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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

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roJ p*plo?s-t a;n saEueq:xe asaql lalAa'AJalut aql qllm lns pefie1d soueuaf,s )uajsJilp

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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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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

l\ 3;o')salqsr;3ual euorledncro',u,rruvr

'uunlo! rsrrisuv aq) ul sraqurnu uorlsanb aql 11e lsuleSe lsMsue ue 1nd aaeq nofi pag'sluegq fiue aêal lu{l

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leleua:f'1ra1as nofi sprom aq)Jo rxjoj llnJ )lads nllJarro3 aLll asn'suotlerârqqe asn .

'1xay ;eur8uo arll ur seapr aql ueq] ]uale11rp Surqlauros ueau lq8rur qllqM ]nqa8essed fi;eur"uns alllroJ parioo fille:rleluwe.r8 eq SqBrur )eql Is] pronA e asooq3 o] ]ou InJarel eg .fireuurns aq]lo Burueaiu eql e8ueq3 .

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uos.rad aq1 lueM l,uop nofi spiori,r hue }rosso.ra fi1durr5 'areds Suor/'A aq] ur p.roirn Euorru aql alrJm ro sproiA aarql a'qemolle aql rano saoBleql proM ellxa ue apnlf,uI 611eluaprDe 'eldurexa ro1 'fieu; no1 'auo a)eul nofi;r alelsru e ltallof, olrase;a ue Sursn sgut] alqenleA s]se6 .

issan8 }3aJca e JoJ paprel\areq tq8rrl nofi }nq areds 1ue;q e Surneal .ro; pasrleuad eq lou llr/vr no^ ille le sproM ou u0 raÂsue qrea roj spiom t uelll aroul allr/yl .

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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

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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


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


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Reading Sub-testPart B - Text 2: Exercise, fitness and health


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.


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}usâld :}t€l}Xa l,^31âj 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 rueâral aql surelu03 ,rst00g lxer, eq] ur slxa) aql J0 auo qttqÂ 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 sproÂ 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


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 aluÂ 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 reiaô 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 'suûoufis

seuÂoularespro^ 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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2.

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Reading Sub-testPart A: Migraines


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

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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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