NECO-LITERATURE-ANSWERS

SECTION I

(3)

Role and character of WARA

wara was in love with kindo. wara is a stranger in mandoland too but has lived there long enough to detest being called stranger, and She is also in love with Kindo, She not born in Mandoland,her mother was taken prisoner by one of mando’s warriors during the war; her mother ran away after giving birth to her. Wara cautions kindo form doing anything which will anger the spirit, Wara is the only Kindo’s woman that will be sexually assaulted by Whitehead. Maligu and soko lot abduction into a sack and then take to whitehead’s compound. she fortunately escapes.  For her love for Kindo, she is ready to risk anything to be with him, likes to follow him everywhere and Kindo is not comfortable with that as a warrior. Her love for Kindo is so intense that she refuses to leave with her grandfather to their homeland but remains in Mandoland in order to be with Kindo. In a way, her mother is seen as a slave ofthe Mando people. This reality poses a great threat to her relationship with Kindo. This is why Kindo cannot take her to the palace.

Even though she has absolute faith in Kindo, she is still very mindful of her integrity as a woman and also respects the customary norms of her society. This is one of the reasons she resists Kindo having her just anywhere and pushes to be taken to the palace. Wara’s steadfastness in preventing Whitehead from raping her is indicative of the resilience of the bloggingAfrican space to Western plundering schemes. In other words she looks up to kindo's only woman should look up to a man, does not doubt him and never ask too many questions.

She is Kindo's only woman that sexually assaulted by whitehead. maligu and soko plot her abduction into a sack and then take to whitehrad's compound. She fortunately escapes.

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SECTION II

(8)

Role And Character Of Ruth.

Walter's wife and Travis's mother. Ruth takes care of the Youngers' small apartment. Her marriage to Walter has problems, but she hopes to rekindle their love. She is about thirty, but her weariness makes her seem older. Constantly fighting poverty and domestic troubles, she continues to be an emotionally strong woman. Ruth is in some ways like a typical housewife of the 1950s. She makes breakfast, cleans the house, supports her husband, and keeps her own desires to herself. Unlike the stereotypical 1950s housewife, though, she also goes out into the world and works her butt off. Not only does she struggle to maintain her own household, she goes out to work in the households of rich white people as well. Ruth is a "soft" personality type. She is not aggressive; she just lets life "happen" to her. She is the "worn-out wife" with a tedious, routine lifestyle. Hansberry describes Ruth as being "about thirty” but “in a few years, she will be known among her people as a "settled woman". Ruth has only simple dreams and would be content to live out her life being moderately comfortable. Her biggest dream blossoms only after Mama's news of the possibility of their moving to a better neighbourhood. Ruth is easily embarrassed and tries too hard to please others. When George Murchison arrives in the middle of Walter and Beneatha's frenzied African dance, Ruth is overly apologetic to George about their behaviour. When Walter and Beneatha argue, Ruth asks Walter not to bring her into their conflict. And even though Ruth is annoyed by Lena's (Mama's) meddling, she still allows her mother-in-law to influence her at times about the correct way to raise Travis. Very low key, Ruth reveals the most emotion when Mama tells her that they may not be able to move; it is only then that Ruth assertively expresses her views. Lacking education and sophistication, Ruth relies upon the suggestions, advice, and even what she thinks might be the wishes of others. Her husband Walter is incredibly dissatisfied with his life, and he constantly takes it out on her. Ruth is far from a doormat and tells her husband off when he starts acting like a jerk. However, it is clear in the play that the turmoil in her marriage is taking a real toll on Ruth. She often seems irritable, depressed, and at times sinks into despair. This all comes to a head for Ruth, when she finds out she is pregnant and considers an abortion. In the '50s, an abortion would have been (i) illegal and (ii) dangerous. But according to Mama: “When the world gets ugly enough - a woman will do anything for her family. The part that's already living.” Though Ruth hates the idea of aborting her child, she feels it's the best decision for her financially strapped family. In the end, though, Ruth chooses to keep her child. She finds hope in the fact that the younger family will soon be moving out of their cramped, roach-infested apartment and into a new house. She'll still have to work to help pay the mortgage, and they'll all have to deal with the racist backlash of living in a white neighbourhood.

