Ana ebu...
|
Pịa ma Jide iji Dọkpụrụ Ya |
|||
|
Pịa Ebe a ka Imechi |
|||
Ajụjụ 1 Ripọtì
You have spent about six weeks in your new school Write a letter to your father telling him about your experiences so far.
Peace House,
Command Secondary School,
Kaduna,
Kaduna State.
10 July, 2026.
Dear Dad,
How are you and how is everyone at home? I hope Mum's health has improved and that the twins are behaving themselves. I am writing to tell you about my experiences in this new school, where I have now spent about six weeks.
I am happy to report that I have settled down well. On the day you dropped me off, I was frightened and lonely, but the seniors in my house welcomed me kindly and showed me around. My housemaster, Mr. Danladi, is firm but fatherly, and he has helped me to adjust to the routine. I now wake up early for morning devotion, keep my corner of the dormitory tidy and know my way about the large compound.
The academic work is more demanding than in my former school, but I am coping. The teachers are dedicated and explain their lessons patiently. I particularly enjoy Mathematics and English, and my teachers have praised my class work. The school library is well stocked, and I spend my free periods there reading storybooks and doing my assignments.
I have also made a few good friends, especially my roommate Sadiq, who comes from Sokoto. We study together and encourage each other. Apart from studies, I have joined the Press Club and the football team, and last week I scored a goal in an inter-house match.
The only difficulty I have is with the food, which is quite different from Mum's cooking, and I sometimes run short of provisions before visiting day. Please, when you are sending my next supplies, kindly add more garri and tinned milk.
Do give my warm greetings to Mum and everyone at home. I look forward to seeing you on the next visiting day.
Your loving son,
Ibrahim.
Akọwa Nkọwa
Peace House,
Command Secondary School,
Kaduna,
Kaduna State.
10 July, 2026.
Dear Dad,
How are you and how is everyone at home? I hope Mum's health has improved and that the twins are behaving themselves. I am writing to tell you about my experiences in this new school, where I have now spent about six weeks.
I am happy to report that I have settled down well. On the day you dropped me off, I was frightened and lonely, but the seniors in my house welcomed me kindly and showed me around. My housemaster, Mr. Danladi, is firm but fatherly, and he has helped me to adjust to the routine. I now wake up early for morning devotion, keep my corner of the dormitory tidy and know my way about the large compound.
The academic work is more demanding than in my former school, but I am coping. The teachers are dedicated and explain their lessons patiently. I particularly enjoy Mathematics and English, and my teachers have praised my class work. The school library is well stocked, and I spend my free periods there reading storybooks and doing my assignments.
I have also made a few good friends, especially my roommate Sadiq, who comes from Sokoto. We study together and encourage each other. Apart from studies, I have joined the Press Club and the football team, and last week I scored a goal in an inter-house match.
The only difficulty I have is with the food, which is quite different from Mum's cooking, and I sometimes run short of provisions before visiting day. Please, when you are sending my next supplies, kindly add more garri and tinned milk.
Do give my warm greetings to Mum and everyone at home. I look forward to seeing you on the next visiting day.
Your loving son,
Ibrahim.
Ajụjụ 2 Ripọtì
Read the following passage carefully and answer the questions on it.
When Bademosi heard that he had some visitors from Ireti, his hometown, he concluded immediately that they a must be the usual seekers of financial assistance. or jobs. He decided that this time, he would give them the rough edge of his tongue. They had come because earlier callers had not reported what he had stressed: that he was not in Kapitatown for anyone's sake.
He took his time to put his office and workshop in order. determined not to leave in a hurry just because of some stubborn fortune-seekers. He made sure that all his seventy-two workers had signed out before he signaled to his driver. There, in the huge limousine, he thought of the new multi-million dollar contract for his construction company and how he would get a helicopter from the profit. That would be the ultimate solution to the persistent problem of the traffic congestion which he faced in Kapitatown.
