Category: WAEC Expo 2026

  • WAEC Accounting Answers (Objective & Essay) 2026/2027

    WAEC Accounting Answers (Objective & Essay) 2026/2027

    WAEC Accounting Answers (Objective & Essay) 2026/2027 for the Objective (Section A) and Essay (Section B) papers are publicly available prior to the examination. WAEC strictly controls its question papers and grading schemes to ensure the integrity of the WASSCE.

    If you are looking for WAEC Accounting Answers (Objective & Essay) 2026/2027, this page will be updated with fresh exam-day updates as they become available. Some parts may appear earlier than others, so keep checking back and refresh this page regularly.

    This page covers the sections for WAEC Accounting Answers (Objective & Essay) 2026/2027 .The Essay and parts will be added in stages,as they become available.

    WWAEC Accounting Answers (Objective & Essay) 2026/2027

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  • WAEC Literature-In-English Answers (Drama & Poetry) 2026/2027

    WAEC Literature-In-English Answers (Drama & Poetry) 2026/2027

    WAEC Literature-In-English Answers (Drama & Poetry) 2026/2027: (WAEC) In the literature-in-English examination cycle, the examination board is using a harmonized syllabus. The drama and poetry sections feature both African and non-African texts.

    WAEC Literature-In-English Answers (Drama & Poetry) 2026/2027

    Number 1

    In Bosede Ademilua-Afolayan’s Once Upon an Elephant, Serubawon’s betrayal of Iya Agba is an important incident in the play. It shows Serubawon as a deceitful, selfish and wicked man who is ready to destroy an innocent person in order to hide his own evil deed.Exam registration guide

    Iya Agba is a respected woman in the palace. She knows the truth about some hidden things in the royal family. Serubawon, on the other hand, is a powerful palace figure who wants to protect his position and influence. Instead of standing for truth, he chooses lies and betrayal.

    Serubawon betrays Iya Agba when he has an adulterous affair with Adebisi, one of King Akinjobi’s wives. This is a serious offence because Adebisi belongs to the king. When Iya Agba discovers the truth, Serubawon does not confess his wrongdoing. Instead, he turns against her.

    He lies against Iya Agba and makes people believe that she is the guilty person. This false accusation damages her good name in the palace. She is disgraced and accused of wrongdoing even though she is innocent. This shows how wicked people in power can use lies to destroy others.Exam questions answers

    The betrayal also leads to Iya Agba’s banishment from the palace. She suffers shame and humiliation because of an offence she does not commit. This makes Serubawon’s betrayal very painful because he uses his power to punish the person who knows the truth about him.

    Another part of the betrayal is that Serubawon hides the truth about Ajanaku’s birth. Ajanaku is not the true son of King Akinjobi. Serubawon is his real father. By hiding this truth, Serubawon betrays King Akinjobi, Iya Agba and the whole community.

    Iya Agba later returns to expose the truth. Her action shows that truth may be hidden for some time, but it cannot be hidden forever. Serubawon’s betrayal also helps to show the themes of deceit, abuse of power and moral corruption in the play.Exam portal membership

    In conclusion, Serubawon’s betrayal of Iya Agba is cruel and shameful. He betrays her by lying against her, causing her disgrace, leading to her banishment and hiding the truth about Ajanaku’s birth. Through this betrayal, the playwright shows that lies and abuse of power will eventually be exposed.

    Number 2

    In Bosede Ademilua-Afolayan’s Once Upon an Elephant, the rape of Desola has serious consequences in the play. It brings suffering to Desola, exposes Ajanaku’s wickedness, causes pain to her family and contributes to the downfall of those involved in evil.

    Desola is raped by Ajanaku as part of the Ijedodo ritual. Ajanaku wants to use the blood of virgins to renew his power and remain strong. This act shows him as a cruel and selfish ruler who does not care about the lives of innocent people.

    The first consequence of the rape is that Desola suffers physically. After the incident, she becomes weak and begins to die slowly because of the effect of the ritual. Her health is badly affected, and this creates fear and sorrow in her family.

    Another consequence is the emotional pain Desola experiences. She is deeply hurt by what happens to her. As a young woman preparing for marriage, the rape brings shame, sorrow and confusion into her life. She weeps and finds it difficult to bear the pain of the incident.

    The rape also affects Desola’s relationship with Odekunle, her fiancé. Odekunle is beaten by Ajanaku’s men when they take Desola away. He becomes helpless and sad because he cannot protect the woman he loves. This shows that the evil act does not affect Desola alone; it also affects the man who loves her.

    The incident brings sorrow and shame to Desola’s parents. Serubawon, who supports Ajanaku’s evil ambition, later suffers the pain of seeing his own daughter become a victim. This is an example of irony in the play because the evil he supports turns back against his family.

    The rape also exposes the wickedness of Ajanaku’s rule. A good ruler should protect his people, but Ajanaku destroys them. By raping Desola for ritual purposes, he proves that he is a tyrant who values power more than human life.

    Another consequence is that the incident leads to the search for a solution. Iya Agba becomes important because she knows what must be done to save Desola. Through her knowledge and courage, the truth begins to come out, and Ajanaku’s evil power is challenged.

    In conclusion, the rape of Desola has many consequences in the play. It causes physical suffering, emotional pain, family sorrow, and exposes the wickedness of Ajanaku. It also shows that evil actions can return to hurt those who support them.

    Number 3

    In Efua Sutherland’s The Marriage of Anansewa, Ananse loves his daughter, Anansewa, to a large extent, but his love is not completely pure. His love is mixed with selfishness, greed and the desire to improve his own condition. He wants algood future for Anansewa, but he also uses her as a means of getting wealth from rich chiefs
    Ananse shows love for Anansewa by taking care of her education. He wants her to complete her secretarial course and become useful in life. This shows that he does not neglect her as a father. A father who does not love his daughter will not be interested in her education and future.

    He also wants Anansewa to marry a rich and important man. To him, marriage to a wealthy chief will give his daughter comfort, respect and security. This shows that Ananse is not only thinking of the present but also of Anansewa’s future. He does not want her to suffer in poverty.

    Ananse also shows love for Anansewa by trying to choose the best suitor for her. Although his method is dishonest, he later uses the false death plan to know which of the chiefs truly loves Anansewa. Chief-Who-Is-Chief proves to be the most serious and caring suitor. This suggests that Ananse wants his daughter to end up with a man who values her.

    However, Ananse’s love is weakened by his greed. He sends Anansewa’s photographs to four different chiefs and makes each of them believe that he is the chosen suitor. This is wrong because he treats Anansewa like an object that can be used to collect gifts. He uses her beauty and marriage to get money and other benefits from the chiefs.

    Ananse also does not fully respect Anansewa’s feelings at first. He makes plans about her marriage without properly seeking her consent. Anansewa is not happy when she discovers what he has done. This shows that Ananse is more interested in his own plan than in her freedom to choose for herself.

    His trick also brings confusion and tension. By deceiving many chiefs at the same time, he puts himself and Anansewa in a difficult situation. If the plan had failed, Anansewa would have suffered shame. This shows that Ananse’s love is not careful and responsible enough.

    In conclusion, Ananse loves Anansewa as his daughter, and he wants her to have a better future. However, his love is mixed with greed, trickery and selfish ambition. Therefore, Ananse loves Anansewa to a large extent, but his love is not completely selfless.

    Number 4

    In Efua Sutherland’s The Marriage of Anansewa, the storyteller plays an important role in the development of the play. He is not just a narrator; he helps to explain events, guide the audience and connect the play to the African oral tradition.

    The storyteller introduces the play and prepares the audience for the story. From the beginning, he creates the atmosphere of storytelling. This reminds the audience that the play is based on the Ananse tradition, where stories are told orally to teach lessons and entertain people.

    The storyteller also links different scenes together. In the play, some events may not be acted directly on stage. The storyteller helps to explain such events so that the audience can understand what is happening. This makes the movement of the story clear and easy to follow.

    Another contribution of the storyteller is that he comments on the actions of the characters. He helps the audience to understand the behaviour of Ananse, Anansewa and the chiefs. Through his comments, the audience can see the foolishness, greed, trickery and wisdom shown by different characters.

    The storyteller also helps to create humour in the play. The Marriage of Anansewa contains many funny situations, especially because of Ananse’s tricks. The storyteller adds to the comic effect by the way he presents and explains some events. This makes the play lively and interesting.

    He also serves as a link between the actors and the audience. In African traditional drama, the audience is not completely separated from the performance. The storyteller helps to maintain this connection by speaking directly and keeping the audience involved in the story.

    Furthermore, the storyteller helps to preserve the oral tradition. The play is not written like an ordinary European drama. It contains songs, narration, direct address and storytelling style. Through the storyteller, Efua Sutherland shows the richness of African drama and culture.

    The storyteller also helps to bring out the moral lessons of the play. Through his role, the audience can learn about greed, deception, parental control and the importance of wisdom in human relationships.

    In conclusion, the storyteller contributes greatly to The Marriage of Anansewa. He introduces the story, links scenes, comments on characters, creates humour and connects the play to African oral tradition. Without the storyteller, the play would not have the same cultural beauty and dramatic effect.

    Number 5

    In J. B. Priestley’s An Inspector Calls, Sheila Birling’s anger has a serious effect on Eva Smith. Her anger leads to Eva’s dismissal from Milwards, where Eva is working as a shop assistant. Although Sheila is not the only person responsible for Eva’s suffering, her action adds to Eva’s hardship and helps to push her further into trouble.

    Sheila is the daughter of Mr and Mrs Birling. She comes from a rich family and is used to getting what she wants. Eva Smith, on the other hand, is a poor working-class girl who struggles to survive. The difference between them shows the gap between the rich and the poor in the play.

    Sheila becomes angry when she visits Milwards to try on a dress. The dress does not suit her, and she feels embarrassed. She thinks that Eva smiles or laughs at her because of the way she looks in the dress. This makes Sheila angry and jealous.

