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Assessment
or equivalent and Assessors must have a tertiarg qualification qualification in ianguage a TES0L qualification. A post-graduate

Registration Procedures
All

website^ test applications are taken online through the 0[T

and pagment is Candidate photos are uploaded ta the website

training in 0ET testing is desirable. Assessors r"rndergo specific


assessment methodologu. in Melbourne and All assessment is conducted at the 0ET Centre assessors to achieve preceded bg training and standardisation for optimum consistencg of standards'

must also taken online bg credit card. When applging, candidates they will provide give the exact details of the identitg document passpoffs as when sitting the test. The 0ET Centre onlg accepts candidates with a proo{ of identitg but makes an exception for test in the national identitg card, provided theu are sittingthe rigorous lD check upon countru that issued it. Candidates undergo a sub-test' The lD initial registration on the test dag and before each
check procedures have DIAC approval'
and via the website' Communication with candidates is bg email Specific details for Candldates can access sample materials'

Assessrnent of the Readingsub'test

Part A

test-takers to skim Part A is a Summarg reaclingtask' This requires a texts totai of about 650 words] related to and scan 3-4 $hort ia paragraph bg filling in the single topic ancl to complete a summarg

missingwords.
raters in Part A is marked bg a small group of experienced

sub-tests particularvenues and timetables forthe individual test' Candidate are provided two weeks prior to the dag of the
number' is sent information, including photo and identitg document test dau' to the venues for identitg verification 0n the

word] responses Melbourne. Test-takers write short-answer {1'3


the test designers.

whicharemarkedaccordingt0adetailedmarkingkegpreparedbg
Assessment of the Reading sub'test

Part B

Special provision
for' Specifications Candidates with special needs are provided t0 Venue Coinstructions for test centres are given in detailed requirements ordinators. All test centres must complg with local for meetingthe needs of people with disabilities'
The 0ET Centre makes all reasonable arrangements

test' lt is Part B is a computer marked multiple-choice IMtO] and then Wales South initiallg analgsed bg tlre Universitg of New of individual further bg tlre Universitg of Melbourne for performance
items^
a detailed marking guide The Listening sub-test is assessed against

to

are dealt with prepared bU the test designers' Problematic scripts ail critical borderline as a group bg an experienced assessor and

including accommodate specialvisual or auditorg needs' equipment' auditorg enlargement of print texts and special

scripts are double"marked.


twice' with Writing scripts and Speaking interviews are rated Assessors use time' 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
Test format
The

OET

0[T a$ses$e$ llst*i-ling, reacling, writirlg arld speaking'

There is fi

are designed t0 asscss t1.le sbilitu to understand writt*n seFsratf $ub-te$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-tsts fire specific t* each profession **d

;}

relevant pro{*ssiuiral contsxt.

xY;

Listening Sub-test
The Listeiring

slth-test ctnsists 0lt\,vo parts: n recorcled, sirnulated pro{cssianalp;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

nstes The farn"rat fnr Part A {the consultatior-ll r*qrrlres canrlida{es to prcrluce case under rsievant headings and tc writ* as much releva*t inf*tmation as ptssible . gfi the nuritlet-*f p*ittts 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

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
a sllminarU parograph bg

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 scanning abiiity untler a time limit
1n

an<i

t0 ilssess skir*nring and

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

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Scoring the test


the Statement on an official report form' 0ET grades are reported

r r{
Reading and Listening
of a short answer reponse lsummarg The Reading sub-test consists questions IMCQJ test IPart AJ and a multiple-choice are marked A Part for sheets test (Part Bl. Candidate answer are computer B Part sheets for OO,*'n*O assessors and score

l,-

of

These for each of the sub-tests' Results. A band score is reported derived are t0 E Ilowestl' Theg band scores range from I InighestJ skills [Writing and for the sub-tests for the productive

;;;il;ti

differentlg

and Readingi' Speakingl and receptive skills IListening

scanned'Theitem.leveldataareanalgsedusingaRASCHanaigsis

Speaking and Writing


are marked bU trained' The Soeaking and Writing sub-tests based in Melbourne' Each candidate's

