MUET Teacher's Handbook

MALAYSIAN UNIVERSITY
ENGLISH TEST (MUET)
TEACHER’S HANDBOOK

BAHAGIAN PENGURUSAN SEKOLAH HARIAN
KEMENTERIAN PENDIDIKAN MALAYSIA

KEMENTERIAN
PENDIDIKAN
MALAYSIA

TEACHER’S HANDBOOK

MUET

Malaysian University English Test

BAHAGIAN PENGURUSAN SEKOLAH HARIAN
KEMENTERIAN PENDIDIKAN MALAYSIA

Hak Cipta
Kementerian Pendidikan Malaysia
Cetakan Pertama 2017
Hak cipta terpelihara. Tidak dibenarkan mengeluar ulang mana-mana bahagian artikel,
gambar dan isi kandungan garis panduan ini dalam apa-apa jua bentuk dan apa-apa juga cara
sama ada elektronik, fotokopi, mekanikal, rakaman atau cara lain sebelum mendapat izin
bertulis daripada Kementerian Pendidikan Malaysia

ISBN 978-983-9425-24-6

Diterbitkan oleh:
Kementerian Pendidikan Malaysia
Bahagian Pengurusan Sekolah Harian
Aras 3 & 4, Blok E2, Kompleks E,
Pusat Pentadbiran Kerajaan Persekutuan
62604, Putrajaya
www.moe.gov.my

KATA ALU-ALUAN

PENGARAH
BAHAGIAN PENGURUSAN SEKOLAH HARIAN

Assalamualaikum WBT dan Salam Sejahtera

Malaysian University English Test (MUET) merupakan peperiksaan yang digubal khusus
untuk kemasukan ke universiti. Peperiksaan yang dikendalikan oleh Majlis Peperiksaan
Malaysia ini mendapat pengiktirafan bukan sahaja di Malaysia tetapi juga oleh beberapa buah
universiti di negara lain.

Lepasan Sijil Tinggi Persekolahan Malaysia yang mahu melanjutkan pelajaran sama ada di
universiti awam atau swasta diwajibkan untuk mengambil MUET sebagai syarat kemasukan.
Pengajaran dan Pembelajaran (PdP) Bahasa Inggeris yang dilaksanakan bagi tiga penggal di
kelas Tingkatan Enam yang menjurus kepada komponen peperiksaan MUET adalah bagi
memastikan pelajar dapat mencapai Band yang menepati syarat penawaran kursus di
universiti dan mempunyai kemahiran Bahasa Inggeris yang baik bagi bersaing diperingkat
global.

Buku Panduan MUET ini diharap dapat membantu guru-guru Bahasa Inggeris Tingkatan
Enam meningkatkan kompetensi dalam melaksanakan PdP. Walau bagaimanapun, guru
harus kreatif dalam mempelbagaikan kaedah PdP yang digunakan mengikut kesesuaian
komponen, latar belakang pelajar dan penilaian serta menggunakan pelbagai bahan dan
sumber ilmiah yang lain.

Setinggi-tinggi tahniah dan syabas diucapkan kepada Editor, Panel Penggubal, Majlis
Peperiksaan Malaysia dan semua pihak yang terlibat dalam menghasilkan buku panduan ini.

Shaari bin Osman

EDITOR

1. Marziaton Binti Daud – BPSH
2. Mohd Azril bin Othman – BPSH

PANEL PENGGUBAL

1. Tan Su Tiam – Kolej Tingkatan Enam Petaling Jaya
2. Nidhia a/p Voralu – Kolej Tingkatan Enam Petaling Jaya
3. Aniza binti Ithnin – Kolej Tingkatan Enam Petaling Jaya
4. Aznida binti Abd Aziz – Kolej Tingkatan Enam Petaling Jaya
5. Shirin binti Ahmad Sapiuddin – Kolej Tingkatan Enam Shah Alam
6. Ung Lee Lan – Kolej Tingkatan Enam Shah Alam
7. Shanti a/p Subramaniam – Kolej Tingkatan Enam Sri Istana
8. Cecilia a/p K. Masalamoney – Kolej Tingkatan Enam Sri Istana
9. Noor Aiza binti Abdul Hamid – SMK Seksyen 10 Kota Damansara
10. Chung Sze Moi – SMK Seksyen 10 Kota Damansara
11. Lily Juliani binti Jaafar – SMK Bandar Utama
12. Noorshida binti Hashim – SMK Bandar Utama
13. Juraiza binti Abd Jamil – SMK Perimbun
14. Adibah binti Abdullah – SMK Perimbun
15. Nur Anisa binti Abdullah – SMK Tinggi Kajang
16. Feiruzie Suhana binti Abd Aziz – SMK Taman Ehsan Kepong
17. Jancierani a/p Louis Arokiasamy – SMK La Salle Petaling Jaya
18. Ezlin Faizura binti Farid – SMK Kepong
19. Doreen Da Costa – SMK Taman Sea
20. Rosnah binti Tajuddin – SMK Telok Panglima Garang
21. Kok Ming Wai – SMJK Yu Hua Kajang
22. Sariah binti Salleh – SMK Tinggi Klang

MUET 800/2
SPEAKING

MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK

1.0 OVERVIEW

This module aims at enabling English teachers to equip themselves with enough knowledge
in teaching the MUET Speaking skills. The materials in the module, in the form of notes,
lesson plans and exercises will facilitate teachers to plan their lessons and help students
achieve the learning outcomes necessary for MUET.