    Because of her anger, Sheila uses her family’s influence to complain to the manager of the shop. Since the Birlings are important customers, the manager listens to Sheila. As a result, Eva is dismissed from her job. This shows how the rich can use their power to harm poor people.

    The dismissal has a bad effect on Eva. She loses her job and source of income. Since she is already poor, losing another job makes her condition worse. She finds it more difficult to feed herself and live a decent life. Sheila’s anger therefore increases Eva’s suffering.

    Sheila’s action also shows the danger of pride and jealousy. She does not stop to think about the result of her complaint. She only acts out of anger. This teaches that a careless action by a powerful person can destroy the life of someone who is weaker.

    However, Sheila later feels sorry for what she has done. When Inspector Goole questions her, she accepts her guilt and does not try to deny it. She is ashamed when she realizes that her anger helped to ruin Eva’s life. This makes Sheila different from her parents, who refuse to accept responsibility.

    Sheila’s reaction also helps to develop her character. At the beginning of the play, she appears childish and selfish. But after learning about Eva’s suffering, she becomes more mature and responsible. She understands that people must care about the effect of their actions on others.

    The effect of Sheila’s anger also supports one of the major themes of the play, which is social responsibility. Priestley shows that the actions of the upper class can cause pain to the poor. Eva’s suffering is not caused by one person alone, but by several people who fail to treat her with kindness and fairness.

    In conclusion, Sheila’s anger has a painful effect on Eva in the play. It causes Eva to lose her job at Milwards and adds to her poverty and suffering. Although Sheila later regrets her action, the damage has already been done. Through this incident, Priestley teaches that anger, pride and abuse of power can destroy innocent lives.

    Number 6

    In J. B. Priestley’s An Inspector Calls, Inspector Goole’s inquiry reveals many important things about Eric Birling. Before the Inspector arrives, Eric appears to be a quiet and careless young man in the Birling family. However, as the inquiry continues, the audience discovers that Eric has a hidden life and that he has contributed to the suffering of Eva Smith.

    One important revelation about Eric is that he is a heavy drinker. Even before the Inspector begins to question him fully, there are signs that Eric drinks too much. His behaviour is not always steady, and other members of the family know that he has a drinking problem. This weakness later leads him into serious trouble.

    The Inspector’s inquiry also reveals that Eric had a relationship with Eva Smith, who later changed her name to Daisy Renton. He meets her at the Palace Bar when he is drunk. Instead of treating her with respect, he forces himself into her life. This shows that Eric is irresponsible and morally weak at that time.

    Another revelation is that Eric makes Eva pregnant. This is a very serious matter because Eva is poor and has nobody to support her properly. Eric’s action adds more suffering to her life. It also shows that he does not think carefully about the consequences of his behaviour.

    The inquiry further reveals that Eric steals money from his father’s business. He takes the money because he wants to support Eva after discovering that she is pregnant. Although his intention is partly to help her, stealing is still wrong. This shows that Eric is dishonest and immature.

    It is also revealed that Eva refuses to continue taking Eric’s money when she discovers that it is stolen. This makes Eva appear more honest than Eric, even though she is poor. Eric is ashamed when this truth comes out before his family.

    Inspector Goole’s inquiry also reveals Eric’s conflict with his parents. Eric is angry when he discovers that his mother refused to help Eva at the charity organization. He blames Mrs Birling because she unknowingly rejected the girl who was carrying her own grandchild. This causes serious tension in the family.

    Unlike Mr and Mrs Birling, Eric accepts part of the blame for Eva’s death. He does not try to pretend that he is innocent. Although he has done wrong, he shows regret. This makes him different from his parents, who are more interested in protecting their reputation.

    Eric’s reaction shows that he has the ability to change. He feels guilty and understands that the family’s actions have destroyed Eva’s life. Through him, Priestley shows that the younger generation can learn from their mistakes and become more responsible.

    In conclusion, Inspector Goole’s inquiry reveals Eric as a weak, irresponsible and troubled young man. It shows that he drinks too much, has a relationship with Eva, makes her pregnant and steals money to support her. However, it also shows that Eric feels sorry for his actions and is more willing to accept responsibility than his parents.

    Number 7

    In Robert Bolt’s A Man for All Seasons, the falcon is used as an important symbol. It appears early in the play when Norfolk and Alice discuss a falcon that stoops from a great height to attack a heron. Although the discussion looks ordinary at first, it has a deeper meaning in the play.

    The falcon symbolizes power and attack. A falcon is a strong bird of prey that comes down suddenly on a weaker bird. In the play, this can be related to the powerful forces that later attack Sir Thomas More. King Henry VIII, Cromwell and the political system become like the falcon because they come against More with great force.

    The falcon also symbolizes the power of the state. Sir Thomas More is not an ordinary man, but when the king wants him to support his divorce and accept him as head of the Church, More becomes helpless before royal power. The government uses law, pressure and threats against him. In this sense, the falcon represents the dangerous power above him.

    The heron can be seen as a symbol of More. Like the heron, More is the one being hunted. He is not physically strong like the king or Cromwell, but he is wise, calm and careful. He tries to protect himself through silence and the law. However, the powerful people around him are determined to bring him down.

    The falcon also helps to foreshadow danger in the play. The discussion of the falcon attacking the heron prepares the audience for what will later happen to More. At first, the danger is only suggested, but later it becomes clear when More is arrested, tried and sentenced to death.

    Another use of the falcon is that it shows the difference between Norfolk and More. Norfolk enjoys the idea of hunting and action. He admires the strength and movement of the falcon. More, however, is a man of thought, conscience and law. This difference shows why Norfolk later finds it difficult to understand More’s firm stand.

    The falcon also represents reckless power. A falcon that stoops from a great height may not care much about the danger of its action. This can be compared with King Henry’s desire to get what he wants without considering the moral consequences. His power is great, but it is not guided by conscience.

    In conclusion, the falcon is an important symbol in A Man for All Seasons. It represents power, attack, danger and the force of the state against an individual. Through the image of the falcon and the heron, Robert Bolt prepares the audience for the conflict between powerful rulers and Sir Thomas More’s conscience.

    Number 8

    In Robert Bolt’s A Man for All Seasons, the character of Sir Thomas More clearly shows the clash between personal convictions and societal expectations. More is a man who believes strongly in his conscience, his religion and the law. However, the society around him expects him to obey the king and support what most powerful people support, even when it is against his belief.

    Thomas More’s personal conviction is first seen in his strong religious faith. As a Catholic, he believes that the Pope is the head of the Church and that marriage is a sacred institution. Therefore, when King Henry VIII wants to divorce his wife and marry Anne Boleyn, More finds it difficult to support him. He does not openly attack the king, but his silence shows that he does not agree with the king’s action.

    The societal expectation, however, is that More should support the king. In the society of the play, the king is very powerful, and people are expected to obey him. Many people around More believe that it is safer and wiser for him to agree with the king. They expect him to forget his private belief and act like other public officials.

    More’s clash with society is also seen in his refusal to take the oath. The oath is meant to show support for the king’s position as head of the Church. More refuses because taking the oath would mean going against his conscience. He believes that a man should not swear to something he does not truly accept in his heart.

    His family also expects him to compromise. Alice, his wife, does not fully understand why he should suffer because of silence. Margaret, his daughter, loves him deeply and wants him to remain alive. They want him to say the words and save himself. However, More believes that if he goes against his conscience, he will no longer be true to himself.

    More’s friends also put pressure on him. The Duke of Norfolk wants him to be practical and support the king like others. Norfolk represents the voice of society, which values friendship, loyalty to the king and personal safety. More, however, values truth and conscience more than popularity or comfort.

    The clash is also shown through Cromwell and Richard Rich. These men represent a society where ambition and political success are more important than honesty. Rich betrays More in order to gain position, while Cromwell uses the law to trap him. Through them, the play shows that society often rewards those who compromise their conscience.

    More’s respect for the law is another part of his personal conviction. He believes that the law should protect a man’s conscience. That is why he chooses silence instead of open rebellion. He hopes that since he has not spoken against the king, the law will protect him. Unfortunately, the society around him twists the law to condemn him.

    The final result of the clash is More’s death. He is imprisoned, tried and sentenced to death because he refuses to go against his belief. Even at the point of death, he remains firm. This shows that his conscience is more important to him than his life.

    In conclusion, Thomas More’s character depicts the clash between personal convictions and societal expectations because he stands by his conscience in a society that demands obedience to the king. He loses his position, freedom and life, but he does not lose his integrity. Through More, Robert Bolt shows that a person of conscience may suffer, but he remains morally victorious.

    Number 9

    In The Breast of the Sea, Syl Cheney-Coker makes use of allusion to give the poem a deep historical and religious meaning. The poem does not only talk about the sea as a natural object. It presents the sea as a witness to many painful events in human history.

    Allusion is an indirect reference to a person, place, event or story that is known in history, religion or literature. In the poem, the poet uses allusion to remind the reader of suffering, slavery, war and destruction. These references help to make the message of the poem stronger.

    One important allusion in the poem is the reference to Noah. This is a biblical allusion to the story of Noah and the flood. In the Bible, the flood destroys the world because of human wickedness, while Noah and his family are saved in the ark. By referring to Noah, the poet reminds the reader of destruction, survival and judgement. It also shows that the sea has been involved in human history for a very long time.

    Another important allusion is the reference to the Middle Passage. The Middle Passage refers to the journey of enslaved Africans across the Atlantic Ocean during the slave trade. Many Africans suffered and died during this journey. This allusion presents the sea as a witness to slavery and human cruelty. It reminds the reader that the sea carried the pain and cries of enslaved people.

    The poet also alludes to East Timor. East Timor is associated with war, suffering and political violence. The reference to the orphans of East Timor shows the effect of war on innocent children. Through this allusion, the poet connects the suffering in one place to the suffering of humanity in general.

