Here are my sample answers.

BAND 3 - 4:

Profile of Professionals & Main Goals

The stimuli present a table on the profile of professionals and

another on their main goals. In general, the two groups have
very different profiles and goals where the younger group aims
to make more money while the other focuses more on health.

According to the first table, most professionals aged 18 to 27

are junior executives and earn an average of RM3000 with 5
years of work experience. Only 40% of young professionals are
married while almost all senior professionals are married (95%).
Senior managers aged between 46 to 55 have an average of 20
years work experience. They earn more than triple the salary of
a junior executive.

Based on the second table, both groups have very different

goals for the year ahead. The younger group ranks making more
money as top priority followed by improving technology and
communication skills. Meanwhile, the older group focuses more
on health, saving money and prioritising family time while goals
related to money, improving skills and new friends are not as
important to them.

In conclusion, priorities change depending on age group where

the younger generation focuses on making money while the
older generation cares more about their health and saving
money.
(200 words)
BAND 5 - 6:
Profile of Professionals & Main Goals for the Year Ahead by Age
Group

The stimuli present a table on profiles of professionals and

another on their main goals for the year ahead. In general, the
youngsters focus on accumulating wealth while the more
affluent older group can afford to concentrate on health.

Based on the information provided, the profile of a professional

from the 18 to 27 years age group are mainly junior executives
who have worked an average of 5 years and 40% are married.
They only earn RM3000 so and their main goal is to make more
money. Also top on their list is to improve their technology and
communication skills rather than saving money or spending time
with family.

The profile of an older professional is completely opposite as

these 46 to 55 year olds hold the position of senior manager
with 20 years experience and earn more than triple a junior
executives salary. 95% are married therefore their priorities
have changed to focus on being more healthy, saving money and
spending family time rather than on new friendships.

In conclusion, the two groups have very different goals for the
year ahead as the juniors prioritise money and skills while the
mostly married seniors concentrate on health, savings and
family.

(200 words)
MARKING SCHEME MUET 800/4 Q1 & Q2 Organisation (y/30) = b/60
As requested here is the marking scheme for the writing paper. B6 : 30 - 26
B5 : 25 - 21
Q1 B4 : 20 - 16
B3 : 15 - 11
Task Fulfilment B2 : 10 - 6
(critical thinking skills, answered the requirements of the B1 : 5 - 0
question, clear introduction and overview linked stimulus,
synthesise info, many accurate key features, good conclusion TOTAL FOR WRITING PAPER Q1 (a) + Q2 (b) = z/100
etc)
B6 : 18 -20 CONVERT TO 30% weightage
B5 : 17 - 15 90/300 = z x 0.9
B4 : 14 - 11
B3 : 10 - 7 example: 50 x 0.9 = 45 marks from maximum 90 for the writing
B2 : 6 - 4 component.
B1 : 3 - 0
Total: x/20
Does anyone have any issues about how to calculate the marks
Language & Organisation for muet?
(Grammatical accuracy, vocabulary, relavant phrases,
arrangement of report (intro, key features and conclusion), It's a bit tricky but here are the breakdowns.
word count does not exceed 200 words (ignore 201 onwards)
etc.) Listening : students' mark x 45 / 20 = i
B6 : 18 - 20 Speaking : students' mark x 45 / 54 = ii
B5 : 17 -- 15 Reading : students' mark x 120 / 45 = iii
B4 : 14 - 11 Writing : students' mark x 90 /100 = ix
B3 : 10 - 7 TOTAL MUET MARKS : i + ii + iii + iv = Z/300
B2 : 6 - 4
B1 : 3 - 0 B6 : 260 - 300
Total: y/20 B5 : 220 - 259
B4 : 180 - 219
So for question 1, x + y = a/40 B3 : 140 - 179
B2 : 100 - 139
B1 : 0 -99
Q2
Same as above, Task Fulfillment (x/30) + Language & Ok.. i know what you're dying to know now. haha.. how do we
calculate the speaking marks right. This is even more candidates. when they are satisfied with the marks awarded,
complicated at the real exam level. Here goes. then the examiners will call in the next group. quite a tedious
process if you ask me, but very necessary.
Task A
a) Task fulfilment (relevant answers) maximum 18 marks HOWEVER,
b) Language max 18 marks for school exams. I use an 18 point system for Task A & B, then I
c) Communicative ability (gestures, eye contact, convincing average the marks and convert to 54 by multiplying by 3. Youc
style, confidence, fluency etc) max 18 can use this system if you like or simply ignore it if you find it is
not accurate enough.
B6 : 16 - 18
B5 : 13 - 15 low - mid - high
B4 : 10 - 12 18 - 17 -16 = B6
B3 : 7-9 13 - 14 - 15 = B5
B2 : 4-6 10 - 11 - 12 = B4
B1 : 0-3 7 - 8 - 9 = B3
4 - 5 - 6 = B2
So task A, a + b + c = x/54 1 - 2 - 3 = B1

