2025 WAEC GCE FIRST SERIES ENGLISH THEORY AND OBJECTIVE QUESTIONS AND ANSWERS *ENGLISH LANGUAGE OBJ* 1-10 CBADBBBCAD 11-20 DCCDBACCDC 21-30 BDBCAADDBD 31-40 ACCBACCADA 41-50 CABBDDBCDD 51-60 DACDCACCDD 61-70 BABBBABBBC 71-80 ACBDACBABD *Completed by THE BEST TUTOR*...!!! Question 1 Good day, Mr. Chairman, distinguished judges, timekeeper, co-debaters, and my esteemed audience. I stand before you as the Chief Speaker to strongly support the motion that "the government should be responsible for education at all levels." Education is the backbone of any nation's development. It equips individuals with the skills and knowledge necessary to contribute meaningfully to society. Therefore, it is the government's moral and constitutional duty to ensure that every citizen, regardless of their socio-economic background, has access to quality education from primary to tertiary levels. Firstly, government involvement ensures equal opportunities. Without government support, education would become a privilege reserved for the wealthy, leaving many talented individuals without a chance to succeed. When the government funds and regulates education, it bridges the gap between the rich and the poor, promoting social equity. Secondly, education is a public good that benefits society as a whole. An educated population fosters economic growth, reduces crime rates, and improves public health. It is in the government's best interest to invest in education to secure a brighter future for the nation. Moreover, government responsibility ensures standardization and quality control. Through national policies and regulations, the government can maintain uniform standards in curricula, teacher qualifications, and learning facilities across the country. Critics may argue that the private sector can handle education more efficiently. However, we must remember that profit-driven institutions often prioritize financial gain over educational excellence. Only a government committed to the public good can ensure that education remains a right, not a commodity. Finally, education is a fundamental human right enshrined in international conventions and many national constitutions. The government has a duty to protect and promote this right for all its citizens. In conclusion, for a prosperous, equitable, and enlightened society, the government must take full responsibility for education at all levels. It is an investment in the present and future of the nation. Thank you. NUMBER TWO The Clever Escape In the small town of Ilesa, nestled in the heart of Osun State, a young girl named Morayo lived with her strict aunt, Mama Tope. Morayo had lost her parents at a young age and was sent to live with her mother’s older sister, who took it upon herself to discipline the girl at every opportunity. Mama Tope was known for her firm hand and sharp tongue. She believed that children should be seen, not heard, and that any mistake—no matter how small—deserved swift punishment. Morayo, on the other hand, was a bright and spirited girl who loved to read and tell stories. One harmattan morning, Mama Tope sent Morayo to the market to buy palm oil and pepper. “Make sure you don’t lose my money, or you will regret it,” she warned, handing the girl a crisp ₦1,000 note. “Yes, ma,” Morayo replied, tucking the money carefully into the small pouch tied around her waist. She walked briskly to the market, enjoying the sight of traders shouting prices and haggling with customers. She first bought the palm oil from Mama Sade, a friendly woman who always gave her a little extra. Then she moved to the pepper seller. As she reached into her pouch to pay, her heart nearly stopped—Mama Tope’s ₦1,000 note was gone! Fear gripped her. She frantically searched her pouch, checked her pockets, and even retraced her steps, but the money was nowhere to be found. Panic set in. If she returned home without the money or the full list of items, Mama Tope would surely punish her. Morayo stood in the middle of the market, thinking fast. Then, an idea struck her. She ran to Baba Ibeji, the elderly storyteller who often sat under the big mango tree, entertaining children with folktales. “Baba, please, I need your help,” she pleaded, breathless. Baba Ibeji looked at her curiously. “What is it, my child?” Morayo quickly explained her dilemma. The old man smiled knowingly and whispered something in her ear. Morayo nodded and hurried back home. When she arrived, Mama Tope was already waiting by the doorway, arms folded. “Where is my change?” she demanded. Morayo took a deep breath. “Mama, something strange happened at the market. As I was buying the pepper, a strong wind blew, and I saw the money floating in the air. I ran after it, but before I could catch it, a bird—ah, Mama, a big, black bird—swooped down, caught the money in its beak, and flew away!” Mama Tope’s eyes widened. “A bird took my money?” “Yes, ma! Baba Ibeji even saw it happen! He said it might be the spirit of an ancestor testing our patience.” Mama Tope, deeply superstitious, frowned. She mumbled something under her breath, shook her head, and waved Morayo away. “Next time, hold the money tighter,” she muttered. Morayo sighed in relief as she entered the house. That was how she escaped being punished. No 2 *The Clever Escape* In a small village surrounded by lush green hills, there lived a mischievous girl named Amara. Known for her clever tricks and quick wit, she often found herself in trouble. Despite her mischief, the villagers adored her vibrant spirit. One sunny afternoon, Amara’s curiosity led her to the chief's orchard, a forbidden place filled with the juiciest mangoes in the entire village. The temptation was too strong to resist. She climbed the tallest tree and plucked the ripest mango, savoring its sweet taste. Just as she was about to climb down, she heard the gruff voice of the chief himself. "Who dares to steal from my orchard?" he bellowed. Startled, Amara's heart