YORÙBÁ

JAMB SYLLABUS ON YORÙBÁ

1. GENERAL OBJECTIVES:

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

1. stimulate and sustain their interest in Yorùbá language, literature and culture;
2. acquire basic knowledge and skill in Yorùbá language, literature and material andnon-material aspects of culture.

STRUCTURE OF THE EXAMINATION

The test will be of an objective type, candidates will answer forty (40) multiple-choicequestions covering all aspects of the syllabus:

1. LANGUAGE:

(a) Comprehension
(1 prose and 1 verse) ----- 08 items
(b) Essay writing ----- 01 item
(c) Sound system ----- 04 items
(d) Grammar ----- 05 items
(e) Current orthography ----- 02 items
(f) Translation ----- 01 item

2. LITERATURE:

(a) Oral ----- 04 items
(b) Written ----- 06 items

3. CULTURE

Culture ----- 09 items
TOTAL ----- 40 items

DETAILED SYLLABUS

1. LANGUAGE:
TOPICS/CONTENTS/NOTES	OBJECTIVES, `Candidates should be able to:`
(a) Comprehension: (i) Prose (ii) Verse	(i) identify central issues in a passage and drawappropriate conclusions; (ii) determine basic assumptions and expressideas; and (iii) identify the meanings and functions of givenphrases and sentences.
(b) Essay Writing	(i) identify different types of essay; and (ii) apply different types of techniques associatedwith each type.

(c) Sound System: (i) Production of sounds (consonantsand vowels); (ii) Tones and tone change; (iii) Syllable structure; (iv) Sound processes co-voweloccurrence, elision and deletion,etc.	(i) identify organs of speech, speech sounds andparameters for describing each speech sound; (ii)a. determine their correct usages; (ii)b. identify linguistic errors (pronunciations andwrong usages); (iii) determine the syllable components of words; (iv) demonstrate knowledge of the basicprinciples underlying the relationship betweensounds.
(d ) Grammar: (i) Morphology – Word-formation; (ii) Loan-word integration; (iii) Word classes – nouns, verbs,adjectives, adverbs, pronouns,conjunctions, prepositions, etc.; (iv) Phrases and clauses – types andfunctions; (v) Sentences – types, structures andfunctions;	(i) demonstrate good knowledge of wordderivation; (ii) demonstrate knowledge of word adoption; (iii) identify the appropriate class a word belongsto; (iv) demonstrate knowledge and understanding ofYorùbá syntax; (v) identify the types, structures and functions ofsentences.

(e) Current Orthography	present ideas in acceptable written form.
(f) Translation	interpret sentences and ideas in accordancewith acceptable principles.
2. LITERATURE:
TOPICS/CONTENTS/NOTES	OBJECTIVES, `Candidates should be able to:`
(a) Oral Literature: (i) Prose: Àmọ̀ ó, A. (2010). Àkójọpọ̀ Àlọ́Àpagbè, Akurẹ: Hirise CelebrityPublishers.	(i) identify central issues, problems and thecomponent parts of an idea presented in awork; (ii) draw appropriate conclusions.
(ii) Poetry: Babalọlá, A. (2001). Àwọn OríkìOrílẹ̀ Mẹ́ tàdínlọ́gbọ̀n, Lagos:Longman Nig. Ltd.	(i) deduce logical inferences from abstractrelations of components of an idea in a work; (ii) identify the figurative and idiomaticexpressions in the poem.

(b) Written Literature: (i) Prose: Ajéwọlé, O. (2005).Ìgbẹ̀yìn L’aláyò N Ta, Ibadan:Extention Publications Limited.	(i) demonstrate good knowledge of ideas in worksof art; (ii) draw moral lessons from the text; (iii) identify the narrative techniques in the text; (iv) identify the figurative and idiomaticexpressions in the text.
(ii) Poetry: Fádíyà, O. (2008). Ìyá Àtàtà,Ibadan: Lasswell.	(i) deduce the import of written works of art andgenres; (ii) identify the figurative and idiomaticexpressions in the poem.

