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  • Session 5 – Pain Assessment (Post-Surgery)

    Session 5 – Pain Assessment (Post-Surgery)

    Level: B1 (OET Medicine)
    Duration: 50 minutes
    Skills: Listening + Speaking
    Theme: Post-surgery pain assessment
    Real-life Scenario: A doctor/nurse assessing a patient’s pain after an operation

    Objectives (new)

    By the end of this session, you will be able to:

    • ✅ Ask questions about pain severity, frequency, and quality using comparatives/superlatives (e.g., milder, more severe, the worst).
    • ✅ Recognise and use common pain descriptors (dull, sharp, throbbing, stabbing, burning, excruciating).
    • ✅ Conduct a structured pain assessment using follow-up questions (location, onset, duration, impact).
    • ✅ Use OET-style empathetic communication (signposting, reassurance).


    (Reviewed Objectives: Symptom description from Session 1, lifestyle advice from Session 2, signposting and reassuring from Session 3, note-writing and passive voice from Session 4.)

    WordDefinition (doctor-to-patient)Example (from lesson)
    dullpain that is not sharp, more like an ache“Is it a dull ache or sharp pain?”
    sharpsudden, clear pain“The pain feels sharp when you move?”
    throbbingpain that comes in pulses“You may feel a throbbing pain after surgery.”
    stabbingpain like being poked with a knife“She described a stabbing pain in the wound.”
    burninghot, fiery pain“The patient reports a burning sensation.”
    excruciatingextremely severe pain“The pain was excruciating after movement.”

    Recap:

    What signposting language can you use?
    • “First, let me explain what the test showed …”
    • “What this means for you is that …”
    • “The good news is that …”
    • “It’s not dangerous, just some swelling.”
    Last time, we practised writing hospital notes. What information do doctors/nurses need before they write them?

    symptoms, pain, actions

    Watch


    Listen to the following audio of a nurse asking a patient about post-op pain (OET test audio).
    What types of words did the patient use to describe pain? How did the doctor respond?

    https://youtube.com/clip/UgkxC70oTD793DEnn6DnItQjw7NHnbRC_Nd2?si=9wNPJDeL_GMRIWBX

    Listening Model (from OET Part A sample – post-op consultation).

    Listen to the audio of a patient describing pain after surgery, and complete a short note-filling task (severity, location, duration).

        Listen to the consultation between a
        doctor and a postsurgery patient on the
        ward. Complete the patient chart with
        severity, location, duration.
        Good morning, Mrs. Lewis. You’ve been in
        the surgical ward for 3 days now. How
        are you feeling today?
        Honestly, doctor, the pain is still
        there. It feels sharp when I move, but
        at rest, it’s more of a dull ache.
        I see. Would you say the sharp pain is
        more severe than before or a little
        milder now?
        It’s definitely more severe when I try
        to stand up. Yesterday it was moderate,
        but today I’d call it severe. At night,
        it was almost excruciating.
        I’m sorry to hear that. Can you describe
        the frequency of the pain? Is it
        constant or does it come and go?
        It’s mostly constant, but sometimes it feels
        throbbing, almost like a heartbeat in
        the wound. Once or twice, I had a sudden
        stabbing feeling when I coughed. And do
        you feel any burning sensation?
        Yes, occasionally it feels burning,
        especially around the stitches.
        Thank you for explaining that. I can see
        some swelling, but the lump is benign,
        so there’s no sign of infection or
        anything dangerous. The note has already
        been written in your observation chart.
        That’s a relief.
        You also mentioned stiffness in your
        leg. Is it worse than before?
        Yes, the stiffness is worse than
        yesterday.
        Okay, I’ll update your care plan. First,
        let me explain what this means. The pain
        is unpleasant, but it’s normal at this
        stage after surgery. The good news is
        that with physiootherapy and medication,
        it should gradually improve. What this
        means for you is that we’ll continue
        monitoring your pain closely and adjust
        the treatment if necessary.
        Thank you, doctor.
        You’re welcome. We’ll meet again
        tomorrow to check your progress.

        Grammar/Functional Focus:

        • Comparatives/superlatives: “Is the pain getting worse or better?” / “Is this the most severe pain you’ve had?”
        • Follow-up questions: “Can you tell me when it started?”, “Does it stay constant or does it come and go?”

        Patient Notes – Mrs. Lewis

        Background

        • On surgical (1) _______ for 3 days
        • Reports pain after operation

        Pain description

        • At rest: feels (2) _______ ache
        • On movement: feels (3) _______ pain
        • Severity yesterday: (4) _______
        • Severity today: (5) _______
        • At night: (6) _______ pain

        Frequency/Quality

        • Pain is mostly (7) _______
        • Sometimes feels (8) _______
        • Sudden (9) _______ pain when coughing
        • Occasional (10) _______ sensation near stitches

        Other symptoms

        • Some (11) _______ observed, but lump is (12) _______
        • Reports increased (13) _______ in leg

        Plan

        • Pain is unpleasant but normal at this stage
        • Progress will be (14) _______
        • Physiotherapy and medication to continue

        Teacher’s Answer Key

        1. ward
        2. dull
        3. sharp
        4. moderate
        5. severe
        6. excruciating
        7. constant
        8. throbbing
        9. stabbing
        10. burning
        11. swelling
        12. benign
        13. stiffness
        14. monitored

        Role-play (Doctor–Patient)

        • Location: “Where exactly is the pain?”
        • Severity: “On a scale of 1–10, how bad is it?”
        • Frequency: “Does it come and go or is it constant?”
        • Type: “Is it sharp, dull, or burning?”

