IELTS English Class

# IELTS English Class :::info #### Idiom(a fixed phrase with a special meaning) #### Vocabulary(Lexical resource): IELTS=International English Language Testing System etc=et cetera Connotation = how a word feels, not just what it means Skim=To read something quickly to get the main idea. Scholars= People who study a subject deeply, especially in universities. Talents = what you are good at Motivate = why you want to act Cognitive = how your brain works ::: #### Test:[TutorABC](https://passport.tutorabc.com/customs/zh-tw/login) #### Vedio:[Fresh off the boat](https://www.bilibili.com/video/BV1n4V6zPEBJ/?spm_id_from=333.337.search-card.all.click) --- #### [Homework1](https://hackmd.io/hvz8BiHwTq6yZdgio2c6pQ)、[Homework2](https://hackmd.io/30W-P4cBQNyI47IyBfxnIg) #### [Article-Relationships](https://hackmd.io/BwzbN8qCQLCWX4tD570omg)、[Article-ancient language](https://hackmd.io/B3iX1Ru1Q6aTr26ydCCLEg?view) --- :::danger #### 🦻Listening Test Startegy: #### 👄SPeaking Test Startegy: 1. Link & Chunk in Speaking. 2. In speaking, when your intonation goes up, it works like a comma, and when your intonation goes down, it works like a full stop. #### 👁Reading Test Startegy: 1. Write down the keywords and think of 1 or 2 paraphrases. 2. Read the first and last sentence of each paragraph. 3. Answer each question within 5 minutes, or move on to the next one. 4. Move your eyes quickly across and down the text #### ✍Writing Test Startegy: Task 1: Describe the graph in 150 words within 20 minutes. Task 2: Write an essay on a general topic in 250 words within 40 minutes. 1. Paraphrase the topic ,use synonyms 3. State your opinion and make comparisons 4. Give reasons and examples. 6. Write a conclusion. --- **Example（Writing）:** **Type 1** Paraphrase the topic ... I believe that... One main reason is... In conclusion, --- **Type 2** First, many people face ... For example, ... Therefore, ... In conclusion,... ::: ----------------------------------------------------------------------------------------------- ## 📚Trial Class-Date:January 18, 2026 #### Why do you like to study English? I plan to work overseas next year, so I need an IELTS score of at least 6.5. Also I need to improve my conversation skill,because I get a mind block when I try to speak English.I think I need to learn more work- and travel-related vocabulary this year.Also I need to pratice using new word in speaking sentence,rather than using the same word all the time. #### What country do you want to go to? I want to go to Australia. More specifically, I want to go to Brisbane because the Olympic Games will be held there in 2032. In recent years, Australia has offered many job opportunities for workers. ----------------------------------------------------------------------------------------------- ## 📚Class 1-Date:January 25, 2026 #### What did I do this week? I didn’t do much this week because I felt a bit unmotivated, so I mostly stayed at home. Recently, I heard about a good movie, and I’m planning to watch it next week. It’s an A24 movie about a table tennis player in the 1950s, and Timothée Chalamet is in it. He even won a Golden Globe for Best Actor for this role, so I’m really curious to watch it. ----------------------------------------------------------------------------------------------- ## 📚Class 2-Date:January 30, 2026 #### What did I do this week? ❌ You said: and I’m little confused about the writing test. ✅ Better: And I’m a little confused about the writing test. ❌ You said: That’s my confuse ✅ Better: That’s my confusion or That’s what confuses me. ❌ You said: The indian population will be higher than china at 2030 and the population in china will be going down at the 2050 ✅ Better: India’s population will be higher than China’s by 2030, and China’s population will decline by 2050. TEACHER FAITH: Hello. Hello. Can you hear me? TAMMY: Yeah, I can hear you. How about me? Can you hear me? TEACHER FAITH: Okay. Yes, I can hear you. Great. How was your week so far? What did you do this whole week? TAMMY: Uh, I went to cram school for uh it’s actually a a class for how to take the test. It's from— So I, I know better how to take the IELTS. TEACHER FAITH: Okay. What did you learn during the time? TAMMY: Uh I learned that I need to to spend $8,600 to take the test. It’s really expensive. TEACHER FAITH: Yes, that is correct. So, it is really expensive. TAMMY: And the IELTS test is going to be taken on the computer this year. The last year is the paper and the pen test. TEACHER FAITH: Yeah, that is correct. So actually taking it in the computer is actually better rather than the paper and pen because you can um—what do you call this—concentrate more rather than the one when you're going to take the paper and pen. You can concentrate more in the in the computer too. Right. TAMMY: Right.And I am a little confused about the writing test. TEACHER FAITH: Why? TAMMY: Uh he’s uh—he the the class teacher say that we have one hour time to take the writing test. TEACHER FAITH: Mhm. TAMMY: And we need to uh write more 400 word. TEACHER FAITH: Yes, that's right. TAMMY: Mm. So, so is is this means that the complete the writing test I need to I need to write 400 400 word for one topic. TEACHER FAITH: Ah, I will I will be showing you how is it. TAMMY: Yes. That's that's my confuse. He he didn't tell me very clear. He only say that we have one hour and we need to write 400 words, right? They announce time to write the the article. TEACHER FAITH: Yes. Right. Yeah. Sometimes it's not enough, but sometimes it is enough, but you really have to practice a lot for sure. TAMMY: Yeah. Yes. I