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Author: Kabir Alabi Garba
Number of Pages: 64
Publisher: Basmallah Communications Limited
In the Unified Tertiary Matriculation Examination (UTME), JAMB includes a compulsory English language section to assess candidates’ comprehension and analytical skills. A recommended novel is part of this section, from which about 10 to 15 questions are drawn. The inclusion of literature encourages students to engage with storytelling and critical thinking. The novel serves as a tool to evaluate understanding of themes, character development, and literary techniques. For the year this novel, The Lekki Headmaster by Kabir Alabi Garba is the recommended text, it provides a window into contemporary issues while engaging the reader with relatable characters and events.
Summary of The Lekki Headmaster
Chapter 1: Dusk
– The story opens with a dramatic scene at Stardom Schools’ morning assembly. The principal, Mr. Bepo Adewale, breaks down in tears in front of the students and staff.
– The Vice Principal, Mrs. Grace Apeh, and other staff members try to console him, but he remains inconsolable.
– The principal is escorted to his office, where efforts to understand his emotional breakdown continue.
Chapter 2: The Enticement
– Mr. Bepo reveals the reason for his distress: he has decided to leave Nigeria for the UK to reunite with his wife and children.
– He reflects on his long tenure at Stardom Schools and his nickname, “The Lekki Headmaster,” earned for his empathetic and humorous leadership style.
– The chapter delves into his reluctance to leave behind his students and the life he has built, despite the opportunities abroad.
Chapter 3: Migration Tales
– This chapter explores the broader context of migration, highlighting the allure of better opportunities abroad and the sacrifices people make to relocate.
– Through anecdotes of friends and colleagues, the chapter contrasts the benefits and challenges of living in developed countries.
– Bepo grapples with the reality of leaving his stable life in Nigeria for an uncertain future in the UK.
Chapter 4: A Case of Visa Denied
– A subplot involving Mrs. Ignatius, a parent at Stardom, unfolds. Her family’s relocation plans are derailed when a DNA test reveals that her husband is not the biological father of one of their children.
– The chapter highlights the personal and societal complexities surrounding migration.
Chapter 5: Snake in the Roof
– During a routine inspection, the school’s MD discovers a parking lot filled with luxury cars owned by staff, raising suspicions about possible financial mismanagement.
– The situation prompts a review of the school cooperative’s loan policies to prevent potential misuse of funds.
Chapter 6: Comes vs. Come
– The chapter focuses on a Parent-Teacher Meeting (Open Day) at Stardom Schools.
– A complaint from a parent leads to a tense interaction between the principal and an English teacher, Mr. Fafore.
– The narrative delves into the challenges teachers face, including low salaries and housing struggles
40 Frequently Asked Questions Based on the Lekki Headmaster Novel
1. What is the primary setting of “The Lekki Headmaster”?
- A. Abuja
- B. Lekki, Lagos
- C. Kano
- D. Port Harcourt
- Answer: B. Lekki, Lagos
2. Who is the protagonist of the novel?
- A. Mr. Alabi
- B. Mr. Bepo
- C. Mr. Ojo
- D. Mr. Garba
- Answer: B. Mr. Bepo
3. What is Mr. Bepo’s profession?
- A. Doctor
- B. Teacher
- C. Headmaster
- D. Engineer
- Answer: C. Headmaster
4. What is the main challenge Mr. Bepo faces in the story?
- A. Financial difficulties
- B. Resistance to educational reforms
- C. Personal health issues
- D. Family problems
- Answer: B. Resistance to educational reforms
5. Which theme is prominently explored in the novel?
- A. Political corruption
- B. Educational reform
- C. Economic disparity
- D. Environmental conservation
- Answer: B. Educational reform
6. How does Mr. Bepo attempt to improve the school?
- A. By increasing tuition fees
- B. By introducing new teaching methods
- C. By hiring more staff
- D. By reducing the school hours
- Answer: B. By introducing new teaching methods
7. What is the community’s initial reaction to Mr. Bepo’s reforms?
- A. Enthusiastic support
- B. Indifference
- C. Strong opposition
- D. Confusion
- Answer: C. Strong opposition
8. Who is Mr. Alabi in the story?
- A. A fellow teacher
- B. A parent
- C. A government official
- D. A student
- Answer: A. A fellow teacher
9. What role does Mr. Alabi play in the narrative?
- A. He supports Mr. Bepo’s reforms.
- B. He opposes Mr. Bepo’s reforms.
- C. He remains neutral.
- D. He is unaware of the reforms.
- Answer: B. He opposes Mr. Bepo’s reforms.
10. How does Mr. Bepo handle the opposition he faces?
- A. By resigning
- B. By compromising his principles
- C. By engaging in dialogue and demonstrating the benefits of his reforms
- D. By retaliating
Answer: C. By engaging in dialogue and demonstrating the benefits of his reforms.
11. What is the significance of the title “The Lekki Headmaster”?
- A. It refers to Mr. Bepo’s leadership role in the school.
- B. It is the name of the school.
- C. It is a nickname for Mr. Alabi.
