Teachers' Guide 030307

Teachers’ Guide
MAJLIS PEPERIKSAAN MALAYSIA

(MALAYSIAN EXAMINATIONS COUNCIL)
Contents Page
Pathways to MUET 2–3
Samples of genres/resources for classroom use 4 – 28
Skills Exposure 29 – 31
MUET 800 PAGE 1

Teachers’ Guide
PATHWAYS TO MUET
Learning Outcome: Write an Essay in Response to a Stimulus
STIMULUS: A letter to the editor of a newspaper questioning the patriotism of students

sent overseas to study but who prefer to stay on in the country they studied in.
PATH 1: A Building Block Approach
Guided Vocabulary Language Structural

PRODUCT
Comprehension Building Focus Support
Ss engage in Vocabulary Ss are given SS are given SS will write

guided whole- work, semantic language input the framework final essay after
class study, mapping and practice e.g of essay. SS use consultation
evaluation & focusing on to (dis)agree, to vocabulary, with and
reaction to responses to argue, support, language feedback from
stimulus, also letter exemplify etc scaffolding and teacher.
deconstruction of framework to
arguments raised draft essay
PATH 2: Task-based Approach
SUB-TASK1 SUB-TASK 2 SUB-TASK 3 SUB-TASK 4 FINAL TASK
Ss to read Ss get into Ss list opposing SS prepare SS expand

stimulus, list key groups & & outline of essay organised notes
arguments & compare notes, complementary using suitable into an essay
own reactions state & defend views raised on tool to address addressing issue
stand topic in group issues raised by raised in letter
discussion stimulus
Reading, reacting, responding, Considering, Organising Responding to

justifying Reflecting thoughts stimulus
MUET 800 PAGE 2

Teachers’ Guide
PATH 3: A Skills-based Approach
SKILL ACTIVITIES
Reading Read a letter to the editor and critically evaluate it for objectivity,
rationality & soundness of argument
Listening Listen to a recording of an interview with a senior citizen which focuses

on the question of patriotism, note important points, supporting details,
objectivity, bias etc.
Listening & Get into groups discuss the views of the senior citizen and the writer of
Speaking the article. Then state your own views on the issues raised by letter,
giving reasons to support your stand.
Writing Write an essay on the question of patriotism addressing issues especially

raised by the writer of the letter to the editor, presenting main points,
supporting arguments etc.
PATH 4: A Process-based Approach
STEP 1 STEP 2 STEP 3 STEP 4 PRODUCT
SS discuss and Ss map structure Write 1st Draft Based on Ss produce final
analyse and content. List of Essay in feedback, Ss product – an
contents of main points & response to the rewrite essay essay in
stimulus supporting letter to the response to the
details for each editor. Confer issues raised by
point. with Tr. the letter to the
editor.
PATH 5: A Thematic Approach
THEME RESOURCES
Audio Input Blog A Letter Write an Essay
Play a Identify a blog Get Ss to read Based on what

recording of an site on issues of the letter to the Ss have
interview with a immigrants and editor listened,
senior citizen patriotism and accessed, read
which focuses get students to and discussed,
PATRIOTISM on the question access it to note they’ll write an
of patriotism exchanges on essay
given issues addressing only
those issues
raised in the
letter.
Ss will listen Ss will take SS will study Draft, revise

and take notes down notes and the letter and and write essay
respond to critically
issues raised, in analyse it.
groups.
MUET 800 PAGE 3

Teachers’ Guide
Samples of Genres/Resources for classroom use
Genre Resources Page No.

1. Instructions Octopus Island 5
2. News Bulletin 5 items 6
3. News items over radio 4 news items 7
4. Radio Talk Show Eco Tourism 8–9
5. Talks Improving Communications with Parents 10
6. Interviews ‘What English Means To Me’ 11
7. Meetings Student Club Committee Meeting 12
8. Welcome Speech Welcoming Young Graduates 13
9. Press Conference Awards for Research Work 14
10. Scientific Findings Fibre products from used oil palm trees 15 – 16
11. Literary texts Extract from Mother and Son by R.K. Narayan 17 – 18
12. Journal Articles Eye Diseases from Journal of Medical Sciences 19
13. Text from Mother Tongue by Amy Tan 20 – 21
biography/autobiography
14. Documentary text Dolphins 22 – 23
15. Speech Opening Speech by Health Minister on 24
‘Asthma’
16. Oral Report Malaysian Youth Culture 25
17. Campaign WWF Endangered Species Campaign 26
18. Song titles Arranged according to themes 27 – 28
MUET 800 PAGE 4

Teachers’ Guide
1. Instructions: Octopus island
Instructions on Rescue Operations
Use your A4 paper as a portrait painting. On the top right hand corner draw a compass point
with the top pointing to the north.
Gentlemen, we have been entrusted with a delicate rescue operation. The life of a very
prominent figure depends on our expertise.
Listen to the directions carefully for we are going to parachute and land on the island. Draw
this island which is shaped like an octopus with the body in the north and four tentacles
pointing to the south. These tentacles are the peninsulas. The body and the tentacles are
almost of the same length.
Right in the centre of the body of the octopus is the highest part of the island. On top of this
highland is the castle named Castle Rock. That is where our captive is held.
On the peninsula due East, at the very tip, is the ferry landing. The place is crowded with
bazaars and shops. On the extreme western peninsula is the fort which houses the main army.
This fort guards the whole western coast of the peninsula. Right at the place where the 4
peninsulas join the mainland, is a vast jungle. This jungle stretches across the island. This is
where we are going to parachute down. Our landing site is due north of the jungle but south
of the highland.
The expected time of landing is 0030 hours. Please be reminded to bring along your compass,
survival kit, food rations and weapons.
Please ensure you land without being seen. The rescue of our captive depends on secrecy and
accuracy. Be prepared.
Thank you, gentlemen.
MUET 800 PAGE 5

Teachers’ Guide
2. News Bulletin: 5 items
Voice 1: This is part of a news bulletin. Listen carefully.
Voice 2: Here is the news. Police are investigating a crash in the underground train station
that occurred during the rush hour this morning. One of the commuters who
escaped with minor injuries said that she heard a small explosion before the train
screeched to a halt just as it was entering the station. The doors were jammed and
when officials opened the doors manually 10 minutes later, a second train
slammed into the stationary train killing twelve and injuring over a hundred
people. Train officials said the computer system malfunctioned inexplicably.
Investigations are still on going to find the cause of the accident.
A woman was found dead in busy Chow Kit Road in Kuala Lumpur late
yesterday evening. The body has yet to be claimed by relatives. Fellow beggars
told police that she was a regular beggar who sat on the steps of the pedestrian
bridge at Chow Kit Road. Papers found on her body identified her as Rosiah
Bulkanain. A bank savings book was found in her belongings and showed she
had in excess of 100 000 Ringgit. Police have requested those who are related to
her to phone in and to identify the body. They expect to receive many phone calls
from people.
The recent floods in Alam Perdana have been attributed to illegal logging
activities on a nearby hill. Investigations showed that a group of people had been
working at night using bulldozers and even helicopters to fell the trees and move
the logs out of the area. Complaints by nearby residents stated that recent rains
flooded their houses. They want the authorities to arrest the culprits and make
them pay compensation for the losses. If the logging thieves can afford high tech
equipment, they can also afford to pay compensation. Police are investigating.
In an unrelated incident, loggers in Pahang have called in the wildlife department

