JAMB Use Of English Syllabus 2019 – Hot Topics To Read For English

You will agree with me that for you to pass JAMB English Language very well in JAMB 2019, You need the JAMB syllabus for English to get yourself well prepared.

JAMB english syllabus

Well, in this article, we will provide you with the JAMB English Syllabus for 2019 UTME Examination.

If you have been searching the internet for the 2019 JAMB syllabus for English language, JAMB English Syllabus 2019, JAMB Syllabus for English 2019, JAMB English Language Syllabus, then you’re on the right page.

Many candidates who want to write use of English in JAMB 2019 frequently ask questions like;

1. How can I make proper use of JAMB English language Syllabus?

2. What is the aim of JAMB syllabus for Use of English?

3. What are The Recommended Textbooks For Use of English in JAMB?

4. Can I pass Use of English in JAMB 2019 without using the JAMB English Syllabus to Prepare?

How can I make proper use of JAMB English Language Syllabus

To make the most use of the JAMB syllabus for English follow the guide below

  1. The JAMB English Syllabus comes with an aim, after which is the topics/contents/notes and the Objective
  2. Look at the topics/contents/notes and also check the objectives.
  3. There’s also recommended textbooks for it – Check the recommended textbooks and Look for one, then open to any topic you which to learn and study it by following the objectives.

What is the Aim Of JAMB Use Of English Syllabus

The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in Use of English is to prepare the candidates for the Board’s examination. It is designed to test their achievement of the course objectives, which are to:

  • Communicate effectively in both written and spoken English;
  • 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

What Are The Recommended Textbooks For JAMB Use Of English

Below are the recommended textbooks by JAMB for JAMB use of English;

  • Bamgbose, A. (2002). English Lexis and Structure for Senior Secondary Schools and colleges (Revised
  • Edition), Ibadan: Heinemann
  • Banjo, A. name(s)? (2004). New Oxford Secondary English Course Book Six for Senior Secondary Schools, Ibadan: UP Plc.
  • Banjo, A. Ayodele, S. and Ndahi, K. S. (1997). Exam Focus: English for WASSCE and SSCE, Ibadan UP Plc
  • 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
  • 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 Plc
  • 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
  • Ukwuegbu, C, Okoro, O., Idris, A. U., Okebukola, F. O. and Owokade, C. O. (2002). Catch-up English for SSCE/UME, Ibadan: Heineman

JAMB ENGLISH SYLLABUS DETAILS

TOPICS/CONTENTS/NOTES

TOPIC: Comprehension/Summary

(a) description

(b) narration

(c) exposition

(d) argumentation/persuasion

(i) Each of the four passages to be set (one will be a cloze test) should reflect various disciplines and be about 400 words long.

(ii) Questions on passages will test the; following:

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 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

OBJECTIVES

Candidates should be able to:

i. identify the 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.

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 toward the subject

matter, his point of view, etc. In this regard, synthesis is a higher-level skill than summary


TOPIC/CONTENTS/NOTES

TOPIC: Lexis, Structural and Oral Forms

CONTENTS: 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.

RECOMMENDED:

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 the various grammatical pattern in use;

v. interpret information conveyed in sentences.

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


TOPICS/CONTENTS/NOTES

TOPIC: Oral Forms

(a) Vowels (monophthongs and diphthongs

(b) Consonants (including clusters)

(c) Rhymes (homophones)

(d) Stress (word, sentence and emphatic)

(e) Intonation

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 (monosyllabic, disyllabic and polysyllabic) and in sentences (emphatic/contrastive);

v. detect partial and complete rhymes.

NOTE: Sentence stress should not be mistaken for 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, I’ll see you soon’.

STRUCTURE OF THE EXAMINATION

SECTION A:

Comprehension/Summary

(a) 3 comprehension passages (15 questions in all, 3 marks each) = 45 marks

(b) I cloze passage (10 questions in all, 2 marks each) = 20 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 – 15 questions in all, 1 mark each) = 15 marks

(c) Synonyms (same in meaning – 15 questions in all, 1 mark each) = 15 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

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