2.0 LEARNING OUTCOMES

SKILLS TO BE TAUGHT LEARNING OUTCOMES

• using grammatically correct Learners will be able to

language • speak using appropriate and correct

• using correct pronunciation, stress language

and intonation • speak confidently, fluently and

• speaking with confidence and effectively to communicate ideas

fluency and opinions

• using language appropriate for the • select, organise and present

intended purpose and audience information to an audience

• using varied vocabulary and • speak in response to the opinions

expressions and ideas of others

• using varied sentence structures • observe appropriate social

• observing conventions appropriate conventions

to a specific situation • speak persuasively to convince

• developing and organising ideas others
• using appropriate markers and • speak persuasively to convince

linking devices others

• using anaphora appropriately • speak to fulfil task within prescribed
together with other cohesive time
devices
• use correct pronunciation, stress and

• defining, describing , explaining intonation for an intended purpose

• comparing and contrasting and audience.

• classifying

• giving reasons

• giving opinions

• expressing relationships

• making suggestions and

recommendations

• expressing agreement and

disagreement

• seeking clarification

• asking for and giving information

• persuading

• drawing conclusions

• stating and justifying points of view

• presenting an argument SPEAKING

• managing a discussion

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MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK

- initiating
- turn-taking
- interrupting
- prompting
- negotiating
- closing
• task fulfilment
-presenting relevant ideas
-providing adequate content
- showing a mature treatment of
topic

SPEAKING

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MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK SPEAKING
3.0 TEACHERS’ GUIDANCE

3.1 Familiarize yourself with the test specifications

Students will be assessed in three aspects:

i) Task Fulfillment
• understanding of the topic given
• development of ideas
• relevance of response
• adequacy of response

ii) Language
• Sentence structures – simple, compound, complex and compound-complex
• Appropriate vocabulary
• Varied vocabulary
• Pronunciation, stress and intonation

iii) Communicative Ability
• Fluency
• Confidence
• Interactiveness

3.2 Ensure students understand the situation

How to do this?

- read the situation carefully
- highlight keywords / key phrases
- ask “what is required by the task?”

3.3 Give opportunities for students to ask questions

- meaning of difficult or unfamiliar words
- pronunciation of words
- clarification of task (Reasons? Causes? Find solutions?)

o simplify but avoid giving examples

3.4 Ask students to brainstorm / gather / organize ideas

- jot down three main points (do not write in full sentences)
- expand the points by asking who, why, when, how and what
- use linkers for better organization
3.5 Train students

- to identify main and supporting details

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MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK
- to develop and elaborate on a point (strategy: use examples)
- to use better and more precise vocabulary
- to produce mature (vs. immature) response
- to be able to use the useful expressions
- to always link points given with the situation

Reminder: Be careful not to double penalize the students, never let the errors in the
language presented prevent you from assessing the content

SPEAKING

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MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK
4.0 EXPLORING SPEAKING SKILLS

A presentation / discussion normally consists of three stages.
Introduce students to useful phrases to be used in opening, maintaining and closing a
presentation / discussion.

4.1 Useful Expressions

Function Expressions
Greeting ➢ Good morning, everyone
Stating Situation / Task Given ➢ Good morning examiners and all my
Introducing A Point Of View
Introducing The First Point friends
Illustrating A Point
➢ The situation states that…
Providing An Example ➢ Based on the situation… given…states

Starting A New Point ➢ I think…
Referring To What You Have Said ➢ I feel that…
Signaling Cause And Effect ➢ I believe that…

➢ Let’s start with…
➢ I would like to begin by…

➢ First of all, I propose…
➢ Therefore…
➢ This means that…
➢ This is because…

➢ One example is…
➢ For instance…
➢ Take for example…
➢ What about…

➢ Why don’t we…
➢ Another suggestion is…
➢ Moving on to my next point…

➢ As I have said earlier…
➢ As I have pointed out at the beginning…

➢ As a result…
➢ Due to…
➢ For this reason…

SPEAKING

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Signaling A Main Point MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK
Making Comparisons
➢ My main point is…
➢ The most important reason is…
➢ One important factor is…

➢ …is much more important than…
➢ You can’t compare…with…

Giving Reasons ➢ I think …is right because…
Making Strong Suggestions ➢ …and so I think that…
Making Tentative Suggestions
➢ The only solution to this problem is…
Making Neutral Suggestions ➢ There is no alternative but to…
➢ We must…
Asking Or Requesting For
Suggestions ➢ It might be a good idea to…
➢ One solution would be to…
Presenting Alternative Solutions ➢ We could always…
➢ Perhaps we should…

➢ I recommend / suggest that we should…
➢ My recommendation / suggestion is that we

should…
➢ I propose that we should…
➢ I think we should…

➢ What would you suggest?
➢ What are your views on this?
➢ What’s your opinion?
➢ Do any of you have any suggestions /

ideas?

➢ There are two solutions to the problem
➢ One solution is to…
➢ Another is to…
➢ One possibility is to…
➢ Alternatively we could…
➢ Either we could...or…
➢ One way is to … or else we could …
➢ We could either … or …

SPEAKING

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MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK

Justifying Choices And Alternatives ➢ X has many advantages …
➢ One advantage is …
Contrasting Alternatives / Choices ➢ Another advantage is …
➢ If we choose solution X, it will have the
Formal Acceptance Of Ideas /
Proposals advantage of … and ….
➢ For one thing Y has the advantage of …
➢ But even more important is its ability to …
➢ By doing X we’ll be able to ... and …
➢ The best solution to the problem is …

because it can not only … but also …
➢ While X has some advantages … Y is still

a better choice because …
➢ Y is a much better solution for this problem

…
➢ I we choose X, it may create problems in

the …
➢ Y does seem to have the potential to

minimize the effects of …
➢ On the other hand, X has already been

proved to be effective

Strong :
➢ That’s a fantastic / great idea
➢ I support that idea whole-heartedly
➢ I’ve no objections whatsoever to your

proposal
➢ I’m completely in favour of that …

Not Accepting Of Ideas Neutral :
➢ I’m in favour of that idea
➢ That sounds like a good idea
➢ That proposal seems fine to me

