Get Ahead in MUET

Sem. M‘sia RM35.90 Sabah/Sarawak RM36.90 ISBN 978-967-5332-42-5 Stanley Nyanaprakasan S. Gouri Rabindra Aisah binti Seydalavi Grace Chan Ming Wah Book extend: 368pp Spine: 15.72 mm CEFR-ALIGNED CURRICULUM Get Ahead in MUET is a comprehensive coursebook to assist candidates who are sitting for the Malaysian University English Test (MUET). Based on the latest syllabus and the new test format, this book covers all the four sections in the test, which are Listening (Paper 1), Speaking (Paper 2), Reading (Paper 3) and Writing (Paper 4). Digital Access Audio Tracks for Listening section Highlights: • Notes with examples and tips • Sample questions with answers • Extra reading and vocabulary help • Exercises to build proficiency • Practices based on the test format • Model test by section • Suggested answers Get Ahead in MUET Malaysian University English Test In Line with MUET New Exam Format Get Ahead in MUET QR CODES for all audio tracks 9 789675 332425

Introduction Preface Get Ahead in MUET is aimed at equipping local and foreign candidates with the necessary knowledge and skills to excel in the Malaysian University English Test (MUET). Get Ahead in MUET has been written according to the latest CEFR-aligned MUET test specifications and the four respective sections of the test—Listening, Speaking, Reading, and Writing. All the four sections are clearly organised, and each section provides an overview of the test paper, followed by the test specifications, detailed notes and examples on the skills required, and guidelines on how to tackle the test questions. Each section also has informative side columns for intellectual stimulation, extra references, extra reading, and helpful tips, which will help the test candidates to reinforce what has been learnt. Sufficient exercises have been precisely designed and included to assist candidates in developing and reinforcing their four vital English language skills—Listening, Speaking, Reading, and Writing. Get Ahead in MUET features all the text and question types that are in accordance with the regulations and test specifications of the sample instrument provided by the Malaysian Examination Council (MEC), also known as the Majlis Peperiksaan Malaysia (MPM). This book also includes Quick Response (QR) codes for candidates to access the listening texts through their smart devices. Get Ahead in MUET has been designed to help candidates and teachers familiarise themselves with not only the test regulations and specifications, but also syllabus specifications and the skills outlined in the syllabus. The authors hope that candidates and teachers will find this book a rich learning resource. With the features that have been specified above, it is without doubt that Get Ahead in MUET is a musthave for candidates who intend to excel in the test. About the Malaysian University English Test (MUET) The test is administered by the Majlis Peperiksaan Malaysia (MPM), also known as the Malaysian Examinations Council (MEC). The regular test is held three times a year—in March (MUET Session 1), July (MUET Session 2) and November (MUET Session 3). The MUET on Demand (MoD) is a computer-based test (CBT) which is offered outside of the three regular stated test sessions in a year. MoD is held almost every month. Candidates are advised to refer to the MPM portal and official social media accounts for further information on MoD. ii

The Test Format Candidates are required to sit for four papers—Listening, Speaking, Reading and Writing. PAPER 1: Listening (800/1) No. Item Description 1 Weighting 25% 2 Duration 50 minutes 3 Number of texts Seven (Five parts) 4 Text types Dialogue, monologue 5 Possible genres Conversations, talks, interviews, announcements, advertisements, instructions, news, meetings, documentaries, lecturers, discussions, briefings 6 Number of questions 30 7 Possible question types (i) Three-option multiple-choice questions (ii) Five-option multiple-matching questions 8 Test focus skills (i) Understanding simple phrases and expressions (ii) Identifying general and specific information (iii) Understanding main ideas made in clear standard speech on familiar matters (iv) Understanding main ideas in linguistically complex speech (v) Understanding familiar and unfamiliar topics (vi) Following extended speech and complex lines of argument on reasonably familiar topics (vii) Following extended speech on abstract and complex topics outside field of study, and confirming occasional details (viii) Following less structured implied messages in extended speech (ix) Understanding idiomatic expressions, colloquialisms and variations in language use PAPER 2: Speaking (800/2) No. Item Description 1 Weighting 25% 2 Duration 30 minutes 3 Number of tasks Two 4 Task format Part 1: Individual Presentation Preparation: 2 minutes Presentation: 2 minutes Part 2: Group Discussion Preparation: 3 minutes Discussion: 8‒12 minutes iii

5 Language functions (i) Expressing opinions (vi) Concluding (xi) Negotiating (ii) Giving reasons (vii) Inferring (xii) Turn-taking (iii) Elaborating (viii) Evaluating (xiii) Interrupting (iv) Justifying (ix) Initiating (v) Summarising (x) Prompting PAPER 3: Reading (800/3) No. Item Description 1 Weighting 25% 2 Duration 75 minutes 3 Number of texts 10 (Seven parts) 4 Basic criteria for text selection Length (100‒900 words), level of complexity (content and language), text type 5 Possible genres Advertisements (flyers, brochures), announcements, notices, short official documents, signs, labels, directories, prospectuses, menus, timetables, short stories, light magazine/newspaper articles, blogs, biographies, emails, informal letters, formal letters (Letter to the Editor, letter of complaint, job application letter), specialist magazine articles, reviews, feature articles, research bulletins, discussion forums, textbooks, reports, journal articles, professional publications, and literary writing 6 Number of questions 40 7 Possible question types (i) Three-option multiple-matching questions (ii) Three-option multiple-choice questions (iii) Four-option multiple-choice questions (iv) A gapped text with six missing sentences and seven answer options 8 Text focus skills (i) Reading multiple texts for specific factual information (ii) Reading for main ideas and supporting details (iii) Inferencing (iv) Identifying details and examples and supporting an argument (v) Predicting outcomes (vi) Understanding the main ideas and supporting details, and gist (vii) Understanding text organisation features (viii) Deducing meaning from context (ix) Distinguishing facts and opinions (x) Interpreting text for author’s intention, attitudes and style (xi) Comparing and evaluating information in different texts (xii) Identifying the purpose of a paragraph or text (xiii) Recognising the text structure of the whole text (xiv) Identifying cause and effect relationships in a text (xv) Recognising text content features (details, opinions, emotions, attitudes, writer’s purpose, main idea and implication) (xvi) Recognising text organisation features (exemplification, comparison and reference) iv