Task B is exactly the same breakdown of marks.. max 18 each I find this to be the best method cos it's not as complicated and
category as an examiner you always have to consider if the candidate is
a) Task fulfilment (understands topic, relevant response) low, mid or high band 1, 2, 3, 4, 5 or 6.
b) Language
c) Communicative ability (fuency, interact confidently, manage
a discussion, displays initative etc.)

So task B, a + b + c = x/54

TO GET THE TOTAL U HAVE TO AVERAGE TASK A & TASK B = total

x/54

In the actual exam, it gets extremely complicated cos after

every group the two examiners must have a discussion about the
performance of each candidate and standardised their marks. so
there will be adjustment of marks on the spot according to
performance and discussion of examiners, and they will double
check if they agree with the marks by ranking the four
Lesson Plan Idea (Reading & Speaking) d) Prepare power point slides (let each group to bring their own laptop
Subject: MUET to class/let the students use the school computer lab to discuss and
prepare the slides)
Level: Pre University (Form 6) e) Group presentation
f) Q &A session
Topic: Reading Project g) Peer group assessment & comments

Duration: 2 weeks * Teacher can assign relevant writing practice (Question 2) after this
lesson (easier for the students as they have the vocabulary &
Objectives/ Learning Outcome: By the end of the lesson, students knowledge)
should be able to
1. read articles on the chosen theme
2. identify new vocabulary and find the definitions and examples of
use
3. prepare power point slides
4. present the topic (in group)

Content:
Reading skills, Vocabulary, Speaking skills

Teaching Aids/ Equipment: LCD projector, laptop, Microsoft power

point, wifi

Activity/ Strategy:
1. Teacher divides the students into groups (3 to 4 members in a group)
2. Assign the task:-
a) Choose a topic on environmental issues- the categories (Natural
Disaster, Man Made Disaster and Disaster from Space)
b) Each member has to do some research-find an article ( journals/
magazines/newspapers,etc), read, identify new vocabulary and find the
definitions and examples of use
c) Compile the articles, type the list of vocabulary, definitions and
examples of use
RPH WEEK 2 Sem1 2012
Date: 9/1/2012 (Monday)
scan for key words and information, and
identify main ideas by reading statistics from
Class: 6AK3 tables, notices and advertisements and
writing brief answers in the space provided

Time: 0705-0815
Reflection: The objective is achieved. Students obtained
7/10 correct from the subject exercises given
Subject: MUET

Skills: Reading skill integrated with Writing, Listening and

Speaking Class: 6AK3

Cur. Spec: To scan for key words and information, and Time: 1205-1240 (Single period)
identify main ideas

Subject: MUET/Tutorial
Activity: Reading statistics from tables, notices and
advertisements and writing brief answers in
the space provided Skills: Reading skill integrated with Writing, Listening and
Speaking

Teaching Aids: Task sheets (33 sets)

