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:
- Labeling Method (R)
- Transcription Method (L)
- Grammar Training (SWiRL)
- Group-wise Speaking
- Live Corrections (Writing)
- Story Writing (SW)
- Quizzes (SWiRL)
- 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!
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)
|10.00 AM||Publishing Page|
|11.00 AM||Live Correction 1|
|12.00 PM||Live Correction 2|
|02.00 PM||Live Role Play|
|03.00 PM||Live Correction 3|
|07.00 PM||Live Correction|
Please note, you should have done the following preparation for participating OET30:
- Install Google Docs (if you are using a mobile phone / tab).
- Use only Google Chrome browser.
- You should have a notebook and pencil. Use only a pencil to practice.
- Practice with and without a headphone.
- 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.
Words that describe the names – Adjectives.
Adjectives of Quality
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.
- No – “No day is a bad day.”
- Few – “Few people have died.”
- A few – “A few women cried bitterly but many didn’t.”
- Some – “Some tools are rusty but not all.”
- Many – “Many nations have participated in the meeting.”
- Several –
- Little – “Make sure, little water is wasted.”
- A little – “We tried to make no mistakes but a little
- A lot of
- Each – “Each boy is punished.”
- Every – “Every woman and every man is helping each other.”
Comparison of Adjectives
- Noah is a smart thief.
- She is very rich.
- Stella is beautiful.
- Gita is smarter than Noah.
- Her brother is richer than her.
- Rita is more beautiful than Stella.
- Stella is the smartest of all.
- Their uncle is the richest of all.
- 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.
- One – Some / Many
- A – Some / Many
- A / an – Some / Many
- This – These
- That – Those
- My – Our
- His / Her / Its – Their.
A is used under the following conditions:
- If that noun appears for the first time.
- If that singular noun starts with letters like e and u that sound “yoo” as in European and University.
- 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.
- A European “yoo”
- A University “yoo”
- A useful book
- A useless purchase
- A one rupee note.
An is used under the following conditions:
- With any singular noun that starts with a, i, o always and e and u sometimes.
- 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”.
- 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” 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!
- The European “I told you about lives next door.
- The university I studied is now the country’s best.
- The useful book I once told you about is out of stock.
We use “the with the following kinds of nouns:
- Planets, stars, etc: The earth; the Jupiter
- Rivers: The Nile; the Thames; the Yamuna
- Scriptures: The Gita; the Bible; the Quran
- 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.
“The” is not used under the following conditions:
- With plural nouns that represent all of that kind, like, women, men, children, animals, etc.
- With names of all languages, like English, and with names of countries like, “Japan, France, India, Philippines,” etc.
- 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.
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.
- 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.
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.
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.
- Pick any OET Listening Audios / Listen to the short audios below.
- Get your headphone, pen, notebook and the device to play back the audio.
- Start playing back and listen carefully.
- As you listen to the audio, start writing down the conversations in the notebook.
- You will have to pause, stop, rewind and forward the playback head many times.
- Complete writing the transcription.
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.
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.
Today’s Introductory Question
Tell me how you work under pressure?
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.
- Speak with your speaking partner (Recommended)
- Write the entire conversation and share in the group (Ultimate)
- Take the Quiz below (Mandatory):
Read the case notes and complete the writing task which follows.
Zane Khalifa was admitted through the Children’s Emergency Department for acute meningitis as a result of a complication following chickenpox.
- 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
- Parents: Zoya & Abayomi Khalifa, refugees, arrived in Australia in 2015.
- 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.
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)
Appears to have fully recovered from chickenpox and acute meningitis. Will need advice on recommended vaccines for both children. Will need neurological check-up.
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.
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
- Pt normally lives alone. Likes to be alone. On discharge, need to stay with daughter. Not willing!
- Pt non-driver. Public transport. Strong desire to learn driving.
- Relevant History for Surgical Procedure:
- Height 168cm; Weight 75kg; BMI 26.8; Non-smoker; 62 years
- Ms Sullivan, who normally prefers to live alone, will be staying with her daughter on discharge. [With and without “her” makes sense!]
- 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!”]
- Ms Sullivan has a relevant medical history that implies that she needs surgery for this condition.
- A non smoker in her early sixties, Ms Sullivan is 168 cm tall, weighs 75 kg and has a BMI of 26.8.
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.
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.