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Published by inorazidah, 2020-12-05 17:49:41

MUET WRITING

MUET_MODULE (2)

PRACTICE 3
CANDIDATE D

Instructions to candidates:

This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
You are planning to live on your own. How do you prepare yourself for this life?
Task A: You have to learn how to manage your time. Why is this important?

Task B: Group interaction (10 minutes)

 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation

You are planning to live on your own. How do you prepare yourself for this life?

Task B: Discuss which of the following is the most important step to take to prepare
yourself to live on your own.

(i) Learn how to manage your money
(ii) Learn how to cook
(iii) Learn how to keep your home clean
(iv) Learn how to manage your time

46

PRACTICE 4
CANDIDATE A

Instructions to candidates:

This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
Many teenagers like to watch movies. What type of movies do they like?
Task A: Teenagers like to watch action movies. Why?

Task B: Group interaction (10 minutes)

 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation

Many teenagers like to watch movies. What type of movies do they like?

Task B: Discuss which of the following is the most popular type of movie teenagers like to
watch.

(i) Action movies
(ii) Science fiction movies
(iii) Romantic movies
(iv) Horror movies

47

PRACTICE 4
CANDIDATE B
Instructions to candidates:
This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)
 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for
the group interaction in Task B.

Situation
Many teenagers like to watch movies. What type of movies do they like?
Task A: Teenagers like to watch science fiction movies. Why?

Task B: Group interaction (10 minutes)
 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation
Many teenagers like to watch movies. What type of movies do they like?
Task B: Discuss which of the following is the most popular type of movie teenagers like to

watch.
(i) Action movies
(ii) Science fiction movies
(iii) Romantic movies
(iv) Horror movies

48

PRACTICE 4
CANDIDATE C
Instructions to candidates:
This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)
 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for
the group interaction in Task B.

Situation
Many teenagers like to watch movies. What type of movies do they like?
Task A: Teenagers like to watch romantic movies. Why?

Task B: Group interaction (10 minutes)
 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation
Many teenagers like to watch movies. What type of movies do they like?
Task B: Discuss which of the following is the most popular type of movie teenagers like to

watch.
(i) Action movies
(ii) Science fiction movies
(iii) Romantic movies
(iv) Horror movies

49

PRACTICE 4
CANDIDATE D

Instructions to candidates:

This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
Many teenagers like to watch movies. What type of movies do they like?
Task A: Teenagers like to watch horror movies. Why?

Task B: Group interaction (10 minutes)

 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation

Many teenagers like to watch movies. What type of movies do they like?

Task B: Discuss which of the following is the most popular type of movie teenagers like to
watch.

(i) Action movies
(ii) Science fiction movies
(iii) Romantic movies
(iv) Horror movies

50

PRACTICE 5
CANDIDATE A
Instructions to candidates:
This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
There is a need to promote healthy living among children. Who can help to do this?
Task A: The mass media can help to promote healthy living among children. Explain.

Task B: Group interaction (10 minutes)
 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation
There is a need to promote healthy living among children. Who can help to do this?
Task B: Discuss which of the following can contribute the most to promote healthy

living among children.
(i) The mass media
(ii) Parents
(iii) Schools
(iv) Friends

51

PRACTICE 5
CANDIDATE B
Instructions to candidates:
This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
There is a need to promote healthy living among children.
Task A: Parents can help to promote healthy living among children. Explain.

Task B: Group interaction (10 minutes)
 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation
There is a need to promote healthy living among children. Who can help to do this?
Task B: Discuss which of the following can contribute the most to promote healthy

living among children.
(i) The mass media
(ii) Parents
(iii) Schools
(iv) Friends

52

PRACTICE 5
CANDIDATE C
Instructions to candidates:
This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
There is a need to promote healthy living among children. Who can help to do this?
Task A: Schools can help to promote healthy living among children. Explain.

Task B: Group interaction (10 minutes)
 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation
There is a need to promote healthy living among children. Who can help to do this?
Task B: Discuss which of the following can contribute the most to promote healthy

living among children.
(i) The mass media
(ii) Parents
(iii) Schools
(iv) Friends

53

PRACTICE 5
CANDIDATE D
Instructions to candidates:
This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
There is a need to promote healthy living among children. Who can help to do this?
Task A: Friends can help to promote healthy living among children. Explain.

Task B: Group interaction (10 minutes)

 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation
There is a need to promote healthy living among children. Who can help to do this?
Task B: Discuss which of the following can contribute the most to promote healthy

living among children.
(i) The mass media
(ii) Parents
(iii) Schools
(iv) Friends

54

PRACTICE 6
CANDIDATE A
Instructions to candidates:
This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
There are many social problems today that affect our society. What are some of the problems?
Task A: One social problem is illegal racing on public roads. Explain.

Task B: Group interaction (10 minutes)
 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation
There are many social problems today that affect our society. What are some of the problems?
Task B: Discuss which of the following social problems poses the greatest threat to our

society.
(i) Illegal racing on public roads
(ii) Drug - related issues
(iii) Bullying in schools
(iv) Misuse of the Internet

55

PRACTICE 6
CANDIDATE B
Instructions to candidates:
This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
There are many social problems today that affect our society. What are some of the problems?
Task A: One social problem is drug-related issues. Explain.

Task B: Group interaction (10 minutes)
 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation
There are many social problems today that affect our society. What are some of the problems?
Task B: Discuss which of the following social problems poses the greatest threat to our society.

(i) Illegal racing on public roads
(ii) Drug - related issues
(iii) Bullying in schools
(iv) Misuse of the Internet

56

PRACTICE 6
CANDIDATE C
Instructions to candidates:
This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
There are many social problems today that affect our society. What are some of the problems?
Task A: One social problem is bullying in schools. Explain.

