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MALAYSIAN UNIVERSITY
ENGLISH TEST

IPGM MUET MODULE

INSTITUT PENDIDIKAN GURU

KEMENTERIAN PENDIDIKAN MALAYSIA
ARAS 1, ENTERPRISE BUILDING 3,
BLOK 2200, PERSIARAN APEC,
CYBER 6, 63000 CYBERJAYA
 Structure of the MUET paper
(MALAYSIAN UNIVERSITY ENGLISH TEST)

The MUET Paper tests all the four language skills. Candidates for the MUET exam are
required to sit for all four papers.

The structures of the papers are presented below.

LISTENING SPEAKING READING WRITING

Paper code 800/1 800/2 800/3 800/4

Time 30 minutes 30 minutes 90 minutes 90 minutes

Weighting (%) 15 15 40 30

Maximum 45 45 120 90
score

Number of 5 texts 2 tasks 6 texts 2 tasks

texts/tasks

No of questions 20 2 45 2

Question type  Information Multiple choice  Transfer of

transfer questions information from
 Short-answer a non-linear
questions  passages source to a
 Multiple choice  least one text linear text (150 -
– 3 or 4 option with graphic 200 words)
 Extended
writing (350
words)
Genre/topics Lecture, briefing, Contemporary Articles from Report, article,
talk, discussion, issues journals, letter, essay
interview, news, magazines,
telephone, newspapers,
conversation, academic texts,
announcement, electronic texts
instructions,
advertisement,
meeting,
documentary

i
MUET TEST SCORES

Description of Aggregated Scores

Aggregated Band User Communicative Comprehension Task

Score Ability Performance
260 - 300 6 Highly Very fluent; highly Very good Very high
proficient appropriate use of understanding of ability to
user language; hardly language and function in the
any grammatical context language
error
220 - 259 5 Proficient Fluent; Good High ability to
user appropriate use of understanding of function in the
language; few language and language
grammatical context
errors
180 - 219 4 Satisfactory Generally fluent; Satisfactory Satisfactory
user generally understanding of ability to
appropriate use of language and function in the
language; some context language
grammatical
errors
140 - 179 3 Modest Fairly fluent; fairly Fair Fair ability to
user appropriate use of understanding of function in the
language; many language and language
grammatical context
errors
100 – 139 2 Limited Not fluent; Limited Limited ability
user inappropriate use understanding of to function in
of language; very language and the language
frequent context
grammatical
errors
Below 100 1 Very limited Hardly able to use Very limited Very limited
user the language understanding of ability to
language and function in the
context language

Note: MUET exam will be held three times a year – in March, July and November.

ii
 800/1
LISTENING

1
LISTENING SKILLS

Paper 1 of the MUET exam consists of three parts, Part I, Part II and Part III. Parts I and II have
one listening text each. Part III has three short texts. Candidates must answer 20 questions in
the form of short answer, information transfer and multiple-choice questions. Candidates will
listen to each recording twice. First, students will be given one minute to read the question.
Then, the listening text will be played for the first time. Students are required to either mark or
write their answers while listening to the text or after it is finished. The listening text will be
played for a second time and students are encouraged to check their answers then.

TIPS FOR LISTENING

STEP 1

PRE LISTENING STEP 2

– Get overview of the STEP 3
FIRST LISTENING
text
– Listen for specific
 Read all the information
questions and the SECOND LISTENING
 Listen actively for – Get missing
answer options
the required information/ answers
carefully
information (refer to
 Underline the key
the underlined key  Get any missing
words in the
words in Step 1) information
questions so that you
 Write down  Check answers
know what to listen
important notes
for later on
 e. g: What is the
main benefit of
writing a will

DO’S AND DON’TS

 Concentrate and listen actively

 Read and listen to the instructions
Do  Read ahead to be prepared
 You the words that you hear in your answers
 Use the pause to check your answers

 Get distracted
Don’t  Spend too much time on one question
 Panic if you miss a question – continue with the next
question and go back to the missed question later
 Leave any answer blank

2
TIPS

A. SHORT ANSWER QUESTIONS

What you should do

1. Skim through all the questions and the answers options to get a general idea of the text
that you are going to listen.
2. Underline the key words in the questions so that you know what to listen for later on.
3. While listening, pay attention to the content and the flow of information delivered by the
speaker(s). Remember that usually the questions in Part I (Information Transfer) follow
the order of information in the recording.
4. Write down important points or idea/write down your answers.
5. During the second listening, get the information that you missed out. Check your
answers too.
6. Make a final check. Check for spelling and grammar. Make sure your answers follow the
word limit.

B. MULTIPLE-CHOICE QUESTIONS

What you should do

 Skim through all the questions and the answer options to get a general idea of the text
that you are going to listen.
 Underline the key words in the questions so that you know what to listen for later on.
 Listen for the specific information. Pay attention to the content and the flow of
information delivered by the speaker(s).
 Check each possible option given carefully.
 Remember some of the most likely answers maybe paraphrased.
 You may find that some of the vocabulary given in the options is in the text.
 Choose the most suitable answer/response to the question.

3
 800/3
READING

75
 GENERAL GUIDE AND TIPS FOR MUET READING

No Item Description
1 Basic criteria for text selection Length (200-700 words), level of complexity
(content and language), text type
2 Possible genres Articles from journals, newspaper and
magazines, academic texts, electronic texts
3 Rhetorical style Analytical, descriptive, persuasive,
argumentative, narrative
4 Skills tested Assessment will cover the following:
i) comprehension
 skimming and scanning
 extracting specific information
 identifying supporting details
 deriving the meaning of words, phrases,
sentences from context
 understanding linear and non-linear texts
 understanding relationships
- within a sentence
- between sentences
 recognising a paraphrase

ii) application
 predicting outcomes
 applying a concept to a new situation

ii) analysis
 understanding language functions
 interpreting linear and non-linear texts
 distinguishing the relevant from the
irrelevant
 distinguishing fact from opinion
 making inferences

iii) synthesis
 relating ideas and concepts
- within a paragraph
- between paragraphs
 following the development of a point or an
argument
 summarising information

iv) evaluation
 appraising information
 making judgements
 drawing conclusions
 recognising and interpreting writer’s
views, attitudes or intentions