PAPER 4: Writing (800/4) No. Item Description 1 Weighting 25% 2 Duration 75 minutes 3 Number of tasks Two 4 Possible genres Letter/Email, essay (discursive, argumentative or problem-solution) 5 Task format Task 1: Guided Writing (at least 100 words) Task 2: Extended Writing (at least 250 words) 6 Language functions (i) Expressing thanks, apologies, reactions, and preferences (ii) Accepting/Declining/Rejecting invitations/offers (iii) Making requests (iv) Giving precise information (v) Describing experiences, feelings, and events (vi) Providing advice, reasons, opinions, and justifications (vii) Discussing ideas and evaluating arguments or solutions to problems (viii) Giving examples and supporting information MUET Test Scores Aggregated scores: Aggregated Score Band User 331‒360 5+ Proficient (CEFR Level: C1, C2) 294‒330 5.0 258‒293 4.5 Independent (CEFR Level: B1, B2) 211‒257 4.0 164‒210 3.5 123‒163 3.0 82‒122 2.5 Basic (CEFR Level: A1, A2) 36‒81 2.0 1‒35 1.0 NOTE: Candidates are required to sit for all four papers to obtain an overall band score. No certificate will be awarded to candidates who fail to sit for all four papers. v

Contents PAPER 1 LISTENING The MUET Listening Paper (800/1) .................2 Part I : Exercises 1‒8 ..........................10 Part II : Exercises 1‒8 ..........................17 Part III : Exercises 1‒8 ..........................21 Part IV : Exercises 1‒8 ..........................25 Part V : Exercises 1‒8 ..........................30 Practice 1 : Parts I‒V .................................38 Practice 2 : Parts I‒V .................................43 Practice 3 : Parts I‒V .................................47 Model Test : Listening .................................52 PAPER 2 SPEAKING The MUET Speaking Paper (800/2) ................58 Part 1 : Individual Presentation ........61 Exercises 1‒4 : Brainstorming and Organising Ideas .....................66 Exercises 5‒8 : Using Appropriate Language Functions ...............69 Practices 1‒3 : Part 1........................................73 Part 2 : Group Discussion ..................76 Exercises 1‒3 : Group Discussion ...................94 Practices 1‒4 : Part 2.................................... 102 Tips for a Successful Presentation ..........106 Model Test : Speaking Test 1..........................................................107 Test 2..........................................................108 Test 3..........................................................109 PAPER 3 READING The MUET Reading Paper (800/3) ...............112 Part 1 : Exercises 1‒4 ........................129 Part 2 : Exercises 5‒8 ........................132 Part 3 : Exercises 9‒12 .......................136 Part 4 : Exercises 13‒16 .....................140 Part 5 : Exercises 17‒20 .....................147 Part 6 : Exercises 21‒24 .....................151 Part 7 : Exercises 25‒28 .....................155 Part 1 : Practices 1‒3..........................159 Part 2 : Practices 4‒6..........................162 Part 3 : Practices 7‒9..........................167 Part 4 : Practices 10‒12......................173 Part 5 : Practices 13‒15......................179 Part 6 : Practices 16‒18......................182 Part 7 : Practices 19‒21......................189 Model Test : Reading .................................196 PAPER 4 WRITING The MUET Writing Paper (800/4) ................212 Task 1 : Guided Writing ....................213 Task 2 : Extended Writing ................223 Task 1 : Exercises 1‒6 ........................244 Task 1 : Practices 1‒15 .......................253 Task 2 : Exercises 1‒10 ......................268 Task 2 : Guided Practices 1‒4 ...........288 Task 2 : Practices 1‒6 .........................292 Model Test : Writing ..................................294 AUDIO SCRIPT ....................................... 295 ANSWERS .......................................... 337 vi

PAPER 1 LISTENING Part I • Questions 1–7 Part II • Questions 8–14 Part III • Questions 15–17 Part IV • Questions 18–24 Part V • Dialogue 1: Questions 25 & 26 • Dialogue 2: Questions 27 & 28 • Dialogue 3: Questions 29 & 30 50 minutes (30 questions)

Test Requirements Duration • 50 minutes Total number of questions • 30 questions Maximum score • 90 marks Weighting • 25% Test Specifications The Listening paper consists of five parts and includes nine texts: (See Table 1) Table 1: Part Text type Text length Question type Number of questions 1 Dialogue 600–650 words Multiple Choice with three options 7 2 Monologue 600–650 words Multiple Choice with three options 7 3 Monologue (three speakers, three monologues) 350–400 words Multiple Matching with five options 3 4 Dialogue 650–700 words Multiple Choice with three options 7 5 Short dialogue (three short dialogues) 250–300 words for each dialogue Multiple Choice with three options 6 THE MUET LISTENING PAPER (800/1) Reminder 1 Do not leave any questions unanswered as in Multiple Choice questions with three options; there is a 33.33% chance of getting the answer correct! Study Tip As you listen: • Stay calm • Pay full attention • Be focused 2

Listening Skills and Contexts The assessment of the listening skills is mainly recognition and understanding of the spoken discourse from basic, simple, extended and complex speech in various contexts. The listening skills are matched with the contexts specified in CEFR: 1. Recognise simple vocabulary and basic phrases about self, family and immediate surroundings 2. Understand high-frequency vocabulary related to immediate personal relevance and main points in simple messages and announcements 3. Understand main points on matters related to school, leisure and work as well as radio and television programmes on current issues 4. Understand extended speech, lectures, etc., and follow complex arguments on reasonably familiar topics 5. Understand extended speech that requires one to draw conclusions, make inferences and predictions based on the given information 6. Understand audiovisual recordings in the form of movies and television programmes with ease How to Become a Good Listener There are four aspects to consider in the preparation to become a good listener for the test. You need to equip yourself with: 1. Topic knowledge – Covers a range of academic and educational topics involving familiar and unfamiliar settings 2. Cultural knowledge – Draws on the candidates’ background knowledge in understanding the real-life situations – Use of own cultural knowledge in the attempt to understand and respond to the questions 3. Linguistic knowledge – Functional use of the language in discourse types, use of cohesion and coherence in types of discourse – Knowledge of sociocultural rules that provides understanding in how to use and respond to language in different contexts 4. Processing ability – The construction of meaning from basic to complex structures for the understanding of main idea, specific details, sequence of events or thoughts as well as inference of meaning from the exchanges between speakers Reminder 2 As a starter, read newspapers to get updates on the latest national and global happenings Reminder 3 Look up signal or transition words and conjunctions that link ideas smoothly Study Tip • Slow and clear speech • Clear standard speech • Ideas in the speech are more complex • Structure of speech is less clear 4