        Listening

        Listen to another short patient extract (OET Part A/B) and complete a pain chart (severity, frequency, quality). Then, write 3 follow-up questions you would ask this patient.

        Can-do Checklist

        ✅Use at least 3 pain descriptors.

        ✅Ask 1 comparative/superlative question.

        ✅Show empathy (“I understand this must be difficult…”).

        📤 Create your own lifestyle questionnaire and ask friends to answer it.

        🎥 Write a patient advice note with recommendations for each friend.

        Record a shadow reading of the video in the (Instruct and Model) section.

        Record your answer to the question in the (Independent Practice) section.

      1. Session 4 – Hospital Instructions & Notes

        Session 4 – Hospital Instructions & Notes

        Level: B1 (OET Medicine)
        Duration: 50 minutes
        Skills: Reading + Writing
        Theme: Ward instructions & care plans
        Real-life Scenario: A nurse preparing handover notes at the end of a hospital shift

        Objectives (new)

        By the end of this session, you will be able to:

        • ✅ Read and extract info from ward instructions and hospital memos (OET Reading Part B style).
        • ✅ Write a clear, structured nursing/doctor handover note using passive voice.

        Objectives (reviewed)

        • ✅ Use imperatives and modals to give advice (Session 2).
        • ✅ Explain medical information in simple, patient-friendly language (Session 3).
        • ✅ Describe symptoms using terms like chronic, persistent, and acute (Session 1).

        ward – hospital area where patients stay
        Example: The patient was kept in the surgical ward overnight.

        shift – work period for hospital staff
        Example: Vital signs were recorded during the night shift.

        admission – when a patient enters hospital
        Example: She was admitted yesterday for observation.

        discharge – when a patient leaves hospital
        Example: The discharge papers were prepared by the doctor.

        observation chart – sheet for recording vital signs
        Example: The blood pressure was written on the observation chart.

        mobility – ability to move/walk
        Example: Reduced mobility was noted in the care plan.

        referral form – paper sent to another doctor/service
        Example: A referral form was completed for physiotherapy.

        care plan – written plan for patient’s treatment
        Example: Daily physio sessions were included in the care plan.

        vital signs – key body measures (BP, pulse, temp)
        Example: The vital signs were checked every 4 hours.

        Recap: What can you now do after Sessions 1–3?

        Describe symptoms, give lifestyle advice, and explain tests.

        How does the staff receive instructions in a hospital?

        Reading

        Check the following hospital notice. Who writes this? Who reads it? What type of language is used?

        Hospital Notice: Vital Signs Monitoring and Escalation

        Scope: All inpatient wards
        Effective: Immediately

        1. Frequency
          Vital signs (temperature, pulse, respiration, blood pressure, and oxygen saturation where applicable) must be recorded at least every four (4) hours unless a doctor has documented a different schedule in the care plan.
        2. Documentation
          All readings must be entered clearly and legibly on the Observation Chart, with date, time, and staff signature/ID for each set.
        3. Abnormal Readings
          If any parameter is outside the normal range, recheck within 15 minutes. If the abnormality persists or the patient’s condition deteriorates, notify the responsible doctor immediately and escalate via the early warning system (MEWS/NEWS as per hospital policy).
        4. Oxygen/Interventions
          If oxygen therapy or other interventions are started, document the indication, settings, and patient response on the Observation Chart and in the nursing notes.
        5. Handover
          Highlight significant changes and any pending reviews during shift handover.

        Accountability: Nurse-in-charge of shift
        Reviewed by: Infection Control & Patient Safety Committee (annual review)

        Read this handover note. Highlight imperative verbs: Monitor, Record, Refer, Discharge. Note and circle key terms.

        Nursing Handover Note – Ward 3B
        Patient: Mr. John Smith, 67 yrs (admitted with pneumonia)
        Date/Time: 22 Aug 2025, 07:00 hrs

        • Observations: Temp 37.8°C, BP 138/84, HR 92, SpO₂ 95% RA
        • Plan: Monitor vital signs every 4 hrs and record on obs chart.
        • If temp ≥ 38.5°C or SpO₂ ≤ 92%, notify MO immediately.
        • Patient mobilising with assistance; maintain IV antibiotics as charted.
        • Discharge planning: referral form sent to physiotherapy; awaiting review.

        RN Signature: ____________________

        Writing

        Example handover: “Patient admitted at 07:00, stable vital signs, mobility limited, referral to physio sent. Discharge planned for tomorrow.”

        Structure: Admission → Current status → Actions → Next steps.

        Read and answer

        If a patient’s vital signs fall outside the normal range, staff must:
        A. notify the next shift staff.
        B. record them on the observation chart and monitor closely.
        C. repeat the measurement, document it, and notify the doctor.

