WAEC 2026 ENGLISH LANGUAGE ANSWERS (OBJ & ESSAY)

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ENGLISH LANGUAGE OBJ

1. C – strange

2. D – selfishness

3. B – impartial

4. D – maturity

5. D – open

6. A – betrayal

7. A – clarified

8. D – radical

9. B – loquacious

10. C – slim

11. D – scurried

12. A – inculcate

13. D – countenance

14. C – induction

15. A – court-martialed

16. C – an alias

17. B – apathy towards

18. D – theatre

19. D – treat

20. B – quorum

21. A – live with very little money

22. D – legitimate

23. C – earn money

24. A – one of them tells lies

25. D – restricted from the officers’ mess

26. D – through unfair means

27. B – begin the discussion

28. B – there arose a scene of great noise and confusion

29. B – firm

30. A – act according to circumstances

31. C – cursory

32. D – promise

33. C – consider

34. B – torturing

35. A – exterminate

36. D – considerate

37. D – clear

38. A – endangered

39. A – polished

40. B – irrevocable

41. C – down

42. B – stops

43. D – looked into

44. C – would have

45. D – neither

46. A – most interesting

47. D – worse

48. D – greatest

49. D – wasn’t it

50. A – over

51. C – ghastly

52. A – nor

53. A – However

54. C – but to

55. B – ground

56. A – took off

57. D – theirs

58. B – who stole the money

59. C – telling

60. B – otherwise

61. C – one another

62. C – into

63. A – two weeks’

64. C – is attending

65. D – turned over

66. B – were you

67. C – and again

68. C – either of

69. A – your

70. A – by

71. B – arrested

72. D – arraigned

73. A – charged

74. A – dropped

75. D – remanded

76. C – trial

77. A – witnesses

78. B – an oath

79. C – jury

80. C – sentenced

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TEST-OF-ORAL-OBJ-(CBT/TRACING-OPTION)
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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SECTION A: ANSWER ONE(1) QUESTION FROM THIS SECTION

(1)
Government Secondary School,
Lagos.
10th June 2026.

The Director,
Bright Futures Initiative,
Lagos.

Dear Sir/Madam,

SUGGESTION FOR THE ESTABLISHMENT OF A COMPUTER AND DIGITAL LEARNING CENTRE

On behalf of the students, staff, and the School Management Committee of Government Secondary School, Lagos, I write to express our deep gratitude for organizing the recent inter-school competition and for selecting our school as the overall winner. We are honoured by the prize and delighted by your offer to undertake one project in our school. After careful consultation with teachers, the prefect body, and the Parent-Teacher Association, we respectfully suggest that your organization establish a fully equipped multipurpose computer and digital learning centre for our students.

Our school serves over one thousand students, many of whom come from homes with limited access to computers and reliable internet services. While our teachers work hard to deliver the national curriculum, most classroom lessons lack digital support, and many students are inadequately prepared for computer-based examinations and the demands of the modern world. A dedicated computer and digital learning centre would bridge this gap by providing hands-on ICT training, research facilities, and supervised internet access for learning and career development.

One important way in which the centre would benefit the school is by improving the academic performance of students. The facility would give students regular practice with word processing, spreadsheets, presentation software, and educational platforms used in WAEC, NECO, and JAMB preparation. Teachers would be able to integrate digital resources into lessons, organize research projects, and use multimedia presentations to explain difficult concepts in Mathematics, Sciences, and Languages. Access to online tutorials, educational videos, and past examination questions would greatly enhance understanding and improve examination results.

Secondly, the project would equip students with valuable digital skills needed for higher education and employment. Today, universities and employers increasingly require computer literacy, critical thinking, and basic technological competence. The centre could host structured ICT programmes covering typing skills, internet safety, spreadsheet management, presentations, coding, and digital entrepreneurship. Such skills would make our graduates more competitive for scholarships, admissions, and employment opportunities. It would also encourage self-reliance among students who may wish to explore online business opportunities.

