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Registration Procedures
Assessment
website^
or equivalent and All test applications are taken online through the 0[T
Assessors must have a tertiarg qualification and pagment is
qualification in ianguage Candidate photos are uploaded ta the website
a TES0L qualification. A post-graduate must also
training in 0ET taken online bg credit card. When applging, candidates
testing is desirable. Assessors r"rndergo specific they will provide
give the exact details of the identitg document
assessment methodologu. passpoffs as
when sitting the test. The 0ET Centre onlg accepts
in Melbourne and candidates with a
All assessment is conducted at the 0ET Centre proo{ of identitg but makes an exception for
assessors to achieve test in the
preceded bg training and standardisation for national identitg card, provided theu are sittingthe
optimum consistencg of standards' rigorous lD check upon
countru that issued it. Candidates undergo a
sub-test' The lD
- Part A initial registration on the test dag and before each
Assessrnent of the Readingsub'test
check procedures have DIAC approval'
test-takers to skim
Part A is a Summarg reaclingtask' This requires
and via the website'
texts totai of about 650 words] related to
a Communication with candidates is bg email
and scan 3-4 $hort ia
Specific details for
paragraph bg filling in the Candldates can access sample materials'
single topic ancl to complete a summarg
sub-tests
particularvenues and timetables forthe individual
missingwords.
are provided two weeks prior to the dag of the
test' Candidate
raters in
Part A is marked bg a small group of experienced number' is sent
information, including photo and identitg document
word] responses
Melbourne. Test-takers write short-answer {1'3 test dau'
to the venues for identitg verification 0n the
whicharemarkedaccordingt0adetailedmarkingkegpreparedbg
the test designers.
Assessment of the Reading sub'test - Part B Special provision

test' lt is Candidates with special needs are provided
for' Specifications
Part B is a computer marked multiple-choice IMtO]
South Wales and then instructions t0 Venue Co-
initiallg analgsed bg tlre Universitg of New for test centres are given in detailed
of individual requirements
further bg tlre Universitg of Melbourne for performance ordinators. All test centres must complg with local
items^ for meetingthe needs of people with disabilities'
a detailed marking guide to

The Listening sub-test is assessed against The 0ET Centre makes all reasonable arrangements
are dealt with including
prepared bU the test designers' Problematic scripts accommodate specialvisual or auditorg needs'
ail critical borderline enlargement of print texts and special auditorg equipment'
as a group bg an experienced assessor and
scripts are double"marked.
twice' with
Writing scripts and Speaking interviews are rated
time' Assessors use
aberrant and unusual cases marked a third
Analgsis of rater
a set of criteria to rate candidates' performance'
multi-faceted
consistencg and severitg is conducted using
RASCH analgsis.
04 lvww.occupationalenglislrtest'org
Description of the OET
Test format
The 0[T a$ses$e$ llst*i-ling, reacling, writirlg arld speaking'
are designed t0 asscss t1.le sbilitu to understand writt*n
There is fiseFsratf $ub-te$t f*r *ach skil! *rca. The fteacling arrd Listening silb-te$ts
The sub-tests far Re*ding l*d t-istening *re n*t specific to otlu
and sp$lren Inglish in c*lrtexrs related t* general hefilth and merliein*.
single n'oieSsr0n bilt are baEed an t0p'f$ a1d tasKE c0n]iT!Lln to al1 pr'ofesSions'
,fhe are e{esign*cl t0 s$ses$ tl.}e ai}!litu to use tnglish appr$priatelu in ;}
Spe*king anci f{riting sub-t€sts fire specific t* each profession **d
relevant pro{*ssiuiral contsxt.
xY; Listening Sub-test

The Listeiringslth-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
is
section and cancllciates wrlte th*il ansv/el's while listening' The ariginal recard!ng
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 .

gfi the nuritlet-*f p*ittts
i
il40$t que$tigns in P*rt ts {ttre lectur*] !nclude inrlicationE
a cancllclate is exptcted tr: !nclucle.
':11.,1
Reading Sub-test
The 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
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Scoring the test

on an official report form'
the Statement of Reading and Listening
0ET grades are reported
for each of the sub-tests'
These of a short answer reponse lsummarg
Results. A band score is reported The Reading sub-test consists
derived questions IMCQJ
t0 E Ilowestl' Theg are
;;;il;ti test IPart AJ and a multiple-choice
band scores range from I InighestJ Part are marked
skills [Writing and sheets for A
for the sub-tests for the productive test (Part Bl. Candidate answer
differentlg sheets for Part B are computer
and Readingi' OO,*'n*O assessors and score
Speakingl and receptive skills IListening
scanned'Theitem.leveldataareanalgsedusingaRASCHanaigsis
internal consistencg and item
programme, 0UESI ior overall
Speaking and Writing found to be performing unacceptablg
(i'e'' with
Orr'ng. Ang items
are marked bU trained' levels of less than 'Z5l are
The Soeaking and Writing sub-tests fit of above 1'3 orwith discrimination
based in Melbourne' Each candidate's analgsis'
.rp.ri.nr.d assessors removed from tlre subsequent
assessors' who mark independentlg
performance is marked bg two bg a smail group of experienced
The Listening sub-test is marked
questions
ofeachotherandrlrithoutknowiedgeofacandidate'sperformance consists of slrort-answer
raters in Melbourne' The test
prepared
ontheothersub.tests.TheWritingandSpeakingsub.testsareeach detailed marking guidelines
levels' 1"6' and is marked accordingto
each criterion has six grade ln orderto ensure consistencg
of marking'
graded against five criteria; Ug tf," tu.t designers'
response" assessors are
rfiith level 6 representing a veru str0ng piio, to th. marking session at
eacl't administration
As for the
applg ttrese guidelines'
trained in how to interpret and
The criteria for each sub-test are: data are analgsed using 0UEST
Reading sub-test, the item-level
items
and item qualitg' Again' ang
for overall internal consistencg
Speaking with fit of above 1"3 or
found to be performing unacceptablg Ii'e''
lntelligibilitu' from the
. 0verall Communicative Effectiveness' with discrimination levels 0f iess than '25J are removed
of Language' Resources of
Fluencg, Appropriateness subsequent analgsis'
Grammar and ExPression between the band scoresl
Band cut-scores li"e', the boundaries
Listening sub-tests at everg
are re'set for the Reading and
Writing of whether theq are new tests'
re-
administration regardless
of Language' which have not previouslU
Overall Task Fulfiiment, Appropriateness constituted tests usingt\^ro texts/parts
' Features IGrammar or previouslg-used tests
Comprehension of Stimrrlus' Linguistic been used in combinatian'
Punctuation
& Cohesionl, Presentation Features Ispelling, This is because fon everg administration'
reliabilitg cf measurement
& Lagout) from the'analusls those items which are

