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OET30 Day 6

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OET30 Day 6

Tense - Words of Time

Emigration:

Day 6! Today is our first Listening Mock Test. Let's also Learn Tenses.

  • 2 Day
  • Marks 100
  • Medium

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Welcome Message!

Day 3 - Be Natural!

OET has changed a lot. It has really become strict with marking. Sometimes you will feel that they intentionally fail candidates for unknown and known reasons. The fact being this, we should stop worrying about OET and start worrying about our limitations.

To be successful OETians, you should have 3 senses. They are:

  1. Medical Sense
  2. English Sense
  3. Common Sense!

Improve your language, widen your common sense and renew your medical knowledge. That’s all!

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 - Tense

Past, Present, Future

After Verbs, we are learning Tenses today. Tenses tell you when an action took place, takes place and will take place. In OET there are a number of tense related issues.

Get ready and forget the movie you were planning to watch with your friends! Today we will learn:

  1. Past, Present and Future Tenses
  2. Irregular Verbs starting with F

Present Tense

Is, am, are, have, has, do / does, can, may

Present Tense is used to refer to actions that happen:

  • Just now
  • Nowadays / Habitually
  • Started in the past but still happening
  • A part of the action completed but another part is not completed.

Finally we are learning Tenses today. Get ready to spend more time with Tenses because it is most important in English.

Simple Present

Simple present is mostly used in explaining a patient’s social history (W) and the same can be seen mostly in S, R and L. It is very important to learn Simple Present very carefully. Look at these examples:

  • Ms Roy lives alone in a two bedroom apartment in the suburbs.
  • For the last three years Mr Sam smokes excessively.

Simple present is a safe way of combining past, present and future together.

  • A retired nurse, Ms Stallone self injects her medicines. (This sentence suggests that Ms Stallone used to, still does and will continue injecting in the future, too)
  • She is due to be discharged on April 20.
  • However, she moves independently with the help of walker.
  • Socially, Ms Stanley lives alone and does not have children.
  • Her neighbour, Mariya, visits her often in her house.
  • Her sister and brother reside in away from the country.

Present Continuous

Present continuous is not very common these days because the same can be used in Simple Present. However, in some cases you will need to use present continuous while Speaking. Look at these examples:

  • I am writing to request home health services to Ms Stanley who suffers from a cluster of age related diseases.
  • At present she is recovering.

Present Perfect

Present Perfect or H Tense is widely used these days. Present perfect tense is used to explain:

  • Recent tests the patient has undergone,
  • Recent medications the patient has been prescribed,
  • the patient’s medical history that has not ended so far.
  • Remember, present perfect tense does not mention time!
  • Any action that started but not ended is present perfect.

Examples:

  • Ms Oven has a family history of osteoarthritis in particular and joint pains in general.
  • With regards to his medical and social history, he has been seen by many Physicians and Psychiatrists, yet no noted improvements have been reported.
  • Since birth he has been taken care by his attendant Ms Jennifer.
  • She has been instructed to use arm slings and is completely restricted from weight lifting is advised for 4 weeks.
  • In addition to this, Endocrinologist has advised her to maintain a chart of her blood sugar levels.

In all the above quoted situations, has, has been, have and have been are used. In all those situations, actions are initiated but not completed – at least the effects of the actions are prevailing.

  • “He has been advised to undergo this surgery within three weeks.” (Means, the patient has not yet undergone the surgery although the doctor has advised for surgery.
  • “The patient has undergone surgery and is recuperating well…” (Only the surgery is done but has not terminated)
  • Ms Stanley has been suffering from celluloid of lower extremities, renal insufficiency, obesity and hypertension.

As you know, past tense describes actions that started and completed in the past. In OET there are many instances of past tense – especially in the admission history and medical history.

Examples

  1. A medical linear accelerator (LINAC) customizes high energy x-rays or electrons.
  2. It features several built-in safety measures.
  3. Then it allows these electrons to collide with a heavy metal target to produce high-energy x-rays.
  4. These high energy x-rays are shaped as they exit the machine to conform to the shape of the patient’s tumor and the customized beam is directed to the patient’s tumor.
  5. The beam is usually shaped by a multileaf collimator that is incorporated into the head of the machine.
  6. The patient lies on a movable treatment couch and lasers are used to make sure the patient is in the proper position.
  7. The treatment couch can move in many directions including up, down, right, left, in and out.
  8. The beam comes out of a part of the accelerator called a gantry, which can be rotated around the patient.
  9. Radiation can be delivered to the tumor from many angles by rotating the gantry and moving the treatment couch.
  10. Patient safety is very important and is assured in several ways.
  11. Before treatment is delivered to the patient, a treatment plan is developed and approved by the radiation oncologist in collaboration with the radiation dosimetrist and medical physicist.

