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Waec English Language Answers 2023 17th May 2023

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WAEC English Language Answers 2023: WAEC English Language Objective, Oral & Essay Answers 2023 for 17th May 2023 with questions 100% verified official questions and answers for senior secondary schools. WAEC English Language Questions and Answers 2023 (%100 Sure, WAEC English Language Questions, and Answers 2023


WAEC English Language Questions and Answers 2023

*Number 1

[Write Your School’s Name ]
Sports Festival Report

Date: 17|05| 2023
From: [Your Name]
Sports Prefect, [Your School’s Name]

The much-anticipated inter-school sports festival, hosted by Her lady’s secondary school , took place on 17th May 2023 at their magnificent sports grounds. [Your School’s Name] actively participated in the event, showcasing the talent and sportsmanship of our exceptional athletes. This report aims to provide a comprehensive overview of the festival and highlight our school’s achievements and memorable moments.

Our school demonstrated immense enthusiasm and team spirit by fielding a strong contingent of athletes across various sporting disciplines. A total of 7 students represented [Your School’s Name] in the sports festival. The participants were carefully selected and underwent rigorous training to ensure they were well-prepared to compete against the best athletes from other schools.

Events and Achievements:
The festival offered a diverse range of sports competitions, providing opportunities for our students to showcase their skills. Our athletes participated in events such as athletics, football, basketball, volleyball, swimming, and table tennis, among others. The participants displayed outstanding sportsmanship, determination, and commitment throughout the festival.

We are proud to announce that [Your School’s Name] achieved remarkable success in several events. Our athletes secured the following achievements:

  1. Athletics:
  • Benjamin John: Gold Medal – 100m Sprint
  • Jennifer Akpan: Silver Medal – High Jump
  1. Football:
  • Victor osimehen : Reached the Semifinals
  1. Basketball:
  • gbadebo Usman: Bronze Medal
  1. Volleyball:
  • Sarah Ola: Silver Medal
  1. Swimming:
  • Emmanuel Nwite: Gold Medal – 200m Freestyle
  • chidera Nwite: Bronze Medal – 100m Butterfly
  1. Table Tennis:
  • Roselyn Joe: Silver Medal – Singles Category

We commend the outstanding performances of our athletes, coaches, and support staff who worked tirelessly to bring glory to our school. Their dedication and hard work have made us immensely proud.

Sportsmanship and Team Spirit:
Apart from the impressive achievements, the sports festival also served as a platform to foster sportsmanship and camaraderie among the participants. Our athletes displayed exemplary behavior both on and off the field, exemplifying the true spirit of sportsmanship. They supported and encouraged their fellow competitors, forging friendships with athletes from other schools. Our students embodied the values of fair play, respect, and teamwork, earning accolades from the organizers and spectators alike.

The inter-school sports festival was an exhilarating and memorable event for [Your School’s Name]. Our athletes gave their best efforts, resulting in an impressive showcase of talent, determination, and sportsmanship. We extend our gratitude to the organizing committee of Her Lady’s secondary school for hosting a successful festival that provided a platform for schools to come together and celebrate the spirit of sports.

We commend our athletes for their exceptional performances and thank the coaches, support staff, and parents who played an integral role in their success. The festival not only allowed our students to excel in their respective sports but also taught them valuable life lessons about teamwork, discipline, and perseverance.

Moving forward, we will build upon the success of this sports festival and continue to promote sports and physical activities within our school. We hope to inspire future generations of athletes to reach new heights andw make [Your School’s Name] proud.

Yours in sports,
[Your Name]
Sports Prefect, [Your School’s Name]



[Your Name]
[Your Address]
[City, State, ZIP Code]
[Email Address]
[Phone Number]

The Editor
[Newspaper Name]
[City, State, ZIP Code]

Subject: Neglected Public Facilities: A Call for Urgent Action

Dear Editor,

I am writing to express my deep concern regarding the deteriorating condition of public facilities in our country, as highlighted in several recent articles published by your esteemed newspaper. The lack of maintenance of these essential amenities is a matter that deserves immediate attention from both the authorities and the public.

