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
executive’s 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 advertisements and writing brief answers in the space
Date: 9/1/2012 (Monday) provided

Class: 6AK3 Reflection: The objective is achieved. Students obtained 7/10 correct
from the subject exercises given

Time: 0705-0815

Subject: MUET Class: 6AK3

Skills: Reading skill integrated with Writing, Listening and Speaking Time: 1205-1240 (Single period)

Cur. Spec: To scan for key words and information, and identify main Subject: MUET/Tutorial
ideas

Skills: Reading skill integrated with Writing, Listening and Speaking

Activity: Reading statistics from tables, notices and advertisements and
writing brief answers in the space provided
Cur. Spec: To scan for key words and information, and identify main
ideas
Teaching Aids: Task sheets (33 sets)

Activity: CORRECTIONS - Reading statistics from tables, notices and

References: Kaur, H (2005). Explore MUET, Fajar Bakti, p. 26-29 advertisements and writing brief answers in the space
provided

Objective: At the end of the lesson, the students are able to:
Teaching Aids: Task sheets (33 sets)

scan for key words and information, and identify main

ideas by reading statistics from tables, notices and References: Kaur, H (2005). Explore MUET, Fajar Bakti, p. 26-29
 Cur. Spec: To use transitional signals to organise information in a
paragraph
Objective: At the end of the lesson, the students are able to:

Activity: Filling in the blanks with appropriate transitional signals in the

scan for key words and information, and identify main cloze passage
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 4/5 correct References: Kaur, H. (2005). Explore MUET, Fajar Bakti, p. 31-32
from the subject exercises given

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

use transitional signals to organise information in a

paragraph by filling in the blanks with appropriate
Date: 10/1/2012 (Tuesday) transitional signals in the given cloze passage on bullying

Class: 6AK3 Reflection: The objective is achieved. The students obtained 5/5 correct

Time: 0945-1055 (Double periods)

Subject: MUET
Date: 11/1/2012 (Wednesday)

Skills: Writing skill integrated with Reading, Listening and Speaking

Class: 4k8
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 substitution
table given

Objective: At the end of the lesson the students are able to:
Teaching Aids: Blackboard, family tree diagram, substitution table

identify relationships in a family by orally talking about

their own family tree using the pattern provided on the References: Form 1 syllabus
blackboard

Objective: At the end of the lesson, the students are able to:
Reflection: The objective is achieved. 2 students orally described their
family tree with the help of the teacher
describe a family tree by rewriting a family tree based on
the diagram and patterns given
Reflection: The objective is achieved. The students substituted the
underlined words with their own words correctly. Out of
33 students 30 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 in the task sheet provided

Class: 6AK3 Reflection: The objective is achieved. 20 students obtained 3/5 correct

Time: 0705-0815 (Double periods)

Date: 13/1/2012 (Friday)

Subject: MUET

Class: 6AK3
Skills: Listening skill integrated with Speaking, Reading and Writing

Time: 0945-1040 (Double periods)

Cur. Spec: To listen to for specific information

Subject: MUET
Activity: Listening to a text on vandalism read aloud by the teacher and
answering 5 subjective questions in the task sheet
provided Skills: Speaking skill integrated with Listening, Reading and Writing

Teaching Aids: Task sheets (33 sets), CD player, CD, cable, batteries Cur. Spec: To express agreement and disagreement

References: Kaur, H. (2005). Explore MUET, Fajar Bakti, p. 19 Activity: Reading 5 statements and orally stating whether they agree or
disagree with the views given and providing reasons why they do so.

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