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OET30 Day 8

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OET30 Day 8

Passive Voice

Emigration:

Day 8! Today we are learning Passive Voice which is very important in writing OET letters! Do not forget Transcription, Labeling and other tasks!

  • 2 Day
  • Marks 100
  • Medium

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Welcome Message!

Day 8 - Common Sense!

Today I thought I should tell you something about common sense which is one of the most important strength of a medical professional who is preparing for OET. Most of you have it but very few apply it during the exam. If you have common sense, you can be a great success during the exam and in your work places.

However, in the frigid examination hall, surrounded by frigid candidates who are stressed for no reason, you too become like a piece of dry wood and lose all common sense. You behave quite senselessly and start messing up things. You can’t see, you can’t hear and you can’t speak a word. You only see time running out and you feeling like running out of the examination hall.

How to overcome this? No one has an answer for this. The weak is always weak and the strong pass the exam! Start today, to power up your heart that you know better than ordinary people. Take control of your heart and ask it to behave!

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

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 - Passive Voice

Her treatment commenced on IV therapy (Correct). Her treatment was commenced on IV therapy (Correct). She was commenced on IV therapy (Incorrect)

Most of the sentences we use are in active voice but at times we need to use sentences in passive voice. For example, OET Exam requires the candidate to write 50% their sentences in passive voice. Similarly, in IELTS, too, passive voice is highly preferred in Writing (Academic) Task 1 when the task is a process, such as the installation of a solar panel, a bore-well pump or an electric equipment.

But then why should there be passive sentences, especially in OET? Passive sentences are OET Writing’s preferred style because a passive sentence dismisses the question of “who did this action”

  • “She was / has been advised to include a lot of citrus fruits in her diet.”

In this sentence, who advised her is not very important because we know! It is either:

  1. Her dietitian, or
  2. Her doctor, or
  3. Her nurse.

Thus, when we know “by whom a certain action is / was / has been done”, we use passive sentences.

NB: To learn Passive Voice, you should have a strong idea about Irregular Verbs.

Passive Voice in OET

50% of an OET letter is written in Passive Voice!

Passive voice is very important for OET writing. You may have noticed that OET writing uses a lot of passive voice. We write “the patient was admitted on 12th December, 2017” or “the patient was treated for three months.” Whatever be the reason, passive voice makes OET Writing impressive.

  • You may still be confused about the use of present perfect (have been admitted / has been admitted) and simple past (was admitted) in passive voice.
  • A simple past is used when the action (admitted / injected / treated / scanned) is done and its effect is no more important. “Mr Sam Manjooran was admitted” means that Mr Sam’s admission and treatment are all over while “Ms Monica Washer has been admitted” means Ms Washer is still not treated completely or not yet discharged.
  • OET letters and passive voice are highly connected. Information such as admission, treatment, tests, prescriptions and advice are mostly written in passive voice. Look at some of the examples:

Examples

  1. Doctor advised Ms Ezee to quit smoking.
    Ms Ezee was advised to quit smoking. (We don’t write “by doctor” because it is understood)
  2. Nurses fed Mr Sam through tube.
    Mr sam was fed through tube. (We don’t write “by nurses” because it is understood.)
  3. The hospital admitted Mr Sam Blessen on 12th December, 2015.
    Mr Sam Blessen was admitted on 12th December, 2015.(We don’t write “by the hospital)
  4. The doctor has prescribed triple dose of paracetamol.
    Triple dose of paracetamol has been prescribed (we know by whom)
  5. The patient has requested help of a nurse.
    The help of a nurse has been requested by the patient.
  6. I am writing this letter to you to refer Mr Tucker for his ongoing care.
    This letter is being written to you to refer Mr Tucker for his ongoing care.
  7. The hospital admitted him on 4th September 2016 with swaying on both sides while walking.
    He was admitted to the hospital with swaying on both sides on 4 September 2016.

Simple Active to Passive

  1. They like natural vegetables.
    Natural vegetables are liked by them.
  2. Most schools admit bright students.
    Bright students are admitted by most schools.
  3. Some teenagers disobey their elders.
    Elders are disobeyed by some teenagers.
  4. We mostly sell old books.
    Old books are mostly sold by us.

Questions for Practice

  1. They need money.
  2. I sell paper bags.
  3. She educates her children better than others do.
  4. This worm infests children.
  5. This doctor always prescribes high dose pain killers.

Complex Active to Passive Voice

  1. Many people prefer to live in cities.
    Living in cities is preferred by many people.
  2. Parents do not like their children disobey them.
    It is not liked by parents that their children disobey them.

Impossible Passive Voice

  1. She improved after five hours.
  2. Mr Hanks recuperated in spite of the delay.

NB: Do not try to convert the sentences above to passive voice because the actions are not done by anyone!