➢ I support that idea

Neutral :
➢ I’m sorry, but that’s not practical
➢ I’m sorry, but I have reservations / doubts

about that
➢ I’m sorry, but I can’t accept that
➢ I’m afraid I can’t agree with you

Diplomatic / Polite :
➢ I appreciate your point of view, but …
➢ I can understand your concern , but …
➢ I do see your point, but …
➢ That’s very interesting, but …

SPEAKING

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MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK

Summarising The Main Points ➢ Let me / us go over the key points again ..
➢ So, to summarise, there seems to be three
Agreeing / supporting other people’s
opinion propositions: first …, second …, and third
…,
➢ I’ll briefly summarise the main causes /

effects / problems / solutions
➢ Let us go over what has been said so far
➢ To sum up …
➢ Briefly …
➢ In short …

➢ Yes, that’s right…
➢ I (fully) agree with …
➢ X raised some good points…

Expressing certainty and uncertainty ➢ I’m absolutely certain that…
➢ I’m not at all sure if…
➢ You may have a point there. But I’m not

sure..

Signaling That You Are About To ➢ Let’s look at another possible solution…
Move On ➢ Now let’s consider some possible
To A Possible Solution
solutions…

Signaling That You Are Drawing A ➢ So we can see that…
Conclusion From What Has Been ➢ This in turn can lead to…
Said Earlier ➢ As a result…

Concluding ➢ As a conclusion…
Concluding A Discussion ➢ I would like to conclude by saying…
➢ In a nutshell…
Bringing A Discussion To An End
➢ If all of you are in favour, I suggest that
SPEAKING
we..
➢ If everyone is in agreement, I propose that

…
➢ So, if all of us agree, we can decide to …
➢ If there is no objection, I suggest that we …
➢ In conclusion …
➢ To conclude …
➢ Our unanimous decision is that we …
➢ If nobody has anything to add, we can end

the discussion …
➢ Does anyone have anything else to say? If

not, let’s bring the discussion to a close
➢ So if there is nothing more to say, let’s end

now
➢ Right, if you have nothing more to add, we

can stop here …

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Closing A Discussion MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK

➢ Thank you for listening
➢ Thank you for your attention
➢ Thank you for your ideas / contributions
➢ I hope you enjoyed the discussion. Good

day
➢ I hope you found the discussion thought-

provoking

4.2 Starting A Presentation / Initiating A Discussion

a. Using greetings
the easiest way to start a presentation or a group discussion is to greet your
audience

b. Making Introduction

Sample 1

Situation:
The reputation of a school is based on a number of factors. What are these factors?

Task A: The reputation of a school is based on the academic performance of the students.
Elaborate.
Introduction –

(remind the students to use suitable phrase)

✓ … the reputation of a school is based on a number of factors. In my opinion, it is
based on the academic performance of the students. …

Sample 2

Situation:
Your class is organizing a farewell party. What should be included in your preparation?
Task A: You need to decide on the venue. Elaborate.
Introduction –
✓ … my class is organizing a farewell party. I feel that in our preparation we need to

decide on the venue. … (remind students to change the pronouns in the situation

to suit their task)

SPEAKING

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MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK

Exercise 1

Situation
Working from home has its advantages. What are some of these advantages?
Task A: Working from home allows you to have flexible working hours. Elaborate.

Situation
Improving your self-confidence is very important for your self-development. Suggest
some ways to do this.
Task A: One way is to take care of your appearance. Elaborate.

Situation
You have moved to a new college. How can you adjust to your new environment?
Task A: One way is to make as many new friends as possible. How will this help?

Situation
There are several factors that help to make a movie popular. What are some of these
factors?
Task A: One factor is the story line. Explain.

Situation
It is important to take care of your looks. What are some of the things you can do?
Task A: You can improve your facial appearance. Elaborate.

SPEAKING

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MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK

4.3 Making A Presentation / Maintaining A Discussion

1. A simple way of starting the presentation is to ask the questions Why, How and What
2. An effective presentation will have well-developed ideas with a mature content and

absence of many gaps
3. This can be achieved by the ability to identify the difference between main points,

supporting points and supporting details

Sample 1

SITUATION: As the junior executive, you need to organize a retirement party for a
senior executive officer. What should be included in your preparation?

Task A: You need to decide on the venue. Elaborate.

The venue for the retirement party should be accessible

Main point 1 for all. (answers to the question: what about

this venue)

(another word for venue)

Supporting point The location should be close to the public transportation

access. (answers to the question: where)

Supporting detail (answers to the question: why)
Guests who do not own any transport or cannot drive
to the place can take the bus, taxi or train to come to
the party.

There should also be maturity of ideas in the response. How do we identify that?

o the extension of general knowledge
o the depth of explanation or justification
o the citing of global / local reference

SPEAKING

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MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK

Exercise 1

Situation:

As the treasurer of the Students’ Club, you suggest some activities to collect more fund.
What are some of these activities?

Task: You suggest the club members to organize a charity dinner.

Sample Response:

(the given task)
(Greetings)… I feel that the club members should organize a charity dinner. This charity

(how can the charity dinner collect money?)
dinner can sell seats at a price affordable for all, which means the students’ parents or

(who can go to this dinner?) (where can

students themselves can buy tickets to help donate to our club. This dinner can be held in

the dinner be held?) (why there?) (what can be done

our own school hall so the cost for the venue can be minimized. The club can invite some

to encourage people to come?)
famous personalities to attract people to buy the dinner tickets. …

Try to develop ideas for this new task.

Situation:
As the treasurer of the Students’ Club, you suggest some activities to collect more fund.
What are some of these activities?

