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Ajụjụ 1 Ripọtì
You are the main speaker in a debate on the topic: Technology has made the world a better place. Write your arguments for or against the motion.
A debate speech needs vocatives, a clear statement of the stand taken, well-ordered arguments with illustrations, refutation of the opposing view, and a firm conclusion with valediction. The model below argues FOR the motion.
Debate: Technology Has Made the World a Better Place
Mr Chairman, accurate timekeeper, panel of judges, my worthy opponents, co-debaters, ladies and gentlemen. I stand before you to speak in support of the motion that technology has made the world a better place.
My first point is that technology has revolutionised communication. In the past, a message from one town to another took days or weeks. Today, through mobile phones, e-mail and the internet, a person in Lagos speaks with a friend in London in seconds. Families, businesses and nations are now linked as never before. Surely a world so closely joined is a better world.
Secondly, technology has transformed medicine and saved countless lives. Machines now diagnose diseases early, surgeries once thought impossible are performed successfully, and vaccines protect millions from deadly infections. People live longer and healthier lives because of medical technology. Can anyone call this anything but progress?
Thirdly, technology has advanced education and knowledge. With computers and the internet, a student in a remote village can read the same books and attend the same lessons as one in a great city. Learning is now within the reach of all, and ignorance is retreating.
Fourthly, technology has boosted agriculture, industry and transport. Modern machines produce more food, factories manufacture goods in abundance, and fast vehicles and aircraft move people and goods across the globe with ease.
My opponents may argue that technology brings pollution, cybercrime and job losses. I concede that it can be misused, but the fault lies not in technology but in the men who abuse it. A knife may kill or may prepare a meal; we do not blame the knife. Wisely used, technology remains a blessing.
In conclusion, ladies and gentlemen, from the phone in our pockets to the medicine in our hospitals, technology has lifted mankind to heights our forefathers never dreamed of. It has indeed made the world a better place. Thank you for listening.
Akọwa Nkọwa
A debate speech needs vocatives, a clear statement of the stand taken, well-ordered arguments with illustrations, refutation of the opposing view, and a firm conclusion with valediction. The model below argues FOR the motion.
Debate: Technology Has Made the World a Better Place
Mr Chairman, accurate timekeeper, panel of judges, my worthy opponents, co-debaters, ladies and gentlemen. I stand before you to speak in support of the motion that technology has made the world a better place.
My first point is that technology has revolutionised communication. In the past, a message from one town to another took days or weeks. Today, through mobile phones, e-mail and the internet, a person in Lagos speaks with a friend in London in seconds. Families, businesses and nations are now linked as never before. Surely a world so closely joined is a better world.
Secondly, technology has transformed medicine and saved countless lives. Machines now diagnose diseases early, surgeries once thought impossible are performed successfully, and vaccines protect millions from deadly infections. People live longer and healthier lives because of medical technology. Can anyone call this anything but progress?
Thirdly, technology has advanced education and knowledge. With computers and the internet, a student in a remote village can read the same books and attend the same lessons as one in a great city. Learning is now within the reach of all, and ignorance is retreating.
Fourthly, technology has boosted agriculture, industry and transport. Modern machines produce more food, factories manufacture goods in abundance, and fast vehicles and aircraft move people and goods across the globe with ease.
My opponents may argue that technology brings pollution, cybercrime and job losses. I concede that it can be misused, but the fault lies not in technology but in the men who abuse it. A knife may kill or may prepare a meal; we do not blame the knife. Wisely used, technology remains a blessing.
In conclusion, ladies and gentlemen, from the phone in our pockets to the medicine in our hospitals, technology has lifted mankind to heights our forefathers never dreamed of. It has indeed made the world a better place. Thank you for listening.
Ajụjụ 2 Ripọtì
Read the following passage carefully and answer the questions on it.
Have you ever considered the vast differences between the conventional desktop telephone and the modern handset telephone? The desktop telephone has one distinct function: that of making and receiving calls. Apart from that, perhaps the other use is aesthetic — adding some beauty to the furniture pieces in the room. The conventional telephone set was a status symbol, as only the rich and highly privileged could afford it.