    The expression about the bloody century also alludes to the many wars and violent events of the twentieth century. The poet suggests that the sea has carried too much pain and history. This makes the poem a comment on human wickedness and the damage caused by war, slavery and oppression.

    The use of allusion also makes the sea appear like a living memory. The sea is not just water; it becomes a storehouse of human suffering. It remembers slavery, war, death and displacement. This gives the poem a serious and sorrowful tone.

    Furthermore, allusion helps the poet to make the message universal. The poem does not focus on one country or one people alone. By mentioning different historical and biblical events, the poet shows that suffering is a common human experience. The sea connects different places and different periods of history.

    In conclusion, allusion is very important in The Breast of the Sea. Through references to Noah, the Middle Passage, East Timor and the bloody century, the poet presents the sea as a witness to human suffering. These allusions help to deepen the poem’s message about violence, slavery, war and the painful memory of history.

    Number 10

    In S.O.H. Afriyie-Vidza’s Hearty Garlands, the poet celebrates a person who has lived long and achieved much in life. The poem is written as a tribute to an elderly person, and the poet uses warm words to show admiration, respect and joy.

    The poet celebrates old age. The person being praised has reached the age of eighty-five. In the poem, old age is not presented as a time of uselessness or regret. Rather, it is shown as a period of honour, peace and respect. The poet sees long life as something worthy of celebration.

    The poet also celebrates achievement. The celebrant has not only lived long but has also done much. This means that the person has used his life well. His life is presented as fruitful and meaningful, not wasted. The poet admires the good works and accomplishments of the person.

    Another thing the poet celebrates is wisdom. Old age is connected with experience and knowledge. The elderly person is seen as someone who has passed through many stages of life and has gained useful understanding. This makes him a guide to others.

    The poet also celebrates mentorship. The celebrant is described as a mentor to others. This shows that he has helped younger people and influenced their lives positively. He is not praised only because of his age but also because of the good impact he has made on others.

    The poet celebrates contentment and fulfilment. The person being praised appears satisfied with life. He has reached a stage where past struggles and failures no longer bring deep regret. This shows that a life well lived can bring peace of mind in old age.

    The poet also celebrates joy and felicitation. The title Hearty Garlands suggests gifts of love, praise and honour. The poet and others do not want to be left out of the joy of celebrating the elderly person. This gives the poem a happy and appreciative tone.

    In conclusion, the poet celebrates long life, achievement, wisdom, mentorship, contentment and joy. Through the poem, Afriyie-Vidza shows that a person who has lived well and influenced others positively deserves honour and celebration.

    Number 11

    In Seamus Heaney’s Digging, the poet makes use of onomatopoeia to make the poem lively and realistic. Onomatopoeia is the use of words whose sounds suggest their meanings. In the poem, the poet uses sound words to describe the actions of his father and grandfather while they work on the land.

    One example of onomatopoeia in the poem is the word “squelch”. This word suggests the wet sound made when the spade enters the soft ground. It helps the reader to imagine the damp soil and the hard work of digging.

    Another example is “slap”. This word suggests the sharp sound made when the spade hits or cuts the ground. It makes the action of digging sound real to the reader.

    The poet also uses the word “squelch” together with “slap” to create the rhythm of farm work. These sounds remind the reader of the movement of the spade as the farmers dig the soil. Through this, the poet makes the work of his father and grandfather more vivid.

    The use of onomatopoeia also shows the poet’s admiration for his father and grandfather. Their work is not described as ordinary work; it is presented with strong sounds that show skill, strength and seriousness. The sound of the spade becomes a symbol of their hard work.

    Onomatopoeia also helps to appeal to the sense of hearing. The reader does not only see the farmers digging, but also hears the sound of the digging. This makes the poem more interesting and memorable.

    Furthermore, the sound words help to contrast the poet’s work with that of his father and grandfather. While they use the spade to dig the ground, the poet uses his pen to write. The sounds of digging remind him of his family’s past, but he chooses to continue the tradition in his own way through writing.

    In conclusion, the use of onomatopoeia in Digging is very important. Words like “squelch” and “slap” make the action of digging sound real. They also help to show the hard work of the poet’s father and grandfather and make the poem more vivid and effective.

    Number 12

    In Lord Byron’s She Walks in Beauty, the poet presents the lady as a woman of great beauty. Her beauty is not only physical; it is also connected with her calm mind, good character and inner purity. The poet admires her appearance and also suggests that her outward beauty reflects the goodness within her.

    One aspect of the lady’s beauty is her physical appearance. The poet presents her as very attractive and graceful. As she walks, her beauty catches attention. Her face, eyes, cheek and brow are described in a way that shows that she is naturally beautiful. Her beauty is not forced or artificial.

    Another aspect of her beauty is the harmony between darkness and brightness. The poet compares her beauty to the night of cloudless skies and bright stars. This means that her beauty contains both dark and light features. The darkness may be seen in her hair or eyes, while the brightness may be seen in her face and expression. These two qualities are well balanced in her.

    The lady’s beauty is also shown through her calmness. The poet says that her face shows peace and gentleness. She does not look proud or troubled. Her calm appearance suggests that she has a quiet and peaceful mind. This makes her beauty more admirable.

    Another aspect of her beauty is her purity and good character. The poet does not only praise her body or face. He also suggests that her beauty comes from a pure heart. Her smiles and expressions show innocence, kindness and goodness. This means that her outward beauty is supported by inner beauty.

    The poet also celebrates the softness of her beauty. Her beauty is not loud or excessive. It is simple, gentle and modest. This makes her different from a person who tries too hard to appear beautiful. Her beauty comes naturally and quietly.

    In conclusion, the lady’s beauty in She Walks in Beauty is presented in different ways. She is physically attractive, calm, graceful and pure in heart. Through her, Byron shows that true beauty is not only in outward appearance but also in the goodness and peace of the mind.

    COMPLETED!!!L

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  • WAEC Biology Answers (Objective & Essay) 2026/2027

    WAEC Biology Answers (Objective & Essay) 2026/2027

    WAEC Biology Answers (Objective & Essay) 2026/2027: The WAEC Biology exam consists of three sections: Paper 1 (Objective) with 50 questions for 50 marks, Paper 2 (Essay) with 6 structured questions for 70 marks, and Paper 3 (Practical). To prepare, practice with standardized questions directly targeting the official WAEC curriculum.

    WAEC Biology Answers (Objective & Essay) 2026/2027

    Please; Use This Answers to trace on ur booklet
    1. D – blood group
    2. C – discontinuous
    3. B – formed in anaphase II
    4. C – 75%
    5. C – anaphase of mitosis
    6. A – 8
    7. A – haemophilia
    8. B – a stable environment
    9. C – variation
    10. B – sedimentary rocks
    11. B – numbers
    12. A – grasses
    13. D – faeces
    14. C – one partner benefits and the other neither loses nor benefits
    15. D – periodic shedding of exoskeleton for growth
    16. D – possesses haustoria
    17. B – using old newspapers to make tissue papers
    18. B – Increase in number of antelopes
    19. D – petroleum, coal, tin and copper
    20. D – exploiting new crude oil reserves
    21. C – I and II only
    22. B – fertilization
    23. A – undergo mitotic division
    24. B – earthworm and hydrostatic skeleton
    25. C – parenchyma
    26. A – erythrocyte
    27. C – is excreted with minimal water loss
    28. C – maintenance of a steady internal environment of the body
    29. C – imbibition
    30. D – medulla oblongata
    31. A – oestrogen
    32. A – a virus
    33. B – Spirogyra → fern → cycad → Tridax
    34. C – possess chlorophyll
    35. B – mitochondrion
    36. B – II, IV and V
    37. D – photosynthesis
    38. B – Contractile vacuole and kidney
    39. B – movement and nutrition
    40. B – chloroplast
    41. A – carbon (IV) oxide
    42. A – potometer
    43. C – stomata
    44. D – NADP
    45. C – hydra
    46. B – saprophytic
    47. B – diabetes
    48. C – increased competition and food shortage
    49. A – encourage birth control measures
    50. A – light, rainfall and temperature

    Exam


    4a)
    Colony; the behaviour is called social behaviour/eusociality.

    (4b)
    Complete the table;

    Under; Four likely members of the insect community:
    (i) Queen
    (ii) King/Drone
    (iii) Worker
    (iv) Soldier

    Under; One role of the member:
    (i) Queen: Lays eggs for reproduction
    (ii) King/Drone: Fertilizes the queen
    (iii) Worker: Searches for food and cares for the young ones
    (iv) Soldier: Defends and protects the colony

    WAEC Biology Essay

    Number 1

    NUMBER 1

    (1ai)
    Pollination

    (1aii)
    Pollination is the transfer of pollen grains from the anther of a flower to the stigma of the same flower or another flower of the same species. Bees help in this process by carrying pollen grains on their hairy bodies while moving from one flower to another to collect nectar.

    1bi)
    Bees:
    (i) Presence of hairy body that traps pollen grains
    (ii) Presence of mouthparts adapted for sucking nectar

    (1bii)
    Plants:
    (i) Brightly coloured petals that attract bees
    (ii) Production of nectar or sweet scent that attracts bees

    (1c)
    Plants provide nectar as food for the bees.

    (1di)
    (i) Stamen
    (ii) Pistil/Carpel

    (1dii)
    (i) Petals
    (ii) Sepals

    (1e)
    (i) One male nucleus fuses with the egg cell to form the zygote which later develops into the embryo.
    (ii) The second male nucleus fuses with the two polar nuclei to form the endosperm nucleus which later develops into the endosperm.

    (1f)
    (i) The fruit has a dry pod which splits open explosively when mature.
    (ii) The pod twists and throws the seeds away from the parent plant.

