Nkojọpọ....
|
Tẹ mọ́ & Dì mú láti fà yíká. |
|||
|
Tẹ ibi lati pa |
|||
Ibeere 1 Ìròyìn
Write an article for inclusion in one of your local newspapers on the importance of immunization against childhood diseases in your locality.
Protect Our Children: The Importance of Immunization
By a Concerned Resident
Not long ago, our locality lost several young children to measles and whooping cough within a single season. These deaths were painful, and worse still, they were preventable. Immunization, the simple act of giving a child protective vaccines, stands between our children and many killer diseases. It is time we took it seriously.
Immunization is important, first of all, because it saves lives. Diseases such as polio, measles, tuberculosis, diphtheria and tetanus once crippled and killed countless children. Vaccines train the child's body to fight these diseases before they strike. A few drops or a single injection can spare a family a lifetime of grief.
Secondly, immunization protects the whole community. When most children in an area are immunized, diseases find it hard to spread, and even the few who cannot be vaccinated are shielded. Thus, by immunizing our own children, we also protect our neighbours' children.
Thirdly, immunization saves money and secures the future. Treating a child stricken with polio or measles is costly and often futile, whereas vaccines given at the health centre are cheap or entirely free. A healthy child stays in school, grows into a productive adult and becomes a blessing rather than a burden.
Sadly, some parents in our locality still keep their children away from the health centres, misled by rumour and superstition. Others simply forget the immunization dates. This must change. Parents should ensure that every child completes the full schedule of vaccines. Community leaders, teachers and religious heads should spread accurate information, while health workers should carry the vaccines closer to the people.
A nation is only as healthy as its children. Let us therefore embrace immunization wholeheartedly, for in protecting our children we protect our future.
Awọn alaye Idahun
Protect Our Children: The Importance of Immunization
By a Concerned Resident
Not long ago, our locality lost several young children to measles and whooping cough within a single season. These deaths were painful, and worse still, they were preventable. Immunization, the simple act of giving a child protective vaccines, stands between our children and many killer diseases. It is time we took it seriously.
Immunization is important, first of all, because it saves lives. Diseases such as polio, measles, tuberculosis, diphtheria and tetanus once crippled and killed countless children. Vaccines train the child's body to fight these diseases before they strike. A few drops or a single injection can spare a family a lifetime of grief.
Secondly, immunization protects the whole community. When most children in an area are immunized, diseases find it hard to spread, and even the few who cannot be vaccinated are shielded. Thus, by immunizing our own children, we also protect our neighbours' children.
Thirdly, immunization saves money and secures the future. Treating a child stricken with polio or measles is costly and often futile, whereas vaccines given at the health centre are cheap or entirely free. A healthy child stays in school, grows into a productive adult and becomes a blessing rather than a burden.
Sadly, some parents in our locality still keep their children away from the health centres, misled by rumour and superstition. Others simply forget the immunization dates. This must change. Parents should ensure that every child completes the full schedule of vaccines. Community leaders, teachers and religious heads should spread accurate information, while health workers should carry the vaccines closer to the people.
A nation is only as healthy as its children. Let us therefore embrace immunization wholeheartedly, for in protecting our children we protect our future.
Ibeere 2 Ìròyìn
You were an eye-witness to an incident in which a crowd of angry traders beat a suspected thief to death. Write a letter to the Divisional Police Officer in your area giving an account of what happened.
12 Market Road,
Aba.
10th July, 2026.
The Divisional Police Officer,
Central Police Division,
Aba.
Dear Sir,
EYE-WITNESS ACCOUNT OF A MOB ATTACK ON A SUSPECTED THIEF
I wish to report an incident of jungle justice which I personally witnessed at the Ariaria Main Market on the morning of 9th July, 2026, in which a suspected thief was beaten to death by a crowd of angry traders.
At about nine o'clock that morning, I was buying provisions at a stall near the market gate when I heard a loud shout of "Thief! Thief!" I turned and saw a young man, of average height and wearing a faded blue shirt, running out of a nearby shop. A trader was pursuing him, crying that the young man had snatched money from her table.
