celpiptrainer

CELPIP speaking examples with sample answers

These CELPIP speaking examples cover all 8 tasks. Every original prompt has three sample answers, written to levels 7, 9 and 11, plus notes on what raters would notice and what would lift each answer to the next level. Read the level 9 answer first, compare it with level 7, then record your own.

THE SHORT ANSWER

The three levels usually make similar points. What changes is detail (a specific example for every point), word choice (exact words instead of general ones) and control (smooth links, few slips and an answer that fills the speaking time).

  • 8 tasks
  • Levels 7, 9 and 11
  • Transcripts with notes
  • Updated

How to use these sample answers

Each answer is a written transcript of what a speaker would say in the time allowed. Work through them in this order.

  1. 1

    Read the level 9 answer aloud

    Time yourself to feel how many words fit in 60 or 90 seconds. Notice that every reason comes with an example.

  2. 2

    Compare it with level 7

    Mark every place where level 9 adds a detail, a more exact word or a link between ideas. Those marks are what to work on next.

  3. 3

    Record your own answer

    Answer the same prompt on a timer, in your own words, without looking. Then compare the recording with the notes for the level you want.

  4. 4

    Borrow the structure, not the sentences

    Raters notice memorized speech, and a learned answer will not fit a new prompt. Take the structure and a few useful phrases instead. The CELPIP speaking templates give that structure for every task, timed step by step.

CELPIP speaking questions with sample answers for all 8 tasks

There is one original prompt per task, from Task 1, Giving Advice, to Task 8, Describing an Unusual Situation. The topics are everyday ones: a job decision, a change of plans, a farmers’ market, choosing an apartment, a problem at work, pets at the office and a very odd bicycle. Every prompt has its three answers, each followed by notes.

Tasks 3, 4 and 8 are built around a picture. This page shows no images, so those prompts include a short description of the scene. Tasks 3 and 4 share one picture: first you describe it, then you say what will happen next.

  • Task 1 · Giving AdviceAdvise a friend choosing between two job offers
    Task 1 · Giving Advice · prep 30 s · speak 90 s

    Your friend Tomasz has been offered two jobs and has to give an answer by Friday. He can’t decide which one to accept. Give him advice on how to make the choice.

    An original practice prompt written for CELPIP Trainer.
    Written to level 9168 words spoken

    So, Tomasz, you’ve got two offers and only until Friday to decide. That’s a good problem to have, but I understand why you’re stuck.

    The first thing I’d do is compare the commute honestly. An extra forty minutes each way doesn’t sound like much, but over a year it adds up to weeks of your life on a bus. If one office is much closer, that should count for a lot.

    My second piece of advice is to ask both managers what a normal week actually looks like. Ask about overtime, about working from home and about who you’d report to. My cousin did exactly that last spring, and she found out the job with the higher salary expected her to answer emails every weekend.

    Finally, try not to decide on salary alone. A few thousand dollars more won’t feel like much if you dread going in every morning.

    So check the commute, ask those questions and trust your instincts. Whatever you choose, I’m sure you’ll do well.

    • Content/Coherence · three pieces of advice, each with a reason; the cousin’s story makes the second one concrete.
    • Vocabulary · precise everyday phrases: “adds up to”, “report to”, “dread going in”.
    • Listenability · signposts such as “The first thing I’d do” and “Finally” make the plan easy to follow.
    • To reach 10–11 · add a less obvious angle, such as what each job really costs, and vary sentence length more.
  • Task 2 · Talking about a Personal ExperienceA time a plan changed at the last minute
    Task 2 · Talking about a Personal Experience · prep 30 s · speak 60 s

    Talk about a time when a plan you had made changed at the last minute. What happened, and how did you handle it?

    An original practice prompt written for CELPIP Trainer.
    Written to level 9121 words spoken

    A couple of summers ago, I organized a surprise picnic for my sister’s thirtieth birthday. I’d reserved a shelter in the park, ordered a cake and invited about fifteen people.

    Then, on the morning of the party, the city closed the park because a water pipe had burst. I found out two hours before the guests were due to arrive, and honestly, I panicked a bit.

    What saved the day was a group chat. I asked if anyone had space, and a neighbour offered her backyard. We moved everything there, borrowed a few folding tables, and my sister never suspected a thing.

