0 0
OET30 Day 4

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 4

Adjectives, Articles and Determiners

Emigration:

Day 4! Let's learn Adjectives, Articles and Determiners along with Labeling, Transcription, Speaking, Writing and much more!

  • 2 Day
  • Marks 100
  • Medium

Course

Share

Welcome Message!

Day 3 - Be Natural!

Another reason why candidates fail in OET is the unreasonable fear about the exam! I have been told by students that they had been frozen in the exam hall – not only because of the low temperature set but also owing to fear, anxiety, excitement, guilt and due to the influence of the surroundings.

  1. Fear – Candidates have heard of more failures than success stories.
  2. Anxiety – Candidates are anxious about the next question, about their not able to complete the exam in time.
  3. Excitement – When they see that a particular question is easier than expected, they forget caution and commit an unknown error!
  4. Guilt – They remember of the repeated mistakes they had committed in the earlier exams and of the slip of tongue they did a second ago while speaking!
  5. Influence of the surroundings – Even the happiest get influenced by the atmosphere! Cries, whimpers, prayers, tears, horror on the faces of the beautiful faces!
  6. Low temperature inside the exam hall – OET wants Asian girls and boys feel how Australia and UK freezes so they set the AC temperature to the lowest!

Today let’s overcome these fear factors. Remember, the cost of five OET exam is going to amount for your first salary in the UK or Australia! If you are in your thirties now, you will get more than 300 monthly salaries out there! So why fear? Fail repeatedly but happily!

All the best!!
Biju John and Team!

Program Details

Read, word by word! Do not miss any Task!

Dear Participant, OET30 is different from the traditional methods of practices-after-practices without acquiring skills. The key feature of OET30 by English Melon is building up skills first and then putting them in practice. To build up your skills, we have the following tasks:

  1. Labeling Method (R)
  2. Transcription Method (L)
  3. Grammar Training (SWiRL)
  4. Group-wise Speaking
  5. Live Corrections (Writing)
  6. Story Writing (SW)
  7. Quizzes (SWiRL)
  8. Word Power-Up (SWiRL)

Dos and Don’ts

  • From today, you will have just a single trainer!
  • Take your time but never miss a task! Stay motivated.
  • In case you have questions, openly ask them in the OET30 Telegram Group.
  • Be active in the group and be ready to help others.
  • Have faith in you, in me and in the Almighty!

Time Table

Kindly note that OET30 will follow a very flexible but fixed time table for everyone’s convenience. All the time references are in Indian Standard Time (IST)

TimeTask
10.00 AMPublishing Page
11.00 AMLive Correction 1
12.00 PMLive Correction 2
02.00 PMLive Role Play
03.00 PMLive Correction 3
07.00 PMLive Correction

Get Ready

Please note, you should have done the following preparation for participating OET30:

  1. Install Google Docs (if you are using a mobile phone / tab).
  2. Use only Google Chrome browser.
  3. You should have a notebook and pencil. Use only a pencil to practice.
  4. Practice with and without a headphone.
  5. Get in touch with your group members and get a speaking partner on Day 1 itself.

NB: Use a computer (laptop / desktop) for better experience. However, high end mobile phones can be used.

Today's Grammar - Adjectives

Today - Adjectives, Articles & Determiners

Adjectives are words that describe a noun. In OET we should know about:

  1. Kinds of Adjectives
  2. Comparison of adjectives
  3. Formation of Adjectives

Words that describe the names – Adjectives.

Adjectives of Quality

  1. Good
  2. Hot
  3. Cold
  4. Intelligent
  5. Bad
  6. Worse
  7. Worst
  8. Other
  9. Another

Adjectives of Quantity

  • Be careful, “few” means none; “slightly more than none. “A few” means more than few and less than some.
  • Be careful, “little” means “slightly more than nothing. “A little means more than little and less than some.
  1. No – “No day is a bad day.”
  2. Few – “Few people have died.”
  3. A few – “A few women cried bitterly but many didn’t.”
  4. Some – “Some tools are rusty but not all.”
  5. Many – “Many nations have participated in the meeting.”
  6. Several –
  7. Little – “Make sure, little water is wasted.”
  8. A little – “We tried to make no mistakes but a little
  9. A lot of