Past Tense

Was, were, had, did, could, might

Past Tense is used to refer to actions that happened:

  • Just now but completed (on a time)
  • In the past, habitually (During a time)
  • Started in the past, continued in the past and completed in the past (From a past time till another past time)
  • Started and completed before another action that happened and completed in the past (Past before past).

Simple Past

Simple past is commonly used in the introduction, medical history and in the medical management of the letter. Remember, if a particular date is given, never fail to put that in simple past.

  • Ms Roy was admitted to our care on 12th December with severe abdominal pain.
  • Ms Ray was admitted on 12th May with complaints of…
  • … for which she commenced treatment on ibuprofen 100 mg…

Simple Past means “done and completed at a time.”

  • She went home in the evening. (Look at the time!)
  • He consumed poison on 31st April. (look at the time!)

Use only simple past in sentences that start with:

  1. At the time of admission + Ms Roy was found extremely stressed.
  2. On admission + the patient complained of urine incontinence…

Past Perfect

Past Perfect or Had + V3 is used mostly in past medical history, that is, to express an action that happened before another action.

  • Ms Roy had developed symptoms of uterus cancer before she had got her tests done.

Past tense and present perfect tense are very much similar.

  • The patient requested a wheelchair to be sent to his home. Simple Past
  • The patient has requested a wheelchair to be sent to his home. Present perfect.

Examples

  1. On July 3, 1977, the first magnetic resonance imaging (MRI) exam on a live human patient was performed.
  2. MRI has become an extremely useful non-invasive method for imagining internal bodily structures and diagnosing disease.
  3. Isidor Isaac Rabi was born on July 29, 1898 in Rymanow, Austria.
  4. In 1899 his family moved to New York, where they lived in poverty in the Lower East Side before moving to Brooklyn in 1907.
  5. Rabi’s parents were Orthodox Jews, and though Rabi never practiced religion as an adult, he was always influenced by his religious upbringing.
  6. He felt that doing good physics was “walking the path of God.”
  7. Rabi graduated from Cornell University in 1919 with a degree in chemistry.
  8. He wasn’t really captivated by chemistry, and spent three years not doing much of anything before deciding to go to graduate school in physics at Cornell.
  9. After finishing his PhD in 1927, Rabi went to Europe, where he spent time working with the giants of quantum mechanics, including Sommerfeld, Bohr, Pauli, Stern, and Heisenberg.

Future Tense

Will, shall, will have, shall have, can, may, should, would, must

Future Tense is used to refer to actions that will happen:

  • In the future, anytime from now!
  • In the future, will continue in the future and will complete in the future.

NB: Future Tense has no notable significance in modern English. People prefer to use present tenses to replace Future tense.

Simple Future

Look at these examples:

  • She will be transferred tomorrow.
  • He will have to follow these advice most closely to prevent reinfection.
  • It will be greatly appreciated if you could take over Ms Tan’s case immediately.

Future Continuous Tense

Look at these examples:

  • He will be moving to his daughter’s home in Canterville.

Examples

  1. It will deliver the dose as prescribed.
  2. It is routinely checked by a medical physicist to ensure it is working properly.
  3. Your radiation oncologist will collaborate with a radiation dosimetrist.
  4. They will double-check this plan before treatment begins.
  5. The funding we received will help us build these structures
  6. The project called PHASER will develop a flash delivery system for X-rays.
  7. The Stanford Department of Radiation Oncology will provide about $1 million over the next year for these efforts and support a campaign to raise more research funding.
  8. We want to come up with innovative ways to manipulate the proton beam that will make future devices simpler, more compact and much faster.
  9. The PHASER project will be capable of steering the proton beam.
  10. We hope that our work will contribute to making the best possible treatment available to more patients in more places.
  11. Nearly two-thirds of all cancer patients in the United States will undergo radiation therapy as part of their treatment.

