MALAYSIAN UNIVERSITY
ENGLISH TEST (MUET)

800

The information in this booklet applies to the Session 1 2021 and thereafter
until further notice.

SAMPLE QUESTIONS

MAJLIS PEPERIKSAAN MALAYSIA
(MALAYSIAN EXAMINATIONS COUNCIL)
ii

ISBN 978-983-2321-70-5

© Malaysian Examinations Council 2019

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopied, recorded or

otherwise without prior permission in writing to the Chief Executive,
Malaysian Examinations Council.

MALAYSIAN EXAMINATIONS COUNCIL
PERSIARAN 1

BANDAR BARU SELAYANG
68100 BATU CAVES

SELANGOR DARUL EHSAN
MALAYSIA

Telephone: 03-6126 1600
Facsimile: 03-6136 1488

Email: ceo@mpm.edu.my
Portal: www.mpm.edu.my

Font texts: Times New Roman
Font size: 11 Point
0

CONTENTS

Page

Sample Questions

Paper 1: Listening

1 – 20

Paper 2: Speaking

21 – 30

Paper 3: Reading

31 – 48

Paper 4: Writing

49 – 52
1

SAMPLE QUESTIONS

800/1 MUET

MALAYSIAN UNIVERSITY ENGLISH TEST
PAPER 1 LISTENING

(50 minutes)

MAJLIS PEPERIKSAAN MALAYSIA
 (MALAYSIAN EXAMINATIONS COUNCIL)

Instructions to candidates:

DO NOT OPEN THIS QUESTION PAPER UNTIL YOU ARE TOLD TO DO SO.

The test consists of five parts: Part 1, Part 2, Part 3, Part 4, and Part 5.  Each part comprises a
recording.

You will listen to each recording twice.

Answer the questions as you listen, and indicate your answers on the answer sheet.

You will be given time to read the questions when the test begins.

This question paper consists of 8 printed pages.
© Majlis Peperiksaan Malaysia

MUET 800/1
2

Part 1

Listen to a conversation between Lily and her friend Rayyan. As you listen, choose the correct answer
for questions 1 to 7. Indicate your answers on the answer sheet.

1  Why did Lily go to Kuala Pelangi?

A For a holiday

B To do some shopping

C As part of her geography course

2 How did Lily and her friends travel to Kuala Pelangi?

A They flew.

B They drove.

C They took a bus.

3   The hotel was different from other hotels because it offered

A free drinks

B a free lunch

C a discount for the rooms

4 What did Lily and her friends like best about the hotel restaurant?

A It had really good food.

B It had a beautiful view.

C It had friendly staff.

5 What did they do after lunch?

A They collected information.

B They downloaded maps.

C They took photographs.

6 What surprised them about the market?

A The huge size of the market

B The variety of things for sale

C The cheap prices of some goods

MUET 800/1
3

7  Which map shows the correct position of the three food stalls?

A

 B

C

MUET 800/1

Pelangi Beach Hotel

Raja Chips

Sam’s Noodles

Ben’s Fried Rice

Beach

Pelangi Beach Hotel

Sam’s Noodles

Raja Chips

Ben’s Fried Rice

Beach

Pelangi Beach Hotel

Sam’s Noodles
Ben’s Fried Rice

Raja Chips

Beach
4

Part 2

Listen to a talk by a career guidance teacher about a successful businesswoman called Mandy Lee.
As you listen, choose the correct answer for questions 8 to 14. Indicate your answers on the answer
sheet.

8  How many times has Mandy visited the school since she left?

A Once

B Twice

C Thrice

9  It took Mandy a long time to perfect the

A cakes

B egg tarts

C butter cookies

10 Why did Mandy decide to start selling her food online?

A She had a lot of experience designing websites.

B She did not have enough money to open a shop.

C She could take orders from expensive restaurants.

11 Mandy’s first café was different because

A the food sold at the café was delicious

B she sold home-made food at the café

C she displayed the list of ingredients

12 What did Mandy find difficult when she opened her second café?

A Looking for staff

B Choosing the location

C Advertising the business

13 Why did Mandy call her business The Tiny Attractions?

A The name gave information about her and her food.

B The cafés were small but attracted many people.

C The food sold were less fattening.

14   Mandy’s story makes us realise that it is important to

A do well at school

B keep our dream career in mind

C work hard to achieve our dream

MUET 800/1
5

Part 3

Listen to three people; Edmund, Rani and Abdullah, talking about problems at university.

For questions 15 to 17, choose the main problem each speaker has from the list A to E. Use the letters
only once.

There are two extra options, which you do not need to use.

Indicate your answers on the answer sheet.

Problems at university

A consuming unhealthy diet

B missing certain classes

C surviving on a small budget

D obtaining low grades

E interacting with others

Main Problem:

15 Speaker 1 ____

16 Speaker 2 ____

17 Speaker 3 ____

MUET 800/1
6

Part 4

Listen to a radio interview about caring for pets. As you listen, choose the correct answer for
questions 18 to 24. Indicate your answers on the answer sheet.

18 The best place to get the information about the proper diet for your pet is from

A    a pet store

B   the Internet

C a qualified vet

19 What food can be given to dogs in small amounts?

A Ice cream

B Chocolate

C   Grapes

20 When changing a pet’s diet, it is recommended that pet owners

A give equal quantities of the new and original food

B mix the new food with the original food

C make gradual change to the new food

21   What advice does Dr Rahman give about cleaning a fish tank?

A Add a little clean water every day

B Change all the water twice a week

C Replace most of the water once a week

22   Which of the following is true about pet owners?

A They allow children to care for the pets.

B They keep a wide variety of animals as pets.

C  They are aware that keeping pets is beneficial.

23 What is the most important consideration before keeping a pet?

A To choose a pet that matches the owner’s lifestyle

B To ensure the pet has all the necessary vaccinations

C To understand vital signs that the pet needs medical attention

24 During a recent cold weather in Istanbul, homeless dogs and cats were

A cared for in the homes of families

B taken in by local shop-owners

C left to survive on their own

MUET 800/1
7

Part 5

Dialogue 1

Listen to a promoter talking to a customer about a one-day flying programme. As you listen, choose
the correct answer for questions 25 and 26. Indicate your answers on the answer sheet.

25 Participants should

A be in good health

B get their parents’ permission

C have an English qualification

26 During take-off

A the instructor will be fully in control

B the instructor and the participant will have joint control

C the participant will be in control under the instructor’s guidance

Dialogue 2

Listen to a conversation between Fendy, a representative from Business Solutions and Theresa,
a caller. As you listen, choose the correct answer for questions 27 and 28. Indicate your answers on
the answer sheet.

27 The course which applies to Theresa is

A the free “Getting Started” course

B the RM90 “Business Basics” course

C the RM380 “Business Basics” course

28 Theresa can attend the course on 5th of March in

A Bangi

B Subang

C Damansara

MUET 800/1
8

Dialogue 3

Listen to a conversation between two students, Kamil and Mimi, discussing their college project.
As you listen, choose the correct answer for questions 29 and 30. Indicate your answers on the
answer sheet.

29 Kamil and Mimi chose to investigate college transportation because

A the library is being renovated

B students prefer the grab car service

C it is a more demanding topic to work on

30 In which part of the project should Kamil and Mimi work separately?

A Writing the report

B Conducting the interviews

C Preparing the questionnaires

MUET 800/1
9

TAPE SCRIPT

MUET

[Insert sound]

Voice 1:  Malaysian University English Test. Listening. Sample 1.

 There are five parts to the test. You will listen to each part twice.

 As you listen, indicate your answers on the answer sheet.

 Please ask any questions now, because you must not speak during the test.

 Now open your question paper and look at Part 1.
10

Voice 1:  PART 1

Voice 1:  Listen to a conversation between Lily and her friend Rayyan.

 As you listen, choose the correct answer for questions 1 to 7.

 You now have 30 seconds to look at the questions.

[Pause 30 seconds]

Now listen carefully and indicate your answers on the answer sheet.

Rayyan:  Hi Lily. I heard you went on a holiday. Did you have a good time?

Lily:   It wasn’t actually a holiday, but I did have a good time! I went to Kuala Pelangi for

a weekend with some of the other students in my geography class. The trip was part of our
course; we had to write about it afterwards. We had to describe what tourists can do there –
shopping, eating, doing water sports, and other activities.  It was hard work but we had
a lot of fun.

Rayyan:  I’ve never heard of Kuala Pelangi.  How did you get there?

Lily:  Well, you know my mom loves travelling. Last year she drove there with some friends.

My friend and I didn’t want to drive that far, so in the end we decided to go by air.
It wasn’t too expensive actually. At first we thought of going by bus, but we decided
it would take too long.

Rayyan:  Right. And where did you stay?

Lily:  In a hotel. We searched online and we chose this new hotel called the Pelangi Beach. They

had enough rooms for all of us and it wasn’t too expensive. And they even included lunch
on the first day free of charge. Quite a lot of hotels offer you a free drink when you arrive,
but I’ve never been offered a meal before.

Rayyan:  No, neither have I.

Lily:   And the hotel’s right by the sea. Anyway, we had a very good lunch, and the staff were

great, very friendly, but the best thing was the view – the restaurant’s right by the beach.
We really enjoyed sitting and relaxing there after the journey.

Rayyan:  It sounds wonderful. So what did you do after lunch?

Lily:   We went to the hotel reception and got a brochure with details of things to do and places to

see. Then we went to the tourist information centre and picked up more stuff – maps and
so on, though we’d already downloaded and printed them out before we left home. Then
we decided how we’d spend the rest of our time, because we only had two days and we
had a lot of places to see and photographs to take.

Rayyan:   What did you like best when you were there?

Lily:  We loved the Central Market! You really must go there one day. They’ve got an absolutely

huge choice of hand-painted batik, which I was really looking forward to seeing. I got
a piece for my mom as a surprise birthday present. She loves batik and this is bright pink,
which is her favourite colour. And although a lot of the stuff, the batik and so on, are
obviously for tourists, they were a lot cheaper than we’d expected. We spent hours there –
11

the market itself isn’t very big but there’s such a lot to see, and we all bought souvenirs
and presents. By the time we’d finished we were not only hungry but also broke.

Rayyan:  So where did you eat in the evening?

Lily:   Well we couldn’t decide at first. There were three stalls overlooking the sea, just beside

our hotel, the Pelangi Beach. The one in the middle caught our eyes as it had a really long
queue, that was Raja Chips. So we joined the crowd and ate there. It was fine.  But if I
have another chance I’d like to try Ben’s Fried Rice, the aroma of the fried rice was really
nice. That was the stall furthest away from our hotel, but it wasn’t that far to walk. The
stall nearest to our hotel was called Sam’s Noodles. The food there looked very good too,
but there wasn’t a crowd.

Rayyan:   It sounds as if you had a great time!

[pause 5 seconds]
Voice 1:  Now you will listen to the recording again.
[Audio is repeated]
Voice 1:  That is the end of Part 1, now turn to Part 2
[pause 5 seconds]
12

Voice 1:  PART 2

Voice 1:  Listen to a talk by a career guidance teacher talking about a successful

businesswoman called Mandy Lee.

 As you listen, choose the correct answer for questions 8 to 14.

 You now have 30 seconds to look at the questions.

[Pause 30 seconds]

Now listen carefully and indicate your answers on the answer sheet.

Teacher:  Good morning students. As part of our career day, I want to tell you the story of a former

student of our school called Mandy Lee who was our student 10 years ago. Mandy visited
our school four years ago when we were collecting money to build a new gym for the
school. She generously donated ten thousand ringgit – amazing! And we were very happy
when she came back the next year to meet the students and teachers when the new gym
was opened. Today, a lot of the teachers still remember her.

When she left school Mandy decided that she didn’t want to continue studying. She’d
learned to cook from her mother and she especially loved baking. So she decided to bake
and sell cookies and cakes to her family and friends. She began with butter cookies and
then she tried baking cakes as well. Everyone loved them!  Later, she tried baking egg
tarts. Making egg tarts weren’t so easy but she didn’t give up and after six months she
learned how to make the best egg tarts in town.