Part I Exercises 1–8 Exercise 1 Listen to a conversation between Mrs Lim and her neighbour, Encik Ramli. As you listen, choose the correct answer for questions 1 to 4. 1. Encik Ramli’s children saw at the patch of land near the playground. A snakes B crows C stray animals 2. The patch of land near the playground has become an eyesore because A huge crows are roosting on the trees B broken and bulky items are dumped there C many stray animals hide themselves there 3. Mrs Lim wants to see the patch of land because she is A worried about the beehive B keen to make a complaint to the local authorities C curious about the condition of that patch of land 4. Encik Ramli’s son saw a tree with a beehive. The tree is shown in A B C Exercise 2 Listen to a conversation between Peter and his mother, Mrs Pamela. As you listen, choose the correct answer for questions 1 to 4. 1. Peter is determined to enrol in the sports school because of its facilities, coaches and A training programmes B attractive allowances C sponsorship by sports companies 2. Peter and Richard are A students in a sports school B classmates in primary school C cousins who excel in sports Audio Track 1.1 Audio Track 1.2 10

Practices 1–3 Practice 1 Part I Listen to a conversation between Yenny and Sarah. As you listen, choose the correct answer for questions 1 to 7. 1. Why is Sarah visiting the Royal Floria Putrajaya Festival? A To admire the flower artworks B To enjoy her favourite flowers C To purchase orchids and bonsai 2. How did Sarah travel to Putrajaya? A She took the LRT. B Her father drove. C She took a Grab car. 3. The floral festival in Putrajaya should not be missed because it features A a photography contest B rare species of orchids C artwork that complements the flowers 4. What does Sarah consider as the most exciting activity at the festival? A The photography competition B Having afternoon tea by the lakeside C The flower arrangement demonstrations 5. Which does Sarah plan to do in the evening? A Visit the Floral Pavilion B Visit the Miniature Gardens C Take photos of the Hobbit House 6. What is surprising about the Garden Bazaar? A The variety of plants for sale B The cheap prices of the items C The range of gardening tools for sale Audio Track 6.1 38

Model Test: Listening Part I Listen to a conversation between Salimah and her friend Raju. As you listen, choose the correct answer for questions 1 to 7. 1. Raju looked worn out because A he could not sleep well B he slept after his bedtime hours C he stayed up late at night 2. Salimah described Raju’s parents as sporting because A they stay up late with their children to watch football matches B they watch and play football matches together with their children C they support the same football team as their children 3. The most loyal football fan in Raju’s family is A Raju’s father B Raju’s youngest sister C Raju’s mother 4. Salimah’s father has planted a lot of A mango trees B papaya plants C dragon fruit plants 5. The villagers in Kampong Muhibah earn money by A growing fruit trees B planting corns C selling local fruits 6. To get more villagers to plant corns, the Ministry of Agriculture A gives away freebies to all the villagers B provides the latest farming equipment to the villagers C rewards those who choose to plant corns Audio Track 9.1 52

57 PAPER 2 Part 1 Individual Presentation • Preparation: 2 minutes • Presentation: 2 minutes Part 2 Group Discussion • Preparation: 3 minutes • Presentation: 8 to 12 minutes 50 minutes SPEAKING

58 Test Requirements Paper 2 of the Malaysian University English Test (MUET) is a test on communicative skills. Candidates will be tested based on their ability: To make an individual presentation. To take part in group discussions on personal experiences and also a wide range of contemporary issues, both formal and less formal academic contexts. The situation and tasks are based on topics such as social ills, science and technology, people, environment, entertainment, health, education, financial matters, consumerism and economy. Test Specifications Linguistic Knowledge Accuracy Using grammatically correct language Using current pronunciation, stress and intonation Range Using varied sentence structure Fluency Speaking with confidence and without unnecessary/undue hesitation Aspects of Language Use Pragmatic Functional use of language Knowledge of discourse, cohesion and coherence Sociolinguistic Using language appropriate for the intended purpose and audience Using varied vocabulary and expressions Observing conventions appropriate to a specific situation Linguistic Functions Part 1: Individual Presentation Part 2: Group Discussion Expressing opinions Expressing opinions Prompting Giving reasons Giving reasons Negotiating Elaborating Elaborating Turn-taking Justifying Justifying Interrupting Summarising Inferring Summarising Concluding Evaluating Concluding Initiating THE MUET SPEAKING PAPER (800/2)

61 Part 1: Individual Presentation Steps and Guidelines Understanding the Situation • Read the situation given carefully. • Analyse the question. • Underline or highlight the keywords/phrases. • Focus on your task. Brainstorming for Ideas • Jot down your ideas quickly. • Use keywords or phrases. • Use a mind map. • Avoid writing your ideas in complete sentences as you only have 2 minutes. Organising Your Ideas • Organise your points into sequences or steps. • Number them. • Quickly insert linkers near the numbers. • Remember your introduction and conclusion. Task Introduction Introduce the main points Point 1 Body State and develop the points Point 2 Conclusion Summarise the main points Point 3 Elaborate Elaborate Elaborate Example Example Example Presenting Your Speech Step 1 Introduction • Greet the examiners and other candidates. • State the situation and your task. Step 2 Body • Present point 1. • Elaborate your point. • Support with examples. • Conclude the point. • Repeat with points 2 and 3. Step 3 Conclusion • Summarise all the points. • End the presentation. Quotable Quote ‘The lightning spark of thought, generated in the solitary mind, awakens its likeness in another mind.’ -Thomas Carlyle Study Tip In order to be able to give good examples, you will need to read more. Study Tip Brainstorming is a very useful way to gather ideas about a particular topic.

