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CELPIP Speaking
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CELPIP SPEAKING
CELPIP Speaking Performance Standards
Dimension
Important Factors
Guiding Questions
Content / Coherence
- Number of ideas
- Quality of ideas
- Organization of ideas
- Examples and supporting details
How well are your ideas organized and developed?
Vocabulary
- Word choice
- Suitable use of words & phrases
- Range of words and phrases
- Precision and accuracy
What is the range of your vocabulary and can you use it naturally?
Listenability
- Rhythm, pronunciation, and intonation
- Pauses, interjections, and self correction
- Grammar and sentence structure
- Variety of sentence structure
How easy is it to understand what you are saying?
Task Fulfillment
- Relevance
- Completeness
- Tone
- Length of response
How well did you follow the instructions? Did you use an appropriate tone?
Preparing for the CELPIP Speaking Test
Achieving a high score in the CELPIP Speaking Test requires much more than simply understanding the exam format. Success comes from consistent practice, effective communication, strong organization of ideas, and the confidence to speak naturally within the given time limits. One of the most effective ways to improve your speaking performance is by practicing regularly with realistic CELPIP Speaking Practice Questions, reviewing your responses, and learning from every practice session. The more familiar you become with authentic speaking tasks, the more confident and prepared you will feel on the actual exam day.
As you prepare for the test, concentrate on creating responses that are clear, well-organized, relevant to the question, and easy for the examiner to understand. At the same time, work on strengthening your grammar, vocabulary, pronunciation, fluency, coherence, and overall speaking confidence, as each of these skills contributes to your final performance. Regular practice with a comprehensive CELPIP Preparation Course can help you improve these areas systematically while becoming familiar with official task types and scoring expectations.
To develop stronger speaking skills and maximize your performance on test day, follow these practical preparation strategies:
- Practice answering a variety of CELPIP Speaking Practice Questions every day to build confidence and become comfortable with different task formats.
- Record your responses regularly and listen to each recording carefully to identify areas that require improvement, including pronunciation, fluency, pacing, and sentence structure.
- Evaluate every response based on clarity, organization, vocabulary usage, grammar accuracy, pronunciation, fluency, and how effectively you complete the required task.
- Rewrite, reorganize, or outline stronger responses after reviewing your recordings to better understand how your ideas can be expressed more clearly and naturally.
- Expand your vocabulary by learning practical words, useful expressions, collocations, and transition phrases that sound natural in everyday English conversations.
- Support your answers with relevant examples, logical explanations, personal experiences, and specific details to create more complete, convincing, and engaging responses.
- For speaking tasks that provide multiple options, practice responding to every option individually. This helps improve your ability to organize ideas quickly, think critically, and adapt confidently to different situations.
- Start your practice with extra planning time so you can organize your ideas effectively. As your confidence grows, gradually reduce your preparation time until you can comfortably respond within the official CELPIP Speaking Test time limits.
- Practice speaking on a wide variety of everyday topics, including work, education, travel, technology, health, shopping, housing, environment, and community life, to prepare for the different themes commonly covered in the exam.
- Review your progress after every practice session, identify recurring mistakes, and focus your future preparation on the areas that need the greatest improvement. Consistent self-assessment is one of the fastest ways to increase your speaking score.
Consistent practice, constructive self-evaluation, and continuous improvement are the foundations of success in the CELPIP Speaking Test. The more you practice under realistic exam conditions, the more confident, fluent, and prepared you will become. To accelerate your preparation and gain access to additional practice materials, explore our CELPIP Courses, compare our Mock Test Pricing Plans, and continue practicing until you are fully prepared to achieve your target CELPIP score.
Speaking Test Overview
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- The CELPIP Speaking section takes approximately 15 minutes to complete and is the final component of the CELPIP exam. During this section, you will complete a series of speaking tasks that assess your ability to communicate clearly and effectively in everyday situations.
- Each task includes a short preparation period followed by a timed response. Once the preparation time ends, the system will automatically begin recording your answer, and you will hear the prompt instructing you to start speaking. The test then proceeds automatically to the next task without allowing you to pause or restart your response.
- For the best performance, speak in a clear, natural voice at a comfortable volume. Avoid speaking too softly, as your response may be difficult to hear, or too loudly, which can affect the overall quality of your recording. Although you may notice some background noise in the test centre, the recording system is designed to capture your voice clearly when you speak at a normal conversational volume.
- Remaining calm, speaking confidently, and maintaining a steady pace will help you communicate your ideas more effectively throughout the Speaking test.
CELPIP Score Comparison Chart
We encourage test takers to check out the CELPIP Score Comparison Chart (click here!) on the CELPIP website. For each CELPIP Level, you’ll find:
- Two sample Speaking responses with transcripts, and
- Detailed analysis of each response’s strengths and weaknesses in each dimension of the Performance Standards.
The purpose of the Score Comparison Chart is to provide insight into CELPIP Speaking scores: what skills are required to achieve each Level, what distinguishes a higher-level response from a lower-level one, and so on. As each Speaking response is scored separately in each of the four dimensions, and your Level is a product of your scores on all 8 tasks, there are many ways to achieve a particular CELPIP Level. However, the responses included in the Score Comparison Chart will give you a good sense of what a typical response at each Level consists of, and you’ll be able to see (and hear!) for yourself how the fluency, accuracy, and complexity of the responses increase from Level to Level.
Level Descriptors and Performance Profile
Along with your CELPIP Level for Speaking, your CELPIP score report will include:
- Level Descriptors. For each Dimension (Content/Coherence, Vocabulary, Listenability, and Task Fulfillment), there are 1-3 statements beginning with “I can,” indicating what a typical test taker at that CELPIP Level is able to do in that Dimension.
- A Performance Profile. This is a summary of the abilities of a typical test taker at a particular CELPIP Level, based on the Level Descriptors.