to look into the matter of elephants destroying their logging camp. Losses are
estimated to be around 250 000. Evidently a baby elephant was injured by a log
which accidentally rolled down a hill. The loggers believed that the mother
elephant had called the rest of the herd to take revenge. The authorities think the
loggers are reading too much into the incident but will nevertheless look into the
matter.
And now the business news. The government of the African nation of Zawi, has
appointed Dr Mmbago as Director of a new ministry to look into the strategies for
avoiding future unrest in the country. Recent surveys identified the cause to be
the wealth difference between the ‘haves and the have nots’. Information
obtained showed that the majority of the poor are migrants from the rural areas
who have come to the city to look for jobs. These migrants usually work at
dangerous jobs without insurance coverage or good working conditions.
MUET 800 PAGE 6

Teachers’ Guide
3. News Items over Radio: 4 news items
Voice 1: This is a recording of some news items. Listen carefully.
Voice 2: A team of four researchers from the National University of Malaysia (UKM) won
a gold medal when they participated in the International Exhibition of Inventions
in Geneva, Switzerland. Their award-winning invention uses solar energy to
produce heat for drying agricultural products. The team also received a prize
from the Swiss Society for Environmental Protection. Some 1000 inventions
from 44 countries were featured in the exhibition. A total of 31 exhibits
displayed were from Malaysia.
The Ministry of Science and Technology has identified three rivers that will be
the first to benefit from a campaign to clean up polluted rivers in the country.
The three rivers are Sungai Melaka in Malacca, Sungai Skudai in Johor and
Sungai Langat in Selangor. Sungai Skudai and Sungai Langat were selected
because they are important sources of public water supply, while Sungai Melaka
is a tourism and recreation asset. Cleaning efforts will cost over one million
Ringgit. Other rivers in the country will be cleaned later in the future.
The Archaeological Research Centre of Universiti Sains Malaysia recently

discovered evidence of an early human settlement at Lenggong in Perak. The site
is believed to be the largest of its kind in South East Asia. Researchers found
heavy-duty tools that could have been used as choppers and hammers, as well as
smaller tools that may have been used as knives and hunting weapons. The
settlement, which is between 20 000 and 30 000 years old, is believed to have
been the site of a workshop where stone tools were made. Other sites of ancient
human habitation have previously been found in Lenggong, including one site
that dates back to 100 000 years ago.
There has been public concern in Malaysia over the weaker performance of male
students in schools and institutions of higher learning compared to that of female
students. Poor performance leads to a higher drop-out rate for boys. Although
boys outnumber girls in primary schools, there are 30 per cent more female
students than male students at tertiary level. A study that investigated this
problem found that girls had better learning skills and used more effective
learning strategies. The study also linked academic performance to teaching
style: boys prefer the style of teaching used by male teachers, while girls are
happier with the teaching style of female teachers.
MUET 800 PAGE 7

Teachers’ Guide
4. Radio Talk Show: Eco Tourism
Voice 1: You will listen to part of an interview.
Voice 2: Mr Teo, I understand that you are the managing director of Borneo Eco Tours.
Can you please tell us what eco-tourism means?
Voice 3: In this country it has been defined by the Eco-Tourism Master Plan of the
government as a tourism sector that is nature based and one which brings benefits
to the local community. Many people are not very clear about what it really
means, as there has been widespread misuse of the term by irresponsible tour
operators. So long as they bring tourists to the countryside, they think they’re
promoting eco-tourism.
Voice 2: Where does Malaysia stand in terms of the development of eco-tourism?
Voice 3: Tourism in this country has always been concerned with quantity rather than
quality. With this year being Eco-Tourism Year, we’ll have the chance to look at
ourselves and rethink what we want. Most operators want to maximize
everything and we have already seen the consequences of neglecting the
environment. Only when we are concerned about conserving the environment
can we have sustainable eco-tourism. Management strategy and education are the
two key elements in sustainable eco-tourism.
Voice 2: Can you please elaborate, Mr Teo?
Voice 3: Good management is critical for the success of eco-tourism. Many of our eco-
tourism destinations are located in sensitive areas such as Taman Negara,
Kinabalu Park, Sepilok Orang Utan Rehabilitation Centre and Mulu Caves. From
the viewpoint of an environmentalist, I would say there should be a limit to the
number of tourists to these places, but from the viewpoint of an operator, I would
want as many allowed in as possible. Good management is finding the right
balance. Maintenance of the environment is another factor. We seem to lack a
maintenance culture. We have the rules and regulations but our weakness is in
implementation.
Voice 2: So… where does education come in?
Voice 3: Eco-tourism emerged in the last ten years because mass tourism has caused
beaches to be polluted, parks to be congested and the local community to be
exploited. Eco-tourism then became a new philosophy because educated tourists
can see the level of destruction mass tourism causes and want to stop it.
Voice 2: Do you foresee any problem in making this year the Eco-Tourism Year?
Voice 3: Well…I know for a fact that many non-governmental organizations are against
gazetting the year as an eco-tourism year in the first place. Their reason is that
the exposure will only make more people capitalize on our natural resources
without assuming responsibility.
Voice 2: What can be done now to make Malaysia the destination of eco-tourism?
MUET 800 PAGE 8

Teachers’ Guide
Voice 3: We need to look ahead and around. Our neighbours are also rich in natural
resources. Look at how big Bali is and Thailand is already known all over the
world for its food, culture and exotic destinations. But we should not attempt to
create a better Bali or another Phuket. We should develop our own personality,
understand our strengths and capitalize on them.
MUET 800 PAGE 9

Teachers’ Guide
5. Talk: Improving Communications with Parents
Voice 1: This is part of a talk on improving communications with parents.
Voice 2: You know, everyone says that the teenage years are very difficult years, both for
teenagers and for the people around them. One of the common problems that I
come across in my counseling work is tension and misunderstanding between
teenagers and their parents. Sometimes it seems that parents don’t understand
you at all. And you don’t understand them, either.
Communication is one of the most important elements involved in getting along

