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Saturday 13 December
English Language III (Objective) – 10:00 am – 11:00 am
English Language II (Essay) – 11:15 am – 1:00 pm
English Language IV (Test of Orals) – 1:15 pm – 2:00 pm
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NECO GCE 2025 English Language Questions and Answers

 

SECTION A

(2)
A STORY THAT ENDS WITH “Persuasion is better than force.”

The sun was already sinking behind the tall iroko trees when the pupils of Bright Future College gathered on the school field. It was the final day of rehearsals for the inter-school cultural drama, and everyone was tense. Among the performers were two boys who were complete opposites, Chinedu, calm and thoughtful, and Ifeanyi, strong-willed and quick-tempered.

Their group had been given the role of villagers who unite to solve a conflict peacefully. Ironically, the real conflict was among the actors themselves. Ifeanyi insisted that the group follow his own style of acting loud, aggressive, and dramatic. Chinedu, however, had a gentler approach and always suggested more cooperation.

“You people must act it my way,” Ifeanyi barked one afternoon, slamming his script shut. “If we don’t sound fierce, the play will be boring!”

“No,” Chinedu replied calmly, “the story we are acting teaches peace. How can we preach peace when we are quarrelling here?”

The disagreement grew until the entire group was divided. Some sided with Chinedu, others with Ifeanyi, and soon rehearsals became a battlefield of arguments. The teacher supervising them, Mrs. Okafor, watched with worry. The competition was only three days away, yet they had made no real progress.

That evening, Mrs. Okafor called Chinedu aside. “You understand the message of this drama,” she told him. “But fighting with Ifeanyi won’t solve anything. Try to reach his heart instead.”

Chinedu thought deeply about her words. The next day he arrived earlier than everyone else and waited for Ifeanyi. When he finally arrived, ready to continue the argument, Chinedu approached him—not with anger, but with a sincere smile.

“Ifeanyi,” he began softly, “I know you want us to win. And I know you are talented. But shouting at us won’t make us better. Let’s work together. You can help us with your bold style, and I can help with the peaceful parts. We can mix both.”

For the first time, Ifeanyi didn’t reply immediately. He looked at Chinedu, surprised by his gentle tone. No one had ever spoken to him like that during the quarrel. After a long pause, he sighed.

“Maybe… maybe I was too harsh. I just wanted us to win,” he admitted quietly.

“And we will,” Chinedu said, placing a hand on his shoulder. “But only if we unite.”

When the rest of the group arrived, Ifeanyi apologized, something no one ever expected. The atmosphere changed instantly. They combined both acting styles and produced a powerful, balanced performance. On the day of the competition, Bright Future College won first place, with the judges praising their teamwork and message of unity.

As they celebrated, Ifeanyi turned to Chinedu and said, “Thank you. You didn’t fight me… yet you changed my mind completely.”

Chinedu smiled and replied, “My brother, persuasion is better than force.”

 

(3)

No. 14 Victory Estate,
Thinkers Corner,
Enugu State.
12th December, 2025.

 

The Principal,
Bright Star College,
Enugu State.

Sir,

LETTER PROFFERING SOLUTIONS TO THE RISING IMMORAL BEHAVIOUR AMONG STUDENTS

I write respectfully as the Senior Prefect of this noble institution to draw your attention to the recent and alarming increase in immoral behaviour among students in our school. Over the past few weeks, I have observed several disturbing trends that threaten the moral tone, academic focus, and overall reputation of our great school. I believe it is my responsibility, as a student leader, to bring these issues to your notice and humbly suggest practical solutions.

First, there has been a rise in truancy, with some students leaving the school premises during school hours without permission. This unfortunate act has exposed many students to negative influences outside the school environment. Secondly, inappropriate relationships among students—especially between senior and junior learners—have become more noticeable. Cases of bullying, use of vulgar language, and the sharing of explicit content on mobile phones have also increased at an unsettling rate. These acts, if left unchecked, may corrupt younger pupils, damage discipline, and undermine the values our school stands for.

Sir, although our school has always maintained a strong disciplinary system, the sudden rise in these behaviours shows that more proactive measures are urgently needed. I humbly present the following solutions for your consideration:

To begin with, strict monitoring of students during and after break periods will greatly reduce loitering and the act of sneaking out of school. Additional staff or prefects can be assigned to patrol less-used areas such as back corridors and the school field. Also, strengthening the gate-keeping system will prevent students from leaving without permission.

Secondly, I strongly recommend that the school regulates the use of mobile phones. Most immoral content spreads through unmonitored phone usage. A stricter phone policy or periodic phone checks (conducted respectfully) will discourage students from bringing inappropriate materials into the school environment.

Thirdly, organizing regular moral instruction sessions and inviting counsellors, motivational speakers, and religious leaders can guide students towards positive behaviour. Many students lack proper guidance at home, so the school can serve as a strong moral foundation.

Another effective step is to introduce a peer-mentoring programme. Senior students with exemplary conduct can be paired with juniors to serve as role models. This will promote positive influence and reduce cases of bullying and exploitation.

Furthermore, the disciplinary committee should be empowered to handle cases promptly and fairly. Clear consequences such as community service, counselling, and parental involvement should be enforced to deter further misconduct.

In conclusion, Sir, I strongly believe that with timely action and collective effort, this worrying trend can be reversed. Our school has always stood out for discipline and excellence, and with these measures, I am confident we can restore order and uphold the good name of our institution.

Thank you for your attention.

Yours faithfully,
Mr Steven
Senior Prefect

 

COMPREHENSION

(5a) Foods such as legumes, soya milk, egg, fish, poultry, nuts and seeds.

(5b) Foods low in fats and carbohydrates, and those that prevent obesity, dental cavity and chronic diseases.

(5c) Red meat, butter, low fat dairy, and high glycaemic foods (foods containing high glucose).

(5d) We should engage in daily exercises.

(5e) (i) It promotes good, wholesome, unprocessed foods for optimal well-being.
(ii) It treats the body as a whole and seeks the root cause of health problems.

(5f) (i) A noun clause.
(ii) It is the object of the verb “recommend.”

(5g) Because it supports individuals with chronic conditions and enhances overall health and well-being alongside normal medical care.

(5h) (i) sparingly – moderately
(ii) optimal – most suitable
(iii) consensus – agreement
(iv) injurious – harmful
(v) therapeutic – healing
(vi) challenge – difficulty

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SUMMARY

(6a)
-Cybercrimes are increasing due to unemployment, poverty, and the attraction of illicit wealth and extravagant lifestyles.
-The proliferation of illicit online content and the influence of negative role models also encourage more people to engage in cybercrimes.

(6b) -Cybercrimes cause huge financial losses to individuals, businesses, and financial institutions by undermining their financial security.
-They also damage Nigeria’s image internationally, leading to national discredit and loss of credibility.

(6c) -Cybercrimes can be reduced through public sensitisation on proper internet use, strong moral values, and financial ethics.
-The government should enact strict laws against cybercriminals, provide jobs for youths, and stakeholders should use updated software to block spam and fraudulent messages.