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Jamb Syllabus for Islamic Studies

 Islamic Studies 

139 ISLAMIC STUDIES GENERAL OBJECTIVES The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in Islamic Studies 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. master the Qur’ān and Sunnah as foundations of Islamic and social life;

 2. be familiar with Islamic heritage, culture and civilization; 

3. be acquainted with the tradition of Islamic scholarship and intellectual discourse; 

4. demonstrate knowledge of Islamic moral, spiritual, economic, political and social values; 

5. be exposed to the fundamental principles of Islam; and 

6. be prepared to face the challenges of life as good practising Muslims. 

DETAILED SYLLABUS PART 

1: THE QUR’ĀN AND HADĪTH TOPICS/CONTENTS/NOTES OBJECTIVES

 1. Revelation of the Glorious Qur’ān (i) Visits of the Prophet (SAW) to Cave Hira (ii) His reaction to the first revelation and its importance (iii) Different modes of revelation (Q.42:51): inspiration behind the veil, through an angel, etc. (iv) Piecemeal revelation (Q.17:106) (Q.25:32) (v) Names and attributes of the Qur’an Candidates should be able to: (i) analyse the Prophet’s (SAW) visits to Cave Hira and the purpose; (ii) describe the Prophet’s reaction to the first revelation and its importance; (iii) differentiate between the modes of revelation; (iv) explain why the Glorious Qur’ān was revealed piecemeal. (v) identify the names and attributes of the Qur’an Islamic Studies 

140 TOPICS/CONTENTS/NOTES OBJECTIVES

 1b. Preservation of the Glorious Qur’ān (i) Recording, compilation and standardization of the Qur’ān (ii) Differences between Makkah and Madinan suwar (iii) The role played by the Companions of the Prophet (SAW) on the collection and compilation of the Qur’ān. 1c. Importance of the Glorious Qur’ān as a source of guidance in spiritual, moral, economic, political and socio-cultural matters. 

1d. Divine authenticity of the Glorious Qur’ān (i) Proof of the Divine authenticity of the Glorious Qur’ān (Q.4:82) (Q.41:42) (ii) Uniqueness of the Glorious Qur’ān (Q.39:27) (Q.17:88) (Q.75:16-19) (iii) Divine preservation of the Glorious Qur’ān (Q.15:9)

 2. Tafsīr (i) Historical development of Tafsīr (ii) Importance of Tafsīr (iii) Types of Tafsir

 3. Introduction to Tajwīd (Theory and Practice 

4. Study of the Arabic text of the following suwar/ayats with tajwīd (a) al-Fātihah (Q.1) (b) al – cĀdiyāt (Q.100) (c) al –Qari’ cah (Q.101) (d) at -Takāthur (Q.102) (e) al – cAsr ((Q.103) (f) al -Humazah (Q.104) (g) al -Mā c ūn ((Q.107 (h) al -Kawthar (Q.108) (i) analyse how the Glorious Qur’ān was recorded, compiled and standardized. (ii) differentiate between Makkan and Madinan suwar

 (iii) evaluate the role played by the companions of the Prophet (SAW) on the collection and compilation of the Qur’ān. (i) examine the importance of the Glorious Qur’ān. (i) evaluate the proof of the divine authenticity of the Glorious Qur’ān; (ii) evaluate the uniqueness of the Glorious Qur’ān; (iii) examine the ways by which the Glorious Qur’ān was preserved. Candidates should be able to: (i) trace the origin and sources of Tafsīr; (ii) evaluate the importance of Tafsīr 

(iii) identify the types of Tafsir Candidates should be able to: (i) examine the meaning and importance of Tajwīd Candidates should be able to: (i) recite with correct tajwīd the Arabic texts of the suwar; (ii) translate the verses; (iii) deduce lessons from them; (iv) evaluate the teachings of the verses. Islamic Studies 

141 TOPICS/CONTENTS/NOTES OBJECTIVES 

(i) al – Kāfirūn (Q. 109) (j) al- Nasr (Q. 110) (k) al -Masad ((Q.111) (l) al -Ikhlās (Q.112) (m) al -Falaq ((Q.113) (n) an-Nās (Q.114) 5. Study of the Arabic text of the following suwar/ayats with tajwīd (a) al-A c alā (Q.87) (b) ad-Duhā (Q.93) (c) al-Inshirah (Q.94) (d) at-Tīn (Q.95) (e) alcAlaq (Q.96) (f) al-Qadr (Q.97) (g) al-Bayyinah (Q.98) (h) al-Zalzalah (Q.99) (i) Ayatul-Kursiyy (Q.2:255) (j) Āmanar-Rasūl (Q.2:285-6) (k) Laqad jāakum (Q.9:128-129)

 6. Hadīth 

(a) History of Hadīth literature - Collection of Hadīth from the time of the Prophet(SAW) to the period of the six authentic collectors of Hadīth 

(b) Authentication of Hadīth (i) Isnād (Asma’ur-rijāl) (ii) Matn (iii) Classification of Hadīth into Sahīh Hassan and Dac īf (c) The relationship between Hadīth and the Glorious Qur’ān Candidates should be able to: (i) recite with correct tajwīd the Arabic texts of the suwar; (ii) deduce lessons from them; (iii) evaluate their teachings; Candidates should be able to: (i) evaluate the history of Hadīth from the time of the Prophet (SAW) to the period of six authentic collectors. (ii) analyse the Isnād; (iii) analyse the Matn; (iv) distinguish between Hadīth Sahīh, Hassan and dac īf. 