        Ward Observation Policy

        All admitted patients must have their vital signs (temperature, pulse, respiration, and blood pressure) checked and recorded on the observation chart every four hours unless otherwise directed by a doctor.
        If any results are abnormal, staff should repeat the measurement within 15 minutes. If the abnormality persists, the responsible doctor must be notified immediately.
        Failure to report significant changes in a patient’s condition during your shift may delay treatment and compromise patient safety.

        Read the following case and write a handover note

        Ward: 2A – Medical
        Patient: Mrs. Helen Brown, 72 yrs
        Admission: 21 Aug 2025, 15:00 hrs – admitted with chronic heart failure
        Observation Chart:

        • Temp 36.9°C, BP 150/90, HR 88, SpO₂ 94% on RA
          Mobility: Needs walking frame, short distances only
          Care Plan:
        • Monitor vital signs every 4 hrs
        • Low-salt diet, fluid restriction
        • Continue prescribed medications (diuretics)
          Referral: Cardiology team review requested
          Discharge: Expected in 2–3 days, home with community nurse follow-up

        Complete the handover note

        Patient ….. yesterday with …….. Current ……… stable. Mobility limited, walking frame required. …… includes fluid restriction, low-salt diet, and 4-hourly observations. ………. to cardiology sent; awaiting review. ………… in 2–3 days.

        Read the case

        Ward: 5C – Surgical
        Patient: Mr. Daniel Lee, 54 yrs
        Admission: 23 Aug 2025, 10:30 hrs – admitted for benign prostate enlargement
        Observation Chart: Temp 37.1°C, BP 132/80, HR 84, SpO₂ 97% RA
        Mobility: Independent, walks unassisted
        Care Plan:

        • Monitor vital signs 4-hourly
        • Encourage oral fluids
        • Pain management with paracetamol as charted
          Referral: Urology follow-up arranged
          Discharge: Planned for tomorrow morning if stable

        Write a handover note:

        …………………………………………………………….

        Can-do Checklist

        ☑ Used passive voice to highlight the object.

        ☑ Wrote a short, clear handover note.

        ☑ Recycled at least 5 glossary words.

        📤 Create your own lifestyle questionnaire and ask friends to answer it.

        🎥 Write a patient advice note with recommendations for each friend.


        Write a handover note for every case in the lesson.

      2. Session 3 – Explaining Medical Tests and Communication

        Session 3 – Explaining Medical Tests and Communication

        Level: B1 (OET Medicine)
        Duration: 50 minutes
        Skills: Listening + Speaking
        Theme: Explaining diagnostic tests/results – ultrasound
        Real-life Scenario: Doctor explains test results (ultrasound, blood tests) to a patient, using patient-friendly language and reassurance.

        Objectives (new)

        By the end of this session, you will be able to:

        • ✅Identify key details from patient consultations about diagnostic tests (Listening).
        • ✅Paraphrase medical terms into patient-friendly language (Speaking).
        • ✅Use signposting and reassurance when explaining results to patients.
        • ✅Answer patient questions clearly and empathetically.

        ConceptDefinitionExampleTranslation
        signposting phrasewords doctors use to explain information clearly and guide patientsFirst, let me explain what the test showed …عبارات إرشادية
        ×

        Recap Session 1 and 2:

        • How can you give advice to patients.
        • How can you describe the severity and frequency of a symptom?

        Have you ever had a medical test explained to you? How did you feel about it?

        What do you think a doctor might say to a patient about this test?
        fake_blood_test_anemia

        Listening Input – listen for test references

        You hear a general practitioner talking
        to a patient called Mrs. Lewis who has
        recently undergone an ultrasound and
        some blood tests. For questions 1
        through 12, complete the notes with a
        word or short phrase that you hear.
        Good morning, Mrs. Lewis. Let’s go over
        the results of the tests you had last
        week.
        Yes, doctor. I’ve been worried about
        what they might show.
        First, let me explain what the test
        showed. The ultrasound found a small
        abnormal lump in your lower abdomen. The
        good news is that it is benign, not
        malignant. So, it’s not cancer, and it’s
        not dangerous.
        That’s a relief.
        What this means for you is that we’ll
        monitor it closely, but there’s no
        immediate need for surgery. I’ll give
        you a referral to a specialist just so
        we can double check and be absolutely
        sure.
        Okay. Thank you. We also did a blood
        count and a cholesterol test. The blood
        count was normal, but your cholesterol
        is higher than it should be. Having high
        cholesterol can lead to severe heart
        disease. Combined with your sedentary
        lifestyle and family history, it
        increases the chance of problems later
        on.
        I see. Is that serious?
        Not right now, but it’s important to act
        early. I recommend reviewing your
        dietary intake. For example, try
        reducing portion sizes of fatty foods
        and increasing your hydration. You
        should do moderate exercise such as a
        30inut walk every day. This will reduce
        stiffness in your joints and lower
        inflammation.
        I think I can manage that.
        Excellent. You should also avoid smoking
        if you do, and you can try cutting down
        on alcohol consumption. These changes
        along with the referral will help keep
        everything under control.
        Thank you for explaining it so clearly.
        You’re welcome. The good news is that
        nothing here is life-threatening. And
        with some small lifestyle changes, you
        can improve your health significantly.
        We’ll meet again after the specialist

        Paraphrasing

        • “Your cholesterol levels are high” → “There is too much fat in your blood.”
        • “The inflammation is benign” → “It’s not dangerous, just some swelling.”

