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UNIVERSITI TEKNOLOGI MARA FINAL EXAMINATION

COURSE COURSE CODE EXAMINATION TIME

GRAMMAR 1 TSL041 OCTOBER 2008 3 HOURS

INSTRUCTIONS TO CANDIDATES 1. This question paper consists of six (6) parts: PART A (1 Question) PART B (1 Question) PART C (1 Question) PART D (1 Question) PART E (1 Question) PART F (1 Question)

2. 3.

Answer ALL questions in the Answer Booklet. Start each answer on a new page. Do not bring any material into the examination room unless permission is given by the invigilator. Please check to make sure that this examination pack consists of: i) ii) the Question Paper an Answer Booklet - provided by the Faculty

4.

DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO

This examination paper consists of 17 printed pages
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PART A (40 MARKS)

QUESTION 1

INSTRUCTIONS:

Read TEXTS 1-3 carefully. Fill in the blanks with the simple present tense, simple past tense, present progressive tense or past progressive tense of the verbs in brackets. Also, where necessary, make sure the verb agrees with the subject of the sentence. Write your answers in the answer booklet.

TEXT 1

Virunga National Park is the crown jewel of African parks. Founded in 1925, it (1) (be) the oldest national park in Africa. A narrow strip of resplendent (be) sanctuary to

geography covering almost two million acres, Virunga (2)

animals as varied as the okapiimagine a zebra-giraffe combinationthe Ruwenzori duiker, wintering Siberian birds, and three types of great apes.

"It (3) (4)

(contain) the largest number of mammals, birds, and reptiles and (have) more endemic species than any other park on the African

continent," says Emmanuel de Merode, director of WildlifeDirect, a nascent Nairobi-based organization founded by conservationist Richard Leakey. De Merode, 37, a biological anthropologist, (5) (DRC) in 1993 and (6) eastern DRC. (begin) working in the Democratic Republic of the Congo (do) his Ph.D. on the illegal bush-meat trade in

"Virunga also (7)

(have) one of the largest volcano lava lakes and the

greatest landscape diversityalpine forest, moorlands, tropical forest, savannabetween 3,000 and 16,000 feet in the world," de Merode explains. "The truth (8) Virunga is arguably the greatest national park on the planet." There (9) (be) roughly 720 mountain gorillas left on Earth; half (10) (live) in Uganda's Bwindi Impenetrable National Park and the other half 15 miles south in the Virunga Mountains. The volcano-studded Virunga range straddles the borders between Rwanda, Uganda, and DRC. Three parks (11) Virunga region: Mgahinga Gorilla National Park in Uganda, which (12) (share) the (have) (be),

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at most a few dozen gorillas; Volcanoes National Park in Rwanda (famous for Dian Fossey's research), with perhaps 120 gorillas; and Virunga National Park, home to as many as 200.

Mountain gorillas (13)

(be) a top tourist draw at Virunga National Park

and have the potential to bring in several million dollars a year. This matters because Virunga, like all parks in the DRC, must generate its own income to survive. Virunga is administered by the ICCNCongolese Institute for the Conservation of Naturean organization that (14) _ _ (function) as an official agency but is barely funded

by the national government. (In the U.S., this would be tantamount to having a concessionaire operate the national parks.) Without a guaranteed budget, Congo's national parks are deeply susceptible to corruption and exploitationhallmarks of a country Transparency International named as one of the 13 most corrupt nations in 2007. Notably, the wildlife agency was a pet project of former dictator Mobutu Sese Seko, father of the modern African kleptocracy, who actually (15) (tell) his countrymen in one

public address, "If you want to steal, steal a little cleverly, in a nice way. Only if you steal so much as to become rich overnight, you will be caught."

Such leadership has had catastrophic consequences for Virunga. Adapted from "National Geographic", July, 2008. (15 marks)

TEXT 2

"Not so fast! You (1) (you, "Hmm?" said Walter Mitty. He (3) with shocked astonishment. She (4)

(drive) too fast!" said Mrs. Mitty. "What (2) drive) so fast for?"

