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The 2 week online course

Preparation for the OET Test

DOCTORS

Week 1 of 2

All material is copyright © ISBN 978-0-9808609-8-6

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TABLE OF CONTENTS
AN OVERVIEW OF THE 2-WEEK COURSE.......................................................................3
GRAMMAR......................................................................................................................4
1. What exactly is a sentence?...............................................................................4
Exercise: Is it a sentence, or not?...........................................................................4
2. Adjectives and adverbs....................................................................................5
Exercise...................................................................................................................5
3. Articles “a” “an” “the” - or nothing at all.................................................6
Exercise...................................................................................................................6
4. Apostrophes......................................................................................................7
Exercise...................................................................................................................8
5. Joining words.....................................................................................................8
ANSWERS TO THE GRAMMAR EXERCISES.......................................................10
CRITERIA FOR THE OET WRITING TEST ...................................................................11
The holistic patient ......................................................................................................12
An ideal letter, is one that has …..................................................................................13
CASE STUDY No.1 Carolyn Plat.................................................................14
CASE STUDY No.2 - Harriet Lyons.................................................................15
CASE STUDY No.3 - Michelle Taylor...……………………………………………………….16

CRITERIA FOR THE OET READING TEST....................................................................17

Part A Reading – Workplace Injuries....................................................................18
Part A Reading - Workdust Allergies....................................................................24
CRITERIA FOR THE OET LISTENING TEST..................................................................31
Part A Listening – A flu shot.................................................................................32
Part A Listening - John Clark - Insomnia .............................................................32
CRITERIA FOR THE OET SPEAKING TEST...................................................................37
The format of the speaking test...........................................................................37
OET SPEAKING - A consultation “plan” for the OET test...................................40
HERE ARE 3 ROLE PLAYS TO PRACTISE
Mild concussion – Asthma / Cataracts – 75yo / Boy fell from a tree .............................44-45
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AN OVERVIEW OF THE 2-WEEK COURSE

This four week course has been developed due to a growing demand for something more
structured, other than the OETWorkshop’s 4-day intensive courses held prior to an OET Test.

 You can start Week 1 at any time

 You can take longer than a week to complete any particular package of work.
 All exercises need to be submitted to the OETWorkshop – and returned to you via
email - before you get the next week’s package of material.
 It is the responsibility of the student to ensure all work is submitted in a timely
manner. Should material not be received by our tutors; there will be no recourse
other than to resubmit the material.
 You can work very studiously and finish one week’s worth of material in a few days –
which is OK – you will get through your 2-week course in less time
 No charges will be made for deferment or cancellation.
 You cannot transfer your registration to another person.
 Only registered OET candidates will gain access to letter-correction-and feedback,
the reading and listening exercises and 2 hours of online Skype time associated with
this 4 week course.
 Each week you should use one hour of Skype time – for speaking practise and/or
general discussion about your study program. All your Skype time cannot be
“reserved” for the week leading up to the OET Test.
 No Certificate will be issued on completion of the 2-week program. The
OETWorkshop is a privately run tutoring business specialising in OET and IELTS
preparation offering a “fee for service” program.
 For speaking practice online using Skype – please make sure you have downloaded
the software (it’s free) from www.skype.com and that you have invested in a headset
with microphone. This will ensure excellent reception at your end, as well as
excellent sound production of your voice for the tutor at this end.
 The OETWorkshop is owned and run by Marg Tolliday of Marg Tolliday OETWorkshop
Pty Ltd. The OETWorkshop has nothing to do with the OET Centre or IDP Australia or
the IELTS organisation.
 Contact for the OETWorkshop is 0406 587 936 or info@oetworkshop.com
 It is a trading name for the registered business in Australia, Marg Tolliday
OETWorkshop Pty Ltd ABN 31 152 278 290 located in Geelong, Victoria, Australia.
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GRAMMAR

1. What exactly is a sentence?

An English sentence consists of a Subject, a Verb and an Object.

If you don’t have a subject, a verb and an object in a sentence – then you don’t have an
English sentence - what you do have is a “fragment” - and you will never get a high score
by writing fragments.

Dr Jones was held up in traffic so he called the Clinic to reorganise his day.
(S) (V) (V) - - - (O)----
Can you see a subject ? a verb word ? and an object ? (the reason for writing this
sentence in the first place?)

What about …

Temperature was very high at 39oC. Can you see a subject? You can?
Amazing! This author can’t !!
(V) - - (O) - -

His/The temperature was very high at 39oC. Much better!

- (S) - (V) - - (O) - -

Exercise: Is it a sentence, or not?

(Circle “Y” for yes; “N” for no. Answers are given at the end of this section).

1.1 She rushed at him with the scalpel in her hands. Yes / No
1.2 Surgery had finished; lights were turned off. Yes / No
1.3 BP was 160/90 – very high. Yes / No
1.4 Make sure you fast before your Barium Meal. Yes / No
1.5 Before a Barium Meal, fast. Yes / No
1.6 Skeletal survey and urinanalysis test were ordered. Yes / No

1.7 Endoscopy was not recommended because of it could

damage the oesophagus. Yes / No
1.8 On examination, vital signs were BP 120/80, P 70/min.
regular, rest of the examination was clear. Yes / No
1.9 Accordingly, Paracetamol/Codine mixture was added
to the prescription. Yes / No
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1.10 During hospital stay, surgical debridement of

wound as well as daily dressing was undertaken. Yes / No

2. Adjectives and adverbs

Adverbs describe the verb, the doing word : how fast / how much / to what degree of
speed or skill did someone run, teach, grow old, spend money, recover from illness – and so
on. And adverbs nearly always have “ l y “ at the end.

The patient is recovering slowly.

The doctor carefully explained the surgical procedure.

Adjectives describe a noun. A car - a black car.

The elderly patient is recovering slowly.

The Sri Lankan doctor carefully explained the surgical procedure.

It’s a good idea to write adjectives next to the noun; adverbs next to the verb.

Of course – one needs to ask the question: Why bother? Do we need them?
Well – yes – because they make your writing more descriptive and come in handy when
trying to write concisely – and at the same time give details – about a patient.

Can you pick the adverbs (ADV) / the adjectives (ADJ) / the nouns ?
(Answers are given at the end of the book.)

2.1 Unfortunately, the patient had uncontrolled pain with persistant numbness in the
lower right leg. [3 adjectives and 4 nouns]

2.2 His feet need to be examined by a podiatrist regularly. [Adverb or adjective?]

[2 nouns / 1 verb / + ADV or ADJ?]

These two sentences, written without adverbs or adjectives, would end up:
2a The patient had pain with numbness in the leg.
2b His feet need to be examined by a podiatrist.

By adding adjectives and adverbs, you add richness, detail, a deeper understanding of one’s
particular patient - - which is valuable stuff for the specialist - - and your chances of getting a
pass in the OET or a Band 7 score in IELTS.

Exercise: Include the (bracketed) word in the appropriate place in the sentence.
Answers are given at the end of the book).
2.3 (chronic) The patient is suffering from diahhorrea.
2.4 (Indian) I attended the Doctor yesterday.
2.5 (high) The baby has a temperature.
2.6 (amazed) The patient looked at the xray result: no cancer!
2.7 (nervous) The new triage nurse made some silly mistakes.
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2.8 (widowed) I am referring the above male, a 54 year old Engineer.

3. Articles “a” “an” “the” - or nothing at all

In English, most objects in a sentence require an article in front of them.

But not always !!! Articles are NOT used before medical conditions / diseases*
or proper/collective nouns.

“a” and “an” are both indefinite articles …. The only difference being, “an” is used when
the next letter is a, e, i, o, u. However - the word “x ray”, for example, starts with an
“ x “ - yet we would say The patient had an xray. Why?
Because xray sounds like ‘ex ray’ which begins with an “e” - so use “an”.