Demonstrative Adjectives

  1. This
  2. These
  3. That
  4. Those
  5. Such

Distributive Adjectives

  1. Each – “Each boy is punished.”
  2. Every – “Every woman and every man is helping each other.”

Comparison of Adjectives

Positive

  1. Noah is a smart thief.
  2. She is very rich.
  3. Stella is beautiful.

Comparative

  1. Gita is smarter than Noah.
  2. Her brother is richer than her.
  3. Rita is more beautiful than Stella.

Superlative

  1. Stella is the smartest of all.
  2. Their uncle is the richest of all.
  3. Maria is the most beautiful of the three.

Singular Adjectives & Plural Adjectives

We are back to Singular and Plural. So it is clear that there are singular and plural adjectives as there are singular and plural pronouns and nouns.

  1. One – Some / Many
  2. A – Some / Many
  3. A / an – Some / Many
  4. This – These
  5. That – Those
  6. My – Our
  7. His / Her / Its – Their.

Grammar Tests! Touch Here!

Time to Test!

We are now proceeding to Testing what we have studied so far.
If your score is less than 90%, please learn the rules and then retake the test.

Quiz One!

Today's Grammar - Articles

Today - Adjectives, Articles & Determiners

Articles are a, an and the. In OET we should know about:

  1. Where to use articles;
  2. Where not to use articles.

Article A

A is used under the following conditions:

  1. If that noun appears for the first time.
  2. If that singular noun starts with letters like e and u that sound “yoo” as in European and University.

Examples

  • Mr Webster is a soldier.
  • He uses a walking stick due to diabetic neuropathy.
  • Therefore, a family meeting was held on 24 March.
  • It was agreed that Mrs La Pagila would move to Boronia Nursing Home and her husband will live in a hostel next door.

More examples

  1. A European “yoo”
  2. A University “yoo”
  3. A useful book
  4. A useless purchase
  5. A one rupee note.

Article An

An is used under the following conditions:

  1. With any singular noun that starts with a, i, o always and e and u sometimes.
  2. With abbreviations whose first sound is open, like, “an X Ray” that sounds “exs-rei”. Note that the first sound (not the first letter X) sounds “e”.

Examples

  • An umbrella
  • An hour; an honor
  • An MLA, an MP, an LLB
  • Mr Webster is an American soldier.
  • An examination was conducted to rule out the possibility of cancer.
  • Thereafter the patient underwent an X Ray and later an MRI.
  • On examination, it was found that he has an IQ similar to a 5 year old child’s.

Article The

Article “the” is used instead of a and an! Confused? When you refer to something or someone who is already known or discussed earlier, we use “the”. For example, we discussed “A European, a university, a useful book, a medicine, an X Ray report.” Now you can use “the” before all these words because we have already mentioned them!

  1. The European “I told you about lives next door.
  2. The university I studied is now the country’s best.
  3. The useful book I once told you about is out of stock.

We use “the with the following kinds of nouns:

  1. Planets, stars, etc: The earth; the Jupiter
  2. Rivers: The Nile; the Thames; the Yamuna
  3. Scriptures: The Gita; the Bible; the Quran
  4. Some country names: The United States / the USA; the United Kingdom

We use article “the” with adjectives that describe singular and plural nouns – both already mentioned or already known.

No “the”

“The” is not used under the following conditions:

  1. With plural nouns that represent all of that kind, like, women, men, children, animals, etc.
  2. With names of all languages, like English, and with names of countries like, “Japan, France, India, Philippines,” etc.

Examples

  • However, Mr Webster could not recuperate with all the efforts made by the nursing management.
  • Mr Philip Webster is a soldier who lives alone in an army post three thousand feet above sea level.

Grammar Tests! Touch Here!

Time to Test!

We are now proceeding to Testing what we have studied so far.
If your score is less than 90%, please learn the rules and then retake the test.

Quiz One!

Today's Grammar - Determiners

Today - Adjectives, Articles & Determiners

Determiners are adjectives. Determiners are:

  1. Definite article : the
  2. Indefinite articles : a, an
  3. Demonstratives: this, that, these, those
  4. Pronouns and possessive determiners : my, your, his, her, its, our, their
  5. Quantifiers : a few, a little, much, many, a lot of, most, some, any, enough
  6. Numbers : one, ten, thirty (all the numbers)
  7. Distributives : all, both, half, either, neither, each, every
  8. Pre-determiners : such, what, rather, quite, other, another.

