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This JAMB French syllabus is to prepare you for the JAMB exam by testing you on the topics below.
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:
- Identification of basic form classes:
- Nouns: simple/compound, singular/plural, masculine/feminine.
- Pronouns: personal, impersonal, demonstrative, possessive and relative.
- Verbs: reflexive and non-reflexive, their moods and tenses.
- Adjectives: qualifying, possessive, interrogative, demonstrative, indefinite (e.g. nul), numeral (e.g. dix) and ordinal (e.g. dixième.)
- Adverbs:- common forms
- with-ment (e.g. lentement)
- 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.)
- – 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. malgr é + noun.) – place (e.g. y, en, ici, l à, l à -haut , partout.)
- – time (e.g. hier, aujo urd’hui, avant hier, après, demain, la veille, le matin, dans un mois.)
- Prépositions :- simple (e.g. à, de, avec, avant, sur, dans . )
- – compound (e.g. à c ô té de, au milieu de.)
- Conjunctions:
- – of co- ordination (e.g. mais, ou, et, donc, car, cep end ant, ne…ni.)
- – of subordination (e.g. afin que, quoique, à condition que, pour que, parce que.)
- Articles:
- – definite, indefinite and partitive.
- Assessment of vocabulary span: (words in contemporary contexts – meaning, use, opposites, Synonyms)
- Importance of word order in:
- affirmative sentences
- interrogative sentences
- imperative sentences
- passive voice formation
- Identification and application of basic processes in language structure, e.g.
- conjugation – in all tenses except l’imparfait du subjonctif, le passé compos é du subjonctif , et… le plus -que -parfait du subjonctif.
- negation (e.g. ne…pas, ne…plus, ne…rien, nul ne, n e…ni..ni, ne…personne, personne…ne, aucun….ne , rien ne….etc.)
- agreement (e.g. les beaux arts, il les a vues les photos.)
- pluralisation (e.g. as in cheval/chevaux, beau/beaux.)
- 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.)
- Use of French in set expressions such as in proverbs, idioms and conventional structures as provided for in common speech acts:
- proverbs (e.g. tel père tel fils, petit à petit l’oiseau fait son nid.)
- idioms (e.g. avoir une faim de loup, crier sur le toit, mourir de peur.)
- conventional stretches (e.g. enchanté, c’est dommage, c’est formidable, stationnement interdit, etc.)
- speech acts (e.g. proposer, conseiller, regretter, admirer espérer, interroger, reprocher, s’accorder, etc.)
3. Workings of French sounds via:
- sound discrimination (e.g. tout/tu), (fais/fée.)
- letter-sound correspondence (e.g. ai-/e/, eau/o/.)
- syllabification (e.g. con/tente/ment.)
- liaison (e.g. trois animaux, des enfants.)
- 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?
- faux amis (e.g. librairie/library, rester/to rest, blesser/to bless.)
- 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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