Task: You suggest the club members to a donation drive week.

4.4 Closing A Presentation / Discussion
- At the end of the discussion, try to come to a conclusion.

SPEAKING

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MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK
SAMPLES OF LESSON PLANS & ACCOMPANYING HANDOUTS

SAMPLE LESSON PLAN (TASK FULFILLMENT 1)

Topic Social Issue
Language Skills Speaking – Identifying the main ideas heard
Level Medium Proficiency
Learning At the end of the lesson; students should be able to:
Objectives 1. answer the questions correctly
2. list down their contributions based on the video watched
Activities 3. present their ideas to the class
Set Induction
I. Teacher shows a picture of Jack Ma and asks students to identify
him.
2. Teacher asks students to list his contributions.
3. Teacher gives a brief description of the personality.

Activities:
1. Students are given handouts.
2. Students are given 1 minute to read all the questions.
3. Teacher plays the video.
4. Students are to write down the main ideas heard.
5. Teacher and students discuss the answers.
6. Teacher asks the students to list down what contributions they make
when they are in their 20s.
7. Students are to present their ideas to the whole class

Conclusion
1. Teacher explains the importance of identifying main ideas and the
supporting points in presentations.

Teaching Aids Laptop, LCD projector, handouts
Reflections

HANDOUT 1
Answer all these questions based on the video watched.

1. What is Jack Ma’s main message?
………………………………………………………………………………………………

SPEAKING

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MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK
2. Fill in the table below with correct messages by Jack Ma

AGE GROUP MESSAGE

Before 20

Before 30

Before 40

Between 30 and 40
40 – 50
50 – 60

Above 60

3. What will you gain when you follow somebody in a small company?
………………………………………………………………………………………………
………………………………………………………………………………………………

SPEAKING

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MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK
LESSON PLAN (TASK FULFILLMENT) 2

Topic Social Issues
Language Skills Speaking – identifying main points and supporting details
Level High Proficiency
Learning At the end of the lesson; students should be able to:
Objectives 1. identify the main ideas and the supporting points
Activities 2. fill in the boxes given with the right answers
Set Induction
Teaching Aids I. Teacher reads a short passage.
Reflections 2. Teacher asks students to identify the main points, supporting

details and the concluding sentence orally.
3. Teacher introduces today’s topic
Activities:
1. Students are given a passage.
2. Students are given time to read the passage.
3. Teacher explains the task they need to complete.
4. Students are to identify the main points and the supporting details

from the passage and write in the space given
5. Students are to work in pairs
6. Each pair is given a main point and 3 supporting points
7. They have to write a paragraph using the points given.
8. Students are to include elaborations and examples in their

presentation
9. They are to present to the whole class
Conclusion
1. Teacher explains the importance of identifying main ideas and the
supporting points in presentations.
Handouts

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MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK

LESSON PLAN TEMPLATE (TASK FULFILLMENT) 1

Topic Social Issues
Language Skills Speaking – identifying main points and supporting details

Level High Proficiency

Learning At the end of the lesson; students should be able to:

Objectives 1. identify the main ideas and the supporting points

2. fill in the boxes given with the right answers

Activities Set Induction

1. Teacher reads a short passage. (Ref : 1a)

2. Teacher asks students to identify the main points, supporting

details and the concluding sentence orally.
3. Teacher introduces today’s topic

Activities:
1. Students are given a passage. (Ref : 1b)
2. Students are given time to read the passage.
3. Teacher explains the task they need to complete.
4. Students are to identify the main points and the supporting details

from the passage and write in the space given (Ref : 1c)
5. Students are to work in pairs
6. Each pair is given a main point and 3 supporting points (Ref : 1d)
7. They have to write a paragraph using the points given.
8. Students are to include elaborations and examples in their

presentation
9. They are to present to the whole class

Conclusion
1. Teacher explains the importance of identifying main ideas and the
supporting points in presentations.

Teaching Aids Handouts
Reflections
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MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK

1a) Set Induction

BREAD

In my country, bread is an important part of our
everyday food. For breakfast, we have bread with
butter or cheese. For lunch, we have bread with a
meat or vegetable dish. Again at dinner, we eat
bread with whatever food there is on the table. We
think that if there is no bread, there is no food.

1b) Handout

Losing Touch

Steve a typical American, stays home on workdays. He switches on his laptop in SPEAKING
order to hook up with the office. After work, he puts on his earphones, watches a movie on
his smart television, or challenges himself to a game of FIFA. On many days, Steve doesn’t
talk to any other human beings, and he doesn’t see any people except those on television.
Steve is imaginary, but his lifestyle is very possible. The interventions of modern technology
seem to be cutting us off from contact with our fellow human beings.

The world of business is one area in which technology is isolating us. Many people
now work alone at home. With access to a gadget, employees such as secretaries, insurance
agents, and accountants do their jobs at the comfort of their own homes. They no longer
actually have to see the people they’re dealing with. In addition, employees are often paid in
an impersonal way. Workers’ salaries are automatically credited to their bank accounts,
eliminating the need for paychecks. Fewer people stand in line with their coworkers to
receive their checks. Finally, personal banking is becoming a detached process. Customers
interact with machines rather than people to deposit or withdraw money from their accounts.
Even some bank loans are approved or rejected, not in an interview with a loan officer, but
through a display on a computer screen.

Another area that technology is changing is entertainment. Music, for instance, was
once a group experience. People listen to music at concert halls or in small social gatherings.
For many people now, however, music is a solitary experience. Walking along the street or
sitting in their living rooms, they wear earphones to build a wall of music around them.
Movie entertainment is changing, too. Movies used to be social events. Now, fewer people
are going out to the cinema. Many more are choosing for a film to appear in its digital
version so that they can view it online. Instead of being involved with the laughter, applause
or hisses of the audience, viewers watch movies in the isolation of their own living rooms.