76
TIPS FOR READING GRAPHICAL TEXT
Before Reading
 Determine the type of text and the
elements used.
 Examine the titles, headings,
captions and images.
 Recall what you already know about
the topic or subject.
 Record some questions you might
have about the information
presented.
TIPS FOR READING LITERARY TEXTS
Before Reading
 Read the title and think what the
passage might be about.
 Look at any illustrations.
 Look the text over and note its
length, organisation, level of
language and structure.
During Reading
 Read all the labels and examine
how they are related to the graphics.
 Follow the arrows and lines.
 Look for colour or symbols and the
legend or key that explains them.
 Study the image carefully and use
the figure number or title and key.
words to find the related information
in the text.
 Identify the relationships among the
visual and information presented.
During Reading
 Ask questions and make
predictions.
 Form opinions and think about
possible responses.
 Picture the settings, events or
images in your mind.
 Make connections to what you
already know.
77
 PRACTICE 1

Questions 1 to 7 are based on the following passage.

1 People everywhere are living longer, according to the World Health Statistics 2014
published by World Health Organisation (WHO). Based on global averages, a girl
who was born in 2012 can expect to live to around 73 years, and a boy to the age
of 68. This is six years longer than the average global life expectancy for a child
born in 1990. 5

2 WHO’s annual statistics report shows that low-income countries have made
the greatest progress, with an average increase in life expectancy by nine years
from 1990 to 2012. The top six countries where life expectancy increased the most
were Liberia which saw a 20-year increase (from 42 years in 1990 to 62 years in
2012) followed by Ethiopia (from 45 to 64 years), Maldives (58 to 77 years), 10
Cambodia (54 to 72 years), Timor-Leste (50 to 66 years) and Rwanda (48 to 65
years).

3 ‘An important reason why global life expectancy has improved so much is that
fewer children are dying before their fifth birthday,” says Dr Margaret Chan, WHO
Director-General. “But there is still a major rich-poor divide: People in high-income 15
countries continue to have a much better chance of living longer than people in
low-income countries.”

Wherever they live in the world, women live longer than men. The gap
4
between male and female life expectancy is greater in high-income countries
20
where women live around six years longer than men. In low-income countries, the
difference is around three years.

78
5 “In high-income countries, much of the gain in life expectancy is due to
success in tackling non-communicable diseases,” says Dr Ties Boerma, Director
of the Department of Health Statistics and Information Systems at WHO. “Fewer
men and women are dying before they get to their 60th birthday from heart disease 25
and stroke. Richer countries have become better at monitoring and managing high
blood pressure for example.” Declining tobacco use is also a key factor in helping
people live longer in several countries.

(Adapted from World Health Statistics, 2014)

1 According to WHO, a boy born in 1990 can expect to live until the age of 62

A. True
B. False
C. Not stated

2 From 1990 to 2012, Cambodia showed an increase of life expectancy by nine years.

A. True
B. False
C. Not stated

3 There is a major gap between rich and poor countries in terms of life expectancy since
parents in richer countries have fewer children.

A. True
B. False
C. Not stated

4 Fewer children under the age of five are dying because parents, income has
increased.

A. True
B. False
C. Not stated

5 Figure 1 shows that a boy born in 2012 in a high-income country can expect to live to
the age of about 72.

A. True
B. False
C. Not stated

6 Women live longer because fewer of them smoke.

A. True
B. False
C. Not stated

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7. In low-income countries, it is more difficult to control communicable than non-
communicable diseases.

A. True
B. False
C. Not stated

Questions 8 to 14 are based on the following passage.

1 Could nature tourism be bad for wild animals’ health? It is an idea that has been
suggested in a recent report that tested for stress hormones in orangutan
excrement.

2 Researchers from the University of Indiana and eco-tourism group Red Ape
Encounters spent 14 years studying two apes in Sabah, Malaysia, which were 5
used to seeing humans. By testing the animals’ faeces they found that the
orangutans’ stress levels were higher than normal the day after coming into
contact with humans. “As for the unknown wild orangutans that were also able to
gather samples from, we found numerically, but not statistically, higher stress
hormone levels in these animals following contact with researchers than in the 10
rehabilitated animals,” said Michael Muehlenbein, of the University of Indiana and
one of the authors of the report.

3 Muehlenbein is keen to point out that there was no indication from the study
of any long term changes in behaviour of the orangutans, as Red Ape Encounters
limits the number of people on their tours to seven and the visits to one hour. Yet 15
pathological effects like impaired cognition, growth and reproduction could be a
consequence of less sensitive wildlife tours, believes Muehlenbein.

4 As the value of eco-tourism increases each year, so too do the chances of

money being more important than animal welfare. However Liz Macfie, gorilla
coordinator for the Wildlife Conservation Society and co-author of the 20
International Union for Conservation of Nature’s (IUCN) “Best Practice Guidelines
for Great Ape Tourism” believes that most eco-tour companies are trying to do
the right thing.

5 “More and more sites are trying hard to minimise the impact on the animals,”
she said, pointing out the success of conservation and tourism projects with 25
mountain gorillas in central Africa. “Mountain gorilla tourism is one of the reasons
they have continued to flourish. They are the only sub-species of gorilla whose
number is actually growing and they are visited by tourists on a daily basis. “The
gorillas are worth more to Rwanda, Uganda and Congo because of the tourism.
Not just the value of the tour, but the money the tourists then put into the local 30
economy. So they have a monetary value.”

80
6 Yet Macfie is aware that only a limited number of sites could have the success
seen with mountain gorillas. As long as travellers are aware of the environmental
impact of the tours they take, and operators are adhering to the principles of the
IUNC guidelines, Macfie believes that the growth in eco-tourism is generally 35
positive.

7 “Tourists don’t all want to drive around a savannah park with hundreds of
other vehicles and I think that’s the same with ape tourism,” she said. Sometimes
there can be over one hundred people crowded around feeding stations, looking
at two or three orangutans that have come in. In that situation there’s great 40
potential for disease transmission and interaction between humans and
orangutans.”