The five-kilometre distance to his mansion was covered in about two hours. On arrival, his youngest wife informed i him that his visitors were chiefs from Ireti. He felt a revulsion as he imagined that they must have come with a king-size request. As he entered the house. he steeled his mind. However. the three chiefs disarmed him with their cheerful smiles. Each met him in the doorway with a bear hug. As soon as the chit-chat ended, they announced that the Ireti ruling council had decided to confer on him the highest traditional title of the land and that a date had been set for the great event. He was flabbergasted; so they had come with an offer. He immediately accepted.
Thereafter, things moved very fast. He contacted all the great names in the country, among them his state governor, the top politicians in the land and his business associates from far and near. However, he did not even pay a preparatory visit to Ireti. He took everything for granted.
The great day came. Hundreds of limousines from far and near streamed into Ireti. As he was not the only awardee, the conferment ceremony began with the others Each took about fifteen minutes; so before Bademosi's turn, all his invited guests had arrived Just as he was called some heavily-built youngsters appeared Shouting into the microphone, their leader announced "Bademosi doesn't deserve this conferment and cannot have the title. A man who has deserted his community for more than thirty years who did not think it proper to return home to care for his ailing parents before they died, and who has consistently turned deaf ears to the calls of our youths, cannot have the title. Good day. everybody!"
With that, the youths continued to appear in their hundreds, angry and fierce, wielding all forms of weapons, warning everybody to disappear immediately otherwise heads would roll including theirs if the police wanted it so. Within minutes the whole arena was deserted
(a) How had Bademosi treated visitors from his Bademosi is wealthy?
(b) Why has Bademosi planned to buy a helicopter?
(d) What should Bademos have done before the day of the conferment of the title?
(e) Give two reasons why the youths objected to Bademosi s installation?
(f) ''As soon as the chit-chat ended
(i) What is the grammatical name given to this expression as it is used in the passage?
(ii) What is its function?
(g) "... give them the rough edge of his tongue
(i) What figure of speech is used in this expression?
(ii) What does it mean?
(h) 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) stressed (ii) ultimate, (iii) flabbergasted (iv) deserted (v) disappear.
(a) Bademosi had treated visitors from his hometown coldly and unkindly. He had turned away earlier callers, stressing that he was not in Kapitatown for anyone's sake, and he had resolved to give this set of visitors the rough edge of his tongue because he assumed they had only come to seek financial assistance or jobs.
(b) Bademosi planned to buy a helicopter as the ultimate solution to the persistent problem of the traffic congestion he faced in Kapitatown, so that he could move about easily and quickly.
(d) Before the day of the conferment, Bademosi should have paid a preparatory visit to Ireti to reconcile with his community and its youths, instead of taking everything for granted; he ought to have shown concern for his people rather than assuming that the honour was already secure.
(e) The youths objected to his installation for two reasons: first, he had deserted his community for more than thirty years; and second, he had not returned home to care for his ailing parents before they died. (He had also consistently ignored the calls of the youths.)
(f) "As soon as the chit-chat ended..."
(i) It is an adverbial clause of time.
(ii) It modifies the verb "announced", telling when the chiefs made their announcement.
(g) "...give them the rough edge of his tongue..."
(i) It is an idiom (metaphorical expression).
(ii) It means to speak harshly or angrily to them, that is, to rebuke or scold them severely.
(h)
Akọwa Nkọwa
(a) Bademosi had treated visitors from his hometown coldly and unkindly. He had turned away earlier callers, stressing that he was not in Kapitatown for anyone's sake, and he had resolved to give this set of visitors the rough edge of his tongue because he assumed they had only come to seek financial assistance or jobs.
(b) Bademosi planned to buy a helicopter as the ultimate solution to the persistent problem of the traffic congestion he faced in Kapitatown, so that he could move about easily and quickly.
(d) Before the day of the conferment, Bademosi should have paid a preparatory visit to Ireti to reconcile with his community and its youths, instead of taking everything for granted; he ought to have shown concern for his people rather than assuming that the honour was already secure.
(e) The youths objected to his installation for two reasons: first, he had deserted his community for more than thirty years; and second, he had not returned home to care for his ailing parents before they died. (He had also consistently ignored the calls of the youths.)
(f) "As soon as the chit-chat ended..."
(i) It is an adverbial clause of time.
