SUCCESS IN MUET

PELANGI BESTSELLER Malaysian University English Test Dr. Hooi Carol Roslina Abdul Latiff SUCCESS in MUET MUET NEW EXAM FORMAT CEFR–Aligned QR codes QR codes for all listening tracks for all listening tracks for all listening tracks Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

ix PREFACE iii ABOUT THIS BOOK iv Paper 1 LISTENING 1 ❖ Introduction 2 ❖ Tackling the Listening Paper 3 ❖ Making Sense of the Listening Texts 4 ❖ Transition or Signal Words 4 ❖ Note-Taking Techniques 7 ❖ Scoring the Listening Paper 8 ❖ Strategies Used in the Listening Paper 9 ❖ Developing the Listening Skills 11 • Exercise 1 – Listening for the Gist of the Texts 11 • Exercise 2 – Listening for Ideas 11 • Exercise 3 – Listening for Purpose 12 • Exercise 4 – Listening for Specific Information 13 • Exercise 5 – Listening for Inference 15 • Exercise 6 – Listening for Tone to Understand a Speaker’s Attitude 15 • Exercise 7 – Listening for Stress on Specifics 16 ❖ MUET Practices 1 – 4 (Part 1 – Part 5) 18 Paper2 SPEAKING 41 ❖ Introduction 42 ❖ The MUET Speaking Paper 43 • Seating Arrangement 43 ❖ Evaluation Criteria 43 • Rubrics for Aggregated Scores 44 • Division of Groupings 45 • Time Given for Group Discussion 45 ❖ Part 1: Individual Presentation 46 • Tackling the Speaking Paper 46 • Preparing Your Text for Presentation 46 • Presenting your Speech 48 • Useful Expressions for Individual 49 ❖ A Complete Speaking Paper 53 ❖ (Part 1: Individual Presentation) • Example of Individual Presentation 53 • Brainstorm and Organise Ideas 54 (Exercises 1 – 2) • Use of Language Function 57 (Exercises 3 – 5) ❖ (Part 2: Group Discussion) • Initiating a Discussion 62 • Maintaining a Discussion 67 • Turn-taking 68 • Closing a Discussion 72 • Example of Group Discussion 74 • Use of Language Function (Exercises 6 – 7) 76 • Strategies for Speaking Tasks 78 ❖ MUET Practices 1 – 20 81 Paper3 READING 103 ❖ Introduction 104 ❖ Developing Reading Skills 106 • Skimming a Text to Get the General Idea, Pattern of Organisation and Point of View 106 • Skimming and Scanning Using Contextual Clues 107 • Identifying Main Ideas 108 • Identifying Keywords to Summarise 109 • Identifying Organisational Clues to Summarise 110 • Distinguishing Between Main Ideas and Supporting Details 111 • Deriving Meaning of Words Using Contextual Clues 112 ❖ Making Inferences 113 ❖ Distinguishing Facts from Opinions 114 ❖ Thinking Skills 115 ❖ Paraphrasing 115 ❖ Drawing Conclusions 115 ❖ Strategies for Answering Reading Comprehension Questions 116 ix Contents Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

x • General strategies 116 • Strategies for Gapped Text Questions 117 • Strategies for Multiple Matching Questions 118 • Strategies for Multiple-choice Questions 119 ❖ Example and Analysis of a Reading Paper 121 ❖ Reading Strategy 133 ❖ Excercises 1 – 10 136 ❖ MUET Practices 1 – 22 143 Paper 4 WRITING 175 ❖ Introduction 176 • Evaluation Criteria 176 • Assessment 176 • Task Fulfilment 176 • Rubrics for Aggregated Scores 177 ❖ TASK 1: Guided Writing • Steps in Answering Task 1 178 • Answering Task 1 Effectively 178 Constructing an Effective Subject 180 (Exercises 1 – 2) Writing Proper Salutations 181 (Exercises 3 – 4) Writing an Effective Introduction 182 (Exercises 5) Constructing Body of Letter or Email 183 (Exercises 6 – 9) Writing an Effective Closing 185 (Exercises 6 – 9) Dos and Don’ts 186 (Exercises 10) ❖ TASK 2: Extended Writing • Skills Required in Extended Writing 187 ❖ Developing Writing Skills 188 ❖ Writing Thesis Statements, Topic Sentences and Supporting Details 195 ❖ Writing Topic Sentence 197 ❖ Writing Supporting Details 198 ❖ The Process Approach to Extended Writing 199 ❖ Achieving Coherence in Paragraphs 204 ❖ MUET Practices 218 • Task 1: Practices 1 – 19 218 • Task 2: Practices 1 – 18 230 GRAMMAR PRACTICES 236 1 Nouns, Verbs, Adjectives 236 2 Adverbs 238 3 Word Order 240 4 Infinitives 243 5 Gerunds 245 6 Subject-Verb Agreement 247 7 To, In, At (for places) 250 8 Simple Present Tense 252 • Present Simple Questions 254 9 Simple Past Tense 255 10 Continuous Tense 257 11 Present Perfect Tense 260 12 Passive Voice 263 13 Connectors 265 14 Conjunctions 267 MODEL TEST 270 COMMON ENGLISH IDIOMS 289 TAPESCRIPT 291 ANSWERS 322 x Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

About This Book MUET Paper 1 Listening LISTENING 1 Examination Requirements MUET (800/1) Paper 1 LISTENING Dialogue 1 (MCQs – 3 options) Part Monologue 2 (MCQs – 3 options) Part Monologue 3 (Multiple matching – 3 options) Part Dialogue 4 (MCQs – 3 options) Part Short Dialogue 5 (MCQs – 3 options) Part 50 minutes DURATION WEIGHTING 25% ‘’Education is the ability to listen to almost anything without losing your temper or your self-confidence.” -Robert FrostMUET Paper 1 Listening LISTENING 7 Note-taking Techniques One of the skills that is going to be tested in the Listening Paper is your ability to identify specific details mentioned. It is wise therefore to write down in note form any details that you find relevant to aid you in choosing the correct answer for all questions. In note taking, try to write down only the main points, in note form, from the first listening. 1 Use dashes rather than writing down the whole sentence. Example: The flood subsided at eight o’clock last night. [flood – subsided – 8 p.m.] 2 Leave out certain words that are less important. (a) articles Example: A cat chased the dogs. [cat – chased – dogs] (b) verbs to be Example: She is mischievous and so is her sister. [she – sister – mischievous] (c) signal words Example: Nevertheless, she insists on cooking. [she – insists – cooking] 3 Use abbreviations where possible. Example: M’sian –Malaysian a.m. – morning p.m. – evening e.g – example no – number i.e. – that is vet – veterinarian 4 Create a mind map or a list for details and examples. Example: There are several ways for you to cook an egg. You can first of all deep fry it, poach it, hard boil it, soft boil it, make scramble eggs and even make omelettes. Cook eggs Deep fry Soft boil Poach Scrambled eggs Hard boil Omelette i-THINK: Bubble map Cook eggs • deep fry • poach • hard boil • soft boil • scramble eggs • omelette List i-THINK Map Create an i-THINK Map where possible: Transport Air Land Rail Road Listening Practice on YouTube 32 Minutes of English Listening Practice for Beginners https://www.youtube.com/ watch?v=bEB8-SWMYhI SCAN ME ‘I am all ears’ is an idiom that means a person is very ready to listen to what the other person is trying to say. MUET Paper 1 Listening LISTENING 9 Strategies used in the Listening Paper Listening is found to be the one skill that we use the most in our everyday life. Listening and comprehending what is being said are the basis for the other skills namely speaking, reading and writing. It is therefore very important to develop our listening skills that will be used widely in academic learning and communications at the workplace. To understand what is being said better, it is important therefore to listen actively and to apply certain listening strategies. Achieve Understanding Apply Listening Strategies Active Listening [to actively pay attention to what is being said] These are important strategies that candidates could adopt to increase their understanding of the Listening texts. Listening Strategies Description • This is the listening that you do to get the main idea of the speech. • What isthe conversation mainly about? • Is the speaker talking about his work or his hobby? • What is the central focus of the listening text? Listening for the gist of the texts • Listen for ideas that is being said about a topic. • What is the speaker’s opinion of the topic being discussed? • What suggestion is being given? • Do the speakers agree with each other? Listening for ideas • Here you will be listening for the purpose of what is being said. • What is the reason of the speech? • Is the speaker asking for help or offering others his help? Listening for purpose You will be tested on listening for gist of the texts mostly in Part 3. You will listen to 3 monologues by 3 people. You will have to select from a selection of five options which best fits what the person is talking about. Understanding the purpose could help you anticipate what will be said next. If the purpose is to persuade, you can predict that there would be reasons given that you will need to take note of. MUET Paper 1 Listening LISTENING 16 3 What was the first problem that Mrs Devi noticed? A The staff were standing around chatting. B The supermarket did not have staff to help. C The staff were being ignored by customers. 4 When approached by customers the staff looked A annoyed B busy C delighted 5 Mrs Devi’s complaint about the aisles was that A they were wrongly labelled B they were too cluttered C the fruit aisle contained drinks 6 Mrs Devi was upset at the cashier because A there were only two other people in the queue with her B she had bought many things C the supermarket did not provide any shopping bags 7 Is Mrs Devi likely to return to the supermarket? A No, but she hopes that changes will be made. B No, and she hopes that other customers will do the same. C Yes, so she hopes that there will be improvements. 7 Listening for stress on specifics Listen to a telephone conversation between Fazri and his mother on how to make fried macaroni. As you listen, choose the correct answer for questions 1 to 7. 1 Fazri was asking about how to cook fried macaroni from A university B work C home 2 There is a kitchenette in the student housing A to allow students to cook light meals. B to stop students from overspending on food. C to encourage students to become good in cooking. Track 8 Some words or sentences will be picked out and are stressed. This is often done to show that the stressed information is of a greater importance. Mrs Devi said “..needless to say..” to indicate that it goes without saying that she was very upset about what had happened at the grocery store. A study shows that the average person spends over 53 hours per year doing grocery shopping. Refer back to the time when she reached the cashier. Look out for key phrases to show that she was upset there. Quick overview of the component of each paper Strategy to help students master the skill tested Tips on how to answer certain skills QR codes for quick access to listening texts Suggested websites with QR Code that can be accessed for further information on topic Informative facts include additional interesting information related to the text Vocabulary reference for better understanding SUCCESS IN MUET is specificially designed to help students and teachers use the book effectively. iv Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 2 Speaking SPEAKING 74 Example of Part 2 GROUP DISCUSSION Situation To maintain a healthy lifestyle, you need healthy habits. In your group discuss some healthy habits. No smoking Healthy weight Healthy diet Moderate alcohol intake Regular Healthy habits exercise for healthy lifestyle At the end of the discussion, try to decide on the most important healthy habit to maintain a healthy lifestyle. Candidate B: Good morning. Thank you all for coming. We are here to discuss on the most important healthy habit to maintain a healthy lifestyle. In my opinion, having a healthy diet is the most important factor because we need to maintain the nutritional needs of the body. A healthy diet of grains, vegetables, fruits, protein and dairy in the right proportions and quantity will give us the energy we need for our daily activities. A healthy balanced diet is essential for overall health. To maintain a healthy lifestyle, we need to keep eating healthy. Candidate A: Well, I suppose you’re right. But, regular exercise is also important. Exercising daily is key to a healthy life. While intense workouts at the gym may not be necessary, maintaining a regular exercise routine is part and parcel of a healthy lifestyle. We have to continuously stay physically active to have a strong Opening a discussion Introducing the subject Expression opinions Giving reasons Elaborating Expressing partial agreement Justifying MUET Model Test 270 Paper 1: Listening (800/1) (50 Minutes) Instructions to candidates: The test consists of five parts: Part I, Part II, Part III, Part IV, and Part V. Each part comprises a recording. You will listen to each recording twice. Answer the questions as you listen, and indicate your answers on the Multiple-Choice answer sheet provided. You will be given time to read the questions when the test begins. Part I Track 37 Listen to a conversation between Mei Ling and her parents. As you listen, choose the correct answer for questions 1 to 7. 