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OET30 Day 25

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OET30 Day 25

Degrees of Comparison


Welcome to the 25th day of OET30 Program! Today we will look at the comparison of Adjectives and Adverbs.

  • 1 Day
  • Marks 100
  • Medium



Welcome Message!

Day 25 - Degrees of Adverbs and Adjectives, Labeling, Transcription, Quizzes, Case Notes, Role Plays, Tips...

Have you started feeling like stronger and more confident than before? From this day I am giving you another task – be a teacher for someone! By being a teacher (trainer), your learning completes!

From today be someone’s speaking and writing trainer! Get someone from your group and correct his / her letter. No need to hesitate because you are a product of OET30 Program that has already laid a strong foundation in you.

With best wishes to keep your heart strong,
Biju John and Team, English Melon.

Today's Grammar

Subjects in a Sentence Subjects and Agreement

Grammar is the first step to any English examination. Be it OET, IELTS, PTE or TOEFL, grammar is the starting point. A poor grammatical structure earns you a bad reputation. I have always felt that understanding subjects is the first lesson in grammar!

Read the entire grammar section and go through all the solved and unsolved tests.

Degrees of Adverbs:

We have already learnt that adverbs are words that say how, when, where and action is done. “She has recuperated” doesn’t give us all the information but “She has recuperated well” gives us an additional information – ‘how much she has recuperated.’

  • He presented (No adverb)
  • He presented alone (Alone – How did he present?)
  • He presented alone on Monday (Alone + on Monday – How and when)
  • He often presented alone on Mondays (Often indicates how often)

Adverbs and Adjectives have degrees. Look at the following examples:

  • After three days her pain was greater than before.
  • Such patients recuperate slower than the others.

Look at the three degrees of Adverbs:

Early EarlierEarliest
Fast FasterFastest
Late LaterLatest

Adverbs in Sentences

  • We must not reach there later than 7 o’clock.
  • You speak more loudly than a loudspeaker.
  • Sirius shines more brightly than all the other stars.

It is not correct to use –er and more together, or –est and most together.

  • Incorrect: The tree is more taller than the giraffe.
    Correct:The tree is taller than the giraffe.
  • Incorrect: This turkey is the most oldest in the farm.
    Correct: This turkey is the oldest in the farm.

The superlative form is used to compare three or more things.

  • He arrived the earliest, so he had to wait for the others.
  • Why do you have to speak the most loudly of all at the meeting?
  • Of all the girls, your sister sang the most sweetly.

Some adverbs form the comparative and the superlative irregularly.

  • Badly – worse (than) – (the) worst
  • Far – farther – farthest
  • Far – further – furthest
  • Little – less – least
  • Much/many – more – most
  • Well – better – best

In sentences

  1. Of the two teddy bears, which do you like better?
  2. This has to be the farthest I have ever walked in my life.

Degrees of Adjectives

Bright BrighterBrightest
Deep DeeperDeepest
Good BetterBest
BadWorse (than)(the) Worst
Far Further
Well BetterBest
Little LessLeast
Much MoreMost

Look at the examples:

  1. She had low fever on admission.
  2. She experienced fever lower than the previous day.
  3. On Monday her fever was marked as the lowest of al the days.

Incorrect Use

  • She is the most fastest player.
  • We sell the bestest mangoes.
  • They are smartest than us.

Degrees : more (than), (the) most

  • Intelligent – more intelligent – most intelligent
  • Beautiful – more beautiful – most beautiful
  • Adamant – more adamant – most adamant
  • Popular – more popular – most popular
  • Expensive – more expensive – most expensive

Superlative – Fill in the blanks with the superlative forms. (the + -est, most)

  1. She is ______ girl in the school. (tall)
  2. I have bought the _______ car in the city. (expensive)
  3. Have you heard about _____ dog in the world? (rich)
  4. Harry is ______ student in my class. (intelligent)
  5. _____ speed of this car is 360 mph. (high)
  6. That was _____ suggestion. (good)
  7. 2011 was ______ year in my life. (bad)
  8. _____ news was that the police could not arrest the man. (sad)
  9. Can I give you _____ question anyone ever asked anyone? (difficult)
  10. This is _____ trench in the Pacific Ocean. (deep)

