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Jamb syllabus

JAMB English Language Syllabus 2021/2022 | See Current Geography Syllabus

JAMB English Language Syllabus 2021/2022 | See Current Geography Syllabus ,JAMB English Language Syllabus 2021/2022 | See Current Geography Syllabus ,JAMB English Language Syllabus 2021/2022 | See Current Geography Syllabus
JAMB English Language Syllabus 2021/2022 | See Current Geography Syllabus,2021 JAMB English Language SYLLABUS,2021 JAMB CBT English Language SYLLABUS,JAMB English Language Syllabus 2021/2022 | See Current Geography Syllabus

The aim of this 2021 JAMB English Language Syllabus for Unified Tertiary Matriculation Examination (UTME), is to prepare the candidates for the Board’s examination

READReal 2021 JAMB Cbt Questions And Answers Expo | Real Cbt Questions

If you have registered or plan registering for the 2020 Unified Tertiary Matriculation Examination (UTME) popularly called JAMB. Then Flashanswer is pleased to inform you that you need adequate preparations for you to score above 300 in JAMB/UTME. The truth is 300+ is achievable! But you must prepare, most importantly prepare with the adequate materials/books. Consequently JAMB have released their syllabus to enable students prepare and excel.

READ: JAMB CBT Expo Runs 2020/21/ JAMB UTME Runs 2020/ JAMB CBT Questions & Answers 2020/2021

JAMB Syllabus is a place where JAMB listed out all the subject topic and textbooks candidates needs. The amazing part of this syllabus is that, in each topic, JAMB will tell you what you should be able to do after reading the topic. This is to make sure you don’t get scared with questions that will appear.

The JAMB syllabus we will show you today is JAMB English Language Syllabus for 2021 UTME. Please postpone your reading! Pick your textbook now and start reading. Flashanswer is promising you that you will not regret it.

 

A. Comprehension/Summary

 

Topics:

(a) description
(b) narration
(c) exposition
(d) argumentation/persuasion
(i) Each of the three passages to be set (one will be a cloze test) should reflect various disciplines and be about 200 words long.
(ii) Questions on the passages will test the following:
(a) Comprehension of the whole or part of each passage.
(b) Comprehension of words, phrases, clauses, sentences, figures of speech and idioms as used in the passages.
(c) Coherence and logical reasoning (deductions, inferences, etc).
(d) Novels to be Read:
(i.) UTME Candidates: “In Dependence” by Sarah Ladipo Manyika
(ii.) DE Candidates: The Last Days at Forcados High School, A. H. Mohammed.
(e) Synthesis of ideas from the passages.

NOTE:
By synthesis of ideas is meant the art of combining distinct or separate pieces of information to form a complete whole.

 

Objectives:

Candidates should be able to:
i. identify main points/topic sentences in passages;
ii. determine implied meaning;
iii. identify the grammatical functions of words, phrases, clauses and figurative/idiomatic expressions;
iv. deduce or infer the writer’s intentions including mood, attitude to the subject matter and opinion.

 

B. Lexis and Structure

Topics:

(a) synonyms
(b) antonyms
(c) homonyms
(d) clause and sentence patterns
(e) word classes and their functions
(f) mood, tense, aspect, number, agreement/concord, degree (positive, comparative and superlative) and question tags
(g) punctuation and spelling
(h) ordinary usage, figurative usage and idiomatic usage are to be tested.

NOTE:
Idioms to be tested shall be those that are formal and expressed in standard British English.

 

Objectives:

Candidates should be able to:
i. identify words and expressions in their ordinary, figurative and idiomatic contexts;
ii. determine similar and opposite meaning of words;
iii. differentiate between correct and incorrect punctuation and spelling;
iv. identify various grammatical patterns in use;
v. interpret information conveyed in sentences.

 

C. Oral Forms

 

Topics:

(a) Vowels (monophthongs and diphthongs
(b) Consonants (including clusters)
(c) Rhymes (including homophones)
(d) Word stress (monosyllabic and polysyllabic)
(e) Intonation (words emphatic stress)
NOTE:
Emphatic stress involves the placement of normal stress on words in an utterance for the purpose of emphasis.

 

Objectives: 

Candidates should be able to:
i. make distinctions between vowel types;
ii. differentiate between consonant types;
iii. identify correct accentuation in individual words and connected speech.

 

THE STRUCTURE OF THE EXAMINATION

 

SECTION A: Comprehension/Summary

 

Topics:

(a) 2 comprehension passages – 10 questions, 3 marks each = 30 marks
(b) I cloze passage – 10 questions, 2 marks each = 20 marks
(c) 1 reading text – 15 questions, 1 mark each = 15 marks = 65 marks

SECTION B: Lexis Structure

 

Topics:

(a) Sentence interpretation – 10 questions, 2 marks each = 20 marks
(b) Antonyms – 10 questions, 2 marks each = 20 marks
(c) Synonyms – 10 questions, 1 mark each = 10 marks
(d) Sentence completion – 20 questions, 1 mark each = 20 marks = 70 marks

 

SECTION C: Oral Forms

 

Topics:

15 questions, 1 mark each = 15 marks

Total: 100 questions 65 + 70 + 15 = 150 marks

RECOMMENDED TEXTS

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, Sogbeson, 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

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