Hello and Welcome!
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:

1. assess written comprehension in French;
2. identify how French sounds work in speech production;
3. examine the culture of Francophone West Africa and France in relation (where possible) to home country;
4. appreciate straightforward literary texts in French;
5. 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.

2. Principles Governing the Structure and Use of Written French
(1) 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, à cause de + noun)
– concession (e.g. malgré + Noun)
– place (e.g. y, en, ici, là
– haut, partout)
– time (e.g. hier, aujourd’hui, Avant hier, 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-ordinatiion (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 I’impartfait 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, ni…ne, 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,
formidable, stationnement interdit etc)
(d) speech acts (e.g. proposer, conseiller. regretter, admirer espérer, interroger,
reprocher, s’accorder etc)

3. Working of French Sounds via:
(a) Sound discrimination (e.g. tout/tu) (b) letter-sound correspondence
(e.g. ai-/e/, ais-/e/) (c) syllabification (e.g. con/tente/ment)
(d) liaison (e.g. trois animaux Cas unique)
(e) sense groups in reading (e.g. J’ai mal à la tête)
(f) cognates and faux amis (e.g. président, nation)
(g) identification of sounds to determine similarity (e.g. maison/saison, dents/don,fond/ fonde).

4. Literature
– study of selected texts: identification of characteristics features of creative writing e.g. plot, charaters, theme, setting and style (use of Language, imageries etc,


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