(ii) It modifies the verb "announced", telling when the chiefs made their announcement.
(g) "...give them the rough edge of his tongue..."
(i) It is an idiom (metaphorical expression).
(ii) It means to speak harshly or angrily to them, that is, to rebuke or scold them severely.
(h)
Ajụjụ 3 Ripọtì
Write a story to illustrate the saying: Where there's is a will there s a way.
Where There is a Will, There is a Way
Ada was the brightest pupil in our village primary school, yet fate seemed determined to keep her out of the classroom. Her father was a poor palm-wine tapper, and when he fell from a tall palm tree and broke both legs, the little money the family had dried up completely. As she finished primary six with the best result in the whole local government area, it looked certain that her education had come to an end.
The secondary school fees were far beyond her family's reach. Her uncles, who had money, turned deaf ears to her mother's pleas, saying it was a waste to train a girl. Many people in the village advised Ada to learn a trade and forget about school. But Ada had made up her mind. "I will go to school," she told her mother quietly, "even if I have to work with my own hands to pay for it."
And work she did. Every morning before dawn, Ada fried and sold bean cakes at the motor park. After school, she hawked oranges along the busy road until nightfall. On Saturdays, she washed clothes for the wealthy families in the town. She saved every kobo, and when the school reopened, she walked proudly to the bursar's office and paid her first term's fees herself.
The road was not smooth. There were days when she was too tired to read, days when her feet ached and her tray of oranges refused to sell. Once, thieves snatched her day's earnings, and she wept bitterly. Yet each time she was knocked down, she rose again, more determined than before. Her teachers, moved by her spirit, gave her free extra lessons and old textbooks.
Five years later, Ada sat for her school certificate examination and passed with distinction. A generous company, hearing her story, awarded her a full scholarship to study Medicine at the university. Today, Ada is a respected doctor, and the very uncles who refused to help her now boast that they are related to her.
Ada's story proves the truth of the old saying: where there is a will, there is a way. No obstacle, however great, can defeat a person who is determined to succeed.
Akọwa Nkọwa
Where There is a Will, There is a Way
Ada was the brightest pupil in our village primary school, yet fate seemed determined to keep her out of the classroom. Her father was a poor palm-wine tapper, and when he fell from a tall palm tree and broke both legs, the little money the family had dried up completely. As she finished primary six with the best result in the whole local government area, it looked certain that her education had come to an end.
The secondary school fees were far beyond her family's reach. Her uncles, who had money, turned deaf ears to her mother's pleas, saying it was a waste to train a girl. Many people in the village advised Ada to learn a trade and forget about school. But Ada had made up her mind. "I will go to school," she told her mother quietly, "even if I have to work with my own hands to pay for it."
And work she did. Every morning before dawn, Ada fried and sold bean cakes at the motor park. After school, she hawked oranges along the busy road until nightfall. On Saturdays, she washed clothes for the wealthy families in the town. She saved every kobo, and when the school reopened, she walked proudly to the bursar's office and paid her first term's fees herself.
The road was not smooth. There were days when she was too tired to read, days when her feet ached and her tray of oranges refused to sell. Once, thieves snatched her day's earnings, and she wept bitterly. Yet each time she was knocked down, she rose again, more determined than before. Her teachers, moved by her spirit, gave her free extra lessons and old textbooks.
Five years later, Ada sat for her school certificate examination and passed with distinction. A generous company, hearing her story, awarded her a full scholarship to study Medicine at the university. Today, Ada is a respected doctor, and the very uncles who refused to help her now boast that they are related to her.
Ada's story proves the truth of the old saying: where there is a will, there is a way. No obstacle, however great, can defeat a person who is determined to succeed.
Ajụjụ 4 Ripọtì
Activities such as debates, drama and excursions are now rare in schools in your country. As the Senior Prefect, write a letter to your principal suggesting the revival of these activities and pointing out what students stand to gain from taking part in them.
Senior Prefect's Office,
Unity Secondary School,
Enugu,
Enugu State.
10 July, 2026.
The Principal,
Unity Secondary School,
Enugu,
Enugu State.