Fill in the blanks with the correct degree of comparison

  1. Sarita is the ___ girl in the class. (Bold)
  2. This pit is ______ than that. (Deep)
  3. King Vikramaditya was ______ than many other kings. (Noble)
  4. No other boy in the class is ___ than Raghu. (naughty)
  5. Mitali is the ___ girl in the session. (shy)
  6. This is the ___ color available. (bright)
  7. I like the ___ tile in this shop. (red)
  8. After nightfall, we could not move ___. (far)
  9. Last year we had a very ___ (bad) crop but this year we are going to have the __ (bad) crop in the last ten years due to drought.
  10. Our school has ___ buses ___ our neighboring school. (more)
  11. My friends say that their families have suffered ___ in the war. (more)

Convert to Superlative Degree

  • Devu and Company is richer than all the other rubber companies in this city.
  • My sister Rani is more talkative than all my sisters and cousins.
  • Miss Devaki Narain is more loved and respected than all my teachers.
  • Teakwood is stronger and expensive than all other trees in this forest.
  • Rajinikant is more loved than all other stars in India.
  • Her dressing is more attractive than that of her friends.
  • Jeshua John is quicker than all the other 12 children in the colony.
  • All my friends are poorer than I am.
  • Nine out of ten girls in my class are more hardworking than Shiela.
  • No other species on the earth is as cruel and senseless as man.

Choose the Correct adjectives from those given in brackets

  1. My dog is (greedy/greedier) than my neighbors.
  2. Jane, my sister, is the (cuter/cutest) of all the girls in the village.
  3. Between accident and death, death is (more painful/most painful).
  4. Sunday night was the (darker/darkest) of all nights.

Time to Test

Ready to Test what you have Learned?

Fill in your email ID and submit the quizzes below.

NB: If you scored less than 80% in a quiz, you will have to learn the corresponding section again!

  • Identify Subjects. Quiz!
  • Check your Overall Grammar Skills. Quiz!
  • Check your Subject Skills. Quiz!

Reading Section

If you are a premium member, you have already got the pdf test file. You need to get it printed out prior to the test!

In Reading Section, you have the following tasks:

  1. Sentence Labeling
  2. Paragraph Labeling
  3. A Mock Test (Not Timed)

NB: Make sure you complete the mock test in the exact time given in the question paper. The test materials will be made available in the Telegram Group Only!

Sentence Labeling

Summarize the sentences in a word or 2!

Labeling is ‘summarizing’ sentences and paragraphs in a word or a few words. By ‘labeling’, you prepare your brain to understand your reading extracts in the fraction of a second, without feeling ‘tired of reading.’ Labeling helps you with:

  1. Reading without getting tired;
  2. Understanding the ideas very quickly;
  3. Find out the answers instantly and correctly.

Write the label of the following sentences in a word or 2. The first one has been done for you:

Systemic sclerosis (SSc) is a disorder of the connective tissue characterized by fibrosis of the skin, vascular abnormalities, and presence of autoantibodies.

Label: What’s SSc?

To sum up, labeling of sentences involves the following steps:

  1. Read each sentence carefully (your brain works many times faster while labeling)
  2. Guess and write the summary / theme / title of the sentence.
  3. If the sentence has more than a single idea, separate each word with comma.

Today’s sentences for Sentence Labeling

  1. It is characterized by excessive deposition of extracellular matrix.
  2. Therefore, there is significant heterogeneity in organ progression and prognosis.
  3. Interstitial lung disease (ILD) is a heterogeneous group of parenchymal lung disorders that share common radiologic, pathologic, and clinical manifestations.
  4. It is characterized by lung parenchyma damage, accompanied by inflammation and fibrosis, and fibrosis is often incurable.
  5. The fibrosing forms of ILD are often incurable, and are associated with significant morbidity and mortality.
  6. SSc is often accompanied by ILD.
  7. The incidence of SSc-ILD in the relevant literature ranges from 45% to 90%.
  8. A recent European League Against Rheumatism Scleroderma Trials and Research analysis revealed in a cohort of 3,656 SSc patients that ILD was present in 53% of cases with diffuse cutaneous SSc and in 35% of cases with limited cutaneous SSc.

Likely labels for the sentences above:

  1. Features of X – This sentence often presents a list of features the subject matter has.
  2. Subject matter – Subject matter explain what this paragraph is all about.
  3. Research report – The report based on a research study.
  4. Incidence of X in Y – The popularity of the subject matter in areas like literature, education, research, etc.
  5. Association – Explains the other areas to which the subject matter is connected / linked / associated.