- Things to work on. This is a list of skills that a test taker at a particular CELPIP Level may benefit from focusing on when working to improve his/her speaking.
CELPIP SPEAKING
CELPIP Speaking Performance Standards
At this level, I can...
Content / Coherence
- present information and support ideas with moderately complex reasons
Vocabulary
- use common or context-specific vocabulary
- use some figures of speech and idioms
Listenability
- speak with some control of complex grammatical structures
- speak intelligibly with mostly fluent rhythm, pronunciation, and intonation
Task Fulfillment
- Adjust my speaking style and tone to a range of audiences and situations
- convey my ideas to others when I speak
When
- I speak with peers or authority figures
- I speak face-to-face, online, or on the phone
Level 9 Performance Profile
- I can communicate confidently in both familiar and less familiar situations, expressing detailed ideas, opinions, emotions, and attitudes with clarity.
- I use a wide range of vocabulary that is accurate and appropriate for different contexts, including professional and everyday conversations.
- I am able to apply a variety of grammatical structures, including more complex sentences, with good control. While I may occasionally make mistakes in grammar, word choice, or pronunciation, these errors rarely interfere with communication or make it difficult for listeners to understand my intended meaning.
Level 9 Things to work on
- Use a variety of complex grammatical structures.
- Increase my ability to use context-specific vocabulary.
- Reduce the number of grammar, word choice, and pronunciation errors.
- Speak in a tone and style appropriate to the situation and audience.
Task 1: Giving Advice
Task 1 Overview and Strategies
| Description: Help someone to either make a decision or prepare for something. | |
|---|---|
| Prep Time | 30 seconds |
| Speaking Time | 90 seconds |
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Key Strategies
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| Task 1, Response A: Question
Speaking Task 1: Giving Advice
Preparation: 30 seconds
Recording: 90 seconds
Your friend, Mark, is interested in getting to know a
female co-worker, but is shy about starting a conversation with her.
Give Mark some advice about how he should talk to her and what he
could talk about.
Preparation Time
30
Task 1, Response A: Transcript
- Hi Mark! I heard you're thinking about getting to know Sherry better. That's exciting, and I think you should take it one step at a time. Since you work together, you already have something in common, so you can start by having casual conversations during breaks or after meetings.
- Instead of asking her out immediately, try inviting her for a coffee or lunch while discussing a work-related topic. This makes the conversation feel natural and gives both of you a chance to get to know each other without any pressure.
- As you become more comfortable talking with each other, you can gradually discuss interests outside of work and see if you share similar hobbies. If things go well, you could suggest meeting after work for coffee or another casual activity.
- The most important thing is to be respectful, confident, and genuine. Don't try to impress her by pretending to be someone you're not. Simply be friendly, listen carefully, and let the relationship develop naturally.
- I hope everything goes well, Mark. Good luck, and I hope you have a great conversation with her!
Task 1, Response B: Analysis
Content / Coherence
How well are your ideas organized and developed?
Vocabulary
What is the range of your vocabulary and can you use it naturally?
Listenability
How easy is it to listen to and understand your response?
Task Fulfillment
How well did you follow the instructions?
- Provides many details (e.g., job on campus, immigration rules, references, etc.)
- More clarity needed at times (e.g., unclear whether he attended the same university)
- Uses many suitable and precise phrases (e.g., once you land there, forward your resume, afford accommodation)
- Word choice is imprecise at times (really good university, pretty expensive, good thing, great help)
- Speaks clearly; no long pauses
- Minor grammar errors
- Uses some complex sentence structures (e.g., subordinating conjunctions)
- Content is relevant
- Tone is friendly and helpful
- Addresses the friend directly
- Speaks for the full time
Task 2 Overview and Strategies
| Description: Tell a story about a past experience. | |
|---|---|
| Prep Time | 30 seconds |
| Speaking Time | 90 seconds |
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Key Strategies
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Task 2, Response A: Question
Speaking Task 2: Talking about a
Personal Experience
Preparation: 30 seconds
Recording: 90 seconds
Talk about a time you had to teach something to someone. Maybe you can talk about teaching a game, a skill, or a tradition. What did you teach, to whom did you teach it, and how did you teach it?
Preparation Time
30
Task 2, Response A: Transcript
- One memorable experience I had teaching someone was when I helped my younger cousin learn how to ride a bicycle. He had never ridden one before and was quite nervous about falling, so I wanted to make sure he felt comfortable throughout the process.
- We started in a quiet park where there was plenty of open space and very little traffic. First, I explained how to balance, steer, and use the brakes properly. Then, I demonstrated how to start riding and stop safely before asking him to try it himself.
- At first, I walked beside him and held the back of the bicycle to help him maintain his balance. After a few attempts, he became more confident and was able to ride short distances on his own. Whenever he made a mistake, I encouraged him to keep trying instead of giving up.
- By the end of the afternoon, he was riding independently and was extremely proud of his progress. It was a rewarding experience because I enjoyed seeing his confidence grow, and I realized that patience, clear instructions, and positive encouragement are the most important qualities when teaching someone a new skill.
Task 2, Response A: Analysis
Content / Coherence
How well are your ideas organized and developed?
Vocabulary
What is the range of your vocabulary and can you use it naturally?
Listenability
How easy is it to listen to and understand your response?
Task Fulfillment
How well did you follow the instructions?
- Describes the main aspects of what he taught (e.g., how to brake, mount boots to skis)
- Organizes response with common transitions (e.g., and, but, so, because)
- More development of ideas and more specific details needed to reach Level 9+
- Uses a range of context-specific words and phrases (e.g., avid skier, highest peak, mount skis, moderate slope, steep)
- Some awkward phrases (e.g., long time experience)
- Pronunciation is clear; rhythm is fairly steady
- Self-corrections occasionally interfere with flow
- Repetitive sentence structure (“so”)
- Some awkward/incorrect constructions (e.g., I explained him the basics, we walked it up)
- Addresses all parts of the task (though greater development of ideas would enhance completeness)
- Speaks for the full time
- Tone is appropriate
Task 2, Response B: Transcript
- A few years ago, one of my close friends asked me to teach her how to prepare meals because she had recently moved into her own apartment and had very little cooking experience. She wanted to become more independent and learn a few simple recipes that she could make every week.