(Adapted from Orangutans stressed by eco-tourists, CNN, March 26, 2012)

8 Stress hormones can be found in animal faeces.

A. True
B. False
C. Not stated

9 There are many wildlife tours that consider the impact of human contact on
orangutans.

A. True
B. False
C. Not stated

10 Not many visitors are interested to go on wildlife tours.

A. True
B. False
C. Not stated

11 Eco-tourism companies are considered ethical although

A. there appears to be an impact on the animal welfare

B. monetary considerations seem to outweigh the welfare of the animals
C. The Best Practice Guidelines for Great Ape Tourism are not strictly followed

12 Paragraph 5 illustrates the success story of

A. conservation efforts and tourism

B. inter-government efforts and wildlife conservation
C. the breeding of animals and growing number of tourist sites

13 An increased number of tourists to savannah parks could lead to

A. overfeeding of the apes
B. too much interaction between humans and apes
C. the spread of diseases between humans and apes

81
14 What is Macfie’s attitude towards eco-tourism in general?

A. She is optimistic about the development of eco-tourism.

B. She is apprehensive of tour operators’ commitment to the IUCN guidelines.
C. She is sceptical about the awareness of eco-tourists regarding the environment.

Questions 15 to 21 are based on the following passage.

1 Take a close look at your fingertips. Use a magnifying glass if you have to. Look
at the whorls, loops and arches. If you have a concentric whorl, high chances are
that you have high levels of initiative, enthusiasm and determination. You may
also be independent, competitive and bossy. A tented arch is a sign of a good
learner but it may also indicate impulsiveness. A loop pointing towards the thumb 5
signifies an easy-going personality but at the same time, you could also be one
sensitive soul. If you have a combination of all three, there is a high chance that
you possess multiple characteristics and may even be volatile.

2 Welcome to the world of “dermatoglyphics” or, in short, the business of self-

discovery through the study of one’s fingerprints. Explaining how it all works is 10
Marcus Leng, 29, from GeneCode International, which makes use of
dermatoglyphics to provide consultation services on talent profiling for individual
and corporate clients.

3 A member of the American Dermatoglyphics Association with three years’

experience and having handled over a thousand cases, Leng was drawn to the 15
field of fingerprint study when a Chinese professor did a scanning and analysis
for him at a seminar. In 2006, Leng took a 10-day course in the subject at the
Taiwan Overseas Chinese Convention Centre. The event was organised by the
Overseas Compatriot Affairs Commission (OCAC) in collaboration with Yuen Ze
University. 20

4 Dermatoglyphics, asserts Leng, is not palmistry presented in a different

packaging. “We do not give ‘predictions’ on what is going to happen. Instead, we
adopt a positive stance by looking at the ridge counts which indicates a person’s
learning efficiency and inborn talents,” says Leng. To show the relation of fingertip
patterns and the personalities of an indivudal, Leng refers to the document 25
entitled Using Dermatoglyphics From Down Syndrome And Class Populations To
Study The Genetics of A Complex Trait. The thesis was written in 1990 by
Thomas Fogle, an associate professor in the biology department at Saint Mary’s
College, United States. Fogle’s research interests include the chromosomal study
of humans and exotic zoo animals. 30

5 According to Fogle’s paper, fingerprint patterns can start to form from as early
as the sixth or the seventh week of fertilisation. Ridge growth and patterning is
believed to coincide with nerve and tissue development. The whole process
inadvertently boils down to genetic influences or nerve growth. “There is a full

82
 explanation on the above theory in a research paper from the Centre of 35
Anthropological Studies at Fudan University, Shanghai, in 2003. During practical
sessions, the finger and palm prints of mentally retarded children were recorded
and studied. This research states that the total number of ridge counts are an
indication of a person’s learning capabilities,” says Leng.

6 And yes, humankind has used the knowledge to their benefit. One of Leng’s 40
favourite examples is revealing how the former Union of Soviet Socialist
Republics (USSR) and the People’s Republic of China had used dermatoglyphics
to recruit talents for the Olympic games in the 1970s. As it turned out, the USSR
took home 50 gold medals in 1972 and 125 in 1976. By the 1980s, China had
also adopted the Russian method of selecting sporting talents. 45

7 Not surprisingly, the field of dermatoglyphics is also gaining popularity in

Taiwan, Hong Kong and China, achieving a market value of several hundred
million dollars in Taiwan alone. Most times, it is the parents who send their
children’s fingerprints for analysis, in the hope that the results will help them plan
for their children’s education. 50

8 In addition to free demos in local schools and universities, Leng has also
done analyses for various organisations and companies. “The whole idea is to
help the CEOs understand their staff’s talents for human resource optimisation
purposes,” says Leng. No doubt, fingerprint study is seen as an invaluable tool
for discovering one’s abilities and in determining the right career paths. 55

(Adapted from The Star Online, January 2010)

15 In paragraph 1, the writer gives examples of

A. whorls, loops and arches on fingerprints

B. personality that determines a person’s fingerprints
C. how a person’s fingerprints are usually interpreted

16 Which of the following is true about paragraph 3?

A. Leng studied further about dermatoglyphics in Taiwan.

B. Leng was introduced to a Chinese professor who became his teacher.
C. Leng became interested in fingerprint study after he joined the association.

17 The main idea of paragraph 4 is that

A. studies related to dermatoglyphics have shown positive results

B. dermatoglyphics is different from the predictive style of palmistry
C. a person’s talents can be revealed through the ridge counts on the fingerprints

83
18 Why did Leng mention Fudan University research?

