Ana loda....
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Latsa & Riƙe don Ja Shi Gabaɗaya |
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Danna nan don rufewa |
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Tambaya 1 Rahoto
Your brother is about to enter secondary school. Write a letter to him, stating at least three problems he is likely to face in school and suggesting ways of solving them.
15 Freedom Close,
Ikeja,
Lagos State.
10 July, 2026.
Dear Chidi,
How are you keeping? I hope this letter meets you well and in high spirits. I heard from Mother that you have passed your Common Entrance and will soon be joining me here in secondary school. Congratulations! As one who has already spent three years in this new world, I feel it is my duty to prepare you for some of the difficulties you are likely to meet, and to tell you how to overcome them.
The first problem you will face is homesickness. Living away from home for the first time can be lonely, and you may miss Mother's cooking and the comfort of your own room. To overcome this, keep yourself busy with your books and school activities, and make friends quickly; before long the school will begin to feel like a second home.
The second problem is the pressure of new and difficult subjects. The work is heavier than in primary school, and subjects such as Mathematics and English will demand real effort. My advice is simple: draw up a personal reading timetable, pay full attention in class, and never be ashamed to ask your teachers questions when you do not understand.
The third problem is bad company and bullying by senior students. Some seniors may try to intimidate you, and some classmates may lure you into laziness or misconduct. Be respectful but firm, report any bullying to the house master, and choose your friends among those who take their studies seriously.
Do not be frightened by all this, my dear brother. Every challenge can be conquered with courage, discipline and a cheerful heart. I shall be here to guide you, so you have nothing to fear.
Extend my warm greetings to Mother and Father. I look forward to welcoming you.
Your loving brother,
Emeka.
Bayanin Amsa
15 Freedom Close,
Ikeja,
Lagos State.
10 July, 2026.
Dear Chidi,
How are you keeping? I hope this letter meets you well and in high spirits. I heard from Mother that you have passed your Common Entrance and will soon be joining me here in secondary school. Congratulations! As one who has already spent three years in this new world, I feel it is my duty to prepare you for some of the difficulties you are likely to meet, and to tell you how to overcome them.
The first problem you will face is homesickness. Living away from home for the first time can be lonely, and you may miss Mother's cooking and the comfort of your own room. To overcome this, keep yourself busy with your books and school activities, and make friends quickly; before long the school will begin to feel like a second home.
The second problem is the pressure of new and difficult subjects. The work is heavier than in primary school, and subjects such as Mathematics and English will demand real effort. My advice is simple: draw up a personal reading timetable, pay full attention in class, and never be ashamed to ask your teachers questions when you do not understand.
The third problem is bad company and bullying by senior students. Some seniors may try to intimidate you, and some classmates may lure you into laziness or misconduct. Be respectful but firm, report any bullying to the house master, and choose your friends among those who take their studies seriously.
Do not be frightened by all this, my dear brother. Every challenge can be conquered with courage, discipline and a cheerful heart. I shall be here to guide you, so you have nothing to fear.
Extend my warm greetings to Mother and Father. I look forward to welcoming you.
Your loving brother,
Emeka.
Tambaya 2 Rahoto
Write an article for publication in your school magazine on: "The evil effects of examination malpractice in our society."
THE EVIL EFFECTS OF EXAMINATION MALPRACTICE IN OUR SOCIETY
By Ada Okonkwo, SS3
Examination malpractice, popularly known as "exam cheating," has become a disturbing plague in our schools. It refers to every dishonest act committed before, during or after an examination in order to gain an unfair advantage. Common forms include smuggling prepared notes into the hall, copying from a neighbour, buying leaked question papers, and impersonation. This article examines the evil effects of this menace on the individual and on the society as a whole.
In the first place, examination malpractice destroys the value of certificates. When results no longer reflect true ability, the certificate becomes a worthless piece of paper. Employers can no longer trust that a graduate truly knows his subject, and the reputation of our schools suffers at home and abroad.
Secondly, malpractice breeds incompetence in society. A student who cheats his way through school learns nothing. When such a person later becomes a doctor, an engineer or a pilot, he endangers the lives of others through his ignorance. Half-baked professionals are a direct product of examination fraud.
Thirdly, it encourages laziness and kills hard work. Why should a pupil burn the midnight oil when he believes he can simply buy the answers? Malpractice rewards the idle and punishes the diligent, thereby destroying the spirit of honest effort that education is meant to build.
