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AssessmentAssessors must have a tertiarg qualification or equivalent and
a TES0L qualification. A post-graduate qualification in ianguage
testing is desirable. Assessors r"rndergo specific training in 0ET
assessment methodologu.
All assessment is conducted at the 0ET Centre in Melbourne and
preceded bg training and standardisation for assessors to achieve
optimum consistencg of standards'
Assessrnent of the Readingsub'test - Part A
Part A is a Summarg reaclingtask' This requires test-takers to skim
and scan 3-4 $hort texts ia totai of about 650 words] related to a
single topic ancl to complete a summarg paragraph bg filling in the
missingwords.
Part A is marked bg a small group of experienced raters in
Melbourne. Test-takers write short-answer {1'3 word] responses
whicharemarkedaccordingt0adetailedmarkingkegpreparedbgthe test designers.
Assessment of the Reading sub'test - Part B
Part B is a computer marked multiple-choice IMtO] test' lt is
initiallg analgsed bg tlre Universitg of New South Wales and then
further bg tlre Universitg of Melbourne for performance of individual
items^
The Listening sub-test is assessed against a detailed marking guide
prepared bU the test designers' Problematic scripts are dealt with
as a group bg an experienced assessor and ail critical borderline
scripts are double"marked.
Writing scripts and Speaking interviews are rated twice' with
aberrant and unusual cases marked a third time' Assessors use
a set of criteria to rate candidates' performance' Analgsis of rater
consistencg and severitg is conducted using multi-faceted
RASCH analgsis.
Registration ProceduresAll test applications are taken online through the 0[T website^
Candidate photos are uploaded ta the website and pagment is
taken online bg credit card. When applging, candidates must also
give the exact details of the identitg document they will provide
when sitting the test. The 0ET Centre onlg accepts passpoffs as
proo{ of identitg but makes an exception for candidates with a
national identitg card, provided theu are sittingthe test in the
countru that issued it. Candidates undergo a rigorous lD check upon
initial registration on the test dag and before each sub-test' The lD
check procedures have DIAC approval'
Communication with candidates is bg email and via the website'
Candldates can access sample materials' Specific details for
particularvenues and timetables forthe individual sub-tests
are provided two weeks prior to the dag of the test' Candidate
information, including photo and identitg document number' is sent
to the venues for identitg verification 0n the test dau'
Special provision
Candidates with special needs are provided for' Specifications
for test centres are given in detailed instructions t0 Venue Co-
ordinators. All test centres must complg with local requirements
for meetingthe needs of people with disabilities'
The 0ET Centre makes all reasonable arrangements to
accommodate specialvisual or auditorg needs' including
enlargement of print texts and special auditorg equipment'
04 lvww.occupationalenglislrtest'org
Description
i
of the OET
Test formatThe 0[T a$ses$e$ llst*i-ling, reacling, writirlg arld speaking'
There is fi seFsratf $ub-te$t f*r *ach skil! *rca. The fteacling arrd Listening silb-te$ts are designed t0 asscss t1.le sbilitu to understand writt*n
and sp$lren Inglish in c*lrtexrs related t* general hefilth and merliein*. The sub-tests far Re*ding l*d t-istening *re n*t specific to otlu
single n'oieSsr0n bilt are baEed an t0p'f$ a1d tasKE c0n]iT!Lln to al1 pr'ofesSions'
,fhe Spe*king anci f{riting sub-t€sts fire specific t* each profession **d are e{esign*cl t0 s$ses$ tl.}e ai}!litu to use tnglish appr$priatelu in ;}
relevant pro{*ssiuiral contsxt.
xY; Listening Sub-testThe Listeiring slth-test ctnsists 0lt\,vo parts: n recorcled, sirnulated pro{cssianal-
p;tlent consultati*n witlr nate-tirkirrg rluestion: {Purt AJ, and a t.*coreied talk or
Irc{ure on a heaitlr-re late rt topic with shcrt'*nswerrnote"teking qilestiolrs IPart B],
each ab*ut 15 minr.ltes o{ recorcled speech. A set of questicns is aiiached t$ each
section and cancllciates wrlte th*il ansv/el's while listening' The ariginal recard!ng is
edi'ted with pail$e$ to allclw c;ndidates time to write their answers
The farn"rat fnr Part A {the consultatior-ll r*qrrlres canrlida{es to prcrluce case nstes
under rsievant headings and tc writ* as much releva*t inf*tmation as ptssible .
il40$t que$tigns in P*rt ts {ttre lectur*] !nclude inrlicationE gfi the nuritlet-*f p*ittts
a cancllclate is exptcted tr: !nclucle.
':11.,1
Reading Sub-testThe Reading sut]-te$t con$ists of{wo parte:
Part A ls a summatU [eading task. This refiuires test^X*ksrs to skir* and sc*n 3''1
sh0rt text_c Ia total cf abaut fi5*',votds j relateri to a ctngle tcpic and to cornpiete
a sllminarU parograph bg tilling in the missing wordE. Test-take rs are reqr:ired tc
rririte r*spnnses for ?5.35 Saps in tc{al, r,rithin * s{rictlg m*nitorec! till.:e liriit c}f 15
m;nr!tes.
Part A is designecl t0 te$t the re*der's abilitU tr: scurce ilr{*rmation lr*m multiple
texts, t0 sgnth*sise i*fnrmatrcn in a rneaningful w;lg an<i t0 ilssess skir*nring and
scanning abiiity untler a time limit
1n Part F test-takers ar* required to rearl trry* ill$sOgeS {6ilil-80il wr:rds each} on
ge neral medical topics antJ answer 8-11) rnlltiple chcice q*estiotrs fmr each text la
tctai *f t6'2C questir:nsJ " witlrin a 'time limit of 45 mirrutes'
Part B is designed t0 test the readcr's abilitg to read in greater detail g*ner*l and
specilic inf*rtnatl+n for comprehensi*n.