Another example: If you use a University-publication, make sure you put it back.
Why not “an” before the “u” in University? Because it sounds like ‘You-ni-versity” and “y”
does not need ‘an’. Confused? Keep going!

Note the use of articles in these examples:

The patient had an appendectomy in 2001.
The operation was a success.
The patient was walking on Day 2 after the hip replacement.
Mrs Jones first had cancer in 2002. As a child she had measles and mumps.*

Exercise: Circle the correct option : “a” “an” “the” or [ no article at all ] in the
following sentences. Answers are given at the end of the book.)

3.1 a / an / the / --- patient is still recovering.

3.2 Expert opinion seems to be that a / an / the / --- Western medication is

a / an / the / --- best thing for you at
a / an / the / --- this time.

3.3 I can understand why you are anxious, but there is no need to be.
a / an / the / --- medical team here in this Hospital is excellent. Don’t worry!

3.4 The patient reports having a / an / the / --- measles and

a / an / the / --- mumps as a child but good health in her adult life.

3.5 You need to exercise empathy when talking to Mrs Jones. She has
a / an / the / --- cancer and only found out yesterday.

3.6 You need to exercise empathy when talking to Mrs Jones. She has
a / an / the / --- liver cancer and only found out yesterday.

3.7 These days, having a / an / the / --- cancer is not necessarily a death
sentence.
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3.8 You need to cut down on surgary foods as they are exacerbating a / an / the /
--- pimples on your face.

3.9 Harry has terrible acne and is using a / an / the / --- soap which his Doctor
recommended. a / an / the / --- soap seems to be helping.

3.10 She lives with her parents and two brothers and studies at
a / an / the / --- Melbourne University.

4. Apostrophes

APOSTROPHES are little marks, like a comma but written above the line, and have three
uses:

Use No.1 To show a letter has been left out.

I’ve done it. Instead of: I have done it!

Use No.2 To show something belongs to someone (singular possessive). The

apostrophe goes before the “s” The nurse’s mask was a blue colour.

Use No.3 To show things belonging to more than one person (plural possessive). The
apostrophe goes after the “s” . The nurses’ masks were blue.

DO YOU NEED TO KNOW ABOUT THE APOSTROPHE ? Yes! Because your patient’s name
[singular possessive] might be Mr Blackmore. You might want to write:
On review, Mr Blackmore’s vital signs had changed for the worse.

Now … what about a patient whose name is, say, Mrs Jones – her name ends in an “s”. On
review, Mrs Jones’ vital signs had changed for the worse.

Although Mrs Jones is only one person – and the vital signs belong to her – strictly
speaking you should write Mrs Jones’s vital signs … however, for the past few decades,
this convention has changed and now singular possessive apostrophes for names ending in
“s” – adopt the apostrophe after the ‘s’. If you read Christian articles, you will see Jesus’
name written with the apostrophe after the “s”.

Another little word that connotes possession is “ its “ . Note there is NO apostrophe. If
you write “ it’s “ - it is equivalent to It is Confused? Keep going ! Here are some
examples of using the possessive apostrophe as well as the word its in a possessive
way:

Mrs Brown’s medication was increased to four-hourly.

Mrs Jones’ medication was increased to four-hourly.

The patient’s medication was increased to three times a day.

The patient’s history was noted and filed in the filing cabinet.
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The dog’s owners were very happy with their dog’s new-found mobility.
The Physiotherapist’s exercise regime was closely followed by the patient.
The horse had calmed down. Its fever had passed and it was on the road to recovery.
The Nurses’ Station is manned 24 hours a day.
A Hospital needs to closely monitor hygiene levels otherwise its reputation will suffer.

Note that “its” used possessively – has NO apostrophe.

Ah – English ! At times it’s not easy !

Exercises: Apostrophes* Do the following sentences require an apostrophe?

(Answers are at the end of the book.) *Pronounced A-poss-troh-feez

4.1 The patients behaviour was very strange.

4.2 Its OK to miss one tablet, but not two.
4.3 Mrs Stromess headaches were getting worse.
4.4 The doctors performing the surgery were all specialists.
4.5 The patients in the Waiting Room were becoming impatient and noisy

5. Joining words ( yet, and, but; consequently, therefore; furthermore,

in addition, moreover; )
The definitions of these words can overlap, so you want to be careful about how and when
you use them.

consequently, therefore: Something happened or something is true because of something

preceding it.
Example: Jonathan read the company website and articles about the company before his
interview. He was able to ask very good questions during his interview.
Revision: Jonathan read the company website and articles about the company before his
interview; therefore, he was able to ask very good questions . . . 
his interview; consequently he was able to ask very good questions . . . 

furthermore, in addition, moreover: Similar to the word “and,” but with more of a
relationship to the first part of the sentence.
Example: Soo-yeon checked the grammar in her college application essay twice. She asked
her neighbor to check the grammar one more time.
Revision: Soo-yeon checked the grammar in her college application essay twice; in addition,
she asked her neighbor to check the grammar one more time.

however: Just like the word “but,” only for longer sentences.
Example: Miguel’s car didn’t start this morning. He got a jump start from his
neighbor and was able to make it to his appointment on time.

Revision: Miguel’s car didn’t start this morning; however, he got a jump start from his
neighbor and was able to make it to his appointment on time.

indeed, in fact: Similar to the word “and,” but there is a closer relationship to the first part
of the sentence, and it extends the information in the first part of the sentence.
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Example: Priya seems to be a workaholic. She spent the holiday in her Clinic finishing the
report.
Revision: Priya seems to be a workaholic; in fact, she spent the holiday in her Clinic
finishing the report.

nevertheless: Very similar to the word “but,” but the truth of what comes before
“nevertheless” is emphasized.
Example: All his friends have been praising the high quality of service in the new Pathology
Department for months. When he went there, the Receptionist was quite rude.
Revision: All his friends have been praising the high quality of service in the new Pathology
Department for months; nevertheless, when he went there, the Receptionist was quite
rude.

then: Something happening in sequence, after a previous event.

Example: Wenyu carefully reviewed the credit card offers she had received this month. She
chose the one with the best terms and completed the application.
Revision: Wenyu carefully reviewed the credit card offers she had received this month;
then, she chose the one with the best terms and completed the application.

‘And’ is a simple joining word – be careful you use it only once in a sentence - and try to
think up a different joining word the next time you join two connected ideas together!

Consider this sentence:

Tom never attended lectures and somehow passed his exams and then he went on to be
a doctor in Guatemala and he has been living there for six years now and has married and
has two children and I think he likes his life. [AND it is boring, repetitive, uninspiring, poor
English].

So how do you make this long sentence better? By making it into two sentences!
Tom never atended lectures. Somehow he passed his exams, went on to be a doctor in
Guatemala where he has lived for six years, married, and had two children: I think he likes
his life.
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ANSWERS TO THE GRAMMAR EXERCISES

Exercises on Is it a sentence or not?

1.1 Yes
1.2 No ‘Surgery’ on its own is not a subject. The surgery – this would make it a
sentence.
1.3 No The blood pressure … would make it a sentence.
1.4 Yes
1.5 No. Would need: Before a Barium Meal, you need to fast.
1.6 No. See 1.2 and 1.3
1.7 No. See 1.2 and 1.3
1.8 No. Would need: On examination, the vital signs …
1.9 No. Would need: Accordingly, the Paracetamol/Codine …
1.10 No. Would need: During the hospital stay, the surgical …

Exercises on Adjectives and Adverbs

2.1 3 adjectives: uncontrolled / persistent / lower right
No adverbs.
4 nouns: patient / numbness / pain / leg
2.2 2 nouns: feet / podiatrist
1 verb: examined
“regularly” is the adverb (an adverb of frequency)
Placement of adverb/adjectives in a sentence:
2.3 The patient . . . chronic diahhorrea.
2.4 . . . the Indian Doctor yesterday.
2.5 . . . has a high temperature.
2.6 The patient looked amazed at the xray result: no cancer!
2.7 The new nervous triage nurse . . .
2.8 I am referring the above widowed male, a 54 year old Engineer.
Or: I am referring the above male, a 54 year old widowed Engineer.