66 Exercises 1–4 Brainstorming and Organising Ideas Exercise 1 Read the situation below and brainstorm for ideas. Then organise your ideas in the chart given. Use the ideas given to complete the chart. Situation The number of road bullying cases has increased significantly in Malaysia. Suggest some form of punishments for road bullies. Candidate A You have to give a presentation to your class. Talk about why the road bullies’ driving licenses should be cancelled. The road bullies' driving licenses should be cancelled Forced to use other means of transport Keep them off the roads Think twice before doing it again Exercise 2 Read and understand the situation. Brainstorm for ideas and use the mind map given to organise your ideas. Situation Many young adults who are obese resort to various ways to reduce weight. Discuss how these ways can be unhealthy or dangerous to them. Candidate A You have to give a presentation to your debating club. Talk about how dieting can be harmful to young adults. Dieting can be harmful to young adults • • • • Loss of energy More weight gained Extreme hunger Study Tip If you write in sentences instead of keywords, you are more likely to read your sentences than speak your idea. Study Tip • As you have only 2 minutes to prepare, you may have to organise your main points in your mind map by numbering them. • Add linkers and expressions to join your ideas together.

69 Exercises 5–8 Using Appropriate Language Functions Exercise 5 Read and understand the situation. Complete the task given by using the appropriate language functions. Situation There are certain qualities that define a successful businessman. Suggest some of these qualities. Candidate A You have to give a presentation to your class. Talk about the importance of self-discipline to succeed. Greet the examiners and other candidates. (1) State your suggestion (2) Expressing opinions (3) To justify and signalling a main point (4) Giving an example (5) Starting a new point and elaborating (6) Giving a reason (7) Elaborating (8) Signalling cause and effect (9) Summarising (10) Concluding Good morning to examiners and all the candidates. There are certain qualities that define a successful businessman. To be a successful businessman, (1) is important. (2) , nothing in the world can take the place of self-discipline. (3) , selfdiscipline enables us to persevere with actions, thoughts and behaviour that fuel success. (4) , it enhances our inner strength to triumph over addictions, procrastination and laziness. (5) , self-discipline powers us to be decisive and follow through in whatever we do. We have to remind ourselves constantly to perform the activities that will bring us success. (6) that committing ourselves to actions that drive our own success gives us the greatest possible chance of achieving it. (7) , remember, we determine our own level of selfdiscipline and it is one thing of which we have a considerable amount of control. (8) , it is not easy to be a successful businessman, but self-discipline can fuel success. And, it is crucial because it will determine your ability to reach your goals. (9) , we need to strengthen our self-discipline to ensure success. It will become part of us if we cultivate self-discipline in our daily life. (10) , I believe that self-discipline is the key to be a successful businessman.

76 Part 2: Group Discussion Group Discussion • Initiating a Discussion • Maintaining a Discussion • Closing a Discussion Preparation 1. Remember, you are given only three minutes to study and prepare for the given task on your own. 2. Based on the notes taken while listening to the other candidates making their presentations, prepare at least three or four points. You may support or oppose the other candidates' views. 3. You may use ideas provided in the mind map or come up with your own ideas. 4. Be ready to support your points. Discussion 1. You have 8 to 12 minutes for the discussion. 2. You can initiate the discussion and may choose a member of your group to start off the discussion. 3. Do not hold on to the conversation for too long. Be tactful and considerate. Introduce and discuss a point and give the other members a chance to elaborate on it. Do not give all your points at one go as you will leave other members in your group with nothing to say. 4. To ensure smooth interaction, you need to cooperate with the other members of the group. 5. Participate actively in the discussion. Give your viewpoints on the points presented by the other members in your group. Discuss other points not mentioned by the other members in your group. Seek clarification for points that you do not understand. Show your agreement or disagreement and give your opinion on a point. 6. Keep the discussion lively. Pay attention when the other candidates are making their presentation. Keep an open mind during the discussion. Encourage other candidates to speak. Do not monopolise the discussion. Be polite even when you disagree with an idea. Do not use offensive words. 7. Body language is also important. Nod your head to show agreement. Use hand gestures to emphasise your points. 8. Maintain eye contact with the other members of your group during the discussion. Do not talk to yourself. 9. Do not mumble. Make sure the examiners can hear you and pronounce the end consonant of each word, like ‘s’, ‘p’, ‘b’ and ‘t’ clearly. Intonation is also important. You should not sound like a robot. 10. Keep to the time limit. At the end of the discussion, consider all ideas carefully and try to come out with the best suggestion.

102 Practices 1–4 Practice 1 Part 2: Group Discussion • You have 3 minutes to prepare. • You have 8 to 12 minutes for the discussion. Situation There is an increasing concern about global warming. In your group, discuss ways to reduce global warming. Reduce water waste Plant more trees Spread awareness Recycle Use public transport How can global warming be reduced? At the end of the discussion, try to decide the best way to reduce global warming. Suggested points: Point 1 Plant more trees • Planting trees is helpful as they absorb carbon dioxide from the atmosphere. • Make sure that trees are planted in the height of the rainy season, giving the trees the best chance of survival. • Trees provide shade and lower temperatures especially in cities. Point 2 Recycle • Recycling unwanted things. • Recycling all types of containers saves energy and natural resources. • Recycling limits the amount of waste going into landfills. Point 3 Use public transport • Travelling by public transportation uses less energy. • Travelling by public transportation reduces pollution. • Travelling by public transportation leads to cleaner air to breathe, and better health.