Islamic Studies

 142 TOPICS/CONTENTS/NOTES OBJECTIVES (i) The importance of Hadīth (ii) The similarities and differences between Hadīth and the Glorious Qur’ān (d) The six sound collectors of Hadīth – biographies and their works. (e) Muwatta and its author – The biography of Imam Malik and the study of his book (f) The study of the Arabic texts of the following ahādīth from an-Nawāwi’s collection: 1,3,5,6,7,9,10,11,12,13,15,16, 18,19,21, 22,25,27,34, and 41 7. Moral lessons in the Glorious Qur’ān and Hadīth (a) General moral lessons contained in the admonition of Sage Luqman to his son (Q.31:12-18). (b) Goodness to parents (Q.17:23-24) (c) Honesty (Q.2:42)(Q.61:2-3) (d) Prohibition of bribery and corruption (Q:2:188), alcohol and gambling (Q.2:219) (Q.5:90-91), stealing and fraud (Q.5:41) (83:1-5), smoking, drug abuse and other intoxicants (Q.2:172-173, 195 and 219) (Q.4:43) (Q.5:3) (Q.6:118-121) arrogance (Q.31:18-19) and extravagance (Q.17:26-27) (Q.31:18-19) (e) Dignity of labour (Q.62:10) (Q.78:11) Hadīth from Bukhari and Ibn Majah: “that one of you takes his rope…….” “never has anyone of you eaten……”. Candidates should be able to: (i) examine the importance of Hadīth; (ii) distinguish between Hadīth and the Glorious Qur’ān. (i) evaluate their biographies and works (i) evaluate his biography; (ii) analyse his work. (i) interpret the ahādīth in Arabic (ii) apply them in their daily lives. Candidates should be able to: (i) use the teachings of the verses in their daily lives; (i) apply the teachings of the verses to their daily lives; (i) demonstrate the teachings of the verses in their daily lives. (i) use the teachings of the verses in their daily lives (i) apply the teachings of the verses in their daily lives. 

Islamic Studies 

143 TOPICS/CONTENTS/NOTES OBJECTIVES 

(f) Behaviour and modesty in dressing (Q.24:27-31) (Q.33:59) (g) Adultery and fornication (Q.17:32) (Q.24:2), homosexuality (Q.11:77-83) and obscenity (Q:4:14-15) Hadīth – “No one of you should meet a woman privately …… “Bukhari (h) Leadership (Q.2:124) and justice (Q.4:58 and 135) (Q.5:9) Hadīth – ‘take care everyone of you is a governor ….. concerning his subjects” (al-Bukhari and others) (i) Trust and obligations (Q:4:58) (Q.5:1) and promises (Q.16:91) Hadīth ‘he has (really) no faith …. Not fulfilled his promise” (Baihaqi) (j) Piety (Taqwa) (Q:2:177) (Q.3:102) (Q.49:13) Hadīth 18 and 35 of an Nawāwī (k) Tolerance, perseverance and patience (Q.2:153-157) (Q.3:200) (Q.103:3) Hadīth 16 of an-Nawāwī (l) Unity and brotherhood (Q.3:103) (Q.8:46) (Q.49:10) Hadīth 35 of anNawawi (m) Enjoining what is good and forbidding what is wrong (Q.3:104 and 110) (Q.16:90) Hādīth 25 and 34 of an Nawāwī 

8. PART II: TAWHĪD AND FIQH

 (a) Faith (i) Tawhīd Its importance and lessons (i) demonstrate the teachings of the verses in their daily lives. (i) apply the teachings of the verses in their daily lives. (i) apply the teachings of the verses and the Hadīth to their daily lives. (i) demonstrate the teachings of the verses and the Hadīth in their daily lives. (i) apply the teachings of the verses and the ahadīth in their daily lives. (i) Interpret the teachings of the verses and the Hadīth in their daily lives. (i) demonstrate the teachings of the verses and the Hadīth in their daily lives. (i) apply the teachings of the verses and the ahadīth in their daily lives. Candidates should be able to: (i) analyse the concepts of Tawhīd 

Islamic Studies 144 TOPICS/CONTENTS/NOTES OBJECTIVES 

(b) Kalimatush-Shahadah (i) Its meaning and importance (ii) The Oneness of Allah as contained in the following verses: (Q.3:18) Q.2:255) (Q.112:1-4) (iii) The servanthood and messengership of the Prophet Muhammad (SAW) as contained in the following verses (Q.3:144) (Q.18:110) (Q.48:29) and (Q.34:28) (iv) Universality of his message (Q.7:158) (Q.34:28) (v) Finality of his Prophethood (Q.33:40) (c) Shirk (i) Beliefs which are incompatible with the Islamic principles of Tawhīd: - Worship of Idols (Q.4:48) (Q.22:31) - Ancestral worship (Q.4:48 and 116) (Q.21:66-67) - Trinity (Q.4:171) (Q.5:76) (Q.112:1-4) - Atheism (Q.45:24) (Q.72:6) (Q.79:17-22) (d) General practices which are incompatible with Islamic principles of Tawhīd: - Superstition (Q.25:43) (Q.72:6) - Fortune-telling (Q.15:16-18) (Q.37:6-10) - Magic and witchcraft (Q.2:102) (Q.20:69) and 73)

 (i) evaluate the significance of kalimatushshahadah; 

(ii) identify the verses dealing with the Oneness of Allah. (i) explain the significance of the servanthood of the Prophet Muhammad (SAW); (i) evaluate the significance of the universality of Prophet Muhammad’s message; (i) examine the significance of the finality of the Prophethood of Muhammad (SAW). 