am a little confused. How—what means I have to write 4—400 word? This means I only want one article for 400 word or I, I write a two article for each 200 word. TEACHER FAITH: Okay. So there are two parts when it comes to writing. The first part is the graph part where you're going to write about the graph, right? And there's the second one. TAMMY: What means graph? TEACHER FAITH: This one. Hold on. Let me show you what the graph means. So graph is something like this. TAMMY: Oh, the chart. TEACHER FAITH: Yeah, the chart or the graphs. So, it's either that like that, or it could be like this as well. Okay. It could be like this too as well. So, it depends on uh the day that they're going to give you. It could be any of this ones. So, there's a lot of graphs that you might be able to to see. However, so that is the first part. That is task one, and this one is task two about your— I think I made this your homework. Correct. ========================= TAMMY: Yes. Yes. Correct. TEACHER FAITH: So for for first—for the first um task you're going to write 150 words only. Although you're going to—they're going to give you instructions, and they're going to give you 20 minutes for the first task for 150 words. TAMMY: Oh, okay. TEACHER FAITH: Yeah. The second task is 40 minutes, and this one is going to be 250 words. TAMMY: Oh, I, I see. TEACHER FAITH: Yeah. So, in uh in total, it's going to be an hour, and it's going to be 400 words for task one and two. Do you get it? TAMMY: Okay. Yeah. But so, I need to practice to write an article for—uh—in 20 minutes and it's 150 word. TEACHER FAITH: Yeah. About this—about the graph. TAMMY: Yeah. TEACHER FAITH: So, when I'm going to give you your homework when it comes to writing, um we're going to have um an explanation when it comes to your homework. And when you're having your homework, try to set a timer for your own. You have to time yourself. How long does it take for you to write? TAMMY: Okay. TEACHER FAITH: So for now you just time yourself. Don't don't notice the time if you did it 20 minutes or not. Then when you do your homework you put it down. Uh you you send to me as well how many minutes did you make um the homework part. TAMMY: Okay. Okay. TEACHER FAITH: So that will be like um during our homeworks this time. All right. TAMMY: All right. Yes. TEACHER FAITH: So actually there is um I did read about your homeworks as well, which are really good. Did you did you use any AI or um Google for your homework? TAMMY: Uh no, I didn't use AI but I use the dictionary because some word I just can't spell it. I can, I can—I didn't use the AI to to write the article. I write the article myself, but I, I still uh I use the dictionary to find some word that I cannot spell. I, I can say it, but I cannot spell it. TEACHER FAITH: Wow. Actually, the way you write is pretty good. But did it take for you a long time to answer some of the questions though? TAMMY: Uh uh I, I take very long time for the reading. I, I, I find that there is something diffic—it's really difficult to write so many word in homework three. The writing is it is is more easy but the reading is really very difficult. I take a long time to figure out what the whole article is saying about because I, I say, I, I use the dictionary because there are so many word that I didn't, I didn't know what what it means. So I, I find out that the really the the most important thing from now is reading because I, I am very confused about— I first I read it myself and I only say, oh, this is the article for the for some some painting—the Manet painting—um uh but most of I didn't notice that there's a painting. I can understand the painting is the painting for 19th century. It's so long, right? Okay. Then so as I can see maybe during class we're going to do the um—we're we're actually going to do the reading so that you can understand and how we are going to read um a long article for a short time. I need, I need some strategy to read it. This I can read it for—I read it more than I think one or two hours. TEACHER FAITH: Uhuh. Ah. Okay then. And usually the reading takes a lot of time because you're going to do this all of this for one hour only. So everything is going to be one hour only. So you really need to you know read fast and read like in an easy way. So, this is how you're going to actually take the IELTS test, too. It's going to look like— TAMMY: And I'm not sure my answer is right. Although I am I spend so much time to read the whole article with the dictionary, but I still, I still didn't very very clear. I, my answer is right. Uhuh. Not sure my answer is right. TEACHER FAITH: Okay. Then so here um one strategy that I can tell to you is like for example this one is the same reading in one two three—three, right—so the the skill or the um what I can recommend for you is before you read, try to read first like the questions that you're going to answer. So for example, oh so this one we're going to um see where—where can you see this um descriptions or where you can see this sentences in in A to letter F. Right? So you read a little—okay—“a description of how Manet created the painting aspects blah blah blah.” Now go to the next one. You can read as well, “who was the first owner of A Bar at the Folies?” “What is the barmaid wearing?” “Which room is seen at the back of the painting?” “Who is performing for the audience?” “Where did most of the painting take place?” Now you read as well the last one. So “Manet misrepresents the image in the mirror.” So you can try to like um write down first—write down like the key term. So for example, “Manet misrepresents