107 Test 1 Part 1: Individual Presentation • You have 2 minutes to prepare. • You have 2 minutes to talk. Situation There has been a fire in your neighbourhood. You want to find ways to help the victim. What are some ways you can help? Candidate A You have to give a presentation to your classmates. Talk about cooking for the victims. Candidate B You have to give a presentation to your classmates. Talk about donating money to the victims. Candidate C You have to give a presentation to your classmates. Talk about caring for the children of the victims. Candidate D You have to give a presentation to your classmates. Talk about donating clothes to the victims. Part 2: Group Presentation • You have 3 minutes to prepare. • You have 8 to 12 minutes for the discussion. Situation The goverment should be prepared for natural disasters. In your group, discuss how the government can prepare for natural disasters. Provide counselling Set up funds First-aid training Expand food bank Form rescue unit How can the government prepare for natural disasters? At the end of the discussion, try to decide the most effective way the government can prepare for natural disasters. Model Test: Speaking

111 PAPER 3 Part 1 • Questions 1 to 4 Part 2 • Questions 5 to 9 Part 3 • Questions 10 to 14 Part 5 • Questions 21 to 26 Part 6 • Questions 27 to 33 Part 7 • Questions 34 to 40 75 minutes (40 questions) READING Part 4 • Text 1: Questions 15 to 16 • Text 2: Questions 17 to 18

112 Test Specifications Duration • 75 minutes Total number of questions • 40 questions Parts of the Reading Paper The Reading papers consist of seven parts and include 10 texts: Part 1: Questions 1–4 Four MCQs with three options (A, B and C) Part 2 and Part 3: Questions 5–14 Ten MCQs – Five MCQs in each part with three options each (A, B and C) Part 4: Questions 15–20 Six MCQs – Two MCQs each on Text 1 and Text 2 and two MCQs comparing Text 1 and Text 2 with three options each (A, B and C) Part 5: Questions 21–26 A gapped text with six missing sentences with seven options (A–G) Part 6 and Part 7: Questions 27–40 Fourteen MCQs – Seven MCQs in each part with seven options each (A, B, C and D) THE MUET READING PAPER (800/3) Quotable Quote ‘The more that you read, the more things you will know. The more you learn, the more places you’ll go.’ —Dr. Seuss

123 Step-by-Step Test Techniques Skim through the text carefully to locate the keywords and key phrases Eliminate incorrect answers Remember that one extra answer option should not be used. Re-read the whole text one last time. Does it all make sense? Multiple Matching (Part 1), Three-andFour-Option Multiple-Choice Questions (Part 2, Part 3, Part 4, Part 6 and Part 7) Make a logical guess if unsure Underline keywords and key phrases in each question Evaluate each answer option given carefully Read through the text to get a general idea, main ideas and structure. IGNORE THE GAPS. Gapped Text (Part 5) Read around the gaps in the text. What comes before or after the gap? Underline the words or phrases in the text and in sentences A–G which connects ideas and information. Pay attention to the tenses and time references in the text and in sentences A–G. Take one of the sentences A–G, and find the best gap to put it in and read the text again quickly to see if it makes sense. Do the same for the other six sentences. Read carefully sentences A–G. Study Tip Gapped text strategies: 1. Read the entire passage from start to finish. 2. Pay attention to the flow. Reminder Pay attention to the flow of ideas and the use of linking words. Both are important.

136 Part 3 Exercises 9–12 Exercise 9 Read an extract from a short story. Answer questions 1 to 3 based on the extract. Before the children were awake, the witch woke up and looked at their rosy cheeks. ‘Mmm, what a fine meal I will have,’ she laughed. Then she pulled Hansel out of bed and locked him in a cage. Then she went back and shouted at Gretel, ‘Wake up, lazybones! Get water and cook something nice for your brother. Feed him well, for once he’s nice and fat, I will eat him!’ Gretel cried and pleaded, but it was no use. She had to do what the wicked witch said. Day after day she cooked pots full of rich food for Hansel, while she herself ate nothing but crumbs to be safe. Every morning the wicked witch would creep to the cage and say, ‘Hansel, stick out your finger so I can tell if you are fat enough to cook.’ But wise Hansel held out a little bone, and the old woman, who had bad eyes, couldn’t tell that it wasn’t Hansel’s finger. She wondered why he wasn’t getting any fatter. And when four weeks had passed and Hansel seemed as thin as ever, she lost patience. ‘Hurry up and get some water,’ she snarled at Gretel, ‘whether he is fat or thin, I’m going to cook him and eat him.’ (Adapted from https://www.coreknowledge.org/wp-content/uploads/2019/07/G1_U1_ ContinentsCountriesMaps_FE2_HanselGretel_FOR-PDF.pdf) 1. Why do you think Gretel ate nothing but crumbs? A She does not like the food cooked by the witch. B She was only given crumbs by the wicked witch. C She wants to be thin so as not to fall prey to the witch. 2. Hansel used a bone to A hide from the witch B give to the witch to cook C trick the witch that he is thin 3. The witch will still eat Hansel although A he is heavy B he is still skinny C his sister snarled at her 1 2 The Grimm Brothers authored ‘Hansel and Gretel’. They didn’t actually call this story ‘Hansel and Gretel’. Their original title was ‘Roland and May-Bird’, and the story that they called Hansel and Gretel had a different story plot, in which Hansel was turned into a deer and Gretel actually married the prince who saved them. Did You Know?

173 Part 4 Practices 10–12 Practice 10 Read two reviews about a film. Answer questions 1 and 2 based on Review 1. Review 1 There are three things that make this film so powerful. First is the heroism of Katniss, whose independence, nurturing love, and survival skills serve her well during her ordeal. Jennifer Lawrence gives an Academy Award-calibre performance as this sensitive, smart, and merciful female. Her touching connection with Rue, the youngest tribute who is the same age as her sister Prim, is a turning point in the story, both in the game and in the districts where, thanks to the cameras placed throughout the arena, oppressed people follow her every move. Second, The Hunger Games works because it presents a thought-provoking depiction of the predicament of all teenagers living in perilous times. Who cannot empathise with youth facing uncertain futures? Granted, the Games represent an extreme situation, but in that storyline are embedded classic teen challenges: disappointment with adults, from Katniss's mother's weakness to Haymitch's drinking; the pressure to make an impression, to be likeable and attractive, to get ahead; the lack of privacy; the need to make alliances, to decide who is authentic and who can be trusted. Third is the screenplay by Gary Ross, Suzanne Collins, and Billy Ray. True to the style of classic dystopian novels, it takes the warps and excesses of present-day society and projects them into the near future where they can be seen more clearly. Panem is a society built on fear and coercion when the rule of the day provides enough for the rights of citizens to be given up. The Hunger Games are an intimidation device that allows a particle of hope for the victor and his/her district while making sure that the vanquished recognise the unlimited power of the authorities. The dualism of fear versus hope is mirrored in the sharp contrast between the rich of the Capitol and the poor of the districts. It doesn't take much imagination to see this as a projection of today's worldwide chasm between the 1% and the 99%. The movie is also a critique of the spiritual sickness of those who are addicted to reality television shows. They, like the residents of the Capitol, love to watch people suffer and humiliate each other in the quest for victory. Even worse, is our addiction to violence, our gladiator culture where those who can thoroughly trounce their opponents, whether in sports or war, are considered heroes. This sad story proves there is nothing redemptive about violence. (Adapted from ‘Film Review’ by Frederic and Mary Ann Brussat (2012), Spirituality and Practice) 1. Both the writers believe the movie is A about people who are addicted to reality shows B a true portrayal of teenagers’ plight of living in acute danger C based on an online game depicting great suffering and injustice 2. Katniss, who is the heroine, displays these attributes except A ruthlessness B liberalism C compassionate 1 2 3 4 5 10 15 20 25