    (1g)
    Complete the table;

    Under; Types of placentation:
    (i) Marginal placentation
    (ii) Axile placentation
    (iii) Parietal placentation

    Under; Fruit
    (i) Cowpea
    (ii) Okra
    (iii) Pawpaw

    Number 2

    (2a)
    Translocation is the movement of manufactured food from the leaves to other parts of the plant through the phloem. The food is usually transported in soluble form, mainly as sucrose, to areas where it is needed or stored.

    (1bii)
    Plants:
    (i) Brightly coloured petals that attract bees
    (ii) Production of nectar or sweet scent that attracts bees

    (1c)
    Plants provide nectar as food for the bees.

    (1di)
    (i) Stamen
    (ii) Pistil/Carpel

    (1dii)
    (i) Petals
    (ii) Sepals

    (1e)
    (i) One male nucleus fuses with the egg cell to form the zygote which later develops into the embryo.
    (ii) The second male nucleus fuses with the two polar nuclei to form the endosperm nucleus which later develops into the endosperm.

    (1f)
    (i) The fruit has a dry pod which splits open explosively when mature.
    (ii) The pod twists and throws the seeds away from the parent plant.

    (1g)
    Complete the table;

    Under; Types of placentation:
    (i) Marginal placentation
    (ii) Axile placentation
    (iii) Parietal placentation

    Under; Fruit
    (i) Cowpea
    (ii) Okra
    (iii) Pawpaw

    Number 2

    (2a)
    Translocation is the movement of manufactured food from the leaves to other parts of the plant through the phloem. The food is usually transported in soluble form, mainly as sucrose, to areas where it is needed or stored.



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  • WAEC Physics Practical Questions and Answers 2026/2027

    WAEC Physics Practical Questions and Answers 2026/2027

    WAEC Physics Practical Questions and Answers 2026/2027: WAEC physics practical questions generally fall into three core areas: mechanics, electricity, and optics/waves. You will be expected to use provided apparatus to perform an experiment, record your readings in a table, plot a graph, calculate physical constants, and state experimental precautions.

    WAEC Physics Practical Questions and Answers 2026/2027

    Number 1

    If you are looking for WAEC Physics Practical Questions and Answers 2026 for 15th June 2026, this page will be updated with fresh exam-day updates as they become available. Some parts may appear earlier than others, so keep checking back and refresh this page regularly.

    This page covers the sections for WAEC Physics Practical Questions and Answers 2026.The Essay and parts will be added in stages as they become available.

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    WAEC Physics Practical Questions and Answers 2026

    Number 1

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  • WAEC Literature Answers (Objective & Prose) 2026/2027

    WAEC Literature Answers (Objective & Prose) 2026/2027

    WAEC Literature Answers (Objective & Prose) 2026/2027: The WAEC Literature-in-English examination is divided into three main papers, with the Objective (Paper 1) and Prose (Paper 2) testing your foundational knowledge of literary devices, unseen passages, and detailed comprehension of prescribed texts.

    Objective Test (Paper 1)The objective paper lasts for 1 hour and consists of 50 compulsory multiple-choice questions worth a total of 50 marks.

    The questions are distributed into four key areas:General Knowledge (20 questions): Tests your understanding of literary terms, figures of speech, and general literary history.Unseen Prose (5 questions

    WAEC Literature Answers (Objective & Prose) 2026/2027

    WAEC Literature OBJ

    01-10: DCDCADBBDB
    11-20: BBDBDDBBDD
    21-30: DACCACCACC
    31-40: BBADCBDBAD
    41-50: CBCAAABADD

    WAEC Literature Prose

    SECTION A
    African Prose
    Answer one question only from this section.
    Choose either Question 1, 2, 3 or 4. WAEC Answer Service
    Number 1

    (1)

    In Pede Hollist’s So the Path Does Not Die, Finaba’s first encounter with Sidibe Kakay is important because it shows her strength, honesty and self-respect. It also introduces Sidibe as a rich and powerful man who believes that his money can make people obey him.

    Finaba Marah is the main character in the novel. She is a determined young woman who has suffered a lot but still tries to live a good life. Sidibe Kakay, on the other hand, is a wealthy diamond trader. He is influential and used to getting what he wants because of his money and position.

    Their first encounter takes place when Finaba is working at the clinic. Sidibe comes there and tries to use his influence to get more drugs than he is supposed to receive. He expects Finaba to obey him because he is rich and powerful. However, Finaba refuses to do what is wrong. She does not allow his money or status to influence her decision.WAEC Subject Questions

    This encounter shows that Finaba is honest and disciplined. Even though she is not a rich person, she does not allow poverty or pressure to make her behave wrongly. Her refusal proves that she has strong moral values and respect for her work.

    Sidibe is surprised by Finaba’s behaviour. Instead of leaving her alone, he becomes more interested in her. He sees her as a woman who is different from others and begins to admire her. This also shows his belief that a woman can be won over through wealth and persistence.

    The encounter also reveals the problem of male power in the society. Sidibe believes that because he is wealthy, he can influence people, especially women. Finaba’s refusal challenges this belief. She shows that a woman can stand firm and make her own decision.

    In conclusion, Finaba’s first encounter with Sidibe Kakay is important because it reveals the difference between the two characters. Sidibe represents wealth, influence and moral weakness, while Finaba represents honesty, courage and self-respect.

    Number 2

    (2)

    In Pede Hollist’s So the Path Does Not Die, female genital mutilation is presented as a harmful cultural practice. The practice is seen by some people in the society as a tradition that must be followed, but the novel shows that it brings pain, fear and suffering to girls and women.

    Female genital mutilation is the cutting of the female private part for cultural reasons. In the novel, Finaba is almost forced to go through this practice when she is still young. Her grandmother, Baramusu, believes strongly in the tradition and wants the path of the ancestors to continue. However, the experience shows that not all traditions are good.

    Firstly, the practice is harmful because it causes serious physical pain. A young girl who is forced to pass through it suffers greatly. The cutting is done on a sensitive part of the body, and this can lead to bleeding and other health problems. The novel shows that the practice is not a harmless ceremony but a dangerous act.

    Secondly, it can lead to death. The death of Dimusu after the initiation shows how dangerous the practice is. This makes it clear that female genital mutilation can destroy lives. A tradition that can kill a young girl should not be encouraged.

    Thirdly, the practice causes fear and emotional pain. Finaba is frightened by what happens during the initiation. Even though the process is stopped, the memory remains with her. This shows that the practice does not only hurt the body; it also affects the mind of the victim.

    Also, female genital mutilation denies girls the right to decide what happens to their own bodies. Finaba is not allowed to make her own choice. Older people try to force the practice on her because they believe it is part of their culture. This shows how girls are sometimes treated as if they have no voice.

    Another harmful effect is that it causes conflict in the family. Baramusu supports the practice, while Finaba’s parents do not want her to suffer it. This creates disagreement in the family. Through this, the writer shows that harmful traditions can bring division among family members.

    The practice also affects Finaba’s identity. Because her initiation is not completed, she feels different and unsettled. She struggles with the feeling that something is missing in her life. This shows how a harmful culture can continue to affect a person even after many years.

    In conclusion, female genital mutilation is shown in the novel as a harmful cultural practice because it causes pain, fear, death, family conflict and loss of freedom. Through Finaba’s experience, the writer teaches that culture is important, but any culture that destroys the life and happiness of girls should be stopped.

    Number 3

    (3)

    In Elma Shaw’s Redemption Road, letters are used in Peace in Practice as a means of healing and self-expression. Peace in Practice, also called PIP, is the organization where Bendu and Agnes help victims of war to recover from their painful experiences. Through the use of letters, the writer shows that speaking about pain is not always easy, but writing can help victims to release what is hidden in their hearts.

    One important use of letters in PIP is that they help victims to express their pains. Many of the people who come to PIP have suffered during the war. Some of them have been raped, beaten, separated from their families or forced to witness terrible things. Such people may not find it easy to talk openly about their experiences. Writing letters gives them another way to pour out their feelings.

    The letters also serve as a form of counselling. At PIP, victims are encouraged to write, not necessarily because the letters will be sent to anybody, but because the act of writing can help them face their past. This shows that healing is not only about forgetting the past. Sometimes, a person has to remember the past, speak about it and gradually overcome it.

    Another use of letters is that they reveal hidden stories. Through the letters, the reader gets to know things that some characters may not have said openly. For example, Tenneh’s letter reveals more about her painful experience and how she was handed over to the people who later hurt her. This helps the reader to understand the depth of her suffering.

    The letters also help in character development. Through what the characters write, we understand their fears, regrets and hopes. A character who appears quiet may have many painful memories inside. Through the letters, such memories are brought out. This makes the characters look more real and human.

    In addition, the letters help to develop the theme of trauma. The novel is about people who are trying to recover from the damage caused by war. The letters show that war does not only destroy buildings and properties; it also destroys the minds of people. Many survivors continue to suffer even after the fighting has ended.

    The letters also support the theme of healing and forgiveness. By writing, the victims begin to confront the people and events that hurt them. This does not mean that their pain disappears immediately, but it is a step towards recovery. It shows that peace must begin from the heart before it can spread to the society.

    Furthermore, the letters make the story more interesting. Instead of allowing the narrator to explain everything, the writer allows some characters to speak for themselves through letters. This gives the reader a closer understanding of their personal experiences.

    In conclusion, the use of letters in Peace in Practice is very important in Redemption Road. The letters help the victims to express their pain, reveal hidden stories, develop characters and support the themes of trauma, healing and forgiveness. Through them, Elma Shaw shows that writing can help wounded people begin their journey towards peace.

    Number 4

    (4)

    In Elma Shaw’s Redemption Road, Bendu and Moses are important characters in the presentation of the quest for justice. Bendu Lewis is a victim of the Liberian civil war, while Moses Varney, also known as Commander Cobra, is one of the people who caused pain and suffering during the war. Their relationship in the novel shows that justice is not easy to get in a society damaged by war and corruption.