Paragraph Labeling

Summarize the paragraphs in less than 10 words!

Labeling of paragraphs is ‘summarizing’ paragraphs in a a few words. By ‘labeling’, you prepare your brain to understand your reading extracts in the fraction of a second, without feeling ‘tired of reading.’ Labeling helps you with:

  1. Reading without getting tired;
  2. Understanding the ideas very quickly;
  3. Finding out the answers instantly and correctly.

Example 1

Cerebral contusions are scattered areas of bleeding on the surface of the brain, most commonly along the undersurface and poles of the frontal and temporal lobes.
They occur when the brain strikes a ridge on the skull or a fold in the dura mater, the brain’s tough outer covering. These bruises may occur without other types of bleeding or they may occur with acute subdural or epidural hematomas.

Label: General Information

Example 2:

Most patients with cerebral contusions have had a serious head injury with a loss of consciousness. Cerebral edema, or swelling, typically develops around contusions within 48 to 72 hours after injury.

Label: Symptoms

Example 3

As with other types of intracranial hemorrhages, cerebral contusions are most rapidly and accurately diagnosed using computed tomography (CT) brain scans.

Label: Diagnosis

Example 4

If pressure on the brain increases significantly or if the hemorrhage forms a sizeable blood clot in the brain (an intracerebral hematoma), a craniotomy to open a section of the skull may be required to surgically remove the cerebral contusion.

Label: Treatment

Example 5

Recovery after brain injury varies widely. Treatment outcomes vary according to size and location of the cerebral contusion. Other predictors include age, the initial Glasgow Coma Scale score, and the presence of other types of brain injuries.

Label: Outcome

To sum up, labeling of paragraphs involves the following steps:

  1. Read each paragraph carefully (your brain works many times faster while labeling)
  2. Guess and write the summary / theme / title of the paragraph.
  3. As a paragraph has 2 kinds of contents – central theme and contributing themes – separate each ‘label’ with comma.

Today’s Paragraphs for Labeling

Paragraph 1

Generalized seizures are divided into absence seizures and tonic-clonic seizures. Absence seizures were previously called petit mal seizures and usually have onset in childhood, but they can persist into adulthood. Absence seizures present with staring spells lasting several seconds, sometimes in conjunction with eyelid fluttering or head nodding. These seizures can be difficult to distinguish from complex partial seizures that may also result in staring. Usually, absence seizures are briefer and permit quicker recovery. Generalized tonic-clonic seizures were previously called grand mal seizures; these seizures start with sudden loss of consciousness and tonic activity (stiffening) followed by clonic activity (rhythmic jerking) of the limbs. The patient’s eyes will roll up at the beginning of the seizure and the patient will typically emit a cry, not because of pain, but because of contraction of the respiratory muscles against a closed throat. Generalized tonicclonic seizures usually last one to three minutes.

Paragraph 2

Seizures that begin focally can spread to the entire brain, in which case a tonic-clonic seizure ensues. It is important, however, to distinguish those that are true grand mal, generalized from the start, from those that start focally and secondarily generalize.

Paragraph 3

Secondarily generalized seizures arise from a part of the brain that is focally abnormal. Drugs used to treat primary and secondary generalized tonic-clonic seizures are different: patients with secondarily generalized tonic-clonic seizures may be candidates for curative epilepsy surgery, whereas primarily generalized tonicclonic seizures are not surgical candidates, because there is no seizure origin site (focus) to remove.

Paragraph 4

Atonic seizures are epileptic drop attacks. Atonic seizures typically occur in children or adults with widespread brain injuries. People with atonic seizures suddenly become limp and may fall to the ground and football helmets are sometimes required to protect against serious injuries. A myoclonic seizure is a brief un-sustained jerk or series of jerks, less organized than the rhythmic jerks seen during a generalized tonic-clonic seizure. Other specialized seizure types are occasionally encountered. Tonic seizures involve stiffening of muscles as the primary seizure manifestation: arms or legs may extend forward or up into the air; consciousness may or may not be lost. By definition, the clonic (jerking) phase is absent. Classification can be difficult, because stiffening is a feature of many complex partial seizures.

Paragraph 5

Tonic seizures, however, are much less common than complex partial or tonic-clonic seizures. Patients can have more than one seizure type. One seizure type may progress into another as the electrical activity spreads throughout the brain. A typical progression is from a simple partial seizure, to a complex partial seizure (when the patient becomes confused), to a secondarily generalized tonic-clonic seizure (when the electrical activity has spread throughout the entire brain). The brain has control mechanisms to keep seizures localized. Antiepileptic medications enhance the ability of the brain to limit the spread of a seizure.

