MOCK FINAL TEST 1

COURSE ENGLISH FOR FOUNDATION STUDIES 1 CODE ELC080

LECTURER / MADAM AZIE AZLINA BINTI AZMI DURATION 2 HOURS
TUTOR
STUDENT NAME NAJWATUL INTAN BT MOHD ANAFI
ID 2021845976 GROUP PI007K14

INSTRUCTIONS TO CANDIDATES
1. This question paper consists of two (2) parts: PART A (16 Questions)
PART B (1 Question)
2. Answer ALL questions from both parts in the Question Paper.
3. Please check to make sure that this test pack consists of:
i) the Question Paper

PART A: READING COMPREHENSION (20 MARKS)

Section I: 3 marks

Read three notices about apartments for rent.

Answer questions 1 to 3 based on the notices about apartments for rent. Write the
corresponding letter (A to C) to answer each question.

A. Looking for a B. New Apartment for C. Special for

Female Housemate Rent at Seri Vienna University Students

 Single room at RM300 per  Two-bedroomed  Studio apartment

month (excluding utilities)
 Free use of apartment
facilities (gym, tennis
court, swimming pool)
 Only 10 minutes by car to
the nearest shopping mall,
university and hospital
 Only the shared areas of
the apartment are
furnished
apartment; only the bed
frames, washing
machine, dryer and
fridge are provided
 Only a three-minute walk
to the nearby university
and shops
 Two assigned parking
spots on the basement level
 No animals allowed
 Double bed, study table,
chair, wardrobe, washing
machine and refrigerator
provided
 Nearby public transport;
the university is one stop
away
 Only RM600 per month
 Available: January
onwards

QUESTION 1
Is closest to the shops? B (1 mark)

QUESTION 2
Is suitable for health-conscious A (1 mark)
individuals?

QUESTION 3
Is suitable for someone who wants to live C (1 mark)
alone?
Section II: 5 marks
Read two articles about floods.

Answer questions 1 and 2 based on Article 1.

Article 1

Maleficent: Mistress of Evil is the sequel to 2014's Maleficent. In Maleficent: Mistress of Evil,
Maleficent is still the fairy godmother of Princess Aurora (Elle Fanning), who has long recovered
from the curse placed upon her as a baby. Aurora is now queen of the moors, where all sorts of
magical beings live in harmony. Unfortunately, this harmony doesn't extend beyond their border with
the human kingdom of Ulstead.

In the film's opening minutes, we see fairies being kidnapped out of the moors, while some human
intruders are killed by a winged avenger. So this deepens the tension on both sides. Despite this,
Ulstead's Prince Phillip (Harris Dickinson) decides that it is time to propose to Aurora, whom he has
been courting for the past five years. Aurora knows that Maleficent won't be pleased, and she isn't.
Prince Phillip's father, King John (Robert Lindsay), is delighted with the match, though Queen
Ingrith (Michelle Pfeiffer), however, seems far more reserved about it. After all, Aurora is the heir to
two kingdoms, despite her association with the infamous Maleficent.

There is a meet-the-in-laws dinner at Ulstead Castle, where we realize beyond all doubt that Queen
Ingrith hates fairies with a passion. The meal ends in both a tragic misunderstanding and disaster.
This forces both Aurora and Maleficent to choose sides in a conflict larger than either of them knew
was possible.

Angelina Jolie returns to portray the iconic title role. Elle Fanning, Sam Riley, Imelda
Staunton, Juno Temple and Lesley Manville also return to their previous roles.

Maleficent: Mistress of Evil does several things with ease. The film manages to treat its male
characters, from aggressive warriors to near-saints, as individuals who can be helpful and endearing,
or stubborn and dangerous, but who are all essentially pawns on the chessboard for the female power
players to manoeuvre. The screenplay by Micah Fitzerman-Blue. Noah Harpster and Linda
Woolverton doesn't underscore this point, but it's unusual enough to be noteworthy.

Maleficent is once more the ill-treated heroine with a dark reputation, whose capacity for anger is
overcome by her nobility of spirit. Jolie, in prosthetics that give her an other-worldly effect without
going overboard, gives the character passion, humour and a refreshing dose of innocence. She is
capable of being deeply hurt and experiencing true happiness. We enjoy spending time with her, and
cannot help but want to see what she'll do next.

This makes Maleficent: Mistress of Evil a film that consistently retains your attention despite the
common foreknowledge that Disney films rarely end badly. The world building is more intricate this
time, though the plot lags in a few places and recycles a few themes from its predecessor without
adding much that's conceptually new.