Exercises on Articles
3.1 The
3.2 Expert opinion seems to be that Western medication is the best thing for you at this time.
3.3 … but there is no need to be. The medical team here …
3.4 … having measles and mumps as a child …
3.5 She has cancer and only found out yesterday.
3.6 She has liver cancer and only found out yesterday.
3.7 These days, having cancer is not necessarily …
3.8 … as they are exacerbating the pimples on your face.
3.9 Harry has terrible acne and is using the soap which his Doctor recommended. The soap
seems to be helping.
3.10 She lives with her parents and two brothers and studies at Melbourne University.

Exercises on Apostrophes
4.1 The patient’s behaviour was very strange
4.2 It’s OK to miss one tablet …
4.3 Mrs Stromess’ headaches were …
4.4 The doctors performing …
4.5 The patients in the …
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The criteria for the writing test

Overall task fulfilment

Make sure you do all the Tasks you are asked to do

Appropriateness of language
Start off your letter with:
• Dear Dr Jones – because that is the name of the Doctor you are writing to;
• Dear Registrar - because you have been asked to write a leter to the ‘Emergency
Department’ of a hospital – but it is far beter (and more professional) to address your leter
to a person – and if you don’t have the actual name of the addressee - use ‘Registrar’ or
‘Doctor on Duty’
• Dear Community Nurse – because you are writing a leter to the Community Nurse at
the local Council office – and you have not been given his/her name;
• Dear Doctor - because you have not been given an actual name, just “write a leter of
referral to the Doctor on duty at the Royal Melbourne Hospital”. You would address your
leter to Doctor on Duty, Royal Melbourne Hospital – then start it by saying ‘Dear Doctor’;
• Dear Sir/Madam – is a good way to start a leter addressed to the Manager of a
Nursing Home - or perhaps a leter of advice to a child’s school principal.
• Dear Mr and Mrs Jones - suitable if writing to the parents of a child, giving advice.
• Do not refer to John Smith’s five year old son as “her” son!

Comprehension of stimulus - The “tasks’ you have to do

Have you understood what you have to do? And why? Can you filter out unnecessary /
irrelevant information in the case study that does not necessarily impact on the patient’s
recovery?

Control of linguistic features (grammar and cohesion)

Good grammar and logical flow - your letter should cover past and present medical/dental
history and any associated medications – as well as why the patient is now being referred.

Your writing style

(spelling, punctuation and layout) – good grammar, spelling, and formatting of the letter.
Make sure you leave a blank line between paragraphs; use the correct pronoun (‘her” and
“she” for a woman; “his” and “him” for a man); be concise - usually only the first 25
lines are taken into consideration.
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THE HOLISTIC PATIENT

Patients are more than just blood and bone.

They have feelings.
The are sensitive to others and to their surroundings.
Consider the following:

In your letter of referral, write about current problems, current medications, past
problems, past medications, what is needing to be done right now - why is the patient
being referred?

In some cases, “social” considerations of the patient may need to be addressed, e.g. the
fact that they are very lonely which is not helping their recovering from an operation - so
suggest a community health nurse should be engaged in the short term.
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An ideal letter, is one that has …

• a date (usually the date of the OET Test you are sitting)
• name and address of the recipient (who is receiving the letter)
• a ‘reference’ line re: Mrs P. Jones, 35 y.o. asthmatic
• a short introduction (I am referring the above patient who is
suffering from severe asthma, for admission and ongoing care).
• an outline of the patient’s past medical history (and past
medications)
• an outline of the patient’s current medical history (and current
medications)
• includes relevant social particulars (e.g. the patient lives alone)
• mentioned any particular needs of the patient (e.g. uses a walking
frame)
• includes a paragraph setting out why the patient is being referred!
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CASE STUDY No.1 Carolyn Plat

Time allowed - 45 minutes (5 mins. Reading 40 mins. Writing)

PATIENT: Carolyn Platt

d.o.b. 03 Dec 1974
HISTORY: 33 y.o, married 4 years, one child, on maternity leave.
Lives with husband who works hard, exercises 3 – 4 times/week; non-
smoker; light drinker – social only.

23 May 2011 Feeling depressed two weeks; had baby girl 3 weeks ago; has difficulty
waking;
Subjective cries a lot; feels tired; feels she can’t look after her daughter.
Objective BP 120/80 P regular. Appears depressed.
Assessment ?Post natal depression; ?Depression.
Treatment Therapy; explained mechanism of hormonal fx and these symptoms;
review in 1 to 2 weeks.
06 Jun 2011 Felt a little better after last time; now back to same feeling as before;
Subjective decreased interest in taking care of baby but feels she is getting over it;
feels she has more knowledge of her problems.
Treatment Review in 2 weeks; maybe talk to husband as well if no change.

26 Jun 2011 Feeling worse again; interest in everyday life decreasing; husband
confirms
Subjective depressed behaviours – crying, irritability, no sleep; no exercise because
too tired; stopped breastfeeding.
Treatment R/V one week

27 Jun 2011 No change in condition; says counselling helping a little.

Subjective
Treatment Amitriptyline 25mg daily; R/V 1 week.
04 Jul 2011 Feeling worse this week; husband going away for 1 week; feels she
won’t be
Subjective able to cope; admitted occasional suicidal thoughts but claims not
actively suicidal.
Treatment Refer to psychiatrist.
WRITING TASK
Using the information in the above notes, write a letter of referral to Dr. Kate Murray, Psychiatrist, 54
Keppel Street, Carlton 3053.
Do not use note form. Use complete sentences. Write 200 to 220 words. Only the first 25 lines will
be considered. Use correct letter format. EMAIL your letter to info@oetworkshop.com for
correction and return.
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CASE STUDY No.2 - Mrs Harriet Lyons – 84 years old

Time allowed: 5 minutes reading / 40 minutes writing. Mrs Harriet Lyons is a patient
in your general practice. Read the case notes below and complete the writing task
that follows.

14/10/2010 * Osteoarthritis R. hip > THR 1985 * Hypertension X 20 yrs.

*Type II X 15 yrs. * Recurrent UTIs * Dementia x 10 yrs .

Medications: * Daonil 5 mg bd * Aldomet 500 mg bd * Indocid 25 mg tds

Patient lives with her daughter. Daughter is finding it increasingly difficult to cope with her
mother.
* urinary incontinence for last week ?dysuria
* abdominal pain
* No fevers/sweats/loin pain.
* More confused than usual. Refusing to eat.
* No vomiting, diarrhoea.

Examination: Afebrile. Confused. Mild suprapubic tenderness.

Urine: protein +++ RBC +++ glucose 1/2%.
Assessment: Worsening mental state 2° to UTI.
As MSU impossible to obtain, R with Amoxil 500 mg
tds x 7 days.

21/10/2010 No more incontinence. Confusion improved.

12/12/2010 Found wandering in the street by neighbours. Becoming increasingly
vague. No other specific symptoms. Daughter very tearful. Reassured.

4/1/2011 Found lying next to bed by daughter. Tripped over rug on way to
toilet. Incontinent. Behaviour becoming more difficult lately;
emotional outbursts, refusing to cooperate. Unsteady gait recently.

Examination: Confused. BP 140/75 lying, 110/60 standing.

Bruise on R hip. Movements good. No other injuries noted.
Assessment: Postural hyportension 2° to Aldomet. 250 mg bd.

