Southbank Institute

Communication and General Education

Language Training Unit

Occupational English Test

Preparation Course

Speaking Sub-Test
 Occupational English Test Preparation Course
Speaking Sub-test

Occupational English Test Preparation Course

Speaking Sub-test Student Booklet

Contents

Unit Outline/Assessment Conditions…………………………………………………………… 3

Part 1 – Warm Up…………………………………………………………………………………………… 4
Part 1 - Warm Up: Homework Task………………………………………………………… 5
Part 2 – Role Plays : Overview of stages in the consultation
/role plays…………………………………………………………………………………… ………… 6
Part 2 - Language appropriate to each stage of consultation…………… 7-10
• Greeting/Introduction……………………………………………………………… 7
• Taking a case history……………………………………………………………… 7-9
• Examination ………………………………………………………………………………… 9
• Diagnosis …………………………………………………………………………………… 10
• Treatment ………………………………………………………………………………… 11-12
• Inviting feedback …………………………………………………………………… 12
• Leave-taking ……………………………………………………………………………… 13
Appendix – Tips for Speaking ……………………………………………………………………… 14-15

Page 2 of 15 Author: Judith Given

 Occupational English Test Preparation Course
Speaking Sub-test

Unit Outline/Assessment Conditions

These notes have been prepared to assist candidates with the different
styles of the Speaking Test.

The Speaking Sub-test is made up of two parts:

Part I – Warm Up
The candidate answers questions about their personal background,
previous study and their experience in their chosen profession

Part II – Role Plays

The candidate receives a role play card in which they receive notes about
a patient. The candidate then acts out a consultation with the
interlocutor/examiner based on these notes. After the first role play,
the candidate receives another role play card and repeats the process.

Page 3 of 15 Author: Judith Given

 Occupational English Test Preparation Course
Speaking Sub-test

Part 1 – Warm Up

The following questions are examples of the types of questions which

candidates may need to respond to in the Speak Test. You should think
about possible answers to these questions. Rehearse your answers as often
as possible to increase your fluency and accuracy.

Opening/Ice-breaker

How are you?

Isn’t it hot/cold/wet?
Professional Background
You’re from ___________?
How do youCanlike you tell me a little about your
Australia?
How long have you study/degree/professional
been in Australia? background?
How long have you worked
Why did you decide to come to Australia? in (this field)?
ProfessionalWhyImplications for your
did you become decisioninto
interested come
(this to Australia
area)?
Can you tellyour
Have you investigated me aprofession
little bit about
since what
you’veyour
comejob
to Australia?
involved in your country?
Have you checked out the local market in your profession?
How does theWhat otherof
practice interests
(medicine) do you have with
compare professionally?
that of your country?
Have you met any Australian doctors/dentists/nurses who are working in your area of expertise?
Do you know what you need to do in order to work in Australia?
Can you work in your area of expertise in Australia?

Professional plans for the future

What do you plan to do after you pass the OET?

What plans do you have for your short-term/long-term future?
Have you any future study or training in mind?
What are your career plans/long-term career aspirations?
Where do you see yourself in 3/5 years time?

REMEMBER this stage is not assessed except for some vets who only have
experience in tropical medicine rather than with domestic animals. However,
it is an opportunity for you to become relaxed before you begin the
assessment stage of the speaking test .

Homework Task

Page 4 of 15 Author: Judith Given

 Occupational English Test Preparation Course
Speaking Sub-test

Prepare a reasonably detailed biographic account of your relevant study

and work experience.

Submit it to your teacher for correction. Write it as if it is to be spoken.

This will enable your teacher to check the grammatical accuracy. You can
then use it as a “script” for your interview/test.

Part 2 – Role Plays

Overview of Stages involved in the consultation/role play

Page 5 of 15 Author: Judith Given

 Occupational English Test Preparation Course
Speaking Sub-test

Greeting/Introduction

Taking a case-history - questioning about reason for presentation

- questioning about nature
location
of complaint
duration
history

Examination - imperatives
- requests

- making a diagnosis
Diagnosis
- explaining a diagnosis / condition
- checking understanding of diagnosis
- acknowledging patient reactions
- reassuring

Treatment - ordering tests

- prescribing medicine
- suggesting
- advising
- reassuring
- informing about possible future outcomes
- checking back on patient understanding

Inviting Feedback Patient asks questions

Leave-taking

EMPHASIS given to different stages will vary according to the nature of

the complaint.

Language appropriate to each stage of consultation

Greeting/Introduction Hello ____________ (name). I’m

Doctor _____________, one of the
doctors in this clinic/practice.
Page 6 of 15 Author: Judith Given
 Occupational English Test Preparation Course
Speaking Sub-test

Taking a case-history

Questioning about reason for presentation

How can I help you today? Questioning about duration of complaint

What can I do for you today?
What’s brought you along/in today?
What seems to be the problem?
Questioning about onset of complaint
/precipitating factors
How long has it/have they been bothering you?
How long have you been feeling like this?
How long has this been troubling you?
How long have you had this pain/it/them?
Does it come and go or is it there all the time?
How often do you have the pain/feel the symptom?
How long does it last when you have it?