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Education is a third important area in which technology is separating us from others.
From elementary schools to colleges, students spend more and more time sitting by
themselves immersed in gadgets. The gadgets give them feedback, while teachers spend
more time tending the computers and less time interacting with their classes. A similar
problem occurs in homes. As more families buy laptops, increasing numbers of students
practice their math and reading skills with software programs instead of with their friends,
brothers and sisters, and parents. Last, alienation is occurring as a result of another high-tech
invention, The YouTube. People refer to YouTube for subjects such as cooking, real estate
investment, speaking, and speed-reading. They then practice their skills at home rather than
by taking group classes in which a rich human interaction can occur.

Technology then seems to be driving human beings apart. Soon, we may no longer
need to communicate with other human beings in order to do our work, entertain ourselves,
or play the games we enjoy. Machines will be the coworkers and companions of the future.

(Adapted from : College Writing Skills by John Langan)

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1c) Handout

Based on the given essay, construct the outline by identifying the m
supporting points and the supporting details (if any). two body paragra

TOPIC: __________________________________

Main Idea of
Essay:

Main ideas of Main Idea 1 (Paragraph 2)
paragraphs:

Supporting SP1:
Points & ……………………………………………………………….
Supporting ……………………………………………………………….
Details :
SP2:
………………………………………………………………..
………………………………………………………………..

SP3:
………………………………………………………………...
……………………………………………………………....

SD1: ………………………………………………………
SD2: ………………………………………………………

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MALAYSIAN UNIVERSITY ENGLISH TEST (

MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK

main idea of the essay, the main idea of each paragraph, the
aphs using the form below. Write in complete sentences.
___________________________________

Main Idea 2 (Paragraph 3)

SD1: SPEAKING
………………………………………………………………….
.………………………………………………………………....
...........................................................................................
...

SD2:…………………………………………………………..
…………………………………………………………………
…………………………………………………………………

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Main Idea of Main Idea 3 (Paragraph 4)
paragraph:

Supporting SP1:
Points ……………………………………………………………….
……………………………………………………………….

SP2:

………………………………………………………………..
………………………………………………………………..

SP3:
………………………………………………………………...
……………………………………………………………....

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MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK

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(MUET): TEACHER’S HANDBOOK

MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK

1d) Handout for group activity
Read the situation below. Based on the given main point and supporting details, elaborate and
provide examples to support your stand.
Situation:
There are many challenges in life. How can we deal with these challenges?

Candidate A:

Handle stress well
• Learn to recognize the feeling of stress
• Don’t worry about things you can’t control
• Prepare yourself mentally and physically

Candidate B:

Accept differences

• Accept people’s traits, both positive and negative
• Learn to respect others’ differences
• Bring closeness

Candidate C:

Adapt to changes

• Set new goals and go after them
• Be observant and a quick study
• Be open to new experiences

Candidate D:

Able persevere

• Pursuing a higher goal
• Maintaining the stamina to keep improving oneself
• Have the right attitude towards challenges

(MUET Speaking, July 2016) SPEAKING

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HANDOUT 2

Practice 1

Identify the main point, supporting detail and an example from the given list of sentences.

1. A major problem for many students is the high cost of tuition and books such as
note books, revision books and note books.

2. Driving on highways requires skills and alertness especially when driving alone
late at night.

3. Moving away from home can be a stressful experience for young people
because they will need to be independent.

Sentence 1
Main point
Supporting detail
Example

Sentence 2
Main point
Supporting detail
Example

Sentence 3
Main point
Supporting detail
Example

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Practice 2
Sample Paragraph.

Good morning to teacher and friends. I would like to suggest for my friend to take foodstuff
and medication with him overseas. This is because it will be very difficult to adapt to the food
there at first. They might need local food to survive the first few weeks. Simple food like
chili paste and some spices are some basic ingredient needed.

Based on the above sample paragraph, write a similar paragraph based on the situation given
to you. Change the underlined content to suit the situation.

Situation:

Your friend is going overseas to study. What are some of the things that your friend should
take with him? Suggest.

i) Foodstuff and medication
ii) Traditional Malaysian clothes and souvenirs
iii) Books and other study materials
iv) Gadgets and appliances

Muet Speaking November2016

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LESSON PLAN (TASK FULFILLMENT) 3

Topic Social Issue
Language Skills Speaking – Identifying main points and supporting details
Level Low Proficiency
Learning At the end of the lesson; students should be able to:
Objectives 1. identify the main points and the supporting ideas
2. fill in the blanks with the correct responses based on the sample
Activities
given
3. present their work to the class
Set Induction
I. Teacher shows picture of a good behaviour
2. Teacher asks students what they can see in the picture and

elaborate
Activities:
1. Students are given handouts .
2. Students are to identify one main point, one supporting detail and

one example from the given list of sentences.
3. Teacher and students discuss the answers.
4. Students are given a sample paragraph as guidance.
5. Students are to write a similar paragraph based on situations given
6. Teacher asks the students to present their paragraph

Teaching Aids Conclusion
Reflections 1. Teacher explains the importance of identifying main ideas and the
supporting points in presentations.

