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It covers foundational English use for fluency, rhythm, pronunciation, grammar, and word choice, then details how to build patient narratives using active listening (verbal encouragement, echoing, paraphrasing). It explains question strategies from open to closed questions, avoidance of compound/leading questions, and handling vague patient responses via clarifying statements. Summarising is used to encourage correction, with examples of closed, Wh-open, quantitative, and indirect prompts.","| Linguistic – 60% | Clinical Communication – 40% |\n| --- | --- |\n| How well you use English:\u003Cbr>• fluency\u003Cbr>• rhythm\u003Cbr>• pronunciation\u003Cbr>• grammar\u003Cbr>• word choice | Foundational skills used throughout Speaking test:\u003Cbr>Relationship Building UIPP\u003Cbr>Providing Structure\u003Cbr>‘Show’ skills for specific tasks on cue card:\u003Cbr>\u003Cbr>Information Gathering\u003Cbr>Information Giving\u003Cbr>Each criterion is split into indicators – which are types of behaviour |\n| • You only have to demonstrate a clinical communication indicator once in your whole test |  |\n\n\n| Information Gathering | Information Giving |\n| --- | --- |\n| Collecting information from the patient | Providing information for the patient |\n| Remember: When we gather information we must demonstrate that we understand it. | Remember: When we give information we must demonstrate that the patient understands it. |\n\n| D1 . Facilitate the patient’s narrative with active listening techniques, minimising interruption | Verbal encouragement:\u003Cbr>OK / mm / I see\u003Cbr>Echoing / repetition:\u003Cbr>Say what the patient says, back to them.\u003Cbr>Paraphrase:\u003Cbr>Take the patient’s words and say them back differently but with the same meaning |\n| --- | --- |\n| D2 . Using initially open questions, moving to closed questions | Open Questions\u003Cbr>These types of questions often open newlines of enquiry:\u003Cbr>- How are you?\u003Cbr>- How does the pain affect you?\u003Cbr>- Which leg is hurting\u003Cbr>- Where is the pain?\u003Cbr>- When did the pain start?\u003Cbr>Closed questions\u003Cbr>These types of questions are good for getting specific answers, and are answered ‘yes’ or‘no’:\u003Cbr>- Is it\u003Cbr>- Are you\u003Cbr>- Can you\u003Cbr>- Have you |\n| D3 . NOT using compound/Leading questions | Compound Questions\u003Cbr>Multiple questions asked at the same time\u003Cbr>- do not do this!\u003Cbr>There is a risk:\u003Cbr>The patient might only answer the last question |\n\n|  | You have to ask again   or you might forget\u003Cbr>Leading questions:\u003Cbr>- Do you think you can stop smoking?\u003Cbr>- What do you think about stopping smoking?\u003Cbr>- Leading question: You can stop smoking, can’t you? |\n| --- | --- |\n| D4 . Clarifying statements which are vague | Patients can sometimes be vague – unclear .\u003Cbr>- OK, just to clarify,  \u003Cbr>- OK can you tell me what   means?\u003Cbr>- Can you provide a bit more detail about that?\u003Cbr>These kind of questions are likely to lead to vague answers:\u003Cbr>- Can you tell me about…\u003Cbr>- What is the pain like…. |\n| D5 . Summarising information to encourage correction | When a patient has finished living information, summarise it:\u003Cbr>- Just to summarise…\u003Cbr>- Just to recap\u003Cbr>- I’d like to sum up\u003Cbr>- I’d like to go through what we’ve discussed..\u003Cbr>Don’t feel pressured to be correct!\u003Cbr>Acknowledge your error – it’s fine! |\n\n| Aux\u003Cbr>Closed questions –\u003Cbr>Yes / No\u003Cbr>ASI | • Does it affect your sleep? A + S + I\u003Cbr>- be\u003Cbr>- do\u003Cbr>- have\u003Cbr>• Are you able to rotate his wrist? A + S\u003Cbr>• Have you heard of metformin? A + S |\n| --- | --- |\n| Wh-Open\u003Cbr>QUASI | • Why do you miss your appointments? QU + A + S + I\u003Cbr>• Where is the pain?