MUET Format Beginning 2021 MUET is administered three times a year, namely in March, July'and November. The Listening, Reading and Writing tests are taken on the same day, while the Speaking test is held over the duration of two weeks. ‘The latest MUET components are as follows: Paper 1: Listening Paper Code Paper Duration 00/1 Listening 50 minutes 800/2 speaking 25 minutes: 800/3 feading 75 minutes ‘800/4 Writing 75 minutes Comparison between the Old and the New MUET format Paper 2: Speaking __ Old format ] Number of texts 5 | Number of questions 20 | Question types + Information transfer + S-option MCQ + Short-answer questions + Multiple matching | + 3-option MCQ | + 4-option MCQ | Time | 30 minutes 60 minutes _ | Maximum Score I 45 marks 90 marks | Weightage 15% 25% + Individual presentation * Individual presentation + Group discussion + Group discussion Contemporary issues Contemporary issues. nutes 25 minutes 980 marks 15% 25%Description of Score for MUET Test Scores : Maximum Score Z Test Component ———_—— —— | Old format New format 45 90 | 7 ae Es i | 45 90 120 90 90 90 300 360 | Old format New format Aggregated Score Band Aggregated Score Band | 331 - 360 ot 260 - 300 6 | 294 - 330 5.0 (258 - 293 45 220 - 259 5 211 — 257 4.0 164 - 210 3.5 180 - 219 4 | 123 — 163 3.0 140 - 179 3 82-122 25 yt 100 - 139 2 26-81 20 Below 100 1 1-25 10Introduction For the Listening Test, the duration is 60 minutes. The weightage of this component is 25%. The Listening Test consists of 5 parts. Listening Test 800/1 Number of storing uration || MOU |! Weigtage “ents 20 50 || Ses oe Structure of the Listening Test Number of ran | Twetnpe | button | _ueston Tre Patter Pan 1 | Dialogue Approximately | Mulipie choice SEminuos” | qvesbors wih 3 options Part2 | Monologue | Approximately | Mutiple choice femmnuos | queetons vith 2 ptons Part3 | Monologue | Approximately 6 | Mute matching with (Gepeckers) | mines Boplons (5-17 Pan 4 | Dilogue Approximately | Multpe choice 7 ‘Omnuioe” | quoctons wath 3 (18-2) options Part | Ssherdalegues: | Approximetely 8 | Multiple choice 6 Dialogue 1 | minutes: questions with 3 «(2 questions Dialogue 2 plone per dlalogue) Dialogue 3 eS) TOTAL 30Specifications of the Listening Test ‘The aim of the Listening test is to assess the candidates’ ability to understand spoken discourse comprising monologue, dialogue and conversation from a variety of genres. The listening texts may be in the form of: Possible Genres -— Talk Interview Talk show Briefing News report | Announcement Instructions Speech Lecture Conversation Documentary ‘The topics of the spoken discourse cover a wide spectrum of areas such as education, health, ‘environment, consumerism, financial matters, economy and science and technology. Skills Tested in the Listening Test For this component, you will be tested on the following skills: + Understanding simple phrases and expressions + Identifying general and specific information * Understanding main ideas made in clear standard speech on familiar matters + Understanding main ideas in linguistically complex speech + Understanding familiar and unfamiliar topics + Following extended speech and complex lines of arguments on reasonably familiar topics + Following extended speech on abstract and complex topics outside field of study, and confirming ‘occasional details + Following less structured implied messages in extended speech + Understanding idiomatic expressions, colloquialisms and variation in language use Guidelines for the Listening Test ‘The following is a guideline on how to listen effectively 1 Read the instructions on the question booklet carefully. 2 Listen to the tape script and make notes at the same time, 3 Pay attention to the intonation pattem, stress and pauses made by the speakers. These may signal the main ideas or important details. 4 Focus on the tape script and try to block out external disturbances, 5 Confirm your answers when the tape script is played for the second time. Reminder: in Part 5, the length of the spoken discourses are relatively short. This means the candidates have to follow ess structured implied messages. Hence, they have to be more attentive when the tape scripts are played.