Handouts

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LESSON PLAN (MAKING SUGGESTIONS, RECOMMENDATIONS AND
PROPOSALS)

Topic SOCIAL ISSUE : INDISCRIMINATE LITTERING
Language Skills Speaking
Level Intermediate
Learning At the end of the lesson, students will be able to:
Objectives 1.Select,
Activities 2. Organize and
3. Present relevant information
Teaching Aids Set Induction
Reflections
1. Students are divided into groups of four and given an article
and pictures of indiscriminate littering

2. Each group discusses the issues in the articles
Activities:

1. Each group is given a different deterrent measure to solve the
problem of littering.

2. Try to find two reasons to support each measure

3. The group arrange meetings to discuss the best measure to
solve the problem e.g. different point of view (parents,
students, college administrators, local council, local education
authority etc)

Conclusion
1. A panel discussion with a representative of each group on the
panel
**Variation – Instead of arranging meetings, each group can
produce a leaflet or poster to help solve the problem and
present

News paper article / headlines / pictures on indiscriminate littering

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HANDOUT 1

Working in groups of fours, discuss how the following deterrent measures can solve the
problem of littering in your college. Try to find two reasons to support each measure. Use the
different expressions in your discussions.

PROBLEM INDISCRIMINATE LITTERING
TASK Suggest deterrent measures and give reasons to support these
measures
SOLUTION 1 Impose a fine of RM 500.00
REASONS (a)

(b)

SOLUTION 2 Do community service

REASONS (a)

(b)

SOLUTION 3 Put the offender in detention

REASONS (a)

(b)

SOLUTION 4 Publish the offender’s picture in the college website

REASONS (a)

(b)

SPEAKING

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LESSON PLAN (JUSTIFYING CHOICES AND ALTERNATIVES)

Topic SPORTS : Kuala Lumpur 2017 (KL2017)
Language Skills Speaking
Level Intermediate
Learning At the end of the lesson, students will be able to:
Objectives
i. develop ideas
Activities ii. give relevant response
iii. speak persuasively to convince others
Set Induction

1. Students are divided into groups of four and given an
article and pictures of Kuala Lumpur 2017 (KL2017)

Teaching Aids 2. Kuala Lumpur 2017 (KL2017) is the brand name of
Reflections the 29th Southeast Asian Games and the 9th ASEAN
Para Games. The Southeast Asian Games will take place
between 19th and 30th August 2017 and the ASEAN
Para Games will be held from September 17th to 23rd,
2017. The organizers of the KL2017 have approached
your college to send volunteers to help them at the Bukit
Jalil National Stadium. The college representatives have
been asked to recruit volunteers for different types of
work.

Activities:
i. Each group is given a handout containing different options
ii. Students try to find two reasons to support each option

iii. Each group describes the choice made and outlines the reason
for this choice

Conclusion
i. A panel discussion with a representative of each group on the
panel

News paper article / headlines / pictures on Kuala Lumpur 2017
(KL2017)

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HANDOUT 2

Get into groups of four and decide on the most advantageous option

Situation

Kuala Lumpur 2017 (KL2017) is the brand name of the 29th Southeast Asian Games and the
9th ASEAN Para Games. The Southeast Asian Games will take place between 19th and 30th
August 2017 and the ASEAN Para Games will be held from September 17th to 23rd, 2017.
The organizers of the KL2017 have approached your college to send volunteers to help them
at the Bukit Jalil National Stadium. The college representatives have been asked to recruit
volunteers for different types of work.

OPTION A OPTION B
JOB: Ushering guests JOB: Serving drinks and refreshments
DURATION: five days DURATION: seven days
BENEFITS: BENEFITS:

• Free food and drinks • Free food and drinks
• Special T-shirts • Miniature mascot
• Opportunity to interact with people • Opportunity to meet international
• Opportunity to make new friends
athletes
OPTION C • Opportunity to meet new friends with
JOB: Looking after VIPs
DURATION: five days all types of people
BENEFITS: OPTION D
Gift vouchers JOB: Selling souvenirs
Special T-shirt and cap DURATION: seven days
Opportunity to meet foreign dignitaries BENEFITS:
Get the experience of interacting with people
• Free food and drinks
• Special T-shirt
• Opportunity to interact with people

from other countries
• Opportunity to use communication

skills

As a group, discuss which of the options given is the most useful and interesting for college
students. Give reasons to support your opinion.

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LESSON PLAN (VOCABULARY APPROPRIACY & VOCABULARY EXPANSION)

Topic Social Issue : The Benefits of Television Programmes
Skills Speaking
Make use of appropriate vocabulary to convey meaning
Sub skill Intermediate students
Level
Learning 1. Differentiate between commonly used and not-so commonly used
Objectives vocabulary

Teaching Aids 2. Select vocabulary and categorize them into similar word groups
Reflections 3. Apply the learnt vocabulary in own language especially in spoken

language
Set Induction

1. Students place the names of different television programmes into common
groups (i.e. travelling programmes, cooking programmes, health
programmes and current issues programmes) – Handout TV Logos

2. Students add on more names of television programmes of their own into
the list

Activities:
1. Students voice the reasons why they like certain television programmes
and not others
2. Students are then asked to write out their response in short speeches
3. Some collected speeches are shown/written on the board for students to
see and analyse.
4. Students choose which responses they see good or better than others.
5. Teachers ask the students to compare the vocabulary used in these
speeches (teacher can put his/her own samples for comparison - if
possible the samples have to be of different levels of proficiency)
6. Students are then given handouts containing a few samples responses for
benefits of television programmes (refer to Handout BTV)
7. Students read and identify the vocabulary differences from the samples
8. Teacher then explains the impact of using certain vocabulary in speaking

Conclusion
1. Students are asked to conclude what they learn from the day’s lesson (i.e.
certain vocabulary will produce better language than others)
2. Students are given enrichment exercises of using better vocabulary in
sentences

Logos of television programmes
Handouts of sample responses

Follow up Speaking July 2015
exercise
Situation: Some television programmes can be helpful to us in our daily lives.
What are some of these programmes? SPEAKING

• Television programmes on travelling
• Television programmes on cooking
• Television programmes on health issues
• Television programmes on current issues

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HANDOUT BTV

Benefits of Television Programmes Benefits of Television Programmes

Travelling programmes are very useful for Cooking programmes are helping a lot
many people because people can see other because many people can learn to cook a lot
places in own country or oversea. For of food. When they are hungry, they can
example, beautiful places like Lake Toba, quickly cook food themselves. They can
Hawaii and others. Besides that, people can cook rice, eggs and cook spaghetti. This is
also go to the beautiful places after they see important because they can eat when they are
them. hungry anytime.

