MUET Reading Trial QP

Name: Ting: .

No.Kad Pengenalan:

MUET

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MEI2O2I
75 MINIT

KOLEJ TINGKATAN ENAM SHAH ALAM
JALAN TIMLIN 24li

SHAH ALAM SELANGOR DARUL EHSAN

MALAYSIAN UNIVERSITY ENGLISH TEST
PEPERIKSAAN PERCUBAAN 2 SEMESTER 2

2A2L

READING

PAPER 3
75 MINUTES

I nstructions to candidates:
DO NOT OPEN THIS BOOKLET UNTIL YOU ARE TOLD TO DO SO

There areforty questions in this test. I

Indicate the correct onswer on the Multipte-Choice Answer Sheet proiiara.

Answer all the questians.

Disediakan oleh: Disemdk oleh: Disahkan oleh:

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Ilya Azliana binti Zulkifli Kstua Unit MUET l;;;;"gffbtut;il;ii;

Grur* Mata Pelaj aran MUET Ketua Jabatan Bahasa

Tt*s iitfesti-bn paper consists of 17 priqted p.ages.

Part 1

Read three notices about university programmes.

Answer questions I to 4 based on the notices about university progrommes (A.to C).

Which notice

L says that you can get frelfood?

2 is about an activity outside a university?

3 is about an activity organisedby students?

4 tells us about an activity that ends before noon?

A lB lc ,

Go Clean I food SaIe I Stody Smart

The Education Deparhent is lThe Student Society is selling lour r:niversity is organising
going to have aouprroujencivt etrosictyle. aInflI food to collect money for poor a programme
a school near I on study skills
students. for students.
A well-known
Iyou are interested to join the
Iprojegt, come for a meeting. lmotivator, Dr Maria Roslan

I will be speaking to you!

Date : 2(3Soacttuobrdera2y0)2lflWlDeadtene:sd24aNyo)vleCmtb"etroz0n2dl aloya)te : gNovembetzozl

Time : 9a.m.-11 a.m. lfime : 8a.m.-1p.m. Time : -12 p.m. 1p.m.
Place : Library
lPtace : cempakaHall lpru"" : DahriaHall

Help us to think clean and go lrizza, nasi lemak, curry pufl lroio ,rs. The programile is

green! | bubble tea, burger, and lots more | free. Lunch is given.

are waiting for the foodies!

2:

P*t2

Read an email fram Abdul Razak to Dr Rashidah.

Answer questions S to 9 based on the email.

To: rashidah@rniversiw. edu.my
From: [email protected]. com.mv
Subject: Apology for not attending lectures

Dear Di Rashidah,

Thank you for your email regarding my absence from class. My friend told me that
you had written to me a few days ago. Unfortunately,'there is something wrong with

my student email and I have not been able to use it since January 2021.I am now

writing to you using my personal email.

I would like to explain my absence from your lectures for the past two weeks and

for having not informed you earlier. I was unwell on 17 February 2021. However,
I did not consult a doctor because I was too weak and took a painkiller instead- As a
resulg I did not have a medical certificate to hand in. On 24 February 2021, I could
not come to class because I had to attend my sister's wedding in my village. In fact,
I had asked my friend who was in the same class to inform yor:, but she forgot and

went to the library to meet friends.

For your information, I had planned to come back to the university immediately

after my sister's wedding. But, there was heavy rain and my jou:ney took longer than
usual and I could not reach the airport on time. I missed my flight and could only come

back the next day.

,,,

I am aware that I missed a listening test held in class on 24 February 2021. Can,
I be given the opportunity to take the test because I might fail the course if I do not
get any marks for the test? Could I possibly take the test on Friday moming because

I have an important oral presentation for another course in the aftemoon? Alternatively,

could I do a project to replace this test? I hope you can consider my request to take the
test that I missed.

I apologise again for my behaviour and I will leam to be more responsible.

I promise to attend all your classes in fi:ture. In the event I cannot attend a class,

I will email to inform you. I look forward to hearing from you. Thank you.

