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Ibeere 1 Ìròyìn
You are one of the speakers in a debate on the topic: Women should not be in paid employment while they are still bearing children. Write your contribution for or against the proposition.
Model answer: debate speech (arguing AGAINST the proposition)
Mr Chairman, panel of judges, accurate timekeeper, my worthy opponents, ladies and gentlemen. I rise to oppose the proposition that women should not be in paid employment while they are still bearing children.
My first argument is economic. In these hard times, one income is rarely enough to raise a family. A working mother helps to meet the cost of food, housing, health care and the children's education. To bar her from paid work is to condemn many homes to needless poverty.
Secondly, a woman has a right to develop her talents and contribute to society. Women serve as doctors, teachers, engineers and leaders, and the nation cannot afford to lose their skills for the many years during which they bear children. To send them home would waste their training and slow the progress of the country.
Thirdly, with modern support, a woman can combine work and motherhood successfully. Maternity leave, day-care centres, house helps and supportive husbands make it possible for a mother to care for her children and still keep her job. Countless women do this well every day.
My opponents may say that children need their mother at home. I agree that children need care and love, but this can be provided without shutting the mother out of employment; quality care matters more than mere presence.
Mr Chairman, for these reasons, I urge this house to reject the proposition. Thank you.
Key features expected: debate opening with vocatives; a clear stand; at least three developed arguments; a rebuttal of the other side; a firm close. A candidate may equally argue FOR the proposition, stressing the child's need for maternal care in the early years.
Awọn alaye Idahun
Model answer: debate speech (arguing AGAINST the proposition)
Mr Chairman, panel of judges, accurate timekeeper, my worthy opponents, ladies and gentlemen. I rise to oppose the proposition that women should not be in paid employment while they are still bearing children.
My first argument is economic. In these hard times, one income is rarely enough to raise a family. A working mother helps to meet the cost of food, housing, health care and the children's education. To bar her from paid work is to condemn many homes to needless poverty.
Secondly, a woman has a right to develop her talents and contribute to society. Women serve as doctors, teachers, engineers and leaders, and the nation cannot afford to lose their skills for the many years during which they bear children. To send them home would waste their training and slow the progress of the country.
Thirdly, with modern support, a woman can combine work and motherhood successfully. Maternity leave, day-care centres, house helps and supportive husbands make it possible for a mother to care for her children and still keep her job. Countless women do this well every day.
My opponents may say that children need their mother at home. I agree that children need care and love, but this can be provided without shutting the mother out of employment; quality care matters more than mere presence.
Mr Chairman, for these reasons, I urge this house to reject the proposition. Thank you.
Key features expected: debate opening with vocatives; a clear stand; at least three developed arguments; a rebuttal of the other side; a firm close. A candidate may equally argue FOR the proposition, stressing the child's need for maternal care in the early years.
Ibeere 2 Ìròyìn
Read the following passage carefully and answer the question on it. .
You cannot expect to go through life without meeting problems. Difficulties, perplexities and frustrations are an inevitable part of human experience. Accepting this idea of the inevitability of problems will help you to approach them in a robust frame of mind rather than thinking that you are a victim specially singled out by a malignant fate.
When confronted with a problem, the first thing to do is to gather i all relevant data to get acquainted with all the facts of the case. Then write down exactly what the problem is, stating it simply in black and white. This gives you something definite with which to come to terms. The problem is, assessed and you will now have something concrete to deal with.
Next, give serious thought to the problem, making sure that such thought does not degenerate into worry as worry accomplishes nothing. Aim at clear, dispassionate thought, viewing the problem as if it were friend's and not your own. Look at it from all angles and from the view point. of all concerned. You court disaster if you are entirely selfish in your outlook. The single important purpose of all this is to discover all possible solutions to the problem.
Having examined the problem broadly and impartially, carefully examine all the possible solutions or courses of action. the knowledge that you have done this will keep you from useless regrets later, when you can remind yourself that all possible courses of action were examined and you chose what appeared to be the best. Next, eliminate all proposed solutions which are seen on further thought to be impracticable.
