WAEC Syllabus For English Language 2022/2023 PDF | Free Download Syllabus

WAEC Syllabus For English Language Syllabus 2022/2023 PDF | Free Download WAEC English Syllabus Syllabus. It is obvious that many students are preparing for WAEC English SSCE Exams 2022 without the syllabus. the syllabus shows WAEC English Language Scheme of work.

I use this opportunity to inform you that your preparation is not effective Without the English language Syllabus  for WAEC 20221. This is an outline of the main points of a discourse, the subjects,

The West African Examination Council, WAEC has released the latest version of their English Language Syllabus to help candidates preparing to write the Exams.

If you’re interested in the Syllabus, read or download your copy of WAEC new English Language Syllabus now. The contents of the WAEC English Language curriculum.

WAEC Syllabus

This page Contains WAEC Syllabus for English Language  and can be downloaded for offline usage. Get your English Language Syllabus now for easy access. You can equally get likely WAEC English Language Questions and Answers here.

The Syllabus will help candidates to know the WAEC English Language Scheme of work and the WAEC English Language area of concentration while making adequate preparation for the exams.

WAEC English Language Syllabus 2022 PDF Download Available

Below is the Syllabus for the English Language examination: Topics To Read For WAEC English Language 2022

It is obvious that Waec registration and examination is around May/June examination is close. So many waec candidates have been asking questions about 2022 waec syllabus and topics to read so as to pass waec 2020 without much stress.

The truth of the matter is that,

the relevance of Jamb syllabus and expo on the topics to focus on cannot be overemphasised. There are four weapons you need you need to pass the WAEC 2020/2022 examination. They are:

WAEC Syllabus

In this article, I will bread down the waec English syllabus for you.

PAPER 1: This paper will be divided into three sections (A, B and C).

SECTION A: ESSAY WRITING (50 marks)

Candidates will be required to spend 50 minutes on this section. There will be five

questions in all and candidates will be required to answer only one question.

The questions will test candidates‟ ability to communicate in writing. The topics will

demand the following kinds of writing:

(i) letter;

(ii) speech;

(iii) narrative;

(iv) description;

(v) debate/argumentative;

(vi) report;

(vii) article;

(viii) exposition;

(ix) creative writing.

Credit will be given for

(i) Content: relevance of ideas to the topic and its specified audience and

purpose;

(ii) Organization: formal features (where applicable), good paragraphing,

appropriate emphasis and arrangement of ideas;

(iii) Expression: control of vocabulary and sentence structure;

(iv) Mechanical Accuracy: grammar, punctuation and spelling.

The minimum length expected will be 450 words.

SECTION B: COMPREHENSION (40 marks)

Candidates will be required to spend 50 minutes on this section. The section will consist

of two passages each of about three hundred (300) words. Candidates will be required to

answer questions on the two passages.

The questions will test the candidate‟s ability to

(i) find appropriate equivalents for selected words and phrases;

(ii) understand the factual content;

(iii) make inferences from the content of the passages;

(iv) respond to uses of English expressions to reveal/reflect

sentiments/emotions/attitudes;

WEST AFRICAN SENIOR SCHOOL CERTIFICATE EXAMINATION

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(v) identify and label basic grammatical structures, words, phrases or clauses

and explain their functions as they appear in the context;

(vi) identify and explain basic literary terms and expressions;

(vii) recast phrases or sentences into grammatical alternatives.

The passages will be chosen from a wide variety of sources all of which will be suitable for

this level of examination in terms of theme and interest. The passages will be written in

modern English that will be within the experience of candidates. The comprehension test

will include a total of three questions based on (vi) above in any one paper.

SECTION C: SUMMARY (30 marks)

Candidates will be required to spend 50 minutes on this section. The section will consist

of one prose passage of about five hundred (500) words and will test the candidate‟s abilityto

(i) extract relevant information;

(ii) summarize the points demanded in clear,

concise English;

(iii) present a summary of specific aspects or portions of the passage;

(iv) avoid repetition, redundancy and extraneous material.

The passage will be selected from a wide variety of suitable sources, including excerpts

from narratives, dialogues and expositions of social, cultural, economic and political issues

in any part of the world.

PAPER 2: This is an objective/multiple choice paper comprising 100 questions:

40 lexical and 60 structural items. Each question/item will have four options lettered A to D.

LEXIS

In addition to items testing knowledge of the vocabulary of everyday usage (i.e.home, social relationships, common core school subjects) questions will be set totest

the candidate‟s ability in the use of the more general vocabulary associated

with the following fields of human activity:

(a) Building;

(b) Plumbing;

(c) Fishing;

(d) Finance – commerce, banking, stock exchange, insurance;

(e) Photography;

(f) Mineral exploitation;

(g) Common manufacturing industries;

(h) Printing, publishing, the press and libraries;

(i) Sea, road, rail and air transport;

(j) Government and politics;

(k) Sports and entertainment;

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(l) Religion;

(m) Science and Technology;

(n) Power production – hydro, thermal, solar;

(o) Education;

(p) Transport and Communication;

(q) Military;

(r) Journalism and Advertising.