Passive Voice - Rules

Always use v3 forms (of the verbs)

Simple Rules

  1. To change to passive, the sentence should have at least one Object. (We saw Objects on Day 1)
  2. The verb in the passive sentence is always v3 or participle forms.

Examples with D verbs:

  1. He runs a business.
    A business is run by him.
  2. She did not follow the advice.
    The advice was not followed.

Examples with H verbs:

  1. The dietitian has advised her.
    She has been advised by the dietitian.

More Examples

  1. The doctor diagnosed Ms Stella.
    Ms Stella was diagnosed.
  2. The hospital admitted Ms Stella on 12th May.
    On 12th May Ms Stella was admitted to the hospital.
  3. Her dietitian advised Ms Stella to include low-fat food.
    Ms Stella was advised to include low-fat food (by her dietitian) > Better not to mention “by her dietitian)
  4. She has requested me to provide home care for her son for three weeks.
    I have been requested to provide home care for her son for three weeks.
  5. We cannot convince the patient.
    The patient cannot be convinced.
  6. We have not contacted the patient’s husband.
    The patient’s husband has not been contacted.
  7. The doctor has not diagnosed the patient yet.
    The patient has not been diagnosed yet.
  8. The hospital may not discharge Mr Patient for a week.
    Mr Patient may not be discharged for a week.
  9. The physiotherapist has advised Ms Patient to forego evening meals for a while.
    Mr patient has been advised to forego evening meals for a while.
  10. I request you to take over the care of Ms Patient.
    You are requested to take over the care of Ms Patient.
  11. The doctor is planning to discharge the patient tomorrow.
    The patient’s discharge is being planned for tomorrow.
  12. At the time of admission, we found the patient’s BP very low.
    At the time of admission, the patient’s blood pressure was found very low.
  13. We have advised the patient.
    The patient has been advised.
  14. The patient left a suicide note before committing suicide.
    A suicide note was left before committing suicide.
  15. We have made much attempts to resuscitate the stillborn.
    Much attempts have been made to resuscitate the stillborn.
  16. The doctor diagnosed Ms Stella.
    Ms Stella was diagnosed.

Change the following active voice to passive:

  1. The hospital admitted Ms Stella on 12th May.
    On 12th May Ms Stella was admitted to the hospital.
  2. Her dietitian advised Ms Stella to include low-fat food.
    Ms Stella was advised to include low fat food in her diet.
  3. She has requested me to provide home care for her son for three weeks.
    I have been requested to provide home care for her son for three weeks.
  4. We cannot convince the patient.
    The patient cannot be convinced.
  5. We have not contacted the patient’s husband.
    The patient’s husband has not been contacted.
  6. The doctor has not diagnosed the patient yet.
    The patient has not been diagnosed yet.
  7. The hospital may not discharge Mr Patient for a week.
    Mr patient may not be discharged for a week.
  8. The physiotherapist has advised Ms Patient to forego evening meals for a while.
    The patient has been advised to forego evening meals for a while.
  9. I request you to take over the care of Ms Patient.
    You are requested to take over the care of Ms Patient.
  10. The doctor is planning to discharge the patient tomorrow.
    The patient’s discharge is being planned for tomorrow.”
  11. At the time of admission, we found the patient’s BP very low.
    At the time of admission, the patient’s blood pressure was found very low.
  12. We have advised the patient.
    The patient has been advised.
  13. The patient left a suicide note before committing suicide.
    A suicide note was left before committing suicide.
  14. We have made much attempts to resuscitate the stillborn.
    Much attempts have been made to resuscitate the stillborn.

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. An ELISA or enzyme-linked immunosorbent assay, is a method used in the laboratory to aid in the diagnosis of a wide range of diseases.
  2. This test is performed on blood or urine and is used for measuring the amount of a particular protein or substance in these bodily fluids, such as infectious agents, allergens, hormones or drugs.
  3. This test relies on the interaction between components of the immune system called antigens and antibodies.
  4. Antibodies are proteins produced by the body to identify and neutralise any foreign substances that may be encountered, such as viruses and bacteria.
  5. The substances to which antibodies are produced are known as the antigens as they stimulate an immune response.
  6. ELISAs are used for numerous types of tests in the laboratory which can assist in the diagnosis of many different conditions.
  7. It is most commonly requested if it is suspected you have been exposed to viruses such as HIV and Hepatitis B or C, or bacteria and parasitic infections such as Toxoplasmosis, Lyme disease and Helicobacter pylori.
  8. It can also measure levels of antibodies to see if you have been vaccinated against certain diseases such as mumps and rubella.

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

Other uses of the ELISA include:

  • Measuring certain hormone levels such as HCG in the pregnancy test, thyroid hormones
  • Detecting dust and food allergies
  • Detection of illicit drugs such as cocaine and methamphetamines.
  • Measuring antibodies which are produced in auto-immune conditions such as Lupus and rheumatoid arthritis.