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. Intravenous fluids are important components of appropriate care for hospitalised children.
  2. Reports in the medical literature and warnings issued in other countries have highlighted the risks associated with use of low sodium content fluids.
  3. The importance of appropriate glucose content has also been identified, and emerging evidence suggests risks associated with high chloride.
  4. Individual or facility based responses to the changing literature, along with the interim recommendations of a national expert group convened under the auspices of Children’s Healthcare Australasia (CHA), have led to variable practices across NSW Health hospitals with consequent inconsistencies and risks.
  5. The NSW Chief Paediatrician was tasked to engage clinical experts, HealthShare and a range of other partners in the development of statewide standards across all NSW facilities.
  6. The resultant Standards for Paediatric IV Fluids: NSW Health addresses fluid content, bag size, labeling, administration, procurement and storage.
  7. A succinct Statement of the Standards presents the key messages and related actions on a single page.

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.

Paragraph Labeling – in More Details

Labeling a Paragraph

How to label?

As you know, Part C Reading is 90% comprised of finding out what a particular paragraph mentions. In other words, you have to tell what each paragraph is about.

Let’s look at a few official examples. Here is the first paragraph of the text and the 7th question:

Millions of people who suffer sleep problems also suffer myriad health burdens. In addition to emotional distress and cognitive impairments, these can include high blood pressure, obesity, and metabolic syndrome. ‘In the studies we’ve done, almost every variable we measured was affected. There’s not a system in the body that’s not affected by sleep,’ says University of Chicago sleep researcher Eve Van Cauter. ‘Every time we sleep-deprive ourselves, things go wrong.’

7. In the first paragraph, the writer uses Eve Van Cauter’s words to:

  1. Explain the main causes of sleep deprivation.
  2. Reinforce a view about the impact of sleep deprivation.
  3. Question some research findings about sleep deprivation.
  4. Describe the challenges involved in sleep deprivation research.

Now, let’s apply labeling to find out the right choice! For this you have to summarize the entire paragraph into a label that consists of a word or a very few words, say, 5! Look at the paragraph again and read the labels below. Which summarizes the paragraph at its best?

Millions of people who suffer sleep problems also suffer myriad health burdens. In addition to emotional distress and cognitive impairments, these can include high blood pressure, obesity, and metabolic syndrome. ‘In the studies we’ve done, almost every variable we measured was affected. There’s not a system in the body that’s not affected by sleep,’ says University of Chicago sleep researcher Eve Van Cauter. ‘Every time we sleep-deprive ourselves, things go wrong.’

Step 1 – Original split into paragraphs

  1. Millions of people who suffer sleep problems also suffer myriad health burdens.
  2. In addition to emotional distress and cognitive impairments, these can include high blood pressure, obesity, and metabolic syndrome.
  3. ‘In the studies we’ve done, almost every variable we measured was affected. There’s not a system in the body that’s not affected by sleep. Every time we sleep-deprive ourselves, things go wrong.’ says University of Chicago sleep researcher Eve Van Cauter.

Step 2 – Known information removed

  1. People who suffer sleep problems also suffer health burdens.
  2. Emotional distress, cognitive impairments, high blood pressure, obesity, metabolic syndrome.
  3. Studies – almost every variable affected. All systems in the body is affected by sleep. Sleep-deprivation upset body and mind – Eve Van Cauter.

Step 3 – Crunching

  1. Sleep problems > health burdens.
  2. Impact on mind and body.
  3. Eve Van Cauter – No sleep, no health

Step 4 – Final Labeling

Sleep deprivation and health by Eve Van Cauter.

Now look at question number 7 and check which option is close to our label:

7. In the first paragraph, the writer uses Eve Van Cauter’s words to

  1. Explain the main causes of sleep deprivation.
  2. Reinforce a view about the impact of sleep deprivation.
  3. Question some research findings about sleep deprivation.
  4. Describe the challenges involved in sleep deprivation research.

The answer is B, “Reinforce a view about the impact of sleep deprivation.”

The Problem of Similarity!

Now the final problem is the problem of similarity. For many, all the options look correct! This is because the given paragraph vaguely touches some of the aspects in each option. How to look for the correct answer?

