Occupational English Test READING SUB-TEST · Date of test Candidate’s signature YOU MUST NOT...

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Telephone: +61 3 9652 0800Facsimile: +61 3 9654 5329www.occupationalenglishtest.org

Occupational English Test

READING SUB-TESTPart A - Text Booklet

Practice test

You must record your answers for Part A in the Part A - Answer Booklet using pen or pencil.

© OET Centre — Practice test ABN 84 434 201 642

Title: Risk of Prostate Cancer After Vasectomy (2003)Authors: Krishnamurthy, McLeod & WilliamsContext: Vasectomy is a common method of contraception, but concern exists about a reported association with risk of prostate cancer.Objective: To examine whether vasectomy increases risk of prostate cancer.Design, Setting, and Participants: National population-based case-control study of 923 new cases of prostate cancer among men aged 40 to 74 years from the Australia Cancer Registry who were on the general electoral roll. Controls (n = 1224) were randomly selected from the general electoral roll, with frequency matching to cases in 5-year age groups. Cases (3-15 months after diagnosis) and controls were interviewed by telephone over a 3-year period.Main Outcome Measures: Relative risk (RR) of prostate cancer for men who had had a vasectomy vs those who had not.Results: There was no association between prostate cancer and vasectomy (RR, 0.92; 95% confidence interval [CI], 0.75-1.14) nor with time since vasectomy (RR, 0.92; 95% CI, 0.68-1.23 for ≥25 years since vasectomy). Adjustment for social class, geographic region, religious affiliation, and a family history of prostate cancer did not affect these RRs.Conclusions: Vasectomy does not increase the risk of prostate cancer, even after 25 years or more.

Vasectomy Statistics from Britain (2008)men aged 16-69: percentage who had had a vasectomy (2001-2008)

percentage who had had a vasectomy: by age (2008)

Texts continue on the next page

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Vasectomy: Texts

Reading: Part A - Text BookletInstructions TIME LIMIT: 15 MINUTES

• Completethesummaryonpages2and3ofPart A - Answer booklet using the information in the four texts (A1-4) below.

• Youdo not need to read each text from beginning to end to complete the task. You should scan the texts to findtheinformationyouneed.

• Gapsmayrequire1, 2 or 3 words. Answer ALL questions.MarksareNOT deducted for incorrect answers.

• Youshouldwriteyouranswersnexttotheappropriatenumberintheright-hand column.

• Pleaseusecorrect spelling in your responses. Do not use abbreviations unless they appear in the texts.

2001 2002 2003 2004 2005 2006 2007 2008

17 15 18 17 18 18 17 18

16-29 30-34 35-39 40-44 45-49 50-54 55-64 65-69

1 6 15 19 20 30 31 30

Text A1

Text A2

Male sterilisation (vasectomy) – FAQs for patientsQ: How will I feel after the operation?A: Your scrotum will probably be bruised, swollen and painful. Wearing tight-fitting underpants, to support your scrotum, day and night for a week may help. You should avoid strenuous exercise for at least a week. For most men pain is quite mild and they do not need any further help. The doctor or nurse should give you information about how to look after yourself.Q: Are there any serious risks or complications?A: Research shows that there are no known serious long-term health risks caused by having a vasectomy.

•Occasionally,somemenhavebleeding,alargeswelling,oraninfection.Inthiscase,seeyour doctor as soon as possible.

•Sometimesspermmayleakoutofthetubeandcollectinthesurroundingtissueassperm granulomas. These may cause inflammation and pain immediately, or a few weeks or months later. Ifthishappens,theycanbetreated.

•Somemenmayexperienceongoingpainintheirtesticles.Thisisknownaschronicpain.Treatment for this is often unsuccessful.

•Thelargemajorityofmenhavingavasectomywillhavealocalanaestheticbutsometimesa general anaesthetic is used. All operations using a general anaesthetic carry some risks, but serious problems are rare.

Q: Can sterilisation be reversed?A: Sterilisationismeanttobepermanent.Therearereversaloperationsbuttheyarenotalwayssuccessful. The success will depend on how and when you were sterilised. Reversal can be difficult and may cost a great deal because of this.

Reverse vasectomy: a case study

Gary married young and had three children in his twenties. He had a vasectomy at 31. Then his first marriage broke down. He met Sarah and they decided they also wanted a family. Gary paid to have a reverse vasectomy operation but it wasn’t successful. A second operation with a different urologist did succeed, and Sarah is now pregnant with their first child. Gary felt that the original vasectomy was the right thing to do at the time, but with hindsight he now believes men under 40 should not rush into having one if there is even the smallest chance they may want a child in the future.