is maximisecl ng remavrng
forthat cohort' This means
multi-faceted RASCiI analgsis found to be performingunacceptablg
The data are analgsed using
1989*21; for the same test*version or
individual text/part' the number
with FACETS so{tware (Linacre that,
IMcNamara 19g6*'J t0 administration' although
in the analgsis' of items mag varg from administration
candidate and rater are facets more than one item is usuallg
experience has found that no
in the
to have unexpectecl responses
All candidates who are found removed'
To compensate for ang
differences
data analgsis are third marked' level on the Reading and Listening
falr Cut-scores for each band
are derived from the single
in assessor severitg, band sccres sub.testsareSetonthebasisofthepercentagedistributionof
raw scores
score generated bg FACETS'
ratherthan from averaged
candidatesintobandlevelsusingtlreaverage0ftheWritingand
to bands as iollows:
These fair scores are then converted 5Peaking sub-tests'
1-6] these criterion-referenced sub'tests
Conversisn to band scores Irange This assumes that normallg
and that distribution into
grades
Band A:
5'E and above
sholrld be equivalent in difiicultg
*
Band B: 4'8 5 5 therefore be similar for the
whsle
across the sub-tests should
Band C: 4'? 4'7 - individuals will get the same
grade
cohort. lt cloes not assume that
Band D: 3 '4 4'L - each
of candidates fallinginto in
Band E:
3 3 and below on each sub-test [The propcrtion
Writing sub"
for the Speaking and
grade is generallg verq similar
tests. I
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Test takers'guide to Part A of the
Read i ng sub-test
Part A
n'w task tupe. Before uou attempt
part A of the practice test, consider some irnportant tips berow.
Remember, part A is a
Do
. Write at least 1word, or rrp to 3 words for each answer'

passage' Sometime s the numbered boxes in
. same nurnbered box as the'gap'in the summarg
Make sure u.u write gour response in the
page with the same numbered gaps as theg appear in the
summarg cclumn'
the Ansuiers column mag not line up across the
angthing further' Don't
. lf uou miss an answer make sure vou move on to
the correctlg corresponding numberecl item before writing
in the box for item 14 in the Answe rs column'
write, for example, gour answer fsr tlre gap for item 15
spelling variations
n use correct spelling. Responses that are not spelt
correctlu w!ll lrot receive ang marks. American and British English
are accePted, e"g., color or colour'
Is] directtg from tlre texts. These words are known

. use words with similar meaning to,.,rrords in {he texts
if gou can't fincl a worcl
as sun0ngms.
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m
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ndersta nd wh ich text to use to complete ifferent pa rts of the
. use the headings of the fou r texts in the text booklet
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Read the instructions carefullg. Have the Text booklet open in front of
BookletslightlUtcthesidesothatUoucanwriteuoLlrrespOnSesaSU0Ureadthetexts.
You mag write gour answers in either pen or pencil

for Part A'
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Test takers' guide to Part B of the
Readi ng sub-test
Part B
and answer
readingtask Ipre-March zoto] uut test-takers now read two shortertexts
Remember, part B is simirarto the previous
fewer questions.
8-10 multiple choice
words eachl on general medicaltopics and answer
ln part test_takers are required to read two passages [600-g00
B,
within a time iimit of 45 minutes"
questions for each text Ia total of 16-20 questionsJ
After each of the texts uou
to texts found in academic or professionaliournals'
The two texts are 0n hearth-related topics and are simirar
about the rext, each with four suggested
answers 0r waus of finishing Imultiple-choice
will find g-10 questions or unfinished statements
gou think fits best'
questionsJ. You must chsose the one response which
g' c or n]
You must indicate gour chosen response [A'
The texts appear in the Text Booklet and
there is a separate answer sheet to complete'
pencil'
answer sheet' You must do this with a soft [28]
to each question bg shadingthe appropriate oval on the
BeforegouattemptPartBofthePracticetest'considersomeimportanttipsbelow'
Do
question, make an educated estimatlon'
of part B and are still not sure about a particular
Answer everg question. If gou get to the end
sheet before the 45 minutes is over'
Record gour answers accuratelg on the Answer
setgourtimerfor45minutesandaimtospend
Takethesampletestundertestconditionsbeforehandsogouknowurhatitfeelslike
approximatelg 2Z-23 minutes on each text in Part
B'
to bring one or
cannot use a pen ts fill in the Answer sheet for Part B' lt is a good idea
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sharpener'
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Don't
are not
when gou have answered all other questions' Marks
. Get stuck on one question - keep going and come back to it at the end
deducted for incorrect answers^

