Test Expert

Speaking Practice
for CELPIP

Christien Lee

CELPIP® is a registered trademark of Paragon Testing Enterprises

This book is neither endorsed nor approved by Paragon Testing Enterprises
 TABLE OF CONTENTS

• How to Use This Book page 4

• Introduction to CELPIP

• Speaking Task 1 11

• Speaking Task 2 22

• Speaking Task 3 32

• Speaking Task 4 44

• Speaking Task 5 56

• Speaking Task 6 74

Speaking Task 7 84

• Speaking Task 8 94

• Answers and Model Responses 106

Appendices -Study Materials and Pictures 116

 HOW TO USE THIS BOOK
This book is designed to help you improve your ability to
deliver effective responses to the eight speaking tasks in
the CELPIP Test. It is not designed to be a complete
guide to speaking in English. Instead, it offers advice
that is speci c to the tasks you will see in the speaking
section of CELPIP. If you study this guide carefully and
practice giving responses based on the expert responses
in this guide, you will become a more effective speaker
and probably raise your test score.

Key Features
This book has many valuable features designed to help
you give more effective responses to the kinds of
speaking questions you will see in the CELPIP Test:

Detailed introductions to each speaking task,

including images that show how the screen will look.

Step-by-step guides that explain how to deliver

effective responses to each speaking task.

48 speaking topics in total (six for each task) that are

designed to be similar to the tasks in the real test.

40 model responses by a test expert that are likely to

score 11 or 12, including some that include a detailed
analysis and explanation.

40 practice and challenge activities to help you

understand how to produce great responses.

Explanations of common problems that test-takers

experience together with practical solutions to avoid
making those mistakes.

Useful lists of natural words and phrases that you

can use in your own responses to sound like a native
speaker of English.

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 Suggested Approach
You can use this book in any way that will bene t you, but following these steps is recommended:

STEP 1 Read the introduction to CELPIP, the introduction to the Speaking test, and the explanation of
how the speaking test is scored on pages 8 to 10.

STEP 2 Read the introductory information about Speaking Task 1. The introductory information includes:

• a detailed overview and introduction to the task on page 11

• information about how to organize your response on page 14

• a step-by-step guide to responding to Task 1 questions on page 14

• information about common mistakes and list of useful phrases on page 16

STEP 3 Study the sample response to a Task 1 question and the analysis of it on page 17. Make sure you
understand why the sample response is a good one. You may wish to practice saying the sample
response a number of times untill you can say it naturally and uently in the allowed time.

STEP 4 Do practice exercises 1.1, 1.2, and 1.3 on pages 18 to 20. After completing each exercise, check
your answers at the back of the book. Then practice saying each response repeatedly until you
can say it naturally and uently in the allowed time.

STEP 5 Do practice 1. 4 on page 21. After completing your response, compare it with the test expert's
suggested response at the back of the book and nd ways to improve your answer. Then practice
saying your response until you can say it naturally and uently in the allowed time.

STEP 6 Do practice 1.5 on page 21 under test conditions. Record your response, if possible, and listen to
it critically. Thinkabout howyoucouldimproveyourresponse.

STEP 7 Repeat steps 2 to 6 for Task 2, Task 3, Task 4, Task 5, Task 6, Task 7, and Task 8.

STEP 8 After you have reviewed all of the information in this book, continue practicing speaking daily.
There are many ways you can keep practicing, such as

•say at least ve of the test expert's model responses in this book each day

• come up with new responses for practice 4 and practice 5 for each speaking task

come up with responses toCELPIP-stylespeaking questions in other study books

(see Appendix 1 on page 116 for advice about nding other useful study materials)

O Christien Lee, 2016

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 Authentic Speaking Practice
Note that when you deliver speaking responses under test conditions in step 6, you may want to use the
free CELPIP sample test available from Paragon Testing Enterprises. Doing this will give you very authentic
speaking practice that is essentially the same as the real test experience.To use the free test in this way,
follow these steps:

Visitht tps://secure.paragontesting ca/InstructionalProdu cts/and clickonthe

orange button marked "Start Sample Test."

Choose either "Free OnlineSampleTest - G" or "Free OnlineSample Test LS" from the drop-down
menu and then click "OK."

Click the orange button marked "Start" and then choose "Speaking" from the drop-down menu.

When the speaking directions appear, click "Next" until the task you want to practice appears on the
screen. For example, if you wanted to practice Speaking Task 1, you would need to click "Next" twice.

Use the times and information on screen to tell you how much preparation time and recording time
remain, but respond to the questions in this book instead of the questions on screen.

After you have recorded your responses, you may wish to ask a teacher (or someone else whose judgement
you trust) to give feedback on them. Then listen to them yourself and nd at least ve things to improve.

Note that if you use this free sample test to get authentic practice, your responses will not be recorded. If
you want to record then, you will need to use your computer, tablet, phone, or other device. (If you are not
sure how to do this, search the Internet or ask somebody who is good with technology for help.)

Hear the Suggested Responses

All of the model responses in this book have been recorded by the
author. You can listen to him saying them if you subscribe to the
"Test Expert" YouTube channel.

This channel will also have videos giving advice about other parts of
CELPIP. You can nd this channel by searching for"test expert CELPIP"
on YouTube. (If you have trouble nding the channel, visit this site,
http://tinyurl,com/TestExpert)
Listening to the suggested responses and trying to copy the rhythm, intonation, and pronunciation that you
hear may help you sound more natural when you speak.

Test Expert Speaking Practice forCELPIP"

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 About the Author
The author, Christien Lee, was born in the UK, but has lived in Canada since 2002.
He started teaching in 1992. Since 1997 he has specialized in helping people pass
English language tests such as CELPIP, IELTS, TOEFL IBT, TOEIC, PTE Academic,
MELAB, as well as Cambridge tests like KET, PET, FCE, and CAE.

In addition to his work as a language teacher, he has been a teacher-trainer,

a curriculum developer, a materials writer, a language training consultant,
an e-learning developer, a programmer, and an author.

He has written the following books:

A TOEFLiBT textbook published by Oxford University Press

• AMELAB study guide published by Cambridge Michigan LanguageAssessments

• An academic skills book based on TED Talks published by Cengage / National Geographic Learning

An LPI Writing guide published by Paragon Testing Enterprises

(this is the organization that develops and administers the CELPIPTest)

Writing Guide
The same author has also written a book similar to this one that gives you practice
for the writing section of theCELPIP-GeneralTest. The writing guide includes a Test Expert
detailed step-by-step guide and introduction to each writing task, over 20 model
responses for each task, numerous practice and challenge activities, and a list of Writing Practice
useful words and phrases. for CELPIP

The guide to writing should be available at the same place where you bought this Chisten le
guide to speaking.

O Christien Lee, 2016

 INTRODUCTION TO CELPIP
CELPIP is a computer-based English language pro ciency test. The
name stands for Canadian English Language Pro ciency Index
Program. There are three versions of the test: CELPIP-General(or
CELPIP-G), which tests reading, listening, speaking, and writing
CELPIP-LS, which tests listening and speaking only; andCELPIP-
Academic. This book is designed to help people taking either
CELPIP-G or CELPIP-LS.

There are four sections inCELPIP-G, butCELPIP-LSincludes only the listening and speaking sections:

Section Description Time

The listening section has six scored parts and one unscored part. You
will listen to two conversations between two people, listen to one
1 Listening ~40 minutes
person interviewing another person, watch a video that shows two
or three people talking, and listen to two talks or reports.

The reading section has four scored parts and one unscored part.
2 Reading You will read several letters, emails, and short texts. You will also 60 minutes
have to read information about diagrams or photographs.

The writing section has two scored tasks. It does not have any
3 Writing unscored tasks. You will write one email based on information that is 53 minutes
given to you. You will also write a response to a survey question.

The speaking section has one unscored practice task and eight
scored tasks. The tasks include things like expressing your opinion
4 Speaking ~20 minutes
about a topic, giving advice to somebody, describing a personal
experience, and describing what you can see in a picture.

Both CELPIP-G andCELPIP-LSare computerized tests. Every part of the test will take place on a computer,
including the speaking and writing sections. If you are not comfortable using a computer, practice as much
as possible before your test.

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 Introduction to the Speaking Test

Speaking is the nal part of CELPIP. At the start of the speaking test, you will see speci c instructions about
how to answer the speaking test. The instructions will look similar to this:

CELPIP-General- SpeakingTest

O SpeakingTestInstructions

There are 9 tasks in this test: one practice task and eight scored tasks.
********************************************************************************************************************************************e******************o*

The instructions and questions are in writing. You will not hear them.

For each task, there are two timed sections: Preparation Time and Recording Time.
You will be able to see these times in the top right corner of the screen.

The test will record your answers automatically.

***************************************s***************************** ****** ********************* ***.

If you do not nish a task in the time provided, the screen will move to the next
task. You cannot go back to the previous task.

The speaking section lasts approximately 20 minutes and has one unscored practice task and eight scored
tasks. These tasks are intended to be similar to the kinds of speaking tasks that people do in daily life:

Task Question Type Preparation Time Speaking Time

Practice question (unscored) 30 seconds 60 seconds

1 Giving advice 30 seconds 90 seconds

Talking about a personal experience 30 seconds 60 seconds

3 Describing a scene 30 seconds 60 seconds

4 Making predictions 30 seconds 60 seconds

Comparing (Part 1) 60 seconds

5
Comparing and Persuading (Part 2) 30 seconds 60 seconds

6 Dealing with a dif cult situation 60 seconds 60 seconds

7 Expressing opinions 30 seconds 90 seconds

8 Describing an unusual situation 30 seconds 60 seconds

O Christien Lee, 2016

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 Introduction to the Speaking Test

Speaking is the nal part of CELPIP. At the start of the speaking test, you will see speci c instructions about
how to answer the speaking test. The instructions will look similar to this:

CELPIP-General -Speaking Test

Speaking Test Instructions

There are 9 tasks in this test: one practice task and eight scored tasks.
**** ****** *******

The instructions and questions are in writing. You will not hear them.

For each task, there are two timed sections: Preparation Time and Recording Time.
You will be able to see these times in the top right corner of the screen.
.............................................. ............................................................s........as..........................
The test will record your answers automatically.
... .. ...
If you do not nish a task in the time provided, the screen will move to the next
task. You cannot go back to the previous task.

The speaking section lasts approximately 20 minutes and has one unscored practice task and eight scored
tasks. These tasks are intended to be similar to the kinds of speaking tasks that people do in daily life:

Task Question Type Preparation Time Speaking Time

Practice question (unscored) 30 seconds 60 seconds

1 Giving advice 30 seconds 90 seconds

2 Talking about a personal experience 30 seconds 60 seconds

3 Describing a scene 30 seconds 60 seconds

Making predictions 30 seconds 60 seconds

Comparing (Part 1) 60 seconds

Comparing and Persuading (Part 2) 30 seconds 60 seconds

6 Dealing with a dif cult situation 60 seconds 60 seconds

Expressing opinions 30 seconds 90 seconds

8 Describing an unusual situation 30 seconds 60 seconds

O Christien Lee, 2016 9

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 How the Speaking Test is Scored

Two specially-trained raters will assess your responses, with each rater assessing four responses. The raters
will use four criteria when judging yourresponses:

Description and Explanation of Scoring Criteria

1 Coherence/ Meaning
How clear your ideas are and how well your ideas work together

• Have you explained your ideas clearly?

• Have you organized your response in a way that makes it easy for the rater to follow your ideas?

Have you shown the ability to express information precisely and with deep meaning?

2 Lexical Range
How accurately and naturally you usevocabulary

Does your response have a suf cient range of vocabularyto complete the task well?

Have you shown the ability to use natural words and phrases to express ideas accurately?

3 Listenability /Comprehensibility
How uent your speaking is and how easy it is to understand

Are grammar, word use, or pronunciation errors likely to confuse the rater?

Have you used a variety of different sentence types, effectively and naturally?

• Does your response have good rhythm and intonation, and do you use pauses naturally?

4 Task Ful llment

How well your responseaddressesthe task

• Does your response answer every part of the task effectively?

• Is your response long enough and does it include relevant information?

•Is the tone of your responseappropriate, or is it tooformal or informal?

The rater will assign you a score out of 12 for each criterion. Your nal mark from each rater will be the
average of the scores for each criterion. Your nal score for the speaking test will be the average of the
scores you received from the two raters.

Note that the raters will not listen to your responses as you say them. They will listen to your recorded
responses a short time after you have taken the test.

10 p
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 TIPS FOR CELPIP®
Following these strategies and study tips may help you achieve a better score in the speaking sectíon of
CELPIP.

Study Tip 1 - Practice All the Time

Every time you speak in English, you have an opportunity to improve the skills you will need for CELPIP. For
example, if a friend has a problem, you could give him or her advice in the same way you would respond to
a Task 1 question in CELPIP. Or if your boss asks for your opinion about something, you could answer her
question in the same way you would respond to a Task 7 question in CELPIP. Or if somebody wants to know
what might happen later, you could answer using the same kind of language you would use in a response to
a Task 4 question in CELPIP. In addition, you can give yourself mini speaking challenges whenever you have
a few spare minutes. For example, if you are taking a bus, you could practice talking about a personal
experience in your mind. As a simple rule, the more often you practice, the more likely you are to improve.

Study Tip 2 - Be Accurate and Natural Rather Than Advanced

The scoring criteria for CELPIP do NOT say your speaking must be advanced. To score well, it is often better
to use a variety of relatively simple English that is accurate and natural rather than trying to use advanced
language, but using it in incorrect or unnatural ways. This is especially true because a response that uses
advanced language but which has mistakes is more likely to confuse the raters, which can have a signi cant
effect on your overall score.

Study Tip3-Speak aboutFamiliarTopics

When deciding which ideas to speak about, always try to choose something that is familiar to you and that
you have previously spoken (or written) about in English. Talking about unfamiliar topics or ideas will
probably cause you to make more mistakes and speak less uently, both of which will affect your score.

