2014-2015 JAMB’S USE OF ENGLISH SYLLABUS AND MARKING SCHEME FOR ANALYSIS/DISCUSSION BEFORE THE NEXT EXAMS…STUDY AND ASK QUESTIONS ON ANYTHING NOT UNDERSTOOD THEREIN.

2013/2014 Use Of English JAMB SYLLABUS

 2013/2014  JAMB USE OF ENGLISH SYLLABUS FOR ANALYSIS/DISCUSSION BEFORE THE NEXT EXAMS COMES AGAIN...STUDY AND ASK QUESTIONS ON ANYTHING NOT UNDERSTOOD THEREIN

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 USE OF ENGLISH

GENERAL OBJECTIVES

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:

(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


DETAILED SYLLABUS

TOPICS/CONTENT/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.

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

2.2Oral 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, “Till  i see you soon”.

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 close 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

Total marks scored over 150 is thereafter prorated over 100% to get your published score

RECOMMENDED TEXTS       

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

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: Longmans

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 Publishers.

Tomori, S. H. O (2000) Objective Tests for School Certificate English: Practice in Lexis, Structure and Idioms (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

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27 comments on “2014-2015 JAMB’S USE OF ENGLISH SYLLABUS AND MARKING SCHEME FOR ANALYSIS/DISCUSSION BEFORE THE NEXT EXAMS…STUDY AND ASK QUESTIONS ON ANYTHING NOT UNDERSTOOD THEREIN.

    • …so-called negative marking?…if u are wrong u are wrong…no more deduction…and if you do not answer because u fear negative marking you are also wrong…the first paragraph in all jamb question papers says ANSWER ALL QUESTIONS…now keep that in mind always!…

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    • are u referring to novels for use of english or novels for literature as a stand alone subject?…for the former the two novels we posted are those for last year…for the latter the novels and poems are same as those for WAEC /NECO literature…

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  1. I went to the bookshop to buy literature text book, none of them had the utme syllabus for literature, even the booksellers didn’t know if they changed novels and poems this year, its gettin me frustrated, did they changed those novels and poems. Pls I need help on this. Thanks

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  2. Jamb is nt waec or any o’level exam,their marking scheme is different 4rm odas. Jamb scheme doesnt allow guess work pls. It is advisable 2 leave d 1s u dnt knw dan shading d wrong ansas. Reason being dat d wrong ansa u had wil b dducted 4rm d ones u had corect thereby reucing ur score. Take 4 example if u score 40 out of 50. 10 wil b dducted 4rm ur score making it 2 be 301 pls b wise!

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    • …u are very wrong…the ones you do not answer are also marked as wrong…so what do you gain from not guessing when guess work can give you a few correct answers?…my bro,it is u that needs to be wise…ask your self these simple questions if in doubt…

      a…by not guessing and leaving some questions unanswered have you obeyed the first rule of JAMB… to ANSWER ALL QUESTIONS?

      b…by leaving some questions unanswered would that make them correct?…or are you being misled that computers marking scripts will turn a blind eye on them?…

      …by the way we have been dealing with JAMB here since 1988…does that say something about our statements?…

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    • Book Title

      The Last Days at Forcados High School

      Author’s Name

      A.H. Mohammed…Abayomi Hanif Mohammed was born in Lagos, Nigeria. He obtained his medical degree from the University of Lagos and is currently a junior resident doctor at Lagos University Teaching Hospital. The Last Days at Forcados High is his first book.

      Description

      Jimi Solade is the brightest star at the elite Forcados High School. He has good looks, brains and is the captain of the football team. It’s his last year in senior secondary and, together with his friends, the sweet-hearted and devout Nene and Ansa, the nerdy art genius, he’s determined it’s going to be his best year yet. But Jimi’s rogue brother, Wole, is back, which means trouble can’t be far behind. Then there’s Efua, the beautiful and mysterious new girl in class who seems to have no time for boys, including Jimi. And when Jimi’s mother falls ill, he realizes that things are about to change – and not necessarily in a good way.

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