- We started by choosing three easy dishes that didn't require many ingredients or advanced cooking techniques. After making a shopping list, we visited a local grocery store together, where I explained how to choose fresh vegetables, compare products, and stay within a budget.
- Back at home, I demonstrated each step of the recipes while explaining why certain ingredients were added at different stages. Then I asked her to prepare the meals herself while I offered guidance whenever she needed help. I also shared a few practical cooking tips, such as preparing ingredients in advance and tasting the food before serving.
- After practicing several times, she became much more confident in the kitchen and was able to cook the recipes without any assistance. It was a rewarding experience because I enjoyed helping someone develop a valuable life skill, and she was proud of how quickly she improved.
Task 2, Response B: Analysis
Content / Coherence
How well are your ideas organized and developed?
Vocabulary
What is the range of your vocabulary and can you use it naturally?
Listenability
How easy is it to listen to and understand your response?
Task Fulfillment
How well did you follow the instructions?
- Identifies the subject (e.g., teach her friend to cook) and outlines precise steps (e.g., menu, shopping, test runs)
- Organizes response with sequential transitions (e.g., when, first time, started, from there, once, and then)
- Develops ideas with precise details (e.g., 24 years-old, Christmas dinner, traditional menu, step-by step instructions)
- Uses a range of context-specific words and phrases (e.g., forming a menu, traditional, physically, test runs)
- A few imprecise words (e.g., I guess)
- Pronunciation is clear; rhythm is steady
- Intonation is natural
- Self-corrections occasionally interfere with flow (e.g., help her cook… learn to cook)
- Demonstrates a range of complex structures and verb tenses (e.g., I had been living on my own; …because she’d also never shopped…)
- Addresses all parts of the task
- Speaks for the full time
- Tone is appropriate
- Gets cut-off at the end, but completes all task requirements before time is up
Task 2, Response C: Question
Speaking Task 2: Talking about a Personal Experience
Preparation: 30 seconds
Recording: 90 seconds
Talk about a class that you really enjoyed. Maybe you can talk about a class at school or college. Maybe you can talk about a fun class such as cooking or music. You decide.
Preparation Time
30
Task 2, Response C: Transcript
- One of my favorite classes was a digital marketing course that I took during college. I enjoyed it because it combined creativity with problem-solving, and every lesson introduced a new concept that could be applied in real-life situations.
- The instructor encouraged us to work on practical projects instead of simply memorizing theories. We created marketing campaigns, analyzed business case studies, and learned how companies use social media, search engines, and online advertising to reach customers. These activities made the class both engaging and rewarding.
- What I appreciated most was the opportunity to participate in discussions and share different ideas with my classmates. Sometimes we had different opinions about the best marketing strategy, and those conversations helped me think more critically and consider multiple perspectives.
- Even today, I continue to use many of the skills I learned in that course, both in my professional work and personal projects. It remains one of the most valuable and enjoyable learning experiences I've had because it strengthened my communication, creativity, and analytical thinking.
Task 2, Response C: Analysis (CELPIP Level 9)
Content / Coherence
How well are your ideas organized and developed?
Vocabulary
What is the range of your vocabulary and can you use it naturally?
Listenability
How easy is it to listen to and understand your response?
Task Fulfillment
How well did you follow the instructions?
- Provides several reasons (e.g., learning something new, making her brain work)
- Organizes response with transitions and other linking devices (e.g., It’s been such a long time, Honestly)
- Develops some ideas (e.g., why it’s okay to correct the professor)
- Uses a range of less common words and phrases (e.g., algorithms, I have to admit, touchy subject)
- Uses words accurately and appropriately
- Confuses one expression (touchy feely vs. touchy) but corrects the error
- Rhythm is steady and pronunciation is clear
- Intonation adds feeling to the response
- Speaker demonstrates some control over complex grammatical structures (e.g., I’m hoping my professors were taking it in the same way as I do)
- Most information is relevant to the question
- Response has a good opening and closing
- Maintains an appropriate tone
Task 3: Describing a Scene
Task 3 Overview and Strategies
| Description: Look at an illustration and describe what is happening. | |
|---|---|
| Prep Time | 30 seconds |
| Speaking Time | 90 seconds |
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Key Strategies
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Speaking Task 3: Describing a Scene
Preparation:
30 seconds
Recording:
90 seconds
Describe some things that are happening in the picture below as
well as you can. The person with whom you are speaking cannot
see the picture.
Preparation Time
30Task 3, Response A: Transcript
- The picture appears to show the lobby of a busy movie theatre. There are several people waiting in line at the ticket counter, while others are walking toward the entrance carrying snacks and drinks.
- On the left side, I can see a large display of movie posters advertising different films. A few customers seem to be reading the posters as they decide which movie they would like to watch. Near the center of the image, a couple is standing together, possibly discussing showtimes before purchasing their tickets.
- Closer to the entrance, a staff member is checking tickets as people enter the theatre. Some visitors have already bought popcorn and soft drinks and are heading toward their screening rooms. Although the lobby is fairly busy, everything appears to be well organized, and everyone seems relaxed and excited about watching a movie.
- Overall, the atmosphere looks lively and enjoyable. It seems like a typical evening at a popular cinema where families, friends, and couples have gathered to spend time together and enjoy a film.
Task 3, Response A: Analysis (CELPIP Level 8)
Content / Coherence
How well are your ideas organized and developed?
Vocabulary
What is the range of your vocabulary and can you use it naturally?
Listenability
How easy is it to listen to and understand your response?