Determiners

Determiners include the following sections:

  • Articles – A, an, the
  • Adjectives of Quantity – Few, a few, much, more, little, a little, any, some, many
  • Interrogative Adjectives – Which, whose
  • Distributive Adjectives – All, all the, both, half, half a, half the, each, every, either and neither.
  • Demonstrative Adjectives – This, that, these, those, such
  • Number Adjectives – One, two, three, hundred, thousand…
  • Ordinal Adjectives – First, second, hundredth, thousandth, millionth, billionth…
  • Others – Other, another

A determiner simply determines! That is, we use any of these determiner to present the idea of how many, how much, how little, how few, etc.

General Rules

Rules

  • With singular nouns, use – each, every, no, this, that, little, a little, the little, much
  • With plural nouns, use – few, a few, the few, all, some, many, several, more, those, these
  • With common number, use – most, more, some, no, such
  • Little is equal to nothing
  • A little is more than little and less than something.
  • Few is equal to none but more than none.
  • A few is equal to more than none and less than some.
  • The few is a limited number. It is exact. Not more not less.
  • Any is used for asking a question or indicating negative.
  • Some is positive. Use some when you mean positively.

Grammar Tests! Touch Here!

Time to Test!

We are now proceeding to Testing what we have studied so far.
If your score is less than 90%, please learn the rules and then retake the test.

Quiz One

Reading Section

Attention! We will have no Reading tests on Day 1 to Day 5!

In Reading Section, you have the following tasks:

  1. Sentence Labeling (Mandatory)
  2. Paragraph Labeling (Mandatory)
  3. A Mock Test (Starting from Day 6)

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. Finding out the answers instantly and correctly.
  4. Most importantly, Enhancing your comprehension pattern based on Brain Mapping.

ExSample:

Write the label of the following sentences in a word or 2:

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.

NB: After completing your training in labeling, you will be able to guess the summary of each sentence and each paragraph after reading the first few words (for sentences) / sentences (for paragraphs)!

Here are some very common “labels” for sentences:

  • What – Which – Who – When – Why – How
  • Symptoms – Process – Solutions

Sentences for Labeling

1. Reports have suggested that combining migraine medications called triptans with certain antidepressants — including selective serotonin reuptake inhibitors (SSRIs) and serotonin and norepinephrine reuptake inhibitors (SNRIs) — could increase your chances of developing a serious condition called serotonin syndrome, but the risk appears to be very low.

2. Serotonin syndrome occurs when your body has too much serotonin, a chemical found in your nervous system.

3. A variety of drugs and drug combinations may cause this to occur.

4. SSRIs and SNRIs raise serotonin levels. Triptans interact directly with some serotonin receptors in the brain.

5. When these medications are taken together, they theoretically could cause much higher levels of serotonin and stimulation of serotonin receptors in your system than you’d experience if you were taking only one of these medications.

6. Fortunately, serotonin syndrome appears to be rare among people taking triptans with SSRIs or SNRIs.

7. The drugs have safely been used together for many years, which is significant because anxiety and depression are common in people with migraines and each condition needs to be treated appropriately.

8. If you experience signs or symptoms of serotonin syndrome, seek immediate medical attention. Left untreated, serotonin syndrome may be fatal.

9. There may also be a risk of interactions between other antidepressants and migraine medications.

10. Antidepressants known as monoamine oxidase inhibitors (MAOIs) can cause an increase in the level of triptans in your blood and slow the breakdown of serotonin.

Important! These are just samples. You should proceed to as many sentences for sentence / paragraph labeling as possible.

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.

Paragraphs for Labeling

1. There may be a link between headaches and the gut. Nausea and vomiting are often associated with migraine attacks. And research suggests that people with frequent headaches may be more likely to develop gastrointestinal disorders.

2. In young children, several syndromes that cause gastrointestinal symptoms are also associated with migraines. These syndromes can cause episodes of vomiting (cyclical vomiting), abdominal pain (abdominal migraine) and dizziness (benign paroxysmal vertigo). They’re often called childhood periodic syndromes or episodic syndromes that may be associated with migraine.