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END OF PART A

THIS TEXT BOOKLET WILL BE COLLECTED

Text A3

Text A4


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READING SUB-TESTPart B - Text Booklet

Practice test

You must record your answers for Part B on the multiple-choice answer sheet using 2B pencil.

Instructions

TIME LIMIT: 45 MINUTES

There are TWO reading texts in Part B. After each of the texts you will find a number of questions or unfinished statements about the text, each with four suggested answers or ways of finishing.

You must choose the ONE which you think fits best. For each question, 1-20, indicate on your answer sheet the letter A, B, C or D against the number of the question.

Answer ALL questions. Marks are NOT deducted for incorrect answers.

NOTE: You must complete your Answer Sheet for Part B within the 45 minutes allowed for this part of the sub-test.

NOW TURN TO THE NEXT PAGE FOR TEXTS AND QUESTIONS

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Text B1: Animal testingParagraph 1

The use of living animals in research and teaching, while first documented around 2000 years ago, became prominent in the second half of the 19th century as part of the development of the emerging sciences of physiology and anatomy. In the mid 1900s, the rapid expansion of the pharmaceutical and chemical industries gave rise to an enormous increase in the use of animals in research. Today it is a multi-billion dollar industry, involving not only the pharmaceutical and chemical industries, but also university and government bodies. There is, additionally, a sizeable industry providing support services in relation to animal research, including animal breeding, food supply and cage manufacture, among many others.

Paragraph 2

The types of research that animals are subjected to include the traditional forms of physiological research, which typically involves the study of body function and disease, and psychological research, which often entails controlling the eating, movement or choices of animals in experimental contexts. Other more recent forms of research include agricultural research directed towards intensive farming methods and increasing the efficiency of animals kept for food or food products. The genetic engineering of species used in agriculture is common amongst sheep and cattle, for example, in an attempt to increase the production of wool or milk, or to alter the characteristics of the end product (finer wool, for instance). Safety testing, or toxicology testing, is another common type of research where medicines, agricultural chemicals and various other chemical products, such as shampoos and cosmetics, are assessed for safe human use by testing the products on animals.

Paragraph 3

While accurate global figures for animal testing are extremely difficult to obtain, estimates indicate that anywhere from 50 to 100 million vertebrates are used in experiments every year (although this figure does not include the many more invertebrates, such as worms and flies, that are employed). The most commonly used vertebrates are mice, attractive to researchers for their size, low cost, ease of handling, and fast reproduction rate, as well as the fact that their genetic makeup is comparable to that of human beings. Other types of vertebrates used in the pursuit of science include fish, chickens, pigs, monkeys, cats, dogs, sheep and horses.

Paragraph 4

Perhaps one of the most widely-known examples of animals being used for the purposes of scientific research is Ivan Pavlov’s ‘conditioned reflex’ experiments in the late 19th early 20th centuries. Pavlov and his researchers were investigating the gastric functions of dogs and the chemical composition of their saliva under changing conditions, when Pavlov noticed that the animals began salivating before food was delivered. Pavlov’s team then changed the focus of their experiments and embarked on a series of experiments on conditional reflexes that earned Pavlov the 1904 Nobel Prize in Physiology and Medicine for his work on the physiology of digestion. What is less well-known about Pavlov’s research is that these experiments included surgically implanting fistulas in animals’ stomachs, which enabled him to study organs and take samples of body fluids from animals while they continued to function normally. Also, further work on reflex actions involved involuntary reactions to extreme stress and pain.

TURN OVER 3

Paragraph 5

Supporters of animal testing argue that virtually every medical achievement in the 20th century relied on the use of animals in some way and that alternatives to animal testing, such as computer modelling, are inadequate and fail to model the complex interactions between molecules, cells, tissues, organs, organisms and the environment. Opponents argue that such testing is cruel to animals and is poor scientific practice, that results are an unreliable indicator of the effects in humans, and that it is poorly regulated. They also point to the fact that many alternatives to using animals have been developed, particularly in the area of toxicity testing, and that these developments have occurred most rapidly and effectively in countries where the use of animals is prohibited.

Paragraph 6

Although animal rights groups have made slow headway, there are signs that the issues they are concerned about are being heard. Most scientists and governments state, publicly at least, that animal testing should cause as little suffering to animals as possible, and that animal tests should only be performed where necessary. The ‘three Rs’ of replacement, reduction and refinement are the guiding principles for the use of animals in research in most countries. They are designed to minimise the use of animals in scientific research by using other types of research where possible, by reducing the number of animals used in research, and by refining research techniques to minimise the animals’ pain and distress.

Part B -Text B1: Questions 1-11

1 According to paragraph 1, research using animals ……

A was non-existent before 1850.