Task Fulfillment
How well did you follow the instructions?
- Describes the place (e.g., movie theatre reception) and some objects and people, (e.g., posters, patrons)
- Describes things happening (e.g., people purchasing tickets)
- Doesn’t develop ideas very much
- Uses common words and phrases accurately (e.g., picture that I’m looking at, heading into the theatre)
- Struggles to describe specific parts of the scene and hesitates when trying to describe actions
- Pronunciation is clear
- Pauses and self corrections interfere with rhythm
- Uses simple sentence structures well; attempts a moderately complex sentence at the end (e.g., While it’s not very busy at the counter…)
- Information is relevant
- Speaks for the full time
- Rate of speech impacts completeness
- Tone is appropriate
Speaking Task 3: Describing a Scene
Preparation:
30 seconds
Recording:
90 seconds
Describe some things that are happening in the picture below as well as you can. The person with whom you are speaking cannot see the picture.
Preparation Time
30Task 3, Response B: Transcript
- This picture looks like it was taken inside a modern grocery store. The supermarket appears to be clean, spacious, and well organized, with several customers shopping for fresh food and household items.
- In the foreground, I can see a variety of fruits displayed on large shelves, including watermelons, oranges, and other fresh produce. A couple of children seem excited as they look at the fruit section, and they may be helping their parents choose what to buy.
- Toward the checkout area, there is one cashier assisting a customer while another checkout counter doesn't appear to be in use. Since there aren't many people waiting in line, the shopping experience seems relaxed and efficient.
- I also notice a family walking through one of the aisles. A young child appears to be asking a parent for a snack or another item from the shelf, while the parent is deciding whether to purchase it. Other shoppers are calmly browsing the store and placing products into their baskets or carts.
- Overall, the atmosphere is peaceful and friendly. Everyone seems focused on their shopping, and the supermarket looks like a comfortable place to buy everyday groceries.
Task 3, Response B: Analysis (CELPIP Level 9)
Content / Coherence
How well are your ideas organized and developed?
Vocabulary
What is the range of your vocabulary and can you use it naturally?
Listenability
How easy is it to listen to and understand your response?
Task Fulfillment
How well did you follow the instructions?
- Sets the scene and provides some detail (e.g., not very busy, about nine people)
- Provides accurate descriptions of people and objects
- Response is organized well with quite a few details (e.g., only one register is opened, lemons are on sale)
- Uses words and phrases accurately to describe people, objects, and actions (e.g., register, cashier, picking up)
- A greater range of more precise/complex words and phrases would further improve the response
- Rhythm is steady and pronunciation is clear
- Some hesitations and self-corrections; these have a minimal impact on flow
- Good control of grammatical structures (e.g., a boy with his mother who looks like he wants to buy…)
- Information is relevant
- Response is complete although the final idea is cut off
- Tone is appropriate
Task 4: Making Predictions
Task 4 Overview and Strategies
| Description: Look at the same illustration from Task 3 and describe what you think will happen next. | |
|---|---|
| Prep Time | 30 seconds |
| Speaking Time | 60 seconds |
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Key Strategies
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Task 4, Response A: Question
Speaking Task 4: Making Predictions
Preparation:
30 seconds
Recording:
90 seconds
In this Picture, whats do you think will happen Next?
Preparation Time
30Task 4, Response A: Transcript
- Since this appears to be the lobby of a movie theatre, I think most of the people will purchase their tickets before heading to their assigned screening rooms. Some visitors will probably stop at the concession stand to buy popcorn, soft drinks, or other snacks to enjoy during the movie.
- I also expect that the families and friends waiting in line will soon enter the theatre once their movie begins. The staff members at the ticket counter and entrance will continue helping customers, checking tickets, and answering any questions they may have.
- The atmosphere looks cheerful and relaxed, so I imagine everyone is looking forward to watching their chosen films. After the movie ends, people will likely leave the theatre discussing their favorite scenes and recommending the film to others.
- Overall, I think everyone will have an enjoyable experience, and the cinema staff will ensure that everything runs smoothly throughout the day.
Task 4, Response A: Analysis (CELPIP Level 8)
Content / Coherence
How well are your ideas organized and developed?
Vocabulary
What is the range of your vocabulary and can you use it naturally?
Listenability
How easy is it to listen to and understand your response?
Task Fulfillment
How well did you follow the instructions?
- Provides predictions (e.g., people will buy tickets, snacks, popcorn, and water)
- The quality/number of ideas could be improved and developed with examples
- Organization could be improved with more effective transitions and linking words
- Uses common words and phrases accurately (e.g., I can see that staff is helping people purchasing their tickets)
- Complexity, range and precision need to be improved
- Some repetition (e.g., I assume that all the people will buy the tickets)
- Pronunciation is usually clear but some words/phrases difficult for the listener to understand
- Rhythm is interrupted by pauses and interjections
- Uses mostly simple sentences and a few moderately complex grammatical constructions
- Information is relevant
- Speaks for the entire time
- Pauses negatively impact completeness
- Maintains appropriate tone
Task 4, Response B: Question
Speaking Task 4: Making Predictions
Preparation:
30 seconds
Recording:
60 seconds
Describe some things that are happening in the picture below as well as you can. The person with whom you are speaking cannot see the picture.
Preparation Time
30Task 4, Response B: Transcript
- Based on what I can see in this picture, I think the customer standing at the checkout counter will finish paying for the groceries and leave the store with their shopping bags. The cashier will probably continue serving the next customer waiting in line.
- The children who are looking at the large watermelons will most likely be asked by their parent to stop playing and help with the shopping instead. They may also choose a few fruits to place in the shopping cart before moving to another section of the supermarket.
- I also notice a young boy showing an item to his father. I think his father will either agree to buy it or explain why they should choose something different. Nearby, another child appears to be asking a parent for a product from the shelf, so they will probably have a short conversation before making a decision.