A. To support Fogle’s research findings

B. To emphasise the importance of fingerprint study
C. To describe how fingerprint study can help mentally retarded children

19 Dermatoglyphics is popular Asian countries because

A. It is well marketed in these countries

B. Parents want to plan their children’s future
C. The educational level of children can be predicted

20 Dermatoglyphics has contributed in the following areas except

A. selection of talents in sports

B. recruitment of new employees
C. determining one’s learning abilities

21 The writer ends the passage by

A. stating his optimism on fingerprint study as a career
B. giving assurance on the usefulness of fingerprint study
C. expressing his belief that fingerprint study will develop further

84
 Questions 22 to 29 are based on the following passage.

1 We live on a malarious planet. It may not seem that way from the vantage point
of a wealthy country, where malaria is sometimes thought of, if it is thought of at
all, as a problem that has mostly been solved, like smallpox or polio. In truth,
malaria now affects more people than ever before. It is endemic to 106 nations,
threatening half of the world’s population. In recent years, the parasite has grown 5
so entrenched and has developed resistance to so many drugs that the most
potent strains can scarcely be controlled. This year malaria will strike up to half a
billion people. At least a million will die, most of them under the age of five, the
vast majority living in Africa. That is more than twice the annual toll a generation
ago. 10

2 Only in the past few years has malaria captured the full attention of aid
agencies and donors. The World Health Organisation has made malaria reduction
a chief priority. Bill Gates, who has called malaria “the worst thing on the planet,”
has donated hundreds of millions of dollars to the effort. Funds donated to malaria
have doubled since 2003. The idea is to disable the disease by combining virtually 15
every known malaria-fighting technique, from the ancient (Chinese herbal
medicines) to the old (mosquito nets) to the ultramodern (multidrug cocktails). At
the same time, malaria researchers are pursuing a long-sought elusive goal: A
vaccine that would curb the disease for good.

3 Much of the aid is going to a few hard-hit countries scattered across sub- 20
Saharan Africa. If these nations can beat back the disease, they will serve as
templates for the global antimalarial effort. One of these spotlighted countries is
Zambia. It is difficult to comprehend how thoroughly Zambia has been devastated
by malaria. In some provinces, at any time given, more than a third of all children
under the age of five are sick with the disease. Worse than the sheer numbers is 25
the type of malaria found in Zambia. Four species of malaria parasites routinely
infect humans: The most virulent, by far, is Plasmodium falciparum. About half of
all malaria cases worldwide are caused by falciparum, and 95 per cent of the
deaths. It is the only form of malaria that can attack the brain. With it can do so
With extreme speed – few infectious agents can overwhelm the body as swiftly 30
as falciparum. Falciparum is a major reason nearly 20 per cent of all Zambian
babies born do not live to see their fifth birthday.

4 All of Zambia, it seems – from the army to the Boy Scouts to local theatre
troupes – has been mobilised to stop malaria. In 1985, the nation’s malaria-
control budget was 30 000 dollars. Now, supported with international grant 35
money, it is more than 40 million. Posters have been hung throughout the country,
informing people of the causes and symptoms of malaria and stressing the
importance of medical intervention. The vast majority of the nation’s malaria
cases are never treated by professionals. Zambia’s plan is to educate the public,
and then beat the disease through a three-pronged assault. 40

85
5 The country has dedicated itself to dispensing the newest malaria cure, which
also happens to be based on one of the oldest herbal medicines called Artemisia.
The new version, artemisinin, is as powerful as quinine with few of the side
effects. To help reduce the odds that a mutation will also disarm artemisinin,
derivatives of the drug are mixed with other compounds in an antimalarial 45
baggage known as artemisinin-based combination therapy (ACT). Zambia is also
purchasing enough insecticide to spray every house in several of the most
malarious areas every year, just before the rainy season. It has already returned
to dichlorodiphenyltrichloroethane (DDT) – though just for indoor use, in
controlled quantities. Finally, the Zambian government is distributing insecticide- 50
treated mosquito nets to ward off mosquitoes during the night, when the malaria-
carrying Anopheles almost always bites.

6 Despite difficulties in the dispensing of drugs and distribution of mosquito

nets, Zambia’s campaign has started to produce results. In 2000, a study showed
that fewer than two per cent of children under the age of five slept under an 55
insecticide-treated bed net. Six years later, the number had risen to 23 per cent.
The government of Zambia says an AZT known as Coartem is now available, cost
free to the entire population. In a country that was steadily losing 50 000 children
a year to malaria, early indications are that the death rate has already been
reduced by more than a third. 60

(Adapted from National Geographic, July 2007)

22 In paragraph 1, which of the following is not a fact?

A. Malaria has been wiped out in prosperous countries.

B. Malaria is difficult to curb because the parasites are resistant to drugs.
C. Malaria kills double the number of African children it did a generation ago.

23 The main focus of paragraph 2 is the

A. Search for a vaccine that would curb malaria
B. Involvement of aid agencies in combating malaria
C. Use of a combination of techniques to control malaria

24 The word templates (line 22) is closet in meaning to

A. copies
B. models
C. imitations

25 What is true about falciparum malaria?

A. It is mostly attacks children below five.
B. It is the most dangerous form of disease.
C. It causes the deaths of about 20 percent of children in Zambia.

86
26
All of Zambia, it seems-from the army to the Boy Scouts to local theatre-has
been mobilised to stop malaria ( lines 33 and 34 )

This means that Zambia is

A. Involving everyone in the fight against malaria
B. Making everyone help to raise funds for malaria control
C. Informing everyone of the importance of getting treatment for malaria

27 The phrase a three-pronged assault (line 40) involves the use of

A. drugs, sprays and mosquito nets

B. knowledge, funds and treatment
C. professional help, insecticides and ACT

28 What is possibly the most effective solution to curb malaria?

A. A vaccine
B. Insecticide-treated bed nets
C. An ACT known as Coartem

29 The article ends on

A. a neutral note
B. a cautious note
C. a promising note

87
 Questions 30 to 37 are based on the following passage.

1 Are we all just puppets on a string? Most people would like to assume that their
fate lies in their own hands. But they would be wrong. Often, we are as helpless,
being jerked about by someone else’s subtle influence.

2 “What we’re finding more and more in psychology is that lots of the decisions
we make are influenced by things we are not aware of,” says Jay Olson at McGill 5
University, who recently created an ingenious experiment showing just how
easily we are manipulated by the gentlest persuasion. The question is, can we
learn to spot those tricks, and how can we use them to our own advantage?