3. Although these syndromes usually aren’t accompanied by head pain, they’re considered a form of migraine. In many cases, childhood periodic syndromes evolve into migraines later in life. Research has shown that people who regularly experience gastrointestinal symptoms — such as reflux, diarrhea, constipation and nausea — have a higher prevalence of headaches than do those who don’t have gastrointestinal symptoms.

4. These studies suggest that people who get frequent headaches may be predisposed to gastrointestinal problems. Digestive conditions, such as irritable bowel syndrome and celiac disease, also may be linked to migraines. Treating these digestive conditions may help reduce the frequency and severity of migraines. However, more research is needed to understand these connections.

5. If you experience nausea, vomiting or diarrhea with your headaches, talk to your doctor about treatment options. Treating the headache usually relieves gastrointestinal symptoms. However, in some cases, your doctor may recommend an anti-nausea or anti-diarrheal medication or a nonoral pain medication. Keep in mind that some pain medications, such as aspirin, ibuprofen (Advil, Motrin IB, others) and naproxen sodium (Aleve), may increase nausea.

Listening Section

Attention! We will have no full length Listening Tests for the first 5 Days!

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 (From Day 6 onward)

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.

Important! The Listening audio for each day is shared every morning and the same will be deleted at the end of the day.

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. Completing a quiz of the given role play!

Additionally:

  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.

Today’s Introductory Question

Tell me how you work under pressure?

Sample Answer:

I find the best way to handle the stress of the job through meticulous organization and attention to detail. Being a medical professional who has to be awake at any time of the night and stay sleepless when one is tired to death, I have trained my mind to be alert. It is all about will power. I have unconditionally accepted my lifestyle and taught me to be available when someone needs my service. This also makes it possible for me to stay calm and remain focused on what needs to get done when unexpected situations arise.

In my previous job as a Labor and Delivery nurse, we sometimes experienced sudden surges / increase of patients into the unit. Since we could not turn away pregnant patients undergoing labor, I learned strategies to manage these surges. I would multi-task between patients while ensuring that I was still prioritizing. I would write down the things that must be prioritized within the unit and carry out the tasks. Because of this, during some really busy shifts, we were able to handle up to 30 patients.

Be tense-specific when you answer to an introductory sentence. What happens is, you keep on shifting from past to present or you altogether forget the tense. Suppose you are answering to the following question:

Speak about an unforgettable incident in your medical career.

Here, it is about an incident and incident means past tense. Many candidates tend to mix up things. Look how someone answered:

I was alone in the ward and I have too many responsibilities and three patients.

What happened here?

  1. In the first part the scenario is past (was).
  2. In the second scenario the tense is present (have).

Conclusion:

Be tense specific! Think before you speak.

1. Am I going to speak about the past, then use:

Was, were, had, did, went, ate, walked

2. Am I going to speak about a present event, then use:

Is / am, are, has, have, do, does, go / goes; eat / eats; walk / walks

Am I going to speak about a future event, then use:

Will / shall, will have, will do, will go, will eat, will walk.

ROLE PLAYER’S CARD

Setting – Emergency Department of a hospital

You are Thomas. Your wife Annie is suffering from severe migraine. You are very frustrated because no one is taking proper care of her and she is crying due to pain.

TASKS:

  • Show your frustration.
  • Explain that you are waiting hours in emergency
  • Ask why the door is closed in her room.
  • Inquire when will the doctor arrive.

CANDIDATE'S CARD

Setting – Emergency Department of a hospital

NURSE:

You are talking to the patients husband, who is very frustrated thinking that you’re not taking proper care of her. She is suffering from severe migraine, to whom you already administered strong painkillers when she came in after speaking with the doctor.

TASKS:

  • Try to calm the husband down.
  • Find out his concerns.
  • Explain that you couldn’t give her painkiller shots before the doctor review her
  • Explain the doctor is attending an emergency right now and expects to be there in half an hour.
  • Explain that you’ve closed the door to make the room dark and noise free.