Listening Section

If you are a premium member of OET30, you have already received the audios and test pdfs in your mail box. Please get the pdfs printed.

In Listening Section, you have the following tasks:

  1. Transcription of at least 1 part of the given audio/s.
  2. Labeling of the Audios
  3. A complete test (mock test)

NB: Make sure you complete the mock test in the exact time given in the question paper.

What is Transcription Task?

Go ahead and transcribe (write down) listening task audios that you have received on registration for OET30 Program. Listen as many times until you got all the words!

NB: Transcription Method will bore you and it takes a lot of time but this will change your listening experience!

Transcription Task

  1. Pick any OET Listening Audios / Listen to the short audios below.
  2. Get your headphone, pen, notebook and the device to play back the audio.
  3. Start playing back and listen carefully.
  4. As you listen to the audio, start writing down the conversations in the notebook.
  5. You will have to pause, stop, rewind and forward the playback head many times.
  6. Complete writing the transcription.

That’s all!

NB: When you play back large audio files, listen continuously till the end and write the transcription, leaving blank spaces whenever you fail to understand a particular word. After reaching the end of the audio, replay and fill the blanks.

Labeling Task

Listen to the short audios below and, applying the paragraph labeling you have mastered by now, write the short labels of the audio in a word or in a few words.

Audio Labeling 1

Audio Labeling 2

Speaking Section

Warm-up, Role Plays and More

In Speaking Section, you have the following tasks:

  1. Reading a warm up question with sample answer.
  2. Writing your own answer to the warm up question.
  3. Complete a quiz of the given role play!
  4. Find someone who has recently passed OET exam. Request him/her to be your speaking partner for a while. If needed, offer to pay!
  5. If you are under training under someone, speak to him/her.


  1. Read as many OET Speaking books and refer to OET Official website, E2 Language, Odin English, Swoosh, etc.
  2. Listen to OET official videos.
  3. Watch medical interviews.
  4. Buy a Speaking Plan from us. Mail “Please Help me Speak/OET” to bejewjohn@gmail.com

Sample Reply 1

English Melon

It is hard to get acknowledgement in most of the professions, especially in nursing. What happens is, patients forget to return a word of gratitude to their doctors and nurses once they recover from a dreadful disease that had kept them in the critical list. However, I still remember Mr Richard who was in my care for three days in a hospital in the Middle East where I worked for six months.

Mr Richard was a postoperative patient in the cardiac ICU and I was one of the duty nurses. He had a strong family support but during that time all his family members were touring the Americas. He was an independent man but after the surgery, he developed dependence. He could not manage his daily activities without one of us. Whenever he had pain in the incision areas, he used to call me to his side and speak. Soon I saw that this gentleman was surrounded by a strong family that didn’t make him strong – I mean, he was in an abandoned state. I felt pity for him and that was the starting of an attachment between the two of us. When he got discharged, he got my contact details. After a month, a year ago, I had a call from him asking if I would like to work in one of the leading hospitals in Dubai as nursing superintendent but I declined the offer with fond love. After all, I will not be comfortable in the Middle East. We still communicate.


Setting – Community Health Center

Your doctor has referred you to the community health nurse for advice about life style changes as your blood pressure is high. You know that you haven’t been paying necessary attention to your health recently, especially because of your stressful and busy life schedule as a businessman. It is also undeniable that you seldom exercise. You smoke moderately and drink without control because you can cope with your stress.


  • Answer the nurse’s questions pertaining to your lifestyle, honestly but sound a little defensive in your answer.
  • Be resistant at first to any of the nurse’ suggestions for lifestyle modification. Speak condescending the nurse’s experience, given the stresses you are up against at work.
  • Finally, agree to some of the changes but continue to be adamant that you cannot give up smoking.


Setting – Community Health Center

The client has high blood pressure so he has been been referred to you for advice on lifestyle changes to reduce risk of stroke and blood pressure. The medical report states that he drinks and smokes in addition to zero exercise. He has a stressful life as a businessman.


  • Question the client about his/her smoking, drinking and exercise habits and history.
  • Suggest ways in which the client can modify lifestyle to improve health.
  • The client is going to be adamant and suspecting you but be sympathetic. He/she may even be rude with you and will sound reluctance to admit his mistakes. Speak into and make him/her agree to change his life style to some extent.
Why did you choose OET over other exams like IELTS or PTE?