QUESTION 1

Based on the article, what do we learn about the reviewer’s impression of the film?
A) He found the plot very surprising
B) He was disappointed by the message the film put forward
C) He felt that the acting was the most compelling part of the film
(1 mark)
QUESTION 2

How are the contents of this review organised?

A)

B)

C)

(1 mark)
Answer questions 3 and 4 based on Article 2.

Article 2

When film-goers talk about films as marketable products instead of calling them art or
entertainment, they are referring to films like Maleficent: Mistress of Evil. This unnecessary sequel
to 2014's Maleficent is a painful display of repetitive screenwriting, amateurish directing, CGI
enhancements and uninspired performances. Children might be fooled, but veteran film-goers know
a marketing scam when they see one.

Angelina Jolie returns in the title role with a performance that's stiff and filled with glares. She may
not be human, but how she could be considered the 'Mistress of Evil’ is anyone's guess. Yes, she still
looks fierce with her dark horns and dark outfits, but the 2014live-
action origin story went through the trouble of showing us how the bitter villainess had
reformed and grown to love Aurora, the human child she cursed and then raised as her own. Now,
Aurora (Elle Fanning) has grown into her role as queen of the moors and she's determined to marry
Prince Phillip (Harris Dickinson) against the wishes of both his vengeful queen mother (Michelle
Pfeiffer) and Maleficent. For a moment, it's fun to watch Pfeiffer and Jolie enter a contest of death
stares. But then the plot arrives.

Screenwriter Linda Wolverton brought in two more screenwriters to dazzle up this Disney
interpretation of Game of Thrones, but all we've gotten is a rip-off of that and Frozen. How will it
delight family audiences to watch a vengeful queen wage a war against Maleficent and the fairies?
But chances are they won't know what is going on anyway, thanks to the clumsy directing of Joachim
Ronning, who was also responsible for the disaster that was Pirates
of the Caribbean: Dead Men Tell No Tales. Much of the casting is wasted too, as the great Chiwetel
Ejiofor (from 12 Years a Slave) is trapped in the thankless role of a peacemaker whose pleas fall on
deaf ears.

So where is Maleficent in all of this? Unlike the audience, she gets to disappear from time to time,
returning for a series of false, cliched endings that will bore you so much you'll regret criticizing the
disastrous final season of Game of Thrones. But there is one part of Maleficent: Mistress of Evil that’s
reassuring-when it’s finally over, you'll feel like you escaped from being buried alive for two hours.

QUESTION 3 (1 mark)

Why does the writer include information about Ronning?

A) To emphasize why Maleficient: Mistress of Evil turned out the way it did
B) To show the importance of having a talented director
C) To highlight Ronning’s lack of directorial experience

QUESTION 4 (1 mark)

What do we learn about the making of Maleficient: Mistress of Evil?

A) It is important to have a strong cast.
B) Hiring too many screenwriters ruins the plot.
C) Making a sequel does not guarantee success.

Answer question 5 based on Article 1 and Article 2.

QUESTION 5 (1 mark)
Which of the following is true of both reviews?
A) Both reviews recommend the film to film-goers.
B) Both reviews describe Angelina Jolie’s performance in the film.
C) Both reviews mention that the sequel is better than the first film.
Section III: 12 marks

Read the passage carefully and answer Questions 1 to 8.

Tackling the Key to Successful Teams and Project-Collaboration Skills

The saying “two heads are better than one” encourages individuals to work together to be
more productive, creative and motivated as a team. In higher learning institutions, students need to
work in groups, be it writing a comprehensive paper, completing a project or making an oral
presentation. “Qualities like teamwork and synergy are best fostered at university,” said Taylor’s
University Bachelor of Psychology stream coordinator and lecturer, Pang Chia Yee. The ability to
work together and accomplish a shared, common goal is known as “collaboration”, which is one of
the four Cs (collaboration, critical thinking, creativity and communication) in 21st century learning. In
general, collaborative skills bring benefits and drawbacks at the same time.

Group tasks hone higher order thinking skills, so that students can apply the skills and
knowledge learned to come up with ideas. Working in groups provides an opportunity for students to
engage in different modes of learning, shifting from individual learning to learning in a group via
effective discussions. By working in a group, students tackle more complex problems than they can
on their own. For some projects or assignments, one individual will not be able to complete the tasks
in the given time. Hence, group assignments work better in such scenarios. Students who are a bit
reserved may hesitate to voice their opinions in a lecture but, given the opportunity to work in smaller
groups, they are more comfortable in participating.