3 Olson has spent a lifetime exploring the subtle ways of tricking people’s
perception, and it all began with magic. “I started magic tricks when I was five 10
and performing when I was seven,” he says. As an undergraduate in psychology,
he found the new understanding of the mind often chimed with the skills he had
learnt with his hobby. “Lots of what they said about attention and memory were
just what magicians had been saying in a different way,” he says.

4 One card trick, in particular, captured his imagination as he set about his 15
research. It involved flicking through a deck in front of an audience member, who
is asked to pick a card randomly. Unknown to the volunteer, he already worked
out which card they would choose, allowing him to reach into his pocket and pluck
the exact card they had named – much to the astonishment of the crowd.

5 The secret apparently, is to linger on your chosen card as you riffle through 20
the deck. In our conversation, Olson would not divulge how he engineers that to
happen, but others claim that folding the card very slightly seems to cause it to
stick in sight. Those few extra milliseconds mean that it sticks in the mind,
causing the volunteer to pick it when they are pushed for a choice.

6 As a scientist, Olson’s first task was to formally test his success rate. He 25
already knew he was pretty effective, but the results were truly staggering –
Olson managed to direct 103 out of 105 of the participants. Unsurprisingly, that
alone has attracted a fair amount of media attention – but it was the next part of
the study that was most surprising to Olson, since it shows us just how easily our
mind is manipulated. 30

7 For instance, when he questioned the volunteers afterwards, he was shocked

to find that 92 per cent of the volunteers had absolutely no idea that they had
been manipulated and felt that they had been in complete control of their
decisions. Even more surprisingly, a large proportion went as far as to make up
imaginary reasons for their choice. “One person said ‘I chose the 10 of hearts 35
because 10 is a high number and I was thinking of hearts before the experiment
started’,” says Olson – despite the fact that it was really Olson who had made the
decision. What is more, Olson found that things like personality type did not seem
to have much influence on how likely someone was to be influenced – we all

88
 seem equally vulnerable. Nor did the specific properties of the cards – the colour 40
or number – seem to make success any less likely.

8 The implications extend far beyond the magician’s stage, and should cause
us to reconsider our perceptions of personal will. Despite a strong sense of
freedom, our ability to make deliberate decisions may often be an illusion.
“Having a free choice is just a feeling – it isn’t linked with the decision itself,” says 45
Olson.

9 Don’t believe him? Consider when you go to a restaurant for a meal. Olson
says you are twice as likely to choose from the very top or very bottom of the
menu – because those areas first attract your eye. “But if someone asks you why
did you choose the salmon, you’ll say you were hungry for salmon, “says Olson. 50
“You won’t say it was one of the first things I looked at on the menu.” In other
words, we confabulate to explain our choice, despite the fact it had already been
primed by the restaurant.

10 Clearly, this kind of knowledge could be used for coercion in the wrong
hands, so it’s worth knowing how to spot others trying to bend you to their will 55
without you realising. We may all be puppets guided by subtle influences, but if
you can start to recognise who’s pulling the strings, you can at least try to push
back.

(Adapted from BBC News, March 24,2015)

30 ‘puppets on a string…..(line 1) refers to individuals who

A. are weak
B. accept their fate
C. are being controlled
D. obey rules and regulations

31 The point the writer is making in paragraph 3 is

A. people can be easily tricked by magic

B. magicians think differently from others
C. magic is a figment of one’s imagination
D. psychologists and magicians share the same understanding of attention and
memory

32 What conclusion can be drawn from the results of Olson’s study?

A. People can easily persuaded.

B. People often fall for magic tricks.
C. People tend to justify their choices.
D. People seldom admit they have been tricked.

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33 That (line 29) refers to

A. first task
B. the study
C. success rate
D. staggering results

34 According to the writer, when someone places an order at a restaurant, the decision

A. was randomly made

B. was guided by attractive visuals
C. was influenced by the restaurant
D. was based on personal preference

35 confabulate (line 52) means

A. to tell a lie
B. to make a guess
C. to describe in detail
D. to make up a reason

36 The advice given in the last paragraph is for all to

A. keep away from influences

B. identify others trying to influence you
C. be aware of influences and to try to resist them
D. be conscious of the existence of influences and tactics used

37 The intention of the writer is

A. to entertain
B. to motivate
C. to persuade
D. to enlighten

90
 Questions 38 to 45 are based on the following passage.

1 It is easy to see why economists would embrace cities, warts and all, as engines
of prosperity. It has taken longer for environmentalists. By increasing income,
cities increase consumption and pollution too. If what you value most is nature,
cities look like concentrated piles of damage - until you consider the alternative,
which is spreading the damage. From an ecological standpoint, says Stewart 5
Brand, founder of the Whole Earth Catalog and now a champion of urbanisation,
a back-to-the-land ethic would be disastrous. Cities allow half of humanity to live
on around four per cent of the arable land, leaving more space for open country.
Per capita, city dwellers tread more lightly in other ways as well, as David Owen
explains in Green Metropolis. Their roads, sewers, and power lines are shorter 10
and so use 10 fewer resources. Their apartments take less energy to heat, cool,
and light than do houses. Most important, people in dense cities drive less. Their
destinations are close enough to walk to, and enough people are going to the
same places to make public transit practical. In cities like New York, per capita
energy use and carbon emissions are much lower than the national average. 15

2 Cities in developing countries are even denser and use fewer resources. But
that is mostly because poor people do not consume a lot. Dharav, Mumbai's
largest slum, may be a "model of low emissions," says David Satterthwaite of
London's International Institute for Environment and Development, but its
residents lack safe water, toilets and garbage collection. So do perhaps a billion 20
other city dwellers in 2C developing countries. And it is such cities the United
Nations (UN) projects, that will absorb most of the world's population increase
between now and 2050 - more than two billion people. How their governments
respond will affect us all. Many are responding the way Britain did to the growth
of London in the 19th century: By trying to stop it. A UN survey reports that 72 per 25
cent of developing countries have adopted policies designed to stem the tide of
migration to their cities. But it is a mistake to see urbanisation itself as evil rather
than as an inevitable part of development, says Satterthwaite, who advises
governments and associations of slum dwellers around the world. “I don’t get
scared by rapid growth,” he says. “I meet African mayors who tell me, “There are 30
too many people moving here!” I tell them, “No, the problem is your inability to
govern them.”

