Jamb 2019/2020 : use of  English Language Syllabus and key point from JAMB pdf 

Jamb 2019 : use of English Language Syllabus and kept point from JAMB
Today we are bringing you syllabus and keypoint for Jamb use of English, this is aim to give you proper guidelines on where to read.

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The use of english language syllabus is divided into several sections, each section covers a topic and has several subheadings.

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The aim and objectives of the 2019/2020 Unified Tertiary Matriculation Examination (UTME) syllabus is not only ment to give you guidelines but to makes sure you to gain admission this year.

Jamb syllabus for English syllabus

  • (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

TOPICS/CONTENTS/NOTES OBJECTIVES

A. Comprehension/Summary

  • (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.
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

  • (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.
Jamb 2019 : use of English Language Syllabus kept point from JAMB

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

  • (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.
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.

Where Jamb get their Idioms from?

They are idioms you are familiar with. Jamb repeats past questions. Idioms to be tested will be those expressed in standard British English (i.e those with universal acceptability)

THE STRUCTURE OF THE EXAMINATION

SECTION A: Comprehension/Summary

  • (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

(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

15 questions, 1 mark each = 15 marks
Total: 100 questions 65 + 70 + 15 = 150 marks
Jamb 2018 : use of English Language Syllabus kept point from JAMB
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Jamb Use of English Syllabus and Questions in Details
1. Comprehension/Summary
(a) description (b) narration (c) exposition (d) argumentation/persuasion
Note: Every year, Jamb introduces passages to be read. I ignored the novels because of relevance of this post. The following are what you should know and do in the given Jamb passages.
(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) Synthesis of ideas from the passages.
What Does Synthesis of Ideas Mean?
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.
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 through a mere combination of individual words) are to be tested.
2.2 Oral Forms
(a) Vowels (monophthongs and diphthongs (b) Consonants (including clusters) (c) Rhymes (homophones) (d) Stress (word, sentence and emphatic) (e) Intonation

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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