Our public facilities, ranging from parks and playgrounds to community centers and public transportation systems, play a vital role in enhancing the quality of life for citizens. These spaces are meant to foster social interaction, physical well-being, and community development. However, it is disheartening to witness their neglect and the subsequent decline in their usability and appeal.

The maintenance of public facilities is not merely a cosmetic concern; it directly impacts the safety and overall experience of the people who utilize them. Cracked sidewalks, broken equipment, and poorly maintained infrastructure not only diminish the aesthetic value of these spaces but also pose risks to public safety. Moreover, the lack of regular upkeep sends a message of apathy and disregard for the well-being of the citizens who depend on these facilities.

It is essential that we address this issue collectively and hold both the responsible authorities and ourselves accountable for the state of our public amenities. The government should prioritize the allocation of sufficient resources and funds towards regular maintenance programs. Adequate staffing, training, and monitoring mechanisms must be in place to ensure that public facilities are well-maintained and safe for public use.

In addition, we as citizens need to develop a sense of ownership and responsibility towards these facilities. It is our duty to report any maintenance issues promptly and encourage our communities to participate in volunteer initiatives aimed at preserving and improving our public spaces. By actively engaging in the upkeep of these facilities, we not only contribute to the overall well-being of our neighborhoods but also foster a sense of pride and unity among residents.

I urge the authorities to take immediate action in addressing the neglect of public facilities and implement effective maintenance strategies. I also encourage your esteemed newspaper to continue shedding light on this issue and advocate for the improvement of our public infrastructure. Together, we can create a positive change and ensure that future generations can enjoy well-maintained and vibrant public spaces.

Thank you for your attention to this matter. I believe that by highlighting this issue, we can inspire action and bring about the necessary improvements for the benefit of our communities.

Yours sincerely,

[Your Name]



Dear [Friend’s Name],

I hope this letter finds you well. I was thrilled to receive your message expressing your interest in studying at my school. It would be fantastic to have you here! Allow me to provide you with all the information and advice you need to make a decision.

Our school, [School Name], is renowned for its excellent academic programs and supportive learning environment. We offer a wide range of courses across various disciplines, ensuring that you can find a program that aligns with your interests and goals. Our experienced and dedicated faculty members are committed to providing high-quality education and nurturing the intellectual growth of our students.

To help international students like yourself, our school provides comprehensive support services. The International Student Office assists with visa applications, enrollment, and any other administrative matters. They also organize orientation programs to help you settle into your new environment and connect with fellow international students.

Regarding accommodation, our school offers both on-campus and off-campus housing options. On-campus residences provide a convenient and immersive living experience, fostering a sense of community. However, if you prefer off-campus housing, the International Student Office can guide you in finding suitable accommodations in the surrounding area.

As for extracurricular activities, our school has a vibrant and diverse student community. There are numerous clubs and organizations catering to various interests, including sports, arts, culture, and community service. Engaging in these activities is a great way to make friends, explore your passions, and enhance your overall university experience.

In terms of facilities, our campus boasts state-of-the-art resources and amenities. We have well-equipped libraries, modern laboratories, computer labs, and multimedia centers to support your academic pursuits. Additionally, there are recreational facilities such as sports fields, fitness centers, and student lounges for relaxation and socializing.

One aspect you may be interested in is the cost of education. While tuition fees vary depending on the program, scholarships and financial aid options are available for eligible students. I recommend checking the school’s website or contacting the admissions office for detailed information on scholarships and financial assistance programs.

Lastly, our school is located in a vibrant and culturally rich city. [City Name] offers a plethora of opportunities for entertainment, exploration, and personal growth. From museums and art galleries to theaters, music venues, and outdoor recreational areas, there is always something exciting happening. The city also provides excellent transportation networks, making it easy to navigate and explore different parts of the region.

I hope this overview of our school has been helpful in giving you a glimpse of what to expect. If you have any further questions or need additional information, please do not hesitate to reach out. I am more than happy to assist you in any way I can.

