JAMB SYLLABLE FOR FRENCH. The aim of the Unified Tertiary Matriculation Examination syllabus is to prepare the candidates for the Board’s examination. It is designed to test their achievement of the course objectives. In this article. I will be giving you a complete list of jamb syllables for all courses.
FRENCH
GENERAL OBJECTIVES
The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in French is to prepare the candidates for the Board’s examination. It is designed to test candidates’ general ability to:
- assess written comprehension in French;
- apply the principles governing the structure and use of written French;
- identify how French sounds work in speech production;
- examine the culture of Francophone West Africa and France in relation (where possible) to home country.
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DETAILED SYLLABUS
TOPICS/CONTENTS/NOTES | OBJECTIVES |
1.                  Written Comprehension in French:
–   topics of general and emergent                   interest e.g. love, life, death, politics,                  marriage, HIV/AIDS,                   communication, child trafficking,                  cultism, travel, corruption, money-                  laundering, etc.
2.                  Principles Governing the Structure and         Use of Written French:  I. Identification of basic form classes: (a)     Nouns: simple/compound, singular/plural, masculine/feminine. (b)     Pronouns: personal, impersonal, demonstrative, possessive and relative. (c)     Verbs: reflexive and non-reflexive,                       their moods and tenses. (d)     Adjectives: qualifying, possessive,     interrogative, demonstrative, indefinite (e.g. nul), numeral (e.g. dix) and                       ordinal (e.g. dixième.) (e)     Adverbs: –    common forms i)  with-ment (e.g. lentement)                                ii) with préposition + noun                                         (e.g. par avion, à cheval,                                         en voiture, par bateau.)                        –  special forms (e.g. bien, vite,                            mal, mieux, le mieux, pire, le pis,                            ne…que.) |
Candidates should be able to: (i)Â Â Â Â Â deduce answers to questions on the content, intent and style of proposed texts, (ii)Â Â Â Â apply reasoning skills.
Candidates should be able to: i.     identify what constitutes the basic structures         of written French, ii.    use the principles governing the structure of         written French to determine acceptability,        e.g. to transform one form; one class into         another, iii.   apply the structure to convey diverse         messages.
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TOPICS/CONTENTS/NOTES | OBJECTIVES |
–Â Â Â Â types
–    manner (e.g. debout, facilement.) –    purpose (e.g. pour + Infinitive, afin de + infinitive.) –    cause and consequence (e.g. pour + infinitive perfect, à cause de +    noun.) –    concession (e.g. malgré + noun.) –    place (e.g. y, en, ici, là , là -haut, partout.) –    time (e.g. hier, aujourd’hui,    avant hier, après, demain, la    veille, le matin, dans un mois.) (f)       Prépositions: –                  simple (e.g. à , de, avec, avant,                                     sur, dans.) –                  compound (e.g. à côté de, au                             milieu de.) (g)      Conjunctions: –                  of co-ordination (e.g. mais, ou,                          et, donc, car, cependant, ne…ni.)                       – of subordination (e.g. afin que,                         quoique, à condition que, pour que,                          parce que.)               (h)    Articles: –                  definite, indefinite and partitive.
II.           Assessment of vocabulary span: (words in contemporary contexts – meaning, use, opposites, Synonyms) III.         Importance of word order in: (a)                      affirmative sentences (b)                      interrogative sentences (c)                      imperative sentences (d)                      passive voice formation        IV.   Identification and application                  of basic processes in language                  structure, e.g. (a)    conjugation – in all tenses   except l’imparfait du subjonctif, le passé composé du subjonctif, et… le plus-que-parfait du subjonctif. (b)   negation (e.g. ne…pas,   ne…plus, ne…rien, nul ne,   ne…ni..ni, ne…personne,   personne…ne,   aucun….ne,   rien ne….etc.) (c)    agreement (e.g. les beaux arts, il                            les a vues les photos.) |
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TOPICS/CONTENTS/NOTES | OBJECTIVES |
(d)            pluralisation (e.g. as in                         cheval/chevaux, beau/beaux.) (e)            derivation: -from adj, to adv – e.g. lent-lentement, -from adj. to adj. e.g. un – premier, -from adj. to noun – e.g. bon-bonté, riche-richesse etc. -from one degree of comparison to another (using plus…que, moins….que, aussi….que e.g. plus grand que.) NB – special forms – (e.g. bon, meilleur, le meilleur, la meilleure, mauvais, pire, le pire.)
V.   Use of French in set                         expressions such as in proverbs,                         idioms and conventional                        structures as provided for in                         common speech acts: (a)    proverbs (e.g. tel père tel fils, petit à petit l’oiseau fait son nid.) (b)   idioms (e.g. avoir une faim de loup, crier sur le toit, mourir de peur.) (c)    conventional stretches                               (e.g. enchanté, c’est                               dommage, c’est                                formidable,                               stationnement interdit,                               etc.) (d)   speech acts (e.g. proposer, conseiller, regretter, admirer                               espérer, interroger, reprocher, s’accorder, etc.)
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TOPICS/CONTENTS/NOTES | OBJECTIVES |
3.               Workings of French sounds        via: (a) sound discrimination (e.g. tout/tu), (fais/fée.) (b)  letter-sound                correspondence (e.g. ai-/e/, eau/o/.) (c)      syllabification (e.g. con/tente/ment.) (d)     liaison (e.g. trois animaux, des enfants.) (e)      sense groups in reading e.g. J’ai mal à la tête. J’ai mal/pas à la                 tête / mais au dos/. Comment vas-tu, Carol?// Comment vas-                  tu demain? (f)       faux amis (e.g. librairie/library, rester/to   rest, blesser/to bless.) (g)      identification of sounds to                  determine similarity (e.g. maison/saison, dents/don, fond/                 fonde.)
4.               Culture and Civilization: Characteristics , (aspects, similarities and                 differences) of the educational system,            socio-economic life, political organization                and culture life of Francophone Africa and            France, with reference (where possible) to            home country i.e Nigeria.
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dressing, food, festival, art, |
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