.rp.ri.nr.d

assessors

assessors' who mark independentlg performance is marked bg two

internal consistencg and item programme, 0UESI ior overall (i'e'' with found to be performing unacceptablg Orr'ng. Ang items than less of 'Z5l are levels fit of above 1'3 orwith discrimination analgsis' removed from tlre subsequent
bg a smail group of experienced The Listening sub-test is marked questions consists of slrort-answer raters in Melbourne' The test

ofeachotherandrlrithoutknowiedgeofacandidate'sperformance ontheothersub.tests.TheWritingandSpeakingsub.testsareeach
levels' 1"6' each criterion has six grade graded against five criteria; response" rfiith level 6 representing a veru str0ng
The criteria for each

sub-test are:

Speaking

lntelligibilitu' 0verall Communicative Effectiveness' Resources of Language' of Fluencg, Appropriateness


Grammar and ExPression

prepared detailed marking guidelines and is marked accordingto of marking' ln orderto ensure consistencg Ug tf," tu.t designers' are assessors eacl't administration piio, to th. marking session at the for As applg ttrese guidelines' trained in how to interpret and data are analgsed using 0UEST Reading sub-test, the item-level items and item qualitg' Again' ang for overall internal consistencg or 1"3 above of fit with found to be performing unacceptablg Ii'e'' the from levels 0f iess than '25J are removed

with discrimination

subsequent analgsis'
Band cut-scores li"e', the boundaries Listening sub-tests at everg are re'set for the Reading and reof whether theq are new tests'

between the band scoresl

Writing

'

of Language' Overall Task Fulfiiment, Appropriateness Features IGrammar Comprehension of Stimrrlus' Linguistic Punctuation & Cohesionl, Presentation Features Ispelling,

administration regardless which have not previouslU constituted tests usingt\^ro texts/parts or previouslg-used tests
been used in combinatian'

& Lagout) multi-faceted RASCiI analgsis The data are analgsed using
1989*21; with FACETS so{tware (Linacre IMcNamara 19g6*'J in the analgsis' candidate and rater are facets in the to have unexpectecl responses All candidates who are found differences To compensate for ang data analgsis are third marked' falr are derived from the single in assessor severitg, band sccres scores raw ratherthan from averaged score generated bg FACETS' to bands as iollows: These fair scores are then converted

reliabilitg This is because fon everg administration' those items which are the'analusls from is maximisecl ng remavrng forthat cohort' This means found to be performingunacceptablg individual text/part' the number for the same test*version or that, t0 administration' of items mag varg from administration one item is usuallg than more no has found that experience removed'
level on the Reading and Listening Cut-scores for each band

cf measurement

although

sub.testsareSetonthebasisofthepercentagedistributionof candidatesintobandlevelsusingtlreaverage0ftheWritingand
5Peaking sub-tests'

1-6] Conversisn to band scores Irange above and 5'E Band * Band B: 4'8 5 5 Band C: 4'? 4'7 Band D: 3 '4 4'L 3 3 and below Band

A:

E:

these criterion-referenced This assumes that normallg grades and that distribution into difiicultg in sholrld be equivalent whsle therefore be similar for the across the sub-tests should grade individuals will get the same cohort. lt cloes not assume that each of candidates fallinginto in on each sub-test [The propcrtion sub" Writing for the Speaking and grade is generallg verq similar
tests. I

sub'tests

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Test takers'guide to Part A of the Read i ng sub-test


Part A
Remember, part A is a

part n'w task tupe. Before uou attempt

A of

the practice test, consider some irnportant tips berow.

Do

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Test takers' guide to Part B of the Readi ng sub-test


Part
B readingtask Ipre-March Remember, part B is simirarto the previous
fewer questions. ln part
B,

zoto]

and answer uut test-takers now read two shortertexts

8-10 multiple choice words eachl on general medicaltopics and answer test_takers are required to read two passages [600-g00 within a time iimit of 45 minutes" questions for each text Ia total of 16-20 questionsJ
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Part A
lnstructions
TIME LIMIT 15 MINUTES

o . . r 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.
You should write your answers next to the appropriate number in the right-hand column. 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

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PartA-AnswerBooklet
lnstructions
TIME LIMIT 15 MINUTES

.Completethesummaryonpages2and3ofPartA-AnswerBookletusingtheinformationinthefourtexts

. ::ffi;eed
. o
Gaps

you shourd scan the texts to comprete the task. to end to beginning from to read each text need' find the information You for incorrect answers' questions, Marks are Nor deducted ALL Answer may requue 1. 2 or 3 words.
not write abbreviations' in your responses' Do Please use correct soelling

rYoushouldwrtteyouranswersnexitoiheappropriaienumberintheright-handcolumq

Junior SPorts lniuries


injury management Guidelines for junior sports a small risk of being suggest that there is only
(1)

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in1ury of However statistics show that . ....

