BOOK LIST 2020/2021 FORM FIVE GENERAL

NEW LESSONS AND QUESTIONS

WEEK BEGINNING 13/04 TO 31/05/2020

PAST QUESTIONS FOR GCE COMMERCE. FROM 2000 TO 2019 O LEVELS CLICK THE LINK BELOW TO HAVE ACCESS ( If any issues to open, please go to DOCUMENT page at the top right hand side or contact us through site 

http://cameroongcerevision.com/o-level/cameroon-gce-questions-o-level-commerce/

GCE PAST QUESTION IN COMMERCE 2018 AND 2019 (GO TO DOCUMENT)

LOGIC LESSON NOTES FOR FORM FIVE.(14/05/20)
:Lesson Title: Brief History About Symbolic Logic Authors, And Their Specific Contributions:

1. ARISTOTLE; This ancient founder of classical logic used variables to facilitate his own work. Examples of such variables are; S , P, M, meaning minor (s), predicate (p),and middle (m) terms.
Also, p,q,r represent an idear each. Symbolic logic is thus a development of traditional logic.

2. ALFRED NORTH WHITEHEAD; He said, with the help of symbols, we can make transition in reasoning almost mechanically by the eye with the help of higher faculties of the brain.

3. LEIBNIZ GOTTFRIED. W. He suggested that a universal language of pictures, signs should be formed to express scientific concepts and to make possible a universal calculus or system of reasoning.
He did not carry his suggestion far, and it had no positive impact or results.
One of his systems provides the elements of an approach to contemporary quantification theory.

4. GOTTLOB FREGE;
He is the founder of symbolic logic.
Symbolic logic is mathematical in origin and method. Hence, it is also known as MATHEMATICAL LOGIC or LOGISTIC for it concern itself with the logic of mathematics as well as the mathematics of logic.
Symbolic logic is by far the simplest kind of logic. It is a great time saver in argumentation. It can be thought of as simple and flexible short hand.

Mr. ACHALLE .

LOGIC LESSON NOTES FOR FORM FIVE; (week 11th_15th may 2020)

Lesson Title: Differences Between Aristotelian(classical) Logic And Symbolic Logic.

1. In classical logic, S,P and M stands for subject, predicate and middle term respectively in a proposition and syllogism. while in symbolic logic P,q, r are used in a proposition and arguments as variable constant.

2. With classical logic, validity is tested by the General rule method and the Venn diagram technic while with symbolic logic validity is tested by truth table and the truth value of statements. 

Questions for revision
QUESTIONS 1: TRANSLATION: Translate into French.

John arrived home late that night. He looked tired and hungry. He went straight into the bathroom and took a bath. Then he was served a meal which he ate without appetite. Soon after, he went to bed. He slept like someone who had spent the whole night drinking. The day before, he had gone to Douala early, in the hope of returning home in time. Unfortunately, he had left Douala in a seventy-seater bus, at about10 p.m. The journey was smooth until mid-way , when the vehicle had a flat tyre.
That was when his problems began. Some passengers started asking the driver to sell the bus and buy good tyres. Others declared that he would be held responsible if theives attacked them. The repairs took quite some time. After that, the travellers entered the bus and continued their journey..

QUESTION 2: ESSAY

Using a tense suitable to your topic, write an essay in French of at least 140 and not more than 150 words( not counting figures, abbreviations and names of people and places) on one of the following topics. If you choose topic (b), the letter, your name must be Achu and your address Lycee de Mouanko. Use a different nane and/or address will be seriously penalized. This also holds true for details that can help reveal your true identity, school or family. The usual introduction to the letter must not be more than 20 words. Credits will be given for use of a variety of expressions, verbs, vocabulary and idioms. Off-topic material will earn no marks.
a) Lors d'un voyage que vous effectuiez un jour avec un (e) camarade, votre voiture est tombee en panne, loin de la ville, alors qu'il se faisait tard. Dites ce que vous avez fait par la suite.
b) Ecrivez une lettre a votre parent pour lui dire que vous avez ete renvoye de l'ecole pour non paiement des frais de scolarite.

