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Can I use any connector/ conjunctions (but, so, and, also) in OET writing?

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Yes, you can I use any connector/ conjunctions (but, so, and, also) in OET writing. However, OET does not recommend beginning a new sentence with some simple connectors, such as:

· also, so, and, but

These are fine to include in the middle of the sentence, but choose a more formal alternative for the start of your sentence, such as:

· Additionally, Therefore, However

What connectors/ Conjunctions should I avoid?

Remember, writing a healthcare care letter to another healthcare professional is not the same as writing an essay task or academic report. Some candidates make the mistake of using the same connectors as they did for academic tasks at school or university. These may be less appropriate in the context of OET.

Some connectors are less suitable for healthcare letter writing. These include:

· Academic connectors: furthermore, moreover

· Informal connectors: besides, meanwhile, apart from that, later on

 . Outdated connectors:  hence, thus, thereafter 

How to score maximum for OET speaking?

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Your performance on each of the two Speaking role-plays is scored against nine criteria and receives a band score for each criterion. The nine criteria are separated into two different segments: Linguistic and Clinical Communicative.

1. Linguistic Criteria:

1. Intelligibility: The impact of your pronunciation, intonation and accent on how clearly your listener can hear and understand what you’re saying

2. Fluency: The impact of the speed and smoothness of your speech on your listener’s understanding

3. Appropriateness of Language: The impact of your language, tone and professionalism on your listener’s understanding and comfort

4. Resources of Grammar and Expression: The impact of your level of grammatical accuracy and vocabulary choices on your listener’s understanding.

2. Clinical Communication Criteria:

1. Relationship-building: The impact of your choice of opening to the conversation and demonstration of empathy and respect on your listener’s comfort

2. Understanding and incorporating the patient’s perspective: The impact of how fully you involve the patient in the conversation on your listener’s understanding and comfort

3. Providing structure: The impact of how you organise the information you provide and introduce new topics for discussion on your listener’s understanding

4. Information-gathering: The impact of the type of questions you ask and how you listen to the responses on your listener’s understanding

5. Information-giving: The impact of how you provide information and check this information is being understood on your listener’s comfort and understanding.

To maximise your score in each criterion, practice regularly and familiarise yourself with the format of the Speaking sub-test.

Record yourself doing the role play, (both the sides simultaneously), and play it back. See which criterion is missing. Improve it. Rest assured, you can score a grate grade if you follow this strategy.

How does role play work?

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  • Structure: The OET Speaking test comprises two role plays, each lasting approximately five minutes. Before the role plays, there’s a short warm-up conversation where the interlocutor checks your identity and profession. This conversation isn’t assessed. (don’t by heart them)
  • Preparation Time: You’re given three minutes to prepare for each role play. During this time, you’ll receive information on a card outlining the situation and your tasks. You can take notes on this card if needed.
  • Role Play Content: The scenarios are typical workplace situations relevant to healthcare professionals. If you have any questions about the role play content or procedures, feel free to ask during the preparation time.
  • Assessment: The entire Speaking sub-test is recorded, and your performance is independently assessed by at least two trained OET Assessors. They focus on how well you respond to the specific tasks presented and apply targeted assessment criteria tailored to the demands of communication in healthcare settings.
  • In the OET Speaking test, your interlocutor plays no role in assessing or influencing your test results. Their primary function is to facilitate the smooth conduct of the test. They’ll check your identity and profession, engage in a short warm-up conversation (which isn’t assessed), and introduce the role plays. During the test, your interlocutor follows a predetermined script to ensure consistency across candidates. However, they have no involvement in the assessment process. Your performance is solely evaluated by trained OET Assessors based on recorded interactions. This separation ensures fairness and impartiality in the assessment process

Can I take notes during OET role play?

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Yes, you may write notes on the card if you wish. However, at Lifestyle Training Centre, we do not recommend writing anything during the preparation time as it could be a waste of valuable time. Instead, thoroughly read and understand the role play. Take your time and read slowly without panicking. Three minutes are more than sufficient.

If you have any doubts regarding the role play or specific vocabulary, feel free to ask the interlocutor, as they are obligated to answer any questions during the initial three minutes of preparation.

Can I Highlight, Underline, or Write Notes in the OET Test?

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Though official OET website says that you can make notes on your question papers during test, in reality, they won’t allow us to do so. Many students have reported that the instructors during OET exam will clearly warn the students not to write on the question paper.

Below is the content from OET official website:

Yes, you’re allowed to make notes, underline, or highlight during the OET Test. Utilising these strategies can enhance your test-taking experience. Below is guidance on when and how to utilise these tools for each test mode:

OET on Paper at a Venue:

  • During the Listening, Reading, and Writing sub-tests, you can write notes or underline information in the test questions and text, except for the first five minutes of the Writing section. Please adhere to any specific instructions provided on the test day. Note: Highlighters are not allowed.
  • For the Speaking sub-test, you can use a non-mechanical pen or pencil to make notes on the role play cards at any time.
  • Remember, you’ll keep the Speaking role play card with you throughout each interaction.