with other people. So, today, I’m going to give you a few ideas about how you
can communicate better with your parents. Maybe, with better communication,
you’ll find that you get along better with them, too.
First, try treating your parents as if they were your friends. That may sound a bit
fantastic to some of you! I don’t mean you should talk to them in the same way
that you talk to your friends or about the same things. I just mean, be tolerant,
give them a chance – just as you would to a friend.
Secondly, remember that they are human, just like you! You know how miserable
you feel when things are going badly for you, but did you ever consider that your
parents might have problems, too? There are all kinds of things they may be
worried or depressed about – money, health, work, family matters, even you!
Make a point to talk to them about everyday things. Ask them about their work,
their interests, their opinions about world affairs. You might be surprised to find
that you have more in common with your parents than you thought. What’s
more, they will start to see you in a different light. If they feel that you are
making an attempt to get along with them, they may be more willing to listen to
your point of view.
Thirdly, when you have something important to discuss with your parents, be
well-prepared. Get your ideas sorted out beforehand, and think of how you will
answer points that they may raise. Getting started is the most difficult part, so
practice your opening lines. Choose a time when everyone is free and relaxed.
For example, don’t bring up a touchy subject just before your father has to leave
for work. Also, make sure there are no distractions around, like the television,
and maybe you should take the telephone off the hook.
Fourthly, be prepared to listen, even if your main purpose is to speak! Parents are
used to being listened to, and it takes them a long time to get out of the habit.
Don’t interrupt or argue – that’s considered rude in any conversation. Parents are
not always reasonable, but even if what they say is hurtful and upsetting, let them
finish, and try to keep cool. Find that most communication problems arise when
people are overcome by their emotions. If you stay calm, you might be able to
get your parents to see the matter more rationally.
Finally, if your attempt doesn’t work out as planned, don’t give up. Try again
another time, but wait until things have cooled down. And if you raised your
voice or became emotional, and said anything you shouldn’t have said, apologise.
A sincere apology repairs a lot of damage and it also tells your parents that you
are really a mature and considerate person.
MUET 800 PAGE 10

Teachers’ Guide
6. Interview: ‘What English Means To Me’
This is part of a survey on “What English Means to me.” Listen carefully.
Interviewer: Our first participant today is Puan Soraya, who is working with the
government. Puan Soraya, could you tell us what English means to you?
Puan Soraya: Well…although Bahasa Melayu remains our medium of instruction, it does
not mean that we need not learn English. Some people feel that learning
English will threaten the position of the national language. This is not true.
English is widely spoken in the world and as citizens of the 21 st century; we
should consider it important to be able to speak in more than one language.
English is also widely used on the Internet. Personally, I find it very useful to
be able to speak English when representing Malaysia overseas or when I am
travelling.
Interviewer: Thank you Puan Soraya. Now let’s listen to Datuk Shah…
Datuk Shah: hrmph… English has opened up a whole world of ideas to me through books
that I have read. That to me is the single most important benefit of a
language that has become the most important media for recording ideas,
thoughts and experiences. More such ideas will be recorded in English, so I
hope to continue and enjoy reading. As for communicating, well, that you
have to learn to do with or without the English language, because even with
proficiency in the language, we still miscommunicate and misunderstand one
another. (Laughs…) Give me a book anytime!
Interviewer: Next we have Sheila; the owner of a café…what is your opinion Ms Sheila?
Sheila: Certainly English is important and it’s an international language. I need it

when dealing with my customers. Many of the office workers who come
here speak English – and we also get a lot of foreign tourists. English is also
useful when I’m going through instruction manuals – you know those
booklets that we get when we buy new equipment – furthermore I order
supplies for the café from overseas and of course it’s helpful for me.
Knowing English is helpful to me in many other areas too, especially in
financial transactions. I don’t have to depend on someone else to read and
write the language. And I make sure my children follow in my footsteps…
Interviewer: Thank you Sheila… yes English is very important in business. Here is Mr
Wong, one of our former National badminton players. Mr Wong… how
important is English to you?
Mr Wong: Well, when I was growing up, Mandarin was my only language and I could
hardly speak in English. Then, as I got involved in the national badminton
team, I had to use English more often in order to communicate with my team
members and my coach. It was difficult at first… people used to laugh at me
when I conversed with others in English. But I knew that if I did not speak, I
would not learn. I learnt by imitating people whom I met or characters from
movies. I improved and now, I can switch easily into English whenever
necessary. I am also able to communicate better when I travel abroad. And it
certainly enables me to get more things done.
MUET 800 PAGE 11

Teachers’ Guide
7. Meeting: Student Club Committee Meeting
Voice 1: This is part of a student club committee meeting.
Voice 2: The next item on the agenda is our proposed field trip during semester break.
Azahar, you are the chairman of the planning sub-committee. Could you please
give us a short report?
Azahar: Thank you, Madam Chairman. My sub-committee has looked into the possibility
of visiting Taman Negara. I’m going to begin by giving you some background
about Taman Negara and its significance. In other words, our reasons for
choosing Taman Negara as our destination for our next trip. Then, Gilbert will
tell you about the activities available there.
Voice 2: That sounds fine, Azahar, but keep it short. If anyone has any questions, please
feel free to ask them along the way. Is that all right with you, Azahar?
Azahar: No problem. Well, to start with, let me just tell you something about Taman
Negara. I know everyone’s heard of it, but did you know that Taman Negara has
an international reputation as one of the oldest surviving areas of primary lowland
jungle in the world? It’s also been called the “best-kept rainforest” and one of the
“great natural wonders of the world”. The park had its beginnings in Pahang in
1925. Now it covers 434 000 hectares in three states – Pahang, Terengganu and
Kelantan. I really think that Taman Negara is a place every Malaysian should
visit. Yes, Maria?
Maria: Of course I know about Taman Negara, but I’ve never heard that it’s one of the
world’s great natural wonders. What does that mean?
Azahar: Well, it’s called that because it’s one of the very few areas in the world where
plants and animals have evolved for hundreds of millions of years without any
disruptions or disasters. Now I’ll pass you to Gilbert…
Gilbert: Thanks, Azahar. I’ll try to be very quick. First of all, if you all thought that
Taman Negara is just about camping and climbing, I have news for you! There
are many, many activities, suitable for everyone – from bookworms to real
outdoor types. You can climb to the top of Gunung Tahan, or follow a trekking
trail, or the less energetic can simply go for a leisurely walk along jungle paths.
Fishing is very popular, and so is river rafting. If you’re really adventurous you
can try rafting down the Tembeling Rapids, all seven of them! There’s a huge
variety of wildlife to observe, too. Did you know there are 200 species of
animals and 300 species of birds at Taman Negara?
Voice 2: Yes, yes … but I’m afraid I’ll have to cut you short Gilbert. We’re running out of
time and we have some other matters to discuss. Thank you both for that
information. Before we move on, perhaps we should first decide whether we
should go to Taman Negara this semester break…
MUET 800 PAGE 12