  1. Explain the main causes of sleep deprivation.
    1. The label does not have the word “causes.”
    2. Nowhere in the paragraph it mentions “causes.”
  2. Reinforce a view about the impact of sleep deprivation.
    1. The label does not have the word reinforce but altogether it is a reinforcement!
  3. Question some research findings about sleep deprivation.
    1. The label or paragraph does not have the word “Question” nor does it anywhere question anything.
  4. Describe the challenges involved in sleep deprivation research.
    1. Challenges are discussed in the paragraph but nothing about challenges in research.

During the procedure, your nurse will measure the length from your baby’s nose or mouth to their stomach. Your nurse will then mark the tube so it is just the right length for your infant. Then, they will lubricate the tip with sterile water or water based lubricating gel. Next, they will insert the tube very carefully into your infant’s mouth or nose. Occasionally doctors will insert the tube, but it is generally a procedure done by the bedside nurse.

Sample:

  • Measuring length – nose or mouth → stomach.
  • Marking tube – right length for infant.
  • Lubricating tip with strl water / water based lubricating gel.
  • Inserting tube carefully mouth / nose.
  • Done by 1. doctors 2. bedside nurses.

Paragraph 1

Pancreatic cancer is the 10th most frequently occurring cancer but the fifth most common cause of cancer death in Australia, as is also seen in other developed regions of the world. A gradual increase in incidence has been observed since the 1980s in almost all age groups in both sexes. Increases have been attributed only to trends in smoking, which is considered causal, with local published data suggesting a lag of about 30 years between smoking trends and incidence. However, being overweight and obesity may also have contributed, in part, to incidence trends.

Paragraph 2

In developed countries, only about 50%–70% of cases of pancreatic cancer are histologically confirmed based on review of the primary tumour, because pancreatic biopsy procedures have been associated with significant risks and are often avoided. But improvements in imaging modalities, particularly endoscopic ultrasound and pancreas-specific computed tomography, and magnetic resonance imaging protocols, together with endoscopically guided biopsy procedures, are likely to have led to some of the increase in incidence through improved detection.

Paragraph 3

In 2011, the latest year for which results are available, 5-year survival from pancreatic cancer was 5.2% in Australia and 7.3% in the United States (among patients on selected Surveillance, Epidemiology and End Results Program registers) with modest improvements observed over the past several decades. Five-year survival from pancreatic cancer was about 3% in the mid1980s in both places. Between 1987 and 2007 in Australia there was only a 6% drop in mortality from pancreatic cancer in both sexes (in those aged less than 75 years), compared with decreases in mortality of 34% from lung cancer, 47% from bowel cancer and 28% from all cancers overall. Current projections suggest that within 10 years, pancreatic cancer will be the second-highest cause of cancer death in the US as mortality and survival from the other four leading causes of cancer death (lung, bowel, prostate, and breast cancers) improves. If these trends are reflected in Australia, it would be anticipated that pancreatic cancer will become one of the leading causes of cancer mortality there also.

Paragraph 4

Complete resection of the primary tumour currently offers the only hope of cure. Beyond the setting of high risk families, screening to identify precursor or early invasive lesions is not feasible for two main reasons. First, endoscopic ultrasound is invasive and can only be used in specialised settings, so does not meet criteria for a population screening test. Second, the positive predictive value of screening is limited by the low population prevalence of pancreatic cancer. Attempts to categorise the population using known risk factors, including several known single nucleotide polymorphisms, have not yet identified population subgroups at sufficiently high risk to warrant screening.

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

Working with doctors and other medical professionals can be difficult; how you deal with workplace stress?

Answer 1

Being a nurse, I believe I have many obligations to my patients and society like caring people in their critical situations, giving a homely environment until they get discharge by assisting them as their own sister. This gives pleasure in my work and the families whose loved ones are sick. I don’t care about the award or appreciation from others. In simple words I love my profession. Besides, I get many opportunities to update the new studies and developments in the field. The disappointment is to feel the heart of struggling patients those who are suffering from disabilities in their tender age and falling terminally ill that amounts to immature death.

Answer 2

Being a nurse, I must work with other health care professionals, especially doctors, physiotherapist, surgeon, specialists, etc. When I look back, almost 80% of cases were managed with a spirit of team work and effective communication. However, the situations arise when on-call doctors do not respond in the wake of emergency situations. Lodging a complaint against these staff members or discussing these matters on departmental meetings only add to the chaos and disturb the team spirit.