the image.” “Manet felt modern workers, academics.” So on the test, they're going to actually give you a paper and a pen that you can use. Okay. So that you can put notes in it, but you're going to of course answer it in the computer. Right. TAMMY: Right. Yes. TEACHER FAITH: So you're given a paper and pen, and uh when you're going to do this, so write first the keywords of all of the questions first in your paper and pen. Then once you already write it, that's the only time that you're going to read—you're going to read the uh the article. And once you see it—like for example here, “a statement about popularity of painting.” So for example you saw something like, “oh so this one is talking about how popular painting are.” So “most critically renowned paintings,” then probably letter A could be here in number five, something like— TAMMY: That's the question of my my homework. I didn't see any any word about—or any word that say popular. I didn't see the word popular in article. So it's hard to decide which which which sentence means popular, which sentence is talk about the popularity of the painting. Not to—not to my word. My vocabulary is too too bad. TEACHER FAITH: Oh, no, no, no, no. Actually, no. Because that is the thing about IELTS. That's why it's a little bit hard because it can confuse people a lot. Yes. Why paragraph A is popularity of any but it didn't say anything about popularity. Why does it—why is it your answer then? Why did you say number five is letter A? Why? What was the reason why? TAMMY: I just, I just think—I just uh uh—no. I, I deleted the the sentence that cannot be the answer. TEACHER FAITH: Ah, I get it. Okay. So actually number five is correct because of this one. So it says here, can you read this one? Where—where it has also become a favorite with the crown—the crowds. TAMMY: Oh yes. TEACHER FAITH: So if something is popular, usually a lot of people would like it, right? TAMMY: Oh, so a lot of people will like it. So it is popular. TEACHER FAITH: Yeah. That's why it's the favorite with the crowd. So if it's a favorite with the crowds, meaning it is automatically popular. Do you get it? TAMMY: Okay. Yes. Yes. TEACHER FAITH: So that is the thing about—yeah. I agree with you. It's so confusing. IELTS is very confusing. It's an expensive um test. However, this is where you're going to question English as well. Yeah. TEACHER FAITH: So my first take in IELTS—before I got a score of seven, I think a band score of seven—before I already know a lot of English, but because IELTS test was so hard, I only got seven. But after taking—seven is high? Really not really, like if um comparing to native speakers because I know English a lot, right? If—right—if I'm I'm talking English as my first language now, if I got seven it's already low honestly because um if you like for example do you have like a Chinese test that you take it as well? TAMMY: No, I didn't I didn't take the Chinese certification test. TEACHER FAITH: But do you think it's easy? What do you think? TAMMY: Mm, I think it—I think it not easy because there are some grammar for the Chinese but I didn't know. I just use it. I just use it what the people say it. I use it. TEACHER FAITH: Right, exactly. So that is the the reason why as well—like to to native speakers actually seven is a little bit of a low score already—like to native speakers—because English is my first language, right? So, it's a little—You you have said you have said you are from Australia. TAMMY: Yeah, that's the reason why I took the IELTS test too because I needed for my job in Australia. TEACHER FAITH: Oh, you you are not Australian. TAMMY: No, no. TEACHER FAITH: I'm—you work in Australia. TAMMY: Yeah, but I'm a Filipino. TEACHER FAITH: You are what? TAMMY: I'm a Filipino. I'm from the Philippines technically. TEACHER FAITH: Oh, yes. Yeah. I was born in the Philippines, but I have a lot of aunts and uncles that are American, and however I studied and work in Australia. TAMMY: Okay. TEACHER FAITH: So, you can say that I'm a Filipino, American, Australian person. TAMMY: Okay. Yeah. TEACHER FAITH: And English is the top um language to all of those countries. Right. TAMMY: Right. Yeah. TEACHER FAITH: So, seven is a low score for a person who uses English already for a long time. Okay. Yes. However, my second score, I took the IELTS test again and I got nine as a band score. TAMMY: Okay. Yes. Okay. Okay. TEACHER FAITH: So that is what I learned because when the first time I took the test, I did not practice or I did not review honestly. So my score was a little bit low. So that is why it's very important for you to read and read and try to practice when you have your free time to have a good score. All right. TAMMY: All right. Okay. TEACHER FAITH: Okay. So let's talk about the first one. So a description of how Manet created the painting. So I told it’s like Manet because it is French from this one. So this one is a French reading. So the the reading when it comes to letters or words with a letter T, it's going to pronounce as Y especially for the names. So this is Manet, not manate. Yeah, it's Manet. But that doesn't um—you you don't have to know how to pronounce it because this one is just reading. They won't they won't listen to you if you got it correct or no. The important thing you know how to answer this. Okay. TAMMY: Okay. TEACHER FAITH: So why did you choose letter C for number one? TAMMY: At least it’s more easy and because because it is it it is simple as it—how how Manet create the painting. So there is something about uh Manet did not attempt to capture every details of the bar in