MUET Report Writing

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 As requested here is the marking scheme for the writing paper. Q1 Task Fulfilment (critical thinking skills, answered the requirements of the question, clear introduction and overview linked stimulus, synthesise info, many accurate key features, good conclusion etc) B6 : 18 -20 B5 : 17 - 15 B4 : 14 - 11 B3 : 10 - 7 B2 : 6 - 4 B1 : 3 - 0 Total: x/20 Language & Organisation (Grammatical accuracy, vocabulary, relavant phrases, arrangement of report (intro, key features and conclusion), word count does not exceed 200 words (ignore 201 onwards) etc.) B6 : 18 - 20 B5 : 17 -- 15 B4 : 14 - 11 B3 : 10 - 7 B2 : 6 - 4 B1 : 3 - 0 Total: y/20 So for question 1, x + y = a/40 Q2 Same as above, Task Fulfillment (x/30) + Language &

Organisation (y/30) = b/60 B6 : 30 - 26 B5 : 25 - 21 B4 : 20 - 16 B3 : 15 - 11 B2 : 10 - 6 B1 : 5 - 0 TOTAL FOR WRITING PAPER Q1 (a) + Q2 (b) = z/100 CONVERT TO 30% weightage 90/300 = z x 0.9 example: 50 x 0.9 = 45 marks from maximum 90 for the writing component. Does anyone have any issues about how to calculate the marks for muet? It's a bit tricky but here are the breakdowns. Listening : students' mark x 45 / 20 = i Speaking : students' mark x 45 / 54 = ii Reading : students' mark x 120 / 45 = iii Writing : students' mark x 90 /100 = ix TOTAL MUET MARKS : i + ii + iii + iv = Z/300 B6 B5 B4 B3 B2 B1

: : : : : :

260 220 180 140 100 0 -99

300 259 219 179 139

Ok.. i know what you're dying to know now. haha.. how do we

calculate the speaking marks right. This is even more complicated at the real exam level. Here goes. Task A a) Task fulfilment (relevant answers) maximum 18 marks b) Language max 18 marks c) Communicative ability (gestures, eye contact, convincing style, confidence, fluency etc) max 18 B6 B5 B4 B3 B2 B1

: : : : : :

16 - 18 13 - 15 10 - 12 7-9 4-6 0-3

So task A, a + b + c = x/54 Task B is exactly the same breakdown of marks.. max 18 each category a) Task fulfilment (understands topic, relevant response) 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

candidates. when they are satisfied with the marks awarded, then the examiners will call in the next group. quite a tedious process if you ask me, but very necessary. HOWEVER, for school exams. I use an 18 point system for Task A & B, then I average the marks and convert to 54 by multiplying by 3. Youc can use this system if you like or simply ignore it if you find it is not accurate enough. low - mid - high 18 - 17 -16 = B6 13 - 14 - 15 = B5 10 - 11 - 12 = B4 7 - 8 - 9 = B3 4 - 5 - 6 = B2 1 - 2 - 3 = B1 I find this to be the best method cos it's not as complicated and as an examiner you always have to consider if the candidate is low, mid or high band 1, 2, 3, 4, 5 or 6.

Lesson Plan Idea (Reading & Speaking) Subject: MUET Level: Pre University (Form 6) Topic: Reading Project Duration: 2 weeks Objectives/ Learning Outcome: By the end of the lesson, students 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

d) Prepare power point slides (let each group to bring their own laptop to class/let the students use the school computer lab to discuss and prepare the slides) e) Group presentation f) Q &A session g) Peer group assessment & comments * Teacher can assign relevant writing practice (Question 2) after this lesson (easier for the students as they have the vocabulary & knowledge)

RPH WEEK 2 Sem1 2012 Date: 9/1/2012 (Monday)

scan for key words and information, and identify main ideas by reading statistics from tables, notices and advertisements and writing brief answers in the space provided

Class: 6AK3 Time: 0705-0815 Subject: MUET Skills: Reading skill integrated with Writing, Listening and Speaking Cur. Spec: To scan for key words and information, and identify main ideas

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

Class: 6AK3 Time: 1205-1240 (Single period) Subject: MUET/Tutorial

Activity: Reading statistics from tables, notices and advertisements and writing brief answers in the space provided Teaching Aids: Task sheets (33 sets) References: Kaur, H (2005). Explore MUET, Fajar Bakti, p. 26-29 Objective: At the end of the lesson, the students are able to:

Skills: Reading skill integrated with Writing, Listening and Speaking Cur. Spec: To scan for key words and information, and identify main ideas Activity: CORRECTIONS - Reading statistics from tables, notices and advertisements and writing brief answers in the space provided

Teaching Aids: Task sheets (33 sets) References: Kaur, H (2005). Explore MUET, Fajar Bakti, p. 26-29 Objective: At the end of the lesson, the students are able to: scan for key words and information, and identify main ideas by reading statistics from tables, notices and advertisements and writing brief answers in the space provided Reflection: The objective is achieved. Students obtained 4/5 correct from the subject exercises given

Skills: Writing skill integrated with Reading, Listening and Speaking Cur. Spec: To use transitional signals to organise information in a paragraph Activity: Filling in the blanks with appropriate transitional signals in the cloze passage Teaching Aids: Task sheets (33 sets) References: Kaur, H. (2005). Explore MUET, Fajar Bakti, p. 31-32 Objective: At the end of the lesson the students are able to:

Date: 10/1/2012 (Tuesday) Class: 6AK3 Time: 0945-1055 (Double periods) Subject: MUET

use transitional signals to organise information in a paragraph by filling in the blanks with appropriate transitional signals in the given cloze passage on bullying Reflection: The objective is achieved. The students obtained 5/5 correct

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) Class: 4k8

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

Time: 0705-0815 (Double period) Subject: PBI Skills: Speaking skill integrated with Listening, Reading and Writing

Date: 12/1/2012 (Thursday) Class: 4k8 Time: 1055-1130

Cur. Spec: To identify relationships in a family Subject: PBI Activity: Completing a family tree and talking about it Teaching Aids: Blackboard References: Students’ data Objective: At the end of the lesson the students are able to:

Skills: Writing skill integrated with Reading, Listening and Speaking Cur. Spec: To describe a family tree Activity: Writing a family tree based on the diagram and substitution table given

Teaching Aids: Blackboard, family tree diagram, substitution table References: Form 1 syllabus Objective: At the end of the lesson, the students are able to: 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

Cur. Spec: To listen to for specific information Activity: Listening to a text on vandalism read aloud by the teacher and answering 5 subjective questions in the task sheet provided Teaching Aids: Task sheets (33 sets), CD player, CD, cable, batteries References: Kaur, H. (2005). Explore MUET, Fajar Bakti, p. 19 Objective: At the end of the lesson, the students are able to: 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 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 and Writing

Date: 13/1/2012 (Friday) Class: 6AK3

Teaching Aids: Task sheets (33 sets) 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.

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