B is most common in the medical industry.

C generates trade for offshoot industries.

D is on the rise.

2 According to paragraph 1, the use of living animals in research and teaching ……

A has taken place for at least two millennia.

B rose to prominence around 2,000 years ago.

C emerged in the second half of the 19th century.

D originated in the pharmaceutical and chemical industries.

3 According to paragraph 2, one of the new applications of animal testing is concerned with ……

A combining the traditions of physiological and psychological research.

B finding ways to improve farm animals’ productive capacity.

C controlling the eating, movement or choices of animals.

D revisiting the age-old study of body function and disease.

4

QUESTIONS

4 According to paragraph 3, global figures for animal testing are ……

A subsiding.

B elusive.

C confronting.

D extreme.

5 According to paragraph 3, which one of the following statements about mice is TRUE?

A They are much more popular with researchers than invertebrates.

B They have a genetic make-up which is at odds with that of humans.

C They are very attractive to researchers because of their speed and aptitude.

D They pose fewer constraints than other vertebrates in terms of care and expense.

6 According to paragraph 4, Pavlov’s research ……

A was unethical at the time.

B involved hurting animals deliberately.

C was conducted solely on dogs.

D did not focus on dogs initially.

7 According to paragraph 4, Pavlov’s groundbreaking research into conditional reflexes ……

A was prompted by the observation that dogs salivated when they were hungry.

B came about by accident while he was investigating something else.

C was triggered by his noticing chemical changes in the dogs’ saliva.

D led to a larger-scale investigation of the gastric functions of dogs.

8 According to paragraph 5, animal testing proponents argue that ……

A many of the alternative methods still rely on the use of animals in some way.

B it was crucial in the 20th century before viable alternatives became available.

C computer modelling requires improvement before it can replace animal testing.

D medical advancement in the 20th century would have been hindered without it.

9 According to paragraph 5, opponents of animal testing argue that ……

A countries who prohibit it are developing rapidly.

B its results are unreliable due to poor regulation.

C there are insufficient rules and restrictions.

D it is only justifiable in the area of toxicity testing.

5

QUESTIONS

10 The word headway in paragraph 6 could best be replaced by ……

A progress.

B improvements.

C impact.

D developments.

11 Replacement in the three Rs described in paragraph 6 refers to the substitution of ……

A animal species.

B research methods.

C painful techniques.

D animal numbers.

END OF PART B - Text 1TURN OVER FOR PART B - TEXT 2

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Text B2: Oral health and systemic diseaseParagraph 1

The relationship between oral health and diabetes (Types 1 and 2) is well known and documented. In the last decade, however, an increasing body of evidence has given support to the existence of an association between oral health problems, specifically periodontal disease, and other systemic diseases, such as those of the cardiovascular system. Adding further layers of complexity to the problem is the lack of awareness in much of the population of periodontal disease, relative to their knowledge of more observable dental problems, as well as the decreasing accessibility and affordability of dental treatment in Australia. While epidemiological studies have confirmed links between periodontal disease and systemic diseases, from diabetes to autoimmune conditions, osteoporosis, heart attacks and stroke, in the case of the last two the findings remain cautious and qualified regarding the mechanics or biological rationale of the relationship.

Paragraph 2

Periodontal diseases, the most severe form of which is periodontitis, are inflammatory bacterial infections that attack and destroy the attachment tissue and supporting bone of the jaw. Periodontitis occurs when gingivitis is untreated or treatment is delayed. Bacteria in plaque that has spread below the gum line release toxins which irritate the gums. These toxins stimulate a chronic inflammatory response in which the body, in essence, turns on itself, and the tissues and bone that support the teeth are broken down and destroyed. Gums separate from the teeth, forming pockets (spaces between the teeth and gums) that become infected. As the disease progresses, the pockets deepen and more gum tissue and bone are destroyed. Often, this destructive process only has very mild symptoms. Eventually, however, teeth can become loose and may have to be removed.

Paragraph 3

The current interest in the relationship between periodontal disease and systemic disease may best be attributed to a report by Kimmo Mattila and his colleagues. In 1989, in Finland, they conducted a case-control study on patients who had experienced an acute myocardial infarction and compared them to control subjects selected from the community. A dental examination was performed on all of the subjects studied, and a dental index was computed. The dental index used was the sum of scores from the number of carious lesions, missing teeth, and periapical lesions and probing depth measures to indicate periodontitis and the presence or absence of pericoronitis (a red swelling of the soft tissues that surround the crown of a tooth which has partially grown in). The researchers reported a highly significant association between poor dental health, as measured by the dental index, and acute myocardial infarction. The association was independent of other risk factors for heart attack, such as age, total cholesterol, high-density lipoprotein triglycerides, C peptide, hypertension, diabetes, and smoking.