Dear Sir,
A PLEA FOR THE REVIVAL OF DEBATES, DRAMA AND EXCURSIONS
On behalf of the entire student body, I write respectfully to draw your attention to the disappearance of debates, drama and excursions from our school calendar, and to appeal for their revival. These activities, which once thrived in our school, have now become rare, and their absence is keenly felt by the students.
May I, Sir, point out the benefits that these activities offer. Debates sharpen the mind and build confidence. Through them, students learn to think quickly, to speak fluently in public and to defend their opinions with sound reasoning. Many great leaders trace their eloquence to the debating societies of their school days.
Drama, too, is of great value. It develops the students' talents, teaches teamwork and discipline, and passes moral lessons to both actors and audience in an entertaining way. A student who is shy in the classroom often blossoms on the stage.
Excursions, on their part, bring learning to life. A visit to a factory, a museum or a historical site helps students to see with their own eyes what they have only read about in books. Such trips broaden the mind, arouse curiosity and inspire many students towards future careers.
Taken together, these activities relieve the boredom of endless classroom study, keep students meaningfully engaged and thereby reduce indiscipline. They also give our school a good name whenever we compete with, or visit, other schools.
I therefore appeal to you, Sir, to kindly approve the revival of these activities and to permit the various clubs to resume their meetings. The students are eager and willing, and we promise to conduct ourselves responsibly.
Thank you, Sir, for your kind consideration.
Yours faithfully,
Ngozi Eze,
Senior Prefect.
Akọwa Nkọwa
Senior Prefect's Office,
Unity Secondary School,
Enugu,
Enugu State.
10 July, 2026.
The Principal,
Unity Secondary School,
Enugu,
Enugu State.
Dear Sir,
A PLEA FOR THE REVIVAL OF DEBATES, DRAMA AND EXCURSIONS
On behalf of the entire student body, I write respectfully to draw your attention to the disappearance of debates, drama and excursions from our school calendar, and to appeal for their revival. These activities, which once thrived in our school, have now become rare, and their absence is keenly felt by the students.
May I, Sir, point out the benefits that these activities offer. Debates sharpen the mind and build confidence. Through them, students learn to think quickly, to speak fluently in public and to defend their opinions with sound reasoning. Many great leaders trace their eloquence to the debating societies of their school days.
Drama, too, is of great value. It develops the students' talents, teaches teamwork and discipline, and passes moral lessons to both actors and audience in an entertaining way. A student who is shy in the classroom often blossoms on the stage.
Excursions, on their part, bring learning to life. A visit to a factory, a museum or a historical site helps students to see with their own eyes what they have only read about in books. Such trips broaden the mind, arouse curiosity and inspire many students towards future careers.
Taken together, these activities relieve the boredom of endless classroom study, keep students meaningfully engaged and thereby reduce indiscipline. They also give our school a good name whenever we compete with, or visit, other schools.
I therefore appeal to you, Sir, to kindly approve the revival of these activities and to permit the various clubs to resume their meetings. The students are eager and willing, and we promise to conduct ourselves responsibly.
Thank you, Sir, for your kind consideration.
Yours faithfully,
Ngozi Eze,
Senior Prefect.
Ajụjụ 5 Ripọtì
You are the Chief Speaker in a debate on the topic: Violent video games should be banned. Write your argument for or against the topic.
Motion: Violent video games should be banned.
Speaking as Chief Speaker in support of the motion.
Mr. Chairman, accurate timekeeper, distinguished judges, my worthy opponents, fellow students, ladies and gentlemen, I stand before you today as the Chief Speaker to support the motion that violent video games should be banned. I shall show, with clear reasons, that these games do far more harm than good, especially to the young.
My first and strongest argument is that violent video games breed violence in the players. Study after study has shown that children who spend long hours shooting, stabbing and killing on the screen gradually become aggressive in real life. What the mind feeds on repeatedly, it begins to imitate. A game that rewards a child for cruelty teaches that child that cruelty pays.
Secondly, these games deaden the conscience. In a violent video game, blood is spilt without pity and lives are destroyed for points. A young person who plays such games for hours slowly loses his sense of horror at real suffering. He begins to see human life as cheap, and this is a most dangerous frame of mind.