1 Mei Ling was not back sooner than expected because A she was afraid to drive fast B she had lunch with her friends C she had lots of groceries to buy 2 Mei Ling’s mother blamed her husband for the accident because A he did not service the car B he changed the windshield wipers C he left the golf balls under the driver’s seat 3 The word ruined (line 30) refers to A the friendship B the pizza party C the camping trip 4 Mei Ling is really upset because A she wrecked her friend’s car B she has to pay for the repairs C she has no car for the weekend 5 The word jam can best be replaced with A disgrace B situation C tight spot 6 The statement “I don’t even have 500 miles on it.” implies that A the father hardly drives his new Jeep B Mei Ling could go four-wheeling anytime C Mei Ling can go camping in the new Jeep 7 Which graphic shows the correct sequence of the accident? A Model Test 236 1 NOUNS, VERBS, ADJECTIVES 1 Notice the nouns, verbs, adjectives and adverbs in sentences: Rina took a long break last July. nouns verb pronoun adjective adverb She drove slowly to Terengganu. 2 Nouns: • Common nouns: refer to things, people, animals cake women school kettle pen • Proper nouns: names of people, places and things Melaka Amin SK Tambun January • Countable nouns are nouns that can be counted, and uncountable nouns cannot be counted such as: water butter furniture sand air • Pronouns are used to replace nouns he she it we you they 3 Verbs are action words: run smile live chat clap jump He climbs the mountain. (climb – verb) I work hard. (work – verb) • Regular verbs Present Tense Past Tense Past Participle walk walked walked touch touched touched • Irregular verbs Present Tense Past Tense Past Participle fly flew flown hang hung hung 4 Adjectives are words that describe nouns. • Adjectives normally come before a noun: We had a great session this morning. • Adjectives may also come after a noun [after the verbs to be, looks, seems, feel]: He seems hungry. They look tired. • We can add intensifiers (eg. very, extremely) before an adjective: The fried rice is very hot. He bought an extremely big cake. MUET Tapescript 291 1 Track 1 Listening for the gist of the texts Listen to three people; Farhan, Sean and Sheila, talking about their favourite types of sports. For questions 1 to 3, choose the sport that each speaker is most likely to enjoy from the list A to E. Use the letters only once. [Pause 15 seconds] Now listen carefully and indicate your answers. Voice 1: Farhan Farhan : I like something rough that allows people to express their inner fighter in a safe setting. I think the best kind of sports is the kind where you can hit people and get hit yourself. There is a lot of excitement that comes with that. I know that sometimes, accidents can happen in these matches but I believe that with proper refereeing and adequate training, these can be avoided. Being allowed to use weapons is fine, but I definitely prefer it if you have nothing to use to attack your opponent and defend yourself besides your own two hands. That is how you really bring out the best of human ability. Voice 2: Sean Sean : My favourite sort of sport is the kind where I can work with others to reach a common goal. However, I am also the type of person who considers three to be a crowd, so I like it when I get to interact with people, as long as it is done with one person at a time. I also enjoy sports that involve running around because through an activity like that, I really get to do my cardio exercise. Moreover, it makes me feel like I am maximising my time because in sports like these, I do not have to stand around waiting for my opponent to finish their turn. There is almost always something to do and as a result, the game feels very exciting. Voice 3: Sheila Sheila : I am not a huge fan of having to move around a lot. I prefer the type of sport that allows me to stay relatively still, while requiring a lot of thought and precision. While I may be competitive, I like it most when I can constantly put myself against my personal best. At the same time, I also like sports that make me feel a little like I am participating in an activity from another time while also getting the impression that the skills I am acquiring can be applied to a real-world context, like when I am trying to survive in the wild. Sports like those help to improve both my physical well-being as well as encourage my imagination. [Pause 5 seconds] Now you will listen to the recording again. [Audio is repeated] 2 Track 2 Listening for ideas Dialogue 1 Listen to an interview being conducted by Rozi, a journalist and Azhar, a zookeeper, regarding a missing zebra. As you listen, choose the correct answer for questions 1 and 2. You now have 15 seconds to look at the questions. [Pause 15 seconds] Now listen carefully and indicate your answers. Rozi : Were you present during the time when the zebra went missing? Azhar : Well, we do not know exactly when the incident occurred but I remember looking into the enclosure at the start of my shift and saw that all four zebras were around and I then later heard that Zulu, the missing zebra, was gone. So, I suppose I was at the zoo when Zulu disappeared. Rozi : Do you have any idea how it managed to disappear? Azhar : I cannot be certain. What I do know is that there is a hole in the wire fence meant to keep the zebras in. Rozi : Is there no security footage that could give us a clue regarding the details of the incident? Azhar : Unfortunately not. We do have cameras all over the place but somehow the person responsible managed to dodge all of them and was careful enough to cut the wire at the exact point that was a blind spot for the cameras. Rozi : Do you have any suspicions as to who may be responsible for this? Model Test for candidates to practise right before they sit for the MUET exam Complete Tapescript for Part 1: Listening component Comprehensive notes & practices Important concepts summarised for easy recall v Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 1 Listening LISTENING 1 Examination Requirements MUET (800/1) Paper 1 LISTENING Dialogue 1 (MCQs – 3 options) Part Monologue 2 (MCQs – 3 options) Part Monologue 3 (Multiple matching – 3 options) Part Dialogue 4 (MCQs – 3 options) Part Short Dialogue 5 (MCQs – 3 options) Part 50 minutes DURATION WEIGHTING 25% ‘’Education is the ability to listen to almost anything without losing your temper or your self-confidence.” -Robert FrostPenerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 1 Listening LISTENING 2 Introduction Paper 1 of the MUET Listening Paper aims to assess the candidates’ ability to understand spoken speech that will be experienced during their studies in the degree programmes. Understanding spoken speech would involve both the formal contexts namely listening to lectures, discussions held, talks, briefings and the more informal contexts such as listening to podcasts, telephone conversations etc. Listening Test Specification MUET 800/ PAPER 1 25% weighting The paper is made up of 5 parts 30 Multiple Choice Questions Duration: 50 minutes 90 marks Overview Structure of the paper Marks allocation The listening texts ranges from familiar topics to more unfamiliar topics and involve both monologues and dialogues. All questions are Multiple Choice Questions (MCQs). The paper consists of 5 parts. Part I • 1 dialogue between 2 people • 7 MCQs with 3 options Part III • 3 monologues from 3 people clearly named • Answer 3 questions from a selection of 5 answers (A – E) Part II • 1 monologue consisting of a talk / lecture / briefing • 7 MCQs with 3 options Part IV • 1 dialogue • 7 MCQs with 3 options Part V • 3 short dialogues between 2 people • 6 questions (2 questions based on each dialogue) You need to inform the invigilators if the volume of the recording is too low for you. Put your hand up to get their attention. What is the difference between listening and hearing? Listening: It is when you make an effort to hear something. Hearing: To receive and become alert of a sound being made. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 1 Listening LISTENING 3 Tackling the Listening Paper Listening Texts Descriptions The listening texts are made up of dialogues and monologues. Part I, Part IV and Part V are dialogues between 2 people who are clearly named and their roles clearly stated. Part II is based on a monologue by one person whose role is also clearly stated and Part III is based on 3 monologues by 3 people. There is a gradual increase in the level of difficulty for the choice of words used from Part I to Part V. The production of the listening texts starts from a slower pace with more stress used on words and phrases that gradually moves on to a more natural pace of speech. Topics chosen will also be moving from familiar topics in Part I to less familiar topics in Part V. Step by Step (The Listening Paper) • Candidates will be given 15 – 30 seconds to read the MCQs for each part beforehand. • Read through the questions and the options given carefully. • Get the main idea of the dialogue. • Underline the key words so that you are aware of what you should be listening out for later. Step 1: Pre-listening • You will be listening for specific information. • Practise active listening. • Identify the key words and phrases (from step 1) in the dialogues. • Write down the key information. • Select the best answer from the selection of answers. Step 2: First Listening • This is your chance to get the information that you missed. • Finish answering the questions that you missed. • Check all your answers. Step 3: Second Listening In the musical comedy film ‘My Fair Lady’, a scholar of phonetics Professor Higgins believes that a person’s accent and tone of voice could determine the person’s place in society. He decides to prove this by trying to coach a poor flower girl Eliza Doolittle with a strong cockney accent (used by working-class Londoners) to speak well. Eliza underwent a strict regime of having to listen to phonemic sounds and to utter words as the professor intends them to sound. He found it a gruelling task having to teach Eliza. At a ball, Eliza was mistaken as a Hungarian princess! But she walked out on him due to his callous treatment of her. Professor Higgins in the end realised that she has become very important in his life. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 1 Listening LISTENING 4 Making Sense of the Listening Texts There are two ways in which a candidate can make sense of what they are listening to. These two ways of processing information from the listening texts are known as the ‘bottom-up’ and the ‘top-down’ approach. Bottom-up Approach • This is done when the candidate tries to understand the speech word by word that he will string together to form phrases and then to become sentences which he will then make sense of. • The understanding is done in a linear process. • Meaning will only be achieved at the end of this process. Top-down Approach • This is done when the candidate tries to actively understand the meaning of speech as he hears the words and clues that come his way. • He will use help from his background knowledge, the context of the dialogue and the roles of the speakers to help his understanding. Candidates may choose whichever approach that they feel comfortable with to adopt. However, try to incorporate the two approaches to ensure that the main idea of the dialogues get through and the specific details are identified. One of the reasons why the roles of the speakers in the listening texts are all specified is so that it will give clues to the candidates and help them understand the situation and the context of the dialogues. By understanding the connection between the speaker and the contexts, candidates may predict the content of the speech and also increase their understanding. Transition or Signal Words Transition and Signal words are words and phrases that give the connection between ideas. Recognising and understanding transition or signal words are key to ensure a candidate’s understanding of the Listening Texts. These words will help a candidate follow the thoughts of the speaker. Example I love watching television. It uses up my time. One way you can improve your listening skills is to practise ‘active listening’. This is where you consciously try to listen to not only the words the other person is saying, but the complete message being communicated. Show that you are listening to the other person talking by: • Retaining eye contact with the person • Smile with your eyes • Nod a little (not too much) • Responding Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 1 Listening LISTENING 5 These two sentences give the idea that the speaker loves watching television because it uses up his time that he otherwise would have nothing to do. To make the idea clearer the transition words ‘because’ or ‘as’ could be used to join the two ideas. Compare this idea when another transition word is used. Example I love watching television even though it uses up my time. Now the speaker still loves watching television, but the drawback is watching it uses a lot of his time. Using transition words will therefore make one idea move smoothly from one to another and give new meanings to sentences. Understanding these transition words and phrases will also provide clues of what the speaker is going to say next. Understand these transition words: Transition Words Examples Contexts Addition words • and • as well as • additionally • in addition • plus • also • furthermore • besides that • moreover Shows that the speaker’s thought is going to continue and in the same direction Emphasis words • above all • in particular • especially • indeed • notably • primarily • most of all Telling a detail that is especially important Comparison words • Similarly • Likewise • as with • in the same way • as well • in common • just as • in the same manner as The speaker is showing the similarity between two items Consider replacing the signal word with ‘primarily as’. What do you think it means now? Addition words signals that you will hear more information about the topic. More details will be provided so it is best to write them down, so you do not miss any. 12 1 2 3 4 5 7 6 8 9 10 11 Time is of the essence in the listening paper. Information found in the listening texts will be presented in a quick and brief manner. Don’t let your mind wander. Give your full attention to the texts. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 1 Listening LISTENING 6 Contrast words • but • yet • although • however • in contrast • whereas • instead • except • conversely • on the other hand • alternatively • on the contrary Shows the change of direction in the speaker’s thoughts Time words • first • next • second • at first • third • later • currently • next • while • lastly • as Tells the sequence of items taking place Example words • for example • for instance • such as • specifically • primarily • in fact Signals that an example will be given to make the idea clearer Summary words • in brief • in short • to sum up • in the end • eventually • before long • ultimately Tells the sequence of items taking place Result words • consequently • as a result • hence • thus • so • therefore • for that reason • in view of that • because • so that • resulting in • accordingly Shows the results and effects of a step that was taken When listening to 3 suggestions by someone, will it help your understanding if the person uses time words? E.g. First, Secondly ... After the use of example words, you know that there is going to be a short or long list coming. Start writing down the list. Consequently means as a result of something that was done before. e.g. He worked hard on his YouTube channel and consequently garnered a lot of views. Use this word to replace ‘as a result’ to give a variety to your vocabulary use. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 1 Listening LISTENING 7 Note-taking Techniques One of the skills that is going to be tested in the listening paper is your ability to identify specific details mentioned. It is wise therefore to write down in note form any details that you find relevant to aid you in choosing the correct answers for all questions. In note taking, try to write down only the main points, in note form, from the first listening. 1 Use dashes rather than writing down the whole sentence. Example: The flood subsided at eight o’clock last night. [flood – subsided – 8 p.m.] 2 Leave out certain words that are less important. (a) articles Example: A cat chased the dogs. [cat – chased – dogs] (b) verbs to be Example: She is mischievous and so is her sister. [she – sister – mischievous] (c) signal words Example: Nevertheless, she insists on cooking. [she – insists – cooking] 3 Use abbreviations where possible. Example: M’sian –Malaysian a.m. – morning p.m. – evening e.g – example no. – number i.e. – that is vet – veterinarian 4 Create a mind map or a list for details and examples. Example: There are several ways for you to cook an egg. You can first of all deep fry it, poach it, hard boil it, soft boil it, make scramble eggs and even make omelettes. Cook eggs Deep fry Soft boil Poach Scrambled eggs Hard boil Omelette i-THINK: Bubble map Cook eggs • deep fry • poach • hard boil • soft boil • scramble eggs • omelette List i-THINK Map Create an i-THINK Map where possible: Transport Air Land Rail Road Listening Practice on YouTube 32 Minutes of English Listening Practice for Beginners https://www.youtube.com/ watch?v=bEB8-SWMYhI SCAN ME ‘I am all ears’ is an idiom that means a person is very ready to listen to what the other person is trying to say. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 1 Listening LISTENING 8 Scoring the Listening Paper Ensure that you are following these guidelines to score high marks for the Listening Test. 1 Be ready. You have a task of listening for ideas and specific information. This is unlike listening for pleasure and enjoyment. So direct all your attention to the listening texts. 2 Stay focussed throughout the test. Put all your other thoughts aside as you might easily miss out on certain information and details needed. 3 Be an active listener. Active listening involves you in the process of gathering information from your past knowledge and processing information to get the right meaning from what is said. Stages in the Listening Process Listen Process Understand Interpret Respond / Answer Listen to free English Podcasts to improve your listening skill: 6-Minute English http://www.bbc.co.uk/ learningenglish/english/ features/6-minute-english/ep191226 When you cup your hand behind your ear, the shape of the curve will capture more sound waves and funnel them inside your ear. It makes sounds become louder. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 1 Listening LISTENING 9 Strategies used in the Listening Paper Listening is found to be the one skill that we use the most in our everyday life. Listening and comprehending what is being said are the foundation for the other skills namely speaking, reading and writing. It is therefore very important to develop our listening skills that will be used widely in academic learning and communications during our studies. To understand what is being said better, it is important therefore to listen actively and to apply certain listening strategies. Achieve Understanding Apply Listening Strategies Active Listening [to actively pay attention to what is being said] These are important strategies that candidates could adopt to increase their understanding of the Listening texts. Listening Strategies Description • This is the listening that you do to get the main idea of the speech. • What isthe conversation mainly about? • Is the speaker talking about his work or his hobby? • What is the central focus of the listening text? Listening for the Gist of the Texts • Listen for ideas that are being said about a topic. • What is the speaker’s opinion of the topic being discussed? • What suggestion is being given? • Do the speakers agree with each other? Listening for Ideas • Here you will be listening for the purpose of what is being said. • What is the reason of the speech? • Is the speaker asking for help or offering others his help? Listening for Purpose You will be tested on listening for gist of the texts mostly in Part 3. There will be 3 monologues by 3 people. You will have to select from a selection of five options which best fits what the person is talking about. Understanding the purpose could help you anticipate what will be said next. If the purpose is to persuade, you can predict that there would be reasons given that you will need to take note of. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 1 Listening LISTENING 10 The stress made in the person’s voice could show that the coming information is particularly important. • This type of listening will require you to pay extra attention on details being said. • How many students are there in total? • Why did the speaker say he was late? • Is the show tonight or on Tuesday? • What time is the game starting? Listening for Specific Information • Listening for inference means you are using your own knowledge and clues from the speech to gain understanding rather than it being said directly. • Can you identify the relationship of the speakers just by their conversation? • What is implied when the speaker says the room is too stuffy? Listening for Inference • Noticing the speaker’s tone of voice will give you a clue on how he is feeling about the topic. • Did the speaker enjoy the meal or not? • Is there any hesitation in his speech? • Did he really want to go? Listening for Tone to Understand a Speaker’s Attitude • Listen for which item is more important than others. • Which step should be done first? • Who was the winner, the runner up or the second runner up? • What needs to be done after and not before? Listening for Stress on Specifics Listen to the tones used in the dialogues. It will indicate the speakers’ moods, feelings and intentions. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 1 Listening LISTENING 11 Pick out key words and key phrases in the listening text to get its main idea. As the speakers continue to describe what they like, retain a vision of the sports in your mind based on the descriptions made. As you listen, ask yourself “what is the text mainly about?” What words are mentioned to describe the particular sports? Developing the Listening Skills 1 Listening for the Gist of the Texts Listen to three people; Farhan, Sean and Sheila, talking about their favourite types of sports. For questions 1 to 3, choose the sport that each speaker is most likely to enjoy from the list A to E. Use the letters only once. Sports List A Archery B Fencing C Bowling D Boxing E Tennis doubles Sports most likely enjoyed by: 1 Speaker 1 2 Speaker 2 3 Speaker 3 2 Listening for Ideas Dialogue 1 Listen to an interview being conducted by Rozi, a journalist and Azhar, a zookeeper, regarding a missing zebra. As you listen, choose the correct answer for questions 1 and 2. 