Paragraph 4

Since then, researchers have sought to understand the association between oral health, specifically periodontal disease, and cardiovascular disease (CVD) – the missing link explaining the abnormally high blood levels of some inflammatory markers or endotoxins and the presence of periodontal pathogens in the atherosclerotic plaques of patients with periodontal disease. Two biological mechanisms have been suggested. One is that periodontal bacteria may enter the circulatory system and contribute directly to atheromatous and thrombotic processes. The other is that systemic factors may alter the immunoflammatory process involved in both periodontal disease and CVD. It has also been suggested that some of these illnesses may in turn increase the incidence and severity of periodontal disease by modifying the body’s immune response to the bacteria involved, in a bi-directional relationship.

TURN OVER 7

Paragraph 5

However, not only is ‘the jury out’ on the actual mechanism of the relationship, it also remains impossible to say whether treating gum disease can reduce the risk of cardiovascular disease and improve health outcomes for those who are already sufferers. Additional research is needed to evaluate disease pathogenesis. Should the contributing mechanisms be identified, however, it will confirm the role of oral health in overall well-being, with some implications of this being the desirability of closer ties between the medical and the dental professions, and improved public health education, not to mention greater access to preventive and curative dental treatment. In time, periodontal disease may be added to other preventable risk factors for CVD, such as smoking, high blood cholesterol, obesity and diabetes.

Part B -Text B2: Questions 12-20

12 According to paragraph 1, oral health problems have recently been linked to ……

A periodontal disease.

B heart conditions.

C diabetes.

D economic factors.

13 According to paragraph 1, periodontal disease is unknown to many Australians because ……

A dental treatment is no longer affordable.

B the problem has a high degree of complexity.

C information on dental problems is inaccessible.

D it is not as prominent as other dental issues.

14 The most suitable heading for paragraph 2 is ……

A ‘Types of periodontal disease’.

B ‘The treatment of gingivitis’.

C ‘The body’s response to toxins’.

D ‘The process of periodontitis’.

15 According to paragraph 3, the 1989 study in Finland ……

A prompted further interest in the link between oral health and systemic disease.

B did not take into account a number of important risk factors for heart attacks.

C concluded that people with oral health problems were likely to have heart attacks.

D was not considered significant when it was first reported but is now.

8

QUESTIONS

16 The research study described in paragraph 3 found that the relationship between poor dental health and heart attacks was ……

A inconclusive.

B coincidental.

C evident.

D inconsequential.

17 According to paragraph 3, the dental index was used to ……

A indicate whether periodontitis was present.

B assess the overall oral health of patients.

C establish whether pericoronitis was present.

D predict the likelihood of acute myocardial infarction.

18 According to paragraph 4, it has been proposed that ……

A cardiovascular disease could actually exacerbate periodontal disease.

B periodontal disease could modify the body’s immune response.

C there is a bi-directional relationship between periodontal disease and bacteria.

D systemic factors may contribute directly to atheromatous and thrombotic processes.

19 According to paragraph 5, if the processes by which gum disease contributes to CVD can be discovered there will be ……

A less need for doctors and dentists to work in conjunction.

B a reduced emphasis on other preventable risk factors for CVD.

C a concomitant link between smoking and periodontal disease.

D more support for dental care in the public health system.

20 The expression the jury [is] out in paragraph 5 means that a definitive conclusion is ……

A imminent.

B impossible.

C without empirical basis.

D yet to be attained.

END OF PART B - Text 2

END OF READING TEST


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READING SUB-TESTPart A - Answer Booklet

Practice test

You must record your answers for Part A in the Part A - Answer Booklet using pen or pencil.

FOR OFFICE USE ONLYASSESSOR NO.


Summary Answers

Vasectomy

One method of contraception is male sterilisation or vasectomy. Statistics for 2008 showed that

....(1)....of adult men aged under ....(2).... in

Britain had undergone a vasectomy and that

this proportion had been ....(3)....during the previous five years.

Patients are informed that vasectomy is a

procedure ....(4)....serious risks or complications.

After the operation, which is ....(5)....carried out under local anaesthetic, the man will often experience pain from bruising and swelling of

his ....(6)..... General advice is to wear ....(7)....to

provide support. Physical exertion should ...(8)....for seven days as a minimum. If the site of the

operation becomes....(9)....or greatly swollen, or if there is bleeding, the patient should seek immediate medical attention. After the operation

and for several months subsequently, ....(10)....may form if there is any leakage of sperm into the

....(11)....; these can be painful but are....(12).....