- Other shoppers will continue walking through the aisles, selecting the items they need and adding them to their carts. Overall, the supermarket will remain calm and organized as everyone completes their shopping and heads toward the checkout area.
Task 4, Response B: Analysis (CELPIP Level 9)
Content / Coherence
How well are your ideas organized and developed?
Vocabulary
What is the range of your vocabulary and can you use it naturally?
Listenability
How easy is it to listen to and understand your response?
Task Fulfillment
How well did you follow the instructions?
- Provides several predictions
- Provides details to identify which people/scenes from the picture are being described
- Develops ideas with some details
- Uses a range of common and situation-specific words to accurately describe the scene (e.g., bar code, scan card, aisle, stepping out)
- Some incorrect/imprecise word choices (e.g., some stuff, driving her cart)
- Rhythm is usually steady and pronunciation clear
- Quick pace sometimes makes response challenging to understand
- A few hesitations and self-corrections
- Demonstrates some emerging control over complex grammar (e.g., would allow to either buy the item or convince him for something else)
- Information is relevant
- Response is complete
- Opening is effective
- Closing could be improved
- Tone is appropriate
Task 5: Comparing and Persuading
Task 4 Overview and Strategies
| Description: In Part 1, select an option from two choices. You will not speak in Part 1. In Part 2, persuade someone that your chosen option is better than the one they are proposing. | ||
|---|---|---|
| Prep Time | Part 1: 60 seconds Part 2: 60 seconds | |
| Speaking Time | Part 1: No speaking Part 2: 60 seconds | |
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Key Strategies
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Part 1
Part 2
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Task 5, Response A: Question (Part 1)
Speaking Task 4: Making Predictions
Recording:
60 seconds
You and your friend want to start a business together. He has two ideas. Using the pictures and information, choose the option that you prefer. In the next part, you will need to persuade your friend that this is the best choice.
Consignment store
- buy and sell a variety of new and used clothing
- requires knowledge of latest clothing trends and pricing skills
- $10,000 start-up cost
Food court franchise
- prepare lunch and dinner meals for mall shoppers
- requires knowledge of cooking and food-handling skills
- $8,000 start-up cost
Task 5, Response A: Question (Part 2)
SpeakingSpeaking Task 5: Comparing and Persuading
Preparation:
60 seconds
Recording:
60 seconds
Your friend is suggesting another business idea. Persuade him that the option you chose is more suitable by comparing the two.
Delivery Service
- delivery of large items, such as furniture or TVs
- requires heavy lifting
- $40,000 start-up cost to buy a large truck
Food court franchise
- prepare lunch and dinner meals for mall shoppers
- requires knowledge of cooking and food-handling skills
- $8,000 start-up cost
Task 5, Response A: Transcript (Note: the test taker chose the food court franchise in Part 1).
- I believe opening a food court business would be the better choice. One of the biggest reasons is that you already have several years of cooking experience, so you have the skills needed to prepare quality food and manage daily operations. Building a business around your existing strengths gives you a much better chance of success.
- Another advantage is the lower startup cost. A food court outlet usually requires a smaller investment compared to launching a delivery company, which often involves purchasing vehicles, hiring drivers, and covering higher operating expenses. Starting with a more affordable option reduces financial risk and makes it easier to grow the business over time.
- I also think running a food business would be more enjoyable because you would have the opportunity to interact with customers directly and receive immediate feedback about your products. If the business becomes successful, you could even expand by opening additional locations in the future.
- Considering your experience, budget, and long-term goals, I would definitely recommend starting the food court business. It seems like the more practical, affordable, and rewarding option.
Task 5, Response A: Analysis (CELPIP Level 8)
Content / Coherence
How well are your ideas organized and developed?
Vocabulary
What is the range of your vocabulary and can you use it naturally?
Listenability
How easy is it to listen to and understand your response?
Task Fulfillment
How well did you follow the instructions?
- Provides three main ideas (e.g., knowing how to cook, back injuries, and cost)
- Uses basic transitions to organize the response (e.g., and, also, but, so)
- More development of ideas (examples or details) would improve the content
- Uses some uncommon words and phrases appropriately (e.g., back injury, interact, that kind of money)
- A greater range of words and phrases would enable the speaker to be more precise
- Pronunciation is clear and rhythm is steady
- Intonation is lacking
- Mostly uses simple grammar structures
- Information is relevant
- Addresses the other person directly
- Speaks for the full time
- The last idea is cut off
- Sounding more excited to go into business with his friend would improve tone
Task 5, Response B: Question (Part 1)
SpeakingSpeaking Task 5: Comparing and Persuading
Recording:
60 seconds
Your family wants to purchase a fan. You find two suitable options. Using the pictures and information below, choose the option that you prefer. In the next section, you will need to persuade your family that your choice is the better choice.
If you do not choose, the computer will choose one for you. You do not need to speak for this part.
Large Floor Fan
- $49.99
- 20" diameter, 3-blade fan
- made of durable molded plastic
- able to move from room to room
Ceiling Fan
- $64.99
- requires installation
- includes ceiling lights
- 52" diameter, 5-blade fan
Task 5, Response B: Question (Part 2)
SpeakingSpeaking Task 5: Comparing and Persuading
Recording:
60 seconds
Your family is suggesting another fan. Persuade them that the option you chose is more suitable by comparing the two.
Hand-Held Mini Fan
- $4.49
- requires one AA battery
- 3" diameter, 2-blade fan
- portable design, made of plastic
Large Floor Fan
- $49.99
- 20" diameter, 3-blade fan
- made of durable molded plastic
- able to move from room to room
Task 5, Response B: Transcript (Note: the test taker chose the large floor fan in Part 1).
- After comparing all three options, I think the large floor fan is the best choice for our needs. Since we want to cool the basement, we need a fan that can circulate air throughout a larger space. A portable mini fan simply wouldn't provide enough airflow to keep the entire area comfortable.