Teachers’ Guide
8. Welcome Speech: Welcoming Young Graduates
Voice 1: This is a recording of a person welcoming some young undergraduates. Listen

carefully.
Voice 2: Good morning. First of all may I congratulate all of you for being here? You are
the few chosen ones for this university – as they say, many desire but few are
given. But now that you are here, you have to register and pay your fees before
you can start your courses.
So after this session, please proceed to the second floor. That’s where the
Bursar’s office is and you pay your fees there. You will see a glass panel like the
ones you see in banks. There will be a sign that clearly says “Fees for New
Students”. By the way, when I say second floor, I mean it in the British sense.
This is the ground floor.
Right, now about your text books – this is the main concern of new students from
schools. You are so used to text books which some of you used to memorise but
here at the university I’m afraid you will find that each lecturer is an expert in his
or her own area and no one text book is good enough. So I am afraid you will
have to attend all lectures and listen to what the lectures say.
Now those of you who are not familiar with note taking, there is a book which
this faculty recommends. We have asked the university book shop to have stocks
of this book. Ask for “Taking Sensible Notes by Harold Smith” at the book shop.
Of course in this modern age, there is also the multimedia CD version which is
more expensive. In the CD version you can see and hear Harold Smith telling
you how to take notes. Those of you with scholarships and laptops may want to
consider investing in this.
One more point before I let you go up to pay your fees and that is about using a
tape recorder in the lecture rooms. Some lecturers don’t really mind but you have
to ask permission before you tape any lectures. Personally I frown upon this
practice because it leads to students being absent from class – thinking that they
can listen to the lectures at their leisure. But as I said, this is a personal opinion.
I must warn you that many lecturers use multimedia presentations and other
charts and projections in their lectures so it is not a good idea to rely on audio
tapes alone.
So, that’s it for now and welcome once again. You may go up now to pay your
fees. I shall see you again this afternoon.
MUET 800 PAGE 13

Teachers’ Guide
9. Press Conference: Awards for research work
Voice 1: You will listen to part of a press conference.
Voice 2: Good morning everybody! This morning we are indeed privileged to have
with us, four lecturers from Universiti Sains Malaysia who have all won
awards for their research work. Excuse me…you must be Dr Baharin
Azahari from the School of Industrial Technology?
Dr Baharin: You’re right. That’s me.
Voice 2: Can you please tell us a little about your research?
Dr Baharin: Hmm… well…I invented an oil absorbing material called Kleenoll, spelt k-l-
e-e- n-o-l-l. It can absorb 5 kg of oil with only 1 kg of the solution. Kleenoll
is made from latex waste obtained from the rubber glove processing industry.
It took me six long years to come up with the invention. But I’m glad that I
won a gold medal for it at the recent International Exhibition of Inventions in
Geneva.
Voice 2: Congratulations, Dr Baharin! USM must be very proud of you. And you
must be Dr Rahmah. Which department are you from?
Dr Rahmah: Well…I’m attached to the Department of Microbiology and Parasitology.
Voice 2: I understand that you also won a gold medal at the same exhibition. Would
you like to tell us a little about your work than won the award?
Dr Rahmah: Well, I invented a dipstick test kit called Brugia Rapid – spelt b-r-u-g-i-a for
brugia and r-a-p-i-d for rapid. It is used to detect a certain disease-causing
parasite in the blood. The present diagnostic method does not give accurate
results and requires night blood sampling. But the Brugia Rapid enables
blood to be tested at any time of the day with results shown in five to ten
minutes. In fact it is the first commercial kit for the diagnosis of the parasite.
Voice 2: Hmm that’s really great… and here we have Associate Professor Jalal
Abdullah Aziz from the School of Chemical Engineering. Can you tell us
something about your research Dr Jalal?
Dr Jalal: I invented an environment-friendly kiln to produce charcoal and its by-

products. It is called the JMK Pilot Plant Kiln.
Voice 2: Well … and finally we have a petite lady here called Dr Gurmeet Kaur.
Which school are you attached to Dr Gurmeet?
Voice 6: Well, I’m working at the School of Medical Sciences.
Voice 2: I understand that you also won an award?
Voice 6: I did, but not for an invention. I won the Young Investigators Award for my
research into intestinal infections caused by a particular worm.
Voice 2: That’s really interesting… Thank you very much ladies and gentlemen for
taking time to come to this press conference in spite of your busy schedules.
You award winners have made USM and the country proud…
MUET 800 PAGE 14
Teachers’ Guide
10. Scientific findings: Fibre Products from used oil palm trees
1 A Malaysian company is introducing two types of machinery to ‘fiberise’

empty fruit bunches (EFB), trunks and fronds of palm oil trees. EFBs are oil
palm fruits whose oil have been extracted.
2 It is also launching natural fibre mats, called Ecomat, made from oil palm
residues for agricultural use. In addition, it is producing natural processed 5
fibres for a range of uses, including cushions and car thermoplastic
components.
3 The two equipment, Ecofibrex Super and Ecofibrex Premier, could churn
out five to ten tones of fibre per hour respectively. The fibre from Premier is
suitable for making mulching mats, animal feed and compost. They could also
be used as fuel for boilers. 10
4 Fibres from Super are of a more refined quality suitable as raw materials for
the manufacture of such commodities as particle boards, pulp and paper, wall
insulation and mattresses.
5 The company is advocating a waste to wealth principle to optimize returns
from oil palm trees while also playing a role in environmental conservation. 15
6 Currently, EFBs are incinerated, used as raw mulching and in some places
simply dumped in plantations to decompose. All three methods pose different
problems. If they are burnt, maintenance of incinerators costs between RM80
000 and RM100 000 a year. There is also a potential health risk to workers
who maintain the incinerators. Letting them rot in plantations create breeding 20
grounds for a certain species of beetles which feed on oil palm seedlings.
7 The two types of machinery, whose prices range between RM150 000 and
RM250 000 depending on their usage, would help solve part of the problem.
8 The objective of the company is not only to make, sell and market the two
lines of machinery of Ecomat for mulching. It is also involved in research and 25
development of explore innovative related products. For example, it is
researching the growth rate of oil palm trees and the quality of that growth with
plants that use Ecomat as opposed to those that do not.
9 Mulching is a method for soil conditioning. It helps to retain moisture,
thereby, contributing to its quality to enhance plant growth, particularly in hot 30
countries and hilly terrains. Mulching can be done using empty fruit bunches,
wood chips or plastic mats but the company’s Ecomat, made without any
chemicals, is a cheaper, more efficient and environmentally healthier
alternative.
10 Ecomats placed around the plant prevent weed growth, retain moisture and
maintain conducive pH balance of the soil. The intrinsic quality of Ecomat 35
helps maximize the use of fertilizers as they are retained within their natural
fibre and gradually released into the ground.
11 Ecomat is a purely organic and biodegradable product with a life span of
about a year on the ground, after which new Ecomats may be placed on top of
the previous ones if required. 40
12 They also conform to the ground, which means that they are ideal even for
sloping and uneven surfaces. Such a quality also makes it effective for
landscaping and soil erosion control.
13 It is a better method than using plastic mats that do not allow for full
penetration of water into the ground, much needed by young palms in 45
particular. Furthermore, water retention on plastic encourages mosquitoes to
breed. As for using EFBs for mulching, it is labour intensive, as workers need
to place 50 to 60 EFBs around a single plant. EFBs also encourage a species of
beetles to breed within the pile. These pests later feed on oil palm seedlings.
MUET 800 PAGE 15

Teachers’ Guide
14 The company is producing about 1000 tonnes of Ecomats a month. It hopes 50

to increase the figure to 3000 tonnes by the end of the year. The mats are
produced in a factory in Johor.
(Adapted from The Star, Monday, January 15, 2001)
MUET 800 PAGE 16

