This isn’t another list of OET Speaking tips.
It’s a mini practice worksheet.
As you work through the eight skills below, you’ll be asked to stop, think and respond to short clinical situations—just as you would during an OET Speaking consultation.
You don’t need to complete an entire role play. Instead, you’ll practise one communication skill at a time: questioning, empathy, explanation, reassurance, active listening and more.
Grab a notebook—or simply answer aloud—and let’s begin.
There is a problem with practising complete role plays repeatedly:
You can become very good at repeating your mistakes.
OET Speaking Mini Worksheet: 8 Communication Skills to Practise Before Your Next Role Play
If you ask too many closed questions, completing ten more role plays may simply mean asking too many closed questions ten more times.
If your explanations sound like medical textbooks, another role play won’t automatically teach you how to explain information in language a patient can understand.
If every emotional response receives the same “I understand your concern”, more practice may reinforce the phrase rather than improve your empathy.
Sometimes, the most effective way to improve OET Speaking is to stop practising the whole role play.
Instead, break the consultation into individual communication skills, practise each one deliberately, and then put them back together.
Here are eight skills you can start practising today.
1. Start the Consultation According to the Context
There is no single perfect opening for every OET Speaking role play.
Your opening should depend on the setting, the background information and your existing relationship with the patient. A first meeting may require an introduction; a follow-up consultation with someone you already know may not. ashermansyndrome-3_65dad206 2.pdf
Compare these situations:
Situation A
You are meeting a patient for the first time at a community health centre.
How would you begin?
Write your answer before continuing.
—
Situation B
A patient you have seen previously has returned to discuss their investigation results.
Would you use exactly the same introduction?
—
Probably not.
In the first situation, introducing yourself and establishing the reason for the consultation may be entirely appropriate.
In the second, introducing yourself as though you have never met the patient could sound unnatural.
The skill to practise
Before speaking, ask yourself:
Who is this patient? Do we already know each other? Why are we meeting today?
Don’t memorise an opening.
Learn to choose one.
2. Open Before You Close
Imagine a patient says:
“I’ve been getting headaches quite often recently.”
Which question would you ask first?
A. Is the pain on the left side?
B. Does it happen every morning?
C. Could you tell me a little more about the headaches you’ve been experiencing?
All three questions might eventually be useful.
But they don’t all belong at the same stage of information gathering.
Effective questioning often moves like a cone: start broadly with open questions, become progressively more focused, and use closed questions when you need specific details. Moving to closed questioning too quickly can restrict what the patient tells you. Nail in the Foot Speaking Worksheet.pdf
Try it yourself
A 45-year-old patient tells you:
“I’ve been feeling dizzy for the last few days.”
Write:
One open question:
—
One more focused question:
—
One closed question:
—
A possible sequence might be:
“Could you tell me more about the dizziness you’ve been experiencing?”
followed later by something more focused:
“When do you tend to notice it most?”
and eventually:
“Have you fainted at any point?”
The objective isn’t to avoid closed questions.
It is to know when to use them.
3. Explain Medical Information Without Sounding Like a Textbook
Healthcare professionals spend years learning medical terminology.
Then OET Speaking asks you to do something deceptively difficult:
Stop speaking like one medical professional talking to another.
Patients need information that is clear, organised and understandable.
A useful approach is to:
Signpost → explain in lay language → give information in manageable chunks → check understanding.
These are precisely the explanation principles developed in the speaking material: signposting helps the patient follow the conversation, jargon should be replaced with accessible language, and information can be chunked with understanding checked along the way.
Try this
You need to tell a patient:
“Your symptoms are consistent with gastro-oesophageal reflux.”
But imagine the patient has never heard that term.
How would you explain it?
—
Instead of merely giving the medical label, you might say:
“This happens when some of the contents of your stomach move back up towards the food pipe, which can cause the burning sensation you’ve been experiencing.”
Then check:
“Does that make sense so far?”
Notice the difference.
You aren’t simplifying the medicine.
You’re making the medicine understandable.
4. Practise Empathy Without Relying on “I Understand”
“I understand your concern.”
It isn’t necessarily wrong.
But if you use it after every emotional statement, your empathy can begin to sound rehearsed.
Effective empathy should respond to the specific emotion or predicament the patient has expressed. The training material similarly emphasises personalised rather than generic empathy. ashermansyndrome-3_65dad206 2.pdf
Try this exercise
Respond to each patient without using the words “I understand.”
Patient 1:
“I’ve been waiting six months for this procedure and now you’re telling me it has been delayed again.”
Your response:
—
Patient 2:
“My mother had cancer. I’m terrified that this could be the same thing.”
Your response:
—
Patient 3:
“I live alone. I don’t know how I’m going to manage after the operation.”
Your response:
—
Notice that these three patients don’t need the same response.
One may be frustrated.
One is frightened.
One is worried about coping practically.
Good empathy shows that you have listened closely enough to recognise the difference.
5. Reassure Without Making Promises You Cannot Keep
A patient looks frightened and says:
“I’m scared. What if the treatment doesn’t work?”
It can be tempting to respond:
“Don’t worry. Everything will be fine.”
It sounds comforting.
But is it true?
You don’t know yet.
The distinction between genuine reassurance and false reassurance is an important communication skill. Statements such as “everything will be fine” can promise an outcome that cannot actually be guaranteed. Nail in the Foot Speaking Worksheet.pdf
Which response is stronger?