That’s really an interesting question! When I first thought seriously about immigration, IELTS came to my mind because among my friends most of them were familiar with IELTS and OET is still not very popular in my neighborhood. Besides, we did not have an OET center nearby. Honestly speaking, I made two months’ rigorous preparation for IELTS and then was ready to book my exam when, you know, all were talking only about OET! I made my own kind of investigation and began to strangely feel that OET must be my choice because the questions are all, medical.

Writing Section

Let's write and Assess Letters here!

Today’s Writing Tasks are:

  1. Read the case note carefully (because most of them are modified or new).
  2. If you are a member of today’s Group, Type / write the letter and post in the premium “OET30” Telegram Group.
  3. If you are not a member of today’s group and still want regular letter correction, buy a writing package right now and submit your letters for correction.
  4. If you have a personal Take your note book and write down your letter.
  5. Attend the 7.00 pm Live Correction sessions.
  6. In case you missed the Live Correction, you can view the same Offline. That doesn’t make much difference.
  7. Also, attempt the unsolved tests.

What should you do?

NB: Check if you can join Live Corrections (Live/Offline). If this doesn’t work, you should not enroll for OET30 Programs.

Decide on what platform you will join the Live Sessions.

  1. Mobile / Android Tabs: Click Here and see if this link opens in your Google Docs app.
  2. PC / Laptops: Click Here

If clicking opens a page with “Welcome to OET30 Live Page!,” you can join my Live Sessions. You can join OET30 Programs.




Mrs Pamela Viduka is a 72 year old patient in your care. She is now ready for discharge. She has just undergone a mitral-valve replacement.

  • Name: Mrs Pamela Viduka
  • Age: 72 years
  • Admitted: 18/11/2008
  • Diagnosis: Valvular heart disease (Mitral valve prolapse)
  • Reason for admission: Fainting, light-headedness, chest pain

Social history:

Lives with daughter, no longer drives, Widow, enjoys reading/ doing crosswords, chatty, friendly, smoker for 55 years.

Medical history:

  • Chronic bronchitis
  • Hypertension (150/100)
  • Chest infections since retirement 12 years ago

18/11/08 admitted

  • Valve replacement
  • Antibiotics/anti coagulant therapy
  • Analgesics
  • Prescribed Warfarin BID


  • Patient put on low salt diet
  • Wear contact lenses
  • Showering /dressing with help of nurses
  • Slowly recovering from analgesics
  • Able to walk/ stand-short periods of time


  • Recovered from analgesia
  • Showering and dressing with help of nurses
  • Pt educated about causes/ preventions of infections


  • Pt advised to quit smoking/ given tips incl using patches
  • Pt was seen by dietician re low salt diet
  • Able to walk for longer periods of times with walking stick


  • Pt recovery well
  • Can now shower/ dress independently
  • Still using walking stick/ frame
  • Pt advised of discharge on 24/11/08
  • Vital signs unremarkable


  • Pt told of discharge plan
  • Discharged

Discharge plan:

  • Needs to rest
  • Requires home help- to be visited by district nurse
  • Patient to monitor medication usage
  • Regular follow-up examinations
  • INR- to be checked on regular basis
  • Avoid invasive surgical or diagnostic procedures until prophylactic antibiotics are given
  • Auscultatory assessment of heart

Current medication:

  • Wafarin (anti coagulation therapy)
  • Salpetrol 3 puff daily
  • Mirax 25 mg daily

Writing task:

Using the information in the case note, write a letter of referral to Maxine Mullins (district nurse, 45 Finders Lane, Melbourne, 300), who will provide follow up care in this case.

In your answer:

  • Expand the relevant notes into complete sentences
  • Do not use note form
  • Use letter format

The body of the letter should be approximately 180–200 words.

Writing Format

Follow this format

Please read the case notes and write 1, 2, 3, 4, 5, 6 and 7 on your question paper. 

Who is the recipient of the letter?

  1. Doctor – Do not include much social history
  2. Social worker – Give detailed social history
  3. Physio – Medical history
  4. Write only what the recipient need to know.

Who is the patient?

  1. Age
  2. Gender – Do not interchange “he” and “she”
  3. Condition – The present condition only.

What is the purpose?