Then she began to think about selling the cakes, cookies and egg tarts to more people. But
she didn’t know much about business then. So she attended an evening course and learned
how to develop a website. She also learned how to run a small online business. Then, she
started selling the cakes, cookies and egg tarts online.  Gradually she built up the business
and soon she was taking orders from all over Kuala Lumpur, including from some
expensive restaurants.

She’d thought of opening a small shop, but she needed a large sum of money first. She
worked every day without ever taking a holiday, and eventually she’d made enough money
to open her first café, which she called “The Tiny Attractions”. Her new café not only
offered the cakes, cookies and egg tarts but also homemade food. Her customers found her
food delicious. The list of ingredients in everything she sold was clearly displayed on the
walls of the café.  In this way, her customers knew what they were eating, so this made her
café unique.

Business went well, and soon Mandy decided to open a second café. She found a suitable
place for the second café, a short distance from her first café. After that, she started to look
for people to work at the second café. Looking for staff wasn’t easy as she needed good
cooks and waitresses, since she couldn’t be in the café all the time herself.  Eventually she
managed to run both cafés successfully. The new café soon received excellent online
reviews, so she didn’t have to worry about advertising.

Today, Mandy sells home cooked food, egg tarts, cakes, and cookies. But the tarts are
everyone’s favourite. When she was asked why she’d chosen the name “The Tiny
Attractions” for her business, Mandy explained that she sold small bite-sized egg tarts. She
thought young women preferred these, as these tarts weren’t too fattening. Moreover,
Mandy herself is quite small in size. Therefore, the name “The Tiny Attractions” seemed
ideal because she is tiny, and so are the egg tarts.
13

So what can we learn from Mandy’s story? She’s one of our most successful former
student. She always did her best, and she did well in examinations. When she left school,
she had clear objectives. She soon found something she had a passion for. She worked day
and night to achieve her goals. She didn’t take unnecessary risks, but she gradually built up
her business. Now she has a great career for herself. And, I’m sure many of you could do
the same.

[pause 5 seconds]
Voice 1:  Now you will listen to the recording again.
[Audio is repeated]
Voice 1:  That is the end of Part 2, now turn to Part 3.
[pause 5 seconds]
14

Voice 1:  Part 3

Voice 1:  Listen to three students; Edmund, Rani and Abdullah, talking about the problems

they face at university.

For questions 15 to 17, choose from the list A to E the main problem each speaker
has. Use the letters only once. There are two extra options, which you do not need to
use.

You now have 15 seconds to look at the questions.

 [Pause 15 seconds]

 Now listen carefully and indicate your answers on the answer sheet.

Voice 1: Student 1, Edmund

Edmund: I suppose I’m really a night person. I prefer to study at night because that’s when it’s very

silent. There’s no distraction from other students, so I can really focus on what I’m doing.
However, studying at night means I interact less with other students, as most of them are
asleep. I don’t even need coffee to be wide-awake. But the thing is, many of my classes
start at eight o’clock, and if I’ve been working late, even the buzzing of the alarm will not
stir me.  I frequently sleep through it. Even when I ask my friends to wake me up that
doesn’t work. So I sometimes have to miss breakfast to be on time to attend classes. On
most occasions, I don’t make it, which lands me in trouble with my lecturers and tutors.

Voice 1:  Student 2, Rani

Rani: My lecturers are motivating and I enjoy their lectures. I complete all my assignments

without problems. My grade for the first assignment wasn’t quite as high as I’d hoped.
But that’s fine. For the last two assignments that I’ve done, my grades have been
exceptionally high. However, if we are discussing issues in class, I found that when I
voiced my opinion, many students opposed me particularly the boys. Perhaps, I come
across as threatening or a little distant. I suppose the fact that I appear confident and
speak well do not help. I’ve realised that I have to be cautious of what I say and how I
say it.

Voice 1:  Student 3, Abdullah

Abdullah: Currently I stay in the hostel and I’m not allowed to do any cooking. Consequently, my

choice of food is limited to what the college cafeteria has to offer. I participate in sports
and I am a big eater so I have to watch my diet. I need nutritious food, not junk.
However, if you have lots of fruits and vegetables, the cost adds up, so I have to budget. I
frequently need to stretch my allowance as I don’t want to burden my parents. Going out
with friends is out of the question. Sometimes they don’t understand why I declined
invitations to go for a movie. Although I want them to appreciate my situation, I hesitate
telling them that I am short of funds. So I tell them that I need to work on my
assignments and do my revision to improve my grades.

[pause 5 seconds]
Voice 1:  Now you will listen to the recording again.
[Audio is repeated]
Voice 1:  That is the end of Part 3, now turn to Part 4.
[pause 5 seconds]
15

Voice 1:  Part 4

Voice 1: Listen to a radio interview between a host and a vet, named Dr Rahman about

caring for pets. As you listen, choose the correct answer for questions 18 to 24.

You now have 30 seconds to look at the questions.

[Pause 30 seconds]

Now listen carefully and indicate your answers on the answer sheet.

Host: Let’s welcome Dr Rahman, to talk about caring for pets.

Dr Rahman: Thank you for inviting me!

Host: Dr, as an expert in pet care what advice do you have for listeners about caring for their

pets?

Dr Rahman: Well, caring for pets is just like caring for a baby. For example, pet owners need to

find out about the best diet for their pets.  There is lots of information about this on the
Internet, but mostly written by foreigners, so they may not apply to our pets here. Of
course you can always go to a qualified vet, but that can be expensive. The best way is
by going to a pet shop; they’ll be able to advise you on the right sort of food for your
pets.

Host: Right. We have a dog at home and my children are always trying to feed the dog food

we like – chocolate, ice cream, and grapes. But, I stopped them because I heard that
chocolate is dangerous for dogs – is that true?

Dr Rahman: It certainly is. Even one small piece of chocolate can cause problems. Ice cream is safe

as long as you don’t give them too much, but keep away from grapes – they’re a
definite no-no. In fact dogs have actually died after eating just one grape!

Host: Oh, I didn’t know that, thank you. So, do you have any advice for people who are

thinking of changing their pet’s diet?

Dr Rahman: Well, any change in a pet’s routine can be stressful for them. So don’t make the

changeover too suddenly. Start by giving just a bit of the new food, mixed together
with the original food. Then give a bit more of the new food daily until they’re eating
just that.

Host: I see. And what about keeping fish as pets?

Dr Rahman: Fish are easy to look after but you need to keep their tanks clean. Be sure to clean the

tanks once every week. Don’t take out all the water. Leave about 25% of the old water
in the tank then fill it up with clean water. That means the fish won’t have too much of
a shock. And of course water is important for other pets too. You should replace the
drinking water for your dogs and cats at least twice a day.

Host: Okay got it. Dr Rahman, have you noticed any changes in people’s attitudes towards

pets in recent years?

Dr Rahman: Well, for a long time people have kept pets, especially birds, fish, cats and dogs.

In some countries people even keep rats and mice, but they’re not popular here. I think
people have become more aware of the advantages of keeping a pet for the whole
16

family. Keeping a pet gives children the chance to learn about caring for an animal.
Pets can provide company for people living alone.

Host: What should pet owners consider before keeping a pet?

Dr Rahman: Firstly, they must be willing to keep a constant eye on their pets. They must realise

when their pets need medical attention. For example, when their pets refuse to eat, that
is a sign something is not right. Secondly, they must know that pets also need regular
vaccinations. Most importantly, owners should choose a pet that fits their lifestyle.
For example, they shouldn’t keep a dog that needs a lot of exercise if they work long
hours in the office.

Host: I agree. Anything else to add?

Dr Rahman: We have responsibilities towards animals. Recently there was a heavy snowfall in

Istanbul. Now, in Istanbul there are lots of stray cats and dogs. These animals are
homeless and you may think the harsh weather could have been disastrous for them.
But they have not been left to survive on their own. Amazingly, the shopkeepers fed
them and allowed them to sleep indoors in their premises. Other supportive families
left blankets and food in the street, to help the animals survive the cold nights. This
prevented the animals from dying of starvation and cold. And I’m sure people in this
country are just as kind.

Host: Dr Rahman, I hope this will inspire our listeners. Thank you.

[pause 5 seconds]
Voice 1:  Now you will listen to the recording again.
[Audio is repeated]
Voice 1:  That is the end of Part 4, now turn to Part 5.
[pause 5 seconds]
17

Voice 1:  Part 5, Dialogue 1

Voice 1:  Listen to a promoter talking to a customer about a one-day flying programme.

As you listen, choose the correct answer for questions 25 and 26.

You now have 15 seconds to look at the questions.

[Pause 15 seconds]

Now listen carefully and indicate your answers on the answer sheet.

Promoter: Hi good morning! Have you ever dreamed of flying an aeroplane?

Customer:  Huh? Are you joking?

Promoter: Well, our company offers a One Day Pilot Programme at Subang Skypark.

Customer:  Really? That’s interesting! Tell me more.

Promoter: Unfortunately, if you’re under twelve, you can’t take part. You need your parents’

permission if you’re under eighteen years old. You need to be reasonably fit. The good
news is; you don’t need any experience or any academic qualifications. But you must be
able to follow instructions in English.

Customer: How does it work? Will I be flying alone?

Promoter: Don’t worry. Before the flight, you’ll meet your pilot instructor and he’ll give you an

hour’s training. Then he’ll take you to the plane. The instructor will steer the plane for
take-off, and once you’re in the air, he’ll gradually let you take over the controls. You
might find it quite tricky at first, as you need to use both your hands and legs, as well as
keep an eye on all the dials. But don’t worry, the instructor has his own set of controls to
assist you if necessary.

Customer: I bet it is way beyond my budget!

Promoter: Well, it’s less than you’d think. A 30-minute flight is just 800 ringgit. That includes the

pre-flight training and the flight itself. And for a 60-minute flight, you get a discount,
and pay only 1400 ringgit. You can even have a friend with you for an extra 180 ringgit.

Customer: Fantastic! I’ll think about it.

Promoter: Yes please do, here’s my card.

[pause 5 seconds]
Voice 1:  Now you will listen to the recording again.
[Audio is repeated]
Voice 1:  That is the end of Dialogue 1, now look at Dialogue 2.
[pause 5 seconds]
18

Voice 1:  Dialogue 2

Voice 1:  Listen to a conversation between Fendy, a representative from Business Solutions

and Theresa, a caller. As you listen, choose the correct answer for questions 27
and 28.

You now have 15 seconds to look at the questions.

[Pause 15 seconds]

Now listen carefully and indicate your answers on the answer sheet.

Fendy: Hello, Business Solutions, Fendy speaking. How can I help you?

Theresa: Hi, I noticed on your website that you run some courses for people who are starting up

a business.

Fendy: Yes. We have a two–hour course called “Getting Started”, and it runs from 6 to 8. During

the course, we discuss things like “Is starting a business right for me?”, writing a business
plan and some of the legal issues. Best part is that it’s free!

Theresa: Do you have other courses? I don’t think that’s for me…

Fendy: Well, we have “Business Basics”, a three-day course. It’s 380 ringgit, but if you’ve been

unemployed for the past six months, then it’s just 90 ringgit. Oh sorry I forgot to ask,
have you started your business?

Theresa: Yes, 3 months ago. It looks like the reduced rate doesn’t apply to me. Where is this

“Business Basics” course conducted?

Fendy: We run it at various locations. Where are you based?

Theresa: Subang.

Fendy:  Subang… Okay, the closest to you is in Damansara. There’s one on 5th of March, and

another on 18th of April.

Theresa: 5th of March is perfect; I’ll register for that! Do all your courses take place in Damansara?

Fendy:  Not all, we have some in Bangi too. I can send you some info on the courses and details

of registration. Can you give me your name and e-mail address please?

Theresa: Yes, that’ll be helpful. It’s Theresa Ting. My e-mail is Theresa at yahoo dot com, all in

lower case.

Fendy:  Got it, I’ll e-mail you by today.

Theresa: Alright, thanks.

[pause 5 seconds]
Voice 1:  Now you will listen to the recording again.
[Audio is repeated]
Voice 1:  That is the end of Dialogue 2, now look at Dialogue 3.
[pause 5 seconds]
19

Voice 1:  Dialogue 3

Voice 1:  Listen to a conversation between two students, Kamil and Mimi, discussing their

college project. As you listen, choose the correct answer for questions 29 and 30.

You now have 15 seconds to look at the questions.