Within minutes, a large crowd had gathered. Before anyone could establish the truth, some traders seized the young man and began to beat him with sticks, planks and their fists. I and a few others pleaded that he be handed over to the police, but our voices were drowned in the anger of the mob. A tyre was brought, and despite my protests the man was set upon until he collapsed and stopped moving. By the time a police patrol arrived, the young man had already died from his injuries.
I am deeply troubled by what I saw, for no matter his offence, the young man deserved a fair trial and not death at the hands of an angry crowd. I am willing to give a full statement and to identify some of those who took part in the beating.
I therefore urge you to investigate this matter thoroughly, bring the culprits to justice, and take steps to discourage such acts of jungle justice in our community.
Thank you, Sir.
Yours faithfully,
Emeka Nwosu.
Awọn alaye Idahun
12 Market Road,
Aba.
10th July, 2026.
The Divisional Police Officer,
Central Police Division,
Aba.
Dear Sir,
EYE-WITNESS ACCOUNT OF A MOB ATTACK ON A SUSPECTED THIEF
I wish to report an incident of jungle justice which I personally witnessed at the Ariaria Main Market on the morning of 9th July, 2026, in which a suspected thief was beaten to death by a crowd of angry traders.
At about nine o'clock that morning, I was buying provisions at a stall near the market gate when I heard a loud shout of "Thief! Thief!" I turned and saw a young man, of average height and wearing a faded blue shirt, running out of a nearby shop. A trader was pursuing him, crying that the young man had snatched money from her table.
Within minutes, a large crowd had gathered. Before anyone could establish the truth, some traders seized the young man and began to beat him with sticks, planks and their fists. I and a few others pleaded that he be handed over to the police, but our voices were drowned in the anger of the mob. A tyre was brought, and despite my protests the man was set upon until he collapsed and stopped moving. By the time a police patrol arrived, the young man had already died from his injuries.
I am deeply troubled by what I saw, for no matter his offence, the young man deserved a fair trial and not death at the hands of an angry crowd. I am willing to give a full statement and to identify some of those who took part in the beating.
I therefore urge you to investigate this matter thoroughly, bring the culprits to justice, and take steps to discourage such acts of jungle justice in our community.
Thank you, Sir.
Yours faithfully,
Emeka Nwosu.
Ibeere 3 Ìròyìn
You and a group of school mates were returning from an excursion when the bus in which you were travelling broke down in an isolated place. Write a report for the principal on the events that followed and how you got out of the situation.
REPORT ON THE BREAKDOWN OF THE SCHOOL BUS DURING THE EXCURSION TO THE NATIONAL MUSEUM
Prepared by: Obinna Eze, Senior Prefect
Submitted to: The Principal
Date: 10th July, 2026
Introduction
This report gives an account of the events that followed the breakdown of the school bus on our return from the excursion to the National Museum on 8th July, 2026, and how the group finally got out of the situation.
The Incident
The excursion itself was successful, and we set out for school at about four o'clock in the evening. At approximately five o'clock, while we were passing through a lonely stretch of road far from any town, the bus suddenly jerked, produced a loud noise and came to a halt. The driver examined the engine and announced that a major part had failed and that the bus could not move any further.
Steps Taken
As darkness was approaching, I gathered the twenty students together and appealed for calm to prevent panic. With the driver's permission, I organized the boys to push the bus off the road for safety, while the girls remained seated inside. We switched on the hazard lights to warn passing vehicles.
The driver tried without success to repair the fault. Fortunately, one of the teachers accompanying us, Mr. Bello, had his mobile phone. He called the school and also contacted a mechanic in the nearest town. Meanwhile, we shared the little food and water we had left and sang songs to keep up our spirits.
Rescue
At about half past seven, a rescue bus arranged by the school, together with a mechanic, arrived at the scene. The students were transferred to the new bus while the mechanic and driver stayed behind with the faulty vehicle. We reached the school safely at about nine o'clock, tired but unharmed.
Recommendation
I respectfully recommend that the school bus be serviced thoroughly before future trips and that a spare vehicle and a first-aid kit accompany every excursion.
Signed,
Obinna Eze,
Senior Prefect.
Awọn alaye Idahun
REPORT ON THE BREAKDOWN OF THE SCHOOL BUS DURING THE EXCURSION TO THE NATIONAL MUSEUM
Prepared by: Obinna Eze, Senior Prefect
Submitted to: The Principal
Date: 10th July, 2026
Introduction
This report gives an account of the events that followed the breakdown of the school bus on our return from the excursion to the National Museum on 8th July, 2026, and how the group finally got out of the situation.