Task B: Group interaction (10 minutes)
 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation
There are many social problems today that affect our society. What are some of the problems?
Task B: Discuss which of the following social problems poses the greatest threat to our

society.
(i) Illegal racing on public roads
(ii) Drug - related issues
(iii) Bullying in schools
(iv) Misuse of the Internet

57

PRACTICE 6
CANDIDATE D
Instructions to candidates:
This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
There are many social problems today that affect our society. What are some of the problems?
Task A: One social problem is misuse of the Internet. Explain

Task B: Group interaction (10 minutes)
 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation
There are many social problems today that affect our society. What are some of the problems?
Task B: Discuss which of the following social problems poses the greatest threat to our society.

(i) Illegal racing on public roads
(ii) Drug - related issues
(iii) Bullying in schools
(iv) Misuse of the Internet

58

PRACTICE 7
CANDIDATE A
Instructions to candidates:
This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
It is important that a group project be successful. Discuss ways to ensure the success of a
group project.
Task A: One way is to choose the right team. Elaborate.

Task B: Group interaction (10 minutes)

 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation
It is important that a group project be successful.
Task B: Discuss which of the following can best ensure the success of a group project.

(i) Choose the right team
(ii) Distribute the work equally
(iii) Set a realistic plan
(iv) Have good teamwork among members.

59

PRACTICE 7
CANDIDATE B
Instructions to candidates:
This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
It is important that a group project be successful. Discuss ways to ensure the success of a
group project.
Task A: One way is to distribute the work equally. Elaborate.

Task B: Group interaction (10 minutes)
 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation
It is important that a group project be successful.
Task B: Discuss which of the following can best ensure the success of a group project.

(i) Choose the right team
(ii) Distribute the work equally
(iii) Set a realistic plan
(iv) Have good teamwork among members.

60

PRACTICE 7
CANDIDATE C
Instructions to candidates:
This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
It is important that a group project be successful. Discuss ways to ensure the success of a
group project.
Task A: One way is to set a realistic plan. Elaborate.

Task B: Group interaction (10 minutes)
 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation
It is important that a group project be successful.
Task B: Discuss which of the following can best ensure the success of a group project.

(i) Choose the right team
(ii) Distribute the work equally
(iii) Set a realistic plan
(iv) Have good teamwork among members.

61

PRACTICE 7
CANDIDATE D
Instructions to candidates:
This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
It is important that a group project be successful. Discuss ways to ensure the success of a
group project.
Task A: One way is to have good teamwork among members. Elaborate.

Task B: Group interaction (10 minutes)
 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation
It is important that a group project be successful.
Task B: Discuss which of the following can best ensure the success of a group project.

(i) Choose the right team
(ii) Distribute the work equally
(iii) Set a realistic plan
(iv) Have good teamwork among members.

62

PRACTICE 8
CANDIDATE A
Instructions to candidates:

This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
Television provides many useful programmes for us. Discuss a television programme that is
useful in our daily lives.

Task A: Television programmes on travelling. Elaborate.

Task B: Group interaction (10 minutes)

 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation

Television provides many useful recreational programmes for us. Discuss a television
programme that is useful in our daily lives.

Task B: Discuss which type of television programme is the most useful in our daily lives.

(i) Travelling.
(ii) Cooking.
(iii) Health issues.
(iv) Current issues

63

PRACTICE 8
CANDIDATE B
Instructions to candidates:

This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
Television provides many useful recreational programmes for us. Discuss a television
programme that is useful in our daily lives.

Task A: Television programmes on cooking. Elaborate.

Task B: Group interaction (10 minutes)

 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation

Television provides many useful recreational programmes for us. Discuss a television
programme that is useful in our daily lives.

Task B: Discuss which type of television programme is the most useful in our daily lives.

(i) Travelling.
(ii) Cooking.
(iii) Health issues.
(iv) Current issues

64

PRACTICE 8
CANDIDATE C
Instructions to candidates:

This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
Television provides many useful recreational programmes for us. Discuss a television
programme that is useful in our daily lives.

Task A: Television programmes on health issues. Elaborate.

Task B: Group interaction (10 minutes)

 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation

Television provides many useful recreational programmes for us. Discuss a television
programme that is useful in our daily lives.

Task B: Discuss which type of television programme is the most useful in our daily lives.

(i) Travelling.
(ii) Cooking.
(iii) Health issues.
(iv) Current issues

65

PRACTICE 8
CANDIDATE D
Instructions to candidates:

This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
Television provides many useful recreational programmes for us. Discuss a television
programme that is useful in our daily lives.

Task A: Television programmes on current issues. Elaborate.

Task B: Group interaction (10 minutes)

 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation

Television provides many useful recreational programmes for us. Discuss a television
programme that is useful in our daily lives.

Task B: Discuss which type of television programme is the most useful in our daily lives.

(i) Travelling.
(ii) Cooking.
(iii) Health issues.
(iv) Current issues

66

PRACTICE 9
CANDIDATE A
Instructions to candidates:

This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
Fruits and vegetables are important source of vitamins. Discuss why people should grow
their own fruits and vegetables.

Task A: Good for the family budget. Elaborate.

Task B: Group interaction (10 minutes)

 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation

Fruits and vegetables are important source of vitamins.

Task B: Discuss which is the best reason why people should grow their own fruits and
vegetables.

(i) Family budget
(ii) The environment.
(iii) Health
(iv) Making use of available land

67

PRACTICE 9
CANDIDATE B
Instructions to candidates:

This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
Fruits and vegetables are important source of vitamins. Discuss why people should grow
their own fruits and vegetables.

Task A: Good for the environment. Elaborate.

Task B: Group interaction (10 minutes)

 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation

Fruits and vegetables are important source of vitamins.

Task B: Discuss which is the best reason why people should grow their own fruits and
vegetables.

(i) Family budget
(ii) The environment.
(iii) Health
(iv) Making use of available land

68

PRACTICE 9
CANDIDATE C
Instructions to candidates:

This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
Fruits and vegetables are important source of vitamins. Discuss why people should grow
their own fruits and vegetables.

Task A: Good for health. Elaborate.

Task B: Group interaction (10 minutes)

 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation

Fruits and vegetables are important source of vitamins.