Cur. Spec: To scan for key words and information, and
identify main ideas
References: Kaur, H (2005). Explore MUET, Fajar Bakti, p.
26-29
Activity: CORRECTIONS - Reading statistics from tables,
notices and advertisements and writing brief
Objective: At the end of the lesson, the students are able answers in the space provided
to:
Teaching Aids: Task sheets (33 sets)

Skills: Writing skill integrated with Reading, Listening and

References: Kaur, H (2005). Explore MUET, Fajar Bakti, p. Speaking
26-29

Cur. Spec: To use transitional signals to organise

Objective: At the end of the lesson, the students are able information in a paragraph
to:

Activity: Filling in the blanks with appropriate transitional

scan for key words and information, and signals in the cloze passage
identify main ideas by reading statistics from
tables, notices and advertisements and
writing brief answers in the space provided Teaching Aids: Task sheets (33 sets)

Reflection: The objective is achieved. Students obtained References: Kaur, H. (2005). Explore MUET, Fajar Bakti, p.
4/5 correct from the subject exercises given 31-32

Objective: At the end of the lesson the students are able

to:

Date: 10/1/2012 (Tuesday) use transitional signals to organise

information in a paragraph by filling in the
blanks with appropriate transitional signals in
Class: 6AK3 the given cloze passage on bullying

Time: 0945-1055 (Double periods) Reflection: The objective is achieved. The students
obtained 5/5 correct

Subject: MUET
 identify relationships in a family by orally
talking about their own family tree using the
pattern provided on the blackboard

Date: 11/1/2012 (Wednesday)

Reflection: The objective is achieved. 2 students orally
described their family tree with the help of
Class: 4k8 the teacher

Time: 0705-0815 (Double period)

Date: 12/1/2012 (Thursday)

Subject: PBI

Class: 4k8
Skills: Speaking skill integrated with Listening, Reading
and Writing
Time: 1055-1130

Cur. Spec: To identify relationships in a family

Subject: PBI

Activity: Completing a family tree and talking about it

Skills: Writing skill integrated with Reading, Listening and
Speaking
Teaching Aids: Blackboard

Cur. Spec: To describe a family tree

References: Students data

Activity: Writing a family tree based on the diagram and

Objective: At the end of the lesson the students are able substitution table given
to:
Teaching Aids: Blackboard, family tree diagram, Cur. Spec: To listen to for specific information
substitution table

Activity: Listening to a text on vandalism read aloud by

References: Form 1 syllabus the teacher and answering 5 subjective
questions in the task sheet provided

Objective: At the end of the lesson, the students are able

to: Teaching Aids: Task sheets (33 sets), CD player, CD,
cable, batteries

describe a family tree by rewriting a family

tree based on the diagram and patterns given References: Kaur, H. (2005). Explore MUET, Fajar Bakti, p.
19

Reflection: The objective is achieved. The students

substituted the underlined words with their Objective: At the end of the lesson, the students are able
own words correctly. Out of 33 students 30 to:
got the essay well written

listen to for specific information by listening

to a text on vandalism read aloud by the
teacher and answering 5 subjective questions
Class: 6AK3 in the task sheet provided

Time: 0705-0815 (Double periods) Reflection: The objective is achieved. 20 students

obtained 3/5 correct

Subject: MUET

Skills: Listening skill integrated with Speaking, Reading Date: 13/1/2012 (Friday)
and Writing

Class: 6AK3

Time: 0945-1040 (Double periods)
Subject: MUET
Skills: Speaking skill integrated with Listening, Reading
and Writing
Cur. Spec: To express agreement and disagreement
Activity: Reading 5 statements and orally stating whether
they agree or disagree with the views given and
providing reasons why they do so.
Teaching Aids: Task sheets (33 sets)
References: Kaur, H. (2005). Explore MUET, Fajar bakti,
p.24-25.
Objective: At the end of the lesson, students are able to:
express agreement and disagreement by reading 5
statements and orally stating whether they agree or
disagree with the views given and providing reasons why
they do so.
Reflection: The objective is achieved. Students orally
stated their stand and provided 2 reasons for their stand