| gAPEn 2 ' Speaki ing Test 800/2 ~ Introduction For the Speaking Test, the duration is 10 minutes for Part 1 and about 15 minutes for Part 2. The weightage of this component is 25%. The Speaking Test consists of 2 parts. ed | — s Number of | Maximum Parts in Total | evi Duration ‘tone Weightage +e =¥ — 2 parts Part 4: 10 minutes 90 + Individual Presentation | | 2 questions : 25% Scrip picesen | Part 2: 15 minutes | | marks Structure of the Speaking Test Part Tost Type Question Type Time allocation Part 1 _| Individual Presentation | The candidates refer to | Preparation time: | 2 given situation that 2 minutes The candidates are given a | Sven situation nat situation or prompt Presentation based on topics that range | jie > minutes | Each candidate is asked to from education, health, speak on a certain aspect of the | environment, consumerism, | (per candidate) | given situation, financial matters, economy and science and technology. Part2 | Group Discussion The candidates refer to. a | Preparation time: given situation and visual 3 minutes Candidates are placed in groups and a written question is given. Candidates are to discuss the | question using five prompts in (ver group) the form of a mind map. stimulus in the form of a n | mind map. Discussion time: 8-12 minutes ®Specifications of the Speaking Test The aim of the Speaking Test is to assess the candidates’ oral ability to present ideas based on a given situation and task on an individual basis, as well as to interact in a smallgroup by exchanging views and opinions. ‘The situation and tasks are based on topics that cover a wide sange of areas such as education, health, environment, consumerism, financial matters, economy and science and technology. The speaking test examines candidates’ knowledge of subject matter and viewpoints on current issues, Note that the topics for Part 1 and Part 2 are related. Skills Tested in the Speaking Test For this component, you will be tested on the following aspects: ae Fluency Appropriacy ‘Speaking Skills Coherence and (Seating sis } —|__[ conerence fi Use of language functions Managing a discussion Fulfilment | _ oftask How to use language grammatically How to use correct pronunciation, stress and intonation How to speak with confidence and fluency How to use appropriate language for the intended purpose and fluency Hoiw to use a variety of vocabulary, expressions and sentence structures How to observe conventions appropriate toa specific situation How to develop and organise ideas How to use appropriate markers and linking words How to use anaphoric references in an appropriate way alongside other cohesive devices How to use the appropriate language functions How to manage a discussion: ~ initiate = prompt = take tums — maintain — interrupt = repair = negotiate conclude How to present relevant ideas How to provide adequate content How to show maturity when treating topicsGuidelines for the Speaking Test Individual Presentation The candidates have to generate their own ideas based on the situation and given task. They also have to provide elaboration, explanation, and examples for each main idea generated, During the preparation time, candidates are encouraged to prepare an outline with main ideas and ‘supporting information. Use important phrases in the outline. * Generating Ideas and Planning your Answer 41 Understand the requirement of the question. You may ask the examiner for clarification if necessary. 2 Quickly jot down ideas in short notes or in the form of mind maps. 3 Choose three of the best and most relevant points and think of suitable examples or illustrations to support your main points. Stay focused on the topic. 4 Organise your ideas in the form of an outline which you will refer to when making the presentation. 5 Avoid writing full sentences as you will tend to memorise, and your presentation will become stiff ‘and monotonous. Delivering your Presentation When giving your presentation, you may refer to the outline below: Rs Introduction, atte Greet the examiners and the other candidates and introduce your task. & Bem. State Point 1 ae Provide elaboration, reasons, and examples to support Point 1. | Vv oe fee State Point 2 Sie Ree aan sate one See | 9g : fee State Point 3 ae Provide elaboration, reasons, and examples to suppor Point 3, fmm Conclusion Restate your thesis statement and summarise your mai In your presentation, it is important to use these language functions: Expressing opinions Giving reasons . Elaborating Justifying ‘Summarising ConcludingReminder: 1 Stale your stand/opinion clearly at the beginning of your presentation. This will be your thesis statement, 2 Speak in a caim and confident voice. 3 Maintain eye contact. 