Wishing you all the best in your decision-making process, and I truly hope to welcome you to [School Name] soon!

Warm regards,

[Your Name]



Reviving the Vibrancy of Clubs and Societies: Reigniting the Flame of Engagement in Schools

In the bustling hallways and classrooms of our school, an important element seems to have lost its spark – the clubs and societies. Once vibrant and bustling with activity, they now lay dormant, overshadowed by the ever-increasing demands of academic pursuits. It is high time we recognize the crucial need to revive these invaluable organizations and reintroduce their profound impact on our personal growth and development.

Clubs and societies serve as the heartbeat of any educational institution. They provide a platform for students to explore their passions and interests beyond the confines of the classroom. From debating and drama clubs to sports teams and environmental societies, these extracurricular activities offer students an opportunity to engage in activities they are passionate about, fostering a sense of belonging and camaraderie among like-minded individuals.

First and foremost, reviving the activities of clubs and societies enhances the holistic development of students. As we navigate through the challenges of academic life, it is imperative to strike a balance between academic pursuits and extracurricular involvement. These organizations not only cultivate essential skills such as leadership, teamwork, and time management but also provide an avenue for self-expression and creativity. By engaging in a variety of clubs, students can develop a well-rounded personality and uncover hidden talents, which may go unnoticed within the confines of a classroom.

Furthermore, clubs and societies serve as a catalyst for personal growth and self-discovery. They act as a laboratory of experiences, enabling students to step out of their comfort zones and confront new challenges. For instance, a shy and introverted student might discover their flair for public speaking by joining the debating society. Similarly, a budding artist may find a platform to showcase their artistic prowess through participation in an art club. These transformative experiences shape character, build resilience, and instill a sense of confidence, paving the way for future success.

Moreover, clubs and societies foster a sense of community and social responsibility within our school. They provide a space where students from diverse backgrounds can come together, united by a shared passion or interest. Through collaborations, events, and community outreach initiatives, these organizations create opportunities for students to develop empathy, compassion, and a sense of social consciousness. Engaging in activities that benefit society instills a sense of pride and responsibility, nurturing well-rounded individuals who are not only academically proficient but also socially aware.

In light of these significant benefits, it is essential for our school community to rally together and rekindle the flame of engagement within our clubs and societies. Teachers and administrators must play an active role in creating an environment that encourages and supports extracurricular involvement. They can organize workshops, awareness campaigns, and orientations to showcase the myriad opportunities available to students. Additionally, regular meetings, competitions, and events must be planned and executed to maintain interest and participation.

Likewise, it is incumbent upon us, the students, to seize these opportunities and actively engage in clubs and societies. Let us step forward, join these organizations, and wholeheartedly contribute our time, talent, and passion. By doing so, we will not only enrich our own lives but also create a vibrant and dynamic school culture that celebrates diversity and individuality.

In conclusion, reviving the activities of clubs and societies is vital for the holistic development and growth of students. These organizations provide a fertile ground for personal exploration, skill development, and social engagement. By recognizing their significance and actively participating in them, we can ignite a renewed enthusiasm and create a thriving school community that nurtures the diverse talents and aspirations of every student. Let us revive the vibrancy of our clubs and societies, for they are the stepping stones to a brighter future.


Another 5

Once upon a time in a small village, there lived a poor but hardworking farmer named Jacob. He owned a small plot of land where he toiled day and night to grow crops to feed his family. Unfortunately, a severe drought struck the region, causing his crops to wither and die.

Jacob was devastated as he watched his hopes and dreams turn into dry, barren fields. Desperation filled his heart, knowing that without a harvest, his family would go hungry. Determined to find a solution, he set out to seek help from the neighboring villages.

After a long and tiresome journey, Jacob arrived at a village known for its generosity. He went from house to house, asking for any assistance they could offer. However, the villagers had also been affected by the drought and were unable to provide much aid. Nonetheless, they sympathized with Jacob’s plight and directed him to an elderly woman named Clara, who was known for her wisdom.