21/7/88 Gait has improved, but mental state continuing to be a problem. Daughter feels
that she 'just can't cope any more' without outside help. Thinks that ‘a nursing home
might be best for everyone' and requests specialist opinion. Refer to Dr Charles McBride
(geriatrician) re improved medical management and/or placement.

WRITING TASK

Using the information in the case notes, write a letter of referral to Dr C. McBride, 110
Collins Street, Melbourne 3000. The main part of the letter should be no more than 25
lines long. Do not use note form in the letter; expand the case notes where relevant
into full sentences.

Email your leter to info@oetworkshop.com for correction / feedback

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CASE STUDY No. 3 - Michelle Taylor

Patient: Ms Michelle Taylor, 19 year old University student

23/02/2010
Subjective: Complained of skin rash on both hands for 5 days; itching with clear discharge;
developed skin condition since she started studying in a biological lab; wore latex
gloves; no past history of asthma, hay fever or rhinitis; mother has been an
asthmatic for 20 years.

Objective: Erythema with blisters; scratch marks; otherwise normal

Plan: allergic contact dermatitis considered; topical corticosteroid cream prescribed;
no contact with latex; use alternative

13/04/2010
Subjective: lip swelling for 3 hours; itching; uncomfortable; no known abnormal
substances contact history
Objective: Upper lip swelling; viral signs and cardiovascular and respiratory examination
normal.
Plan: Allergic reaction suspected; antihistamine for 3 days

17/04/2010
Subjective: Lip swelling cleared up; future allergic reaction concerned; specialist review
required
Objective: Normal
Plan: Refer to allergic specialist for further tests: skin prick test or RAST

01/05/2010
Subjective: Referred by specialist, no complaints
Objective: Skin prick test (-)and normal RAST
Plan: Reassurance; no treatment

15/05/2010
Subjective: Lip swelling for past 1hour; difficulty in breathing; brought in by friends;
Objective: BP 100/60, P90, T37, R 30/min; distressed; severe lip swelling; wheezes; accessory
muscles used; other examinations normal
Plan: Asthma attack with allergic reaction? Oxygen given; Ventolin 6 puffs inhaled;
Called ambulance and referred to Emergency Department

TASK

Write a letter of referral to Dr James Rowling, Emergency Department Registrar, Flinders Medical
Centre, Flinders Drive, Bedford Park, South Australia, 5042. Request Michelle be admitted for
observation and treatment of her asthma. Do not write in note-form; use complete sentences.
Write 200 to 220 words.

Email your leter to info@oetworkshop.com for correction / feedback

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CRITERIA FOR THE OET READING TEST

The criteria for passing the OET reading test is simple: get 65% (or more) correct – and you
have passed.

Reading Part A counts for 1/3 of total marks.

Reading Part B counts for 2/3 of total marks.

PPT The difference between Part A and Part B R

[to download – click on CTRL + left click]

http://dl.dropbox.com/u/15822180/PartsAandB_OETReading_Wk1.ppsx

Practise these Part A reading tests – then get your answers checked.

Part A Reading – Workplace Injuries [Starts next page]

Part A Reading - Workdust Allergies

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Reading Part A – WORKPLACE INJURIES

TIME LIMIT 15 MINUTES

 Read the following reading material.

You only have 15 minutes to scan the reading materials then click the weblink and
complete the gap fill exercise – so only skim and scan read the reading material –
do not spend a lot of time reading it in depth.

READING TEXT # 1 - TRENDS

Trends in workplace injuries, between 1974 and 2008 (U.K.)

 the number of fatal injuries among employees fell by 75%;

 the rate of fatal injury (per 100 000 employees) fell by 76%;
 the number of reported non-fatal injuries fell by 70%;
 there have been reductions in injury rates and numbers in all main industry sectors
 around 24% of the reduction in the rate of fatal injury in the last 10 years can be
attributed to a shift in employment away from manufacturing and heavy industry to
lower risk service industries;
 recent research suggests that about 50% of the reduction in non-fatal injury rate
since 1986 is due to changes in worker occupation.

For work-related ill health, the only consistent data going back to 1974 relates to certain
lung diseases. Between 1974 and 2006:

 deaths from pneumoconiosis fell;

 deaths from asbestos-related diseases rose (but current cases arise mainly from
exposure to asbestos 30-40 years ago);

Comprehensive data based on the Labor Force Survey are available on an ad hoc basis since
1990. Based on self-reported illnesses, these suggest that between 1990 and 2007/08:

 work-related illness prevalence fell;

 prevalence of musculoskeletal disorders fell;
 prevalence of stress-related ill health rose;
 the shift in employment may not have contributed to the overall fall (some service
sectors have relatively high rates of self-reported illness).

And here is more good news …

19

WORKPLACE INJURIES IN THE U.K.

READING TEXT # 2 - Earliest and latest U.K. data on injuries and ill health
since the introduction of the Health & Safety At Work Act, 1974

Earliest Latest
WORKPLACE INJURY
data data
1974 2007 / 08
Fatal injuries to employees (excluding health, education
651 166
and public administration employees)
Rate of fatal injury per 100,000 employees 2.9 0.7
Number of non-fatal injuries (excluding health, education
336,701 100,315
and public administration employees)
OCCUPATIONAL DISEASES 1974 2006
Deaths from Pneumoconiosis 453 182
Deaths from Asbestosis 25 393
Deaths from Mesothelioma 243 2056
SELF REPORTED WORK-RELATED ILLNESS
1990 2007 / 08
(prevalence per 100,000 employed in the last 12 months)
Overall 5940 4170
Musculoskeletal disorders 2750 1810
Stress and work related conditions 820 1620
average 231 actual
FATAL INJURIES
for 2002-2007 180

1. In 1974 the injuries figures were limited to production and some service sectors.
2. Since 1974 three changes of reporting regulations have occurred, each of which
changed the definitions of the serious/major injury category. Earlier figures suffer
from under-reporting as today's figures do, but to an unknown extent.
3. Asbestos-related cancer: The rise was driven by increasing asbestos usage up to the
mid 1960s; the effect of subsequent reductions in asbestos usage are starting to see
a fall in the numbers of male deaths from this cancer in younger age groups.
4. Estimates of self-reported work-related illness are based on results from the Labor
Force Survey. They have been adjusted: the coverage is approximately consistent
(e.g. limited to people who worked in the last 12 months in England and Wales only),
and even then are still affected by factors such as differences in survey design and
level of information collected.
5. It is probable that awareness of and attitudes to work-related stress changed during
the 1990s, and this may have increased reporting. Between 2001/02 and 2004/05,
the earlier rise in the numbers appeared to level off, and has since fluctuated.
20

WORKPLACE INJURIES IN THE U.K.

READING TEXT # 3 - Fatal Injury Statistics - 2008 / 2009 – U.K.

 The provisional figure for the number of workers fatally injured in 2008/09 is 180,
and corresponds to a rate of fatal injury of 0.6 per 100 000 workers.

 The figure of 180 worker deaths is 22% lower than the average for the past five years
(231). In terms of the rate of fatal injuries, the latest figure of 0.59 per 100 000
workers is 23% lower than the five-year average rate of 0.77.

 The finalised count of fatal injuries to workers for 2007/08 was 233, representing a
net increase of 4 compared to the provisional figure of 229 released last year. A few
incidents occurring towards the end of the period can be reported late; while some
fatal investigations can take time to conclude, with the records being updated
accordingly as the latest information becomes available.

 There were 94 members of the public fatally injured in accidents connected to work
in 2008/09 (excluding railways-related incidents).

U.K. Worker fatalities by main industry

 In agriculture there were 26 fatal injuries in 2008/09 with a corresponding rate of
5.7 deaths per 100 000 workers. This compares to a rate of 9.9 when an average of
the previous five years is examined.

 In construction there were 53 fatal injuries, with a rate of 2.4 deaths per 100 000
workers. An average of the previous five years shows a rate of 3.4. There is an overall
downward trend in the rate of fatal injury to workers in this sector.