Idioms, i.e. idiomatic expressions and collocations (e.g. “hook, line and sinker”,

“every Tom, Dick and Harry” etc.) the total meaning of which cannot be arrived at simply

by consideration of the dictionary meanings of the words in the structures in which they appear.

III. Structural elements of English e.g. sequence of tenses, matching of pronouns

With noun referents, use of correct prepositions.

Figurative usage

By “more general” vocabulary is meant those words and usages of

words normally Associated

with the field of human activity in question which are generally known,

used and understood by most educated people who while not engaged in that field of activity may have occasion to read, speak or write about it. Thus, for example,

in the vocabulary of transportation by sea, one would expect knowledge of terms

such as “bridge” and “deck”, which most educated people understand, but not“halyard”

“dodge”, “davit” or “thrust block”, which are specialized.

All items will be phrased in such a way as to test the use and understanding of the

required lexis, rather than dictionary definitions and explanations. In practice, the test

of lexis will be so designed as to explore, not merely the extent of the

candidates‟ vocabulary but more importantly their ability to respond to sense

relations in the use of lexical items e.g. synonyms, antonyms and homonyms.

In the testing of figurative language, candidates will be expected to recognize

When an expression is used figuratively rather than literally.

STRUCTURE

Structure here is used to include:

(i) The patterns of changes in word-forms which indicate number, tense,

degree, etc.;

(ii) The patterns in which different categories of words regularly combine

toform groups and these groups in turn combine to form sentences;

(iii) The use of structural words e.g. conjunctions, articles, determiners,

prepositions, etc.

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PAPER 3 ORAL ENGLISH (50 marks)

This paper will test candidates‟ knowledge of Oral English. There will be three

alternatives for this paper: Alternative A for School Candidates in The Gambia and

SierraLeone, Alternative B for Private Candidates in The Gambia and Sierra Leone and

Alternative C for Nigeria Candidates only.

RECOMMENDED:

ALTERNATIVE A: LISTENING COMPREHENSION

This paper will be a Listening Comprehension Test.

This will be made up of 100 multiple choice objective items:

Recognition of consonants, consonant clusters, vowels, diphthongs,

stress and intonation;

Understanding of dialogues and narratives.

Section 1: Test of word final voiced-voiceless consonants in isolated words mainly,

but other features such as consonant clusters may also be tested.

Section 2: Test of vowel quality in isolated words.

Section 3: Test of vowel quality and consonant contrasts in isolated words.

Section 4: One of three alternatives below will be used in different years:

(i) test of vowel and/or consonant contrasts in sentence contexts;

(ii) test of vowel and consonant contrasts in isolated words – to be

selected from a list of at least four-word contrasts;

(iii) test of vowel and consonant contrasts through rhymes.

Section 5: Test of rhyming.

Section 6: Test of comprehension of emphatic stress.

Section 7: Test of understanding of intonation through short dialogues.

Section 8: Test of understanding of the content of longer dialogues and narratives.

NOTE: 1. Tape recorders will be used for the administration of this Listening

Comprehension Test.

Features to be tested:

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CONSONANTS

(a) Single Consonants – Candidates should be able to recognize and produce

all the significant sound contrasts in the consonantal system

of English. For the guidance of candidates, a few examples of such

contrasts are given below.

Initial Medial Final

they – day buzzes – buses boat – both

ship – chip parcel – partial

breathe – breed

fan – van sopping – sobbing wash – watch

pit – fit written – ridden leaf – leave

pit – bit anger – anchor cup – cub

tuck – duck faces – phases

cart – card

card – guard prices – prizes –

gear – jeer – –

(b) Consonant Clusters – Candidates should be able to produce and recognize

consonant clusters which may occur both initially and

finally in a syllable. They should also be able to recognize and produce

the consonant sounds in a consonant cluster in the right

order. For the guidance of candidates, a few examples are given below.

Initial Final

play – pray rains – range

sting – string felt – felled

scheme – scream sent – send

crime – climb nest – next

flee – free ask – axe

three – tree lift – lived

true – drew missed – mixed

blight – bright seats – seeds

tread – thread hens – hence

drift – thrift lisp – lips

glade – grade coast – coats

marks – masks

VOWELS

(a) Pure Vowels

(b) Diphthongs

(c) Triphthongs

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Candidates should be able to recognize and produce all the significant

sound contrasts in the vowel system of English. For the guidance of candidates, a few

examples of such contrasts are given below.

seat – sit

sit – set

peck – pack

pack – park

cart – cat

load – lord

pair – purr

park – pork

hard – heard

word – ward

let – late

cheer – chair

pet – pat – part – pate

hat – heart – height – hate – hut

part – port – pot – pat

caught – cot – cut – curt

pool – pull – pole –

bird – bed – bared

but – bat

III STRESS

(a) Word Stress – Candidates should be able to contrast stressed and

unstressed syllables in words which are not otherwise distinguished.