C$ rvww.nccupa!ionalenglishtest'0rg
l0 3.ro')sattlstlSualeuotlednr:o't,rmrrn
'passo$$e lou s! ieuslelx srqt i13nor1l'AAoiAJolLll ot{}Jo
ilrcl sr leqt,dn-uJre&, uoqs e sepnlsul osle Bulp.ro:o1 eql')tlsulssosse luonbasqns
roJ p*plo?s-t a;n saEueq:xe asaql lalAa'AJalut aql qllm lns pefie1d soueuaf,s )uajsJilp
$Ml 0! lutllnsuos leuotssslsrd e sr pusdsa; ]snuJ sleplpueJ aL[ ]31e3 s,luel]ed
e ro lllatled e Jo aloi aql sfield otlM J3/{islAja}ul us Ll}liA sBeAua o} 3}eplpuEs all}Eur.rrnbai fiq panatqre st aFen3ue; lesotssajold pasllenlxaluo3;o uct}:npold aq1
ro
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sl alaql .lsuel e Jo uuaj a{.1} ut asualpne paul?sds E 0} uollewJoJul ua}illM 3u!p!^ord
ro 'lureldLuo] e ol Eurll.rita r'ttButpuadsa.r ''3'e 'lss oq sslE frer"u fii;nrrgrp 1uo;entnba
lo sHsel3ur}rr* leuorssa;o;d ;aqla 'suslsssjsJd ureuar ;ca 'leurcJ aleiJdo-ldds ue ul
lno )as aq pue sproAA 002*c8I filaleLulxo.rdde jo )sl$u03 lsnLu .la$*l slilJo fipoq sql
'psluasard leualeul sn!niltls aLll,o 1unil33e slel l$nul Jsllal aq1 'leuorssa;o-td
r*r.l)0 aql fiq passa;ppe Bq o) sanssl aql pue alep 0l pslaJJfi )uaurlear| prg:ar lsnur
isllat eqI'leuorssajord raqloue ol l€rralal Jo leiia! e J0 uorl:npu'rd €ql $ellnbel
rlriq$A eleprpuer oql ot payuesa;d olleuals E ]o $lslsusl ft11elrsn $al"qns 8uty"r6'1 aq1
rs€/"a 4e*. 3,r1e5<a@r:-Ip&rs!1ia;*;i a
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Reading and Listening
The Reading sub-test consists of a short answer reponse lsummarg
;;;il;ti test IPart AJ and a multiple-choice questions IMCQJ
test (Part Bl. Candidate answer sheets for Part A are marked
OO,*'n*O assessors and score sheets for Part B are computer
scanned'Theitem.leveldataareanalgsedusingaRASCHanaigsisprogramme, 0UESI ior overall internal consistencg and item
Orr'ng. Ang items found to be performing unacceptablg (i'e'' with
fit of above 1'3 orwith discrimination levels of less than 'Z5l are
removed from tlre subsequent analgsis'
The Listening sub-test is marked bg a smail group of experienced
raters in Melbourne' The test consists of slrort-answer questions
and is marked accordingto detailed marking guidelines prepared
Ug tf," tu.t designers' ln orderto ensure consistencg of marking'
piio, to th. marking session at eacl't administration assessors are
trained in how to interpret and applg ttrese guidelines' As for the
Reading sub-test, the item-level data are analgsed using 0UEST
for overall internal consistencg and item qualitg' Again' ang items
found to be performing unacceptablg Ii'e'' with fit of above 1"3 or
with discrimination levels 0f iess than '25J are removed from the
subsequent analgsis'
Band cut-scores li"e', the boundaries between the band scoresl
are re'set for the Reading and Listening sub-tests at everg
administration regardless of whether theq are new tests' re-
constituted tests usingt\^ro texts/parts which have not previouslU
been used in combinatian' or previouslg-used tests
This is because fon everg administration' reliabilitg cf measurement
is maximisecl ng remavrng from the'analusls those items which are
found to be performingunacceptablg forthat cohort' This means
that, for the same test*version or individual text/part' the number
of items mag varg from administration t0 administration' although
experience has found that no more than one item is usuallg
removed'
Cut-scores for each band level on the Reading and Listening
sub.testsareSetonthebasisofthepercentagedistributionofcandidatesintobandlevelsusingtlreaverage0ftheWritingand5Peaking sub-tests'
This assumes that normallg these criterion-referenced sub'tests
sholrld be equivalent in difiicultg and that distribution into grades
across the sub-tests should therefore be similar for the whsle
cohort. lt cloes not assume that individuals will get the same grade
on each sub-test [The propcrtion of candidates fallinginto in each
grade is generallg verq similar for the Speaking and Writing sub"
tests. I
Scoring the test0ET grades are reported on an official report form' the Statement of
Results. A band score is reported for each of the sub-tests' These
band scores range from I InighestJ t0 E Ilowestl' Theg are derived
differentlg for the sub-tests for the productive skills [Writing and
Speakingl and receptive skills IListening and Readingi'
Speaking and Writing
The Soeaking and Writing sub-tests are marked bU trained'
.rp.ri.nr.d assessors based in Melbourne' Each candidate's
performance is marked bg two assessors' who mark independentlg
ofeachotherandrlrithoutknowiedgeofacandidate'sperformanceontheothersub.tests.TheWritingandSpeakingsub.testsareeachgraded against five criteria; each criterion has six grade levels' 1"6'
rfiith level 6 representing a veru str0ng response"
The criteria for each sub-test are:
Speaking. 0verall Communicative Effectiveness' lntelligibilitu'
Fluencg, Appropriateness of Language' Resources of
Grammar and ExPression
Writing
' Overall Task Fulfiiment, Appropriateness of Language'
Comprehension of Stimrrlus' Linguistic Features IGrammar
& Cohesionl, Presentation Features Ispelling, Punctuation
& Lagout)
The data are analgsed using multi-faceted RASCiI analgsis
IMcNamara 19g6*'J with FACETS so{tware (Linacre 1989*21;
candidate and rater are facets in the analgsis'
All candidates who are found to have unexpectecl responses in the
data analgsis are third marked' To compensate for ang differences
in assessor severitg, band sccres are derived from the single falr
score generated bg FACETS' ratherthan from averaged raw scores
These fair scores are then converted to bands as iollows:
Conversisn to band scores Irange 1-6]
Band A: 5'E and aboveBand B: 4'8 * 5 5Band C: 4'? - 4'7Band D: 3 '4 - 4'LBand E: 3 3 and below
60 3io'lsalrlsrlSua; euorledn:lo'anmarr
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'nofi uor; pe]3allor aq llr,r $4@mqloq 'salnuru.r SI lo pua aql lV '6reuuns aq) o) srsmsue rnoh a}lm pue slxe] sq) pear ot sslnurw SI Ellrexs a^eq llr^A no^ -rilFlJsmrsuvV ued pue lEploog lxEI V ued uanr8 aq g1r,r,r nofi ls.rrl 'sl.red omt ut lsa] Surpeag aqt atalduJo3 llrM nofi lsa) ar.llJo h+ amumr
Zhep lset uo op non llm
'uorsuaqarduol roJ lrelap ur slxa):aBuol pea.r o1 fi1r;rqe s,repear aql lsa] o] pau8rsep s1 g uq4
')sa]-qns Surpeag 0T0Z qrreH-ard aqr ur pemr
asoql ueqlralior.ls osle are g !ed ur slxal onrrl agl']s3]-qns Surpeau 0102 qreyl-a.rd.iap;o aql ueq] suorlsenb ianal suretuos g uqd
'salnulru silrJo trtrrl aurl e urqlrAA - [suor]sanb 0Z'gLo lero1 el txal q:ea roJ suor]sanb arroqr a;dr1;nur 0tr-g ia&sue pue srrdo] leltpaur lera"d
uo Iq:ea spiol\A 008-009J seBessed ofit pear o] peltnbal are srsle]-tsal 'edfu Iser Surpear 0T0Z qc.repl-e.rd a{.1} o} rellurls sr I }rqd
I Ue6
')ruJ!l aLu!) E rapun fiyr;rqe Suruuers pue Sulu.rurrls ssasse ol pt,m
6eru gnl8urueeur e ur uorl.eur;o;ur asrsaqluFs ot 'stxat aldlllnuj uroj, uorleuroJul a3rnos o) fiIllqe s,.iapear aq] tsa) ol pau8rsap sr v lred -'selnulur 5J
J0 uurtl aulrl paiolruout fiilcr.rls e urqlr,\A !lelol ur sde8 5g-g7.ro1 sesuodsa.r a)um pue slxol aql peal o] pe.rrnba; are sJale|-gQf r'sp.ton Surssrtir aq1 urBur;111 fiq qde.r8eted fueuurns
e ale;dulor ot pue rrdot al8urs e o1 patelar Ispo,r,r 0Sg ]noqe Jo lelot e] sual yor{s t-€ ueos pue urls o} sraxel-lsa} sa;rnba: s!rd[ -'1se13urpea.r fi.rer.uuln5 e sr Vued'adfi11seyrrau e slVuR[ r
V ued EurPq:sued oi lJo slsrsuo3 )sa]-qns Sutpeau aqlJ0 }eulror rAirt tf,l
also)-qns Sulpesu oq) ut MaU S,IeL{fil
Read i ngPart A
Remember, part A is a n'w task tupe. Before uou attempt part A of the practice test, consider some irnportant tips berow.
Do
. Write at least 1word, or rrp to 3 words for each answer'
. Make sure u.u write gour response in the same nurnbered box as the'gap'in the summarg passage' Sometime s the numbered boxes in
the Ansuiers column mag not line up across the page with the same numbered gaps as theg appear in the summarg cclumn'
. lf uou miss an answer make sure vou move on to the correctlg corresponding numberecl item before writing angthing further' Don't
write, for example, gour answer fsr tlre gap for item 15 in the box for item 14 in the Answe rs column'
n use correct spelling. Responses that are not spelt correctlu w!ll lrot receive ang marks. American and British English spelling variations
are accePted, e"g., color or colour'
. use words with similar meaning to,.,rrords in {he texts if gou can't fincl a worcl Is] directtg from tlre texts. These words are known
as sun0ngms.
. lf uou are required to write down num bers or f igu res uou can write either the f ull form Ie.g., three, one hundred or one m illion ] or the
number form Ie.g., 3, 100, or 1,000,000]'
. use the headings of the fou r texts in the text booklet to help you u ndersta nd wh ich text to use to complete d ifferent pa rts of the
summaru passage.