\u003Cbr>QU + A + S\u003Cbr>• When did the pain start? QU + A + S + I |\n| Wh\u003Cbr>(Quantitative) | • How many / much + noun\u003Cbr>• Which + noun\u003Cbr>• What + noun |\n\n|  | • How many fingers did you break in the accident?\u003Cbr>• How many fingers were broken in the accident? QU + noun + aux\u003Cbr>• Which arm was hurting?\u003Cbr>QU + noun + aux |\n| --- | --- |\n| Indirect | ~~Could you tell me where is the pain? A + S + I Qu + A + S~~\u003Cbr>Could you tell me where the pain is?\u003Cbr>A + S + I Statement\u003Cbr>- Could you tell me when the pain started?\u003Cbr>- Would you mind if I asked when the pain started?\u003Cbr>- Are you willing to tell me when the pain started?\u003Cbr>- Would you mind telling me when the pain started? |","cbCairyrNBb76t7B","https://ap.wps.com/l/cbCairyrNBb76t7B","pdf",2150623,1,6,"English","en",105,"# Information Gathering\n## Foundational English for Speaking\n## Core criteria and indicators\n## Active listening techniques\n## Question strategies: open to closed\n## Avoid compound and leading questions\n## Clarifying vague statements\n## Summarising to encourage correction\n## Example prompt structures","[{\"question\":\"What is the purpose of Information Gathering in the OET Speaking test?\",\"answer\":\"It focuses on collecting information from the patient while demonstrating understanding of what the patient says. It uses specific speaking criteria and observable indicators throughout the task.\"},{\"question\":\"How should you use questions during Information Gathering?\",\"answer\":\"Start with initially open questions to open new lines of enquiry, then move to closed questions for specific answers. Use clear, appropriate question forms rather than combining multiple questions at once.\"},{\"question\":\"Why should you avoid compound and leading questions?\",\"answer\":\"Compound questions risk the patient answering only the last question. Leading questions may steer the patient’s response, so they should be replaced with non-leading alternatives.\"}]","OET Speaking Information Gathering | PDF",1788348856,15,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":13,"keywords":34,"description":14,"schema_data":35,"social_meta":91,"head_meta":93,"extra_data":95,"updated_unix":28},"oet-speaking-information-gathering","",{"@graph":36,"@context":90},[37,53,73],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":20},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/document/","Document",2,{"item":49,"name":12,"@type":43,"position":50},"https://docshare.wps.com/document/exam/",3,{"item":52,"name":13,"@type":43,"position":11},"https://docshare.wps.com/document/oet-speaking-information-gathering/182492/",{"url":52,"name":13,"@type":54,"image":55,"author":60,"headline":13,"publisher":62,"fileFormat":65,"inLanguage":23,"description":14,"dateModified":66,"datePublished":67,"encodingFormat":65,"isAccessibleForFree":68,"interactionStatistic":69},"DigitalDocument",{"url":56,"@type":57,"width":58,"height":59},"https://docshare.wps.com/thumbnails/oet-speaking-information-gathering/182492.png","ImageObject",300,407,{"name":9,"@type":61},"Person",{"url":41,"name":63,"@type":64},"DocShare","Organization","application/pdf","2026-09-12","2026-09-02",true,{"@type":70,"interactionType":71,"userInteractionCount":20},"InteractionCounter",{"@type":72},"ViewAction",{"@type":74,"mainEntity":75},"FAQPage",[76,82,86],{"name":77,"@type":78,"acceptedAnswer":79},"What is the purpose of Information Gathering in the OET Speaking test?","Question",{"text":80,"@type":81},"It focuses on collecting information from the patient while demonstrating understanding of what the patient says. 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