raced. She knew the punishment for trespassing was severe — a week's labor in the village fields. Thinking quickly, she smeared mango juice on her face and tore a bit of her dress. As the chief approached, she tumbled from the tree, landing on the soft grass below with a dramatic gasp. "Amara!" the chief exclaimed, his tone shifting from anger to concern. "Are you hurt?" She whimpered, "I was just passing by when I saw a wild monkey in the tree. It threw mangoes at me, and I climbed up to shoo it away, but I slipped." The chief's eyes widened. "A wild monkey? In my orchard?" "Yes, Chief. It was big and fierce," she lied convincingly, clutching her ankle for effect. The chief shook his head. "You're brave, Amara. You could have been seriously hurt." "I only wanted to protect the village's mangoes," she said with a meek smile. Touched by her "selflessness," the chief escorted her back to the village, praising her bravery to everyone they passed. And that was how she escaped punishment. (5) THE DEVASTATING IMPACT OF PUBLIC PROPERTY DESTRUCTION ON A NATION The destruction of public property, often referred to as vandalism, has become a pressing issue worldwide. This phenomenon involves the deliberate damage or defacement of public assets such as infrastructure, utilities, and cultural heritage sites. The effects of such actions are far-reaching and multifaceted, impacting not only the physical environment but also the economic stability and social fabric of a nation. One of the most immediate consequences of vandalism is its economic impact. Repairing or replacing damaged infrastructure consumes significant financial resources that could otherwise be allocated to vital sectors like education and healthcare. For instance, in Nigeria alone, billions of Naira are spent annually on rehabilitating vandalized pipelines and other public utilities. Beyond economic losses lies a profound social impact. Vandalism erodes trust within communities by creating an environment that feels unsafe or neglected. This sense of insecurity can undermine social cohesion and diminish overall quality of life for citizens. Vandalism also contributes significantly to environmental decay through urban degradation and damage to green spaces. When public spaces become unsightly due to neglect or intentional destruction (e.g., littering), it discourages community engagement with these areas fostering further disinvestment in local environments. To mitigate these impacts effectively requires concerted efforts from both governments and civil society: implementing robust security protocols around vulnerable infrastructure; fostering awareness about the consequences through educational campaigns; strengthening laws against property crime while ensuring fair enforcement practices; encouraging partnerships between local authorities and private entities for resource sharing in maintaining public assets securely. In conclusion, addressing vandalism demands a comprehensive approach that combines legal measures with community-driven initiatives aimed at fostering respect for shared spaces across generations. By working together towards this goal, nations can protect their resources better while promoting safer more cohesive communities where creativity innovation thrive unimpeded by destructive behaviors. No 6 (comprehension passage) a. The purpose of the first question in the passage is to envoke empathy, reflection and awareness of the readers. bi. The unspecified destination of refugees journey. bii. Another factor is hunger and starvation Ci. Lack of money as a result of not being prepared for the journey. Cii. Absence of where to buy foodstuffs. Di. The fleeing refugees may find accommodation in an open field Dii. They may also find accommodation in an uncompleted classroom buildings. E. A fleeing refugee will have to struggle for any available resources in the refugee camp. Fi. Noun clause Fii. Object of the sentence G. Personification Hi. Trauma - shock Ii. Land - touch down Iii. Purchase - buy Iv. Hastily - quickly V. Throng - crowd Vi. Imagine - envision, visualize (6a) The purpose of the first question is to prompt the reader to empathize with the plight of refugees by imagining the trauma and uncertainty of being forcibly displaced (6b) (i) Not knowing or having control over the destination where they will end up. (ii) The suddenness and forcefulness of the event, often caused by natural disasters or violent conflicts. (6c) (i) Starvation due to the inability to carry enough food while fleeing. (ii) The difficulty of finding or purchasing food upon arriving at a place of refuge. (6d) (i) A hastily erected tarpaulin tent provided by a humanitarian organization. (ii) A disused classroom repurposed as a temporary shelter. (6e) Being part of a large group of refugees leads to fierce competition for scarce resources, making survival even more challenging. (6f) (i) It is a noun clause. (ii) The clause functions as the object of the verb "determine." (6g) The figure of speech is personification, as the enemy is given human-like attributes. (6h) (i) Trauma – Shock or distress (ii) Land – Arrive or settle (iii) Purchase – Buy (iv) Hastily – Quickly or hurriedly (v) Throng – Crowd or multitude (vi) Imagine – Visualize or conceive *SUMMARY* (7a) (i) The mass media influence people's lifestyles, consumption habits, political behavior, and religious views. (ii) They also create unrealistic aspirations by promoting an idealized good life. (7b) People should embrace their natural looks because human bodies are diverse, and those we envy may desire qualities we already have. (7c) (i) Negative media influences can be reduced by critically questioning media content and personal motivations. (ii) Psychological therapy can help build self-esteem and resist manipulation. (iii) Legislative regulations can also protect vulnerable groups from harmful media messages. 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