- Although a ceiling fan is an effective option, installing one would require additional time, effort, and installation costs. In contrast, a floor fan is ready to use immediately and doesn't require any permanent modifications to the room.
- Another advantage is its flexibility. We can easily move it to different areas of the house whenever we need extra cooling, making it a more practical long-term investment. The price is also reasonable, so we can stay within our budget while purchasing a product that meets our requirements.
- Considering the size of the basement, the convenience of portability, and the overall value for money, I would definitely recommend choosing the large floor fan. It offers the best balance of performance, affordability, and versatility.
Task 5, Response C: Analysis (CELPIP Level 12)
Content / Coherence
How well are your ideas organized and developed?
Vocabulary
What is the range of your vocabulary and can you use it naturally?
Listenability
How easy is it to listen to and understand your response?
Task Fulfillment
How well did you follow the instructions?
- Provides several main ideas (e.g., bigger, move from room to room, will last longer, safer, plug-in)
- Connects and develops ideas (e.g., mini-fan useful for only one person, floor fan has a guard so children won’t hurt their hands, no batteries needed)
- Uses words and phrases accurately and naturally; demonstrates a broad range (e.g., is the much better choice, has the advantage, won’t be any use for us, if the children get hold of…)
- Pronunciation is clear
- Very few pauses; interjections are infrequent and do not interrupt flow
- Self-corrections occasionally interrupt rhythm (it’s only gonna be useful for one person- the hand-held mini-fan will only be of use to one person)
- Uses a variety of complex sentences (e.g., although, which, if, whereas)
- Details are relevant
- Speaks for the full time and gives a complete response
- Establishes a confident and persuasive tone
Task 6: Dealing with a Difficult Situation
Task 6 Overview and Strategies
| Description: Explain a decision to a friend, family member, acquaintance, or customer. | |
|---|---|
| Prep Time | 60 seconds |
| Speaking Time | 60 seconds |
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Key Strategies
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Speaking Task 6: Dealing with a
Difficult Situation
Preparation:
60 seconds
Recording:
60 seconds
A customer comes into the store where you work. He wants to return a shirt that is ripped. Your coworker will not return the shirt because the customer has worn it. The customer is arguing that the shirt was of poor quality and should not have ripped so easily. Therefore, it should be returned.
Choose ONE:
- EITHER Talk to your co-worker. Explain why the shirt should be returned. OR Talk to the customer. Explain why the shirt cannot be returned.
Preparation Time
30 SecondTask 6, Response A: Transcript
Hello Eugene,
- I heard about the situation involving the customer who wanted to return the damaged T-shirt, and I think we should handle the issue professionally. If the customer followed the care instructions and the product became damaged after only a short period of use, it's reasonable to investigate the complaint carefully.
- Customer satisfaction is very important, and if the item appears to have a manufacturing defect or quality issue, offering a refund or replacement would be a fair solution. Before making a final decision, we should review the store's return policy and, if necessary, ask the store manager for approval.
- I also remember that we've handled similar situations in the past by putting the customer first whenever the product didn't meet our quality standards. Resolving the issue respectfully will help maintain the customer's trust and protect the company's reputation.
- Overall, I recommend confirming the details, following our return policy, and providing the customer with the most appropriate solution. I believe this is the best approach for both the customer and the business.
Thank you.
Task 6, Response A: Analysis (CELPIP Level 8)
Content / Coherence
How well are your ideas organized and developed?
Vocabulary
What is the range of your vocabulary and can you use it naturally?
Listenability
How easy is it to listen to and understand your response?
Task Fulfillment
How well did you follow the instructions?
- Provides three main reasons to support her choice (e.g., poor quality, previous experience, possible warranty)
- Ideas are organized with simple linking words (e.g., because, and, so)
- Uses common words and phrases appropriate to the situation (e.g., quality, brand, double check)
- Using a greater range of vocabulary and phrases would improve precision and accuracy
- Pronunciation is clear and rhythm is fairly steady
- Interjections and self corrections sometimes interfere with flow
- Uses a variety of sentence structures, but makes some grammatical errors (e.g., this t-shirts, only one times, as based on)
- Information is relevant
- Tone is appropriate
- Speaks for the full time
- Saying “Thank you” at the end is awkward for this context
Task 6, Response B
- (Note: This is a bonus response that is not included in the live or recorded webinars, but it has been included in this study pack for your review. The audio file is accessible at the same link you’ve clicked to access all other audio files included in this study pack).
Task 6: Dealing with a Difficult Situation
Speaking Task 6: Dealing with a
Difficult Situation
Preparation:
60 seconds
Recording:
60 seconds
You work in a pet store. A couple comes in to buy a pet. The wife would like to buy a dog. She thinks they are friendly and playful. The husband would rather buy a cat. He says they are independent and easier to take care of.
Choose ONE:
- EITHER Suggest to the couple that they should buy a cat. Explain your reasons to the couple. OR Suggest to the couple that they should buy a dog. Explain your reasons to the couple
Preparation Time
60 SecondTask 6, Response B: Transcript
- I agree that getting a cat would be the better choice for this couple. One of the main reasons is that cats are generally more independent and require less daily attention than dogs. This makes them a good option for people who have busy schedules or spend long hours away from home.
- Another advantage is that cats usually need less space and are well suited for apartments or smaller homes. They are also quieter than many dogs, which can be helpful if the couple lives in a neighborhood where excessive noise could be a concern.
- In addition, caring for a cat is often less expensive because food, grooming, and other maintenance costs are generally lower. While every pet requires love and responsibility, a cat can be a more practical choice for first-time pet owners or people looking for a lower-maintenance companion.
- For these reasons, I believe adopting a cat would be the most suitable decision. It offers companionship, fits well with a busy lifestyle, and is easier to care for over the long term.
Task 6, Response B: Analysis (CELPIP Level 9)
Content / Coherence
How well are your ideas organized and developed?