To obtain it, one had to fill many forms and have three well known citizens to attest to one's sterling qualities as a highly responsible member of the society. Then, after paying several fees, one had to wait for several months before the telecommunications department officials would come to install the wires, in order to get one's set connected to the national grid. After that, the applicant might count himself among the privileged ones in the community. But he must not heave a sigh of relief yet: his problem may just be beginning. The inclement weather may remind him that his use of the facility is at its mercy. A rainstorm or even a strong wind can destroy some of the wire-bearing poles, thus cutting him off from other telephone users. Besides, a vehicular accident may knock down a pole or several of them. It is not even uncommon for termites to render wooden poles useless. Finally, there are the problems of the communications department officials who are noted for bringing bills late, and cutting off wires for failure to pay up promptly. Most often, the bills bear little resemblance to actual consumption. Thus, the telephone is not always there at one s service.
Like the conventional desktop telephone set, the handset has the primary function of making and receiving calls. Beyond that, there are vast differences between them. To begin with, the small handset is not much of a status symbol now. It is very easy to carry about and it can be used everywhere by all and sundry. The telephone service providers have flooded the market with lines at very low prices, such that most users can boast of two or more lines. Gone are the days when one had to apply for a set and wait for months. Today, all that it takes is to purchase the handset, which could be very cheap or very costly depending on one's preferences and purse. Once it is purchased, its user could have access to dozens of functions. Apart from making and receiving calls, one could send text messages and receive responses within minutes. The set could be used to take pictures which could be as clear as any taken with a professional camera. One could also connect to the internet to read newspapers and send mails. Besides, the set could be used to store songs; it could also be used as a radio receiver. One could use the handset to programme schedules of activities. The reliable timepiece on it could be used as a watch. Young ones play games on their handsets and store pictures of loved ones on them.
However, with all these advantages, the handset has one obvious shortcoming: it can easily be lost or stolen. This is where the conventional desktop telephone is not vulnerable.
(a) In three sentences, one for each, summarize the problems associated with owning the desktop telephone.
(b) In three sentences, one for each, summarize the advantages which the handset telephone has over the desktop telephone.
(a) Problems associated with owning the desktop telephone (one sentence each)
(b) Advantages the handset telephone has over the desktop telephone (one sentence each)
Akọwa Nkọwa
(a) Problems associated with owning the desktop telephone (one sentence each)
(b) Advantages the handset telephone has over the desktop telephone (one sentence each)
Ajụjụ 3 Ripọtì
Write an article suitable for publication in your school magazine on the need to inculcate good moral value in the youth
An article for a school magazine needs a clear title, the writer's name, and an orderly introduction, body and conclusion.
The Need to Inculcate Good Moral Values in the Youth
By Chinedu Okafor
A nation is only as strong as the character of its young people. Today, however, there is growing concern that many youths are drifting away from the sound moral values that once held our society together. Cases of dishonesty, indiscipline, disrespect and cultism are on the rise. It is therefore urgent that we, as a society, make deliberate efforts to inculcate good moral values in the youth.
The first reason is that good morals are the foundation of a peaceful society. When young people are taught honesty, respect for elders, tolerance and love for others, they grow into responsible citizens who obey the law and live in harmony with their neighbours. Without such values, no amount of wealth or education can guarantee peace.
Secondly, moral values shape the leaders of tomorrow. The youths of today will occupy the offices of tomorrow. If they are trained in integrity and selflessness, our future leaders will serve the people faithfully; but if they grow up in dishonesty and greed, corruption and injustice will only deepen.
Thirdly, sound morals protect the young from destructive habits. A youth grounded in discipline and self-respect is far less likely to fall into drug abuse, examination malpractice, internet fraud and other vices that ruin countless promising lives.
How, then, can these values be inculcated? Parents must lead by example, for the home is the first school of character. Teachers should not only impart knowledge but also model and reward good conduct. Religious bodies, the media and the government all have roles to play in celebrating virtue and discouraging vice.
In conclusion, the moral training of the youth is not a task to be left to chance. If we truly desire a great and progressive nation, we must plant good values in our young ones today, for the seed we sow in them is the harvest our nation will reap tomorrow.
Akọwa Nkọwa
An article for a school magazine needs a clear title, the writer's name, and an orderly introduction, body and conclusion.
The Need to Inculcate Good Moral Values in the Youth
By Chinedu Okafor
A nation is only as strong as the character of its young people. Today, however, there is growing concern that many youths are drifting away from the sound moral values that once held our society together. Cases of dishonesty, indiscipline, disrespect and cultism are on the rise. It is therefore urgent that we, as a society, make deliberate efforts to inculcate good moral values in the youth.
