NABTEB English Language Syllabus 2022

Activities/Remarks

1. Parts of Speech Identify the different parts of speech and state the function in the sentence.

Definition, Identification and uses of:

1.1 Parts of speech: noun, pronoun, adverb, verb, adjective, conjunction, preposition and interjection

2. 1.2  Construction of sentences with parts of Speech.
3. 1.3  Identification of parts of Speech in a sentence e.g. the boy is tall
   The – article
   boy – nounis – verb
   tall – adjective

Trainees to identify the various parts of speech and use them in sentences.

2. Definite and Indefinite Articles Use the definite article “the” and indefinate article “a/an” correctly in sentences.

2.1 Definite article “the” (where and when) to use the definite article – “the” in a sentence
The definite article – “the” is used:

1. With all nouns – countable and un- countable e.g. the boy/the rice/the union
2. When the noun is already known to us e.g. Bring the box on the table.
3. Before oceans, seas, rivers, deserts, e.g. the Sahara Deserts, the Atlantic Ocean

iv Before proper nouns in the plural e.g. the Joneses.

v. Before Superlatives e.g. I am the greatest man on earth.

2.2 Indefinite article “a/an” (when and where to use the indefinite article “a/an”) i. used with countable nouns in the singular form

1. (a)  the form ”˜a’ is used before words beginning withconsonants e.g. (a boy), or before consonant
   sound e.g. (a union)
2. (b)  The form ”˜an’ is used before words beginning

Note situations in which nouns are not preceded by the definite article.

Note situation in which nouns are not preceded by the indefinite article

with a vowel e.g. (an egg, an apple) or before vowel sound e.g. (An honour)

2. When one is not being specific e.g. There is a boyin the garden
3. For generalization e.g. anowl can see in the dark. Adog has four legs.
4. Used in expressionreferring to one person or thing e.g. He is such a nice man. What a lovely day it has been.
5. Denoting quantities e.g. a few books a lot of money.Indeed a little more.
6. For expressions with“pair”/”per” e.g. we earn twenty Naira an hour. Those shoes are twenty Naira a pair.
7. With people’s names (especially when thePerson is not known to the speaker e.g. Mr. Jones wants to see you.
   There’s a Mr. Adams outside waiting to see you.

3. Tenses
Identify the various simple tenses in sentences

3.1 Present, Past and Future e.g. I am great, (present)
I was great (past)
I will be great (future)

3.2 Sentence Construction
constructing simple sentences with the different tenses such that subject and verb agree e.g.
She wants some water.
I want some water.
They want some water.
You want some water

Trainees must be able to identify the various tenses.

Trainees should be able to construct sentences using appropriate tenses.

4. Sentence Concord Construct sentence high-lighting the

4.1 Subject and Verb Agreement
A singular noun takes on a singular verb, e.g. the dog barks, while a

Trainees should construct sentences and identify the subject and

agreement between subject and predicate

plural noun takes a plural verb e.g.

the dogs bark.
4.2 Exceptions to the rule of concord

(1) Case of indefinite pronoun e.g. Everybody is invited.

(2) Proximity of subjects of unequal status linked by correlating conjunctions

e.g. Not only the teachers,

the boy is bad. (3) Collective

noun/uncountable noun etc.

4.3 Agreement of Pronoun with its antecedents in e.g.

1. (a)  Number – Each man does the job his own way.
2. (b)  Gender: The man has his duty,the woman has hers, andthe people theirs
3. (c)  Person: 1st, 2nd & 3rdperson singular.
   I sing very well. You sing very well. She sings very well.

verb respectively before written work.

5. Lexical and Structural Pattern

i. Identify and use punctuation marks in sentences

ii. Change direct
speech to indirect speech and vice versa

iii Identify phrases and clauses in different types of sentence patterns and show the relationship between subject and verb.

iv. Identify and supply synonyms for given

1. 5.1  Punctuation Marks and their uses e.g. comma, full stop, question mark, semi-colon, exclamation mark, quotation mark, parenthesis dash, etc.
2. 5.2  Direct and Indirect Speech e.g. Direct: “The first Europeans to come to West Africa were the Portuguese”. Indirect speech is concerned with reporting the words spoken by a speaker e.g. Indirect: He said that the first Europeans to come to West Africa were Portuguese.
   Direct speech is concerned with the exact words of the speaker and as such we use quotation marks (“”) to mark off the exact words.
   Direct: Lilian: “What do you want Ellen?
   Indirect: Lilian asked Ellen what she

The various situations where they are used should be stressed.

Oral and written exercises on the conversion of direct to indirect speech and vice versa.

The change in verb tense should be extensively discussed

words

wanted.
5.3 Sentence Pattern: Identification and

uses e.g.
Simple Pattern
He ate his meat
She opened the windows.