4 Use appropriate linkers/discourse markers to connect all your ideas systematically. Group Discussion ‘The group members may use the ideas given in the mind map or use their own ideas during the discussion. During the discussion, each member may agree or disagree with the views or opinions of the other group members. Each member should be able to provide examples, explanation and det In order to persuade the other group members to agree with his/her ideas. The group should be able to come to a conclusion at the end of the discussion. During the discussion, itis important to use these language functions: + Expressing opinions + Evaluating + Tumtaking + Giving reasons + Initiating + Interrupting + Elaborating + Prompting + Summarising + Justifying + Negotiating + Concluding + Inferring Reminder: 1 Pay attention when the other members are making their presentations. 2 Keep an open mind during the discussion. 3 Encourage one another to speak. Do not monopolise the discussion 4 Be polite even when you disagree with an idea. Do not use offensive words. 5 Consider all ideas carefully before coming to a conclusion. 6 Keep to the time limit. Useful Expressions Below are some useful expressions that you may use during the speaking test. Introducing Speech/Points for Discussion ES Bare friends. Giving topic of discussion _|+ The topic of today's discussion is ‘What | would like to talk about today is... Providing a viewpoint + In my opinion .. believe that Identifying main sections! _|+ | have 3 points/ideas to support my stand points. Firstly, | will begin with .. Next, | will elaborate on ‘+ Finally, | will speak about Linking to the starting point |+ The first point is | + Ill now begin by looking at. Greeting + Good morning/afternoon/evening to the examiners and fellowLinking Parts of the Speech I Functlon/Type Examples ‘Sequencing Ideas * The first/secondithird point is | + FrtySeconayTiay, Giving more idoas + Besides ti. + In addition to this : Cenetusing + fe came tothe on of what am tying to sey + That's all | have to say + Asa conclusion lighting and Emphasis 1g Points Function/Type Examples Paying attention to a point | + I would lke to stress on Drawing focus to a point | + What most people would do is... Giving strong opinions + Believe me, itis important to ... Contrasting |+ On the other hand | + The truth is that... Giving examples + For instance + As an example, Agreeing and =e 7s ee faresing ~ Vagreew [5 Tiina a ver god point + Youre absolutly ght Disagreeing + I'm sorry but | disagree with you ... + [beg to differ ... + That is not always true, | While | do agree with you to a certain extent, | think + I'do see your point but .. ‘Lt That may be tre, but Showing partial agreement ‘Seeking Clarification/Clarifying FunctionfType | ~ Examples Seeking clarification + Tm not sure | understand. Could you elaborate on that please? + Could you explain what you mean by .. Could you give an example? Let me explain further To put it in another way .. ‘A good example is Clarifying an ideaInterrupting Function/Type Interrupting politely Convincing/Persuading Function/Type i I'm sorry to interrupt, but IF might add something Can | stop you for a moment here? Examples Convincing or persuading others to consider your point of view That is a good idea, but if we look at it further, | agree with what you say, but let's also consider .. That may be true, however Ending the Discussion Funetion/type Examples Closing the discussion Reminder: | think this has been a good discussion. Thank you for your views and ideas. | think we have come to a consensus. | appreciate the participation of everyone in the discussion. + Remember to speak clearly with ltl hesitation and false starts. + Remember to turn take and not to take tums during the discussion. > To tum take means to participate in a conversation and discussion where the members ‘speak one at a time followed by another group member who interject to show agreement, cr disagreement with information to support their views. This social communication takes ‘on a natural manner with no set order. > To tum take also means to do something folowing an order. In this ease, the order may be ‘candidate A followed by candidate B, C and finally D. Or the order may begin with a highly proficient speaker followed by less proficient ones.facies PRACTICE 1 Payt 1 - individual Presentation © You have 2 minutes to prepare. © You have 2 minutes to talk. Situation ‘There are many ways to spend one’s free time. Suggest some ways one can spend their fre time. Candidate A : You have to give a presentation to your class, Talk about activities