Task B: Discuss which is the best reason why people should grow their own fruits and
vegetables.

(i) Family budget
(ii) The environment.
(iii) Health
(iv) Making use of available land

69

PRACTICE 9

CANDIDATE D

Instructions to candidates:

This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation

Fruits and vegetables are important source of vitamins. Discuss why people should grow their
own fruits and vegetables.

Task A: Good for making use of available land. Elaborate.

Task B: Group interaction (10 minutes)

 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation

Fruits and vegetables are important source of vitamins.
.
Task B: Discuss which is the best reason why people should grow their own fruits and

vegetables.

(i) Family budget
(ii) The environment.
(iii) For health
(iv) Making use of available land

70

PRACTICE 10
CANDIDATE A
Instructions to candidates:

This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
Tiredness is normal part of life. Discuss ways to overcome tiredness.

.
Task A: Have a good sleep and rest

Task B: Group interaction (10 minutes)

 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation

Tiredness is a normal part of life.
.

Task B: Discuss which is the best way to overcome tiredness.

(i) Have a good sleep and rest
(ii) Have a balance between work and play
(iii) Have healthy eating habits
(iv) Exercise regularly

71

PRACTICE 10
CANDIDATE B
Instructions to candidates:
This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
Tiredness is a normal part of life. Discuss ways to overcome tiredness.
Task A: Have a balance between work and play. Elaborate.

Task B: Group interaction (10 minutes)
 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation
Tiredness is a normal part of life.

.
Task B: Discuss which is the best way to overcome tiredness.

(i) Have a good sleep and rest
(ii) Have a balance between work and play
(iii) Have healthy eating habits
(iv) Exercise regularly

72

PRACTICE 10
CANDIDATE C
Instructions to candidates:
This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
Tiredness is a normal part of life. Discuss ways to overcome tiredness.
Task A: Practice healthy eating habits. Elaborate.

Task B: Group interaction (10 minutes)
 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation
Tiredness is a normal part of life.

.
Task B: Discuss which is the best way to overcome tiredness.

(i) Have a good sleep and rest
(ii) Have a balance between work and play
(iii) Practice healthy eating habits
(iv) Exercise regularly

73

PRACTICE 10
CANDIDATE D
Instructions to candidates:
This test consists of two tasks. Task A and Task B.
Task A is carried out first followed by Task B. You are given one minute to read the instructions
and the tasks given.

Task A: Individual Presentation (2 minutes)

 You have two minutes to prepare your response.
 You have two minutes to present your views.
 Listen to the others while they are making their presentations and take down notes for

the group interaction in Task B.

Situation
Tiredness is a normal part of life. Discuss ways to overcome tiredness.
Task A: Exercise regularly. Elaborate.

Task B: Group interaction (10 minutes)
 You have two minutes to prepare for the discussion.
 You may maintain or change your views presented in Task A.
 In your discussion, you may support or oppose the other candidates’ views.
 At the end of the discussion, try to come to a group decision.
 You are given ten minutes for the discussion.

Situation
Tiredness is a normal part of life.

.
Task B: Discuss which is the best way to overcome tiredness.

(i) Have a good sleep and rest
(ii) Have a balance between work and play
(iii) Practice healthy eating habits
(iv) Exercise regularly

74

800/3
READING

75

GENERAL GUIDE AND TIPS FOR MUET READING

No Item Description

1 Basic criteria for text selection Length (200-700 words), level of complexity

(content and language), text type

2 Possible genres Articles from journals, newspaper and

magazines, academic texts, electronic texts

3 Rhetorical style Analytical, descriptive, persuasive,

argumentative, narrative

4 Skills tested Assessment will cover the following:

i) comprehension

 skimming and scanning

 extracting specific information

 identifying supporting details

 deriving the meaning of words, phrases,

sentences from context

 understanding linear and non-linear texts

 understanding relationships

- within a sentence

- between sentences

 recognising a paraphrase

ii) application
 predicting outcomes
 applying a concept to a new situation

ii) analysis
 understanding language functions
 interpreting linear and non-linear texts
 distinguishing the relevant from the
irrelevant
 distinguishing fact from opinion
 making inferences

iii) synthesis
 relating ideas and concepts
- within a paragraph
- between paragraphs
 following the development of a point or an
argument
 summarising information

iv) evaluation

 appraising information
 making judgements
 drawing conclusions
 recognising and interpreting writer’s

views, attitudes or intentions

76

TIPS FOR READING GRAPHICAL TEXT During Reading

Before Reading  Read all the labels and examine
how they are related to the graphics.
 Determine the type of text and the
elements used.  Follow the arrows and lines.
 Look for colour or symbols and the
 Examine the titles, headings,
captions and images. legend or key that explains them.
 Study the image carefully and use
 Recall what you already know about
the topic or subject. the figure number or title and key.
words to find the related information
 Record some questions you might in the text.
have about the information  Identify the relationships among the
presented. visual and information presented.

TIPS FOR READING LITERARY TEXTS During Reading

Before Reading  Ask questions and make
predictions.
 Read the title and think what the
passage might be about.  Form opinions and think about
possible responses.
 Look at any illustrations.
 Look the text over and note its  Picture the settings, events or
images in your mind.
length, organisation, level of
language and structure.  Make connections to what you
already know.

77

PRACTICE 1

Questions 1 to 7 are based on the following passage.

1 People everywhere are living longer, according to the World Health Statistics 2014

published by World Health Organisation (WHO). Based on global averages, a girl

who was born in 2012 can expect to live to around 73 years, and a boy to the age

of 68. This is six years longer than the average global life expectancy for a child

born in 1990. 5

2 WHO’s annual statistics report shows that low-income countries have made
the greatest progress, with an average increase in life expectancy by nine years
from 1990 to 2012. The top six countries where life expectancy increased the most
were Liberia which saw a 20-year increase (from 42 years in 1990 to 62 years in
2012) followed by Ethiopia (from 45 to 64 years), Maldives (58 to 77 years), 10
Cambodia (54 to 72 years), Timor-Leste (50 to 66 years) and Rwanda (48 to 65
years).