Use words surrounding the gap for the missing word IsJ in the summarU passage to help gou predict what kind of information is
missing and to antlcipate the tgpe of missing word Is] gou need to write'
Read the instructions carefullg. Have the Text booklet open in front of gou so that all texts are visible at the same time' Have the Answer
BookletslightlUtcthesidesothatUoucanwriteuoLlrrespOnSesaSU0Ureadthetexts.
You mag write gour answers in either pen or pencil for Part A'
Test takers'guide to Part A of thesub-test
1n unruwnc.rinAtionalenplishtest.org
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'uunlo! rsrrisuv aq) ul sraqurnu uorlsanb aql 11e lsuleSe lsMsue ue 1nd aaeq nofi pag'sluegq fiue a^eal lu{l
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sub-testTest takers' guide to Part B of theReadi ngPart B
Remember, part B is simirarto the previous readingtask Ipre-March zoto] uut test-takers now read two shortertexts and answer
fewer questions.
ln part B, test_takers are required to read two passages [600-g00 words eachl on general medicaltopics and answer 8-10 multiple choice
questions for each text Ia total of 16-20 questionsJ within a time iimit of 45 minutes"
The two texts are 0n hearth-related topics and are simirar to texts found in academic or professionaliournals' After each of the texts uou
will find g-10 questions or unfinished statements about the rext, each with four suggested answers 0r waus of finishing Imultiple-choice
questionsJ. You must chsose the one response which gou think fits best'
The texts appear in the Text Booklet and there is a separate answer sheet to complete' You must indicate gour chosen response [A' g' c or n]
to each question bg shadingthe appropriate oval on the answer sheet' You must do this with a soft [28] pencil'
BeforegouattemptPartBofthePracticetest'considersomeimportanttipsbelow'
Do
Answer everg question. If gou get to the end of part B and are still not sure about a particular question, make an educated estimatlon'
Record gour answers accuratelg on the Answer sheet before the 45 minutes is over'
Takethesampletestundertestconditionsbeforehandsogouknowurhatitfeelslike setgourtimerfor45minutesandaimtospend
approximatelg 2Z-23 minutes on each text in Part B'
Bring and use a soft IzB] pencit. Remember gou cannot use a pen ts fill in the Answer sheet for Part B' lt is a good idea to bring one or
two extra ZB 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 gou have answered all other questions' Marks are not
deducted for incorrect answers^
. €rsssout mistakes when gou are filling out the Answer sheet for Part B. Unlike for Part A, in Part B gotr need t0 erase wrong answers
completelg then f ill in the correct answer fullg. There are clear instructions on the Answer sheet abOut how to fill in gour answers'
. Fill in more than one box on the Answer sheet as the scanner will not be able to reccgnise uour answer and gou will not receive ang
marks for that question.
1? rnrwwnccunationalenglishtest'org
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Part Alnstructions
TIME LIMIT 15 MINUTES
o Complete the summary on pages 2 and 3 of Part A - Answer Booklet using the information in the four texts(A1-4) below.
. You do not need to read each text from beginning to end to complete the task. You should scan the texts tofind the information you need.
. Gaps may require 1. 2 or 3 words. Answer ALL questions. Marks are NOT deducted for incorrect answers.
r You should write your answers next to the appropriate number in the right-hand column.
o Please use corect spelling in your responses. Do not write abbreviations.
Text A1 Junior Sports lnjuries
Title: Patterns of injury in US high school sports: A review.Authors: Field and O'Brien (2007)
OBJECTM: To characterize the risk of injury associated with 10 popular high school sports by comparingthe relative frequency of injury and selected injury rates amon-q sports, as well as the participation conditions ofeach sport. DESIGN AND SETTING: A cohort observational study of high school athletes using a surveillanceprotocol whereby certified athletic trainers recorded data during the 2005-2007 academic years. SUBJECTS:Players listed on the school's team rosters for football, wrestling, baseball, field hockey, softball, girls'volleyball,boys' or girls' basketball, and boys' or girls' soccer. MEASUREMENTS: Injuries and opportunities for injury(exposures) were recorded daily. The definition ofreportable injury used in the study required that certifiedathletic trainers evaluate the injured players and subsequently restrict them from participation. RESULTS:Football had the highest injury rate per 1000 athlete-exposures at 8.1, and girls' volleyball had the lowest rate at1.7. Only boys' (59.37a) and girls' (57 .07o) soccer showed a larger proportion of reported injuries for games thanpractices, while volleyball was the only sport to demonstrate a higher injury rate per 1000 athlete-exposures forpractices than for games. More than l3Vo of the injuries restrieted players for fewer than 8 days. The proportionof knee injuries was highest for girls' soccer (79.4Vo) and lowest for baseball OO.5%). Among the studied sports,sprains and strains accounted for more than 50Vo of the injuries. Of the injuries requiring surgery, 60.37c wereto the knee. CONCLUSIONS: An inherent risk of injury is associated with participation in high school sportsbased on the nature of the game and the activities of the players. Therefore, injury prevention programs shouldbe in place fbr both practices and games. Preventing reinjury through daily injury management is a criticalcomponent of an injury prevention program. Although sports injuries cannot be entirely eliminated, consistent andprofessional evaluation ofyearly injury patterns can provide focus for the development and evaluation of injuryprevention strategies.
Text 42
Literature review extract: Prevention 0f sports injuries,
,,, Langran and Selvaraj [6] conducted a study in Scotland to identify risk factors for snow sports injuries. Theyfound that persons under 16 years of age most frequently sustained injury which may be attributed to inexperienceThey conclude that protective wrist guards and safety release binding systems for skiboards helps prevent injury to young orinexperienced skiers and snowboarders,
Ranalli and Rye [1 3] provide an awareness 0f the oral health care needs 0f the female athlete They report thata properly fitted, custom-fabricated or mouth-formed mouthguard is essential in preventing intraoral soft tissuelacerations, tooth and jaw fractures and dislocations, and indirect concussions in sports Although custom-fabricatedmouthguards are expensive, they have been shown to be the most effective and most comfortable for athletes to wear,
Pettersen [1 4] conducted a study to determine the attitudes of Canadian rugby players and coaches regardingthe use of protective headgear, Although he found that few actually wear headgear the equipment is known toprevent lacerations and abrasions to the scalp and may minimize the risk of concussion
15 www.occupationalenglishtest.org
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PartA-AnswerBooklet
lnstructions
TIME LIMIT 15 MINUTES
.Completethesummaryonpages2and3ofPartA-AnswerBookletusingtheinformationinthefourtexts
. ::ffi;eed to read each text from beginning to end to comprete the task. you shourd scan the texts to
find the information You need'
. Gaps may requue 1. 2 or 3 words. Answer ALL questions, Marks are Nor deducted for incorrect answers'
rYoushouldwrtteyouranswersnexitoiheappropriaienumberintheright-handcolumq
o Please use correct soelling in your responses' Do not write abbreviations'
Junior SPorts lniuries
Guidelines for junior sports injury management
suggest that there is only a small risk of being
(1) .... . However statistics show that in1ury of
some kind is reasonably common' ln Canada'
for example, around tz) .... children under 15 are
injured every (3) ..,. . While it is very unusualfor
these injuries to (4) .... they do make up lust under
one fifth of (s) .... among children and adolescents
in Canada.
A US study which investigated the (6) '... of injuries
across a range of sports found that the safest
sport was g) .... , whereas (B) ..,. was the most likely
to cause injury. Of the injuries observed' more than
half were (e) .... , and knee injuries accounted for
60.3% of those that (ro) scope of the US
study was limited, however' with (rrt .'.. being the
only non-ball game studied' Canadian data' on the
other hand, revealed that cycling' skateboarding
and (rz) the cause of most (13) .',.
associated with sporting activities'
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Part Blnstructions
TIME LIMIT:45 MINUTES
There are TWO reading texts in part B. After each of the texts you will frnd a number of questions or unfinished
statements about the text, each wrth four suggested answers or ways of finishing'
You must choose the oNE which you think fits best. For each question' .1-18' rndicate on your answer sheet the
letter A, B, C or D against the number of the question'
AnswerALLquestions.MarksareNoTdeductedforincorrectanswers.