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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' rndicate on your answer sheet the For each question' 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' (AMD), are p,og,"s,iu-" and if untreated will cause visual impairment
degeneration

Paragraph 2 remains the most prevalent cause of blindness worldwide' cataract accounts for nearly balf of all blindness and it was estimated rn 1979 to affect the vision of 43 In Australia, we do not know how prevalent cataract is, but some risk factors for cataract have been identified' such persons per thousand over the age oi 64 y"urr. Although the alcohol consumption, there is no proven means of preventing as ultravioret radiation, cigarette smoking and diagnosis if can be delayed or cured of most age-related or senile cataract. However cararactblindness
development 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 treatment poriibiliti"s forAMD are limited. Glaucoma is be similar to that in the USA. Unlike cataract, the is far damage nerve optic disease is often undetected until major cause of vision loss in the elderly. This insidious are known, these associations are while risk factors for glaucoma, such as ethnicity and family history,
advanced.

medically or surgically' poorly understood. with early detection, glaucoma can be controlled Paragraph 4

may not while older people use a large percentage of eye services, many more had ocular pathology requiring fufther Baltimore in elderly these services. In the united States 33Vo oi the visually impaired in London were known by their doctors investigation or intervention. In the UK, onry half the in the city of canterbury had never visited an to have visual problems, and 40vo of those visually impaired elderly people believe

have access to' or may underutilise'

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' and rehabilitation centres in the community are limited may neglect their eyesight. Third, hospital resources finally, social factors PlaY a role'

24

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QUESTIONS

According to paragraph 3, the detection of glaucoma _.....

A B C
D

generally occurs too late for treatment to be effective.


is strongly associated with ethnic and genetic factors.

must occur early to enable effective treatment.


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 B

Many elderly people believe that eyesight problems cannot be treated effectively.
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 B C D

wealthier people use health services more often than poorer people. poorer people use health services more regularly than wealthier people. poorer people deliberately avoid having their eye sight examined. poorer people have less access to the range of available eye care services.

According to paragraph 6, in Australia in the year 2031 ......

A B
C D

about one tenth of the country's population will be elderly. about one third of the country's population will be eldedy. the proportion of people over 65 will be twice the present proportion. 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.

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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

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.

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

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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
18

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-test
Part A: Junior Sports lniuries

Answer Key
Total of 27 questions

1 2 3 4 5 6 7 8 I 10 11 '|.2 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

seriously/badly injured three/3 million OR 3,000,000


year result inlcause death/fatality OR kill OR be fatal/deadly/lethal OR lead to death

traumatic brain injuries


relative frequency OR pattern(s)OR risk(s) OR rate(s)

girls'volleyball football
sprains and strains

required/neededsurgery/neededanoperation
wrestling

skatingaccidents/incidents
head injuries
no further damage

sports first aider OR sports trainer OR (suitably) qualified person


DRABCD running

(a)medical clearance removed/withdrawn (from play/activity)


(protective) headgear

minimise/reduce the risk OR reduce rates lacerations and abrasions custom-fabricated mouthguard OR mouth-formed mouthguard soft tissue laceration(s)

tooth and jaw OR teeth OR jaw (protective)wristguards


safety release binding

END OF KEY

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-*0,ffit''illJ

Reading Sub-test
Part B - Text 1: Going blind in Australia

Answer Key
Total of 10 questions
1

B B D C A B D C A B

sight problems of the aged are often treatable.


may occur in about 4-5o/o of Australians aged over 64.

3 4 5 6
7

causes a significant amount of sight loss in the elderly. must occur early to enable effective treatment. existing eye care services are not fully utilised by the eldedy.
Elderly people with chronic diseases are more likely to have poor eyesight.

poorer people have less access to the range of available eye care services.

8
9

ihe proportion of people over 65 will be twice the present proportion.


should be more active in investigating patients' possible sight difficulties. governmeni services should include prevention and health promotion.