OET on Computer at a Venue/OET@Home:

  • During the Listening, Reading, and Writing sub-tests, you’ll have the option to highlight questions, text, and case notes. Simply click and drag your mouse cursor over the desired words, then click the highlight button to confirm your selection. To remove highlights, click on the highlighted text and click the highlight button again.
  • For the online Speaking sub-test, you’re permitted to bring a non-mechanical pen or pencil and a blank piece of paper to write notes at any time. Similar to the paper-based format, it’s recommended to jot down notes during the preparation time to maintain focus during role plays. The Speaking role play cards will remain visible throughout each interaction.

Adenoid removal OET role play

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Interlocutor: SETTING: Hospital Ward
PARENT: You are the parent of a seven-year-old girl who has just had her adenoids removed and is due to be discharged. You see the nurse to ask for some information about your daughter and to discuss her discharge. Your daughter is not present.
TASK:
When asked, say you’re a bit worried about your daughter because she has a sore throat and sounds as though she’s speaking through her nose.
Say you will give her some paracetamol. Say so far your daughter has only had fluids in hospital and you’d like to know when she can start eating proper food again.
Say you’ll follow this advice but you want your daughter to go back to school tomorrow; you don’t want her to get behind at school.
Ask if you need to bring your daughter back to the hospital for a check-up.
Say you hope your daughter will be fine and she won’t develop any serious symptoms.
SETTING: Hospital Ward
NURSE: You see the parent of a seven-year-old girl who has just had her adenoids removed and is due to be discharged. You see the parent to discuss his/her daughter’s discharge and to answer the parent’s questions. His/her daughter is not present.
TASKS:
Confirm the daughter’s readiness for discharge (post-operative recovery satisfactory). Find out if the parent has any concerns (e.g., pain management, self-care after discharge, etc.).
Outline common, temporary after-effects of adenoidectomy (sore throat, earache, stiff jaw, change in voice, etc.). Give details of recommended pain relief (over-the-counter painkillers, e.g., paracetamol, etc.).
Advise on timescale for solid food (three days). Make recommendations on food types in the meantime (e.g., easy to swallow, smooth texture, non-abrasive, etc.).
Advise need for recovery at home (one week). Outline ways to reduce the risk of infection (e.g. avoidance of people with coughs and colds, no swimming for three weeks, etc.). Explore any other parent concerns (next steps, etc.).
Confirm no follow-up appointment necessary. Stress the need for medical help if daughter develops severe symptoms (e.g., fever, intense pain, prolonged bleeding from mouth, etc.).

Risk of fall OET role play

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Interlocutor: SETTING: Community Nursing Centre
CARER: You are the primary carer for your 75-year-old father. You are concerned because he has been falling over more often lately. You also think he has lost weight over the last six months. You have come to the nurse for advice.
TASK
When asked, say you are worried about your father because he seems to be falling over more than before, and you also think he has lost weight.
Say your father used to go out for a couple of long walks a day, but now he only goes for one short walk. He watches TV more often than he used to. Say he seems to be eating less than before.
Say your father doesn’t have any long-term health conditions. He takes medication for hypertension. He hasn’t been ill recently. He does seem a bit quieter and more withdrawn than usual. Say you have no idea why he is falling over, but it seems to be something to do with his balance.
Say that your father doesn’t want to go to the doctor as he doesn’t think there is anything wrong.
Say you will follow the nurse’s suggestions and speak to your father about seeing a doctor
SETTING NURSE: Community Nursing Centre
NURSE: You see the son/daughter of a 75-year-old man who is concerned because his father has been falling over more often lately. He/she also thinks he has lost weight over the last six months and wants some advice.
TASK:
Find out reason for son/daughter’s visit.
Explain possible causes of health problems for elderly patients (changes in diet, exercise, appetite, etc.). Explore relevance of these to his/her father.
Explore further relevant details about his/her father (long-term medication/health conditions, recent illness, change in mood, reason for falls, etc.).
Explain need for father to see doctor (e.g., full medical assessment, blood tests, rule out any underlying health conditions, etc.).
Recommend strategies for encouraging his/her father to see doctor (e.g., explain importance of being assessed, son/daughter may go with him, etc.).