(look) at his wife, in the seat beside him, (seem) grossly unfamiliar, like a strange (be) up to fifty-five,"

woman who had yelled at him in a crowd. "You (5) she said. "You know I (6) (7) (drive)

(not like) to go more than forty. Walter Mitty on toward Waterbury in silence, the roaring of the SN202

through the worst storm in twenty years of Navy flying fading in the remote, intimate airways of his mind. "You're tensed up again," said Mrs. Mitty. "It (8) days. I (9) (wish) you'd let Dr. Renshaw look you over." (be) one of your

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Walter (10)

Mitty

stopped

the

car

in

front

of

the

building

where

his

wife

(go) to have her hair done. "Remember to get those overshoes while I

(11)

(have) my hair done," she said. "I (12)

(not need)

overshoes," said Mitty. She put her mirror back into her bag. "We've been all through that," she said, getting out of the car. "You're not a young man any longer." He raced the engine a little. "Why (13) (you, not wear) your gloves? Have you lost your gloves?" (put) them

Walter Mitty reached in a pocket and brought out the gloves. He (14)

on, but after she had turned and gone into the building and he had driven on to a red light, he took them off again. "Pick it up, brother!" snapped a cop as the light changed, and Mitty hastily pulled on his gloves and (15) (lurch) ahead. He drove around the

streets aimlessly for a time, and then he drove past the hospital on his way to the parking lot. Adapted from "The Secret Life of Walter Mitty", by James Thurber. (15 marks)

TEXT 3 Radio Announcer: Good evening. Our top story tonight: A small airplane carrying six

people landed safely in traffic on Highway One. Two of the passengers (1) passengers (2) (receive) minor back injuries and one of the Here (3)

(suffer) a broken leg.

(be) reporter Rose Anne at the scene of the landing.

Reporter:

Good evening, Josh. I (4) who almost (5)

(stand) here with two drivers (hit) the plane as it landed. Could you

tell me what you thought as you watched the plane coming down?

Witness A:

Well, at first I (6)

(not, be) scared. But then I saw it (7) (fly) very low. So I drove off the road in a hurry.

Witness B:

I almost (8)

(not, see) the plane at all. It happened so fast.

When I finally heard the plane's motor, I knew something was wrong. And I hit my brakes. Phew....it was real close. I (9) shake). (still,

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Reporter:

Fortunately no one on the ground was hurt, but the plane blocked the road for over an hour. Captain Azhar Daud of the local highway police

(10)

(think) the plane ran out of gasoline. A complete

investigation will begin tomorrow. Back to you, Josh. Adapted from "A Listening/Speaking Skills Book" by Judith Tanka and Paul Most (1996). (10 marks)

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PART B (20 MARKS)

QUESTION 1

INSTRUCTIONS:

Read TEXTS 1 and 2 carefully. Fill in the blanks with " a " , " a n " , "the", o r " - " . Write your answers in the answer booklet.

TEXT 1

According to (1)

study undertaken by Harvard University on behalf of the

World Health Organization and World Bank, road accidents claimed over 30 million lives worldwide in last century.

(2)

report, titled The Global Burden of Disease Study, indicated that in a

year, road accidents alone account for 700,000 deaths, 10 million injuries and cost (3) global economy US$500mil (RM1,600mil).

More alarmingly, the study projected that road accidents could be the third leading burden on health worldwide, exceeded only by (4) depression. cardiovascular diseases and

The President of the Federation of Private Medical Practitioners' Association of Malaysia (FPMPAM) Dr Steven Chow, says, "To prevent accidents, we need to promote road safety, but to curb (5) on first aid". number of fatalities from accidents requires training the public

Closer to home, a study by the United Nations Economic and Social Commission for Asia Pacific (ESCAP) reveals that (6) number of road accidents and fatalities

in Malaysia is on the rise, from 250,429 in 2000 to 341,252 in 2006, and 6,035 to 6,287 over the same period.