You will now find that your list has been whittled down to two or three possibilities. At this stage it is often a good plan to get out into the open air. go for a walk or a ride, preferably somewhere with wide horizons. There out in the open, review the problem afresh. You will find it appears much less formidable. Ask yourself how the difficulty will appear in ten years time, or even one! This fresh review enable you to make a final choice as you turn to the remaining solutions and. before you return home, decide which you are going to adopt. As you go to sleep that night, let your last thoughts be upon your decision. If, in the morning, you still feel it is the best one to take, go ahead.
If you have a friend you think is capable of giving sound advice, consult him. Do this before your final decision, so that you will have the benefit of his views before you decide. Talking things over with another is always a great help. It enables you to isolate the problem and to decide which are the important factors. Even if the friend offers no advice, a sympathetic word will help you, you will see them in a clearer light. Some will appear impossible even while you speak. Alternatively, one will appear most attractive.
In dealing with problems, remember the time factor. Although some problems solve themselves in time, and delaying tactics are therefore the best form of action for them, most other problems generally get more complicated the longer they are left. You should therefore get to grips with problems immediately they occur.
All told, reasonable foresight and imagination can prevent many problems ever arising. Tact, thoughtfulness and responsible conduct can also keep life largely problem-free.
(a)In six sentences. one for each, summarise the steps to be taken when faced with a problem and state why each step is necessary.
Steps to be taken when faced with a problem, and why each is necessary (one sentence each):
Awọn alaye Idahun
Steps to be taken when faced with a problem, and why each is necessary (one sentence each):
Ibeere 3 Ìròyìn
Write an article for publication in your school magazine, discussing the reasons children in your area drop out of school and suggesting ways of minimizing this negative trend.
Model answer: magazine article
WHY OUR CHILDREN LEAVE SCHOOL, AND HOW TO STOP IT
By a Concerned Student
It is a painful sight in our area to see young children who ought to be in classrooms hawking wares by the roadside or loitering about the streets. School drop-out has become common among us, and it is time we asked why, and what can be done to reverse this sad trend.
There are several reasons for it. Foremost is poverty; many parents simply cannot afford fees, books and uniforms, and so their children are withdrawn from school. Secondly, some parents are ignorant of the value of education and prefer to send their children to trade or farm for quick money. Thirdly, early marriage and teenage pregnancy force many girls to abandon their studies. Poor school facilities and the long distance to school also discourage some pupils.
Happily, the trend can be minimized. Government and well-meaning individuals should make basic education free and provide scholarships and free books for the needy. Parents should be enlightened, through community meetings and the media, on the lasting benefits of education. Schools should be built closer to communities and made more attractive and welcoming. In addition, laws against child labour and early marriage should be enforced.
Education is the surest path out of poverty. If we all play our part, no child in our area need drop out of school, and our community will be the better for it.
Key features expected: title and by-line; clear reasons for drop-out; practical ways of reducing it; suitable magazine style; orderly paragraphs.
Awọn alaye Idahun
Model answer: magazine article
WHY OUR CHILDREN LEAVE SCHOOL, AND HOW TO STOP IT
By a Concerned Student
It is a painful sight in our area to see young children who ought to be in classrooms hawking wares by the roadside or loitering about the streets. School drop-out has become common among us, and it is time we asked why, and what can be done to reverse this sad trend.
There are several reasons for it. Foremost is poverty; many parents simply cannot afford fees, books and uniforms, and so their children are withdrawn from school. Secondly, some parents are ignorant of the value of education and prefer to send their children to trade or farm for quick money. Thirdly, early marriage and teenage pregnancy force many girls to abandon their studies. Poor school facilities and the long distance to school also discourage some pupils.
Happily, the trend can be minimized. Government and well-meaning individuals should make basic education free and provide scholarships and free books for the needy. Parents should be enlightened, through community meetings and the media, on the lasting benefits of education. Schools should be built closer to communities and made more attractive and welcoming. In addition, laws against child labour and early marriage should be enforced.
Education is the surest path out of poverty. If we all play our part, no child in our area need drop out of school, and our community will be the better for it.