his rendition. TEACHER FAITH: Yes, that's right. So that is the term—although I don't know what means rendition—but he just talk about how he create a creative painting—although I don't know what is rendition mean. TEACHER FAITH: Yeah that's okay. Like for example, there will be a lot of words—even me—there will be a lot of words that you might not know especially in reading. The important thing is that you know the key terms. So you said um here description. So did Manet describe his painting here? Yes. Right. Correct. Yeah. So that is correct. This one is a correct answer. So you have to ask yourself: did really—did Manet really talk about his painting? If yes, then you are correct. Do you get it? TAMMY: Yes, I get it. TEACHER FAITH: Yeah. And one more thing, for example, you forgot about the questions. You can like fast read everything first. You can fast read. Don't don't read every word. TAMMY: Th—this is hard for me. I, I can only read it one by one. I cannot scan it. It's like a—It's like a morse code for me to scan it. I didn't I didn't—when I scan it, I cannot remember. I cannot see the—I cannot figure out what it mean. I only—I from now I only can “one of the most critically renowned painting of the”—only only this way I can read it. I can think about what this sentence mean. Okay. If I put it together and read, I feel like I don't—I cannot figure out in my brain. TEACHER FAITH: Yeah. Okay then. All right. So knowing that it is good that you know how to read it one by one, but try to become a little faster. But for now, like for example, you you tried reading this one by one and tried it a little bit quicker, but you don't understand sometimes—like even though you read it, you will not understand in your brain, right? TAMMY: Yes. Yeah. TEACHER FAITH: That is especially when the sentence is very long. TAMMY: Oh yeah. TEACHER FAITH: So that is the importance of actually reading the questions first because your brain will think what are you going to find for in what you're reading. So for example um you're scanning, right? You you read about this one, “the aspects of the painting that scholars are most interested in,” then you tried to find where is it—you you can try scanning first, like for example while you're scanning and it goes into your brain, “oh so this one is talking about probably um the popularity.” So this one is talking about how people like painting. Now, this one is talking about like for example, when was the painting made? Because “the painting is set late at night in a 19th century Parisian nightclub.” So probably it's going to talk about um where was it made, right? And it talks about what was the painting all about. And this one, the Folies, was an actual establishment in the late 19th century Paris, and the subject of the painting was a real barmaid who worked there. So this might be the description as well, right? It's it's okay if you just tried the first sentence. The first sentence usually gives the answer already because yeah—the the second sentence and the other sentences is like um more details about the first sentence usually. Do you get it? TAMMY: And another thing, for example it's so long, right? You can read the first sentence and the last sentence usually, and you will get what letter B is all about now. TEACHER FAITH: Oh, okay. TAMMY: Yeah. First and the last. TEACHER FAITH: Yeah. But if for example, it doesn't make sense. Like for example, they just talk about how their day was and it it doesn't answer any of this one. Usually, it's in the second sentence only. It's not too far. So, it's either first, second, or the last sentence will give you the answer. Do you get it? TAMMY: Okay. Yeah. Yes, I get it. TEACHER FAITH: So that it would be faster as well. Especially for the first part like this, you can find the answer easily by reading the first, second, or the last as well. It will make sense. All right. Now, if you cannot find really the answer, that's the only time you're—you can read the whole thing. Like for example, you already found this one because this one is in the first already. You can find it in the first um this one. You number two. I think the question number two is really very hard to find is that he it use the scholar. TAMMY: Yes. But but it use the uh the historian in the article. TEACHER FAITH: Okay. So scholars—another term for scholars are actually art historians or um—pe—do you know what scholars mean though? TAMMY: Oh yes, I know scholar means scholar means the people—the people is very good at some kind of area. TEACHER FAITH: Okay. It could be that, or scholars can actually mean people who are studying something. Do you get it? So in here, I get it. You can actually already see the the the answer with this one. So, “ever since debut at the Paris Salon of 1882, art historians have produced reams of books and journal…” So, here books and journal, it's something related to scholars. Historians, it's something related to scholars as well. And of course, um journal articles. There you go. About A Bar at Folies. So it might be this one. But if you're not sure, you can skip to the next questions and answer the the questions that you are sure of first. Then as you can see, there is no repeating answer, right? So for example, you answer everything. Then yes, this one you did not answer. Okay. So probably it might be letter F. Okay. TAMMY: Yeah. TEACHER FAITH: So that is how you um find the answer fast. It would be easier once you get the hang of it. All right. TAMMY: All right. TEACHER FAITH: Okay. So for the next one, it's the same reading. So this one is a little bit harder because