        Signposting phrases

        • “First, let me explain what the test showed …”
        • “What this means for you is that …”
        • “The good news is that …”

        Listening task: Patient: Mrs Lewis

        Test Results
        • Ultrasound showed a small (1) ______ lump
        • Doctor reassures it is (2) ______, not malignant
        • Doctor provides a (3) ______ to confirm with a specialist

        Blood Tests
        • (4) ______ test normal
        • (5) ______ test high
        • High cholesterol can (6) ______ heart disease

        Lifestyle Factors
        • Patient has a (7) ______ lifestyle
        • Family history adds to the (8) ______

        Advice Given
        • Review (9) ______ intake and reduce portion sizes
        • Increase (10) ______ and do moderate exercise
        • Exercise helps reduce (11) ______ in joints and lower inflammation
        • Doctor also advises cutting down on (12) ______ consumption

        Answers
        1. abnormal
        2. benign
        3. referral
        4. blood count
        5. cholesterol
        6. lead to (severe)
        7. sedentary lifestyle
        8. chance of problems
        9. dietary
        10. hydration
        11. stiffness
        12. alcohol

        Speaking role-play (with prompts):

        • Explain ultrasound results to a patient
          • First, let me explain …
          • The ultrasound showed …
          • The good news is that …
          • What that means for you is that …
          • The blood test showed that …
        • Respond to the questions:
          • Is it dangerous?
          • Do I need surgery?

        Quick Checklist – Did you:

        • ✅ Use paraphrasing terms
        • ✅ Reassure the patient
        • ✅ Use new glossary words

        Explain the test result

        You should:
        ✅Explain in patient-friendly words.
        ✅Use at least one signposting phrase.
        ✅Reassure the patient.

        fake_blood_test_anemia

        Can-do Checklist

        ✅Correct paraphrasing
        ✅Reassurance + empathy
        ✅Clear structure with signposting

        📤 Create your own lifestyle questionnaire and ask friends to answer it.

        🎥 Write a patient advice note with recommendations for each friend.

        Record a shadow reading of the video in the (Instruct and Model) section.

        Record your answer to the question in the (Independent Practice) section.

      3. Session 2 – Lifestyle Factors: Patient Forms & Advice

        Session 2 – Lifestyle Factors: Patient Forms & Advice

        Level: B1 (OET Medicine)
        Duration: 50 minutes
        Skills: Reading & Writing
        Theme: Lifestyle factors – identifying risks & giving recommendations
        Real-life Scenario: A GP reviewing a patient form and writing lifestyle advice

        Objectives (new)

        By the end of this session, you will be able to:

        • Write notes about lifestyle-related risk factors using gerunds
        • Write clear lifestyle recommendations using imperatives and modal verbs.
        • Use patient-friendly vocabulary to advise on diet, exercise, and lifestyle.

        Objectives (reviewed from Session 1):

        • Describe symptoms using severity (mild, moderate, severe/acute) and frequency (intermittent, constant/persistent, chronic) vocabulary.
        • Ask about frequency (How often, how many times a day/week).

        ConceptDefinitionExampleTranslation
        smoking cessationstopping smokingWe recommend smoking cessation support groups.الإقلاع عن التدخين
        sedentary lifestylesitting too much, not activeWorking at a desk all day leads to a sedentary lifestyle.أسلوب حياة خامل
        risk factorsomething that increases chance of illnessSmoking is a major risk factor for heart disease.عامل خطر
        portionthe amount of food served at one timeTry to reduce your portion size at dinner.حصة طعام
        moderate exercisesafe, regular physical activityWalking 30 minutes a day is moderate exercise.تمارين معتدلة
        hydrationkeeping the body supplied with waterGood hydration helps kidney health.ترطيب الجسم
        dietary intakethe food and drinks a person usually hasHis dietary intake includes too much sugar.المدخول الغذائي
        alcohol consumptionhow much alcohol someone drinksHer alcohol consumption is higher than safe limits.استهلاك الكحول
        ×

        Recap Session 1:

        • How do you ask about frequency?
        • How can you describe the severity and frequency of a symptom?

        Last time, we asked about and described symptoms. Today, we’ll look at lifestyle factors that affect health and how doctors give advice.

        What lifestyle questions do doctors usually ask?
        patient lifestyle questionnaire

        Reading Input – Patient Lifestyle Form

        Scan the following lifestyle questionnaire and look for key risk factors.

        patient lifestyle questionnaire – smith

        Doctor notes identifying key risk factors

        • Physical activity: sits 12 hours a day → sedentary lifestyle
        • Sleep routine: persistent late bedtime → fatigue and weakness
        • Diet: lots of snacks → overweight and obesity
        • Diet: poor dietary intake → underweight
        • Smoking: 10 cigarettes/day → severe lung diseases

        Write a note about the risk to the patient

        • Sitting 12 hours a day constantly can lead to a sedentary lifestyle and severe stiffness.
        • Sleeping late persistently can lead to moderate fatigue and weakness.
        • Eating large portions and lots of snacks can lead to obesity.
        • Smoking can lead to chronic lung diseases and dehydration.

