Muetwritingnew Task 2

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Malaysian University English Test MUET 800/4 WRITING PAPER

Transcript of Muetwritingnew Task 2

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Malaysian University English Test

MUET

800/4

WRITING PAPER

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Overview of Writing Module

Time : 4 hour-slot

Hour 1 : Writing Task 1 Hour 2 : Workshop (Writing Task 1) Hour 3 : Writing Task 2 Hour 4 : Workshop (Writing Task 2)

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REFLECTION GRIDWRITING TASK 1Practice/Comment Skills What I learnt from this

sessionWhat I plan to do in my

MUET classNotes

WRITING TASK 1

Overview

Task 1 GET IT RIGHT!

Drawing conclusions

Task 2 CHECK IT OUT!

Drawing conclusions

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GET IT RIGHT!

Task 1 – An Overview

• Work individually or in pairs. • Look at the test specifications for MUET

800/4.• Put a tick next to the correct answer in the

worksheet provided.• If you work individually, compare your

answers with a friend.

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1. How many parts does MUET 800/4 Writing have?

A. One

B. Two C. Three

2. Candidates must write

A. One long response

B. Two short responses

C. One long and one short response

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3. How much time do candidates have for Question 1?

A 40 minutes B 60 minutesC 90 minutes

4. How much time do candidates have for Question 2?

A 20 minutesB 40 minutesC 50 minutes

5. Which of the following is true?

A Question 1 carries more marks than Question 2.B Question 2 carries more marks than Question 1. C The two questions are scored equally.

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CHECK IT OUT!

• Task 2To establish knowledge about the format

of MUET 800/4 Writing

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Task 2 : Answers

• A A pie chart Question 1• B An opinion Question 1, 2 • C A current issue Question 1, 2 • D A point of view Question 1, 2• E A graph Question 1• F A table Question 1 • G A significant event Question 1, 2• H A news clip Question 1, 2• I A global phenomenon Question 1, 2 • J An illustration Question 1

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Task 3: DOs and DON’Ts

• Work individually or in pairs.

• Read through the notes provided before attempting Question 1 and Question 2 of the MUET 800/4 Writing paper.

• Look through the list and decide where each of the statements should be.

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LINES GALORE

Task 4 Understanding Information in Tables, Charts and Graphs

• Work in pairs or in groups• Look at graph 4.1 in task sheet 4 and fill in the

numbers in the spaces box provided.• Use the display sheets provided and draw simple

graphs to represent each of the verbs given in practice

• 4.2. Display completed work for group discussion and comments.

• Write the correct adverbs next to the matching adjectives in task sheet 4.3

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(9) trough (5, 1) erratic movements(2) a gradual rise(12) level off(8) a dramatic fall(1, 5) fluctuations(15) reach a peak

(4) a sharp recovery (3) a gradual fall (13) a plateau(6) plunge(14) a steady increase(7) leap upwards(10) a decline

(11) slump

Task sheet 4 : Answers

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Test Format

Two Writing Tasks :

Question 1

Question 2

Time:

1 ½ hours

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Question 1:Question 1:AnalyzeAnalyze and interpret graphs, charts and interpret graphs, charts

and texts and texts

Time :Time :40 minutes40 minutes

WeightingWeightingMarks :Marks :

( 40 marks )( 40 marks )

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So, What’s New?

Question 1

- No longer the focused summary

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The change?

Now……

An interpretation of information presented graphically.

(Please refer to page 77 of the test format.)

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So, What’s New?

Question 1

- No longer the focused summary

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Format of Writing Task 1• Question 1: (40 minutes )

Interpret a diagram, table, charts and graphs and present the information in your own words.• Organise, present and possibly compare

– e.g. Money people spend on different forms of entertainment.

• Describe stages of a procedure or process

- e.g. the stages of human evolution.

– Describe on object or event or series of events – e.g. How the water cycle works.

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• General PointsYou must respond appropriately in terms of:

• Register – formality and politeness; e.g. no short forms

• Organization – clear and logical

• Style – academic; e.g. no rhetorical questions, no exclamations, no extreme opinions, use tentative expressions such as ‘ this appears to be…’ ‘ this is probably due to…’

• Content – relevant and complete

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Considerations for Task 1 include:

• Task Fulfillment – answering the question

completely

• Coherence – e.g. Firstly, Secondly, Finally

• Cohesion – e.g. ‘this’, ‘it’, ‘he’, ‘and’, ‘but’

and synonyms

• Vocabulary – good range, appropriate

• Sentence Structure – concise but not

simplistic; e.g. correct use of relative

clauses.

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LET US BEGIN

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How to Prepare for Task 1

• Become familiar with graph types.• Do practise exercises describing

graphs. • Become familiar with ways to:

– express percentages. – express numbers & statistical data. – express trends. – make comparisons between data.

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WHAT’S IN TREND?

Task 5

• Work individually.

• Look at the line graphs on Worksheet 5.1 and read the corresponding sentences.

• Match the sentence that best describes the trend shown in the graph.

• Circle the correct answer on the worksheet.

• Complete exercises 5.2 – 5.4

• Compare your answers with your friends.

