Current Jamb Use of English Syllabus from JAMB


EnglishThe article below is the official Joint Admissions and Matriculation Board Use of English Course OUTLINE ( The official Jamb syllabus) from the board . Following the course outline will not only make your pass your UTME examination with high grade but will also help you once you gain an admission into the higher institution:[tabs style=”default”] [tab title=”JAMB USE OF ENGLISH SYLLABUS “] Use of English Syllabus from Jamb

The main purpose  of the Joint Admissions and Matriculation Board Use of English Course is to prepare all registered candidates for the  ongoing UTME examination. It is properly designed in to test their academic achievement of the course curriculum and aims, which are as follow:

(1) communicate effectively in both written and spoken English;
(2) have a sound linguistic basis for learning at the tertiary level.

The syllabus consists of two sections
SECTION A: Comprehension/Summary
SECTION B: Lexis, Structure and Oral Forms

B DETAILED SYLLABUS

TOPICS/CONTENTS/NOTES

1. Comprehension/Summary
(a) description.
(b) narration.
(c) exposition.
(d) argumentation/persuasion.

(i) Each of the four passages to be set (one will be a close test) should reflect various disciplines and be about 400 words long.
(ii) Questions on the passages, The Potter’s Wheel by Chukwuemeka Ike and The Successors by Jerry Agada will test the following:
(a) Comprehension of the whole or part of each passages.
(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) 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 complex whole, that is;” the ability to make generalizations from specific ideas mentioned in the passages, such generalizations involve identifying the mood or tone of the writer, his attitude to the subject matter, his point of view, etc. In this regard, synthesis is a higher-level skill than summary.

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OBJECTIVES
Candidates should be able to:

i. identify main points in passages;
ii. determine implied meaning;
iii. identify the grammatical functions of words, phrases and clauses and figurative idiomatic expression;
iv. deduce or infer the writer’s opinion, mood, attitude to the
subject matter, etc.

TOPICS/CONTENTS/NOTES.

2. Lexis, Structural and Oral Forms

2.1 Lexis and Structure
(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 (words in their denotative or dictionary sense), figurative usage (expressions used in ways other than literal) and idiomatic usage (expressions whose meanings cannot be determined hrough a mere combination of individual words) are to be tested.

NOTE:
Idioms to be tested will be those expressed in standard British English (i.e those with universal acceptability).

OBJECTIVES
Candidates should be able to:

i. use words and expressions in their ordinary, figurative and idiomatic contexts;
ii. determine similar and opposite meanings:
iii. differentiate between correct and incorrect punctuation and spelling;
iv. identify various grammatical pattern in use;
v. interpret information conveyed in sentences.

TOPICS/CONTENTS/NOTES.

2.2 Oral Forms
(a)Vowels (monophthongs and diphthongs.
(b)Consonants (including clusters).
(c)Rhymes (homophones).
(d)Stress (word, sentence and emphatic).
(e)Intonation.

NOTE:
Sentence stress should not be mistaken or emphatic or contrastive stress.It involves the placement of normal stress on content words (nouns, main verbs, adjectives and adverbs) in an utterance. Here, no emphasis or contrast is intended. For example, the words ‘see’ and ‘soon’ would normally be stressed in the sentence, Til see you soon*.

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OBJECTIVES
Candidates should be able to:

i. distinguish correct from incorrect vowels;
ii. differentiate correct from incorrect consonants;
iii.identify silent letters, vowel length, consonant clusters, etc.
iv. determine appropriate uses of stress in words (monosyllable, disyllable and polysyllable) and in sentences (emphatic/contrastive);
v. detect partial and complete rhymes

C. THE STRUCTURE OF THE EXAMINATION

SECTION A:
Comprehension/Summary
(a)2 comprehension passages (10 questions in all, 3 marks each) = 30 marks
(b)I cloze passage (10 questions in all, 2 marks each) = 20 marks
(c)2 texts (The Potter’s Wheel 10 questions -15 marks and The Successors 5 questions-10 marks) = 25 marks

SECTION B:
Lexis, Structure and Oral Forms
(a)Sentence interpretation (10 questions in all, 2 marks each) = 20 marks
(b)Antonyms (opposite in meaning – 10 questions in all, 1 mark each) = 10 marks
(c)Synonyms (same in meaning – 10 questions in all, 1 mark each) = 10 marks
(d)Sentence completion (filling in the gaps – 20 questions in all, 1 mark each) = 20 marks
(e)Oral forms (15 questions in all, 1 mark each) =15 marks Total: 100 questions = 150 marks

Last Updated : 6th Nov 2014

[/tab] [tab title=”RECOMMENDED BOOKS”]

Bamgbosc, A. (2002) English Lexis and Structure for Senior Secondary Schools and colleges (Revised Edition), Ibadan: Heinemann

Banjo, A. eta 1 (2004) New Oxford Secondary English Course Book Six for Senior Secondary Schools, Ibadan: UP Pic.

Banjo, A. Ayodele, S. and Ndahi, K. S. (1997) Exam Focus: English for WASSCE and SSCE, Ibadan UP Pic

Caesar, O. J. (2003) Essential Oral English for Schools and Colleges, Lagos: Tonad Publishers Limited

Egbe, D. I (1996) Mastering English Usage and Communication Skills, Lagos: Tisons

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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
Igwe, S. O. Atoye, R. O. and Olayiwola, B. A. (2005) JAMB Success: English Language for UME, PCE, Ibadan: UP Pic
Nnamonu, S. and Jowitt, D. (1987) Use of English: JAMB Practice Tests, Lagos: Longman.

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

Ikwuegbu, C, Okoro, O., idris, A. u, Okebukola, F. O. and Owokade, C. p. (2002) Catch-up English for SSCE/UME, Ibadan: Heinemann

Last Updated : 6th Nov 2014

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5 thoughts on “Current Jamb Use of English Syllabus from JAMB

  1. ‘Pls i need a science course dat does nt need much maths and physics and dat is suitable for a female nd dat does nt need alot of money.

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