    Looking back, it taught me to always have a plan B, and that people are usually happy to help.

    • Content/Coherence · a clear story: the plan, the problem, the fix and the lesson.
    • Vocabulary · precise words for the situation: “reserved a shelter”, “due to arrive”, “plan B”.
    • Listenability · past tenses are well controlled, including “I’d reserved” for the earlier plan.
    • To reach 10–11 · show more of your thinking at the key moment, and finish with a sharper lesson.
  • Task 3 · Describing a SceneA busy farmers’ market
    Task 3 · Describing a Scene · prep 30 s · speak 60 s

    Look at the picture of a farmers’ market. Describe what is happening in as much detail as you can.

    The picture: An outdoor farmers’ market in a town square on a sunny Saturday morning. In front, an older man in a green apron weighs apples on a scale while a girl holds a paper bag open. Behind him, a younger man carries a tall stack of apple boxes, and the top box is tipping. On the left, a woman with a stroller tastes cheese at another stall. In the background, people line up at a coffee truck and a man plays guitar by a fountain. A small dog sleeps under a table of flowers.

    An original practice prompt written for CELPIP Trainer.
    Written to level 9119 words spoken

    This looks like a busy farmers’ market in a town square on a sunny Saturday morning.

    Right in front, an older man in a green apron is weighing apples on a scale, while a little girl holds a paper bag open for him. Just behind him, a younger man is carrying a tall stack of boxes, and the top one looks a bit unsteady.

    Over on the left, a woman pushing a stroller is trying a sample of cheese at another stall.

    In the background, there’s a long line at a coffee truck, and a man is playing guitar beside a fountain. One small detail that stands out is a dog fast asleep under a table full of flowers.

    • Content/Coherence · moves through the picture in a clear order: front, left, background, then one detail.
    • Vocabulary · exact words: “weighing”, “a tall stack of boxes”, “unsteady”, “fast asleep”.
    • Listenability · place phrases such as “Right in front” and “Over on the left” guide a listener who cannot see the picture.
    • To reach 10–11 · say how people seem to feel and why the scene looks the way it does.
  • Task 4 · Making PredictionsFarmers’ market: what happens next?
    Task 4 · Making Predictions · prep 30 s · speak 60 s

    Look at the same picture of the farmers’ market. What do you think will happen in the next few minutes? Describe it in as much detail as you can.

    The picture: An outdoor farmers’ market in a town square on a sunny Saturday morning. In front, an older man in a green apron weighs apples on a scale while a girl holds a paper bag open. Behind him, a younger man carries a tall stack of apple boxes, and the top box is tipping. On the left, a woman with a stroller tastes cheese at another stall. In the background, people line up at a coffee truck and a man plays guitar by a fountain. A small dog sleeps under a table of flowers.

    An original practice prompt written for CELPIP Trainer.
    Written to level 9124 words spoken

    I think the main thing that’s about to happen involves the young man with the boxes. The top box is already tipping, so in a moment it’ll probably slide off, and apples will roll all over the ground.

    The noise will likely wake up the dog under the flower table, and it might start chasing the apples, which could make things even messier. The woman with the stroller will probably step back out of the way.

    After that, I’d expect the little girl and a few other shoppers to start picking the apples up and putting them back in the box.

    Once everything’s cleaned up, the older seller will probably thank everyone, and maybe he’ll give the girl a free apple for helping out.

    • Content/Coherence · the predictions follow one chain of events, each caused by the one before.
    • Vocabulary · several ways to predict: “probably”, “likely”, “I’d expect”, “might”.
    • Listenability · time links such as “in a moment”, “After that” and “Once everything’s cleaned up” keep the order clear.
    • To reach 10–11 · add a less obvious outcome and use more precise verbs for the action.
  • Task 5 · Comparing and PersuadingChoosing between two apartments
    Task 5 · Comparing and Persuading · choose 60 s · prep 60 s · speak 60 s

    You and your partner, Amir, are moving and have found two apartments. Choose the one you prefer. Amir likes the other one more. Persuade him that your choice is better.

