This syllabus will prepare you for your Basic Education Certificate Examination(BECE) in English Language. This exam is designed to assess the fundamental knowledge and abilities you’ve gained throughout your nine years of Basic Education in English Studies, as outlined in the revised 2012 curriculum for JSS1-JSS3, developed by the Nigerian Educational Research and Development Council (NERDC).
In this syllabus, you will cover writing, reading comprehension, vocabulary and oral development, which are the essential tools for the BECE English Exam.
The aim of this syllabus is to provide the candidate with the exposure they need to concentrate on while preparing for their BECE English examination. The syllabus is designed to assess how the candidates are proficient in reading, comprehending, and analyzing a given passage.
It also wants to assess the candidate’s listening and speaking skills, as well as help them to develop a strong foundation in the English language in their post-basic education. The candidates will also be tested on analyzing and appreciating literary text.
The BECE English examination covers both Language and Literature. There are three papers to be taken in this examination. Paper 1, 2, and 3. Paper 1 and 3 are language while Paper 2 questions will be on Literature.
PAPER 1:
Paper 1 consists of 80 multiple choice questions to be answered for 80 minutes with a total of 80 marks covering various themes on Comprehension, Vocabulary Development, Grammatical Accuracy, and Spoken English. Below is the breakdown of the structure of the themes:
Section A: Comprehension
Section A of the comprehension test consists of two passages with five questions each or a single passage with ten questions. The questions will test the candidate’s reading abilities, including identifying main and supporting ideas, and word meanings, following directions given in the passage, answering questions, understanding the writer’s mood, critical evaluation of the passage, repetition recognition, retention, recall, and speed.
Section B: Vocabulary Development
The section consists of twenty-five multiple-choice questions that will assess a candidate’s ability to express his thoughts, ideas, views, opinions, and observations in English using anchor points such as home, school, places of worship, market, health, education, government, youth empowerment, drug abuse, human rights, population and family life education, drug abuse education, food safety, consumer protection, sexually transmitted diseases, peace education, gender issues, national values, road safety, and environmental education.
Section C: Grammatical Accuracy
Section C consists of 30 multiple-choice questions that assess a candidate’s proficiency with grammar by looking at how well they can form and organize words. Subject-verb agreement, modal forms, active and passive voices, verbs, adjectives, adverbs, tenses, punctuation, spelling, direct and indirect speech, and question tags are only a few of the speech-related topics covered in the questions.
Section D: Spoken English
The Test of Oral English will consist of fifteen multiple-choice questions covering various components of spoken English as outlined in the nine-year Basic Education Curriculum.
PAPER 2: Literature
Paper 2 will consist of forty multiple-choice questions to be answered in forty minutes. The questions will cover all of the recommended texts under the three genres of Drama. Poetry and prose.
Here is the breakdown of how the questions are set: Five questions will be set from each of the three drama and prose texts, and 10 questions will be set from Poetry. 30 + 10 = 40 questions. A total of 40 marks (i.e., 27%) are awarded to this paper.
PAPER 3: Language (Essay)
Paper 3 in BECE English is a 45-minute essay to answer two compulsory questions, each of these questions carries 15 marks making it a total of 30 marks.