END OF KEY

36

www.occupationalenglishtest.org

/E

3.ro']salqstlSualeuotledn::o'anmm

ztg

tOz

ttt

tB N8V

rlerlsnv
6.ro'1se1qsr1 6ueleuotledncco'rvvvrrvr

1008

6Z8q t996
OOB0 ZS96

e L9+ :elruriscel g 1,9+ :euoqdalel

cl^ aurnoqloy\ z1t xoE ode

arluoc

I3o eqf

Ae) romsuv
Lllpotl pue sseulu'oslcjoxS

rsSr-gns cNlcvSH
lsol
qsr10u3 puotledncco
a
.'',,,,//':

i"....

/kW'

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

Answer Key
Total of 8 questions

11 12D 13B 14B 15D 16A 17C 188

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.

END OF KEY

38

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3r

o']selq s rlSuaieuotledn:lo'auran

}Xa. aql lsue t }Xal 0} p.}]gl1p aq l|lMSn3oJ S.lspea, 'a'essed fi:eur-uns,u,,o.'u.,u.s }slri ailtSulpeal aq1 s}:eSutpeeq Sutuac: o}.ijooLl, e se fi'reuuns ar{} Jo arus}uas ls'urpeaq lxa] aqr Jo rnol'e ur pile a'essed sr ,saurlaprnB, pro* aq) .ro; Burpeaq aqt ur filuo paLrorluaur st )xa] eleucloLdde ar-lt otrepear aQi )f,.*':::::::::,..}:,,,:.: "-

"puno,oq1;r,r,rh.rer"uu.rnsaqlul

IsJ deBlsrl]aqtalaldr-uoro]papeauuoi]eulolu!

leqtfila>{l1 sl }l

araq^'tvixsruorapear3q}snlc.gV

rlsnoqlrv',saurtaprnr, aql qloq ui peuo'upru ate,sarnfu*lrods,

:lr'o1eq pelqBllqBlq s1 eEessed

fileruurns aul'o ssuslues lsr!' r'il

EpuEJ uT se-!rfLiur s-l;ods

r-1o s+41'1 cL

qlJEesa'u:?vlxei
0ln}elaill

r\e1do1uln}slpueluaula6eueuii,rnlutspodstoLun!tolsauqaptn6a:L1rerdls;B:tv}xel :zY}X3]
l,^31^aj sounfut sucds }o Uol}us^ald :}tl}Xa
',^ otAe-I

:rvlxel y:sl;ocls locltps q3rq 5i1 ur d'rnhrrJo sulolld :ele ?Y- TV slxel lo sBulPeeq ai1
uro'lJ sBurpeaq,o Molaq

:lslrooq lxar ls3l arllrerd aq]


.)sirl uef s o] lxa] ilrrqM purl noh pro*,;eu'rs, srq] uau.
'Burpea"r.inofi

alduexe eqllaplsu:-

.}Xa}aq}J0ctdo}aq}se}el!pU!}eql}elloog}xalaqlu!uetar]t}oSUlpeal{aqi:. 'ro pr.M 'af : parrp dlaq trM ]eq) p'roru 'a'r
cilaq

hqt:a"rrp salersr

uEg, aql ui] a'essed fi;eulunE e fi11ensn s! alaq} [.ro11oog .1g,1^suv. V

eqt Jo LldejBeJed

.a1n; ielaua' ,.;l} aql Jo asue}uas isll, eq} ut

'leu'ts'

e =:

slxel rnot aq);o sSurpeaq eq) Eurs;

oi fiene lq're.rts Eurpea"r.rnofi lrarp

o1

:qdeLEe:ed

lsri

aL{}Jo

snloJ

alerrdoldde aq: 'alqellene aLUll aqlJ0 esn 1uarrr11a EulreLu aroloraq) lxat oi lueuodul firan sl }i fiqr'r pue rrdo} aq}Jo asuas e qsllqe}sa fi11:rnb ro

aql ur ,screB. aarq] .]xa) raLlloue Surpee-i fiq paterol aq fi1uo 1q3rr-u eSessecl fireuuns laQulsulal I s! leqr aq]Jo qcler8ered ts'rl] erl] teq] osl f 3u ]0, fie*r o8essed hreu:uns sfierr,r1e fiil.ress fi|r:a.rlp a]eler o] aq] eqrlo Irv] ]xa] ]sru 'tsel-qns SutPeor aq] Jo E

o*l lsi!i

3t{} ro}

uol}eujlolul

'}slr.'q }xel

fi11crnb uef,s pue pear po]rsras as'oqr 0] slxai lual*rJrp sso.rre

ued

ur

uorsuaqa.rdulor ps]ssl s*rrs reln'ruecl leq] - sesodrnd

ro1 Eurpear

urls

'asl,euuns ol Jap,o ul u'lle$r.Ju: pallelap Jo ]s) e )ou sl Il .Ll] ]o v ued laquaureE or firillqe ;nofi 1o lsa) e st )sa'-qns Sulpeau
'aBessed firer-uuns aqlJo ued