- D. It refers to a government official.
- Answer: A. It refers to Mr. Bepo’s leadership role in the school.
12. Which character represents traditional educational methods?
- A. Mr. Bepo
- B. Mr. Alabi
- C. Mrs. Adebayo
- D. Mr. Garba
- Answer: B. Mr. Alabi
13. What is the community’s attitude towards education at the beginning of the novel?
- A. Highly supportive
- B. Indifferent
- C. Skeptical and resistant to change
- D. Actively involved
- Answer: C. Skeptical and resistant to change
14. How does Mr. Bepo’s leadership style differ from traditional methods?
- A. He focuses on rote learning.
- B. He encourages critical thinking and student participation.
- C. He emphasizes corporal punishment.
- D. He discourages extracurricular activities.
- Answer: B. He encourages critical thinking and student participation.
15. What is the climax of the novel?
- A. Mr. Bepo’s resignation
- B. The community’s acceptance of the reforms
- C. Mr. Alabi’s promotion
- D. The school’s closure
- Answer: B. The community’s acceptance of the reforms
16. What does Mr. Bepo’s character symbolize?
- A. Tradition
- B. Innovation and progress
- C. Corruption
- D. Apathy
- Answer: B. Innovation and progress
17. How does the novel address societal issues?
- A. By focusing on political corruption
- B. By highlighting the importance of education in societal development
- C. By depicting economic struggles
- D. By portraying environmental challenges
- Answer: B. By highlighting the importance of education in societal development
18. What is the resolution of the conflict in the story?
- A. Mr. Bepo leaves the school.
- B. The community embraces the educational reforms.
- C. Mr. Alabi is transferred.
- D. The school is privatized.
- Answer: B. The community embraces the educational reforms.
19. Which character serves as a mentor to Mr. Bepo?
- A. Mr. Alabi
- B. Mrs. Adebayo
- C. Mr. Garba
- D. Mr. Ojo
- Answer: B. Mrs. Adebayo
20. What role does Mrs. Adebayo play in the novel?
- A. She opposes Mr. Bepo’s reforms.
- B. She supports and guides Mr. Bepo.
- C. She is indifferent to the changes.
- D. She is a government official.
Answer: B. She supports and guides Mr. Bepo.
21. How does the novel portray the relationship between teachers and students?
- A. Authoritarian
- B. Distant and formal
- C. Collaborative and nurturing
- D. Competitive
- Answer: C. Collaborative and nurturing
22. What is the significance of the school’s location in Lekki?
- A. It symbolizes urban progress.
- B. It highlights educational challenges in urban settings.
- C. It represents a rural community’s struggle for education.
- D. It has no special significance.
- Answer: B. It highlights educational challenges in urban settings.
23. How does Mr. Bepo demonstrate resilience in the face of opposition?
- A. By refusing to compromise his values
- B. By isolating himself from the community
- C. By seeking external support from authorities
- D. By stepping down from his position
- Answer: A. By refusing to compromise his values
24. What does the character of Mr. Alabi represent in the novel?
- A. Corruption in education
- B. Tradition and resistance to change
- C. Leadership and innovation
- D. The voice of the community
- Answer: B. Tradition and resistance to change
25. How does Mr. Bepo win the trust of his students?
- A. By giving them incentives
- B. By listening to their concerns and promoting active learning
- C. By relaxing school rules
- D. By focusing only on academic achievements
- Answer: B. By listening to their concerns and promoting active learning
26. What conflict is central to the plot of the novel?
- A. Mr. Bepo’s battle with personal health issues
- B. The clash between traditional and modern educational methods
- C. A financial scandal at the school
- D. The rivalry between two schools
- Answer: B. The clash between traditional and modern educational methods
27. Which student stands out as a key example of Mr. Bepo’s success?
- A. Tunde
- B. Sade
- C. Adebayo
- D. Chinedu
- Answer: C. Adebayo
28. How does Mr. Bepo’s reform impact the academic performance of the school?
- A. It declines initially but improves later.
- B. It remains stagnant.
- C. It declines completely.
- D. It leads to immediate success.
- Answer: A. It declines initially but improves later.
29. What is the role of parents in the novel?
- A. They fully support the reforms from the start.
- B. They are skeptical but eventually support Mr. Bepo.
- C. They are indifferent to the school’s progress.
- D. They oppose Mr. Bepo throughout the story.
- Answer: B. They are skeptical but eventually support Mr. Bepo.