    • Option A: Riverside: two bedrooms, a 25-minute bus ride to downtown, $1,850 a month with parking included
    • Option B: Downtown: one bedroom, a 5-minute walk to work for both of you, $2,050 a month, street parking only
    An original practice prompt written for CELPIP Trainer.
    Written to level 9117 words spoken

    Amir, I know the downtown place looks exciting, but hear me out, because I really think the riverside apartment makes more sense for us.

    First of all, space. Unlike the downtown one, it has a second bedroom, so when my parents come to stay, they won’t be stuck on the couch for a week.

    On top of that, it’s actually cheaper. It’s two hundred dollars less a month, and parking is included, while downtown we’d be circling the block every evening looking for a spot.

    I know the bus ride is longer, but twenty-five minutes is time we could spend reading or just unwinding. So let’s go and see it together this weekend. What do you say?

    • Task Fulfillment · persuades a specific person, Amir, and ends with a clear request.
    • Content/Coherence · each point compares the two apartments using the prompt’s details: the bedroom, the rent and the parking.
    • Vocabulary · persuasive, natural phrases: “hear me out”, “makes more sense”, “circling the block”.
    • To reach 10–11 · admit what is good about Amir’s choice first, then turn it into your argument.
  • Task 6 · Dealing with a Difficult SituationA coworker keeps missing deadlines
    Task 6 · Dealing with a Difficult Situation · prep 60 s · speak 60 s

    You share a project for a client with your coworker, Sam. He has missed the last three deadlines, and you have stayed late to finish his part. Now the client has started to notice. Choose one: talk to Sam and ask him to change, or talk to your manager, Ms. Okafor, and ask her to step in. Speak to the person you choose.

    An original practice prompt written for CELPIP Trainer.
    Written to level 9117 words spoken

    Hi Sam, do you have a minute? I wanted to talk about the Lakeview project before our next check-in.

    I know you’ve had a lot on your plate lately, but the last three deadlines slipped, and I ended up finishing your sections late at night. The client has started asking questions, so I think we need to sort it out now.

    What if we split the work into smaller pieces with earlier due dates, and meet for ten minutes every Wednesday to see where we are? That way, if something’s falling behind, we’ll both know in time to fix it.

    I really like working with you, and I’d rather solve this between us. Does that sound fair?

    • Task Fulfillment · speaks directly to Sam in a friendly tone and keeps the working relationship in mind.
    • Content/Coherence · the problem, its effect on the client and a two-part solution, in that order.
    • Vocabulary · tactful phrases: “a lot on your plate”, “the deadlines slipped”, “sort it out”.
    • To reach 10–11 · ask about the cause before offering a fix, and handle the delicate moment with more control.
  • Task 7 · Expressing OpinionsShould employers allow pets at work?
    Task 7 · Expressing Opinions · prep 30 s · speak 90 s

    Some companies now let employees bring their pets to work. Do you think employers should allow pets at work? Explain your opinion.

    An original practice prompt written for CELPIP Trainer.
    Written to level 9172 words spoken

    In my opinion, employers should allow pets at work, as long as they set clear rules.

    My first reason is that pets can lower stress. When the office gets busy, a two-minute break to pet a dog helps people calm down and refocus, and I think that actually makes them more productive. It also gives coworkers something easy to chat about, so teams get to know each other better.

    My second reason is balance. A friend of mine rushes home at five every day because her dog has been alone since morning. If she could bring him in, she wouldn’t have to choose between finishing a project and taking care of him.

    Of course, not everyone is comfortable around animals, some people have serious allergies, and a barking dog during a client call would be embarrassing. That’s why I’d suggest a pet-free floor, a short list of rules for owners and a trial period of a few months.

    Overall, I think a well-managed pet policy would make workplaces happier and more flexible.

    • Content/Coherence · two developed reasons, a counterpoint and a solution.
    • Vocabulary · precise phrases: “refocus”, “pet-free floor”, “trial period”.
    • Listenability · natural links such as “as long as”, “That’s why” and “Overall” carry the listener from point to point.
    • To reach 10–11 · take a more careful position, use more complex sentences and end with a sharper point.
  • Task 8 · Describing an Unusual SituationA bicycle with a built-in table
    Task 8 · Describing an Unusual Situation · prep 30 s · speak 60 s

    You are walking past a bike shop and see a very unusual bicycle in the window. Call your friend Lena, who loves cycling, and describe it to her in as much detail as you can. She cannot see it.