ROLE PLAYER’S CARD

Setting: Patient's Home

You are Ms Pauline Caesar, diabetic. Recently your doctor suggested that you should start insulin injections. A community health nurse has come to your house to teach you how to give yourself the insulin injections. You are unsure about why it is required for you to take these injections and you are also worried about the method of performing the insulin injections on your own.

TASKS:

  • Ask the nurse why it is necessary for you to start insulin injections.
  • Inform her that you have been managing your diabetes with your diet and tablets
  • Show your anxiousness when the nurse teaches you how to inject yourself.

CANDIDATE'S CARD

Setting: Patient's Home

You are a community health nurse. The patient’s family doctor at the hospital has asked you to go to the patient’s house to teach her how to give insulin injections herself. The patient is worried as she doesn’t understand why it is necessary for her to start insulin injections as she thinks that she is able to manage her diabetes perfectly well with diet and tablets.

TASKS:

  • Explain to the patient why insulin injections are necessary.
  • Explain in detail the process of administering an insulin injection.
  • Reassure the patient that it is a simple process, if you find that the patient is anxious.
  • Explain the importance of using sterile needles, the process of performing, proper needle disposal and general sites for injections.

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):

Tip 6 – Sequencing the interview logically

It is your responsibility to layout the entire conversation.

  • What you are going to discus
  • What will you talk about first?
  • What questions are you going to ask?
  • What questions are you going to answer?
  • How will you conclude?

You should maintain a logical sequence as you’re the one who leads the interview. An ordered approach helps in efficient and precise information gathering and giving. This should be flexible at any point to focus on the needs and concerns of the patient that may arise in the middle of the conversation and tasks on your role-play card. If you lack this organization, then the whole conversation will be aimless.

Look at the examples:

  1. Okay, here’s what I’m going to do. First, I will do and later, I will ask you some questions. After that, I will discuss what the diagnosis is, and, finally, I will be able to give you some suggestions, on managing your condition better. Would that be okay with you?”
  2. “Okay, what I’m going to do is; first, I would like to ask you some questions about your condition, to get a detailed understanding. Then, I’d like to ask you some questions about your lifestyle, following which, I will explain, what the condition is, and the steps, you can take to manage your condition. Would that be fine with you?”
  3. “I’d like to talk to you about two ways, that we can help you. First, I’d like to discuss …”. “Okay, now that we’ve discussed…, I’d like to discuss… with you. Is that okay?”
  4. “Now that we’ve discussed…, I’d next like to talk about…. Is that all right with you?”
  5. “Danny (Name of the role interlocutor is playing], now that we’ve discussed…, I’d next like to discuss…. Would You be fine with that?”

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 below and complete the writing task which follows.

NOTES:

Dalmia Iota is a female patient presenting in the clinic in which you work.

Patient:

  • Dalmia Iota
  • DOB: 19/05/97
  • Address: 100 Dust Hill Road, Devon Port
  • Presented: An hour ago.

Social History:

  • Single, graphic designer
  • Youngest in family
  • Social drinker
  • Smoker – 7 years, 10-15/day

Family History:

  • Father also has asthma
  • Mother – hypertension
  • Younger brother – ADHD
  • Grandfather – type 2 diabetes

Medical History:

  • Asthma, since age 4.
  • Two previous asthma related hospital admissions, most recent 2015
  • Allergic rhinitis
  • Eczema
  • Anxiety disorder
  • Fractured tibia (2002)

12/3/17

  • Mild food poisoning – diarrhoea
  • Encouraged electrolytes
  • Medical certificate written for work

25/8/17

  • Short of breath – ongoing
  • Nocturnal cough 7 nights p/w
  • Ventolin use ↑

2/9/17

  • Abdomen lax & non-tender
  • P: 76 bpm
  • T: 36.5°C
  • BP: 110/70
  • CXR: Clear
  • FBE: Normal
  • PEF: 400L/min

Current Drugs:

  • Ventolin (albuterol)
  • Symbicort (budesonide/formoterol) – twice daily
  • Zyrtec (cetirizine)

Notes

  • Noncompliance with preventive inhaler – “forgets”
  • Discussed smoking cessation options (nicotine patches, support services)

Treatment Plan

  • Assess and evaluate
  • Continue w. current meds.

WRITING TASK:

Using the information given in the case notes, write a referral letter to Pulmonologist, Dr Jan Walker, at “Epstein Clinic”, 393 Victorian Road, Richmond, Melbourne.