B. Unlikefor Part A, in Part B gotr need t0 erase wrong answers
. €rsssout mistakes when gou are filling out the Answer
sheet for Part
abOut how to fill in gour answers'
There are clear instructions on the Answer sheet
completelg then f ill in the correct answer fullg.
answer and gou will not receive ang
. as the scanner will not be able to reccgnise uour
Fill in more than one box on the Answer sheet
marks for that question.
1? rnrwwnccunationalenglishtest'org
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Part A
lnstructions
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 to
find 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 comparing
the relative frequency of injury and selected injury rates amon-q sports, as well as the participation conditions of
each sport. DESIGN AND SETTING: A cohort observational study of high school athletes using a surveillance
protocol 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 certified
athletic 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 at
1.7. Only boys' (59.37a) and girls' (57 .07o) soccer showed a larger proportion of reported injuries for games than
practices, while volleyball was the only sport to demonstrate a higher injury rate per 1000 athlete-exposures for
practices than for games. More than l3Vo of the injuries restrieted players for fewer than 8 days. The proportion
of 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 were
to the knee. CONCLUSIONS: An inherent risk of injury is associated with participation in high school sports
based on the nature of the game and the activities of the players. Therefore, injury prevention programs should
be in place fbr both practices and games. Preventing reinjury through daily injury management is a critical
component of an injury prevention program. Although sports injuries cannot be entirely eliminated, consistent and
professional evaluation ofyearly injury patterns can provide focus for the development and evaluation of injury
prevention 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. They
found that persons under 16 years of age most frequently sustained injury which may be attributed to inexperience
They conclude that protective wrist guards and safety release binding systems for skiboards helps prevent injury to young or
inexperienced skiers and snowboarders,
Ranalli and Rye [1 3] provide an awareness 0f the oral health care needs 0f the female athlete They report that
a properly fitted, custom-fabricated or mouth-formed mouthguard is essential in preventing intraoral soft tissue
lacerations, tooth and jaw fractures and dislocations, and indirect concussions in sports Although custom-fabricated
mouthguards 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 regarding
the use of protective headgear, Although he found that few actually wear headgear the equipment is known to
prevent lacerations and abrasions to the scalp and may minimize the risk of concussion
15 www.occupationalenglishtest.org
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PartA-AnswerBooklet
lnstructions

.Completethesummaryonpages2and3ofPartA-AnswerBookletusingtheinformationinthefourtexts
you shourd scan the texts to
to end to comprete the task.
. ::ffi;eed to read each text from beginning
find the information You

need'
for incorrect answers'
Answer ALL questions, Marks are Nor deducted
. Gaps may requue 1. 2 or 3 words.
rYoushouldwrtteyouranswersnexitoiheappropriaienumberintheright-handcolumq
in your responses' Do
not write abbreviations'
o Please use correct soelling
Junior SPorts lniuries
injury management
Guidelines for junior sports
a small risk of being
suggest that there is only
in1ury of
(1) . However statistics show that
....
ln Canada'
some kind is reasonably common'
children under 15 are
for example, around tz) ....
it is very unusualfor
injured every (3) ..,. . While
do make up lust under
these injuries to (4) .... they
one fifth of (s) .... among
children and adolescents
in Canada.
the (6) of injuries

A US study which investigated '...
that the safest
across a range of sports found
was the most likely
sport was g) .... , whereas
(B)
..,.
observed' more than
to cause injury. Of the injuries
injuries accounted for
half were (e) .... , and knee
60.3% of those that (ro)
scope of the US
with (rrt .'.. being the
study was limited, however'
Canadian data' on the
only non-ball game studied'
skateboarding
other hand, revealed that cycling'
and (rz) the cause of most (13)
.',.
associated with sporting activities'
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Part B
lnstructions
TIME LIMIT:45 MINUTES

part B. After each of the texts you will frnd a number of questions or unfinished
There are TWO reading texts in
answers or ways of finishing'
statements about the text, each wrth four suggested
.1-18'
For each question' rndicate on your answer sheet the
You must choose the oNE which you think fits best.
question'
letter A, B, C or D against the number of the
AnswerALLquestions.MarksareNoTdeductedforincorrectanswers.
part B within the 45 minutes allowed for this parl of the sub-test'
NorE: you must complete your Answer sheet for
Text 81: Going blind in Australia