NorE: you must complete your Answer sheet for part B within the 45 minutes allowed for this parl of the sub-test'
Text 81: Going blind in AustraliaParagraph 1
Australians are living longer and so face increasing levels of visual impairment' when we look at the problem of
visual impairment and the elderly, there are three main issues. First, most impaired people retire with relatively
,onormal,, eyesight, with no -or"ihun presbyopia, which is common in most people over 45 years of age' Second'
those with visual impairment do have "y" iir"or" and are not merery suffering from "old age". Third, almost all
the major ocular disorders affecting the older population" such as cataract, graucoma and age-related macular
degeneration (AMD), are p,og,"s,iu-" and if untreated will cause visual impairment and eventual blindness'
Paragraph 2cataract accounts for nearly balf of all blindness and remains the most prevalent cause of blindness worldwide'
In Australia, we do not know how prevalent cataract is, but it was estimated rn 1979 to affect the vision of 43
persons per thousand over the age oi 64 y"urr. Although some risk factors for cataract have been identified' such
as ultravioret radiation, cigarette smoking and alcohol consumption, there is no proven means of preventing the
development of most age-related or senile cataract. However cararactblindness can be delayed or cured if diagnosis
is early and therapy, including surgery, is accessible'
Paragraph 3AMD is the leading cause of new cases of blindness in those over 65. In the united States, it affects 8-rl7o of those
aged 65--7 4, and 207o of those over 75 years. In Australia, the prevalence of AMD is presently unknown but could
be similar to that in the USA. Unlike cataract, the treatment poriibiliti"s forAMD are limited. Glaucoma is the third
major cause of vision loss in the elderly. This insidious disease is often undetected until optic nerve damage is far
advanced. while risk factors for glaucoma, such as ethnicity and family history, are known, these associations are
poorly understood. with early detection, glaucoma can be controlled medically or surgically'
Paragraph 4while older people use a large percentage of eye services, many more may not have access to' or may underutilise'
these services. In the united States 33Vo oi the elderly in Baltimore had ocular pathology requiring fufther
investigation or intervention. In the UK, onry half the visually impaired in London were known by their doctors
to have visual problems, and 40vo of those visually impaired in the city of canterbury had never visited an
ophthalmologist. The reasons for people underutilising eye care services are, first, that many elderly people believe
that poor vision is inevitable o, untr"atable. Second, many of the visually impaired have other chronic disease and
may neglect their eyesight. Third, hospital resources and rehabilitation centres in the community are limited and'
finally, social factors PlaY a role'
24 www.occupationalenglishtest.0rg
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9 qdel6ae6
QUESTIONS
According to paragraph 3, the detection of glaucoma _.....
A generally occurs too late for treatment to be effective.
B is strongly associated with ethnic and genetic factors.
C must occur early to enable effective treatment.
D generally occurs before optic nerve damage is very advanced.
Statistics in paragraph 4 indicate that ......
A existing eye care services are not fully utilised by the elderly.
B GPs are generally aware of their patients' sight difficulties.
C most of the elderly in the USA receive adequate eye treatment.
D only 40o/o of the visually impaired visit an opthalmologist.
According to paragraph 4, which one of the following statements is Nor true?A Many elderly people believe that eyesight problems cannot be treated effectively.
B Elderly people with chronic diseases are more likely to have poor eyesight.
C The facilities for eye treatments are not always readily available.
D Many elderly people think that deterioration of eyesight is a product of ageing.
ln discussing social factors affecting the use of health services in paragraph S, the author pointsout that ......
A wealthier people use health services more often than poorer people.
B poorer people use health services more regularly than wealthier people.
C poorer people deliberately avoid having their eye sight examined.
D poorer people have less access to the range of available eye care services.
According to paragraph 6, in Australia in the year 2031 ......A about one tenth of the country's population will be elderly.
B about one third of the country's population will be eldedy.
C the proportion of people over 65 will be twice the present proportion.
D the number of visually impaired will be twice the present number.
According to paragraph 6, the author believes that general practitioners ......A should be more active in investigating patients' possible sight difficulties.
B should not be required to dealwith sight deterioration.
C should not refer patients to specialists until the problems are advanced.
D should seek assistance from eye specialists in detection of problems.
?6 www.occupationalenglishtest.org
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Part B
Text 82: Exercise, fitness and healthParagraph 1
Physical inactivity is a substantial risk factor for cardiovascular disease. Exercise probably works by increasingphysical fitness and by modifying other risk factors. Among other benefits it lessens the risk of stroke andosteoporosis and is associated with a lower all-cause mortality. Moreover, it has psychological effects that aresurely underexploited. A pervasive benefit is the gain in everyday reserve capacity - that is, the ability to do morewithout fatigue. Nevertheless, there is much debate about how intense the exercise should be. Some studies show adose-response relation between activity and reduction of risk, with a threshold of effect; some suggest that vigorousaerobic activity is needed and others that frequent moderate exercise is adequate - and indeed safer if ischaemicheart disease might be present. A few surveys have found a slightly increased risk of heart attack with extremeactivity, though further analysis in one study suggested this applied only to men with hypertension.
Paragraph 2A commonly recommended minimum regimen for cardiovascular benefit is thrice weekly exercise for 2O minutes,brisk enough to produce sweating or hard breathing (or a heart rate 6V80Vo of maximum). Indeed, this is what theAllied Dunbar national survey of fitness among adults in the UK recommends. It conveys a simple popular messageof broad minimum targets for different age groups expressed in terms of activities of different intensity. The aim isto produce a training effect through exercise beyond what is customary for an individual.
Paragraph 3The main reason why people fail to take exercise is lack of time. Thus an important message is that exercise can bepart of the daily routine - walking or cycling to work or the shops, for instance. Relatively few people in the nationalfitness survey had walked continuously for even 1-25 km in the previous month (lI-3O7o OepenOing on age andsex), and other surveys have also found little walking. Cycling is also beneficial, however many are put off cyclingto work by the danger. Certainly more cycle routes are needed, but even now life years lost through accidents areoutweighed by the estimated life years gained through better health. Employers could encourage people to makeexercise part of the working day by providing showers and changing rooms, flexible working hours, individualcounselling by occupational health or personnel staff, and sometimes exercise facilities - or at least encouragementfor exercise groups.
Paragraph 4In the promotion of exercise children, women, middle aged men, and older people need special thought. Lifelongexercise is most likely to be started in childhood, but children may have little vigorous exercise. Women tend to bemuch less active than men and are less fit at all ages. The proportion judged on a treadmill test to be unable to keepwalking at 5km/h up a slight slope rose with age from34Ta to 92Vo - and over half of those aged over 54 would not beable to do so even on the level. Women have particular constraints: young children may prevent even brisk walking.Thus they need sensitive help from health professionals and women's and children', gro,rp, as well as the media.
Paragraph 5A high proportion of men aged 45-54, who have a high risk of coronary heart disease, were not considered activeenough for their health. Promotion of exercise and individual counseliing at work could help. Forty per cent of65-74 year olds had done no "moderate" activity for even 20 minutes in a month. Yet older people especially needexercise to help them make the most of their reduced physical capacity and counteract the natural deterioration ofage. They respond to endurance training much the same as do vounger people. Doctors particularly should take thischallenge more seriously.
28 wwwoccupationalenglishtest.org
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15
QUESTIONS
According to paragraphs 4 and 5, older men and women need to remain physically active and fitbecause......A they need to counteract the risk of coronary disease'
B fitness levels decrease rapidly over the age of 54.
C they need to guard against poor health and inactivity.
D exercise works against the physical effects of ageing.
Which one of the following is NOT mentioned in paragraph 6 as a precaution to be taken when
considering exercise?
A The need to balance aerobic activity with stretching.
B The need to warm up before and cool down after exercise'
C The need to eliminate the risk of ischaemic hearl disease before starting.
D The need to exclude strenuous exercise from the routine during infection.
Which one of the following needs in relation to the improvement of national fitness are NOT mentioned in
the article?
A The need for people to make exercise a regular daily habit'
B The need to provide information on health and fitness to the community.
c The need for doctors themselves to improve their own fitness levels.
D The need io consult a doctor before starting an exercise program'
According to the article, which one of the following is FALSE?