The Incident
The excursion itself was successful, and we set out for school at about four o'clock in the evening. At approximately five o'clock, while we were passing through a lonely stretch of road far from any town, the bus suddenly jerked, produced a loud noise and came to a halt. The driver examined the engine and announced that a major part had failed and that the bus could not move any further.
Steps Taken
As darkness was approaching, I gathered the twenty students together and appealed for calm to prevent panic. With the driver's permission, I organized the boys to push the bus off the road for safety, while the girls remained seated inside. We switched on the hazard lights to warn passing vehicles.
The driver tried without success to repair the fault. Fortunately, one of the teachers accompanying us, Mr. Bello, had his mobile phone. He called the school and also contacted a mechanic in the nearest town. Meanwhile, we shared the little food and water we had left and sang songs to keep up our spirits.
Rescue
At about half past seven, a rescue bus arranged by the school, together with a mechanic, arrived at the scene. The students were transferred to the new bus while the mechanic and driver stayed behind with the faulty vehicle. We reached the school safely at about nine o'clock, tired but unharmed.
Recommendation
I respectfully recommend that the school bus be serviced thoroughly before future trips and that a spare vehicle and a first-aid kit accompany every excursion.
Signed,
Obinna Eze,
Senior Prefect.
Ibeere 4 Ìròyìn
One of your pen friends has written asking you to describe your favourite Nigerian dish to enable her to prepare it. Write back to her explaining how the dish is cooked.
7 Ogui Road,
Enugu.
10th July, 2026.
Dear Amaka,
Thank you for your lovely letter. I was delighted to read that you would like to try cooking a Nigerian dish. My favourite is jollof rice, and I am happy to explain exactly how it is prepared so that you can make it yourself.
First, gather your ingredients. You will need rice, fresh tomatoes, red bell peppers, onions, tomato paste, vegetable oil, chicken or beef, seasoning cubes, salt, curry, thyme and a little pepper to taste.
Begin by washing and boiling the meat with sliced onions, seasoning cubes and salt until it is tender. Keep the meat stock, for it gives the dish a rich flavour. You may fry the boiled meat lightly and set it aside.
Next, blend the tomatoes, peppers and onions into a smooth paste. Heat some oil in a pot, add sliced onions and a little tomato paste, and pour in the blended mixture. Allow it to fry until the sour taste disappears and the oil rises to the top. Add the meat stock, seasoning cubes, curry, thyme and salt, and let it simmer.
Now wash your rice and pour it into the boiling sauce, making sure the liquid just covers the rice. Cover the pot tightly, reduce the heat and allow the rice to cook slowly so that it absorbs the sauce and takes on its lovely red colour. Stir gently once or twice to prevent burning, adding a little water if it dries out before the rice is soft.
When the rice is well cooked and dry, your jollof rice is ready. Serve it hot with the fried meat, fried plantain and a little coleslaw. I promise you will enjoy every spoonful.
Do write and tell me how it turns out. Greetings to your family.
Your loving friend,
Ngozi.
Awọn alaye Idahun
7 Ogui Road,
Enugu.
10th July, 2026.
Dear Amaka,
Thank you for your lovely letter. I was delighted to read that you would like to try cooking a Nigerian dish. My favourite is jollof rice, and I am happy to explain exactly how it is prepared so that you can make it yourself.
First, gather your ingredients. You will need rice, fresh tomatoes, red bell peppers, onions, tomato paste, vegetable oil, chicken or beef, seasoning cubes, salt, curry, thyme and a little pepper to taste.
Begin by washing and boiling the meat with sliced onions, seasoning cubes and salt until it is tender. Keep the meat stock, for it gives the dish a rich flavour. You may fry the boiled meat lightly and set it aside.
Next, blend the tomatoes, peppers and onions into a smooth paste. Heat some oil in a pot, add sliced onions and a little tomato paste, and pour in the blended mixture. Allow it to fry until the sour taste disappears and the oil rises to the top. Add the meat stock, seasoning cubes, curry, thyme and salt, and let it simmer.