'

]sll, aql

ro1

spro'rrrBulsstu
Is.,t1 eBessec
1eu:r'

aq)

lxer, eq] as.oqr o] uorleulr.Jur rue^aral aql surelu03 ,rst00g


eqt Eu!pear

dlaq ur slxa) aql J0 auo qttq^A Mou>l ot no^

11rm

fileuruns
os qde.r'ered

,splo* raqlo

u1

.e8essed hreuulns aqtJo ued

]srj

lsri sqlJo

aqr urJ ,sdeB,

srql'[,rerroos 'fi",er'utlns snroJ puB rrdol aqi 0r u'rluaue.rnofi lcarrp 11ran st ll 'pealsu fi1qBrq papuauwolar noh teql urBeq fiieuuns aqt Surpeer Rq parsqurnu aq) sureluor qrrq,rir aEessed
'pot.rarl alnutru ST aLll r0 pua aLlI )e fier-u pue

u93 nsfi aql saq'reu txal qslll^ palas fi11:rnb l*'trsl'lv'v ued' aq]i0 uulnlo3

fi;euulns
aq}

}o lle 'rise} fireuruns aqt Surtdual}e sro,aq lletap tea'r8 ur se8essed sur) arqenre^ dn arel ilrM slr.,, ot dr aa'rqt 'selnurur tT ,o }luill aull] ]3lr)s e ulqllM [sproitl nofi levl }ueuadrur aroJraql sr rl op y ul3aq lou fiq ue6 Surpear RlarelparuuLl lre! laQ ur alu a! uror ol nofi sar tnbar lsal-qns 3u !pea8 aq) Jo v rlr.r,r,r fiq fir eu: tu ns e alald alarcir.uo:ur ue ur

llns'r

fi1uo tnQ

aq1 3u spro^A leiaAAS ro p.roan 3u rssrru J

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 Text Text

texts below informing the summarg passage above:

A1: Title: Management of rnigraine in New Zealand General Practice Authors: Spark, Vale & Mills {2006) A2:
Tabie Case

l:

Ecanomic burden of migraine in the USA

TextA3: TextA4:

studies: migraine sufferers and work

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' 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'

Ithe 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

; ui . : :i :;:i" i" n t,i',!i|' u,,,, u ^, ," ;y \WnQat sawnot pu ;a1$eaaii {o1s:

"

iii

;;

: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'racis aJ.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
Burheld olrqm poaq s,uos:ad e pau'rsap fi1;eri;rleds iuar'udtnlra ro lrolo_rd Surqlolr enrlrelo'tcJJo )eLr) a] j plca,r Eurssru.r aq} io BurueaLu oq} u*op MoJreu o} {s Japeo, aLr} rgeua lllM 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
o1

't"rods

lr

pa.r,

r.rr.O-:::;:;il::J:;

:nroloq petqtl;qBlq ..fipoq eq)' Sutueau


s,uos.rad e uo

s1

eruetuas egt;o Eurue** ,,rrrno .U,

iueudrnba.ro Burqlog:;q $al! ue luaua:e1d Jo ol, qJaA aql',deB, aql s.ioJaq fiialerpa{rru,, pr'n^ aL{lJo Eurueauu aqi cl fi1lca'rrpsalelsJpue'a3ualuasaqljoEurueau:llera^'aqlolpal3auuolLiloqsr

anlr lue);oclul ue sl 'anoqe alcluiexa oq) ul

',Jpen4

{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
llnatl',6UtplnOOA}nvs lAltp , nttn
nta^n

saueu aql ror ,.8.a ,sploar;01 ue3$ 0) rarsea

ilil;:Jj:fi1".:J:l?l:lT;,Tl::llj:"'::::,1oossno,ojn,o,ou,,;;;;'";;:;;'":?;;ilH:'j,:,ffT ;;; ;".; ;;'ff:,,"_._::: l3;fi ; .,fi.f":::.ynt:::;y/riii:ifi


t:\v.t:..!t/t.:,8...8..... ,.,*.....,
.....*...