Study Tip 4- Listen Actively to otherSpeaker:

When you listen to other people speaking English, listen actively and focus not just on what they say, but
also on how they say it. If you hear a speaker say something very clearly or well, make a note of what you
heard and try using the same expressions or same grammar patterns when you speak English. (Copying
other people is the way we all learn our rst language, and it can still be a useful strategy for becoming
better at speaking for tests like CELPIP, This is why you can hear all of the responses in this book on the
"Test Expert" YouTube channel.)

o Christien Lee, 2016 11

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 SPEAKING TASK1
Task 1 - Introduction

After the practice task, you will see Task 1, which is the rst scored task. Task 1 questions ask you to give
advice to someone about how to deal with a common or familiar situation. You will have 30 seconds in
which to prepare your response, and 90 seconds in which to deliver your response.

In some cases, the topic will give you a choice between two options; in other cases, you will have to give
advice about just one situation.

Your focus in Task 1 should be to give clear, direct advice and to support that advice with detailed, logical
reasons and/or examples. As with every speaking task, there is no right answer or preferred response.

During the preparation time for Task 1, the computer screen will look something like this:

Task 1: Giving Advice Preparation Tíme: 30 seconds Recording Time: 90 seconds

A friend is giving an important presentation tomorrow. Give your friend some advice about
how to give a good presentation.

Preparation Time
23
seconds

At the top of the screen, you will see the title bar, which shows the speaking task you are currently doing,
how much time you have to prepare, and how much time you have in which to speak.

In the middle of the screen, you will see the topic. Below the topic, you will see an icon of a clock and a
timer. The timer will count down until there is no more preparation time remaining.

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 After the preparation time has nished, the computer will automatically go on to the recording screen,
which will look similar to this:

Task 1: Giving Advice Preparation Time: 30 seconds Recording Time: 90 seconds

A friend is giving an important presentation tomorrow. Give your friend some advice about
how to give a good presentation.

Recording ...

In the middle of the screen you will see an icon of a microphone as well as a bar showing the amount of
time remaining in which to record your response. As soon as you see this screen, you should begin speaking.
The computer will automatically record what you say. You do not need to click anything to start recording.

After the recording time is up, the computer will stop recording automatically. The screen will change and
look similar to this:

Task 1: Giving Advice Preparation Time: 30 seconds Recording Time: 90 seconds

i A friend is giving an important presentation tomorrow. Give your friend some advice about
how to give a good presentation.

Time is up.
The next page will
appear in 8 seconds

When the computer stops recording, it will automatically save your response. You do not need to click
anything to save the response. After a few seconds, the computer will automatically go on to Task 2.

O Christien Lee, 2016 13

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Task 1 - How to Organize Your Response

Depending on the topic you get, there are three typical ways to organize your response to Task1 questions.
As you can see, the introduction and conclusion are the same for all three types of topic.

Some Task 1 topics ask you to advise somebody about the better of two choices. In such cases, it is a good
idea to organize your response like this:

Your friend might take a vacation in Canada or in the USA.VWhatadvice do you have for her?

Introduction • Greet the other person and introduce what you are going to say

• Discuss at least two advantages of the choice you recommend

Body of Speech
• Discuss at least two disadvantages of the choice you do not recommend

Conclusion • Add a concluding statement and express a wish or hope about the situation

Some Task 1 topics ask you to discuss both the advantages and disadvantages of doing something, or what
somebody should and should not do. In such cases, it is a good idea to organize your response like this:

Your friend might quit his job. Advise him on the advantages and disadvantages of doing this.

Introduction Greet the other person and introduce what you are going to say

• Discuss at least two advantages of the choice you recommend

Body of Speech
• Discuss at least two disadvantages of the choice you recommend

Conclusion • Add a concluding statement and express a wish or hope about the situation

And some Task 1 topics ask you to give advice to somebody about how to do something well or how to deal
with a situation. In such cases, you should probably organize your response like this:

A friend is giving a presentation tomorrow. Advise her how to give a good presentation.

Introduction • Greet the other person and introduce what you are going to say

Body of Speech Give at least two pieces of advice to the person

Conclusion • Add a concluding statement and express a wish or hope about the situation

Note that in all cases, you should support any advantages or disadvantages that you mention or advice that
you give with clear and relevant reasons, details, and examples.

14 Test Expert Speaking Practice forCELPIP"

 Task 1 - Step-By-Step Guide

Following these ve steps will help you deliver great responses to Task 1 questions.

BEFORE YOU SPEAK

STEP 1 Begin by reading the topic carefully. Decide which type of question it is. This will help you
decide how to organize your response most effectively. For example, do you need to advise
somebody about the better of two choices, or discuss the advantages and disadvantages of
doing something, or give advice to somebody about how to do something well? The
preparation time is short, so nish this step as quickly as you can.

STEP 2
Brainstorm what you will say in your response. Remember that you should support your advice
with reasons and supporting details or examples, so make sure you brainstorm these as well.

You may wish to write down your ideas. You will not have time to write in full sentences, so
write in note form only. You may wish to number the points in your notes in the order you will
say them.

WHILE YOU SPEAK

STEP 3 When the recording time begins, deliver your response. Try to speak clearly and avoid speaking
either too quickly or too slowly. Pause brie y after each sentence, but try to avoid long pauses
or hesitations in the middle of your sentencesbecausethese might reduce your score. Follow
your notes, if you have them, so that you remember what you want to say and in what order.

When you are speaking, keep an eye on how much time is remaining. If you see that you are
running out of time, start speaking slightly more quickly.

STEP 4 After you have nished your response, check how much time is remaining.

If there is a lot of time remaining, you can ll the time by saying something like "l hope that
whatT have said is useful. If you would like to discuss more, why don't you call me at home this
evening?I thinkyouknowmytelephonenumber." i

If there is little time remaining, it is usually best just to be silent and not say anythingelse.

AFTER YOU SPEAK

STEP 5 Use the time before the next task begins rst to take a deep breath. This will help you relax.
Then think about what you will need to do in the next task. This will help you prepare more
quickly and be ready to use the preparation time as effectively as possible.

O Christien Lee, 2016 15

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 Task 1 - Common Mistakes

Some common mistakes that test-takers make in Task 1 include the following:

Lack of Supporting Reasons and/or Examples

As a general rule, the advice you give the other person is not as important as your reason(s) for giving that
advice and the details and examples that help the listener understand why your advice is likely to be helpful.

To avoid this problem, try to give your advice clearly in just one or two sentences. Then explain why
this is your advice in at least two or three sentences, or more if possible. In other words, you should
spend more time explaining why something is your advice than saying what your advice is.

Repetition of ldeas
Many test-takers nd it hard to come up with ideas. As a result, they often repeat the same idea two or
even three times. This is likely to reduce their overall score.

To avoid this problem, make sure you include plenty of supporting details and examples for each
idea. One effective way to do this is to answer "unspoken questions" that the listener might have.
For example, if the advice you want to give is that asking questions is a good way to be successful in
a job interview, you could include answers to the following unspoken questions in your response:
why asking questions is a good idea; when to ask questions; how often to ask questions; what kinds
of questions to ask; and so on.

Task 1- UsefulLanguage
There are many things you might need to say in a response to a Task 1 question. Here are some functions
with example expressions that are likely to be useful:

Making a • IfI were you, I would .. You could ...

Recommendation • Have you considered .. ? • In my view, youshould..

Giving a reason Onereasonis that... Why?Well, .

• This is because •The main reason is that ...

Giving an example • For example, .. •such as...

• For instance, ... • including ...

Expressing Bene ts One bene t of this is that. One issue is that ...
or Problems • This is good because • This might be a problemn because ...

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 Task 1- SampleResponse with Analysis
Read the prompt and the model response by a test expert. Then read the analysis of the response.
This will help you understand how to give effective, high-scoring responses to Task 1 questions.

Task 1: Giing Advice Preparation Time: 30 seconds Recording Time: 90 seconds

O A friend is giving an important presentation tomorrow. Give your friend some advice about
how to give a good presentation.

Hi, Sarah. I understand you're giving an important, In the introduction, it is a good idea to use the
presentation soon. I often give presentations, so name of the person you are speaking to, and to
perhaps l can give you some helpful suggestions. speak directly to him or her. It is also good to say
why you think you can offer helpful advice.
First,IstronglyrecommendthatyoupracticeK
giving your talk several times before the day of
In the rst body section, give a clear, simple
your actual presentation. There are a couple of
recommendation. Then supports this with one or
reasons why I recommend this. First, practicing will
two reasons. Notice how the speaker signposts
help you deliver your presentation in a natural
the reasons with words like "First, .." and "In
way, and this is good for your audience. In
addition, .." Notice also how the speaker refers
addition, it will give you con dence, Whenever I
to his own experience in the last sentence. This
have to present a talk, I always feel much more
adds support for his recommendation.
con dent when I have had a chance to practice it.

In the second body section, give a second clear,

Second, don't forget to smile and use gestures
when you talk. Why? Well, as l'm sure you've simple suggestion and support it with a reason

heard before, smiling and using gestures can help and details or examples. Notice how the speaker

other people better understand what you're follows the reason by suggesting how his friend

saying. If I were you, I would practice my talk in could practice the recommendation.

front of a mirror. This will not only help you

In the conclusion, use a word like "Anyway, .." to
recognize when to smile, but also when to use
indicate that you have nished giving advice.
gestures and what kinds of gestures to use,
Then use natural language to end your response,
Anyway, good luck with your presentation. I'm perhaps by wishing your friend good luck or
sure you're going to do a great job! saying that you think he or she will do a good job.

This model response has excellent coherence and meaning, good lexical range, high comprehensibility, and
great task ful llment. If you could deliver a response like this with clear pronunciation and natural rhythm
and intonation, you would probably score 11-12.

O Christien Lee, 2016 17

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 Task 1 - Practice 1.1

Read these two responses to a Tosk 1 topic. Which response, A or B, is the better one? Why?
When you have decided, check your answers on page 106.

Task 1: Giving Advice Preparation Time: 30 seconds Recording Time: 90 seconds

A family member is deciding where to go on vacation. She will either go somewhere in Canada
or somewhere in the UnitedStates.Give hersomeadvice about where to go.

Response A

Hi, Sarah. I heard you're going on vacation soon. That's great! I hope you have a wonderful time.

Where are you going to go? Canada is a beautijful country, and there are a lot of amazing places to visit. I
had a great time in Niagara Falls last year. Of course, 1 also had a wonderful time when I visited New York.

I was at a bookstore last week and I saw a book about the Rocky Mountains. They look beautiful. Did you
know that the Rocky Mountains are in the USA as well as in Canada? I would love to visit them, if I can.

Anyway, I hope you have a fantastic time. I haven't had a vacation for a couple of years, so Im jealous!

Response B

Hi, Sarah. Iunderstand you're taking a vacation soon either in Canada or in the USA. I took a holiday in
both countries last year, so perhaps l can give you some helpful advice.

I strongly recommend that you go on vacation somewhere in Canada. Not only is Canada a beautiful
cOuntry, but there are many amazing places you can go. If you want to stay in Ontario, for instance, you
could go to Niagara Falls. Or if you prefer another province, the mountains and forests in British Columbia
and Alberta or the beaches and seafood on Prince Edward Island are all incredible.

I don't recommend going to the USA, though. The exchange rate with the US dollar is not good right now,
so going there would be pretty expensive, Currently, you get just 70 cents for each Canadian dollar. This
means that everything will be about 30 percent more expensive in the USA than in Canada. I've heard that
the economy is not likely to improve soon, so l doubt the exchange rate will improve either.

Anyway, wherever you decide to go on your vacation, I relly hope that you have a wonderful time.

Now practice the better response until you can say it naturally and uently in 90 seconds or less.

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 Task 1- Practice1.2
This response to a Task 1 topic has some missing phrases. Choose the phrase from the list that best
completes each blank and write it in the space. Then check the completed response on page 106.

Task 1: Giving Advice Preparation Time: 30 seconds Recording Time: 90 seconds

One of your friends is thinking about quitting his job and going back to college. Advise him on
the advantages and disadvantages of doing this.

Hi, David. I understand that you're thinking about quitting your job and going back to college to study.
as you known
Idid that a few years ago, so perhaps I can give you some advice.

On the one hand, there are de nitely some bene ts to your plan. 2 you migth find

improving your education may help you in the future. Getting an MBA3 defenly help me

nd a realy great job because employers wanted somebody with an advanced quali cation. And for

another thing, I know that you really dislike your current position at ABC Industries, so maybe a career
would be good
change 4 for you.

on the other hand there are some possible drawbacks to your idea. First, the economy
for one thing
may not be in a good state in the future. As a result, 6 it hard to get a job

after you graduate from college. 7. and second college fees are high right now. This

means that you might be in nancial trouble if you decide to go back to school.

Anyway, 8 whatever you decide to do, I'm sure youll have a lot of success in the future.

Phrases

and second de nitely helped me for one thing would be good

as you know on the other hand whatever you decide you might nd

Now practice the completed response until you can say it naturally and uently in 90 seconds or less.

O Christien Lee, 2016 19

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 Task 1 - Practice 1.3

This response to a Task 1 topic has a number of grammar and vocabulary mistakes. A test expert
has crossed out the errors. Write in the corrections. Then check the corrected response on page 106.

Task 1: Giving Advice Preparation Time: 30 seconds Recording Time: 90 seconds

The daughter of a family friend wants to improve his health. Shehasasked for your advice
about easy ways that she could do this. Suggest different things she could do.

Hi, Sarah. I understand your 1 you're interested in becoming healthier. I really tried to

improve my health last year, so perhaps I can give you some helpful edvise 2 advises

First, if l were you, I would try to eat healthy food, speeiely 3 like fruits and
vegetables. I read an interesting article about this topic last year. Aeeerding 4

what I read, eating plenty of fruits and vegetables can help one lose the weight 5 weigth

and stay healthy. I started trying to eat more healthily last year, and since then, I've lost ve kilograms

and have hardly been sick at all. Perhaps you'll have the same results as me.