Fourthly, examination malpractice corrupts the moral character of the youth. A student who learns to cheat in the hall soon learns to lie, forge and steal in adult life. In this way the classroom, which should train honest citizens, becomes a nursery for future fraudsters.
Finally, the consequences can be ruinous to the individual. Candidates caught in the act have their results cancelled, are barred from examinations, and suffer public shame that can scar them for life.
To conclude, examination malpractice is an evil that rots the individual, the school and the nation. Parents, teachers, students and government must join hands to fight it through moral education, adequate preparation and strict punishment of offenders. Only then can the integrity of our examinations, and the future of our society, be saved.
Bayanin Amsa
THE EVIL EFFECTS OF EXAMINATION MALPRACTICE IN OUR SOCIETY
By Ada Okonkwo, SS3
Examination malpractice, popularly known as "exam cheating," has become a disturbing plague in our schools. It refers to every dishonest act committed before, during or after an examination in order to gain an unfair advantage. Common forms include smuggling prepared notes into the hall, copying from a neighbour, buying leaked question papers, and impersonation. This article examines the evil effects of this menace on the individual and on the society as a whole.
In the first place, examination malpractice destroys the value of certificates. When results no longer reflect true ability, the certificate becomes a worthless piece of paper. Employers can no longer trust that a graduate truly knows his subject, and the reputation of our schools suffers at home and abroad.
Secondly, malpractice breeds incompetence in society. A student who cheats his way through school learns nothing. When such a person later becomes a doctor, an engineer or a pilot, he endangers the lives of others through his ignorance. Half-baked professionals are a direct product of examination fraud.
Thirdly, it encourages laziness and kills hard work. Why should a pupil burn the midnight oil when he believes he can simply buy the answers? Malpractice rewards the idle and punishes the diligent, thereby destroying the spirit of honest effort that education is meant to build.
Fourthly, examination malpractice corrupts the moral character of the youth. A student who learns to cheat in the hall soon learns to lie, forge and steal in adult life. In this way the classroom, which should train honest citizens, becomes a nursery for future fraudsters.
Finally, the consequences can be ruinous to the individual. Candidates caught in the act have their results cancelled, are barred from examinations, and suffer public shame that can scar them for life.
To conclude, examination malpractice is an evil that rots the individual, the school and the nation. Parents, teachers, students and government must join hands to fight it through moral education, adequate preparation and strict punishment of offenders. Only then can the integrity of our examinations, and the future of our society, be saved.
Tambaya 3 Rahoto
Write a story ending with: "He reaped what he sowed." The story should be suitable for publication in your school magazine.
Model Narrative: "He Reaped What He Sowed"
Obinna was the most brilliant boy in our class, but he was also the laziest. While the rest of us bent over our books in the evenings, he spent his time boasting, mocking the hardworking and searching for shortcuts. "Why suffer," he would sneer, "when there are easier ways to pass?"
As our final examinations drew near, the tension in the school rose like the harmattan dust. Our teachers warned us daily against examination malpractice, telling us that the invigilators would be strict and that any offender would be severely punished. Most of us took the warning to heart and doubled our efforts. Obinna, however, laughed at us. He had already made his own arrangements. He had paid a stranger to smuggle prepared answers into the hall, and he was certain of success.
The morning of the first paper arrived. My heart pounded as I settled into my seat, but I felt the quiet confidence of one who had prepared. Obinna, on the other hand, kept glancing at the door, waiting for his contraband. Halfway through the paper, a folded sheet was passed to him under the desk. He seized it eagerly and began to copy.
He did not notice the supervisor standing quietly behind him. In an instant, the man's hand fell on his shoulder. The whole hall froze. The prepared answers were pulled from beneath his desk, and Obinna was marched out in disgrace. He was reported to the examination body, and in the weeks that followed, his results were cancelled. The boy who had scorned hard work now had nothing to show for his years in school.
Meanwhile, those of us who had laboured honestly received our results with joy and gained admission into good institutions. Obinna, once the pride of the class, was left behind, bitter and ashamed. He had chosen the seed of laziness and dishonesty, and now he gathered its harvest.
The story of Obinna spread through the school and became a lasting lesson to all who heard it. In truth, no one escapes the consequences of his own choices. Obinna, in the end, simply reaped what he sowed.
