The OET Speaking sub-test takes about 20 minutes. After a short warm-up that isn’t assessed, you do two role-plays with an interlocutor, who plays a patient or client, or a patient’s relative or carer. Each role-play lasts about five minutes, and you get three minutes to prepare each one. This page explains how a role-play works, what assessors listen for, and walks through a sample with a full model conversation.

The role-play card and conversation here are original practice in the OET format. They’re not official OET material and the sample has no official grade.

How it works

1. Identity check and warm-up. The interlocutor confirms your identity and asks a few questions about your work. This isn’t assessed; use it to relax.
2. Role-play 1: preparation (3 minutes). You read the role-play card, which gives the setting, the patient and the tasks. You can make notes and ask the interlocutor about any word you don’t understand.
3. Role-play 1 (about 5 minutes). You start the conversation. The interlocutor will tell you when time is up if the role-play hasn’t finished naturally.
4. Role-play 2: preparation and role-play, the same way.

The conversation is recorded and marked later by trained assessors. The interlocutor doesn’t give you a score.

What assessors listen for

There are nine criteria in two groups.

Linguistic criteria

• Intelligibility: can you be understood easily (pronunciation, stress, intonation)?
• Fluency: do you speak at a natural pace, without long hesitations?
• Appropriateness of Language: is your vocabulary and register right for a patient (plain words, not jargon)?
• Resources of Grammar and Expression: do you use a range of grammar and expressions accurately?

Clinical communication criteria

• Relationship-building: greeting, showing empathy and respect, a non-judgemental attitude.
• Understanding and incorporating the patient’s perspective: asking about and responding to the patient’s ideas, concerns and expectations.
• Providing structure: a clear, organised conversation with signposting (“First I’d like to… then…”).
• Information-gathering: open questions first, then focused ones; summarising; not interrupting.
• Information-giving: explaining in small chunks, checking what the patient already knows and checking understanding.

The clinical criteria mean that being kind, organised and patient-centred is marked, not just your English.

Sample role-play card (nursing)

Setting: Community health clinic

Nurse: You are talking to a patient who was diagnosed with high blood pressure by the doctor last week and has been prescribed a daily tablet. The patient has come back with questions and hasn’t started the medication yet.

Task:

• Find out why the patient hasn’t started the medication.
• Explain briefly why treating high blood pressure is important (e.g. reduces the risk of stroke and heart attack).
• Reassure the patient about their concerns about side effects; explain that most people tolerate the tablets well and that any problems should be reported.
• Suggest lifestyle changes that can help (e.g. less salt, regular exercise, limiting alcohol).
• Encourage the patient to start the tablets and book a follow-up appointment.

The patient’s card (which you don’t see) tells the interlocutor to be worried about side effects and to say they feel fine, so they don’t see why they need tablets.

Sample conversation

Nurse: Good morning, I’m Amira, one of the nurses here. Could you tell me your name, please?

Patient: It’s David Brown.

Nurse: Thank you, Mr Brown. I understand you saw the doctor last week about your blood pressure. How can I help you today?

Patient: Well, the doctor gave me these tablets, but I haven’t started them. I’m not sure I need them.

Nurse: Thank you for telling me. It’s quite common to have questions about a new medicine. Can I ask what’s making you unsure?

Patient: I feel absolutely fine. And my neighbour took blood pressure pills and said they made him dizzy.

Nurse: I see, so you’re feeling well, and you’re worried the tablets might make you feel worse. That’s a very understandable concern. Would it be all right if I explained a little about high blood pressure first, and then we can talk about side effects?

Patient: Yes, OK.

Nurse: High blood pressure often doesn’t cause any symptoms, which is why many people feel completely well. But over time it puts extra strain on the heart and blood vessels, and that increases the risk of a stroke or a heart attack. The tablets help to lower that risk. Does that make sense so far?

Patient: I suppose so. But what about the dizziness?

Nurse: Most people take these tablets without any problems. Some people do feel a little light-headed at first, especially when they stand up quickly, and this usually settles. If you notice anything that worries you, please let us know, and the doctor can review the dose or try a different medicine. You won’t be left to cope with it on your own.

Patient: That’s good to know.

Nurse: There are also some things you can do yourself that help lower blood pressure. Cutting down on salt, being active most days, for example a brisk walk, and keeping alcohol within the recommended limits all make a difference. Is any of that something you’d feel able to try?

Patient: I could walk more. I do eat quite a lot of takeaways.

Nurse: Walking more is a great start, and cooking at home a bit more often would help with the salt. So, to sum up: high blood pressure often has no symptoms, the tablets reduce your risk of stroke and heart attack, and side effects are usually mild and can be managed. Would you be willing to start the tablets?

Patient: Yes, I’ll give them a try.

Nurse: That’s great. Let’s book you a follow-up appointment in a few weeks so we can check your blood pressure and see how you’re getting on. Is there anything else you’d like to ask?

Why it works: the nurse asks before telling, reflects the patient’s concern back (“so you’re feeling well, and you’re worried…”), asks permission to explain, gives information in small chunks and checks understanding, summarises at the end and covers every task on the card.

The questions

Useful phrases

• Opening: “Hello, I’m …, one of the nurses. How can I help you today?”
• Exploring concerns: “Can I ask what’s worrying you most?” / “What do you already know about…?”
• Empathy: “That sounds really difficult.” / “It’s completely understandable to feel that way.”
• Signposting: “First I’d like to ask a few questions, and then I’ll explain…”
• Checking understanding: “Just so I know I’ve explained it clearly, could you tell me what you’ll do when…?”
• Closing: “Is there anything else you’d like to ask?”

More OET practice

Read the OET test guide for the full format, or practise your letter with the OET referral letter guide.