Candidates should be able to: (i) identify what actions and beliefs constitute shirk; (ii) explain the implications of beliefs and actions of shirk; (iii) appreciate why they should avoid actions of shirk. Candidates should be able to: (i) identify those practices that are incompatible with the Islamic principles of Tawhīd;

 Islamic Studies 145 TOPICS/CONTENTS/NOTES OBJECTIVES

 (Q.26:46) - Cult worship (Q.17:23) (Q.4:48) - Innovation (Bid’ah) (Q.4:116) and Hadīth 5 and 28 of an- Nawāwī 9. Articles of faith (a) Belief in Allah (i) Existence of Allah (Q.2:255) (Q.52:35-36) (ii) Attributes of Allah (Q.59:22-24) (iii) The works of Allah (Q.27:59:64) (b) Belief in Allah’s angels (Q.2:177 and 285) (Q.8:50) (Q.16:2) (c) His books (Q.2:253) and 285) (Q.3:3) (d) His Prophets: Ulul-azmi (Q.4:163-164) (e) The Last Day: Yawm-al-Bac th (Q.23:15-16) (Q.70:4) (f) Destiny: distinction between Qada and Qadar (Q.2:117) (Q.16:40) (Q.36:82) 10. Ibadat and their types (a) Good deeds (Q.3:134) (Q.6:160) (Q.2:177) (Q.31:8) (Q.103:1-3) 

26th Hadīth of anNawāwī (b) Taharah, its types and importance (alistinja’/istijmar, alwudu’, at-tayammum and al-ghusl (Q.2:222) (Q.5:7) Hadīth 10 and 23 of an-Nawāwī. (c) Salah (i) Importance: (Q.2:45) (Q.20:132) (Q.29:45) 

and Hadīth 23rd of anNawāwī (ii) examine those practices that are incompatible with Tawhīd; (iii) shun off those actions; (iv) demonstrate the teachings of the verses and the ahadīth in their daily lives. Candidates should be able to: 

(i) examine the significance of the articles of faith; (ii) list the attributes of Allah; (iii) examine the works of Allah; (iv) explain the belief in Allah’s books; (v) identify the verses on Allah’s books; (vi) explain the belief in the Prophets of Allah and its significance; (vii) analyse the belief in the Last Day and its significance; (viii) evaluate the belief in destiny and its significance. Candidates should be able to: (i) identity what constitutes acts of ibadah; 

(ii) distinguish between the different types of taharah; (i) assess the importance of salah to a Muslim’s life; 

Islamic Studies 146 TOPICS/CONTENTS/NOTES OBJECTIVES

 (ii) Description and types of salah (iii) Things that vitiate salah (d) Zakah (i) Its types and importance (zakatul-fitr, zakatul mal, al-an-am and al-harth (Q.2:267) (Q.9:103) 3rd Hadīth of anNawāwī (ii) Collection and disbursement (Q.9:60) (iii) Difference between Zakah and sadaqah (e) Sawm (i) Its types and importance (fard, sunnah, qada and kaffarah) (Q.2:183-185) 3rd Hadīth of an-Nawāwī (ii) People exempted from sawm (iii) Things that vitiate sawm (f) Hajj (i) Its importance (Q.2:158 and 197) (Q.3:97) (Q.22:27-28) (ii) Type (Ifrad, Qirān and Tamattuc ) (iii) Essentials of Hajj (Arkan al Hajj)

 (iv) Conditions for the performance of Hajj (v) Differences between Hajj and Umrah (g) Jihad: Concept, kinds, manner and Lessons (Q.2:190-193) (Q.22:39-40) 11. 

Family Matters (a) Marriage (i) Importance (Q.16:72) (Q.24:32) (Q.30:20-21) (ii) Prohibited categories (Q.2:221) (Q.4:22- 24) (iii) Conditions for its validity (Q.4:4) (Q.4:24-25) (iv) Rights and duties of husbands and wives (Q.4:34-35) (Q.20:132) (Q.65:6- 7) (v) 

Polygamy (Q.4:3 and 129) (b) Idrar ill-treatment of wife (Q. 65:1-3) (ii) analyse different types of salah; (iii) identify things that vitiate salah.

 (i) differentiate between the various types of zakkah and the time of giving them out; (ii) explain how to collect and distribute zakah; (iii) distinguish between zakah and sadaqah. (i) compare the various types of sawm; (ii) list the people who are exempted from fasting; (iii) explain things that vitiate fasting. (i) examine the importance of Hajj; (ii) differentiate between the types of Hajj; (iii) explain the essentials of Hajj;

 (iv) evaluate the conditions for performance of Hajj; (v) differentiate between Hajj and Umrah. (i) examine the concepts of jihad and its type; (ii) evaluate the manner of carrying out jihad and its lessons. Candidates should be able to: (i) analyse the importance of marriage; (ii) list the category of women prohibited to a man to marry; 

 (iii) examine the conditions for validity of marriage; (iv) explain the rights and duties of the spouse; (v) evaluate polygamy and its significance. (i) examine the ill-treatment of wife in marriage