3 ‘An important reason why global life expectancy has improved so much is that
fewer children are dying before their fifth birthday,” says Dr Margaret Chan, WHO
Director-General. “But there is still a major rich-poor divide: People in high-income 15

countries continue to have a much better chance of living longer than people in
low-income countries.”

4 Wherever they live in the world, women live longer than men. The gap
between male and female life expectancy is greater in high-income countries
where women live around six years longer than men. In low-income countries, the 20

difference is around three years.

78

5 “In high-income countries, much of the gain in life expectancy is due to
success in tackling non-communicable diseases,” says Dr Ties Boerma, Director
of the Department of Health Statistics and Information Systems at WHO. “Fewer
men and women are dying before they get to their 60th birthday from heart disease 25
and stroke. Richer countries have become better at monitoring and managing high
blood pressure for example.” Declining tobacco use is also a key factor in helping
people live longer in several countries.

(Adapted from World Health Statistics, 2014)

1 According to WHO, a boy born in 1990 can expect to live until the age of 62

A. True
B. False
C. Not stated

2 From 1990 to 2012, Cambodia showed an increase of life expectancy by nine years.

A. True
B. False
C. Not stated

3 There is a major gap between rich and poor countries in terms of life expectancy since
parents in richer countries have fewer children.

A. True
B. False
C. Not stated

4 Fewer children under the age of five are dying because parents, income has
increased.

A. True
B. False
C. Not stated

5 Figure 1 shows that a boy born in 2012 in a high-income country can expect to live to
the age of about 72.

A. True
B. False
C. Not stated

6 Women live longer because fewer of them smoke.

A. True
B. False
C. Not stated

79

7. In low-income countries, it is more difficult to control communicable than non-
communicable diseases.

A. True
B. False
C. Not stated

Questions 8 to 14 are based on the following passage.

1 Could nature tourism be bad for wild animals’ health? It is an idea that has been
suggested in a recent report that tested for stress hormones in orangutan
excrement.

2 Researchers from the University of Indiana and eco-tourism group Red Ape

Encounters spent 14 years studying two apes in Sabah, Malaysia, which were 5
used to seeing humans. By testing the animals’ faeces they found that the
orangutans’ stress levels were higher than normal the day after coming into
contact with humans. “As for the unknown wild orangutans that were also able to

gather samples from, we found numerically, but not statistically, higher stress

hormone levels in these animals following contact with researchers than in the 10
rehabilitated animals,” said Michael Muehlenbein, of the University of Indiana and

one of the authors of the report.

3 Muehlenbein is keen to point out that there was no indication from the study
of any long term changes in behaviour of the orangutans, as Red Ape Encounters
limits the number of people on their tours to seven and the visits to one hour. Yet 15
pathological effects like impaired cognition, growth and reproduction could be a
consequence of less sensitive wildlife tours, believes Muehlenbein.

4 As the value of eco-tourism increases each year, so too do the chances of

money being more important than animal welfare. However Liz Macfie, gorilla

coordinator for the Wildlife Conservation Society and co-author of the 20
International Union for Conservation of Nature’s (IUCN) “Best Practice Guidelines
for Great Ape Tourism” believes that most eco-tour companies are trying to do

the right thing.

5 “More and more sites are trying hard to minimise the impact on the animals,”

she said, pointing out the success of conservation and tourism projects with 25
mountain gorillas in central Africa. “Mountain gorilla tourism is one of the reasons

they have continued to flourish. They are the only sub-species of gorilla whose
number is actually growing and they are visited by tourists on a daily basis. “The

gorillas are worth more to Rwanda, Uganda and Congo because of the tourism.

Not just the value of the tour, but the money the tourists then put into the local 30
economy. So they have a monetary value.”

80

6 Yet Macfie is aware that only a limited number of sites could have the success
seen with mountain gorillas. As long as travellers are aware of the environmental
impact of the tours they take, and operators are adhering to the principles of the
IUNC guidelines, Macfie believes that the growth in eco-tourism is generally 35
positive.

7 “Tourists don’t all want to drive around a savannah park with hundreds of
other vehicles and I think that’s the same with ape tourism,” she said. Sometimes
there can be over one hundred people crowded around feeding stations, looking
at two or three orangutans that have come in. In that situation there’s great 40
potential for disease transmission and interaction between humans and
orangutans.”

(Adapted from Orangutans stressed by eco-tourists, CNN, March 26, 2012)

8 Stress hormones can be found in animal faeces.

A. True
B. False
C. Not stated

9 There are many wildlife tours that consider the impact of human contact on
orangutans.

A. True
B. False
C. Not stated

10 Not many visitors are interested to go on wildlife tours.

A. True
B. False
C. Not stated

11 Eco-tourism companies are considered ethical although

A. there appears to be an impact on the animal welfare
B. monetary considerations seem to outweigh the welfare of the animals
C. The Best Practice Guidelines for Great Ape Tourism are not strictly followed

12 Paragraph 5 illustrates the success story of

A. conservation efforts and tourism
B. inter-government efforts and wildlife conservation
C. the breeding of animals and growing number of tourist sites

13 An increased number of tourists to savannah parks could lead to

A. overfeeding of the apes
B. too much interaction between humans and apes
C. the spread of diseases between humans and apes

81

14 What is Macfie’s attitude towards eco-tourism in general?

A. She is optimistic about the development of eco-tourism.
B. She is apprehensive of tour operators’ commitment to the IUCN guidelines.
C. She is sceptical about the awareness of eco-tourists regarding the environment.

Questions 15 to 21 are based on the following passage.

1 Take a close look at your fingertips. Use a magnifying glass if you have to. Look
at the whorls, loops and arches. If you have a concentric whorl, high chances are
that you have high levels of initiative, enthusiasm and determination. You may
also be independent, competitive and bossy. A tented arch is a sign of a good
learner but it may also indicate impulsiveness. A loop pointing towards the thumb 5
signifies an easy-going personality but at the same time, you could also be one
sensitive soul. If you have a combination of all three, there is a high chance that
you possess multiple characteristics and may even be volatile.