Second, have you considered doing regularly 6 exercise in the park that is

Hearby 7 your home? That park has a running track, a cycle path, and a public

swimming pool, so you could do a variety of different types of workouts. The track and path are free, lam

believe 8 , and the pool isinexpensive at just $5 per time, so exercising there

wouldn't cost you a lot.

Anyway, whatever you decide to do, good luck! 1 sincerely hope that you achieve your goal of becoming

healthier.

Now practice the corrected response until you can say it naturally and uently in 90 seconds or less.

20 Test Expert Speaking Practice for CELPIP

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 Task 1 - Practice 1.4

Write your own response to this Task 1 topic using the responses on the previous pages as a guide.
After you nish writing your response, compare it with the suggestedresponse on page 107.

Task 1: Giving Advice Preparation Time: 30 seConds Recording Time: 90 seconds

O A co-worker is going to move. He is thinking about renting either a small, expensive apartment
downtown or a larger, cheaper apartment on the edge of the city. Give him some advice.

Hi Breth, i heard you are considering moving a new appartment and i know you have in mind tho options to move,
so I can give you some advises

If ypur first opcion is a small apartmen in downtown, this could be a good option if you want to be close to your job,
probably you can go walking to work, but you know that the prices in downton are too expensive, in case you loose
your job you can have some trobbles to pay the rent.
.. ......
In the other hand a apparment in the edge of the city could be cheaper and bigger than the one at downtonw, but
the problem is the comuniti that you need to do to go to work, you need to consider the extra expenses for that

Anyway wherever yopu decide you know you have my help to make your move easy

Now practice your response until you can say it naturally and uently in 90 seconds or less.

Task 1- Practice 1.5

Prepare and deliver a response to this Task 1 topic under test conditions. Record your response, if
possible. Then listen critically to the recording. Make a list of ways you could improve your response.

Task 1: Giving Advice Preparation Time: 30 seconds Recording Time: 90 seconds

O A friend has two job offers, One is for a good job in the city where you both currently live.
The other is for a great job in a new city. Your friend has asked for your advice.

O Christien Lee, 2016 21

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 SPEAKING TASK 2

Task 2- Introduction
After Task 1, the computer will automatically move on to the next question. Task 2 questions ask you totalu
about a personal experience related to a common or everyday situation. You will have 30 seconds inwhich
to prepare your response, and 60 seconds in which to deliver your response.

In most cases, the topic will give you describe a situation and then give you some examples of thingsyou
could talk about. You can talk about the examples, if you like, or you can discuss your own example ofan
experience that matches the situation. You can even make up a realistic example and talk aboutsomething
that did not really happen. The topic will also include some questions, such as what, why, and where.

Your focus in Task 2 should be to describe events and experiences in a clear, logical, well-organized wayand
to answer the questions. As with every speaking task, there is no right answer or preferred response.

During the preparation time for Task 2, the computer screen will look something like this:

Task 2: Talking about a Personal Experience Preparation Time: 30 seconds Recording Time: 60seconds

Talk about a time when you did something for the rst time. Maybe you can talk about the
rst time you rode a bicycle, ate a new food, or tried a new activity. What did you do, where
did you do it, and how did you feel?

Preparation Timne
23
seconds

At the top of the screen, you will see the title bar, which shows the speaking task you are currentlydoing
how much time you have to prepare, and how much time you have in which to speak.

In the middle of the screen, you will see the topic. Below the topic, you will see a timer. This will count
down until there is no more preparation time remaining.

22 Test Expert Speaking Practice for ELPIP

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 After the preparation time has nished, the computer will automatically go on to the recording screen,
which will look similar to this:

Task 2: Talking about a Personal Experience Preparation Time: 30 seconds Recording Tine: 60 seconds

Talk about a time when you did something for the rst time. Maybe you can talk about the rst
time you rode a bicycle, ate a new food, or tried a new activity. What did you do, where did
you do it, and how did you feel?

Recording ...

In the middle of the screen you will see an icon of a microphone as well as a bar showing the amount of
time renmaining in which to record your response. As soon as you see this screen, you should begin speaking.
The computer will automatically record what you say. You do not need to click anything to start recording.

After the recording time is up, the computer will stop recording automatically. The screen will change and
look similar to this:

Task 2: Talking about a Personal Experience Preparation Time:30 seconds Recording Time: 60 seconds

Talk about a time when you did something for the rst time. Maybe you can talk about the rst
time you rode a bicycle, ate a new food, or tried a new activity. What did you do, where did
you do it, and how did you feel?

Time is up.
The next page will
appear in 8 seconds

When the computer stops recording, it will automatically save your response. You do not need to click
anything to save the response. After a few seconds, the computer will automatically go on to Task 3.

O Christien Lee, 2016 23

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 Task 2- How to OrganizeYourResponse
Every Task 2 topic asks you to talk about a different personal experience, but the topics usually follow a
standard pattern. As a result, you can use the same basic organization for your response regardless of the
topic.

In general, a good response to a Task 2 question will have the following organization and include the
following information.

Introduction • Mention that you have had several experiences that match the topic
• Say that you will talk about one particular experience

• Describe an experience that matches the topic

Body of Speech • Give relevant details and examples that also match the topic;
make sure your response includes answers to the questions that the topíc asks

Conclusion Add a concluding statement that summarizes your experience

During the body of your speech, there are various ways you can organize the things you say. Some methods
of organizing your ideas that are especially useful for Task 2 include:

Sequential Order

When you organize your ideas using a sequential order, you mention each thing, event, or point in the order
in which it happened. In other words, you talk about each event in sequence.

So, for example, if the Task 2 topic asks you to talk about a party you attended, you might rst talk about
getting ready for the party, then mention how you went to the party, then say what happened at the party,
before nally discussing how you felt after the party.

Chronological order is similar to sequential order, The difference is that when using chronological order, you
talk about details in time order. This is usually from earliest (or rst) to latest (or last).

• Topical Order

When you organize your ideas using a topical order, you discuss two or more smaller topics that are related
to an overall topic.

So, for instance, if the Task 2 topic asks you to talk about a party you attended, you might rst talk about
the food you ate at the party, then discuss the other people who were at the party, before nally
mentioning some of the interesting conversations you had with those people.

24 Test Expert Speaking Practice forCELPIP

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 Task 2 - Step-By-Step Guide
Following these ve steps will help you deliver great responses to Task 2 questions.

BEFORE YOU SPEAK

STEP 1 Begin by reading the topic carefully. Make sure you understand any speci c details that the
topic asks you to speak about. For example, do you have to discuss something you did when
you were a child, or something that you have done just once? If you are not careful about
speci c details like this and talk about something you did when you were an adult, for example,
it may affect your score. As always, be sure to complete this step as quickly as possible.

STEP 2 Brainstorm what experience you will talk about in your response. Make sure you choose an
experience that is easy for you to talk about, easy for the raters to understand, and matches
the topic. Also brainstorm relevant details and examples you can include in your response.

You may wish to write down your ideas. You will not have time to write in full sentences, so
write in note form only. You may wish to number the points in your notes in the order you will
say them.

WHILE YOU SPEAK

STEP 3 When the recording time begins, deliver your response. Try to speak clearly and avoid speaking
either too quickly or too slowly. Pause brie y after each sentence, but try to avoid long pauses
or hesitations in the middle of your sentences because these might reduce your score. Follow
your notes, if you have them, so that you remember what you want to say and in what order.

When you are speaking, keep an eye on how much time is remaining. If you see that you are
running out of time, start speaking slightly more quickly.

STEP 4 After you have nished your response, check how much time is remaining.

If there is a lot of time remaining, you can ll the time by saying something like "I would love to
have another experience like this in the future" or "| hope one day I can share an experience
similar to this with my spouse and kids."

If there is little time remaining, it is usually best just to be silent and not say anything else.

AFTER YOU SPEAK

STEP 5 Use the time before the next task begins rst to take a deep breath. This will help you relax.
Then think about what you will need to do in the next task. This will help you prepare more
quickly and be ready to use the preparation time as effectively as possible.

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 Task 2 - Common Mistakes
Some common mistakes that test-takers make in Task 2 include the following:

Unclear Organization

If your response is not clearly organized, the raters may nd it hard to understand your ideas. Inaddition
ur ideas. In
unclear organization makes it more likely you will repeat ideas. Both of these things may affect we ar

To avoid this problem, decide how to organize your response during the brainstorming stageand
follow this organization as you speak. Then help the raters understand your organization byJsing
clear signpost words.

Poor Choice of Experience to Discuss

The experience you choose to talk about should match two criteria: it should be something that isobviouc,
related to the topic, and it should be something you have talked about before (preferably in English). Ifyou
choose to talk about something that is only indirectly related to the topic, the raters may beconfused.And
if you discuss something you have rarely or never discussed before, it will be more dif cult for you tospeak
about the topic and you are more likely to make mistakes. Both of these things may affect yourscore.

To avoid this problem, always choose to talk about experiences that are obviously related to the
topic and that you have talked about before. If you cannot think of any experiences that matchboth
of these criteria, remember that there is no penalty for talking about an imaginary experience.

Task 2- UsefulLanguage
There are many things you might need to say in a response to a Task 2 question. Here are some functions
with example expressions that are likely to be useful:

Talking about events First, ...

• After that, ..
in sequence Then
• Finaly, ..

Saying when • Ithappenedin[month/ year].. A few (days / weeks/ etc.)ago,.

something happened • WhenI was a child, ...
•Recently,...
Adding some • In addition, ..
Another(thing / idea/etc.)...
additional information • Moreover, ...
I should also mention that .

Saying how something • This made me feel really ...

• Afterwards, I felt ..
made you feel I was(excited/ happy/etc.).. (have / had) never felt more...

26 Test Expert Speaking PracticeforCELPIP

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 Task 2- sampleResponsewith Analysis
Read the prompt and the model response by a test expert. Then read the analysis of the response.
This will help you understand how to give effective, high-scoring responses to Task 2 questions.

Task 2: Talking about a Personal Experience Preparation Time: 30 seconds Recording Time: 60 seconds

Talk about a time when you did something for the rst time. Maybe you can talk about the
rst time you rode a bicycle, ate a new food, or tried a new activity. What did you do, where
did you do it, and how did you feel?

In my life, I have done many things for the rst & - In the introduction, it is a good idea to use an
time. If I had to pick just one thing to talk about, opening sentence to refer to other experiences
however, it would be the rst time I ate sushi. that match the topic. You should then clearly
state which experience you will talk about.
It happened a few years ago. Some of my friends
wanted to go out for sushi.I wasnervous,because In the body section, describe the events in a
I didn't like sh, but I decided to go with them. My clear, organized way. Include relevant and
friends ordered some plates of sushi for us all to believable details and examples. Make sure that
share. The rst one I tried was salmon sushi. I was you answer all of the questions in the prompt.
worried that it would taste bad, but actually it was
In this case, notice how the speaker describes the
delicious. After that, I tried some shrimp sushi.
events in sequential order and gives speci c
That was delicious, too. In fact, I liked them both
details about the different types of sushi he ate
So much that I ordered more!
and how much he liked them.

Eating sushi made me feel really great, andsince K

In the conclusion, summarize your experience.
that rst time, I have eaten it regularly.
You can also mention how often you have hada
similar experience or if / when you would like to
have the same experience in the future.

In this case, notice how the speaker also uses the

conclusion to answer the question in the prompt
about how the experience made him feel.

This model response has excellent coherence and meaning, good lexical range, high comprehensibility, and
great task ful llment. If you could deliver a response like this with clear pronunciation and natural rhythm
and intonation, you would probably score 11-12.

O Christien Lee, 2016 27

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 Task 2- Practice2.1
Read these two responses to a Task 2 topic. Which response, A or B, is the better one? Why?
When you have decided, check your answers on page 107.

Task 2: Talking about a Personal Experience Preparation Time: 30 seconds Recording Time: 60 seconds

Talk about a time when you learned something after making a mistake. Maybe you can talk
about what you learned after having an argument with a friend, or what you learned after
forgetting something important. What mistake did you make and what did you learn from it?

Response A

In my life, I have learned from my mistakes a number of times. If l had to pick just one thing to talkabout,
however, it would be the time when Ifailed an exam.

It happened when I was at high school. I had an important history exam coming up, but I also had a part-
time job. I wanted to make some money to buy a video game, so instead of studying hard for myexam,I
worked every evening. Of course, I ended up failing the exam because of my mistake in not studying.

Failing the exam made me feel really bad. I learned that it's better to study and do well at school than to
spend time on things that don't really matterlike working part-time just in order to buy videogames.

Response B

In my life, I have learned from my mistakes a number of times. I had to pick just one thing to talkabout,
however, it would be the time when I had a big argument with my brother.

It happened about 15 years ago. My brother wanted to watch a baseball game on TV, but I wanted to
watch a movie. At rst, we discussed what to watch in a friendly way, but soon we both becameangry.
We were so mad, in fact, that we didn't speak to each otherfor several days after that.

I think about it now, I should have let my brother watch the baseball game. It was an importantgame,
and baseball was one of his favourite activities, and the movie I wanted to watch wasn't a very goodone.

Now practice the better response until you can say it naturally and uently in 60 seconds orless.

28 Test Expert Speaking Practice forCELPIP

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 Task 2 - Practice 2.2

This response to a Task 2 topic has some missing phrases. Choose the phrase from the list that best
completes each blank and write it in the space. Then check the completed response on page 107.

Task 2: Talking about a Personal Experience Preparation Tine 30 seconds Recording Time 60 seconds

O Talk about a time when you had to make a dif cult choice. Maybe you can talk about choosing
where to live, what job to do, or what subject to study at college. What choice did you make,
why was it a dif cult one, and how do you feel about your choice now?