Jacob found Clara sitting on her porch, knitting a colorful scarf. He approached her and explained his predicament, hoping for a glimmer of hope. Clara listened attentively, her eyes filled with compassion. She understood the struggle of the farmer and decided to share a valuable lesson with him.

“Jacob,” Clara began, “in life, we often face situations where we desire the whole, but circumstances only grant us a fraction. It’s in those moments that we must remember the saying: ‘Half a loaf is better than none.'”

Jacob looked puzzled, not fully grasping the meaning behind Clara’s words. Sensing his confusion, Clara continued her explanation.

“Imagine you are hungry, and all you have is half a loaf of bread. It may not be enough to satisfy your hunger completely, but it is still better than having no bread at all. You must learn to appreciate the value of what you have, even if it falls short of your expectations.”

Jacob pondered Clara’s words and realized their profound wisdom. He thanked her for her guidance and returned home, carrying her advice with him.

Back on his farm, Jacob surveyed his land once more, noticing a small corner where a few seeds had sprouted despite the drought. Inspired by Clara’s lesson, he decided to focus on cultivating that small patch. He watered the plants diligently, providing them with tender care and nurturing. Soon, the green sprouts grew into healthy vegetables, providing a modest harvest.

Although Jacob’s yield was not as abundant as in previous years, he was grateful for what he had managed to grow. He shared the vegetables with his family, knowing that half a meal was better than none. The sense of accomplishment and gratitude filled their hearts, and they felt blessed for their small bounty.

News of Jacob’s determination and success spread throughout the village, reaching Clara’s ears. Impressed by his resilience, Clara decided to visit Jacob and his family. She brought a loaf of bread, symbolizing the saying she had shared with him.

With tears in his eyes, Jacob thanked Clara for her wisdom and the impact it had on his life. He realized that without her guidance, he might have given up entirely and missed the opportunity to provide for his family.

From that day forward, Jacob carried the lesson of “Half a loaf is better than none” in his heart. It became a guiding principle in his life, reminding him to appreciate even the smallest blessings. Through his perseverance and gratitude, Jacob not only nourished his family but also inspired others in the village to find hope in the face of adversity.

And so, the saying echoed through generations, reminding people that in times of scarcity or disappointment, embracing what is available, no matter how small, can lead to a brighter future.



In a bustling city, there lived a young woman named Emily. She had always dreamt of becoming a renowned pianist, enchanting audiences with her melodies. However, life had dealt her a difficult hand. She was born into a poor family that struggled to make ends meet.

Despite her circumstances, Emily’s passion for music burned brightly. Every evening, she would make her way to a nearby park where an old, weathered piano sat under a graceful willow tree. The keys were chipped, and the sound was far from perfect, but it was her only opportunity to practice.

One day, while lost in her music, a stranger approached Emily. He introduced himself as Mr. Johnson, a wealthy businessman and a lover of the arts. Mr. Johnson had been captivated by Emily’s playing, and he offered her a proposition.

“My dear,” he said kindly, “I can see the potential in you. Your talent is undeniable, but it’s clear that you lack the resources to truly shine. I have a grand piano in my mansion that is rarely played. I would be honored to lend it to you for your practice sessions.”

Emily’s heart soared with joy at the generous offer. She accepted gratefully, knowing that this would be a tremendous opportunity for her to refine her skills. She could finally unleash her full potential and bring her music to life.

Days turned into weeks, and Emily immersed herself in the world of music. The grand piano’s resonating sound elevated her compositions to new heights. She felt invincible, as if her dreams were within reach. However, her bliss was short-lived.

One stormy night, lightning struck Mr. Johnson’s mansion, setting it ablaze. Despite the firefighters’ efforts, the mansion and everything inside, including the grand piano, were reduced to ashes. Emily’s heart sank as she learned of the tragedy. She had lost her most prized possession—the instrument that had brought her closer to her dreams.

Devastated but not defeated, Emily returned to the park the following evening. Sitting on the bench, she stared at the old, worn-out piano under the willow tree. She hesitated, wondering if it was even worth playing on such a dilapidated instrument. However, she realized that half a loaf was better than none.