196 Part 1 Read three notices about restaurants for dining. Answer questions 1 to 4 based on the advertisements about three restaurants (A to C). Which restaurant 1. is animal friendly? 2. has enough parking? 3. is suitable for nature lovers? 4. has facility for birthday celebration? A Italian Restaurant B Indian Restaurant C Western Restaurant • Open 10 a.m.–11.00 p.m. • Closed on Sundays • No pets allowed • Fully air-conditioned • Nearby business park • 50% off on birthdays • Private function rooms available • Open 24/7 except public holidays • Quiet and comfortable environment (opposite a large lake) • Easy access by public transport • High-speed WiFi service • Lunch: 12.30 p.m.–3.00 p.m. • Dinner: 6.30 p.m.–10.00 p.m. • Special room for pets • Senior citizens will get 60% off on weekends • Ample open area for cars Model Test: Reading

211 PAPER 4 Task 1 Guided Writing • 25 minutes • At least 100 words Task 2 Extended Writing • 50 minutes • At least 250 words 75 minutes WRITING

212 The Writing Test consists of two parts: Task 1 and Task 2. The score for this component is 90 marks. The weightage for this component is 25%. (NOTE: All the four components share equal weightage.) Test Format Task 1: Guided Writing Email or letter Should write at least 100 words Estimated time: 25 minutes Task 2: Extended Writing Genre – Discursive, argumentative or problem-solution Write at least 250 words Estimated time: 50 minutes Total duration: 75 minutes Evaluation Criteria Test takers will be assessed based on: Task Fulfilment Excellent response to the task Able to respond to the notes given Ideas are developed effectively and are well-linked Displays maturity Organisation Structure and Lexis Paragraphs should have unity and coherence Can write complex sentences clearly, smoothly and accurately Language is accurate in an appropriate and effective style Able to write well-structured sentences in a logical and orderly manner Able to use a good range of vocabulary effectively This test is designed to assess the ability of candidates in written communication covering both formal and informal writing genres. THE MUET WRITING PAPER (800/4)

213 Task 1: Guided Writing How to Tackle Task 1: Email or Letter Analyse the Stimulus Step 1 Read and understand the instructions given and highlight the keywords-identify your role, who the sender is and the situation. Step 2 Read the stimulus carefully, i.e., the given email or letter. Step 3 Focus on the notes given-your reply should be focused based on the notes. Organise Your Response Step 4 Take note of the questions in the email. Step 5 Prepare your response to the questions. The notes can also guide you to write your response. Write Your Response Step 6 Take note if the stimulus is in a formal or informal format. Make sure your reply follows the format of the stimulus. Step 7 Plan the organisation of your email or letter-pay attention to the sender and receiver’s name, salutation subject (if an email) and signing off. Step 8 Write your response as you complete the draft. Use appropriate linkers to link your ideas so that there is a flow in your ideas. Linkers make the ideas in your email or letter cohesive. Step 9 Read your reply to make sure that your responses to the questions and the email or letter are well organised.

223 Stage 1 Read and analyse question carefully • Understand the task and purpose of your writing, i.e., persuade (argumentative), discuss (discursive) or problem solving (problemsolution). • Underline the keywords, supporting words and the instruction given. Stage 4 Editing • Check grammar, punctuation and spelling. How to Tackle Task 2 Stage 3 Drafting • Write a draft. − Put ideas into sentences and paragraphs. − Explain and support ideas. • Link sentences and paragraphs to solidify arguments. Stage 2 Planning and outlining • Decide on the type of essay you are going to write based on the stimulus given. • Plan and prepare an outline. • Prepare a thesis statement. • Organise the essay structure – topic sentence, supporting ideas and examples. Task 2: Extended Writing Overview The Writing Task 2 consists of a textual stimulus, in the form of a few sentences or statements, establishing the communicative contexts, the idea or problem. The given textual stimulus provides an idea on what genre your essay is. Candidates are required to respond by writing an essay of at least 250 words based on three genres, i.e., argumentative, discursive and problem-solution.

244 From: [email protected] Subject: I missed the excursion to Malacca Hi Roshan, How are you? How was your excursion to Malacca? I am sad that I missed our college excursion. I could not go because I had fever on that day. It was very bad. Which part of Malacca did you go to? I heard you went to a lot of places. Which places did you enjoy visiting the most? How I wish I was there. Ayer Keroh in Malacca is well known for its Mini Malaysia and ASEAN Cultural Park where impressive replicas of traditional Malaysian and ASEAN homes can be seen. Did you go there? I am sure you had great fun with friends. Madam Suhani told me that the college is organising another trip at the end of this year. I surely would want to join that trip. Would you want to join me? Until later, Siti Notes: Task 1 Exercises 1–6 Exercise 1 A Read the task below. Your best friend, Siti, missed the excursion to Malacca because she was not well. Read the email from her asking about the excursion that she was unable to join. Great! Describe No, because… Tell Siti Using all the notes given, write a reply of at least 100 words in an appropriate style. B Using the information in Exercise 1A, complete the email below. From: [email protected] Subject: Malacca Excursion Hello Siti, Good to hear from you. I hope that you are getting better. The excursion was indeed . Well, we did go to quite a few places. I will tell you about these two interesting places that we visited. The first one that . Another place . We didn’t go to Ayer Keroh because . Of course . Hope to hear from you soon. Roshan