Sincerely,

Abdul Razak

3

5 Ab&il Razakurote toDrRashidahbecause
A he received an email fromher
B he had to give his uew email address to her
C he wanted to say sorry for jssing her classes

6 Abdul Razakmissedthe 1ryond class because

A hewenthome
B hewastoo sick
C hehadameeting

7 Abdul Razak missed his flieht because
A ofhis sister's wedding
B of the bad weather
C of a fligfot delay

I Abdul Razak's most important reqrrest in his email is
A to take the listening test

B 1,to preselrt his work

C to do aproject

9 AbdulRazak endedhis emailbypromising
A to come early for all Dr Rashidah,s classes
B to tell DrRashidah ifhe missed classes
C to replyDr Rashidah's email

Part 3

Read a short story about Bee Leng.

Anrwer questions L0 to 14 based on the short story.

1 '?ut some powder on your face at least, Bee Leng," I said.

2 'No need, I'm already married. Who would want to look at me?"

3 "It's got nothing to do with being married. Your face is shiny with sweat," I said again.

4 "Who cares? Anyway, I am the way my husband likes me."

5 "Well then, let's go," I said feeling overdressed and all dolled up in lace and chiffon, a

gold chain around my neck, compared to Bee Leng, who wore a faded grey blouse and skirt.

I had spent two hours at the hairdresser's, wanting to look my best for my old school friend"

Lynette Lum's wedding dinner. We went to the majestii E & O Hotel located in the very heart

of Penang's heritage district, I wearing expensive perfrrme and Bee Leng, an ugly frown on

her face. ,

6 "I hope this is the last and final wedding dinner for this year," Bee Leng complained loudly.
T *What! It's good to be able to celebrate, I love weddings...wish I could find a man,"

I sighed.

8 *I am becoming poor giving out angltows. I do not like this culture of giving money as a

token of good wishes at weddings. This is the third wedding this year," she complained.

9 "Oh come on, don't complain so much. Let's eqjoy ourselves," I sai{ thinking to myself

how stingy she was. This was a woman who asked for discounts for everything.

10 She was my best friend during secondary sehool days. We went our separate and different

ways after school - she worked as a secretary in a company while I went to university and

graduated with a Master in Business Administration from the US. After a decade of living

in a foreign land, I went back to Penang to work in an intemational orgarrisation. By then,

I had lost touch with many school friends, and I was delighted when I unexpectedly Tet Bee
Leng one day. It was like old times all over again because we would go out for coffee or a
meal whenever we could find the time. It was always easier for her as she had quit her job
immediately after marriage, while I had a full-time job and demanding career which was very

challenging.

11 But something has changed. She has become extemely stingy. During school days, it

didn't really show as we both didn't have money. But now, I can't understand why the cheap

clothes, and those from her sister which hardly fit, the visits to ttre second-hand shops, and the

frequent need to save.

(Adapted from Su Kim Lee's Sarong Secret: af bve, lost and longing, 2013)

5

I0 Bee Leng is heppy with the way she looks because

A she is alreadymarried
B she thinks she is beautiful
C she likes the way her husbanl accepts her

11 What did both the writer a\\nd Bee Lens do for the dinner?

A Theyworejewellery.
B They gave ang)ows.
C They didtheirhair.

12 Bee Leng was rmhappy to affeud the dinner becar$e

A her friend asled her to go
B she had to spend money
C her clothes were cheap

13 Bee Leng is the writer's friend from

A university

B , school

C work

14 Tho writer felt that Bee Leng had changed becarule

A she was now very careful with her money
B she gave her clothes to other people
C shebecame more lil<e her sister

6

Part 4

Read two texts about cultural dffirences.

Answer questions 15 and L6 based on Text 1.

Text 1

I All human beings are i4 many ways very similar. We share the same physiology and have the

s,eme basic needs, such hs food, sheltet and safety.

2 How would you describe yourselfl Would you list your personal characleristics, such as

being intelligent or funny, or would you use preferences, such as "I love pizza"? Instead would

you mention social relationships, such as "I am a studenf'? Social psychologists beiieve that

people are more likely to describe themselves and others in terms of personal characteristics.