 In manufacturing there were 32 deaths and the rate of fatal injury was 1.1 per 100
000 workers, the same as the average rate for the previous five years.

 In the services sector there were 63 fatalities, and the rate of fatal injury in 2008/09
is the same as the average rate for the previous five years (0.3).
21

WORKPLACE INJURIES IN THE U.K.

READING TEXT # 4 - Exposure to lead poisoning in the U.K.

Lead poisoning is a medical condition caused by excessive exposure to and absorption of

lead. Symptoms of lead poisoning are varied and can occur in other medical conditions.
Exposure to lead can lead to a range of medical problems, which is why a regime of
surveillance of workers in lead industries is undertaken in the United Kingdom. The vast
majority of individuals with blood lead levels above the suspension level and who are
suspended from lead work, do not have lead poisoning, but they are removed from further
exposure to lead to prevent them developing the condition.

 The total number of workers under medical surveillance in 2007/08 fell to 8,069
from the 8,697 of 2006/07. Of these 8,069 persons, 7,752 (96%) were male and 317
(4%) were female.

 There were 7 young people (under 18 years) under surveillance in 2007/08; all of
which were male.

 Three industry sectors account for the majority of males working with lead, these
being smelting, refining, alloying and casting (17.2%), the lead battery industry
(14.4%) and manufacture of inorganic and organic compounds (9.4%).

 The three industry sectors that account for the majority of females working with
lead are the lead battery sector (24.9%), the metallic lead and lead containing alloys
sector (22.1%) and the smelting, refining, alloying and casting sector (13.9%)

 The proportion of male workers with blood-lead measurements at or above the

60µg/100ml level has dropped from around 1% in 2006/07 to 0.5% in 2007/08 of
the total male workforce. There were 248 (3.2%) individuals recorded to have a
blood lead measurement above the recommended action level of 50µg/100ml.

 Since 2006/07 the proportion of female workers with blood-lead levels at or above
30µg/100ml has fallen to 1.3% of the total female workforce. There were 12 females
(3.8%) who were recorded to have a blood lead measurement above the
25µg/100ml recommended action level.

 In 2007/08, a total of 29 males were suspended from work due to levels of blood
lead exceeding 60 µg/100ml.

 In 2007/08, no females were suspended due to blood lead levels exceeding 30

µg/100ml.
22

GAP FILL EXERCISE

YOUR TASK

1. Print out the above text, then:

http://oetworkshop.com/Read_Pt_A_Workplace_Injuries.php

2. Control +click the above weblink, fill in your Username and Password which was
emailed to you with this material, then:

3. Complete the online gap-fill test. When finished:

4. Click SUBMIT and your test result (how many correct answers you got) – will appear
at the top of your screen.

5. Your answer will show in either bold blue (which means your answer is correct) OR
in bold red (which means your answer is incorrect and the correct answer will be
shown in bold grey). The more blue answers you have, the better!

WARNING
The system will allow you to do the test once.
23

Reading Part A – WOOD DUST ALLERGIES

TIME LIMIT 15 MINUTES

 Read the following reading material.

You only have 15 minutes to scan the reading materials then click the weblink and
complete the gap fill exercise – so only skim and scan read the reading material –
do not spend a lot of time reading it in depth.
24

WOOD DUST ALLERGIES

READING TEXT # 1 -EXPOSURE TO TOXIC DUST

Workers may come into contact with many forms of toxic dust ranging from
crystalline silica to wood dust and nanoparticles. This chapter provides an overview
of the health impacts of exposure to respirable crystalline silica, beryllium, wood
dust, alumina and textile dusts. The emerging issue of nanoparticle hazards is
discussed in the following pages

Exposure to respirable crystalline silica (RCS) occurs through cutting, chipping,

drilling or grinding objects containing crystalline silica or through the use of materials
that contain crystalline silica for abrasive blasting, for example sandblasting.

Workers in many occupations and industries use and come into contact with
materials containing crystalline silica, contact occurring through

• excavation, where dust is created by drilling, chipping, jackhammering, etc;

• cutting to size of bricks, blocks, lightweight concrete panels, tiles, etc;
• sandblasting;
• grinding of floor slabs, granite for decorative purposes;
• concrete cutting and drilling;
• road building;
• glass manufacturing;
• refractory bricklaying;
• demolition; and
• sweeping concrete floor slabs.
25

WOOD DUST ALLERGIES

READING TEXT # 2 -NUMBERS OF WORKERS EXPOSED

The number of workers potentially exposed to silica in the course of their work was
reported by the National Occupational Health and Safety Commission (NOHSC) as
nearly 294 000 in 2002.

NOHSC noted that ’it should be kept in mind that workers in some of these
industries have a different likelihood of exposure compared to those in others, that
not all workers in the same industry will have the same likelihood of exposure, and
the different exposed workers are likely to be exposed to different levels of silica’.

Exposure to crystalline silica is known to cause a number of diseases and is linked to

others.

Silicosis has long been known as a disease associated with mining and is caused by
the inhalation of dust containing crystalline silica. Silicosis is characterised by a
diffuse, nodular, interstitial pulmonary fibrosis. Silicosis may cause breathing
difficulties, chest pain, respiratory failure and lead to death. There are three main
types of silicosis:

• Chronic/classic silicosis, which is the most common type, occurs after 15-20 years
of moderate to low exposure. Worker may experience shortness of breath
upon exercising. In the later stages the worker may experience extreme
shortness of breath, chest pain or respiratory failure.

• Accelerated (subacute) silicosis, can occur after 5-10 years of exposure to high
levels of silica. Symptoms include severe shortness of breath, weakness
and weight loss. The onset of symptoms takes longer than in acute silicosis.

• Acute silicosis, occurs after a few months or as long as two years following
exposure to extremely high concentrations of respirable crystalline silica.
Symptoms include severe disabling shortness of breath, weakness and
weight loss, which often leads to death.
26

WOOD DUST ALLERGIES

READING TEXT # 3 -LATENCY OF CHRONIC SILICOSIS

The fatal course of the disease is not influenced by treatment. This disease is
primarily reported in occupations that can have very high exposures to fine silica
dusts and include sandblasters, stone crushers, ceramic workers and workers in
abrasive manufacturing.

There was extensive discussion in evidence on the latency of chronic silicosis.

Cement Concrete and Aggregates Australia (CCAA) stated that chronic silicosis has a
latency that may be up to seven years after cessation of exposure: ’that is, a worker
may have no symptoms or signs of silicosis either clinical or on chest X-ray at the
time of cessation of exposure and then be diagnosed with clinical silicosis up to
about seven years later, with little or no clinical evidence of disease in the
intervening period (and no ongoing exposure)’.

CCAA went on to state that this delayed appearance or latency is rare and ’probably
95 per cent of all cases of silicosis are diagnosable within a year of cessation of
exposure, if not at the time of exposure’. CCAA commented:

The evidence from the literature is that nearly all workers who will eventually be
diagnosed as having silicosis are diagnosable at the time their exposure ceases.
Some who cease work because they are unwell, or leave work without having a
recent X-ray, may not actually be diagnosed until they are investigated, but this
usually occurs in a short period after they report illness to their doctor. If they
have been under surveillance in compliance with the Hazardous Substances
Regulations governing crystalline silica (in all Australian jurisdictions) they should
have had an X-ray within 5 years of ceasing exposure. It can be expected that
almost all who will eventually be diagnosed as having silicosis will have evidence
on those X-rays.

