MUET READING SET 5

PART 1

Read three notices about the new building and the three Floors in SMK Bukit Aman.
Answer questions 1 to 4 based on the notices about the new building and the three Floors in
SMK Bukit Aman. (A to C)

Which floor
1) has the management rooms?_______C______
2) has the facilities for students to enjoy technology? _____B_______
3) is mainly catered for pure Science students? _____A________
4) is also catered for Art and lower secondary students? _________C_______

A. Floor 1 B Floor 2 C Floor 3

● A floor meant for ● A floor that occupies ● It is the highest floor

students who are studying
Biology Chemistry and
Physics
● A floor that has all the
specific laboratory
● Students need to
always make sure the
laboratory is clean.
● Do not enter into the
laboratory without your
subject teacher
the school library.
● All the books in the
library are e-books.
● There is also a book
review corner near Class 2A1
where students can write a
short review about their
favorite e-book and drop it
into the Review Box
● There is also an
internet connection (ICT)
room where students can use
the internet.
and all the rooms come with
an air-cond.
● The floor also has the
teacher’s staff rooms and the
school office.
● The students who need
to do painting or even crafting
can use the Design rooms in
the floor.
● Language learning
room is also in this floor
where students age 13-14 can
enter and use. Must be
accompanied with a teacher.
Part 2
Read an email from a teacher sharing a story with her students. Answer questions 5 to 9 based on
the email.

To: students.gmail.com

From: jamilah@gmail.com

Subject: A brainstorming story on Social Media

Dear students,

Next week we are going to learn the topic Social Media and Its Effects Around Us. Before I
explain to you further on this topic, I would like you to read this short story and list down the
questions that appear to your mind as you read in your exercise book. During lesson we will
start with a Q and A .

The story is below:

“Today's grandparents are joining their grandchildren on social media, but the different
generations' online habits couldn't be more different. In the UK the over-55s are joining
Facebook in increasing numbers, meaning that they will soon be the site's second biggest user
group, with 3.5 million users aged 55–64 and 2.9 million over-65s.

Sheila, aged 59, says, 'I joined to see what my grandchildren are doing, as my daughter
posts videos and photos of them. It's a much better way to see what they're doing than waiting
for letters and photos in the post. That's how we did it when I was a child, but I think I'm lucky I
get to see so much more of their lives than my grandparents did.'

Ironically, Sheila's grandchildren are less likely to use Facebook themselves. Children under 17
in the UK are leaving the site – only 2.2 million users are under 17 – but they're not going far
from their smartphones. Chloe, aged 15, even sleeps with her phone. 'It's my alarm clock so I
have to,' she says. 'I look at it before I go to sleep and as soon as I wake up.'

Unlike her grandmother's generation, Chloe's age group is spending so much time on their
phones at home that they are missing out on spending time with their friends in real life.
Sheila, on the other hand, has made contact with old friends from school she hasn't heard from in
forty years. 'We use Facebook to arrange to meet all over the country,' she says. 'It's changed my
social life completely.'

Teenagers might have their parents to thank for their smartphone and social media addiction as
their parents were the early adopters of the smartphone. Peter, 38 and father of two teenagers,
reports that he used to be on his phone or laptop constantly. 'I was always connected and I felt
like I was always working,' he says. 'How could I tell my kids to get off their phones if I was
always in front of a screen myself?' So, in the evenings and at weekends, he takes his SIM card
out of his smartphone and puts it into an old-style mobile phone that can only make calls and
send text messages. 'I'm not completely cut off from the world in case of emergencies, but the
important thing is I'm setting a better example to my kids and spending more quality time with
them.'”

Enjoy reading
Teacher Jamilah

Adapted from : https://learnenglish.britishcouncil.org/skills/reading/intermediate-b1/digital-

habits-across-generations

5. Jamilah sent the email because she

A wants her students to read and memorise
B wants to activate students thinking and share free flow of ideas relating the topic
C wants students to be able to answer all her questions during lesson

6 In the story, the difference between Chloe and Sheila is that

A Chloe is losing time with real life friends but Sheila is meeting up with real life friends
B Sheila is addicted with her phone while Chloe is not
C Sheila uses her phone as an alarm clock while Chloe uses it to connect with others

7 In the story, the purpose why Sheila joined social media is to

A write and express her feeling with her grandchildren
B to adopt a new lifestyle in her life
C to enjoy seeing the development of her grandchildren

8 Based on the story Peter claims that he feels like he is always working because
A he is always engaged with his Smartphone
B he is always active on social media sites
C his works is all done online

9 The overall story reflects that

A social media benefits only a certain age group
B social media has advantages and disadvantages
C Smartphone is vital so that you won’t be cut off from the real world
Part 3
Read an extract from a short story. Answer questions 10 to 14 based on the extract.