 Islamic Studies 147 TOPICS/CONTENTS/NOTES OBJECTIVES

 (c) Divorce (i) Attitude of Islam to divorce (Q.2:228) (Q.4:34-35) Hadīth “of all things lawful … most hateful to Allah..” (Abu Daud 15:3) (ii) Kinds (Talaq, Khul;, Faskh, Mubara’ah and Li cān) (Q.2:229-230) (Q.24:6-9) 

(iii) Iddah, kinds, duration and importance (Q.2:228 and 234) (iv) Prohibited forms of dissolution of marriage. (Ila and Zihar) (Q.2:226- 227) (Q.58:2-4) (v) Custody of children (Hadanah) (d) Inheritance (i) Its importance (ii) Heirs and their shares (Q.4:7-8, 11-12 and 176) 12. Sources and Schools of Law (i) The four major sources (the Qur’ān, Sunnah, Ijmac and Qiyās) 

(ii) The four Sunni Schools of law and their founders. 13. Islamic Economic System (i) Islamic attitude to Riba (Q.2:275-280) (Q.3:130) (Q.4:161) Hadīth 6 th of anNawāwī (ii) At-tatfif (Q.83:1-6) (i) analyse the attitude of Islam to divorce. (i) examine the different kinds of divorce; (i) differentiate between the various kinds of iddah; (ii) analyse its duration and significance.

 (i) explain the prohibited forms of ending marriage. (i) examine who has the right to custody of children. (i) evaluate the significance of inheritance. (i) identify the categories of the Qur’ānic heirs; (ii) explain the share of each heir; Candidates should be able to: (i) analyse the four major sources of Islamic law; (ii) examine the biography of the founders of sunni schools of law; 

(iii) examine contributions of the founders of the sunni school of law Candidates should be able to: (i) analyse Islamic attitude to Riba; (i) relate at-tatfif and its negative consequences; Islamic Studies 148 TOPICS/CONTENTS/NOTES OBJECTIVES (iii) Hoarding (ihtikar) (Q.9:34) (iv)

 Islamic sources of revenue: Zakah, Jizyah, Kharaj and Ghanimah 

(v) Baitul-mal as an institution of socioeconomic welfare (vi) Difference between the Islamic economic system and the Western economic system 14. Islamic Political System (i) Allah as the Sovereign (Q.3:26-27) (ii) The concept of Shurah (consultation) (Q.3:159( (Q.42:38) (iii) The concept of Adalah (justice) (Q.5.9) (Q.4:58 and 135) 

and Mas’uliyah (accountability)(Q.17:36) (Q..102:8) (iv) The rights of non-Muslims in an Islamic state (Q.2:256) (Q.6:108) (v) Differences between the Islamic political system and the Western political system. PART III: ISLAMIC HISTORY AND CIVILIZATION 15. Pre-Islamic Arabia (Jahiliyyah) (i) Jahiliyyah practices: idol worship, infancticide, polyandry, gambling, usury, etc. (ii) Islamic reforms 16. The Life of Prophet Muhammad (SAW)

 (i) His birth and early life (ii) His call to Prophethood (iii) His Dacwah in Makkah and Madinah (i) examine ihtikar and its implications on society. (i) identify the sources of revenue in Islam; (ii) evaluate the disbursement of the revenue. (i) explain the uses of baitul-mal in the Ummah. (i) differentiate between the Islamic and Western economic systems. Candidates should be able to: (i) analyse the concept of Allah’s sovereignity; (ii) examine the concept of shurah in Islam; 

(iii) evaluate the concept of justice and accountability; (iv) examine the rights of non-Muslims in an Islamic state; (v) differentiate between the Islamic and Western political systems. Candidates should be able to: (i) distinguish the different types of practices common to the Arabs of al-Jahiliyyah; (ii) trace the reforms brought about by Islam to the Jahiliyyah practices. 

Candidates should be able to: 

(i) account for the birth and early life of the Prophet Muhammad (SAW); (ii) provide evidence for the call of Muhammad (SAW) of Prophethood;

 Islamic Studies 149 TOPICS/CONTENTS/NOTES OBJECTIVES

 (iv) The Hjrah (v) His administration of the Ummah in Madinah (vi) The battles of Badr, Uhud and Khandaq: causes and effects (vii) The Treaty of al-Hudaibiyyah and the conquest of Makkah (viii) Hijjatul-wada (the farewell pilgrimage) sermon, and lessons. (ix) Qualities of Muhammad (SAW) and lessons learnt from them 

17. The Rightly Guided Caliphs (al-Khulafa’u rashidun) – the lives and contributions of the four Rightly Guided Caliphs 

18. Early contact of Islam with Africa (i) Hijrah to Abyssinia (ii) The spread of Islam to Egypt (iii) The role of traders, teachers, preachers, Murabitun, Sufi orders and Mujaddidun to the spread of Islam in West Africa. 

19. The Impact of Islam in West Africa (i) The influence of Islam on the sociopolitical life of some West African Empires: Ghana, Mali, Songhai and Borno (iii) analyse the Dacwah activities of the Prophet Muhammad (SAW) to Madinah; (i) account for the Hijrah of the Prophet Muhammad (SAW) in Makkah and Madinah.