"It doesn't matter which statistic is reported, whether the total is (7) percentage up or down on the last recorded set of figures, as it all paints a grim picture of

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carnage on our roads," said Dr Steven Chow, president of the Federation of Private Medical Practitioners' Association of Malaysia (FPMPAM), who recently rolled out the Citizen's Action and Response in Emergencies (CARE), a training programme held with St John's Ambulance Malaysia (SJAM) to raise (8) citizen responders.

"To prevent accidents, we need to promote road safety, but to curb the number of fatalities from accidents requires training the public on first aid." Dr Chow said that this would create (9) help to arrive. "There is a wealth of medical evidence that suggests that road accident victims stand a greater chance of survival and a reduction in severity of their injuries, if (10) first aid and medical (paramedic or ambulance crew) assistance can be administered immediately," said Dr Chow. Adapted from "The Star", June 15, 2008. (10 marks) TEXT 2 In a taxicab on a rainy day in New York City, Gretchen Rubin, 41, suddenly asked herself what she wanted most in life. "I realized I wanted to be happy," she recalls. "It was (1) (2) lightning-bolt moment because I'd never even thought about it before." couple of years ago, this wife, mother and former lawyer for Justice full-time happiness project to test-drive regular date nights with her critical mass of individuals who can

take care of themselves and others within the "golden hour", while waiting for professional

Sandra Day O'Connor launched (3) journal, read a poem every day and had (4) husband, among (5)

traditional and newly minted approaches toward her life goal. She kept a daily gratitude other strategies. Now she swears she's cheerier.

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Everyone seems to be jumping on (6) and joyology workshops. (7)

get-happier bandwagon. Happiness reason? As the burgeoning field of positive

is making headlines, selling books, inspiring scientific studies and spawning laughter clubs psychology has shown, happy people thrive. They're more creative and productive, earn more money, attract more friends, enjoy better marriages, stay healthier and even outlive their grumpier peers. "Imagine (8) (9) be that drug." But others wonder, Is this just one more thing we feel pressured to achieve in our overscheduled, overmeasured lives? How could there be one path to happiness for all people? And if we aren't feeling blissful, are we failures at happiness? Some skeptics dismiss "happichondria" as the latest feel-good fad. "(10) Charles Goodstein, MD, of New York University. Adapted from "Reader's Digest', February, 2008. (10 marks) notion that behavior modification can bring about true happiness is as bogus as can be," says psychiatrist drug that causes you to live eight or nine years longer, make positive psychology movement almost a decade ago. "Happiness seems to

$15,000 more a year, be less likely to get divorced," says Martin Seligman, PhD, who started

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CONFIDENTIAL PART C (10 MARKS) QUESTION 1 INSTRUCTIONS:

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Read TEXT 1 carefully. The blanks should be filled with "many", "a lot of", "a few", "any" or "a great deal of". Write your answers in the answer booklet.

TEXT 1 What is happiness? (1) researchers agree that it involves an assessment of

the good and bad in our lives. It is the emotional balance sheet we keep that allows us to say honestly whether we are living a happy life, in spite of bad things now and then. You might suspect that Americans are getting happier all the time. After all, (2) (though clearly not all) are getting richer, and this should make them better talk worry about able and equipped to follow their dreams. On the other hand, there is (3) about the good old days, when kids could play outside without (4) being kidnapped. And there is (5) problems, among other pressing issues. But average happiness levels in America have stayed largely constant for (7) years. In 1972, 30 percent of the population said they were very happy with their lives, according to the National Opinion Research Center's General Social Survey. In 1982, 31 percent said so, and in 2006, 31 percent said so as well. The percentage saying they were not too happy was similarly constant, generally hovering around 13 percent. The factors that add up to a happy life for (8) typically hear about. (9) and earning a master's degree do not make (10) people are not what we people happy over the long

stress in this country right now, due to (6)

financial concerns, negative workplace environments, and chronic health

things like winning the lottery, getting liposuction,

haul. Rather, the key to happiness, and the difference between happy and unhappy Americans, is a life that reflects values and practices like faith, hard work, marriage, charity, and freedom. Adapted from "Reader's Digest", July 2008 (10 marks)

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CONFIDENTIAL PART D (10 MARKS) QUESTION 1 INSTRUCTIONS:

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Read TEXT 1 carefully and write the correct answer in the answer booklet.