[Pause 15 seconds]

Now listen carefully and indicate your answers on the answer sheet.

Kamil: Mimi, what are we required to do for this project?

Mimi:  The instruction says ‘Investigate your college facilities’. To investigate we need to gather

data, and to do that we need to design a questionnaire. Then, we have to write an essay and
do a presentation.

Kamil: An essay?  I thought it was a report.

Mimi: Let me check. Oh yes… Sorry, you’re right!

Kamil: Okay, what about length?

Mimi: Let me see.  Hmmm… about 1500 words. What do you propose we investigate?

Kamil: I know some of us are looking at the library and the sports centre. Does it matter if we do

the same thing as the others?

Mimi:  The library? Isn’t it under renovation? There’s hardly anything there. There are more

challenging topics to work on, transport for example. We could look at what students think
about our college bus service and the bicycle rental service. Of course some students prefer
grab cars, and others have their own motorbikes.

Kamil: OK, that’s brilliant.  Let’s do the questionnaire first. I’ll prepare questions related to the

bus service, and you, the bicycle rental service.

Mimi:  Shouldn’t we write the questionnaire together, rather than individually?

Kamil:  Yes, we work on the questions together and then compile them into one questionnaire.

Mimi:  Kamil, I think you should interview some students as well as the bus drivers. I will

interview the students who rent the bicycles.

Kamil:  Good suggestion. We should have ample data. Once analysed and interpreted, we are ready

to compile our report for the presentation.

Mimi:  That’s right.

[pause 5 seconds]
Voice 1:  Now you will listen to the recording again.
[Audio is repeated]
Voice 1:  That is the end of Part 5. That is the end of the test. Please stop now. The invigilators

will now collect your question papers and answer sheets.
[Insert sound]
20

BLANK PAGE
21

SAMPLE QUESTIONS

800/2(1) MUET

MALAYSIAN UNIVERSITY ENGLISH TEST
PAPER 2 SPEAKING

BOOKLET 1

MAJLIS PEPERIKSAAN MALAYSIA
 (MALAYSIAN EXAMINATIONS COUNCIL)

This question paper consists of 9 printed pages and 1 blank page.
© Majlis Peperiksaan Malaysia

MUET 800/2

Instructions to Examiners:

• This booklet consists of question sheets for four
candidates, namely candidates A, B, C, and D.

• Each question sheet has to be detached from this
booklet and placed accordingly on the candidate’s
table.

• Candidates should be reminded not to write on the
question sheets as these will be used by the next
group of candidates in the same session. However,
they can write on the piece of paper provided.
22

Candidate A

PART 1 - Individual Presentation

• You have 2 minutes to prepare.

•  You have 2 minutes to talk.

Situation

It is important to be healthy. Suggest some ways to keep healthy.

CANDIDATE A

You have to give a presentation to your class. Talk about the importance of what and when
people eat.

MUET 800/2
23

Candidate A

PART 2 - Group discussion

• You have 3 minutes to prepare.

• In your discussion, you may support or oppose the other test takers’ views.

• Some ideas have been provided in the mind map below. You may use these ideas or come up
with your own ideas.

• At the end of the discussion, try to decide on the best suggestion.

• You have 8 to 12 minutes for the discussion.

Situation

There is increasing concern about the quality of healthcare in Malaysia. In your group, discuss
how healthcare can be improved.

At the end of the discussion, try to decide the best way to improve healthcare.

MUET 800/2

How can
healthcare best
be improved?

more
doctors

hospital
buildings

train
nurses
better

cost of
medicine

education
24

Candidate B

PART 1 - Individual Presentation

• You have 2 minutes to prepare.

• You have 2 minutes to talk.

Situation

It is important to be healthy. Suggest some ways to keep healthy.

CANDIDATE B

You have to give a presentation to your class. Talk about the importance of exercise.

MUET 800/2
25

Candidate B

PART 2 - Group discussion

• You have 3 minutes to prepare.

• In your discussion, you may support or oppose the other test takers’ views.

• Some ideas have been provided in the mind map below. You may use these ideas or come up
with your own ideas.

• At the end of the discussion, try to decide on the best suggestion.

• You have 8 to 12 minutes for the discussion.

Situation

There is increasing concern about the quality of healthcare in Malaysia. In your group, discuss
how healthcare can be improved.

At the end of the discussion, try to decide the best way to improve healthcare.

MUET 800/2

How can
healthcare best
be improved?

more
doctors

hospital
buildings

train
nurses
better

cost of
medicine

education
26

Candidate C

PART 1 - Individual Presentation

• You have 2 minutes to prepare.

• You have 2 minutes to talk.

Situation

It is important to be healthy. Suggest some ways to keep healthy.

CANDIDATE C

You have to give a presentation to your class. Talk about the importance of seeing the doctor
regularly.

MUET 800/2
27

Candidate C

PART 2 - Group discussion

• You have 3 minutes to prepare.

• In your discussion, you may support or oppose the other test takers’ views.

• Some ideas have been provided in the mind map below. You may use these ideas or come up
with your own ideas.

• At the end of the discussion, try to decide on the best suggestion.

• You have 8 to 12 minutes for the discussion.

Situation

There is increasing concern about the quality of healthcare in Malaysia. In your group, discuss
how healthcare can be improved.

At the end of the discussion, try to decide the best way to improve healthcare.

MUET 800/2

How can
healthcare best
be improved?

more
doctors

hospital
buildings

train
nurses
better

cost of
medicine

education
28

Candidate D

PART 1 - Individual Presentation

• You have 2 minutes to prepare.

• You have 2 minutes to talk.

Situation

It is important to be healthy. Suggest some ways to keep healthy.

CANDIDATE D

You have to give a presentation to your class. Talk about the importance of getting enough
rest.

MUET 800/2
29

Candidate D

PART 2 - Group discussion

• You have 3 minutes to prepare.

• In your discussion, you may support or oppose the other test takers’ views.

• Some ideas have been provided in the mind map below. You may use these ideas or come up
with your own ideas.

• At the end of the discussion, try to decide on the best suggestion.

• You have 8 to 12 minutes for the discussion.

Situation

There is increasing concern about the quality of healthcare in Malaysia. In your group, discuss
how healthcare can be improved.

At the end of the discussion, try to decide the best way to improve healthcare.

MUET 800/2

How can
healthcare best
be improved?

more
doctors

hospital
buildings

train
nurses
better

cost of
medicine

education
30

BLANK PAGE

MUET 800/2
31

SAMPLE QUESTIONS

800/3         MUET

MALAYSIAN UNIVERSITY ENGLISH TEST
PAPER 3 READING

(75 minutes)

MAJLIS PEPERIKSAAN MALAYSIA
 (MALAYSIAN EXAMINATIONS COUNCIL)

Instructions to candidates:

DO NOT OPEN THIS QUESTION PAPER UNTIL YOU ARE TOLD TO DO SO.

There are 40 questions in this test.

For each question, choose the correct answer.

Indicate your answers on the Multiple – choice Answer Sheet provided.

Answer all the questions.

This question paper consists of 18 printed pages.
© Majlis Peperiksaan Malaysia

MUET 800/3
32

Part 1

Read three notices about houses for rent.

Answer questions 1 to 4 based on the notices about houses for rent (A to C).

Which house

1. has easy parking?

2. is the closest to shops?

3. is suitable for nature lovers?

4. has no bedroom furniture?

A.  Special for University
Students

• Two storey house for rent (4
rooms and 3 bathrooms)

• Fully-furnished

• No animals allowed

• Available: September
onwards

• Nearby public transport

• Short walk to banks,
university, and Happy
Garden shopping mall

• The rent is only RM300 per
room

N 1 2021 – 800/3

B.  New House for Rent @
Palm Villa

• 3-room  house.  Empty
except  for  cooker  and
fridge

• Only 5 minutes by car to
university, clinic, local
stores and food courts

• Quiet and comfortable
environment (opposite a
large park)

• Safety ensured (door and
window grills installed)

C.  Looking for Female
Housemate

• Single room at RM350
per month (inclusive of
electricity & water bills)

• Study table, chair,
standing fan, wardrobe,
single bed, window grill
with mosquito net,
washing machine and
refrigerator

• Covered garage area for
up to 3 cars

MUET 800/3
33

Part 2

Read an email from a university lecturer.

Answer questions 5 to 9 based on the email.

To: student.mailinglist@university.edu.my
From: hassanabu@university.edu.my
Subject: Research Invitation

Dear students,

We are conducting interviews as part of some research for the university’s computer science
department about how the subject of computer science is seen and experienced by both
students and the public.

As a first-year computer science student, you are in an excellent position to give us
valuable first-hand information about your own position. The interview takes around 30
minutes and is very informal. We are simply trying to capture your thoughts and views on
being a student here in computer science, and learn about your previous use of technology in
education. Your responses to questions will be kept confidential, and each interview will be
given a number code to make sure that your personal information is not shown during the
analysis and in the report.

Your participation will be valuable to our research, and findings could lead to greater
public understanding of computer science and the people involved in the field. As a reward,
you will receive a RM5 voucher on completion of the interview. This voucher can be used to
make purchases at any of the stores in the university, including the bookstore and pharmacy.
It is valid for a month from the date of the interview.

If you are willing to participate, please contact my secretary to suggest a day and time
that suits you within the next month. I'll do my best to be available though I will be holding
seminars and giving lectures at certain times of the day. I will be away for a conference from
the end of the month.

If you have any questions about the research, please do not hesitate to get in touch.
Thank you for your attention, and I hope that you will be willing to contribute to this
valuable study.

Kind regards,
Hassan Abu

Lecturer
Faculty of Computer Science

(Adapted from http://www.cs.cmu.edu/~cfrieze/courses/sample_invitation.pdf)

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34

5 Hassan sent the email because he is looking for

A suitable people to take part in a project

B students who want to learn more about his work

C people to organise interviews as part of some research

6 Hassan says that the interview is informal so that the students feel

A happy about studying in the computer science department

B confident about what they will be learning

C comfortable about giving their opinions

7 In the research Hassan aims to

A find out something about technology in schools

B learn why the students chose to study at the university

C discover what the ambitions of computer science students are

8 The purpose of the RM5 voucher is to

A prove how important scientific research is to the university

B encourage students to provide information for the research

C allow students to buy materials for use in the research

9 Hassan says that he can interview the students

A only on certain days of the week

B before his departure for an event

C at a time when they are not attending lectures

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Part 3

Read an extract from a novel.

Answer questions 10 to 14 based on the extract.

Tuesday

Going through the forest is my favourite part of the walk. Benji loves it too. Benji’s my dog, by the
way, and I’m Grace. I live on a farm with my parents and take Benji for a walk most days after
school.

While Benji runs ahead, I stop and take a photo of a butterfly. A new Facebook photo? Maybe, but
my friends on there already call me 'Nature Girl', so perhaps not. Suddenly, I hear Benji’s bark.
I look up and see Benji jumping and running round a boy. The boy’s about my age and looks
worried. 'Benji, stop! Come here!' I call and reach into my pocket for the ball. I’m about to apologise
to the boy, but he’s gone, disappeared between the trees.

Wednesday

I’m out with Benji again. It’s cold and rainy today, so we’re going fast. As I’m coming through the
forest, it starts raining hard, so I run. Suddenly, I’m slipping and falling and, before I know it, I’m
lying on my back. Ouch! That hurts.
Then there’s someone there and a voice says,
“Are you all right? That was a bad fall.” I look up and see the boy from yesterday.
“I’m OK, I think,” I say slowly and the boy helps me up. Benji arrives and the boy pats his head.
“I haven’t seen you at school. Do you live near here?” I ask.
“No, I’m from Manchester,” he says. “Listen! I have to go. Are you OK to walk home? Do you need
help?”
“No, I’m fine. Thanks!” I say, as the boy walks away.
“Hey, I’m Grace. What’s your name?” I call, but he’s already gone.

Back home, Mum’s watching the news.
“Hi Grace. Have you heard about this boy, Mark?” she asks. “No, what boy?” I say.
“A boy from Manchester. He’s run away from home. Look! This is his dad.” There’s a man on TV
sitting next to a policeman. He’s crying and looks as if he hasn’t slept for days. Then they show
a photo of the missing boy. I know him. It’s the boy from the forest. He’s Mark. Should I tell Mum?
“Poor man,” says Mum. “I just hope they find his son soon.”