Paragraph 2

Some kits are also available for the general public to use for example; the home pregnancy test is based on the ELISA principle and detects the presence of a hormone known as human chorionic gonadotrophin (hCG) which is excreted in the urine of a pregnant woman.

Paragraph 3

PrEP is indicated for those at greater risk of HIV acquisition and therefore comprehensive history taking and risk assessment, including both sexual and drug taking histories, are required to identify those most likely to
benefit.

Paragraph 4

Clinicians will need to make pragmatic decisions with patients about future HIV risk, their need for PrEP and individual-level assessment of the benefit versus potential harms of PrEP. At a population level, given limited resources and a desire to achieve the maximum impact of PrEP, clinicians should use clinical criteria and recommendations as outlined in these guidelines, along with local and national criteria for NHS or clinical trial eligibility to provide PrEP to those at highest risk of HIV acquisition.

Paragraph 5

It is well recognized that there are other risk behaviors and vulnerability factors that increase the risk of HIV acquisition and these should be taken into consideration on a case-by-case basis by clinicians when considering eligibility for PrEP and assessing HIV risk. Although this lacks a clear evidence base, the writing group has considered this in terms of those who are ‘high risk’, and therefore PrEP would be recommended.

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

Have you interacted with any patient families who are unhappy with your care?

I have not had this situation happen to me yet, although I know it is inevitable due to the high stress of having a loved one in the hospital. I plan to do my best to listen to them. Rather than let a family member upset me, I will simply listen to all of their concerns and strive to ensure their needs are being met.

OR

I had many experiences when family members of the patient got angry and shouted at me. It may or may not be our mistake but relatives often get angry with nurses. One day when I was on duty in out patient clinic there was some procedure for one of our patients that took around 45 minutes to complete. While the patient’s relatives who had next appointment was shouting and screaming in the waiting area .When I called them to see the doctor, they started shouting at me. Firstly I listened to and kept them isolated and tried to convince them. Initially they were not happy and blaming me for the delay. Even though they were frustrated I was very calm and compassionate with them .

ROLE PLAYER’S CARD

Setting: Community Health Center

PATIENT

You are a 39-year-old police officer who has been referred by your doctor for advice on reducing your weight to improve your health. You usually do desk jobs at your station and spent your evenings binge watching films or television series alone or with your friends and family. You usually take donuts for breakfast at station and fast food during the day. You do not have any significant health problems, but lately, you have been getting breathless whenever you do a strenuous activity.

TASKS:

  • Answer the nurse’s questions about your lifestyle honestly.
  • Ask why it is important to lose your weight.
  • Explain it will be tough to make changes in your daily routine.
  • Reluctantly agree to comply with the advice
  • The patient’s name is Mrs. Jennifer Perkins.

CANDIDATE'S CARD

Setting: Community Health Center

NURSE

You are talking to a 39 year old police officer who has been referred by her doctor for advice on reducing weight to improve her health. The patient is overweight with a BMI of 25.9 and has been experiencing breathlessness on exertion.

TASKS

  • Ask about the patient’s lifestyle mainly drinking and eating habits.
  • Explain the importance of losing weight.
  • Emphasize the importance of physical activity and a well balanced healthy diet.
  • Encourage the patient to take leafy vegetables and whole fruits.
  • Explain the necessity of avoiding junk and sugary foods along with alcohol intake
  • The patient’s name is Mrs. Jennifer Perkins.

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 8 – Signposting changes in topic

Tip 8 – Persuasion

Common persuasions found in OET speaking

  1. Diabetes to avoid eating sugar and carbohydrate rich foods.
  2. Hypertension to avoid eating food with high-fat and high-salt content.
  3. Lung problems to quit smoking
  4. Liver problems to quit drinking
  5. Arthritis to avoid foods that may worsen the condition

Some Persuasive expressions

  1. The most important thing is to quit smoking and regulate drinking alcohol.
  2. It would be beneficial if you can walk for an hour every morning.
  3. It is a good idea to incorporate mental exercise.
  4. It would be of great help if you can skip the night’s meal for a month.
  5. It is strongly advised/recommended/ suggested that you try to listen to songs.
  6. I strongly suggest/urge/ advise you to refrain from non vegetarian food for a while.
  7. I am concerned about your health and want the best possible outcome for you.
  8. This might not be what you were hoping to hear but the best way to improve your health is ___.
  9. Your ___ is quite (higher/lower) than it should be, and I am concerned about the long-term effects on your health.
  10. I understand what you are saying, but you must consider the adverse effects it can have on your health.
  11. I know it’s hard, but I am afraid there’s no other way.
  12. If you do not make these changes, you run the risk of ___.
  13. It is imperative that you ___ else it can make you susceptible to serious com applications for the future.