CCAA stated that silicosis does not have a long latency period, comparable with
mesothelioma (which may occur up to 40 years after exposure has ceased) or some
other occupational cancers. Those workers whose X-ray is classed as ’no opacities’
when they cease exposure, will rarely develop opacities (with or without any signs of
silicosis) in later years. CCAA concluded ’latency is not a major issue in relation to
silicosis, and there will not be a wave of hidden cases occurring years ahead. The few
who do will develop those opacities within a short time of ceasing work.’
27

WOOD DUST ALLERGIES

READING TEXT # 4 -AIRWAY DISEASE and LUNG CANCER

AIRWAY DISEASE LUNG CANCER

- While silicosis has long been identified Since 1997 silica has been listed as a
as an occupational disease arising from Class One carcinogen by the
inhalation of dust containing crystalline International Agency for Research on
silica, there has been some dispute over Cancer (IARC).
the association of airway disease with
crystalline silica. In 2002 NIOSH commented that ’the
carcinogenicity of crystalline silica in
- There has been extensive discussion in humans has been strongly debated in the
evidence as to the incidence of airway scientific community’.
disease related to toxic dust
The NOHSC Regulation Impact Statement
- Chronic obstructive pulmonary disease (2004) stated that ’the balance of
(COPD) refers to a combination of cough evidence suggests that RCS exposure
and phlegm, breathlessness and airflow causes lung cancer’ but that ’there is
obstruction. Professor E Haydn Walters, dispute as to whether RSC exposure
University of Tasmania, stated that causes lung cancer directly, or
generally, ’it is likely that somebody will whether RCS exposure causes lung
go from having some irritant cough and a cancer indirectly, i.e., whether the
bit of sputum to gradually developing development of silicosis increases the
some airflow obstruction to then risk of lung cancer’.
becoming symptomatic and breathless
on exercise perhaps over a 15- to 20-year The Regulation Impact Statement
period if they have moderate dust provided the following comparison of
exposure which is continuing’. carcinogen classifications of crystalline
silica.
- There was also a view that exposure to
silica and other toxic dust causes lung - Crystalline silica . human
parenchymal fibrosis or silicosis and not carcinogen
airway disease.
- Crystalline silica . potential
occupational carcinogen

- RCS . known to be a human

carcinogen

- RCS . causes lung cancer, but is

probably a weak carcinogen

- Crystalline silica . suspected

human carcinogen
28

WOOD DUST ALLERGIES

READING TEXT # 5 -GLOBAL EVIDENCE

-A literature review by the UK Institute for Environment and Health concluded

that the literature suggested there are clearly elevated risks of developing COPD
associated with several occupations including welding, flour mill work and cotton
textile work.

-The US National Institute for Occupational Safety and Health (NIOSH) published a
hazard review on RCS in 2002. It concluded that silica is one of a number of
occupational dusts associated with COPD. The review also noted that some studies
suggest these diseases may be less frequent or absent in non-smokers.

-In 1999 British miners were recognised as suffering a high incidence of COPD in
relationship to mineral dust exposure, even in the absence of classic Coal Workers’
Pneumoconiosis (CWP). Subsequently, the British Government assessed miners
and ex-miners and provided compensation.

-The Australian Institute of Occupational Hygienists (AIOH) also commented on

airway disease and noted that it has been statistically associated with some
occupational groups such as miners who may have been exposed to long term high
dust exposures. It commented that: The findings are controversial as the
associated disease symptoms are confounded due to lifestyle factors, particularly
tobacco smoking. Similar to the findings with lung cancer outcomes, for airways
disease detailed examination of the various risk factors indicates that tobacco
smoking contributes a higher risk component and hence the majority of the case
numbers.

-The AIOH also noted that in its Regulation Impact Statement on the Proposed
Amendment to the National Exposure Standards for Crystalline Silica in October
2004, the Committee stated emphysema, the main cause of chronic obstructive
lung disease, can be caused by inhalation of crystalline silica and that silica dust can
worsen the damage done by smoking.
29

GAP FILL EXERCISE

YOUR TASK

1. Print out the above text, then:

http://oetworkshop.com/Read_Pt_A_Wood_Dust_Allergies.php

2. Control +click the above weblink, fill in your Username and Password which was
emailed to you with this material, then:

3. Complete the online gap-fill test. When finished:

4. Click SUBMIT and your test result (how many correct answers you got) – will appear
at the top of your screen.

5. Your answer will show in either bold blue (which means your answer is correct) OR
in bold red (which means your answer is incorrect and the correct answer will be
shown in bold grey). The more blue answers you have, the better!

WARNING
The system will allow you to do the test once.
30

CRITERIA FOR THE OET LISTENING TEST

The criteria for passing the OET listening test is simple: get 65% (or more) correct – and
you have passed.

Listening Part A lasts for approx. 15 minutes – two voices – a consultation between a
professional (doctor or dentist) and a patient.

Listening Part B lasts for approx. 30 minutes – one voice – a long talk.

PPT The difference between Part A and Part B Listening

http://dl.dropbox.com/u/15822180/PartsAandB_OETListening_Wk1.ppsx

Practise these Part A listening tests

Part A Listening – A Flu shot

To access the listening soundtrack –

http://oetworkshop.com/index.php?pr=Audio_17_Flu_Shot

Part A Listening - Insomnia

To access the listening soundtrack -

http://www.oetworkshop.com/Audio_3_Consultation_John_Clark.php
31

Part A Listening – Consultation – A flu shot

Consultation between Dr Robertson and Susan Collins. You will only hear the soundtrack
once. Take about ½ minute to look over the question paper now.

Q1 Susan’s work – what does she do?

 .

Q2 Why has she come to see the Doctor?

 .

Q3 Previous and current medical problems:

 .

Q4 What does Susan do to keep herself “trim” ?

 .
 .

Q5 Susan gives some details about her job

 .
 .

Q6 And details about her exercise classes:

 Started …
 Was attending…
 She cut back to ……… nights a weeks due to problems with her …………………………
 Now attends classes on ………………………… due to pain in …………………..

Q7 How long has she had pain in the groin?

 .

Q8 What does examination reveal?

 .
 .
 .

Q9 What does the Doctor advise?

 .
 .
 .

Q10 The aerobics membership:

 Susan signed up for ………………………….
 Doctor says she should take …………………………………..
 Doctor offers to give Susan a ………………………………….
32

Q11 Other kinds of exercise – recommended by Doctor – and also suggested by Susan?
 .
 .

Q 12 The flu shot is usually given:

 .
 .

Q13 Some side effects:

 .
 .
 .
 .
 .

Q14 Susan asks about its reliability:

 .
 .

Q15 Why does Susan change her mind:

 .
 .
 .

Q16 Doctor’s parting advice:

 .
 .
 .
 .

Q17 What does Susan decide to do?

 .

END OF PART A LISTENING TEST

Send your answers to the listening exercises to admin@oetworkshop.com for correction

and return.
[Shade-copy-paste your answers & email to us]
33

Part A Listening - A Consultation - Insomnia

You will hear a consultation between a doctor and a male patient who is suffering from insomnia. You have
some time to look over the paper now. You will only hear the recording once.
Answers to the early questions in Section 1 are not heard in sequence on the recording. You will have to listen
- then add more answers to particular questions - as the recording is played.
To download the listening track from the server, click on
http://www.oetworkshop.com/Audio_3_Consultation_John_Clark.php

Section 1

Q1 Dr _ _ _ _ _ _ _ _ _ _ _ _ is seeing Mr __ _ _ _ _ _________

Q2 What is troubling the patient?

 .
 .

Q3 Personal and family details

 .
 .
 .
Problems with school teachers/neighbours?
 .
 .

Q.4 Why is life so difficult for him?

 .

What he does to help himself:

 .
 .
 .
 .
 .
 .
 .

Medication?
 .
 .

Q.5 Patient’s sleeping behaviours

 .
 .
 .

Q.6 Patient’s job details:

34

 .
 .

Q.6 Does boss have financial worries?

 .

Q.7 What does the patient want from the Doctor?

 .

Q.8 What does patient mean by “feeling whacked” ?