Bayanin Amsa
Model Narrative: "He Reaped What He Sowed"
Obinna was the most brilliant boy in our class, but he was also the laziest. While the rest of us bent over our books in the evenings, he spent his time boasting, mocking the hardworking and searching for shortcuts. "Why suffer," he would sneer, "when there are easier ways to pass?"
As our final examinations drew near, the tension in the school rose like the harmattan dust. Our teachers warned us daily against examination malpractice, telling us that the invigilators would be strict and that any offender would be severely punished. Most of us took the warning to heart and doubled our efforts. Obinna, however, laughed at us. He had already made his own arrangements. He had paid a stranger to smuggle prepared answers into the hall, and he was certain of success.
The morning of the first paper arrived. My heart pounded as I settled into my seat, but I felt the quiet confidence of one who had prepared. Obinna, on the other hand, kept glancing at the door, waiting for his contraband. Halfway through the paper, a folded sheet was passed to him under the desk. He seized it eagerly and began to copy.
He did not notice the supervisor standing quietly behind him. In an instant, the man's hand fell on his shoulder. The whole hall froze. The prepared answers were pulled from beneath his desk, and Obinna was marched out in disgrace. He was reported to the examination body, and in the weeks that followed, his results were cancelled. The boy who had scorned hard work now had nothing to show for his years in school.
Meanwhile, those of us who had laboured honestly received our results with joy and gained admission into good institutions. Obinna, once the pride of the class, was left behind, bitter and ashamed. He had chosen the seed of laziness and dishonesty, and now he gathered its harvest.
The story of Obinna spread through the school and became a lasting lesson to all who heard it. In truth, no one escapes the consequences of his own choices. Obinna, in the end, simply reaped what he sowed.
Tambaya 4 Rahoto
Write a letter to you Local Government Authority commenting on three healt hazards in your area. Make suggestions as to how the situation can be improved.
24 Market Road,
Ojoo,
Ibadan,
Oyo State.
10 July, 2026.
The Chairman,
Akinyele Local Government Authority,
Moniya,
Ibadan.
Dear Sir,
THREE HEALTH HAZARDS IN OUR AREA
I am writing, on behalf of the residents of Ojoo community, to draw your attention to three serious health hazards in our area and to suggest ways in which the situation can be improved.
The first hazard is the heap of refuse at the central market. Waste has not been evacuated for several months, and the rotting rubbish now breeds flies, rats and a terrible stench that sickens both traders and buyers. I respectfully suggest that the Authority provide large waste bins and arrange for regular refuse collection at least twice a week.
The second hazard is the blocked and open drainage channels along our streets. During the rains, these gutters overflow and leave stagnant pools of dirty water in which mosquitoes breed, and malaria has become common among our children. I suggest that the drains be cleared, covered and properly maintained by the Authority.
The third hazard is the lack of clean, pipe-borne water. Because there is no safe water supply, many residents drink from a polluted stream, and outbreaks of cholera and typhoid have already claimed lives. I appeal to the Authority to sink public boreholes and repair the abandoned water scheme in the area.
These hazards threaten the lives of hundreds of families, Sir, and I trust that your good office will treat the matter with the urgency it deserves. The whole community will be most grateful for your prompt intervention.
Thank you for your anticipated action.
Yours faithfully,
Tunde Balogun
(Community Representative)
Bayanin Amsa
24 Market Road,
Ojoo,
Ibadan,
Oyo State.
10 July, 2026.
The Chairman,
Akinyele Local Government Authority,
Moniya,
Ibadan.
Dear Sir,
THREE HEALTH HAZARDS IN OUR AREA
I am writing, on behalf of the residents of Ojoo community, to draw your attention to three serious health hazards in our area and to suggest ways in which the situation can be improved.
The first hazard is the heap of refuse at the central market. Waste has not been evacuated for several months, and the rotting rubbish now breeds flies, rats and a terrible stench that sickens both traders and buyers. I respectfully suggest that the Authority provide large waste bins and arrange for regular refuse collection at least twice a week.
The second hazard is the blocked and open drainage channels along our streets. During the rains, these gutters overflow and leave stagnant pools of dirty water in which mosquitoes breed, and malaria has become common among our children. I suggest that the drains be cleared, covered and properly maintained by the Authority.
The third hazard is the lack of clean, pipe-borne water. Because there is no safe water supply, many residents drink from a polluted stream, and outbreaks of cholera and typhoid have already claimed lives. I appeal to the Authority to sink public boreholes and repair the abandoned water scheme in the area.
