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OET Grade B plan, week 2: Reading inference and Listening Part C

Focus this week: Reading. About 130 minutes in total, over 5 days.

By Team EnglishCoach Ā· How we check our content Ā· Updated 2026-10-23

This week's sessions

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  1. Day 1 Ā· šŸ“– Reading Ā· about 30 minReading Parts B and C: inferenceRead this week's lesson, then do the reading set below in 18 minutes. For each wrong answer, write down which of the three traps caught you.
  2. Day 2 Ā· šŸŽ§ Listening Ā· about 30 minListening Part C: an interviewDo the listening set below. Read all six questions first, play the interview once, and answer as you listen. Then note every phrase that showed the speaker's real view.
  3. Day 3 Ā· šŸ“– Reading Ā· about 25 minReading Part C: a longer articleDo Part C in about 20 minutes. Work paragraph by paragraph: read the question, find the paragraph, then answer.
  4. Day 4 Ā· šŸ”¤ Vocabulary Ā· about 20 minLanguage of certaintyStudy how might, could, must and can't show how certain a speaker is. Then write five sentences about a patient using them, from very certain to unsure.
  5. Day 5 Ā· šŸ—£ļø Speaking Ā· about 25 minA second role-play cardChoose a different card from last week. Before you speak, plan one open question, one empathy phrase and one way to check understanding. Record yourself and check you used all three.

This week's lesson: inference in Reading and Listening Part C

The Reading target is 360, a little above the start of grade B, and inference is where most C+ readers lose marks. In Parts B and C, the right answer rarely repeats the text. It paraphrases it, or asks what the writer implies. Listening Part C works the same way: two longer recordings, often an interview or a presentation, with questions about opinions and attitudes.

Paraphrase: the answer uses different words

Text: "Any medicine… stored in a container other than the one it was supplied in should be replaced." Answer: "…has been moved into a different container."

None of the key words match, but the meaning does. At B, expect this almost every time. If an option copies a phrase from the text exactly, check it carefully: it may be a distractor.

Three traps in Part B

  1. Too strong. The text says staff may use phones "only when hospital devices are unavailable"; the option says "must never be used".
  2. Logical but not stated. The option sounds sensible, but the text doesn't say it.
  3. Right detail, wrong rule. The 48-hour booking rule is real, but it applies to planned appointments, not urgent ones.

Part C: follow the writer's attitude

Part C texts are longer, and many questions are about what the writer or a quoted expert thinks. Watch for:

  • Evaluative words: less clear-cut than many had hoped, hardly, promising rather than conclusive.
  • Quotations: a quoted expert often gives the view the question asks about. Read the sentence before and after it too.
  • Reference words: this, these, such, the ones. A question may ask what one refers to. Look back to the nearest noun that makes sense.
  • The final paragraph: it often gives the writer's overall conclusion.

Speed: work by paragraph

Read the first question, find the paragraph it points to, read that paragraph carefully, and answer. Then move to the next question. Questions usually follow the order of the text. Don't read the whole text twice: in a 45-minute section shared with Part B, you don't have time.

Listening Part C: opinions in conversation

In an interview, the interviewer's question tells you the topic of the next answer. Use it to find your place. Then listen for:

  • Signals of the speaker's real view: honestly, in my experience, what surprised me was, I'd stress.
  • Views the speaker reports but doesn't share: some clinicians assume…. These are common distractors.
  • Balance: it can, and that's a fair concern, but…. The answer often combines both halves.

Build a short list of attitude words

Keep a list of the words that tell you the speaker's or writer's view, grouped into positive (encouraging, worthwhile), negative (hardly, less convinced) and cautious (promising rather than conclusive, I wouldn't rule it out). Add to it each time you review a set.

This week

Do both new sets, then the full reading test as your weekly check. For every wrong answer, write down which trap caught you: too strong, logical but not stated, or the wrong rule.

Practice for this week

Reading Parts B and C: inference

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Listening Part C: an interview

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Weekly check: Full OET Reading practice test

Do all three parts in one sitting: Part A in 15 minutes, then Parts B and C. Count which trap caused each wrong answer in Parts B and C.