The first reason is that good morals are the foundation of a peaceful society. When young people are taught honesty, respect for elders, tolerance and love for others, they grow into responsible citizens who obey the law and live in harmony with their neighbours. Without such values, no amount of wealth or education can guarantee peace.
Secondly, moral values shape the leaders of tomorrow. The youths of today will occupy the offices of tomorrow. If they are trained in integrity and selflessness, our future leaders will serve the people faithfully; but if they grow up in dishonesty and greed, corruption and injustice will only deepen.
Thirdly, sound morals protect the young from destructive habits. A youth grounded in discipline and self-respect is far less likely to fall into drug abuse, examination malpractice, internet fraud and other vices that ruin countless promising lives.
How, then, can these values be inculcated? Parents must lead by example, for the home is the first school of character. Teachers should not only impart knowledge but also model and reward good conduct. Religious bodies, the media and the government all have roles to play in celebrating virtue and discouraging vice.
In conclusion, the moral training of the youth is not a task to be left to chance. If we truly desire a great and progressive nation, we must plant good values in our young ones today, for the seed we sow in them is the harvest our nation will reap tomorrow.
Ajụjụ 4 Ripọtì
Write a story to illustrate the saying: The devil makes work for idle hands.
A story that illustrates a saying must show, through its events, the truth of the saying. It need not repeat the proverb, though it may echo it at the end. The tale below shows how idleness led a boy into trouble.
An Idle Holiday
The long holiday stretched before Tunde like an endless afternoon. His parents had travelled to the village, leaving him in the care of an elderly aunt who slept for most of the day. With no lessons, no chores and no one to guide him, Tunde soon ran out of ways to fill his empty hours. It was then, as the old people say, that the devil began to find work for his idle hands.
At first the mischief was small. He and two neighbourhood boys, Sola and Musa, would lounge under the mango tree from morning till evening, doing nothing but boasting and complaining of boredom. Then Sola suggested that they could make some easy money. He knew a man who bought scrap metal, he said, and there was plenty of iron lying about if one knew where to look. Idle and eager for excitement, Tunde agreed without a second thought.
That night the three boys crept to a half-finished building at the edge of the street and began prying loose the metal rods and window frames. The thrill of the adventure blinded them to the danger. They had gathered a heavy load and were dragging it toward the gate when a torchlight suddenly flashed in their faces. It was the night watchman, and behind him stood two policemen on patrol.
The boys scattered, but Tunde, weighed down by the iron, was caught at once. He spent that night in the cold cell of the police station, weeping and trembling, until his aunt, roused from her sleep, came to plead for him. When his parents returned and heard the whole story, the shame on their faces cut him more deeply than any punishment.
Tunde never forgot that holiday. He learned that an empty mind is a workshop for wickedness, and that a busy hand is a safe hand. From then on he filled his free time with reading, farming and useful chores, and he understood at last why the elders warn that the devil makes work for idle hands.
Akọwa Nkọwa
A story that illustrates a saying must show, through its events, the truth of the saying. It need not repeat the proverb, though it may echo it at the end. The tale below shows how idleness led a boy into trouble.
An Idle Holiday
The long holiday stretched before Tunde like an endless afternoon. His parents had travelled to the village, leaving him in the care of an elderly aunt who slept for most of the day. With no lessons, no chores and no one to guide him, Tunde soon ran out of ways to fill his empty hours. It was then, as the old people say, that the devil began to find work for his idle hands.
At first the mischief was small. He and two neighbourhood boys, Sola and Musa, would lounge under the mango tree from morning till evening, doing nothing but boasting and complaining of boredom. Then Sola suggested that they could make some easy money. He knew a man who bought scrap metal, he said, and there was plenty of iron lying about if one knew where to look. Idle and eager for excitement, Tunde agreed without a second thought.
That night the three boys crept to a half-finished building at the edge of the street and began prying loose the metal rods and window frames. The thrill of the adventure blinded them to the danger. They had gathered a heavy load and were dragging it toward the gate when a torchlight suddenly flashed in their faces. It was the night watchman, and behind him stood two policemen on patrol.