you have to know the the word that is talking about. Right. TAMMY: Right. TEACHER FAITH: But the trick I can tell you since you already know where to find it because you answered this one for example, right? So the first question was “who was the first owner of A Bar at Folies?” So where do you think you can find it? Is it A, B, C, D, E, or F? What do you think based on what you see here? Where can you find it? Answer. TAMMY: Can you speak the question again? TEACHER FAITH: This one. Who was the first owner of A Bar at the Folies? Where can you find it? Is it in paragraph A, B, C, D, E, or F—based on here as well? Where do you think you can find that question? TAMMY: Uh, A—B. A—B, not A. A—B. TEACHER FAITH: Mhm. Where can you find it? What do you think? TAMMY: I think uh it's in the sentence in the sentence that didn't show on the question one to question five. Okay. Maybe in letter B. TEACHER FAITH: Right. Okay. So, who do you think was the first owner of A Bar at the Folies? TAMMY: Oh, did I let you um do this as your homework? TEACHER FAITH: Uh no, you you just uh you just print one to five. TAMMY: Ah, okay. TEACHER FAITH: This will be your next homework then so that you can how to find the answer quick after our discussion. All right. TAMMY: Okay. TEACHER FAITH: So there you go. Um part one—actually all of them are connected. Like for example you have one reading, right? This one is helping you find the answer in the second part and in the third part honestly. So if you did this well, if you are if you are sure about your answer here, this one and the next one would be that would be easy to answer already. Okay. TAMMY: Yes. TEACHER FAITH: So I will let you do this. It's the same reading. However, different questions. And this one you will write no more than three words. So you can write one word, two words or three words. But it has to be exact. Like for example, “who was the first owner of A Bar at the Folies?” So try to find first what do you think is the paragraph you can find this one. Is it—and can you show paragraph B? Can you print the paragraph B again? Because the the last time you print me is not the total sentence. TAMMY: Oh, really? TEACHER FAITH: Okay. Okay. I'll be sending to you later. You just stop at the we see. TAMMY: Uhuh. It's not the whole sentence. Sorry. Oh, I didn't have the last four sentence. Oh, wait. I think I can copy paste it. Let me try to copy paste it. I'm not sure it's going to be fixed, though. Hold on for a bit. Let me try to send it. TAMMY: Oh, it it it looks good. Okay. You can see A, B, C, D, E, E, F. TEACHER FAITH: Oh, okay. Okay. Thank you. TAMMY: No worries. I, I, I just see your picture and type some word. Ah, because because the last time you you show me the picture, it's hard to it's hard. I don't—first I don't want to use the dictionary. But I find out that if I don't use the dictionary is the whole picture is like a it's like a very tall mountain that I cannot climb up. I'm sorry. I'm sorry. TEACHER FAITH: At least this one is you understand, right? The one I sent today. TAMMY: Yeah. TEACHER FAITH: Okay. So, let's try to answer number six first. So number six is asking who was the first owner of the painting A Bar at Folies, right? So where do you think you can find it? So letter A—like what you said here “a statement about popularity of painting,” but here in letter A it talks about when did the painting was painted, right? So probably you can find the answer there. So “one of the most critically renowned paintings of the 19th-century modernist movement is the French painter Édouard Manet's masterwork, A Bar at the Folies.” So number six: who was the first owner of A Bar at Folies? But Manet is the painter. He’s is not the owner. He is the owner of the painting but he's the painter. TAMMY: Yeah, he's the painter. TEACHER FAITH: Yeah, he's the one who is who owns the first—I mean he's the first person who owns his own painting, right? But I don't—if if the answer is Manet, I don't even have to read the article. TAMMY: Exactly. If the this painting is he creates, so absolutely he is the first owner. TEACHER FAITH: Okay. So who do you think is the first owner? What do you think? TAMMY: I, I think that I didn't I didn't read it yet. TEACHER FAITH: Ah okay then. Oh yeah. So if for example you are confused—for example like this. So “who was the first owner of A Bar at the Folies?” So “the painter's masterwork, A Bar at Folies.” So “Originally belonging to the composer Emmanuel Chabrier, and it is now in the possession of the Courtauld Gallery in London, where it has also become a favorite within the crowds.” So based on this sentence here, who do you think is the first owner of A Bar at the Folies then? TAMMY: Uh the the composer Emmanuel Chabrier. TEACHER FAITH: Okay, you can just type his name because they're just asking who. So you can just type his name. If it's like a complete name, you should put the complete name. It's two to three words anyway. Okay. TAMMY: Okay. TEACHER FAITH: If the answer is more than three words, then probably your answer is not correct. Okay. TAMMY: Yeah. Do you get it? Oh, so I only can write three words in one, two or three words. TEACHER FAITH: Okay. Yes. In this part. So it it looks like this. Honestly, the the test looks like this. It looks a lot like this. So the way you're going to answer in the in in the real IELTS test, it's going to look like this as well. Okay. Almost the same. Almost the same. TAMMY: Okay. TEACHER FAITH: Now let us go here to number seven. So what is the barmaid uh the barmaid wearing? So where can you see about the barmaid? Is it in