Compound Pattern:
He checked round but he could not see him
She is very beautiful and doing fine academically.

Complex Pattern:
When I open the door I saw a little girl.

5.4 If I have coins I give to beggars. Phrases and Clauses: e.g.
A pretty girl
The black bag

Round and round
A phrase is a group of words without a finite verb which forms part of a sentence.
e.g. As a result of his hard work he became very rich.

5.5 Subject Predicate
The subject in the sentence is a word/group of words representing what we speak about. The predicate is a word/group of words often marked off by the verb representing what we say about the subject.

5.6 Antonyms and Synonyms
(a) Antonyms are words that are exactly

opposite in or nearly opposite in meaning e.g. good-bad, kind-hard hearted, amicable-hostile, temporarily-permanent, transitory- durable, discipline-indiscipline.

(b) Synonyms are words the same in meaning or nearly the same in meaning. Words of appropriate level such as imitation – mimic, busy-

Trainees should be able to list examples of the two types.

engaged, tasteless-inspired, dogmatic- rigid/obstinate energetic-active, timid-fearful, fear less-bold/brave.

6. Idiomatic Expressions and Figures of Speech i. Explain and use

idioms in sentences ii. Identify and explain

different types of figures of speech.

6.1 Idiomatic Expression
Idiom is an expression with a meaning that cannot be guessed from the meaning of the individual words e.g. His mother passed away, (died)

2. 6.2  Use of Idioms in sentences. He kicked the bucket last week (died). He was beating about the bush evasive).
   The ex-governor embarked on a white-elephant project (costly and unnecessary)
3. 6.3  Types of figures of speech e.g. metaphors, irony, personification, hyperbole, paradox, onomatopoeia, rhetorical question etc.
4. 6.4  Use of figures of speech in sentences.

Examples of idioms should be given by trainees.

Trainees should be able to use given figures of speech in Oral/written forms.

They should also be able to identify them whenever they occur.

Topic/Objective

Contents

Activities/Remark

1. Reading Skills
Read to get details from a given passage and answer questions based on it

1. 1.1  Carefully select comprehension passages of suitable complexity
2. 1.2  Selected passages of appropriate level
3. 1.3  Carefully designed questions relating to the idea and details in the passages

Trainees should be able to get the general ideas and the details in a passage.

2. Comprehension
Read and answer questions based on comprehension passages.

Selected comprehension passages of about 300 words and suitable and appropriate complexity in which many words have been used to convey different shades of meaning.

Questions based on the passages should aid trainees to identify the theme or subject matter, list and explain new words and make sentences with the new words.

3. Summary
Pick out the main ideas in a given passage and link these ideas in a logical concise summary.

3.1 Selected passages of suitable level of complexity in which the following ideas can be identified.

– key words/expressions – topic sentence
– title
– main points

3.2 Selected passages of suitable level of complexity in which linking words have been used to link the main points together logically and correctly.

These should be based on the following texts:

(a) dialogue
(b) narrative
(c) descriptive e.g.

matchless shapes, tools

etc.

4. (d)  explanation ofworkshop, practices andprocesses
5. (e)  explanation of ideas ora sequence of ideas.

Topic/Objective

Contents

Activities/Remark

1. Correspondence Analyse and outline the format of different types of correspondence.

1.1 Types of correspondence A letters:

1. (i)  Conversational or friendly letters -informal letters
2. (ii)  Social letters e.g.invitations and relies
3. (iii)  Business andcommercial letter e.g. letter of enquiry, order, sales and acknowledgement
4. (iv)  Government or official letters

B Advertisements – Print/Electronic Media

C Letters on technical subjects such as report writing

1.2 Analysisoftypesof correspondence

i. Letter form
ii. Choice or relevant

and/interesting

materials
iii. logical organization of

ideas.
iv. Use of the appropriate

style to the situation.
v. Correctness of structure vi. Use of suitable

expressions
vii. Use of accurate and

suitable vocabulary viii. Accurate use of

punctuation marks to give the required effect.

Differences between the various types should be highlighted.

Correct format and examples of the different types should be delineated

2. Types of Letters Write different types of letter observing conventional forms of style, spelling

2.1 Lettersformat – the address

– the date
– the direction/recipient’s

address
– salutation

Basic differences in the letters’ format for various types of letters, informal, semi- informal and formal letters should be

abbreviations etc.

– heading
– main body – closing

2.2 Style
– Vocabulary

– Abbreviations

– Slangetc.
2.3 Letter Writing – The various

types
– Informal – letters to friends, parents, relatives etc
– Semi-formal – letters to a pen friend a senior colleague etc.
– Formal e.g. application for job, letters to the press, official letters etc.

highlighted.