    Bendu’s quest for justice begins from her painful past. During the war, she suffers greatly in Duluma Camp under Commander Cobra. She witnesses terrible things and is forced into experiences that leave deep wounds in her mind. Although she tries to forget these memories for many years, she cannot completely escape from them.

    When Bendu later meets Moses Varney again, her buried pains return. She discovers that the man who once terrorised people during the war is still alive and free. This makes her feel that the victims of the war have not received justice. Bendu does not want him to continue living as if nothing happened.

    Bendu’s decision to press charges against Moses shows her courage. She knows that Moses is dangerous, but she still decides to seek justice through the law. This shows that she is not only fighting for herself. She is also fighting for other victims who suffered during the war but cannot speak for themselves.

    Moses, on the other hand, also talks about justice, but his own idea of justice is not pure. He has changed his name from Commander Cobra to Moses Varney, but he has not truly changed his ways. He is involved in illegal activities and tries to protect himself through powerful people. This shows that some former war criminals try to hide under new names and positions after the war.

    Moses also tries to stop Bendu from exposing him. He threatens her and reminds her of her own painful past. He wants to silence her so that he will not face punishment for his crimes. This shows that his main concern is not true justice but his own safety.

    The novel also shows that the search for justice is difficult in a corrupt society. People like Moses can bribe officials and use their connections to escape punishment. This makes it hard for victims like Bendu to get justice. However, Bendu’s determination shows that victims should not remain silent forever.

    Bendu’s quest for justice also helps her to begin her healing. By facing Moses and speaking about her past, she begins to free herself from fear and shame. She learns that healing cannot come when painful memories are hidden forever.

    In conclusion, Bendu and Moses’ quest for justice reveals two different sides of justice in the novel. Bendu seeks justice because she wants truth, healing and peace for victims of war. Moses, however, tries to avoid justice because he is guilty of many crimes. Through them, Elma Shaw shows that a country cannot truly heal after war unless truth and justice are allowed to take place.

    SECTION B
    Non-African Prose
    Answer one question only from this section.
    Choose either Question 5, 6, 7 or 8.
    Number 5

    (5)

    In Harper Lee’s To Kill a Mockingbird, Tom Robinson’s experience shows the problem of racism in Maycomb. Tom is a black man who is accused of raping Mayella Ewell, a white girl. Although there is clear evidence that he is innocent, he is still treated unfairly because of the colour of his skin.

    Tom Robinson is presented as a kind and hardworking man. He has a wife and children, and he tries to live peacefully. He only helps Mayella Ewell because he feels sorry for her. Whenever he passes by the Ewell house, Mayella sometimes asks him to help her with small jobs. Tom helps her without asking for payment because he is kind-hearted.

    However, Tom’s kindness later puts him in trouble. Mayella invites him into the house and tries to get close to him. When her father, Bob Ewell, sees what happens, he becomes angry. Instead of telling the truth, Mayella accuses Tom of raping her. This false accusation becomes dangerous because Tom is a black man and Mayella is a white woman.

    During the trial, Atticus Finch defends Tom Robinson. Atticus shows that Tom could not have committed the crime. Tom’s left hand is useless because it was injured when he was young. Also, Mayella’s injuries suggest that she was beaten by someone who used the left hand. This points more to Bob Ewell than to Tom Robinson.

    Even with all these facts, the jury still finds Tom guilty. This shows the deep racism in Maycomb. The white men on the jury cannot accept the word of a black man against the word of a white woman. They prefer to punish an innocent black man rather than admit that a white family is lying.

    Tom’s experience also shows that black people have little protection under the law. The court is supposed to be a place of justice, but in Tom’s case, justice is denied. He is judged not by the truth but by his race. This makes his case very painful and unfair.

    After the trial, Tom loses hope. He knows that many people will not believe him because he is black. He tries to escape from prison and is shot dead. His death shows how cruel racism can be. An innocent man loses his life because society refuses to treat him fairly.

    Tom Robinson’s experience also exposes the hypocrisy of the white community. Some people in Maycomb claim to be good and religious, but they still support injustice against black people. They do not care about Tom’s innocence because they see him as inferior.

    In conclusion, Tom Robinson’s experience in To Kill a Mockingbird clearly shows racism in Maycomb. He is falsely accused, unfairly judged and finally killed because he is black. Through his story, Harper Lee shows that racism destroys justice and causes innocent people to suffer.

    Number 6

    (6)

    In Harper Lee’s To Kill a Mockingbird, Atticus Finch and Bob Ewell are two fathers who are very different in the way they bring up their children. Through these two men, the writer shows the difference between good parenting and bad parenting.

    Atticus Finch is the father of Jem and Scout. He is a lawyer and a respected man in Maycomb. He brings up his children with love, patience and discipline. He does not rule them with fear. Instead, he teaches them by advice, example and honest discussion. He allows Jem and Scout to ask questions, and he explains things to them in a calm way.

    One important thing about Atticus as a parent is that he teaches his children to respect other people. He tells Scout that she should learn to understand people by putting herself in their position. This lesson helps Scout to become more thoughtful. Atticus wants his children to know that people should not be judged quickly.

    Atticus also teaches his children courage. When he agrees to defend Tom Robinson, he knows that many people in Maycomb will insult him and his family. Yet, he still does what is right. Through this, he teaches Jem and Scout that courage is not only fighting with weapons, but standing for the truth even when it is difficult.

    Another good quality of Atticus is that he is honest with his children. He does not hide the truth from them unnecessarily. He explains serious matters to them in a way they can understand. He also corrects them when they are wrong. For example, when Scout gets into trouble, Atticus advises her instead of beating her harshly.

    Bob Ewell, on the other hand, is a careless and irresponsible father. He is the father of Mayella and her younger brothers and sisters. He does not take good care of his children. The Ewells live in poverty and dirt near the town dump. Bob wastes his money on drinking instead of providing well for his family.

    Unlike Atticus, Bob Ewell does not teach his children good morals. He is violent, lazy and dishonest. His children suffer because of his bad behaviour. Mayella, for example, lives a lonely and miserable life. She has no real care or protection from her father. Instead, Bob treats her badly and makes her life difficult.

    Bob Ewell also gives his children a bad example. He lies against Tom Robinson and allows an innocent man to suffer. He is also full of hatred and revenge. After the trial, he still tries to harm Atticus’s children. This shows that he is not only a bad father but also a dangerous man.

    The main similarity between Atticus and Bob Ewell is that both of them are fathers living in the same town. They both have children who are affected by their behaviour. However, the difference between them is very clear. Atticus raises his children with love, truth and discipline, while Bob Ewell raises his children in fear, neglect and bad example.

    In conclusion, Atticus Finch represents good parenting, while Bob Ewell represents bad parenting. Atticus helps Jem and Scout to become responsible and fair-minded children. Bob Ewell, however, destroys his family through laziness, lies and cruelty. Through these two fathers, Harper Lee shows that children are greatly influenced by the kind of parents they have.

    Number 7

    (6)

    In Harper Lee’s To Kill a Mockingbird, Atticus Finch and Bob Ewell are two fathers who are very different in the way they bring up their children. Through these two men, the writer shows the difference between good parenting and bad parenting.

    Atticus Finch is the father of Jem and Scout. He is a lawyer and a respected man in Maycomb. He brings up his children with love, patience and discipline. He does not rule them with fear. Instead, he teaches them by advice, example and honest discussion. He allows Jem and Scout to ask questions, and he explains things to them in a calm way.

    One important thing about Atticus as a parent is that he teaches his children to respect other people. He tells Scout that she should learn to understand people by putting herself in their position. This lesson helps Scout to become more thoughtful. Atticus wants his children to know that people should not be judged quickly.

    Atticus also teaches his children courage. When he agrees to defend Tom Robinson, he knows that many people in Maycomb will insult him and his family. Yet, he still does what is right. Through this, he teaches Jem and Scout that courage is not only fighting with weapons, but standing for the truth even when it is difficult.

    Another good quality of Atticus is that he is honest with his children. He does not hide the truth from them unnecessarily. He explains serious matters to them in a way they can understand. He also corrects them when they are wrong. For example, when Scout gets into trouble, Atticus advises her instead of beating her harshly.

    Bob Ewell, on the other hand, is a careless and irresponsible father. He is the father of Mayella and her younger brothers and sisters. He does not take good care of his children. The Ewells live in poverty and dirt near the town dump. Bob wastes his money on drinking instead of providing well for his family.

    Unlike Atticus, Bob Ewell does not teach his children good morals. He is violent, lazy and dishonest. His children suffer because of his bad behaviour. Mayella, for example, lives a lonely and miserable life. She has no real care or protection from her father. Instead, Bob treats her badly and makes her life difficult.

    Bob Ewell also gives his children a bad example. He lies against Tom Robinson and allows an innocent man to suffer. He is also full of hatred and revenge. After the trial, he still tries to harm Atticus’s children. This shows that he is not only a bad father but also a dangerous man.

    The main similarity between Atticus and Bob Ewell is that both of them are fathers living in the same town. They both have children who are affected by their behaviour. However, the difference between them is very clear. Atticus raises his children with love, truth and discipline, while Bob Ewell raises his children in fear, neglect and bad example.

    In conclusion, Atticus Finch represents good parenting, while Bob Ewell represents bad parenting. Atticus helps Jem and Scout to become responsible and fair-minded children. Bob Ewell, however, destroys his family through laziness, lies and cruelty. Through these two fathers, Harper Lee shows that children are greatly influenced by the kind of parents they have.

    Number 8

    (8)

    In Susanne Bellefeuille’s Path of Lucas, John Clarkson’s loss of fortune is connected with old age, weakness and the difficulty of keeping the family farm. John Clarkson is Lucas’s father. At the beginning, he is presented as a hardworking and successful farmer who is able to take care of his family. However, as time goes on, his situation changes.