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:

Notes 1:

  • Mrs Edith
  • Presenting symptoms:
    • Vomiting,
    • Nausea,
    • Right upper quadrant abdominal pain.
  • Diagnosed
  • Treatment
    • Only medical
    • No need for surgical intervention.
  • Weight loss 3 kg
  • Prognosis is positive.

Answer:

Mrs Edith was presented to our health care with the complaints of vomiting, nausea and right upper quadrant abdominal pain. For this, after a series of investigations, she was diagnosed as the same after which her treatment was commenced on medical care as there was no need for surgical intervention. During hospital stay, she had a weight loss of 3 kg and her prognosis is positive.

Notes 2:

  • Ms Edith
  • Past medical history
    • Known hypertensive 1994
    • Now in control.
  • Previous hospitalization
    • Jaundice, treated successfully.
  • Today’s review
    • Found comfortable, doing well
    • Discharge today.
  • Plan
    • Arrange nurse, provide post medical care.

Ms Edith’s past medical history reveals that she is a known hypertensive since 1994 although now it is in control. Besides, she had a hospitalization for jaundice and it was treated successfully. During today’s review, Mrs Edith was found comfortable and doing well and her discharge has been scheduled for today. In the light of the above, it would be beneficial if you could arrange a nurse to provide post medical care to  render Mrs Edith personal care for her speedy recovery.

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?

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
    1. Clearly mention the purpose of the letter in the first paragraph and expand the same in the last paragraph.
    2. Write the purpose of writing the letter very quickly and efficiently.
    3. It checks if your communication tells something clearly or not.
  2. Content
    1. The content criterion examines a number of aspects of the content:
    2. All key information is included
    3. Information is accurately represented
    4. Audience awareness is key here. The writing needs to be appropriate to the reader (and their knowledge of the case) and what they need to know to continue care.
  3. Conciseness and Clarity
    1. Health professionals value concise and clear communication.
    2. This criterion, therefore also considers:
      1. Whether unnecessary information from the notes is included and how distracting this may be to the reader, i.e. Does this affect clarity?
      2. Is there any information that could be left out?
      3. How well the information (the case) is summarised and how clearly this summary is presented to the reader.
  4. Genre & Style
    1. Referral letters and similar written handover documents need to show awareness of genre by being written in a clinical/factual manner (e.g. not including personal feelings and judgements) and awareness of the target reader through using professional register and tone.
    2. The use of abbreviations should not be overdone thereby assuming common prior knowledge.
    3. A nurse should not write medical terms when a letter is written to a patient’s parents (especially if they are not very educated).
    4. Can you use abbreviations?
      1. Yes, if the recipient understands.
      2. Yes, if written to a medical colleague in a similar discipline, then judicious use of abbreviations and technical terms would be entirely appropriate,
      3. No, if the recipient doesn’t understand.
      4. No, if the medical colleague was in a totally different discipline.
      5. No if a letter was from a specialist to a GP, more explanation and less shorthand would be desirable.
      6. Minimize medical jargon.
  5. Organization and Layout
    1. Health professionals value documents that are clearly structured so it is easy for them to efficiently retrieve relevant information.
    2. This criterion examines how well the document is organised and laid out.
    3. It examines whether the paragraphing is appropriate, whether sub-sections within the document are logically organised and whether key information is clearly highlighted to the reader so that it is not easily missed.
    4. The criterion also considers whether the layout of the document is appropriate.
  6. Language
    1. OET letters are not like IELTS writing tasks.
    2. In OET you should not show your linguistic skills.
    3. Language should be used only to communicate, not to impress!
    4. Your words should not obstruct retrieval of information.
    5. Use accurately, appropriately.
    6. Your language should not interfere with reading comprehension or speed.
  7. Handwriting! The most important!
    1. Suppose OET sent you the case note and its answer a day before the exam and sent you!
    2. You learnt the letter by heart and went to the exam!
    3. In the exam hall you wrote the letter just as OET sent you the answer but your handwriting is readable to only one person in the world – and that is you.
    4. What if your handwriting is not legible?

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:

Write a simple story with the following starting:

While slowly walking home with Sandra Winscote, I asked her, “Do you really love being a doctor.”

As always, Ms Winscote smiled and said she loved to be a doctor. In the next moment she shot the same question back, “And you, Charmie?”

I had not expected this question because I thought the doctor never had any such question about me. I had to answer now.

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.

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