In my life, I have had to make dif cult choices several times. If I had to pick 1.

to talk about, however, it would be deciding 2 to help my friend.

A couple of years ago, my friend James was 3 One month, he needed

$1000 to pay his rent, and he asked4 borrow it from me. I really wanted

to help him. However, my parents5 not to lend money to friends, soI

said no to James. He said that he understood and that 6 friends, but

actually we stopped seeing each other 7

8 ,I miss spendingtimnewith James, so I wish that I had loaned him the

money he needed.

Phrases

after that if he could just one example we would still be

always told me in nancial dif culties to be honest whether or not

Now practice the completed response until you can say it naturally and uently in 60 seconds or less.

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 Task 2- Practice2.3
This response to a Task 2 topic has a number of grammar and vocabulary mistakes. A test expert
has crossed out the errors. Write in the corrections. Then check the corrected response on page107.

Task 2: Talking about a Personal Experience Preparation Time: 30 seconds Recording Time: 60 seconds

Talk about a time when you had a surprising experience. Maybe you can talk about meeting
somebody unexpectedly or nding out some surprising news. What was the experience, why
was it surprising, and how did you feel about it at the time?

In my life, I have had surprising experiences AUMber ef 1. times. If I had topick

just one example to talk about, however, it would be winning a scholarship to ge2

a conference.

It happened just few 3 weeks ago. I saw an article online about aconferencein

Australia. The article teld4 that one person could win a scholarship toattend.

I've always wanted to visit te 5 Australia and the conference sounded

interesting, so I decided to apply. However, the deadline was in just a few hours, so I had to complete the

application extremely quick 6

thought that I had no chance, so I was beth ef 7 surprised and pleasedwhen

found out that I had won! Now, however, I'm nervousbeeause ef 8 haveto

speak in front of hundreds ofpeople.

Now practice the corrected response until you can say it naturally and uently in 60 secondsorles.

30 Test Expert Speaking Practice forCELPIP

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 Task 2 - Practice 2.4

Write your own response to this Task 2 topic using the responses on the previous pages as a guide.
After you nish writing your response, compare it with the suggested response on page 108.

Task 2: Talking about a Personal Experience Preparation Time: 30 seconds Recording Time: 60 seconds

Talk about a great time you had with your friends. Maybe you can talk about a party you went
to, a trip you went on to somewhere interesting, or an activity you did together. What did you
do, who did you do it with, and why did you have a great time?

Now practice your response until you can say it naturally and uently in 60 seconds or less.

Task 2 - Practice 2.5

Prepare and deliver a response to this Task 2 topic under test conditions. Record your response, if
possible. Then listen critically to the recording. Make a list of ways you could improve your response.

Task 2: Talking about a Personal Experience Preparation Time: 30 seconds Recording Time: 60 seconds

Talk about an interesting event you attended. Maybe you can talk about a sporting event, a
concert, or a conference. What did you do, when did you do it, and why was it interesting?

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SPEAKING TASK3
Task 3-Introduction
After Task 2, the computer will automatically move on to the next question. Task 3 questions ask you to
describe some of the things you can see in a picture. Generally speaking, the picture will show people
interacting with one another in a common setting. You have to imagine that you are talking to somebody
who cannot see the picture. You will have 30 seconds in which to prepare your response, and 60 seconds
in which to deliver your response.

Your focus in Task 3 should be to give a clear description of what you can see. You need to give enough
detail that the other person can imagine the picture. You do not have to talk about everything you can see
in the picture, and as with every speaking task, there is no right answer or preferred response.

During the preparation time for Task 3, the computer screen will look something like this.

Task 3: Describinga Scene Preparation Time: 30 seconds Recording Time: 60 seconds

Describe some things that are happening in the picture as well as you can. The person with
whom you are speaking cannot see the picture.

Preparation Time
23
seconds

At the top of the screen, you will see the title bar, which shows the speaking task you are currently doing.
how much time you have to prepare, and how much time you have in which to speak.

In the middle of the screen, you will see the topic and the picture. (Note that you can see a larger version of
all the pictures in the Task 3 section in the Picture Appendix, which starts on page 118.) Next to the picture,
you will see a clock icon and a timer, which will count down until there is no preparation time left.

32 Test Expert Speaking Practice for CELPIP"

After the preparation time, the computer will automatically go on to the recording screen:

Task 3: Describing a Scene Preparation Time: 30 seconds Recording Time: 60 seconds

Describe some things that are happening in the picture as wel as you can. The person with
whom you are speaking cannot see the picture.

9 Recording ..

Next to the picture, you will see an icon of a microphone and a bar showing the amount of time remaining
in which to record your response. As soon as you see this screen, you should begin speaking. The computer
will automatically record what you say. You do not need to click anything to start recording.

After the recording time is up, the computer will stop recording automatically. The screen will change and
look similar to this:

Task 3: Describing a Scene Preparation Time: 30 seconds Recording Time: 60 seconds

Describe some things that are happening in the picture as well as you can. The person with
whom you are speaking cannot see the picture.

Time is up.
The next page will
appear in 8 seconds

When the computer stops recording, it will automatically save your response. You do not need to click
anything to save the response, After a few seconds, the computer will automatically go on to Task 4.

© Christien Lee, 2016 33

 Task 3 - How to Organize Your Response

Every Task 3 topic shows you a different picture, but in general the pictures are similar to one another. As
a result, you can use the same basic organization for your response provided that you vary the body of your
speech depending on what kind of picture you get.

In general, a good response to a Task 3 question will have the following organization and include the
following information.

• Give a brief description of the overall scene of the picture

Introduction
• Add a transition to say that you will discuss some of the things you see

Describe some of the main things you can see in the picture;
include as much detail as possible about each thing you describe; in addition, try
Body of Speech
to say either where each thing is in relation to the picture (e.g,"on the left...")
or where it is in relation to something else in the picture (e.g., next to the ...)

Conclusion Finish by stating that you did not describe everything in the picture

In the body of your speech, you should follow a logical order when you describe what you can see in the
picture. Generally, you should follow one of these three approaches;

• Describe What You Can See from Left to Right

If the picture is relatively at and most of the actions are horizontal rather than
vertical, usually the best option is rst to describe what you can see in the left third of
the picture, then what you can see in the middle third, and nally what you can see in 1 2 3
the right third.

Describe What You Can See from Top to Bottom

If the picture is relatively at and has little depth but shows something that has
vertical layers or height, the best option may be to describe what you can see in the
top third of the picture, then what you can see in the middle third, and nally what 2
you can see in the bottom third. 3

• Describe What You Can See from Foreground to Background

If the picture has depth, meaning that people and objects in the "front" of the
picture are larger and appear closer to you than people and objects in the
"back' of the picture, then the best option is often to describe what you can see
in the foreground, then what you can see in the middle ground, and nally what
you can see in the background.

34 Test Expert Speaking Practice for CELPIP

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 Task 3-Step-By-Step Guide
Following these four steps will help you deliver great responses to Task 3 questions. (Note that because
Task 3 questions ask you to describe a picture, you do not need to follow the usual step of carefully reading
and understanding the topic.)

BEFORE YOU SPEAK

STEP 1 Look at the whole picture. Decide whether you will describe what you can see from left to right,
from top to bottom, or from foreground to background. Then decide which people and things
in the picture you will describe and how you will describe them.

You may nd it helpful to draw a rectangle to match the picture and then to draw numbers in
the same place as the things you will describe. This will help you follow the organization you
decided earlier. You may also nd it helpful to make notes about what you wil say during the
recording phase.

WHILE YOU SPEAK

STEP 2 When the recording time begins, deliver your response. Try to speak clearly and avoid speaking
either too quickly or too slowly. Pause brieftly after each sentence, but try to avoid long pauses
or hesitations in the middle of your sentences because these might reduce your score. Follow
your notes, if you have them, so that you remember what you want to say and in what order.

When you are speaking, keep an eye on how much time is remaining. If you see that you are
running out of time, start speaking slightly more quickly.

STEP 3 After you have nished your response, check how much time is remaining.

If there isa lot of time left, you can ll the remaining time by saying something that matches
the picture, such as "it looks like most of the people in the picture are having a great time." You
could also connect the picture to your own life by saying something like, "The scene in the
picture reminds me of a photographI saw in a magazine a few months ago." Finally, you could
speak directly to the listener and say something like, "I hope you can imagine the scene based
on my words. Do you have any questions about what I've said?"

If there is little time remaining, it is usually best just to be silent and not say anything else.

AFTER YOU SPEAK

STEP 4 Use the time before the next task begins rst to take a deep breath. This will help you relax.
Then think about what you will need to do in the next task. This will help you prepare more
quickly and be ready to use the preparation time as effectively as possible.

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 Task 3- CommonMistakes
Some common mistakes that test-takers make in Task 3 include the following:

Unclear Organization or Lack of Organization

If you jump around when you describe what you can see- rst talking about what you can see in the top
left of the picture, for example, then the middle right, then the bottom left, and so on -the raters will nd it
hard to get a mental image of the picture. In addition, an unclear organization makes it more likely you will
repeat ideas. Both of these things may affect your score.

To avoid this problem, decide how to organize your response during the preparation time and follow
this organization as you speak. Also use clear expressions to say where something is in the picture.

Lack of Descriptive Details

Your job in Task 3 is to give the raters a mental image of the picture. To do this, you will need to use clear
descriptive language. If you just say, for example, "There is a woman near a man," the raters will not have a
clear idea of what the woman and man look like, what they are doing, and so on. In addition, you may nish
your response too early because your descriptions are so short and lacking in detail.

To avoid this problem, use clear descriptive language when talking about what you can see. You can
also use phrases to express doubt or uncertainty. These will ll the time in a natural-sounding way.
For example, instead of saying "There is a woman standing near a man," you could say "There is a
slim young woman standing near a young man with a beard. It looks like they are holding hands."

Task 3- UsefulLanguage
There are many things you might need to say in a response to a Task 3 question. Here are some functions
with example expressions that are likely to be useful:

Saying where a thing • On the left / right of the picture .. • At the top/ bottom of ...
is in the picture • In the middle of ... • In theforeground/background of...

Saying where X is in •... is in frontof / behindthe... •. isjustabove/below the...

relation to Y •. isnextto / nearthe.. İs ontopof u/ nderneath
the..

Sounding uncertain or • It looks like he /she might be •I think that he/she is ..

doubtful •He/ Sheseemstobe . • He/ she appears to be

Describing people .. thin/ slender/ slim /obese... •. withglasses/a hat / abeard .

young m
/ iddle-aged/old .. .. with short /medium / long hair ...

36 Test Expert Speaking Practice forCELPIP

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 Task 3- Sample Response with Analysis

Read the prompt and the model response bya test expert. Then read the analysis of the response.
This will help you understand how to give effective, high-scoring responses to Task 3 questions.

Task 3: Describinga Scene Preparation Time: 30 seconds Recording Time: 60 seconds

Describe some things that are happening in the picture as well as you can. The person with
whom you are speaking cannot see the picture.

Preparation Time
23
seconds

Thisscene shows what looks like an airport. I'l< In the introduction, give a brief description of the
describe some of the things and people I can see in overall scene. Then say that you will describe
the picture and say what they're doing. some of the people (and things) you can see.

In the foreground of the picture, a young couple

In the body section, describe what you can see in
with backpacks are talking to each other. Near
an organized way. In this case, the speaker rst
them are a couple with a young daughter. And
describes what he can see in the foreground of
next to them are two elderly people looking at
the picture and then in the background. Include
what seems to be a cellphone and a guidebook. In
details in your descriptions, and say where the
the background, I can see people sitting on chairs
people are in relation to other people or things.
or benches reading or using laptops. Other people
are walking or looking out at an airplane taking In the conclusion, nish your response by saying
off. All the people in the background have luggage. that there are other things you could have
described. Also express the hope that your
There is more I could describe, but I hope this givesV
response has given the listener a mental image.
a clear overall impression of the scene.

This model response has excellent coherence and meaning, good lexical range, high comprehensibility, and
great task ful llment. If you could deliver a response like this with clear pronunciation and natural rhythm
and intonation, you would probably score 11-12.

© Christien Lee, 2016 37

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Task 3- Practice3.1

Read these three responses to a Task 3 topic. Which response, A, B, or C, is the best one? Why?
When you have decided, check your answers on page 108.

Task 3: Describing a Scene Preparation Time:30 seconds Recording Time: 60seconds

Describe some things that are happening in the picture as well as you can. The person with
whom you are speaking cannot see the picture.

Preparation Time
23
seconds

(If you want to see the details of the picture better, remember that the Picture Appendix, which starts on
page 118, has a larger version notjust of this picture, but of all of the pictures in this Task 3 section.)

38 Test Expert Speaking Practice forCELPIP

 Response A

Thisscene shows what looks like a museum. Or it might be an art gallery or maybe even a shop. I'm not
sure. I'll describe some of the things and people l can see in the picture and say what theyre doing.

There are objects like a skull and paintings on the wall. There's a woman holding hands with a boy. There's
another woman talking about something. There's a girl with her hand in the air near a woman. There are
some children. There's a man carrying some boxes or something. There's another man looking at
something and listening to some music or perhaps a recording. There's a woman sitting behind a desk.
And there's also a woman looking at a map or guide or something.

There is more I could say, but I hope this gives a clear overall impression of the scene.

Response B

This scene is a museum. I'll describe some of the things and people I can see in the picture and say what
they're doing.

On the left of the picture there are two women. One is raising her hand and talking; the other is sitting
behind a desk. In the middle of the picture there is a man carrying something heavy, some children
standing near a girl asking a question, and a womnan reading a guidebook or looking at a map. And on the
right of the picture, there is a woman holding hands with a young boy and a man standing near an object
and listening to some music or something.

There is more I could mention, but I hope this gives a clear overall impression of the scene.