    One event that leads to John Clarkson’s loss of fortune is his old age. Farming requires strength and constant attention. A farmer must clear the land, look after animals, plant crops and manage workers. As John grows older, he no longer has the same strength he had before. This makes it difficult for him to continue running the farm successfully.

    Another event is Lucas’s movement to Uxbridge. Lucas gets an opportunity to work as a mechanic and also improve his future. This is a good opportunity for Lucas because he loves mechanic work. However, his absence affects his father. John depends on Lucas because Lucas is hardworking and useful on the farm. When Lucas leaves, the burden of the farm becomes heavier for John.

    Also, John becomes worried that the farm may be lost. The farm is not just a place of work; it is the family’s source of wealth and pride. John has worked for many years to build it. When he sees that he is becoming weak and cannot manage it alone, he fears that everything he has laboured for may disappear.

    Because of this, John goes to Lucas and begs him to return home. This shows how serious his condition has become. A man who was once strong and independent now needs the help of his son to protect what remains of his fortune. His plea also shows the emotional pain of a father who does not want to lose the work of many years.

    Lucas later agrees to return home because of his love for his father and family. This decision shows Lucas’s sacrifice, but it also proves that John’s fortune is already in danger. If the farm were still strong and easy to manage, John would not have begged Lucas to leave his job and come back.

    John Clarkson’s loss of fortune also teaches that wealth can be affected by age and family problems. A person may work hard and become successful, but sickness, old age and lack of support can change everything. John’s case shows that fortune is not always permanent.

    In conclusion, the events that lead to John Clarkson’s loss of fortune include his old age, his weakness, Lucas’s absence from the farm, and the danger of losing the family farm. Through John’s experience, the writer shows that family support is very important in times of difficulty.

    COMPLETED!!!

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  • WAEC Chemistry Answers (Essay & Objective) 2026/2027

    WAEC Chemistry Answers (Essay & Objective) 2026/2027

    WAEC Chemistry Answers (Essay & Objective) 2026/2027: Based on early 2026 preparatory materials, likely WAEC Chemistry topics include stoichiometry (1.2 \text{ g} Carbon-12 = 6.02 \times 10^{22} atoms), gas laws (Charles’s Law (V_1/T_1 = V_2/T_2)), electrolysis (3F for 27g Al), and organic compound identification (saturated/unsaturated). Key concepts also cover hardness in water, enthalpy, and periodic table trends.

    WAEC Chemistry Answers (Essay & Objective) 2026/2027

    WAEC Chemistry OBJ

    PLEASE USE THIS ANSWERS TO TRACE OUT YOUR EXACT ANSWERS:

    1. B – 50 cm³
    2. D – Period 2 and Group V
    3. C – XCl₃
    4. A – bipolar
    5. C – electrons in the d-orbitals
    6. A – allotropes
    7. A – 7
    8. D – Iron rod
    9. A – Sucrose
    10. A – 37
    11. B – fermentation
    12. A – NaCl would crystallize first
    13. B – they are positively charged
    14. A – 37
    15. D – 7 (liquid X is acidic — wait, sour = acidic, pH likely 5… marked D=7? As shown)
    16. A – Atomic radius
    17. D – Na
    18. A – number of molecules
    19. A – planting of trees
    20. A – 8
    21. B – The pressure in the balloon would be a sum of the partial pressures of H₂, He and N₂
    22. A – X₂Y
    23. D – Zinc
    24. A – FeCl₂
    25. A – Funnel
    26. A – LiAlH₄
    27. C – Brine
    28. D – reduction
    29. D – 44
    30. B – an element
    31. A – HCl
    32. A – 2
    33. B – empirical formula
    34. B – is essential for healthy plant growth
    35. D – 20 g
    36. C – sugar cane
    37. D – losing two electrons
    38. D – the oxidation number of X increases
    39. A – a cation
    40. D – a basic oxide
    41. A – the same subshell having equal energy
    42. A – CₙH₂ₙ₊₁
    43. D – HCl
    44. C – poisonous
    45. A – Zn
    46. D – Combustion and neutralization
    47. D – hydrolysis
    48. C – an acid-base indicator
    49. A – Carbon(IV) oxide
    50. A – calcium oxide

    WAEC Past Questions

    COMPLETED!!!

    Number 1

    (1a)
    (i) suspension: Muddy water (or chalk powder in water).
    (ii) colloid: Milk (or fog/smoke).GCE study guide

    (1b)
    A group of atoms, ions or molecules that have the same number of electrons but different nuclear charges (atomic numbers).
    -Example: Na⁺, Mg²⁺, Al³⁺, F⁻, O²⁻ all have 10 electrons.

    (1c)
    (i) heat of formation: The enthalpy change when one mole of a compound is formed from its constituent elements in their standard states under standard conditions

    (ii) heat of combustion: The enthalpy change when one mole of a substance is completely burned in excess oxygen under standard conditions.

    (1d)
    Helium is inert/non-flammable and does not react with other substances, making it safer to handle. While Hydrogen is highly flammable and can form explosive mixtures with air/oxygen, making it a safety hazard. Therefore, helium is preferred for safety reasons.

    (1e)
    (i) CO₂: Linear
    (ii) CH₄: Tetrahedral
    (iii) NH₃: Trigonal pyramidal (pyramidal)Chemistry exam answers

    (1f)
    (i)Sulphur(rhombic and monoclinic)
    (ii)Phosphorus (white and red phosphorus)

    (1g)
    (i)They have variable oxidation states (valencies)
    (ii)They form coloured compounds/ions
    (iii)They act as catalysts in chemical reactions

    (1h)
    (i)Aluminium (Al)
    (ii)Sodium (Na)

    (1i)
    The atomic number is the number of protons in the nucleus of an atom of an element. It is also equal to the number of electrons in a neutral atom.

    (1j)
    (i)Covalent bond** (between N and H atoms in NH₄⁺)
    (ii)Dative (coordinate) bond (between N and H⁺ to form NH₄⁺)
    (iii)Electrovalent/ionic bond(between NH₄⁺ and Cl⁻)
    4.

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

    Number 2

    (2ai)
    Would exist as a diatomic gas “M”

    (2aii)
    Is an alkali metal “O”

    (2aiii)
    Would form an amphoteric oxide “R”

    (2aiv)
    Would combine with M to form electrovalent bonds “O”

    (2av)
    Is a noble gas “V”WAEC Past Questions

    (2avi)
    Would form a covalent oxide “T”

    (2bi)
    Saturated solution is a solution that contains the maximum amount of solute that can dissolve in a given amount of solvent at a particular temperature

    (2bii)
    Given:
    60 cm³ of saturated KNO₃ solution contains 15.6 g of KNO₃
    Mass of KNO₃ in 1000 cm³ (1 dm³) = (15.6 × 1000) / 60
    = 260 g dm⁻³
    Molar mass of KNO₃
    = K + N + 3O
    = 39 + 14 + (16 × 3)
    = 101 g mol⁻¹
    Solubility = 260 / 101
    = 2.57 mol dm⁻³
    ∴ Solubility of KNO₃ = 2.57 mol dm⁻³Chemistry study guide

    (2ci)
    (i) Prepare an aqueous solution of lead(II) nitrate.
    (ii) Add dilute hydrochloric acid to the solution.
    (iii) A white precipitate of lead(II) chloride is formed.
    (iv) Filter off the precipitate.
    (v) Wash with distilled water.
    (vi) Dry the precipitate between filter papers.

    (2cii)
    Pb(NO₃)₂(aq) + 2HCl(aq) → PbCl₂(s) + 2HNO₃(aq

    (2di)
    Copper has the electronic configuration 3d¹⁰4s¹ because a completely filled 3d subshell is more stable than a partially filled 3d subshell. Therefore, one electron from the 4s orbital is transferred to the 3d orbital.

    (2dii)
    (i) +2 (ferrous)
    (ii) +3 (ferric)

    (2diii)
    Haber process (manufacture of ammonia).

    Number 3

    (3ai)
    Enthalpy of neutralization is The heat change when one mole of water is formed by the reaction between an acid and a base under standard conditions.

    (3aii)
    H⁺(aq) + OH⁻(aq) → H₂O(l)

    (3bi)
    W – Sodium propanoate (C₂H₅COONa)
    X – Ethyl propanoate (C₂H₅COOC₂H₅)
    Y – Propan-1-ol (C₃H₇OH)
    Z – Propene (C₃H₆)

    (3bii)
    CH₃CH₂COOH + CH₃CH₂OH ⇌ CH₃CH₂COOCH₂CH₃ + H₂O

    (3ci)
    An acid anhydride is an oxide, usually of a non-metal, which reacts with water to produce the corresponding acid.

    (3cii)
    (i) H₂SO₄ → SO₃
    (ii) HNO₃ → N₂O₅
    (iii) H₂CO₃ → CO₂

    (3di)
    (i) Aluminium oxide is dissolved in molten cryolite.
    (ii) The mixture is electrolysed in a steel tank lined with carbon.
    (iii) Graphite rods serve as the anodes.
    (iv) Al³⁺ ions gain electrons at the cathode to form molten aluminium.
    (v) The molten aluminium collects at the bottom and is tapped off periodically.

    (3dii)
    Cathode and Anode

    (3diii)
    The anode is replaced periodically because it reacts with oxygen produced during electrolysis to form carbon dioxide and is gradually consumed.

    (3ei)
    Using Graham’s law:
    Rate of diffusion of X / Rate of diffusion of O₂ = √(Mr of O₂ / Mr of X)
    2 = √(32 / Mr of X)
    4 = 32 / Mr of X
    Mr of X = 8

    (3eii)
    Volume of X = 5 dm³
    Molar volume at s.t.p = 22.4 dm³ mol⁻¹
    Number of moles = 5 / 22.4
    = 0.223 mol
    Mass = moles × molar mass
    = 0.223 × 8
    = 1.79 g

    Number 4

    Answers Loading….

