IELTS score evidence
IELTS Academic overall 8.5
Listening8.5
Reading8.5
Writing8.0
Speaking9.0
This matters because I do not want the site to give writing and speaking advice in the abstract. I want it grounded in real exam performance.
About the teacher
I built IELTS Corner for students who need careful teaching, honest feedback, and materials that respect their time.
My name is Kara Abdolmaleki. I teach IELTS and CELPIP with one standard in mind: if a student studies hard, the material should help them improve for real. It should not confuse them, waste their time, or hide simple ideas behind vague language.
IELTS Academic Overall 8.5
TESL Canada Professional Certificate
CELPIP Instructor Training Level 1
Why I made this site
Too much exam prep content sounds helpful without actually teaching.
I built IELTS Corner because I saw too many students studying from materials that looked polished but did very little to improve writing, speaking, reading, or listening performance. The explanations were vague. The examples were repetitive. The exercises were often disconnected from the lesson itself.
I wanted one place where students could open a page and quickly understand four things: what the point means, when to use it, what mistakes to avoid, and what to study next. That is still the benchmark I use for the site now.
What I care about
1
Clarity at CLB 6 level If the explanation is hard to understand, the lesson is not ready.
2
Test-linked teaching Every explanation should connect to a real IELTS or CELPIP score problem.
3
Immediate usefulness Students should leave a page knowing exactly what to do differently.
Evidence and qualifications
I keep my teaching background visible on the site.
These are the qualifications and score benchmarks that shape how I teach and how I design the site. They show subject knowledge, teaching preparation, and real exam performance.
Teaching qualification
TESL Canada Professional Certificate
This reflects formal teaching preparation, not just test familiarity. Good exam teaching still has to be good language teaching.
CELPIP specialization
CELPIP Instructor Training
This helps keep CELPIP instruction practical, current, and aligned with the exam's task expectations.
How I teach
I teach in this order: explain the pattern, show the mistake, then make the student use the fix.
Students improve faster when the lesson is direct. I do not believe in long explanations that never reach the point. I want the rule to be visible, the example to be relevant, and the practice to tell the student immediately whether the answer works.
1. Start from the real test problem
If a student is losing marks for tone, task response, grammar control, or paragraph logic, the lesson should say that clearly.
2. Keep the explanation simple
Even B2 and C1 content should still be readable for a CLB 6 learner.
3. Make practice diagnostic
A good task does not just test memory, it shows the student what is right, what is wrong, and why.
Who this site is for
Students aiming for immigration, licensing, work, university, or a stronger command of English for life in Canada.
What you will find here
Carefully written lessons, exam articles, writing analysis, tutoring, webinars, and study tools that connect to real score goals.
What I expect from every page
It should feel like a teacher sat down, thought carefully about the student, and wrote the page on purpose.
What to do next
If you are new here, start with one free page and one score problem.
Open the skill area that is hurting your score most. Read one lesson carefully. Then decide whether you need more structured practice, direct writing feedback, or one-to-one teaching support.