With renewed determination, Emily let her fingers dance across the chipped keys. The sound may not have been as pure or powerful as before, but it was music nonetheless. Passersby gathered, drawn to the raw emotion and passion in her playing.

Among the crowd was a music producer who had been walking through the park. He was captivated by Emily’s performance, despite the modest piano she played on. He approached her and offered her a recording contract, recognizing the undeniable talent she possessed.

Emily’s heart soared with hope once again. She had lost a grand piano, but she had gained an opportunity—a stepping stone towards her dreams. She knew that this moment, imperfect as it may seem, was a chance she couldn’t afford to miss.

In the years that followed, Emily’s career blossomed. She traveled the world, performing in grand concert halls and captivating audiences with her gift. She never forgot the lesson she had learned—that even when faced with setbacks, even when all seemed lost, persevering with what she had was the key to success.

Emily’s story became an inspiration to many, reminding them that in the face of adversity, embracing the opportunities available, no matter how limited, could lead to extraordinary outcomes. For half a loaf was indeed better than none, and sometimes, it was enough to create a symphony of dreams.


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Aims and Objectives of the Syllabus

This syllabus was designed in order to assess the degree to which the secondary school careers of applicants have achieved the goals of the teaching curriculum of member countries. The purpose of the examination is to gauge how well an applicant can:

1. Use appropriate English.

2. Describe instances in English that are suitable for the audiences and circumstances indicated.

3. Arrange information in coherent, chronological, geographical, and logical paragraphs.

4. Understanding underlying intentions, attitudes, and tones

5. Use an acceptable pronunciation that can be comprehended by others

6. To recognize the physical characteristics of English sounds and the letters that represent them

7. Comply with the rules of grammar

8. Spell and punctuate correctly

9. Comprehend written and spoken English control sentence structures accurately

10. Exhibit variety in the use of sentence patterns

11. Pick out and summarize relevant information from set passages.

How to Use NECO Syllabus 2023

1. The syllabus is available on our website, Also can also get the PDF version of the syllabus.

2. Download the NECO syllabus for your course of study.

3. Then use a PDF opening application to access it.

4. On each subject you open, you will see the aim, after which are the topics/contents/notes and the Objective

5. Read through the topics/contents/notes and also check the objectives

6. At the end of the syllabus, you will see the recommended textbooks

7. Get any of their recommended textbooks if not all and read

8. Text your ability and how prepared u are using the NECO Past question and answer.


PAPER 1: (For candidates in The Gambia, Nigeria, Sierra Leone, and Liberia only)

This is an objective/multiple choice paper comprising eighty questions: forty lexical and forty structural questions. Each question will have four options lettered A to D.


In addition to items testing knowledge of the vocabulary of everyday usage (i.e home, social relationships, and common core school subjects) questions will be set to test candidates’ ability in the use of the general vocabulary associated with the following fields of human activity:

I. (a) Building and Building Construction; (b) Agriculture; (c) Fishing; (d) Stock exchange; (e) Health; (f) Environment; (g) Culture, Institutions, and Ceremonies; (h) Law and Order; (i) Motor Vehicles and Travelling; (j) Government and Administration; (k) Sports; (l) Religion; (m) Science and Technology; (n) Animal husbandry; (o) Advertising; (p) Human Internal Body system and function.

II. Idioms, i.e. idiomatic expressions and collocations (e.g. ‘hook, line, and sinker’, ‘every Tom, Dick and Harry” etc.) the total meaning of which cannot be arrived at simply by consideration of the dictionary meanings of the words in the structures in which they appear. III. Structural elements of English e.g. sequence of tenses, matching of pronouns with their antecedents, correct use of prepositions, etc.

IV. Figurative Usage

The term ‘general’ vocabulary refers to those words and usage of words normally associated with the fields of human activity in A1 above which are generally known, used, and understood by most educated people who, while not engaged in that field of activity may have occasion to read, speak or write about it.

Thus, for example, in the vocabulary of transportation by road, one would expect knowledge of terms such as ‘pedestrian bridge’ and ‘traffic signs’ which most educated people understand, but not ‘berm’ or ‘camber’ which are specialized.