        Pronunciation focus:

        • sedentary (/ˈsed.ən.tər.i/) → stress on sed
        • portion (/ˈpɔːr.ʃən/)
        • hydration (/haɪˈdreɪ.ʃən/)

        Grammar & Functional Language – Giving Advice (polite vs direct)

        • Imperatives:
          • Eat more vegetables.
          • Avoid snacks.
          • It’s important to ______.
        • Modals:
          • You should reduce alcohol.
          • You must stop smoking.
          • You could try walking after work.

        Take one factor from the doctor notes and write advice:

        • Sitting 12 hours a day can lead to a sedentary lifestyle. You should do moderate exercise.
        • Sleeping late can lead to fatigue and weakness. You could try sleeping early and reducing screen time before bedtime.

        Read a second patient form and highlight risk factors

        patient lifestyle questionnaire – fiona

        Fill in a chart in your notebook

        Lifestyle Factor → Risk → Advice

        Transform chart notes into recommendations

        • ______ can lead to (severity) (risk). You should ______.
        • ______ can lead to (severity) (risk). It’s important to ______.
        • ______ can lead to (severity) (risk). Try to ______.

        Example:

        No exercise → sedentary lifestyle → do moderate exercise

        Written recommendation:
        Not exercising can lead to persistent stiffness. You should do moderate exercise at least 3 times per week.

        Write a short paragraph (4–5 sentences) giving lifestyle advice to the patients (Fiona Packer and Simon Smith). Must include:

        • at least 4 glossary terms (new/reviewed)
        • at least 3 imperatives/modals
        • at least 3 gerunds
        Example Paragraph

        Your lifestyle shows several risk factors. Smoking can lead to severe lung disease. You must stop smoking and try smoking cessation support. Drinking alcohol can lead to severe health problems. Reduce alcohol consumption to safe limits.

        Can-do Checklist

        ☐ Use gerunds to begin sentences.
        ☐ Write advice using modals and imperatives.
        ☐ Write a 4-line paragraph about risk factors and advice.
        ☐ Choose patient-friendly words.
        ☐ Avoid grammar and spelling mistakes.

        📤 Create your own lifestyle questionnaire and ask friends to answer it.

        🎥 Write a patient advice note with recommendations for each friend.

      4. Session 1 – Patient History & Symptom Description

        Session 1 – Patient History & Symptom Description

        Level: B1 (OET Medicine)
        Duration: 50 minutes
        Skills: Listening & Speaking
        Theme: Patient consultations – history taking
        Real-life Scenario: GP with new patient reporting multiple symptoms

        New Skills

        By the end of this session, you will be able to:

        • ✅Form and use history-taking questions to elicit relevant patient information.
        • ✅Describe symptoms accurately using severity (e.g., mild, severe) and frequency (e.g., intermittent, persistent) language.
        • ✅Identify key details from patient consultation recordings (OET-style Part A listening).

        ConceptDefinitionExampleTranslation
        tinglingslight prickling feeling“There’s tingling in my calves.”وخز
        swellingenlargement of a body part due to fluid“There is swelling around the knee joint.”تورم
        stiffnessdifficulty moving a joint“I wake up with stiffness in my neck.”تيبس
        radiating painpain spreading from one area to another“The pain is radiating down my leg.”ألم ممتد
        persistentnot going away“The swelling is persistent despite treatment.”مستمر
        onsetthe start of a symptom“The onset was about a month ago.”بداية
        nauseafeeling you might vomit“I had nausea after the medication.”غثيان
        intermittenthappening sometimes, not all the time“The pain is intermittent—it comes and goes.”متقطع
        chroniclasting a long time“I’ve had chronic back pain for over a year.”مزمن
        acutesudden and severe“It started as acute pain after lifting a suitcase.”حاد
        ×

        Watch a short video clip of a doctor asking history-taking questions. Was this a good history taking? Why?

        Today we’ll try to do a better job as a practitioner.

        Display & Elicit Meaning

        • Which of these describe when a symptom started?”
          onset, acute, chronic
        • Which describe how often a symptom occurs?
          persistent, intermittent
        • Which describe type/location of pain?
          radiating pain, stiffness, swelling, tingling
        • Which describe other sensations?
          nausea, intermittent, onset

        Grammar & Functional Language for History-Taking

        1. When questions (onset)
          • “When did the pain start?” (Past simple)
          • “How long have you had it?” (Present perfect)
        2. Frequency questions
          • “How often do you get the symptoms?”
          • “Are they constant or intermittent?”
        3. Severity questions
          • “On a scale from 1 to 10, how bad is the pain?”
          • “Would you say it’s mild, moderate, or severe?”
        4. Type/Spread questions
          • “Does the pain stay in one place or does it radiate?”
          • “Where exactly do you feel the tingling?”
        Medical History Form

        Pronunciation Focus

        • Stress patterns:
          • acute (/əˈkjuːt/) → stress on 2nd syllable
          • chronic (/ˈkrɒn.ɪk/) → stress on 1st syllable
          • persistent (/pəˈsɪs.tənt/) → stress on 2nd syllable
        • Practice intonation for empathy in history-taking:
          • Falling tone for factual questions (“When did it start?”)
          • Rising tone for showing interest/concern (“Does it hurt a lot?”)