No, I mustn’t say anything. If I tell Mum, the police will come and find Mark. What if he’s run away
for a good reason? I have to talk to him first.

MUET 800/3
36

10 During her walk on Tuesday, Grace felt unsure about whether to

A talk to a stranger she met

B put something on social media

C control the behaviour of her dog

11 Why did the boy speak to Grace on Wednesday?

A He had found her dog.

B She had had an accident.

C They both wanted to get out of the rain.

12 What does Grace’s mum tell her about the boy on the news?

A He had had problems with his father.

B He had recently left his family’s house.

C He had done something against the law.

13 When Grace saw the news on TV, she was

A sure the facts reported were not correct

B upset by the appearance of the man shown

C surprised to recognise the person in the photo

14 What will probably happen next?

A Grace will go looking for the boy.

B Grace will ask her mother for advice.

C Grace will contact the police for information.

MUET 800/3
37

Part 4

Read two reviews about a film.

Answer questions 15 and 16 based on Review 1.

Review 1

This enchanting Hollywood musical will have you purring with pleasure, the film is the follow-up
to Whiplash, Damien Chazelle’s 2014 film about the tough love between a jazz drummer and his
teacher. At the Oscars, Whiplash was nominated for five Academy Awards, winning three – for
best supporting actor, film editing and sound mixing. Success like this can go to a filmmaker’s
head. Or, it can make them anxious or suspicious. But sometimes it warms a director up like the
sun, and the result is as gorgeous a splash of sound and colour as Damien Chazelle’s La La Land.

The film begins with a traffic jam on a Los Angeles freeway. Suddenly, the commuters leap from
their cars and onto their roofs for a daring dance sequence. The song finishes, and everyone climbs
back into the car to resume leaning on the horn. This marks the start of the grand romance between
the two main leads, a boy (Ryan Gosling) in a red sports car and a girl (Emma Stone) in a Prius.

The delay between writing the script and filming allowed Chazelle to get acclaimed stars, Gosling
and Stone, to act in the movie. Stone plays an actress named Mia who works as a barista on the
Warner Bros. premises. Gosling plays a fussy jazz pianist named Sebastian, who owns a piano
stool once sat on by Hoagy Carmichael and wishes one day to open his own jazz joint. “They
always say, ‘Let it die.’ Not on my watch.” The film’s guiding principle is thus laid down.

The plot about how her artistic career competes with his artistic career is an old one, A Star Is
Born for the current generation. In the end, La La Land succeeds because it realises that being a
musical is not enough. It needs a talented group of performers to make it work. What keeps the
film from being just another musical is the same advantage that drove Whiplash to its astonishing
conclusion. There can be no compromise. You can have the fantasy or you can have the reality,
Chazelle suggests, but you cannot, even after a couple of hours of the rarest enchantment, have
both.

(Adapted from http://europe.newsweek.com)

15 What do we learn about the reviewer’s impression of the movie?

A He felt moved by the love story.

B He was amazed by the opening scene.

C He appreciated the message the film put forward.

MUET 800/3
38

16 How are the contents of this review organised?

A

B

C

MUET 800/3

Information about the filmmaker

Overview of the movie
Information about the

Evaluation of the movie

Details of the cast

Information about the filmmaker

Overview of the movie
Information about the

Evaluation of the movie

Details of the cast

Information about the filmmaker

Overview of the movie
Information about the

Evaluation of the movie

Details of the cast
39

Answer questions 17 and 18 based on Review 2.

Review 2

Hollywood is singing the praises for the hit movie La La Land, which has received 14 Oscar
nominations. One of the nominations is for 32-year-old Damien Chazelle as Best Director. It’s
his second commercial feature and a box-office smash he describes as one he had to make.

“I’d been a movie fan my whole life and have loved everything about music since young.
But ironically, musicals – I was one of the people who got a little uncomfortable when people
break into song,” Chazelle said. That all changed for the young director after he saw the daring
dance sequences in films like An American in Paris and Singin’ in the Rain.

“I think there’s something very unusual about them in a really wonderful and liberating way
that you don’t see as much of in Hollywood anymore,” Chazelle said.

La La Land is a modern romance between a jazz musician played by Ryan Gosling and
an actress played by Emma Stone. Chazelle calls it a love letter to the kind of dreams society
often laughs at.

When asked when he knew he wanted to make movies, Chazelle replies, “I’ve never wanted
to do anything else. I can’t remember ever wanting to do anything else.” When Chazelle was
10 years old, his father was his first cameraman.

“But I was very unhappy with the footage because the camera was never pointed the way it
should be,” Chazelle said. “So, I had to learn how to use the camera myself. And from then on,
that was my camera.”

When he first took La La Land to people out in Hollywood in 2010, Chazelle says, “Interest
was nowhere to be found, to be frank, for quite a while.” So he wrote a screenplay based on his
years studying to be a jazz drummer. The film, Whiplash, which he also directed, would win
three Oscars. And suddenly Hollywood was interested in La La Land.

“It took Whiplash to open the door although it’s a low-budget film,” Chazelle said. It was
a pretty big risk on his second film to want to make a musical, as musicals either work or they
don’t and the film will succeed or fail depending on the actors you have. There’s not a lot
of middle ground. “Yeah, there’s nothing quite as bad as a bad musical,” Chazelle said.

17 Why does the writer include information about Chazelle’s childhood?

A To describe mistakes Chazelle made learning to use a movie camera

B To highlight Chazelle’s passion for the whole idea of making movies

C To show how Chazelle’s father helped him understand how to shoot scenes

18 What do we learn about the making of La La Land?

A Chazelle was aware that it could go seriously wrong.

B Chazelle was anxious that it might fail to be a box-office hit.

C Chazelle was inspired by his own previous experience in life.

MUET 800/3
40

Answer questions 19 and 20 based on Review 1 and Review 2.

19 Which of the following is true of both reviews?

A Both reviews describe La La Land’s storyline in detail.

B Both reviews suggest that La La Land is better made than Whiplash.

C Both reviews mention the importance of Chazelle’s success with Whiplash.

20 The two reviews suggest that a successful musical requires

A a strong cast

B huge investment

C a convincing plot

MUET 800/3
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Part  5

Read an article about the problems of antibiotic use. Six sentences have been removed from the
article. Choose from the sentences A to G the one which fits each gap (21 to 26). There is one extra
sentence which you do not need to use.

It’s a stunning statistic. Three-fourths of emergency room patients who are given antibiotics for
certain infections don’t actually need them because they don’t have the infection doctors think they
have. That finding, presented at a conference last summer by researchers from the St. John Hospital
and Medical Center in Detroit, is one of several recent reports that say antibiotics are being used far
more than necessary in medicine.

In fact, a third of antibiotic prescriptions written in medical offices are unnecessary, given for
things such as viral infections that antibiotics can’t cure, according to a May report by physicians
from the Centers for Disease Control and Prevention (CDC). 21. _____________. The reason why not
is that they’re “broad spectrum”, which means capable of killing many organisms and thus more
likely than infection-specific “narrow spectrum” drugs to stimulate antibiotic resistance.

While a slew of health organisations and national governments are all ringing the alarm about
antibiotic resistance, the excessive prescribing by doctors that fuel its development just keeps
happening. 22. _______________. Since prescriptions are written by physicians, it seems fair to ask:
Why can’t they stop?

“That is the million-dollar question,” says Lauri Hicks, a physician who leads the CDC’s Office
of Antibiotic Stewardship. “This is really about behaviour change, and behaviour change is
notoriously difficult.” 23. _______________. Other CDC researchers just reported that antibiotic use
in U.S. hospitals didn’t change from 2006 to 2012. In fact, use of last-resort antibiotics for those that
need the most protection from resistance went up.

There’s no shortage of information telling doctors about the issue. World Antibiotic Awareness
Week recently highlighted the problem of resistance.  24. _______________. The CDC has been
running its “Get Smart About Antibiotics” programme  for much longer, starting back in the 1990s.
Yet inappropriate prescribing has barely budged.

Patients who believe they have an illness go to the doctor expecting a cure.  25. ____________.
When one isn’t given, they feel the visit didn’t go as planned. That realisation turns the medical
encounter around; instead of the doctor being the person with the power, it’s the patient, wielding the
moral suasion of disappointment.

Are there solutions? The CDC backs medical offices putting up posters and “commitment
letters” that emphasise reducing use.  26. ________________. These are not just the remote threat of
antibiotic resistance but also the immediate risk of developing life-threatening infections when
antibiotics kill off bacteria in the gut.

(Adapted from National Geographic, November 2016)

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42

A The agency is also asking doctors to stress to their patients that antibiotics have various
downsides.

B They imagine that fix will be an antibiotic.

C This situation is somehow out of control and this overuse in the medical profession continues.

D That’s true in doctor’s offices and, according to newer research, seems to be true in most medical
institutions too.

E 700,000 people around the world, therefore, die as a result of it each year.

F Medical and health-care organisations were recruited to make public commitments to solve this
issue.

G The same organisation found that half of the antibiotics prescribed to treat very common
problems, such as sore throats and ear infections, shouldn’t be used.

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43

Part 6

Read an article on a condition known as hyperlexia.

Answer questions 27 to 33 based on the article.

1 There is a small corner of  the mysterious world of autism where children silently sit

and read dictionaries at age two, but do not say their first word until, say, three or
four. Reading is such an obsession that these children may read every license plate
and sign in a parking lot as they walk through it. They can decode and pronounce
words and sentences far beyond the ability of their contemporaries, though they
often struggle to comprehend the passages they read.

5

2      This is the world of hyperlexia, a disorder whose definition is still in dispute
among researchers but which encompasses children with autistic characteristics,
who are also stunningly precocious readers. Like other children on the autistic
spectrum, they have great trouble with social interactions, including difficulty
looking others in the eye or understanding the emotional states of others. One
estimate is that they comprise only two in 10 000 in the general population.

10

3       Researchers are beginning to study these unusual people to learn more about
both autism and reading, hoping to find clues that will help autistic people and those
with dyslexia and other reading disabilities. A study in the journal Neuron is the
first to peek inside the brain of a hyperlexic child using functional magnetic
resonance imaging, a way of looking at the brain at work. The researchers suspected
they might find some unusual places being used in the brain of the child, a nine-
year-old boy who learned to read before he could speak. Instead, they found that the
boy for the most part used the same places in the brain that normal and above
average readers use. But he used them in a more intense way. The places were in the
left side of the brain, in an area that in other studies appeared underused by children
with dyslexia. Because hyperlexic children can read well despite significant
language delays and because they largely seem to use the same brain wiring
as regular readers - the study suggests that reading can be learned visually, without
relying on spoken language.

15

20

25

4  This conclusion bolsters the practice of training dyslexic children to associate
“sounds with visual information.” says Dr. Eden, director of the Center for the
Study of Learning at Georgetown University, in Washington, and senior author of
the study. In such training, dyslexic children are taught to decode writing by tapping
out the sounds of a word or using blocks of different colours to represent word
sounds.

30

5     “I say it with hesitation,” Dr. Eden says, but “it argues that good spoken
language is not crucial to developing good reading skills.” The notion challenges
current dogma that considers the ability to read words on a page to be inseparable
from the ability to speak words.

35

6   Little research has been done on hyperlexic children, in large part because there
is little money available for research into a rare condition that is not life-
threatening. And there is no official diagnosis of hyperlexia. But some researchers
say that studying the disorder makes sense as a way of finding treatments for
reading disabilities. “To be great at basketball,” says Daniel Geschwind,
a neurologist at the University of California, Los Angeles, “you don’t study people
who can’t shoot.”

40

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44

7     Typically, hyperlexic children are not diagnosed as classically autistic, but
rather on a different part of the autistic continuum. Most often they are boys,
although girls can be hyperlexic too. Like classically autistic children, those with
hyperlexia often have great difficulty fitting in. But their precocious reading skills
provide an avenue for interaction with the world. Often, parents and therapists say,
such children respond to written directions - “stop jumping on the couch,” “ please
use a yellow crayon” - after apparently failing to comprehend spoken instructions.