The boys scattered, but Tunde, weighed down by the iron, was caught at once. He spent that night in the cold cell of the police station, weeping and trembling, until his aunt, roused from her sleep, came to plead for him. When his parents returned and heard the whole story, the shame on their faces cut him more deeply than any punishment.
Tunde never forgot that holiday. He learned that an empty mind is a workshop for wickedness, and that a busy hand is a safe hand. From then on he filled his free time with reading, farming and useful chores, and he understood at last why the elders warn that the devil makes work for idle hands.
Ajụjụ 5 Ripọtì
Read the following passage carefully and answer the questions on it.
The case of Dr. David Akide drives home the point that nobody should be written off as a failure as long as he has not died. As far as I can retail, he was one of the weakest in class throughout our primary school career. Right from the second grade, he was the butt of most of our jokes. Indeed, whenever the teacher referred a question to him, most of us waited eagerly to have a good laugh. But we all admired him for two things. For one thing. he was the only one who never wrote with the right hand as he was a complete southpaw. Then, he endured all the jokes cheerfully and indeed referred to himself as "Mr. Why Hurry." For ever sociable, he was a friend to everybody who came close enough.
Not surprising, we left him behind in the primary school as he could not get admitted to any of the secondary schools to which he took an admission examination. That was why. from the time I entered the secondary school, I lost contact with him. Nor did any of my mates whom I closely associated with ever mention meeting him anywhere. As far as most of us were concerned. David had faded away into obscurity. I imagined that he must have ended up in one of the low-grade vocations since he was at least good in handicraft.
Then. a few months ago thirty-eight years after I last saw him in the primary school, while I was watching a 9 0' clock television network programme, I saw David being interviewed by a team of reporters. He was introduced as a specialist surgeon who have made his mark in heart surgery in the nation's leading teaching hospital. The questions were on his recent feat in his successful correction of abnormality in the heart of a patient who had been written off by • most other specialists. The patient fully recovered and was now back in his vocation as a mechanic.
I was amazed. I was pleasantly surprised. From the interview. it became clear that he had experienced a surge in intellectual prowess late in his secondary career and zoomed into and through the university as a medical students. Thereafter, it had been one major achievement after another for him in his chosen field.
(a) What evidence is there that the writer is not a young person?
(b) For what two things was David Akide admired by others in the primary school?
(c) Why could he not move into a secondary school then along with the others?
(d) What did the writer assume had been the fate of David after leaving the primary school?
(e) What is established by the fact that David Akide was being interviewed by a panel of reporters on the nation's network programme?
(f) Why was the writer amazed?
(g) "... while I was watching a 9 o. clock television network programme ..."
(i) What is the grammatical name given to this expression as it is used in the passage?
(ii) What is its function?
(h) " ... zoomed into and through the university, ..
(i) What figure of speech is used in this expression?
(ii) What does it mean?
(i) For each of the following words, find another word or phrase which means the same and which can replace it as it is used in the passage: (i) cheerfully (ii) sociable (iii) imagined (iv) vocation (v) achievement
(a) Evidence that the writer is not a young person
The writer says the events took place "thirty-eight years after I last saw him in the primary school"; since he can look back over such a long span from his own school days, he is clearly an older, mature person, not a youth.
(b) Two things for which David Akide was admired
(c) Why he could not move into a secondary school with the others
Because he could not gain admission to any of the secondary schools to which he sat the admission examination, having been one of the weakest pupils in class.
(d) What the writer assumed had been David's fate
The writer assumed that David had faded away into obscurity and must have ended up in one of the low-grade vocations, since he was at least good at handicraft.
(e) What is established by his being interviewed on the network programme
It establishes that David had become a highly successful and nationally recognised person, a specialist surgeon of note, worthy of public attention; his early weakness in school had not determined his final success.
(f) Why the writer was amazed
He was amazed because the David he saw honoured on national television as a brilliant heart surgeon was the very boy he had known as one of the weakest pupils in primary school and the butt of everyone's jokes; the contrast between the two was astonishing.
(g)(i) Grammatical name of the expression
It is an adverbial clause (a subordinate clause of time).
(g)(ii) Its function
It modifies the verb saw, telling us when he saw David being interviewed.
(h)(i) Figure of speech in "zoomed into and through the university"
Metaphor (it also conveys hyperbole).