30. What does the eventual success of Mr. Bepo’s reforms signify?
- A. The inevitability of resistance in leadership
- B. The power of determination and innovation
- C. The limitations of traditional education
- D. The challenges of urban development
Answer: B. The power of determination and innovation
31. How does the community initially view Mr. Bepo’s leadership?
- A. As an opportunity for growth
- B. As a threat to traditional values
- C. As a chance to modernize education
- D. As insignificant
- Answer: B. As a threat to traditional values
32. What drives Mr. Bepo to persist despite challenges?
- A. His ambition for personal recognition
- B. His belief in the transformative power of education
- C. His rivalry with Mr. Alabi
- D. Pressure from the government
- Answer: B. His belief in the transformative power of education
33. What do the school’s initial poor conditions symbolize?
- A. Corruption in the education system
- B. The neglect of societal values
- C. The challenges of reforming traditional systems
- D. Apathy towards urban schools
- Answer: C. The challenges of reforming traditional systems
34. How does Mr. Alabi attempt to undermine Mr. Bepo?
- A. By spreading rumors about him
- B. By sabotaging school programs
- C. By instigating parents against him
- D. All of the above
- Answer: D. All of the above
35. How do the students respond to Mr. Bepo’s new teaching methods?
- A. They immediately adapt and excel.
- B. They resist initially but later appreciate the methods.
- C. They organize protests against him.
- D. They ignore his efforts.
- Answer: B. They resist initially but later appreciate the methods.
36. What role does the District Education Officer play in the novel?
- A. A supporter of Mr. Bepo’s reforms
- B. A critic of Mr. Bepo’s leadership
- C. An observer with no real impact
- D. A mediator between Mr. Bepo and the community
- Answer: A. A supporter of Mr. Bepo’s reforms
37. What major event leads to the acceptance of Mr. Bepo’s reforms?
- A. A successful academic competition
- B. A public forum organized by the school
- C. The resignation of Mr. Alabi
- D. Recognition from a government official
- Answer: A. A successful academic competition
38. How does Mr. Alabi’s character evolve by the end of the story?
- A. He becomes a supporter of Mr. Bepo.
- B. He leaves the school to pursue another job.
- C. He continues to resist Mr. Bepo.
- D. He admits his faults and apologizes.
- Answer: D. He admits his faults and apologizes.
39. What do Mr. Bepo’s efforts teach about leadership?
- A. Leadership requires compromise at all times.
- B. Effective leadership balances innovation with respect for tradition.
- C. A leader must impose their ideas without opposition.
- D. Leadership is not necessary in education.
- Answer: B. Effective leadership balances innovation with respect for tradition.
40. How does the school symbolize hope for the community?
- A. It becomes a model for other schools.
- B. It fosters unity among parents and teachers.
- C. It represents a break from societal neglect.
- D. All of the above
- Answer: D. All of the above
Other English Recommended Text
- Attah, M. O. (2013). Practice in Spoken English for Intermediate and Advanced Learners, Maiduguri: University of Maiduguri Press.
- Bamgbose, A. (2002). English Lexis and Structure for Senior Secondary Schools and colleges (Revised Edition), Ibadan: Heinemann
- Banjo, A. et al (2004). New Oxford Secondary English Course Book Six for Senior Secondary Schools, Ibadan: UP Plc.
- Caesar, O. J. (2003). Essential Oral English for Schools and Colleges, Lagos: Tonad Publishers Limited.
- Daniel Jones (2011). Cambridge English Pronouncing Dictionary, Cambridge: Cambridge University Press
- Egbe, D. I (1996). Mastering English Usage and Communication Skills, Lagos: Tisons
- Elugbe, B. (2000). Oral English for Schools and Colleges, Ibadan: Heinemann.
- Grant, N. J. H, Nnamonu, S. Jowitt, D. (1998). Senior English Project 3, (New Edition) Harlow: Longman.
- Idowu, O. O, Sogbesan, T. S, Adofo, A. K. Burgess, D. F and Burgess, L. J. (1998). Round-up English: A Complete Guide, Lagos: Longman.
- Idris, U. (2001). Oral English at Your Fingertips for Schools and Colleges, Lagos, M. Youngbrain Publishers.
- Igiligi, E. C. and Ogenyi, S. O. (2010) Grammar and Composition in the G.S.M. Age, Enugu: Joe Hills Production Services.
- Jauro, L. B. (2013). Oral English for Schools and Colleges: A teaching and Learning Approach, Yola: Paraclete Publishers.
- Nnamonu, S. and Jowitt, D. (1989). Common Errors in English, Lagos: Longman.
- Obinna, M. F. (2001). University Matriculation Use of English,(Fourth Edition) Port Harcourt: Sunray Books Limited
- Ogunsanwo, O. Duruaku, A. B.C, Ezechukwu, J and Nwachukwu, U. I (2005). Countdown English Language, (Revised Edition), Ibadan: Evans.
- Olatoye, S. (2006). The Silent Teacher, Ado-Ekiti: Segun and Sons Enterprises.
- Oluikpe, B. O. A, Nnaemeka, B. A, Obah, T. Y, Otagburuagu, E. J. Onuigbo, S. and Ogbonna, E. A. (1998). Intensive English for Senior Secondary School 3, Onitsha: Africana – FIRST Publisher.
- Tomori, S. H. O (2000). Objective Tests for School Certificate English: Practice in Lexis, Structure and Idiom (Reprinted Edition), Ibadan: Heinemann
- Ukwuegbu, C, Okoro, O., Idris, A. U., Okebukola, F. O. and Owokade, C. O. (2002). Catch-up English for SSCE/UME, Ibadan: Heinemann