Benefits of Television Programmes Benefits of Television Programmes

Travelling programmes like Lonely Planet Cooking programmes are very crucial for
and others are helpful for adventure-lovers independent living because it can improve
especially as they offer a glimpse of the our cooking skills. When we feel hungry or
beautiful places local and abroad. For too tired to go out, we can simply whip up an
example, if anyone is planning to visit omelet or boil some pasta. We will not have
historical sites like Rome or Egypt he can to worry about getting food poisoning eating
expect what to see in the future. out.

Benefits of Television Programmes Benefits of Television Programmes

Television programmes about health issues Programmes about health give a lot of
are very informative and eye-opening. From information to us. There is information about
those shows we get the latest information sick people, new medicine for sickness and
about any breaking pandemic or any we can take care of ourselves. We can know
breakthrough cure or medicine for any about how to protect our health and how to
diseases. As viewers we can be extra vigilant take care of it. Health is important to us, that
and take extra precaution for ourselves and is why we must protect it.
loved ones

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HANDOUT TV SHOW LOGOS

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LESSON PLAN (VOCABULARY BUILDING & EXPANSION)

Topic Education: Factors to choose a university
Skills Speaking
Make use of appropriate vocabulary to convey meaning
Sub skill Intermediate students
Level
Learning 1. Build a list of vocabulary extension ( in this context:
Objectives vocabulary related to educational issue)

Teaching Aids 2. Apply the learnt vocabulary in own language especially in
Reflections spoken language

Set Induction
1. Students are shown the many names of universities and
institutions of higher learning.
2. Students voice their preferences of which university they want
to study in

Activities:
1. Students state the reasons for their preferences
2. Students are then asked to write out their response in short
speeches
3. Some collected speeches are shown/written on the board for
students to see and analyse.
4. Teachers ask the students to look for words / phrases /
vocabulary that can only be used in the context of education
5. The students are grouped in pairs or in four for the next
activity
6. Students are then asked to use any thinking map tool suitable
to list out these words in an organized system
7. Afterwards they are present their graphic organizer to the class

Conclusion
1. Students are asked to expand more on the existing graphic
organizer by adding more words they can think of at home

Logos of local and abroad universities (refer to Handout of
universities logos)
Handouts of thinking map tool

Follow up Speaking
exercise Situation:

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HANDOUTS OF UNIVERSITY LOGOS

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SUGGESTED THINKING MAP TOOL

Factors to consider before choosing a university to study in

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Topic MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK
Language Skills
Level LESSON PLAN (USING TRANSITIONAL LINKERS)
Learning
Objectives Techniques for Making Presentation Interesting
Activities Reading – Skim and scan for specific information
Speaking- Speak using appropriate and correct language
Teaching Aids Medium Proficiency
Reflections At the end of the lesson; students should be able to:
1. answer the questions correctly
2. present their ideas to the class
Set Induction
I. Teacher shows a picture of people dozing off during a talk
2. Students are to come out with reasons why people fail to focus on a presentation.
3. Teacher explains how transition words help audience/ listeners follow a presentation/
conversation.

Activities:
1. Students are given handouts.
2. Students are given 1 minute to read and understand the article.
3. Students are to rearrange the underlined transition words into a correct order.
4. Class discussion
5. Using the same format and transition words learnt, students are to prepare their own
talk on one of these topics:
- how to sell a product well
- how to be successful in a job interview
- how to gain more friends

7. Students are to present their ideas to the whole class
Conclusion
1. Teacher restate the importance of using the correct word transitions in speeches.

Picture/ handouts

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HANDOUT 1

Put the underlined phrases in the speech in the correct order.

1. Firstly, before I start I have to tell you that if you fall asleep listening to my presentation then it
won’t be my fault. The fault lies in our genes. Humans weren’t supposed to sit in warm rooms with
someone talking for a long time about something that didn’t grab their attention. If a tribal chief tried
that in the Stone Age, he soon found himself talking to the wall while the rest of the guys went and
did something useful like massacre a mammoth. We can’t do that today, but we can all think of
million-and-one things apart from the presentation if the presenter doesn’t get it right. My name is
Goody Startman and 2. let’s start with 3. Good morning, ladies and gentlemen. I’ll name them all so
that you could jot them down. 4. Moving on to I’ll give their brief descriptions and give examples…

5. Then the most effective techniques for waking up the audience. They are: asking questions to the
audience, using quotations, giving prizes to the audience, using visuals and distributing handouts. 6.
Have you got any questions? asking questions to the audience or mental involvement. One of the best
ways to get your message through is to get the audience thinking. Asking questions to the audience is
a great way to make them think. “Have you ever had your keys in your hand one minute and the next
minute they were gone?” This question is of the ‘Has-this-ever-happened-to-you?’ variety…

7. Finally, using quotations and humorous remarks which is no doubt a leading attention-getter …A
fun way to get the audience involved physically is to give out prizes. For example, you may promise a
prize to the most attentive listener. 8. today I’d like to talk to you about some techniques for making a
presentation interesting. handouts. Handouts enhance most presentations. They are also another way
to get audience members in fun. One of the reasons is that audience members really enjoy being able
to take something home with them.

9. In this slide you can see hey look at that! Visuals. Some type of visual in the room as the
participants enter is a good way to signal them that your presentation will be different. It could be an
interesting picture or funny quotation on the wall or overhead screen or a nicely done colour flipchart
page. It will make the audience really look forward to your presentation.