Teachers’ Guide
11. Literary text: Extract from Mother and Son by R.K. Narayan
1 Ramu’s mother waited till he was halfway through dinner and then introduced
the subject of marriage. Ramu merely replied, “So you are at it again!” He
appeared more amused than angry, and so she brought out her favourite points
one by one: her brother’s daughter was getting on to fourteen, the girl was
good-looking and her brother was prepared to give a handsome dowry; she 5
(Ramu’s mother) was getting old and wanted a holiday from housekeeping: she
might die any moment and then who would cook Ramu’s food and look after
him? And the most indisputable argument: a man’s luck changed with
marriage: “The harvest depends not on the hand that holds the plough but on
the hand which holds the pot.” Earlier in the evening Ramu’s mother had 10
decided that if he refused again or exhibited the usual sullenness at the mention
of marriage, she would leave him to his fate; she would leave him absolutely
alone even if she saw him falling down before a coming train. She would never
interfere in his affairs. She realized what a resolute mind she possessed, and
felt proud of the fact. That was the kind of person one ought to be. It was all 15
very well having a mother’s heart and so on, but even a mother could have a
limit to her feelings. If Ramu thought he could do what he pleased just because
she was only a mother, she would show him he was mistaken. If he was going
to slight her judgement and feelings, she was going to show how indifferent she
herself could be …
2 With so much preparation she broached the subject of marriage and 20
presented a formidable array of reasons. But Ramu just brushed them aside and
spoke slightingly of the appearance of her brother’s daughter. And then she
announced, “This is the last time I am speaking about this. Hereafter I will
leave you alone. Even if I see you drowning I will never ask why you are
drowning. Do you understand?” 25
3 “Yes.” Ramu brooded. He could not get through his intermediate even at the
fourth attempt; he could not get a job, even at twenty rupees a month. And here
was Mother worrying him to marry. Of all girls, his uncle’s! That protruding
tooth alone would put off any man. It was incredible that he should be
expected to marry that girl. He had always felt that when he married he would 30
marry a girl like Rezia, whom he had seen in two or three Hindi films. Life
was rusty and sterile, and Ramu lived in a stage of perpetual melancholia and
depression; he loafed away his time, or slept, or read old newspapers in a free
reading room …
4 He now sat before his dining leaf and brooded. His mother watched him for
a moment and said, “I hate your face. I hate anyone who sits before his leaf 35
with that face. A woman only ten days old in widowhood would put on a more
cheerful look.”
5 “You are saying all sorts of things because I refuse to marry your brother’s
daughter,” he replied.
6 “What do I care? She is a fortunate girl and will get a really decent 40
husband.” Ramu’s mother hated him for his sullenness. It was this gloomy
look that she hated in people. It was unbearable. She spoke for a few minutes,
and he asked, “When are you going to shut up?”
7 “My life is nearly over,” said his mother. “You will see me shutting up once
and for all very soon. Don’t be impatient. You ask me to shut up! Has it come 45
to this?”
8 “Well, I only asked you to give me some time to eat.”
9 “Oh, yes. You will have it soon, my boy. When I am gone you will have
plenty of time, my boy.”
MUET 800 PAGE 17

Teachers’ Guide
10 Ramu did not reply. He ate his food in silence. “I only want you to look a 50
little more human when you eat,” she said.
11 “How is it possible with this food?” asked Ramu.
12 “What do you say?” screamed the mother. “If you are so fastidious, work
and earn like all men. Throw down the money and demand what you want.
Don’t command when you are a pauper.” 55
13 When the meal was over, Ramu was seen putting on his sandals. “Where
are you going?” asked the mother.
14 “Going out,” he curtly replied, and walked out, leaving the street door ajar.
15 Her duties for the day were over. She had scrubbed the floor of the kitchen,
washed the vessels and put them in a shining row on the wooden shelf, returned 60
the short scrubbing broom to its corner and closed the kitchen window.
(Adapted from An extract from Mother and Son by R.K. Narayan in
The McGraw-III Introduction to Literature, 2nd Edition, 1985.
New York: McGraw-Hill)
MUET 800 PAGE 18

Teachers’ Guide
12. Journal Article: Eye Diseases from Journal of Medical Sciences
1 When the roll of eye diseases is called in the developing world, the response
was as follows: as many as nine million people blinded by trachoma, one
million by river blindness and 350 000 new cases in children each year of a
blindness caused by a severe deficiency of vitamin A.
2 In Geneva, World Health Organisation (WHO) programme manager, Bjorn 5
Thylefors, reported progress in some areas. A new drug, ivermectin, flights the
parasite that causes river blindness. The disease draws its name from the fact
that the blackfly, which transmits the parasite through its bite, breeds in fast-
flowing rivers. The effectiveness of the treatment is tempered by the
difficulties of distributing the drug among the rural population. 10
3 In Indonesia and Guatemala, programmes to fortify food so that children get
the needed amount of vitamin A have also met with some success. But “more
must be done in other countries or the disease will likely increase,” said
Thylefors.
4 Trachoma, caused by an organism, Chlamydia trachomatis, could be
dispelled by antibiotics but the disease inevitably returns through poor hygiene. 15
Repeated infections scar and tighten the inner eyelid and over the years, the
eyelashes are pulled under the eyelids. Each time a person blinks, the ingrown
lashes scrape the cornea like a garden rake.
5 The hot, dusty area of central Tanzania is a notorious breeding ground for
trachoma because of poor hygiene and the scarcity of water. To fight the 20
disease, an audacious hypothesis was constructed: If mothers can be
encouraged to wash their children’s faces, especially the eyes, at least once a
day, transmission might be interrupted. This was easier said than performed in
a region where adolescent girls must walk miles to wells to fill a small water
gourd that they bring home atop their heads. 25
6 Rehabilitation programmes for the blind also need to be instituted. For
example, Sidney Katala, an ophthalmic nurse, supervises a programme in
which blind residents of Ibwaga village learned to walk with canes and grow a
modest crop of peanuts. Sixty-five-year old Mwaluko Magawa who is blinded
by trachoma, tells that he is proud to be able to plant and harvest a crop. Katala 30
helped to build a small mud hut for crop storage and thorns were placed across
its entrance as a deterrent, not for the blind but for the sighted.
(Adapted from Journal of Medical Science, Vol XI)
MUET 800 PAGE 19