 (i) analyse the administration of the Muslim Ummah in Madinah. (i) account for the causes and effects of the battles of Badr, Uhud and Khandaq; (i) trace the circumstances leading to the formulation of the Treaty of Hudaibiyya; (ii) account for the Conquest of Makkah;

 (i) examine the farewell pilgrimage of the Prophet and its lessons; (i) analyse the qualities of Muhammad (SAW) their relevance to the life of a Muslim. Candidates should be able to: (i) trace the biographies of the four Rightly Guided Caliphs; (ii) evaluate their contributions to the development of Islam. 

Candidates should be able to: 

(i) evaluate their circumstances leading to the Hijrah to Abyssinia; (i) give reasons for the spread of Islamic in Egypt; (i) account for the roles of traders, teachers, preachers, Murabitun, Sufi orders and Mujaddidun in the spread of Islam in West Africa. Candidates should be able to: (i) analyse the influence of Islam on the sociopolitical system of some West African States; 

Islamic Studies 150 TOPICS/CONTENTS/NOTES OBJECTIVES

 (ii) The impact of Islam on the economic life of some West African states: Timbuktu, Kano and Borno 

20. Contributions of Islam to Education (i) The aims and objectives of Islamic Education (ii) The Glorious Qur’ān and Hadīth on Education (Q.96:1-5) (Q.39:9) (i) “The search for knowledge is obligatory on every Muslim” (Ibn Majah) 

(ii) “Seek knowledge from the cradle to the grave” (iii) “The words of wisdom are a lost property of the believer … a better right to it…. “ (Tirmidhi) (iii) Intellectual activities of Islam in West Africa (development of written history in Arabic and the establishment of Sankore University)

 (iv) Intellectual activities of Ahmad Baba of Timbuktu, Sheikh al-Maghili, Sheikh Usman Danfodio, Sultan Muhammad Bello and Ibn Battuta (vi) Islamic Education Institutions: House of Wisdom in Baghdad, al-Azhar University in Cairo and Nizamiyyah University in Baghdad. 

(vi) The lives and contributions of Ibn Sina, Al-Ghazali, Ibn Rushd, ar-Razi and Ibn Khaldun to education. (i) evaluate the impact of Islam on the economic life of Timbuktu, Kano and Borno. Candidates should be able to: (i) explain the aims and objectives of Islamic Education; (i) assess the position of the Glorious Qur’ān and Hadīth in education;

 (ii) examine the importance of seeking knowledge in Islam; (i) analyse the intellectual activities of Islam in West Africa. (i) assess the contributions of Sheikh al-Maghili, Sheikh Uthman Dan Fodio, Sultan Muhammad Bello and Ibn Battuta to education; (i) account for the development of intellectual centres in Baghdad and Cairo; (i) examine the contributions of Ibn Sina to the development of Medicine; (ii) assess al-Ghazali’s contribution to Islamic education;

 (iii) analyse Ibn Rushd’s contribution to philosophy and fiqh; (iv) assess ar-Razi’s contribution to philosophy; Islamic Studies 151 TOPICS/CONTENTS/NOTES OBJECTIVES (v) analyse Ibn Khaldun’s contribution to modern sociology and method of writing history. Islamic Studies 152 RECOMMENDED TEXTS Abdul, M.O.A. (1976) 

Studies in Islam Series Book 3, 

Lagos: IPB Abdul, M.O.A. (1982) Studies in Islam Series 

Book 2, 

Lagos: IPB Abdul, M.O.A. (1988)The Classical Caliphate, Lagos: IPB Abdulrahman and Canham (n.d) The Ink of the Scholar, OUP Ali, A.Y. (1975) 

The Holy Qur’ān Text: Translation and Commentary Leicester: The Islamic Foundation Ali, M.M. (n.d) The Religion of Islam, Lahore Doi, A. R. I. (1997) 

Shariah: The Islamic Law; Kuala Lumpur: Noordeen Hay Lal, M. (1982) 

The Life of Muhammad (SAW), Academic Press Lemu, A. (1992) Methodology of Primary Islamic Studies, Lagos: IPB Lemu, A. (1993) Islamic Studies for SSS, Book 1, Lagos: IPB Lemu, A. (1993) Islamic Studies for SSS, Books, Minna: IET Muhammad, S. Q. (2010) al-Burhanu fi tajwīdil Qur’ān Cairo: Shirkatul-Qudus Opeloye, M.O. (1996) 

A Dictionary of Peoples and Places in the Qur’ān, Lagos: Academic Press Philips, A. A. B. (1997) Usool at-Tafseer, Kuala Lumpur: Noordeen Quadri, Y.A. et al (1990) 

Al-Iziyyah for the English Audience, Ijebu Ode: Shebiotiuom Publication Rahim, A. (1992) Islamic History, Lagos: IPB Sambo, M.B. et al (1984) Islamic Religious Knowledge for WASC Book 1, Lagos: IPB Sambo, M.B. et al (1984) Islamic Religious Knowledge for WASC Book 3, Lagos: IPB Trimingham, J.S. (1993) A History of Islam in West Africa, Oxford, OUP

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English Language Past Questions

 English Language Past Questions 

1) Victor will not attend the dinner party tonight: he is afraid of his own shadow.

A. not in the mood

B. attending another party

C. scared of imaginary things

D. unhappy with his assigned role

E. unable to forget his fears.

2) Telling Ali to break his habit of coming to work late is like knocking your head against a brick wall.

A trying the impossible

B. asking him to beat you up

C. making a fool of yourself

D. asking him to be your enemy

E. making him break down at work.

3) He lost his voice momentarily.