Key features expected: title and by-line; clear reasons for drop-out; practical ways of reducing it; suitable magazine style; orderly paragraphs.
Ibeere 4 Ìròyìn
Your friend in another school has requested some information about your school to enable him decide on moving over to your school. Write a letter to him discussing at least three areas in which your school excels.
Model answer: informal letter
5 Unity Close,
Kaduna.
18 January, 2025.
Dear Bello,
I was delighted to receive your letter asking about my school, since you are thinking of moving over to join us. I am happy to tell you about the areas in which my school truly excels, so that you can make up your mind.
First and foremost, my school excels in academic performance. Our teachers are dedicated and well qualified, our classes are small, and year after year our students top the state in public examinations. If you value good results, you will not be disappointed here.
Secondly, the school is excellent in sports and games. We have a large field, a standard basketball court and well-organized teams, and we have won several trophies in inter-school competitions. There is a game for everyone, and the students are always full of life.
Thirdly, the school is outstanding in discipline and moral training. The rules are firm but fair, the environment is clean and peaceful, and students are taught good manners and respect. Parents send their children here with confidence.
I am sure that these strengths will convince you. I would be overjoyed to have you as my schoolmate, and I promise to help you settle in quickly. Please write back and let me know your decision.
Your friend,
Musa.
Key features expected: informal-letter format; at least three areas of excellence, each well developed; persuasive, friendly tone; good paragraphing.
Awọn alaye Idahun
Model answer: informal letter
5 Unity Close,
Kaduna.
18 January, 2025.
Dear Bello,
I was delighted to receive your letter asking about my school, since you are thinking of moving over to join us. I am happy to tell you about the areas in which my school truly excels, so that you can make up your mind.
First and foremost, my school excels in academic performance. Our teachers are dedicated and well qualified, our classes are small, and year after year our students top the state in public examinations. If you value good results, you will not be disappointed here.
Secondly, the school is excellent in sports and games. We have a large field, a standard basketball court and well-organized teams, and we have won several trophies in inter-school competitions. There is a game for everyone, and the students are always full of life.
Thirdly, the school is outstanding in discipline and moral training. The rules are firm but fair, the environment is clean and peaceful, and students are taught good manners and respect. Parents send their children here with confidence.
I am sure that these strengths will convince you. I would be overjoyed to have you as my schoolmate, and I promise to help you settle in quickly. Please write back and let me know your decision.
Your friend,
Musa.
Key features expected: informal-letter format; at least three areas of excellence, each well developed; persuasive, friendly tone; good paragraphing.
Ibeere 5 Ìròyìn
Write a story ending with the words: I wish I had listened to my father.
Model answer: short story
My father was a quiet, thoughtful man whose advice I too often ignored. As I grew older and thought myself wiser than he, I began to dismiss his counsel as the fears of an old-fashioned mind. One decision, above all, taught me how wrong I was.
When I finished secondary school, a smooth-talking friend invited me to join him in a business in the city, promising quick and easy wealth. My father warned me sternly. "Beware of money that comes too easily," he said. "Learn a trade first, and build slowly." But my ears were shut. Dreaming of fast riches, I gathered my little savings and travelled to the city against his wishes.
For a few weeks all seemed well. My friend introduced me to well-dressed men who spoke of huge profits, and I handed over my money to invest in their scheme. Then, one grey morning, I arrived at the office to find it empty. The men had vanished, the business was a fraud, and my savings were gone. I was left stranded, penniless and ashamed, in a city that suddenly felt cold and cruel.
With no money and nowhere to turn, I begged my way back home. My father received me without a word of reproach, only a sad, knowing look that hurt more than any scolding. As I sat that night counting all that I had lost, one bitter thought filled my heart: I wish I had listened to my father.
Key features expected: a coherent narrative with clear structure and a moral thread; the story must end with the exact words "I wish I had listened to my father."; good description, tenses and paragraphing.
Awọn alaye Idahun
Model answer: short story
My father was a quiet, thoughtful man whose advice I too often ignored. As I grew older and thought myself wiser than he, I began to dismiss his counsel as the fears of an old-fashioned mind. One decision, above all, taught me how wrong I was.