So what effect does culture really have on the basic aspects of our psyche, such as beliefs,

co gnition, and personality?

3 One thought experiment suggests the extent to which our mental procpsses are influenced

by the society in which we grow up. In the experiment, individuals were asked which two

-of the following objects go together a panda, a monkey, and a banana. Those from the

United States ofAmerica usually select the monkey and the panda, because both are animals.

This indicates an analytic thinking style, in which the objects are independent of their context.

In contrast, individuals from Asian countries often select the monkey and the banana, because

they belong in the same environment and share a relationship (monkeys eat bananas). This is

a holistic thinking style, in which object and context are connected.

4 Many studies have shown that cultural differences in thinking styles are varied They

affect memory attention, and even how we talk and think. An important 1991 research,

conducted by social psychologists Hazel R. Markus and Shinobu Kitayama, showed that

culture fufluences views that individuals have of themselves. Kitayama says, "Lndividuals in

some cultures understand the seif as independent, whereas those in other cultures perceive it
as interdePendent-"
:
5 People who see themselves as independent are mostly from North America. They view

themselves as free and unique individuals, and have a set of fixed beliefs which guide their

actions. In contrast, people with an interdependent self-perception are usuaily fromAsia ancl

Latin America. They view themselves as more connected with others close to them, such as

their family or communiry and think of themselves as a part of different social relationships.

They are guided by groups in their actions.

6 Clearly culture has a great effect on how we view ourselves and how we are seen by

others - we zre only just scratching the surface. With more research, we may well find

cultural differences in even mor€ areas. Only by knowing about these effects will we ever be

able to understand other cultures a little better.

(Adapted fuom American Scientisr, 201 8)

;7

15 The writerbelievesthat

A difrere,nt societies make us 'rink differe,ntly
B humanbeings are more similar thanwe think
Ci

how we dessribe oruselves depends on oru character

16 People tomAsian couu{gs

A act based on their owrl way of thinking
B see objects as separate from theii environment
C are closely linked to their family and commrurity

Answer questions l7 and 18 based onTextl.

Text 2

1 "I'm British. Soon after moving to Switzerland, where I lived for six years, I had a

house-warming party and was surprised when all 30 guests arrived exactly on time. Years

later, when I moved to France, I turned up at the agreed time for a dimer, only to find that no

other guest had arrived."

Every culture has nlpny unwritten rules. For example, punctuality is see,lr differently in

different countries. Also, some counkies find singing in a lift aeceptable while others find it

unacceptable. Perhaps the best way to understand societies is to look at their acceptable social

behaviour.

Cultural psychologist Michele Gelfand at the University of Maryland in the United States

of America believes that cultural tighhess is detennined by the level of external threat
experienced by a society. Gelfand says, "The idea is that if you are often faced with threats

such as earthquakes, or war, you develop strong rules in order to coordinate the society for
survival." She and her colleagues describe societies with strict rules as "tight" and those with

more relaxed rules as "loose".

To test the idea, they compared 33 counkies - from South America to Asia, and published
^wscitiehncgereinate2r0m11ed. iTaigcehnt ssooresiheitpiesanlidkefeCwoelromdebmiaonasntrdatMioanlsa.ysTiahetyenadretoalbseo
their findings in

more autocratic,

more conformist and religious, and have more police, lower crime and divorce rates, and

cleaner public spaces. Tight societies have more order and social control than loose societies'

Elowever, tigbt societies are less creative and less accepting of differences.

Countries can change their social behaviours. They can emphasise unwritten social rules

by using legal means. In New York, for instance, the fine for a first-time littering offence
is USD250 (about RM1000), whereas in Singapore it is about RM6000. In Malaysi4 the

1itteringfineisRM500.Noprizesforguessingwhichhasthe'c1eaneststreets.

In their study on tightress, Gelfand and her colleagues found th"i'ffiffi8m'ffay view

other cultures as unjust, *d i-*oral. These beliefs could cause conflicts, particulariy with

countries close to one another. With more research, we can better understand why societies
differ and this could be the first step towards greater global harmony. If we accept that the
way countries firnction is connected to levels of threat, we might also be more slrmpathetic to

different social behaviours.