These hazards threaten the lives of hundreds of families, Sir, and I trust that your good office will treat the matter with the urgency it deserves. The whole community will be most grateful for your prompt intervention.
Thank you for your anticipated action.
Yours faithfully,
Tunde Balogun
(Community Representative)
Tambaya 5 Rahoto
You are the main speaker in an inter-house debate. Write your speech for or against the motion: "Corrupt Public Officers too, Deserve Capital Punishment"
Debate Speech: "Corrupt Public Officers too, Deserve Capital Punishment" (Speaking FOR the motion)
The Chairman, the accurate timekeeper, esteemed panel of judges, my worthy opponents, fellow students, ladies and gentlemen, good morning. I stand before you today to support the motion which declares that corrupt public officers too deserve capital punishment.
Definition: A corrupt public officer is a government official who abuses the office and public funds entrusted to him for selfish gain. Capital punishment is the penalty of death imposed by law for the gravest of crimes. My argument is that large-scale corruption is exactly such a grave crime.
My first point is that corruption kills, though silently. When an officer steals the money meant for hospitals, patients die for want of drugs. When he embezzles the funds for good roads, thousands perish in avoidable accidents. The corrupt officer is therefore a mass murderer in disguise, and the murderer already faces death; why should his better-dressed twin escape?
My second point is that the severity of the punishment will deter others. Fines and short prison terms have failed woefully; the thief simply enjoys his loot after release. But no one steals when the price is his own life. The fear of the ultimate penalty will cleanse our public service as nothing else has done.
My third point is that corruption destroys the very life of the nation. It cripples the economy, breeds poverty, and robs millions of unborn generations of their future. A crime so devastating to an entire people surely deserves the highest penalty the law can impose.
My opponents will plead that the death penalty is too harsh and that human life is sacred. But I ask them: was the life of the child who died in an empty hospital not sacred? Mercy for the thief is cruelty to his countless victims.
Ladies and gentlemen, a crime that starves the poor, murders the sick and mortgages our future is no ordinary theft. If we truly love our country, we must treat its plunderers as we treat its murderers. I therefore urge this honourable house to support the motion wholeheartedly.
Thank you, and long live our great nation.
Bayanin Amsa
Debate Speech: "Corrupt Public Officers too, Deserve Capital Punishment" (Speaking FOR the motion)
The Chairman, the accurate timekeeper, esteemed panel of judges, my worthy opponents, fellow students, ladies and gentlemen, good morning. I stand before you today to support the motion which declares that corrupt public officers too deserve capital punishment.
Definition: A corrupt public officer is a government official who abuses the office and public funds entrusted to him for selfish gain. Capital punishment is the penalty of death imposed by law for the gravest of crimes. My argument is that large-scale corruption is exactly such a grave crime.
My first point is that corruption kills, though silently. When an officer steals the money meant for hospitals, patients die for want of drugs. When he embezzles the funds for good roads, thousands perish in avoidable accidents. The corrupt officer is therefore a mass murderer in disguise, and the murderer already faces death; why should his better-dressed twin escape?
My second point is that the severity of the punishment will deter others. Fines and short prison terms have failed woefully; the thief simply enjoys his loot after release. But no one steals when the price is his own life. The fear of the ultimate penalty will cleanse our public service as nothing else has done.
My third point is that corruption destroys the very life of the nation. It cripples the economy, breeds poverty, and robs millions of unborn generations of their future. A crime so devastating to an entire people surely deserves the highest penalty the law can impose.
My opponents will plead that the death penalty is too harsh and that human life is sacred. But I ask them: was the life of the child who died in an empty hospital not sacred? Mercy for the thief is cruelty to his countless victims.
Ladies and gentlemen, a crime that starves the poor, murders the sick and mortgages our future is no ordinary theft. If we truly love our country, we must treat its plunderers as we treat its murderers. I therefore urge this honourable house to support the motion wholeheartedly.
Thank you, and long live our great nation.
Tambaya 6 Rahoto
Read the following passage carefully and answer the questions on it.
Chief Ibezim and the District Officer were good friends Ibezim z was the chief Priest of Ani, the earth goddess in Ndiuzo, and although the District Officer was stationed in far-away, Unueke and the Chief Priest by his calling should not travel out of Ndiuzo, their friendship remained as solid as a rock.