TEXT 1 "Where's Molly?" Jeff Daly asked his parents one gray spring afternoon in 1957. The sixyear-old Jeff stood staring at the empty chair where his little sister usually sat. After (1. a few /a little /a great deal of) minutes, Jeffs father answered, "Molly's not here anymore, but she's fine. It's nothing for you to worry about. Forget it and eat your supper." Over the next (2. many /several /some) months, when Jeff persisted in asking, "Where's Molly?" he was sent to his room. "She lives somewhere else now and she's happy," his mother firmly told him. "You're not to talk about this anymore." Jeff eventually stopped asking about Molly, but deep down never forgot her. (3. A few /A great deal of /Some) decades later, on January 21, 2004-three months after his mother died of cancer and less than a day after his father died of heart failure-Jeff came across his dad's wallet at his parents' home. Inside, he found a small laminated card printed with the name "Molly Jo Daly" and a Social Security number. (4. "Many /A lot of /A great deal of) years ago, my parents told me to block her out of my mind," says Daly, now 54. "I assumed the card meant nothing. "But Jeffs wife, Cindy, insisted that it was an important clue to Molly's whereabouts. "This is your chance to find her," she said. That afternoon, Cindy and Jeff searched for (5. some /a little /enough) additional clues in Jack Daly's house. In a crawlspace by the water heater, they found a cabinet crammed with old files. Tucked in the back was a folder labeled "Molly." Inside were

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(6. enough /a few /a great deal of) records of Jeffs sister's life at the Fairview Hospital and Training Center in Salem, Oregon, where Molly had been taken nine days before her third birthday. The institution had closed in 2000, but the Dalys found in the file a slip of paper listing phone numbers for (7. several /a great deal of /much) Oregon group homes for the developmentally disabled. Cindy quickly picked up the phone and dialed. The first two numbers led nowhere. But on the third call, to a home in Hillsboro, Oregon, she excitedly hollered for Jeff to get on the line. "Do you know Molly Jo Daly?" Cindy had asked the staffer who answered. There had been a long silence, then a male voice quietly said, "She's sitting right across from me." For about three decades, beginning in the 1950s, there were thousands of "Mollys" growing up across the United States in state-funded institutions for the mildly to severely developmentally disabled. Although such institutions are becoming scarce, about 325,000 intellectually disabled adults-(8. many /any /a great deal of) sent away as children-are now living in small group homes or community residences. Those in their 40s and 50s in particular may have no knowledge that they have relatives of (9. a great deal of / any / much) kind, says University of Minnesota professor Charlie Lakin, who has studied demographics of the developmentally disabled. And now, with parents of these children dying without revealing (10. any / a great deal of / many) details, family contact may be cut off forever. Extracted from "Reader's Digest", March 2006. (10 marks)

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CONFIDENTIAL PART E (40 MARKS) QUESTION 1 INSTRUCTIONS:

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Read TEXTS 1 and 2 carefully. Write the correct form of the nouns in brackets in the answer booklet.