1 Was Azhar likely working when Zulu went missing? A Yes, he was likely working at the zoo when it happened. B Yes, but he was likely working at his other job. C No, but he was visiting the zoo at the time. 2 How did the culprit manage to avoid identification? A He probably worked at the zoo and knew when it would be empty. B He probably worked at the zoo and knew the security camera’s blind spot. C He probably worked at the zoo and knew how to cut wires. Track 1 Track 2 You can recognise the main ideas of what the speakers are talking about almost immediately. The clues will be mentioned earlier on in the text. Recognising the ideas being discussed will help your overall understanding of the texts. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 1 Listening LISTENING 12 Dialogue 2 Listen to a conversation between Maria and Kelvin discussing Kelvin’s decision to buy a motorbike. As you listen, choose the correct answer for questions 3 and 4. 3 Why did Kelvin want to buy a motorbike? A His sister’s car was too small. B He could not afford to wait to take public transport to work. C He had just enough money to afford one at sale price. 4 What did Maria suggest Kelvin do to not feel bad about his sister driving him to work? A He could pay her for part of the car. B He could pay her the fare he would have paid if he had taken public transport. C He could pay for her petrol. 3 Listening for Purpose Listen to a conversation between a grandmother and her grandson, Sarish, as they try to cook a dish based on a recipe that they have just learnt from a cooking show. As you listen, choose the correct answer for questions 1 to 7. 1 The chicken needs to be thawed first as A it is hard to cook frozen chicken. B it takes a long time to thaw frozen chicken. C it is hard to thaw frozen vegetables and chicken at the same time. 2 What was the vegetable included in the recipe? A Frozen vegetables B Tomatoes C Broccoli 3 To prevent from ruining the flavour of the cooking Sarish should A slowly increase the amount of each ingredient. B follow the exact measurements given in the recipe. C not alter the recipe. Track 3 Track 4 What is the purpose of the speakers talking? Once the ideas in the texts are revealed, you can be sure that there would be more information given about these ideas afterwards. You can almost anticipate what will be discussed next once you know the main ideas. If they are discussing a recipe, there would be a list of ingredients coming next. Some words in the listening texts may be replaced in the question with a synonym. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 1 Listening LISTENING 13 4 The best recipes were taught A from cookbooks B verbally C online 5 People sometimes had to come up with their own measurements when A they forgot the original measurements taught to them. B they did not think the original dish was good enough. C they wanted to make new dishes. 6 According to Sarish’s grandmother one could become a good chef A with a lot of practice. B as they are born with the talent. C if the person follows recipes closely. 7 Sarish wishes to practise cooking A once a month. B once every year. C once every fortnight. 4 Listening for Specific Information Listen to a conversation between a radio host, Joanne, and a listener, Khalis, who has been shortlisted for a competition and is now being interviewed on the show. As you listen, choose the correct answer for questions 1 to 7. 1 Khalis was speaking from A his home B his office C the radio station 2 Khalis has been an architect for the past A 8 years B 7 years C 33 years 3 Why did Khalis not pursue a career as an explorer? A He did not like to become an explorer. B He preferred being an architect. C He did not have the money to do so. Track 5 Listen out for the reason again in the second listening of the text if you are not sure of the answer. Listen out for specific details such as numbers relating to dates and time etc. Who is Ferdinand Magellan? He was a Portuguese explorer who led the Spanish expedition to the East Indies from 1519 to 1522. This resulted in the first circumnavigation of the Earth although he died before it was completed. What is the synonym for ‘orally’ used in the texts? What is the word to describe ‘once in two weeks’? There speakers might also give specific information and highlight them in a number of ways. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 1 Listening LISTENING 14 4 The contestants had to send a picture of themselves dressed up as A an explorer B Magellan C a Spanish man 5 The top prize winner of the competition will be travelling around A Spain B Europe C Malaysia 6 Khalis wants to bring his father on the trip because his father A laughed at him when he took part in the competition. B was a consistent pillar of support. C had always wanted to travel. 7 Which of these looks would get a contestant shortlisted? A B C Idiomatic Expressions Live out of a suitcase is an idiom used to describe someone who will stay in several places for a while. Then they would be moving next to a different place with just the enough supply they can put in a suitcase. This may be due to the nature of their jobs. Pictorial answers require you to listen carefully to details given. It also tests you on your overall understanding of the texts. What type of person would live out of a suitcase? A pillar of support is sometimes used as a pillar of strength. This expression is used to describe someone who always gives support and comfort to others in times of need. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 1 Listening LISTENING 15 5 Listening for Inference Listen to a conversation between Nalini, an insurance agent, and John, a potential customer. As you listen, choose the correct answer for questions 1 to 3. 1 John is hesitant about getting a medical insurance plan because A he is still young and healthy. B he feels that all insurance plans are a waste of money. C he has never fallen sick before. 2 Some of John’s elderly relatives A faced a very small debt upon leaving the hospital. B fell sick after buying insurance plans. C were unable to afford adequate treatment. 3 When John said it would give them a bigger headache if they had to start it again from scratch, he was referring to A his illnesses B the family’s savings C a new insurance policy 6 Listening for Tone to Understand a Speaker’s Attitude Listen to a voice message being left by an unsatisfied customer, Mrs Devi, for the manager of Super Foods Supermarket. As you listen, choose the correct answer for questions 1 to 7. 1 The voice message was addressed to A the owner of Super Foods Supermarket B the staff of Super Foods Supermarket C the manager of Super Foods Supermarket 2 Why did Mrs Devi go to the supermarket? A She had never been there before and wanted to see it. B She was shopping for a dinner party. C She wanted to make her first trip there. Track 6 Track 7 The insurance agent was smart to have mentioned “..it is important to always hope for the best but expect the worst”. We could clearly see that she was suggesting that positive experiences will happen but at the same time a very bad outcome could also take place reinforcing the fact that John should sign up for the insurance. What is the difference between ‘...ignoring the customers’ and ‘ignored by the customers’? What words could be used to describe Mrs Devi’s feelings going through the many aisles looking for the items? Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 1 Listening LISTENING 16 3 What was the first problem that Mrs Devi noticed? A The staff were standing around chatting. B The supermarket did not have staff to help. C The staff were being ignored by customers. 4 When approached by customers the staff looked A annoyed B busy C delighted 5 Mrs Devi’s complaint about the aisles was that A they were wrongly labelled B they were too cluttered C the fruit aisle contained drinks 6 Mrs Devi was upset at the cashier because A there were only two other people in the queue with her B she had bought many things C the supermarket did not provide any shopping bags 7 Is Mrs Devi likely to return to the supermarket? A No, but she hopes that changes will be made. B No, and she hopes that other customers will do the same. C Yes, so she hopes that there will be improvements. 7 Listening for Stress on Specifics Listen to a telephone conversation between Fazri and his mother on how to make fried macaroni. As you listen, choose the correct answer for questions 1 to 7. 1 Fazri was asking about how to cook fried macaroni from A university B work C home 2 There is a kitchenette in the student housing A to allow students to cook light meals. B to stop students from overspending on food. C to encourage students to become good in cooking. Track 8 Some words or sentences will be picked out and are stressed. This is often done to show that the stressed information is of a greater importance. Mrs Devi said “..needless to say..” to indicate that it goes without saying that she was very upset about what had happened at the grocery store. A study shows that the average person spends over 53 hours per year doing grocery shopping. Refer back to the time when she reached the cashier. Look out for key phrases to show that she was upset there. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 1 Listening LISTENING 17 3 What did his mother mean by “Jumping in the deep end”? A She noticed that Fazri was good at swimming and at cooking. B She noticed that Fazri would like to learn something difficult immediately. C She noticed that Fazri did not want to waste his time frying eggs. 4 How do you clean the prawns? A Firmly pull off the heads but leave the tail. B Rinse the prawns in boiling water with salt. C Peel off all the outer shell of the prawns. 5 It is important not to over fry the onions and garlic because A the cooking will become salty B the onions and garlic will turn rubbery C the fried macaroni will taste bitter 6 Fazri will need to boil the macaroni first because A he will forget to cook it if he waited B it will take 7 minutes to get ready C he can then stir all the ingredients together 7 Select the correct process of cooking the fried macaroni. A Dice the onions and garlic ➡ prepare the prawns ➡ fry the ingredients ➡ add in the prawns ➡ boil the macaroni ➡ add in the macaroni to the fried items in the pan ➡ stir well B Boil the macaroni ➡ dice the onions and garlic prepare the prawns ➡ fry the ingredients ➡ add in the prawns ➡ add in the macaroni to the fried items in the pan ➡ stir well C Prepare the prawns ➡ boil the macaroni ➡ dice the onions and garlic ➡ fry the ingredients ➡ add in the macaroni to the fried items in the pan ➡ add in the prawns ➡ stir well Sauté means to fry something quickly in oil. The word originates from the French word sauté that means ‘to jump’. This is in reference to the tossing of food while frying it very quickly in a shallow pan. Listen for the stress on the correct process of cooking the dish. Idiomatic Expressions Jumping into the deep end means to do something complex without being prepared for it. The speakers might use certain phrases to indicate the stress on the specifics. They might also use stress on certain words to indicate the importance of the specific information. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 175 Examination Requirements MUET (800/4) WRITING Paper 4 Guided Writing Response: To write letter or email of at least 100 words (CEFR A2-C1) 1 Part Extended Writing Response: To write essay (discursive, argumentative or a problem-solution of at least 250 words) (CEFR B1-C1) 2 Part ‘’Writing is a skill, not a talent, and this difference is important because a skill can improved by practice.” -Robert Stacy McCain75 minutes DURATION WEIGHTING 25% Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 176 Write about what you know. When you write about things, facts, situations or experiences you know about, you will write with authority. Your writing will be interesting, because you are interested. Introduction 1 The main aim of Paper 4 of the MUET Writing test is to assess candidates ability to communicate in writing in the higher education context, covering both more formal and less formal writing genres. • Less formal writing task: situations and subjects relating to and typical of the academic and educational environment • Formal writing task: familiar and unfamiliar topics in different academic areas 2 Candidates will be given 25 minutes to do Task 1 and 50 minutes to do Task 2. Evaluation Criteria 1 Candidates will be assessed on their ability to carry out the detailed instructions given. 