All items will be phrased in such a way as to test the use and understanding of the required lexis, rather than dictionary definitions and explanations.

In practice, the test of lexis will be so designed to explore, not merely the extent of the candidates’ vocabulary but more importantly their ability to respond to sense relations in the use of lexical items e.g. synonyms, antonyms, and homonyms.

In the test of figurative language, candidates will be expected to recognize when an expression is used figuratively and not only when it is used literally.


The structure here includes (i) The patterns of changes in word forms which indicate number, tense, degree, etc; (ii) The patterns in which different categories of words regularly combine to form groups and these groups in turn combine to form sentences; (iii) The use of structural words e.g. conjunctions, determiners, prepositions, etc.

PAPER 1: (For candidates in Ghana only)

This is a multiple choice objective paper comprising eighty questions which will be made up of two parts: Parts A and B. Part A will consist of thirty lexical and twenty structured questions, while Part B will have thirty objective questions on literature. Each question will have four options lettered A to D.


In addition to items testing knowledge of the vocabulary of everyday usage (i.e. home, social relationships, common core school subjects) questions will be set to test the candidates’ ability in the use of the general vocabulary associated with the following fields of human activity:

I. (a) Building;

(b) Plumbing;

(c) Fishing;

(d) Finance – commerce, banking, stock exchange, insurance;

(e) Photography;

(f) Mineral exploration;

(g) Common manufacturing industries;

(h) Printing, publishing, the press, and libraries;

(i) Sea, road, rail, and air transport;

(j) Government and politics;

(k) Sports and entertainment;

(l) Religion;

(m) Science and Technology;

(n) Power production – hydro, thermal, solar;

(o) Education;

(p) Communication;

(q) Military;

(r) Journalism and Advertising.

The term ‘general vocabulary’ refers to those words and usage of words normally associated with the relevant field of human activity in (i) above which are generally known, used, and understood by most educated people, who, while not engaged in that field of activity, may have occasion to read, speak or write about it.

Thus, for example, in the vocabulary of transportation by sea, one would expect knowledge of terms such as “bridge” and “deck”, which most educated people understand but not “halyard”, “dodge”, “davit” or “thrust block”, which are specialized.

II. Idioms, i.e., idiomatic expressions and collocations (e.g. “hook, line and sinker”, “every Tom, Dick, and Harry” etc) the total meaning of which cannot be arrived at simply by the consideration of the dictionary meanings of words in the structures in which they appear.

III. Structural elements of English e.g. sequence of tenses, concord and the use of correct prepositions, matching of pronouns with their antecedents, etc.

IV. Figurative Usage

All items will be phrased in such a way as to test the use and understanding of the required lexis, rather than dictionary definitions and explanations.

In practice, the test of lexis will be designed to explore, not merely the extent of the candidates’ vocabulary but more importantly their ability to respond to sense relations in the use of lexical items e.g. synonyms, antonyms, and homonyms.

In the test of figurative language, candidates will be expected to recognize when an expression is used figuratively and not only when it is used.


The structure here includes:

(i) The patterns of changes in word forms which indicate number, tense, degree, etc. (ii) The patterns in which different categories of words regularly combine to form groups and these groups, in turn, combine to form sentences; (iii) The use of structural words e.g. conjunctions, determiners, prepositions, etc.


The objective questions on Literature will be as follows: 10 questions on Drama 10 questions on Prose 10 questions on Poetry

NOTE: For Prose and Drama the candidate is to study one prescribed text each.

PAPER 2: (For all candidates)

The paper will be divided into three sections: Sections A, B, and C. Candidates will be required to spend 2 hours on this paper.


ESSAY WRITING (50 marks)

Candidates will be required to spend 50 minutes on this section. There will be five questions in all and candidates will be required to answer only one question.

The questions will test candidates’ ability to communicate in writing. The topics will demand the following kinds of writing:

(i) letter;

(ii) speech;

(iii) narration;

(iv) description;

(v) argument/debate;

(vi) report;

(vii) article;

(viii) exposition;

(ix) creative writing.