In addition, working collectively with others fosters effective communication. Being able to
communicate is an important skill that students can develop while working closely with others. We
live in close proximity with one another because we are social beings that are dependent on each
other. Failure in communication means losing the ability to work with each other. In a group
assignment, how can you effectively share ideas with everyone? If there is an argument or conflict,
how will you address and solve it effectively? These are just some examples which require good
communication skills. When done correctly, group assignments help ease the burden as the tasks are
usually delegated among the group members and this happens with good communication skills. Good
communication skills help to ensure that your collaboration experience is a positive and productive
one. Sunway Foundation in Science and Technology student, Emily Jean Legada, 18, said that she
prefers to work in a group rather than handling individual tasks. “From simple discussions to graded
assignments, working in collaboration promotes healthy peer pressure”, she said.

While collaborative learning through group projects has the potential to produce better results,
some students find working effectively with others an extremely challenging endeavour when social
loafing occurs. Social loafing happens when students do not pull the same weight in contributing to
the group yet receive the same grade as others. The experience can be dreadful when there are social
loafers in a group. However, it challenges students to take charge and work out a solution. When
social loafing happens, the other members have to contribute more and spend more time to cover for
the “free-riders”. This behaviour of being “free-riders” can make group work an unpleasant
experience for some. Other team members will be left feeling frustrated receiving the same mark as
their fellow non-contributing group members despite producing much of the group work. When group
work does not work out well, it can lead to resentment between group members, thus potentially
jeopardising the friendship between them.
 Furthermore, some tend to rely on the dominant members to do the decision-making which
can be frustrating as it creates an unbalanced dynamic in the group’s productivity. This may lead to
negative outcomes such as low productivity, feeling of dissatisfaction with other group members and
lost friendships. When some members rely too heavily on others instead of participating, decision
making often takes more time in groups. Some members do not pitch in and help and do not
adequately contribute to the group. Individuals cannot simply go with their first instinct or idea. They
usually have to introduce ideas and work through group conflicts together to come to a consensus.
This is problematic on projects with pending deadlines where urgent decisions are needed.

It is important for students to learn that everyone has his or her own way of doing something.
Therefore, collaboration skills should be honed while in college. One of the key characteristics that
employers seek in potential employees is the ability to work as a team. Day-to-day operations to the
development of new projects cannot be accomplished without strong collaborations between
employees, be it within a department or a joint effort across various departments in an organisation.
Through the process of group tasks, students discover their strengths and weaknesses as well as their
peers’. Learning to address one’s weaknesses, acknowledging others’ strengths while accepting their
imperfections are the skills that students can gain from collaboration skills.

QUESTION 1
State the meaning of the following words as they are used in the passage.
a) synergy (line 4) collaboration
b) hone (line 10) whet
(1 mark)

QUESTION 2
What can you infer from the sentence below? Circle your answer.
“Day-to-day operations to the development of new projects cannot be accomplished without strong
collaborations between employees, be it within a department or a joint effort across various
departments in an organisation,” (line 65-68)
A) More employers or organisations will employ candidates with excellent collaborative skills.
B) Collaboration can help enrich the relationship among the team members.
C) Collaborative skills are important to ensure the success of teamwork in a workplace.
D) Collaborative skills are widely used among the members within a department.
(1 mark)
 QUESTION 3
Paraphrase this sentence.
“Students who are a bit reserved may hesitate to voice their opinions in a lecture but, given the
opportunity to work in smaller groups, they are more comfortable in participating.” (lines 18 – 20)

Students who are reluctant to speak up in class may find it uncomfortable to do so, but
it is more convenient for them to attend if they work in small groups

(2 marks)

QUESTION 4
What is the main idea of paragraph III?

Working collectively with others fosters effective communication

(2 marks)

QUESTION 5
What logical conclusion can be drawn from this statement?
“When social loafing happens, the other members have to contribute more and spend more time to
cover for the “free riders.”” (lines 43-44)
A) Group members are not aware about the importance of friendship in a group work.
B) Some group members get away without contributing much to their group work.
C) The remaining group members have to do the extra work to complete the unfinished tasks.
D) Group members are not aware about the implication of being a passenger in a group work.
(1 mark)

QUESTION 6
State whether each of the following statements is a FACT (F) or an OPINION (O).
a) When done correctly, group assignments help ease the burden as the tasks are usually
delegated among the group members. (lines 25 – 27) O
b) Sunway Foundation in Science and Technology student, Emily Jean Legada, 18, said that she
prefers to work in a group rather than handling individual tasks. (lines 28 – 30)
P
(2 marks)
 QUESTION 7
What is the author’s tone in this article? Circle your answer.
A) Neutral
B) Annoyed
C) Outraged
D) Apprehensive
(1 mark)

QUESTION 8
What is the author’s purpose in writing the passage?

To inform the readers about the tackling the key to successful team and project-collaboration
skills.

(2 marks)