Thirdly, the centre would serve as a training and development hub for both teachers and members of the surrounding community. Teachers would receive professional training in the use of educational technology, thereby improving the quality of teaching and learning. Furthermore, the facility could be used for community-based computer literacy programmes during weekends and holidays. This would strengthen the relationship between the school and the community while extending the benefits of the project beyond our students.

To ensure the success and sustainability of the project, we kindly request that it include computers, reliable internet connectivity, a power backup system, furniture, a projector, and basic maintenance support. The school is prepared to provide adequate space, security, and administrative cooperation to ensure the proper utilization and protection of the facility.

Once again, we sincerely thank your organization for this generous opportunity. We firmly believe that a computer and digital learning centre will transform learning, improve academic performance, develop essential life skills, and positively impact generations of students. We hope that you will favourably consider our proposal.

Yours faithfully,

Chike Okafor
Head Boy
Government Secondary School, Lagos.
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(2)
THREE EFFECTIVE MEASURES STUDENTS SHOULD TAKE TO PROTECT THEMSELVES AGAINST MALARIA

Malaria remains one of the most common and dangerous diseases affecting students in Nigeria and many other tropical countries. It is caused by parasites transmitted through the bite of infected female Anopheles mosquitoes. The illness can lead to high fever, chills, headache, weakness, and in severe cases, death if not properly treated. However, malaria is both preventable and controllable. Students, in particular, must take deliberate steps to protect themselves, especially because they spend a lot of time in school environments where mosquitoes may breed. This article discusses three important measures students should adopt to protect themselves against malaria.

The first and most important measure is the regular and correct use of insecticide-treated mosquito nets (ITNs). Sleeping under a treated mosquito net is one of the most effective ways of preventing mosquito bites at night, which is when mosquitoes are most active. Students should ensure that their nets are properly hung and tucked in before sleeping to prevent mosquitoes from entering. The insecticide in the net not only kills mosquitoes but also repels them, reducing the chances of being bitten. Students who stay in hostels or boarding schools should make consistent use of their nets every night without exception. This simple habit can significantly reduce the risk of malaria infection.

The second measure is maintaining proper environmental sanitation. Mosquitoes breed in stagnant water, dirty surroundings, and overgrown vegetation. Therefore, students must ensure that their environment, whether at home or school, is kept clean at all times. Containers such as old buckets, cans, tyres, and bottles that can collect water should be properly disposed of or covered. Drainages should be cleared regularly to prevent blockage and stagnation of water. Grass around classrooms, hostels, and homes should also be cut frequently to reduce mosquito hiding places. Schools should organize regular sanitation exercises to ensure a clean environment. A clean environment reduces mosquito breeding sites and lowers the chances of malaria transmission.

The third measure is the use of protective and preventive methods such as mosquito repellents and early medical attention. Students should apply mosquito repellent creams or sprays on exposed parts of their bodies, especially in the evenings when mosquitoes are more active. They should also wear long-sleeved clothing when necessary to reduce skin exposure. In addition, students must not ignore symptoms such as fever, headache, or body weakness. Instead, they should report early to the clinic or hospital for proper diagnosis and treatment. Self-medication should be avoided, as it can lead to drug resistance and worsening of the illness. Early treatment not only prevents complications but also reduces the spread of malaria in the community.

In conclusion, malaria is a preventable disease if proper precautions are taken seriously. The consistent use of insecticide-treated mosquito nets, maintenance of good environmental sanitation, and adoption of personal protective measures and early treatment are key steps every student should follow. When these measures are observed, students will enjoy better health, improved academic performance, and a safer school environment free from the dangers of malaria.
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(3)
TECHNICAL AND VOCATIONAL EDUCATION SHOULD NOT BE MADE MANDATORY IN SECONDARY SCHOOLS

Mr. Chairman, Panel of Judges, Accurate Timekeeper, Co-debaters, Ladies and Gentlemen,

I stand before you as the main speaker in opposition to the motion which states that technical and vocational education should be made mandatory in secondary schools. While we acknowledge the importance of vocational training in education, we strongly disagree that it should be compulsory for all students.