TEXT 1 Some people think that the best time to begin studying in a foreign language is in childhood, and that the younger you are, the easier it is to learn another (1) (language). There is little (2) (evidence), however, that (situation). In fact, adults have many children in language classrooms learn foreign languages any better than adults (people over age 15) in similar classroom (3) advantages over children: (4) better memories, more efficient ways of organizing (task). Adults are often better motivated

(information), longer attention spans, better study habits, and greater

ability to handle complex mental (5) (education) or career. much (8)

than children: they see learning a foreign language as necessary for (6) In addition, adults are particularly sensitive to correctness of (vocabulary), two factors that receive (attention) in most language classrooms. (disadvantage), however. For instance, adults grammar and appropriateness of (7)

Age does have some (9) (10) (conversation).

usually want to learn a foreign language in a hurry, unlike children, who can devote more (time) to language mastery. Also, adults have complex communication Adults need to be able to argue, persuade, express concern, object, (matter) that pertain to needs that extend beyond the mere ability to carry on a simple (11) explain, and present information about complex (12) themselves (13)

their work or education. Because most adults do not like to appear foolish, they often deny (opportunity) to practice for fear of making mistakes, not (friend) who speak the foreign getting their message across, or appearing ridiculously incompetent. Also adults have more trouble than children in making new (14) language.

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One example usually given to support the notion of children's superiority as language learners is their ability to pick up an authentic (15) observed that children of (16) (accent). It is usually It is also (immigrant) learn to speak the language of

their adopted country without an accent, whereas their parents rarely do.

observed that even adults with high need and motivation, such as diplomats, rarely learn a foreign language without retaining some of their native accent. In a sense, the same is true in sports: to learn well the complex coordination of the hundreds of (17) (muscle) needed to play tennis, swim, or figure skate, a person has to start young. Most champions begin training at an early age. There are examples of strong competitors who entered their sport after childhood, but they are the exception, not the rule. The same is true of (18) (adult) who acquire native-like accents.

Taken together, the disadvantages of age are clearly offset by advantages. By properly combining positive traits and effective (19) foreign languageas lots of adults do. The best time to learn a foreign language, then, is when your (20) language and if you have the time to do it, the best time to begin in now. Adapted from "How to be A More Successful Language Learner" byJoan Rubin and Irene Thompson (1982). (20 marks) TEXT 2 Russell Crowe was born into a show-business (1) maternal (4) (2) (grandfather), Stan Wemyss, was an cinematographer during WWII. His (3) (family). His award-winning (need) (strategy), you can indeed master a

is clearest and you have sufficient time. If you are strongly motivated to study a foreign

(parent), Alex and Jocelyn, were set

(caterer) in film and television, and the family traveled extensively. The family moved to Sydney, Australia, when Russell was 4. It was while on

(5) between the (6)

(set) that the acting bug struck. "I was on film sets and TV sets all the time (age) of 5 and 9, and it just fascinated me. I always wanted (door) when actually, on film sets and TV sets

to know what was behind the (7)

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nothing is behind them. But I kept thinking, 'If I open one of these (8) film performance at a young age, because I knew it was all (9) He started working in (10) (11) the annoying little (12) His first (13) (14)

(door), (fantasy)."

sooner or later there's going to be something there.' So I really lost any fears about TV and

(television) at age 6, "but I was never a child (kid) on the set."

(star) - I was a child extra. My parents were location caterers, so I was

(part) was on the Australian television show Spyforce, directed (line) to his future Sum of Us co-star, Jack Thompson. Even then, Russell (determination). (guy) playing the

by Jocelyn Crowe's godfather. Wearing a South Sydney jumper, he got to deliver a had a dogged (15)

"Even at 6," he's said, "I would look at the 28-year-old (16) that (17) (role). I might be a little short, but I can do it.""

war veteran in a film and tell my parents, 'I don't know why the director doesn't see me in

Still, he says that as a child "I was shy. I was the sort of kid who would sign up for a talent (18) 7. At 14, Russell returned to New Zealand to finish high school "because my dad never intended us to have been away that long. He's very much a New Zealander. But for me, the formative (19) (year) in Australia set my attitudes toward life, and they're vastly different from your average New Zealander's attitudes." So what is that difference? "New Zealanders tend to be very persistent, you know? And (20) the two things." Adapted from "Russell Crowe Biography", by Maximum Rusell Crowe, retrieved from http:/Avww. maximumcrowe. net/indexruss. html (20 marks) (Australian) are quite happy-go-lucky, so I've got kind of a combination of quest and then, having done all the rehearsal and all the (work), not turn up." He noted, however, that he only did that once, at age

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CONFIDENTIAL PART F (30 MARKS) QUESTION 1 INSTRUCTIONS :

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Read TEXTS 1 and 2 carefully. There are fifteen errors in each text. Identify the errors in verb tenses, articles, subject-verb agreement and nouns. In your answer booklet, write the sentence that contains the error, underline the error and write the correct answer above it.