Start the weekly check

When you finish, come back to your plan home: your dashboard updates with the new score.

Answers, explanations and transcripts

Finish the test first, then open each section to check your answers. Every answer has an explanation.

Reading Parts B and C: inference

Text for question 1: Part B: Personal mobile phones

Personal mobile phones

Staff may use personal mobile phones to contact colleagues about patient care only when hospital devices are unavailable. Photographs of patients, wounds or clinical records must not be taken on personal devices under any circumstances. Where an image is clinically necessary, contact the clinical photography service.

Text for question 2: Part B: Patients' own medicines

Patients' own medicines

Patients' own medicines may be used on the ward if they have been checked by a pharmacist or an authorised nurse and are clearly labelled. Using them reduces waste and avoids delays, particularly at discharge. Any medicine that is unlabelled, past its expiry date, or stored in a container other than the one it was supplied in should be sent to pharmacy and replaced.

Text for question 3: Part B: Interpreter bookings

Interpreter bookings

Interpreters for planned appointments should be booked at least 48 hours in advance through the online system. For urgent clinical situations, telephone interpreting is available at any time and does not need to be booked. Staff are reminded that the patient's preference for a male or female interpreter should be recorded and, wherever possible, respected.

Passage text

The quiet cost of interruptions

1 Giving medicines is one of the most routine tasks on a hospital ward, and one of the most frequently interrupted. A nurse preparing a dose may be stopped by a call bell, a question from a colleague, a phone call or a visitor looking for directions. Each interruption seems minor. Yet observational studies have repeatedly linked interruptions during medication rounds to a higher risk of error, from a missed dose to the wrong drug given to the wrong patient.

2 One widely publicised response has been the brightly coloured vest, printed with a message such as 'Medication round: please do not disturb'. Several hospitals introduced them with some enthusiasm. The results, however, were less clear-cut than many had hoped. Some wards recorded fewer interruptions, others saw little change, and nurses in more than one evaluation said the vests made them feel conspicuous. A number of patients reported that nurses wearing them seemed unapproachable, which is hardly the impression a ward wants to give.

3 Part of the difficulty is that not all interruptions are harmful. A colleague who stops a nurse to report that a patient's breathing has changed is doing exactly the right thing. Professor Grace Oyelaran, who researches patient safety, puts it bluntly: 'Telling nurses never to be interrupted misses the point. The real skill is deciding, in a second or two, which interruptions matter and which can wait.' On this view, the aim is not silence but judgement.

4 Increasingly, hospitals are looking instead at how work is organised. Some have created quiet areas for preparing medicines, away from the nurses' station. Others schedule ward rounds and routine phone calls so that they do not coincide with the main medication times, or ask pharmacy staff to deal with supply questions that would otherwise go to the nurse giving the medicines. None of this removes interruptions entirely, but it reduces the ones that serve no clinical purpose.

5 Such changes are less visible than a vest, and harder to announce in a newsletter. They depend on doctors, pharmacists and ward clerks agreeing to change their own habits, which takes time. But they address the cause rather than the symptom. They may be less glamorous than a coloured vest, but they are more likely to last.

Answer key (8 answers)
#QuestionAnswerWhy
1What does this extract tell staff?B. Wound images should be arranged through a dedicated service.'Where an image is clinically necessary, contact the clinical photography service.' A is too strong: phones may be used when hospital devices are unavailable. C may seem logical, but the extract never says it: a typical Part B distractor.
2According to the extract, a patient's own medicine should be replaced if itB. has been moved into a different container'Stored in a container other than the one it was supplied in' is paraphrased as 'moved into a different container'. At grade B, expect the answer in different words from the text.
3The extract suggests that a telephone interpreterB. can be used without advance arrangement when the need is urgent'For urgent clinical situations, telephone interpreting is available at any time and does not need to be booked.' The 48-hour rule (C) applies to planned appointments.
4In paragraph 1, the writer suggests that interruptions during medication rounds areB. common and potentially harmful'One of the most frequently interrupted' tasks, and studies 'linked interruptions… to a higher risk of error'. Visitors are only one example (C).
5What point does the writer make about the vests in paragraph 2?B. Their benefits were uncertain and they had some unwanted effects.'Less clear-cut than many had hoped'; nurses felt 'conspicuous' and patients found them 'unapproachable'. 'Hardly the impression a ward wants to give' shows the writer's critical attitude.
6Professor Oyelaran's comment suggests that nurses shouldC. judge quickly which interruptions are important'The real skill is deciding, in a second or two, which interruptions matter and which can wait.' The writer sums it up: 'not silence but judgement'.
7In paragraph 4, 'the ones that serve no clinical purpose' refers toB. interruptions that are unnecessary'The ones' refers back to 'interruptions' in the same sentence: the changes reduce unnecessary interruptions, not all of them.
8What does the writer conclude about changes to how work is organised?C. They are less visible but likely to be more effective over time.'Less glamorous than a coloured vest, but… more likely to last.' They depend on doctors, pharmacists and ward clerks (D), and they take time (A).