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

2 TURN OVER

Reading: Part A - Answer BookletInstructions


• Complete the following summary using the information in the four texts, A1-A4, provided on pages 2 and 3 of the Text Booklet.

• You do not need to read each text from beginning to end to complete the task. You should scan the texts to find the information you need.

• Gaps may require 1, 2 or 3 words. You will not receive any marks if you write more than 3 words.

• You should write your answers next to the appropriate number in the right-hand column.

• Please use correct spelling in your responses. Do not use abbreviations unless they appear in the texts.

Summary Answers

Men with vasectomies have been shown

....(13).... at a higher risk of prostate cancer.

Researchers in Australia contacted ....(14)....men aged between 40 and 75 who had been

diagnosed with ....(15).... in the preceding

....(16).... months. A control group of men with a

matching ....(17).... profile was also interviewed.

The length of time since ....(18).... did not affect the relative risk, nor did other possible factors

(e.g. ....(19)....of prostate cancer, social class,

....(20)....and/or location).

Vasectomy is not intended to be a ....(21)....change. Consequently, reversal is difficult and

this can make it ....(22)..... A successful outcome cannot be guaranteed. In one case, a man

had to have ....(23)....before his vasectomy was properly reversed. Having already fathered

....(24).... by the age of 30, he had believed his original decision to have a vasectomy was responsible. However, he now advises men in

their ....(25)... to wait unless they are absolutely

certain they ....(26)....a child. Statistics from

Britain for 2008 seem to ....(27).... this advice: the percentage of men who had had a vasectomy

changes gradually from ....(28).... of those aged

16-29 to ....(29)....of those aged 50-54.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

TOTAL SCORE (Marker’s use only)

3

END OF PART ATHIS ANSWER BOOKLET WILL BE COLLECTED

© OET Centre — Test information


Telephone: +613 9652 0800Facsimile: +613 9654 5329www.occupationalenglishtest.org

ABN 84 434 201 642


Reading sub-testTest information

General Information

Time AllocationThe Reading sub-test takes 60 minutes.

Part A = 15 minutes

Part B = 45 minutes

Test format and procedureThe Reading sub-test has two parts and is the same for all OET candidates:

Reading Part A

Part A is a new task type. Part A is a Summary reading task.

This requires test-takers to skim and scan 3-4 short texts (a total of about 650 words) related to a single topic and to complete a summary paragraph by filling in the missing words.

Test-takers are required to read the texts and write responses for 25-35 gaps in total, within a strictly monitored time limit of 15 minutes.

Part A is designed to test the reader’s ability to source information from multiple texts, to synthesise information in a meaningful way and to assess skimming and scanning ability under a time limit.

Reading Part B

Part B is similar to the pre-March 2010 reading task type. Test-takers are required to read two passages (600- 800 words each) on general medical topics and answer 8-10 multiple choice questions for each text (a total of 16-20 questions) - within a time limit of 45 minutes.

Part B contains fewer questions than the pre-March 2010 Reading sub-test. The two texts in Part B are also shorter than those used in the pre-March 2010 Reading sub-test.

Part B is designed to test the reader’s ability to read longer texts in detail for comprehension.

Has the Reading sub-test changed?Candidates who have sat the Reading sub-test before March 2010 will notice the test format has changed. A recent study undertaken at the Language Testing Research Centre at the University of Melbourne established, via the use of surveys and interviews conducted among a range of health professionals, that there was a wider range of publications and reading genres likely to be read in the workplace than the type of texts that had previously informed the OET Reading sub-test.

The specific reading skill of skimming and scanning a text was identified as a key component of surveyed health professionals’ work related reading; an ability that was not directly tested under the old reading format. An important reason for the changes to the OET Reading sub-test therefore was to enhance the quality of the test through a more accurate reflection of real-world reading tasks and the underlying skills required to complete them.

A second reason for changes to the Reading sub-test concerns the desire to further increase the reliability of test scores; more particularly by increasing the number of assessable items (a generally accepted reliability-enhancement measure); in real terms, to increase the number of items to above the previous 20-24 multiple choice items.

What will you do on test day?On the day of the test you will complete the Reading test in two parts. First you will be given Part A- Text Booklet and Part A- Answer Booklet. You will have exactly 15 minutes to read the texts and write your answers to the summary. At the end of 15 minutes, both booklets will be collected from you.

The supervisor will then give you Part B- Text Booklet and Part B- Answer sheet. He/she will explain to you how to fill in the Answer sheet. You then have 45 minutes to read the 2 texts and answer the questions by filling in your Answer sheet.