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SECTION III

(9i)

Repetition; The poet uses repetition even though this is subtly done in some cases. The "sudden throb of pain" in lines 10 and 11 is a subtle repetition of the panic' which could be a painful throb. Again "nothing to show" (1.12), "Nothing to show the world” (1. 20), 'No/specialist's effort there" (1. 23-24) and "Hope/ is not a grain of sand” (1. 27-28) are repetitions of the same idea, namely that of a sense of futility.

(9ii)

Metaphor; When a writer or speaker asserts that something is or is equivalent to something else which may not really be like it, the figure used there is a metaphor. Peters uses a few of such a figure of speech in his poem.

i. "Panic" is equated with "fluttering wings” (I. 1 and 3)

ii. At the age of twenty, life is "stilled by hope" (1.6).

iii. At the age of thirty, life is again "a sudden throb of pain" (1. 10 & 11).

iv. The "sudden leaps/at the moon" depicts agility and liveliness.

v. "Copybook" is a record of life which in the case of Peters” poem is fitted with “red ink”. Red ink is a metaphor for failure grades.

vi. "Hope/is not a grain of sand" is metaphorical, depicting what hope is not.

vii. The phrase "blades of expectation" (1. 31) is a metaphor for a blend of what one looks out for in life as one ages.

(9iii)

Imagery; The imagery which is prominent in the poem is that of engulfment, of shrinkage as age mounts. The panic of growing older like a bird's wings spreads and engulfs the human person as he/she gains in age. There is a flowering of optimism at twenty and thirty, and shortly after that legs begin to lose their agility. The 'copybook of life is filled with failure marks, and one has little to show for all the years. Even inner satisfaction shrinks to a point of dissatisfaction as expectation has not been met.

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SECTION IV

(11)

"The Schoolboy" is a Romantic poem. The Romantic era was marked by a celebration of nature as the embodiment of perfection. Apart from Williams Blake, other notable Romantic poets include John keats, Percy B Shelley, William Wordsworth and Samuel Taylor Coleridge. English poets who have their writings categorized as Romantic poems unambiguously display their love for nature and peace that nature embodied.

In "The Schoolboy", nature becomes a means of facilitating healing at different levels of life. Romantic poets believed in the use of their imagination to explore literary creativity as a means of deifying nature. They subscribe to the idea that the only way to achieve satisfaction for the soul is to have a profound power of imagination and to also be radical and non-conformists, hence they are perceived to be irrational and daring as they aspire to do things differently. Romantic poets idolize nature and regard it as a great source of inspiration or muse. Romanticists believe that the Industrial Revolution made the world artificial and sterile, making it lose its humanity and humaneness in the process. They found solace in escaping in the beautiful world of nature. Intensive formal education was one of the fallouts of the Industrial Revolution and as seen in the poem, Blake maintains that education takes away the individual's sense of fulfilment and quest for adventure. As a romantic poem, "The Schoolboy" celebrates and appreciates and condemns every form of human and societal restriction placed on it. It also critiques the destruction of childhood innocence as a result of the emphasis placed on the importance of classroom education. in other words the poetic persona is a young boy who is happy when he wakes up to see the dawn of a new and delightful summer morning. Summer, for the Romanticists, was the season of beauty and unparalleled bliss and joy. The boy is amused by the chirping of the birds announcing a new dawn, he is also fascinated by the melodious sounds coming from the hunter's horn, sounding from a distant field and the mellow tunes from the skylark bird. All these experiences from the natural world attract the boy to the extent that he exclaims "Oh what sweet company!". The boy, in search of a practical solution to his predicament, makes an appeal to his parents. It is apparent in his Iamentation that he is of the view that if a promising child like him, is removed from the source of his happiness and joy, nature, he would not be able to flourish.