Response C

This scene shows what looks like a museum. I'l describe some of the things and people I can see in the
picture and say what they're doing.

At the top of the picture, I can see a museum guide talking to some schoolchildren. She appears to be
describing a skull. One of the schoolgirls wants to ask a question. Near this girl are a mother and son. At
the bottom of the picture, I can see a delivery person carrying some boxes or books. It looks like he wants
to give them to a woman sitting behind a desk. Near the delivery man there is a woman looking at a
guidebook or map. And near her there is a man looking at a piece of art and listening to something.

There is more I could describe, but I hope this gives a clear overall impression of the scene.

Now practice the best response until you can say it naturally and uently in 60 seconds or less.

© Christien Lee, 2016 39

fl
Task 3 - Practice 3.2

This response to a Task 3 topic has some missing phrases. Choose the phrase from the list that best
completes each blank and write it in the space. Then check the completed response on page 108.

Task 3: Describing a Scene Preparation Time: 30 seconds Recording Time: 60 seconds

Describe some things that are happening in the picture as well as you can. The person with
whom you are speaking cannot see the picture.

Preparation Time
23
seconds

This scene shows 1 what look like a street with a park behind it. I'Il describe some of the

things and peoplel can see in the picture 2. and said what they're doing.

In the foreground of the picture, two elderly people are riding bicycles.3 just behaind them on

the sidewalk are a young couple with a dog. They are wearing backpacks. 4 in the middle of
one of them
the picture I can see two women taking a selfie. 5 seems to be pregnant. In

the background I can see a family. 6 it seems as if they're having a picnic. The parents are

cooking some food on a barbecue and their two children are playing with a ball. I can see a hot air balloon

7 in the sky behind them.

There is more I could describe, but I hope this gives a clear overall impression 8 of the scene

Phrases

and say what 2 in the sky 7 just behind them 3 one of them 5
in the middle of
4 it seems as if 6 of the scene 8 what looks like 1

Now practice the completed response until you can say it naturally and fluently in 60 seconds orless.

40 Test Expert Speaking Practice forCELPIP

Task 3 - Practice 3.3

This response to a Task 3 topic has a number of grammar and vocabulary mistakes.A test expert
has crossed out the errors. Write in the corrections. Then check the corrected response on page 109.

Task 3: Describing a Scene Preparation Time: 30 seconds Recording Time: 60 seconds

Describe some things that are happening in the picture as well as you can. The person with
whom you are speaking cannot see the picture.

Preparation Time
23
COFFEE
seconds

This scene is shewing 1 what looks like a bus station or bus stop. I'll deseribe
Gbeut 2 some of the things and people I can see in the picture and say what

they're doing.

At the top of e 3 picture, there are people waiting in the 4

bus shelter. There is a bus near them, and some people walking ente 5 the
road next to the bus. To the right of the bus, there is a café. A woman seems to be orderinga coffee. At

the bottom of the picture, a man and a woman sheke 6 hands.Near theml
can see two men looking for 7 their phones. Both have beards, but one is

young and one is older. tatteF 8 has a small suitcase.

There is more l could describe, but I hope this gives a clear overall impression of the scene.

Now practice the corrected response until you can say it naturally and fluently in 60 seconds or less.

O Christien Lee, 2016 41

 Task 3 - Practice 3.2

This response to a Task 3 topic has some missing phrases. Choose the phrase from the list that best
completes each blank and write it in the space. Then check the completed response on page 108.

Task 3: Describing a Scene Preparation Time: 30 seconds Recording Time: 60 seconds

Describe some things that are happening in the picture as well as you can. The person with
whom you are speaking cannot see the picture.

Preparation Time
23
seconds

This scene shows 1 a street with a park behind it. I'Il describe some of the
things and people I can see in the picture 2 they're doing.

In the foreground of the picture, two elderly people are riding bicycles. 3 on

the sidewalk are a young couple with a dog. They are wearing backpacks. 4

the picture I can see two women taking a sel e. 5 seems to be pregnant. In

the background l can see a family. 6 they're having a picnic. The parents are
cooking some food on a barbecue and their two children are playing witha ball. I can see a hot air balloon

7 behind them.

There is more I could describe, but I hope this gives a clear overall impression &

Phrases

and say what in the sky just behind them one of them
in the middle of it seems as if of the scene what looks like

Now practice the completed response until you can say it naturally and uently in 60 seconds or less.

40 Test Expert Speaking Practice forCELPIP

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Task 3- Practice3.3
This response to a Task 3 topic has a number of grammar and vocabulary mistakes. A test expert
has crossed out the errors. Write in the corrections. Then check the corrected response on page 109.

Task 3: Describing a Scene Preparation Time: 30 seconds Recording Time: 60 seconds

Describe some things that are happening in the picture as well as you can. The person with
whom you are speaking cannot see the picture.

Preparation Time
23
COFFER
seconds

This scene is shewing 1 shows what looks like a bus station or bus stop. Il deseribe
Gbeut 2 describe some of the things and people I can see in the picture and say what

they're doing.

At the top of e 3 the picture, there are people waiting in the 4 a

bus shelter. There is a bus near them, and some people walking ente 5 on the
road next to the bus. To the right of the bus, there is a café. A woman seems to be ordering a coffee. At

the bottom of the picture, a man and a woman sheke 6 are shaking hands. Near them l

can see two men looking for7 for their phones. Both have beards, but one is

young and one is older. Latter 8 the latter has a small suitcase.

There is more l could describe, but I hope this gives a clear overall impression of the scene.

Now practice the corrected response until you can say it naturally and fluently in 60 seconds or less.

O Christien Lee, 2016 41

Task 3 - Practice 3.4

Write your own response to this Task 3 topic using the responses on the previous pages as a guide.
After you finish writing your response, compare it with the suggested response on page 109.

Task 3: Describing a Scene Preparation Time:30 seconds Recording Time: 60 seconds

Describe some things that are happening in the picture as wel as you can. The person with
whom you are speaking cannot see the picture.

Preparation Time
23
seconds

Now practice your response until you can say it naturally and fluently in 60 seconds or less.

Introduce el texto aquí

42 Test Expert Speaking Practice for CELPIP

Task 3-Practice 3.5
Prepare and deliver a response to this Task 3 topic under test conditions. Record your response, if
possible. Then listen critically to the recording. Make a list of ways you could improve your response.

Task 3: Describing a Scene Preparation Time: 30 seconds Recording Time: 60 seconds

O Describe some things that are happening in the picture as well as you can. The person with
whom you are speaking cannot see the picture.

Preparation Time
23
seconds

(If you want to see the details of the picture better, remember that the Picture Appendix, which starts on
page 118, has a larger version not just of this picture, but of all of the pictures in this Task 3 section.)

O Christien Lee, 2016 43

SPEAKING TASK 4

Task 4 - Introduction
After Task 3, the computer will automatically move on to the next question. For Task 4 questions, you will
see the same picture as in Task 3, and must predict what might happen next or what the people in the
picture might do next. As with Task 3, you should imagine you are talking to a person who cannot seethe
picture. You will have 30 seconds in which to prepare your response, and 60 seconds in which to deliverit.

Your focus in Task 4 should be to explain what you think the people might do or what is likely to happen
next. Discuss things that you think are likely based on what often happens in real life.If possible, support
your predictions with a reason. You do not have to make a prediction about everything you can see in the
picture. And as with every speaking task, there is no right answer or preferred response.

During the preparation time for Task 4, the computer screen will look something like this.

Task 4: Making Predictions Preparation Time: 30 seconds Recording Time: 60 seconds

In this picture, what do you think will happen next?

Preparation Time
23
seconds

At the top of the screen, you will see the title bar, which shows the speaking task you are currentlydoing
how much time you have to prepare, and how much time you have in which to speak.

In the middle of the screen, you will see the topic and the picture. (Note that you can see a larger versionof
this and every picture in the Task 4 section in the Picture Appendix, which starts on page 118.) You willsee3
clock icon and timer next to the picture. The timer will count down until there is no preparation timelet.

44
Test Expert Speaking Practice forCELPIP
After the preparation time, the computer will automatically go on to the recording screen:bh
n
Task 4: Making Predictions Preparation Time: 30 seconds Recording Time: 60 seconds

In thispicture,whatdoyouthinkwillhappennext?

Recording..

Next to the picture, you will see an icon of a microphone and a bar showing the amount of time remaining
in which to record your response. As soon as you see this screen, you should begin speaking. The computer
will automatically record what you say. You do not need to click anything to start recording.

After the recording time is up, the computer will stop recording automatically. The screen will change and
look similar to this:

Task 4: Making Predictions Preparation Time: 30 seconds Recording Time: 60 seconds

In this picture, what do you think will happen next?

Time is up.
The next page will
appear in 8 seconds

When the computer stops recording, it will automatically save your response. You do not need to click
anything to save the response. After a few seconds, the computer will automatically go on to Task 4.

O Christien Lee, 2016 45

 Task 4 - How to Organize Your Response
Every Task 4 topic shows you the same picture as the one you saw in Task 3. As a result, you can use the
same basic organization for your response provided that you vary the body of your speech depending on
what kind of picture you get.

In general, a good response to a Task 4 question will have the following organization and include the
following information.

• Say that you will make predictions about what might happen next
Introduction
(If possible, add a brief mention of where the scene is taking place)

• Give predictions about what might happen to the people in the pícture
Body of Speech or what they might do; include details in your predictions, and provide
reasons for your predictions, if possible
Conclusion • Finish by stating that you are not sure if any of your predictions are accurate

In the body of your speech, you should follow a logical order when you make predictions about what will
happen next or what the people will do next. There are three common ways to approach this. You should
use the same approach that you used in Task 3:

Make Predictions from Left to Right

If the picture is relatively at and most of the actions are horizontal rather than
vertical, usually the best option is rst to make predictions about what you can see in
the left third of the picture, then what you can see in the middle third, and nally what 1 23
you can sėe in the right third.

Make Predictions from Top to Bottom

If the picture is relatively at and haslittle depth but shows something that has
1
vertical layers or height, the best option may be to make predictions about what you
can see in the top third of the picture, then what you can see in the middle third, and 2
nally what you can see in the bottom third. 3

Make Predictions from Foreground to Background

If the picture has depth, meaning that people and objects in the "front" of the
picture are larger and appear closer to you than people and objects in the
"back" of the picture, then the best option is often to make predictions about
what you can see in the foreground, then what you can see in the middle
ground, and nally what you can see in the background.

46 Test Expert Speaking Practice forCELPIP

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 Task 4-Step-By-Step Guide
Following these four steps will help you deliver great responses to Task 4 questions. (Note that because
Task 4 questions use the same picture as Task 3 questions, just like with Task 3, you can skip one of the
usual ve steps.)

BEFORE YOU SPEAK

STEP 1 Decide what predictions you will make about the picture. It is a good idea to remember the
order in which you described things in Task 3 and to use the same order when you you're your
predictions in Task 4. (If you drew a rectangle with numbers in it as part of your preparation for
Task 3, use the same rectangle to guide your response to Task 4.)

You may nd it helpful to make notes about what you will say during the recording phase.

WHILE YoU SPEAK

STEP 2 When the recording time begins, deliver your response. Try to speak clearly and avoid speaking
either too quickly or too slowly. Pause brie y after each sentence, but try to avoid long pauses
or hesitations in the middle of your sentences because these might reduce your score. Follow
your notes, if you have them, so that you remember what you want to say and in what order.

When you are speaking, keep an eye on how much time is remaining. If you see that you are
running out of time, start speaking slightly more quickly.

STEP 3 After you have nished your response, check how much time is remaining.

If there is a lot of time left, you can ll the remaining time by saying something like "There are
many other things that might happen, of course, but I think the ones I've mentioned are the
most likely" or "Of course, other people might make different predictions if they were to look
at this picture."

If there is little time rermaining, it is usually best just to be silent and not say anything else.

AFTER YOU SPEAK

STEP 4 Use the time before the next task begins rst to take a deep breath. This will help you relax.
Then think about what you will need to do in the next task. This will help you prepare more
quickly and be ready to use the preparation time as effectively as possible.

O Christien Lee, 2016 47

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 Task 4- CommonMistakes
Some common mistakes that test-takers make in Task 4 include the following:

Sounding Too Certain

Your job in Task 4 is to give a prediction about what might happen next or what the people in the scene
might do next. In other words, your task is not to talk about what will de nitely happen, but about what
could possibly happen. If you use language that sounds too certain, your response will sound unnatural, and
this may affect your score.

To avoid this problem, you can use modals that suggest possibility, like "could," "may" or "might."
You can also use verbs that suggest you are not certain, like "suspect," "feel," or "imagine." Finally,
you can state directly in your conclusion that you are not sure that your predictions will come true.

Using Repetitive Language

Another potential problem is using repetitive language when making your predictions. If you always use
"will" or "might" or "possibly," the raters will judge your use of language be repetitive, and this is likely to
affect your score.

To avoid this problem, use a wide variety of natural expressions to make your predictions.

Task 4 - Useful Language

There are many things you might need to say in a response to a Task 4 question. Here are some functions
with example expressions that are likely to be useful:

Introducing an opinion •| thinkthat ... limagine that..

about something •J suspectthat •Ifeelthat..

Predicting what .. is likely to .. .. looks asif he/she is about to ..

might happen •.. mightverywell .. will probably..

Saying what people are • whoisstandingby / sitting on.. ... who is walking/ running ..
doing/ where they are • who is talking to / chatting to . who is near/ by/ nextto ..

Giving a reason for .. because ... . becauseof ..

a prediction .. since,.. ... due to...

48 Test Expert Speaking Practice forCELPIP

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 Task 4- SampleResponse with Analysis
Read the prompt and the model response by a test expert. Then read the analysis of the response.
This will help you understand how to give effective, high-scoring responses to Task 4 questions.