Remember you cannot go back to Part A if you finish Part B early. 15 minutes is a strict time limit.

Test topicsThe topics of the Reading sub-tests are chosen carefully to be accessible to all candidates of the OET. They are of general medical interest and cover a wide variety of issues. The OET is a test of English, not of medical knowledge, and the test developers are careful in the test design to minimise areas where candidates may use prior knowledge rather than language skills to respond.

Topics will vary from administration to administration and while some topics may include content that is familiar to one particular health practitioner’s area of experience and expertise, the language tasks and questions associated with the texts are designed to test language knowledge and ability, over and above, the candidate’s knowledge of that field. In other words, correct responses cannot be simply ‘predicted’ because a candidate has experience in that area. Reading texts are selected for their concentration of content of a general health literacy nature; elements that can be considered common across multiple professions.

The topics of all texts are designed to be comprehensible to any educated lay native speaker, or highly proficient non-native speaker, and this is regularly demonstrated through the trialling process (both internal and external).

The reading texts are developed according to strict specifications (in terms of word length, difficulty of vocabulary etc.) by test development specialists at the University of Melbourne. In response to feedback on initial topic ideas and drafts of materials, texts are refined and then question and response formats are developed by the university team. These are subjected to trialling, analysis and further refinement. Through this process a marking key is developed for use by assessors. A sample key is included in the sample reading materials.

Test task typesPart A

Remember, Part A of the Reading sub-test requires you to complete a summary by writing the missing word or several words (but only up to three words) within a strict time limit of 15 minutes. It is therefore important that you do not simply begin Part A by immediately reading all of the passages in great detail before attempting the summary task. This will take up valuable time and may result in an incomplete summary at the end of the 15 minute period.

Instead, it is highly recommended that you begin by reading the summary passage which contains the numbered ‘gaps’ (in the ‘summary’ column of the ‘Part A - Answer Booklet’). This will direct your attention to the topic and focus of the first paragraph so that you can quickly select which text matches the first part of the summary passage. In other words, reading the summary passage first will help you to know which one of the texts in the ‘Text Booklet’ contains the relevant information to choose the missing words for the first part of the summary passage.

Part A of the Reading sub-test is a test of your ability to skim read and scan quickly across different texts to choose selected information in order to summarise. It is not a test of detailed reading for comprehension purposes - that particular skill is tested in Part B of the reading sub-test.

Remember also that the first paragraph of the summary passage may not necessarily always directly relate to the first text (A1) of the Text booklet. Information for the first two or three ‘gaps’ in the summary passage might only be located by reading another text. That is why it is very important to quickly establish a sense of the topic and focus of the first paragraph; to direct your reading straight away to the appropriate text therefore making efficient use of the time available.

Do

• Write at least 1 word, or up to 3 words for each answer.

• Consider words that are spelt with a hyphen (i.e., ‘-’) as ONE word. For example, ‘a low-cholesterol diet’ (counts as three words) whereas ‘a low cholesterol diet’ (counts as four words and will NOT receive any marks)

• Make sure you write your response in the same numbered box as the ‘gap’ in the summary passage (see diagram below). Sometimes the numbered boxes in the Answers column may not line up across the page with the same numbered gaps as they appear in the Summary column.

Summary Answers

Vasectomy

One method of contraception is male sterilisation or

vasectomy. Statistics for 2008 showed that

(1) .... of adult men aged under (2) .... in Britain had

undergone a vasectomy and that this proportion

had been (3) .... during the previous five years.

Patients are informed that vasectomy is a

procedure (4) .... serious risks or complications.

After the operation, which is (5) ....carried out under

local anaesthetic, the man will often experience

pain from bruising and swelling of his (6).....

General advice is to wear (7) .... to provide support.

Physical exertion should (8) .... for seven days as a

minimum. If the site of the operation becomes (9)....or greatly swollen, or if there is bleeding, the patient

should seek immediate medical attention. After the

operation and for several months subsequently, (10)

.... may form if there is any leakage of sperm into

the (11) ....; these can be painful but are (12) .....

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

2 TURN OVER

Reading: Part A - Answer BookletInstructions


• Complete the following summary using the information in the four texts, A1-A4, provided on pages 2 and 3 of the Text Booklet.

• Youdo not need to read each text from beginning to end to complete the task. You should scan the texts to find the information you need.

• Gapsmayrequire1, 2 or 3 words. You will not receive any marks if you write more than 3 words.

• Youshouldwriteyouranswersnexttotheappropriatenumberintheright-hand column.

• Pleaseusecorrect spelling in your responses. Do not write abbreviations.

