0 0
OET30 Day 28

Share it on your social network:

Or you can just copy and share this url

Bookmark this Course

You need to login or register to bookmark/favorite this content.

OET30 Day 28

Formation of Sentences


Welcome to the 28th day of OET30 Program! Today we will look at Formation of Sentences and get better ready for the Writing of letters.

  • 1 Day
  • Marks 100
  • Medium



Welcome Message!

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

Today I have very important task for you. For easing your passing, please follow this simple advice.

Visit a nearby church or temple or mosque – whatever is closest to you!

I hope you wouldn’t think that I am such a man of spirituality now trying to convert you. It from a number of experiences that I am urging you to go a little closer to Gods.

  • Many of my students who very badly troubled Gods passed OET. (Probably Gods didn’t want to be disturbed again!)
  • Many of my students who went to a church that is believed to have been built at the site of a temple also passed! (Gods coexist!)
  • Many students who placed their trust in Gods went to the exam with a light heart and passed.

Get up, drop your phones and study materials and drive to a place of worship today! If you feel like some power is stopping you from going, surely you should go. It is the power of the evil that is stopping you!

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

Formation of Sentences

Frame strong yet simple sentences!

Why should you learn Reported Speech?

Reported speech (indirect speech) is mostly needed for speaking. It is all about developing your skill to “report” someone’s “sentence” to another.

  • Dr Sam, “Ms Leonie, you will need to eat a lot of vegetables.”

Formation of a sentence is like cooking food!

Cooking Corn

  • Shuck the corn.
  • Pour the water into the pressure cooker and place a trivet on top.
  • Place the corn in the pot, stacking two on top.
  • Cook at high pressure for 2 minutes.
  • Quick release the pressure.
  • Carefully remove the lid and serve immediately.

Sentence Formation

  1. Take a subject (Nouns & pronouns – Medicine, Ms Mitra, He…)
  2. Insert adjectives to add taste (Feverish, hypertensive, diabetic…)
  3. Take the right piece of a verb and garnish with adverbs (Heavily, often, now…)
  4. Drop a few sticks of prepositions (In, on, under, between…)
  5. Sprinkle a few slices of spicy phrases or idioms (Bring up, get away…)
  6. To harden the preparation, add connectors (And, because, but…)

Below we are cooking sentences. Join the preparation!

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!

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.

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.


Setting: Pediatrics Ward


You are the mother of Michael, aged ten, who has had a tonsillectomy and is due for discharge the day after surgery. You think Michael should stay longer, as he says he is still in severe pain and does not appear to be very alert. Michael has a fever and looks unwell. He is having difficulty taking fluids. He is on Tylenol for the pain.


  • Express concern to the nurse about your son’s pain and request he be kept in hospital longer for observation.
  • Ask for information about giving his medication at home. What dosage should be receive and how often?
  • Show anxiety. If the pain worsens, what should you do? Are there any special precautions you should take?
  • What should he eat and drink?
  • When can friends visit? When can he return to school?


Setting: Pediatrics Ward


A 10 year-old boy named Michael, has had a tonsillectomy and is due for discharge the day after surgery. His mother thinks he should stay longer, as she says he is still in severe pain and does not appear to be very alert. He has a fever and looks unwell. He is having difficulty taking fluids. He is on Tylenol for the pain. His recovery is expected to take between 10 and 20 days. The parent appears anxious about the child’s condition.


  • Reassure the patient about Michael’s pain, explain that a tonsillectomy is a standard procedure and his current level of pain is normal.
  • Reassure the parent that a longer hospital stay is not necessary.
  • Explain to the parent how to administer his medication.
  • Answer the parent’s questions.

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.




Today’s Date

You are a school nurse at Toohey Hill Primary School and recently there has been an outbreak of threadworms at the school. In response to this situation write a general letter of advice to the parents outlining common symptoms, identification, occurrence, treatment and medication and hygiene relating to threadworms.

Signs and Symptoms

  • Intense itchy feeling around the anus
  • Restless sleep
  • Teeth grinding while asleep
  • Irritability
  • Loss of appetite
  • Occasionally slight stomach pains associated with gastrointestinal upsets
  • Can cause urinary tract infections
  • NB. Many people with threadworms show no symptoms


  • Resemble fine pieces of cotton thread up to 1.5cm long.
  • Appear on the outside surface of faeces
  • Active during the night


  • Common in warm weather – despite good sanitation
  • Crowded living conditions promote the spread of worms between family members
  • Children 5-14 most susceptible – adults can be infected by eggs spread around in home/school environment
  • Outbreaks noted at schools / day cares.


  • Vermox or Combantrin-1 available from pharmacists. Consult doctor or pharmacist first
  • Not suitable for pregnant women or children under two.
  • Only works on adult worms present in the intestine when medicine taken.
  • Treat whole family at same time to minimize risk of reinfestation
  • Recommend treat everyone again two weeks after initial treatment if reinfestation suspected.


  • Morning shower or bath to remove eggs laid during night
  • Ensure everyone always uses own towel and facecloth.
  • During treatment change night clothes/underwear of infected person daily.
  • Vacuum carpets often, especially bedrooms, to remove dust.
  • Change bed-sheets frequently, especially first 7 to 10 days after start of treatment.
  • Keep nails of infected people short to reduce chance of eggs being stored there.
  • Wash hands thoroughly after using bathroom and before meals
  • Keep toilet and bathroom area clean.

Writing Task

Using the information provided, write a letter addressed to “ Parents of students
at Toohey Hill Primary School” providing information on threadworm and its

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.

Beyond the 7 Criteria

30 Warnings

Conciseness: Write is as few words as possible. Do not repeat the same information!


Considering the above, Mrs Croft requires further investigation and treatment. It would be greatly appreciated if you could do the same for her.

The problem: The two sentences have almost the same information.

Solution: Write like this!

It would be greatly appreciated if you could examine Mrs Craft and provide necessary care to this young lady.

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.

Underwent Vs Undergone

See the Difference!


Underwent is used when:

  1. There is a time mentioned (directly or indirectly)
  2. The action of undergoing is completed (and no followup is required).


  • She underwent the above-mentioned surgery on the next day (Time indirect mentioned)
  • She underwent the surgery on 31st of February ( Time directly mentioned)


Undergone is used when:

  1. There is no time mentioned.
  2. The “undergoing” is not completed.


She has undergone surgery for carcinoma… (No time is mentioned)

Speak Well!

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.”

Pronounce Well!


Susceptible – Adjective
/sus·​cep·​ti·​ble | \ sə-ˈsep-tə-bəl \

  1. Capable of submitting to an action, process, or operation.
  2. Unresistant to some stimulus, influence, or agency

Susceptible to pneumonia

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.

Course Reviews

There are no reviews for this recipe yet, use a form below to write your review
OET30 Day 27
OET30 Day 2
OET30 Day 27
OET30 Day 2

2 Comments Hide Comments

Add Your Comment