Task 4: Making Predictions Preparation Time: 30 seconds Recording Time: 60 seconds

O In this picture, what do you think will happen next?

Preparation Time
23
seconds

Il predict whatsome of thepeoplein this airportk -In the introduction, brie y describe the scene
scene might do next and some of the things that again. Then state that you will predict what might
might happen next. happen next or what the people might do.

I suspect that the young couple with backpacks will

In the bodysection,mention the things and
keep talking to each other for a while. I think that
people in the same order that you mentioned
the daughter of the couple will soon feel hungry, so
them in Task 3. For each thing or person, try to
her parents will take her to get asnack.I thinkthat
make a plausible, or likely, prediction about what
the elderly people will feel tired and sit down. J
might happen or what people might do. If you
think some of the people sitting on chairs in the
have time, also give a reason why you think so.
background will board their plane. I feel that the
man watching the airplane take off will probably
In theconclusion,state that you cannot be sure
stay where he is and watch other planes take off.
that your predictions will come true but that you
Obviously l cannot be sure any of these predictions think some of them might do so.
will come true, but perhaps some of them will.

This model response has excellent coherence and meaning, good lexical range, high comprehensibility, and
great task ful llment. If you could deliver a response like this with clear pronunciation and natural rhythm
and intonation, you would probably score 11 -12.

O Christien Lee, 2016 49

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Task 4- Practice4.1
Read these three responses to a Task 4 topic. Which response, A, B, or C, is the best one? Why?
When you have decided, check your answers on page 109.

Task 4: Making Predictions Preparation Time: 30 seconds Recording Time: 60 seconds

In this picture, what do you think will happen next?

Preparation Time
23
seconds

(if you want to see the details of the picture better, remember that the Picture Appendix, which starts on
page 118, has a larger version not just of this picture, but of all of the pictures in this Task 4 section.)

50 Test Expert Speaking Practice for CELPIP"

 Response A

I'l suggest what some of the people in this museum scene might do next and some things that might
happen next.

The woman behind her desk might stand up or say something to the man delivering books or boxes. The
boy with his mother might walk to another part of the museum. The woman looking at a guide book or
map might put it in her pocket or her bag and then go to another part of the museum. The museum guide
might answer the schoolgirl's question. The delivery man might put the books or boxes on the desk near
the woman. The schoolchildren might ask more questions or look at the exhibits. The man looking at a
piece of art and listening to something might take off his headphones.

Obviously l cannot be sure any of my predictions will come true, but perhaps some of them will.

Response B

IIl predict what some of the people in this museumscene might do next and some of the things that might
happen next.

I suspect that the museum guide will answer any questions the schoolchildren have and then guide them
to another display or exhibit in the museum. I feel that the mother and her son will look at the skull that
the schoolchildren were just looking at. I think the delivery person will probably put the books he is
carrying on the woman's desk and ask her to sign for them. I imagine that the woman looking at the map
will decide where she wants to go. Finally, I think the man looking at the art and listening to something is
likely to move on to look at another exhibit.

Obviously I cannot be sure any of these predictions will come true, but perhaps some of them will.

ResponseC

It's hard to predict what some of the people in this museum scene might do next and some things that
might happen next, but here's what I think.

The museum guide will probably continue talking. The schoolchildren will probably continue listening to
her. The mother and her son will probably continue walking. The delivery person will probably continue
carrying the books or boxes. The woman behind the desk will probably continue sitting. The woman
looking at the map or guidebook will probably continue looking at it. The man looking at some art and
listening to a recording will probably continue looking at it and listening. Some new visitors will probably
enter the museum. That's it.

Obviously l cannot be sure any of these predictions wil come true, but perhaps some of them will.

Now practice the best response until you can say it naturally and uently in 60 seconds or less.

O Christien Lee, 2016 51

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 Task 4 - Practice 4.2
This response to a Task 4 topic has some missing phrases. Choose the phrase from the list that hest
completes each blank and write it in the space. Then check the completed response on page 110.

Task 4: Making Predictions Preparation Time: 30 seconds Recording Time: 60 seconds

In thispicture,whatdoyouthinkwillhappennext?

Preparation Time
23
seconds

Il predictwhat1 in this park scene might do next and some of thethings

that might happen next.

I suspect that the two elderly people will continue cycling 2 in the direction
they 3 1feel that the young couple who are wearing backpacks will lettheir
dog 4. the park 5 get some exercise. The two
women taking a sel e will probably take several pictures before 6 to decide
which sel e is the best one they took. I feel that the parents of the two children who are playing witha
ball will say that lunch is ready and then 7 will probably have a picnic on the
grass. Finally, I feel that the hot air balloon will oat off to the east.

Obviously 8 any of these predictions will come true, but perhaps someof
them will,

Phrases

are currently heading I cannot be sure looking at their phone some of thepeople
down the street in order to run around in the whole family

Now practice the completed response until you can say it naturally and uently in 60 seconds orless

52 Test Expert Speaking Practice forCELPI

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 Task 4 - Practice 4.3

This response to a Task 4 topic has a number of grammar and vocabulary mistakes. A test expert
has crossed out the errors. Write in the corrections. Then check the corrected response on page 110.

Task 4: Making Predictions Preparation Time:30 seconds Recording Time: 60 seconds

In this picture, what do you think will happen next?

Preparation Time
23
COFFEL
seconds

I'll predict what some of the people in this bus station scene might do next and some of the things that
might happen next.

I suspect that the people whe waiting1. in the bus shelter will piek

2 their bags and get on a bus that teke 3 them

to their destination. I feel that the people walking on the road by the bus will either board a bus end

move onto the sidewalk. At the café, the woman will nish ordering her
coffee and then probably sit down and start te-drinking5 it. I imagine that

the people shaking hands will go and get a coffee together so they can chat with each other much easity

.I think the two men with beardsmightdecide to use theirphoneserder to

make a call or perhaps even take the 8 photo.

Obviously I cannot be sure any of these predictions will come true, but perhaps some of them will.

Now practice the corrected response until you can say it naturally and uently in 60 seconds or less.

O Christien Lee, 2016 53

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 Task 4 - Practice 4.4
Write your own response to this Task 4 topic using the responses on the previous pages as a guide.
After you nish writing yourresponse,compare it with the suggested response on page 110.

Task 4: Making Predictions Preparation Time: 30 seconds Recording Time: 60 seconds

In thispicture,whatdoyouthinkwillhappennext?

Preparation Time
1CXETS
23
seconds

Now practice your response until you can say it naturally and uently in 60 seconds or les.

54 Test Expert Speaking Practice for CELPIP

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Task 4 - Practice 4.5

Prepare and deliver a response to this Task 4 topic under test conditions. Record your response, if
possible. Then listen critically to the recording. Make a list of ways you could improve your response.

Task 4: Making Predictions Preparation Time: 30 seconds Recording Time: 60 seconds

In this picture, what do you think will happen next?

Preparation Time
23
seconds

(If you want to see the details of the picture better, remember that the Picture Appendix, which starts on
page 118, has a larger version not just of this picture, but of all of the pictures in this Task 4 section.)

O Christien Lee, 2016 55

 SPEAKING TASK 5

Task5-Introduction
After Task 4, the computer will automatically move on to the next question. Task 5 questions ask you to
compare two things or places and say which one is better and why. Task 5 has two parts. In the rst part,
you will have 60 seconds to read aboutand choose between two things or places. You do not need tospeak
in this part. In the second part, you will have 60 seconds to prepare reasons why your choice from the rst
part is better than another person's choice, and 60 seconds in which to deliver your response.

In most cases, the topic will ask you to choose between two household objects, such as two refrigerators,
two pieces of of ce equipment, such as two computers, or two places, such as two holiday destinations.
Your main task in the second part of the task is to say why the choice you made is better than the choice
that another person made. As with every speaking task, there is no right answer or preferred response.

During the preparation time for the rst part of Task 5, the computer screen will look something likethis:

Task 5: Comparing and Persuading Preparation Time: 60 seconds

You and your partner want to buy a new TV. Using the pictures and information, compare the
two TVs. You are choosing the one that you think is best for your home.

If you do not choose one, the computer will choose. You do not need to speak for this task.

ZX Electronics 50HD-17 StarScreen 46WK

•50-inch screen • 46-inch screen

silver • black
• two-year warranty one-year warranty
• $999 •$799

Preparation Time
53
seconds

56 Test Expert Speaking Practice forCELPIP

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 At the top of the screen, you will see the title bar, which shows the speaking task you are currently doing,
how much time you have to prepare, and how much time you have in which to speak.

In the middle of the screen, you will see information about the situation. You will also see photographs of
the two things you need to choose between. Below each photograph, you will see three to ve details about
it. Read these details carefully because they will help you decide which option you prefer, and why.

You will also see a timer. This will count down until there is no more preparation time remaining. During the
preparation time you do not need to speak, but you do need to click on the option you choose. If you do not
click on either of the options before the time is up, the computer will randomly choose one of them for you.

After the rst part of the task, the computer will automatically go on to the second part of the task:

Task 5: Comparing and Persuading Preparation Time: 60 seconds Recording Time: 60 seconds

i Your partner wants to buy a TV with a wider-than-usual screen. Persuade your partner to buy
the TV that you chose by comparing the two televisions.

Your Partner's Choice Your Choice

ARC 48WIDE-A3 ZX Electronics 50HD-17

48-inch superwide screen 50-inch screen

• black silver
• three-year warranty • two-year warranty
• $1299 •$999

Preparation Time
53
seconds

You will see an updated situation and two photographs. The left photo will be a choice made by somebody
else, such as your boss, partner, or friend. The right picture will be your choice from the rst part. The two
choices will be labelled, and your choice will have a different coloured background.

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During the second preparation period, you should look at the choice that is indicated as the choice made by
the other person and compare it with your choice. Try to think of ways you could persuade the otherperson
that your choice is better.

After the preparation time, the computer will automatically go on to the recording screen:

Task 5: Comparing and Persuading Preparation Time: 60 seconds Recording Time: 60 seconds

Your partner wants to buy a TV with a wider-than-usual screen. Persuade your partner to buy
the TV that you chose by comparing the two televisions.

Your Partner's Choice Your Choice

ARC 48WIDE-A3 ZX Electronics 50HD-17

• 48-inch superwide screen •50-inch screen

• black • silver

• three-year warranty • two-year warranty

$1299 •$999

Recording ...

Below the two pictures, you will see an icon of a microphone and a bar showing the time remaining. Assoon
as you see this screen, you should begin speaking. The computer will automatically record what yousay.

After the recording time is up, the computer will stop recording and save your response automatically. You
do not need to click anything to save the response. The grey bar will change and look similar to this:

Time is up.
The next page will
appear in 8 seconds

After a few seconds, the computer will automatically go on to Task 6.

58 Test Expert Speaking Practice forCELPIP

 Task 5- How to Organize YourResponse

Every Task 5 topic asks you to compare two options -one that you chose in the rst part of the task, and
one that another person chose. Each question asks you to compare different things, but the questions tend
to follow a standard pattern. As a result, you can use the same basic organization for every response.

In general, a good response to a Task5 question will have the following organization and include the
following information.

• Say that there are some good things about the other person's choice
Introduction
• Say that you think there are several reasons why your choice is better

• Give at least two reasons why you think your choice is the better one;
Body of Speech as with other speaking tasks in CELPIP, it is important that you support your
reasons with details and/or examples

Conclusion Express the hope that the other person agrees with your point of view

During the body of your speech, there are two main ways you can give reasons and support for your choice.
You can use either or both of these reasons in your response:

•Explain why your choice is better

One option is to give a reason why your choice is better than the other choice. This reason will usually come
from the details below the photograph, but if you see something in the photograph that you want to talk
about, this is also OK.

So, for example, if the Task5 questions ask you to choose between two televisions, you might say that your
choice is better because it has a bigger screen, or a cheaper price, or a better design. You should then follow
up with a reason why thís is important. For example, you might say that a bigger screen is useful because
you will put the TV in a large room, or that a cheaper price is good because you do not have much money
right now, or that you like the design because it will look good with the other items in your home.

• Explain why the otherchoiceisworse

You could also say why you think the other choice is worse than your choice. Again, the point you make can
come from the details below the photograph or from something you see in the photo.

So, for example, you might say that the other choice is not as good because it is black or because it has a
particular type of screen, Again, you should follow up each point with a reason why you think it is
important. For instance, you might say that a black TV would not look good in your home because your
other furniture is white or silver, or that a "'superwide" screen is not ideal because most TV shows are not
shown in a superwideformat.

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 Task 5- Step-By-stepGuide
Following these ve steps will help you deliver great responses to Task5 questions.

BEFORE YOU SPEAK

STEP 1 During the 60 seconds of preparation time in the rst part of the task, decidewhich afs.
two
options you will choose, and why. Focus on coming up with reasons that you canexolainclearly
and easily. Make notes if you wish.

Note: Do not forget to select your preferred option by clicking on it; otherwise, thecomoute
will automatically choose one of the two options but it may not choose the option youprefer

STEP 2
During the 60 seconds of preparation time in the second part of the task, think how youcansay
that your choice is better than the other person's choice. Make notes if you wish.

WHILE YOU SPEAK

STEP 3
When the recording time begins, deliver your response. Try to speak clearly and avoidspeaking
either too quickly or too slowly. Pause brie y after each sentence, but try to avoid longpauses
or hesitations in the middle of your sentences because these might reduce your score.Follow
your notes, if you have them, so that you remember what you want to say and in whatorder.

When you are speaking, keep an eye on how much time is remaining. If you see that youare
running out of time, start speaking slightly more quickly.

STEP 4
After you have nished your response, check how much time is remaining.

If there is a lot of time left, you can ll the remaining time by saying something that that
the picture, such as "Of course, I'm sure you have good reasons for thinking that your cooicei
the better option, and l'd be happy to hear them."

If there is little time remaining, it is usually best just to be silent and not say anything else.