Electrocardiogram OET role play

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Interlocutor: SETTING: Hospital Ward
PATIENT: You are 32 years old and were admitted to the hospital overnight for monitoring after arriving with chest pain and dizziness yesterday. Tests have revealed no abnormalities, but you are still being monitored by ECG (electrocardiogram). The nurse has come to do clinical observations.
TASK
When asked, say that you slept reasonably well, but you’re unhappy at being woken at 6 a.m.
Say that the chest pain and dizziness aren’t there now, but your heart feels as if it’s racing, and you feel anxious. Say you’ve had episodes of anxiety for about six months, but today it feels worse.
Say that your GP prescribed an antidepressant, citalopram, a fortnight ago, but you haven’t been taking it regularly because you’ve read it’s for depression and you aren’t depressed.
Say that you haven’t tried anything else, but you like the sound of relaxation techniques.
Say that information about relaxation techniques would be really useful.
SETTING: Hospital Ward
NURSE: You see a 32-year-old patient who was admitted overnight for monitoring, following his/her arrival with chest pain and dizziness yesterday. All tests have proved negative but he/she is still being monitored by ECG (electrocardiogram). You have come to do clinical observations.
TASK
Find out if patient had a comfortable night.
« Give reasons for patient being woken up early (e.g., hospital procedure, clinical observations before ward rounds: blood pressure, temperature, oxygen levels, etc.). Find out if patient’s symptoms are still present (chest pain, dizziness).
Reassure patient about his/her heart rate (e.g., current ECG reading normal, monitoring to continue, no evidence of clinical problem, etc.). Find out if patient is taking medication for his/her anxiety.
Give information about citalopram (SSRI: selective serotonin reuptake inhibitor, for anxiety as well as depression, need for regular intake, minimum 4-6 weeks to be effective, etc.). Advise patient to speak to his/her GP about medication if concerned. Explore any other treatment options tried (relaxation techniques, counselling, etc).
Offer to give patient information leaflet/website recommendations for relaxation techniques.

Chickenpox OET role play

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Interlocutor: SETTING: CITY CLINIC
PARENT: You are the parent of a four-year-old boy who has chickenpox. He is recovering well, but you want to check with the nurse if it’s safe for your pregnant niece to visit you. Your son is not present.
TASK:
When asked, say that your son is recovering from chickenpox and you want to know if it’s safe for your pregnant niece to visit.
Say you don’t really know if your niece has had chickenpox. She’s approximately 16 weeks pregnant. Say you haven’t told your niece that your son has chickenpox, and you really don’t want to worry her if you don’t need to.
Say it must be okay for your niece to come because your son has had chickenpox for ten days now, and all his blisters are dry, so he can’t be contagious.
Say you understand the need to be cautious. Ask if there’s any treatment if your niece did get exposed to chickenpox.
Say you will definitely delay her visit for another week until your son has completely recovered
SETTING: City Clinic
NURSE: You see the parent of a four-year-old boy who is recovering from chicken pox. He/she wants to know if it’s safe for his/her pregnant niece to visit. You advise the parent to be cautious and delay the visit. The child is not present.
TASK
Give information about chicken pox (e.g., contagious until blisters have crusted over, etc.). Find out relevant details about his/her niece (previous exposure to chicken pox, gestation of pregnancy, etc.).
Advise the need for parent to inform his/her niece about son’s chicken pox and delay visit (e.g., high-risk group, uncertainty of niece’s chicken pox status, etc.).
Stress the need to be cautious and outline risks of catching chicken pox during pregnancy (e.g., serious complications: pneumonia, hepatitis, etc.).
Give information about treatment available (e.g., injection containing antibodies, etc.). Reaffirm need for his/her niece’s visit to be delayed.

Renal cyst surgery OET role play

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Interlocutor: SETTING: Hospital Ward
Patient: You are 62 years old and recovering from surgery you had yesterday to remove a renal cyst. The operation went well, but you are still experiencing a lot of pain and are reluctant to withdraw from the IV morphine you are on. The nurse has come to counsel you on post-operative pain relief and medication control.
TASK
When asked, say your wound is still really painful, and you are a bit worried this isn’t normal.
Say you haven’t been doing any physical activity, and haven’t really got out of bed because you think it will make the pain worse.
Say you will try to do some daily exercise, but only if you can stay on the IV morphine to make sure the pain is under control.
Say you are glad you can stay on morphine but admit you don’t really see the difference between the IV and the oral morphine.
Say you will speak to the doctor about pain relief when he next comes around to see you.
SETTING: Hospital Ward
NURSE: Your 62-year-old patient is recovering from surgery he/she had yesterday to remove a renal cyst. The
operation went well, but he/she is still experiencing a lot of pain and is reluctant to withdraw from the IV morphine. You have come to counsel the patient on post-operative pain relief and medication control.
TASK: Explain reason for seeing patient (discuss post-operative pain relief and medication). Find out how patient is feeling (any changes in pain, concerns, etc.).
Reassure patient about pain (e.g., part of healing process, will gradually improve, etc.). Find out if patient has been doing any physical activity.
Stress importance of physical activity (e.g., alleviate pain, aid healing, improve blood flow, reduce risk of blood clots, etc.). Make recommendations (daily walks, etc.).
Remind patient of importance of withdrawing from IV morphine (e.g., risk of dependency, increased risk of constipation, nausea, vomiting, drowsiness, etc.). Advise on next steps (review morphine dose, change to oral morphine, replace morphine with paracetamol, etc.).
Give information about oral morphine (e.g., longer-lasting, slower release, etc.). Advise patient to speak to doctor about pain relief on next ward round.