2 Welcome to the world of “dermatoglyphics” or, in short, the business of self-
discovery through the study of one’s fingerprints. Explaining how it all works is 10
Marcus Leng, 29, from GeneCode International, which makes use of
dermatoglyphics to provide consultation services on talent profiling for individual
and corporate clients.

3 A member of the American Dermatoglyphics Association with three years’

experience and having handled over a thousand cases, Leng was drawn to the 15

field of fingerprint study when a Chinese professor did a scanning and analysis

for him at a seminar. In 2006, Leng took a 10-day course in the subject at the

Taiwan Overseas Chinese Convention Centre. The event was organised by the

Overseas Compatriot Affairs Commission (OCAC) in collaboration with Yuen Ze

University. 20

4 Dermatoglyphics, asserts Leng, is not palmistry presented in a different
packaging. “We do not give ‘predictions’ on what is going to happen. Instead, we
adopt a positive stance by looking at the ridge counts which indicates a person’s
learning efficiency and inborn talents,” says Leng. To show the relation of fingertip

patterns and the personalities of an indivudal, Leng refers to the document 25

entitled Using Dermatoglyphics From Down Syndrome And Class Populations To

Study The Genetics of A Complex Trait. The thesis was written in 1990 by
Thomas Fogle, an associate professor in the biology department at Saint Mary’s
College, United States. Fogle’s research interests include the chromosomal study

of humans and exotic zoo animals. 30

5 According to Fogle’s paper, fingerprint patterns can start to form from as early
as the sixth or the seventh week of fertilisation. Ridge growth and patterning is
believed to coincide with nerve and tissue development. The whole process
inadvertently boils down to genetic influences or nerve growth. “There is a full

82

explanation on the above theory in a research paper from the Centre of 35
Anthropological Studies at Fudan University, Shanghai, in 2003. During practical
sessions, the finger and palm prints of mentally retarded children were recorded
and studied. This research states that the total number of ridge counts are an
indication of a person’s learning capabilities,” says Leng.

6 And yes, humankind has used the knowledge to their benefit. One of Leng’s 40

favourite examples is revealing how the former Union of Soviet Socialist
Republics (USSR) and the People’s Republic of China had used dermatoglyphics

to recruit talents for the Olympic games in the 1970s. As it turned out, the USSR

took home 50 gold medals in 1972 and 125 in 1976. By the 1980s, China had

also adopted the Russian method of selecting sporting talents. 45

7 Not surprisingly, the field of dermatoglyphics is also gaining popularity in

Taiwan, Hong Kong and China, achieving a market value of several hundred

million dollars in Taiwan alone. Most times, it is the parents who send their
children’s fingerprints for analysis, in the hope that the results will help them plan

for their children’s education. 50

8 In addition to free demos in local schools and universities, Leng has also

done analyses for various organisations and companies. “The whole idea is to

help the CEOs understand their staff’s talents for human resource optimisation

purposes,” says Leng. No doubt, fingerprint study is seen as an invaluable tool

for discovering one’s abilities and in determining the right career paths. 55

(Adapted from The Star Online, January 2010)

15 In paragraph 1, the writer gives examples of

A. whorls, loops and arches on fingerprints
B. personality that determines a person’s fingerprints
C. how a person’s fingerprints are usually interpreted

16 Which of the following is true about paragraph 3?

A. Leng studied further about dermatoglyphics in Taiwan.
B. Leng was introduced to a Chinese professor who became his teacher.
C. Leng became interested in fingerprint study after he joined the association.

17 The main idea of paragraph 4 is that

A. studies related to dermatoglyphics have shown positive results

B. dermatoglyphics is different from the predictive style of palmistry
C. a person’s talents can be revealed through the ridge counts on the fingerprints

83

18 Why did Leng mention Fudan University research?
A. To support Fogle’s research findings
B. To emphasise the importance of fingerprint study
C. To describe how fingerprint study can help mentally retarded children

19 Dermatoglyphics is popular Asian countries because
A. It is well marketed in these countries
B. Parents want to plan their children’s future
C. The educational level of children can be predicted

20 Dermatoglyphics has contributed in the following areas except
A. selection of talents in sports
B. recruitment of new employees
C. determining one’s learning abilities

21 The writer ends the passage by
A. stating his optimism on fingerprint study as a career
B. giving assurance on the usefulness of fingerprint study
C. expressing his belief that fingerprint study will develop further

84

Questions 22 to 29 are based on the following passage.

1 We live on a malarious planet. It may not seem that way from the vantage point
of a wealthy country, where malaria is sometimes thought of, if it is thought of at
all, as a problem that has mostly been solved, like smallpox or polio. In truth,
malaria now affects more people than ever before. It is endemic to 106 nations,
threatening half of the world’s population. In recent years, the parasite has grown 5
so entrenched and has developed resistance to so many drugs that the most
potent strains can scarcely be controlled. This year malaria will strike up to half a
billion people. At least a million will die, most of them under the age of five, the
vast majority living in Africa. That is more than twice the annual toll a generation
ago. 10

2 Only in the past few years has malaria captured the full attention of aid
agencies and donors. The World Health Organisation has made malaria reduction
a chief priority. Bill Gates, who has called malaria “the worst thing on the planet,”
has donated hundreds of millions of dollars to the effort. Funds donated to malaria
have doubled since 2003. The idea is to disable the disease by combining virtually 15
every known malaria-fighting technique, from the ancient (Chinese herbal
medicines) to the old (mosquito nets) to the ultramodern (multidrug cocktails). At
the same time, malaria researchers are pursuing a long-sought elusive goal: A
vaccine that would curb the disease for good.