Firstly, secondary school education is designed to provide a broad academic foundation for students before they specialize in a chosen career path. Forcing all students to take technical and vocational subjects will overload the curriculum and reduce the time available for core academic subjects such as Mathematics, English Language, Biology, Chemistry, Physics, and Literature. Many students require strong academic grounding before deciding on their future careers, especially those who wish to pursue professions such as medicine, law, engineering, accounting, and research. Making vocational education compulsory may therefore interfere with their academic development and limit their performance in essential subjects.

Secondly, students have different abilities, interests, and career aspirations. While some students are naturally inclined toward practical and technical skills, others excel in theoretical and intellectual fields. Education should allow students the freedom to choose subjects that align with their talents and ambitions. Making vocational education mandatory removes this freedom of choice and may force students to study subjects they have little or no interest in. This can lead to frustration, lack of motivation, and poor academic performance. A flexible education system is more effective than a rigid one that imposes the same training on all learners.

Furthermore, implementing compulsory technical and vocational education may place a heavy financial burden on schools and the government. Vocational training requires specialized equipment, workshops, tools, and trained instructors. Many secondary schools, especially in rural areas, lack the resources to properly support such programmes. If made mandatory, schools may struggle to provide quality training, resulting in ineffective learning experiences. Instead of improving education, it may lead to poorly equipped programmes that do not benefit students.

In addition, not all students will pursue careers that require vocational skills. Forcing such training on everyone may result in wasted time and resources for students who will eventually work in professions that require advanced academic or professional qualifications rather than technical skills. Education should be efficient and purposeful, allowing students to focus on what is relevant to their chosen career paths.

Finally, while vocational education is valuable, it should remain an optional and specialized area of study rather than a compulsory requirement. Students who are interested in technical fields should be encouraged and supported, but it should not be imposed on everyone. A balanced education system respects individual differences and provides room for specialization at the appropriate stage.

In conclusion, although technical and vocational education is important for skill development and job creation, it should not be made mandatory in secondary schools. Students should be given the freedom to choose their academic paths based on their interests and career goals. I therefore urge this honourable house to reject the motion.

Thank you.
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(4)

THE BURGLARY I WITNESSED

It was a Friday night, and I had gone to visit a friend who lives not far from Mega Choice Department Store in Lagos. Around 10:30 p.m., I decided to return home because it was getting late and the streets were becoming quiet. As I walked along the relatively deserted road, I noticed something unusual at the department store.

Although the store had closed for the day, I saw faint movements around the back of the building. At first, I thought it might be one of the workers who had forgotten something inside. However, as I moved closer and hid behind a parked vehicle to observe properly, I discovered that three men were attempting to break into the store.

One of them was using a heavy iron bar to force open the back door, while the other two kept watch on both sides of the building. The area was dimly lit, but the streetlights were bright enough for me to see their activities clearly. After several attempts, the burglars succeeded in breaking the lock and quietly entered the store.

Once inside, they used small torchlights to locate valuable items. I could see them moving quickly toward the section where electronics such as mobile phones, laptops, and accessories were displayed. They began stuffing items into large bags they had brought with them. Their movements showed that they were well organized and had likely planned the operation carefully.

While the burglary was going on, I remained hidden, too frightened to alert them or call for help immediately. After about fifteen minutes, I noticed a passing vehicle in the distance, which made the burglars panic slightly. One of them rushed outside to check if anyone was approaching, while the others hurried their activities inside the shop.

Unfortunately for them, a security patrol vehicle appeared shortly afterward. As soon as the burglars noticed the patrol, they attempted to escape through the back exit. In their haste, they abandoned some of the stolen goods and ran in different directions.

The security officers quickly reacted. One of the burglars was chased and caught after a short pursuit, while the remaining two escaped into a nearby uncompleted building. The officers secured the area and prevented further loss of goods from the store.

After the incident, I came out from my hiding place and narrated everything I had witnessed from the beginning to the security officers. I explained how the men broke in, what they stole, and the direction in which the others fled. My statement helped the officers in their initial investigation and search operation.