A lt is unsafe for people with high blood pressure to do regular moderate exercise.
B Experts agree on the importance of both type and intensity of exercise.
C Men are generally fitter and more active than women.
D Cycling, though unsafe, rs a beneficial form of exercise.
END OF PART B - Text 2
END OF READING TEST
16
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Reading Sub-testPart A: Junior Sports lniuries
Answer KeyTotal of 27 questions
1 seriously/badly injured
2 three/3 million OR 3,000,000
3 year
4 result inlcause death/fatality OR kill OR be fatal/deadly/lethal OR lead to death
5 traumatic brain injuries
6 relative frequency OR pattern(s)OR risk(s) OR rate(s)
7 girls'volleyball
8 football
I sprains and strains
10 required/neededsurgery/neededanoperation
11 wrestling
'|.2 skatingaccidents/incidents
13 head injuries
14 no further damage
15 sports first aider OR sports trainer OR (suitably) qualified person
16 DRABCD
17 running
18 (a)medical clearance
19 removed/withdrawn (from play/activity)
20 (protective) headgear
21 minimise/reduce the risk OR reduce rates
22 lacerations and abrasions
23 custom-fabricated mouthguard OR mouth-formed mouthguard
24 soft tissue laceration(s)
25 tooth and jaw OR teeth OR jaw
26 (protective)wristguards
27 safety release binding
END OF KEY
34 wwwoccupati0nalenglishtest.org
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Reading Sub-testPart B - Text 1: Going blind in Australia
Answer KeyTotal of 10 questions
1
2
3
4
5
6
7
8
9
B sight problems of the aged are often treatable.
B may occur in about 4-5o/o of Australians aged over 64.
D causes a significant amount of sight loss in the elderly.
C must occur early to enable effective treatment.
A existing eye care services are not fully utilised by the eldedy.
B Elderly people with chronic diseases are more likely to have poor eyesight.
D poorer people have less access to the range of available eye care services.
C ihe proportion of people over 65 will be twice the present proportion.
A should be more active in investigating patients' possible sight difficulties.
B governmeni services should include prevention and health promotion.
END OF KEY
36 www.occupationalenglishtest.org
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Reading Sub-testPart B - Text 2: Exercise, fitness and health
Answer KeyTotal of 8 questions
11 D
12D13B14B15D16A17C188END OF KEY
weight control and decrease in levels of body fat.
different levels of exercise intensity for different age groups.
difficulty in fitting it into their daily routine.
Providing encouragement and advice from staff within the organisation.
exercise works against the physical effects of ageing.
The need to balance aerobic activity with stretching.
The need for doctors themselves to improve their own fitness levels.
Experts agree on the imporlance of both type and intensity of exercise.
38 www.occupationalenglishtest.org
6 [ 3r o']selq s rlSuaieuotledn:lo'auran
"puno,oq1;r,r,rh.rer"uu.rnsaqlul IsJ deBlsrl]aqtalaldr-uoro]papeauuoi]eulolu! leqtfila>{l1 sl }l araq^'tvixsruorapear3q}snlc-
o}.ijooLl, e se s}:eSutpeeq aq1 'a'essed fi:eur-uns,u,,o.'u.,u.s }slri ailtSulpeal lsue t }Xal 0} p.}]gl1p aq l|lMSn3oJ S.lspea, aql .gV }Xa.
.ro; Burpeaq aqt ur filuo paLrorluaur sr ,saurlaprnB, pro* aq) ls'urpeaq lxa] aqr Jo rnol'e ur pile a'essed fi'reuuns ar{} Jo arus}uas Sutuac:
aql qloq ui peuo'upru ate ,sarnfu*lrods, rlsnoqlrv',saurtaprnr, st )xa] eleucloLdde ar-lt otrepear aQi )f,.*':::::::::,..}:,,,:.: "-
:
:lr'o1eq pelqBllqBlq s1 eEessed fileruurns aul'o ssuslues lsr!' €r'il
Ep€uEJ uT se-!rfLiur s-l;ods r-1o s+41'1 cL qlJEesa'u:?vlxei
r\e1do1uln}slpueluaula6eueuii,rnlutspodstoLun!tolsauqaptn6a:L1rerdls;B:tv}xelsounfut sucds }o Uol}us^ald :}t€l}Xa l,^31^aj 0ln}elaill :zY}X3]
',^ otAe-I y:sl;ocls locltps q3rq 5i1 ur d'rnhrrJo suloll€d :rvlxel
:ele ?Y- TV slxel lo sBulPeeq ai1
:lslrooq lxar ls3l arllrerd aq] uro'lJ sBurpeaq,o Molaq alduexe eqllaplsu:-
.}Xa}aq}J0ctdo}aq}se}el!pU!}eql}elloog}xalaqlu!uetar]t}oSUlpeal{aqi:.
hqt:a"rrp salersr pro*,;eu'rs, srq] uau. .)sirl uef s o] lxa] ilrrqM purl noh cilaq 'a'r 'Burpea"r.inofi parrp dlaq trM ]eq) p'roru 'leu'ts' 'ro pr.M 'af :
e fi11ensn s! alaq} [.ro11oog .1g,1^suv. V uEg, aql ui] a'essed fi;eulunE eqt Jo LldejBeJed ,.;l} aql Jo asue}uas isll, eq} ut .a1n; ielaua' e =:
slxel rnot aq);o sSurpeaq eq) Eurs;
'alqellene aLUll aqlJ0 esn 1uarrr11a EulreLu aroloraq) lxat alerrdoldde aq:
oi fiene lq're.rts Eurpea"r.rnofi lrarp o1 :qdeLEe:ed lsri aL{}Jo snloJ pue rrdo} aq}Jo asuas e qsllqe}sa fi11:rnb oi lueuodul firan sl }i fiqr'r
s! leqr .]xa) raLlloue Surpee-i fiq paterol aq fi1uo 1q3rr-u eSessecl fireuuns aql ur ,screB. aarq] ro o*l lsi!i 3t{} ro} uol}eujlolul '}slr.'q }xel
eqrlo Irv] ]xa] ]sru aq] o] a]eler fi|r:a.rlp sfierr,r1e fiil.ress€f 3u ]0, fie*r o8essed hreu:uns aq]Jo qcler8ered ts'rl] erl] teq] osl€ laQulsulal I
'tsel-qns SutPeor aq] Jo E
ued ur ps]ssl s*rrs reln'ruecl leq] - sesodrnd uorsuaqa.rdulor ro1 Eurpear pallelap Jo ]s€) e )ou sl Il 'asl,euuns ol Jap,o ul u'lle$r.Ju:
po]rsras as'oqr 0] slxai lual*rJrp sso.rre fi11crnb uef,s pue pear urls or firillqe ;nofi 1o lsa) e st )sa'-qns Sulpeau .Ll] ]o v ued laquaureE '
'aBessed firer-uuns aqlJo ued ]sll, aql ro1 spro'rrrBulsstu
aq) as.oqr o] uorleulr.Jur rue^aral aql surelu03 ,rst00g lxer, eq] ur slxa) aql J0 auo qttq^A Mou>l ot no^ dlaq 11rm Is.,t1 eBessec
fileuruns eqt Eu!pear ,splo* raqlo u1 .e8essed hreuulns aqtJo ued ]srj aql saq'reu txal qslll^ palas fi11:rnb u93 nsfi 1eu:r'
os qde.r'ered lsri sqlJo snroJ puB rrdol aqi 0r u'rluaue.rnofi lcarrp 11ran srql'[,rerroos l*'trsl'lv'v ued' aq]i0 uulnlo3 'fi",er'utlns
aqr urJ ,sdeB, parsqurnu aq) sureluor qrrq,rir aEessed fiieuuns aqt Surpeer Rq urBeq noh teql papuauwolar fi1qBrq st ll 'pealsu
'pot.rarl alnutru ST aLll r0 pua aLlI )e fi;euulns
alarcir.uo:ur ue ur llns'r fier-u pue sur) arqenre^ dn arel ilrM slr.,, 'rise} fireuruns aqt Surtdual}e sro,aq lletap tea'r8 ur se8essed aq} }o lle
Surpear RlarelparuuLl fiq y ue6 ul3aq lou op nofi levl }ueuadrur aroJ€raql sr rl 'selnurur tT ,o }luill aull] ]3lr)s e ulqllM [sproitl aa'rqt ot dr
fi1uo tnQ J spro^A leiaAAS ro p.roan 3u rssrru aq1 3u rlr.r,r,r fiq fir eu: tu ns e alald uror ol nofi sar tnbar lsal-qns 3u !pea8 aq) Jo v lre! laQ ur alu a! t
opl nB fipnlS - v ued
Using signal words in the summarU passage
Sometimes missing information foreach paragraph of the summarU passage will be found from multiple sources i.e., from more than one
ofthe texts in the Text b0oklet. You need to know when to direct gour attenti0n from one text t0 another. Again, it is a good idea to iook for
'signal' words that tell Ugu that the next missing word IsJ comes from a different text than the previous one. Often this might be a direct
signal in the form of a keg word that is repeated in the heaciing for each text 0[ a referent word that directs the reader back to scmething thal
has alreadg been mentioned in the passage.