3. Evaluation of Correspondence Identify phrases and expressions to avoid in letter-writing

3.1 Revision on writing correspondence of different types

3.2 Sample letters with errors such as vocabulary errors, unwanted phrases and expressions which should be corrected

3.3 Letterwriting
e.g. letters requiring facts, directives protest and letters of appreciation.

3.4 Identify phrases and expression to be avoided

e.g. with much happiness, it’s the voice of your friend if so doxology… etc

3.5 Specimen letters to be criticized objectively

Topic/Objective

Contents

Activities/Remark

1. Paragraphing Expand sentences into paragraphs suitable for descriptive, narrative, exposition (etc) essay topics

1.1 Paragraph writing
1.2 Explanation of ideas clearly and

effectively
1.3 Expansion of a sentence into a

paragraph
1.4 Mechanical skills in writing

– punctuation – spelling
– paragraphing

1.5 Descriptive writing with simple objects or actions in a paragraph

1.6 Explainingaprocessin paragraph(s) e.g. the process of Garri making

1.7 GivingDirections/Directivesin paragraph(s) e.g.

The preliminary steps of developing paragraphs and outlines should be extensively taught before the actual writing of the essay topics.

2. Essay From Given Ideas Expand sentences into paragraphs on given ideas.

1. 2.1  Complex sentences for an essay with a given idea
2. 2.2  Expansion of points in ideas in 2.1 to produce a good essay

3. Essay From Given Topics

Outline and arrange ideas logically and accurately on an essay from given ideas

3.1 Outline of an Essay Introduction

Main body

Conclusion
3.2 Arrangementoftheoutlinein

sequential order – logical
– chronological

3. 3.3  Styles of Writing – Formal- Informal
4. 3.4  Formal Essay Topics- narrative
   – descriptive
   – argumentative
   – expository topics

Write out the essay topic suitable for each essay type.

Topic/Objective

Contents

Activities/Remark

1. Meaning of Report classify types of reports and their uses.

1.1 MeaningofReport
1.2 Classification of types and their

uses e.g. progress reports – recommendation reports – laboratoryreports
– memorandum

2. Collating Data for Report Writing
Select relevant materials for report writing

2.1 Simple on-the-spot observations 2.2 Usesofinterviewsand

questionnaires
2.3 Use of library for colling

information e.g. – gazettes
– symbols

3. Presentation of Report Write reports using the correct mechanics style and proper report layout.

1. 3.1  Write a report with simple, familiar and correct words.
2. 3.2  Styles of report presentation e.g. abbreviations- symbols
   – hyphenation of compound words.
3. 3.3  Report Layout/Format – heading/title- table of content – introduction
   – body
   – conclusion- recommendations – appendix
   – bibliography
4. 3.4  Oral presentation of reports

4. Interpretation of Report Analyse a given report or extracts from a report

4.1 Data Analysis through Diagram – pie chart

– bar chart
Interpretation and analysis of reports/extracts from a report

Topic/Objective

Contents

Activities/Remark

1. Consonants

Recognize and produce all the significant sound contrasts in the consonant system of English.

Produce and recognize consonant clusters which may occur both initially and finally in a syllable

1.1 Single Consonants

Initial

They – day Ship – chip Fan – van Tuck – duck Card – guard

Initial

Play – pray
Sting – string Scheme – scream Crime – climb Flue – free
Three – tree

Medial

buzzes – buses sopping-sobbing written – ridden faces – phases prices – prizes

Final

boat – both

breathe-breed wash – watch leaf – leave cup – cub

rains – range felt – felled sent – send nest – next
ask – axe missed – mixed

Final

Trainees should pronounce different words with contrasting consonant sounds.

2. Vowels

Recognize and produce all the

significant sound contrasts

in the vowel system of English

2.1 pure vowels 2.2 Diphthongs

Example of contrasts Seat – sit
Sit – set
Peck – pack

Pack – park Word – ward Cheer – chair Cut – curt Bird – bed

Trainees should identify and pronounce vowels with significant sound contrast.

3. Stress

Contrast stressed and unstressed syllables in

(1) words which are not otherwise distinguished.

(2) single words

Stress the right words in sentences.

Make emphatic stress when necessary

3.1 word stress
‘increase (noun) in ‘ crease (verb)

‘import
‘ rebel
‘convict
‘extract “ ex’tract “

“

“

re’bel “ con’vict “

“ im’port “

3.2 Sentence Stress
He went to the ‘town and ‘bought some ‘oranges Did you ‘ask him?
They ar’rived yesterday.
The man who ‘came.
I ‘fetched his ‘book

3.3 Emphatic Stress
The falling pitch illustrated below is one of the common ways of intruing contract which is

Trainees should be aware of the possibility of shifting stress from one syllable to another in different derivations of the same word.

Trainees should know that English stress occurs at regular intervals in time.