The store owner later arrived at the scene and was shocked at the damage caused. Several items had been stolen, while others were scattered during the escape. The incident attracted other residents, who expressed concern about the increasing rate of burglary in the area.

That night left me deeply shaken, as it was my first time witnessing such a criminal act so closely. I learned the importance of vigilance and the need to report suspicious activities immediately to security authorities.
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(5)
No. 12 Unity Street,
Lagos,
Nigeria.
10th June, 2026.

My Dear Chinedu,

I received your letter asking how I manage to come out tops in my class every session, and I am really glad that you are interested in improving your academic performance. I will gladly share with you some of the strategies I have adopted over time, which have helped me maintain consistent success in my studies.

Firstly, I maintain a strict personal reading timetable. I discovered early that relying only on classroom teaching is not enough if one wants to excel academically. Therefore, I created a daily and weekly reading schedule that allocates specific time for each subject. I make sure I revise what was taught in class the same day it is taught, as this helps me to understand and retain information better. During weekends, I spend more time revising difficult subjects and practicing past examination questions. This consistent routine has helped me stay ahead of my classmates and avoid last-minute cramming before examinations.

Secondly, I pay close attention in class and actively participate in lessons. I realized that many students lose marks not because they are not intelligent, but because they do not concentrate during lessons. I make it a habit to sit close to the front of the class where I can hear and see clearly. I also ask questions whenever I do not understand a topic. This helps me to clear my doubts immediately and prevents confusion later. In addition, I take neat and detailed notes during lessons, which I revise regularly. These notes serve as a valuable personal reference when preparing for tests and examinations.

Thirdly, I make use of past questions and continuous practice. I have discovered that one of the best ways to prepare for examinations is to practice with questions from previous years. This helps me to understand the pattern of questions usually set by examiners and also improves my speed and accuracy. I often time myself while answering these questions to simulate real examination conditions. This practice reduces fear and builds confidence during actual exams. Whenever I make mistakes, I review them carefully so I do not repeat them.

Furthermore, I ensure that I maintain a balanced lifestyle. I do not overwork myself to the point of exhaustion. I allocate time for rest, sleep, and light recreation, as I have learned that a healthy body supports a healthy mind. I also avoid unnecessary distractions such as excessive use of mobile phones and social media during study hours. This discipline has greatly contributed to my academic success.

I hope this explanation will be useful to you, and I strongly believe that if you also adopt these habits, you will see a great improvement in your performance.

I look forward to hearing from you soon and knowing how you are progressing in your studies. Give my regards to your family.

Yours sincerely,
Chike Okafor
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SECTION B : COMPREHENSION

(6a)
Adiga got married at the age of thirty.

(6b)
The two encumbrances Adiga tried to prevent were marriage and having children.

(6c)
Adiga was referring to the time of his mother’s death, as he feared she might not survive her many ailments.

(6d)
Adiga proved his love for his mother by devoting himself to her care, clearing her waste and bathing her during her illness.

(6e)
It was ironical that although Adiga had delayed having children because he did not want any encumbrances, he became extremely happy when his first child was born.

(6f)
The two expressions that suggest Adiga’s source of livelihood are “his depleted cocoa farm” and “his meagre earnings as a farmhand.”

(6g)
In the context of the passage, the expression means that one misfortune was quickly followed by another.

(6h)
(i) Adverbial clause
(ii) It modifies the verb “moved” by indicating the place where he got the clerical job

(6i)
(i) legitimate – lawful
(ii) encumbrances – obstacles
(iii) passing – death
(iv) tremulous – shaky
(v) ravaged – destroyed
(vi) dogged – determined
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SECTION C: SUMMARY 

(7a)
-A school owner considers suitable accommodation that is safe and conducive for learning.
-He or she considers the provision of adequate teaching and learning materials.
-Qualified teachers are also a key factor in establishing a school.

(7b)
-School owners raise funds mainly through school fees.
-They also generate income from charges on facilities and the sale of school materials.
-They earn revenue from student levies and school events.
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