Now wash your rice and pour it into the boiling sauce, making sure the liquid just covers the rice. Cover the pot tightly, reduce the heat and allow the rice to cook slowly so that it absorbs the sauce and takes on its lovely red colour. Stir gently once or twice to prevent burning, adding a little water if it dries out before the rice is soft.
When the rice is well cooked and dry, your jollof rice is ready. Serve it hot with the fried meat, fried plantain and a little coleslaw. I promise you will enjoy every spoonful.
Do write and tell me how it turns out. Greetings to your family.
Your loving friend,
Ngozi.
Ibeere 5 Ìròyìn
Read the following passage carefully and then answer the questions on it.
It was Kola's first day at work. That morning. he woke up at exactly five 0 clock. He had slept late the night before as he was getting ready for the D-day.
Securing a job was a relief to Kola and his parents. For two years. Kola had roamed the streets in search of work. He had finished his mandatory national youth service two years. service two years before after returning from America where he obtained his master's degree in Business Administration at the State University. During these years, he has been living on his parents. Of course they were happy caring for him as having him around was what mattered. They could not bear the pain of him returning to America after missing him for ten years. Kola detested this too much. He felt his freedom was being curtailed by his continued dependence on his parents for survival. There was nothing he could do for the moment. He was not then a man.
Kola arrived at the office of the secretary to the Managing Director of Friendly Construction Company that morning full of smiles. He was to start as the company's Personnel Manager. He was surprised to see the secretary already at her seat typing. She looked up from her typing with surprise. She wondered what could have kept the young man so late on the first day of his assumption of duties. She was sure the Managing Director would not take it lying down.
She was on the verge of asking him why he was late when the door to the Director's office opened and the director stepped into the secretary's office.
Good morning Sir', Kola greeted him.
"Morning, Mr. Kola", replied the Director. By my time he continued it is now two minutes after 9 o'clock. You are one hour two minutes late. This is a bad way to begin. Kola hurriedly checked his wrist watch, He wanted to speak, but he was stuck for words.
(a) Give one reason why Kolas securing of a job was a relief to his parents.
(b) In one sentence, explain what the writer meant by saying Kola had been living on his parents.
(c) Write a sentence to explain what you think prevented Kola from returning to America after waiting for two years without a job. (d) What in the writer's opinion was responsible for Kola's parents untiring care for him? Quote a sentence from the passage to support this.
(e) State in one sentence why Kola was then not a man.
(f) In one sentence or phrase. give the meaning of each of the following words or group of words as it is used in the passage
(i) D-day (ii) Roamed; (iii) Mandatory; (iv) Lying down; (v) Stuck for words.
(g) (i) What kind of grammatical structure is "with surprise" (ii) What is its function in the sentence?
(a) One reason Kola's securing of a job was a relief to his parents: It was a relief because for two years Kola had roamed the streets in search of work while depending on them for survival, so his getting a job eased that burden.
(b) What the writer meant by saying Kola had been living on his parents: It means that, having no job or income of his own, Kola had been depending entirely on his parents for his food, shelter and all his needs.
(c) What prevented Kola from returning to America: Kola did not return to America because his parents, who had missed him for the ten years he was away, could not bear the pain of his going back and wanted to keep him close.
(d) What was responsible for the parents' untiring care, with support: In the writer's opinion, it was their joy in having their son around after a long absence that made them care for him tirelessly. Supporting sentence: "Of course they were happy caring for him as having him around was what mattered."
(e) Why Kola was then not a man: Kola felt he was not yet a man because his freedom was curtailed by his continued dependence on his parents for survival, since a real man should be able to fend for himself.
(f) Meanings of the words or groups of words as used in the passage:
(g) (i) Grammatical structure of "with surprise": It is an adverbial phrase (a prepositional phrase functioning as an adverb).
(ii) Function: It modifies the verb "looked up," describing the manner in which the secretary looked up from her typing.
Awọn alaye Idahun
(a) One reason Kola's securing of a job was a relief to his parents: It was a relief because for two years Kola had roamed the streets in search of work while depending on them for survival, so his getting a job eased that burden.
(b) What the writer meant by saying Kola had been living on his parents: It means that, having no job or income of his own, Kola had been depending entirely on his parents for his food, shelter and all his needs.