Your Task

  1. Speak with your speaking partner (Recommended)
  2. Write the entire conversation and share in the group (Ultimate)
  3. Take the Quiz below (Mandatory):

Role Play Tip – Day 4 – Showing empathy for feelings/ plight/emotional state

Empathy requires understanding of the plight or sufferings in interlocutor’s (the patient’s role) cues and showing that understanding back to the interlocutor through both nonverbal and verbal communication in a supportive way. Non-verbal behaviors like the use of silence and appropriate voice tone in response to a patient’s expression of feelings will be clearly observed in the audio during assessment. Verbal empathy makes this very noticeable by specifically naming and understanding the interlocutor’s cues that exhibit emotions or plight.

EG’s: ‘’Hmm. Yes, I can see how stopping the medication so suddenly might be a bit scarry.”

NB: Empathy is different from sympathy. Sympathy is feeling compassion, sorrow, or pity for the hardships that another person encounters, while empathy is putting yourself in the shoes of another. You have to show empathy, not sympathy.

“I know just how you are feeling. My grandfather had cancer and it was such a shock to all of us. At first, he was just so overwhelmed and upset.”

This may make the patient feel like you are not truly listening to her, but rather assuming that she will respond like anyone else with a cancer diagnosis. It may be better to say, “I know from some personal experiences that finding out about cancer can be very overwhelming. How are you feeling?”

Speaking - Role Play. Touch Here!

Time to Test!

Below is an activity / Quiz related to today’s speaking.
Take the Quiz!

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.

OCCUPATIONAL ENGLISH TEST

WRITING SUB-TEST: Nursing

TIME ALLOWED: READING TIME: 5 MINUTES
WRITING TIME: 40 MINUTES

Read the case notes and complete the writing task which follows.

Notes:

Zane Khalifa was admitted through the Children’s Emergency Department for acute meningitis as a result of a complication following chickenpox.

Patient History

  • Address: 28 Seaview Street Cleveland QLD
  • Home Phone: (07) 35443574
  • Date of Birth: 13 March 2013
  • Admitted: 2nd of this month
  • Gender: Male
  • Discharged: 8th of this month
  • City of birth: Johannesburg
  • Diagnosis: Acute meningitis

Social History

  • Parents: Zoya & Abayomi Khalifa, refugees, arrived in Australia in 2015.
  • Employment:
    • Abayomi: Helsey Strawberry Factory, planter;
    • Zoya: Housewife
  • Accommodation: Recently moved to rental accommodation with three small rooms
  • GP: No family doctor
  • Sibling: 3 year old sister, Siri
  • Language barriers:
    • Know only Zulu, Arabic
    • Interpreter needs: Abayomi understands spoken English but has limited written skills.
    • Zoya has limited understanding of English.
    • Abayomi attends English classes.

Medical History

Parents state that both children had some kind of vaccination at birth but the vaccination record has been lost. Parents unaware of vaccine for chickenpox.

  • Dermocalm lotion, Adel 78 Dercut lotion (chickenpox. Course terminated after third day)
  • Ceftriaxone 20 mg, meropenem 10 mg. (Completed)

Discharge Plan

Appears to have fully recovered from chickenpox and acute meningitis. Will need advice on recommended vaccines for both children. Will need neurological check-up.

Writing task:

Using the information in the case notes, write a letter to The Director, Community Child Health Service, 501 Stanley street, Cleveland, requesting follow-up of this family.

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).

The 7 Questions. Touch Here!

Live Correction!

Now read the case notes and find answers. Make it a habit and do the same on your exam day! Remember all the 7 questions, write the numbers on the question paper and write the answers.

Answer the 7 Questions!

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 words 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.

Social History of Ms Sullivan – Notes

  1. Pt normally lives alone. Likes to be alone. On discharge, need to stay with daughter. Not willing!
  2. Pt non-driver. Public transport. Strong desire to learn driving.
  3. Relevant History for Surgical Procedure:
  4. Height 168cm; Weight 75kg; BMI 26.8; Non-smoker; 62 years

Expanded Sentences

  1. Ms Sullivan, who normally prefers to live alone, will be staying with her daughter on discharge. [With and without “her” makes sense!]
  2. Ms Sullivan, who doesn’t drive but has a strong desire to learn driving, takes public transport for traveling. [“public transport” is used for “traveling!”]
  3. Ms Sullivan has a relevant medical history that implies that she needs surgery for this condition.
  4. A non smoker in her early sixties, Ms Sullivan is 168 cm tall, weighs 75 kg and has a BMI of 26.8.