A. in a moment

B. in a split second

C. for a brief period of time

D. without delay

E. instantly.

4) The corrupt official had to leave the public service willy nilly.

A. unprepared

B. reluctantly

C. willingly

D. compulsorily

E. by retirement

5) I am yet to write the penultimate paragraph of my essay.

A. last but one

B. third to the last

C. second

D. concluding

E. introductory

6) One hindrance to the orderly economic development of the country is large-scale fraud and corruption.

 

 

A. difficulty

B. element

C. reason

D. obstacle

 

From the alternative provided in the question below select the one which is most appropriately completes the sentence: JAMB English Past Questions and Answers in PDF Format

Had he known that it would rain, he ________ his umbrella with him.

A) would have taking

B) was going to take

C) would be taking

D) would have taken

E) would take

 

Question 2

From the alternative provided in the question below select the one which is most appropriately completes the sentence:

Omeime was taking his dog for a walk when the dog suddenly _______ from its chain and escaped

A) broke through

B) broke lose

C) broke even

D) broke loose

E) broke away

Question 3

From the alternative provided in the question below select the one which is most appropriately completes the sentence:

I was still sleeping when the national news ________ this morning

A) were broadcast

B) were broadcasted

C) was broadcast

D) was broadcasted

E) were being broadcasted

 

Question 4

From the alternative provided in the question below select the one which is most appropriately completes the sentence:

Each of the contestants ________ a chance to win

A) has

B) have

C) get

D) gets

E) take

 

Question 5

From the alternative provided in the question below select the one which is most appropriately completes the sentence:

I gave the book to the library attendant ________ I think works in the evenings

A) whom

B) whose

C) which

D) who

E) of whom Pounds to Naira

 

Question 6

From the alternative provided in the question below select the one which is most appropriately completes the sentence:

The politicians are responsible for the ________ events have taken in this country

A) course

B) curse

C) coarse

D) cause

E) corse

 

Question 7

In the question below choose the option opposite in meaning to the word in capital letters:

The chief was GENEROUS in his award of university scholarships

A) nobel

B) considerate

C) liberal

D) mean

E) honest

 

Question 8

In the question below choose the option opposite in meaning to the word in capital letters:

To most people last Christmas was an AUSTERE period

A) prosperous

B) harsh

C) severe

D) sour

E) stern Jamb Result

 

Question 9

In the question below choose the option opposite in meaning to the word in capital letters:

Chidi is naturally TACITURN

A) friendly

B) cheerful

C) dumb

D) lively

E) garrulous

 

Question 10

In the question below choose the option opposite in meaning to the word in capital letters:

He is loved for his ALTRUISM.

A) benevolence

B) sincerity

C) selfishness

D) selflessness

E) kindness

 

 

 

 

 

 

 

Jamb English Questions And Answers

Passage I: Read the Passage and Answer Questions that follow…

Nigerian novelists, like other writers, have been influenced by their environment and by the circumstances in history, which helped to make that environment what it is today.

 

They write partly to explain the social dilemmas of the group to which they belong and party to portray a way of life, which has survived, to some extent. This culture might have survived more fully if certain historical events had not so drastically affected Africa and the attitude of Africans, not only to people of other races but also to their own selves.

 

Of these experiences the slave trade is the most remote and has therefore exercised only an indirect influence on the

present writer. What certainly provided the motivation and subsequently the tools for writing is the colonial experience.

 

This experience was such that it disturbed the life of the average Nigerian even though it left him free for the most part to carry on his traditional pursuits. Just as the colonial government followed the lead of the trading companies in administrative matters, so also did it allow the missionaries to take the initiative in matters of formal education.

 

Though the government was at first slow in providing education, it was willing, albeit reluctantly to give

support to the effort of the missionaries. The missionaries controlled education at the early stages and most of the Nigerian writers attended missionary schools at least at the primary level.

 

The aim of Christian missionary education was to make converts to the Christian faith. Its target was the people and to reach the people, the vernacular had to be used.

 

 

1. Which of the following constituted a major influence on Nigeria writers

A. Social group and history

B. Social group and the slave trade

C. Environment and history

D. The slave trade colonialism

 

2. Which of the following statement is TRUE

A. Nigerian writers are Christians

B. The slave trade has an indirect influence on the writers

C. The missionaries took the lead in economic activities

D. Nigerian writers used the vernacular in their works.

 

3. We can infer from the passage that in their efforts at providing

formal education for Nigerians, the missionaries

A. received immediate government support

B. received limited government support

B. did not need government support

D. rejected government support

 

4. Formal education of the early stages of colonialism was provided by

A. The missionaries only

B. The missionaries and the government

C. Government agencies

D. The converts

 

5. Christian missionary education was aimed at

A. Educating people to be useful to themselves

B. Winning souls for Christ

C. Destroy the Traditional Religions

D. Enhancing Colonialism

 

COMPREHENSION PASSAGE ANSWER

Ans C

“Environment and history” (direct factual question)

2. Ans B

“The slave trade has an indirect influence on the writer” (direct factual question).

3. Ans B

“Received limited government support” (implied

question)

4. Ans A

“The missionaries only” (direct factual questions)

5. Ans B

“Winning souls for Christ” (direct and implied

questions)

 

PASSAGE TWO:  Following each gap, four options are provided. Choose the most appropriate option for each gap.