In addition, they should be aware of the possibility of shifting stress from

onesyllable to another in different derivations of the same word with

consequent change in vowel quality. For the guidance of candidates,

a fewexamples of changing word stress are given below.

„increase (noun) in‟crease (verb)

„import “ im‟port “

„rebel “ re‟bel “

„convict “ con‟vict “

„extract “ ex‟tract “

„record “ re‟cord “

„subject “ sub‟ject “

(b) Sentence Stress – Candidates should be aware that stress in sentences in

English tends to occur at regular intervals in time. English is therefore called

a stress-timed language. They should also be aware that in most

sentences, unless some sort of emphasis is introduced, only nouns,

mainverbs (not auxiliaries), adjectives and adverbs are stressed. Final pronouns

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should not be stressed, unless some kind of contrast is intended; relative

pronouns should not be stressed, nor should possessive pronouns. Thus,

for example, the following sentences should be stressed as indicated:

He „went to the „town and „bought some „oranges.

I „told him to „go to the „station to „ask when the „train would „leave.

Did you „ask him?

I „read it but I „didn‟t understand it.

They ar‟rived „yesterday.

The „man who „came.

I „fetched his „book.

NOTE: There are a few words in English that are pronounced differently depending

on whether or not they are stressed in the sentence. These are usually called

strong and weak forms.

(c) Emphatic Stress – Candidates should be aware of the use of emphatic

stress, most commonly to indicate a contrast, which is realized partly as a

change in pitch within the intonation pattern. The falling pitch illustrated

below is one of the common ways of indicating this:

IV INTONATION

Candidates should be made aware of the different forms English intonation takes in

relation to the grammar of the language and the attitudes conveyed by the speaker.

There are two basic intonation patterns or tunes: the falling and rising patterns.

They should also realize that whereas the normal place for the changing pitch in an

intonation pattern is on the last stressed syllable of the utterance (as indicated

below), placing the changing pitch elsewhere implies a contrast to the item on

which this changing pitch falls. For example:

He borrowed “my newspaper

He “borrowed „my newspaper

He borrowed my “newspaper

“He borrowed my „newspaper

(i.e, not hers)

(i.e, he did not steal it).

(i.e, not my book).

(i.e, not someone else).

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(a) Falling Pattern

(b) Rising Pattern

Note that (i) the two patterns indicated above may be combined in longer sentences,

(ii) candidates should note, in addition, that any unstressed syllable

following the last stressed syllable of the sentence is said on a low level

pitch when the pattern is falling, but continues the rise if the pattern is

rising. The same rule applies to tags following quoted speech.

They ar‟rived to‟day

„Where did he „go?

„Come „here!

Statement

WH — question

Command

Did he „see the „principal?

When the „train arrived

They arrived to‟day?

Yes/No question

Incomplete

Question

e.g: When the „train ar‟rived, the passengers were on the platform.

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ALTERNATIVE B

Alternative B is a multiple-choice paper of 50 items testing the content of the syllabus as

outlined for Alternative A.

The 50 items will cover the recognition of the following:

(1) pure vowels (5) word stress

(2) diphthongs (6) sentence stress

(3) consonants (7) emphatic/contrastive stress

(4) consonant clusters (8) vowel and consonant contrasts through rhymes.

ALTERNATIVE C: TEST OF ORALS (For School and Private Candidates in

Nigeria)

A Test of Orals format is a multiple-choice paper of 60 items testing a wide range of areas

or aspects of Orals as contained in the syllabus.

The Test of Orals will cover the following areas:

(1) Vowels – pure vowels and diphthongs;

(2) Consonants (including clusters);

(3) Rhymes;

(4) Word Stress/Syllable Structure;

(5) Emphatic Stress/Intonation Patterns;

(6) Phonetic Symbols.

The items to be tested in the specified areas are in accordance with the following blueprint:

SECTION AREA/FEATURE NO. OF ITEMS

Test of Vowels

Test of Consonants

Test of Rhymes

Test of Stress (4 – Syllable word)

Test of Stress (2/3 – Syllable word)

Test of Emphatic Stress/Intonation

Patterns in Sentences

Test of Phonetic Symbols

15 (10 pure vowels, 5 diphthongs)

10 (5 vocalic and 5 consonantal)

How to Use WAEC English Language Syllabus 2022

It is important for all candidates to make effective use of the Syllabus to Pass English Language very well. Get the syllabus is just a Step while effective usage is the most important aspect.

The following are ways to pass WAEC English Language with the Syllabus:

  1. Get the latest of the English Language Syllabus ready.
  2. Check the general Scheme and the ones for your Country
  3. Start studying beginning from the first subject.
  4. Make reference to WAEC English Language past questions to know how the questions comes.
  5. Always write down important points and randomly repeated Questions.
  6. Cover 70  percent of the Syllabus before One months to the exams commencement.
  7. Always do revision and keep testing yourself with exercises.
  8. Remember! Through God all things are possible.
  9. Good Luck!

If there are questions regarding the WAEC Syllabus for English Language, Feel free to leave it on the comments section below, we will get to you shortly.

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