Paragraph 1 problem of
levels of visual impairment' when we look at the
Australians are living longer and so face increasing
main issues. First, most impaired people retire with relatively
visual impairment and the elderly, there are three
is common in most people over 45 years of age' Second'
,onormal,, eyesight, with no
-or"ihun presbyopia, which almost all
and are not merery suffering from "old age". Third,
those with visual impairment do have "y" iir"or"
such as cataract, graucoma and age-related macular
the major ocular disorders affecting the older population"
and eventual blindness'
degeneration (AMD), are p,og,"s,iu-" and if untreated will cause visual impairment
Paragraph 2
remains the most prevalent cause of blindness worldwide'
cataract accounts for nearly balf of all blindness and
In Australia, we do not know how prevalent cataract is, but
it was estimated rn 1979 to affect the vision of 43
some risk factors for cataract have been identified' such
persons per thousand over the age oi 64 y"urr. Although
alcohol consumption, there is no proven means of preventing
the
as ultravioret radiation, cigarette smoking and if diagnosis
can be delayed or cured
development of most age-related or senile cataract. However cararactblindness
is early and therapy, including surgery, is accessible'
Paragraph 3
over 65. In the united States, it affects 8-rl7o of those
AMD is the leading cause of new cases of blindness in those
the prevalence of AMD is presently unknown but could
aged 65--74, and 207o of those over 75 years. In Australia, the third
be similar to that in the USA. Unlike cataract, the
treatment poriibiliti"s forAMD are limited. Glaucoma is
disease is often undetected until optic nerve damage is far
major cause of vision loss in the elderly. This insidious
are known, these associations are
advanced. while risk factors for glaucoma, such as ethnicity and family history,
medically or surgically'
poorly understood. with early detection, glaucoma can be controlled
Paragraph 4
may not have access to' or may underutilise'
while older people use a large percentage of eye services, many more
in had ocular pathology requiring fufther
these services. In the united States 33Vo oi the elderly Baltimore
investigation or intervention. In the UK, onry half the
visually impaired in London were known by their doctors
in the city of canterbury had never visited an
to have visual problems, and 40vo of those visually impaired elderly people believe
eye care services are, first, that many
ophthalmologist. The reasons for people underutilising and
many of the visually impaired have other chronic disease
that poor vision is inevitable o, untr"atable. Second,
and rehabilitation centres in the community are limited
and'
may neglect their eyesight. Third, hospital resources
finally, social factors PlaY a role'
24 www.occupationalenglishtest.0rg
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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 points
out 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 health
Paragraph 1
Physical inactivity is a substantial risk factor for cardiovascular disease. Exercise probably works by increasing
physical fitness and by modifying other risk factors. Among other benefits it lessens the risk of
stroke and
osteoporosis and is associated with a lower all-cause mortality. Moreover, it has psychological effects
that are
surely underexploited. A pervasive benefit is the gain in everyday reserve capacity - that is, the ability to
do more
without fatigue. Nevertheless, there is much debate about how intense the exercise should be. Some studies show
a
dose-response relation between activity and reduction of risk, with a threshold of effect; some suggest
that vigorous
aerobic activity is needed and others that frequent moderate exercise is adequate - and indeed safer if ischaemic
heart disease might be present. A few surveys have found a slightly increased risk of heart attack with
extreme
activity, though further analysis in one study suggested this applied only to men with hypertension.
Paragraph 2
A 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 the
Allied Dunbar national survey of fitness among adults in the UK recommends. It conveys a simple popular message
of broad minimum targets for different age groups expressed in terms of activities of different intensity. The aim is
to produce a training effect through exercise beyond what is customary for an individual.
Paragraph 3
The main reason why people fail to take exercise is lack of time. Thus an important message is that exercise
can be
part of the daily routine - walking or cycling to work or the shops, for instance. Relatively few people
in the national
fitness survey had walked continuously for even 1-25 km in the previous month (lI-3O7o OepenOing
on age and
sex), and other surveys have also found little walking. Cycling is also beneficial, however many are put off
cycling
to work by the danger. Certainly more cycle routes are needed, but even now life years lost through accidents are
outweighed by the estimated life years gained through better health. Employers could encourage people to
make
exercise part of the working day by providing showers and changing rooms, flexible working hours,
individual
counselling by occupational health or personnel staff, and sometimes exercise facilities - or at least encouragement
for exercise groups.
Paragraph 4
In the promotion of exercise children, women, middle aged men, and older people need special thought.
Lifelong
exercise is most likely to be started in childhood, but children may have little vigorous exercise.
Women tend to be
much less active than men and are less fit at all ages. The proportion judged on a treadmill
test to be unable to keep
walking at 5km/h up a slight slope rose with age from34Ta to 92Vo - and over half of those aged over
54 would not be
able 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 5
A high proportion of men aged 45-54, who have a high risk of coronary heart disease, were not considered
active
enough for their health. Promotion of exercise and individual counseliing at work could help.
Forty per cent of
65-74 year olds had done no "moderate" activity for even 20 minutes in a month. Yet older people
especially need
exercise to help them make the most of their reduced physical capacity and counteract the natural
deterioration of
age. They respond to endurance training much the same as do vounger people. Doctors particularly
should take this
challenge more seriously.
28 wwwoccupationalenglishtest.org
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QUESTIONS
15 According to paragraphs 4 and 5, older men and women need to remain physically active and fit
because......
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.
16 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.
17 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'
18 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
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:ê>j oq] buuederd ut pomolloJ uooq oAEq suolluanuoc Durnnollol eq1
Aey romsuv
sounful suods rolunr
rs=tr-gns cNtavtH
]sel L.lstlouf leuotledncco
''o*o,ffifi5'dJ
Reading Sub-test
Part A: Junior Sports lniuries
Answer Key
Total 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
3.ro')satqsr lSua; euorgednmo'mma,r
Z'9 LOZ NBV elpllsnv