(iii) Drama: Tẹ̀là, L. (2007). Ègún Orí Ìkúnlẹ̀,Ibadan: Rasmed PublicationsLimited.	(i) identify the central theme of works; (ii) interpret same in accordance with acceptableprinciples of the society; (iii) identify types of drama; (iv) identify the figurative and idiomaticexpressions in the drama; (v) extract the narrative techniques in the drama.
3. CULTURE:
TOPICS/CONTENTS/NOTES	OBJECTIVES, `Candidates should be able to:`
Culture 1. Èrò àti ìgbàgbọ́: Olódùmarè, àkùdàáyà, emèrè, àjẹ́, àwọnirúnmọlẹ̀ abbl.	distinguish traditional practices and acceptableways of life from modern and common sensebeliefs.
2. Ètò ìṣèlú àti ààbò ìlú: Ẹgbẹ́ àti ọgbà, oyè jíjẹ àti àwọn ìjòyè,ogun jíjà abbl.	assess the functions and roles of individuals,chieftains, and groups in ensuring peace,stability and continuity of society.
We provide educational resources/materials, curriculum guide, syllabus, scheme of work, lesson note & plan, waec, jamb, O-level & advance level GCE lessons/tutorial classes, on various topics, subjects, career, disciplines & department etc. for all the Class of Learners
3. Ètò ìsìnkú àti ogún pínpín: Òkú àgbà, òkú ọ̀fọ́ , òkú òòṣà, ìtúfọ̀, ilẹ̀òkú gbígbẹ́, ìdí igi, mọ̀lẹ́bí, bàbá ìsìnkúabbl.	(i) distinguish between traditional practices; (ii) relate them to funerals and inheritance.
4. Òǹkà Yorùbá: Oókan títí dé ọ̀kẹ́ kan (1-20,000).	(i) count in Yorùbá numerals; (ii) apply addition, deduction and division methodsin Yorùbá.
5. Ayẹyẹ: Ìgbéyàwó, ìsọmọlórúkọ, ìwúyè abbl.	relate social activities and events to appropriatesituations.
6. Ètò Ìwòsàn: Ìtọ́jú aláìsàn, ìtọ́jú àti ìgbẹ̀bí aboyún,abbl.	demonstrate knowledge of the best way ofusing the appropriate health care practices.
7. Eré ìdárayá: (i) eré òṣùpa – àlọ́, bojúbojú abbl; (ii) eré ojúmọmọ – ìjàkadì, ayò,òkòtó, àrín abbl.	(i) identify types of Yorùbá traditional games; (ii) identify rules and regulations guiding eachgame; (iii) mention values derived from each game.

8. Iṣẹ́ àbínibí àti oúnjẹ ilẹ̀ Yorùbá: (i) Iṣẹ́-àgbé ìṣọ̀nà, ìlù lílù abbl; (ii) Oúnjẹ – àbàrí, iyán, ẹ̀wà abbl.	(i) demonstrate adequate knowledge of thevarious traditional professions; (ii) compare various traditional professions; (iii) demonstrate knowledge of preparing each typeof Yorùbá food; (iv) mention nutritional values of each food.
9. Ẹ̀ kọ́ ìlé: Ìwà ọmọlúàbí àti àǹfààní rẹ̀.	identify acceptable patterns of behaviour andattitude that conform with societal norms andvalues.
We provide educational resources/materials, curriculum guide, syllabus, scheme of work, lesson note & plan, waec, jamb, O-level & advance level GCE lessons/tutorial classes, on various topics, subjects, career, disciplines & department etc. for all the Class of Learners

RECOMMENDED TEXTS
LANGUAGE

Abíọ́dún, J. (1995). Àròkọ àti Aáyan Ògbufọ̀, Lagos: MAJAB Publishers.

Adéwọlé, L. O. et al. (2000). Exam Focus – Yorùbá Language for WASSCE/ SSCE, Ìbàdàn: UP Plc.

Awóbùlúyì, O. (1978). Essentials of Yorùbá Grammar, Ìbàdàn: UP Plc.

Awóbùlúyì, O. (ed.). (1990). Yorùbá Metalanguage (Èdè-Ìperí Yorùbá) Vol. II, Ìbàdàn: UP Plc.

Awóbùlúyì, O. (2008). Ẹ̀ kọ́ Ìṣẹ̀ dá-Ọ̀ rọ̀ Yorùbá, Akurẹ: Montem Paperback.

Awóbùlúyì, O. (2013). Ẹ̀ kọ́ Gírámà Èdè Yorùbá, Oṣogbo: Atman Ltd.

Babalọlá, A. (ed.) (1991). Ìwé Ìmọ́dọ̀tun Yorùbá SSI – SSIII, Ìbàdàn: Longman.

Bámgbóṣé, A. (ed.) (1984). Yorùbá Metalanguage (Èdè-Ìperí Yorùbá) Vol. 1, Ìbàdàn: UP Plc.

Bámgbóṣé, A. (1990). Fọnọ́lọ́jì àti Gírámà Yorùbá, Ìbàdàn.

Mustapha, O. (ed.). (1988). Ẹ̀ kọ́ -Èdè Yorùbá Òde-òní SSI – SSIII Ìbàdàn, Macmillian Publishers.

Mustapha, O. (ed.). (1991). Ẹ̀ kọ́ -Èdè Yorùbá Titun SSI–SSIII, Ìbàdàn: UP Plc.

Ọdẹ́tókun, A. et al. (2005). Ìwé Ìgbáradì fún Ìdánwó Yorùbá, Ìbàdàn: Macmillan Publishers.

Owólabí, K. (1989). Ìjìnlẹ̀ Ìtúpalẹ̀ Èdè Yorùbá (1): Fónẹ́tíìkì àti Fọnọ́lọ́jì, Ìbàdàn: Oníbọnòjé Press.

