OET C+ Plan Week 2: Reading Part A Speed Scanning

This week's sessions

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Day 1 · 📖 Reading · about 25 minReading Part A: hypoglycaemia textsRead this week's lesson, then do the Part A set below in 12 minutes. Map the four texts first, and answer the matching questions from your map.
Day 2 · 🎧 Listening · about 20 minListening Part B: six workplace extractsDo the Part B set below. Read each question and its options before you play the extract, and choose the option that matches the speaker's main point.
Day 3 · 🔤 Vocabulary · about 20 minSignal words in guidelinesStudy the contrast and condition words on this page. Then write five rules from your own workplace that use unless, except, only if or more than.
Day 4 · ✍️ Writing · about 20 minPreview the referral letterRead the referral letter guide, focusing on the structure and on choosing what to include. Write down the six parts of the structure from memory.
Day 5 · 🗣️ Speaking · about 20 minRole-play: plain-language explanationsChoose five medical terms you use every day (for example hypertension or fracture). Record a one- or two-sentence plain-language explanation of each, then listen back for any jargon you didn't explain.

This week's lesson: speed scanning in Reading Part A

Reading Part A gives you 15 minutes and four short texts on one healthcare topic, such as guidelines, instructions or tables. At grade C, the problem is rarely understanding the texts. It's time: people read every text carefully from the start and run out of minutes before the last questions.

Part A isn't a reading test in the usual sense. It's a finding test. You don't need to understand every sentence; you need to know where things are and find them quickly.

Step 1: map the texts (about 1 minute)

Before you look at any question, spend about 15 seconds on each text. Read only the title, the first line and anything that stands out: a table, a list, numbers, headings. Then give each text a label in your head:

A: signs of hypo · B: treatment, numbers · C: emergency, unconscious · D: after, causes, referral

That map is what makes the matching questions fast.

Step 2: matching questions, from the map

Matching questions ask Which text tells you…? Answer them from your map, not by reading again. Which text tells you what to do if a patient cannot swallow? Your map says C is the emergency text, so check C, confirm, and move on. If two texts seem possible, look for the exact idea in the question (cannot swallow) rather than the general topic.

Step 3: short answers, from key words

For short-answer and sentence completion questions:

Underline the key word in the question: recheck, glucagon, referred.
Use the map to choose the right text.
Scan for that word or a close synonym. Your eyes move fast down the text looking for a shape, not reading.
Read only the sentence around it and copy the answer exactly.

Copy the words from the text with the same spelling and units: 15 g, not 15 grams of sugar. In Part A, a correct idea with a spelling error loses the mark.

Watch for small words that change the answer

Guidelines are full of conditions: unless, except, only if, at least, more than. Give a longer-acting carbohydrate if the next meal is more than 20 minutes away is a rule with a condition, and questions often test that condition. When you find your answer, read to the end of the sentence.

Don't get stuck

If you can't find an answer in about 30 seconds, guess, mark it and move on. A blank scores nothing, and one hard question can cost you three easy ones. Come back at the end if you have time.

Listening Part B this week

You'll also start Listening Part B: short workplace extracts such as handovers and briefings, each with one question. The skill is similar: read the question first, then listen for the speaker's main point. Options often repeat words you hear but change the meaning, so check what the speaker actually wants.

This week

Do the Part A set in 12 minutes, three minutes less than the test. Speed comes from the map, not from reading faster.

Practice for this week

Reading Part A: hypoglycaemia texts

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Listening Part B: six workplace extracts

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Weekly check: Reading Part A, pressure injuries

Do Part A in 15 minutes using the map method. Compare the number of questions you finished with last week's baseline.

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 Part A: hypoglycaemia texts

Passage text

Text A: Recognising hypoglycaemia Hypoglycaemia is a blood glucose level (BGL) below 4 mmol/L. Early signs include sweating, shaking, hunger, a fast heartbeat and anxiety. Later signs include confusion, slurred speech and drowsiness. Some patients, particularly those who have had diabetes for many years, may have reduced awareness of the early signs, so a low BGL may be the first warning.

Text B: Treating a conscious patient If the patient is alert and able to swallow, give 15 g of fast-acting carbohydrate, such as 150 mL of regular (not diet) soft drink or glucose tablets. Recheck the BGL after 15 minutes. If it is still below 4 mmol/L, repeat the treatment. Once the BGL is above 4 mmol/L, give a longer-acting carbohydrate, such as a sandwich or a piece of fruit, if the next meal is more than 20 minutes away.

Text C: Severe hypoglycaemia If the patient is unconscious, very drowsy or unable to swallow safely, do not give anything by mouth. Place the patient in the recovery position and call the medical emergency team. Glucagon may be given by injection if it has been prescribed and you are trained to give it.

Text D: After an episode Record the time, BGL readings and treatment given, and inform the medical officer. Look for a cause, such as a missed or delayed meal, more physical activity than usual, a change in insulin dose, or alcohol. Patients who have two or more episodes in a week should be referred to the diabetes educator.

Answer key (10 answers)

#	Question	Answer	Why
1	Which text tells you what to do if a patient cannot swallow safely?	Text C	Text C: 'unable to swallow safely, do not give anything by mouth'.
2	Which text lists possible causes of an episode?	Text D	Text D: a missed meal, more activity, an insulin change or alcohol.
3	Which text explains why some patients may not notice the early signs?	Text A	Text A: patients with long-standing diabetes 'may have reduced awareness of the early signs'.
4	Which text tells you when to give a longer-acting carbohydrate?	Text B	Text B: once the BGL is above 4 mmol/L, if the next meal is more than 20 minutes away. Scan for the key words 'longer-acting'.
5	Hypoglycaemia is a BGL below ___	4 mmol/L (also accepted: 4, 4mmol/L, 4 mmol/l, four)	All three answers are in Texts A and B. Numbers and units must be exact.
6	A conscious patient should be given ___	15 g (also accepted: 15g, 15 grams, 15)	All three answers are in Texts A and B. Numbers and units must be exact.
7	of fast-acting carbohydrate. The BGL should be rechecked after ___	15 minutes (also accepted: 15 mins, fifteen minutes, 15)	All three answers are in Texts A and B. Numbers and units must be exact.
8	An unconscious patient should be placed in the ___	recovery position	Texts C and D. Copy the words from the text exactly; a spelling mistake loses the mark.
9	Glucagon may be given if it has been ___	prescribed	Texts C and D. Copy the words from the text exactly; a spelling mistake loses the mark.
10	…patient with two or more episodes in a week should be referred to the ___	diabetes educator	Texts C and D. Copy the words from the text exactly; a spelling mistake loses the mark.