 

How does a book get published? In some cases publisher might ….6…. [A. inaugurate B. authorize C. empower D

Commission] and author to write a book. This happens when publisher already knows roughly what kind of book he wants to publish, and has already identify the potential …7… [A congregation B. participants readership D. audience]. Many educational books fall into this category.

 

In order cases, an author may send in a …8… [A manuscript B. draft C. script D. document] to be considered for

publication Publishers receive many of these, and it is their job to decide which ones to publish-not all bookstand an equal chance of selling in sufficient numbers to justify the publisher’s ..9… [A. payment B. Investment C. purchase D.

subsidy]. Publishers will often send work to an

independent ….10… [A. reporter B. examiner C. critic D.

reader] to report on.

 

Even if a publisher..11.. [A. scraps B. ignores C. rejects D. snubs] an author’s work, he will usually try to make some helpful comments, for young authors need plenty of …12… [A morale B. courage C. spirit

D. encouragement], moreover, the amateur scribbler of today may turn into the best-selling author of tomorrow.

 

Once a book has been accepted for publication, the publisher still has many other decisions to make. Invariably, books need to be …13… [A. altered B. edited C. perfected D analyzed] for even the best authors work can be improved upon, somehow. The many …14..  [A. design B. plan C organization D. critical] problems include the size of the page, the type and size of print, the type of cover, the…15. [A pictures B. illustrations C. captions D. paintings) and who should draw them – all these questions and many more have to be decided

 

From the following questions 16-25, select the option that best explains the information conveyed in the sentence.

 

 

16. One of the referees shall sign here

A. It is desirable that one of the referees signs here

B. It is reasonable that one of the referees signs here

C. It is obligatory that one of the referees signs here

D. It is advisable that one of these referees signs here

 

17. There is no written law on this issues, the doctor will rely of thumb

A. The rector will rely on information received

B. The rector will rely on his position

C. The rector will rely on sheer sentiment

D. The rector will rely on his experience

 

18. The principal opened the letter in error

A. It was wrong but he intended to do it

B. He did it unknowingly

C. He was right to do so officially

D. It was done in order to teach the owner a lesson

 

19. Everyone but Nick was late to the meeting

A. Everyone except Nick came in time

B. Everyone including Nick did not come in time

C. Only Nick did not come in time

D. Only Nick came in time

 

20. They must have been working for hour by now

A. They will have to go on working for hours

B. They have certainly worked continuously for hours

C. They have now stopped working

D. They had been obliged to work continuously for hours

 

21. Mrs. Ahmed made the promise with her tongue in her check

A. She should not be taken seriously

B. She was shy as she spoke

C. She could not be heard because her tongue was hidden

D. She should not be believed because of the special way made the promise.

 

22. The cashier attends the board meeting sparingly

A. He attends the meeting quite often

B. He seldom attends the meeting

C. He attends the meeting regularly

D. He attends the meeting unwillingly

 

23. When he was presented with a huge estimate for the project, manager hit the roof

A. He became very suspicious

B. He threw an object to the roof

C. He became very angry

D. He ordered the project to be started at once

 

24. Youth see the world through rose-coloured spectacle

A. They look at the world with spectacles in rose colours

B. They view life over-optimistically

C. They see the world as serious

D. They are happy with life

 

25. If you (master J) were around Lazarus would not have died

implies that

A. The master was around and Lazarus did not die

B. the master was not around and Lazarus did not die

C. Lazarus actually died when the master was not around

D. Lazarus died even though the master was around

 

From the following Questions 26 to 35, Choose the option Opposite in meaning to the word or phrase in italics.

 

26. Our Economy is now Buoyant

A. unfavourable B. bleak gloomy D. depressed

 

27. The House of Assembly ratified the controversial bill

A. reviewed B authenticated C. Corroborated D. Standardized

 

28. Our school was invaded by some militant boys

A. defended B. destroyed C. attacked D. built

 

29. One should guard against making sacrilegious remix

A. impious B. reverent C. Blasphemous D. reverential

 

30. My mother is very daring

A. Intrepid B. timid C. adventurous D. rash

 

31. In writing, we must choose appropriate words to express our

ideas…

A. close B. ineffective Capt D. unsuitable

 

32. The Supreme Court quashed the judgment of the lower court

A. criticized B. commended C. annulled D. upheld

 

33. The girl was in ebullient mood

A. joyous B delightful C dull D. stressful

 

34. The engineer had inadvertently pushed the wrong button

A consciously B. conscientiously C. carelessly D. rightly

 

35. The recently released musical album was considered obscene by many music fans

A. polite B. pleasant Charmless D. decent

 

In each of questions 36 – 44, choose the option nearest in meaning to the word or phrase in italics

 

36. Musa will buy the house regardless of our complaints

A. mindful of B. out of concern for C. irrespective of D. in consideration of

 

37. The governor was able to redress the injustice done to the farmers

A restore B. explain C aggravate D. remedy

 

38. The ostensible reason for his failure was his refusal to study

A apparent H. plan Cvisible D. open

 

39. He became melancholic when he was told he had not won the

scholarship

A disgruntled B. dejected C, defeated D. defiant

 

40. Mrs. Adebayo put forward a preposterous suggestion

A reasonable B. an absurd a great D, an obscurial

 

41. The General manager will give up work at the end of this month.

A retire B. Resign C. Surrender D. Withdraw

 

42. I have confidence in here

A. hope in B. doubt in C. dependence on D. Intimacy with

 

43. The man was delegated by the government to investigate the matter

A. nominated B. deployed C. commanded D. employed

 

44. Adaora is quite inflexible when she has made up her mind

A. unpersuasive B, stiff unyielding D. stationery

 

From the following questions 45 – 54, choose the option that Best Complete the gap(s)

 

45. After three consecutive months without pay at work, we are beginning to feel the A. consequence B. crunch C. pain D. poverty E. result

 

46. Poor feeding causes ___  in children

 

A. malfunction malediction C. malnutrition D. maladjustment E. malaria

 

47. ___ evidence contradicted what had earlier stated in

writing.