They became friends after Ibezim had testified before the Distrit Officer in the land dispute between Ndiuzo and umueke. He was the only man to testify against his own people in that dispute, and had struck the District Officer as an honest man who was telling the truth.
This was what earned Ibezim the admiration and friendship of the District Officer. Consequently, the District Officer advised him to send his son to the new school and the new religion that held out so much promise of positive change in the future. And when the system of indirect rule necessitated the appointment of a warrant chief at Ndiuzo, the District Officer also promptly thought of his honest friend as the most suitable candidate.
On the other hand, lbesim s testimony in the land dispute earned him the wrath of many of his own people. They not only held him responsible for their loss of the disputed land but also resented his friendship with the District Officer and his patronage of the new education and religion which were threatening to erode the old ways of the land. So, when the District Officer wanted Chief lbezim at Umueke. and he sought to confer with his people on what to do, his detractors quickly turned their backs on him and left him alone in his dilemma. Some even secretly hoped that he was going to be arrested and detained.
After a long period of hesitation Ibezim finally decided to break with tradition and go to Umueke. The times were changing and he was sure the earth goddess would understand and condone his going away from the village.
When he came back, those who had wished him the worst got the shock of their lives. They now had a new Warrant Chief to rule over them!
(a) What had earned Chief Ibezim the District Officer's friendship?
(b) State two ways in which lbezim benefited from his friendship with the District Officer.
(c) Give two reasons why the villagers were unhappy with Chief lbezim.
(d) State the dilemma in which Chief Ibezim found himself
(e) "....Ibezim finally decided to break with tradition. What tradition is meant here?
(f) "When he came back. (I) What grammatical name is given to this expression? (ii) What is its function as it is used in the sentence?
(g) ....as solid as a rock" What figure of speech is contained in this expression?
(h)For each of the following words, find another word or phrase that means the same and can replace it as it is used in the passage (i) calling: (ii) consequently;
(iii) promptly; (iv) wrath; (iv) detractors; (vi) condone.
Comprehension Answers: Chief Ibezim and the District Officer
(a) What had earned Chief Ibezim the District Officer's friendship?
Chief Ibezim earned the friendship by testifying truthfully in the land dispute between Ndiuzo and Umueke; he was the only man to testify against his own people, and this struck the District Officer as the mark of an honest man telling the truth.
(b) State two ways in which Ibezim benefited from his friendship with the District Officer.
First, the District Officer advised him to send his son to the new school and the new religion, which held great promise for the future. Second, when a warrant chief was to be appointed at Ndiuzo, the District Officer promptly thought of Ibezim as the most suitable candidate, and he was made Warrant Chief.
(c) Give two reasons why the villagers were unhappy with Chief Ibezim.
First, they held him responsible for their loss of the disputed land because of his testimony. Second, they resented his friendship with the District Officer and his support for the new education and religion, which were threatening to erode the old ways of the land.
(d) State the dilemma in which Chief Ibezim found himself.
His dilemma was that, as chief priest of the earth goddess, he was by his calling not supposed to travel out of Ndiuzo, yet the District Officer wanted him to come to Umueke; he had to choose between obeying the tradition that bound him to the village and honouring his friend's request to travel.
(e) "... Ibezim finally decided to break with tradition." What tradition is meant here?
The tradition meant is that which forbade the chief priest of Ani, the earth goddess, from travelling out of Ndiuzo, his village.
(f) "When he came back,"
(i) Grammatical name: Adverbial clause (of time).
(ii) Function: It modifies the verb "got" (in "got the shock of their lives"), telling us when the action happened.
(g) "... as solid as a rock." What figure of speech is contained in this expression?
It is a simile.
(h) Words and their replacements as used in the passage:
Bayanin Amsa
Comprehension Answers: Chief Ibezim and the District Officer
(a) What had earned Chief Ibezim the District Officer's friendship?
Chief Ibezim earned the friendship by testifying truthfully in the land dispute between Ndiuzo and Umueke; he was the only man to testify against his own people, and this struck the District Officer as the mark of an honest man telling the truth.
(b) State two ways in which Ibezim benefited from his friendship with the District Officer.
First, the District Officer advised him to send his son to the new school and the new religion, which held great promise for the future. Second, when a warrant chief was to be appointed at Ndiuzo, the District Officer promptly thought of Ibezim as the most suitable candidate, and he was made Warrant Chief.