Consider the example summarU passage from the sample test posted on the 0ET website below:
Now consider the headings Efthe four texts below informing the summarg passage above:
Text A1: Title: Management of rnigraine in New Zealand General Practice Authors: Spark, Vale & Mills {2006)
Text A2: Tabie l: Ecanomic burden of migraine in the USA
TextA3: Case studies: migraine sufferers and work
TextA4: Research brrei on njgra.i nes in the US
aiigi til l"minraffia. .:i2 :
u. ane{.teitl r0
Egreccgnisingthesesignalwords,thesuccessful readerwill realisethat informationforirentr'islikeigtocomefromeitherTextAZcr44(mentioning the 'U5 report']. ltems 8"ltr wiil proba blg stem from information in Text A1. The su m ma rg passage mentions 'Spark, Vaie and
Mills' Ithe authors of the text] and this provides the clue that ltem g directlg relates to the title of Text Al whereas the mention of 'the studg'
and'the authors'later in the summarg passage highlights these as referents; signallingto the readerthat all of the missing information
[items 9-11] is probablg from the same source text IA1]. 'The stLrdg' refers back to 'fhe pofirnts s urvegetl bg Spark, Vale snd N4ills' Ia surveg
isatUpeof studUjwhile'fhe authars' refersbacktospark,Valeancl lvlills{tlrenamesof thepeoplewhowrotethe$tudg].
There are a few key words in the
40 www.occupationalcnglishtest.org-il
7-lv Sro"lsalqsrlsualeuoryecln:co.mm,rir
:alolaq petqBg;qB!r{ sl tuerralsJ st }er{} lxat sql'dni sa pq ''6 a - peaq aqi uo ulo* st,,sli Jsqlo 'aldulexa:o1 'uprr] uo!3a.lo' d poatl lo8urueau rr'racisaJ.u 3q] L{)'iA suJa}l fi"leJnqeron se,reaB peeq, ro ,}eulsq, se Lrf,ns spro*Jo 1urqt,fi;e;nqeron;o a3pelrirou\ rraq} uroj, ,fier.r
"*apear eq1
't"rods Burheld olrqm poaq s,uos:ad e lrolo_rdo1 pau'rsap fi1;eri;rleds iuar'udtnlra ro Surqlolr enrlrelo'tcJJo )eLr) a] {s j plca,r Eurssru.r aq} io BurueaLu oq} u*op MoJreu o} Japeo, aLr} €rgeualllM slql a'essed f ieuuu'rns aql ur ('urerq aLll e'eruep uel )eql pesq aLr) ol y3o.{s, 'BurueauJ ua*sniuo,pJo/v\ eq} ar}'u ,rnA Japear In,arer v
t lr pa.r, r.rr.O-:::;:;il::J:;
. "
: iii :i :;:i" ; i" n ui t,i',!i|' u,,,, u ^, ;;
," ;a1$eaaii {o1s: ;y \WnQat sawnot pu
:nroloq petqtl;qBlq s1 eruetuas egt;o Eurue** ,,rrrno .U,..fipoq s,uos.rad e uo iueudrnba.ro Burqlog:;q $al! ue Jo luaua:e1deq)' Sutueau - anlr lue);oclul ue sl 'anoqe alcluiexa oq) ul ',Jpen4 ol, qJaA aql',deB, aql s.ioJaq fiialerpa{rru,, pr'n^ aL{lJo Eurueauu aqi clfi1lca'rrpsalelsJpue'a3ualuasaqljoEurueau:llera^'aqlolpal3auuolLiloqsr
{s] p.ro,v,Burssru.i a\r,azwa}! ro}}eq}raprsuoro}Jn,esnsr }r
)xoluo3 uo paseq uol)llpajd.z
::Ti::""r::i:1,;ulrrr saueu aql ror ,.8.a ,sploar;01 ue3$ 0) rarsea )r areLU l!M ]xal aq) uiror r0or
', "r* o,*r,,1'-;; ;;r,#: :il:,]:r?; ;:#:llnatl',6UtplnOOA}nvs lAltp , nttn nta^n
ilil;:Jj:fi1".:J:l?l:lT;,Tl::llj:"'::::,1oossno,ojn,o,ou,,;;;;'";;:;;'":?;;ilH:'j,:,ffT;;; ;".; ;;:;ff ;;'ff:,,"_._::: l3;fi ;.,fi.f":::.ynt:::;y/riii:ifi t:\v.t:..!t/t.:,8...8..... ,.,*....., .....*...
f,#".,#.'ftu,ff,,#,,iffi,,.
*,"": D.::Vt:!/j:..li4i.:.1.1/i,.
slsll uo peseq uol)3lpard .T
:u0!lrlpa.rd asn ol r,lroq,0 lsel gJ!)3erd oql uo{ rllolsq ssldulexe eq} rsplsuoJ
u'rleurro,Ulro edfir al{tJo asuas e e,req fipearle 11r,r,r nofi asnereq aur} s^€s ,rl:f::JrH:li;il::::;:]]:;;il]fl,;,;ffi;,"JsproM ro p"ioan Sutssru.r aql )eq* lrrpa,d pue fi.r) o) a'essed fiieuruns oLll ul ,sde*, sqi punoJe uoro^ ,u, le Burlool .raprsu'J ol in,esn sr )l
[s] proan Burssrru eq] a)edr'r]ue o] senbruqca] uor)otpard Bursp
u;XWW;:Xrg
The missing w ord lheodgear] is directlg mentioned in the text. A reader who might not be familiar with the word 'headgear' can probablg
establish the meaning of the missing word from a carefui reading of the surrounding text and link the summarg Passage t0 the relevant parl
ofthe original text.
3. Prediction based on grammaticalawareness
Rememberthe summarg passage is not a direct copg of ang of the texts. A summarU is a shortened outline 0f a longertext IsJ and
accordinglq, usesporophroslng and otherwritingtechniques to present information in shortened form. The wau the summarg passage rs
written is often quite different granmaticolly t0 the originaltexts, as well as in tone or stgle.
Do not therefore simplg copg words directlg from the texts into Uour summarU as there is a greater chance of making a grammatical
error if qou do. Even though gou might correctlg spellthe word gou choose, if gou don't chsose the correct form of the word IsJ which has
grammatical agreement with the summarU passage, gou will not receive ang marks.
You need to consicler the overall grammatical appropriateness of the word Is] you decide t0 write dcwn, i.e", how the words U0u ch0ose f it
into the waU the summarU passage is written and whether gou need to alterthe word {si slightlg from the wau theg appear in the originai
longer text. YoLl might like to cansider, for example, such things as the irlord-en ding for a particuiar verb Ie.g., according t0 verb tense J or
whether the sentence in the summarU passage is written in sctive orpossive voice.