3 Much of the aid is going to a few hard-hit countries scattered across sub- 20
Saharan Africa. If these nations can beat back the disease, they will serve as
templates for the global antimalarial effort. One of these spotlighted countries is
Zambia. It is difficult to comprehend how thoroughly Zambia has been devastated
by malaria. In some provinces, at any time given, more than a third of all children
under the age of five are sick with the disease. Worse than the sheer numbers is 25
the type of malaria found in Zambia. Four species of malaria parasites routinely
infect humans: The most virulent, by far, is Plasmodium falciparum. About half of
all malaria cases worldwide are caused by falciparum, and 95 per cent of the
deaths. It is the only form of malaria that can attack the brain. With it can do so
With extreme speed – few infectious agents can overwhelm the body as swiftly 30
as falciparum. Falciparum is a major reason nearly 20 per cent of all Zambian
babies born do not live to see their fifth birthday.

4 All of Zambia, it seems – from the army to the Boy Scouts to local theatre
troupes – has been mobilised to stop malaria. In 1985, the nation’s malaria-

control budget was 30 000 dollars. Now, supported with international grant 35

money, it is more than 40 million. Posters have been hung throughout the country,

informing people of the causes and symptoms of malaria and stressing the
importance of medical intervention. The vast majority of the nation’s malaria

cases are never treated by professionals. Zambia’s plan is to educate the public,

and then beat the disease through a three-pronged assault. 40

85

5 The country has dedicated itself to dispensing the newest malaria cure, which
also happens to be based on one of the oldest herbal medicines called Artemisia.
The new version, artemisinin, is as powerful as quinine with few of the side
effects. To help reduce the odds that a mutation will also disarm artemisinin,
derivatives of the drug are mixed with other compounds in an antimalarial 45
baggage known as artemisinin-based combination therapy (ACT). Zambia is also
purchasing enough insecticide to spray every house in several of the most
malarious areas every year, just before the rainy season. It has already returned
to dichlorodiphenyltrichloroethane (DDT) – though just for indoor use, in
controlled quantities. Finally, the Zambian government is distributing insecticide- 50
treated mosquito nets to ward off mosquitoes during the night, when the malaria-
carrying Anopheles almost always bites.

6 Despite difficulties in the dispensing of drugs and distribution of mosquito
nets, Zambia’s campaign has started to produce results. In 2000, a study showed

that fewer than two per cent of children under the age of five slept under an 55

insecticide-treated bed net. Six years later, the number had risen to 23 per cent.

The government of Zambia says an AZT known as Coartem is now available, cost

free to the entire population. In a country that was steadily losing 50 000 children

a year to malaria, early indications are that the death rate has already been

reduced by more than a third. 60

(Adapted from National Geographic, July 2007)

22 In paragraph 1, which of the following is not a fact?

A. Malaria has been wiped out in prosperous countries.
B. Malaria is difficult to curb because the parasites are resistant to drugs.
C. Malaria kills double the number of African children it did a generation ago.

23 The main focus of paragraph 2 is the
A. Search for a vaccine that would curb malaria
B. Involvement of aid agencies in combating malaria
C. Use of a combination of techniques to control malaria

24 The word templates (line 22) is closet in meaning to

A. copies
B. models
C. imitations

25 What is true about falciparum malaria?

A. It is mostly attacks children below five.
B. It is the most dangerous form of disease.
C. It causes the deaths of about 20 percent of children in Zambia.

86

26
All of Zambia, it seems-from the army to the Boy Scouts to local theatre-has
been mobilised to stop malaria ( lines 33 and 34 )

This means that Zambia is
A. Involving everyone in the fight against malaria
B. Making everyone help to raise funds for malaria control
C. Informing everyone of the importance of getting treatment for malaria
27 The phrase a three-pronged assault (line 40) involves the use of
A. drugs, sprays and mosquito nets
B. knowledge, funds and treatment
C. professional help, insecticides and ACT
28 What is possibly the most effective solution to curb malaria?
A. A vaccine
B. Insecticide-treated bed nets
C. An ACT known as Coartem
29 The article ends on
A. a neutral note
B. a cautious note
C. a promising note

87

Questions 30 to 37 are based on the following passage.

1 Are we all just puppets on a string? Most people would like to assume that their

fate lies in their own hands. But they would be wrong. Often, we are as helpless,
being jerked about by someone else’s subtle influence.

2 “What we’re finding more and more in psychology is that lots of the decisions
we make are influenced by things we are not aware of,” says Jay Olson at McGill 5
University, who recently created an ingenious experiment showing just how
easily we are manipulated by the gentlest persuasion. The question is, can we
learn to spot those tricks, and how can we use them to our own advantage?

3 Olson has spent a lifetime exploring the subtle ways of tricking people’s
perception, and it all began with magic. “I started magic tricks when I was five 10
and performing when I was seven,” he says. As an undergraduate in psychology,
he found the new understanding of the mind often chimed with the skills he had
learnt with his hobby. “Lots of what they said about attention and memory were
just what magicians had been saying in a different way,” he says.

4 One card trick, in particular, captured his imagination as he set about his 15
research. It involved flicking through a deck in front of an audience member, who
is asked to pick a card randomly. Unknown to the volunteer, he already worked
out which card they would choose, allowing him to reach into his pocket and pluck
the exact card they had named – much to the astonishment of the crowd.

5 The secret apparently, is to linger on your chosen card as you riffle through 20
the deck. In our conversation, Olson would not divulge how he engineers that to
happen, but others claim that folding the card very slightly seems to cause it to
stick in sight. Those few extra milliseconds mean that it sticks in the mind,
causing the volunteer to pick it when they are pushed for a choice.