Vocabulary
What is the range of your vocabulary and can you use it naturally?
Listenability
How easy is it to listen to and understand your response?
Task Fulfillment
How well did you follow the instructions?
- Provides several reasons (e.g., cats are easier to care for, less noisy, more friendly, and less harmful)
- Clearly states opinion and provides details and examples
- Organizes ideas fairly well
- Uses many suitable words and phrases (e.g., dog keeps barking, annoying to some people, become very aggressive)
- Attempts to use some more precise transition words but uses them incorrectly (e.g., otherwise, nevertheless)
- Pronunciation is usually clear and rhythm is fairly steady
- Interjections and self corrections interfere with flow
- Few grammar errors; some complex sentence structures (e.g., When they see other dogs, they become…)
- Information is relevant
- Speaks for the full time
- Friendly but firm tone is appropriate for the situation
- Does not address the customers directly as instructed
Task 7: Expressing Opinions
Task 7 Overview and Strategies
| Description: Answer a “Do you think…?” question with your opinion. | |
|---|---|
| Prep Time | 30 seconds |
| Speaking Time | 90 seconds |
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Key Strategies
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Task 7, Response A: Question
Speaking Task 7: Expressing Opinions
Preparation:
30 seconds
Recording:
90 seconds
Answer the following question.
Question:
- Do you think that governments should limit how much money company bosses make? Explain your reasons.
Preparation Time
60 SecondTask 7, Response A: Transcript
- I believe the government should place reasonable limits on executive salaries, but those limits should be carefully balanced. One important reason is that extremely large income differences can create a sense of unfairness and increase economic inequality within society. When employees see executives earning vastly more than the rest of the workforce, it can affect motivation and workplace morale.
- At the same time, it's important to recognize that senior executives often have significant responsibilities. They make major business decisions, manage large teams, and are accountable for a company's long-term success. Offering competitive compensation helps attract experienced leaders and encourages innovation and growth.
- Instead of imposing very strict salary caps, I think governments should encourage fair compensation practices and greater transparency. Companies could also be encouraged to invest more in employee wages, training, and workplace benefits while still rewarding strong leadership.
- Overall, I believe a balanced approach is the best solution. Executive salaries should be fair and reflect responsibility, but businesses should also ensure that the success of the company benefits employees as well as senior management.
Task 7, Response A: Analysis (CELPIP Level 8)
Content / Coherence
How well are your ideas organized and developed?
Vocabulary
What is the range of your vocabulary and can you use it naturally?
Listenability
How easy is it to listen to and understand your response?
Task Fulfillment
How well did you follow the instructions?
- Contradicts himself: starts off arguing for the “yes” side, gives one reason to support it (e.g., ethics), but then switches to the “no” side (e.g., competition, willingness to improve our position)
- Uses the transitional phrase, “The first one is,” but introduces no further reasons
- Accurately uses a range of words and phrases throughout the response (e.g., ethical, disparities, friction, position, career, cutting salaries)
- Uses some imprecise and unnatural words and phrases (e.g., provide no limit, among the society)
- Pronunciation creates occasional challenges for the listener (e.g., social disparity)
- Reducing pauses would improve rhythm
- Uses a variety of sentence structures, but some constructions are awkward (e.g., not so significant than someone else’s limit)
- Not all information is directly relevant to the opinion expressed at the beginning of the response
- Spends more time describing the problems his choice would cause than giving reasons why it’s the best choice
- Tone is appropriate
Task 7, Response B: Question
Speaking Task 7: Expressing Opinions
Preparation:
30 seconds
Recording:
90 seconds
Answer the following question.
Question:
- Do you think that governments should limit how much money company bosses make? Explain your reasons.
Preparation Time
60 SecondTask 7, Response B: Transcript
- Yes, I believe high school students should be encouraged to learn a second language because it offers many long-term benefits. In a multicultural country like Canada, being able to communicate in more than one language can create valuable educational, professional, and personal opportunities.
- One major advantage is career growth. Many employers prefer bilingual candidates because they can communicate with a wider range of clients and coworkers. In some industries, speaking both English and French can even increase job opportunities and lead to better salaries or career advancement.
- Learning another language also helps students develop stronger communication and problem-solving skills. It exposes them to different cultures, improves their confidence when interacting with people from diverse backgrounds, and makes international travel or studying abroad much easier.
- Although learning a new language requires time and dedication, the long-term rewards are well worth the effort. It prepares students for a global workforce, expands their future opportunities, and helps them become more confident communicators. For these reasons, I strongly support making second-language education an important part of high school learning.
Task 7, Response B: Analysis (CELPIP Level 9)
Content / Coherence
How well are your ideas organized and developed?
Vocabulary
What is the range of your vocabulary and can you use it naturally?
Listenability
How easy is it to listen to and understand your response?
Task Fulfillment
How well did you follow the instructions?
- Gives three clear reasons (e.g., compensation, work opportunities and travel abroad)
- Develops some of the reasons with supporting details or examples
- Organizes ideas with common linking words (e.g., first thing, so, also, but)
- Uses a range of common words and phrases accurately (e.g., bilingual, field of work, fluent)
- Uses some expressions appropriately (e.g., opens up, learn the basics)
- More precision and variety would strengthen the response (e.g., beneficial, different opportunities, a little bit)
- Pronunciation is clear and rhythm is fairly steady
- Some self-corrections, but they do not significantly impact the flow
- Uses some complex sentence structures (e.g., “if” clauses), but also uses “and/also” often; could include more variety
- Information is relevant and all details and examples are connected
- Tone is appropriate
- Speaks for the full time
- Has a good opening; lacks a closing
Task 8: Describing an Unusual Situation
Task 8 Overview and Strategies
| Description: Describe a picture of an unusual item or situation to someone who can’t see what you’re looking at. | |
|---|---|
| Prep Time | 30 seconds |
| Speaking Time | 60 seconds |
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Key Strategies
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Task 8, Response A: Question
Speaking Task 8: Describing an
Unusual Situation
Preparation:
30 seconds
Recording:
60 seconds
Answer the following question.