2 Candidates will be assessed on task fulfilment, organisation, structure and lexis. Task Fulfilment Organisation Structure Lexis • Ability to address or respond to the task • Ability to develop the response whenever the task allows • Ability to respond appropriately with relevant content • Ability to display appropriate tone and style of writing • Ability to use cohesive devices and organisational patterns • Ability to plan and organise ideas • Ability to use paragraphings • Ability to respond using a range of structures – simple and complex • Ability to display control, flexibility and precision of structures used • Ability to use a range of appropriate vocabulary • Ability to display accuracy of spelling, grammar and sentence structure 3 There are no explicit penalties for shorter or longer responses. 4 Marks will not be awarded for the points that are distorted. 5 No marks will be awarded for unnecessary words, literary frills or irrelevant references and opinions of your own. Inspirational Quote Read over your compositions, and wherever you meet with a passage which you think is particularly fine, strike it out. – Samuel Johnson (1709–1784) – Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 177 Rubrics for Aggregated Scores (Band 5+) Band 5+ Can write complex texts clearly and smoothly with a high degree of accuracy and in an appropriate and effective style Can use structure in a logical and orderly manner which helps the reader to find significant points Can highlight the relevant salient issues, expand and support points of view at length with relevant points, reasons and examples, and complete the text with appropriate conclusion TASK 1: Guided Writing 1 Candidates will be assessed on your ability to respond to the notes given in the email. 2 Candidates are expected to write at least 100 words and responses will be evaluated as a whole. There are no explicit penalties for responses that are more than or less than 100 words. 3 Language functions that will be assessed include the following: • expressing thanks, apologies, reactions, and preferences • accepting/declining/rejecting invitations/offers • making requests • giving precise information • describing experiences, feelings, and events • providing advice, reasons, opinions, and justifications 4 The tone and style of writing can vary from informal to formal. 5 Production relates mostly to concrete matters. Inspirational Quote A scrupulous writer, in every sentence that he writes, will ask himself at least four questions, thus: 1. What am I trying to say? 2. What words will express it? 3. What image or idiom will make it clearer? 4. Is this image fresh enough to have an effect? – George Orwell, British Novelist & Essayist – Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 178 Steps in Answering Task 1: Letter or Email • Know exactly which aspect of the stimulus you have to focus on • Underline key words Study the stimulus carefully • Underline the key words • Establish the link between the stimulus and the notes • Make short notes from the analysis Study the notes • Check your response against the notes • Leave out irrelevant information, comments and opinions • Insert appropriate linkers Organise your response • Make sure that you have responded based on the notes given • Use all the notes given • Write at least 100 words Draft your response • Make any alterations you think necessary • Correct all mistakes in spelling, grammar and sentence structure Revise your draft • Do not write in point form • Make sure your email/letter is accurate • Ensure the prose flow logically from one point to another Write out the email/letter Answering Task 1 Effectively 1 Study the questions carefully. (a) Analyse the task given. (b) Underline the key words. Example: Amir, a member of the science project team was absent for the first meeting. Read the email from him asking about what was discussed at the meeting. Use plain language • Avoid any literary frills like figurative language. • Appropriate for the intended purpose and audience. • Develop and organise your ideas. • Use appropriate markers and cohesive devices. • Grammatical correctness is important. • Keep to the tense that is appropriate for the essay. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 179 From: Amir Subject: Science project team meeting Hi! How did the meeting go yesterday? Sorry that I couldn’t make it for the first meeting. Has the team decided on the type of project? I hope the team has taken my suggestions into consideration. If the division of workload has been decided, do let me know my role in the project. By the way, when will the team meet next? Please keep me informed of the preparation needed before we meet. Till then, hope to hear from you. Amir 2 Study the notes. (a) Establish the link with the stimulus. (b) Jot down your response. (c) Establish the link between your response. 3 Organise your response. (a) Organise your response according to the sequence of the notes (b) Provide details for each response to the notes 4 Draft your response. (a) Write an effective subject Example: Details of science project first team meeting (b) Write a proper salutation Example: Hi Amir! (c) Write an effective introduction Example: The meeting went well yesterday. We had a good discussion and decided on a few matters. Notes: Great! Explain No, because ... Tell Amir Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 180 (d) Write body of email (i) Organise your response (ii) Insert appropriate linkers (e) Write an effective closing Example: I’ll keep you posted. Bye. 5 Revise your draft. (a) Make sure you have responded to all notes (b) Modify draft if necessary (c) Write at least 100 words (d) Check for errors 6 Write out the email. (a) Read it as you write (b) Ensure prose flow logically (c) Proofread it one more time before sending Constructing an Effective Subject 1 The subject line gives clear, direct overview of the email content. 2 The aim of the subject line is to get the recipient to open and read the email. 3 An effective subject line should be 3 to 8 words in length. Subject lines that are too brief or too lengthy cause confusion. Avoid one-word subjects. Bad Examples Good Examples • Meeting • Urgent! • For your perusal • Information needed to draft report for project conducted recently to be submitted to the CEO • Short biodata for grant application • Senior Management Meeting: 29 May 2021 • Project Report: Deadline Friday 5:00 p.m. • Check that the details are correct. • Make sure that your response supports the note. • Remember to insert linkers/ discourse markers to link ideas, sentences and paragraphs. Emails are reflection of your professionalism, values, and attention to detail. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 181 1 Write an effective subject for the following: (a) An email calling for an annual general meeting for the Origami Club at your college next Tuesday (21 April 2022) at 3:00 p.m. (b) An email enquiring on the status of a visa application to Russia (c) An email inviting a friend to a wedding dinner on Sunday, 28 June 2022, 7:00 p.m. 2 Write an effective subject for the following: (a) An email asking for revisions on a monthly sales report (b) An email asking for donations for the Kiwanis Club (c) An email seeking volunteers for community patrol in your housing area Writing Proper Salutations 1 Salutations should be professional and concise. 2 The appropriate salutation actually depends on the situation. 3 Address the recipients using their names whenever possible. Examples: • Good morning. / Good afternoon. / Good evening. • Dear Ms. Lee, • Greetings, • Hi / Hey Joe, (salutation format) • Hi / Hey, Joe. (sentence format) 4 If you don’t knowthe name of the person you are addressing, or addresses a diverse group, use a generic, yet polite salutation. Example: • To whom it may concern, • Dear all, • Hello, everyone, Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 182 3 Write an appropriate salutation for the following: (a) An email to a childhood friend, Amy (b) An email to your English professor, Dr. Harun (c) An email to Mrs. Wong, the principal of your school 4 Write an appropriate salutation for the following: (a) An email to all your classmates inviting them to your birthday party (b) An email to all the participants of the English Language Summit (c) An email enquiring on the price of an antique rocking chair Writing an Effective Introduction 1 Start with a brief one-sentence pleasantry if you have not communicated with the recipient recently. Examples: • It was a pleasure meeting you at the recent business summit. • Thank you for your time yesterday. • Thank you for sharing the survey results with us. • I appreciate your efforts in getting in touch. • I hope this email finds you well. • I hope you’re well! 2 State the purpose of the email clearly and directly after the pleasantry. This is the B.L.O.T. – Bottom Line On Top. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 183 5 Write an effective introduction for the following: (a) An email to a subject matter expert you met the day before asking for feedback on a manuscript (b) An email to an old friend asking for help in the turtle conservation project (c) An email to a colleague inviting her to be in the stem cell research team Constructing Body of Letter or Email 1 The body of the email should be direct, informative and contain all pertinent information. 2 The purpose of the email should be clear, specific, concise and direct. 3 The email should address only one thing. The purpose can be a task, request or information. Examples: • Please add your input to the assignment. • Can you attend the staff briefing tomorrow? • Did you have anything to add to the draft? 4 Include relevant additional information that requires the attention of the recipient (referenced attachments or links). 5 Conclude with a clear call to action – specific action and the timeline. Clarify task responsibility by directly naming the intended person. Bad Examples Good Examples • Can I have your views on this? • Let me know if you can do it. • John, can you please review this report by tomorrow, Thursday, 5 p.m.? • Liz, please update the data in the attached file and send it back to me by next Monday, 9 a.m. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 184 6 Determine the purpose of the email for the following: (a) I also felt that the tone could be more formal. (b) The report needs more specific information about our sales figures. (c) I have a question about the assignment that is due next Monday. 7 Determine the purpose of the email for the following: (a) I hope you can forgive me for all the wrongs that I have committed. (b) I have decided to join you for the tour to Balkan. (c) Can you present the report on my behalf at the meeting tomorrow? 8 Write a clear call to action for the following: (a) An email seeking revision to the manuscript after feedback from the reviewers (b) I need your approval on this before I can proceed. (c) I have scheduled a meeting with the Health department for this Friday regarding Covid-19. It’s at 11:00 a.m. in Room 2123. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 185 9 Write an appropriate question for the following: (a) I would like to consult you on some of the questions you gave us for the assignment. (b) The teachers are planning a farewell dinner for the principal who is retiring next week. We are still deciding on which restaurant is best. (c) We are looking for a keynote speaker to talk on neuromarketing in the upcoming Marketing Summit. The speech is scheduled for Friday (26 June 2022) at 10:00 am in Seminar Room 3414. Writing an Effective Closing 1 Write a brief, polite phrase to close the email. Examples: • Thanks. • Thank you. • Thank you for your time. • I look forward to hearing from you. • See you tomorrow. 