(c) What prevented Kola from returning to America: Kola did not return to America because his parents, who had missed him for the ten years he was away, could not bear the pain of his going back and wanted to keep him close.
(d) What was responsible for the parents' untiring care, with support: In the writer's opinion, it was their joy in having their son around after a long absence that made them care for him tirelessly. Supporting sentence: "Of course they were happy caring for him as having him around was what mattered."
(e) Why Kola was then not a man: Kola felt he was not yet a man because his freedom was curtailed by his continued dependence on his parents for survival, since a real man should be able to fend for himself.
(f) Meanings of the words or groups of words as used in the passage:
(g) (i) Grammatical structure of "with surprise": It is an adverbial phrase (a prepositional phrase functioning as an adverb).
(ii) Function: It modifies the verb "looked up," describing the manner in which the secretary looked up from her typing.
Ibeere 6 Ìròyìn
Write a story in your school magazine beginning or ending with the sentence; I wish I had never met the man.
The Smooth Stranger
I wish I had never met the man. Even now, whenever I remember how it all began, a cold shiver runs through me.
It was during the last long vacation. I had gone to the motor park to travel home when a well-dressed gentleman approached me with a broad smile. He introduced himself as Mr. Danladi, a talent scout, and said he had been watching me and was impressed by my confidence. He claimed to represent a modelling and film company in the city and promised to make me a star. All I had to do, he said, was to follow him to an office where I would sign a contract worth a large sum of money.
My heart leapt with excitement. The offer seemed too good to be true, yet his manner was so convincing that I ignored the little voice of caution within me. He bought me a soft drink, praised my looks, and told me stories of other young people he had made rich. Foolishly, I agreed to go with him the following day.
That night, however, I mentioned the matter to my uncle, a retired police officer. His face darkened at once. He explained that fraudsters used exactly such sweet promises to lure unsuspecting young people, some of whom were never seen again. He insisted on accompanying me to the so-called office.
When we arrived at the address Mr. Danladi had given, there was no company, no office, only an abandoned building. My uncle quickly reported the man at the nearest police station. Days later, we learned that the smiling stranger had been arrested while trying to deceive another victim, and that he was wanted for several cases of kidnapping.
I shudder to think what would have become of me had I gone alone. To this day, the memory fills me with regret and gratitude in equal measure. Truly, I wish I had never met the man.
Awọn alaye Idahun
The Smooth Stranger
I wish I had never met the man. Even now, whenever I remember how it all began, a cold shiver runs through me.
It was during the last long vacation. I had gone to the motor park to travel home when a well-dressed gentleman approached me with a broad smile. He introduced himself as Mr. Danladi, a talent scout, and said he had been watching me and was impressed by my confidence. He claimed to represent a modelling and film company in the city and promised to make me a star. All I had to do, he said, was to follow him to an office where I would sign a contract worth a large sum of money.
My heart leapt with excitement. The offer seemed too good to be true, yet his manner was so convincing that I ignored the little voice of caution within me. He bought me a soft drink, praised my looks, and told me stories of other young people he had made rich. Foolishly, I agreed to go with him the following day.
That night, however, I mentioned the matter to my uncle, a retired police officer. His face darkened at once. He explained that fraudsters used exactly such sweet promises to lure unsuspecting young people, some of whom were never seen again. He insisted on accompanying me to the so-called office.
When we arrived at the address Mr. Danladi had given, there was no company, no office, only an abandoned building. My uncle quickly reported the man at the nearest police station. Days later, we learned that the smiling stranger had been arrested while trying to deceive another victim, and that he was wanted for several cases of kidnapping.
I shudder to think what would have become of me had I gone alone. To this day, the memory fills me with regret and gratitude in equal measure. Truly, I wish I had never met the man.
Ibeere 7 Ìròyìn
Read the following passage carefully and then answer the questions which follow.
At the beginning of the century also, the British administration, after the control of malaria by quinine and the resettlement of whites on high ground at Hill Station. decided to change its policy of appointing Krios to high posts and appointed Europeans instead. some of them with lower qualifications.
The religious societies also seemed to have lost faith in Krio leadership in the Church and sent out white missionaries to replace them in Sierra Leone and in Nigeria under the ageing black Bishop Crowther, the first black bishop since the Reformation.