| BASIC EDUCATION CERTIFICATE EXAMINATION (BECE) ENGLISH STUDIES SYLLABUS | |||
| S/N | THEMES | TOPICS | OBJECTIVES |
1 | READING | I. Reading for main and supporting ideas | a. Identifying main and supporting ideas in a given passage relating to sports. education and election. b. Differentiating between main and supporting ideas/gists in a given |
| Reading to follow direction in written communication. | a. Reading to follow direction in written communication. b. Identifyng key words in the passage that show direction. c. Blending matenals with related sketches | ||
| Reading to identify the meanings of various contexts | Reading for meanings of words in various contexts through i. clues provided by sorrounding words; and ii. alternative words that can fit into the context. | ||
| IV. Critical Reading | a. Meaning and steps of critical reading. b. The critical process surveyng. skimming. line by line reading. recalling and reading. c. Reading to identify facts and opinions of a passage on “evils of smokin of cigarette•• | ||
| V. Reading for critical evaluation | a. Reading critically. b. Meamng of critical reading. c. Aspects of cntJcal reading. d. Essence of cntical reading. e. Selected passages on critical reading highlighting: i. facts; ii. opinions; and iii. deductions. f. Explanation on the meaning of danger signs on our roads, types of danger signs on the roads. | ||
| VI. Reading for speed | Reading for speed techniques i. surveying!scanning for main points. ii. skimming for specific infomation | ||
| VII. Reading for summary | a. Suitable passages/stories that illustrate: i. topic sentences, ii. kcy ideas. b. Expressions that redirect attention to the main points on: i. past content; ii. types of communication and iii. safe stora e of food. | ||
| VI. Reading to answer specific questions | Read selected passages carefully with the intention to answer the questions on them based on: i. knowledge level ii translation level iii interpretation level iv projection level. | ||
| IX. Reading for maximum retention and recall Intensive Reading | a. Reading for maximum recall b. Reading strategies e.g preview, question, recite, recall, review | ||
| X. Reading to understand the author’s mood | Reading to understand the author’s mood e.g anger, happiness, doubt, disappointment, suspicion, excitement etc. | ||
| XI. Reading for spatial description | Reading for spatial description e.g. interpretation of diagrams, maps and sketches | ||
| XII. Reading to understand the witer’s purpose | a. Understanding the writer’s purpose(s) e.g to persuade. inform, convince, irritate, annoy, p ease, entertain, dissuade, to stimulate thought and to indoctrinate. b.Selected passages on contemporary issues e.g. inflation, HIV/AIDs, mobile communication, corruption | ||
2 | WRITING | I. Writing to highlight main and supporting ideas | a. Story or passage highlighting main and supporting ideas. b. Arrangement of ideas in logical sequence with introduction and conclusion. |
| Il. Composition writing: Narrative, Descriptive. Expository and Argumentative. | a. Elements of composition: i. introduction: pre-writing, writing and editing ii. body iii. conclusion b. Arrangement of ideas in logical sequence. | ||
| Ill. Letter Writing: features of formal and informal letters. | Letter Writing: a. Types i. formal ii. informal b. Formal Letters (features) i. two addresses ii. openmg salutation iii. body of the letter iv. closing v. Signature c. Informal Letters (features) i. one address ii. opening salutation iii. body ofthe letter iv. closing | ||
| IV. Summary Writing | Summary writing from selected passages on contemporary issues. Essentials in summary writing: i. identification of topic sentences from given paragraphs passages. ii. identification of key ideas from different passages, e.g. passages on corruption and road accidents. | ||
3 | LISTENING SPEAKING | l. Speeches: Production of vowel and consonant sounds in passages | a. Vowel sounds b. Consonant sounds |
| II. (phonenes) | Long and short vowels, e.g. /æ/ back, /a:/ bark, / i/ be, / i: / bec, bit/beat, hit, heat. i. consonants and consonant clusters ii. consonants, e.g. fal/vim; fish/van; few/love iii. consonant clusters e.g. respect, principle, struggle b. diphtong /ei//ai //au/ | ||
| Ill. Speeches: Intonation, Stress and Rhythm | a. Listening to speeches based on the following: i. Human rights; ii. Gender issues; iii. Value Orientation; (honesty, respect for elders, punctuality, regularity etc.,) iv. Peace Education; v. Conflict Resolution; vi Drug abuse; vii. Global Warming; vüi. Road Safety; ix. Security and x. Inter-ethnic marriages. b. Highlighting correct intonation, stress and rhythm. c. Making statements, commands and questions using the correct stress, intonation and rhyme | ||
| IV. Comprehension | Speeches and Materials (live or recorded) based on the following: i. the family (a) Nuclear family (b) Extended family ii. the neighbourhood iii. accountability in govemment iv. . infectious diseases v. peace in the community vi. examination malpractice vii. our environment viii. health issues (diseases) ix. the computer x. cultural practices xi the school xii. election xiv. child labour and tramc | ||
