basis for UN actions, particularly those of the Security Council, the Charter is the authoritative document that is referenced. It is the constitution of the United Nations.

The other options do not fit the context:

• "League" refers to the League of Nations, the predecessor to the UN that was dissolved in 1946. It is not a document but an organisation.
• "Unit" is too vague and does not refer to any specific founding document or framework of the UN.
• "Directorate" refers to a governing body or administrative division, not to a founding treaty or document.

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In the novel, Sola and her husband borrowed N4 million to fund their relocation abroad. This is a significant sum that underscores the financial burden that emigration places on Nigerian families. The couple had to take on substantial debt simply to cover the costs of visas, flights, initial accommodation, and settling-in expenses associated with relocating to another country.

This detail is part of the novel's broader commentary on the "japa" phenomenon and its economic consequences. Many characters in The Lekki Headmaster go into debt, borrow from cooperative societies, or take extreme measures to finance their emigration plans. The N4 million figure illustrates that relocation is not a decision taken lightly; it requires a major financial commitment that can put families under considerable strain.

The other amounts (N2 million, N3 million, and N5 million) are not what the novel specifies for Sola and her husband. Note that Mr. Nku separately borrowed N2 million from the school cooperative, which is a different character and a different amount.

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In The Lekki Headmaster, Mr. Ogo's story ends with his arrest for murder. Mr. Ogo is a character whose actions throughout the novel lead him down a dark path, and his eventual arrest represents the consequences of the criminal activities he becomes involved in.

His fate serves as a cautionary element in the novel. While other characters pursue migration or try to navigate the difficult Nigerian education system through legitimate (if sometimes desperate) means, Mr. Ogo's trajectory shows what happens when a person crosses fundamental moral and legal boundaries. His arrest for murder is the ultimate consequence of his choices.

The other outcomes listed do not apply to Mr. Ogo. He does not successfully relocate to the UK, become a pastor, or open a new private school. His story arc in the novel concludes with criminal accountability, reinforcing the author's moral framework in which serious wrongdoing leads to serious consequences.

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Emphatic stress marks the word that carries the corrective or contrasting information. The stressed word answers the part of the preceding question that was wrong.

In the sentence "The doctor examined the patient with a STETHOSCOPE," the stress falls on STETHOSCOPE. This means the speaker is emphasising the instrument used - it was a stethoscope, not some other device.

The question that would prompt this emphasis must be one that names the wrong instrument. The question "Did the doctor examine the patient with a microscope?" suggests a microscope was used, and the speaker's stressed response corrects this to STETHOSCOPE. The other options change different elements of the sentence: the person examined ("matron" instead of "patient"), who did the examining ("nurse" instead of "doctor"), or the action ("cure" instead of "examine"), none of which would require stressing the instrument.

The correct answer is the question that mentions a microscope instead of a stethoscope.

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Bepo jovially told his students that his big eyes will always catch whoever was cheating. He claimed he was "created to be a principal" and would tell students, "If you beat my height, you can't beat my eyes" during exams. This can be found on page 19 of the novel.

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This question asks which character in The Lekki Headmaster by Kabir Alabi Garba made the statement "If you beat my height, you can't beat my eyes."

The statement was made by Bepo, the protagonist of the novel. This is one of Bepo's characteristic expressions, reflecting his personality as someone who is vigilant and observant. The saying means that even if someone surpasses him in some way, they cannot escape his watchful eyes. It encapsulates Bepo's self-confidence and his belief that he can always detect dishonesty or deception.

The other characters listed are not associated with this statement:

• Audu is the Fine Arts teacher known for his biting humour, not for this particular expression.
• Ayesoro is not the speaker of this line in the novel.
• Grace is not attributed with this statement either.

This is a recall question that tests whether the student can correctly attribute a memorable quotation to its speaker in the novel.

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This cloze test question requires the word that correctly fills gap 12. The passage discusses the United Nations Security Council and its powers to respond to situations that endanger international peace.

The correct word is threat. Under Chapter VII of the UN Charter, the Security Council is empowered to act when there is a threat to the peace, a breach of the peace, or an act of aggression. "Threat to peace" is the precise legal formulation used in Article 39 of the Charter, which is the gateway to the Council's enforcement powers.

The other options do not match the standard UN terminology:

• "Agitation" means restlessness or disturbance but is not the formal term used in the Charter for situations that trigger Security Council action.
• "Violence" describes physical force, but the Charter uses the broader and more precise term "threat" because the Council can act even before violence erupts.
• "Fear" is a subjective emotion and not a legal criterion used in international law for authorising collective security measures.

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A "slave driver" is an idiom for a person in authority who demands excessive work from those under them. The term originally referred to someone who forced enslaved people to work, and in modern usage it describes any boss or supervisor who overworks their employees.

The sentence reinforces this meaning: the speaker had to work two weekends in a row, indicating an unreasonable workload imposed by the boss. This directly matches the description of a taskmaster who overworks employees.

Being "very rich" describes wealth, not management style. Being "considerate" or "friendly" are positive traits that contradict the negative connotation of "slave driver." The idiom specifically criticises the boss for demanding too much labour.