'O' 'B 6ue;euorledncco.rvuml
6.ro'1se1qsr;
1008 clA ournoqley\
6zeg tgg6 t lg+ :oIujlscej z1e xoB ode
0090 2996 g 1-9+ :euoqdelel erluac I3o eql
Aey remsuv
etprlsnv ut pullq ouloc
ISSr-gns 9NtcvSu
ISoI qsr16u3 puorledncco
-*0,ffit''illJ
Reading Sub-test
Part B - Text 1: Going blind in Australia
Answer Key
1 B sight problems of the aged are often treatable.
2 B may occur in about 4-5o/o of Australians aged over 64.
3 D causes a significant amount of sight loss in the elderly.
4 C must occur early to enable effective treatment.
5 A existing eye care services are not fully utilised by the eldedy.
6 B Elderly people with chronic diseases are more likely to have poor eyesight.
7 D poorer people have less access to the range of available eye care services.
8 C ihe proportion of people over 65 will be twice the present proportion.
9 A should be more active in investigating patients' possible sight difficulties.
B governmeni services should include prevention and health promotion.
END OF KEY
/E 3.ro']salqstlSualeuotledn::o'anmm
€rlerlsnv
ztg tOz ttt tB N8V
6.ro'1se1qsr1 6ueleuotledncco'rvvvrrvr 1008 cl^ aurnoqloy\
6Z8q t996 e L9+ :elruriscel z1t xoE ode
OOB0 ZS96 g 1,9+ :euoqdalel arluoc I3o eqf
Ae) romsuv
Lllpotl pue sseulu'oslcjoxS
rsSr-gns cNlcvSH
lsol qsr10u3 puotledncco
.'',,,,//':
a i"....
: /kW'
7
Reading Sub-test
Part B - Text 2: Exercise, fitness and health
Answer Key
11 D weight control and decrease in levels of body fat.
12D different levels of exercise intensity for different age groups.
13B difficulty in fitting it into their daily routine.
14B Providing encouragement and advice from staff within the organisation.
15D exercise works against the physical effects of ageing.
16A The need to balance aerobic activity with stretching.
17C The need for doctors themselves to improve their own fitness levels.
188 Experts agree on the imporlance of both type and intensity of exercise.
END OF KEY
6 [ 3r o']selq s rlSuaieuotledn:lo'auran
leqtfila>{l1 sl }l araq^'tvixsruorapear3q}snlc-
"puno,oq1;r,r,rh.rer"uu.rnsaqlul IsJ deBlsrl]aqtalaldr-uoro]papeauuoi]eulolu! aql }Xa.
.gV
lsue t }Xal 0} p.}]gl1p aq l|lMSn3oJ S.lspea,
s}:eSutpeeq aq1 'a'essed fi:eur-uns,u,,o.'u.,u.s }slri ailtSulpeal Sutuac:
o}.ijooLl, e se fi'reuuns ar{} Jo arus}uas
sr ,saurlaprnB, pro* aq)
ls'urpeaq lxa] aqr Jo rnol'e ur pile a'essed
.ro; Burpeaq aqt ur filuo paLrorluaur
rlsnoqlrv',saurtaprnr, st )xa] eleucloLdde ar-lt otrepear aQi )f,.*':::::::::,..}:,,,:.: "-
aql qloq ui peuo'upru ate,sarnfu*lrods,
:lr'o1eq pelqBllqBlq s1 eEessed fileruurns aul'o ssuslues lsr!' €r'il
qlJEesa'u:?vlxei
Ep€uEJ uT se-!rfLiur s-l;ods
r-1o s+41'1 cL
r\e1do1uln}slpueluaula6eueuii,rnlutspodstoLun!tolsauqaptn6a:L1rerdls;B:tv}xel
:zY}X3] l,^31âj 0ln}elaill
sounfut sucds }o Uol}usâld :}t€l}Xa
:rvlxel
',^ otAe-I y:sl;ocls locltps q3rq 5i1 ur d'rnhrrJo suloll€d
:ele ?Y- TV slxel lo sBulPeeq ai1
uro'lJ sBurpeaq,o Molaq alduexe eqllaplsu:-

:lslrooq lxar ls3l arllrerd aq]
.}Xa}aq}J0ctdo}aq}se}el!pU!}eql}elloog}xalaqlu!uetar]t}oSUlpeal{aqi:.
'a'r parrp dlaq trM ]eq) p'roru 'ro pr.M 'af :
.)sirl uef s o] lxa] ilrrqM purl noh cilaq 'Burpea"r.inofi 'leu'ts'
hqt:a"rrp salersr pro*,;eu'rs, srq] uau. .a1n;
ielaua' e =:
eqt Jo LldejBeJed ,.;l} aql Jo asue}uas isll, eq} ut
e fi11ensn s! alaq} [.ro11oog .1g,1^suv. V
uEg, aql ui] a'essed fi;eulunE
slxel rnot aq);o sSurpeaq eq) Eurs;
alerrdoldde aq:
'alqellene aLUll aqlJ0 esn 1uarrr11a EulreLu aroloraq) lxat
oi lueuodul firan sl }i fiqr'r
:qdeLEe:ed lsri aL{}Jo snloJ pue rrdo} aq}Jo asuas e qsllqe}sa fi11:rnb
oi fiene lq're.rts Eurpea"r.rnofi lrarp '}slr.'q }xel
o1
aql ur ,screB. aarq] ro o*l lsi!i 3t{} ro} uol}eujlolul
.]xa) raLlloue Surpee-i fiq paterol aq fi1uo 1q3rr-u eSessecl fireuuns
s! leqr erl] teq] osl€ laQulsulal I
sfierr,r1e fiil.ress€f 3u ]0, fie*r
o8essed hreu:uns aq]Jo qcler8ered ts'rl]
eqrlo Irv] ]xa] ]sru aq] o] a]eler fi|r:a.rlp
'tsel-qns SutPeor aq] Jo E
pallelap Jo ]s€) e )ou sl Il

'asl,euuns ol Jap,o ul u'lle$r.Ju:
uorsuaqa.rdulor ro1 Eurpear
ued ur ps]ssl s*rrs reln'ruecl leq] - sesodrnd .Ll] ]o v ued laquaureE '
fi11crnb uef,s pue pear urls or firillqe ;nofi 1o lsa) e st )sa'-qns Sulpeau
po]rsras as'oqr 0] slxai lual*rJrp sso.rre
'aBessed firer-uuns aqlJo ued ]sll, aql ro1 spro'rrrBulsstu
dlaq Is.,t1 eBessec
lxer, eq] ur slxa) aql J0 auo qttqÂ Mou>l ot no^ 11rm
aq) as.oqr o] uorleulr.Jur rueâral aql surelu03 ,rst00g u93 nsfi