Checking the 6 + 1 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?

Live Corrections. Touch Here!

Live Correction!

Live Letter Corrections are conducted on Google Docs from 10 AM to 4 PM, one every hour. Please make sure you have Google Docs (only if you are on a Mobile).

Go to the Live Page.

Followed by Vs Following

Learn how to use these words correctly!

Both, “followed by” and “following” have the same meaning.

  1. Surgery is always followed by intensive care.
  2. Following surgery, intensive care was initiated for Mr Peter.

In the first sentence, “surgery” happens first.

In the second sentence, also, “surgery” happens first.

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.

Image result for mic button mobile keypad

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

Common complaints of patients who have received thyroidectomy include dysphonia (voice dysfunction) and dysphagia (difficulty swallowing). One cause of these surgical outcomes is recurrent laryngeal nerve paralysis. Many studies have discussed the effectiveness of speech therapy (e.g., voice therapy and dysphagia therapy) for improving dysphoria and dysphagia, but not specifically in patients who have received thyroidectomy.

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:

I was very nervous when I waited outside the interview hall of MedGarden Hospital because it was going to be my most crucial day. I had to get the job at any cost. I had already heard of the kind of questions the interview board asked and about the hardship nurses went through to get a job here.

I began to sweat inside that frozen corridor!

Learning Words

Learn these words and power up your language skills!

It is important that you learn at least 500 new words during these 30 – 45 days. Take your time and try this test.

Note: The following words occur in your Listening, Reading, Speaking and Writing Sub-tests. Learn carefully!

Diagnosing Knee Injuries:

The initial evaluation by the health care professional will begin with a medical history. Whether the evaluation is ___ (1) immediately after the injury or weeks later, the physician ___ (2) ask about the mechanism of injury to help isolate what structures in the knee ___ (3) damaged. Is the injury due to a direct ___ (4) that might suggest a fracture or ___ (5) (bruise)? Was it a twisting injury that causes a ___ (6) or meniscus tear? Was there an injury associated with a ___ (7) foot to place stress and potentially tear a ligament?

Further questions will ___ (8) other symptoms. Was swelling present, and if so, did it occur ___ (9) or was it delayed by hours? Did the injury prevent weight-bearing or walking? Does going up or down steps ___ (10) pain? Is there associated hip or ankle pain? Is this an isolated injury, and have there been other occurrences?

Past medical history and information on medications and allergies will be helpful information to learn about the patient.

Physical examination of the knee ___ (11) with inspection, in which the physician ___ (12) look at the bones and make certain they are where they belong. With fractures of the kneecap or patellar tendon injuries, the kneecap can slide high out of position. Also, patellar dislocations, where the kneecap ___ (13) to the outside or lateral part of the knee, are easily evident on ___ (14). Looking at how the knee is held is also important. If the knee is held slightly ___ (15), it can be a clue that there is fluid in the joint space, since joint space is maximal at 15 degrees of flexion.

Your Choices:

Will, might be, flexed, blow, cause, slides, begins, Occurring, may, address, inspection, contusion, cartilage, planted, right away

Correct Answers:

1. occurring, 2. ask, 3. might be, 4. blow, 5. contusion, 6. cartilage, 7. planted, 8. address, 9. right away, 10. cause, 11. begins, 12. will, 13. slides, 14. inspection, 15. flexed

Word Power-up. Touch Here!

Time to Test!

Do not forget to enter your email ID. After “Submit”, proceed to “View Score.” If your score is less than 80%, please learn the rules and then retake the test.

Take this Quiz!

Irregular Verbs (In OET)

All verbs are not "treat - treated - treated"

BearBoreBorn
BeatBeatBeaten
BecomeBecameBecome
BendBentBent
BeginBeganBegun
BetBetBet
BiteBitBitten
BindBoundBound
BleedBledBled
BreakBrokeBroken
BlowBlewBlown
BreedBredBred
BringBroughtBrought
BurnBurntBurnt
BurstBurstBurst
BuyBoughtBought

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
previous
OET30 Day 3
next
OET30 Day 4
previous
OET30 Day 3
next
OET30 Day 4

Add Your Comment