        Listening Model (OET )

        You will hear a doctor taking a history. Listen for when the symptoms started, how severe they are, and any related issues.

        First Listening: Listen and look for the following:

        • Background
        • Symptoms (onset, severity, frequency)
        • Associated symptoms
        • Lifestyle/diet factors
        • Treatments tried
        Listen to the following consultation and
        answer the question form in the
        description of the video.
        Good morning, Mrs. Lewis. I understand
        you’ve been experiencing some symptoms.
        Could you tell me your main concern
        today?
        Morning, doctor. Yes. I’ve had this
        lower back pain for about 2 weeks now,
        and it’s really bothering me.
        I see. When did the pain start exactly?
        The onset was after I lifted a heavy box
        at work. It started suddenly. I’d say it
        was quite acute at first.
        Is the pain constant or intermittent?
        It’s mostly persistent. It’s there all
        the time, but sometimes it gets worse in
        the evenings.
        And on a scale from 1 to 10, how severe
        is the pain?
        Around seven most of the time, but it
        spikes to 9 when I bend over.
        Does the pain stay in one place, or does
        it radiate elsewhere?

        Pause after “After meals, I’ve always tended to get heartburn…”
        Here the patient is giving history. This is past simple (‘I’ve always tended to…’) combined with present perfect for ongoing condition.”

        Second listening: Now listen again and fill in the blanks

        Controlled Dialogue Modelling

        Teacher plays doctor, student plays patient:

        • Doctor: “When did the nausea start?” / “How long have you had it?”(onset)

          Patient: “About a year ago, after my symptoms got worse.”
        • Doctor: “Is it constant or intermittent?” / “How often do you get the symptoms?” (Frequency)
          Patient: “It’s unpredictable — some days worse than others.”
        • Doctor: “On a scale from 1 to 10, how bad is the pain?” / “Would you say it’s mild, moderate, or severe?” (Severity)
          Patient: “It’s unpredictable — some days worse than others.”
        • Doctor: “Does the pain stay in one place or does it radiate?” / “Where exactly do you feel the tingling?” (Type/Spread)
          Patient: “It’s unpredictable — some days worse than others.”

        Watch the interactive video and answer the questions

        Tip: OET often uses synonyms instead of repeating glossary words exactly — this is key for test success.

        Conduct a full patient history. Use glossary terms, correct grammar, and empathetic intonation.

        Role-play Card 1

        Case 1: Migraine & Neck Stiffness
        38-year-old office worker.
        Main Complaint: Leg tingling.
        Onset: Chronic, after a car accident.
        Frequency: Intermittent, about 4 times in the last week.
        Associated Symptoms: Nausea, acute headaches.
        Lifestyle/Diet: Drinks 4 cups of coffee/day, skips breakfast.
        Treatment Tried: Took ibuprofen, minimal relief.

        Role-play Card 2

        Case 2: Lower Back Pain Radiating to Leg
        You are a warehouse worker.
        Main Complaint: Lower back pain radiating to right leg.
        Onset: 2 weeks ago after lifting heavy box.
        Frequency: Persistent, worse at night.
        Associated Symptoms: Stiffness in right foot, occasional swelling.
        Lifestyle/Diet: Works long shifts, no regular exercise.
        Treatment Tried: Used heat pad, temporary relief.

        Checklist

        Category 1 – Linguistic (Max: 5 points)


        ☐ Used at least 5 glossary words correctly.
        ☐ Asked clear and grammatically correct questions.
        ☐ Spoke fluently without long pauses.
        ☐ Pronounced medical terms clearly.
        ☐ Used correct tense for onset and duration.


        Category 2 – Clinical Communication (Max: 5 points)


        ☐ Started consultation politely and professionally.
        ☐ Asked follow-up questions to clarify patient’s answers.
        ☐ Showed empathy (tone of voice, supportive words).
        ☐ Summarised key points back to the patient.
        ☐ Describe symptoms accurately using severity (e.g., mild, severe) and frequency (e.g., intermittent, persistent) language..

        🎥 Record your answers to the questions in the interactive video.

        📤 Keep trying (Role-play Card 2) until you get a full check list.

        🎥 Record a shadow reading of the video in the (warm-up) section.

      5. Describe Materials

        Describe Materials

        New Skills

        • ✅ Use the materials to describe objects.
        • ✅ Use the new structures:
          It’s a (material) (object).
          It’s a (material) (object) that I use to ….

        Reviewed Skills

        • ✅ Describe patterns
        • ✅ Ask yes / no questions.

        ConceptDefinitionExampleTranslation
        woola soft material from sheepMy sweater is made of wool.صوف
        woodenmade of woodThe chair is wooden.خشبي
        silvera shiny grey metalHe gave her a silver necklace.فضة
        purposethe reason something is usedThe purpose of this tool is to cut.غرض
        materialwhat something is made ofThis dress is made of soft material.مادة
        leathera strong material from animal skinHe bought a leather belt.جلد
        goldengold-coloredShe is wearing a golden ring.ذهبي
        ×

        Look at each shape and answer the questions

        • What’s this object?
        • What is it made of?
        • What do you use it for?