that are enjoyable to do, Candidate B : You have to give a presentation to your class. Talk about activities that can bring happiness to your loved ones. Candidate C: You have to give a presentation to your class. Talk about activities that can bring benefits to the community. Candidate D: You have to give a presentation to your class. Talk about acti improvement to your home environment. ties that can bring 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 People often spend their free time doing activities that they enjoy. In your group, discuss why free time activities are important to an individual. G)Group Discussion You have 3 minutes to prepare. e In your discussion, you may support or oppose the other test takers” viel. 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 Water shortage is a serious matter. In your group, discuss what can be done to deal with this problem, a. | | educate the increase public water taciff | | j } | a | look for new recycle waste | ome ater ee ge, At the end of the discussion, try ro desde the est way to deal with the water shortage problem. | seRPEp £) Reading Test 8003 » Introduction For the Reading Test, the duration is 75 ‘The weightage of this component is 25% utes. There are 7 parts with 40 questions altogether. Ek = I | | Parts in Number of Maximum er | [Sees | en | | wm a a] aay 7 parts 90 marks 2% | Structure of the Reading Test eae ey | Number of ‘| Part Question type questions Part + [3 short texts that are ofthe same | Mutiple matching 4 topic (100 ~ 150 words) (=a) Parts |2 texts, each text is between |MCQs wth 3 options 10 283 |300 450 words 14) Part 4 | independent texts thet are based |2 MCQs with 3 options based on| 6 on the same theme, the first text (15-20) The text types may air 2 MCQs with 3 options based on the second text | Both texts amounting to 700 600 words 2 MCAs with 3 options based on the comparison of both texts Pat [One text of between 500 - 600 [A tex! with 6 missing sentences 6 words cntions are provided (A ~ 6) Parts _|2 texts; each txt is between 700 |MCGs with 4 options [eps eeePaper 3: Reading Old format New format Number of texts | 6 a Length 200 — 700 words e Possible genres Articles from journals, Short texts such as j | newspapers and magazines, | advertisements, notices, menus | | academic texts and electronic | and timetables, factual and oe texts literary texts such as emails, | letters, reviews, short stories, | articles, research bulletin and a4 Iterary writing : Number of questions 45 40 7 Question types + S-option MCQ + Multiple matching, 4 + 4-option MCQ + S-option MCQ. oS + Gapped text i | + 4option MCQ j 90 minutes. 75 minutes Maximum Score 4120 marks 90 marks, Weightage 25% Old format New format | Number of tasks - 2 = 2 | | Possible text types | Reports based on visual Letters or emails based on | 8 stimulus, expository, a text stimulus, discursive, | ‘argumentative or problem- ‘argumentative or problem- | solution essay solution essay =| | | Word count | Task 1: 150 — 200 words Task 1; 100 ~ 135 words | Task 2: Not less than 350 words | Task 2: At least 250 words | [time 90 minutes 75 minutes >| | | Maximum score 90 marks 90 marks | ut ee as | | Weightage 30% 25% g | | |Specifications of the Reading Test The aim of the reading test is to assess the candidates’ ability to understand different reading texts in the form of formal academic genres to fiction and literary genres. The test may require candidates to Use their background knowledge and linguistic knowledge to understand familiar and non-familiar topics. Skills Tested in the Reading Test For this component, you will be tested on the following aspects: Comprehension Application Analysis Evaluation Guidelines for the Reading Test 1 For Part 1, candidates are asked to read short simple texts in order to elicit specific information. How to skim and scan How to extract specific information How to identify main ideas How to identify supporting details How to derive meaning from context How to understand linear and non-linear texts How to understand relationships within @ sentence and between sentences How to predict outcomes How to apply a concept to a new situation How to identify language functions How to differentiate fact from opinion How to draw inferences How to recognise roles and relationships How to interpret nor-linear texts How to follow the development of a point or an argument How to summarise information How to relate ideas and concepts ~ within’ between paragraphs How to appraise information How to make judgements How to draw conclusions How to interpret writers’ views or intentions How to read critically How fo use the skill of intertextuality 2 For Parts 2 and 3, candidates are asked to read longer texts in order to elicit main ideas, to identify details, to make infetences and to predict outcomes. 