', "r* o,*r,,1'-;;

;;:;ff

;;r,#: :il:,]:r?; ;:#:

)r areLU

l!M ]xal aq) uiror r0or

f,#".,#.'ft

u,ff,,#,,iffi,,.

*,"":

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 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

,rl:f::JrH:li;il::::;:]]:;;il]fl,;,;ffi;,"J

[s]

proan Burssrru

eq] a)edr'r]ue o] senbruqca] uor)otpard Bursp

The missing w ord

'headgear' can probablg lheodgear] 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. 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
Do not therefore simplg copg words directlg from the

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
60.3%

for

of thase doi,t .{Lrt! 5,;/4-

:.t, t, ,

wR 'w

&,,. 'ff*'w&+/"

,;iuutffi

*.* .d W .ffi

W"

;i

,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"

47

www.occupationalenglishtest.org

ev

3.ro'tsatqsrlEueleuotledn::o'm't'tm

aq ]qalul )xa' aq] u!

uorleui.jul aues aql leq) asru3o:ai ol

tuelrodu..rl sl

ll

'a8essed firer-ur-uns aq) ur fiervr luala;Jlp fiiltlSlls e ul ua]]lltn 'a8essed 6reuuns papJ0M filtuatall!P aq] pue lxsl aLll uaaildla.

e asn 0r p*paau paurelureur sr Eurueeuu eq' arnsua 0] uorrf,n,)suol arrrle8au

lape.l aql'asuas areul

o) a8essed

fileuluns oLlll.J rapl'

ul

W
,,',.!fll

teq: oql'Ierrnpe lecrpaur] r0]30p e uro;; d;aq raas ]0u 0p ]lej ul s-ra-ral/ns isou aql pahels seq Euruear-u aql ri8noqile pasra,,atsr Eurp.ionrr parreur 's'iara1;ns fi9 aqt r lllluenb ,aEessed fireuruns aql atelduor filalernrre of is;a"lal/ns] ,lsotll, asruflorar o1 pa:rnba.r sl rapear aql a8essed fi:er'uuns aq):ra^aMoF ur sn3oJ eql leq) estu8orar ol lapea; ar-11 sa-rlnbat uoruoclo.rd -ra6;oy, eq] sr af ualuas 6rer,uurns aql
1o

',sJsls,rns $ ul ,rollop e uro"r1 wajtol asuodsa; raql se ,)iaas, qra^ aql altl*
filciu'r1s tq81ur -rapee.i

ur ,T,

aq] fiq peluasardar uorlrodord oql

3t1} ul snso] auI }eq: dlaq 8ur>1aas siajaJins Jo uorpodord;al1ours a[{} uo st }xai leurBtro

.lxal JLrl fidor alou rlrM rapear rnjsrel v '.ror1

lfrp

e se

ssala:e: e uteFs

,-ffi
?i:,::V)t tri;:tt!)lh

'1,

-"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

ued

'9 sanlusod 'sn santleBaN uo paseq uoll3lpard

'o

'fi:eutuns 0l lxa) osrnos

ruo;1 fi;Burplol3e

uoll3nllsuol qran aqi a8ueu:

sl elol deB aq1 a-ro1aq,ol,Jo asn aqiastuBore-r ollapear aql;o1 )ueirodwl ll o] uaql pue ulroJ qra^ a^rlrullu!sqrJo asn filalrlaqi trrpa.rd

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

urarl ot asuodsa"r rraql

se l4aap {aasnor. aserqd unou aLr} fidor fi1duts lq8rru;apea"r ssale:er

e'uteE

:r,ro1eg parqBllqBrq s1

pue eEessed fireuutns eq}}0 Ut {p rlevJ ,deB, e

soselL.ld ulro] ploM uo peseq uol)3lpard

r-

Z.

Prediction based on passive vs. active voice


test with
a 'gap' [rtern

An example from the summarg passage from another

?t J is highlighted below:

Tffi,,ffiff
't,%,,ffi.

w
i;,;iiilii::;:7i.,.(1fi

/f.#;:7tvM:l;;:fi/l/f6i;L1/,/11ft.111! ;!t:;:il, !;Va,V,ffill,rl!:L;)iii!"7,ffi:4/ii;:;

'+,i'1

;:

-N---.f**"'";: ";""

ffi

Ihe part of the reading text that contains the missing information {item ?lJ is shown below:

"-:;
.:

careful readerwill note that the focus in the original text is on 'csr accidents'Iat the beginning ofthe statement] as the,agent,or subjec.! As the agent ofthe action [to cause] the crctlve voice ofthe past sirnple verb form is used with the object oftlre {caused] 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'].
A

ofthe sentence.