4. Prediction based on changing verb forms
Part of the summarU passage with a'gap' Ispecificallg item l9l is highlighted below: o :.t, t, , wR &,,. W"for 60.3% of thase doi,t {Lrt! 'w 'ff*'w&+/" *.* ;i
. 5,;/4- W .d,;iuutffi .ffi
,A careless reader might simplg write 'requiring surgerg'as their response to item t0 [directlg copging from the text] because there is some
similaritg between the wardings of the text and the summarU passage. However, a cioser reading of the summarU passage shows that the
sentence is written in the simpie past tense " shown clearlg bg the use af'ed-ending'verbs Iobserved, and accounted] and the past tense
marker'were'"
A reacler who responds bg using the 'ing' form 'requiring surgerg' Ias copied directlg from the text], would not receive ang marks as
'requiring surgerg' does not conform correctlg to the grammatical stgle of the summarg pa$sage (X ='ing' form following a relative pron0un'thof']. The more correct response would be:
Note that the meaning here is kept. The correct vocabularg items required for tlre respotrse are found in the longer text but the form of tlre
words neecied to be altered to make sure the summarU text remained gram maticallg consistent. Ihe skill for the reader is to recognise the
important meaning of the text and then carr9 that meaningthrough to the shortened summarU passage makingong grammaticalchonges
as needed"
8ryW
47 www.occupationalenglishtest.org
ev 3.ro'tsatqsrlEueleuotledn::o'm't'tm
'a8essed firer-ur-uns aq) ur fiervr luala;Jlp fiiltlSlls e ul ua]]lltn
aq ]qalul )xa' aq] u! uorleui.jul aues aql leq) asru3o:ai ol tuelrodu..rl sl ll 'a8essed 6reuuns papJ0M filtuatall!P aq] pue lxsl aLll uaaildla.
paurelureur sr Eurueeuu eq' arnsua 0] uorrf,n,)suol arrrle8au e asn 0r p*paau lape.l aql'asuas areul o) a8essed fileuluns oLlll.J rapl' ul
aql pahels seq Euruear-u aql ri8noqile pasra,,atsr Eurp.ionrr oql'Ierrnpe lecrpaur] r0]30p e uro;; d;aq raas ]0u 0p ]lej ul s-ra-ral/ns isou teq:
asruflorar o1 pa:rnba.r sl rapear aql ,aEessed fireuruns aql atelduor filalernrre of is;a"lal/ns] ,lsotll, r€lllluenb aqt fi9 parreur 's'iara1;ns
1o uoruoclo.rd -ra6;oy, eq] sr af ualuas 6rer,uurns aql ur sn3oJ eql leq) estu8orar ol lapea; ar-11 sa-rlnbat a8essed fi:er'uuns aq):ra^aMoF
',sJsls,rns $ ul T
ur ,T, aq] fiq peluasardar uorlrodord oql ,rollop e uro"r1 dlaq 8ur>1aas siajaJins Jo uorpodord;al1ours a[{} uo st }xai leurBtro 3t1} ul snso] auI }eq:
alou rlrM rapear rnjsrel v .lxal JLrl '.ror1
fidor lf€rp e se r wajtol asuodsa; raql se ,)iaas, qra^ aql altl* filciu'r1s tq81ur -rapee.i ssala:e: e uteFs
,-ffi?i:,::V)ttri;:tt!)lh
-"t.?"'l'ELo.lselilsrlBua;euorgedntlo.,uMA :e)!SqaM lf 0 aql uo palsod )sai aldrues oq} LUOIJ ualiel sl aldulexa slqi:aloi.
:firolaq urroqs s1 [2 uart] deB, e qUivr aBessed fireululns ?
'o ued
sanlusod 'sn santleBaN uo paseq uoll3lpard '9
'fi:eutuns 0l lxa) osrnos ruo;1 fi;Burplol3e uoll3nllsuol qran aqi a8ueu:
o] uaql pue ulroJ qra^ a^rlrullu!sqrJo asn filalrlaqi trrpa.rd ol deB aq1 a-ro1aq,ol,Jo asn aqiastuBore-r ollapear aql;o1 )ueirodwl sl ll el€-
iotu.rol] e^rlrurlur +,oj,+fia{qns.:qsrl8uSur srnlf,nrlspunolh;r"ror-uu.roraq}}eq}sMoqsaBessedfileu:r'unsaqlloBulpea:lnJore3ela^3M0''sIXAl oMl aql uasMlaq selluellul
auros sre aiaql se lxa] aq' u'r1 f urarl ot asuodsa"r rraql se l4aap {aasnor. aserqd unou aLr} fidor fi1duts lq8rru;apea"r ssale:er e'uteE
W,,',.!fll
'1,
:r,ro1eg parqBllqBrq s1 {p rlevJ ,deB, e pue eEessed fireuutns eq}}0 Ut
soselL.ld ulro] ploM uo peseq uol)3lpard
r-
Z. Prediction based on passive vs. active voice
An example from the summarg passage from another test with a 'gap' [rtern ?t J is highlighted below:Tffi,,ffiff
w't,%,,ffi.
/f.#;:7tvM:l;;:fi/l/f6i;L1/,/11ft.111! ;!t:;:il, !;Va,V,ffill,rl!:L;)iii€!"7,ffi:4/ii;:; i;,;iiilii::;:7i.,.(1fi
Ihe part of the reading text that contains the missing information {item ?lJ
A careful readerwill note that the focus in the original text is on 'csr accidents'Iat the beginning ofthe statement] as the,agent,or subjec.!ofthe sentence. As the agent ofthe action [to cause] the crctlve voice ofthe past sirnple verb form {caused] is used with the object oftlresentence being'?2% of alt iniuries'.ln tlre summarU passage, the construction is reversed, with 22% af att injuries the main focus of thesentence fwith the action being'clone' bg'car accidents'].
The readerwill recognise that the summarg passage requires the use of passive voice [verb'to be'+ past participle] to conveg the samemeaning as the text. Ihus the correct response below:
Recognising where the subject or focus of the sentence has changed between the wording of the text ancl the wording of the summargpassage [with the meaning staging the same] will help the reader to predict whethe r active orpasslve voice is needed in the response.
Using abbreviated wordsAlwags use the correctlg spelt full form of the words. lf gou wrote inst., for example, to mean the word institutian,gou would not receive anUmarks. 0ther wrong examples might include 'yr' {or gear,'No' for numbers and ,fe/, for telephgne.
The exception to this is when an abbreviation is included in the text and is necessarg for gour response.
Considerthe example belowfrom the practice test:.,,,,.,.
The original text is betow:
',
u):l:#;llN:;f,F€;:!
Clearlg, 'DRABCD'can be ccnsiclered a correct response lor item l6 as writing down each word individuallg would g0 overthe three wordlimit. ln the exarnple above, the abbreviated response is allowecl.
;: -N---.f**"'";: ";""'+,i'1 "-:;
ffiis shown below:
.:
44 wlw.occupationalenglishtest.org
St 3:o'lsalqsrlSueleuolledn:lo''umnt
's\)aw aNA3At 11ra nofi'lxa] leul3r:o aq) ul urroj lerll ur'readde )ou fier-u 1r q8noql
ue.ra raSessed fireu:iuns aql.rCJ aleudo"rdde fi11e:rier-ur,ue;3 sr pue slxa) Ieul3uo eq) s)rauar filelern:re ]eLl) proM paleuaqdfiLl lo pa]3ellu.t
e alu^A noh jr laAa*oH ,narrnba: sr pro* paleuai{dnrl .}0 pe},er}u0r e u3q& s}xa} 1eur3r'ro aqt;o Surpeal e u.ior} reals Aq lllM }l 1e'reue8 u1
'asuodsal pJal 'a/\^]e palaplsuof, aq p;no'u 'sa;o;
la6pnq-aa1,,a1du;exa:01 .pto^^-auase"radedrnoriBurlreuluosradaq)fiqpa.reprsuoraqlrrMpuealqelda:realespr0^
pateuaqdfiLl fi|re;tult5
.p)a/*-auase taded:noh Burlte1u uosracl aq] fiq palaprsuo: aq lllM sltl) 1uJo] pa)leluos sql asn ot asooqr nofr 11
.3rqetde33€ 3re,l,uplp,lo ,rau plp,pue,Jou prnaJ.)o.;.up/no3,rsriira,aldurexarol'alqetdo,e sr ur0J paperluor aqlJo osn 3Ll1 'sose3 Au's ul
suol)serluoo 3urs3
a8essed aql ul ]sl!l psuollualu sle usu u0u#
Iueu:o,rn oi uauu ,.e.i] fi]r]uenb js6.rpl e o] filr]uenb;allours e sareduol leq] uotssa:dxa lo pro^r\ e asn o] tt:::]rt:j1:il::ffi:::ilrjr:lil::?