(c) Give two reasons why the villagers were unhappy with Chief Ibezim.
First, they held him responsible for their loss of the disputed land because of his testimony. Second, they resented his friendship with the District Officer and his support for the new education and religion, which were threatening to erode the old ways of the land.
(d) State the dilemma in which Chief Ibezim found himself.
His dilemma was that, as chief priest of the earth goddess, he was by his calling not supposed to travel out of Ndiuzo, yet the District Officer wanted him to come to Umueke; he had to choose between obeying the tradition that bound him to the village and honouring his friend's request to travel.
(e) "... Ibezim finally decided to break with tradition." What tradition is meant here?
The tradition meant is that which forbade the chief priest of Ani, the earth goddess, from travelling out of Ndiuzo, his village.
(f) "When he came back,"
(i) Grammatical name: Adverbial clause (of time).
(ii) Function: It modifies the verb "got" (in "got the shock of their lives"), telling us when the action happened.
(g) "... as solid as a rock." What figure of speech is contained in this expression?
It is a simile.
(h) Words and their replacements as used in the passage:
Tambaya 7 Rahoto
Read the following passage carefully and answer the question on it.
The dramatic increase in life expectancy globally towards the end of the twentieth century has renewed interest among scientists and laymen alike in the subject of longevity and he ageing process. This lengthening of life has been one of the greatest achievements of humanity. It was in recognition of this fact that the United Nations formally designated 1999 as the "International Year of Older Persons". Demographers tell a surprising story: octogenarians and older people, instead of the young, now form the fastest growing population group on earth.
What then are the factors that determine man's health and the length of his life? Recent studies have identified so„ of these. It is known that the sounder your habits the longer your life may last. Nutritionists have told us that we W what we eat, that is to say, that what we eat influences the state of our health. Instead of over-eating, one should e,e a balanced diet including fruit and plenty of vegetables. Moderate physical exercise on a regular basis is of immense benefit. The family doctor should be consulted on how much exercise and what type are most appropriate for each individual. studies have shown that simple exercises in and around the home help the elderly to regain strength and vitality.
The adage "use it or lose it" applies not only to the muscles but also to the mind. Mental exercise keeps the brains "telephone lines" alive whereas mental decline or serenity starts the moment a person retires and decides to take things easy in the erroneous belief that doesn't have to keep up with the world any more. Many retired civil servants fall into this bad habit. They can change this unhealthy habit by being actively engaged in reading, travel, education, clubs, professional associations. It is believed that such activities not only lift the spirit but also "rewire"the brain.
In addition to these is the environment. In many developing countries the environment poses grave dangers to health, often resulting in preventable deaths. Access to clean safe water is severely limited. There are huge mountains of refuse breeding vermin, cockroaches and disease causing germs in both rural and urban areas. All this contribute, to the low life expectancy in these countries. Better sanitation, safer water for all and a reduction of vermin in the home will improve man's environment bolster his health and extend his life-span.
The next factor is the state of medical care available in our countries. In the developed countries, advances in medical science have dramatically improved health and delivery. Unfortunately, the reverse has been the case in the poor countries of Africa and Asia. For example, in the USA, only one woman in 12,500 dies from pregnancy-related causes whereas one in 21 dies in Africa from the same causes! That speaks volumes about the deplorable state medical services.
Finally, man has made a breakthrough in controlling his genetic make-up. A decade or so ago, he had no control whatsoever over his genetic engineering. Now, he can re-design his genetic constitution to ensure better health and longer life.
(a) In six sentences, one for each, state the factors that improve man's health and life-span.
Summary Answer: Factors that Improve Man's Health and Life-span
(a) In six sentences, one for each, state the factors that improve man's health and life-span.
Bayanin Amsa
Summary Answer: Factors that Improve Man's Health and Life-span
(a) In six sentences, one for each, state the factors that improve man's health and life-span.
Tambaya 8 Rahoto
Read the following passage carefully and answer the questions on it.
Among the giraffes, zebra! and gazelles that roam the vast African savanna, perhaps remarkable creature is the Ostrich. Standing about 2.5 metres tall and weighing up to 155 kilograms, the ostrich is the largest bird in existence. No one can fail to be awed and fascinated by the bird's great height, powerful legs and beautiful fluffy feathers.