aql saq'reu txal qslll^ palas fi11:rnb
1eu:r'
,splo* raqlo u1
.e8essed hreuulns aqtJo ued ]srj
fileuruns eqt Eu!pear
srql'[,rerroos l*'trsl'lv'v ued' aq]i0 uulnlo3
'fi",er'utlns
os qde.r'ered snroJ puB rrdol aqi 0r u'rluaue.rnofi lcarrp 11ran
lsri sqlJo st ll 'pealsu
urBeq noh teql papuauwolar fi1qBrq
parsqurnu aq) sureluor qrrq,rir aEessed
fiieuuns aqt Surpeer Rq
aqr urJ ,sdeB,
'pot.rarl alnutru ST aLll r0 pua aLlI )e fi;euulns
aq}
'rise} fireuruns aqt Surtdual}e sro,aq lletap tea'r8 ur se8essed }o lle
alarcir.uo:ur ue ur llns'r sur) arqenre^ dn arel ilrM slr.,,
fier-u pue aa'rqt ot dr
'selnurur tT ,o }luill aull] ]3lr)s e ulqllM [sproitl
nofi levl }ueuadrur aroJ€raql sr rl
lre! laQ ur alu a!
fiq y ue6 ul3aq lou op
Surpear RlarelparuuLl t
rlr.r,r,r fiq fir eu: tu ns e alald
aq1 3u
uror ol nofi sar tnbar lsal-qns 3u !pea8 aq) Jo v
fi1uo tnQ J
sproÂ leiaAAS ro p.roan 3u rssrru
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
There are a few key words in the
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'Itheauthors 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
'fhe pofirnts s urvegetl bg Spark, Vale snd N4ills' Ia surveg
[items 9-11] is probablg from the same source text IA1]. 'The stLrdg' refers back to
isatUpeof studUjwhile'fhe authars' refersbacktospark,Valeancl lvlills{tlrenamesof thepeoplewhowrotethe$tudg].
40 www.occupationalcnglishtest.org
-il
7-
lv Sro"lsalqsrlsualeuoryecln:co.mm,rir
,"
"
. : :i iii ;
:;:i" i" n t,i',!i|' u,,,, u ^,
;y
ui
\WnQat sawnot pu
;;
;a1$eaaii {o1s:
: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
aJ.u 3q] L{)'iA suJa}l fi"leJnqeron se,reaB peeq, ro lo8urueau rr'racis
,}eulsq, se Lrf,ns spro*Jo 1urqt,fi;e;nqeron;o a3pelrirou\
rraq} uroj, ,fier.r "*apear eq1
Burheld olrqm poaq s,uos:ad e 't"rods

o1pau'rsap fi1;eri;rleds iuar'udtnlra ro lrolo_rd
Surqlolr enrlrelo'tcJJo )eLr) a] j plca,r Eurssru.r
{s aq} io BurueaLu oq} u*op MoJreu o}
lllM slql a'essed f ieuuu'rns aql ur ('urerq aLll e'eruep Japeo, aLr} €rgeua
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:;
:nroloq petqtl;qBlq s1 eruetuas egt;o Eurue**

,,rrrno .U,
..fipoq
iueudrnba.ro Burqlog:;q $al! ue luaua:e1d s,uos.rad e uo
eq)' Sutueau - anlr lue);oclul ue sl 'anoqe alcluiexa oq) ul Jo
ol, qJaA aql',deB, aql s.ioJaq fiialerpa{rru,, pr'n^
',Jpen4
fi1lca'rrpsalelsJpue'a3ualuasaqljoEurueau:llera^'aqlolpal3auuolLiloqsr aL{lJo Eurueauu aqi cl
{s] p.ro,v,Burssru.i a\r,azwa}! ro}}eq}raprsuoro}Jn,esnsr }r
)xoluo3 uo paseq uol)llpajd.z
saueu aql ror ,.8.a ,sploar;01 ue3$ 0) rarsea

)r areLU
::Ti::""r::i:1,;ulrrr l!M ]xal aq) uiror r0or
llnatl',6UtplnOOA}nvs lAltp , nttn nta^n ', "r* o,*r,,1'-;; ;;r,#: :il:,]:r?; ;:#:
ilil;:Jj:fi1".:J:l?l:lT;,Tl::llj:"'::::,1oossno,ojn,o,ou,,;;;;'";;:;;'":?;;ilH:'j,:,ffT
.,fi.f":::.ynt:::;y/riii:ifi
;;; ;".; ;;'ff:,,"_._::: l3;fi ;
t:\v.t:..!t/t.:,8...8..... ,.,*....., .....*...
;;:;ff
u,ff,,#,,iffi,,.
f,#".,#.'ft
*,"": D.::Vt:!/j:..li4i.:.1.1/i,.
u;XWW;:Xrg
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

sproM ro p"ioan Sutssru.r
e e,req fipearle
11r,r,r nofi asnereq aur} s^€s ,rl:f::JrH:li;il::::;:]]:;;il]fl,;,;ffi;,"J
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
'headgear' can probablg
The missing w ordlheodgear] is directlg mentioned in the text. A reader who might not be familiar with the word
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 W"
;i
for 60.3% of thase doi,t .{Lrt!
5,;/4-
'ff*'w&+/"
*.* .d
W
.ffi
,;iuutffi
,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:
8ryW
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"
ev 3.ro'tsatqsrlEueleuotledn::o'm't'tm
'a8essed firer-ur-uns aq) ur fiervr luala;Jlp fiiltlSlls e ul ua]]lltn
ll 'a8essed 6reuuns papJ0M filtuatall!P aq] pue lxsl aLll uaaildla.

aq ]qalul )xa' aq] u! uorleui.jul aues aql leq) asru3o:ai ol tuelrodu..rl sl
e asn 0r p*paau lape.l aql'asuas areul o) a8essed fileuluns oLlll.J rapl' ul
paurelureur sr Eurueeuu eq' arnsua 0] uorrf,n,)suol arrrle8au
W
,,',.!fll
oql'Ierrnpe lecrpaur] r0]30p e uro;; d;aq raas ]0u 0p ]lej ul s-ra-ral/ns isou
teq:
aql pahels seq Euruear-u aql ri8noqile pasra,,atsr Eurp.ionrr
,aEessed fireuruns aql atelduor filalernrre of is;a"lal/ns] ,lsotll, r€lllluenb aqt fi9 parreur 's'iara1;ns
asruflorar o1 pa:rnba.r sl rapear aql
ur sn3oJ eql leq) estu8orar ol lapea; ar-11 sa-rlnbat
a8essed fi:er'uuns aq):raâMoF
uoruoclo.rd -ra6;oy, eq] sr af ualuas 6rer,uurns aql
1o
',sJsls,rns $ ul T
3t1} ul snso] auI }eq:

aq] fiq peluasardar uorlrodord oql
,rollop e uro"r1 dlaq 8ur>1aas siajaJins Jo uorpodord;al1ours a[{} uo st }xai leurBtro
ur ,T,
ssala:e: e uteFs
.lxal JLrl fidor lf€rp e se r wajtol asuodsa; raql se ,)iaas, qra^ aql altl* filciu'r1s tq81ur -rapee.i
alou rlrM rapear rnjsrel v
'.ror1
,-ffi
?i:,::V)t
tri;:tt!)lh
'1,
-"t.?"'l' ualiel sl aldulexa slqi:aloi.