When I finished secondary school, a smooth-talking friend invited me to join him in a business in the city, promising quick and easy wealth. My father warned me sternly. "Beware of money that comes too easily," he said. "Learn a trade first, and build slowly." But my ears were shut. Dreaming of fast riches, I gathered my little savings and travelled to the city against his wishes.
For a few weeks all seemed well. My friend introduced me to well-dressed men who spoke of huge profits, and I handed over my money to invest in their scheme. Then, one grey morning, I arrived at the office to find it empty. The men had vanished, the business was a fraud, and my savings were gone. I was left stranded, penniless and ashamed, in a city that suddenly felt cold and cruel.
With no money and nowhere to turn, I begged my way back home. My father received me without a word of reproach, only a sad, knowing look that hurt more than any scolding. As I sat that night counting all that I had lost, one bitter thought filled my heart: I wish I had listened to my father.
Key features expected: a coherent narrative with clear structure and a moral thread; the story must end with the exact words "I wish I had listened to my father."; good description, tenses and paragraphing.
Ibeere 6 Ìròyìn
Read the following passage carefully and answer the questions on it.
Dele groaned and got out of bed. There was no clock on the mantle-piece and the room was still dark, but he knew that he was already late for work, probably by up to an hour. He was a commercial bus driver and had to get started as early as 5.00 a.m. and go almost non-stop until about 9.00 p.m. to be able to make the daily returns that the bus owner demanded.
On the previous day, he had attended an all-night party - a late uncle's burial ceremony - where he had drunk himself almost senseless before crawling home on his face and hurried off to work, but not before carefully fastening on his upper left arm the amulet he had always worn for protection against accident. A similar amulet hung concealed under the steering column of his bus. On his way, still feeling groggy, he caught his left toe against a stump and had some misgiving. It was a bad sign, and he was supposed to go back home and then set out again. But there was no time for that now, so he hurried on. At the bus station, Dele quickly loaded his bus and sped off without any of the necessary checks on the vehicle. He had to make up for lost time. It was the rush hour, so the bus was overloaded as it often was, with many passengers hanging on to the doors. The tyres were threadbare, the brakes were faulty and the road was wet, but, still feeling a little sleepy, Dele sped on. Many passengers protested about his reckless driving, but he would not listen. After all, didn't he have protection against accident?
As the vehicle took the last turn before its destination, Dele saw a broken-down truck blocking his side of the road. Under normal circumstances, he could have brought the bus safely to a halt, but the circumstances were far from normal. The careening bus hit the parked vehicle, swerved wildly across the road and plunged into a ditch. Dele's surprise before he sank into oblivion was the failure of his supposed protective amulets.
(a) Why did Dele wake up late?
(b) ...he caught his left tow against a stump and had some misgiving. What does this tell us about Dele?
(c) Give two reasons why Dele drove recklessly.
(d) Why was Dele unable to stop his faulty vehicle?
(e) What was Dele's condition after the accident?
(f) After all; didn't he have protection against accident? What literary device is used in this expression?
(g) ...wildly across the road... (i) What is the grammatical name given to the 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) probably (ii) returns (iii) groggy (iv) misgiving (v) threadbare (vi) reckless.
(a) Dele woke up late because, on the previous day, he had attended an all-night burial party where he had drunk himself almost senseless, so he overslept.
(b) The fact that he caught his toe against a stump and "had some misgiving" tells us that Dele was superstitious; he believed in signs and omens.
(c) Two reasons Dele drove recklessly:
(d) Dele was unable to stop his vehicle because the tyres were threadbare, the brakes were faulty, the road was wet, the bus was overloaded and he himself was still feeling sleepy and groggy.
(e) After the accident, Dele sank into oblivion; that is, he lost consciousness (he was knocked out, possibly fatally).
(f) The literary device used in "After all, didn't he have protection against accident?" is the rhetorical question.
(g)(i) "wildly across the road" is an adverbial phrase (of manner).
(ii) Its function is to modify the verb "swerved", telling how the bus swerved across the road.