A new friend invited you to visit his home. You think you have found the street where he lives. However, you cannot find his house. Call your friend. Explain in detail where you are standing. Ask him how to find his house.
Preparation Time
30Task 8, Response A: Transcript
Hi Ritu,
- I'm close to your neighborhood, but I think I may have taken the wrong street, so I need a little help finding your house.
- Right now, I'm standing near a small intersection. I can see a yellow road sign, a row of large trees, and a parking area beside a group of townhouses. There's also a recycling bin near the corner, so I think I'm very close to your place.
- Could you please tell me whether I should continue straight ahead, turn left, or take the next right? If there's a landmark nearby, such as a park, a convenience store, or a bus stop, that would also help me confirm I'm heading in the right direction.
- I'll wait here until I hear from you. Hopefully, with your directions, I'll be at your house in just a few minutes.
Thanks, and see you soon!
Task 8, Response A: Analysis (CELPIP Level 8)
Content / Coherence
How well are your ideas organized and developed?
Vocabulary
What is the range of your vocabulary and can you use it naturally?
Listenability
How easy is it to listen to and understand your response?
Task Fulfillment
How well did you follow the instructions?
- States the reason for the call
- Provides basic description of some objects in the scene (e.g., board, townhouse, trees)
- Adds some unnecessary details (e.g., the garbage bin is open)
- Uses simple linking words (and, but, so)
- Uses common words accurately (e.g., garbage bin, townhouse)
- Uses some inaccurate and imprecise phrases (e.g., right or left street, I’ll explain you, down the townhouse)
- Pronunciation is usually clear and rhythm is fairly steady
- Pauses occasionally disrupt flow
- Uses mostly simple sentence constructions; most grammatical errors don’t interfere with meaning
- Directly addresses the other person, describes her surroundings, and asks for directions
- Tone is appropriate (friendly, confused, and seeking help)
- No closing; cut off at the end
Task 8, Response B: Transcript
Hi Sam,
- I think I'm finally in your neighborhood, but I'm having trouble figuring out which house is yours. I wanted to call and describe what I can see so you can guide me from here.
- At the moment, I'm standing near a small hill where the road curves slightly to the left. On my right, there's a detached house with a blue front door and a covered entrance. A little farther ahead, I can see a speed bump in the middle of the road.
- On the opposite side, there are two houses next to each other. One of them has a large front window and a driveway leading to a garage. I also noticed a red mailbox near the sidewalk and a garbage bin close to the entrance.
- Could you let me know if I'm close to your house? If not, should I continue up the hill or turn onto another street? Just tell me the next landmark I should look for, and I'm sure I'll be able to find you.
Thanks! I'll wait for your directions.
Task 8, Response B: Analysis (CELPIP Level 12)
Content / Coherence
How well are your ideas organized and developed?
Vocabulary
What is the range of your vocabulary and can you use it naturally?
Listenability
How easy is it to listen to and understand your response?
Task Fulfillment
How well did you follow the instructions?
- States the reason for the call
- Provides an overview first then describes precise objects in the scene in relation to each other
- Demonstrates a broad range of context-specific vocabulary (e.g., immediately in front of me, detached house, curve of the road, patio window)
- One imprecise word choice (porch)
- Pronunciation is clear and rhythm is steady
- Intonation effectively conveys meaning
- Interjections do not interrupt the flow
- Details are relevant
- Task is complete: directly addresses the other person, accurately and precisely describes her surroundings, and asks for directions
- Tone is appropriate (friendly)
- Includes an appropriate opening and closing
Task 8, Response C: Question
Speaking Task 8: Describing an Unusual Situation
Preparation:
30 seconds
Recording:
60 seconds
Answer the following question.
You are at a tourist site and see some street performers. Call your friend Katia and describe in detail what the performers are doing, and ask her if she would like to see the event.
Preparation Time
30Task 8, Response C: Transcript
Hi Katia,
- I wish you were here right now because I just came across an amazing group of street musicians in the city park. They're putting on a live performance using everyday objects instead of traditional musical instruments, and it sounds surprisingly professional.
- They're creating music with buckets, metal containers, glass bottles, and a few homemade percussion instruments. It's incredible how they can produce such different rhythms and melodies using such simple items. Quite a few people have stopped to watch, and everyone seems to be enjoying the performance.
- The atmosphere is really lively. Families, tourists, and people walking through the park are smiling, taking photos, and even clapping along with the music. It's one of those unexpected moments that makes exploring the city so enjoyable.
- If you have some free time later today, I think you should come and see them in person. If not, I'm sure someone has recorded their performance and shared it online because they're definitely worth watching.
Talk to you later!
Task 8, Response C: Analysis (CELPIP Level 9)
Content / Coherence
How well are your ideas organized and developed?
Vocabulary
What is the range of your vocabulary and can you use it naturally?
Listenability
How easy is it to listen to and understand your response?
Task Fulfillment
How well did you follow the instructions?
- Describes several objects with some precision (e.g., glasses filled to different volumes, plastic and metal garbage cans)
- Organizes ideas and provides additional context (e.g., they’ve been playing for at least three hours)
- Uses a range of situation-specific words and phrases (e.g., percussion set, soundtrack, they’ve been going at it for hours, you wouldn’t believe it, check them out)
- Some inaccurate expressions (e.g., having a good band)
- Pronunciation is usually clear; rhythm and intonation are used effectively
- A range of sentence structures is used (e.g., They’ve been going at it for hours, we actually passed through here three hours ago and they were doing the same thing). But relies heavily on “and” to connect ideas together.
- Gives relevant information and uses the time effectively
- Speaks directly to Katia
- Tone is very friendly and engaging