Thirdly, violent video games are addictive and steal precious time. Many students now abandon their books, their chores and even their sleep to sit before these games. Their grades fall, their health suffers and their relationships with family and friends grow cold.
My opponents will argue that these games are mere entertainment and that they improve reflexes and concentration. But of what use are quick fingers if the heart behind them has grown hard and cruel? There are countless healthy games and sports that sharpen the mind without glorifying bloodshed.
Mr. Chairman, for the sake of the safety of our society, the tenderness of our conscience and the future of our youth, I urge this house to support the motion that violent video games should be banned. Thank you.
Akọwa Nkọwa
Motion: Violent video games should be banned.
Speaking as Chief Speaker in support of the motion.
Mr. Chairman, accurate timekeeper, distinguished judges, my worthy opponents, fellow students, ladies and gentlemen, I stand before you today as the Chief Speaker to support the motion that violent video games should be banned. I shall show, with clear reasons, that these games do far more harm than good, especially to the young.
My first and strongest argument is that violent video games breed violence in the players. Study after study has shown that children who spend long hours shooting, stabbing and killing on the screen gradually become aggressive in real life. What the mind feeds on repeatedly, it begins to imitate. A game that rewards a child for cruelty teaches that child that cruelty pays.
Secondly, these games deaden the conscience. In a violent video game, blood is spilt without pity and lives are destroyed for points. A young person who plays such games for hours slowly loses his sense of horror at real suffering. He begins to see human life as cheap, and this is a most dangerous frame of mind.
Thirdly, violent video games are addictive and steal precious time. Many students now abandon their books, their chores and even their sleep to sit before these games. Their grades fall, their health suffers and their relationships with family and friends grow cold.
My opponents will argue that these games are mere entertainment and that they improve reflexes and concentration. But of what use are quick fingers if the heart behind them has grown hard and cruel? There are countless healthy games and sports that sharpen the mind without glorifying bloodshed.
Mr. Chairman, for the sake of the safety of our society, the tenderness of our conscience and the future of our youth, I urge this house to support the motion that violent video games should be banned. Thank you.
Ajụjụ 6 Ripọtì
Write an article for publication in your school magazine on the dangers of keeping bad company in school.
The Danger of Keeping Bad Company in School
By a Concerned Student
There is an old saying that a person is known by the company he keeps. Nowhere is this truer than in the school, where the friends a student chooses can either lift him to greatness or drag him to ruin. Sadly, many promising students have wrecked their lives simply by keeping bad company, and it is time we sounded a warning.
The first danger of bad company is poor academic performance. Idle and unserious friends discourage hard work. They mock those who study, tempt one to skip lessons and turn study periods into gossip sessions. Before long, a once-brilliant student begins to fail, for the friends who led him astray cannot write his examinations for him.
Secondly, bad company leads to the loss of good character. A student who moves with liars soon learns to lie; one who mixes with those who steal soon dips his own hand into other people's belongings. Bad habits, like a contagious disease, spread quickly from one companion to another. In this way, a well-brought-up child gradually loses the values his parents laboured to instil in him.
Thirdly, keeping bad company can lead to dangerous vices and even crime. Wrong friends introduce their companions to smoking, drug abuse, cultism and immorality. Many students have been expelled, imprisoned or have lost their lives because they followed such friends. The regret that follows always comes too late.
How, then, can a student protect himself? He should choose his friends carefully, preferring those who are hardworking and well-behaved. He should have the courage to say no to wrong suggestions and to walk away from company that leads to trouble. Above all, he should confide in his parents, teachers and counsellors whenever he is in doubt.
In conclusion, our friendships in school shape the persons we become. Let every student remember that it is far better to walk alone than to walk in the wrong direction with a crowd. Choose your friends wisely, for your future depends on it.
Akọwa Nkọwa
The Danger of Keeping Bad Company in School
By a Concerned Student
There is an old saying that a person is known by the company he keeps. Nowhere is this truer than in the school, where the friends a student chooses can either lift him to greatness or drag him to ruin. Sadly, many promising students have wrecked their lives simply by keeping bad company, and it is time we sounded a warning.