TEXT1 e.g. step The first steps of effective speech preparation is to determine your speech goal. You begin by selecting a subject that you know something about and were interested in, such as a job, a hobby, or a contemporary issues of concern to you. To arrive at a specific topic, brainstorm a list of related words under each subject heading. When you have brainstormed at least 20 topics, you can check a specific topics under each heading that was most meaningful to you. The next step is to analyze the audience to decide how to shape and direct your speech. Audience analysis are the study of your audience's knowledge, interests, and attitudes. Gather specific data about your audience to determine how its members are alike and how they differs. Use this information to predict audience interest in your topic, level of understanding of your topic, and attitude toward you and your topic. At times, you may want to validate your predictions by surveying your classroom audience using two-sided, multiple-choice, scaled, or open-ended question. The third step is to consider the setting of the speech, which will affect your overall speech plan. The final step is to write and test your speech goal. The general goal of a speech is to entertain, to inform, or to persuade. The specific goal is a complete sentence that specified the exact response the speaker wants from the audience. Writing a specific speech goal involves a following five-step procedure: (1) Write a first draft of your speech goal that includes the infinitive phrase that articulates the response you wanted from your audience.

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(2) Revise your first draft until you have written a complete sentence that specifies the nature of the audience response. (3) Make sure that the goal are containing only one idea. (4) Revise the infinitive or infinitive phrase until it indicates the specific audience reaction desired. (5) Write out at least three different version of the goal before deciding on one. At this time, you may want to write a tentative draft of your thesis statementthe sentence that outlines the specific elements of the speech supporting the goal statement. If you are not having enough informations to write the thesis statement, wait until you will complete your research. Adapted from, "The Challenge of Effective Speaking" by Rudolph F. Verderber (2000). (15 marks) TEXT 2 Most people are poor listeners. Even when we think we were listening carefully, we usually grasp only half of what we hear, and we retain even less. Improving your listening skills can be helpful in every parts of your life including speechmaking. The best speakers are often the best listeners. Your speech class give you a perfect chance to work on your listening skills as well as your speaking skills. The most important cause of poor listening are giving in to physical and mental distractions. Many times we let our thoughts wander rather than concentrating on what is being said. Sometimes, however, we listen too hard. We try to remember every word the speaker says, and we lose a main message by concentrating on details. In other situation, we may jump to conclusions and prejudge a speaker without hearing out the message. Finally, we often judged people by their appearance or speaking manner instead of listening to what they say. You can overcome these poor listening habits by taking several step. First, take listening seriously and commit yourselves to becoming a better listener. Second, work at

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being a active listener. Give your undivided attention to the speaker in a genuine effort to understand hers or his ideas. Third, resist distractions. Make a conscious effort to keep your mind on what the speaker was saying. Fourth, try not to be diverted by appearance or delivery. Set aside preconceived judgments based on a person's looks or manner of speech. Fifth, suspend judgment until you have heard the speaker's entire messageeven if you think you are going to disagree. Sixth, focus your listening by paying attention to main points, to evidence, and to the speaker's techniques. Finally, develop your notetaking skills. When done properly, note taking are an excellent way to improve your concentration and to keep track of a speaker's ideas. It almost force you to become a more attentive and creative listeners. Adapted from "The Art of Public Speaking" by Stephen E. Lucas (2007)

(15 marks)

END OF QUESTION PAPER

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