AFTER YOU SPEAK

STEP 5 Use the time before the next task begins rst to take a deep breath. This
This will
will heip
help yourelax.
more
Then think about what you will need to do in the next task. This will help youpre
quickly and be ready to use the preparation time as effectively as possible.

60 Test Expert Speaking PracticeforCELPIP

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 Task 5- CommonMistakes
Some common mistakes that test-takers make in Task 5 include the following:

Not Giving Speci c, Relevant Reasons

When you say why you prefer your choice, you need to use speci c reasons, details, and examples to
explain why it is your preference. If you do not do this, your score may be affected.

To avoid this problem, take reasons, details, and examples from the information shown on screen.
For example, if you want to say why you think X is good and the information on screen showed that
the price of X is relatively cheap at just $50, you could say something like "X is only $50, which is
great value" or "X is half the price of Y, which is good because we don't have much money now."

Stating Unsupported Opinions Too Strongly

In Task 5, your goal is to persuade the other person that your choice is better than his or her choice. To do
this, it is necessary to express your opinion and support your opinion, but also to show that you understand
that the other person's opinion has some merits. If you only focus on your opinion, the raters may feel that
you have not fully addressed the task.

To avoid this problem, include a statement in your introduction that mentions some advantages or
bene ts of the other person's choice. In addition, you can mention one or two positive aspects of the
other person's choice in the body of your speech.

Task 5 - Useful Language

There are many things you might need to say in a response to a Task 5 question. Here are some functions
with example expressions that are likely to be useful:

Introducing two or •For one thing, ... / Foranother thing,../For a nal thing, ...
more reasons or points • First (of al), ... / Second(ly), ... / In addition, ... J Finally, ..

Comparing two things • Xis much / far/ slightly / a little / bigger /smaller / cheaper / better than ..
• X is better than Y /X is a better choice than Y / X is not as good as Y

Expressing contrasts • Even though / though X is ... • X is ..., but Y is ...

In spite of / Despite X being ... • X is... ; however, Y is ...

Asking for agreement •.., don'tyouthink? • I'm sure you (would) agree that
from the other person .., don't you agree? • Wouldn't you say that ... ?

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Task 5 - Sample Response with Analysis

Read the prompt and the model response by a test expert. Then read the analysis of the response.
This will help you understand how to give effective, high-scoring responses to Task 5 questions.

Task 5: Comparing and Persuading Preparation Time: 60 seconds Recording Time: 60 seconds

Your partner wants to buy a TV with a wider-than-usual screen. Persuade your partner to buy
the TV that you chose by comparing the two televisions.

Your Partner's Choice Your Choice

ARC 48WIDE-A3 ZX Electronics 50HD-17

• 48-inch superwide screen • 50-inch screen

• black •silver
• three-year warranty •two-year warranty
$1299 .$999

Recording ...

Note that the details of the photographs in Task 5 questions are not as important as the details of the
images in Task 3, Task 4, and Task 8 questions. For this reason, larger versions of the pictures in this Task 5
section are not included in the Picture Appendix.

62 Test Expert Speaking Practice forCELPIP

 The TV you chose de nitely has some good points. In the introduction, say that the other's person's
However, there are a couple of reasons why I think choice has some bene ts. Then say that there are
my choice is the better option for our home. several reasons why you prefer your choice.

In this case, notice how the speaker mentions

For one thing, the TV made by ZX Electronics is
"our home." This nicely connects his response to
$300 cheaper than the ARC TV. As you know,
the situation described in the question.
we don't have a lot of money to spend right now,
so I think getting a cheaper TV is a better option,
In the body section, give at least two reasons why
especially as the screen is a little bigger.
you think your choice is the better one. Be as
speci c as possible, and support your preference
For another thing, our DVD player and CD player
with relevant ideas. These can be related to the
are both silver, so I think that a silver TV Would
information on screen or imaginary reasons.
look better in our home than one which is black.
do like the longer warranty that the ARC TVhas, In this case, notice how the speaker refers to the
but I really think the silver one is better for us. nancial status of himself and his partner as welI
as the colour of other things in their home. Both
Ihope you understand and agree with my reasons of these are relevant (but imaginary) reasons.
for thinking that the TV made by ZX Electronics is a
better option. To conclude, sum up your preference and express
the hope that the other person understands.

This model response has excellent coherence and meaning, good lexical range, high comprehensibility, and
great task ful llment. If you could deliver a response like this with clear pronunciation and natural rhythm
and intonation, you would probably score 11-12.

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 Task 5 - Practice 5.1

Read these two responses to a Task 5 topic. Which response, A or B, is the better one? Why?
When you have decided, check your answers on page 110.

Task 5: Comparing andPersuading Preparation Time: 60 seconds

You and your family want to take your sister out to celebrate her birthday. Using the pictures
and information, compare the two restaurants. You are choosing the one that you thinkis best.

If you do not choose one, the computer will choose. You do not need to speak for this task.

Angelo's Gourmet Piznas Italian Kitchen

•specializes in pizzas • specializes in pastas and salads

•5 minutes from yoursister'shome 15 minutesfromyoursister'shome Second part
•very good onlinereviews good onlinereviews
• average $20 per person •average $18 per person

Task 5: Comparing and Persuading Preparation Time: 60 seconds Recording Time: 60 seconds

Your brother suggests taking your sister to a restaurant that he knows. Persuade your brother
to accept your choice by comparing the two restaurants.

Your Brother's Choice Your Choice

Fruits of the Sea Italian Kitchen

• specializes in fresh sh and seafood • specializes in pastas and salads

• 35 minutes from your sister's home 15 minutes from your sister's home
• very good online reviews good online reviews
• average $45 per person •average $18 per person

Preparation Time
53
seconds

64 Test Expert Speaking Practice forCELPIP

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 Response A

The restaurant you chose de nitely has some good points, especially because everybody in the family likes
fresh sh and seafood. However, it's Mary's birthday, so I think it would be a good idea to ask her where
she would like to go.

Fist of al, although I think she would probably enjoy eating at Italian Kitchen, she may feel that she
wants to go somewhere more expensive. If so, then Fruits of the Sea might be a very good option, I think.

Moreover,she might have eaten either ltalian food or sh recently. Ifso, she would probably prefer to eat
out at a different kind of restaurant on her birthday, don't you think? I mean, most people wouldn't want
to eatthe same kind of food two or three days in a row.

Ihopeyou understand and agree with my reasons for suggesting that we should ask Mary her opinion
about where to go and what to eat.

Response B

The restaurant you chose de nitely has some good points. However, there are a couple of reasons why I
think my choice is the better option for Mary's birthday dinner.

For one thing, maybe you don't know this, but Mary has recently discovered that she is allergic to some
kinds of seafood. Obviously she could avoid ordering thesefoods, but I'm sure you agree it would be better
for her to eat at a restaurant where there is less safety risk.

For another thing, the ltalian Kitchen is approximately three times cheaper per person than Fruits of the
Sea.As you know, I don't have a lot of money to spend right now, so even though it's Mary's birthday,
going out to a cheaper restaurant is a better option for me, especially as we know she loves Italian food.

Thope you understand and agree with my reasons for thinking that Italian Kitchen is a better option.

Now practice the better response until you can say it naturally and uently in 60 seconds or less.

OChristien Lee, 2016 65

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Task 5- Practice5.2
This response to a Task 5 topic has some missing phrases. Choose the phrase from the list thatbest
completes each blank and write it in the space. Then check the completed response on page111.

Task S: Comparing and Persueding Preparatiorn Time: 60 seconds

You and your best riend want to spend a few days visitinga city in the USA. Using the pictures
and information, compare the two cities. You are choosing the one that you think is best.

Ifyou de not choose one, the computer will choose. You do not need to speak for this task.

New York City Chicago

• 25 hours away by plane •90 mínutes away by plane

average $200 per night For a hotel average $180 per night for a hotel
Second part
•greatfor
museums h great forshopping
• your brother lives in New York a former co-worker Iives in Chícago

Task 5: Comparing and Persuading Preparation Time: 60 seconds Recording Time: 60 seconds

Your best friend wants the two of you to visit Boston for a few days. Persuade your friend to
visit the place you chose by comparing the two cities.

Your Best Friend's Choice Your Choice

Boston New York City

• 2 hours away by plane • 2.5 hours away by plane

• average $160 per night for a hotel •average $200 per night for a hotel
•great for spots andrestaurants • great for museums and theatres
your best friend's uncle lives in Boston your brother lives in New York

Preparation Time
53
seconds

66 Test Expert Speaking Practice forCELPIP

 The city yOu chose de nitely has 1 However, there are a couple of reasons

why I think my choice is the better option for our visit to theUSA.

For one thing, I didn't 2 but mybosshasaskedme to go to Boston to

ottend aconference next month. Moreover, 3. in Boston several years

ago on business. 4 you can understand, I5

somewhere I've never been before, which is why New York is my preference.

For another thing, a couple of days ago you and I talked about 6 on our

trip. 7 going to museums and the theatre would be great. I know that

Boston has museums and theatres, too, but New York is 8 for these kinds
ofculturalattractions.

|Thope you understand and agree with my reasons for thinking that we'd have a better time in New York.

Phrases

asI'msure that much more famous tell you this yet what we want to do
Ispenta few days Some good points we both agreed that would rather go

Now practice the completed response until you cansay it naturally and uently in 60 seconds or less.

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Task 5 - Practice 5.3

This response to a Task 5 topic has a numnber of grammar and vocabulary mistakes. A test expert
has crossed out the errors. Write in the corrections. Then check the corrected response on page111,

Task S: Comparing and Persuading Preparation Time: 60 seconds

You and your roommate need to get a new sofa for the home you share. Using the pictures and
information, compare the two sofas. You are choosing the one that you think is best.

If you do not choose one, the computer will choose. You do not need to speak for this task.

Canadian-Made Sofa Italian-Made Sofa

• seats two people .seats three people

covered in dark blue fabric covered in two shadesof grey fabric
Second part
• cover can be removed and washed •can be converted into a sofa bed
•$800 incudingdelivery $1200excludingdelivery

Task 5: Comparing and Persuading Preparation Time: 60 seconds Recording Time: 60 seconds

Your roommate has found a sofa that he likes. Persuade your roommate to accept the sofa
that you chose by comparing the two pieces of furniture.

Your Partner's Choice Your Choice

USA-Made Sofa Italian-Made Sofa

• seats two people •Seats threepeople

• covered in brown leather and fabric • Covered in two shades of grey fabric
• comes with one-year warranty • Can be converted into a sofa bed
$1250 including delivery $1200 excluding delivery

Preparation Time
53
seconds

68 Test Expert Speaking Practice forCELPIP

 The sofa you eheese 1 ...de nitely has some good points. However, there are a

couple of reasons why I think my choice is the best 2 option for our shared home.

First,sometimes we have friends or family members, such as my sister or your brother, come to steyig

at our home, and it would be great to have a sofa bed fora guest eoulet

4 sleep on.

Second, but 5 lusually like leathersofas, I think the two shades of grey of the

Italian-made sofa will look better in our home that 6 the brown leather and

fabric of your suggestien 7 sofa.

Finally, I think it would be good to have a sofa with spaceeneugh 8 for more
than two people. My option is the only sofa with room for three people.

Thopeyou understand and agree with my reasons for feeling that the Italian-made sofa is a better option.

Now practice the corrected response until you cansay it naturally and uently in 60 seconds or less.

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 Task 5- Practice5.4
Write your own response to this Task 5 topic using the responses on the previous pages as a guide.
After you nish writing your response,compare it with the suggestedresponse on page 111.

Task 5: Comparing and Persuading Preparation Time: 60 seconds

You are taking a business trip to another city next week. You want to book a hotel to stay in.
You are choosing the hotel that you think is best for your needs.

If you do not choose one, the computer will choose. You do not need to speak for this task.

HOTHL

Silver Star Hotel Business Lodge

built in 2015 • built in 1982

• 22 KM from the airport 12 KM from the airport
• walking distance to downtown 2 KM from downtown (by subway)
• $240 per night • $185 per night
• free breakfast • free Wi-Fi

Preparation Time
53
seconds

70 Test Expert Speaking Practice for CELPIP

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 Task 5: Comparing and Persuading Preparation Time: 60 seconds Recording Time: 60 seconds

Your manager has said that she thinks you should stay in a hotel she knows. Persuade your
manager to accept your choice by comparing the two hotels.

Your Manager's Choice Your Choice

HOTEL

Airport Traveller Hotel

• built in 1997

•1 KMfrom the airport (use the details from your choice)

• 19 KM from downtown (by car)
• $155 per night
• third night free

9 Recording ...

******

Now practice your response until you can say it naturally and uently in 60 seconds or less.

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Task 5- Practice5.5
Prepare and deliver a response to this Task 5 topic under test conditions. Record your response, if
possible. Then listen critically to the recording. Make a list of ways you could improve your response.

Task 5: Comparing and Persuading Preparation Time: 60 seconds

You and your business partner need to buy a new laptop computer. Using the pictures and
information, compare the two laptops. You are choosing the one that you think is best for
your work situation.

If you do not choose one, the computer will choose. You do not need to speak for thís task.

Ultralight Convertible Laptop Professional Laptop

• 10-inch screen • 15-inch screen

• black with grey keyboard • black with silver keyboard
• 0.7 KG •2.2 KG
• two-year warranty three-year warranty
$999 $899

Preparation Time
53
seconds

72 Test Expert Speaking Practice for CELPIP

Comparing and Persuading Preparation Time: 60 seconds Recording Time: 60 seconds

Your business partner wants to buy an all-purpose laptop. Persuade him or her to buy the one
that you chose by comparing the two laptops.