Marks will be awarded for (i) Content: relevance of ideas to the topic; (ii) Organization: formal features (where applicable), good paragraphing, appropriate emphasis and arrangement of ideas; (iii) Expression: effective control of vocabulary and sentence structure; (iv) Mechanical Accuracy: correct grammar, punctuation, spelling, etc.

The minimum length will be 450 words.


Candidates will be required to spend 30 minutes on this section. The section will consist of one passage of at least three hundred and fifty (350) words. Candidates will be required to answer all the questions in the passage.

The questions will test candidates’ ability to;

(i) find appropriate equivalents for selected words or phrases;

(ii) understand the factual content;

(iii) make inferences from the content of the passage;

(iv) understand the use of English expressions that reveal/reflect sentiments/emotions/attitudes;

(v) Identify and label basic grammatical structures, words, phrases, or clauses and explain their functions as they appear in the context;

(vi) identify and explain basic literary terms and expressions;

(vii) recast phrases or sentences into grammatical alternatives.

The passage will be chosen from a wide variety of sources all of which should be suitable for this level of examination in terms of theme and interest. The passage will be written in modern English which should be within the experience of candidates.

The comprehension test will include at least four questions based on (ii) above.


Candidates will be required to spend 40 minutes on this section. The section will consist of one prose passage of about five hundred (500) words and will test candidates’ ability to

(i) extract relevant information;

(ii) summarize the points demanded in clear concise English, avoiding repetition and redundancy;

(iii) present a summary of specific aspects or portions of the passage.

The passage will be selected from a wide variety of suitable sources, including excerpts from narratives, dialogues, and expositions of social, cultural, economic, and political issues in any part of the world.

PAPER 3: ORAL ENGLISH (30 marks)

This paper will test candidates’ knowledge of Oral English. There will be two alternatives for this paper: Candidates in Ghana, The Gambia, and Sierra Leone will be tested in listening comprehension and those in Nigeria and Liberia will take a paper on a test of oral.

Listening Comprehension Test (For candidates in Ghana, The Gambia, and Sierra Leone)

This will be made up of sixty multiple choice objective questions on:

Consonants, consonant clusters, vowels, diphthongs, stress and intonation patterns, dialogues, and narratives.

Section 1: Test of word-final voiced-voiceless consonants in isolated words mainly, but other features such as consonant clusters may also be tested.

Section 2: Test of vowel quality in isolated words.

Section 3: Test of vowel quality and consonant contrasts in isolated words.

Section 4: One of the three options below will be used in different years:

(i) test of vowel and/or consonant contrasts in sentence contexts; (ii) test of vowel and consonant contrasts in isolated words- to be selected from a list of at least four-word contrasts; (iii) test of vowel and consonant contrasts through rhymes.

Section 5: Test of rhymes

Section 6: Test of comprehension of emphatic stress

Section 7: Test of understanding of the content of longer dialogues and narratives

NOTE: CD players will be used for the administration of this Listening Comprehension Test.

Features to be tested


(a) Single Consonants – Candidates should be able to recognize and produce all significant sound contrasts in the consonantal system of English. For the guidance of candidates, a few examples of such contrasts are given below.

Initial Medial Final they – day buzzes – buses boat – both ship – chip parcel – partial breath – breed fan – van sopping – sobbing wash – watch pit – fit written – ridden leaf – leave pit – bit anger – anchor cup – cub tuck – duck faces – phrases cart – card – guard prices – prizes gear – jeer

(b) Consonant Clusters – Candidates should be able to produce and recognize consonant clusters which may occur both initially and finally in a syllable. They should also be able to recognize and produce the consonant sounds in a consonant cluster in the right order. For the guidance of candidates, a few examples are given below.