Teachers’ Guide
13. Text from biography autobiography: Mother Tongue by Amy Tan
1 I am someone who has always loved language. I spend a great deal of time
thinking about the way it can evoke an emotion, a visual image, a complex idea
or a simple truth. Language is the tool of my trade. And I use them all – all the
Englishes I grew up with.
2 One day, I was giving a talk to a large group of people about my writing, my 5
life and my book, The Joy Luck Club. The talk was going along well until I
remembered one major difference that made the whole talk sound wrong. My
mother was in the room and it was perhaps the first time she had heard me give
a speech. I was saying things literary people tend to say, things like, “The
intersection of memory upon imagination…” and “There is an aspect of my 10
fiction that relates thus-and-thus”. It was a speech wrought with grammatical
phrases, burdened, it seemed to me, with complex forms of standard English
that I have learned in school, forms of English I did not use at home with my
mother.
3 One day I was walking down the street with her and we were talking about
the price of new and used furniture. I heard myself saying, “Not waste money 15
that way.” It was a different sort of English, “family talk.” the language I grew
up with. You should know that my mother’s command of spoken English
belies how much she actually understands. She reads Forbes magazine,
watches “Wall Street Week,” converses daily with her stockbroker – and grasps
all kinds of things I cannot begin to understand. 20
4 Yet some of my friends tell me they understand only 50 percent of what my
mother says. Some say they understand 80 to 90 percent. Some say they
understand none of it, as if she were speaking pure Chinese. But to me, my
mother’s English is perfectly clear, perfectly natural.
5 Her language, as I hear it, is vivid, direct, full of observation and imagery. 25
That was the language that helped shape the way I saw things, expressed
things, made sense of the world. I have described the kind of English my
mother speaks as “broken” or “fractured.” But I wince when I say that.
6 It has always bothered me that I can think of no way to describe it other than
“broken”, as if it were damaged and needed to be fixed, as if it lacked a certain 30
wholeness and soundness. It limits people’s perception of the speaker. I know
this because when I was growing up, I believed that my mother’s English
reflected the quality of what she had to say. That is, because she expressed
them imperfectly, I considered her thoughts imperfect. And I had plenty of
evidence to support me: the fact that people in departmental stores, at banks, at 35
restaurants did not take her seriously, did not give her good service, pretended
not to understand her, or even acted as if they did not hear her.
7 My mother has long realized her limitations in English as well. And she
wanted things to be different for us. When I was growing up, Reader’s Digest
was the only magazine that my parents subscribed to because it contained 40
“Word Power.” That elevated Readers’ Digest from entertainment to education.
With polysyllabic “Word Power” as our passport, our family had access to
better opportunities. We – our parent’s children – could win approval and rise
like balloons above the masses.
MUET 800 PAGE 20

Teachers’ Guide
8 I think my mother’s English almost had an effect on my choice of career.

The language spoken in the family, especially in immigrant families, which are 45
more insular, plays a large role in shaping the language of the child. While my
English skills were never judged as poor, compared to mathematics they could
not be considered my strong suit. In primary school, I did moderately well in
English but those grades were not good enough to override the opinion that my
true abilities were in mathematics and science. And I had teachers who tried to 50
steer me away from writing and into mathematics and science. Fortunately, I
happen to be rebellious in nature and enjoy dispelling the assumptions made
about me. I became an English major my first year at university. I started
writing non-fiction freelance the week after I was told by my boss that writing
was my worst skill and that I should think about accounts management. 55
9 However, I later decided to envision a reader for my short stories, and I
decided on my mother. So, because of this, I began to write using all the
Englishes I grew up with: the English I spoke to my mother, which may be
termed “simple”, or “broken”; my translation of her Chinese and what I
imagined to be her translation of her Chinese if she could speak in perfect 60
English. Apart from what any critic had to say about my work I knew that I
had succeeded where it counted when my mother finished reading my book and
gave me her verdict; “So easy to read.”
(Adapted from Mother Tongue, by Amy Tan)
MUET 800 PAGE 21

Teachers’ Guide
14. Documentary text: Dolphins
1 Dolphins are sea mammals of about 2.3 metres with a long bottlenose. They
have sharp teeth and feed mainly on squid and fish. Dolphins are social
creatures that appear to communicate among themselves with a wide range of
clicks, whistles and beeps which scientists claim is no complex language. Yet,
experts acknowledge that dolphins are smarter than dogs and have intelligence 5
equal to that of chimpanzees. More importantly, the mouths of these species
turn upward in a perpetual grin. As a result, the animals have long fascinated
people and their delightful antics have long attracted throngs of tourists to
marine parks.
2 Today, the new-age dolphin trade market goes beyond their playful friendly 10
antics. In advertisements tour operators proclaim dolphins as highly evolved
spiritual beings. Hence, tourists are encouraged to sign up for tours in new
places such as Florida Keys, the Azores and New Zealand where they can swim
along with wild or captive dolphins. Their brochures claim that swimming
with dolphins gives one the chance to experience emotional healing and 15
spiritual awakening.
3 For many of us, who grew up reading stories or watching movies where
kind, intelligent dolphins rescued seafaring men, the latest findings may come
as a blow. Recent studies paint dolphins in a gloomy and disturbing scenario.
Scientists and researchers alike claim that they have been following a trail of 20
bloody clues that depict dolphins as harmful and violent creatures.
4 Dr Ben Wilson and Dr Harry Ross, a dolphin expert and a veterinarian
respectively, published their latest findings in Proceedings of the Royal Society,
a British Journal. They claim that in the north-east coast of Scotland, they
discovered evidence of deliberate killings of mammals up to 1.7 metres long, 25
which turned out to be porpoises. These creatures had died due to the infliction
of a bizarre mix of injuries, among which included multiple skeletal fractures
and damaged internal organs. Though boats and fishing nets were initial
suspects, further research and diagnosis revealed that they were unfortunate
victims of dolphins. The tooth marks on the victims matched to perfection the 30
spacing of the teeth of adult bottlenose dolphins. The scientists concluded that
dolphins have been killing fellow mammals in droves. They are believed to
have bludgeoned porpoises to death by using their beaks as clubs and slashing
their victims with rows of their sharp menacing teeth. Unlike most animals,
which kill their prey for food, dolphins seem to have murderous urges unrelated 35
to the need for food.
5 Acts of violence have also been observed in dolphin infanticides. In
Scotland, a scientist watched in shock how an adult dolphin repeatedly and
continuously picked up a baby in its mouth and smacked it against the water,
over and over, until it sank never to be seen again. Off the coast of Virginia, 40
researchers who discovered nine dead baby dolphins have reported similar acts
of violence. The dead dolphins had broken ribs, smashed skulls and vertebrae,
and one body bore puncture marks that matched the pattern of adult dolphin
teeth.
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Teachers’ Guide
6 At marine parks there have been isolated cases where dolphins have been 45
known to have bitten or pulled people under water. Today, there is an
American ban of feeding wild dolphins. These recent findings have spurred
government officials to begin an educational campaign. Literature such as
brochures have been sent to marine schools and fairs in coastal areas where
people and dolphins interact, warning them of the dangers and urging people to 50
practice caution when handling dolphins. Dr Dale Dunn, a veterinary and
dolphin expert points out that we have had a favourable opinion of dolphins so
far and finding evidence of violence is certainly disturbing. He emphasizes that
we must acknowledge the fact that wildlife can be dangerous and “dolphins are
big wild animals and we should respect them as such.” 55
(Adapted from New Straits Times, July 11, 1999)
MUET 800 PAGE 23