3 For Part 4, candidates are asked to read two texts to understand organisation of text, to deduce ‘meaning, to interpret author's intentions and attitude, as well as to make comparisons and evaluations in different texts, 4 For Part 6, candidates are asked to read a gapped text and based on the candidates’ background knowledge and linguistic knowledge, they must identify the main idea of the paragraph, recognise the text structure and identify the cause-effect relationship. @)5 For Parts 6 and 7, candidates are asked to read extensive and complex texts to recognise the ‘content and organisational features of the text 6 Candidates should be familiar with the following types of genres: flyers, brochires, labels, notices, emails, blogs, biographies, literary writing, reviews of fiction, non-fiction texts, specialist magazine articles, research bulletins, and professional publications. 7 Candidates should pay attention to the structural and organisational features of @ paragraph, complete text or passage. 8 Candidates should pay attention to the use of connectors and transitional markers that signal their functions in the paragraph or text. Reminders ‘To do well in this section, take note of the following: 1 Read the questions before reading the passage. This will make your reading more focused as you have an idea of the information that you need. 2 Highlight the key words or important concepts. Do this as you are reading as it will help you locate the answers quickly and easily. 3 Look for contextual clues. Ifyou come across specific words or any part of the text that you do not understand, try to look {for contextual clues that may help your understanding. 4 Always refer to the text. When selecting your answer, always check against the information in the text. Do not give your ‘own opinion unless the question asks for it 5 Consider all options. Read all the options given before you make a choice. If you do not know the answer, eliminate the least possible options until you come to the best one, Do not leave any question unanswered. 6 Work within the time limit. Divide the time between seven texts so that you have a rough idea on the time you can spend (on each text, ®le 4, | Wri Introduction ‘The Writing Test consists of two parts ~ Task 1 and Task 2. The duration is 75 minutes in total, with 25 minutes for Task 1 and 0 minutes for Task 2. The weightage of this component is 25% ing Test 800/4 (Weiting Test”) Pars in Total | See ee eee 2 parts: || Task utes 90 + Task 1 Guided weting ||? ¥°8#0"S || task 4: 60 minutes || marks || 25% + Task 2 — Extended Writing care = —" ———— Structure of the Writing Test Task ‘Stimulus Required response Level of response Task 1 | Aletter or an | Areply in the form ofa letter or | Able to write short messages email an emai relating to matters mentioned in | | stimulus Use the words given or follow the function words instructed in | Able to express in clear and the reply well-structured sentences | Write at least 100 words Able to vite about complex subjects in a letter or an email | Task 2 | Stating a ‘An essay in the form of Able to write simple connected situation, idea or | discursive, argumentative, or | text on familiar topics problem problem-solution format Able to write clear, smooth Write at least 250 words flowing text in an appropriate _| seSpecifications of the Writing Test The aim of the Writing Test is to assess the candidates’ ability 1o communicate ideas in @ formal and less formal vrting genres. A textual stimulus is given inthe form ofa lttef or email, or ina fow sentences to set up the communicative context. The candidates need to understand the stimulus Clearly for a better and more effective planning, organisation and preparation of the writen response For this task, you will be tested on the following language functions: + Expressing thanks, apologies, reactions, and preferences + Accepting, dectning, rejecting invitationsiofiers + Making requests * Giving precise information + Describing experiences, feelings, and events + Providing advice, reasons, opinions, and justifications Task 2 ~ Extended Writing For this task, you will be tested on the following language function: * Discussing ideas and evaluating arguments or solutions to problems + Providing advice, reasons, opinions, and justifications + Giving examples and supporting information Guidelines for the Writing Test 1 In the less formal writing task (Task 1), the situation and subjects are related to academic and ‘educational environment. 