6 As a scientist, Olson’s first task was to formally test his success rate. He 25

already knew he was pretty effective, but the results were truly staggering –

Olson managed to direct 103 out of 105 of the participants. Unsurprisingly, that

alone has attracted a fair amount of media attention – but it was the next part of

the study that was most surprising to Olson, since it shows us just how easily our

mind is manipulated. 30

7 For instance, when he questioned the volunteers afterwards, he was shocked

to find that 92 per cent of the volunteers had absolutely no idea that they had

been manipulated and felt that they had been in complete control of their

decisions. Even more surprisingly, a large proportion went as far as to make up
imaginary reasons for their choice. “One person said ‘I chose the 10 of hearts 35

because 10 is a high number and I was thinking of hearts before the experiment
started’,” says Olson – despite the fact that it was really Olson who had made the

decision. What is more, Olson found that things like personality type did not seem
to have much influence on how likely someone was to be influenced – we all

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seem equally vulnerable. Nor did the specific properties of the cards – the colour 40
or number – seem to make success any less likely.

8 The implications extend far beyond the magician’s stage, and should cause
us to reconsider our perceptions of personal will. Despite a strong sense of
freedom, our ability to make deliberate decisions may often be an illusion.
“Having a free choice is just a feeling – it isn’t linked with the decision itself,” says 45
Olson.

9 Don’t believe him? Consider when you go to a restaurant for a meal. Olson

says you are twice as likely to choose from the very top or very bottom of the 50
menu – because those areas first attract your eye. “But if someone asks you why
did you choose the salmon, you’ll say you were hungry for salmon, “says Olson.
“You won’t say it was one of the first things I looked at on the menu.” In other

words, we confabulate to explain our choice, despite the fact it had already been

primed by the restaurant.

10 Clearly, this kind of knowledge could be used for coercion in the wrong
hands, so it’s worth knowing how to spot others trying to bend you to their will 55

without you realising. We may all be puppets guided by subtle influences, but if
you can start to recognise who’s pulling the strings, you can at least try to push

back.

(Adapted from BBC News, March 24,2015)

30 ‘puppets on a string…..(line 1) refers to individuals who

A. are weak
B. accept their fate
C. are being controlled
D. obey rules and regulations

31 The point the writer is making in paragraph 3 is

A. people can be easily tricked by magic
B. magicians think differently from others
C. magic is a figment of one’s imagination
D. psychologists and magicians share the same understanding of attention and

memory

32 What conclusion can be drawn from the results of Olson’s study?

A. People can easily persuaded.
B. People often fall for magic tricks.
C. People tend to justify their choices.
D. People seldom admit they have been tricked.

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33 That (line 29) refers to
A. first task
B. the study
C. success rate
D. staggering results

34 According to the writer, when someone places an order at a restaurant, the decision
A. was randomly made
B. was guided by attractive visuals
C. was influenced by the restaurant
D. was based on personal preference

35 confabulate (line 52) means
A. to tell a lie
B. to make a guess
C. to describe in detail
D. to make up a reason

36 The advice given in the last paragraph is for all to
A. keep away from influences
B. identify others trying to influence you
C. be aware of influences and to try to resist them
D. be conscious of the existence of influences and tactics used

37 The intention of the writer is
A. to entertain
B. to motivate
C. to persuade
D. to enlighten

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Questions 38 to 45 are based on the following passage.

1 It is easy to see why economists would embrace cities, warts and all, as engines

of prosperity. It has taken longer for environmentalists. By increasing income,

cities increase consumption and pollution too. If what you value most is nature,

cities look like concentrated piles of damage - until you consider the alternative,

which is spreading the damage. From an ecological standpoint, says Stewart 5

Brand, founder of the Whole Earth Catalog and now a champion of urbanisation,

a back-to-the-land ethic would be disastrous. Cities allow half of humanity to live

on around four per cent of the arable land, leaving more space for open country.

Per capita, city dwellers tread more lightly in other ways as well, as David Owen

explains in Green Metropolis. Their roads, sewers, and power lines are shorter 10

and so use 10 fewer resources. Their apartments take less energy to heat, cool,

and light than do houses. Most important, people in dense cities drive less. Their

destinations are close enough to walk to, and enough people are going to the

same places to make public transit practical. In cities like New York, per capita

energy use and carbon emissions are much lower than the national average. 15

2 Cities in developing countries are even denser and use fewer resources. But
that is mostly because poor people do not consume a lot. Dharav, Mumbai's
largest slum, may be a "model of low emissions," says David Satterthwaite of
London's International Institute for Environment and Development, but its
residents lack safe water, toilets and garbage collection. So do perhaps a billion 20
other city dwellers in 2C developing countries. And it is such cities the United
Nations (UN) projects, that will absorb most of the world's population increase
between now and 2050 - more than two billion people. How their governments
respond will affect us all. Many are responding the way Britain did to the growth
of London in the 19th century: By trying to stop it. A UN survey reports that 72 per 25
cent of developing countries have adopted policies designed to stem the tide of
migration to their cities. But it is a mistake to see urbanisation itself as evil rather
than as an inevitable part of development, says Satterthwaite, who advises
governments and associations of slum dwellers around the world. “I don’t get
scared by rapid growth,” he says. “I meet African mayors who tell me, “There are 30
too many people moving here!” I tell them, “No, the problem is your inability to
govern them.”

3 The fear of urbanisation has not been good for cities, or for their
countries, or for the planet. In 1971, as Seoul's population was skyrocketing past
five million, its leader surrounded the city with a wide greenbelt to halt further 35
development, just as London had in 1947. Both greenbelts preserved open
space, but neither stopped the growth of the city; people now commute from
suburbs that leapfrogged the restraints. "Greenbelts have had the effect of
pushing people farther out, sometimes absurdly far," says Peter Half, a planner
and historian at University College London. Brasilia, the planned capital of Brazil, 40
was designed for 500 000 people; two million more now live beyond the lake and
park that were supposed to block the city's expansion. When you try to stop urban
growth, it seems, you just amplify sprawl.