Thus, with economic power lost to the British and Lebanese merchants. civil and religious leadership lost to the British and with a strained relationship between them and the provincial people. the Krios have been a beleaguered community since the 1900s. In 1926 they even lost the cherished control and mayoralty of Freetown which they had held since the 1790s regaining it only after about three decades of petitioning.
But their passion for education and Protestantism remained. Their teachers and clergymen at the Freetown secondary schools with degrees from Durham University with which the local Fourah Bay college had been affiliated in the 1870s maintained a high standard in Freetown and were in demand in neighbouring territories in the Gambia. Ghana and Nigeria, especially in northern Nigeria, where they served under Lord Luguard as both senior and junior officers. A clerk there was the main character in a novel Mr. Johnson written in that era by the late author Joyce Cary.
(a) Give one word that could replace each of the following in the passage. (i) ageing; (ii) beleaguered; (iii) cherished; (iv) petitioning; (v) affiliated; (vi) era
(b) In two sentences state why it is necessary to resettle the whites on the high ground.
(c) Give three areas in which the Krios found themselves discriminated against.
(d) Give two reasons which show that the Krios were determined people:
(e) Write down the clauses you can see in the first sentence of the passage.
(a) One-word replacements as used in the passage:
(b) Why it was necessary to resettle the whites on high ground (two sentences):
(c) Three areas in which the Krios were discriminated against:
(d) Two reasons which show that the Krios were determined people:
(e) Clauses in the first sentence of the passage: The first sentence is, "At the beginning of the century also, the British administration, after the control of malaria by quinine and the resettlement of whites on high ground at Hill Station, decided to change its policy of appointing Krios to high posts and appointed Europeans instead, some of them with lower qualifications." The clauses are:
Awọn alaye Idahun
(a) One-word replacements as used in the passage:
(b) Why it was necessary to resettle the whites on high ground (two sentences):
(c) Three areas in which the Krios were discriminated against:
(d) Two reasons which show that the Krios were determined people:
(e) Clauses in the first sentence of the passage: The first sentence is, "At the beginning of the century also, the British administration, after the control of malaria by quinine and the resettlement of whites on high ground at Hill Station, decided to change its policy of appointing Krios to high posts and appointed Europeans instead, some of them with lower qualifications." The clauses are:
Ibeere 8 Ìròyìn
You have been invited to lead the motion in a school debate for or against the proposition that' the new 6-3-3-4 system of education will be beneficial to the youths of Nigeria'. Write out your speech.
Speech Leading the Motion: The new 6-3-3-4 system of education will be beneficial to the youths of Nigeria.
Mr. Chairman, accurate timekeeper, distinguished panel of judges, co-debaters, teachers, ladies and gentlemen. I stand before you with confidence to lead the motion which states that the new 6-3-3-4 system of education will be beneficial to the youths of Nigeria.
By way of definition, the 6-3-3-4 system means six years of primary education, three years of junior secondary, three years of senior secondary, and four years of tertiary education. It is a structure designed to give every child a broad foundation and a chance to discover his or her talents.
My first argument, ladies and gentlemen, is that the system promotes practical, technical and vocational skills. Unlike the old system that produced only certificate holders, the 6-3-3-4 system introduces subjects such as woodwork, metalwork, agriculture and home economics at the junior level. A youth who leaves after junior secondary can therefore earn a living with his hands instead of roaming the streets.
Secondly, the system allows for proper guidance and selection. At the end of the junior secondary stage, students are directed either to senior secondary, technical colleges or vocational centres according to their abilities and interests. This prevents the waste of talent and matches each youth to a suitable path.
Furthermore, the system reduces unemployment and dependence. By equipping youths with skills, it produces self-reliant young people who can create jobs rather than merely search for them. A nation of skilled hands is a nation on the road to development.
Finally, the system builds a solid foundation in stages, giving each learner enough time to mature academically and morally before facing the world.
Ladies and gentlemen, a system that develops both the head and the hand of our youths can only be a blessing. On these grounds, I urge you all to support the motion. Thank you.
Awọn alaye Idahun
Speech Leading the Motion: The new 6-3-3-4 system of education will be beneficial to the youths of Nigeria.
