OET SPEAKING GUIDE

ALWAYS START THE CONVERSATION

Be ready to start the role-play yourself! The interlocutor will indicate that your reading and preparation
time is over, and it’s then up to you to begin the conversation.
When you start, SPEAK LOUDLY AND CLEARLY so the assessors can grade your performance easily using
the set criteria. Mumbled or inaudible performances will receive a lower grade.
Introduce yourself if it is appropriate, or simply greet the interlocutor/patient.

KEEP THE CONVERSATION MOVING

Maintain the conversation. If the conversation stops and silence happens, you need to bring it back to
life. Avoid creating ‘dead air’ in the midst of your talking.

Example:
“So, please tell me a little bit more about your situation.”
“Is there anything that you would like to add?”

ASK QUESTIONS TO GET THE PATIENT TO TALK

Ask more questions to force patient to speak.

Example:
Candidate – “Does it hurt all throughout the day?”
Patient – “Not really”
Candidate – “Can you tell me what kind of pain is occurring?”/ “when did it start?” / “Do you ever recall
any position that lessens the pain?” etc.
*DO NOT ask questions answerable by YES/NO. If you happen to ask so, make sure to ask for more that
enables him to open up.

LISTEN TO THE PATIENT

In order to REPLY, you have to listen and understand to whatever the patient is saying.
DO NOT focus on your performance or the way you communicate or even on the task itself.

ADJUST YOUR LANGUAGE

Always suit your language depending on the person you are talking to. Take note of the case or scenario.

Example:
Giving instructions to a stubborn 80 y/o man
Talking to an anxious mother of a child
Explaining to a depressed 25 y/o woman

Be mindful of your APPROACH to the patient. STRESS and INTONATION must me adjusted depending on
the needed attitude to that certain condition. Consider how you would act if this was a real situation
you encountered while doing your job. Let your approach and professionalism guide you in your
approach.
UNEXPECTED TURNS
Interlocutor will test you by asking something a little odd. He/she wants to see how well you respond –
how flexible you are in your thinking and language.

Example:
Candidate – “I will give you a list of exercises to follow at home”
Patient – “How can I make sure that I’m doing the correct way?”
What will you say?
You may answer: “Do not worry ma’am/sir, I will request a Physiotherapist to see you this afternoon for
assistance in the proper way of doing the exercises”

ORGANIZE THE ROLE PLAY

Take time to read the role card carefully and make any notes you want on the card (for 3 mins).
Provide INTRO, BODY & CONCLUSION

Intro: introduce yourself, welcome/recognize patient, and open up the scenario (not to the point of
saying everything without asking the patient or letting the patient respond; give chance for the
interlocutor to talk)

Body: touch the tasks one by one (DO NOT go off topic)

Conclusion: if the time is still running, summarize the things you’ve said.

Example:
Candidate – “So, as of now, I will have to attend to my other patient. But before I leave, do you have
other questions?”
Patient: - “None so far”
Candidate – “Alright then. So again, as what I’ve said, follow the directions given by the doctor; if
unusual things happen, stay calm and please do not hesitate to ring us anytime – so the doctor could
come over right away. Okay?”

OTHER TIPS:
 Don’t follow a formula for the role-play. Many memorized lines are not suitable for the test.
EXAMPLE:
Although you may practice introducing yourself, your role-play may assume you have been seeing the
patient for some time already. Accordingly, you would not need to introduce yourself to such a patient.
Read the role-play card carefully to ensure you understand the situation and can respond appropriately.

 Practice several times with another person who is also taking the test, a friend or colleague so
you know what it feels like to do a role-play and can learn to be comfortable doing it.

 Use the notes on the task card to guide the role-play:

What is your role?
What is interlocutor’s role? (patient, parent/son/daughter, carer)
Where is the conversation taking place? (Emergency, ward, surgery)
What is the current situation? (General advice, advice to a carer, emergency)
How urgent is the situation?
What background information are you given about the patient and the situation?
What are you required to do?
What is the main purpose of the conversation? (e.g. explain, investigate, reassure, persuade)
What other elements of the situation do you know? (e.g. the patient appears nervous or angry)
What information do you need to give the patient? (Remember though that the OET is not a test of your
professional knowledge and skills!)

 Focus on the issue described in the task card. Don’t take a full history of the patient unless the
notes require this.

 Behave as you do in real life:

If you don’t understand something the patient says, ask him/her to repeat or explain it.
If you notice a misunderstanding between you and the patient, try to resolve it.
If the patient seems upset or confused, try to find out why.

 Don’t worry if the interlocutor stops the role-play after about five minutes – it’s time to move on
even if you haven’t completed the task.