0 aql uo palsod )sai aldrues oq}
LUOIJ
ELo.lselilsrlBua;euorgedntlo.,uMA :e)!SqaM lf
e qUivr aBessed fireululns ? ued
:firolaq urroqs s1 [2 uart] deB,
'o
'9
sanlusod 'sn santleBaN uo paseq uoll3lpard
'fi:eutuns 0l lxa) osrnos ruo;1 fi;Burplol3e uoll3nllsuol qran aqi a8ueu:

sl el€-
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 ll
srnlf,nrlspunolh;r"ror-uu.roraq}}eq}sMoqsaBessedfileu:r'unsaqlloBulpea:lnJore3ela^3M0'
iotu.rol] e^rlrurlur +,oj,+fia{qns.:qsrl8uSur
'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
pue eEessed fireuutns eq}}0 Ut

:r,ro1eg parqBllqBrq s1 {p rlevJ ,deB, e
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
't,%,,ffi.
w
/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
;:
'+,i'1
ffi
-N---.f**"'";: ";""
"-:;
Ihe part of the reading text that contains the missing information {item ?lJ is shown below:
.:
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 oftlre
sentence being'?2% of alt iniuries'.ln tlre summarU passage, the construction is reversed, with 22% af att
injuries the main focus of the
sentence fwith the action being'clone' bg'car accidents'].
Thereaderwill recognise that the summarg passage requires the use of passive voice
[verb'to be'+ past participle] to conveg the same
meaning 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 summarg
passage [with the meaning staging the same] will help the reader to predict whethe r active orpasslve
voice is needed in the response.
Using abbreviated words

Alwags use the correctlg spelt full form of the words. lf gou wrote inst., for example, to mean
the word institutian,gou would not receive anU
marks. 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 word
limit. ln the exarnple above, the abbreviated response is allowecl.
44 wlw.occupationalenglishtest.org
St 3:o'lsalqsrlSueleuolledn:lo''umnt
fier-u 1r q8noql
's\)aw aNA3At 11ra nofi'lxa] leul3r:o aq) ul urroj lerll ur'readde )ou
eq) s)rauar filelern:re ]eLl) proM paleuaqdfiLl lo pa]3ellu.t
fi11e:rier-ur,ue;3 sr pue slxa) Ieul3uo
ue.ra raSessed fireu:iuns aql.rCJ aleudo"rdde Surpeal e u.ior} reals Aq lllM }l 1e'reue8
u1
,narrnba: sr pro* paleuai{dnrl .}0 pe},er}u0r e u3q& s}xa} 1eur3r'ro aqt;o
e aluÂ noh jr laAa*oH
'asuodsal pJal 'a/\^]e palaplsuof, aq p;no'u 'sa;o;
pateuaqdfiLl fi|re;tult5
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Part A
lnstructions
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 to
find 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 New
Zealand 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 30
consecutive patients each as part of the BEACH (Bettenng the Evaluation and Care of Health) program; this is a
continuous national study of general practice activity in New Zealand. The migraine substudy was conducted in
June-July 2005 and December 2005-January 2006.
MAIN OUTCOME MEASURES: Proportion of patients with a current diagnosis of migraine; frequency of
migraine attacks; current and previous drug treatments; and appropriateness of treatment assessed using published
guidelines.
RESULTS:191 GPsreportedthat649 of 5663patients (lI.5Eo) hadbeendiagnosedwithmigraine.Prevalence

was I4.97o in females an:d 6.17o in males. Migraine fiequency in these patients was one or fewer attacks per
month 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 taking
prophylactic 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 prophylactic
agents 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 miglaine
patients were curently using acute medication as required fbr migraine, and 60.6Vo of these medications
conformed with recommendations of the National Prescribing Service. However, non-recommended drugs were
also used, including opioids (38% ofacute medications).
CONCLUSIONS: Migraine is recognised frequently in New Zealand general practice. Use of acute medication
otien follows published guidelines. Prophylactic medication appears to be underutilised, especially in patients
with 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 for
migraine prevention
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PartA-AnswerBooklet
lnstructions

. 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.
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 .l
ln a recent study by Spark, Vale and Mills, which

investigated the prevalence of migraines among (1) 2.
..,.
patients in New Zealand, it was found that 121
of (3) patients had been diagnosed with migraine.

.... 3.
Migraine incidence was different across genders,
with a proportion of men diagnosed compared
(4)
....
4.
with women. Similarly, a US report found migraines
occurring in around
.... of men and .... of women
(s) 1oy
A
within a restricted age range.
b.
Concerning interventions, the US report found that
most migraine sufferers in the survey 6
.... medical 7.
advice. Of the patients surveyed by Spark, Vale and
Mills, just over eight per cent were taking 1ey
.... at the
B.
time of the study. By contrast, the study found that
a large proportion of migraine sufferers used 1oy .
..."
Given these findings, the authors note that general 9.
practitioners do not utilise

..,. effectively, and tend
(10)
to choose from a (r r) of available therapies. 10.
.11
7 ES 3to'Iselq s rlSua;euorled nrco',ur,rr'r
c3ICll]OC 3g -tltM l=t-lyoog HfA SNV StHl_