    The picture: A bright yellow bicycle about as long as a small car, with three seats in a row. Between the second and third seats, a round wooden table folds down, with two cup holders. A striped umbrella is clipped to the back, a small dog basket sits above the front wheel, and the price tag says $2,400.

    An original practice prompt written for CELPIP Trainer.
    Written to level 9116 words spoken

    Lena, you have to hear about this. I’m standing outside a bike shop, and there’s the strangest bicycle in the window.

    It’s bright yellow and really long, about the length of a small car, with three seats in a row, so three people can pedal at once.

    The odd thing is what’s in the middle. Between the second and third seats, there’s a round wooden table that folds down, and it even has two cup holders. On top of that, there’s a striped umbrella clipped to the back and a little dog basket over the front wheel.

    I guess it’s meant for families who want to have a picnic anywhere. It costs twenty-four hundred dollars, though.

    • Content/Coherence · moves from the overall look to the unusual parts, then a guess about what it is for.
    • Vocabulary · precise details: “three seats in a row”, “folds down”, “clipped to the back”.
    • Listenability · it sounds like a real phone call to Lena, which keeps the tone natural.
    • To reach 10–11 · give Lena a picture she can see in her mind first (“Picture a tandem, but longer”) and add your own reaction.

To practise away from the screen, the free practice test PDF includes a prompt for every speaking task, with its preparation and speaking time.

What separates a level 7, 9 and 11 answer

The levels rarely differ in their ideas. They differ in how far each idea goes, how exact the words are and how smoothly the answer moves. These lines come from the answers on this page.

Level 9: develops it

“When the office gets busy, a two-minute break to pet a dog helps people calm down and refocus.”

Level 7: states the point

“Pets make people happy. When I see a dog, I feel relaxed.”

The level 9 line adds a situation (a busy office), an action (a two-minute break) and a result (people refocus). That is what a developed idea looks like.

Level 9: exact words

“Right in front, an older man in a green apron is weighing apples on a scale, while a little girl holds a paper bag open for him.”

Level 7: general words

“In the front, there is a man with a green apron. He is selling apples.”

In a picture task, exact verbs and nouns do the work. “Weighing apples on a scale” lets a listener see the action; “selling apples” does not.

Level 11: wider and more idiomatic

“Pet owners often leave on the dot to get home, which can quietly hold them back when a project needs an extra hour.”

Level 9: clear and correct

“A friend of mine rushes home at five every day because her dog has been alone since morning.”

The level 11 line turns one friend’s story into a point about fairness at work. The idiom “on the dot” sounds natural, not added for show.

  • Level 7

    Clear but brief

    Simple, mostly correct language. Each point gets only a sentence or two. Small slips do not block the meaning.

  • Level 9

    Developed and precise

    Every point has a specific example. Words are exact for the situation, links are smooth and the answer uses most of the time.

  • Level 11

    Nuanced and natural

    A careful position, varied idiomatic language and very few errors, in an answer that fills the time without padding.

These are the targets the answers were written to, shown as examples, not official level descriptions. For immigration, CELPIP 9 counts as Canadian Language Benchmark (CLB) 9; the CLB 9 page shows what that level needs in every skill.

What CELPIP raters score in speaking

Raters score every speaking answer on the same four things, in all 8 tasks. Each task tests them in its own way, so an answer can be strong in one task and weak in another.

  • Content/Coherence

    How many relevant ideas you give, how far you develop them and how clearly they connect. One reason with a specific example usually does more than three reasons with none.

  • Vocabulary

    Words that fit the situation, used precisely, with some range. “Reserved a shelter” tells a listener more than “got a place”.

  • Listenability

    How easy you are to follow: pronunciation, rhythm, pauses and grammar. You do not need to sound like a native speaker; you need to be easy to understand.

  • Task Fulfillment

    Doing what the task asks, for the person it names, in a fitting tone, for the whole speaking time. Describing the picture again in Task 4, instead of predicting, misses the task.

The notes under every sample answer use these four names, so you can see what an answer does well and where it falls short.