    Number 5

    (5ai)
    (I) Removes earthy particles from the water:
    Sedimentation / Filtration

    (II) Causes fine insoluble solids to clump together:
    Coagulation / Flocculation (adding alum — aluminium sulphate)

    (III) Increases the amount of dissolved oxygen:
    Aeration

    (5aii)
    (I) Kill germs: Chlorine (Cl₂) / chloramine

    (II) Increase its pH: Lime / calcium hydroxide Ca(OH)₂

    (III) Prevent goitre: Iodine / potassium iodide (KI)

    (IV) Precipitate solid impurities: Alum / aluminium sulphate Al₂(SO₄)₃

    (5bi)
    (I) MnO₂(s):
    Concentrated hydrochloric acid (conc. HCl)
    MnO₂ + 4HCl → MnCl₂ + Cl₂ + 2H₂O

    (II) A mixture of dil. H₂SO₄ and NaCl(aq):
    Potassium permanganate(VII) / KMnO₄ (or MnO₂)

    (5bii)
    (I) Cold dilute NaOH:
    Sodium chloride (NaCl) and sodium hypochlorite (NaOCl)
    Cl₂ + 2NaOH → NaCl + NaOCl + H₂O

    (II) Freshly prepared Ca(OH)₂(aq):
    Calcium chloride (CaCl₂) and calcium hypochlorite Ca(OCl)₂ — commonly called bleaching powder
    2Cl₂ + 2Ca(OH)₂ → CaCl₂ + Ca(OCl)₂ + 2H₂O

    (5biii)
    The products (bleaching powder/hypochlorite) are used as bleaching agents in laundry to remove stains and whiten fabrics/clothes. They also disinfect laundry.

    (5ci)
    Presence of Heat

    (5cii)
    H₂SO₄(conc.) + NaCl(s) Na₂SO₄(aqs) + HCl(g)

    (5ciii)
    Ammonia (NH³) solution

    (5civ)
    white dense fumes are produced when ammonia is brought near the gas

    (5cv)
    (i)Lead(II) chloride — PbCl₂ (white precipitate)

    (5di)
    Heat/evaporate the aqueous CuSO₄ solution to reduce the volume (This process is called crystallization)

    (5dii)
    (i)Copper (Cu)
    (ii)Tin (Sn)

    Number 6

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  • WAEC English Answers 2026/2027 [10th June OBJ & Theory]

    WAEC English Answers 2026/2027 [10th June OBJ & Theory]

    WAEC English Answers 2026/2027 [10th June OBJ & Theory]: The WAEC English Language exam evaluates candidates’ proficiency in reading, writing, and speaking. It consists of three main papers: Paper 1 (Objective), Paper 2 (Essay & Theory), and Paper 3 (Oral/Test of Orals). Consistent practice with past questions is widely considered the best strategy to excel. 

    WAEC English Answers 2026/2027 [10th June OBJ & Theory]

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    WAEC English Answers 2026/2027 [10th June OBJ & Theory]

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  • WAEC English Language Answers (Test of Oral) 2026/2027

    WAEC English Language Answers (Test of Oral) 2026/2027

    In today’s article, we have shared the verified WAEC English Language Answers (Test of Oral) 2026/2027: delivered early and reliably.

    OBJ & Essay

    Number 1

    Blessing Ade

    12, Unity Road,
    Lagos State.
    10th June, 2026.

    The Director,
    Bright Future Foundation,
    Lagos State.

    Dear Sir/Madam,

    A PROJECT THAT WILL BE USEFUL TO MY SCHOOL

    I am writing this letter to sincerely thank your organization for giving my school the opportunity to benefit from one important project after winning the recent competition organized by your non-governmental organization. We are very happy and grateful for this honour. On behalf of my school, I would like to suggest that your organization should build a modern library for us.

    A library is one of the most important facilities needed in a school. Many students in my school love reading, but we do not have a well-equipped library where students can sit quietly and study. The few books available are old and not enough for the number of students in the school. Therefore, I strongly believe that building a modern library will help my school in many ways.

    Firstly, a modern library will improve the reading habit of students. Many students spend their free time playing or making noise because there is no comfortable place for them to read. If a good library is built, students will have a quiet place to read novels, textbooks, newspapers and other educational materials. This will make them more serious with their studies and help them gain more knowledge.

    Secondly, the library will help students to perform better in examinations. In a good library, students can find textbooks and past question papers that will help them prepare for both internal and external examinations. Some students cannot afford all the textbooks they need, but if the school library has enough books, such students will be able to read and learn like others. This will surely improve the academic performance of the school.

    Thirdly, the library will also help teachers in their work. Teachers need books and other materials to prepare good lessons for students. If the library is well equipped, teachers can make use of it to gather more information before teaching. This will make their lessons more interesting and easier for students to understand.

    In addition, a modern library will improve the image of my school. Visitors, parents and other organizations will see that our school values education. It will also encourage more students to take their studies seriously.

    I therefore kindly request that your organization should consider building a modern library for my school. We shall be very grateful if this project is carried out, because it will benefit both present and future students.

    Thank you very much for your kindness and support. May your organization continue to grow and help more schools.

    Yours faithfully,

    Your Name here

    Number 2

    MEASURES STUDENTS SHOULD TAKE TO PROTECT THEMSELVES AGAINST MALARIA

    By a Concerned Student

    Malaria is one of the common diseases that affects many people in our society. It is caused by the bite of an infected female mosquito. Many students suffer from malaria from time to time, and this affects their health, studies and general performance in school. A student who is sick with malaria may not be able to attend classes regularly or concentrate well while learning. Therefore, it is very important for students to take necessary steps to protect themselves against malaria.

    The first measure students should take is to keep their surroundings clean. Mosquitoes usually breed in dirty places and stagnant water. Students should make sure that empty tins, broken bottles, old tyres and containers that can hold water are removed from their environment. Gutters should also be cleared regularly so that water can flow freely. In the school compound, students should join hands with the school authorities to keep the environment neat. When the surroundings are clean, mosquitoes will not have enough places to breed.

    Another important measure is that students should sleep under treated mosquito nets. Mosquitoes usually bite people mostly at night when they are sleeping. A treated mosquito net helps to prevent mosquitoes from biting a person during sleep. Students who stay in hostels should make sure they use mosquito nets properly every night. Those who live at home should also encourage their parents to provide mosquito nets for them. It is not enough to own a mosquito net; it must be used regularly and correctly.

    Students should also avoid exposing their bodies to mosquitoes, especially in the evening and at night. They should wear clothes that cover their bodies when mosquitoes are many. Long-sleeved shirts, trousers and socks can help to reduce mosquito bites. Students should also avoid sitting outside for too long in dark and bushy places because mosquitoes are usually found there. If they must stay outside, they can use safe mosquito repellent on their skin to protect themselves.

    In addition, students should make sure that doors and windows are properly protected with nets. Mosquitoes can easily enter rooms through open windows and doors. If the windows are covered with nets, mosquitoes will find it difficult to enter the room. Students should also close doors early in the evening because that is the time mosquitoes often enter houses and hostels.

    Furthermore, students should not ignore the early signs of malaria. Symptoms such as fever, headache, weakness, vomiting and body pain should be reported quickly to parents, teachers or health workers. Students should avoid treating themselves wrongly or buying drugs without proper advice. Going to the hospital or health centre early can prevent malaria from becoming serious.

    In conclusion, malaria is a dangerous disease, but it can be prevented if students are careful. Keeping the environment clean, sleeping under treated mosquito nets, wearing protective clothes, using window nets and seeking medical help early are good ways to fight malaria. If students take these measures seriously, they will remain healthy and perform better in their studies.

    Number 3

    DEBATE

    TECHNICAL AND VOCATIONAL EDUCATION SHOULD BE MADE COMPULSORY IN SECONDARY SCHOOLS

    The Chairman, panel of judges, co-debaters, teachers and fellow students, I greet you all. My name is Chijindu Njoku, and I am here to support the motion which says that technical and vocational education should be made compulsory in secondary schools.

    Technical and vocational education is the kind of education that teaches students how to do practical work with their hands. It includes things like carpentry, tailoring, computer work, farming, catering, electrical work, plumbing, hairdressing and many others. I support this motion because students should not only go to school to read books and pass examinations. They should also learn skills that can help them in life.

    Firstly, it will help students to have something useful to do after school. Today, many young people finish secondary school and stay at home because they do not have money to continue their education immediately. If such students have learnt a skill in school, they can use it to help themselves. For example, a student who learnt tailoring can sew clothes for people. Another student who learnt computer work can type documents or help people with simple designs. This is better than staying idle at home.

    Secondly, it will reduce the rate of unemployment. It is not everybody that will get an office job after school. Even many graduates are still looking for jobs. If students are trained in vocational skills from secondary school, they will not depend only on government work or white-collar jobs. Some of them can start small businesses with the skills they have learnt. With time, they may even employ other people.

    Thirdly, technical and vocational education will help students to discover what they are good at. Some students may not be very good in subjects like Mathematics and English, but they may be very good in practical work. Some can repair things, cook very well, draw, farm or make things with their hands. If schools give them the chance to learn these things, they may become successful through their talents.Mathematics

    Also, this type of education will make learning more interesting. Students will not only sit in the classroom every day copying notes. They will also have time to practise what they are being taught. This can make many students love school more, especially those who enjoy practical work.

    Some people may say that making it compulsory will disturb students from reading their normal subjects. I do not agree with them. If the school timetable is properly arranged, students can learn vocational skills without affecting their other subjects. It can even help them to understand life better.

    For these reasons, I strongly support that technical and vocational education should be compulsory in secondary schools. It will help students to learn useful skills, reduce joblessness and give many students a better future.

    Thank you.