V IUVd IO CN]
(i(1uo asn s,ra1rey1)

f U OCS ]VIOI
'92
'92
.,2
'c7
'ZZ
'tz rojej+ns eurerorur

oLl] ro] olqeooeuEu oroLu olrl ourlronn oleul osF (gz)
'az lroM o1fircedec eLl] 6utêL.l pue srnor.4 (sz)>1ro^ oi

olqe Ourog '
$z)]o ]stl e oêl.l s.lo>lloM-oc jt lnlosn
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'61
LlclqM Ez) Aue ecrlou o] olqe oq puE 'sLUoldLUAs
eurer6rul +o oJEMe eq plnoLls Qz) pue (rz) A;1eepl
'81 ']ell] smor1s esec stql 'eceldljol eq1 ur seue;Oruu
qlrM Ourleop ol qceotdde ,,ecr1ce;d 1soq,, e solellsnlll
'Ll ' (oz)+o eseo oL,l] JeAoMoH '
(or) elete;o11ou {eLu
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'9t
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'91 xrs 1o eOerene ue pueds sloloJ;ns eurB.r6ru.r epulo] ]el.l]

puno] seLl Llcrr]M sn ol.ll Luoll rlcreosoj ut po]3e[or sl
srql 'ueiil o1 percduroc slsoc lo uolpodo;d ""' (sr)e
'vL
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'81
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'zl
sran suv A;eurung

Reading Sub-test
Part A: Migraines
Answer Key
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/ma1or
16 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
SS 3îo'tsatqsllSualeuotlednlro',mmm
['PtP ss pue 0Z uaa,liiao ce3: :s:-- :: -:- -

seaf,rm)tsor-u;efide:aqlaqlulc;Jpaltlausq0graAousuJol leLllpunolfipnlseqi,"8.a] sa1nlrnrls€Atleleduclx3:*::-:-:*
(luauussesse'uorlettJtxolap'Iureldxauorr] uor]eueldxe''E'o'sanrirefpe.rosqranueq]req]ersunouEursooqrJuc;j:s:-
-:-
Ianoqe pa]ou se'fipn]s.req]o orl]'sH]''3 e] sar,:-:-=- -. :_
'a;durexerol'Butsn{.raqle3olsploqpuB}llnqsll,slrorrA,}xelleuotsssjo.rdlorguapereuer\lorltutpuels:apunaAloai Fe;,
Ielouteq;rn;,uot]tppe ur ,'E.aJ eapt ueJo uolsL3-,::_-
{
aydsap'pueq raq}o eq} u0 1aâMoq''3'a] seapl s^t}euraue :o Buiisa -- : :
{llnsa.r e se'aro1oraq}'ot anp ''E a] saluanbas-::
{pue aqr ur 'fi1}uanbasqns '611eryrur :fi;puoras 'filis.rl, ''E'a] s}ua^€ JO rapro a--
'eldurexe Jor,rAoqs o] saseJqc

pue sp.romEulsn ell0Au! fieu s1q1'eFesseur.reqTslr{ o}e3lunuur03 o} lxs} srl} sl3nllsuol lgUJrA €tllnroq pue}sJepun o} p€su nc,
ase"rqde"red asruBorag
sulalt ipltxal Jo Surueai"u aq) euluJalsp 0l sanll lenlxoiuo3 asn ,

fi"relnqecon leupalu pue le.raua8 1o s3uer e puelsropun .
sugrsnlf,uoJ 1e:tEol rr,le.r6 r
slderuor Burfillapun hltuap; r
uorleLuro1ur Surl"loddns LuoJJ se€pr ureu aletluala;jr0 .
uorleutoJUr rr;rrads eyerol .
seopt uteut puelSJApun .
:og fir;1;qe E,rEpeer e sgssssse lEel-qns EulpesJ eqlr0 g lred
ase.rqde.redeslu8orag .
elep l$UeLunu pue lenlxail0 usrleluasard €qt puelsjapun .

ustleLu:ojur Buri.roddns pue seapt ureuj alerlualaJJt0 .
saf,rnos )ua;alJrp u"rorJ uorleuuo;ur azrsaqtufi5 .

sa:]uarsJUt 1eri8o; iue.rg .
sadfit ixe] lualalJtp Jo suor)uanuoJ gq) puels;apufl .
uoileuroJutJ0 sadfi1 1ua.ra1;lp usa&taq drqsuorleler alll puelslapun .
slxal a3;nosJo a8ue; e ur uorleurojur cr#:ads e1e:o1 .
:or firluqe s,rspeel e slssl lsel-qns 3ulpeel sql to V lJBd
'alep ol dn e.re s;;r1s pue aBpel,rnourl srnsue pue sprepuels

leuorssalotd ureluteu o] lueloduLr aroJaraq] ale qsrlflu3
ur s1;lr1s Surpear ;ana1-q8rg 'qsi13u3 ur usurrÂ sleurnof ur paqsrlqnd ual1o sr a:uarf,s
le:rpau ur sluaudolenap Mau uo uorlegjJolui
o3!}3erd roqunJ
ffi
;-;
#7
,,,#
., ,'"i
M.ryi
l-
-
. long noun phrases Ie.g., The four-gear studv into the uptake and continuing use ofthe drug-based treatment administered with
appropriate medical supervision discovered that... J
. groups of words with'shades of meaning' Ie.g., states, concludes, implies, suggests, proposes, assumes, supposes, believes,
considers, presumes]
Reading widelg on health-related issues in English is great preparation for the tlET. You mag have access to journals and
professional association websiteE with reading material relevant to Uour own profession.
54

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Assessment of the Reading sub'test - Part B Special provision

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You mag write gour answers in either pen or pencil

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TIME LIMIT 15 MINUTES

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Text A1 Junior Sports lnjuries

Title: Patterns of injury in US high school sports: A review.

Literature review extract: Prevention 0f sports injuries,

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TIME LIMIT 15 MINUTES

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