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:

You are Silvie Longman, a senior nurse, working with Santacruz Health Care Agency, Perth. Roshni Ebenzer is a patient.

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

Patient Details

  • Name: Roshni Ebenzer
  • Age: 45
  • Address for correspondence: 1/11-13 Albany St, St Leonards NSW, Australia.
  • Contact number: +61 34527 2382

Social Background:

  • Lives with her husband who is a retired army officer
  • Three children (two daughters and one son)
  • Daughters live in London & son in New York.

Past medical history

  • Diabetes Mellitus and Hypertension.
  • Chief Complaints: Headache and giddiness. Headache began 2 weeks ago (it has occurred episodically since then)
  • Pounding in quality, localized to both frontal areas.
  • Giddiness occurred while doing household chores 3 to 5 times over the last 2 weeks.
  • Not associated with nausea, vomiting, or light- sensitivity
  • Relieved by over-the-counter analgesics No changes in her vision
  • No previous history of similar headaches
  • No family history of intractable headaches
  • Suffered two episodes of impaired consciousness (over the last 2 weeks), one while cooking (approximately 10 days ago) and the other while driving (just two days ago). No jerking of the limbs or incontinence was observed.

Physical examination:

  • Vital Signs T: 97.2 P: 78 R: 21 BP: 160/80
  • General physical exam: Normal. Neck: supple.
  • Neurological exam:
  • Visual acuity: OS 20/25; OD 20/30
  • Motor: Normal muscle tone and strength, all muscles tested
  • Funduscopy: Bilateral papilledema,
  • R retinal hemorrhage MMSE: 28/30.
  • CN: PERRL, EOMI, Visual fields full to confrontation.
  • Sensory: Normal.
  • Babinski’s sign: Negative. Coordination: Normal.
  • DTRs: Brisk and symmetrical throughout.
  • Station and gait: Normal.

Laboratory studies:

  • Toxicology screen, electrolytes, and ECG were normal.
  • Head CT: Normal.
  • Head MRI: No ventricular enlargement. EEG: Normal

Course of illness and medication:

  • Tramadol (Ultram®) for pain, Amlodipine (Norvasc®) (for high BP) & Metformin (for DM).
  • Lumbar puncture done: opening pressure was greater than 450 mm of water.
  • Cell counts were WBC 213 RBC 46.
  • Differential: segs 1 bands 0 lymphs 81 monos 18.
  • Protein 75. Glucose 24
  • CSF cryptococcal antigen was positive.

WRITING TASK:

Using the information in the case notes, write a letter to the senior doctor, Siva Westland, South Perth Hospital, 76 South Terrace, South Perth WA 6151, Australia, stating all the details about the patient and requesting him to look into the case.

In your answer:

  • Expand the relevant notes into complete sentences
  • Do not use note form
  • Use letter format
  • The body of the letter should be approximately 180–200 words.

The 7 Questions. Touch Here!

The 7 Questions!

Here are the 7 Questions you should find answers for. By doing so, you will get to the bottom of this case note and there will be hardly any chance of errors.

Go to the Answer the 7 Questions Now!

Writing Format

Follow this format

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

Who is the recipient of the letter?

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

Who is the patient?

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

What is the purpose?

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

What are irrelevant?

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

Difference between admission date and discharge dates

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

What is the trick in this case notes?

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

Known case or not known?

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

Expanding Notes

How to Expand two or more words to a sentence?

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

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

Mr Morgan – presented – 27th – coronary artery bypass graft – recuperated well BMI above normal – advised to stop smoking, reduce alcohol intake.

Mr Morgan was presented to hospital on 27 of this month with the aforementioned diagnosis for which he underwent coronary artery bypass graft and has recuperated well. His body mass index is above the normal level and he has been advised to stop smoking and reduce alcohol intake.

Ms Tan – well able to transfer by herself  – walker – weakness, limited ability to move – requesting home care visits – assist her with personal care – incontinence of bladder, bowel occasionally.

At present Ms Tan is well able to transfer and move by herself with the aid of a walker but due to her physical weakness and limited ability to move, she is requesting home care visits from your service to assist her with personal care. Worth noting is, this elderly woman experiences incontinence of bladder and bowel occasionally.

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:

I was working in a village clinic when I first met Dr Spencer, a tall, amiable man who walked in such a way that one felt he was walking along a song. That was not most remarkable about Dr Spencer. He had a special knack to make his patients feel better even before they took the first pill he prescribed.

One day something very unusual happened in his room…

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) with G

All verbs are not "treat - treated - treated"

Hang Hung Hung / Hanged
Have Had Had
Hear Heard Heard
Heave Heaved Heaved
Hew Hewed Hewed
Hide Hid Hidden
Hit Hit Hit
Hold Held Held
Hurt Hurt Hurt

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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