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4 Sprawl preoccupies urban planners today, as its antithesis, density, did a

century ago. London is no longer decried as a tumour. Greenbelts are hardly the 45

cause of sprawl; most cities do not have them. Other government policies, such

as subsidies for highways and home ownership, have coaxed the suburbs

outward. So has that other great shaper of the destiny of cities - the choices made

by individual residents. Sprawl is not just a Western phenomenon. By consulting

satellite images, old maps, and census data, Shalom Angel, an urban planning 50

professor at New York University, has tracked how 120 cities changed in shape

and population density between 1990 and 2000. Even in developing countries

most cities are spreading out faster than people pour into them. What is driving

the expansion? Rising incomes and cheap transportation. "When income rises,

people have money to buy more space," Angel explains. 55

5 Developing cities will inevitably expand, says Angel. Somewhere between
the anarchy that prevails in many today and the utopianism that has often
characterised urban planning lies a modest kind of planning that could make a
big difference. It requires looking decades ahead, Angel says, and reserving land,
before the city grows over it, for parks and a dense grid of public-transit corridors. 60
It starts looking at growing cities in a positive way - not as diseases, but as
concentrations of human energy to be organised and tapped.

(Adapted from National Geographic, December 2011)

38 The main idea of paragraph 1 is

A. the benefits of cities
B. cities lifting people out of poverty
C. city dwellers require fewer resources
D. city dwelling being the solution to the population boom

39 Which of the statements is true of paragraph 2?

A. Curbing urban migration is an effective policy.
B. Mumbai is a model city of environment conservation.
C. London has been successful in managing the inflow of migrants.
D. Most cities in developing countries are overcrowded because of poor planning.

40 In paragraph 2, the main concern is

A. lack of basic facilities in the cities

B. creation of more slums in the cities

C. increasing flow of migration into the cities
D. authority’s response to the rapid growth of the cities

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41 Which of the following is Satterthwaite’s opinion?
A. Growth of cities is an essential part of development.
B. There are too many people moving into the cities.
C. Urbanisation is bad for developing countries.
D. There is a need to supervise city dwellers.

42 The following are the effects of greenbelts except
A. expanding sprawls
B. preserving open spaces
C. restricting city development
D. increasing commuting into cities

43 … antithesis (line 44) can best be replaced by
A. comparison
B. characteristic
C. direct opposite
D. clear distinction

44 Which of the following has the least impact on sprawl?
A. Greenbelts
B. Rising income
C. Personal choice
D. Home ownership subsidy

45 The article ends with
A. a suggestion to plan ahead
B. a warning of overcrowding
C. a recommendation for more parks
D. a justification for developing more public transportation

93

PRACTICE 2

Questions 1 to 7 are based on the following passage.

1 Since 1995, the National Sporting Goods Association has been tracking the

number of American children and adults who participate in various sports. By

comparing 1995 to 2005, we can see that while some old standards like baseball,
swimming, tennis and volleyball are declining in the number of participants – by
an average of 13 per cent – what is on the rise are the more individual, nature- 5

based sports, many of which, twenty years ago, no one had ever heard of.

Changes in Sports Participation, 1995 -2005 (Selected Sports)

1995 2005

Sports Participants Participants Percentage

(in million) (in million) growth

Skateboarding 4.5 12.2 171.1

Kayaking/rafting 3.5 7.6 117.1

Snowboarding 2.8 6.0 114.3

Archery 4.9 6.8 38.8

Mountain-biking 6.7 9.2 37.3

Backpacking/camping 10.2 13.3 30.4

Hunting 5.3 6.6 24.5

(bow and arrow)

Soccer 12 14.1 17.5

Golf 24 24.7 2.9

Basketball 30.1 29.9 -0.7

Fishing 44.2 43.3 -0.2

Swimming 61.5 58 -5.7

Baseball 15.7 14.6 -7.0

Tennis 12.6 11.1 -11.9

Bicycle-riding 56.3 43.1 -23.4

Volleyball 18 13.2 -26.7

Roller-skating 23.9 13.1 -45.2

2 As you can see from the chart above, the fastest growing sport in America in

the past ten years was skateboarding, now taken up by over 12 million people.

That is nearly the same number of Americans who have ever played baseball.
Next was kayaking/rafting, at over 7 million – and then snowboarding. No one 10

ever heard of snowboarding until 1980, and now 6 million people do it.

Snowboarders make up almost 1 in 3 users of ski resorts. Other fast growing

sports in America are mountain-biking, with 9 million participants: archery, with

nearly 7 million; backpacking, with 13 million; and-get this-hunting with bow and 15

arrow, with nearly 7 million!

3 What is going on here is that Big Sports (baseball and basketball) have for
some people, become just a little too big, and smaller sports give them just a little
more space to play, breathe and engage their hearts. In the past ten years,
watching and playing Big Sports have become increasingly taxing. Furthermore,
Big Sports are perceived as hyper-corporate – what with their stadiums, garish 20
wall-to-wall advertisements, and out-of-control player salaries. Of course, there
are still plenty of available fans, but Big Sports are facing some significant
leakage to new activities.

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4 The niching of sports is a perfect example of how more and more people are

splintering off from the crowd to find greater individual satisfaction. Whereas 25
sports used to be the way that the whole school – and later, the whole city –
would come together to cheer the community’s toughest males in battle against

their rivals, now a growing number of people are saying: good luck at the game,
but I’m going kayaking.

5 Sports in America are far from declining. They are just shifting from a 30

communal rite to a personal one. What used to be a galvanising event to bring

us all together has become the opposite. Now sports help us retreat often alone,

and often to the mountains, the woods or the water. The growing trend in sports

in America skews towards the individual, the quiet and the natural. As for me, I’m 35
all for the cheering crowd.

(Adapted from Mark J.Penn, Micro Trends, Twelve,
Hachette Book Group USA, 2007)

1 The National Sporting Goods Association studied trends in sports participation
in America over a twenty year period.

A. True
B. False
C. Not stated

2 Skateboarding attracted the most number of participants in 2005.

A. True
B. False
C. Not stated

3 The writer is surprised that hunting with a bow and arrow attracted nearly 7
million participants.

A. True
B. False
C. Not stated

4 Golf has grown at more than twice the rate of the growth of soccer.

A. True
B. False
C. Not stated

5 More people are watching Big Sports than participating in them.

A. True
B. False
C. Not stated

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