288 Task 2 Guided Practices 1–4 Guided Practice 1 Discursive Essay During your school’s Parent-Teacher Association (PTA) annual meeting, the following comment was made by the PTA chairman in his speech: ‘Parents should decide on their children’s career.’ Write an essay expressing your opinion on the statement. Write at least 250 words. 1. Get into groups. Brainstorm ideas based on the task given and fill in the template given. You may use the questions and notes given as a guide. NOTE: You can have two pro arguments and one counter argument or vice versa. In discursive, both sides of the issue should be looked into. 2. Write an essay based on the ideas from the template. Title (Optional) Choose a suitable title relevant to your essay content. Introduction + Thesis Statement Give general view of the issue and the last sentence should highlight the three points to be discussed in the body paragraphs (thesis statement). Body Paragraph 1 Body Paragraph 2 Topic Sentence 1 (Pro) Topic Sentence 2 (Pro) What happens if parents choose the career for their children? What is the consequence of forcing children to choose parents’ career choice? Supporting Detail Supporting Detail Explain point 1 and justify what happens if the children are given the liberty to choose what they want to be. Explain point 2 and justify what happens if the children are given the liberty to choose what they want to be. Example Example Give example to justify. Give example to justify. Concluding Sentence Concluding Sentence Summary of paragraph 1 Summary of paragraph 2 Body Paragraph 3 Topic Sentence 3 (Counter) Why should children allow parents to decide their career path? Counter Argument Why is parents’ choice of career good for children? Example Give example to justify. Concluding Sentence Summary of paragraph 3 Conclusion Summary of the essay and be neutral in giving opinion

292 Task 2 Practices 1–6 Practice 1 Discursive Essay You attended a talk during a Leadership Seminar organised by your school Counselling Club. The following statement was made by the speaker: ‘Celebrities can be considered good role models to young people in today’s society.’ Write an essay expressing your opinion on the statement. Write at least 250 words. Practice 2 Discursive Essay You attended a talk on healthy eating recently. The following statement was made by the speaker: ‘Many people prefer to eat home-cooked food compared to eating out for most of their meals.’ Write an essay expressing your opinion on the statement. Write at least 250 words. Practice 3 Argumentative Essay You attended the Women Empowering Women seminar during the Women’s Day celebration organised by your college. The following statement was made by the speaker: ‘Marriage should be arranged.’ Write an essay expressing your viewpoint on the statement. Write at least 250 words. Practice 4 Argumentative Essay You attended a talk on personal grooming on Career Day organised by your college Counselling Club. The following statement was made by the speaker: ‘People are judged by the clothes they wear.’ Write an essay expressing your viewpoint on the statement. Write at least 250 words.

294 Model Test: Writing Task 1 You are advised to spend about 25 minutes on this task. Your friend, Malina, is inviting you to attend a talk on resolving conflict with teenagers. Read the email from her. New Message From: Malina <[email protected]> Subject: A talk on resolving conflict with teenagers Hi Sunitha, How are you getting on? I am going to attend a talk on resolving conflict with teenagers organised by the counselling board of Universiti Pendidikan Sultan Idris on Friday. Would you like to join me? You told me that you are not sure on how to deal with your brother’s problem. Did you talk to him? I was told that there will be a personal consultation after the talk. Would you be interested? I can make reservation for you if you are interested. In addition, there is a soft skill programme for teenagers during the talk. You can bring along your brother if you want him to join the programme. Do you think your brother will be interested to join the program? Please let me know. Malina Notes: Using all the notes given, write a reply of at least 100 words in an appropriate style. [30] Task 2 You are advised to spend about 50 minutes on this task. You attended a talk by a famous educationist organised by your school counselling unit. The following comment was made by the speaker: ‘Online learning is the future for higher education.’ Write an essay expressing your opinion on the above statement. Write at least 250 words. [60] Yes! No, because ... Yes, because ... Inform Malina