2 In the more formal writing task (Task 2), the situation and subjects can be familiar or unfamiliar that a non-specialist would be able to write about. 3 The candidates can draw on their background and cultural knowledge and understanding to generate ideas to fulfll the writing task. 4 The candidates must be able to organise ideas and thoughts into a coherent manner besides the Use of correct grammar, appropriate vocabulary and relevant figures of speech in expressing their views and arguments. 5 The candidates are required to respond to language functions in the given task by providing relevant forms when they write their responses. &What is a Discursive Essay? Ina discursive essay, you are to write about a given topic and present your views in a balanced manner, Language Tips for Discursive Essays a | Function/Type | oa inked a see ea eee besides that, in addition, moreover, another, likewise, ‘To introduce a contrasting | however, instead, nevertheless, on the contrary, on the other idea hand, yet, despite that, in spite of, although, while To show order of anes first and foremost, the most significant, most importantly To introduce a reason since, because, due to the fact To introduce an effect a a result, hence, consequently, thus, therefore To introduce an example | for example, for istance, such as, an example To show division of ideas | first, next, in addition, furthermore, finally What is an Argumentative Essay? {An argumentative essay presents arguments on both sides of an issue (for or against). You must take a stand and try to persuade the reader to agree with your point of view. However, if this is not possible, you may opt to partly agree and parly disagree with the topic, and provide reasons for your point of view. Language Tips for Argumentative Essays Function/Type Example: To present conflicting Opponents of this idea claim/maintain that .. views ‘Those who disagree/are against these ideas may say/assert that + Some people disagree with this idea. However + There are people who oppose based on To signal your counter | + It is argued thatican be argued that argument/rebuttal + Despite the fact that + Nevertheless: To express your opinion | + | believe + In my opinion + I strongly believe .. To present arguments | + The main/important advantage of for + Amajor advantage of | + An additional advantage of @| Functiontype | Examples + One major disadvantage of + An important drawback + lam against this idea because To compromise | + They 6o have a point in ; | + Toa certain extent they are right, To completely disagree | + After seeing this evidence, there is no way we can agree with what they say, | + What we are discussing here is not what they are trying to prove. Lt Their argument is irrelevant. To conclude + All things considered + As was previously stated Taking everything into consideration . What is a Problem-Solution Essay? In this type of essay, you need to discuss the problems with regards to a particular topic and then ‘suggest possible solutions to these problems, ‘You may use the language functions presented in discursive or argumentative essay where suitable, Reminders 1 The purpose of reading the textual stimulus clearty is to generate ideas forthe topic by recalling vocabulary and figures of speech. 2 Its important to write using a variety of sentence patterns to express ideas, thoughts and arguments. Us + simple sentences (S+ V+ P), * compound sentences (two or more simple sentences joined together with connectors), + complex sentences (a simple sentence joined to various types of clauses) * or even compound complex sentences 3 Itis necessary to include low frequency words in the written response but the words used should be relevant and appropriate to the context 8.9. A quiet room is a better place for studying. vs ‘A quiet room provides a more conducive atmosphere for studying. * The use of the low frequency word conducive allows candidates to change the verb-lo-be to an action verb, provides, + Also note that the word place can be replaced with atmosphere. * Both the sentences are simple sentences, but the second simple sentence is more effective in expressing the same thought.