Task-by-task tips, whatever the topic

CELPIP speaking topics change from prompt to prompt, but each task always asks for the same kind of answer, so practise the task rather than the topic. The CELPIP test format guide shows where speaking sits in the whole test.

  • Prep 30 s · speak 90 s

    1. Giving Advice

    Sum up the problem in one sentence, then give two or three pieces of advice, each with a reason. Talk to the person as a friend would.

  • Prep 30 s · speak 60 s

    2. Talking about a Personal Experience

    Choose one specific event, not a habit. Tell it in order: when, what happened, what you did and what you learned.

  • Prep 30 s · speak 60 s

    3. Describing a Scene

    Give a one-line overview first, then move through the picture in a fixed order, such as front, left, right and back, so a listener can follow.

  • Prep 30 s · speak 60 s

    4. Making Predictions

    Stay in the future. Base each prediction on a clue in the picture, then link them: first, next, by the end.

  • Choose 60 s · prep 60 s · speak 60 s

    5. Comparing and Persuading

    Use the choosing time to pick the option you can say more about. Compare the two options point by point, then ask for agreement.

  • Prep 60 s · speak 60 s

    6. Dealing with a Difficult Situation

    Choose the person while you prepare, then talk to them directly. Show you understand their side, explain the problem and offer a solution.

  • Prep 30 s · speak 90 s

    7. Expressing Opinions

    Give your opinion in the first sentence, support it with two reasons and examples, then deal briefly with the other side.

  • Prep 30 s · speak 60 s

    8. Describing an Unusual Situation

    The listener cannot see it. Give the overall shape and size first, compare it with things they know, then explain the unusual parts.

Record your own answer and compare

Once you have read the answers for a task, record your own response to the same prompt, in your own words. To test yourself cold, pick a task whose answers you have not read yet. Use its preparation time, then keep talking until the time runs out. The recording stays in your browser; nothing is uploaded from this page.

Task 7: Expressing Opinions

Prep 30 s · Speak 90 s

Some companies now let employees bring their pets to work. Do you think employers should allow pets at work? Explain your opinion.

Ready0:30

Play it back, then hold it up against the three transcripts: which level is closest in detail, word choice and pace? Be strict with yourself: compare one thing at a time, such as how specific your example is. AI speaking feedback is coming soon; with a free account you can already practise every task with its real timers and replay your saved recordings.

For a timing check and a self-check list, use the speaking checker.

How to practise CELPIP speaking with a timer

  1. 1

    Prepare for exactly 30 or 60 seconds

    Use whatever time the task gives. Decide on a first sentence and two main points, then stop.

  2. 2

    Start as soon as preparation ends

    On the test, recording starts by itself when preparation time is up. Practise starting at once, even if your plan is not perfect.

  3. 3

    Finish just before the time runs out

    If you have ten seconds left and nothing to say, add an example from your own life or a consequence of the point.

  4. 4

    Try every prompt twice

    Record a second try straight away, fixing one thing from the notes. Two tries at the same prompt show progress more clearly than two different prompts.

  5. 5

    Then take a full speaking section

    When single tasks feel steady, do all 8 in a row, in about 15 minutes, in the free mock test.

Questions about the sample answers

Are these real CELPIP speaking questions?
No. Every prompt here is original practice material written by CELPIP Trainer, one for each of the 8 speaking tasks. Each task asks for the same kind of answer whatever the topic, so practising the task types is what helps most.
How many questions are in the CELPIP speaking test?
There are 8 tasks, in about 15 minutes. You get 30 or 60 seconds to prepare and 60 or 90 seconds to speak, depending on the task, and Task 5 adds 60 seconds to choose an option first.
How long should a CELPIP speaking answer be?
Long enough to fill the speaking time: 90 seconds for Tasks 1 and 7 and 60 seconds for the rest. At a natural pace of about two words a second, that is roughly 180 words for a 90-second task and 120 for a 60-second one.
Should I memorize the sample answers?
No. Raters notice memorized speech, and a learned answer rarely fits a new prompt. Learn the structure and a few phrases, then say your own ideas in your own words.
Is there a PDF of CELPIP speaking questions?
Yes. The free practice test PDF has a prompt for each of the 8 speaking tasks, with its preparation and speaking time, so you can practise away from the screen. The sample answers and their notes are on this page.

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