Like the camel, the ostrich is tolerant of high temperatures and thrives in desert country. It also has long luxuriant eyelashes which protect its large eyes from the dust of the bushveld. Its legs are long and sinewy and its feet are strong creeps or crawls. It also dines on insects, snakes, rodents, roots and most vegetation. Because of its great size it cannot fly. However, its muscular legs are powerful enough to make it one of the fastest creatures on earth. Running across desert country, it can attain speeds of up to 65 kilometres an hour! This extraordinary swiftness and its long-distance stamina enable it to outrun many of the fastest four-legged predators with ease.
The eggs of the ostrich are the largest in the world and can weigh up to 1.5 kilograms each. Prized for its size and delicious taste, each egg is the equivalent of 25 hens' eggs. The shell is hard and glossy and has a glazed porcelain-like finish. The empty shell is sometimes used as a container by bushmen for storing water.
In the 14th century, ostrich feathers became highly valued by fashion conscious Europeans, Yet hunting the ostrich was not easy, since the birth has very keen eyesight and swiftly flees from danger. Consequently, the ostrich was in no danger of extinction at that time.
But in the 19th century, armed with modern weapons, hunters slaughtered ostriches by the millions, and today the noble ostrich has become an endangered species.
(a) Give three reasons why the ostrich egg is considered valuable.
(b) How does the ostrich survive attack by predators ?
(c) What common characteristic of birds does the ostrich lack?
(d) Why did the Europeans value ostrich feathers?
(e) The eggs of the ostrich...." (i) What is the grammatical name given to this expression? (ii) What is its function as it used in the sentence?
(f) What is the writer's attitude to the ostrich?
(g) For each of the following words, find another word or phrase that means the same and can replace it as it is used in the passage: (i) vast; (ii) remarkable; (iii) fascinated: (iv) thrives; (v) outrun; (vi) extinction
Comprehension Answers: The Ostrich
(a) Give three reasons why the ostrich egg is considered valuable.
First, it is prized for its very large size, being the largest egg in the world and weighing up to 1.5 kilograms. Second, it is valued for its delicious taste, a single egg being the equivalent of twenty-five hens' eggs. Third, its hard, glossy shell is useful, for the empty shell is sometimes used by bushmen as a container for storing water.
(b) How does the ostrich survive attack by predators?
The ostrich survives because its powerful, muscular legs make it one of the fastest creatures on earth; with its great speed and long-distance stamina it can easily outrun even the fastest four-legged predators.
(c) What common characteristic of birds does the ostrich lack?
The ostrich lacks the ability to fly, which is a common characteristic of birds.
(d) Why did the Europeans value ostrich feathers?
Fashion-conscious Europeans valued the ostrich feathers because, in the fourteenth century, such feathers became highly prized as items of fashion.
(e) "The eggs of the ostrich ..."
(i) Grammatical name: Noun phrase.
(ii) Function: It is the subject of the sentence.
(f) What is the writer's attitude to the ostrich?
The writer's attitude is one of admiration and fascination; he regards the ostrich as a noble and extraordinary creature and is saddened that it has become an endangered species.
(g) Words and their replacements as used in the passage:
Bayanin Amsa
Comprehension Answers: The Ostrich
(a) Give three reasons why the ostrich egg is considered valuable.
First, it is prized for its very large size, being the largest egg in the world and weighing up to 1.5 kilograms. Second, it is valued for its delicious taste, a single egg being the equivalent of twenty-five hens' eggs. Third, its hard, glossy shell is useful, for the empty shell is sometimes used by bushmen as a container for storing water.
(b) How does the ostrich survive attack by predators?
The ostrich survives because its powerful, muscular legs make it one of the fastest creatures on earth; with its great speed and long-distance stamina it can easily outrun even the fastest four-legged predators.
(c) What common characteristic of birds does the ostrich lack?
The ostrich lacks the ability to fly, which is a common characteristic of birds.
(d) Why did the Europeans value ostrich feathers?
Fashion-conscious Europeans valued the ostrich feathers because, in the fourteenth century, such feathers became highly prized as items of fashion.
(e) "The eggs of the ostrich ..."
(i) Grammatical name: Noun phrase.
(ii) Function: It is the subject of the sentence.
(f) What is the writer's attitude to the ostrich?
The writer's attitude is one of admiration and fascination; he regards the ostrich as a noble and extraordinary creature and is saddened that it has become an endangered species.
(g) Words and their replacements as used in the passage:
Za ka so ka ci gaba da wannan aikin?