2 Include a sign-off of your name at the end of the email. The phrasing should match the formality of the email. Examples (Phrasing): • Respectfully yours, • Warm regards, / wishes, • Kind regards, / wishes, • Best, / Best regards, / wishes, • Regards, • Yours, / Yours sincerely, / truly, • Sincerely, • Cheers, Examples (Signature): • Dr. Don Golding (most formal) • Dr. Golding • Don Golding • Don (least formal and most common) Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 186 10 Write a brief, polite phrase to close the following: (a) An email to a friend who is studying in Toronto (b) An email applying for a job at TSMC Holdings (c) An email congratulating a colleague on a promotion Dos and Don’ts 1 Think about your message before you write it. 2 Make good use of subject line. 3 Maintain a professional tone appropriate for your audience. 4 Use italics, underlining or bold to emphasise important points. It is better to use bold or italics. 5 Always practise the ‘one-thing rule’ – only one purpose for each email. 6 Adopt a professional but brief email style. 7 Strive for clarity and brevity in your writing. 8 Write in short paragraphs – use paragraphs to separate thoughts. 9 Use lists and bullet points to streamline information and headings to break up concepts. 10 Use a numbered list if sequence is important and bullet points for unordered lists. 11 Always proofread what you have written before you click "send." 12 Do not overcommunicate by email. 13 Avoid excessive use of punctuation or emojis. They should never be used in formal business emails. 14 Avoid using multiple text colours in an email. 15 Do not use an old email thread for a new topic. 16 Do not overspin pleasantries at the start of the email. 17 Avoid informal language, slang, jargon, and inappropriate abbreviations in formal business emails. • Etiquette, style and format are essential in email writing. • In all business writing, the audience is top consideration. • Before you hit‘send’button, take a moment to write a subject line that accurately describes the content. • Remember – your message is not the only one in your recipient’s mailbox. • A clear subject line will prove that your email is worthwhile. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 187 Task 2: Extended Writing 1 Candidates will be assessed on your ability to write an essay (discursive, argumentative, or problem-solution). 2 Candidates are expected to write at least 250 words and responses will be evaluated as a whole. There are no explicit penalties for responses that are more than or less than 250 words. 3 Language functions that will be assessed include the following: • discussing ideas and evaluating arguments or solutions to problems • providing advice, reasons, opinions, and justifications • giving examples and supporting information 4 The expected tone and style of writing is generally formal. 5 Production should cover more abstract and conceptual matters. Skills Required in Extended Writing All forms of free composition require certain skills. These skills are relevance, adequacy, interest, organisation, and correctness and clarity of language. Write to the point and do not include anything that is not asked for in the question. Relevance Your essay must be rather substantial. A long essay may still be inadequate or skimpy if it contains repetitions of the same point. Adequacy Capture the audience’s interest and compel him to go on reading. Some of the skills that make an essay interesting are originality of thought, individuality of feeling, liveliness and freshness of approach. Interest Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 188 Your points must be properly organised so as not to leave vague impressions in your audience’s mind. • Does the essay flow logically and easily from one point to the other? • Can the audience follow and see where your argument is going? • Is the organisational principle right for your essay? Organisation Incorrect grammar, wrong use of words, poor punctuation and a sloppy style destroy the image of the essay. If your command of the language is weak, choose a simple style using short sentences and simple words. Correctness and clarity of language Developing Writing Skills Using Discourse Markers in Writing 1 Discourse markers are commonly referred as ‘linking words’ and ‘linking phrases’, ‘cohesive devices’, or ‘sentence connectors’. 2 Discourse markers are used to bind together a piece of writing – linking ideas, sentences and paragraph. 3 Though discourse markers promote the coherence of a text, they must only be used when necessary. Overuse of discourse markers can make a piece of writing seem too heavy. 4 Different discourse markers are used to express different relationships between ideas. 5 Essentially, there are two types of discourse markers – those which organise the text and those which express the writer’s point of view. Find out more about discourse markers here: https://dictionary.cambridge. org/grammar/britishgrammar/discourse-markers/ discourse-markers-so-rightokay SCAN ME Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 189 For organising the text For expressing the writer’s point of view Type of relationship Discourse markers Type of relationship Discourse markers Sequencing to begin with, firstly, secondly, first, second, then, next, after that, at this point, subsequently, later, finally, lastly, in conclusion Introducing further evidence (adding something) in addition, additionally moreover, furthermore, further to this, further, besides, besides that, also, apart from that, other than that, on top of that, what is more Re-expressing that is to say, or rather, to put it another way Comparing a further point with a previous one likewise, similarly, in the same way, in a similar vein Specifying namely, that is, that is to say, which is to say, in other words Denying expectation/ Making an unexpected contrast (concession) however, nevertheless, yet, although, though, even though, in spite of that, nonetheless, in spite of the fact that, despite the fact that, regardless of the fact that Referring in this respect, in that connection, as has been said, apart from this Admitting the unexpected actually, as a matter of fact, in fact Resuming returning to the previous point, to resume Correcting from expected to unexpected instead, on the contrary Exemplifying such as, for example, for instance, namely, by way of illustration, specifically Contrasting (making a contrast between two separate things, people, ideas, etc.) in contrast, instead of, instead, alternatively, by comparison, on the other hand, on the contrary, yet, at the same time, conversely, however, but, still Summarising to sum up, in sum, to summarise, to conclude, in conclusion, in short, in a nutshell, all in all, briefly, overall Dismissing in any case, despite this, anyhow, at any rate, no matter what, anyway, whatever the case may be, in any event Focusing let us first consider, turning now to Establishing a causal link so, consequently, then, therefore, thus, hence Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 190 For expressing the writer’s point of view Type of relationship Discourse markers Giving a reason (saying why something is the case) because, this is because, for this reason, for the reason that, this is due to the fact that, in view of the fact that, since, it follows that, on account of this, given that, as, In so far as Indicating a result (saying what the result of something is) as a result, so that, for this reason, because of this, in view of that, so, then, as a consequence of this, in consequence, consequently, therefore, thus, hence, accordingly Stating a purpose with this in mind, with the intention of, in order to, to this end, so as to Stating a condition if, if not, unless, in that case, in the event of, as long as, provided that, given that, assuming that, then, otherwise, Expressing a degree of certainty (making what you say stronger) of course, certainly, admittedly, presumably, clearly, without doubt, as a matter of fact, in fact, indeed, definitely, undeniably, indubitably Expressing an attitude surprisingly, inevitably, amazingly, fortunately, disappointingly, luckily Introducing Paragraphs 1 In extended writing, a continuous prose will be organised into a series of paragraphs. Each paragraph will contain a number of sentences focusing on the same topic or main point. 2 In each paragraph, express the main idea in one key sentence (topic sentence) at the beginning or end of the paragraph. 3 Support the main idea with examples, clarifying details, reasons, personal references, and so on. 4 Link these supporting ideas appropriately, so that they flow logically and easily from one to the other. Band 5+ Shows excellent response to the task Presents viewpoints effectively Develop ideas effectively Shows mature treatment of the topic Information effectively linked Rubrics for Task Fulfilment (Band 5+) Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 191 5 Paragraphs should also be logically linked together and follow on from each other. Refrain from writing in too many short paragraphs. 6 Traditionally, an essay has four or more paragraphs, which correspond in function to the parts of the paragraph. 7 The parts of a paragraph are: (a) Topic sentence : expresses the main idea in a sentence. Begin your paragraph with a topic sentence that expresses your main idea. Topic sentences will usually be short and state the subject of that paragraph. A topic sentence will help you decide what details to include in developing the idea stated in the topic sentence. (b) Supporting points : secondary ideas to support, develop or amplify the idea in the topic sentence. Supporting sentences will be based on the points made beneath the heading in the second stage plan. By letting your topic guide the choice of support, you will be able to write a paragraph that sticks to its main idea. (c) Conclusion : one sentence, usually found in longer paragraphs. In long paragraphs, include a final sentence as a conclusion by briefly repeating the main idea of that paragraph or giving some final information. 8 The standard academic essay has an introduction that includes a thesis statement, body paragraphs and a conclusion. What you have to say will determine how many paragraphs there will be. The parts of an essay are: The introduction of the essay typically includes the thesis statement. Thesis statement expresses the main idea of the essay in a sentence. It is often the last sentence in the introductory paragraph. Introduction Each body paragraph will have its own topic sentence and secondary ideas to support it. Body paragraphs Conclusion The last paragraph is to end a long essay. Band 5+ Language accurate; hardly any spelling errors Able to link ideas very effectively Meaning comes across very clearly Uses wide variety of sentence structures effectively Paragraphs very coherent Paragraphs show clear unity with evidence of planning Very appropriate and varied vocabulary Rubrics for Language and Organisation (Band 5+) Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 192 Introduction 1 The introduction needs to be very engaging, so that you grab the audience’s attention and keep it throughout the rest of your essay. Use attention-getting device such as: • a fact • a quotation • a definition • a question • an anecdote • a scenario • background information 2 The introduction of the essay typically includes the thesis statement. When you feel you are ready to introduce the specific focus of the essay, then you write the thesis statement. 3 The thesis statement: • can appear as the first sentence • can come at the end of the introductory paragraph • can be near the top of the second paragraph 4 Wherever you decide to put your thesis statement, make sure that every subsequent paragraph supports your thesis statement. 