18%

constant

• If you miss an answer make sure you move on to the correctly corresponding numbered item before writing anything further. Don’t write, for example, your answer for the gap for item 15 in the box for item 14 in the Answers column.

• Use correct spelling. Responses that are not spelt correctly will not receive any marks. American and British English spelling variations are accepted, e.g., color or colour.

• Use words with similar meaning to words in the texts if you can’t find a word (s) directly from the texts. These words are known as synonyms.

• If you are required to write down numbers or figures you can write either the full form (e.g., three, one hundred or one million) or the number form (e.g., 3, 100, or 1,000,000).

• Use the headings of the four texts in the text booklet to help you understand which text to use to complete different parts of the summary passage.

• Use words surrounding the gap for the missing word (s) in the summary passage to help you predict what kind of information is missing and to anticipate the type of missing word (s) you need to write.

70

Assessors are trained to only consider responses given within the ‘Answers’ column (on the right). If a response is written in the Answer column or in the wrong box AND the candidate has NOT indicated clearly (e.g., with an arrow) where the response should be, it CANNOT be marked.

• Read the instructions carefully. Have the Text booklet open in front of you so that all texts are visible at the same time. Have the Answer Booklet slightly to the side so that you can write your responses as you read the texts.

• You may write your answers in either pen or pencil for Part A.

Don’t

• Write more than 3 words for each answer.

• Write your responses in the wrong gap. You will NOT receive any marks for answers written in the incorrect gap number.

• Write in the Summary passage itself. Responses must be written in the ‘Answers’ column on the right hand side.

• Write two options (separated by ‘/’ or ‘,’ or ‘( )’), even if they appear in the texts and mean the same thing (e.g., if you write ‘greater/larger’, you will NOT receive any marks).

• Spend time thinking about whether a word should be capitalised or not. Capitalised and non-capitalised forms are accepted (e.g., ‘CANADA’, or ‘canada’, or ‘Canada’ are ALL acceptable).

Test task typesPart B

Remember, Part B is similar to the pre-March 2010 reading task but test-takers now read two shorter texts and answer fewer questions.

In Part B, test-takers are required to read two passages (600-800 words each) on general medical topics and answer 8-10 multiple choice questions for each text (a total of 16-20 questions) within a time limit of 45 minutes.

The two texts are on health-related topics and are similar to texts found in academic or professional journals. After each of the texts you will find 8-10 questions or unfinished statements about the text, each with four suggested answers or ways of finishing (multiple-choice questions). You must choose the one response which you think fits best.

The texts appear in the Text Booklet and there is a separate answer sheet to complete. You must indicate your chosen response (A, B, C or D) to each question by shading the appropriate oval on the answer sheet. You must do this with a soft (2B) pencil.

Before you attempt Part B of the Practice test, consider some important tips below.

Do

• Answer every question. If you get to the end of Part B and are still not sure about a particular question, make an educated estimation. Record your answers accurately on the Answer sheet before the 45 minutes is over.

• Take the sample test under test conditions beforehand so you know what it feels like. Set your timer for 45 minutes and aim to spend approximately 22-23 minutes on each text in Part B.

• Bring and use a soft (2B) pencil. Remember you cannot use a pen to fill in the Answer sheet for Part B. It is a good idea to bring one or two extra 2B pencils as spares or a small pencil sharpener.

Don’t

• Get stuck on one question – keep going and come back to it at the end when you have answered all other questions. Marks are not deducted for incorrect answers.

• Cross out mistakes when you are filling out the Answer sheet for Part B. Unlike for Part A, in Part B you need to erase wrong answers completely then fill in the correct answer fully. There are clear instructions on the Answer sheet about how to fill in your answers.

• Fill in more than one box on the Answer sheet as the scanner will not be able to recognise your answer and you will not receive any marks for that question.

Test AssessmentThe OET assesses all four language skills – listening, reading, writing and speaking – with an emphasis on contextualised communication for professional purposes. The Listening and Reading sub-tests are common to all candidates while the Speaking and Writing sub-tests are specific to each profession.

The Reading sub-test consists of a short answer response (summary completion) test (Part A) and a multiple-choice questions (MCQ) test (Part B). Candidate answer sheets for Part A are marked by trained assessors and score sheets for Part B are computer scanned. The item-level data are analysed using a RASCH analysis approach, for overall internal consistency and item quality. Any items found to be performing unacceptably (i.e., with fit of above 1.3 or with discrimination levels of less than .25) are removed from the subsequent analysis.

Test ScoresEach section of the new format Reading sub-test is weighted equally. That is, Part A is worth 33.3% and each text in Part B is also worth 33% of the total score.

Why is the Reading sub-test weighted equally when there are more questions (items) in Part A?