A. comprehensive B. oral C. given D. voluntary E. forced

 

48. The unlucky woman often ___ operation to be delivered of her babies

A. undergoes B. overgoes C. understudies

D. underwrites E. over studies

 

49. If you don’t have all that you need for your cookery lesson you should

A. assimilate B. constitute C. improvise D. invent E. renovate

 

50. Though Chike has been ___ his colleagues believe that

he committed the crime.

A. authenticated B. convicted C. pardoned D. Exonerated E. sentenced

 

51. The panel which investigated the recent riot has submitted its ___ to government.

A. findings B. memorandum C. report D. petition E terms of reference

 

52. The ___ meeting of the newly constituted Board of Internal Revenue comes up next week

A. valedictory B. inaugural C. ceremonial

D. pre-election E. proposed.

 

53. The retrenched workers are bracing up for a ___ their employers

A. showcase B. show man’ C. showdown

show – piece E. show-off with

 

54. The examination body ___ the entrance examination because there were confirmed reports of widespread malpractice

 

A cancelled B. condemned C. denounced D. dethroned E. Impenched

 

English Test Of Orals Questions

From the words lettered A to D, choose the word that has the Same Vowel Sound as the one represented by the letter(s) underlined

 

55. Feast A. head B. caprice C. suffice D. practice

56. apple A. carry B. rather C. can’t D. market

 

From the words lettered A to D choose the word that has the Same Consonant Sound(s) as the one represented by the letter(s) underlined bang

 

57. bang A. plunge B. singe C. mangle D. danger E. smooth

 

smooth A. without B. ethics C. tooth D. panther

 

58. In each of the following sentences the word that receives the

Emphatic Stress is written in capital letters.  From the questions lettered A to D, choose the one to which the given

sentence is the appropriate answer.

 

59. The village head lived to be A HUNDRED years

 

Did the family head live to be a hundred years?

Did the village priest live to be a hundred years?

Did the village head live to be ninety years?

Did the village head live to be a hundred months?

 

60. Jamiu told the old man to LEAVE the room

 

Did paul tell the old man to leave the room?

Did Jamiu tell the young man to leave the room?

Did Jamiu tell the old man to leave the room?

Did Jamiu tell the old man to leave the compound?

 

choose the option with the correct spelling from the options lettered A-E

A Acommodation

B Accomodation

C Accormodation

D Accommodation

choose the option with the correct spelling from the options lettered A-E

A Sucesful

B Succeful

C Successful

D Sucessful

 

choose the option with the correct spelling from the options lettered A-E

A Interprete

B Interpret

C Inteprete

D Interprette

 

choose the option with the correct emphatic stress indicated in capital letters from the options lettered A-D

Biography

A bioGRAphy

B BIOgraphy

C biograPHY

D biOGRaphy

 

choose the option with the correct emphatic stress indicated in capital letters from the options lettered A-D

Successful

A SUccessful

B suCcessful

C sucCEssful

D succESSful

 

choose the option with the correct emphatic stress indicated in capital letters from the options lettered A-D

Democracy

A DEmocracy

B deMOcracy

C demoCRAcy

D democraCY

 

choose the option with the correct emphatic stress indicated in capital letters from the options lettered A-D

Conventional

A conVENtional

B CONventional

C convenTIOnal

D conventioNAL

choose the option nearly opposite in meaning to the word(s) underlined

 

It is embarrassing to accept our mistakes and tender an apology.

A acceptable

B honourable

C detestable

D pardonable

 

choose the option nearly opposite in meaning to the word(s) underlined

 

Insecurity has escalated since the present government came into power.

 

A abated

B increased

C proliferated

D metamorphosed

 

choose the option nearly opposite in meaning to the word(s) underlined

 

The lawmakers are perceived to be the greediest set of politicians.

A selfless

B unwanted

C popular

D corrupt

 

choose the option nearly opposite in meaning to the word(s) underlined

 

James found the photocopied material invaluable while preparing for the examination

A Valuable

B worthwhile

C worthless

D important

 

choose the option nearly opposite in meaning to the word(s) underlined

 

Mr. Akin's health has greatly degenerated in the last week.

 

 

A

improved

 

B

deteriorated

 

C

expanded

 

D

abated

 

The incumbent president conceded defeat before the final result was announced.

 

 

A accepted

 

B rejected

 

C opposed

 

D challenged

 

complete the statement from the options lettered A-D

 

The meeting was organised at _______ instance ?

A whom

B whose's

C whose

D whom's

 

Mr. Jude made it to the meeting _____his poor health

 

 

A

even though

 

B

inspite of

 

C

in spite of

 

D

despite that

 

The two friends made promises to _____ when they met last year

 

 

A

each other

 

B

one another

 

C

theirselves

 

D

themselves