Owólabí, O. et al. (1999). Countdown WASSCE/SSCE, NECO, JME (Ìwé Ìgbáràdi fún Ìdánwò Àṣekágbá Yorùbá)Ìbàdàn: Evans.

Ọyádèyí, O. (1998). Ìjìnlẹ̀ Fọnọ́ lọ́jì àti Gírámà Èdè Yorùbá, Ìbàdàn: Heinemann.

LITERAURE

All the prescribed texts are reflected as applicable on the syllabus under Topics/Contents/Notes column.

CULTURE

Adéoyè, C. L. (1979). Àṣà àti Ìṣe Yorùbá, Ìbàdàn: OUP.

Adéoyè, C. L. (1985). Ìgbàgbọ́ àti Ẹ̀ sìn Yorùbá, Ìbàdàn: Oníbọnọ̀ jé Press.

Ládéĺé, T. A.A. et al. (1986). Àkójọpọ̀ Ìwádìí Ìjìnlẹ̀ Àṣà Yorùbá, Ìbàdàn: Macmillian Publishers.

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We provide educational resources/materials, curriculum guide, syllabus, scheme of work, lesson note & plan, waec, jamb, O-level & advance level GCE lessons/tutorial classes, on various topics, subjects, career, disciplines & department etc. for all the Class of Learners

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● ● ● Teachers don't teach for the money.

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● ● ● If you can write your name, thank your teacher.

Teaching slogans

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● ● ● The good teacher explains. The superior teacher demonstrates. The great teacher inspires.

YORÙBÁ

JAMB SYLLABUS ON YORÙBÁ

1. GENERAL OBJECTIVES:

STRUCTURE OF THE EXAMINATION

1. LANGUAGE:

2. LITERATURE:

3. CULTURE

TOTAL ----- 40 items

DETAILED SYLLABUS

TOPICS/CONTENTS/NOTES

OBJECTIVES, Candidates should be able to:

(a) Comprehension:

(b) Essay Writing

(c) Sound System:

(d ) Grammar:

(e) Current Orthography

(f) Translation

TOPICS/CONTENTS/NOTES

OBJECTIVES, Candidates should be able to:

(a) Oral Literature:

(b) Written Literature:

TOPICS/CONTENTS/NOTES

OBJECTIVES, Candidates should be able to:

Culture

We provide educational resources/materials, curriculum guide, syllabus, scheme of work, lesson note & plan, waec, jamb, O-level & advance level GCE lessons/tutorial classes, on various topics, subjects, career, disciplines & department etc. for all the Class of Learners

We provide educational resources/materials, curriculum guide, syllabus, scheme of work, lesson note & plan, waec, jamb, O-level & advance level GCE lessons/tutorial classes, on various topics, subjects, career, disciplines & department etc. for all the Class of Learners

RECOMMENDED TEXTSLANGUAGE

LITERAURE

CULTURE

We provide educational resources/materials, curriculum guide, syllabus, scheme of work, lesson note & plan, waec, jamb, O-level & advance level GCE lessons/tutorial classes, on various topics, subjects, career, disciplines & department etc. for all the Class of Learners

Free Will Donation

Account Details

BANK: UNITED BANK FOR AFRICA PLC

ACCOUNT NAME: OFAGBE GODSPOWER GEORGE

ACCOUNT NUMBER: 2250582550

SWIFT CODE: UNAFNGLA

ACCOUNT TYPE: SAVINGS

CURRENCY: DOLLAR (USD) ACCOUNT

ADDRESS: 1. M. Aruna Close, Ughelli, Delta State, Nigeria

PHONE: +234805 5084784, +234803 5586470

BANK: UNITED BANK FOR AFRICA Plc (UBA)

ACCOUNT NAME: OFAGBE GODSPOWER GEORGE

ACCOUNT NUMBER: 2042116266

SORT CODE: 033243371

ACCOUNT TYPE: SAVINGS

CURRENCY: NAIRA ACCOUNT

ADDRESS: 1. M. Aruna Close, Ughelli, Delta State, Nigeria

PHONE: +234805 5084784, +234803 5586470

We provide educational resources/materials, curriculum guide, syllabus, scheme of work, lesson note & plan, waec, jamb, O-level & advance level GCE lessons/tutorial classes, on various topics, subjects, career, disciplines & department etc. for all the Class of Learners

Facts about Teachers

Teaching slogans

We provide educational resources/materials, curriculum guide, syllabus, scheme of work, lesson note & plan, waec, jamb, O-level & advance level GCE lessons/tutorial classes, on various topics, subjects, career, disciplines & department etc. for all the Class of Learners

OBJECTIVES, `Candidates should be able to:`

OBJECTIVES, `Candidates should be able to:`

OBJECTIVES, `Candidates should be able to:`

RECOMMENDED TEXTS
LANGUAGE