3 The fear of urbanisation has not been good for cities, or for their
countries, or for the planet. In 1971, as Seoul's population was skyrocketing past
five million, its leader surrounded the city with a wide greenbelt to halt further 35
development, just as London had in 1947. Both greenbelts preserved open
space, but neither stopped the growth of the city; people now commute from
suburbs that leapfrogged the restraints. "Greenbelts have had the effect of
pushing people farther out, sometimes absurdly far," says Peter Half, a planner
and historian at University College London. Brasilia, the planned capital of Brazil, 40
was designed for 500 000 people; two million more now live beyond the lake and
park that were supposed to block the city's expansion. When you try to stop urban
growth, it seems, you just amplify sprawl.

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4 Sprawl preoccupies urban planners today, as its antithesis, density, did a
century ago. London is no longer decried as a tumour. Greenbelts are hardly the 45
cause of sprawl; most cities do not have them. Other government policies, such
as subsidies for highways and home ownership, have coaxed the suburbs
outward. So has that other great shaper of the destiny of cities - the choices made
by individual residents. Sprawl is not just a Western phenomenon. By consulting
satellite images, old maps, and census data, Shalom Angel, an urban planning 50
professor at New York University, has tracked how 120 cities changed in shape
and population density between 1990 and 2000. Even in developing countries
most cities are spreading out faster than people pour into them. What is driving
the expansion? Rising incomes and cheap transportation. "When income rises,
people have money to buy more space," Angel explains. 55

5 Developing cities will inevitably expand, says Angel. Somewhere between

the anarchy that prevails in many today and the utopianism that has often
characterised urban planning lies a modest kind of planning that could make a
big difference. It requires looking decades ahead, Angel says, and reserving land,
before the city grows over it, for parks and a dense grid of public-transit corridors. 60
It starts looking at growing cities in a positive way - not as diseases, but as
concentrations of human energy to be organised and tapped.

(Adapted from National Geographic, December 2011)

38 The main idea of paragraph 1 is

A. the benefits of cities
B. cities lifting people out of poverty
C. city dwellers require fewer resources
D. city dwelling being the solution to the population boom

39 Which of the statements is true of paragraph 2?

A. Curbing urban migration is an effective policy.

B. Mumbai is a model city of environment conservation.
C. London has been successful in managing the inflow of migrants.
D. Most cities in developing countries are overcrowded because of poor planning.

40 In paragraph 2, the main concern is

A. lack of basic facilities in the cities

B. creation of more slums in the cities
C. increasing flow of migration into the cities
D. authority’s response to the rapid growth of the cities

92
41 Which of the following is Satterthwaite’s opinion?

A. Growth of cities is an essential part of development.

B. There are too many people moving into the cities.
C. Urbanisation is bad for developing countries.
D. There is a need to supervise city dwellers.

42 The following are the effects of greenbelts except

A. expanding sprawls
B. preserving open spaces
C. restricting city development
D. increasing commuting into cities

43 … antithesis (line 44) can best be replaced by

A. comparison
B. characteristic
C. direct opposite
D. clear distinction

44 Which of the following has the least impact on sprawl?

A. Greenbelts
B. Rising income
C. Personal choice
D. Home ownership subsidy

45 The article ends with

A. a suggestion to plan ahead
B. a warning of overcrowding
C. a recommendation for more parks
D. a justification for developing more public transportation

93
 800/4
WRITING

219
 QUESTION 1

 Candidates are suggested to use 40 minutes to complete this question.

 Transferring information from specific stimuli to a linear text.
 The stimuli / visuals may take the form of linear and/or non-linear texts.
 Link the information given in the two visuals.
 Write between 150 - 200 words.

DO’S AND DON’TS

DO DON’T

 Spend about 5 minutes to analyse  Copy the question or instruction

the stimuli  Write more than 200 words
 Focus on the key features or  Make own assumption
important trends  Bring in information outside of the
 Write a title visual given
 Write introduction (what does the  Only use data from one stimulus
chart show)  List and describe the information
 Write overall trend
 Use proper paragraphing
 Use appropriate tenses and time
frame

LANGUAGE

 Accurate – describe what is seen

 Meaning – idea and language come through
 Sentence structure:
 Avoid repetitive pattern.
 Avoid long sentences that may confuse reader.
 Use variety of sentences – simple, compound and complex
 Vocabulary – suitable choice of words used
 Grammar – correct and consistent use of tenses.
 Link of ideas – synthesis and analysis
 Organization – intro, body, conclusion & able to visualize the figures with the writing
 Use suitable paragraphing.
 Discourse marker - use suitable linkers
Eg: furthermore, but, in addition, in contrast, in comparison

220
 DESCRIBING GRAPHS

Be familiar with vocabulary that is commonly associated with interpreting non-linear texts.
The following table gives you useful vocabulary to describe the graphic aids.

Chart movements

boomed maintained
climbed plateau
escalated remained steady
increased remained unchanged
rose stayed constant
surged
went up

declined fluctuated
decreased peaked at
peak
dipped rose and fell
dropped
fell
plunged
reduced
slumped
went down

Degree and speed of change

Use adjectives or adverbs to describe the changes.

Describing the degree of change Describing the speed of change

Adjectives Adverbs Adjectives Adverbs

1. abrupt 1. abruptly 11. rapid 11. rapidly

2. considerable 2. considerably 12. sharp 12. sharply
3. dramatic 3. dramatically 13. significant 13. significantly
4. enormous 4. enormously 14. slight 14. slightly
5. gradual 5. gradually 15. slow 15. slowly
6. immediate 6. immediately 16. steady 16. steadily
7. instant 7. instantly 17. steep 17. steeply
8. minimal 8. minimally 18. substantial 18. substantially
9. moderate 9. moderately 19. sudden 19. suddenly
10. quick 10. quickly 20. swift 20. swiftly

221
 DESCRIBING RANK/ RANKING/ RATE/ RATING

You may also be asked to describe the rank, rate or position of certain data.