Listening Part C: an interview

Transcript: Part C: an interview about deprescribing

Interviewer: My guest today is Dr Leah Morgan, a geriatrician who works on reducing unnecessary medicines in older patients. Dr Morgan, the word deprescribing is fairly new. What does it mean?

Dr Morgan: It's the planned process of reducing or stopping medicines that may no longer be helping a patient, or that may now be doing more harm than good. I'd stress the word planned. It isn't about simply taking tablets away. It's a careful review, done with the patient.

Interviewer: Why has it become such a focus?

Dr Morgan: Many older people are on eight, ten, sometimes more medicines. Each one may have been started for a good reason, often by a different doctor. But together they can contribute to falls, confusion and hospital admissions. What surprised me when I started in this area was how often nobody had looked at the whole list at once.

Interviewer: Do patients welcome the idea?

Dr Morgan: More than you might think. Some clinicians assume patients will feel they're being given up on. In my experience, most people are relieved to take fewer tablets, as long as they understand why. Where we do meet resistance, it's usually with medicines people have taken for decades, sleeping tablets in particular. Those conversations take time, and I wouldn't try to settle them in a single visit.

Interviewer: Couldn't stopping a medicine cause problems?

Dr Morgan: It can, and that's a fair concern. Some medicines need to be reduced slowly, and symptoms can come back. That's why follow-up matters so much. The research on outcomes is encouraging, but honestly, it's still limited, especially for people with several conditions. I'd call the evidence promising rather than conclusive.

Interviewer: Who should lead it, doctors or pharmacists?

Dr Morgan: I don't think it belongs to any one profession. Pharmacists are often the first to spot a problem, GPs know the patient best, and nurses see how someone is actually managing at home. The best results I've seen come when they talk to each other. The weak point is usually what happens when a patient leaves hospital. A medicine is stopped on the ward, and nobody tells the GP why, so it gets started again a month later.

Answer key (6 answers)
#QuestionAnswerWhy
9Dr Morgan stresses the word 'planned' to show that deprescribingB. involves a careful review with the patient'It isn't about simply taking tablets away. It's a careful review, done with the patient.' When a speaker says 'I'd stress…', the answer usually follows.
10What surprised Dr Morgan when she began working in this area?C. How rarely a patient's full medication list had been reviewed'What surprised me… was how often nobody had looked at the whole list at once.' She mentions the number of medicines (A), but not as the surprise, and says each was started 'for a good reason' (B).
11According to Dr Morgan, most patientsB. are relieved to take fewer medicines if they understand why'Most people are relieved to take fewer tablets, as long as they understand why.' A is what 'some clinicians assume', not what she has found.
12How does Dr Morgan describe the research on deprescribing?D. It is encouraging, but not yet strong enough to be certain.'Promising rather than conclusive.' 'Honestly' signals her real view; she says research is limited for people with several conditions (C).
13What is Dr Morgan's view on who should lead deprescribing?C. It works best when different professions communicate.'I don't think it belongs to any one profession… The best results I've seen come when they talk to each other.' Each profession is mentioned, which is what makes A, B and D tempting.
14What problem does Dr Morgan identify at the end of the interview?B. GPs are not always told why a medicine was stopped in hospital.'A medicine is stopped on the ward, and nobody tells the GP why, so it gets started again a month later.'

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