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Task 5 – Answers

Ex 5.1: A – ii, iv

B – i, ivC – ii, ivD – iiiE – ii,iiiF – ii, ivG – i, ii, iiiH – iiiI – iii

Ex 5.21.C 2.A 3.A 4. B 5.A

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How to Prepare for Task 1

Practise language that:

• describes how something works

• makes reference to graphs / figures

• explains sequencing in a process

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DATA MATTERTask 6

• Work in pairs or in groups of three.

• Look at the graphs on Worksheet 6.1 and answer the questions that follow.

• Combine the sentences to form sentences and later combine these sentences to form a coherent text.

• Use appropriate connectors to link the ideas well.

• Discuss responses.

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Possible Responses:

1 reasons for learning languages

2 2000 students3 a university in Australia4 non - native speakers5 improves job prospects6 52%7 90%8 improves job prospects9 learning languages is enjoyable.

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WORDS, WORDS and MORE WORDS

Task 7• Work individually.• Look at the graphs on Worksheet 7.1 and

read the corresponding essay. • Rearrange the jumbled parts of the essay

so that it reads coherently.• Write the rearranged phrases in the blanks

provided.• Complete exercise 7.2 by providing a

suitable synonym.

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Answers:

1. people in different age groups

2. amount of available leisure time varies

3. different age levels have very different ways

4. Teenagers and people in their twenties spend 500 hours per year on socialising

5. People of all ages spend a good part of their leisure time

6. Cinema accounts for 100 hours of the teenagers’ leisure time

7. significant trend towards solitary and smaller group activities

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shows - exhibits depicts displaysConsiderably – substantiallyAccording - Based onFairly – moderately reasonablyDramatically - severelySimilar – related sameCases – occurrences – incidentsRanges – variesAn average - A meanIn conclusion – Finally Lastly

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Tips on How to Do Task 1Spend 5 minutes reading the graphs/charts etc.

Make sure you understand axes.

Make sure you follow lines on graph.

Focus on the key information.

If two graphs – compare.

Think about the time period – tenses.

Vary your vocabulary.

Organize information clearly.

Write neatly.

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Example of Task 1

You spend about 40 minutes on this task.

The graph shows the different modes of transport used to travel to and from work in one European city in 1950, 1970 and 1990.

Write a report for a university lecturer describing the information shown.

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Example of Task 1

With a partner :

1. Identify the main trends for each mode.

2. Identify any large increases or decreases.

3. Are there any clear or consistent

directions?

4. Does anything seem surprising?

5. Are there any clear relationships between modes and

percentages ?

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Possible Answer for Task 1 - Introduction

Instructions:Instructions:

The graph below shows The graph below shows the different modes of the different modes of transport used to travel transport used to travel to and from work in one to and from work in one European city in 1950, European city in 1950, 1970 and 1990.1970 and 1990.

Answer:Answer:The graph shows the The graph shows the percentage of travellers percentage of travellers in a European city who in a European city who used bus, car, bike and used bus, car, bike and foot to commute to and foot to commute to and from work in the years from work in the years 1950, 1970 and 1990.1950, 1970 and 1990.

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Possible Answer for Task 1 - Cars

Answer:Answer:The amount of The amount of people using cars people using cars grew considerably, grew considerably, rising from just over rising from just over 5% in 1950 to 25% in 5% in 1950 to 25% in 1970, and then 1970, and then climbing to almost climbing to almost 40% by 1990.40% by 1990.

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Possible Answer for Task 1 – Bikes and Walkers

Answer:Answer:However, the amount of However, the amount of people using bikes people using bikes decreased. decreased. Over 25% of commuters Over 25% of commuters cycled in 1950, but this cycled in 1950, but this had fallen to less than had fallen to less than 10% by 1990. Similarly, 10% by 1990. Similarly, the amount of people the amount of people who walked to work fell who walked to work fell from more than a third in from more than a third in 1950 to about 10% in 1950 to about 10% in 1990.1990.

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Possible Answer for Task 1 - Conclusion

Answer:Answer:

The graph indicates The graph indicates the growing use of the growing use of cars for commuting cars for commuting and the and the corresponding fall in corresponding fall in the popularity of other the popularity of other modes of transport modes of transport since 1950.since 1950.

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Possible Answer for Task 1 - Buses

Answer:Answer:

The amount of The amount of people using people using buses initially buses initially rose in 1970 to rose in 1970 to about 30%, but about 30%, but had dropped to had dropped to about 17% by about 17% by 1990.1990.

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Possible Answer for Task 1Full Answer

The graph shows the percentage of travellers in a European city who

used bus, car, bike and foot to commute to and from work in the years 1950, 1970

and 1990.

The amount of people using cars grew considerably, rising from just over 5% in

1950 to 25% in 1970, and then climbing to almost 40% by 1990.

However, the amount of people using bikes decreased. Over 25% of commuters

cycled in 1950, but this had fallen to less than 10% by 1990. Similarly, the

amount of people who walked to work fell from more than a third in 1950 to about

10% in 1990.

The amount of people using buses initially rose in 1970 to about 30%, but had

dropped to about 17% by 1990.

The graph indicates the growing use of cars for commuting and the

corresponding fall in the popularity of other modes of transport since 1950.

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