When did it start?

Can you remember anything that brought it on?
Can you pinpoint when it started?
Does anything particular bring it on?
What seems to bring it on?
Questioning about location of complaint
Does it come on at any particular time?

Where does it hurt?

Where is it sore?
Where’s the pain/discomfort?
Where exactly is the pain?
Can you show me exactly where the pain is?
Which part of your (back) is affected the most?

….Taking a case-history (continued)

Questioning about type of pain

Page 7 of 15 Author: Judith Given

 Occupational English Test Preparation Course
Speaking Sub-test

Can you describe the pain?

What’s the pain like?
What sort/kind of pain is it?
Is it sharp or dull?
When you have this discomfort, what does it feel like?
Have you ever had anything like this before?
Does it affect your sleep/work/appetite? Questioning about radiation of pain
Does it wake you up?

Does the pain stay in one place or does it move around?

Does it go anywhere else?
Is it just there or does it move around?
Besides your (back), have you had any other pain, say in your (legs)?

Questioning about relieving or aggravating factors

Is there anything that makes it better/worse?

Does anything make it better/worse?
Questioning about associated symptoms

Have you had any other symptoms?

Have you had any nausea?
Any diarrhoea?
Any problems with your waterworks?
What about your bowels?
Have you felt dizzy at any time?
Have you experienced any difficulty in breathing?
Apart from your (dizziness), are there any other problems/symptoms?

Questioning about medication

Have you taken anything for it?

Did (the tablets) work?
Are you on any medication?

….Taking a case-history (continued 2)

Questioning about
previous health/past
history
Have you had anything (/any dizziness) like this before?
Have you noticed this before?
How’s your general health been?
Page 8 of 15 Author: Judith Given
How have you been keeping up to now?
Have you ever been admitted to hospital?
Has there been any change in your health since your last visit?
 Occupational English Test Preparation Course
Speaking Sub-test

Questioning about family history

Does anyone else in your family suffer from this problem?

For questions relating
Are your parents alive and well?
to specific systems,
What did he/she die of?
see Section _____.
How old was he/she?

Examination

Talking about what you’re going to do

Telling the patient what to do

I’m just going to (have a look at your throat).

I’d just like to (examine your mouth).
Now I’m going to (feel your glands).
I’ll just check your (blood pressure).
Let’s have a listen to your chest.
Let me take your blood pressure.
Checking if information is accurate
Would you please (read the chart over there?)
Can you move your finger?
Can you touch your toes?
Now I just want to see you bending.
Look this way.
Open your mouth and say “Aah”
Follow my finger with your eye.

That’s sore? Confirming information you know

Across the chest? That’s sore?

Commenting/Reassuring
Down here? Across the chest?

The back of your leg? Down here?

That’s fine. The back of your leg?
The side of your arm?
Ok, we’ve finished now.
The side of your arm?

Diagnosis
Making a diagnosis Explaining a diagnosis

For explanations
regarding specific
It looks like you’ve got _______. conditions, see
All your symptoms point to _______. Booklet _____
Page 9 of 15 Author: Judith Given
You’ve probably got _______.
I’m quite sure what you have is _______.
 Occupational English Test Preparation Course
Speaking Sub-test
Acknowledging patient reactions
(fear, distress, pain)
I can understand your concern (about having
surgery)
I can see you’re a bit worried/in a lot of pain.
I can understand the idea of an operation is a
bit scary
I know this sounds pretty serious but diabetes
is a quite manageable condition.
I can appreciate that you must be very worried
about this, but honestly asthma is a
very commonly diagnosed condition in
children and if she takes the medication
properly, she can lead a perfectly normal
life.
You seem a bit worried about that.
I understand that you don’t like taking tablets
but it is very important for you to take
this medication regularly.
I know it’s a scary thought but it really will be
better for him/her to be in hospital just
now.
I can understand your concern but surgery
really is the best option.
That must have been really scary.
You must have felt terrible/ upset/
distressed/ frustrated
Treatment
Ordering tests
You’ll have to have a _______.
I’d like o get a _______ done.
I think it’d be a good idea if we arranged
Page 10 of 15
for you to have a _______.
I’d like to send you for a _______.
You will need to have a _______.
Checking understanding of a
diagnosis
Have you heard of (angina) before?
What do you know about…?
What do you understand by…?
Have you read or heard about…?
Tell me what you know about…
Reassuring
Honestly, I’m sure you’ll feel better in a few
days.
There’s really no need to worry.
There’s really nothing to worry about.
Try not to worry. I’m sure he/she’ll feel better
once we get his/her temperature down.
There’s really no cause for concern.
Don’t worry, everything will settle down in a few
days.
There’s really no reason to be worried.
These symptoms are very normal for this virus.
There is really nothing to worry about. The
virus will simply run its course.
Try not to worry too much. Your BP is normal
and
as long as you stay on the medication, you’ll
be fine.
It’s very important for you at this time not to
worry. The more rest and relaxation you
have, the better you will feel.
You’ll be up and about in no time.
You won’t know yourself in a week or so.
Lots of people have this condition and cope just
fine.
Prescribing medicine
Author: Judith Given
 Occupational English Test Preparation Course
Speaking Sub-test

I’ll give you some _______ for the pain.