A.
“There’s nothing to worry about. I’m sure you’ll be absolutely fine.”
B.
“I can see why you’re worried about that. While we can’t predict exactly how every person will respond, we’ll monitor your progress closely and discuss the next steps with you.”
The second response doesn’t remove uncertainty by pretending it doesn’t exist.
It acknowledges the patient’s fear and provides reassurance based on what can genuinely be offered.
Your turn
Patient:
“I’m worried that I’ll never be able to return to work.”
Write a reassuring response without promising that they definitely will:
—
That is a much more sophisticated communication skill than simply learning a collection of comforting phrases.
6. Find Out What the Patient Already Knows
Suppose your task tells you to explain a newly diagnosed condition.
A common approach is:
See the task → start explaining.
But what if the patient already knows quite a lot?
What if they know almost nothing?
What if they have read something online and misunderstood it?
You won’t know unless you ask.
Establishing a patient’s existing knowledge can help you judge both the amount and type of information you need to provide. ashermansyndrome-3_65dad206 2.pdf
Micro-task
You need to explain a new diagnosis of hypertension.
Before giving your explanation, write one question that establishes what the patient already knows.
—
You might ask:
“What have you heard about high blood pressure before?”
or:
“Before I explain the results, could I ask what you already know about this condition?”
Now your explanation can begin from the patient’s starting point rather than yours.
7. Respond to the Patient, Not Just the Task Card
This is where role-play practice becomes particularly interesting.
Imagine your task says:
Explain the benefits of the recommended treatment.
You begin explaining.
Halfway through, the patient interrupts:
“But I’m not really worried about the treatment. I’m worried that I won’t be able to look after my children while I’m recovering.”
What do you do?
A. Ignore the interruption and finish the task.
B. Say, “I understand,” and immediately continue explaining treatment benefits.
C. Acknowledge and explore the patient’s concern before deciding how to progress.
The strongest consultation is not simply a race through bullet points.
The pertussis material, for example, incorporates eliciting concerns, actively listening, paraphrasing what the patient has said and validating the concern before progressing. Pertusis roleplay language expectation.pdf
Try this
Patient:
“You keep explaining the medication, but what I’m really frightened about is whether this condition is going to get worse.”
What would you say next?
—
The challenge here isn’t medical vocabulary.
It is listening.
A candidate can complete every task on a card and still sound as though they never truly responded to the person sitting opposite them.
8. Don’t End the Consultation Just Because You’ve Finished the Tasks
You’ve reached the final bullet point.
Done?
Not quite.
A consultation needs an appropriate close.
This can involve summarising important information, checking the patient’s understanding and providing an opportunity for final questions or concerns. The consultation structure in the pertussis material similarly moves into summarising, checking clarity and inviting final questions before ending. Pertusis roleplay language expectation.pdf
Final micro-task
You have just explained:
- how the patient should take a new medication
- two possible side effects
- when they should seek further medical advice
Write one sentence to check understanding:
—
Now write one sentence inviting final concerns:
—
Compare:
“Okay, that’s everything. Goodbye.”
with:
“We’ve covered quite a lot today. Before we finish, could I check that everything we’ve discussed is clear? Is there anything you’re still concerned about?”
The second ending keeps the patient involved until the consultation is actually over.
Now Put the Skills Back Together
This is the part candidates sometimes miss.
The goal isn’t to become excellent at isolated exercises.
The goal is to use deliberate practice to improve the complete role play.
Think of an OET Speaking consultation as several skills happening together:
Initiating appropriately → gathering information → listening → empathising → explaining → responding to concerns → checking understanding → closing appropriately.
The role-play material itself reflects this progression: introductions and establishing the reason for the visit are followed by consent and information gathering; later stages incorporate empathy, recommendations, eliciting concerns, active listening and shared decision-making.
So after completing the exercises in this article, take your next OET role-play card and practise it differently.
Don’t ask:
“Did I finish all the tasks?”
Ask:
“How did I communicate while completing them?”
Did you begin appropriately?
Did you give the patient room to speak?
Did your questions move naturally from broad to specific?
Did you recognise emotion?
Did you respond to concerns rather than simply acknowledge them?
Could a non-medical person understand your explanation?
Did you check understanding?
Those questions tell you much more about your speaking performance.
Stop Collecting Role Plays. Start Collecting Skills.
Doing 50 role plays does not automatically make you better at OET Speaking.
If you interrupt patients in Role Play 1, you may still interrupt them in Role Play 50.
If your explanations contain too much medical jargon, repeatedly completing entire role plays may simply give you more opportunities to repeat the same habit.
Instead, identify which skill is breaking down.
Questioning?
Empathy?
Explanation?
Signposting?
Reassurance?
Active listening?
Checking understanding?
Patient involvement?
Then isolate it.
Practise it.
Change the clinical situation.
Practise it again.
Then put it back into a complete role play.
Because OET Speaking isn’t simply about knowing what to say in one particular scenario.
It’s about developing the communication skills to respond effectively when you don’t know what the next scenario—or the next patient—is going to bring.
Preparing for OET Speaking?
At Khaira Education, our approach to OET Speaking goes beyond practising role-play cards. We help healthcare professionals understand the communication skills behind an effective patient consultation and learn how to apply those skills across different clinical situations.
Because the aim isn’t to memorise the perfect role play.
It’s to become a more effective communicator.





