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JAMB French Syllabus 2026/2027 & Textbooks

By Jamb2026 October 27, 2025 Blog, Syllabus, Textbooks 0 Comments

The JAMB French Syllabus 2026/2027 & Textbooks covers written comprehension, principles of French structure and usage, the workings of French sounds, and the culture and civilization of Francophone regions.

Candidates should be able to understand and answer questions on various topics, identify and apply grammatical rules, and understand how sounds work in speech through discrimination, syllabification, and liaison. The syllabus also includes comparisons of French and Francophone African culture with Nigeria

The JAMB French exam tests your comprehension and communication skills in French through multiple-choice questions on grammar, vocabulary, reading, and listening comprehension.

It is required for courses such as International Relations, French, Linguistics, and other language-related fields. To prepare effectively, study the JAMB syllabus and practice past questions regularly with colleagues.

Contents

1 Objectives
2 JAMB French Syllabus 2026/2027 & Textbooks
3 JAMB French Textbooks 2026/2027
4 Written Language
5 Oral
6 Culture of Francophone Countries

Objectives

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 candidates’ general ability to:

(i)Candidates must be able to Assess written comprehension in French;
(ii)Candidates must be able to observe the principles governing the structure and use of written French;
(iii)Candidates must be able to identify how French sounds work in speech production;
(iv) Candidates must be able to examine the culture of Francophone West Africa and France in relation (where possible) to the home country.

JAMB French Syllabus 2026/2027 & Textbooks

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	JAMB FRENCH SYLLABUS
SN	TOPICS	OBJECTIVES
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.	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
	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, 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. à, 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 du subjonctif. (b) négation (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. 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.)	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
	sound discrimination (e.g. tout/tu), (fais/fée.) letter-sound correspondence (e.g. ai-/e/, eau/o/.) syllabification (e.g. con/tente/ment.) liaison (e.g. trois animaux, des enfants.) 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? faux amis(e.g.librairie/library, rester/to rest, blesser/to bless.) identification of sounds to determine similarity (e.g. maison/saison, dents/du,fond/ fond.)	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.	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

JAMB French Textbooks 2026/2027

Written Language

Ajiboye, T. (2014) Companion to French Grammar (4thEdition): Ibadan: Cleavoketa books
Ajiboye, T. (2012) Nouvel Horizon, Book 4, New Revised Edition, Ibadan: Bounty Press.
Byrne and Churchill (1980) A Comprehensive French Grammar.
Hatier (1980) Le Nouveau Bescherelle: L’Art de Conjuguer, Ibadan: Spectrum Book Ltd.
Maice, G et Merlo, G., (1998), Grammaire progressive du français ( Niveau intermédiaire), Paris: Clé international.
Mazauric,. C, et Sirejols, E. (2006) On y va! Book 3,Ibadan: Spectrum Books Ltd.
Ojo, S. A.(2000) A Comprehensive Revision Handbook of French Grammar, Ibadan: Agora Publishing Company.
Any other relevant materials on French Grammar.

Oral

Ajiboye, T. (2010) An Introduction to Practice in Oral French, Ibadan: Bounty Press.
Leon, M. (1978) Initiation a ̀€ la Prononciation du Franc ́§mais Standard.
Any other materials that emphasize oral practice.

Culture of Francophone Countries

Girod R and Grand-Clement, F. (1979) Comment vivent les Français, Paris: Hachette
Mbuko, L. (2000) French Essays on Culture and Civilization for Schools and Colleges, Ibadan: Bounty Press.
Any other relevant materials, e.g. French newspapers, magazines, journals, and documents on Francophone life.
Dictionary

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