This Placement Test is a diagnostic tool for assessing what language skills the test taker has and at what CEFR level. If pitched entirely only at the level of OET, B2+/C1, such a test would merely identify those not at B2+/C1 level. It would not offer clear information of where the test taker actually was in skill level(s), information that is far more valuable when designing a course to strengthen their language weaknesses. For this reason, this Placement Test is designed on an ascending scale of difficulty, with questions starting at A2 and moving up to C1 or higher.
Testing by communicative skill is not only to reflect OET layout. It reflects real-life communication and also the fact that, more often than not, second language learners are stronger in one skill and weaker in another by virtue of natural ability and/or personal exposure to the language.
Within each skill there are different kinds of micro-skill challenges because comparing performance in similar kinds of language tasks across different skills can highlight the specific, finer points that are holding learners back from improving their overall language, and make the difference between them becoming frustrated at ‘plateauing’ and not understanding why, and them understanding the issue, how to address it, and getting on with using the language naturally. As examples: a student who, in the Listening, does not understand patient issues that happened in the past but are now resolved, and who in the writing or speaking sticks to simple past or simple present tense only likely has fundamental problems with grammar of time line. Or a student who recognizes and answers listening challenges correctly, but in writing a letter has problems with clarity might be having, among other issues, problems discerning spelling of similar sounding words.Time management and cost-effectiveness for teacher and candidate are also factors in placement testing. PT results highlight for both sides real weakest areas that would be best tackled in a classroom setting and those areas that are stronger and/or can be tackled by the candidate at home. Especially for private tutors and tutors of small groups, this is a practical way of optimizing time-cost balance in language learning that works not only in theory, but in real-life.
Time: approximately 20 minutes
This is the Listening subtest of your Medical English Placement. This subtest has one audio and three parts: A, B and C. You will hear the audio only ONCE, but there will be short pauses between the Parts to allow you to look at the next Part. Answer the questions as you listen. You will have one minute at the end to check your answers.
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Part A – Choose the best option.
1. Who are the people in the interview?
2. What main problem does the patient have?
3. How does the patient feel about the illness?
PART B – Choose the best option.
4. What medication did the doctor prescribe for the patient?
5. What other problems does the patient have?
6. What other medications might the doctor try in future?
7. How much of a concern is family history?
8. How has the patient’s condition affected the family?
PART C – Complete the spaces with a word or short phrase from the audio.
The patient would consider specialist (9) to help eliminate the need for drugs entirely.
Questions 10 & 11
The patient is also willing to consider non-drug approaches such as
and (11) .
However, the patient is not at all enthusiastic about acupuncture and
12 because she’s afraid she
couldn’t endure them.