45

50

(Adapted from The Herald Tribune, 2004)

27 In paragraph 1, the writer’s main intention is to highlight the

A adult-like behaviour of certain autistic children

B advanced reading abilities of some autistic children

C severe speaking impairments found in autistic children

D connection between the reading and speaking skills of autistic children

28 Which of the following is true of hyperlexia?

A It has a detrimental effect on reading ability.

B It affects a small but growing minority of children.

C Its defining features are not fully agreed on by experts.

D It has less impact on social skills than other forms of autism.

29 The conclusion of the study in the journal Neuron is that

A reading can be learned through visual information

B the ability to read is inseparable from good speaking skills

C hyperlexic children use the brain as intensely as dyslexic children

D hyperlexic children use different places in the brain from regular readers

30 What is the word dogma being used to refer to in line 35?

A Proven facts about the subject

B Mistaken opinions on the subject

C Previous research findings on the subject

D Beliefs about the subject that are generally accepted

31 Why is there limited research on hyperlexia?

A It is difficult to diagnose hyperlexia.

B Research on hyperlexia is very costly.

C Hyperlexia is not a common and serious disorder.

D Hyperlexia is less apparent than other forms of autism.

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45

32 Daniel Geschwind refers to basketball to support the idea that

A any skill can only be improved through regular practice

B neurological studies can be used to improve sports performance

C understanding successful reading can help in the treatment of reading disorders

D studying physical aspects of autism can advance understanding of speech difficulties

33 The examples of instructions in lines 49 and 50 are used to illustrate the point that hyperlexic
children

A respond best when instructions are repeated

B have trouble interacting with parents and therapists

C need constant direction about appropriate behaviour

D are able to follow instructions delivered in a certain form

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Part 7

Read an article entitled The World's Lungs.

Answer questions 34 to 40 based on the article.

1 The summer dry-season, now drawing to an end, is when the Amazon rainforest
gets cut and burned. The smoke can often be seen from space. But not this year.
Brazil's deforestation rate has dropped astoundingly fast. In 2004 some 2.8 million
hectares of the Amazon were razed; last year only around 750 000 hectares were
affected. This progress is not isolated. Many of the world's biggest clearers of trees
have started to hug and save them. Over the past decade, the United Nations (UN)
records, nearly eight million hectares of forest a year were allowed to re-grow or
were planted anew. This was mostly in richer places, such as North America and in
Europe, where rapidly falling rural populations have taken the pressure off
forestland. But a couple of big poorer countries have launched huge tree-planting
schemes in a bid to prevent deforestation-related environmental disasters. "Even in
tropical countries, where most deforestation takes place, Brazil is not alone in
becoming more reluctant to chop down trees.”

5

10

2   The progress made in recent years shows that mankind is not doomed to strip
the planet of its forest cover. But the transition from tree-chopper to tree-hugger is
not happening fast enough. Over the past decade, according to UN figures, around
13 million hectares of forestland - an area the size of England - was converted each
year to other uses, mostly agriculture. If the world is to keep the protective covering
that helps it breathe, waters its crops, keeps it cool and nurtures its biodiversity, it is
going to have to move fast.

15

20

3   In most rich countries, the pressure on forests has eased; but in many tropical
ones - home to around half the remaining forest, including the planet's green
rainforest girdle - the demand for land is increasing as populations rise. In the
Congo, which has more rainforest than any country except Brazil, the clearance is
mostly driven by smallholders whose number is about to double. Rising global
demand for food and biofuels adds even more to the heat. So will climate change.
That may already be happening in Australia, where forests have been devastated by
drought and forest fires.

25

4  Clearing forest may enrich those who are doing it, but over the long run it
impoverishes the planet as a whole. Rainforests are an important prop to continental
water-cycles. Losing the Amazon forest could reduce rainfall across many
countries. By regulating run-offs, trees help guarantee water-supplies and prevent
landslides and floods. Moreover, losing the rainforest would mean losing 80 per
cent of terrestrial biodiversity.

30

5     "Economic development both causes deforestation and slows it." In the early
stages of development, people destroy forests to make a living out of the forest
produce. Globalisation is speeding up the process by boosting the demand for
agricultural goods produced in tropical countries. At the same time, as people in
emerging economies become more prosperous, they start thinking about issues
beyond their family's welfare; their governments begin to pass and slowly enforce
laws to conserve the environment. Trade can also allow the greener concerns of
rich-world consumers to influence developing-world producers.

35

40

MUET 800/3
47

6   The transition from clearing to protecting, however, is occurring too slowly. The
main international effort to speed it up is an idea known as Reducing Emissions
from Deforestation and Forest Degradation (REDD), which pays people in
developing countries to leave trees standing. This is not an outlandish concept. It is
increasingly common for governments and companies to pay for forest and other
ecosystem services. Half a dozen rich countries, including Norway, America and
Britain, have promised US$4.5 billion for starters.

45

7  Nevertheless, the difficulties are immense. REDD projects will be effective only
in places where the government sort of works. Even in countries with functioning
states, some of the money is bound to be stolen. Yet with sufficient attention to
monitoring and making sure the cash goes to people who can actually protect the
forest, REDD could work. This will cost much more than has so far been promised.
The most obvious source of extra cash is the carbon market, or preferably a carbon
tax. Since saving forests is often the cheapest way to tackle carbon emissions,
funding it this way makes sense. However, with global climate-change negotiations
floundering, the prospects of raising cash for REDD even that way look poor. But
the money must be found from somewhere. Without a serious effort to solve this
problem, the planet will lose one of its most valuable, and most beautiful assets.

50

55

60

(Adapted from “The World’s Lungs”, The Economist, September 25, 2010)

34 The main idea in paragraph 1 is that

A poorer countries have started tree-planting schemes

B tropical countries are leading the way in reducing deforestation

C countries which used to destroy forest are now more hesitant to do so

D the world is concerned about deforestation-related environmental disasters

35 What does the phrase This progress (line 5) refer to?

A The replanting of forests in Brazil

B The reduction of smoke over the Amazon

C An increase in tree-planting schemes in Brazil

D Less cutting and burning of the Amazon rainforest

36 In paragraph 2, the writer cites UN figures to support the fact that

A the world will gradually lose its forest cover

B man does not destroy the forest unnecessarily

C there has been a significant reduction in deforestation

D mankind is not working quickly enough to conserve forest

37 the heat (line 26) refers to

A forest fires

B climate change

C pressure to cut down forests

D rising global demand for food

MUET 800/3
48

38 In paragraph 5, what is the main point made by the writer?

A Globalisation increases the rate of deforestation.

B Rich countries determine the rate of deforestation.

C Deforestation decreases with a rise in economic status.

D Emerging economies are concerned about forest conservation.

39 The following are obstacles to the success of REDD except

A corruption

B inadequate financial support

C poor implementation of carbon tax

D poor supervision by the governments concerned

40 Which of the following best summarises the text?

A The threat of deforestation has been overstated.

B The needs of agriculture must be our primary concern.

C If significant action is not taken now we will all suffer.

D It is the responsibility of developing economies to conserve resources.

MUET 800/3
49

SAMPLE QUESTIONS

800/4         MUET

MALAYSIAN UNIVERSITY ENGLISH TEST
PAPER 4 WRITING

(75 minutes)

MAJLIS PEPERIKSAAN MALAYSIA
 (MALAYSIAN EXAMINATIONS COUNCIL)

Instructions to candidates:

DO NOT OPEN THIS QUESTION PAPER UNTIL YOU ARE TOLD TO DO SO.

Answer both Tasks 1 and 2.

You will be assessed on task fulfilment, organisation, structure and lexis.

This question paper consists of 3 printed pages and 1 blank page.
© Majlis Peperiksaan Malaysia

MUET 800/4
50

Task 1

You are advised to spend about 25 minutes on this task.

Your classmate, Armani, was absent from school because he was sick. Read the email from him
asking about the school English camp which he missed.

Using all the notes given, write a reply of at least 100 words in an appropriate style.

MUET 800/4

Notes:

From:   Armani

Subject:  Oh I missed the English camp!

Hi,

How was the school English camp? I feel very sad that I could not join the camp.

I heard that there were lots of fun things to do at the camp! What was your favourite activity
during the camp?

I also heard campers had to share tents.  Did you like it?

I heard too that the school is planning another camp soon and I want to join it.
Would you like to join me?

Write soon!

Armani

Great! …

Describe

No, because …

Tell Armani
51

Task 2

You are advised to spend about 50 minutes on this task.

You attended a talk by a famous fashion designer, which was recently organised during your school’s
Career Week. The following comment was made by the guest speaker:

Fashion defines a person’s character.

Write an essay expressing your opinion on the statement. Write at least 250 words.

MUET 800/4
52

BLANK PAGE

MUET 800/4
MAJLIS PEPERIKSAAN MALAYSIA
PERSIARAN 1, BANDAR BARU SELAYANG
68100 BATU CAVES, SELANGOR

E-mel :   ceo@mpm.edu.my
Tel :   03-61261600
Faks :   03-61361488

Majlis Peperiksaan Malaysia (MPM) merupakan Badan Berkanun
Persekutuan di bawah Kementerian Pendidikan Malaysia.  Ia ditubuhkan
di bawah Akta Parlimen, Akta Majlis Peperiksaan Malaysia 1980
[Akta 225].  MPM merupakan sebuah badan pentaksiran yang diiktiraf
di Malaysia untuk mengelolakan peperiksaan Sijil Tinggi Persekolahan
Malaysia (STPM), ujian Malaysian University English Test (MUET)
mengikut sesi dan mengikut kaedah MUET on Demand (MoD), dan Ujian
Sijil Kecekapan Bahasa Melayu bagi Warganegara Asing (SKBMW).
Sijil STPM telah diiktiraf pada peringkat antarabangsa, dan MPM telah
berkolaborasi dengan Cambridge Assessment, United Kingdom sejak
tahun 1980. Di samping itu, MUET telah disejajarkan dengan The
Common European Framework of Reference for Language (CEFR) dan
diiktiraf serta diterima oleh beberapa  universiti terkemuka di luar negara.


KURIKULUM STANDARD SEKOLAH RENDAH

Dokumen Penjajaran Kurikulum

PENDIDIKAN ISLAM

EDISI 2

TAHUN 6
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

القرءان:  بيدغ

تاجوق اساس متبهن فلغكف

التني، سورة باخاءن مغعمل  1.1.3

سورة اإلنشراح دان سورة
دامل صالة سرتا
 .هارين كهيدوفن

دان اإلنشراح سورة ،التنيسورة ممباخ   1.1.1

.برجتويد داندغن بتول   سورة
 سورة ،التنيسورة  باخاءن ممفردغركن  1.1.2

دغن بتول  سورة دان اإلنشراح

.برجتويد دان

.(اإلنشراح سورة)باخاءن

التني،سورة  مغعملدان  ممباخ
 سورة اإلنشراح دان سورة

.برجتويد دان لودغن بت

التني، سورة باخاءن مغعمل  1.1.3

سورة اإلنشراح دان سورة
دامل صالة سرتا
 .هارين كهيدوفن

دان اإلنشراح سورة ،التنيسورة ممباخ   1.1.1

برجتويد داندغن بتول   سورة

سورة ،التنيسورة  باخاءن ممفردغركن  1.1.2
 دغن بتول  سورة دان اإلنشراح

.برجتويد دان

سورة) باخاءن

التني،سورة  مغعملدان  ممباخ
 سورة اإلنشراح دان سورة

.برجتويد دان لودغن بت
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

تاجوق اساس متبهن فلغكف

التني، سورة نحفظ كنمغعمل  1.2.3

سورة اإلنشراح دان سورة
دامل صالة سرتا
 .هارين كهيدوفن

اإلنشراح سورة ،التنيسورة  مغحفظ  1.2.1
 داندغن بتول   سورة دان

.برجتويد
 سورة ،التنيسورة  نحفظ ممفردغركن  1.2.2

دغن بتول  سورة دان اإلنشراح

.برجتويد دان

.اإلنشراح( )سورةن حفظ 1.2

سورة  مغعملدان  مغحفظ
 اإلنشراح دان سورة التني،

دان لودغن بت شمسال سورة
 .برجتويد

التني، سورة نحفظ كنمغعمل  1.2.3
 سورة اإلنشراح دان سورة

دامل صالة سرتا
 .هارين كهيدوفن

اإلنشراح سورة ،التنيسورة  مغحفظ  1.2.1
 داندغن بتول   سورة دان

.برجتويد
 سورة ،التنيسورة  نحفظ ممفردغركن  1.2.2

دغن بتول  سورة دان اإلنشراح

.برجتويد دان

سورةن )حفظ 1.2

،التنيسورة  مغعملدان  مغحفظ
 سورة دان اإلنشراح سورة

.برجتويد دان لودغن بت
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

تاجوق اساس متبهن فلغكف

دان مغحياتي  كنمغعمل  1.3.1.4

القدر.سورة فغاجرن

القدر.سورة فغنلن   كنمنرغ 1.3.1.1
سورة ارتي اية درفد  كنمغهوراي  1.3.1.2

القدر.
دان سورة القدر فغاجرن  مروموسكن  1.3.1.3

.مغهوبوغكاءيتكنث دامل كهيدوفن هارين

كفهمن  1.3
 مغعمل دانمغاناليسيس،   1.3.1

سورة القدر. مغحياتي

مغحياتي دان كنمغعمل  1.3.2.4

. سورة فغاجرن

. سورة فغنلن منرغكن  1.3.2.1
 سورة درفد اية ارتي كنمغهوراي  1.3.2.2

.
  سورة كن فغاجرنمروموس  1.3.2.3

مغهوبوغكاءيتكن دامل كهيدوفن دان
 هارين.