Sam squinted against the sun at the distant dust trail raked up by the car on its way up to the Big
House. The horses kicked and flicked their tails at flies, not caring about their owner’s first
visit in ten months. Sam waited. Mr Carter didn’t come out here unless he had to, which was
just fine by Sam. The more he kept out of his boss’s way, the longer he’d have a job. Carter
came by later while Sam was chopping wood. Carter lifted his hat as if he were waiting for an
appointment with Sam. He pulled out a pile of paper from his back pocket and held it out.

‘Don’t pick up your mail often, do you?’ Mr Sam

Sam took it without a glance and dropped the envelopes onto the bench. ‘Never,’ he replied
and waited for Carter to say why he was here. But Carter just left.

Carter arrived again at the farm. The fact it was Carter’s house was no explanation and they both
knew it. Carter twisted his hat round and round, licking his lips and clearing his throat. ‘Nice
work fixing those fences,’ he said finally. ‘I’ll be back to the beginning soon,’ Sam said. It
wasn’t a complaint. A fence that took a year to repair meant another year’s work to the man who
did it well.

‘Don’t you ever want to take a holiday?’ ‘And go where?’

A holiday meant being back out in the real world, a place even people like Carter travelled to
escape from. Sam’s escape was his reality and he wasn’t going back. Mr Carter wiped the sweat
from the back of his neck.

As Sam left the farm, he was thinking in his mind expressing dislike;
“The damp patches on his shirt drew together like shapes in an atlas. His skin was already
turning ruddy in the June sun. Otherwise he had the indoor tan of a man that made money while
other people did the work”.

The next day, at the farm, the two men looked towards the northern end of the property. It
stretched as far as the eye could see. Even the fences were barely visible from where they stood.
Suddenly Sam felt that he saw a blurry shadow.

Adapted text from : https://learnenglish.britishcouncil.org/sites/podcasts/files/LearnEnglish-

Reading-B2-A-short-story-extract.pdf

.
10. How was Sam’s reaction towards his collected mails?
A curious
B afraid
C careless
D anxious

11. According to the extract above what stopped Sam from going for a holiday?
A he refused to lead an imagery life and loved the real life as a farm keeper
B he had no money
C he couldn’t afford to go to places like Mr Carter

12 Why did Sam express dislike towards his boss Mr Carter?

A his boss was rich and he was jealous
B his boss hardly cared about his farm and workers
C his boss paid him poorly

13 How Sam felt in this scene as he communicated with Mr Carter?

A annoyed
B joyful
C embarrassed

14 What do you think would happen next?

A Sam will inform Mr Carter about what he saw
B Sam will just ignore what he saw
C Sam will call the police
Part 4
Read two reviews about a film.
Answer questions 15 and 16 based on Review 1.

Review 1
"Frozen," the latest Disney musical extravaganza, preaches the importance of embracing your
true nature but seems to be at odds with itself.

The animated, 3-D adventure wants to enliven and subvert the conventions of typical Disney
princess movies while simultaneously remaining true to their aesthetic trappings for maximum
merchandising potential. It encourages young women to support and stay loyal to each other
—a crucial message when mean girls seem so prevalent—as long as some hunky potential
suitors and adorable, wise-cracking creatures also are around to complete them.

It all seems so cynical, this attempt to shake things up without shaking them up too much.
"Frozen" just happens to be reaching theaters as Thanksgiving and the holiday shopping season
are arriving. The marketing possibilities are mind-boggling. And in the tradition of the superior
"Beauty and the Beast" and "The Little Mermaid," surely "Frozen: The Musical" will be
headed to the Broadway stage soon. The songs – which are lively and amusing if not quite
instant hits—are already in place. 

Adapted text from : https://www.rogerebert.com/reviews/frozen-2013

15 Based on the review we learn that the reviewer

A overall appreciated the story
B takes a negative stand about the movie
C only praised the musical factor in the movie

16 How are the contents of this review structured?

A movie criticism-overall message-movie introduction
B movie introduction-overall message-movie criticism
C overall message-movie criticism-movie introduction
Answer questions 17 and 18 based on Review 2.

Review 2

Little girls will absolutely love it, though. That much is undeniable. And the film from co-
directors Chris Buck ("Surf's Up") and Jennifer Lee is never less than gorgeous to watch. A
majestic mountaintop ice castle is particularly exquisite—glittery and detailed and tactile,
especially as rendered in 3-D.