The

readerwill 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

's\)aw

aNA3At 11ra

nofi'lxa] leul3r:o aq) ul urroj lerll ur'readde )ou

fier-u 1r

q8noql

eq) s)rauar fi11e:rier-ur,ue;3 sr pue slxa) Ieul3uo ue.ra raSessed fireu:iuns aql.rCJ aleudo"rdde
e alu^A noh jr

filelern:re

]eLl)

proM paleuaqdfiLl lo pa]3ellu.t

laAa*oH

u1 Surpeal e u.ior} reals Aq lllM }l 1e'reue8 ,narrnba: sr pro* paleuai{dnrl .}0 pe},er}u0r e u3q& s}xa} 1eur3r'ro aqt;o '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

.3rqetde33 3re,l,uplp,lo ,rau

1uJo] pa)leluos sql asn ot asooqr nofr 11 .p)a/*-auase taded:noh Burlte1u uosracl aq] fiq palaprsuo: aq lllM sltl) Au's ul sr ur0J paperluor aqlJo osn 3Ll1 'sose3

plp,pue,Jou prnaJ.)o.;.up/no3,rsriira,aldurexarol'alqetdo,e

suol)serluoo 3urs3
a8essed aql ul

]sl!l psuollualu sle usu u0u#

jr:lil::?
Iueu:o,rn
T::,Y;,..
!,,!

lo pro^r\ e asn o] ,.e.i] fi]r]uenb js6.rpl e o] filr]uenb;allours e sareduol leq] uotssa:dxa oi uauu aqr LuorJ )ueurslels aq)1o Burueaur reia^o sr o"routerp ars* uauro* arour )elrl lxsl3.rl

tt:::]rt:j1:il::ffi:::ilr
.,,!.4/,i:!.!//.j:.../z;lt;:'niairy,/j::l/..

t'j'W:!

;:#|il#,;

^_.r;i#r.;;r;.;;;*
fi.t'j
ijv41;;::t'f;;:;:4;

ur,*

;;:a7,i.;:::'!,'4

;f,;1;!.4{,i=

,, '!i{,;, .ffi H
,lr.::i:///j,::#t4.:rih

'fii,ffiiL&:!,M,.fr).{:

:aq rqBlur {s

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Part A
lnstructions
TIME LIMIT

lS 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
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

48

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PartA-AnswerBooklet
lnstructions
TIME LIMIT 15 MINUTES

. ' ' r r

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.
You should write your answers nexi to the appropriate number in the right-hand column

Please use correct spelling in your responses. Do not write abbreviations.

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

Answers

investigated the prevalence of migraines among patients in New Zealand, it was found that of
(3)
121

(1)

..,.

2.

patients had been diagnosed with migraine. .... Migraine incidence was different across genders,
(4)

3.

proportion of men diagnosed compared .... with women. Similarly, a US report found migraines with a
.... of men and within a restricted age range.
(s)

4.

occurring in around

1oy

.... of women

b.

Concerning interventions, the US report found that .... medical advice. Of the patients surveyed by Spark, Vale and Mills, just over eight per cent were taking 1ey .... at the time of the study. By contrast, the study found that a large proportion of migraine sufferers used practitioners do not utilise
..." Given these findings, the authors note that general
(10)
1oy
.

most migraine sufferers in the survey

7.

B.

9.

to choose from a (r r)

..,. effectively, and tend of available therapies.

10.

.11

52

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Reading Sub-test
Part A: Migraines

Answer Key
Total of 26 questions

1 2 3 4 5 6 7 8 I 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26

general practice/Gp

649 5663 lower/smaller/lesser/low/small/minor


7o/o

2Oo/o

did not seek/do not seek (or contractions) prophylactic medication/preventative medication acute medication prophylacticmedication/preventativemedication limited range/narrow range burden/impact
(total) missed workdays

(total)lostproductivity/productivityloss
greater/higher/bigger/larger/high/big /large/ma1or
in bed OR off (work/sick)

four (days)
Jane

(migraine)absences
Sally

employers OR colleagues employers OR colleagues behaviour change(s) OR changes in behaviour (supporters') contact numbers
flexibte

from home/at home

END OF KEY

54

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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

56

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