كفهمن  1.3
 مغعمل دانمغاناليسيس،   1.3.2

. سورة مغحياتي
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

تاجوق اساس متبهن فلغكف

مغعملكن باخاءن يغ مغاندوغي   1.4.4

إظهارحلقي حكوم جتويد
مع  بال

قالب دامل إ
 كهيدوفن هارين.

ممباخ اية يغ مغاندوغي حكوم   1.4.1
مع  ,  بال  إظهارحلقي,

حكوم إظهارحلقي,  مغنل فسيت  1.4.2
مع  ,  بال

دامل اية يغ دفالجري.
إظهارحلقي مغفليكاسي حكوم جتويد  1.4.3

مع  بال
 باخاءن.

بال  ) جتويد :  1.4
 مع

ممباخ اية يغ   مغنل فسيت دان  1.4.1
إظهارحلقي, حكوم  مغاندوغي

مع  ,  بال

مغعملكن باخاءن يغ مغاندوغي   1.4.4

إظهارحلقي حكوم جتويد
مع  بال

ممباخ اية يغ مغاندوغي حكوم   1.4.1
مع  ,  بال  إظهارحلقي,

) جتويد :  1.4
ممباخ اية يغ   مغنل فسيت دان  1.4.1

إظهارحلقي, حكوم  مغاندوغي
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

تاجوق اساس متبهن فلغكف

قالب دامل إ
 كهيدوفن هارين.

حكوم إظهارحلقي,  مغنل فسيت  1.4.2
مع  ,  بال

دامل اية يغ دفالجري.
إظهارحلقي مغفليكاسي حكوم جتويد  1.4.3

مع  بال
 باخاءن.

مع  ,  بال

مغعملكن باخاءن يغ مغاندوغي   1.4.4

إظهارحلقي حكوم جتويد
مع  بال

قالب دامل إ
 كهيدوفن هارين.

ممباخ اية يغ مغاندوغي حكوم   1.4.1
مع  ,  بال  إظهارحلقي,

حكوم إظهارحلقي,  مغنل فسيت  1.4.2
مع  ,  بال

دامل اية يغ دفالجري.

.قالب(إ) جتويد :  1.4
ممباخ اية يغ   مغنل فسيت دان  1.4.1

إظهارحلقي, حكوم  مغاندوغي
مع  ,  بال
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

تاجوق اساس متبهن فلغكف

إظهارحلقي مغفليكاسي حكوم جتويد  1.4.3
مع  بال

باخاءن.
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

:  بيدغ
 تاجوق اساس متبهن فلغكف

سبب دان كسن مغاناليسيس  2.4
 برالكو رسواه.

مغهيندري  كباءيقنممبينخغكن   2.5
 رسواه.

ث.ترمجهندان  ممباخ   2.1
 اينتيفاتي  كننرغم  2.2
الرغن فغاجرن  مغهورايكن  2.3

.رسواه
كبوروقن عملن رسواه دان  مغإنصفي  2.6

براوسها منجاءوهيث دامل كهيدوفن
 هارين.

2.

دانمروموس ممباخ،
 بركاءينتمغحياتي

.الرغن رسواه
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

عقيدة:  بيدغ
 تاجوق اساس متبهن فلغكف

اهللمنرغكن دليل نقلي    3.3.2

ارتيث.دان بر
ميقيين  كسن مغاناليسيس   3.3.4

مسع دامل  اهلل
 . هارينكهيدوفن

دان كفهمنمروموسكن    3.3.6
 برصيفت اهلل كيقينن تنتغ

عملن دغن سنتياس ممليهارا
 .هارين

بر اهلل فغرتني منرغكن   3.3.1

اهللميقيين مقصود منجلسكن  3.3.3
 عقلي.دليل  ماللوءيبر

بر اهلل كيقينن  ممبوقتيكن     3.3.5
 تيندقن. ماللوءي

عقيدة   .3

اهلل ممبوقتيكن دان ميقيين  3.1
 مسعصيفت

اهللمنرغكن دليل نقلي      2.2.3

دان ارتيث. بر
ميقيين  كسن مغاناليسيس     4.2.3

دامل   اهلل
 . هارينكهيدوفن

بر اهلل فغرتني منرغكن  1.2.3

اهللميقيين مقصود منجلسكن  3.2.3
 عقلي.دليل  ماللوءي بر

عقيدة   .3

اهلل ممبوقتيكن دان ميقيين  3.2
 .برصيفت بصر
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

تاجوق اساس متبهن فلغكف

دان كفهمنمروموسكن     6.2.3
 برصيفت اهلل كيقينن تنتغ

دغن سنتياس ممليهارا

.هارين عملن

بر اهلل كيقينن  ممبوقتيكن  5.2.3
 تيندقن. ماللوءي

اهللمنرغكن دليل نقلي    3.3.2
 دان ارتيث. بر

ميقيين  كسن مغاناليسيس   3.3.4
دامل   اهلل

. هارينكهيدوفن
 دان كفهمنمروموسكن    3.3.6

برصيفت اهلل كيقينن تنتغ
 دغن سنتياس ممليهارا

.هارين عملن

بر اهلل فغرتني منرغكن   3.3.1

اهللميقيين مقصود منجلسكن  3.3.3
 عقلي.دليل  ماللوءي بر

بر اهلل كيقينن  ممبوقتيكن     3.3.5
 تيندقن. ماللوءي

عقيدة   .3

اهلل ممبوقتيكن دان ميقيين  3.3
 بر
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

تاجوق اساس متبهن فلغكف

دليل نقلي  مغهورايكن  3.4.3
 دان ارتيث.  اهلل

دان كفهمن مروموسكن 3.4.6
 اهلل  كيقينن تنتغ

تيندقن دامل سباضاي اساس
 هارين.

اهلل  فغرتني منرغكن 3.4.1
 اهلل     ميقيين مقصود منرغكن 3.4.2

اهلل ميقيين  كسن مغاناليسيس 3.4.4

.دامل كهيدوفن هارين
 اهللنام   كيقينن ممبوقتيكن 3.4.5

تيندقن. ماللوءي

عقيدة   .3

ميقييندان  ممهمي   3.4
ضاي فضغن سبا

دامل كهيدوفن  دان بينتيغ
 هارين

دليل نقلي  مغهورايكن  3.5.3

دان    اهلل
 ارتيث.

دان كفهمن مروموسكن 3.5.6
  اهلل  كيقينن تنتغ

سباضاي
 هارين. تيندقن دامل اساس

اهلل  فغرتني منرغكن 3.5.1

 اهلل     ميقيين مقصود منرغكن 3.5.2

اهلل ميقيين  كسن مغاناليسيس 3.5.4

دامل كهيدوفن
 .هارين

عقيدة   .3

ميقيين دان ممهمي 3.5

ضاي سبا
 دامل بينتيغفضغن دان
 .هارين كهيدوفن
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

تاجوق اساس متبهن فلغكف

اهللكيقينن  نام  ممبوقتيكن 3.5.5

تيندقن .  ماللوءي

دليل مغاناليسيس برباف   3.6.2

يغ بركاءينت دغن  نقلي
 شرييك.كونسيف

مغعملكن مغاناليسيس   3.6.4
 شرييك.

شرييك. مقصود مثاتاكن  3.6.1

شرييك دان  بهاضني غهورايكنم  3.6.3
 . كأداءن يغ بوليه ممباوا كفد شرييك

شرييك دان  كونسيفمروموسكن   3.6.5
يغ بوليه مثببكن  منجاءوهي فركارا

شرييك.

فسيت مغنل دان ممهمي    3.6
ضاي سبا شرييك كونسيف

هارين كهيدوفن دامل بينتيغ

ميقيين  كسن مغاناليسيس  3.7.3

مسعيات دامل  فركارا
 . هارينكهيدوفن

مسعيات فغرتني مثاتاكن  3.7.1

فركاراميقيين مقصود منجلسكن  3.7.2
 خونتوهث-مسعيات دان خونتوه

مسعيات  كيقينن فركارا ممبوقتيكن  3.7.4
 .تيندقن  ماللوءي

فركارا ميقيين دان ممهمي  7.3
 .مسعيات
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

تاجوق اساس متبهن فلغكف

يقني تنتغ دان كفهمنمروموسكن   3.7.5
مسعيات دان سنتياس ممليهارا  فركارا

عملن هارين.
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

عبادة:  بيدغ
 تاجوق اساس متبهن فلغكف

حكمه  بينخغ دان مغحياتيمم  4.1.6

فواسا.بر

تنتغ  روموسكن م 4.1.7
كونسيف فواسا دان مغحياتي

سرتا ملقساناكنث دغن
 مسفورنا.

.فواسا مقصودمثاتاكن   4.1.1
 تنتغ كواجيفن دليل نقلينرغكن م 4.1.2

. دبولن فواسابر
واجب دان  ٢شرط كننجلسم  4.1.3

صح فواسا. ٢شرط
 روكون دان سنة فواسا. كنغهورايم  4.1.4
يغ ممبطلكن    ٢فركارا غاناليسيسم  4.1.5

فواسا.

عبادة4.
غحياتي مممهمي، ملقساناكن دان  4.1

.فواسا دبولن

صالة حكمة مغاناليسيس  4.2.4

هاري راي. دوا سنة
 تنتغ روموسكن م  4.2.5

دوا سنة صالة كونسيف
دان مغحياتي هاري راي

سنة عيد صالة فغرتني  مثاتاكن  4.2.1
دان عيد

.مالكوكنث
ممفراينخيكن فندوان ملقساناكن   4.2.2

هاري راي. دوا سنة صالة

عبادة4.
ممهمي، منديريكن دان   4.2

سنة عيد صالة  مغحياتي
 .دان عيد
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

تاجوق اساس متبهن فلغكف

دغن منديريكنثسرتا
 .مسفورنا

سنة صالة سيموالسيمالكوكن   4.2.3
 هاري راي. دوا

تنتغ روموسكن م  4.3.4

دان جنازةصالة  كونسيف
منديريكنث مغحياتي سرتا
 دغن مسفورنا.

صالة  دان حكوم فغرتنيمثاتاكن   4.3.1
 .جنازة

ممفراينخيكن فندوان ملقساناكن  4.3.2
 .جنازةصالة

.صالة جنازة سيموالسيمالكوكن   4.3.3

عبادة4.
 دان مغحياتي ممهمي، منديريكن 4.3

جنازةصالة
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

سريه:  بيدغ
 تاجوق اساس متبهن فلغكف

روموس دان مغفليكاسي م  5.1.5
درفد فريستيوا اعتبار

.فرجنجني

فريستيوا  كن التر بالكغمنجلس 5.1.1
 .حديبية فرجنجني

فرجنجني  ايسي مغهورايكن 5.1.2
 . حديبية

درفد فريستيوا  كسن ممفرينخيكن  5.1.3
 .فرجنجني حديبية

درفد دان حكمه  مغاناليسيس  اعتبار 5.1.4
 .فريستيوا فرجنجني حديبية

سريه.    5
 مروموس دان مغفليكاسيكن  5.1

د فريستيوا اعتيبار درف
  .فرجنجني حديبية

فريستيوا  كن التر بالكغمنرغ  5.2.1
 كوتا مكة. فمبوكاءن

فمبوكاءن كوتا  فريستيوا منجلسكن  5.2.2
 مكة.