    Number 4

    A REPORT OF THE BURGLARY I WITNESSED IN A DEPARTMENT STORE

    My name is Tunde Adewale. I am a student of Victory College, Ibadan. I am writing this statement to report a burglary which I witnessed at Grace Department Store on Saturday evening.

    The incident happened around 6:30 p.m. I went to the store to buy some provisions for my mother. There were not too many people in the store at that time. Some customers were picking items from the shelves, while others were waiting to pay at the counter.

    As I was standing close to the counter, I noticed two young men enter the store. One of them was wearing a black cap and a brown jacket, while the other was wearing a blue shirt and black trousers. At first, they looked like normal customers, so nobody suspected them.

    After some minutes, one of them moved to the shelf where body sprays, wristwatches and small phone accessories were kept. The second man stood near the entrance and kept looking around. I became suspicious because he was not picking anything from the shelf. He only stood there as if he was watching the people in the store.

    Suddenly, the man near the shelf started putting some items into a small bag. One of the sales girls saw him and shouted, “Thief! Stop him!” Immediately she shouted, the man pushed her away and ran towards the door. The second man opened the door for him, and both of them rushed outside.

    There was confusion in the store. Some customers shouted, while others moved back because they were afraid. The manager of the store quickly ran after the two men and called for help. I also came outside with some other customers.

    The two men ran to a motorcycle that was waiting by the roadside. As they were trying to escape, a security man from the next building blocked the motorcycle. The rider lost control and fell down. One of the thieves was caught by people around, but the other man and the motorcycle rider escaped through a nearby street.

    When the bag of the arrested man was opened, some stolen items were found inside it. They included body sprays, wristwatches, phone chargers and small packets of perfume. The store manager asked the people not to beat him and said the police should handle the matter.

    I saw the arrested man clearly and I can identify him if I am called upon to do so. I can also identify the second man because he was tall, fair in complexion and was wearing a blue shirt. I believe the security camera in the store can also help the police in their investigation.

    This is the true account of what I witnessed at Grace Department Store.

    Tunde Adewale

    Number 5

    Number 5

    15, Adeola Street,
    Ikeja, Lagos.
    10th June, 2026.

    Dear Samuel,

    I was very happy to receive your letter last week. I was also glad when I read that you wanted to know how I always come top in my class. Thank you for the good words you wrote about me. I do not think I am the most brilliant student in the school, but I try my best to do the right things at the right time.

    The first thing that helps me is that I pay attention in class. Whenever a teacher is teaching, I try not to play or talk with my friends. I listen carefully and write down important points. Some students think they can understand everything later, but I have found out that the best time to understand a topic is when the teacher is explaining it. If I do not understand anything, I ask questions before the lesson ends.

    Another thing I do is that I read my books every day. I do not wait until examination is near before I start reading. When I come back from school and rest for some time, I bring out my books and revise what we were taught that day. This helps me to remember things easily. It also makes examination period less difficult for me because I will not be trying to read everything at once.

    I also have a personal timetable which I follow. The timetable helps me to know the subject I should read each day. I give more time to the subjects I find difficult, especially Mathematics and Basic Science. I do not always follow the timetable perfectly, but I try as much as possible to obey it. Without a timetable, it is easy to waste time without knowing.

    Another important habit is that I do my assignments by myself. I may ask for help when I am confused, but I do not like copying everything from another person. Assignments help me to know whether I truly understand what I was taught in class. When I make mistakes, I learn from them and try to do better next time.

    I also avoid bad friends. Some students do not like reading, and they laugh at those who take their studies seriously. I try not to spend too much time with such people. My close friends are students who also want to do well. Sometimes we read together and ask one another questions. This has helped me a lot.

    Lastly, I pray and rest well. Reading is good, but too much worry is not good for the brain. I make sure I sleep well, especially when examination is close. I also ask God to help me remember what I have read.

    My dear friend, these are the things I do that help me come top in class. You can also do the same if you are serious and patient. Do not be discouraged if you do not see the result immediately. Just continue to work hard, and I believe you will improve greatly.

    Extend my greetings to your parents and your younger sister. I hope to hear from you soon.

    Your friend,
    Daniel

    Number 6

    Answers Loading….

    Number 7

    (a)
    (i) A school owner considers the provision of a safe, neat and quiet place for learning.

    (ii) A school owner considers the provision of teaching and learning materials for the school.

    (iii) A school owner considers the employment of good and qualified teachers.

    (b)
    (i) School owners raise funds by taking loans from banks.

    (ii) School owners raise funds by collecting school fees and other charges from students.

    (iii) School owners raise funds by selling school items and organizing school activities for parents.

    ++++++++++++++++

    ANOTHER VERSION

    Number 7

    (a)
    (i) A school owner considers getting a good building in a safe and quiet environment.

    (ii) A school owner considers buying furniture, toys and other materials needed for teaching and learning.

    (iii) A school owner considers employing capable teachers who can teach the students well.

    (b)
    (i) A school owner may borrow money from banks, societies or individuals to support the school.

    (ii) A school owner may do another job while running the school until the school becomes strong.

    (iii) A school owner may engage in business and use the profit to support the school.

    COMPREHENSION

    Number 6

    (a)
    Adiga got married when he was thirty years old.

    (b)
    (i) He did not want marriage to slow down his progress in life.
    (ii) He did not want childbearing to disturb his career goals.

    (c)
    He was referring to the time for his mother to die.

    (d)
    Adiga proved his love for his mother by taking care of her, bathing her and cleaning her waste when she was sick.

    (e)
    It is ironical because Adiga was not eager to have a child at first, but he became very happy when his child was born.

    (f)
    (i) Uniformed employment.
    (ii) A clerical job.

    (g)
    It means that problems came one after another.

    (h)
    (i) It is an adjectival clause.
    (ii) Its function is to qualify “the nearest town.”

    (i)
    (i) legitimate — lawful
    (ii) encumbrances — burdens
    (iii) passing — death
    (iv) tremulous — shaking
    (v) ravaged — destroyed
    (vi) dogged — determined

    ANOTHER VERSION

    Number 6

    (a)
    Adiga got married at the age of thirty.

    (b)
    (i) He tried to avoid marriage from disturbing his career.
    (ii) He also tried to avoid having children early.

    (c)
    He was asking if it was time for his mother to die.

    (d)
    Adiga showed love to his mother by caring for her, bathing her and clearing her waste when she was sick.

    (e)
    It was ironical because Adiga was not ready to have a child at first, but he became very happy when the child was born.

    (f)
    (i) His meagre earnings as a farmhand.
    (ii) A clerical job.

    (g)
    It means that one problem was followed by another problem.

    (h)
    It is an adjectival clause.

    (i)
    It qualifies “the nearest town.”

    (j)
    (i) legitimate — lawful
    (ii) encumbrances — problems
    (iii) passing — death
    (iv) tremulous — shaky
    (v) ravaged — destroyed
    (vi) dogged — determined

    SECTION C

    SUMMARY

    Number 7

    (a)
    (i) A school owner considers the provision of a safe, neat and quiet place for learning.

    (ii) A school owner considers the provision of teaching and learning materials for the school.

    (iii) A school owner considers the employment of good and qualified teachers.

    (b)
    (i) School owners raise funds by taking loans from banks.

    (ii) School owners raise funds by collecting school fees and other charges from students.

    (iii) School owners raise funds by selling school items and organizing school activities for parents.

    ANOTHER VERSION

    Number 7

    (a)
    (i) A school owner considers getting a good building in a safe and quiet environment.

    (ii) A school owner considers buying furniture, toys and other materials needed for teaching and learning.

    (iii) A school owner considers employing capable teachers who can teach the students well.

    (b)
    (i) A school owner may borrow money from banks, societies or individuals to support the school.

    (ii) A school owner may do another job while running the school until the school becomes strong.

    (iii) A school owner may engage in business and use the profit to support the school.

    COMPLETED!!!

    WAEC English Language Answers (Test of Oral) 2026/2027

    WAEC English Language Oral

    01-10: DCBCBBDBBA
    11-20: DDADABAABD
    21-30: BADAAAACAB
    31-40: DCCCABCBBC
    41-50: ACADCABDCC
    51-60: CDCCDBCBCB

    COMPLETED!!!

    WAEC ENGLISH ORAL (CBT/ORAL TRACING)

    PLS TRACE CAREFULLY TO ENABLE YOU ACCESS YOUR ANSWERS PROPERLY;
    1. D – cow
    2. C – nymph
    3. B – gallant
    4. C – worse
    5. B – fame
    6. B – putsch
    7. D – whole
    8. B – peal
    9. B – friend
    10. A – pilot
    11. D – here
    12. D – snob
    13. A – coy
    14. D – snoop
    15. A – does
    16. B – though
    17. A – whole
    18. A – wedge
    19. B – worry
    20. D – slumber
    21. B – grinder
    22. A – sure
    23. D – clutched
    24. A – prank
    25. A – hand
    26. A – mould
    27. A – southern
    28. C – backs
    29. A – leisure
    30. B – banger
    31. D – wars
    32. C – risen
    33. C – pew
    34. C – aisle
    35. A – look
    36. B – fa-CIL-i-tate
    37. C – per-se-CU-tion
    38. B – di-REC-tor-y
    39. B – a-CCLI-ma-tize
    40. C – con-tro-VER-sial
    41. A – suspend
    42. C – inhibit
    43. A – index
    44. D – confused
    45. C – vacantly
    46. A – Did Mother buy the new kerosene stove on credit?
    47. B – Does Jane love cheap dresses?
    48. D – Did Modou pat the mechanic on the back?
    49. C – Did John agree to sell the shirt to Ade?
    50. C – Did Paula visit the mall yesterday afternoon?
    51. C – twain
    52. D – shout
    53. C – feel
    54. C – bagged
    55. D – core
    56. B – archer
    57. C – good
    58. B – lemon
    59. C – assume
    60. B – fume

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    COMPLETED!!

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