(Adapted from lfew Scientist, 20 1 8)

17 Gelfand and her oolleagues believe that societies with relaxed rules

A havemore order and cortrol
B allow ereative ideas to develop
C are more likely to have low irime rates

l8' The writer uses paragrap[r5 to make apoint that

A social rules are more obvious in some counties
B making surethe law is followed can change behavior.r
C different cormtries have different id.eas about being clean

Anywer questions 19 and20 based onText 1 andText2.

L9 How are Text 1 andText 2 similar?

A They both show that the idea of time is different for every culture.
B They both disouss how people from different curtures think.
C They both compzue the American and Asian cultures.

20 Th9 two texts suggest that firther research ou culture can lead to
A i'more peaceful societies

B closer social relationships
C better knowledge about different societies

10

Part 5

Read atext about Clare Greyb research on the development of a new type ofbatterl. Six sentences
have been removedfrom the text. Choosefrom the sentences A ,o G the one whichfits each gap
(21 to 26). There is one extra sentence which you do not need to use.

1 Like many of us, when I wake up, I reach for the phone. I listen to music as I get ready for

work. By the time I reach the office, my phone already needs a boost. It's not even 9 a.m.

It's a moderr -ir"lt" that we have computers in our pockets. ln fact, some are even

more powerful than those which supported the moon landings. But, despite the fact that the

.transistors inside our phones and laptops have been getting smaller and faster, the batteries

that power them have not. The key to making electronics portable, and powering a change

in how we communicate and consume information was the commercialisation of lithium-ion

_.batteries by Sony in 1991. 2l .

3 Lithium-ion batteries have advantages, such as high energy storage and long lifetimes in

_.comparison with other batteries. 22 Additionally,,their energy stored

is nowhere near that of petrol. This makes them unsuitabie for widespread use in electric cars

and grid-scale storage for solar powel

4 Professor Clare Grey, a battery researcher in Cambridge University, is developing a mnge

of different next-generation batteries including lithium-air batteries. A working lithium-

air battery would have a theoretical energy stored ten times that of a lithium-ion battery.

23 Signfficant research challenges remain to be addressed.

5 , While Grey works with industrial partners to improve the batteries going into electric cars

today, she says the role of rmiversities is to think about entirely new ffpes of batteries, such as
the ones she is developing in her lab. "Universities needto be coming up with answers for 10

to 15 years from now - we're tle ones who are best placed to ir:novate, think creatively and

generate radical, new solutions," she says. 24

_.A major strand of Grey's research is the detection of faults. 25

"Ifwe can find them, then we could potentially prevent batteries from exploding. In a{dition,

we want to explore whether a car battery that's reached the end of its life could have a second

Iife on the grid, for example. If we could work out, in real time, what causes the battery to

degrade, we could change the way we use the battery ensuring it lasts longer," she says.

Grey is leading some major projects. 26 . "When you tlink about

other electronic devices, you're generally only thinking about one material, which is silicon,"

says Dr Dutton. 'But batteries are much more complex because you've gdt multiple materiais

to work with, plus all the packaging, and you've got to think about how all these componenfs

interact with each other and with whatever device you're putting the battery into."

(Adapted from Univ ers ity of C ambr idge, 2019)

11

A Grey istrying to find ways to tocate faults in batteries before they happen.
B They want to make sure that their work has an impact well beyond today's batteries.
C However, they cao also overheat or even explode and are relatively expensive to produce.
D Abetter battery is one that can store a lot more energy or ore that can charge much faster.
E These are to examine how e,nvironmental and intemal battery stresses dam4gs electric car

battedes over time. \ \
F These batteries are rechargeable, so whe'n the de-vice is connected to a charger it restores the

battery for another use.

G Although this high energy stored similar to that ofpetol, the practical energy stored achievable

is significantly lower.

a_

Part 6

Read a text an critical reading.