        🎲 Let’s play a memory game


        Watch the video and write a list of nouns and adjectives

        Welcome to the beginner podcast produced
        by Read for More Academy. In this
        episode, you’ll hear two friends playing
        the game The Mystery Object.
        Listen and complete the tasks in the
        lesson you find in the description.
        Hey Ben, I will hold something in my
        hand. You have to guess what it is.
        Ooh, I love this game.
        Okay. Is it expensive or cheap?
        It’s a cheap thing that you buy at the
        supermarket.
        H. What does it look like?
        It’s a round glass object with a metal
        lid.
        So, it’s a round inexpensive glass
        object that I buy at the supermarket.
        All right. What do you use it for?
        I hold food in it. Sometimes jam,
        sometimes olives. What is it made of?
        It’s made of glass and metal.
        H I think I’m getting close. How much
        does it cost?
        About $1.
        Can I put it in my pocket?
        Only if you have a big pocket.
        Okay. Okay. It’s a round small glass and
        metal object that I buy at the
        supermarket for $1. I think I know what
        it is. Is it a jar?
        Yes, a jar of strawberry jam.
        You see, I’m a genius. Genius of the
        kitchen,

        Write the list of nouns and adjectives in your notebook.

        Click to reveal the table
        Nouns (n.)Adjectives (adj.)
        goldgold / golden
        woodwooden
        woolwoolen

        Let’s make an advanced sentence

        The form is:

        It’s a (material) (object) that I use to (verb).

        It’s a gold watch that I use to tell the time.

        It’s a plastic board that I use to teach English.

        Describe each object

        Watch the 3D tour and answer the questions

        What did you learn?

        • Can you use the material of an object?
        • Can you use the new structure:
          It’s a (material) (object) that I use to (verb)?

        🎥 Describe elements in your room around you


        📤 Send the video to your teacher for feedback.

      6. Describe Shapes

        Describe Shapes

        New Skills

        • ✅ Use the shapes to describe objects.
        • ✅ Use the new structure:
          It’s a (shape) (object) with (material) (object).

        Reviewed Skills

        • ✅ Use materials to describe objects.
        • ✅ Ask wh-questions.

        ConceptDefinitionExampleTranslation
        triangularshaped like a triangleThis triangular table has three sides.مثلث الشكل
        trianglea shape with three sidesThe triangle has three sides.مثلث
        squarea shape with four equal sidesThis window is square.مربع
        roundshaped like a circleThe round ring is made of gold.دائري
        rimthe edge of something roundThis watch has a golden rim.حافة
        rectangularshaped like a rectangleThe phone has a rectangular screen.مستطيل الشكل
        rectanglea shape with four sidesThe phone screen looks like a rectangle.مستطيل
        circlea round shape with no cornersThe ring looks like a circle.دائرة
        bandthin strip used to hold somethingThis watch has a leather band.حزام
        ×

        Look at each shape and answer the questions

        • What’s this shape?
        • What objects in your room look like it?
        • Repeat the following sentence:
          This … looks like a ….

        🎲 Let’s play a memory game


        Watch the video and write a list of nouns and adjectives

        Welcome to the beginner podcast produced
        by Read for More Academy. In this
        episode, you’ll hear two friends playing
        the game The Mystery Object.
        Listen and complete the tasks in the
        lesson you find in the description.
        Hey Ben, I will hold something in my
        hand. You have to guess what it is.
        Ooh, I love this game.
        Okay. Is it expensive or cheap?
        It’s a cheap thing that you buy at the
        supermarket.
        H. What does it look like?
        It’s a round glass object with a metal
        lid.
        So, it’s a round inexpensive glass
        object that I buy at the supermarket.
        All right. What do you use it for?
        I hold food in it. Sometimes jam,
        sometimes olives. What is it made of?
        It’s made of glass and metal.
        H I think I’m getting close. How much
        does it cost?
        About $1.
        Can I put it in my pocket?
        Only if you have a big pocket.
        Okay. Okay. It’s a round small glass and
        metal object that I buy at the
        supermarket for $1. I think I know what
        it is. Is it a jar?
        Yes, a jar of strawberry jam.
        You see, I’m a genius. Genius of the
        kitchen,

        Write the list of nouns and adjectives in your notebook.

        Click to reveal the table
        Nouns (n.)Adjectives (adj.)
        rectanglerectangular
        triangletriangular
        squaresquare
        circleround

        Sentence Structure

        Describe each object

        Watch the 3D tour and answer the questions

        What did you learn?

        • Can you use the shapes to describe objects?
        • Can you use the new structure:
          It’s a (shape) (object) with (material) (object)?

        🎥 Describe elements in your room around you


        📤 Send the video to your teacher for feedback.

      7. Time Management

        Watch the video and perform the shadow reading:

        Live Interpretation Practice

        • Interpret the first 5 minutes consecutively
        • Interpret the last 5 minutes simultaneously

        Listen to the following and perform consecutive interpretation

        Part 1: Time Blocking and Saying No

        Part 2: Time Blocking and Saying No

      8. Describing Places

        Listen to these interviews and answer the questions

        Now it’s time to join Emma as she meets four people on the streets of London.