^_.r;i#r.;;r;.;;;* ur,* o"routerp ars* uauro* arour )elrl sr lxsl3.rl LuorJ )ueurslels aq)1o Burueaur reia^o aqr
.,,!.4/,i:!.!//.j:.../z;lt;:'niairy,/j::l/.. ;;:a7,i.;:::'!,'4 ,
T::,Y;,.. !,,! ;:#|il#,; fi.t'j;f,;1;!.4{,i= ,, '!i{,;, .ffi H
t'j'W:!,lr.::i:///j,::#t4.:rih
'fii,ffiiL&:!,M,.fr).{: ijv41;;::t'f;;:;:4;
:aq rqBlur {s j prom Eulsslu aq} }eqtti oulullslEF o} raPeeJ eql s'v\ollB ifiolsq }xal leul8po aq1
'asuodsa; alqeldar:e fif iea1: auo fi1uo aq fillensn
q8noqr 111r,,r a-iaq1 .aEessed fi;euuns aqr oi urJoiuo3 fi1lerr}er-uue;3 pue slxar 1eur8r"io aqr ur spio* se Sutueaur aLUes eq] ssor:e Ia8 )eLlt
pelda:re aq uec sasuodsar ,sa:luelsu! ,e lou lnq auros u's,an sue arqe*olre,o lsrr e seq "racled rnofi Butlreu st orlrvr uoslod aq1 'su^uoufis
seu^Aoularespro^ asaql .slxa]eqluorjnll3arlp[s] promepur,],uernofi}s]xa]au]ul sproMo]Eutueaurrellulsq]lMspraMasn
sruhuouhs Bursl
., {risrr 0} asuodsa; e se alqe}de'e paioprsu'l eq te prn.Mr.utu pue lpws/l*ol,assayJall,ws/ra/Aol:spronEuir''llol aql
r;::tLU;/.:(t;t1.lt; :::i3tj,.:.1)!t!!
,:,lAolsqs!!Eqer'^lS0stlluopelsodlsglslduessqluouaEessed6reuunsalduexa€qlJ3P!3u03
lv Slo Isalqsr13ua;euotyednllo'm,un'
ztg tOz tff tB NBV6.r o'1sa1qst;6ue;euorled ncco'rvrrvrrvr
6zeg tgg6 g Lg+ :elrLlrscelOOBO ZS96 g 1-g+ :euoqdelel
erlerlsnv1008 3lA oujnoqlen
218 xoE odeorluac I3o oql
'l tooH rsfr;tHr l loul -IvluSrvl^l r30 3noru3u roN rsnn no^
ornleu6rs qoleprpuec
]sol ]o e]€c
A]!c
(s)eueu req16
ou.rEU ^lrurel
roqL!nu oleplpuEc
SUI I tql )COIE ut luud esee16
'ltcuod Jo uod oursn loPloog Ja^,\suvv ued ol{l ul v ued ro+ sJoMSUe rno^ plocer lsnuj no^
loploo8lxol-vuEdrsSl-gns cNlcvSHlsel qsrl0u= puotledncco
,r*o,ir:i{$il
Part Alnstructions
TIME LIMIT lS MINUTES. Complete the summary on pages 2 and 3 of Part A - Answer Booklet using the information in the four texts
(A1-4) below.
o You do not need to read each te><t from beginning to end to complete the task. You should scan the texts tofind the information you need.
. Gaps may require 1. 2 or 3 words. Answer ALL questions. Marks are NOT deducted for incorrect answers.
. You should write your answers next to the appropriate number in the right-hand qolumn.
. Please use correct spelling in your responses. Do not write abbreviations.
Text A1
Title: Management of migraine in New Zealand General Practice
Authors: Spark, Vale & Mills (2006)
OBJECTMS: To determine the proportion of patients who have a diagnosis of migraine in a sample of NewZealand general practice patients, and to review the prophylactic and acute drug treatments used by these patients.
DESIGN, SETTING AND PARTICIPANTS: A cohort of general practitioners collected data from about 30consecutive patients each as part of the BEACH (Bettenng the Evaluation and Care of Health) program; this is acontinuous national study of general practice activity in New Zealand. The migraine substudy was conducted inJune-July 2005 and December 2005-January 2006.
MAIN OUTCOME MEASURES: Proportion of patients with a current diagnosis of migraine; frequency ofmigraine attacks; current and previous drug treatments; and appropriateness of treatment assessed using publishedguidelines.
RESULTS:191 GPsreportedthat649 of 5663patients (lI.5Eo) hadbeendiagnosedwithmigraine.Prevalencewas I4.97o in females an:d 6.17o in males. Migraine fiequency in these patients was one or fewer attacks permonth in 77.17o (4761617), two per month in 10.57o (65/611), and three or more per month in 12.3Vo (76/611)(missing data excluded). Only 8.3%, (541648) of migraine patients were currently taking prophylactic medication.Patients reporting three or more migraines or two migraines per month were significantly more likely to be takingprophylactic medication (19.77o and25.07c" respectively) than those with less frequent migraine attacks (3.87o) (P< 0.0001). Prophylactic medication had been used previously by 15.)Vo (961640). The most common prophylacticagents used currently or previously were pizotifen and propranolol; other appropriate agents were rarely used,and inappropriate use of acute medications accounted for 9Vc of "prophylactic treatments". Four in five miglainepatients were curently using acute medication as required fbr migraine, and 60.6Vo of these medicationsconformed with recommendations of the National Prescribing Service. However, non-recommended drugs werealso used, including opioids (38% ofacute medications).
CONCLUSIONS: Migraine is recognised frequently in New Zealand general practice. Use of acute medicationotien follows published guidelines. Prophylactic medication appears to be underutilised, especially in patientswith frequent migraine. GPs appear to select from a limited range of therapeutic options lbr migraine prophylaxis,despite the availability of several other well documented efficacious agents, and some use inappropriate drugs formigraine prevention
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PartA-AnswerBooklet
lnstructions
TIME LIMIT 15 MINUTES. 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 theinformation you need.
' Gaps may require 1. 2 or 3 words. You will not receive any marks if you write more than 3 words.
r You should write your answers nexi to the appropriate number in the right-hand column
r Please use correct spelling in your responses. Do not write abbreviations.
Summary Answers
Migraines
ln a recent study by Spark, Vale and Mills, whichinvestigated the prevalence of migraines among (1) ..,.patients in New Zealand, it was found that 121
of (3) .... patients had been diagnosed with migraine.Migraine incidence was different across genders,with a (4) .... proportion of men diagnosed comparedwith women. Similarly, a US report found migrainesoccurring in around (s) .... of men and 1oy .... of womenwithin a restricted age range.
Concerning interventions, the US report found thatmost migraine sufferers in the survey 6 .... medicaladvice. Of the patients surveyed by Spark, Vale andMills, just over eight per cent were taking 1ey .... at thetime of the study. By contrast, the study found thata large proportion of migraine sufferers used 1oy ..." .
Given these findings, the authors note that generalpractitioners do not utilise (10) ..,. effectively, and tendto choose from a (r r) of available therapies.
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52 www.occupationalenglishtest.org
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Reading Sub-testPart A: Migraines
Answer KeyTotal of 26 questions
1 general practice/Gp
2 649
3 5663
4 lower/smaller/lesser/low/small/minor
5 7o/o
6 2Oo/o
7 did not seek/do not seek (or contractions)
8 prophylactic medication/preventative medication
I acute medication
10 prophylacticmedication/preventativemedication
11 limited range/narrow range
12 burden/impact
13 (total) missed workdays
14 (total)lostproductivity/productivityloss
15 greater/higher/bigger/larger/high/big /large/ma1or16 in bed OR off (work/sick)
17 four (days)
18 Jane
19 (migraine)absences
20 Sally
21 employers OR colleagues
22 employers OR colleagues
23 behaviour change(s) OR changes in behaviour
24 (supporters') contact numbers
25 flexibte
26 from home/at home
END OF KEY
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54 56 www.occupationalenglishtest.org
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