But first we must witness the tortured backstory of the film's princesses – not one, but two of
them. The script from "Wreck-It Ralph" co-writer Lee, inspired by the Hans Christian
Andersen story "The Snow Queen," has lots of cheeky, contemporary touches but is firmly and
safely rooted in Scandinavian fairy tale traditions.

When they were young girls, sisters Anna and Elsa were joyous playmates and inseparable
friends. But Elsa's special power—her ability to turn anything to ice and snow in a flash from her
fingertips—comes back to haunt her when she accidentally zaps her sister. (Not unlike the
telekinesis in "Carrie," Elsa inadvertently unleashes her power in moments of heightened
emotion.) A magical troll king heals Anna and erases the event from her memory, but as for the
sisters' relationship, the damage is done.

Elsa's parents lock her away and close down the castle, which devastates the younger Anna. (Of
the many tunes from "Avenue Q" and "The Book of Mormon" songwriter Robert Lopez and his
wife, Kristen Anderson-Lopez, the wistful "Do You Want to Build a Snowman?" is by far the
most poignant.) But once they reach adolescence and it's Elsa's turn to take over the throne at
age 18, the two experience an awkward reunion.

The perky, quirky Anna (now voiced by a likable Kristen Bell) is a little nervous but overjoyed
to see her sister. The reserved and reluctant Elsa (Broadway veteran Idina Menzel) remains
distant, and with gloved hands hopes not to freeze anything and reveal her true self on
coronation day. But a run-in with an amorous, visiting prince (Santino Fontana) who sets his
sights on Anna triggers Elsa's ire, and she inadvertently plunges the sunny, idyllic kingdom into
perpetual winter.

Adapted text from: https://www.rogerebert.com/reviews/frozen-2013

17 Why does the reviewer explain further the story line?

A to enable readers to rate the movie
B to express the reviewer’s dissatisfactions along the plot
C to show how the characters are played in the movie
18According to the reviewer’s point of view, the movie is catered for
A adults
B teenagers
C specific group of audience

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

19 Which of the following is false of both reviews?

A both reviews describe the characters in the movie
B both reviews describe the strength of the movie
C both reviews describe the movie as a hit

20 The two reviews suggest that a successful movie need

A only music
B characters, setting, music and message
C subjected audience
Part 5

Read an email about the topic Managing A Problem. 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.

Dear Karl,

I received a call from Judy a couple of days ago to discuss some of the issues that she was
having and I thought I'd give you a heads-up on what was said, seeing that you are Judy's project
team leader. Judy really enjoys working with you and the team and finds the project very
interesting, (21)_D_.

It seems that she's been given a fair amount of autonomy to carry out the tasks that you've given
her, and (22)__G_. But I believe in her Tokyo office, she is used to a bit more managerial
direction and guidance and so is finding this international project quite daunting.

When I asked her about meeting her deadlines, (23)_E_, her goalposts have been moved, and she
doesn't seem to really understand why this has happened. Bearing in mind that she's also facing
simultaneous deadlines from her department in Tokyo, we can presume that she might be feeling
a bit stretched.

Looking ahead, I was wondering if we could make it easier for Judy by offering her more
direction when setting her tasks, at least until she learns the ropes and gets used to working
unsupervised. (24)B__. Do you think you could maybe outline the group and individual targets
at your next team meeting and that way, everyone not only gets a reminder of the end goal, but
each team member, including Judy, might have a more holistic view of the whole project?

I was also thinking it might help to touch base with her every so often to make sure that she's up
to date with any changes to the overall plan of attack. In the meantime, I'll write to her manager
in the Tokyo office and see how aware they are of the deadlines you've given her, and if they
could in some way review her responsibilities and co-ordinate her tasks so (25)C__

Judy is an extremely conscientious worker and is eager to contribute positively to the team.
(26)_A__. I'm keen to know your thoughts on the matter and am open to any suggestions on how
we could better support Judy so that she has a more smooth-sailing experience on the team.

Best regards,

Adapted fromhttps://learnenglish.britishcouncil.org/skills/reading/advanced-c1/managing-a-
problem

A Personally, I think she is someone with high potential and will be an asset to our
international projects if properly mentored

B I think she'd also appreciate you giving her a clearer idea on how her role in the team
fits into the overview of things.

C that she doesn't constantly feel pulled in both directions.

D but I think she's feeling a bit lost and struggling to see the big picture.

E she mentioned that due to the recent changes to the project timeline,

F she is facing problems

G of course, this level of delegation is not uncommon in your branch