 Mornings:
 Lunch:
 After lunch:
 Meetings:

Q.9 Patient’s current state of health

 Headaches? . . . . . . . . . .
 Sex life? ... .......
 Late night snacks? . . . . . . . . . .
 Spectacles? . . . . . . . . . .

Q.10 BP / T / Wt / Resp.: ... .......

Q.11 Doctor prescribes: _________

Q.12 There may be some side effects such as:

 .
 .
 .

Q.13 Future management: ____ ____ __ _____________

Q.14 What is really troubling the patient?

 .
 .
 .

Q.15 Patient agrees with the doctor that things are: _ _ _ ____ ___ ___

Q.16 Patient tells doctor about a ‘typical’ night trying to get to sleep when he makes lists
about the _ _ _ _ _ _ _ _ _ _ _ _ _ and _ _ _ _ _ _ _ he must make. He thinks about the
_ _ _ _ _ _ _ of what’s happening in his industry and about the injustices _ _ _ _ _ __ _ _
__ ______
35

Q.17 Doctor thinks he could be: ___________

Q.18 Doctor advises he should talk things over to get to the _ _ _ _ _ _ _ _ _

_____ __________

Q.19 Patient has no idea how to fix

 .
 .

Q.20 Doctor suggests some possible ways of overcoming problems:

 .
 .

Q.21 Doctor is going to arrange: _ _ _ _ _ _ _ _ ____ _ ___________

Section 2

Q.22 Appointment has been arranged for : Day _ _ _ _ _ _ _ _ Time _ _ _ _ _ _ _

Q.23 Patient has decided to become: ___ _______

Q24 Patient has ‘mates’ in ‘high places’ such as:

 .
 .

Q25 Patient is currently working on

 A ___________
 for _ _ _ _ _ _ _ _ _ _ _ _ _ _ in Canberra

Q26 What is patient doing at the moment - how is his insomnia going?

 .
 .
 .

Q27 Final reminder from the doctor:

 .

END OF LISTENING TEST

Send your answers to the listening exercises to admin@oetworkshop.com for correction and
return. [Shade-copy-paste your answers & email to us]
36

CRITERIA FOR THE OET SPEAKING TEST

 Good spoken grammar

 Intelligibility (Can you be understood? In other words, pronunciation).
 Correct stress syllables (not abdomen but AB-DO-MEN)
 Appropriate use of the language (choosing the correct word for a particular point in
the conversation)
 You should sound professional, sound friendly
 You need to be able to maintain an ongoing ‘meaningful’ communication - keep a
conversation going (not give a lecture)
 Do all the given tasks on your profile card
 Be fluent (the words should come easily without too much hesitation). Note:
‘fluency’ does NOT mean rapid talking

The OETWorkshop suggests –

- You practise role plays with English native speakers who are prepared to be very difficult
patients – they complain about everything – and do not wish to follow your instructions
- You get accustomed to completing a role play within 6 minutes
- Master the art of finishing off your consultations in a professional way – thanking the
patient for coming to see you: “Thanks for coming to see me”; wishing them well: “I hope
you’re feeling better soon” and reminding them you want to see them again for a review:
“And I look forward to seeing you again in 2 weeks.” Then say: “Bye bye” or “Take care”
or “See you” … these are all very common expressions used by English native speakers as
they are leaving a conversation. Why not do the same?

The format of the speaking test is:

- You are allocated a 20 minute appointment

- 1 or 2 minutes are spent in “warm up” - and although this is not officially a part of your
speaking test, it is being recorded – the tape is running - so be mindful of what you say.
- You will get 3 minutes to prepare your first Role Play
- You then get 6 minutes to do the first Role Play
- You have another 3 minutes to prepare the Second Role Play
- Then you get 6 minutes to do the Second Role Play
37

ONE SOUND THAT IS UNIQUELY ENGLISH is the “ th “ sound.

You need to put the tip of your tongue – between your teeth - then blow air out of the
mouth - to make the “ th “ sound.

Strange indeed.

And many languages never use this sound - your mouth muscles may find it very very
difficult to do - so words like

This
That
Three
Thanks

come out sounding like

dis
dat
tree
tanks

If that’s how you say the “ th “ sound - beware - it will probably result in a “C” or a “D”
for speaking.

Try this:

There were three thrushes sitting over there (A thrush is a bird)

Then along came a cat
The thrushes flew off
Just as I threw them some bread

And this one:

I have a red leather belt - and a yellow leather belt

I can’t decide which one is best
Red leather or yellow leather?
Red leather or yellow leather?
It doesn’t matter – both go with the leather brief case

OTHER SOUNDS THAT ARE DIFFICULT

English teachers call these “ phonics “ (pron: fon-icks)

It’s when you get two letters together - the two letters are found at the start of a word.
Example:

blood a drop of blood a tray of something

38

brain Mr Blake or Miss Brown

triple bypass the brachioradialus muscle
breakfast a tracheotomy triple antigen
the gastrocnemius muscle

and there are hundreds more. The point is: make sure you get these sounds right. Your
Skype speaking tutor will also help you.

“STRESS” SYLLABLES

It’s important you accentuate the correct part of the word.

Example: don’t say “ You need to take the right do-sage “ when the stress should be on
the first syllable, DOsage

It’s not abDOmen, but ab-do-men (three equal syllables)

Here’s a quick quiz:

How many syllables in
1. “vaccination” 2. “examination” 3. “operation”
4. “varicose veins” 5. “vascular” 6. “consciousness”
7. “therapy” 8. “binocular” 9. “dementia” 10. “urinalysis”

Answers:
1=4 vac-cin-a-tion pronounced vack-sin-ay-shun
2=5 ex-am-in-a-tion pronounced ex-am-in-ay-shun
3=4 op-er-a-tion pronounced op-er-ay-shun
4=4 var-i-cose veins pronounced var-ee-kose-vayns
5=3 vas-cu-lar pronounced vas-cue-lar
6=3 con-scious-ness pronounced con-shus-ness
7=3 ther-a-py pronounced ther-a-pee
8=4 bi-noc-u-lar pronounced by-nock-you-lar
9=4 de-men-ti-a pronounced dee-men-shee-a
10 = 5 ur-in-al-y-sis pronounced you-ree-nal-i-sis

And there are many more. . . the point is: make sure you say these sounds correctly. Your
Skype speaking tutor will also help you.
39

A BIT OF A FRAMEWORK FOR YOU TO FOLLOW

WHEN DOING A ROLE PLAY

OET SPEAKING - A consultation “plan” for the OET test

The “stage” of Doctors / Dentists on this side Nursing conversations on

the this side of the grid
consultation (The kinds of things you might say)
Good morning / afternoon Good morning/afternoon, my
name is
My name is Dr …………………. / Mr – Ms ………………………………..
Introduction
I am the Charge Nurse / Community
Nurse
What is your name? What is your name? / Mr Jones,
right?
I’m Jeff Jones Hello. I’m Jeff Jones.
More
Right, Mr Jones. What seems to be the problem?
Introductions
OK, Mr Jones. What brings you here?
Mr Jones…can I call you Jeff? OK. How can I help you?
How are you today Mr Jones?
PATIENT GIVES A BRIEF OUTLINE OF HIS/HER PROBLEM
Doctors/Dentists
A small From this point on - it is up to YOU, the OET candidate, to find out
starting point something about this patient’s medical history, what medication they
… where are currently taking, maybe some other factors which would affect the
the patient is patient’s wellbeing – “social” things like husband/wife has left them;
“at” with they have just had the sack at work; they have been unemployed for a
regard to his long long time; they have just learned that their loved one is very sick
or her and may die --- something which would affect them mentally /
medical / emotionally - and would be impacting on their physical health.
emotional / The patient’s problem may be simply one of lifestyle: too much to
problem. drink, to smoke, to eat, too much work – and so on.
Nurses A lot of role plays have nurses providing a caring / counselling
role – sometimes referring the patient on to a doctor for prescribed
medication. Community nurses visit people in their homes; hospital
nurses would be visiting a patient in his/her bed in the hospital ward.