  1. Single purpose?
  2. Multi purpose?
    1. Decide what is the present condition.
    2. Sometimes the case notes will present more than 2 – 3 purposes but you have to decide what is the present condition.
  3. If multi purposes, decide who is the prime patient.

What are irrelevant?

  1. Based on the recipient and patient’s condition some information are irrelevant
  2. Always ask – “Should the recipient know this condition / problem of the patient?
  3. Why? Why not?
  4. Some irrelevant expressions:
    1. She lives with her husband (she can’t live with someone’s husband) No need of “Her”
    2. If a disease condition is not present now, that also is not important
    3. I don’t remember many examples. Will update later.

Difference between admission date and discharge dates

  1. In some cases, the patient is not admitted (wound dressing, emergency)
  2. In some cases, the discharge date will not be given.
    1. Admitted on 1st Novemebers
    2. Diagnosed on the second day
    3. Surgery on the fifth day
    4. 4 days of post operative care
    5. 1 day under observation
  3. In such cases, you have to make a calculation and write

What is the trick in this case notes?

  1. Too much information (decide only what is relevant)
  2. The question of “Known – not known case”
  3. A new genre of task, like, “information letter!”
  4. Too many medicines names to a social worker
  5. Confusing about “who is the real patient…

Known case or not known?

  1. If there is an expression like, “his/her gp” it is known case
  2. Refer him back to Dr Mattew (Known)
  3. Refer him to Dr Mattew (Not known).

Expanding Notes

How to Expand two or more words to a sentence?

At the end of this task, you will be able to expand single and multiple words into meaningful sentences.

  • Add more parts of speech before and after the “note”.
  • Change word into phrase; change phrase into clauses; change clauses into sentences.

You need to develop skills to convert broken words into meaningful sentences:

Now let’s expand simple notes to complete sentences. It is like adding flesh, blood and skin to a skeleton, that is, you have to add many words to the given 2 or three words.

  1. Lives alone → Mr Peter lives alone.
  2. Can walk → He can walk.
  3. Needs assistance → However, he needs assistance with walking.
  4. Dressing done → His dressing is done.
  5. No Children → Mr Peter has no children.
  6. Brother lives in London with family, two children →  He has a brother who lives in London with two children.
  7. Her neighbor, Mona, visits her house once in a week → Mona, her neighbor, visits her house once in a week.
  8. Incontinence of bladder & bowel at times → She also suffers from incontinence of bladder and bowel at times.
  9. Husband works in factory: setting up small import business → Her husband works in a factory and is setting up a small import business simultaneously.
  10. Said English at night school → She said that she learns English at a night school.
  11. Children (boy 13, boy 11, girl 7) all at school; working hard to adjust → With three school-going children between 7 and 13, she finds it hard to adjust.
  12. Strong family commitment to school/work/study/business → (In spite of all this) She maintains very strong family commitment with school, work, study and business.
  13. After operation, hard to manage new baby → After this operation, she finds it hard to manage the new baby.
  14. No other family in Australia → It is worth considering that he has no other family in Australia.

Connecting Sentences

Use of Connectors

At the end of this task, you will be able to connect small sentences into big complex and compound sentences.

  • Use of Relative Pronouns like who, whose, whom, for whom, for which, etc.
  • Use of Conjunctions like and, but, because, although, if, etc.

Study the pairs of notes and see how they are connected:

  1. Earns a high pension;
  2. Unwilling to spend on treatment

→ Although Mr Peter earns a high amount as pension, he is unwilling to spend on (his) treatment.

Exercise 1. Combine the two parts with a Relative Pronouns like who, whose, whom, for whom, for which, etc.

  1. I am writing to refer Mr Walker. He is presented with features suggestive of pro-static carcinoma.
  2. Ms Sharman is a new resident of our center. She has been suffering from severe dementia since 2011.
  3. Ms Sharman enjoys eating a lot of food. She has gained about 10 kg of weight over the last 5 months.
  4. Mr Oakes is recuperating from a myocardial infarction. He needs cardiac rehabilitation.
  5. Ms Sharman has had diabetes mellitus since 2000. For this she consumes a diabetic.

Exercise 2. Combine the two parts with Conjunctions like and, but, because, although, if, etc.

  1. His urinalysis was normal. However, PSA was recommended along with counselling for smoking cessation and lifestyle changes.
  2. She was non-compliant with her medications. She was also found to be agitated and aggressive.
  3. He is a chain smoker and social drinker. He has also a positive family history of pro-static cancer.