Answer questions 27 to 33 based on the tqt.

1 Educated. adults exist in a delusional state, thinkiqg we can read- In the most basic 10
15
sense, we can. After all, we've made it up to this point in the sentence and rmderstand 20
it all, rigbt? And what about all those hundreds of books we read before oow? These 25
statements are onlypartly true; I amhere to tell you the opposite. Oclds are, some of us 30

can't read, at least not as well as we would like. Too many college stude,lrts ace capable 35
of only *some" types of reading, and that painfirl lack reveals itself when they read a
rtifficult text and must talk critically about it.

2 For example, the act of reading to extract information and reading critioally are

vastly different. The curre,nt education system in American primary schools (and many

colleges) heavily emphasises the first type of lsxding and de-emphasises the latter.
In many ways, this tende,ncy makes sense. Reading to extract informatioa allows a

student to absorb the raw materials of factual information as quickly as possible. It is a

type of reading we all must engage in freque,ntly. However, each type of reading calls

for different mental habits. If we do not leam to adjust from one type of reading to

another whelr necessary, we cripple or:r intellectual abilities to read critically.

3 But what are the differences between (i) reading to extract information and

(ir) reading critically? Why are the differences between the two skills so irqport-du-jt?

4 " Firsfly, they have different goals. When students read to extract information,

usually they seek facts and presume the source is accurate. No argument is required.

On the other hand, when students read critically, they fy to determine the quality of

the argument. The reader must be open-minded and curious all at once. He constautly

adjusts the degree of personal belief in relation to the qualrty of the essayus arguments.

5 They also require different types of discipline. If students read for the

purpose of learning raw dat4 the most efficient way to lea:n is repetition.'

For instance, in primary school, when youngsters memorise the multiplication and

ifdivision tables, they read and recite them over and over again. On the other hand,

students read critically, the uost effective technique may be to break the essay up into
logical subdivisions and analyse each section's argumen! to restate the argument in

other words, and then to expand upon or question the findirigs

6 Next, they require different types of medal activity. If a student reads to gain

information, a certain degree of absorption, memorisation, and passivity is necessary.

(We can't memorise the multiplication charts effectively if we waste time questioning

whether eigfot times three really does equal twenty-four). He also needs to consider
writers' styles. If a student is engaged in reading critically, however, that student must
be totally active. He or she must be prepared to pre-read the essay, then read it closely

for conten! and reread it if it isn't clear how the author reached the conclusion to

the argument. The critical reader must take the time to consider the argurnent from
numerous angles including logical, rhetorical, historical, ethical, social, and personal

perspectives.

t3

Reading for information and critical reading create different results. 40

Passive readi.g to absorb information can create a student who (if not precisely well-

read) has read a great many books. It results in someone who has, in the closet of the. -

mind, a staggering number of facts to call to memory at any moment. However, critical

rcading involves original, ilnolative thinking. It creates a person who intentionally and
tohabitually reads with the mental habit of reflection, intellectual honesty, perceptivity
45

the text, subtlety in thought, and originality in insight. Each method of reading has its

place, but critical readii| is too often supplanted by reading foi information.

Ultimately, they differ in the degree of understanding they require. Reading for
iriformation is the more basic, and thus more fundamental, of the two reading skills. If -

one cannot make out the meaning of individual words, it is pointless to try and evaluate 50

their importance. However, reading critically is the more advanced of the two, because

only critical 1s6din g equates with full'funderstanding".

However, while scepticism is important in critical reading, it is not simply the act of

doubting everything we read. Certainly, a healthy amount of scepticism is an important

part of intellectual rigor, and it is better than naive acceptance of every printed statement. 5 5
Still, critical'reading is more than paranoid doubt, or trying to slam every essay the
reader finds. A critical reader tries not only to think of arguments to refute what he
reads, but also tries to think of extra arguments to support it. Only then does he weigh

the argument carefully and come to a decision. He also tries to determine in what ways

the argument may be relevant and relate those ideas to his own life. Rather than merely 60

seeking to trash an argument entirely, the wise reader acknowledges that some parts of

ari argument are more compelling than others, and tries to figure out why.