295 PAPER 1 LISTENING Part I Exercise 1 Audio Track 1.1 Voice 1 : Part I Voice 1 : Listen to a conversation between Mrs Lim and her neighbour, Encik Ramli. As you listen, choose the correct answer for questions 1 to 4. You now have 30 seconds to look at the questions. [Pause 30 seconds] Voice 1 : Now listen carefully and indicate your answers on the answer sheet. Mrs Lim : Hi, Encik Ramli! Where are you heading to with your children early in the morning? I see you and the children are carrying garden tools. Encik Ramli : Good morning, Mrs Lim. We’re going to the playground. Two days ago, my daughter was nearly bitten by bees in the playground. There’s a patch of land near the playground where trees and grasses grow wildly. I’m going there to have a look and to take photographs of the condition there. I’m afraid there may be snakes hiding among the tall grass because my son saw something gliding across the grass. Mrs Lim : Oh dear! This is serious. I’m sorry to know the children are exposed to such dangers in the playground. A few weeks ago, I heard some neighbours complain about huge crows in our housing area. Now that you mentioned about the patch of land near the playground, I think the crows may be roosting on the trees growing there. Encik Ramli : Crows are a nuisance. We must get rid of them before the number becomes too big to handle. Mrs Lim : I agree with you. Lately, I noticed that patch of land has become a dumping ground for broken and bulky items like furniture, mattresses and plastic containers. It is an eyesore. Thankfully, the containers do not contain any chemicals. Now, the place has attracted stray animals that hide inside the unwanted items. I think the residents should look to make a complaint to the local authorities. Encik Ramli : The residents should get together for a discussion because these problems affect the residents’ safety and health conditions. Let me make the first move. After I have checked the conditions of that patch of land and the playground, I will send photos and messages to our residents’ WhatsApp group. Then we will call for a meeting to decide what to do. Mrs Lim : Let me join you and your children for today’s task. How bad is the condition of that patch of land? I am really curious. I remember that bees like to make hives on trees with holes on the trunk. Audio Script Encik Ramli : Do they? I have no idea about that. My son said he saw the beehive hanging from a low branch. This worries me as it can be reached easily. I don’t want the children to be stung by bees. It can be deadly. Mrs Lim : You’re right. Let’s go now. [Pause 5 seconds] Voice 1 : Now you will listen to the recording again. [Audio is repeated] Voice 1 : That is the end of Part I; now turn to Part II. Exercise 2 Audio Track 1.2 Voice 1 : Part I Voice 1 : Listen to a conversation between Peter and his mother, Mrs Pamela. As you listen, choose the correct answer for questions 1 to 4. You now have 30 seconds to look at the questions. [Pause 30 seconds] Voice 1 : Now listen carefully and indicate your answers on the answer sheet. Peter : Mother! I’ve received a letter from the sports school. I’ve been offered a place to study in the school. Mrs Pamela : Let me have a look at the letter. Peter, I am very happy to know that you have been selected out of 200 applicants. It’s a tough competition. But let’s sit down and talk about it seriously. Peter : Mother, I’m determined to enrol in the sports school. To me the sports school promises youngsters with a passion for sports the golden opportunity to succeed. I wish to be trained by highly qualified coaches using the best facilities and sports equipment. I want to undergo the excellent training programmes. It also provides attractive allowances for the trainees. Some of the trainees may be offered sponsorship by sports companies. But those are not the reasons for me to enrol there. Please let me try. Mrs Pamela : Peter, I don’t want you to make the same mistake as Richard. Your uncle and aunt had a difficult time with Richard after he joined the sports school. I know both of you excelled in sports during primary school. But after Richard joined the sports school, he found it stressful, studying and training for long hours. Peter : I’m not afraid of the long hours of training. And it is my dream to represent the country in sports. I have plans to become a coach or sports teacher after I can no longer compete. Mrs Pamela : Actually the offer is very attractive. The students can apply for a sports scholarship scheme. They can use the money to buy sports equipment, food supplements and to fund personal training. We have to discuss this together with your father.

337 PAPER 1 LISTENING Part I Exercises 1–8 Exercise 1 1. A 2. B 3. C 4. B Exercise 2 1. A 2. C 3. C 4. C Exercise 3 1. C 2. C 3. C 4. A Exercise 4 1. A 2. B 3. A 4. B Exercise 5 1. B 2. B 3. C 4. B Exercise 6 1. C 2. C 3. C 4. A Exercise 7 1. C 2. B 3. C 4. B Exercise 8 1. C 2. A 3. C 4. A Part II Exercises 1–8 Exercise 1 1. C 2. C 3. A 4. B Exercise 2 1. B 2. C 3. A 4. A Exercise 3 1. C 2. C 3. A 4. C Exercise 4 1. B 2. B 3. B 4. B Exercise 5 1. B 2. A 3. C 4. B Answers Exercise 6 1. C 2. B 3. A 4. C Exercise 7 1. B 2. B 3. C 4. A Exercise 8 1. B 2. A 3. C 4. B Part III Exercises 1–8 Exercise 1 1. B 2. D 3. A Exercise 2 1. D 2. B 3. A Exercise 3 1. A 2. E 3. D Exercise 4 1. A 2. D 3. E Exercise 5 1. D 2. B 3. E Exercise 6 1. B 2. A 3. C Exercise 7 1. C 2. A 3. D Exercise 8 1. E 2. B 3. C Part IV Exercises 1–8 Exercise 1 1. B 2. B 3. A 4. B Exercise 2 1. B 2. C 3. A 4. B Exercise 3 1. B 2. B 3. C 4. C

340 PAPER 2 SPEAKING Part 1: Individual Presentation Exercises 1–4 Exercise 1 The road bullies' driving licenses should be cancelled They will know how inconvenient it is not to have their own transport. Less flexibility. Forced to use other means of transport Prevent them from driving for a certain period of time long enough for them to realise, or maybe regret, the things that they did. Keep them off the roads Think twice before doing it again • Be responsible and accountable for their actions. • Make them regret and not repeat the same thing. Exercise 2 Dieting can be harmful to young adults Loss of energy More weight gained Extreme hunger • Low metabolism • Because body stores fat rather than burns it • Exercising must be done together with dieting • May lead to health issues such as gastric problems or eating disorders like bulimia or anorexia Exercise 3 Learn to follow rules: (i) In sports or clubs, members have to follow the set of rules given (ii) Members have to listen to or obey instructions given by their team leader or their coach Manage time well: (i) Complete their activities on time and avoid procrastination (ii) Achieve their goals and improve their skills Avoid unlawful activities: (i) Time to focus on healthy and positive activities (ii) Less time to be idle and get involved in illegal activities Promote self-discipline Exercise 4 Going for an outing with our family members When the young and old travel together in a bus or van, they may sing songs, so going for an outing is an enjoyable activity. When the family members go for an outing to the beach, they can look for seashells, make sandcastles and play beach volleyball. Young and old can travel together Spend quality time with loved ones doing fun activities Try out modern and traditional games The young ones can learn to make and fly kites from the older family members, while the senior family members learn to play ‘mancala’ or better known as congkak.

Sem. M‘sia RM35.90 Sabah/Sarawak RM36.90 ISBN 978-967-5332-42-5 Stanley Nyanaprakasan S. Gouri Rabindra Aisah binti Seydalavi Grace Chan Ming Wah Book extend: 368pp Spine: 15.72 mm CEFR-ALIGNED CURRICULUM Get Ahead in MUET is a comprehensive coursebook to assist candidates who are sitting for the Malaysian University English Test (MUET). Based on the latest syllabus and the new test format, this book covers all the four sections in the test, which are Listening (Paper 1), Speaking (Paper 2), Reading (Paper 3) and Writing (Paper 4). Digital Access Audio Tracks for Listening section Highlights: • Notes with examples and tips • Sample questions with answers • Extra reading and vocabulary help • Exercises to build proficiency • Practices based on the test format • Model test by section • Suggested answers Get Ahead in MUET Malaysian University English Test In Line with MUET New Exam Format Get Ahead in MUET QR CODES for all audio tracks 9 789675 332425