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This comprehension question asks about Mr Bepo's monthly salary at Stardom Schools. The passage provides this financial detail as part of its broader commentary on teacher remuneration in Nigeria and the economic motivations behind the japa trend.

Mr Bepo's monthly salary at Stardom Schools was N400,000 (four hundred thousand naira). While this is a reasonable salary for a school principal in a Lagos private school, it pales in comparison to what his wife Seri earns as a nurse in the United Kingdom. This salary gap is central to the novel's exploration of why Nigerian professionals choose to emigrate and why some, like Mr Bepo, choose to stay despite the financial disadvantage.

The other amounts - N200,000, N600,000, and N1,000,000 - are not what the passage states. The specific figure of N400,000 is a detail that requires careful attention when reading the text, and it anchors the reader's understanding of Mr Bepo's financial situation relative to opportunities abroad.

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This question tests the student's recall of which Nigerian festivals the students attended during their excursions in the novel.

According to the novel, the students attended the Calabar Carnival, the Osun Oshogbo Festival, and the Argungu Festival. These three festivals are among the most prominent cultural celebrations in Nigeria: the Calabar Carnival is a major annual event in Cross River State, the Osun Oshogbo Festival is a UNESCO-recognised cultural celebration in Osun State, and the Argungu Festival is a famous fishing and cultural festival in Kebbi State.

The Abuja Carnival is not mentioned among the festivals the students attended. The correct combination is therefore the first three festivals only (Calabar Carnival, Osun Oshogbo Festival, and Argungu Festival), not all four.

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This question tests the use of inversion with negative adverbs. When an adverb with a negative or restrictive meaning (such as scarcely, hardly, no sooner, seldom, rarely) begins a sentence, the subject and auxiliary verb are inverted.

The correlative pattern for scarcely is: Scarcely had + subject + past participle ... when ...

The sentence describes two completed past actions - entering the room and the phone ringing - where one happened immediately before the other. This calls for the past perfect tense (with had) in the scarcely clause, because the past perfect marks the earlier of two past events.

The correct sentence reads: "Scarcely had she entered the room when the phone rang."

The other options fail:

• did would require the base form of the verb ("Scarcely did she enter"), which mismatches the past participle "entered" already present in the sentence.
• has uses the present perfect, but both events are clearly in the past.
• does uses the simple present, which is wrong for narrating completed past events.

Remember: Scarcely...when and Hardly...when always take had + past participle, while No sooner...than follows the same pattern.

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This question tests comprehension of plot events in the novel, specifically the reason behind Bepo's departure from Beesway Group of School.

Bepo left Beesway Group of School because he witnessed a ritual involving a cow that the school's director organised on the premises. Bepo, a man of strong moral and religious convictions, found this act deeply disturbing and considered it ungodly. His conscience would not allow him to continue working in an environment where such practices took place, so he chose to leave.

The other options do not accurately reflect the reason for his departure. While Bepo did raise concerns about the grammatical error in the school's name, this was an observation he made rather than the reason he resigned. He was not accused of sharing confidential information with parents, nor did a salary disagreement drive his decision. The determining factor was the ritual he witnessed, which conflicted with his personal values and beliefs.

When answering questions about a character's motivation, look for the event that directly triggers their decision rather than background details or secondary complaints.

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The central theme of The Lekki Headmaster is the challenges of migration and identity. The entire narrative is built around Mr Bepo's struggle with the decision to leave Nigeria for the United Kingdom, and the novel uses this personal journey to examine how migration reshapes individual identity and disrupts the communities people leave behind.

While the novel touches on other issues such as the state of Nigerian education and cultural values, these are explored as dimensions of the overarching migration-and-identity theme rather than as independent central themes. The challenges of migration, including bureaucratic hurdles, family pressure, emotional attachment to home, and the fear of losing one's cultural roots, drive every major plot development. Identity is woven into this because Bepo must decide whether he is fundamentally a Nigerian educator or someone who can reinvent himself in a new country. The novel argues that this question of identity is what makes the migration decision so difficult and so consequential.

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According to the novel, Owu waterfalls in Kwara is the highest in West Africa, measuring 120 meters above water level and cascading 330 feet down an escarpment. This can be found on page 44 of the novel. 

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The school no longer allows students to copy notes from the Class Prefect because a parent sued the school for this practice. The incident involving Mr. Guta and Mr. Fafore is directly connected to this policy change. Students had been copying notes dictated by or written by the Class Prefect, and when Mr. Guta found what he believed was a grammatical error in his son's notes, the resulting confrontation and legal action forced the school to discontinue the practice.

The lawsuit demonstrated the legal liability the school could face when students copy notes that may contain errors. If a parent can hold the school legally accountable for mistakes in notes that students copy from one another, the school's safest course of action is to stop the practice entirely and ensure that all instructional materials come directly from teachers.

The other options are not the reason given in the novel. Classroom management disruption, copying errors by students, and teachers believing it wastes time are not what prompted the policy change. It was specifically the legal action taken by a parent that led the school to ban the practice.

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In The Lekki Headmaster, the banner displayed at Bepo's send-off event bears the inscription "For He Gave Stardom His Very Best." This message acknowledges and celebrates Bepo's years of dedicated service to Stardom Schools.