The first danger of bad company is poor academic performance. Idle and unserious friends discourage hard work. They mock those who study, tempt one to skip lessons and turn study periods into gossip sessions. Before long, a once-brilliant student begins to fail, for the friends who led him astray cannot write his examinations for him.
Secondly, bad company leads to the loss of good character. A student who moves with liars soon learns to lie; one who mixes with those who steal soon dips his own hand into other people's belongings. Bad habits, like a contagious disease, spread quickly from one companion to another. In this way, a well-brought-up child gradually loses the values his parents laboured to instil in him.
Thirdly, keeping bad company can lead to dangerous vices and even crime. Wrong friends introduce their companions to smoking, drug abuse, cultism and immorality. Many students have been expelled, imprisoned or have lost their lives because they followed such friends. The regret that follows always comes too late.
How, then, can a student protect himself? He should choose his friends carefully, preferring those who are hardworking and well-behaved. He should have the courage to say no to wrong suggestions and to walk away from company that leads to trouble. Above all, he should confide in his parents, teachers and counsellors whenever he is in doubt.
In conclusion, our friendships in school shape the persons we become. Let every student remember that it is far better to walk alone than to walk in the wrong direction with a crowd. Choose your friends wisely, for your future depends on it.
Ajụjụ 7 Ripọtì
Read the following passage carefully and answer the questions on it.
The number of people living in slums worldwide is estimated to be more than a billion. Experts in urbanization fear that the ever-growing slums in the world will soon become more populous than the cities. Findings like these, however. do not show clearly the devastating effect which substandard living conditions have on the poor. The situation is more serious in developing countries, where many people lack basic amenities, adequate housing and modem health care services.
It is an irony that while some of the richest nations want to build colonies on the moon and explore Mars, growing numbers of their poorest citizens cannot afford a decent place to live here on earth. It might be easy to conclude that the poor could remedy their situation if they showed more initiative. but factors involved in the housing crisis are beyond their control. The world's population is increasing at an alarming rate. such that millions of houses are needed to keep pace with this development.
It is a fact that cities provide more facilities than the rural areas. It is easier to get electricity and good water supply, pursue one's education and secure well-paid jobs in cities than villages. Very often those in the villages hanker for such opportunities. One cannot therefore blame them when they seize the first opportunity to reside n the cities. They do not mind going away from the villages to reside in congested cities. thereby contributing to over-population in the cities. In troubled areas of the world. political disasters. civil wars and suicide bombing are common Poor people, women and children run away from such troubled areas to preserve their lives They seek refuge in whatever shelter they can find when existing buildings are completely destroyed The relationship between housing and poverty cannot be ignored. People who cannot afford basic necessities as food and clothing. may not be able to rent or build decent houses. These and other factors have forced millions of people to settle for substandard housing They live in abandoned buses, shipping containers, cardboard boxes and other unthinkable places.
The housing problems. just like many other problems facing the world should be tackled with urgency. However, the cost of land for the erection of houses is high Even when land is secured. the high cost of building materials is another problem to contend with. One must not therefore blame building agencies which employ methods that enable them to build inexpensive houses
(a) In five sentences, one for each state the causes of the worldwide housing problems.
(b) In one sentence. summarize the measures that poor people have adopted to solve their housing problem.
(a) Causes of the worldwide housing problems
(b) Measures the poor have adopted
The poor have been forced to settle for substandard housing, living in abandoned buses, shipping containers, cardboard boxes and other unthinkable places.
Akọwa Nkọwa
(a) Causes of the worldwide housing problems
(b) Measures the poor have adopted
The poor have been forced to settle for substandard housing, living in abandoned buses, shipping containers, cardboard boxes and other unthinkable places.
Ajụjụ 8 Ripọtì
Read the following passage carefully and answer the questions on it.