(h)(ii) What it means
It means that he gained admission to the university and completed his studies there very quickly, easily and brilliantly, as if speeding through.
(i) Words and their replacements
Akọwa Nkọwa
(a) Evidence that the writer is not a young person
The writer says the events took place "thirty-eight years after I last saw him in the primary school"; since he can look back over such a long span from his own school days, he is clearly an older, mature person, not a youth.
(b) Two things for which David Akide was admired
(c) Why he could not move into a secondary school with the others
Because he could not gain admission to any of the secondary schools to which he sat the admission examination, having been one of the weakest pupils in class.
(d) What the writer assumed had been David's fate
The writer assumed that David had faded away into obscurity and must have ended up in one of the low-grade vocations, since he was at least good at handicraft.
(e) What is established by his being interviewed on the network programme
It establishes that David had become a highly successful and nationally recognised person, a specialist surgeon of note, worthy of public attention; his early weakness in school had not determined his final success.
(f) Why the writer was amazed
He was amazed because the David he saw honoured on national television as a brilliant heart surgeon was the very boy he had known as one of the weakest pupils in primary school and the butt of everyone's jokes; the contrast between the two was astonishing.
(g)(i) Grammatical name of the expression
It is an adverbial clause (a subordinate clause of time).
(g)(ii) Its function
It modifies the verb saw, telling us when he saw David being interviewed.
(h)(i) Figure of speech in "zoomed into and through the university"
Metaphor (it also conveys hyperbole).
(h)(ii) What it means
It means that he gained admission to the university and completed his studies there very quickly, easily and brilliantly, as if speeding through.
(i) Words and their replacements
Ajụjụ 6 Ripọtì
Write a letter to the Minister of Education in your country discussing, at least, three ways by which the quality of education could be improved.
This is a formal letter to a public official, so it carries two addresses, a formal salutation and subscription, and a heading. At least three ways of improving education must be discussed.
Government Secondary School,
Ikeja,
Lagos.
10th July, 2026.
The Honourable Minister of Education,
Federal Ministry of Education,
Abuja.
Dear Sir,
WAYS OF IMPROVING THE QUALITY OF EDUCATION
I am a senior secondary school student, and I write with the greatest respect to draw your attention to some ways by which the quality of education in our country could be improved. I do so out of a sincere desire to see our schools produce well-trained citizens who can build the nation.
The first and most pressing need is the improvement of school facilities. Many schools today lack enough classrooms, functional laboratories, well-stocked libraries and clean water. When students learn under leaking roofs and without equipment for practicals, standards inevitably fall. I therefore appeal for greater investment in the building and equipping of schools.
Secondly, there is the urgent need to train and motivate teachers. A good education depends on good teachers. When teachers are regularly trained in modern methods, paid promptly and fairly, and provided with decent conditions of service, they teach with dedication and remain in the profession. Well-motivated teachers are the surest guarantee of quality learning.
Thirdly, the curriculum should be reviewed to make it more practical and relevant. Too much of our teaching emphasises rote memorisation rather than skills. Greater attention to science, technology, vocational and entrepreneurial subjects would equip young people not only to pass examinations but also to solve real problems and create employment for themselves.
In addition, sir, firm measures against examination malpractice and the proper funding of education would go a long way to restore confidence in our certificates.
I am confident that these measures, if implemented, will greatly raise the standard of education and secure a brighter future for our nation. Thank you, sir, for your kind attention.
Yours faithfully,
Bola Adeyemi.
Akọwa Nkọwa
This is a formal letter to a public official, so it carries two addresses, a formal salutation and subscription, and a heading. At least three ways of improving education must be discussed.
Government Secondary School,
Ikeja,
Lagos.
10th July, 2026.
The Honourable Minister of Education,
Federal Ministry of Education,
Abuja.
Dear Sir,
WAYS OF IMPROVING THE QUALITY OF EDUCATION
I am a senior secondary school student, and I write with the greatest respect to draw your attention to some ways by which the quality of education in our country could be improved. I do so out of a sincere desire to see our schools produce well-trained citizens who can build the nation.
The first and most pressing need is the improvement of school facilities. Many schools today lack enough classrooms, functional laboratories, well-stocked libraries and clean water. When students learn under leaking roofs and without equipment for practicals, standards inevitably fall. I therefore appeal for greater investment in the building and equipping of schools.