The inscription is significant because it reflects the genuine respect and appreciation that Bepo's colleagues and students have for him, despite the many frustrations and challenges he faced at the institution. The wording recognises that Bepo gave his best efforts to the school - his teaching, his leadership, his care for students - even when the school's management did not always reciprocate with fair treatment or adequate compensation.

The other inscriptions offered - "A Principal Like No Other," "Goodbye to our Mentor," and "We Will Miss You, Mr Bepo!" - are plausible sentiments for a farewell event, but they are not the specific words the novel places on the send-off banner. The chosen inscription is particularly fitting because it frames the farewell in terms of Bepo's contribution rather than just the sadness of his departure.

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The founder, Chief Aje, hired Bepo personally after a one-on-one discussion, unlike many others who faced the school's interview panels. This can be found on page 56 of the novel. 

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This question asks about a specific factual detail from the novel concerning the school election at Stardom.

According to the novel, the cost of the form for the position of Head Boy or Head Girl in the school election at Stardom was N50,000. This amount was charged to students who wished to contest for the leadership positions, reflecting the commercialised nature of certain school processes depicted in the story.

The other amounts mentioned are not consistent with what the novel states. The correct figure is N50,000, which the author uses to comment on how even student leadership positions in some schools come with financial barriers that may exclude capable students from less privileged backgrounds.

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This question tests the student's recall of a specific factual detail about Mr Bepo's travel arrangements.

According to the novel, Mr Bepo's flight to the United Kingdom is scheduled to depart at 10:00 pm. This late evening departure time is consistent with typical flight schedules from Nigeria to the UK, where many international flights depart in the late evening for overnight travel.

The departure time is relevant to the plot because it gives Mr Bepo enough time to attend his farewell celebration during the day and still make it to the airport for his evening flight. The other times listed (5:00 pm, 1:00 pm, and 8:00 pm) are not correct according to the novel.

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Mr Bepo's emotional breakdown during the school assembly was caused by his upcoming relocation to the United Kingdom. As he stood before the students and staff he had led and mentored, the reality of leaving Stardom Schools overwhelmed him, and he broke down emotionally.

This scene is one of the most powerful moments in the novel. The school assembly, a routine event in Bepo's daily life as headmaster, becomes the setting for a deeply personal reckoning. Facing the community he built, the students whose futures he has shaped, and the colleagues who have become like family, Bepo cannot contain the grief of departure. His breakdown reveals that despite whatever rational arguments favour emigration, the emotional and human cost is enormous. The scene functions as the novel's emotional climax, crystallising its central message about the painful trade-offs inherent in the Japa decision.

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Tosh's father, Chief Didi Ogba spent 36 months in detention because he was facing trial for alleged misappropriation of a 2.5 billion government contract sum. This can be found on page 42 of the novel.

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This question tests knowledge of collective nouns - special words used to describe groups of specific animals, people, or things.

The collective noun for sheep is flock. A flock is the standard term for a group of sheep (as well as birds and goats).

The other options are incorrect for these reasons:

• multitude means a very large number of people or things. It is not the specific collective noun for sheep and sounds unnatural in this context.
• herd is the collective noun for cattle, elephants, horses, and similar large animals, not sheep.
• swine is not a collective noun at all; it is another word for pigs.

Common collective nouns tested in examinations include: a flock of sheep or birds, a herd of cattle, a pack of wolves, a swarm of bees, a school of fish, and a pride of lions.

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In The Lekki Headmaster, the students explored the Yankari Games Reserve during their visit to Bauchi State. Yankari is one of Nigeria's premier wildlife reserves and a major tourist destination, known for its diverse animal population, warm springs, and natural landscapes.

The visit to Yankari Games Reserve is part of the novel's broader use of school excursions to showcase Nigeria's rich natural and cultural heritage. By taking the students to experience the country's wildlife and natural beauty firsthand, the school reinforces a sense of national pride and belonging. This excursion, like the Badagry trip, serves to highlight what makes Nigeria unique and worth staying for, subtly reinforcing the novel's thematic argument about the costs of mass emigration. The other options listed, such as Ikogosi Warm Springs, Erin Ijesha Waterfalls, and Arinta Waterfalls, are located in southwestern Nigeria (Ekiti and Osun states), not in Bauchi.

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A conversational tone is a narrative style in which the author writes as though speaking directly and informally to the reader, much like telling a story to a friend. This technique breaks down the barrier between narrator and audience, making the reader feel personally involved in the events.

In Kabir Alabi Garba's narration of Bepo's story, the conversational tone serves primarily to enhance relatability. By addressing the reader in a familiar, accessible voice, the narrator ensures that Bepo's experiences feel close to the reader's own world. The reader is drawn into the story not as a distant observer but as someone hearing a personal account, which strengthens emotional connection and understanding.

The other options describe effects that require different narrative techniques. Showing multiple perspectives would need shifting viewpoints, not conversational tone. Creating tension relies on suspense, pacing, and conflict. Making the story imaginative involves creative invention. A conversational tone, by contrast, is specifically designed to make the story feel personal and relatable.