Part of my one-year study programme in Britain involved visiting several places of historical importance, especially those related to precolonial African history on which I was researching One was the home of William Wilberforce, the 19th century anti-slave trade statesman. The house had been turned into a museum by one of the several organizations that fought the scourge Among the most outstanding features of the museum were the several statues of slaves in different postures black slaves being captured in their native homes, being chained together, being led to the port for sale, on the slave ship and being forced to work on plantations The sculptures were particularly remarkable in that they illustrated very movingly the bane which Wilberforce threw himself against.
As a black man I could not help shedding tears when going from room to room on the two floors. Then, there was a period of pandemonium which I. unwittingly, caused. I was on the first floor, about to cross the lobby, when I came face to face with another visitor. a white man. When he saw me, a wave of fright swept through him. His eyes were immediately bloodshot. He shouted out of fright and ran back. Quickly, he made for the staircase, sped down to the ground floor, and took to his heels.
All this while. I remained still, at a loss as to the cause of his action. He stopped shouting only when he got into the bus that brought his group. Meanwhile. others around him. realizing the cause of his fright, came to tell me that I was
the cause. They laughed it off when they told me that he had thought I was one of the statues and. had left suddenly turned into a human being. I discovered the reason for his fright when I entered the room which he had just left and found that It one of the statues looked exactly like me. Whoever did the wax model perhaps had my picture. was my height, my shape, my complexion, indeed the exact replica of me.
I realized what had happened. I was the only black present in the building. The man had not expected a live black person to be in the museum. Thus, the sudden sight of a black person moving around, with the stature and face of one of the statues, should certainly frighten him. I wondered what could have happened if I had pursued him down the staircase.
(a) In what capacity did the writer visit the museum?
(b) For what was William Wilberforce famous?
(c) Why did the writer stand out among the visitors in the museum at that hour?
(d) Why was the other man frightened?
(e) by had the man assumed that the writer was a statue that had come alive?
(f) "a wave of fright swept through him..." (i) What figure of speech is contained in the expression above? (ii) What does it mean?
(g) "...that brought his group..."
(i) What grammatical name is given to this expression as it is used in the passage?
(ii) What is its function?
(h) 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) organizations; (ii) remarkable; (iii) pandemonium; (iv) replica; (v) pursued.
(a) The writer visited the museum in the capacity of a researcher (a scholar on a one-year study programme) who was researching precolonial African history and visiting places of historical importance connected with it.
(b) William Wilberforce was famous as a 19th-century statesman who fought against the slave trade, that is, he campaigned for the abolition of slavery.
(c) The writer stood out among the visitors at that hour because he was the only black person present in the museum.
(d) The other man was frightened because he thought that the writer was one of the statues in the museum that had suddenly turned into, or come alive as, a human being.
(e) The man assumed the writer was a statue that had come alive because one of the wax statues in the room he had just left looked exactly like the writer, having the same height, shape and complexion, and, not expecting a live black person in the museum, he mistook the moving writer for that statue.
(f) "a wave of fright swept through him..."
(i) It is a metaphor.
(ii) It means that he was suddenly overcome by, or filled with, intense fear.
(g) "...that brought his group..."
(i) It is an adjectival (relative) clause.
(ii) It qualifies (modifies) the noun "bus".
(h)
Akọwa Nkọwa
(a) The writer visited the museum in the capacity of a researcher (a scholar on a one-year study programme) who was researching precolonial African history and visiting places of historical importance connected with it.
(b) William Wilberforce was famous as a 19th-century statesman who fought against the slave trade, that is, he campaigned for the abolition of slavery.
(c) The writer stood out among the visitors at that hour because he was the only black person present in the museum.
(d) The other man was frightened because he thought that the writer was one of the statues in the museum that had suddenly turned into, or come alive as, a human being.
(e) The man assumed the writer was a statue that had come alive because one of the wax statues in the room he had just left looked exactly like the writer, having the same height, shape and complexion, and, not expecting a live black person in the museum, he mistook the moving writer for that statue.
(f) "a wave of fright swept through him..."
(i) It is a metaphor.
(ii) It means that he was suddenly overcome by, or filled with, intense fear.
(g) "...that brought his group..."
(i) It is an adjectival (relative) clause.
(ii) It qualifies (modifies) the noun "bus".
(h)
Ị ga-achọ ịga n'ihu na omume a?