When you sit the reading test, you will get a raw score on Part A (between 25 and 35 depending on the number of items on that particular test) and a raw score on Part B (between 16 and 20 depending on the number of items on that particular test). Your scores will then be converted to a total score for the reading test in which your score for Part A counts for 33.33% (one-third) of the total score, and your score for Part B counts for 66.66% (two-thirds) of the total score. Your total score for the reading test will then be transformed into a grade (A – E).

This type of weighted score conversion is very common. For example, in the listening sub-test, although one Part A might have more available marks than Part B, your score on each part is converted so that it counts for exactly 50% of your total score for the whole listening sub-test.

The reason why there are different weightings for each part of the reading test is to reflect the relative importance of the skills we are measuring in each part in the overall estimation of your reading ability. Part A tests a relatively narrow set of reading skills – skimming and scanning – whereas Part B tests a range of different reading skills through different types of multiple choice questions.

Do I need to get the same score for each Reading section individually?

Part A and Part B scores are converted to a percentage (reflecting relative weighting) that is then converted to a total score. Data from your total score across both sections are used to calculate band-scores for each administration. The score is a combination of your total weighted scores for Parts A and B. Conceivably, you may score slightly lower for one section but still maintain an overall higher level if your scores for the other section are higher.

CompUTeR AnSweR SheeT

OET – CANDIDATE INFORMATION & SAMPLE MATERIALS 2



ABN 84 434 201 642


READING SUB-TEST

Practice test

Part A: Vasectomy

KeyThe following conventions have been followed in preparing the key:

/ Indicates an acceptable alternative within an answer

OR Indicates an acceptable (complete) alternative answer

( ) words,figures,orideasinbracketsarenotessentialtotheanswer -theyarealsonotasufficientsubstituteforthemainideaindicatedinthekey

No other answers except those included in the key will be considered acceptable. Responses that have been incorrectly spelt will not be awarded any marks, as will answers that contain more than three words.

© OET Centre — Practice test

Reading Sub-testPart A: Vasectomy

Answer KeyTotal of 29 questions

1. 18% // 18 percent

2. 70 (years old)

3. (relatively/fairly) steady/constant/level/unchanged/stable/consistent // almost/roughly the same // (very/quite) similar // maintained // sustained

4. free from/of (any) (known) // without (any) (known) // with no (known)

5. normally // usually // generally // in most cases // most often

6. scrotum

7. tight(-fitting)underpants/underwear

8. be avoided

9. infected

10. (sperm) granulomas

11. surrounding tissue(s)

12. treatable

13. not to be // to not be

14. 923

15. prostate cancer

16. 3-15//3to15//threetofifteen

17. age

18. (a/any) vasectomy // vasectomy/ surgery (was performed/done)

19. (a) family history

20. religion//religiousaffiliation

21. temporary // reversible

22. (quite/very) expensive // costly

23. two operations/(surgical) procedures/surgeries // a second operation

24. three/3 children

25. (twenties and) thirties // (20s and) 30s // (20’s and) 30’s

26. won’t/wouldn’t (ever) want/have // will/would not want/have // will/would never want/have // ‘ll not/never want/ have // don’t (ever) want // do not want // never want

27. support//confirm//verify//reflect//corroborate//correspondwith

28. 1% // 1 percent

29. 30% // 30 percent

END OF KEY

2



ABN 84 434 201 642


READING SUB-TEST

Practice testAnimal Testing

Key


Reading Sub-testText B1: Animal Testing


1 C generates trade for offshoot industries.

2 A has taken place for at least two millennia.

3 B findingwaystoimprovefarmanimals’productivecapacity.

4 B elusive.

5 D Theyposefewerconstraintsthanothervertebratesintermsofcareandexpense.

6 B involvedhurtinganimalsdeliberately.

7 B cameaboutbyaccidentwhilehewasinvestigatingsomethingelse.

8 D medicaladvancementinthe20thcenturywouldhavebeenhinderedwithoutit.

9 C thereareinsufficientrulesandrestrictions.

10 A progress.

11 B research methods.

END OF KEY

2



ABN 84 434 201 642


READING SUB-TEST

Practice testOral health and systemic disease

Key


Reading Sub-testText B2: Oral health and systemic disease


12 B heart conditions.

13 D it is not as prominent as other dental issues.

14 D ‘Theprocessofperiodontitis’.

15 A prompted further interest in the link between oral health and systemic disease.

16 C evident.

17 B assesstheoveralloralhealthofpatients.

18 A cardiovasculardiseasecouldactuallyexacerbateperiodontaldisease.

19 D more support for dental care in the public health system.

20 D yet to be attained.

END OF KEY

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