مغاناليسيس اعتبار درفد فريستيوا  5.2.3
 فمبوكاءن كوتا مكة.

سريه.    5
 مروموس دان مغفليكاسيكن  5.2

اعتبار درفد فريستيوا فمبوكاءن
 كوتا مكة
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

تاجوق اساس متبهن فلغكف

مروموس دان مغفليكاسيكن  5.2.4
فريستيوا فمبوكاءن كوتا  اعتباردرفد

دامل كهيدوفن هارين. مكة

كن سرتاتيضي دعوه منرغ  5.3.1
سلفس  رسول اهلل

.فمبوكاءن كوتا مكه
مغاناليسيس كسن دعوه   5.3.3

سلفس  رسول اهلل
 .فمبوكاءن كوتا مكه

خابرن يغ دهاديف اوليه منجلسكن   5.3.2
 .دامل مثمفايكن دعوه  رسول اهلل

اعتبار  مروموس دان مغفليكاسيكن  5.3.4
درفد فركمبغن إسالم فد زمان رسول

سلفس فمبوكاءن كوتا مكه  اهلل
 دامل كهيدوفن هارين.

سريه.    5
 مروموس دان مغفليكاسيكن  5.3

اعتبار درفد فركمبغن إسالم
  فد زمان رسول اهلل

.سلفس فمبوكاءن كوتا مكه

منرغكن التر بالكغ   5.4.1
 فريستيوا ِحجة الَوداع.

فريستيوا  كرونولوضي منجلسكن   5.4.2
 ِحجَُّة الَوَداع.

فنتيغ درفد  ٢ايسي مغاناليسيس  5.4.3
 . رسول اهلل

سريه.    5
مغفليكاسيكن دان مروموس   5.4

فريستيوا ِحجَُّة درفد بار اعت
 .الَوَداع
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

تاجوق اساس متبهن فلغكف
بار مغفليكاسيكن اعت مروموس دان   5.4.4

دامل  فريستيوا حجة الَوداعدرفد
 كهيدوفن هارين.

رياكسي برباف  مغهورايكن  5.5.3
 اورغ صحابة تنتغ

. رسول اهلل

منرغكن فريستيوا سبلوم   5.5.1
 .رسول اهلل

فريستيوا فد هاري  منجلسكن  5.5.2
 .رسول اهلل

فريستيوا كسن درفد  مغاناليسيس  5.5.4
 . رسول اهلل

بار اعت مغفليكاسيكنمروموس دان   5.5.5
 رسول اهلل  فريستيوا  درفد

دامل كهيدوفن هارين.

مغفليكاسيكن دان مروموس   5.5
 فريستيوا درفد بار اعت

.رسول اهلل
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

ادب:  بيدغ
 تاجوق اساس متبهن فلغكف

دان رحلة ادب كننجلسم 6.1.2

.كلبيهنث

.رحلة مقصود مثاتاكن 6.1.1
ادب سبلوم,  كنكاسيسيفيكلمغ  6.1.3

.ةمساس دان سلفس رحل
 رحلةادب  ملكنمغعمروموس دان   6.1.4

هارين.دامل كهيدوفن

ادب.  6

ادب ملكنمغع دان مروموس  6.1
 .هارين كهيدوفن دامل رحلة

كباءيقن منجلسكن     6.2.2
ترهادف ادب ملكنمغع

ترهادف ادب كنثاتام  6.2.1
 دالرغ يغ فربواتن مغاناليسيس  6.2.3

.حيوان ترهادف
 ملكن ادبمغع مروموس دان  6.2.4

دامل كهيدوفن ترهادف
 هارين.

ادب.  6

ادب ملكنمغع دان مروموس 6.2
 داملترهادف

.هارين كهيدوفن
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

تاجوق اساس متبهن فلغكف

ادب كفنتيغن منجلسكن  6.3.2
 سكيرت عامل ترهادف

مغابايكن عاقبة مغاناليسيس 6.3.3
 . سكيرت عامل ترهادف ادب

سكيرت عامل ترهادف ادب مثاتاكن  6.3.1
مغعملكن ادب  مروموس دان  6.3.4

.عامل سكيرت ترهادف

ادب.  6

ادب ملكنمغع دان مروموس  6.3
 دامل سكيرت عامل ترهادف

.هارين كهيدوفن

بندا هرتا ٢خونتوه مثاتاكن 6.4.1

.عوام
 كفنتيغن مغهورايكن 6.4.3

هرتا ترهادف ادب ملكنمغع
 . عوام بندا

تيدق عاقبة مغاناليسيس 6.4.4
 هرتا ترهادف ادب ملكنمغع
 . عوام بندا

بندا هرتا ترهادف ادب منجلسكن 6.4.2
 .عوام

ملكن ادبدان مغعمروموس  6.4.5
ترهادف هرتا بندا عوام دامل

كهيدوفن هارين.

ادب.  6

ملكن ادبمغع دانمروموس  6.4
دامل ترهادف هرتا بندا عوام

.هارينكهيدوفن
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

جاوي:  بيدغ
 تاجوق اساس متبهن فلغكف

ممبينا، منوليس دان ممباخ   7.1.3

باضاي جنيس تيك س فل
 برداسركن تيما

مراخنغ دان ملقساناكن    7.1.4
فنوليسن جاوي  اكتيؤييت

باضاي جنيس تيما دلوار فل
 وقتو فمبالجرن دان فغاجرن

تيك س برداسركن تيما: ممباخ   7.1.1

ساءين س  دان تيكنولوضي -
 إسالم سننيك -

تيك س ممبينا دان منوليس    7.1.2
             برداسركن تيما

. جاوي 7
ممباخ، ممبينا، دان منوليس   7.1

فلباضاي جنيس  تيك س
 :برداسركن تيما

ساءين س  دان تيكنولوضي

ممباخ ممبينا، منوليس دان   7.1.3

باضاي جنيس تيك س فل
 .برداسركن تيما

مراخنغ دان ملقساناكن    7.1.4
فنوليسن جاوي  اكتيؤييت

باضاي جنيس تيما دلوار فل
 .وقتو فمبالجرن دان فغاجرن

تيك س برداسركن تيما: ممباخ   7.1.1

ساءين س  دان تيكنولوضي -
 إسالم سننيك -

تيك س ممبينا دان منوليس    7.1.2
            . برداسركن تيما

. جاوي 7
ممباخ، ممبينا، دان منوليس   7.1

فلباضاي جنيس  تيك س
 :برداسركن تيما

كسنني إسالم
Dokumen Penjajaran Kurikulum Pendidikan Islam Tahun 6 KSSR

تاجوق اساس متبهن فلغكف

ايات مغيكوت منوليس   7.2.3
قاعده

مغحاصيل دان   7.2.4
 كاليضرامغكومرسيلكن

مغيكوت قاعده  منوليس   7.2.1

مغيكوت قاعده منوليس فركاتاءن  7.2.2

مغنل دان منوليس   7.2
Bahagian Pendidikan Islam
Kementerian Pendidikan Malaysia

Aras Bawah dan Dua, Bangunan Mustapha Kamal,
No. 2251, Jalan Usahawan 1

63000  Cyberjaya, Selangor Darul Ehsan.
No Tel : 03-83217200/7300 No Faks : 03-83217201/7337


Dokumen Penjajaran Kurikulum 2.0 - KSSM Maharat al-Quran Tingkatan 4

KURIKULUM STANDARD SEKOLAH MENENGAH

Dokumen Penjajaran Kurikulum

MAHARAT AL-QURAN

EDISI 2

TINGKATAN 4
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KATA PENGANTAR

Coronavirus (COVID-19). Pelaksanaan PKP menyebabkan pelaksanaan PdP

secara bersemuka di bilik darjah tidak dapat dilaksanakan secara normal.

Meskipun guru telah berusaha melaksanakan pengajaran dan pembelajaran

di rumah (PdPr) sepanjang tempoh PKP, namun keberkesanan

pelaksanaannya didapati tidak mencapai tahap optimum. Masih terdapat

cabaran dari aspek pelaksanaannya yang akan memberi implikasi terhadap

pembelajaran murid pada tahun 2021. Sehubungan dengan itu, KPM telah

memutuskan untuk meneruskan pelaksanaan Penjajaran Kurikulum Versi 2.0

termasuk semua mata pelajaran pendidikan Islam dan bahasa Arab di bawah

seliaan BPI bagi kegunaan tahun 2021.

Penjajaran Kurikulum Versi 2.0 merupakan usaha KPM bagi membantu guru

untuk memastikan kelangsungan pembelajaran murid dapat dan boleh

dilaksanakan. Penjajaran kurikulum Versi 2.0

ini bukanlah kurikulum yang baharu, malahan ia berasaskan kurikulum sedia

ada yang terkandung dalam Dokumen Standard Kurikulum dan Pentaksiran

(DSKP) KSSM. Melalui penjajaran ini, kandungan DSKP telah dibahagikan

kepada Kandungan Asas iaitu apa yang perlu dikuasai oleh murid dan ia

dilaksanakan secara bersemuka atau atas talian dengan murid, Kandungan

Tambahan dan Kandungan Pelengkap yang mana berperanan sebagai

penyokong kepada keseluruhan pembelajaran murid dalam mencapai

standard yang ditetapkan. Ia boleh dilaksanakan melalui pelbagai kaedah,

teknik dan pendekatan pembelajaran sama ada secara bersemuka atau

secara homebased-learning menggunakan medium yang bersesuaian tanpa

mengabaikan standard dalam DSKP yang ingin dicapai.

Harapan BPI dengan adanya Penjajaran Kurikulum Versi 2.0 ini, dapat

membantu guru untuk terus merancang dan melaksanakan PdP pada tahun

2021 dengan lebih berkesan. BPI juga merakamkan setinggi-tinggi

penghargaan dan ucapan terima kasih kepada semua pihak yang terlibat

dalam melaksanakan kurikulum yang dijajarkan.

HAJI HASSAN NUDIN BIN A. HAMID

Pengarah

Bahagian Pendidikan Islam

Kementerian Pendidikan Malaysia

Kementerian Pendidikan Malaysia (KPM) telah

melaksanakan penjajaran Kurikulum Standard

Sekolah Menengah (KSSM) bagi tujuan pengajaran

dan pembelajaran (PdP), untuk memenuhi keperluan

pembelajaran murid yang terkesan dengan Perintah

Kawalan Pergerakan (PKP) akibat penularan wabak
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من السور القرآنيةآل�ت اتالوة  1.1

التجويدأحكام مع مراعاة  اآلتية

ومراتب القراءة الثالث (احلدر

آداب محلة والتدوير والرتتيل) و

:القرآن

i.  سورة الزمر (من األية رقم

)75إىل اآلية رقم  32

ii. سورة غافر

iii. سورة فصلت

iv. سورة الشورى

v. سورة الزخرف

vi. سورة الدخان

vii. سورة اجلاثية

viii. سورة األحقاف

ix. سورة حممد

تالوة1.
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x. سورة الفتح

xi. سورة احلجرات

xii. سورة ق

xiii. سورة الذار�ت

xiv. سورة الطور

xv. سورة النجم

xvi. سورة القمر

xvii. سورة الرمحن

xviii. سورة الواقعة

xix. سورة احلديد

xx. ادلةNسورة ا

xxi. سورة احلشر

xxii. سورة املمتحنة

xxiii. سورة الصف

xxiv. سورة اجلمعة
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xxv.  املنافقونسورة

xxvi. سورة التغابن

xxvii. سورة الطالق

xxviii. سورة التحرمي

xxix. سورة امللك

xxx. سورة القلم

xxxi. سورة احلاقة

xxxii. سورة املعارج

xxxiii. سورة نوح

xxxiv. سورة اجلن

xxxv. سورة املزمل

xxxvi. سورة املدثر

xxxvii. سورة القيامة

xxxviii. سورة اإلنسان

xxxix. سورة املرسالت@ @
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مي معاملالزمة على تالوة القرآن الكر    2.7.