4 | GRAMMATICAL ACCURACY | l. Parts of Speech | a. Nouns b. Verbs c. Adjectives d. Pronouns |
| Il. Parts of Speech: Adverbs, Conjunctions and Prepositions | a. Adverbs b. Conjunctions c. Prepositions d. Functions of: i. adverbs ii. conjunctions iii. prepositions e. Make sentences with i. adverbs ii. conjunctions iii. preposit!ons | ||
| Ill. Adverbials and Tenses | a. Identify features of adverbials and tenses from passages on i. peace and dialogue ii. human rights iii. value orientation b. Adverbials, e.g- Frequency: always, often. everyday i. intensifiers. e.g. so. such. very ii. manner. e.g. polite, rude c. Identification of adverbials and tenses in a given passage on: i. our culture ii. human rights iii. indiscrpline highlighting adverbials and tenses d. Kinds of Adverbials: i. contrast, e.g. yet, though, although: ii. reason, e.g., cause and effect: because. so that, in order. so as iii. manner, e.g. as if, as iv. purpose, e.g. so that, because v. condition. e.g. if. unless. until. provided. e. Tenses, e.g. present, past and future. f. Construction of sentences with adverbials and tenses. | ||
| IV. Active and Passive Verbs | a. Identification of Active and Passive verbs from passages on: i. preventing IIIV/AIDS ii. war against cultism iii. dangers of examination malpractice etc. b. Making sentences using: i. active verbs ii. passive verbs. c. Changing active to passive verbs and Vice versa. | ||
| V. Direct and Indirect Speech | a. Direct statements: Commands and requests, b. Indirect statements/lndirect speech | ||
| VI. Modal Forms | a. Identification ofmodals from selected passages based on the following: i. patriotism ii. discipline iii. benefits of reading newspapers b. Modals, e.g. will, can, would i. direct form ii. indirect fom | ||
| LITERATURE | |||
5 | LITERATURE | I. Introduction to Literature | a. Literature Pieces b. Types of Oral Literature c. Categories of Written Literature d. The whys Literature reflect different aspect of culture |
| Il. Introduction to Folktales | a. African & Non-African tales b. Features and Themes c. Didactic Lessons d. Entertamment e. Magical Features | ||
| Ill. Introduction to Myths and Legends | a. African and Non-African tales composing myths and legends b. Features.’Themes of myths and legends: 1. magic ii. supernatural iii. superstion | ||
| IV. Prose: Types and Features | a. Types of Prose: i. narrative ii. descriptive b. Features: i. plot ii. characterization iii. style iv. setting v. theme | ||
| V. Poetry: Types and Features | a. Poetry Types: i. ep1c ii. lyric iii. dramatic b. Features and Language: i. concise ii. unique iii. high | ||
| VI. Drama: Types and Features | a. Types of Drama: i. comedy ii. tragedy iii. tragi-comedy b. Features: i. theme ii. stage iii. action iv. plot v. characters c. Drama texts on safety of food and | ||
| VII. Figures of Speech: Similes and Metaphors | a. Definition of Figures of Speech b. Similes and Metaphors | ||
| Vlll. Prose: Short Stories and Novelettes | a. Short Stories and Novelettes based on: i. effects of climate change ii. road crashes iii. honesty and fair play b. Identification of Types of Prose: i. Narrative ii. Descriptive c. Features of Prose: Plot, Characterisation, Style. | ||
| IX. Nigerian and African Folktales | a. Nigerian and African Folktales b. Features: i. didactic ii. entertaining iii. magical iv. riddles | ||
| X. Popular Myths/Legends | a. African and Non-African Tales comprising popular myths and legends. b. Features of popular myths legends: i. magic ii. supematural iii. superstition | ||
| Xl. Poetry (Written) | a. Types of Poems (Language): i. concise ii. unique iii. high b. Narratives and Ballads | ||
| Xll. Drama: Kinds and Features | a. Drama Text b. Message of the Text c. Essential Props/Costumes | ||
| Xlll. More of Figures of Speech: Irony and Hyperbole | a. Definition of Irony and Hyperbole b. Identification of Irony and Hyperbole in Literature Texts c. Construction of corTect sentences with iron and h ole. | ||
| XIV. Non-African Folktales | Features of Non-African Folktales: i. didactic ii. entertaining iii. archaic | ||
| XV.Lessons from Myths/Legends | a. African and Non-African Tales comprising myths and legends b. Moral lessons from given m sne ends. | ||
| XVI. Prose (Revision) | a. Types of Prose b. Features of Prose | ||
| XVIl. Revision: Poetry | a. Poetry Types: i. Dirge ii. Epic, etc. b. Poetry Language: i. concise ii. unique iii. high | ||
| XVIII. Revision: Drama | a. Drama i. Theme ii. Features iii. Costumes iv. Props v. Performance Audience vii. Play Director viii. Setting ix. Characterization x. Lan | ||
The grades that were used are A, B, C, P, and F. They will be listed below in order of merit.
SN | SCORE | GRADE |
1 | 70-100 | Distinction |
2 | 60-69 | Very Good |
3 | 50-59 | Credit |
4 | 40-49 | Pass |
5 | 0-39 | Fail |
Recommended Literature Textbooks
DRAMA
PROSE
POETRY
Secondary Text
Poetry Anthologies
Segun Adeko, Reminders and other Poems, Cosmopolitan Books, Ibadan. 2015.