Mr. Chairman, accurate timekeeper, distinguished panel of judges, co-debaters, teachers, ladies and gentlemen. I stand before you with confidence to lead the motion which states that the new 6-3-3-4 system of education will be beneficial to the youths of Nigeria.
By way of definition, the 6-3-3-4 system means six years of primary education, three years of junior secondary, three years of senior secondary, and four years of tertiary education. It is a structure designed to give every child a broad foundation and a chance to discover his or her talents.
My first argument, ladies and gentlemen, is that the system promotes practical, technical and vocational skills. Unlike the old system that produced only certificate holders, the 6-3-3-4 system introduces subjects such as woodwork, metalwork, agriculture and home economics at the junior level. A youth who leaves after junior secondary can therefore earn a living with his hands instead of roaming the streets.
Secondly, the system allows for proper guidance and selection. At the end of the junior secondary stage, students are directed either to senior secondary, technical colleges or vocational centres according to their abilities and interests. This prevents the waste of talent and matches each youth to a suitable path.
Furthermore, the system reduces unemployment and dependence. By equipping youths with skills, it produces self-reliant young people who can create jobs rather than merely search for them. A nation of skilled hands is a nation on the road to development.
Finally, the system builds a solid foundation in stages, giving each learner enough time to mature academically and morally before facing the world.
Ladies and gentlemen, a system that develops both the head and the hand of our youths can only be a blessing. On these grounds, I urge you all to support the motion. Thank you.
Ibeere 9 Ìròyìn
Read the following passage carefully and then answer the question on it.
Katsina has for years been famous for different reasons. Certain qualities have recommended the town as an inland port of call" for travellers. Katsina has long had an enviable record of possessing strong and resourceful farmers. Many of these have almost perfected the art of growing grains side by side with raising animals like goats, sheep, cows, horses and donkeys. Horses and donkeys are raised for their traditional role of keeping man's company and facilitating his movement from one point to the other. The other animals have been kept as sources of milk, meat and economic strength.
Katsina a.focal town has for long prided herself on the presence of a good crop of artisans and craftsmen. Their depth of originality has formed the theme of folklore and songs. Most of these artisans engage in such activities as blacksmithing, leatherwork and woodcarving. Their products easily provide some explanation for some of the queues of travellers who stream into Katsina. The elegance of these artisans' output both real and imagined provides an extra attraction for the undecided visitors. Many would probably have remained unimpressed even with the commonly heard lines.
'Those who can see admire the beauty of Katsina. Those who are blind simply inhale it'. Stories about the artisans have for ages successfully swayed many reluctant passers-by to make a stop in Katsina. Some of such calls have been brief and business-like with the callers simply focusing on satisfying their curiosity. Other callers have stopped, mixed with the people and forgotten to move on. This class of visitors would partly explain an interesting aspect of Katsina's population. The town has witnessed moments of drought and famine but such have hardly left their mark on the population.
Another segment of Katsina's population has always occupied itself with some unique form of commercial participation..Some of these men and women might never be visibly engaged in moving wares. Most of them merely engage in passing the word on the availability of this or that produce or item. Some go on to arrange contacts between sellers and their potential buyers. In certain instances these information carriers might choose the location of the meeting, the time of day or night and the individuals that would form the requirements for a particular trade contract. It is not uncommon to find a chance meeting opening up a temporary or enduring association between a young lady and a prospective suitor.
The beauty of Katsina has not been limited to its geographical and traditional eminence. The different groups of inhabitants have also combined to give the town a character of its own In six sentences, two for each group, summarise the major contributions by the following to the eminence of Katsina:
(a) farmers: (b) artisans: (c) traders.
This is a summary question. The instruction is strict: exactly six sentences, two for each group, each sentence carrying a distinct contribution that the group actually makes to the eminence of Katsina. Every point below is taken directly from the passage, with nothing added from outside it.
(a) The farmers
(b) The artisans
(c) The traders
Awọn alaye Idahun
This is a summary question. The instruction is strict: exactly six sentences, two for each group, each sentence carrying a distinct contribution that the group actually makes to the eminence of Katsina. Every point below is taken directly from the passage, with nothing added from outside it.
(a) The farmers
(b) The artisans
(c) The traders
Ṣe o fẹ tẹsiwaju pẹlu iṣe yii?