(Adapted from Dr W.heeler's Website,2018)

27 T\ewriter begins the text by

A criticising the way adult readers read
B aiming at an audience who reads poorly
C feeling sorry for people with reading difficulties
D making a strong claim about adult reading ability

28 In paragraph 2, what is the writer's opinion about critical reading?

A College students need critical reading more than primary school students.
B Students often have difficulties with critical reading.
C There is lack of attention paiti to critical reading.
D Critical reading takes a long time to master.

29 The reader must be open-minded and curious all at once (hne 21) shows that the reader must be

A eagerto learn
B able to think fast
C in conhol of his reading speed

D- ptepared to defend his thoughts

l4

30 tl pamgraph 6, which of the following best sums up a critical reader?

A He needs to be an expert in many subjects.
B He must be familiar with the process of reading.
C He should have a very wide range of \inking skills.
D He has to consider writerso styles in building his arguments.

31 Paragraph 7 is dwelopedthroug!

A listing
B syamFle
C narration
D argument

32 According to paragraph 9, a wise readerwould

A refute what he reads
B weigh the argunents
C think of e:rtra argr:ments
D courectthe ideas to his life

33 Which of the follovring can be aq appropriate tifle for the teltr?

A The Skills ofReading Critically
B HowtoBecome a CriticalReader
C ffus Tmportance of Reading Critically
D Dif,ficulties of Being a Critical Reader

.:t

_15

Part 7

Read a text about happiness.

Answer questions g4 to 40 based on the text.

1 Who is the world's happiest person? It may be Alejando Zuniga, a healthy, middle-aged

father who socialises at least six hours a day and has a few good friends he can cormt on.

He sleeps at least seven hours most mghts, walks to work, and eats six servings of fruits

and vegetables most days. He works no more than 40 hours a week at a job he loves

with co-workers he enjoys. He spends a few hours a week voh:nteering withhis wife;

on the weekends he worships God and indulges in his passion for soccer. In short he

makes daily choices that favour happiness, choices made easier because he lives mong

like-minded people in the temperate Cenaal Valley of Costa Rica.

2 Douglas Foo is another possible candidate. A successful entrepreneur, he &ives a

USD750 000 BMW andlives in aUSD1O millionhouse. He is married, withfsnwell- 1l

behaved children who excel at school. He put himself through school, ldorking four

jobs, and star'ted a company that eventually grew into a USD60 million multinational

enterprise. Heworks about 60hours aweekbetweenhisbusiness andhisphilmthropic

pr:rsuits. He has worked hard to achieve his success, but as Foo readily admits, he

probably could not have cteated this life anywhere other than Singapore. 15

3 Z.trirtga represents a braud of happiness which seientists call happiness or positive

affect. Sr:rveys measure it by asking people how often they smiled, laugfoed, c felt joy

during the past 24 hours. His country is not only Latiu America's happies! it is also

where people report feeling more day-to-day positive emotions than just about any

other place in the wor1d.

4 And true to $ingapore's reputation for having a semi-fanatical drive for suscess, Foo

- with all his ambition and accomplishments - represents the "life satisfactim- strand

of happiness. Social scientists often measure tUis type of happiness by askfog peoplq

to rate their lives on a scale of zero to 10. Experts also call this evaluative happinessl

Internationally it is considered the gold standard metric of well-being. Singapore has 25

most dependably ranked number one in Asia for life satisfaction.

5 The researchers who publish the annual World Happiness Report formd &at about

tlree-quarters of human happiness is driven by six factors: Strong economic growth,

healthy life expectancy, quality social relationships, generosity, trust, and freedom to

live the life that is rigbt for you. These factors do not materialise by chance; they are 30

intimately related to a coutrtry's govemment and its cultural values. To illus&ate the
powil of place, John Helliwell, one of the report's editors, analysed 500 000 surveys

completed by immigrants who.had moved tq Canada from 100 countries over the

previous 40 years, many from countries considerably less happy. RemarkablyHelliwell

andhis colleagues discoveredthat, within a few years of ariving, immigrantswho came 35

from unhappy places began to report the increased happiness level oftheir adoptive

home. Seemingly, their environment alone accounted for their increased happiness.