A? Is it in B, C, D, E, or F? What do you think? TAMMY: B. TEACHER FAITH: Okay. Letter B. Very good. So you can find—Okay. Painting. This is talking about the painting. Now you see something about barmaid. Right. That is where you're going to try and read about the barmaid here. Do you get it? And after that one, it's talking about the bar. So probably you're going to find the answer only here because it's talking about the barmaid. Right. TAMMY: Right. TEACHER FAITH: So, what do you think? What is the barmaid wearing in this sentence here? What do you think? TAMMY: Uh, black bodice. TEACHER FAITH: Yes, very good. See, you can easily find the answer. Good job. All right. So which room is seen at the back of the painting? So I think it is in here as well. Uh, or no it's not. Oh no it is not. Okay. So which room is seen at the back of the painting? So what paragraph talks about the back of the painting? TAMMY: Back—which room is seen at the back of the painting—where do you—can you can see—I mean you can try to scan the message I sent to you. If you if you want to try to scan the all all of this things—the message that I sent you—you can scan it I think. What do you think? You can tell me what paragraph do you think is it in? TEACHER FAITH: TAMMY: I think it might be in par—in in sentence B. TEACHER FAITH: Okay, it's still in letter B. Okay, letter B. All right. So, what um which room is seen at the back of the painting? What do you think? TAMMY: Uh, in the—also on the bar are some bottles of liquor and the bowl of oranges. But much of the activity in the room takes place in the—in the room takes place in the reflection of mirror behind the—what's what's what's the question again? TEACHER FAITH: Okay. Which room is seen? What kind of room? Which room? TAMMY: Yeah. Which room in the room take place in the reflection? So which room? Yeah, I don't know. Okay. I think I think it might be in letter B, but they didn't mention it. What is the room's name? TEACHER FAITH: Uhuh. Okay, then there you go. So, actually that is correct. So I think it is in letter B as well because you tried to see where the room is like the word room or probably back, right? So you try to find something that is related to it. So in letter B you can see room and rather than back you see behind. So for example they are in one sentence like back and behind, it means that you are in the right direction. You can find the answer here. But which one? Right. TAMMY: Right. They didn't mean mention which one. TEACHER FAITH: Okay then. So the back—um what do you call this—so it says here, “In the foreground of the reflection a man with a thick mustache is talking with the barmaid.” So what do you think foreground means? TAMMY: Foreground means—foreground means some uh before. TEACHER FAITH: Okay. Foreground means in front or the opposite of back—in the front, right? Foreground is in on on the front. That is what foreground means. Do you get it? TAMMY: Yes. TEACHER FAITH: So it talks about the reflection as well. And here it talks about reflection too. So meaning this one, this one here talks about the back of the uh painting because this one is in the front of the painting. Do you get it? So what—what is the name of the room in the back? Can you tell me what is the name of the room? What room can you see here? What do you think? You can guess. TAMMY: Bar. TEACHER FAITH: Yes. Very good. There you go. Because that's the only room there too, right? So, there is no other room. They didn't say living room. They didn't say dining room. But this one is the most room answer. There is correct. Do you get it? TAMMY: Correct. Uh it's the bar is the only word that means the space. TEACHER FAITH: Yes. Yes. Exactly. So it's confusing but once you get to know the tricks on finding the answer, it would be easy for you in the next um activities too. Do you get it? TAMMY: Okay. TEACHER FAITH: Okay. So for example, you're not sure on your answer but in other in other paragraphs there is no room anymore, then this will be the real answer as well. Do you get it? Okay. And that's the only room in the whole—if you're going to read the whole paragraph honestly the bar is the only room in the in the whole painting. So this one is the only answer too. Okay. All right. So, let us go here to number nine. Now, let's talk about who is performing for the audience. Where—where do you think you're going to see it in letter? TAMMY: Um, I, I think— TEACHER FAITH: Who is performing for—perform mean performing. Performing is like doing some kind of performance like maybe dancing, singing, or maybe acting for the audience. So something that we watch. TAMMY: Oh, who who who is perform? TEACHER FAITH: Yeah. TAMMY: The maid. TEACHER FAITH: Okay. Why do you say the barmaid? TAMMY: The bar—I think it's a m—barmaid. TEACHER FAITH: Why? Why did you say barmaid? What makes you think that she is performing the for the audience? And what—what what paragraph do you see? TAMMY: Uh letter B. TEACHER FAITH: Yeah, that is correct. It's still in letter B. But what makes you think that she is performing for the audience? TAMMY: She raise her hand on the bar and gaze out for the—at the point just below the viewer. She's do something for the viewer. TEACHER FAITH: Okay. Wait, where is it in the—where's that? TAMMY: Yeah. Paragraph B and the the sentence three. TEACHER FAITH: Yes. Ah. So, “She rests her hands on the bar and gazes out forlornly at a point just below the viewer, not quite making eye contact.” So, where do you usually perform for the audience? Where do you—where do people perform? Usually, what do you think in in this—in the