5 It is important to write an introduction that is in proportion to the whole of the essay. A good introduction paragraph: • constitutes about 20 per cent of your total essay • contains at least three sentences • ideas progressing from general to specific • leads the audience into the essay Writing Effective Introductions 1 Write an introduction that catches the interest of your audience, establish the subject, and leads naturally to your thesis statement. The best way to achieve this is to write in a short, simple, clear and direct style that goes straight to the heart of the topic. 2 Be sure your thesis statement makes a logical assertion. A thesis statement gives the main idea of the entire essay and suggests the topic of each body paragraph. 3 A good introduction should accomplish the following goals: • capture and sustain the audience’s attention • express the thesis statement clearly and concisely • give necessary background information • establish an appropriate tone and level of formality Inspirational Quote Of all those arts in which the wise excel, Nature’s chief masterpiece is writing well. – John Sheffield, Duke of Buckinghamshire (1648–1721) – Issac Asimov is one of the most famous science fiction writers of all time. He was admired for his imagination and vision, as well as the sheer volume of material that he wrote. Over the course of 50 years, he wrote over 500 books, essays and short stories. Assertion claim a statement saying that you strongly believe something to be true. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 193 4 To capture the audience’s attention, you may: • begin with an anecdote • ask an astounding question • quote an expert on your topic • describe a dramatic/an imaginary scenario • begin with a shocking statement • adapt a familiar quotation/phrase to your topic • set the scene with interesting background information Body Paragraphs 1 After the introduction, go on to the main body of the essay which may include three or four further paragraphs. 2 No matter how many paragraphs there are, the body paragraphs must develop on the idea put forth in the thesis statement. Each paragraph should contribute to the development of the thesis statement. It should be distinct and not repeat information from other body paragraphs. 3 Create a progression of thoughts in your writing that end in a strong conclusion. Repeating key phrases from the previous paragraph in the next can create a progression. 4 Each paragraph follows the one before with logical transitions, either elaborating on or supporting it, or adding new information that builds toward the conclusion. 5 Transition words and phrases are used to relate ideas so that ideas flow smoothly between sentences and between paragraphs. 6 To create the transition between paragraphs (one leading from the previous theme to the current theme), you may need a word/sentence or two. Whatever you do, do not rely on trite transitions. 7 Each paragraph should contain one controlling idea, which usually appears in a topic sentence at the beginning or the end of the paragraph. All the additional sentences in the paragraph should relate to this one main idea. For truly effective writing, supporting material must be relevant. If you see a sentence that does not seem to relate to the topic sentence, it is probably irrelevant. 8 Arrange sentences in a logical order using the organisation patterns that paragraphs often follow. No one order will work for every paragraph. Write with your audience in mind. This will determine the style and level of difficulty. For instance, if you are writing for young children, you have to use simple words and write in short sentences. If you are writing an article for a magazine for adults, you can write using long sentences and use a large vocabulary range. trite dull and boring because it has been expressed so many times before; not original Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 194 9 Support each topic sentence with examples, reasons, facts, statistics or the opinion of experts. Choose examples that will appeal to your audience. Give your writing your voice by using real examples from your experience. If you are using another author’s ideas, connect them to your experience. 10 Each paragraph should be complete and unified, with its own topic sentence that supports the thesis statement in the introduction. 11 Wrap up each body paragraph with a mini-concluding sentence summing up only what you have discussed in that paragraph. 12 The concluding sentence of paragraph indicates the end of a paragraph and prepares the audience for a smooth transition to the next paragraph. 13 Remember to vary the length of the sentence and to write clearly and without ambiguity. 14 Keep a balance among the body paragraphs. Avoid having one paragraph very long and the next very short. Each paragraph can be anything between five and seven sentences. 15 Points to remember while writing a paragraph: • write a catchy introductory sentence • avoid repetition of words and ideas – use synonyms • maintain continuity and logical flow • use appropriate cohesive devices for smooth transition Conclusion 1 The last paragraph sums up your discussion. 2 The conclusion can be short, but not too short, that it seems abrupt, or as if, you are in a hurry to finish. 3 It should draw the essay to a clear and precise ending, giving the audience a feeling of completion and leads the audience away from the essay. 4 Construct powerful conclusions that would impress your audience. 5 To conclude, you can: • briefly restate your thesis and main supports • add an additional support point to your argument • briefly show an opposing view from the opinion you argued • propose a possible solution to the problem mentioned Agatha Christie, the English playwright, author, and novelist suffered from ‘dysgraphia’(a disease related to the functioning of the brain that damages the ability of a person to write). For this reason she would always dictate her work to another person to write it down for her. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 195 Writing Effective Conclusions 1 Writing a strong conclusion is as important as writing a strong introduction. 2 Weak conclusions simply repeat the thesis statement from the introduction. 3 Strong conclusions sums up the thesis statement and present either some new insight, or at the very least something more to think about. 4 A good conclusion should accomplish the following goals: • reaffirm the thesis statement – in a new way • provide new perspectives on the topic • offer the audience a sense of completeness • influence the audience emotionally to act on the topic 5 The following are some strategies that you can adopt to construct a powerful conclusion: • remind your audience of your thesis statement • endthe essaywitha strikingorthought-provokingconclusion • provide some new understanding of your topic • stay on target instead of suggesting some other topic • challenge and get the audience involved • ask a dramatic question at the end • quote an authority on your topic • provide a relevant anecdote • provide a workable and realistic solution • challenge the audience to action • guide your reader to look to the future 6 Try not to begin your conclusion with clichèd and trite phrases such as: • In conclusion • In a nutshell • To summarise • I conclude by • In sum Writing Thesis Statements, Topic Sentences and Supporting Details Writing Thesis Statements 1 Essentially, the thesis statement is the linchpin of your entire essay and the final sentence of the introduction. 2 Make sure your thesis statement is strong and clear before you begin drafting the remainder of your essay. Inspirational Quote Everywhere I go I’m asked if I think the university stifles writers. My opinion is that they don’t stifle enough of them. There’s many a bestseller that could have been prevented by a good teacher. – Flannery O’Connor – linchpin a person or thing that is the most important part of an organisation, a plan, etc, because everything else depends on them or it. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 196 3 No thesis statement can stand alone; every one of them needs support. List your argument with its supporting evidence in this sentence. Sound logic and carefully chosen supporting details strengthen the foundation of your thesis statement. 4 Take care in writing paragraphs that support your thesis statement. Good paragraphs engage your audience for the rest of the essay, and ultimately convince them to agree with your conclusion. 5 To support your main idea and strengthen your writing, you may (a) Provide details and examples Provide specific examples that illustrate your thinking and make your writing more vivid and convincing. (b) Provide facts for support Choose facts and evidence carefully. Include only facts that are relevant to the thesis statement. Make it relevant, or leave it out. (c) Provide reasons to agree Consider all the reasons that the audience might not agree. Compare those potential concerns with your own list of reasons and decide whether to address or dismiss them. (d) Include anecdotes and descriptions Include personal anecdotes and descriptions that relate directly to the topic and illustrate a particular point about the topic. (e) Include expert opinions and quotations Support your thesis statement by including expert opinions and quotations from authorities. (f) Include visual aids Prove your point with some kind of visual aid in addition to your use of words – a chart, a diagram, a drawing, a photo, or a map. 6 There is no specific technique to support a thesis statement. Evidence may be necessary to strengthen the argument, but the number may vary. Generally, a minimum of three related ideas or supporting evidence will be adequate to ascertain the strength of the argument. 7 Include a variety ofsupport in your argument.This may include: • specific examples • verifiable facts • expert opinions • expert analyses anecdotes a short, interesting or amusing story about a real person or event. Inspirational Quote I always write a good first line, but I have trouble in writing the others. – Moliere, French Playwright – A new word is added to the dictionary every two hours. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 197 • personal anecdotes • persuasive reasons • acknowledgment of opposing views • direct quotations from the text 8 To evaluate the effectiveness with which you have supported your thesis statement, apply these standards to your draft: • enough supporting information • very specific and relevant supporting paragraphs • a strong voice and an appropriate tone • good evidence to counter arguments • no offensive language or generalisations Writing Topic Sentences 1 The topic sentence: • is a complete sentence and not a question • must predict or promise what follows • is the main sentence of a paragraph • details the main controlling idea of the paragraph • sets up the main idea and overall point of the paragraph • gives an indication about the point being conveyed in the paragraph 2 The topic sentence should not be too general or too specific. • general enough to show the paragraph’s main idea instead of just one of its details • specific enough for the audience to understand the main idea of the paragraph 3 The topic sentence is made up of two parts – a limited subject and a precise opinion. • select a subject that is within the confines of the short article • express your opinion on what you think about the limited subject 4 To write the topic sentence, first, state the limited subject and then state the precise opinion. 