.مراعاة أحكام التجويد

ذكر تعريف احلرف لغة    22.

واصطالحا.

بيان عدد احلروف اهلجائية. 2.3.

توضيح اختالف العلماء يف  2.5.

عدد خمارج احلروف.

ذكر تعريف خمارج احلروف  .2.1

واصطالحا.  لغة

ذكر كيفية معرفة خمارج    2.4.

احلروف.

بيان أقسام خمارج احلروف2.6.

العامة واخلاصة.

ويدجت

خمارج احلروف 2.
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بيان سبب تسميتها  3.1.3

للحروف اجلوفية.

بيان سبب تسميتها   3.2.2

gحلروف احللقية.

ذكر تعريف اجلوف لغة  3.1.1

.واصطالحا

أحوال احلروف املدية بيان  3.1.2

.الثالثة

احللق 3.2

عدد خمارج احللق مع  ذكر 3.2.1

ذكر احلروف

I. أقصى احللق

II . وسط احللق

III. أدىن احللق

اللسان 3.3

أقسام خمارج احلروف 3.

اخلاصة

اجلوف 3.1.

احللق 3.2.
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بيان سبب تسميتها gحلروف3.3.2

اللسانية

بيان سبب تسميتها 3.4.2

gحلروف الشفهية.

ذكر عدد خمارج  3.3.1

اللسان مع ذكر

احلروف

I.  أقصى اللسان

II . وسط اللسان

III. حافة اللسان

IV. طرف اللسان

الشفتان 3.4

ذكر عدد خمارج الشفتني  3.4.1

مع ذكر احلروف

I.  بطن الشفة

II .  معاالشفتان

اخليشوم 3.5

اللسان 3.3.

الشفتان3.4.
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بيان اختالف العلماء يف 4.4   بيان

عدد الصفات

تالوة القرآن زمة على ملالا 4.6

مراعاة أحكام  الكرمي مع

يدالتجو

تعريف اخليشوم لغة  ذكر 3.5.1

.واصطالحا

أقسام الغنة اخلمسة. بيان 3.5.2

صفات احلروف . 4

ذكر تعريف صفات  4.1

.احلروف لغة واصطالحا

بيان فائدة معرفة صفات  4.2

.احلروف

بيان كيفية استخراج  4.3

.الصفات لكل حرف

بيان أقسام صفات  4.5

.احلروف مع ذكر العدد

اخليشوم 3.5.

صفات احلروف4.
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بيان سبب تسميتها5.1.3

.gحلروف املهموسة

ان سبب تسميتها gحلروف5.2.3

اجلهرية

بيان سبب تسميتها 5.3.3

gحلروف الشديدة.

ذكر تعريف اهلمس لغة  5.1.1

.واصطالحا

.ذكر احلروف املهموسة 5.1.2

اجلهر 5.2

ذكر تعريف اجلهر لغة  5.2.1

.واصطالحا

.ذكر احلروف اجلهرية 5.2.2

الشدة 5.3

ذكر تعريف الشدة لغة  5.3.1

.واصطالحا

.ذكر احلروف الشديدة 5.3.2

أقسام صفات . 5

  احلروف صفات هلا

ضد

اهلمس.  5.1

اجلهر.  5.2

الشدة5.3
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بيان سبب تسميتها 5.4.3

gحلروف الرخوية.

بيان سبب تسميتها 5.5.3

gحلروف املتوسطة.

بيان سبب تسميتها 5.6.3

gحلروف املستعلية.

الرخاوة 5.4

ذكر تعريف الرخاوة لغة  5.4.1

.واصطالحا

.ذكر حروف الرخاوة 5.4.2

التوسط 5.5

ذكر تعريف التوسط  5.5.1

.لغة واصطالحا

.ذكر احلروف املتوسطة 5.5.2

االستعالء 5.6

ذكر تعريف االستعالء  5.6.1

.لغة واصطالحا

ذكر حروف  5.6.2

.االستعالء

الرخاوة  5.4

التوسط  5.5

ستعالءإلا  5.6
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بيان سبب تسميتها 5.7.3

gحلروف املستفلة.

بيان سبب تسميتها5.8.3

gحلروف املطبقة.

بيان سبب تسميتها5.9.3

gحلروف املنفتحة.

االستفال 5.7

ذكر تعريف االستفال  5.7.1

.لغة واصطالحا

.ذكر حروف االستفال 5.7.2

اإلطباق 5.8

ذكر تعريف اإلطباق  5.8.1

.لغة واصطالحا

.ذكر حروف اإلطباق 5.8.2

االنفتاح 5.9

ذكر تعريف االنفتاح  5.9.1

.لغة واصطالحا

.ذكر حروف االنفتاح 5.9.2

ستفالاإل  5.7

اإلطباق  5.8

نفتاحالإل  5.9
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مع  الكرمي املالزمة على تالوة القرآن5.12

التجويد مراعاة أحكام

بيان سبب تسميتها5.10.3

gحلروف املذلقة.

بيان سبب تسميتها 5.11.3

.gحلروف املصمتة

بيان سبب تسميتها 6.1.3

الصفريية.gحلروف

بيان سبب تسميتها 6.2.3

gحلروف املقلقلة.

اإلذالق 5.10

ذكر تعريف اإلذالق  5.10.1

.لغة واصطالحا

.ذكر حروف اإلذالق 5.10.2

اإلصمات 5.11

ذكر تعريف اإلصمات  5.11.1

.لغة واصطالحا

.ذكر حروف اإلصمات 5.11.2

ذكر تعريف الصفري لغة     6.1.1

واصطالحا

ذكر حروف الصفري   6.1.2

القلقلة 6.2

ذكر تعريف القلقلة لغة  6.2.1

.واصطالحا

5.10  ‡⁄aüÖ

اإلصمات  5.11

أقسام صفات احلروف: . 6

 صفات ليس هلا ضد

الصفري6.1

القلقلة  6.2
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بيان سبب تسميتها 6.3.3

gحلروف اللينة.

بيان سبب تسميتها6.4.3

gحلروف املنحرفة.

بيان سبب تسميته gحلرف6.5.3

املتكرر.

.القلقلةذكر حروف  6.2.2

اللني 6.3

ذكر تعريف اللني لغة  6.3.1

.واصطالحا

.ذكر حروف اللني 6.3.2

االحنراف 6.4

ذكر تعريف االحنراف  6.4.1

.لغة واصطالحا

.ذكر حروف االحنراف 6.4.2

التكرير      6.5

ذكر تعريف التكرير لغة  6.5.1

.واصطالحا

.ذكر حرف التكرير 6.5.2

التفشي 6.6

اللني   6.3

حنرافإلا  6.4

التكرير  6.5
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على تالوة القرآناملالزمة 6.8

الكرمي مع مراعاة أحكام

.التجويد

بيان سبب تسميته gحلرف   6.6.3

املتفشي.

بيان سبب تسميته gحلرف   6.7.3

املستطيل.

ذكر تعريف التفشي لغة  6.6.1

.واصطالحا

.ذكر حرف التفشي 6.6.2

االستطالة 6.7

تعريف االستطالة  ذكر 6.7.1

.لغة واصطالحا

ذكر حرف االستطالة 6.7.2

التفشي  6.6

ستطالةاإل  6.7
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القراءات

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القراءات مسائل علم 7.1.6

بيان أركان القراءات  7.1.7

.الصحيحة

بيان مبادئ علم مقدمة علم اقراءات . 7

القراءات:

تعريف علم القراءات  7.1.1

لغة واصطالحا

فائدة معرفة علم  7.1.2

القراءات

فضل علم القراءات 7.1.3

واضع علم القراءات 7.1.4

استمداد علم  7.1.5

القراءات

بيان أركان القراءات  7.2

الصحيحة

القراءات

القراءات علم مقدمة .7
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مع  الكرمياملالزمة على تالوة القرآن 7.5.

.التجويدمراعاة أحكام

القراءات أركان بيان   7.2

الصحيحة

توضيح أنواع القراءات من 7.3.

حيث السند:

القراءات املتواترة7.3.1

القراءات الصحيحة7.3.2

القراءات الشاذة7.3.3

القراءة توضيح الفرق بني  7.4.

.والرواية والطريق والوجه
لتطبيق . 8 املدين وراوييه ومنهجهما يف القراءة مع ا  ترمجة اإلمام |فع

ع بيان ترمجة األئمة اإلمام |ف 8.1

.املدين

بيان ترمجة األئمة اإلمام  8.2

.قالون

ترمجة اإلمام |فع املدين .8

وراوييه ومنهجهما يف

القراءة مع التطبيق
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توضيح منهج رواية قالون يف  8.3

القراءة:

gب البسملة8.3.1

gب ميم اجلمع8.3.2

gب املد والقصر   8.3.3

gب اهلمزتني من  8.3.4

كلمة

gب اهلمزتني من   8.3.5

كلمتني

gب الياءات   8.3.6

اإلضافة

بيان خالف القراءات لرواية  8.4

قالون من سورة الفاحتة مع

.التطبيق
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بيان خالف القراءات لرواية  8.5

قالون من أول سورة البقرة إىل

.مع التطبيق 25 اآلية رقم

بيان ترمجة األئمة اإلمام  8.6

.ورش

توضيح منهج رواية ورش يف  8.7

القراءة:

gب البسملة8.7.1

gب ميم اجلمع8.7.2

gب املد والقصر8.7.3

gب اهلمزتني من8.7.4

كلمة

gب اهلمزتني من 8.7.5

كلمتني

gب اهلمز املفرد8.7.6
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gب نقل حركة 8.7.7

اهلمزة إىل الساكن

قبلها

gب الفتح واإلمالة8.7.8

والتقليل

gب الراءات 8.7.9

gب الالمات 8.7.10

gب الياءات8.7.11

اإلضافة

بيان خالف القراءات لرواية  8.8

رش من سورة الفاحتة  مع

.التطبيق

بيان خالف القراءات لرواية  8.9

ىلإورش من أول سورة البقرة

مع التطبيق. 25اآلية رقم
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مي مع املالزمة على تالوة القرآن الكر  8.10

التجويد. مراعاة أحكام

وييهترمجة اإلمام ابن كثري ورا      9.

ومنهجه يف القراءة مع

التطبيق

بيان تراجم اإلمام ابن كثري 9.1

مواإلمااملكي واإلمام البزي

قنبل.

توضيح منهج اإلمام ابن كثري 9.2

املكي يف القراءة:

gب البسملة9.2.1

gب ميم اجلمع9.2.2

gب هاء الكناية9.2.3

gب املد والقصر9.2.4

gب اهلمزتني من  9.2.5

كلمة
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مع املالزمة على تالوة القرآن الكرمي 9.5

التجويد. مراعاة أحكام

gب اهلمزتني من  9.2.6

كلمتني

gب الياءات 9.2.7

اإلضافة

بيان خالف القراءات لإلمام 9.3

ابن كثري املكي من سورة

الفاحتة مع التطبيق.

بيان خالف القراءات لإلمام 9.4

ة ابن كثري املكي من أول سور

مع 25البقرة إىل اآلية رقم

.التطبيق

عمرو البصري وراوييه ومنهجه 10

ة ترمج يف القراءة مع التطبيق
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اإلمام أيب

بيان تراجم اإلمام أبو عمرو 10.1

البصري واإلمام الدوري

واإلمام السوسي.

توضيح منهج اإلمام أيب  10.2

عمرو البصري يف القراءة:

gب البسملة10.2.1

gب اإلدغام الكبري 10.2.2

واملتقاربني

واملتجانسني

gب املد والقصر10.2.3

gب اهلمزتني من  10.2.4

كلمة

gب اهلمزتني من  10.2.5

كلمتني
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مي مع املالزمة على تالوة القرآن الكر  10.5

التجويد. مراعاة أحكام

gب اهلمز املفرد10.2.6

gب الفتح 10.2.7

واإلمالة والتقليل

gب الياءات 10.2.8

اإلضافة

بيان خالف القراءات لإلمام 10.3

عمرو البصري من سورة أيب

الفاحتة مع التطبيق.

بيان خالف القراءات لإلمام 10.4

أيب عمرو البصري من أول

25سورة البقرة إىل اآلية رقم

مع التطبيق.
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