(h) Words and their replacements as used in the passage:
Awọn alaye Idahun
(a) Dele woke up late because, on the previous day, he had attended an all-night burial party where he had drunk himself almost senseless, so he overslept.
(b) The fact that he caught his toe against a stump and "had some misgiving" tells us that Dele was superstitious; he believed in signs and omens.
(c) Two reasons Dele drove recklessly:
(d) Dele was unable to stop his vehicle because the tyres were threadbare, the brakes were faulty, the road was wet, the bus was overloaded and he himself was still feeling sleepy and groggy.
(e) After the accident, Dele sank into oblivion; that is, he lost consciousness (he was knocked out, possibly fatally).
(f) The literary device used in "After all, didn't he have protection against accident?" is the rhetorical question.
(g)(i) "wildly across the road" is an adverbial phrase (of manner).
(ii) Its function is to modify the verb "swerved", telling how the bus swerved across the road.
(h) Words and their replacements as used in the passage:
Ibeere 7 Ìròyìn
There has been a continuous discussion on the evils of unemployment. Write a letter to the Commissioner for Labour highlighting at least three of these evils and ways of addressing them.
Model answer: formal letter
22 Broad Street,
Port Harcourt.
6 March, 2025.
The Commissioner for Labour,
Ministry of Labour,
Port Harcourt.
Dear Sir,
THE EVILS OF UNEMPLOYMENT AND WAYS OF ADDRESSING THEM
I write to draw your attention to the many evils of unemployment in our society and to suggest ways in which they may be addressed.
Unemployment breeds several evils. In the first place, it leads to a sharp rise in crime, for idle and hungry youths are easily tempted into robbery, fraud and other vices. Secondly, it causes widespread poverty and hardship, since jobless people cannot meet their basic needs or support their families. Thirdly, it damages the health of the nation, for the frustration and hopelessness of joblessness drive many into drug abuse, depression and even suicide.
These evils can, however, be tackled. Government should encourage industrialization and support small and medium enterprises with loans and training, so that more jobs are created. It should also reform the educational system to teach practical and entrepreneurial skills, so that graduates can create jobs rather than merely seek them. In addition, agriculture should be modernized and made attractive to the young, since it can absorb a large number of hands.
I am confident that, with prompt and sincere action from your Ministry, the menace of unemployment can be greatly reduced for the good of us all. Thank you, Sir.
Yours faithfully,
Tamuno George.
Key features expected: formal-letter format; at least three evils of unemployment; matching remedies; formal, respectful tone.
Awọn alaye Idahun
Model answer: formal letter
22 Broad Street,
Port Harcourt.
6 March, 2025.
The Commissioner for Labour,
Ministry of Labour,
Port Harcourt.
Dear Sir,
THE EVILS OF UNEMPLOYMENT AND WAYS OF ADDRESSING THEM
I write to draw your attention to the many evils of unemployment in our society and to suggest ways in which they may be addressed.
Unemployment breeds several evils. In the first place, it leads to a sharp rise in crime, for idle and hungry youths are easily tempted into robbery, fraud and other vices. Secondly, it causes widespread poverty and hardship, since jobless people cannot meet their basic needs or support their families. Thirdly, it damages the health of the nation, for the frustration and hopelessness of joblessness drive many into drug abuse, depression and even suicide.
These evils can, however, be tackled. Government should encourage industrialization and support small and medium enterprises with loans and training, so that more jobs are created. It should also reform the educational system to teach practical and entrepreneurial skills, so that graduates can create jobs rather than merely seek them. In addition, agriculture should be modernized and made attractive to the young, since it can absorb a large number of hands.
I am confident that, with prompt and sincere action from your Ministry, the menace of unemployment can be greatly reduced for the good of us all. Thank you, Sir.
Yours faithfully,
Tamuno George.
Key features expected: formal-letter format; at least three evils of unemployment; matching remedies; formal, respectful tone.
Ibeere 8 Ìròyìn
Read the following passage carefully and answer the question on it.