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Completed 

NECO-BIOLOGY-PRACTICALS-ANSWERS

(1ai)

Specimen; A is yam tuber

Specimen; B is cassava tuber

Specimen; C is quadrant

Specimen; D is insect net

Specimen; E is rain guage

Specimen; F is rice grain

Specimen; G is dry groundnuts seed

(1aii)

Specimen; A is propagated from small tubers

Specimen; B is propagated by stem

Specimen; F is propagated by seeds

(1aiii)

Specimen; C is used for for study of the distribution of an item over a large area.

Specimen; D is used for prevention against insects

Specimen; E is used to measure the precipitating rain

(1aiv)

Diagram of insect net.

(1bi)

(i)The surface of B turn blue-black

(ii)starch is present

(1bii)

Specimen; F grains (cereals)

Specimen; G puises (legume)

(1biii)

(i)The paper appears translucent

(ii) Specimen; G contain fat and oil or fat and oil is present in specimen G

(1biv)

Fat and oil

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(2ai)

Specimen; H is contour feather

Specimen; I is quill feather

Specimen; J is Filoplume

Specimen; K is millipede

Specimen; L is centipede

(2aii)

(i)They provide insulation to birds

(ii)Feathers allow for flight

(iii)Feathers are used for defense

(iv)Feathers are used for camouflage

(2aiii)

(i)Wings

(ii)Tail

(2bi)

Diagram of specimen I.

(2bii)

(i)Specimen; H serve as aerodynamic

devices for flight

(ii)Specimen; J are used principally as insulation, to conserve body heat.

(2biii)

Specimen; K belong to the class Diplopoda

Specimen; L belong to the class Chilopoda.

(2biv)

In tabular form

-Specimen; K-

(i)millipedes are more rounded.

(ii)Millipedes have two sets of legs per segment positioned directly under their body.

-Specimen; L-

(i)centipedes have a flatter body

(ii)Centipedes have one set of legs per segment positioned on the side of their body.

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(3ai)

Specimen; M is Grasshopper

Specimen; N is spider

Specimen; O is Larva (house fly)

Specimen; P is Larva ( mosquito)

Specimen; Q Flame of The forest flower

Specimen; R hibicuss flower

(3bi) 

(i) Anther

(ii) Filament 

They are generally called Stamen

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Accurate-Oral-Obj!

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Completed 

2020 NECO ENGLISH LANGUAGE QUESTIONS

👇👇👇

SECTION A: CONTINOUS WRITING

You are required to answer only one question from this section. Your answer should not be less than 450 words. All questions carry equal marks. You are advised to spend about 45 minutes on this section.

(1) Your sister has gained admission into your former school. Write a letter giving her information about the school and advise her on how to behave well while in the school.

(2)Write an article suitable for publication in a national daily on the rising cases of ritual killings in your community and suggest measures to curb the trend.

(3)You are a chief speaker in a debate on the topic Religious studies should be Made Compulsory in Secondary Schools. Write your argument for or against the motion.

(4)Write a story that clearly illustrates the saying: Do not count your chickens before they are hatched.

2020 NECO ENGLISH LANGUAGE ANSWERS

👇👇👇

 (1) 

LOADING...............typed one (1)

Dear Sophia,

    I received the news of your admission with great excitement. I am very glad you made the merit list; it shows you have been up and doing about your academic work. Dad was so impressed and full of praise for you when he called me on phone. I am aware you have started already. How are you doing? Hope you are coping?

   I'd like to tell you a few things about the school. Firstly, you are lucky the school has moved to a new location which is nearer to the house. So you won't have issues with transportation. As you may have seen already, the compound is very big enough to accommodate a standard sporting field. During exam period, I used to prefer there for reading because it is usually less crowded with no noise.

   The school is very competitive. For instance, if a student failed either Mathematics or English, he or she would be promoted on trial, provided more than half of the other subjects were passed. Failing both key subjects is usually an outright repetition of that class. And when it occurs again, it will be expulsion. So, it is very important you maintain your academic tempo; and if possible, try to improve it because you will be studying with sound students from different academic backgrounds.