Example
the most important ...
the least important ...
the second/third/fourth important ...
rank/rate higher/lower than ...

Describing part of the chart/graph

the highest
the lowest percentage/
the most significant proportion/
the smallest number
the largest

QUESTION 1 GUIDELINE
TITLE
Give title of the essay

INTRODUCTION
 A good intro will show what is shown.
 Cover both visuals, correctly stated.
 Use the title of the visuals as a guide.
 Note the time frame in the visuals presented.

OVERALL TREND
 Shows connection between the two visuals or the general trend.
(the pattern – increasing or decreasing)

BODY / CONTENT:
 Analyse and synthesise the data
 5 elements to consider when analysing and synthesising data:
 Object (item) / point of reference / key features
 Duration / time frame
 Data – must accurate
 Comparison
 Trend / movement
 There is no need to analyse every single data
 Synthesise – link figure 1 with figure 2. Look for relationships between them.

CONCLUSION:
 A rewording of the overall trend
 A summary of the analysis
 You may begin your conclusion by writing:
 In conclusion ....................
 It can be seen that ...........

222
SAMPLE QUESTION 1

223
 SAMPLE ANSWER QUESTION 1

TITLE Consumers' choice of venue for grocery shopping

INTRODUCTION Figure 1 shows places where consumers buy their groceries in 1985
 Info from the and 2010 and Table 1 shows the characteristics of the shopping
graph/table/chart outlets in 2010.

 Supermarket was the most preferred shopping outlet based on

 Overall trend certain characteristics in 2010.
 Consumers show a clear preference for shopping for groceries
at supermarket due to certain characteristics in 2010.

BODY  In 1985, wet market and grocery store were the two most
popular outlets for grocery shopping at 45% and 37%
 analysis (A) respectively. (A)
 synthesis (S)  In 1985, the two least frequented venues were the supermarket
(5%) and 24-hour store (2%). (A)
 However in 2010, supermarket became the most popular
shopping outlet at 60% because it offered big discounts,
comfort, variety and convenience. (S)
 In 2010, 35% of the shoppers still patronised wet market, night
market and grocery store as prices were negotiable at these
venues. (S)
 The 24 hour store was the least frequented outlet in 2010 as
convenience was the only pull factor. (S)
 The percentage of shoppers frequenting the night markets
remained the same at 11% in both 1985 and 2010. (A)
 Convenience, negotiable price and variety were the main
attractions for night market in 2010. (S)
 In 2010, the grocery store and wet market experienced a
market drop in popularity, 27% and 31% respectively. (A)

CONCLUSION In conclusion, it is clear that supermarket has overcome other

shopping outlets as the most popular venue for grocery shopping in
2010 in terms of what it offers consumers.

 Your answer must be written in paragraphs.

224
 QUESTION 2

Extended writing based on a given topic.

 Give your stand on the question/issue given.

 Agree, disagree, neutral / discursive

 Support points with relevant reasons and examples – at least 2 very well developed or
3 well developed points.

 Have at least 5 paragraphs.

Introduction  Introduce the topic

 It can be a definition or an explanation of the topic
based on the question
 It should capture the interest of the reader.
 Have a strong thesis statement
- Thesis statement is a sentence that conveys the
writer’s main points in the essay

Body (3 points)  Write your ideas which should consist of:

 Topic sentence (main point of the paragraph)
 Specific /supporting details / elaboration

Conclusion  Sum up your discussion / summary of points

 Restate your thesis statement / opinion / stand

 Avoid sweeping statements and generalisations that you have no proof about. Stay away
from words like:
all, never, always, every, everyone, everything etc.

 You need to think in various styles when coming up with the 3 crucial points:
eg.
1. Short term, Mid term and Long term
(smoking: S=bad breath, M=wasting money, L=health problems like lung cancer)

2. Individual, Society and Government

(recycling: I=3Rs, S= community collection/fund raising, G=recycling campaigns)

3. Social, Economic & Political/Spiritual

 Use suitable cohesive devices / transition signals to link sentences, paragraphs and
ideas:
 Addition : also, in addition, moreover, besides, furthermore
 Contrast : but, however, nevertheless, in contrast, in spite f, on the contrary
 Comparison : similarly, likewise, in the same way
 Conclusion : in conclusion, finally, to conclude, to summarize

233
  Example : for example, for instance, namely, to illustrate
 Use correct and consistent grammar.
QUESTION 2 WRITING TEMPLATE

 INTRODUCTION

Nowadays, /In this era of ...

In my opinion, I strongly agree/disagree that...
In this essay, I will discuss three solid strategies for _____ which include
____________________, _____________________ and _________________.
(THESIS STATEMENT)

 BODY

 1st POINT
Firstly, /First and foremost, ... (TOPIC SENTENCE)
This is because...
Moreover,
For example, and so on.
Therefore, ...

 2nd POINT
Secondly, ... (TOPIC SENTENCE)
This means that...
Furthermore, in addition...
For instance, take for example... and many more.
Thus, hence...

 3rd POINT (TOPIC SENTENCE)

Finally, /Last but not least, ...

 CONCLUSION

In a nutshell, the three strategies I have suggested are _______________,

______________ and _______________.
In my opinion, I still agree/disagree that...
(summary of main points, restate your opinion on the topic or overview of solution)

234
 SAMPLE OF A GOOD ESSAY

Information and communication technology (ICT) is the cause of today’s many social ills.
What is your opinion? Support your answer with examples. You should write at least 350
words. (60 marks)

ANGLE OF DISCUSSION

1. Agree - ICT is the cause and why

2. Disagree - ICT is not the cause but due to other factors
3. Discursive - ICT is the cause but up to a certain extent.
4. Disagree - ICT is not the cause, in fact it has contributed to society, benefitted society.