The chalkboard is by far the commonest teaching aid used at virtually.all levels of education from the nursery to the university. It is the most enduring teaching aid and perhaps will be the most difficult to replace. In the advanced-countries of the world, it is being threatened by the overhead protector. However, the overhead projector requires constant supply of electricity which is one reason we cannot rely on it yet. The chalkboard used to be black, which why the name "blackboard" stuck for ages; but today, there are boards of various colours: blue, green, even white.
Now, most chalkboards are made of wood nailed to the wall, instead of the concrete board made of cement and f ine sand that was more common. some are also made of metal. The chalkboard has the advantages of low cost, availability and ease of maintenance, usually involving mere cleaning and occasional retouching of the surface with the renovator. However, if the board is metal, the felt marker should be protected against drying by replacing the cap When it is not in use. The major drawback in the use of the chalkboard is that the information on it can only be temporary. if there is only one board for the class, it is usually impossible to leave the information there for more than a few hours, since other teachers would want to use it.
It is not easy to draw complex diagrams showing minute details, such as part's of the body and contours, unless one is a good artist. Where one has succeeded with laborious illustrations, using different colours, it could be painful when the board has to be cleaned by the next teacher. However, there are nowadays various innovations, including foldable boards made of plywood, which allow teachers more room to leave their materials for longer periods.
Finally, it is a great disadvantage that during the course of teaching, more time is spent writing on the board than when one is using the overhead projector. So, in all, more time is needed for any lesson when one uses the board rather than the overhead projector.
(a) Why does the writer use the word chalkboard rather than blackboard most of the time?
(b) Mention two different types of chalkboard that have been in use.
(c) Mention two disadvantages of the chalkboard.
(d) Why should the cap of the felt pen be re placed when the pen is not in use?
(e) The major drawback in the use of the chalkboard (i) What grammatical name is given to the expression as it is used in the passage? (ii) What is its function?
(f) ...it is being threatened by the overhead projector... (i) What figure of speech is used in this expression? (ii) What does it mean? (g) For each of the following words, find another word or phrase which means the same and which can replace it as it used in the passage: (i) virtually (ii) constant (iii) various (iv) temporary (v) laborious (vi) room
(a) The writer uses "chalkboard" rather than "blackboard" most of the time because the boards are no longer only black. As the passage points out, there are now boards of various colours such as blue, green and even white, so "blackboard" is no longer accurate and "chalkboard" is the more correct and general term for all of them.
(b) Two different types of chalkboard that have been in use (any two):
(c) Two disadvantages of the chalkboard (any two):
(d) The cap of the felt pen should be replaced when the pen is not in use in order to protect the marker against drying up, so that it remains usable.
(e)(i) "The major drawback in the use of the chalkboard" is a noun phrase.
(e)(ii) Its function is to serve as the subject of the verb "is" in the sentence.
(f)(i) The figure of speech is a metaphor.
(f)(ii) It means that the overhead projector is competing strongly with the chalkboard and may gradually replace it or take over its place, the rivalry being compared to an attack or danger without using the words "like" or "as".
(g) Words and their replacements as used in the passage:
Awọn alaye Idahun
(a) The writer uses "chalkboard" rather than "blackboard" most of the time because the boards are no longer only black. As the passage points out, there are now boards of various colours such as blue, green and even white, so "blackboard" is no longer accurate and "chalkboard" is the more correct and general term for all of them.
(b) Two different types of chalkboard that have been in use (any two):
(c) Two disadvantages of the chalkboard (any two):
(d) The cap of the felt pen should be replaced when the pen is not in use in order to protect the marker against drying up, so that it remains usable.
(e)(i) "The major drawback in the use of the chalkboard" is a noun phrase.
(e)(ii) Its function is to serve as the subject of the verb "is" in the sentence.
(f)(i) The figure of speech is a metaphor.
(f)(ii) It means that the overhead projector is competing strongly with the chalkboard and may gradually replace it or take over its place, the rivalry being compared to an attack or danger without using the words "like" or "as".
(g) Words and their replacements as used in the passage:
Ṣe o fẹ tẹsiwaju pẹlu iṣe yii?