   Secondly, I am proud of the caliber of teachers in that school - always willing to impart and are disciplined too. Always endeavour to listen in class and write only when it is time for writing. Ask questions for clarity. Any other issues you might have, chat me up via mummy's WhatsApp line.

   I wish you well in your academics. Try to be among the top ten. I hope to hear from you soon of your progress.

Take care!

                          Yours truly,

                           Splendite

=======================

(2)

 

(3) 

Good morning respected judges, my worthy opponents, My colleagues and audience , I (your name) hereby standing for the motion that says religious studies should be made compulsory for students in secondary schools and if I have your permission I would like to begin by defining religious studies. Religious studies also known as the study of religion , is an academic field devoted to research into religious beliefs, behaviors , and institutions. It describes, compares, interprets, and explains religion, emphasizing systematic, historically based, and cross-cultural perspectives.

From The above definition it is obvious that religious studies is of great important and should be made compulsory in secondary schools with The following points of mine.

Firstly, One of the most common importance of Religious teachings is that it helps students understand the place of various religions in our society. It helps them resolve the important questions of their own inner self and this understanding contributes to a more just and cohesive society.

Secondly, Religious education in any school should not simply be a subject making up a proportion of the taught curriculum. It needs to pervade the congenial environment in the school. Such an environment is not just good for the school but also for the society as a whole as well primarily because students are themselves the propagators of moral values and these are the values that are the most valued and cherished for the quality of relationships amongst the whole humanity. By listening and responding to stories from religious traditions, students are assimilating it as part of their personal, social and emotional development. They have opportunities to take part in celebrations and special events whilst using their understanding in communication, language and literacy. Utilising artefacts, music, stories and art from varying cultures helps them in increasing their knowledge and understanding of the world increases as they ask questions about religion, culture and worship and develop attitudes of curiosity and respect.

Thirdly, It introduces students to different cultures and religions through various learning about stories, people, places and times of special importance, and artefacts and beliefs that are part of modern life and society. Students are encouraged to respond sensitively to all religions, traditions and cultures, using their imagination and sense of wonder. I believe I have confused you enough with my points. Their study of faiths develops appropriate, secular view of the world and a religious community with a significant local presence. Thank You.

===========================

(4)

Once upon a time there carefree and complacent young man named, Jagu. He had high dreams but low actions. He often dreamed and boasted that one day he will amaze the world with his feats. His father was a very wise man. He wanted to put some sense in him. He wanted to

instil in him that if he wanted to be successful, he must work for it. So, he made a plan to teach his lesson. He took the help of a fortuneteller. He sent him to Jagu. The fortuneteller said to Jagu. “I am a famous fortuneteller; I know something big is going to happen in your life on the first day of the next

month. Take this flower and keep it with you.” Jagu was quite excited to get the flower from the fortuneteller. He went home and told the incident that success was coming his way. He will prove it

to the world on the first day of the next month. He told all his friends and relatives. Everyone was curious to see as to what would happen on the first day of the next month. The most excited person was Jagu himself. The night before the first day of the next month he could not sleep. And the next morning as he woke

up, he found the day to be as normal as the other days had been. No news of any success came. The day came and just went ordinarily. Jagu became quite dejected.

At the right time his father came and told Jagu, “Success does not come with dreaming and predicitons, you have to work hard and win it and create it. Go out, and create your own success

with efforts.” Jagu learnt the lesson and stopped counting his chickens before they were hatched..

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Essay-Answers.

(5a)

It was led by the mockery of Mr Francis during his class

(5b)

They consider him a weak and incompetent man who could be taken full advantage of.

(5c)

He told the writer to come see him with his father the next day in his office

(5d)

The principal was surprised with the writers attitude because he has maintained a very good grade in the school

(5e)

Their performance was poor because they don't have prior knowledge of the test questions

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