5 There are two kinds of topic sentences: • a statement of opinion – opinion in the topic sentence will be supported by the paragraph • a statement of intent – provides a context for understanding what follows 6 Generally, the topic sentence has two main functions: • It helps the writer focus on the idea written about. • It helps the audience understand what the paragraph is all about. Inspirational Quote “I kept always two books in my pocket, one to read, one to write in.” – Robert Louis Stevenson – When writing, spell small numbers out. Small numbers refer to numbers smaller than 10. This is a simple rule that will make the writing look more formal and presentable. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Paper 4 Writing WRITING 198 7 In a paragraph, the three main functions of a topic sentence are: • to substantiate an essay’s thesis statement • to unify the content and directs the order of the sentences • to advise the audience on how the subject will be discussed 8 The topic sentence should capture the audience’s attention to sustain their interest in reading further. 9 Topic sentences are most often written at the beginning of the paragraph. However, topic sentences may be placed in the middle or at the end of a paragraph. 10 Do not use phrases such as “I think” or “in my opinion” when writing topic sentences unless they are crucial to the idea that is conveyed. 11 Characteristics of a good topic sentence: • introduces the topic of a paragraph • uses clear, specific and coherent words • catches the audience’s attention • uses thought-provoking words • leaves questions in the audience’s mind • provides clear relationships among its elements • predicts and summarises the rest of the paragraph • provides a transition from the previous paragraph Writing Supporting Details 1 What follows a topic sentence are a number of supporting sentences that support, develop or amplify the main idea in the topic sentence with specific details. 2 These sentences must relate to each other and the topic sentence in a manner established by the topic sentence. 3 The topic sentence sets the tone for the organisation of the supporting sentences and unifiesthe direction ofthe paragraph and its content together to form a concise, yet comprehensive, statement about your writing assignment. 4. To write a convincing paragraph, you are strongly advised to provide at least three strong details to support the main idea. You should have at least five to seven sentences in your paragraph. 5 Use facts, anecdotes, reasons, expert opinions, quotations, descriptions, definitions, examples, and visual aids to make the paragraph sustainable. Inspirational Quote Detail makes the difference between boring and terrific writing. It’s the difference between a pencil sketch and a lush oil painting. As a writer, words are your paint. Use all the colours. – Rhys Alexander, American Blog Writer – Who vs. That ✗ • Ali is the student that plays the violin. • Her shoes are the ones who make the squeaking noise. ✓ • Ali is the student who plays the violin. • Her shoes are the ones that make the squeaking noise. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Answers 322 1 Listening PAPER 1 1 D 2 B 3 A 2 Dialogue 1 1 A 2 B Dialogue 2 3 B 4 C 3 1 B 2 C 3 A 4 B 5 A 6 A 7 C 4 1 B 2 A 3 C 4 B 5 B 6 B 7 C 5 1 A 2 C 3 B 6 1 C 2 B 3 A 4 A 5 A 6 C 7 A 7 1 A 2 A 3 B 4 C 5 C 6 B 7 B MUET Practices 1 Part 1 1 C 2 B 3 B 4 C 5 A 6 C 7 C Part 2 8 A 9 A 10. B 11 C 12 C 13 A 14 B Part 3 15. D 16 C 17 A Part 4 18 B 19 C 20 A 21 B 22 A 23 A 24 C Part 5 Dialogue 1 25 A 26 B Dialogue 2 27 A 28 C Dialogue 3 29 B 30 B 2 Part 1 1 C 2 A 3 A 4 C 5 B 6 A 7 C Part 2 8 A 9 B 10 A 11 C 12 A 13 A 14 C Part 3 15 A 16 E 17 D Part 4 18 B 19 A 20 C 21 B 22 A 23 A 24 A Part 5 Dialogue 1 25 C 26 A Dialogue 2 27 B 28 A Dialogue 3 29 C 30 A 3 Part 1 1 A 2 C 3 B 4 C 5 B 6 A 7 A Part 2 8 B 9 B 10 C 11 A 12 A 13 A 14 C Part 3 15 B 16 A 17 E Part 4 18 A 19 B 20 B 21 C 22 B 23 C 24 B Part 5 Dialogue 1 25 A 26 B Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Answers 323 Dialogue 2 27 C 28 B Dialogue 3 29 C 30 A 4 Part 1 1 B 2 A 3 A 4 C 5 B 6 C 7 C Part 2 8 A 9 A 10 C 11 A 12 B 13 B 14 B Part 3 15 E 16 A 17 B Part 4 18 A 19 C 20 B 21 B 22 A 23 A 24 C Part 5 Dialogue 1 25 C 26 A Dialogue 2 27 A 28 B Dialogue 3 29 B 30 C 2 Speaking PAPER 1 Organise ideas (i) Effects of air pollution • Increases death from indoor and outdoor air pollution • Causes global warming • Increases health risks – Increases health care costs – Unnecessary suffering and discomfort (ii) Promoting awareness of air pollution • Creates a culture of responsibility – Promotes commitment to social responsibility – Instills a sense of responsibility from young • People will be more cautious so as not to break the laws • Creates awareness and reduces the blame game • Enhances understanding of environmental protection • Enhances awareness on the importance of clean air • Raise awareness about the health risks (iii) Measures to reduce air pollution • Promote green spaces – Enhance the health and wellbeing of people living and working in cities – Limiting the impact of heat waves by reducing urban temperatures • Promote walking/cycling • Improve vehicle standards – Reduces petrochemical pollutants in the air – Less emission of carbon monoxide • Use public transport • Adopt more efficient stove and fuel alternatives for cooking and lighting – Raise awareness ofthe health risks of household air pollution • Stop waste burning /open burning – Fewer fire outbreaks caused by open burning 2 Organise ideas (i) Timing • Can shop at anytime of the day • No time constraint – Even at midnight in your pyjamas • Opportunity to shop quickly at one’s convenience 24 × 7 • Can do shopping easily even when busy (ii) Speed • Saves time – Can do your shopping in minutes – Do not have to wait in a line – No need to wait till the shop assistant is ready to attend to you – No need to find a parking place nearby • No travelling time needed – Doesn’t require you to actually go to the store – No need to drive to the store to pick up • No need to put up with traffic jams • Can even receive it the same day you order it (iii) Shopping experience • ‘No pollution’shopping – No need for any kind of physical material – helps the environment! • Convenient for buying information products like e-books – Can download the information immediately after the payment is made – Saves storage space • Can avoid the crowds especially during festivals and special events – Crowds force us to do a hurried shopping – Can send a gift easily on special occasions – birthdays, anniversaries, etc. • No pressure sales – Don’t have to put up with eager sales promoters • No need to carry heavy shopping bags 3 1 self-discipline is important 2 In my opinion 3 The main reason is 4 For example 5 Besides 6 This means 7 To elaborate 8 Hence 9 All in all 10 In conclusion Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

MUET Answers 324 4 1 staying connected with others 2 Personally, I think 3 First 4 Second 5 For instance 6 All thanks to 7 Finally 8 Consequently, 9 This ties in with 10 Certainly 11 Moreover 12 All in all 13 In conclusion 5 1 Today I am here to talk to you about how exercising increases energy. 2 Exercise can be a real energy booster.; energy level increases with exercise. 3 Even improves the energy level of people with persistent fatigue and those suffering from serious illnesses, in particular, chronic fatigue syndrome. Exercise also increases the energy levels of patients with progressive illnesses,such as cancer, HIV/AIDS and multiple sclerosis. 4 Exercising regularly boosts our endurance. It helps deliver oxygen and nutrients to our tissues and improves the efficiency of our cardiovascular system. 5 When we are energised, everything seems easier – carrying groceries, taking care of kids, doing household chores as well as going up and down stairs. 6 Exercise improves our muscle strength. With the newfound energy from exercising, more gets done. 7 We are energised to participate in more social activities and community work. Being healthier and more energetic, we renew our interest in leisure activities with family and friends. 8 It strengthens our mental health. 9 As our minds sharpen with exercise, it helps combat diseases such as depression and anxiety 10 Exercise definitely boosts our energy. It increases our endurance, muscle strength and mental health. 11 I believe exercise can increase our energy level. 6 (a) Expressing opinions In my opinion, being visionary is the most important factor. A person who is visionary has missions to accomplish and takes steps to get there. (b) Giving reasons We can’t be successful if we have no dreams and desire to achieve something in life. (c) Elaborating People who are visionary have a compelling vision for whatever they strive for. They have a clear final destination and set goals on how to get there. They can see beyond the ambiguity and challenges of today to reap the fruits of tomorrow. (d) Justifying Well, I suppose you’re right. But, first you need to be ambitious. It is the foundation and building block of any successful person. We can’t build a vision without the desire for personal achievement. (e) Inferring One has to be ambitious to be visionary. Am I right? (f) Evaluating Yes, you’ve got a point there. Being ambitious is a necessary ingredient for success. But, I think staying positive is a more important factor that drives success. It is much easier to achieve our goals if we are positive about things. (g) Initiating Well, self-discipline is also vital. Nothing can take the place ofself-discipline. ThisI think is whatseparatesthe successful from the non-successful ones. It is the root of all the other traits. (h) Prompting Thinking of it, you are right. The mostsuccessful people are those who realise thatthey alone are responsible for theirsuccess or failures. They know that the pathway to success is to conquer self first. The truth is, they are the ones that rise each day long before the sun. (i) Negotiating What about the need to be agile? Considering today’s dynamic environment, one has to be agile to cope with the changes. In order to succeed in a constantly changing world, the ability to change and adapt is important. (j) Turn-taking I have something to say on that too. Indeed, agility is an important element to succeed in a dynamic environment. Successful people are able to respond swiftly to changes in the environment without losing momentum or vision. Nonetheless, self-disciplined is essential. (k) Interrupting Sorry to interrupt, but we have come to an agreement. Taking everything into account, I believe all of you agree that the self-disciplined is really the crux of it all. (l) Summarising To sum up, highly successful people are visionary, ambitious, positive, self-disciplined and agile. (m) Concluding After all is said and done, I think we can conclude that self-disciplined is the top character trait of highly successful people. 7 (a) Expressing opinions Personally, I think lifelong learning increases our wisdom. Lifelong learning increases our knowledge and our ability to use that knowledge in diverse and meaningful ways. (b) Giving reasons Lifelong learning creates a curious, hungry mind. The more we discover, the more we want to explore. Our drive and desire to learn fuels itself. It keeps us craving for more knowledge. It fuels creativity and innovation. Penerbitan Pelangi Sdn Bhd. All Rights Reserved.

PELANGI W.M: RM36.95 / E.M: RM36.95 CC039022 ISBN: 978-967-0025-07-0 CC039022 SUCCESS in MUET is a comprehensive coursebook designed for candidates who are sitting for the Malaysian University English Test (MUET). Based on the latest syllabus and new exam format, this book is complete with contents organised systematically and ample practices to enhance mastery of the various language skills. SUCCESS in MUET SUCCESS in MUET Key Features Purchase eBook here! Comprehensive Notes and Practices Model Test Helpful Tips and Informative Notes MUET-exam based Practices Skill-building Exercises Complete Answers https://plus.pelangibooks.com/ Scan QR code to access PowerPoint slides Additional PowerPoint slides to complement this book Bonus Bonus for Teachers Penerbitan Pelangi Sdn Bhd. All Rights Reserved.