Exercise 1 – Answers

  1. I am writing to refer Mr Walker who is presented with features suggestive of pro-static carcinoma.
  2. Ms Sharman is a new resident of our center who has been suffering from severe dementia since 2011.
  3. Ms Sharman enjoys eating a lot of food due to which she has gained about 10 kg of weight over the last 5 months.
  4. Mr Oakes is recuperating from a myocardial infarction for which he needs cardiac rehabilitation.
  5. Ms Sharman has had diabetes mellitus since 2000 for which she consumes a diabetic diet.

Exercise 2 – Answers

  1. Although his urinalysis was normal, PSA was recommended along with counselling for smoking cessation and lifestyle changes.
  2. She was not only non-compliant with her medications, but also agitated and aggressive.
  3. Apart from being a chain smoker and social drinker, he has also a positive family history of pro-static cancer.

Checking the 7 Criteria

Live Letter Correction

Writing Marking Criteria!

On this Day 5, let me explain the 7 criteria upon which OET assesses your letters. If you focus only on a few but not all, you will not B!

  1. Purpose – What action do you want the recipient take after reading this letter?
  2. Content – What should you write and what not?
  3. Conciseness and Clarity – Relevant or irrelevant?
  4. Genre & Style – Do you know to whom you are writing?
  5. Organization and Layout – Does it look like a letter?
  6. Language – Does your language confuse or clarify?

Not official but very much crucial – Handwriting! Can the assessor read you?

Task Let's Assess this Letter

Live Letter Correction

We assess and correct each day’s 5 letters, live!

  1. Time of Live Correction – 7.00 PM – 09 PM and 10 AM – 11 am, Indian Standard Time (IST)
  2. Number of sample corrections – Up to 5
  3. Whose letters are corrected? – A list of participants will be published on the telegram group “OET30”
  4. Can I get my letter corrected? – Yes but you get a chance only twice or thrice!

Go to the Live Page.

Advise, Advice, Suggest

Learn how to use these words correctly!

Commence is probably one of the most mistaken word in OET.  

The right expressions are:

  • She commenced on Aspirin
  • She has commenced on Aspirin
  • Her treatment commenced with intravenous therapy
  • Her treatment has commenced with intravenous fluids…

The wrong expressions are:

  • She was commenced on oxygen therapy.
  • She has been commenced on physiotherapy.
  • He has been commenced on Aspirin and Warfarin as required.


Commence or commenced means “start / started”. To understand that, take this Quiz!

Speak Well!

Speak into the Mike

If Google can understand you, your interlocutor will, too!

This is a very important task. You have to use a little technology to do this task. Do not worry, you already have this technology with you. All you need to do is, take your smartphone and:

  1. Open Google Docs
  2. Create a New Document by clicking on the + button below
  3. Click on the Microphone button on top of the keypad
  4. Start speaking the text below.

NB: You will have to speak many times. Initially Google may not recognize your accent so you will need to try several times.

A recent study, reported on by Medical News Today, found that the faster a person walks, the longer they may live, with older adults benefitting the most from a brisk pace. Medical professionals have long used gait speed as a marker of health and fitness among older adults, but the new research asks a slightly different question: Does a slow gait speed in midlife indicate and predict accelerated aging?

Story Completion

Write a story based on the verbal input below:

You may be wondering why you have been asked to write a story! Write this story because this is very important and is included in all the 30 days.

By writing a story from imagination, you develop qualities outside medical skills, like:

  1. Imaginative skills that will help in speaking.
  2. Ability to shift between past tense and present tense.
  3. Skill to work with imagination while listening to a conversation.

How to write a story?

  1. Read the verbal input which is usually the beginning limes, middle lines or closing lines.
  2. Mostly stories are written in past tense so your story should be written in past tense (90%) and the rest (10%) in past tense and future tense.
  3. You can see a sample story each on This Page.

Write a simple story with the following starting:

Starting – “When Nr Laksmi reached the railway station, it was past 9.00 pm. Her train would take 10 more minutes to depart the platform. Running into the coach and finding her seat number 12, she began to suspect if she would reach Ms Alfia’s residence in time.”

Biju John

Love for English begins with understanding its unknown rules. Biju John lives on the internet, teaching OET, IELTS and PTE. More than a million students have thanked him from their heart.

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OET30 Day 24
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