in this sentence here? So, what is the place where people perform? What do you think? TAMMY: In the bar. TEACHER FAITH: Uhuh. It could be in the bar, but there is a specific place here that you can perform. TAMMY: Uh, you—I can perform. Uh, I don't know, in the room. TEACHER FAITH: Okay. See, so “through this mirror, we see an auditorium bustling with blurred figures and faces. Men in top hats, a woman examining the scene below through her binoculars. Another in long gloves, even the feet of a trapeze artist demonstrating acrobatic feats above his adoring crowd.” So you can see here an auditorium. So where people are performing, right? So auditorium. Do you know what an auditorium is? TAMMY: No, I don't know. TEACHER FAITH: Ah, it's like um a place where people sit and watch a show. It could be like this. Hold on. An auditorium looks like this. Can you see it? TAMMY: Uh, not—Oh yeah. Yes. This is like the place held the held the the music show. TEACHER FAITH: Yeah, that's right. That is correct. Because um when you're watching the music show, people are performing for you about their music. Do you get it? So that is where I get where the performance come comes from. There is—this is a place where they perform. All right. So “through this mirror we see an auditorium bustling with blurred figures and faces.” So men in top hats, a woman… Okay, I will give you a clue for now. So this is where you're going to find the answer. Who is performing for the audience? Who do you think? TAMMY: Men in top—woman—over three words. Yeah, it's over three words. So, it's not the correct answer for sure. Men. Men and woman. TEACHER FAITH: No, they are the one watching. They're the audience. They are the audience. So the player—who who is the one who is the one performing—performing who are they watching? So the question is who are they watching? So you you saw the audience: men in top hats, a woman examining the scene, and another in long gloves. So who is performing for the audience? Who are they watching? Wait— TAMMY: You barmaid? Uh, no. There is there barmaid here? TEACHER FAITH: Okay. Because behind the mirror—through this mirror—and the mirror is behind the barmaid. Okay. So, barmaid is just a person who attends to the drinks. So, this is—she's not the actually the person who is um performing. Okay. So you can see here, “even the feet of a trapeze artist demonstrating acrobatic feats above his adoring crowd.” So his adoring crowd meaning the audience. So a lot of people are watching him which are men in top hats, a woman, blah blah blah. So those are the audience. Now here it says “trapeze artist demonstrating acrobatic feats.” Do you know what acrobatic is or acro? TAMMY: Acrobat—I only know what artist and I don't know the other word. TEACHER FAITH: Ah. So art—what does an artist do? Usually artist—painting. TAMMY: Yeah, it could be a painter. What else? Uh uh artist means—or a museum—musician—or yeah. Or some dancer. TEACHER FAITH: Yeah. Yeah. That's correct. So artist could be anything that does arts, right? It could be dancing, it could be singing, it could be um acting. And they are all called artist because they do some kind of art, right? So for example, if you read something that you're not familiar with—so who who usually performs—it could be an artist, right? Because they're the ones who's really performing in a big place. TAMMY: Correct. Correct. TEACHER FAITH: Yeah. So you can you can already—even though you don't know what trapeze is—but they are together. So a trapeze artist. Yeah. However, I can show you what a trapeze is. So trapeze is like the one um bouncing like this in an auditorium. This one is a trapeze artist. TAMMY: Oh yeah. Have you tried one? Like like like a zoo—like like a how how to say that? Uh the animal the—Yeah. What do you call that? Uh, I was just saying— TEACHER FAITH: Yeah, so that one is called a circus. So mostly most of the time you can find yeah trapeze artists in circuses or maybe in auditoriums too—something big, right? But the key term there is artist. So technically they're the ones who really can perform. TAMMY: Right. Right. TEACHER FAITH: That's okay. This is the second class still. So you will you will have a lot more practice on how to see the answer better. All right. Okay. Okay then. So that is the answer. So the answer is what is the answer again? TAMMY: Uh the the the artist—the the trap trap artist. TEACHER FAITH: There you go. Very good. So trapeze artist. TAMMY: There you go. Yes. Trapeze artist. TEACHER FAITH: So it cannot be the barmaid because the barmaid is from from all of the descriptions of the barmaid—the barmaid. She is like just um doing her job as a barmaid. Do you get it? Do you know what a barmaid is? Do you know what? TAMMY: Yes, I know. Bar waiter. TEACHER FAITH: Yeah. Very good. Yes. It's a waiter of the bar. So technically barmaid is not fit for um performing. Sometimes they do, but here they it didn't say that the barmaid is performing, right? TAMMY: Okay. TEACHER FAITH: Okay, there you go. So, let's go here to the last one. So, where did most of the work on the painting take place? Where— TAMMY: You—where did the most work on the on the bar? TEACHER FAITH: Yes, on the bar technically because you can see it everywhere. Okay, there you go. Wait, I think number eight is not correct. “But much of the activity in the room takes place in the reflection of a mirror behind the barmaid. Through the mirror, we see an auditorium.” Ah, this is the answer because through the mirror and the mirror is in front um behind the barmaid. So I don't know if you can see—let let's—I'll be sharing