Teachers’ Guide
15. Speech: Opening Speech by Health Minister on ‘Asthma’
Voice 1: PART I. You will listen to a short speech given by the Health Minister.
Voice 2: Thank you for inviting me to open the Third Malaysian Congress on Allergy. I
am indeed honoured to be asked to perform this task. To begin with, I am glad
that this year the Congress is focusing on asthma because the illness is affecting
more and more people each year. Malaysia has about one million asthmatic
patients, including 340 000 who are children. In the National Health and
Morbidity Survey conducted in 1996, it was found that 4% of adults suffer from
asthma with an average of 20 asthmatic attacks per person each year. And this
accounted for 3 days lost to work for every attack. As for child asthma, affecting
those below the age of 15, the percentage was 4.5% and the average number of
asthmatic attacks per child was 7 per year. And this resulted in 2½ days lost to
school for every attack.
The high number of asthmatic patients is a cause for concern. They not only
suffer from a poor quality of life but also contribute to the country’s economic
losses due to low productivity each time they have an attack. In fact, about 38
million working days and school days were lost each year and this can be
described as a substantial loss of productivity to the nation.
In order to reduce this economic loss, the government is now encouraging doctors
at all hospitals to increase their knowledge in asthma. Doctors need to
understand how to treat asthma and to teach patients about allergens which
trigger asthma attacks. The allergens include household mites, excreta of pets,
cigarette smoke and even air fresheners. It has been found that if one can remove
allergens from the environment, the number of new cases can be reduced by as
much as 45%.
In relation to this, I am glad to announce that the Congress will launch an

educational programme called Global Resources in Allergy. This programme has
been designed by the World Allergy Organisation to educate medical
professionals world-wide on allergies.
MUET 800 PAGE 24

Teachers’ Guide
16. Oral Report: Malaysian Youth Culture
Youth culture is something that concerns any country that wishes to keep track of social
changes and development. To see what makes youths tick, a survey that covered 4400 youths
was recently conducted. The youths were between 15 to 29 and were from India, China,
Hong Kong. Taiwan, Philippines, Malaysia, Thailand and Singapore. As far as Malaysian
youths are concerned, they are distinctly classified into safe matters 33%, swingers 33%,
confident careerists 19% and the ‘don’t-worry-be-happy’ group 15%.
The safe matters are the most traditional lot. They frown on gays and drugs and their
favourite hang-outs are the night markets, parks and playgrounds. The swingers and
confident careerists have a more liberal outlook. They don’t mind having gay friends and are
more tolerant of premarital sex. Naturally the ‘don’t-worry-be-happy’ group was made up of
the younger participants. They are more interested in watching television and listening to
music.
Some of the findings about Malaysian youths came as happy surprises. The survey
showed that youths today are technology savvy. The lepak culture was thankfully not a
predominant practice. Their favourite activities are found to be listening to the radio and
watching television. 71% of them worry about being in debt. Given a million dollars many
said that they would spend it on property or save it rather than splurge it.
Less encouraging were replies about the acceptability of fake brands. Malaysian youths
are very knowledgeable about international fashion and name brands like Nike, Levis, Nokia
and Swatch. However, only 28% all said that buying fake brands was unacceptable. When it
came to brand preference, fewer than half preferred local brands. The findings also supported
the common perception that Malaysians are not a book loving society. Reading was ranked as
third as a common past time. A high 80% reported that they were inactive in sports. Among
the sport activities, trekking, hiking and football ranked as the most popular ones.
MUET 800 PAGE 25

Teachers’ Guide
17. Campaign: WWF endangered species campaign
Do you like seafood? Almost everyone enjoys seafood but the cost of our favourite
dishes is rising fast. Today over fishing and destructive fishing practices threaten millions of
jobs, global food security and the health of the marine environment. It’s difficult imagining
the sea ever running out of fish. It’s so vast, so deep, so mysterious but it’s not bottomless.
At least 60% of the world’s 200 most valuable fish species are endangered. Eleven of the
world’s 15 most important fishing areas are in decline. We need to give the fish time to grow
to full size and breed then catch them in a more responsible manner. That’s the essence of the
WWF’s endangered species campaign, a global effort to reverse the effects of over fishing.
Man’s appetite for seafood continues to grow rapidly particularly in developed countries.
People in these countries consumed an average of 16 kilogrammes of marine fish each year,
far more than their counterparts in other regions. Properly marshaled, the collective authority
of millions of seafood consumers can have enormous influence on the future of modern
fisheries. The power of consumer choice can help put an end to unsustainable fishing and
build a political will among governments to manage fisheries more responsibly.
In 1996 WWF helped to set up an independent marine stewardship council, MSC to
certify individual fisheries that are sustainable. Eventually, these fish products will be marked
with a logo to enable customers to buy them with a clear conscience.
If you or your company could help, please contact us. The more help we get on our side
the more chances we have of saving the fishes. WWF needs your support to ensure that
marine fish and the ecosystem are not over-exploited and destroyed. With your help we still
have time to leave our children a living planet, abundant with fish and other marine life.
MUET 800 PAGE 26

Teachers’ Guide
18. Songs which can be used as stimuli for various themes
Theme Song
Freedom Winds of Change: Scorpion

Born Free: Matt Monroe
My Way: Frank Sinatra
El Condo Pasa: Simon & Garfunkel
Poverty Streets of London

Another Day in Paradise: Phil Collins
In the Ghetto: Elvis Presley
Love I just called to say I love you: Stevie Wonder

To be a Better man: Marc Anthony
You Decorated My Life: Kenny Rogers
Lady in Red: Chris de Burgh
Top of the World: Carpenters
If Tomorrow Never Comes: Ronan Keating
You’re Beautiful: James Blunt
Education To Sir with Love: Cilla Black

What a Wonderful World: Art Garfunkel
I’d Like to teach the World to Sing: Ray Stevens
Family He ain’t Heavy, He’s my Brother: Hollies

First of May: Bee Gees
Sleeping Child: Michael Learns to Rock
Seasons in the Sun: Westlife
Butterfly Kisses:
The Living Years: Mike and the Mechanics
She Believes in Me: Kenny Rogers
Superwoman: Karen White
Tears in Heaven: Eric Clapton
When I’m 64: Beatles
Father and Son: Cat Stevens
Take me home, country Roads: John Denver
MUET 800 PAGE 27

Teachers’ Guide
Theme Song
Modern Civilisation/ Down by the River: Albert Hammond

Environment Earth Song: Michael Jackson
Heal the World: Michael Jackson
Colours of the Wind: Vanessa Williams
Where do the Children Play: Cat Stevens
Sounds of Silence: Simon & Garfunkel
From a Distance: Bette Midler
Imagine: John Lennon
Wonderful World (Good Morning Vietnam): Louis
Armstrong
I still haven’t found what I’m looking for: U2
Friendship People: Barbra Streisand

You Raise Me Up: Josh Groban
Hero: Julio Iglesias
Wind beneath My Wings: Bette Midler
That’s what Friends are For: Dionne Warwick
Friend for Life (Barcelona Olympics)
Bridge over troubled Water: Simon & Garfunkel
Holiday Summer Holiday: Cliff Richard