Dentists Doctors / Nurses

Questions to get How long have you had this pain? How long have you had this pain?
information from When did you notice the rash?
the “patient” … Is it very painful right now? How Is it very painful right now? How
the same kinds painful? (On a scale of 1 to 10) painful? (On a scale of 1 to 10)
of questions you Are you taking any medication?
would have Is it worse after something hot or When do you take your pills?
asked your own cold? Do you do any exercise? Walking?
patients in your Play tennis? Go swimming?
own country Are you taking any medication? How long since your partner died?
Are you allergic to anything? What? Have you been out of work for very
long?
How often do you brush / floss ? Are you coping with that situation?
40

How long since you have been to a What kind of things are you doing
dentist? to get back on track?
HOW MANY MORE QUESTIONS
HOW MANY MORE QUESTIONS CAN YOU THINK OF?
CAN YOU THINK OF??

The Examination I need to look at you / listen to I need to check your pulse / I need
your chest. Could you lift up your to take a small sample of your
shirt / please take off your shirt and blood to check it / I need to have a
lie down on the couch look – can you take off your shirt –
lift up your shirt – I need to check
your weight – please stand on the
scales over there
The Patient Doctors/Dentists
becomes difficult You have no need to fear … this Nurses
– “non Hospital / this Clinic has done this You have no need to fear.
compliant” – operation / procedure many times
does not want to before and we have had many This Clinic / this Hospital has an
follow your successful results. excellent reputation
suggested plan
of action / What makes you think that? I am a We have done this kind of thing
treatment Doctor / I am a Dentist – with many many times before – you will be
years of experience – and in all that fine
Lots of time nothing like that has ever
objections: happened ……..so why should it What makes you think that?
happen to you?
No money I am a qualified Nurse with many
Statistically speaking, the likely years of nursing experience. In all
Very fearful outcome for you is excellent. that time I have never seen
something like that happen.
Worried about Now Mr Jones /
scars after the Now Jeff - you say you don’t
operation want to follow this treatment/take
this medication/have the
Doesn’t want to bridgework done
take lots of time
off work but – if you don’t – the end result
may be far worse – [worst case
Patient has scenario]
heard that if you don’t take this medication
terrible things if you don’t go ahead with the
might happen crown
if you don’t get the operation
if you don’t get the root canal work
done

then [what MIGHT happen] to this

patient …….
You need to get Of course, the final decision is up to So, Mr Jones – does that clear up
your Patient to you. Are you happy to go ahead your worries? Does that make
agree to YOUR with this operation? / happy to go you feel a bit better?
plan of action ahead with this dental procedure? So, Mr Jones - do you understand
why it is important for you to stick
41

You can get a second opinion if you to the diet? ….to take the pills?
wish – of course – but the sooner … to not smoke? … to get plenty
you get this done, the better of rest?
Dentists Nurses
Do you have some time right now ? I will come back and see you later
Time We could make a start. on today - tomorrow - in a few
Management Doctors days;
I will give you something right now I will make sure someone calls on
for the pain. you tomorrow/next week/later on
today … to see how you are
getting on.

Tell the patient Dentists I will need to see you 3 Nurses I am going to get in touch
what is going to more times: once to make an with the local Council to arrange
happen – the impression; do the repair work; fit some home help; I will make sure
Plan of Action the denture/bridge. the Doctor is informed – see if the
medication can be changed;
Doctors I would like to review your
progress – can you come back and
see me in one week’s time/one
month’s time?

Get the patient Is that OK? Is that OK?

to agree How does that sound? How does that sound?
Are you happy with that? Are you happy with that?

So … after some OK, Mr Jones Do you have someone to help

treatment / OK, Jeff …. you?
some How are you getting home?
consultation … How are you getting home? Would you like me to arrange for
Are you able to drive yourself? a taxi to take you home?
Would you like me to call you a Is there someone that could help
What happens taxi? with the baby / the child / the
now? Would you like me to call a friend to children?
come and pick you up? I would like to come and see you
This is the time again tomorrow / next week
when you have Do you understand what you must I would like YOU to come and see
to “wrap up the do? me again tomorrow / next week….
parcel” - add Change the mouth swab in ½ hr OK?
the pretty paper Rinse/floss after every meal Don’t forget to change the
and the bow and Here I have writen it down dressing every second day
write out a Don’t forget to KEEP THE
greeting card Let me go over what we have been DRESSING DRY
(figuratively- through today: Don’t forget to take ALL THE
speaking … not - you came in to see me because … PILLS – that is very important
literally !!) … the - I have examined you and I think Try not to eat so many sweet
“greeting card” is your main concern is …. things
the reminder – - I have given you a prescription for Try to eat more fresh fruit and
the summing up xyz / I have ordered a blood test / I vegetables
of what you have have ordered an xray - the results Well, I hope you are feeling a bit
talked about – should be back tomorrow better. If you need to see me
reminding the again, please do so.
42

patient of what So .. is there anything else that is I will see you again tomorrow TO
is going to troubling you? HAVE THE DRESSING CHANGED.
happen I will see you again next week TO
OK --- I will see you again …. SEE IF THE STITCHES ARE ready to
If the pain does not go away – come out
If you have any more trouble
… please come and see me This pamphlet explains what we
straight away have been talking about.
Here is some literature
Here is/are a / some pamphlets Bye-bye Mr Jones

Goodbye Mr Jones
Bye-bye Mr Jones

HERE ARE 3 ROLE PLAYS TO PRACTISE

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To: info@oetworkshop.com
Subject: Skype time
Message: Hi - I am <your name> doing the 4-week online course and I am
ready for a 1-hour Skype online speaking session.
My best days/times are: < give us an idea of when you would like to
do your online speaking >
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Role plays are on the following pages …

43

ROLE PLAY No.1 – Patient has a bump on his head – no concussion

 You are a doctor in a suburban General Practice

 The patient (accompanied by mother / father) is a 5 year old boy
 The 5 year old fell down from a tree this morning – he was playing
 No loss of consciousness
 No lethargy
 Bruising on the forehead

TASKS:

- Try to calm the parent down

- Tell the parent that his/her child is fine
- There is no cerebral hemmorrhage according to the history (no loss of consciousness
or lethargy)
- Tell the parent that a CT scan is not necessary
- Tell the parent to observe the boy for 24 hours

ROLE PLAY No.2 – Asthma

 You are a doctor in a suburban clinic

 This patient came to see you with a bout of flu – just recently, and now
 Has presented with acute shortness of breath
 You diagnose Asthma

Tasks:

- Discuss asthma’s causes, treatment, prognosis

- Deal with the patient’s anxiety about the problem, emphasising that it can be
controlled

Consider: causes (environmental factors / inherited predisposition);

Treatment (Ventolin – and others) and
Prognosis of asthma patients
44

ROLE PLAY No.3 – Patient is having vision problems - ? Cataracts

 You are a doctor in a suburban General Practice

 The patient is a 72 year old man/woman
 Patient wears reading glasses but is now having trouble seeing long distance
 Occasionally get headaches

- You suspect cataracts

TASKS

- Recommend the patient undergo cataract surgery

- Take Panadol for the headaches
- If he doesn’t get cataracts surgically removed suggest he give up driving Remind the
patient that he will have to have the surgery one day

You have come to the end of Week 1.

If you have emailed two case studies for letter-correction – and had them returned – you
should be getting Week 2 package very soon. (You may have already received it).

The OETWorkshop hopes you are finding this way of studying convenient and insightful.

Email: info@oetworkshop.com
Tel: 613 5278 4959
Mobile/Cell: 0406 587 936