to you a picture. Hold on. TEACHER FAITH: Let's do this here. Do this here. So imagine, right, if you cannot find the answer properly because that is where we actually struggled a while ago too. Okay. So, this one is letter B, right? It says here, uh “also on the bar are some bottles of liquor, a bottle of orange,” but “much of their activity in the room takes place in the reflection of a mirror behind the barmaid.” So, technically in the foreground, reflection meant—Oh, no, it is correct. It's talking about the barmaid. Oh my gosh, even me, I'm confused right now. I don't know. It's really hard. TAMMY: Yeah. TEACHER FAITH: But it's okay if it's like one answer. The important thing is all of these are correct. If it's just one thing, then that's okay. You will still have a high score too. So if like for example you're very confused and you cannot move on, just leave it. Just leave it and go to the next one because it's going to waste your time if you think about one question only. All right. Okay. All right. I think it's auditorium. Yeah. Through this mirror. So the mirror is in front of the painting. So through this mirror meaning you can see the the what do you call this—you can see what is behind the mirror. So yeah I I'm not sure anymore. It might be the auditorium. TAMMY: How time—how many—how many time—how many minute uh are you suggest that I should do the whole the whole each each question? How many time should I spend in each question? TEACHER FAITH: Honestly five minute. If I cannot get it figure it out in five minute, I jump to the next question. TAMMY: Yeah. Yeah. That's what my teacher says to before when I was learning IELTS. Five minutes per question. TEACHER FAITH: Yeah. That's what my teacher says too before when I was learning IELTS. Five minutes per question. If you are more than five minutes, just skip it and move to the next question because after you do like for example, you answered all of the it already, but you still have time for example, that's the only time you can go back and try to figure out what the answer is. Do you get it? But five minutes per question is already okay. Actually less than five minutes. My teacher said it's best if you do it like 2 minutes, 3 minutes for it, then skip it. If not, then you just go until end—until the end. And that's the only time you should go back and try to answer the question that you have a hard time answering. TAMMY: Okay. So the strategy for reading test today is writing first—write in the keyword and read the first line and the last line of each sentence, and if the question did not figure out in five minutes, jump it to the next one. TEACHER FAITH: Yes. Okay. That's right. Yeah. Yeah. Yeah. Yeah. TEACHER FAITH: Okay. So I'll be sending your homework later on. The your homework will be this part here. It's the same reading but different questions. I'll be sending to you as well the options later. Okay. So, do you have any questions first before we end things up? TAMMY: No, but I but I—we didn't have time to read about—to talk about the writing homework. TEACHER FAITH: Oh, yeah. Yeah, yeah, yeah. I'll be so we maybe we send next time or—Yes, we're going to do it next time. However, I'll be sending to you already the the corrections first. I'll be to you the corrections on your writing homework. Then we're going to—I'm going to explain why did we change it on our next class. Okay. TAMMY: Okay. Okay. TEACHER FAITH: All right. And one more thing—one more thing. TAMMY: I don't figure out what your Excel—you send the Excel. Ah, how how do how should I—how should I—how how should I improve my English with your suggestion with the Excel file? TEACHER FAITH: Okay, I think I will just send it as a message too as well because it's easier to understand some. Yeah. So, I do have like the what do you call this—like this message here where I'm going to put your “better say,” you said, and it would be easier for you to understand rather than the Excel part. TAMMY: Yes. Yes. TEACHER FAITH: Okay. I will be doing that then. All right. So that ends up our lesson. Do you have other questions aside from those? TAMMY: Um no more questions. TEACHER FAITH: You can you can chat me any day. Like for example, while you're doing the homework, right? And you suddenly have a question, you can just chat me like, “Teacher, I don't get how to do this.” Then I can chat to you how to do it, too. All right. TAMMY: Oh, right. Okay. Okay. So, are there any more or— TEACHER FAITH: None for now? TAMMY: I think I think this le—this today's is okay. TEACHER FAITH: Okay, that's really great to hear. So, we will learn more—a lot more tricks uh tricks and tips on our next class to make your IELTS test a lot better soon. Okay. TAMMY: Okay. TEACHER FAITH: All right. So, that ends up our lesson for today. Thank you so much for attending today's class and I hope you'll have a great weekend and a great day ahead of you. TAMMY: Tammy, thank you. TEACHER FAITH: Thank you too as well. Have a great day. Bye. TAMMY: Bye. Bye. Bye. Bye. ----------------------------------------------------------------------------------------------- ## 🔜 Next Class I want to talk about: 1. Writing test grammar and structure. 2. Reading Article – Practice word stress differences (noun vs. verb) in words like increase and decrease,present: stress differences (noun vs. verb) 3. Slow down slightly when speaking. ## 📚Class 3–Date: February 6, 2026 #### What did I do this week? I was wondering how I could take notes and revise my homework based on your comments more efficiently in this class, and I was hoping to talk to you about it in today’s class.