6 Singapore's story like that of Costa Rica, illustrates how a relatively small (about

six million people), prosperoxs nation can achieve a high levet bf well-being, And yet

what works for such societies might irot easily tanslate into solutions for a sprawling, 40

diverse; argumentative, fteedom-loving natihn like the United States (US). Could the

US really emulate the day-to'day joy of Costa Rica? G the values-driven security of

Singapore?

,16

Thereisreasontothinkso-ifacommrmitylikeBoulder, Colorado, is any indication.

As strmning as the setting is, Boulder's appeal is more than skin-deep. Besides being 45

a college towll an adventure destination, and a haven for elite athletes, it produces the. .
higfuest level of well-being for its resident. "?eople in Boulder live better lives than

tesidents of any other city foi which we have results," said Dan Mtters, a research

diiector at Gallup. Witters created the GallupNational Geographic Index, designed to

assess 18 of the most important indicators of well-being. His analysis included obesrty 50

rates, absence ofpain, fbdlings of safety and security, whether people use their strengths

aad accomplish their goals, and whether they learn something interesting daily. He even

included dentist visits, which comterintuitively perhaps, are strongly associated with

happiness. Gallup since 2008 has surveyed more than 2.5 million people in American 55

top.commr:nities. Among 190 US metropolitan areas, Boulder came out on

For decades, the community has diligently protected its quality of lif.e. Boulder
torpayers have voted for 300 miles of bike routes that web the city, and yellow lights
blink at crosswalks, reminding motorists that pedestrians have the right-of-way. As a

-resulg Boulder residents bike to work at one of the highest rates in the nation 17 times
more than the national average. This makes for cleaner air, fewer accidents, and fewer 60

overweight people.

Still, change continues to threaten Boulder's way of life. The civic-minded hippie

generation that spawned companies such as Celestial Seasonings herbal-tea company

and WhiteWave health food company Ere now gving way to Google and tech venture

capital firms. A highly paid, more driven cultr:re is replacing the laid-back, outdoorsy 65
dne. For all of its list-topping well-being scores, Boulder has curiousiy high levels of

stress. "It's not Zen Boulder an5m.ore," Witters said. On any glven day,49Yo of people

srrveyed in Boulder report feeling stress, higher than the national average.

(Adapted from National Geographic, 2011 )

34 The writer begins the text with

A anarration
B areflection
C an argument
D an explanation

35 In paragraphs 1 atd2,which of the following is provided about both Ztntgaand Foo?

A Age
B lncome
C Marital status
D Sleeping hours

36 The purpose of paragraphs 3 and 4 is to

A associate happiness with well-being
B rank countries on ahappiness scale
C compare different measurements of happiness
D show that drive for success is linked to happiness

\7

37 The words And yet(line 39) can best be replaced by

A Nevertheless
B Additionally
C Currently
D Already

38 In paragraph 7, which sdntence tells us to believe Dan Witters'findings on the well-being of

Boulder residents?

A -There is reason to think so if a community like Boulderi Colorado, is any indication.

$ne aa)

B People in Boulder live bener lives than resi.dents of any other city for which we have

results. (lines 47 and 48)

C He even included dentist visits, which counterintuitively perhaps, are 4trongly associated

with happiness. (lines 52 to 54)

D Gallup since 2008 has surveyed more than 2.5 million people in American communities.

(lines 54 and 55)

39 ltb not Zen Boulder anymore (line 67) suggests that

A high tech companies will replace agricultural activities
B the hippie generation will have to move away from Boulder
C a lifestyle of walking and biking will be replaced with driving
D Boulder will no longer be the top area in level of well-being in future

40 The central message conveyed by the writer in this text is

A researchers disagree over the ideas of happiness, satisfaction and well-being
B people living in cities and small towns experience happiness differently
C the ability to view pain and stress positively leads to happiness
D happiness is defined in a variety of ways