WEEK BEGINNING 31ST TO 12TH/04/20

For Holiday classes, go to documents and start working on sample format questions 2020 GCE in all subjects sent to you by the GCE BOARD.

Dear Students if you are over with lessons week ending 27th/03 please let me know. write on contact us from the website.

THE PRINCIPAL

SAMUEL NGUBE

Lessons  N01                                 

MATHEMATICS FOR FORM 5 ON ALGORITHM                                          ICT GCE QUESTIONS AND SOLUTIONS FOR FORM 5s

WEEK BEGINNING 23RD TO 27TH MARCH 2020                                          ( GO TO THE ATTACHMENT DOCUMENTS) 

MR TAMBU

( Students will find the Lesson on Document attached)

Lessons N02

LITTERATURE IN ENGLISH FORM 5 ARTS

WEEK BEGINNING 23RD TO 27TH MARCH 2020

IDRISS

                                        Form Five literature in English

                                       Cameroongy of Poetry

2) Theme of African Culture, Superstition, Man and the Ancestors and Myth.

                                                        “Abiku” by Wole Soyinka(Nigerian)

                      Detailed Account

In this poem, the poet manifests his commitment to the culture of his people specifically to the misery of mother’s caused by wicked children who are born to die and be born again over and over. The poem opens with Abiku in an arrogant or boastful nature making a mockery observation of the rituals made by humans to chain him with Bangles to prevent him from dying and returning. He watches with laughter the unfruitful effort to hold down his limbs in the planting of yams and teases the living with their practice of branding or making marks on the dead spirit child before burial so as to be recognized again upon return . The pouring of libations only sends the child toward the underworld from where the came. Though Abiku looks like a child, he is really ageless and stands apart in being hostile or indifferent bro human efforts.

In the concluding stanzas, the poet gives many different ways through which Abiku manifests his heartlessness and torture of the living. When it’s night, bsucks sucks dry the oil that is supposed to keep the lamps burning, frightens mothers by transforming into a snake coiled at the doorstep. He goes on to remind his mother that the last time he died, he died when he had grown to a mature age for the mother to be proud. After dying, Abiku then returns into the mother’s womb which he found unpleasant due to it excessive warmth and comfort

The Abiku ends by assuring them that over the last grave where the spider webs are still spread out, the buried Abiku is already preparing another grave even in the silence of the mother’s womb.

Words and Expressions defined

1. Abiku(in Yoruba) ----------------- spirit child or child born-to-die
2. Cloying------------------ unpleasant or unwelcomed
3. Puke----------------- vomit like a child
4. Brand me-------------------  make marks on me or make signs on me.
5. Sprout in amulets--------------- germinate or start to grow in protective charms.
6. In vain----------------- without success or fruitless

Subject matter

The poem centres on the spirit child ( Abiku) and the helplessness of parents of such a child

Poet's Attitude

The poet's attitude is one of condemnation or total disapproval of the actions of the spirit child. His attitude vis also one of sympathy as he sympathises with parents of such a child as Abiku is born to die and to be born again.

1. Rhetorical question “ must I were for goats and cowries for palm oil and sprinkled Ash?” This shows the poet's arrogance which provokes the anger of readers and increases the miseries of the mother
2. Symbolism: Abiku is an child who likes darkness which symbolises evil. This explains why he maintains darkness bas seen in “night and Abiku sucks the oil from the lamps”
3. Irony “when you pour libations, each finger points me near the way I came………” and “I where I crept, the warmth was cloying” These show the wickedness of Abiku and the helplessness of the parent.
4. Paradox “The ripest fruit was saddest” This is paradoxical in that the poet uses the metaphor of the ripe fruit which vis mature and ready to be harvested but bit also strangely causes  sadness. This draws the attention of the reader to see the misery caused by Abiku

Some reasons to like this poem.

1. The poem has a common and familiar subjet matter which focuses on African beliefs
2. It has a realistic picture of the traditional African Society and beliefs of the people
3. It makes use of imagistic expressions or aspects of local colour which affirm subject matter.

LESSON NO3

CITIZENSHIP AND HISTORY FORM 5 ARTS

WEEK BEGINNING 23RD TO 27TH MARCH 2020

Mr amos