These are the main techniques to wake up the audience. 10. Now, let’s turn to 11. Thank you for your
attention.

Answers:
1. Good morning ladies and gentlemen; 2. Today I’d like to talk to you about some techniques for
making a presentation interesting; 3. Firstly; 4. Then; 5. In this slide you can see; 6. Let’s start with;
7. Moving on to; 8. Now, let’s turn to; 9. Finally; 10. Have you got any questions?; 11. Thank you for
your attention.

© Svetlana Kandybovich, for the British Council’s Voices magazine

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Topic MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK
Language Skills
LESSON PLAN (TRANSITIONAL LINKERS)
Level
Learning SOCIAL ISSUE : TEENS ON THE JOB
Objectives At the end of the lesson, students will be able to:

Activities i. Locate transition words in a newspaper article
ii. Use transition/linking words and phrases during class discussions
iii. Speak confidently, fluently and effectively to communicate ideas

and opinions

Intermediate

Students should be able to:
• speak with confidence and fluency
• develop and organize ideas and use linking devices

Set Induction:
1. Students share their (pleasant and unpleasant )working experience with
the class.

Activities:
.1. Students are given a newspaper article on the topic. They are to identify as
many transition words as they could find in the article.
2. Students are given a guideline on how to use simple time and thought
transitions to answer questions.
3. Teacher posts a question “ Should students work part-time?”
4. In pairs, students are to respond to this question to each other’s opinion using
linking/ transition words provided for them.

Teaching Aids Conclusion :
Reflections Students try to replace the transition words as given in the guidelines with other
similar words found in the newspaper article in their conversation with each
other.
Newspaper article “ Teens on the job” ( The Star) / handouts ( guidelines)

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HANDOUT 2

GUIDELINES ON HOW TO USE TRANSITION WORDS IN CONVERSATION
TOPIC: TEENS ON THE JOB

Work in pairs and discuss this question:
Should students should work part time?

STUDENT #1
Introduction
In my opinion…
I think…
I believe…
In my view…
( students should/ should not work part time )

Reason why (claim)
Because…
due to…
since…
as…
( they might/ might not have….)

Supporting Details
First
Second
In addition
Furthermore

Wrap Up
To sum up
Clearly
To conclude
Consequently
( students should/ should not work part time )

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STUDENT #2
I agree (concur)/disagree (cannot accept) student #1's view
because...
Even though/although…
By contrast……
Despite….
Alternatively….
Supporting Details
One clear example is…
For example…
Namely…
To illustrate…

Wrap Up
These are some reasons why I can/cannot agree with student #1's
views... OR
To sum up, (I support or do not support) student #1's claim
because….

SPEAKING

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USEFUL MATERIALS / TEMPLATES

SPEAKING TEMPLATE FOR TASK A

Task A

Candidate A

Situation

You believe everyone should play an active role to help protect the environment. What do you think

they should do? Underline key

words an

Task A : You think that everyone should recycle. Explain.

Write notes

Eg : Recycle
1. Preserves natural resources- fewer trees are cut- protect the trees. Protect the forest and wildlife.
2. Reduces trash in landfills- save the environment.
3. Saves expenses– less expensive to recycle then to produce new items. Less chemicals used- save

environment.

Step-by-step : SPEAKING

1. Greeting and introduce the topic.
Good morning to the examiners and fellow candidates.
As Candidate A , I strongly believe that everyone should play an active role to help protect the
environment.

2. State main point .
I suggest that everyone of us can help to protect the environment by recycling.

3. Support suggestion.
Reason 1 + elaboration :

Recycling helps preserve our natural resources. Well, if we recycle paper products like
newspapers and books then fewer trees would be cut to produce paper. Therefore we can save
more trees on earth and we can help preserve our natural resources especially the forest and
the wildlife living in the forest.

4. Reason 2 + elaboration

Recycling reduces trash in the landfills and helps to minimize pollution. When people burn
garbage, this can harm the ozone layer and produce harmful gases which can lead to
respiratory diseases like cough and asthma. Every time we reduce waste, reuse, and recycle
our garbage- from used plastic bottles, disposable cups and utensils, paper, and other plastic
products, we get to protect the environment and even millions of lives from the harmful
effects of pollution.

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5. Reason 3 + elaboration

Recycling saves expenses and resources. It helps reduce the amount of materials that are
wasted or thrown in landfills such as paper, plastic, glass, and aluminium. This also enables
companies to rely less on raw materials, which requires more energy for manufacturing a new
product. For instance, recycling plastic material requires less energy than having it produced
from raw materials. This is more cost-effective and environment-friendly because carbon
emissions are lessened and energy use is greatly reduced.

6. Conclusion

Finally let me conclude by saying that recycling is an important way to help protect the
environment and everyone should play an active role to protect the environment. Thank you.

SPEAKING

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Exercise 1

Read the situation below and brainstorm for ideas. Then fill in the boxes below with your own

ideas. Key words.

Situation :
You believe everyone should play an active role to help protect the environment. What do you think they
should do ?

Task B : Discuss which of the following is the best way to help protect the environment?
(i) Recycle
(ii) Organise a “Plant a Tree” event in school or colleges
(iii) Participate actively in wildlife conservation campaigns
(iv) Support the “No Plastic Bag Day” campaign.

A Helps preserve our natural resources – fewer trees
Recycle cut
Reduces trash in the landfills and helps to minimize
B pollution – less burning
Organise a ‘Plant a tree” event in Saves expenses and resources- cheaper to recycle
schools or colleges and use less energy.

Promote environmental awareness- teach children

C Help save endangered species and their habitat
Participate actively in wildlife
conservation campaigns

D
Support the ‘No Plastic Bag Day’
campaign

SPEAKING

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