Secondly, there is the urgent need to train and motivate teachers. A good education depends on good teachers. When teachers are regularly trained in modern methods, paid promptly and fairly, and provided with decent conditions of service, they teach with dedication and remain in the profession. Well-motivated teachers are the surest guarantee of quality learning.
Thirdly, the curriculum should be reviewed to make it more practical and relevant. Too much of our teaching emphasises rote memorisation rather than skills. Greater attention to science, technology, vocational and entrepreneurial subjects would equip young people not only to pass examinations but also to solve real problems and create employment for themselves.
In addition, sir, firm measures against examination malpractice and the proper funding of education would go a long way to restore confidence in our certificates.
I am confident that these measures, if implemented, will greatly raise the standard of education and secure a brighter future for our nation. Thank you, sir, for your kind attention.
Yours faithfully,
Bola Adeyemi.
Ajụjụ 7 Ripọtì
A friend of yours who has been living in Europe for some years has written to invite you to join him. Write a reply to his letter giving, at least, three reasons why you would rather remain in your country.
This is an informal (friendly) reply, so it carries only the writer's address and date, an informal salutation, and an informal subscription. The body must acknowledge the invitation and give at least three reasons for preferring to remain at home.
24, Oja Oba Road,
Oke-Ado,
Ibadan.
10th July, 2026.
Dear Chidi,
Thank you very much for your kind letter and for the warm invitation to come and join you in Europe. It was a joy to read that you are doing well abroad, and I am touched that you thought of bringing me over. After careful thought, however, I have decided that I would rather remain here in my own country, and I owe you my reasons.
In the first place, my studies are at a delicate stage. I am in my final year, and to travel now would mean abandoning the course into which I have poured so many years of effort. I would rather complete my education here, earn my certificate, and build a solid foundation before considering any journey abroad.
Secondly, my family needs me. Our parents are growing old, and as one of the elder children I have a duty to be near them, to care for them and to support my younger ones. To leave now would place a heavy burden on the others and rob our parents of the comfort of my presence.
Thirdly, I honestly believe that there are great opportunities right here at home. Our country is developing, and hard-working young people are needed to build it. Rather than seek greener pastures far away, I would prefer to use my education and energy to make a difference in my own community, among my own people and culture.
Besides, life abroad, for all its attractions, is often lonely and full of hidden hardships, far from the warmth of family and familiar friends. I would miss the food, the language and the fellowship that mean so much to me.
Please do not think me ungrateful. I value your friendship deeply, and I hope to visit you someday as a guest. For now, though, my place is here. Do take good care of yourself, and write to me soon.
Your sincere friend,
Femi.
Akọwa Nkọwa
This is an informal (friendly) reply, so it carries only the writer's address and date, an informal salutation, and an informal subscription. The body must acknowledge the invitation and give at least three reasons for preferring to remain at home.
24, Oja Oba Road,
Oke-Ado,
Ibadan.
10th July, 2026.
Dear Chidi,
Thank you very much for your kind letter and for the warm invitation to come and join you in Europe. It was a joy to read that you are doing well abroad, and I am touched that you thought of bringing me over. After careful thought, however, I have decided that I would rather remain here in my own country, and I owe you my reasons.
In the first place, my studies are at a delicate stage. I am in my final year, and to travel now would mean abandoning the course into which I have poured so many years of effort. I would rather complete my education here, earn my certificate, and build a solid foundation before considering any journey abroad.
Secondly, my family needs me. Our parents are growing old, and as one of the elder children I have a duty to be near them, to care for them and to support my younger ones. To leave now would place a heavy burden on the others and rob our parents of the comfort of my presence.
Thirdly, I honestly believe that there are great opportunities right here at home. Our country is developing, and hard-working young people are needed to build it. Rather than seek greener pastures far away, I would prefer to use my education and energy to make a difference in my own community, among my own people and culture.
Besides, life abroad, for all its attractions, is often lonely and full of hidden hardships, far from the warmth of family and familiar friends. I would miss the food, the language and the fellowship that mean so much to me.
Please do not think me ungrateful. I value your friendship deeply, and I hope to visit you someday as a guest. For now, though, my place is here. Do take good care of yourself, and write to me soon.
Your sincere friend,
Femi.
Ị ga-achọ ịga n'ihu na omume a?