Initial Final Play – pray for Rains – range sting – string felt – felled scheme – scream sent – send crime – climb nest – next flee – free ask – axe three – tree lift – lived true – drew missed – mixed blight – bright seats – seeds tread – thread hens – hence drift – thrift lisp – lips glade – grade coast – coats marks – masks


(a) Pure Vowels

(b) Diphthongs

(c) Triphthongs

Candidates should be able to recognize and produce all the significant sound contrasts in the vowel system of English. For the guidance of candidates, a few examples of such contrasts are given below.

seat – sit – set peck – pack – park cart – cat load – lord pair – purr park – port hard – heard word – ward let – late cheer – chair pet – pat – part – pate hat – heart – height – hate – hut caught – cot – cut – curt pool – pull – pole bird – bed – bared but – bat


(a) Word Stress – Candidates should be able to contrast stressed and unstressed syllables in words that are not otherwise distinguished.

In addition, they should be aware of the possibility of shifting stress from one syllable to another in different derivations of the same word with a consequent change in vowel quality. For the guidance of candidates, a few examples of changing word stress are given below.

‘increase (noun) increase (verb) ‘import “ import “ ‘rebel “ rebel “ ‘convict “ convict “ ‘extract “ ex’tract “ ‘record “ re’cord “ ‘subject “ sub’ject “

(b) Sentence Stress – Candidates should be aware that stress in sentences in English tends to occur at regular intervals in time. English is therefore called a stress-timed language.

They should also be aware that in most sentences unless some sort of emphasis is introduced, only nouns, main verbs (not auxiliaries), adjectives, and adverbs are stressed.

Final pronouns should not be stressed, unless some kind of contrast is intended: relative pronouns should not be stressed, nor should possessive pronouns. Thus, for example, the following sentences should be stressed as indicated:

He ‘went to the town and ‘bought some ‘oranges.

I ‘told him to ‘go to the ‘station to ‘ask when the train would ‘leave.

Did you ‘ask him?

I ‘read it but I did not understand it.

They ar’rived yesterday.

I ‘fetched his ‘book.

NOTE: There are a few words in English that are pronounced differently depending on whether or not they are stressed in the sentence. These are usually called strong and weak forms.

(c) Emphatic stress – Candidates should be aware of the use of emphatic stress, most commonly to indicate a contrast, which is realized partly as a change in pitch within the intonational pattern. This falling pitch illustrated below is one of the common ways of indicating this:

He borrowed ‘my newspaper. (i.e. not hers) He borrowed my newspaper. (i.e. he did not steal it) He borrowed my ‘newspaper. (i.e. not my book) ‘He borrowed my newspaper. (i.e. not someone else’s)


Candidates should be made aware of the different forms that English intonation takes in relation to the grammar of the language and the attitudes conveyed by the speaker. There are two basic intonation patterns or tunes: the falling and rising patterns.

They should also realize that whereas the normal place for the changing pitch in intonation is the last stressed syllable of the utterance(as indicated below), placing the changing pitch elsewhere implies a contrast to the item on which this changing pitch falls. For example:

(a) Falling Pattern

They arrived today. – Statement ‘Where did he ‘go? – WH question ‘Come ‘here! – Command

(b) Rising Pattern

Did he ‘see the ‘principal? – Yes/No question When the ‘train arrived. – Incomplete They arrived today? – Question

Note that (i) the two patterns indicated above may be combined in longer sentences, e.g. When the ‘train arrived, the passengers were on the platform. ()

(ii) candidates should note, in addition, that any unstressed syllable following the last stressed syllable of the sentence is said on a low-level pitch when the pattern is falling, but continues the rise if the pattern is rising. The same rule applies to tags following quoted speech.

Test Of Orals (For candidates in Nigeria and Liberia)

The test will also be of the multiple-choice objective type consisting of sixty questions on a wide range of areas or aspects of Orals as contained in the syllabus.

The test will cover the following areas:

1. Vowels – pure vowels and diphthongs;

2. Consonants and clusters;

3. Rhymes;

4. Word stress/Syllable Structure;

5. Emphatic Stress/Intonation Patterns;

6. Phonetic Symbols.

Waec English Language Answers 2023 17th May 2023 (Objective, Essay and Oral) Expo Runz Chock Cheat Questions and Answers 100% Verified.

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