SAMPLE ESSAY

Information and communication technology (ICT) is a result of Introduction

mankind’s need to constantly improve our world. Most people are
familiar with the word ICT and to many, ICT has become deeply
intertwined with our daily lives. It is impossible to deny that ICT has had
a profound impact on society, however has this preoccupation with ICT
helped or damaged us? In my opinion, ICT may be the cause of today’s Opinion /
many social ills, but only to a certain extent. thesis statement

Through ICT, information, videos, stories, data and such are

practically available to everyone. As such, illegal activities such as the 1st point
passing of copyrighted songs and videos between internet users often (topic sentence)
occur. Dubbed as a form of piracy, companies and publishers find that
their revenues may not be as high as it should be. Piracy is deemed as
illegal, and yet governments find themselves helpless in stopping the
illegal transferring of such information as the number of internet users
doing this is innumerable. Artists and producers constantly voice their
frustrations against such situation, but the problem only seems to
worsen as more people are ICT savvy these days. Clearly the use of
ICT has brought losses to producers, publishers, singers and the like.
Has ICT brought about a world that has no respect for copyrights?

Another dark side to ICT is the dangers in the sheer amount of

2nd point
information that people are exposed to. There is a lot of misinformation
(topic sentence)
and undesirable elements like pornography floating around the Internet.
Excessive information without any control or filter is just as detrimental
to the psyche as complete ignorance. For example, people may try to
self-medicate based on information that may be incomplete or skewed.
Children today are exposed to much more information than children of
yesterday. Some of the computer games that they play are violent
which in turn tends to promote violence among children. Children are
easily influenced by what they see and do on the Internet and are not
mature enough to weigh what is right and what is wrong. This
unfortunately, may lead them to practise harmful behaviour in real life.

235
 Despite the fact that ICT has caused some of today’s many
social ills, one cannot deny that ICT has brought about many positive
developments in today’s world. For instance, with the internet, a whole 3rd point
ocean of knowledge is a mere click away. People need not spend (topic sentence)
hours poring over heavy encyclopaedias in libraries anymore in a bid to
learn more about a topic of interest. Instead, search engines such as
‘Google’ and ‘Ask Jeeves’ are available to one’s whim and fancy. On
top of that, the internet caters knowledge to all ages, from toddlers to
senior citizens. Parents these days know that they must expose their
children to the internet world in order to give their children the best.
Through ICT, this modern generation is knowledgeable about
happenings throughout the world, and has a wider view of the world
outside one’s upbringing, culture and country.

In addition, ICT has helped save time in a world that is 4th point
constantly advancing. E-mails can be sent within seconds across the (topic sentence)
world, as compared to snail-mail, which takes a good few weeks if one
was to post a letter from Malaysia to America. Besides that, multi-
national companies need not waste time and money in meeting
together physically to hold meetings. Instead, most companies resort to
video conferencing these days. This method is efficient and is as
effective as a physical meeting. Besides that, many newspapers now
have online newspapers, updating the latest news about events that
are used to read only the following day. As such, it is unequivocal that
ICT saves one time, and plenty of it.

In conclusion, I reiterate that ICT may be the cause of today’s Conclusion

many social ills, but only to a certain extent, depending on the hand
that uses it. One cannot deny that ICT has brought along many positive
developments in this world. As the saying goes, ‘Nothing is perfect’. As
a society that wishes to improve this world and to eradicate social ills,
let us unite and ensure that the world of ICT contributes to our society
the way it should. Citizens, young and old alike should work hand-in
hand with governments to obliterate immoral activities that occur in the
online world. Governments should realize that by doing so, a whole
new generation worthy of bringing their countries to greater heights yet
to be achieved will become a reality.

236
PRACTICE QUESTION 2

You are advised to spend about 50 minutes on this task.

PRACTICE 1
Many tragedies can be avoided if people take preventive actions. Discuss. You should write
at least 350 words.

PRACTICE 2
In an arranged marriage, the choice of a husband or wife is made by parents or elders. What
do you think of this practice in today's society? Discuss. You should write at least 350
words.

PRACTICE 3
The most valuable thing in life is friendship. Do you agree? Discuss. You should write at
least 350 words.

PRACTICE 4
A person's career choice should be determined by his or her interest. Discuss. You should
write at least 350 words.

PRACTICE 5
Students’ participation in co-curriculum activities has been made one of the criteria for entry
into universities. What do you think of this requirement? Give your opinion and support it with
reasons. You should write at least 350 words.

PRACTICE 6
“Women make better leaders than men.” Do you agree? You should write at least 350
words

PRACTICE 7
Man's careless attitude is the main cause for the destruction of the environment. Discuss.
You should write at least 350 words.

PRACTICE 8
“Everyone should aim to become a millionaire by the age of 35.” Discuss. You should write
at least 350 words.

PRACTICE 9
The trend today among youths is to own the latest technological gadgets such as mobile
phones and other devices. Is this a healthy development among young people? Give your
opinion. You should write at least 350 words

PRACTICE 10
“There is a strong link between reading and academic success.” Discuss. You should write
at least 350 words.

237
PRACTICE 11
“The imbalance between the number of boys and girls pursuing university education creates
social problems.” To what extent is this statement true? Discuss. You should write at least
350 words.

PRACTICE 12
“Parents know best as far as careers are concerned.” Do you agree? Discuss. You should
write at least 350 words.

PRACTICE 13
“The most important factor which contributes towards a person’s success is himself.” Do
you agree with the statement? Justify your stand, giving relevant examples where
appropriate. You should write at least 350 words.

PRACTICE 14
“The media is an educational tool.” Do you agree with the statement? Justify your stand by
giving relevant examples where appropriate. You should write at least 350 words.

PRACTICE 15
“Playing computer games is beneficial to everyone”. Discuss. You should write at least 350
words.

PRACTICE 16
“Education comes not from books, but from practical experience”. Do you agree with the
statement? Justify your stand by giving relevant examples where appropriate. You should
write at least 350 words.

PRACTICE 17
“Failure is the first step to success”. Discuss. You should write at least 350 words.

PRACTICE 18
“Holding a part-time job while studying disrupts a student’s studies”. Do you agree with the
statement? Justify your stand by giving relevant examples where appropriate. You should
write at least 350 words.

PRACTICE 19
The rising fuel price has pushed up the price of other consumer products. How will this affect
the society? Give your opinion. You should write at least 350 words.

PRACTICE 20
“Peer pressure can help mould a student’s life”. Discuss. You should write at least 350
words.

238