Here’s a script for _______. That
should help the pain to settle.
Take some _______ every 4 hours.
Take a couple of Panadol when you feel
you need it.

Suggesting

How about you try and cut down on the number of cigarettes you’re smoking?
Why don’t you get a little more rest each day?
Why don’t you try some exercise each day?
What about I visit you each day and check up on your progress?
Maybe you ought to )
Perhaps you should ) slow down a bit.
It might be a good idea to )
How about joining a social club?

Advising (stronger than suggestions)

You really need to modify your lifestyle.

I’m afraid you’ll find you have to work fewer hours.
You’d better keep on this medication regularly until the symptoms have gone.
You need to have the operation. It’s really your only option.
If you follow my advice, I’m sure you’ll feel better soon.
I would advise/recommend you take the rest of the week off.
You’d be well advised to change your diet.
Try to cut down on fatty foods.
You’ve got to cut down on the number of cigarettes you smoke.

Reassuring
…Treatment (continued)

I’m sure things will improve.

Now don’t get upset.
This may be a little uncomfortable but I’ll be quick.
Page 11 of 15 Don’t let it worry you. Author: Judith Given
It’s all right.
Cheer up.
 Occupational English Test Preparation Course
Speaking Sub-test

Informing about possible future outcomes

If you don’t cut down your cigarettes, you run the risk of having a heart attack.
If you continue to smoke, you increase your risk of having a heart attack.
If you don’t have the surgery, the pain is not going to go away.
If you take the tablets regularly, you’ll be able to keep the condition under control.
If you look after yourself, you’ll still be around in 20 years time.

Checking back on patient understanding

Do you feel you understand a bit more about that now?

Are you clear about all that?
Does that allay your fears a bit now?
Do you feel a bit better about that now we’ve talked about it?
Is there anything you’re still feeling apprehensive / confused / not clear about?
I hope that’s made things clearer and I’ll give you a couple of excellent
brochures to take home to read.

Inviting Feedback

Is there anything else I can help you with today?

Do you have any other concerns?
Is there anything you’d like to clarify?

Leave-taking

Page 12 of 15 Author: Judith Given

 Occupational English Test Preparation Course
Speaking Sub-test

Ok, well, don’t hesitate to call me if you have any concerns.

Give me a ring if you’re at all worried.
I’d like to see you in a week.
Come back in a fortnight and we’ll see how you’re getting on.
Good. Bye-bye.

Appendix – Tips for Speaking

Page 13 of 15 Author: Judith Given

 Occupational English Test Preparation Course
Speaking Sub-test

1. Make sure that you the “entry point: for the role-play right – for example,
if the role-play says the patient has come for the results of the test, greet
the patient with “Hello John, how are you/I’ve got the results of that test
you had done and it shows…” rather than starting off with questions relating
to the patient’s general medical history.

2. Clarify anything relating to the role-play first before you start.

“Before we start, can I ask a couple of questions: e.g. What should I call
you/ Is the patient male or female? / Have I met the patient before? / I’m
seeing you for the first time?

3. Highlight the important points involved in the role-play i.e. the points you
have to cover and the functions you have to complete (explaining/reassuring).
If you have time, jot down an overview of those points’stages so that you
don’t have to re-read the consultation during the role-play. Prepare a “map”
for yourself to return to quickly if you forget where you’re up to in the role-
play.

4. Don’t apologise for anything during or after the role-play.

5. Try to provide some sort of feedback after every clause the patient utters.
This can be verbal or non-verbal. The more you use such feedback, the more
“natural” the role-play will seem. Mmm / Yes / That doesn’t sound too good /
OK / Uhuh.

A good strategy is to pick up the final part of the patient’s utterance and
repeat it to show you have understook and are listneing actively.
Patient: “I’ve been feeling off-colour for about two week.”
Doctor: “Mmmm. For aobut two weeks”

6. Keep the volume of your voice up. Don’t trail off as this makes you hard to
hear and also makes you seem uncertain / lacking in confidence that you are
perfroming the task well.

7. Deliver information in “chunks”. The better the information you give, the
less the interlocutoe needs to ask questions to push you to give an
appropriate language sample.

8. Say the same thing in several ways (rephrase, paraphrase) – this is typical

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 Occupational English Test Preparation Course
Speaking Sub-test

of spoken language and hlps to reinforce your message. Even if it seems

obvious, take the patient thruogh it – it’s an opportunity to showcase your
English.

9. Spoken language vs written language. Try to keep it as spoken as possible –

this means you minimise the technical language and long, nominal groups and
maximse the people + verb (action verbs or mental verbs) to make the
language as close to life as possible:
“You need to get out and get some exercise.”
NOT ”Moderate physical activity is required.”

Page 15 of 15 Author: Judith Given