        Their names are Milly, Paul, Mariska and Katie.

        Emma asks them:

        • Where are you from?
        • What’s it like there?
        • What do you like about it?
        Here we are on the streets of London
        It’s an international city full of
        people from all over the world so let’s
        go meet some of them. Hi Millie, nice to
        meet you. Nice to—now whereabouts are you
        from? East Grinstead in West Sussex
        probably about 50 minutes south of
        London. And what’s it like there? I guess
        it’s kind of a countryside town, so a lot
        different than London—um, quite green and
        nice. I like it. So what do you like the
        most about it? Um, I think you go down the
        High Street and everyone kind of tends
        to know one another, and it’s kind of
        homely. You feel safe there and
        everyone’s friendly. Hello, what’s your
        name? Hi, I’m Paul. Hi Paul, nice to meet
        you. And whereabouts do you come from? I
        come from London just down the river
        here. What is it like? The best way I can
        answer that is tell you what I’m going
        to do today. I’m going to go and, uh, meet
        a friend, have a coffee. Then we’re going
        to go and see a play at the Globe
        Theater. And then afterwards, there’ll be
        plenty of places open, so we’ll find
        somewhere for a late supper. What is it
        you like most about London? I think there
        are so many things that go on in the
        city—so many different people and types
        of people who live here. It’s just
        exciting and wonderful. Hello, what’s your
        name? Hello, my name is Marisa. Marisa, nice
        to meet you. Where are you from? I’m from
        Holland. What’s Holland like? Holland is a
        small country, very flat, with beaches.
        What do you like about Holland? Um, I like
        uh, the place where I live. It’s a little
        town near the beach, and I like the sun
        and the qui—quiet. It’s really quiet. My
        name is Katie. Hello, nice to meet you. And
        where are you from? I’m from Canada.
        Canada? Wow! What is it like there? It’s
        really cold there. What do you like about
        it? I like how big it
        is. So now you’ve met some of the people
        in London. See you next
        time.

        Which person is from Holland?

        Why does Milly like living in East Grinstead?

        Why does Paul like living in London?

        Which country was described as ‘cold’?

        Which country was described as ‘small’?

        What word does Milly use to describe East Grinstead?

      9. How to Use Short Forms To Speak Fluent English

        How to Use Short Forms To Speak Fluent English

        Guess The Short Forms with This Fun Drag-and-Drop Game!

        Read the examples on short forms and their full forms

        ConceptDefinitionExampleTranslation
        whatchaWhat are you …. ?What are you doing tonight?
        wannawant toDo you wanna watch too?
        lemmelet meLemme know what you think.
        kindakind ofShe’s kinda nice.
        haftahave toDo you hafta go already?
        gottagot to (or: got a)I’ve gotta go now.
        gonnagoing toI’m going to travel next month.
        gimmegive meGimme your book, please.
        dunnodon’t knowI dunno what happened11
        ×

        Listen to this conversation and answer the questions

        From BBC learningenglish.com. Hello and welcome to Six Minute Vocabulary with me, Finn, and me, Catherine.
        And today we’re talking about short spoken forms, like “gonna,” “wanna,” and “gotta.”
        Let’s start by listening to Jason and Yuki talking about their plans for the weekend.
        Who is Yuki meeting on Saturday night? Have a listen.
        “What are you doing this weekend, Yuki?” “I don’t know. I’m probably gonna meet Lucy on Saturday night.”
        “All right. Do you wanna come to the cinema in the afternoon?” “No, thanks. I’ve gotta finish an English essay.”
        “Okay, let me know if you change your mind.”
        Well, that was Jason and Yuki. Who is Yuki meeting? She’s probably gonna meet Lucy.
        English speakers often say “going to” as “gonna” in informal situations with friends.
        Does that mean you shouldn’t say “gonna” in formal situations like job interviews?
        Probably better to say “going to” in formal situations. And you don’t use “gonna” in writing unless writing dialogue.
        Some people never use “gonna,” though it’s more common in American English.
        You can only use “gonna” if “going to” is followed by a verb. E.g., “I’m gonna go to Paris.”
        Now let’s hear more short spoken forms: “What are you doing this weekend?” “I don’t know. I’m probably gonna meet Lucy.”
        Jason said “whatcha,” short for “what are you” or “what do you.” Yuki said “dunno” for “I don’t know.”
        Next clip: “Do you want to come to the cinema?” “No, thanks. I’ve got to finish an English essay.”
        We heard “wanna” for “want to” and “gotta” for “got to” or “got a.”
        Another clip: “Let me know if you change your mind.” “Lemme” is short for “let me.”
        Other short forms include “hafta” for “have to,” “gimme” for “give me,” and “kinda” for “kind of.”
        Now quiz time: What’s an informal way to say “I’ve got to phone the bank”? Answer: “I’ve gotta phone the bank.”
        How to ask what your friend is doing tonight? “What are you doing tonight?”
        How to tell your friend you think it will rain? “I think it’s gonna rain.”
        Well done if you got them all right! Before we go, remember: watch English TV, movies, and videos. Listen for short forms and practice repeating them.
        It’ll help you understand better and sound more natural. There’s more at BBC learningenglish.com. We’ve gotta go now. Bye-bye!