Holiday: Bee Gees
Kokomo: Beach Boys
Special People Candle in the wind: Elton John

Don’t Cry For Me, Argentina
Vincent: Don Maclean
Hopes and dreams I Have a Dream: Abba

Eternal Flame: Bangles
Somewhere Over the Rainbow: Judy Garland
The Impossible Dream
MUET 800 PAGE 28

Teachers’ Guide
Skills Exposure
Tabulation of texts used in the course which accessed the Skills in the Test Specifications.
Listening Component
Activity Skills dealt with during the course
Over fishing • Recalling information
• Drawing inferences
Earthquake in India • Recognising main ideas
Interview with an award • Recall information
recipient • Identify role relationship
Test-taking • Recognise supporting details
• Distinguish fact from opinion
• Follow development of point of view or an argument
• Distinguish the relevant from the irrelevant
Down by the River • Recalling information
• Deriving meaning of words, phrases and sentences from
contexts.
• Predicting Outcomes
• Making conclusions
Interview • Recalling information
Workshop on transcripts • Refer to skills in used in activities planned by you.
Building a listening lesson
Speaking Component
Just a Line • Expressing agreement and disagreement
• Giving opinions
• Justifying points of view
My Say • Expressing agreement and disagreement
• Giving opinions
To sing or not to sing • Presenting an argument
• Persuading
• Drawing conclusions
Visit Malaysia 2007 • Describing
• Giving reasons
Hosting an international • Use of language forms and functions
sporting event • Task fulfilment Managing a discussion
Conversation Web • Managing a discussion
• Use of language forms and functions
• Task fulfilment
Lesson Planning • Refer to skills in your lesson plan
MUET 800 PAGE 29

Teachers’ Guide
Reading Component
Texts Skills dealt with during the course
Money grows on trees, • Extracting specific information
Whales, China’s Rich
Money grows on trees, • Identifying main ideas
Whales
Whales, Money grows on • Deriving the meaning of words, phrases, sentences from the
trees, China’s Rich context
Money grows on trees, • Understanding relationships within a sentence, between
Whales sentences
Whales • Predicting outcomes
Money grows on trees, • Distinguishing the relevant from the irrelevant
Wetlands
Writing for my mother • Making inferences
Money grows on trees
Money grows on trees, • Appraising information
Whales, Choice of Career
Money grows on trees • Drawing conclusions
Money Grow On Trees, • Recognising and interpreting writers’ views, attitudes or
A Happy Ending At Last, intentions
Insects as Source of Food,
Writing Component
Writing 1
Task 1 • Drawing conclusions
Task 2 • Drawing conclusions
Task 3 • Classifying
Dos and Don’ts • Observing conventions appropriate to a specific situation or
text type
Task 4.1 • Using varied vocabulary and expressions
4.2 • Interpreting information from non-linear text
4.3 • Using correct grammar
Task 5.1 • Using language for intended purpose
5.2 • Interpreting information from non-linear text
5.3 • Using correct grammar
• Using varied vocabulary and expressions
• Classifying
Task 6.1 • Answering Questions
6.2 • Describing
• Giving reasons/opinions
• Using anaphora appropriately together with other cohesive
devices
Task 7.1 • Using correct sentence structures
7.2 • Using correct mechanics
MUET 800 PAGE 30

Teachers’ Guide

Task 8 • Interpreting information from non-linear text
Task 9 • Presenting relevant ideas
• Expressing relationships
• Comparing and contrasting
• Describing and explaining
• Giving reasons/opinions
• Stating and justifying points of views
• Using appropriate markers and linking devices
• Using correct grammar
• Using correct spelling and mechanics
• Using correct structures
Task 10 • Refer to skills in used in activities planned by you
Task 11
Writing 2
Opinion Poll • Observing conventions appropriate to the specific situation
• Using language appropriate for the intended audience
Brainstorming and • Classifying

Planning • Presenting relevant ideas
Writing Introductions • Presenting an argument
Topic sentences • Classifying
MUET 800 PAGE 31

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Teachers’ Guide

MAJLIS PEPERIKSAAN MALAYSIA

Pathways to MUET 2–3

Samples of genres/resources for classroom use 4 – 28

MUET 800 PAGE 1

Learning Outcome: Write an Essay in Response to a Stimulus

STIMULUS: A letter to the editor of a newspaper questioning the patriotism of students

PATH 1: A Building Block Approach

Guided Vocabulary Language Structural

Ss engage in Vocabulary Ss are given SS are given SS will write

PATH 2: Task-based Approach

SUB-TASK1 SUB-TASK 2 SUB-TASK 3 SUB-TASK 4 FINAL TASK

Ss to read Ss get into Ss list opposing SS prepare SS expand

Reading, reacting, responding, Considering, Organising Responding to

MUET 800 PAGE 2

PATH 3: A Skills-based Approach

Listening Listen to a recording of an interview with a senior citizen which focuses

Writing Write an essay on the question of patriotism addressing issues especially

PATH 4: A Process-based Approach

STEP 1 STEP 2 STEP 3 STEP 4 PRODUCT

PATH 5: A Thematic Approach

Audio Input Blog A Letter Write an Essay

Play a Identify a blog Get Ss to read Based on what

Ss will listen Ss will take SS will study Draft, revise

MUET 800 PAGE 3

Samples of Genres/Resources for classroom use

Genre Resources Page No.

MUET 800 PAGE 4

1. Instructions: Octopus island

Instructions on Rescue Operations

Thank you, gentlemen.

MUET 800 PAGE 5

2. News Bulletin: 5 items

Voice 1: This is part of a news bulletin. Listen carefully.

In an unrelated incident, loggers in Pahang have called in the wildlife department

MUET 800 PAGE 6

3. News Items over Radio: 4 news items

Voice 1: This is a recording of some news items. Listen carefully.

The Archaeological Research Centre of Universiti Sains Malaysia recently

MUET 800 PAGE 7

4. Radio Talk Show: Eco Tourism

Voice 1: You will listen to part of an interview.

Voice 2: Where does Malaysia stand in terms of the development of eco-tourism?

Voice 2: Can you please elaborate, Mr Teo?

Voice 2: So… where does education come in?

MUET 800 PAGE 8

MUET 800 PAGE 9

5. Talk: Improving Communications with Parents

Voice 1: This is part of a talk on improving communications with parents.

Communication is one of the most important elements involved in getting along

MUET 800 PAGE 10

6. Interview: ‘What English Means To Me’

This is part of a survey on “What English Means to me.” Listen carefully.

Sheila: Certainly English is important and it’s an international language. I need it

MUET 800 PAGE 11

7. Meeting: Student Club Committee Meeting

Voice 1: This is part of a student club committee meeting.

MUET 800 PAGE 12

8. Welcome Speech: Welcoming Young Graduates

Voice 1: This is a recording of a person welcoming some young undergraduates. Listen

MUET 800 PAGE 13

9. Press Conference: Awards for research work

Voice 1: You will listen to part of a press conference.

Teachers' Guide 030307

Teachers' Guide 030307