JAMB Syllabus For French 2024/2025: Hey there, dear students and guardians! Preparing for JAMB can be a difficult task. With so many subjects to cover and topics to understand, it’s easy to get overwhelmed. But don’t be afraid! Here at TeezabUpdate.com.ng, we’re dedicated to making your JAMB preparation as smooth and efficient as possible.Â
Today, we’re diving into the French syllabus for the 2024/2025 JAMB examinations. Whether French is your strong suit or a subject you find a bit challenging, we’re here to guide you every step of the way.
The JAMB French syllabus is structured to guide you on which topics to focus on, the depth of coverage required, and the objectives you should aim to achieve in each topic.
Remember, understanding the syllabus is key to efficient revision and, ultimately, success in the exam.
JAMB French Syllabus for 2024/2025 UTME
This is to Inform the general public most especially those that are going to participate in the 2024 Unified Tertiary Matriculation Examination UTME that the Joint Admission and Matriculation Board JAMB has released the syllabus for French for the 2024 UTME.
JAMB French Syllabus 2024/2025 General Objective
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 their achievement of the course objectives, which are to:
- assess written comprehension in 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;
- appreciate straightforward literary texts in French;
- apply the principles governing the structure and use of written French.
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.
Objectives:
Candidates should be able to:
(i) deduce answers to questions on the content, intent and style of proposed texts,
(ii) apply reasoning skills.
2. Principles Governing the Structure and Use of Written French:
Topics:
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.)
– types
– manner (e.g. debout, facilement.)
– purpose (e.g. pour + Infinitive, afin de + infinitive.)
– cause and consequence (e.g. pour+ infinitive perfect, Ã cause de + noun.)
Рconcession (e.g. malgr̩ +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. Ã , 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 dusubjonctif.
(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.)
(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.)
Objectives;
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.
iv. apply communicative skills
3. Workings of French sounds via:
Topics:
(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.)
Objectives;
Candidates should be able to:
(i) discriminate between French sounds,
(ii) deduce meanings out of sound combinations,
(iii) use the above to enhance effective communication,
(iv) assess sound groupings in terms of how they are affected by such features as syllabification, liaison, e-caduc; pause, intonation, etc.
4. Culture and Civilization:
Characteristics (aspects, similarities and differences) of the educational system, socio-economic life, political organization and cultural life of Francophone Africa and France, with reference (where possible) to home country i.e. Nigeria.
Objectives:
Candidates should be able to:
i. identify the specific features of the culture of Francophone Africa and France greetings, dressing, food, leisure, marriage, festival, art, profession etc.
ii. compare these features with those of home country ( where possible),
iii. apply reasoning skills.
Conclusion on JAMB Syllabus For French 2024/2025
As we wrap up this post, remember that French, like any other subject, requires consistent practice and understanding.
The 2024/2025 JAMB French syllabus is your roadmap to success, and here at TeezabUpdate.com.ng, we’re committed to supporting you on this journey.
Tackle each topic with determination, keep your study materials organized, and maintain a positive attitude.
With dedication and the right resources, you’re bound to excel. All the best in your preparations, and we hope to celebrate your success when the results are out!
If you have any questions regarding this post simply leave us a comment in the comment box below and we will get back to you as soon as possible!Â
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