Your Partner's Choice Your Choice

All-Purpose Laptop

• 13-inch screen
black with dark silver keyboard (use the details from your choice)
• 1.8 KG

one-year warranty
• $799

Recording ...

tien Lee, 2016 73

 SPEAKING TASK 6

Task 6-Introduction
After Task 5, the computer will automatically move on to the next question. Task 6 questions acl
itotalk
about the reasons why you would choose to do one of two things. The two options
otions are related
related to adif cult
situation that is similar to ones people sometimes experience in their daily lives. You will have 60eoe
seconds
in which to prepare your response, and 60 seconds in which to deliver your response.

The topic will rst give a brief description of a situation. It will then explain what one person, usually a end
or family member, thinks about the situation. Then the topic will give you a choice of two options relatedto
the situation. Each option will require you to speak to a different person.

Your focus in Task 6 should be to give your reasons for choosing one of the two options. You shouldinclude
persuasive and relevant supporting details or examples. As always, there is no right answer to thetopic.

During the preparation time for Task 6, the computer screen will look something like this:

Task 6: Dealing with a Dif cult Situation Preparation Time: 60 seconds Recording Time: 60 seconds

Your friend David wants to borrow your laptop computer to take on a short trip. Your sister
does not want you to do this because she might need your laptop at the weekend.

Choose ONE:
EITHER
Talk to your sister. Explain why you have decided to let David borrow your laptop.
OR
Talk to David. Tell him why you have decided not to let him borrow your laptop.

Preparation Time
23
seconds

doing
At the top of the screen, you will see the usual title bar showing the speaking task you are currenty
how much time you have to prepare, and how much time you have in which to speak.

ic, you
In the middle of the screen, you will see the topic, the situation, and the two options. Below the t
will see a timer. This ill count down until there is no more preparation time remaining

CELPIP

74 Test Expert Speaking Practicefor

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 After the preparation time is up, the computer will automatically go on to the recording screen:

Task 6: Dealing with a Dif cult Situation Preparation Time: 60 seconds Recording Time 60 seconds

Your friend David wants to borrow your laptop computer to take on a short trip. Your sister
does not want you to do this because she might need your laptop at the weekend.

Choose ONE:
EITHER

Talk to your sister. Explain why you have decided to let David borrow your laptop.
OR

Talk to David. Tell him why you have decided not to let him borrow your laptop.

Recording ...

In the middle of the screen you will see an icon of a microphone and a bar showing how much time remains.
Assoon as you see this screen, begin speaking. The computer will automatically record what you say.

After the recording time is up, the computer will stop recording automatically and the screen will change:

Task6: Dealing with a Dif cult Situation Preparation Time: 60 seconds Recording Time: 60 seconds

Your friend David wants to borrow your laptop computer to take on a short trip. Your sister
does not want you to do this because she might need your laptop at the weekend.

Choose ONE:
EITHER
Talk to your sister. Explain why you have decided to let David borrow your laptop.
OR
Talk to David. Tell him why you have decided not to let him borrow your laptop.

Time is up.
The next page will
appear in 8 seconds

wnen the computer stops recording, it will automatically save your response. You do not need to click
oytning to save the response. After a few seconds, the computer will automatically go on to Task 7.

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 Task 6 - How to Organize Your Response
Every Task 6 topic gives youa different situation and asks you to make a choice between two d:s
options. However, the topics usually follow a standard pattern, so you can use the same basicorganization
basic o

for every response, regardless of the topic.

In general, a good response to a Task 6 question will have the following organization and will includ

following information.

• Greet the person you are speaking to

Introduction •Explain thechoice you have made and apologize to the person
•Mention that you will give yourreasons

Explain the rst reason for your choice

• Support your rst reason with relevant details and/or examples
Body of Speech
•Explain the second reason for your choice
• Support your second reason with relevant details and/or examples

Conclusion Add a concluding statement that summarizes your choice

During the body of your speech, there are two main ways you can give reasons and support for yourchoice.
You can use either or both of these reasons in your response:

Focus on negative reasons about one of the choices

One option is to mention a negative reason or detail about one of the choices. So, for example, if youdecide
not to let somebody use your laptop, you could say it is because you are worried that this person mignt ost
or damage the laptop.

• Focus on positive reasons about one of the choices

Another option is to give positive reasons and details about one of the choices. So, for example, it you
SOon
decide not to let somebody use your laptop, you could say it is because your sister hasa job intervew
and she needs the laptop to prepare for it.

Note that ít is possible to give three or even four reasons for your opinion, of course. However, tns
you
necessary, and in fact, many test-takers nd it hard to come up with more than two ideas. As longo
score.
give at least two reasons, you have a good chance to give an effective response and get a go0u

CELPIP
Test Expert Speaking PracticeforCEL
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 Task 6- Step-By-StepGuide

Following these ve steps will help you deliver great responses to Task6 questions.

BEFORE YOU SPEAK

STEP 1 Read the topic carefully so that you understand both the situation and what the people
mentioned in the topic want you to do. If you make a mistake about a basic detail like this, it is
likely to affect your score. As always, make sure that you complete this step as quickly as
possible.

STEP 2 Brainstorm reasons why you might choose each option. Also brainstorm details and examples
to support each reason. Choose the option you will talk about based on your reasons: the
option you should choose is the one with reasons that would be easier for you to talk about.

When brainstorming, you may wish to write down your ideas. You will not have time to write
full sentences, so make notes only. You may wish to number your reasons and supporting
details in the order you will say them.

WHILE YOU SPEAK

STEP 3 When the recording time begins, deliver your response. Try to speak clearly and avoid speaking
either too quickly or too slowly. Pause brie y after each sentence, but try to avoid long pauses
or hesitations in the middle of your sentences because these might reduce your score. Follow
your notes, if you have them, so that you remember what you want to say and in what order.

When you are speaking, keep an eye on how much time is remaining. If you see that you are
running out of time, start speaking slightly more quickly.

STEP 4 After you have nished your response, check how much time is remaining.

If there is a lot of time left, you can ll the remaining time by saying something like "1 know this
is not what you wanted to hear, but I hope that you understand my choice and my reasons."

If there is little time remaining, it is usually best just to be silent and not say anything else.

AFTER YOU SPEAK

STEP 5 Use the time before the next task begins rst to take a deep breath. This will help you relax.
Then think about what you will need to do in the next task. This will help you prepare more
quickly and be ready to use the preparation time as effectively as possible.

OChristien Lee, 2016 77

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 Task 6 - Common Mistakes
Some common mistakes that test-takers make in Task 6 include the following:

Giving Unclear, Unconvincing, or Unsupported Reasons

Your main goal in Task 6 is to give reasons for your choice and to support them with speci c detail.
and/or
examples. If you give reasons that are not clear, not convincing, or not supported, it may affect voe
Score

To avoid this problem, make sure you include clear, obvious reasons for your choice. For eyar.ple,if
you don't want to lend somebody some money, an obvious reason to give would be to say tyou
do not have much money at the moment. You could then support this point with speci cdetailc

The situation the topic describes may include useful information you can summarize orparaphrase
when you give your reasons. For instance, if the situation mentions that the last time you lentthi:
person money, she did not pay it back, this would be a good reason to mention in yourresponse.

Talking in General Terms Rather Than Discussing the Speci c Situation

The topic will ask you to choose one of two options related to a speci c situation. As a result, it isimportant
to address this speci c situation in your response. Talking about the issue in general terms is likely toreduce
your score. For example, if the topic is about your laptop, do not discuss laptops or computers ingeneral.

To avoid this problem, make sure you use the speci c names of the people mentioned in thetopic,
discuss speci c issues mentioned in the prompt, and so on.

Task 6-Useful Language

There are many thíngs you might need to say in a response to a Task 6auestion. Here are some tions
with example expressions that are likely to be useful:

Giving a reason • Onereasonis that. • Why? Well, ...

• This is because ...
There are a couple of reasonsTO

Saying that you are • l'm sorry, but ,..

•I'm sorry to saythat...
sorry about something lapologize, but ... Please forgive me, but...

Saying that a decision • This vwas not an easy choice for me. • This was a hard choice.
was hard for you •It washard to decide what to do. 1found it hard to makea ecision

Expressing a cause or •...because

effect of something
•As aresult,..
This was caused by ... • In consequence, .*

CELPIP
78 eaking Practicefor
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 Task 6 - Sample Response with Analysis

Read the prompt and the model response by a test expert. Then read the analysis of the response.
This will help you understand how to give effective, high-scoing responses to Task 6 questions.

Task 6: Dealing with a Dif cult Situation Preparation Time: 60 seconds Recording Time: 60 seconds

Your friend David wants to borrow your laptop computer to take on a short trip. Your sister
does not want you to do this because she might need your laptop at the weekend.

Choose ONE:
EITHER

Talk to your sister. Explain why you have decided to let David borrow your laptop.
OR

Talk to David. Tell him why you have decided not to let him borrow your laptop.

Hi,David. I've been thinking about whether or < In theintroduction,state yourchoiceand

not you can borrow my laptop, and l'nm sorry to say mention that there are several reasons for it.
that I've decided not to lend it to you. There are a
In this case, notice how the speaker apologizes to
couple of reasons for my decision.
his friend for his decision.

First, my sister might need to borrow my laptop

In the body section, give the reasons for your
this weekend. She has helped mea lot recently,
choice. Support them with details or examples.
such as by helping me move into a new apartment.
As a result, I feel that I should let her use my laptop/ In this case, notice how the speaker gives speci c
if sheneedsit. details to support his preference for letting his
sister use his laptop if she needs it. One of them
Second, I recently read that laptops often get is positive - he wants to give a bene t to his
damaged or stolen when people take trips. I really sister - and one of them is negative - he is
don't want that to happen because my laptop was worried about the loss of his laptop.
pretty expensive and I use it regularly.
In the conclusion, summarize your choice. You
This was not an easy choice for me, but I don't feel can say that the decision was hard for you and
comfortable letting you borrow my laptop. Sorry. apologizeagain,if youlike, to sound natural.

nis model response has excellent coherence and meaning, good lexical range, high comprehensibility, and
Breat task ful llment. If you could deliver a response like this with clear pronunciation and natural rhythm
and intonation, you would probably score 11 -12.

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 Task 6 - Practice 6.1

Read these two responses to a Task 6 topic. Which response, A or B, is the better one? Why?
When you have decided, check your answers on page 112.

Task 6: Dealing with a Dif cult Situation Preparatíon Time: 60 seconds Recording Time: 60 seconds

You agreed to drive your friend Sam to an interview at 3pM. Now your boss hasasked you to
attend an important meeting also at 3PM. If you go to the meeting, Sam will miss her interview.

Choose ONE:
EITHER

Explain to your boss why you cannot attend the meeting.

OR

Explain to Sam why you cannot drive her to the interview.

Response A

Hi, Sam. I know I promised to drive you to the interview, but I'm sorry to say that my plans havechanged
and I can't do that anymore. There are two reasons.

First, my boss has asked me to attend a meeting at the same time thatl agreed to drive you to thejob
interview. I've been working on an important project at the of ce, and l really need to attend thismeeting.

Second, I know you said that getting to the interview by car was the only choice, but perhaps youcan nd
a bus or train that stops near the interview location? Or perhaps you could get a taxi orsomething?

So anyway, I have to attend this meeting. Sorry.

Response B

Hello, Ms Jones. I know you asked me to attend the meeting today at 3 o'clock, but I was hoping youcould
ask somebody else to attend instead of me. There are a couple of reasons why I say this.

First, I promised my friend Sam that I would drive her to a job interview today at 3 o'clock, and i dothat,
obviously I can't attend the meeting. Sam has been having a tough time recently, and I don't want to
break my promise to her. lm sure you can understand.

Second, Peter Smith has been working hard on our project recently, and I think he actually knows more
about it than I do. In consequence, I think Peter would be a better person to attend the meeting thanme.

Ihope you understand my reasons for saying this and can accept my suggestion that Peter shouldottend.

Now practice the better response until you can say it naturally and uently in 60 seconds orless.

80 Test Expert Speaking Practice forCELPIP

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 Task 6 - Practice 6.2

This response to a Task 6 topic has some missing phrases. Choose the phrase from the list that best
completes each blank and write it in the space. Then check the completed response on page 112.

Task 6: Dealing with a Dif cult Situation Preparation Time: 60 seconds Recording Time: 60 seconds

Your friend Maria has invited you to a dinner party at her home on Sunday. Unfortunately,
your parents have also asked you to have a family dinner with them on the same day.

Choose ONE:
EITHER

Explain to Maria why you have to decline her invitation.

OR

Explain to your parents why you cannot have dinner with them.

Hi, Mom and Dad. 1 Many thanks for the invitation to come round for a

family dinner on Sunday. 2 that I'm not going to come because I'm going to

have dinner with my friend Maria instead. There are 3 for mydecision.

First, Maria is going away on a long business trip soon, and this will be 4 to
see her for about six months. I want to 5 to chat with her before she goes

away. I'm sure that 6

Second, we had afamily dinner just a couple of weeks ago, and Thanksgiving is coming up soon, so I think

we'll have plenty more opportunities to 7 in the near future.

This was not 8 for me, but I'm sure you can understand and respect my

reasons for choosing to have dinner with Maria on Sunday rather than with you.

Phrases

Ocouple of reasons have an opportunity I'm sorry to say spend time together
aneasychoice Thope you're well my last chance you can understand

Now practice the completed response until you can say it naturally and uently in 60 seconds or less.

O Christien Lee, 2016 81

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 Task 6- Practice6.3
This response to a Task 6 topic has a number of grammar and vocabulary mistakes. A tect
has crossed out the errors. Write in the corrections. Then check the corrected response on neee-12

Preparation Time: 60 seconds Recording Time: 60second

Task 6: Dealing with a Dif cult Situation

You recently won a free holiday in Hawaii for two people. Both your best friend Michael and
your younger brother Brian have asked if they can go with you. Neither of them has had a
vacation for several years.

Choose ONE:
EITHER
Talk to your brother. Explain why you have decided to go to Hawaii with Michael.
OR
Talk to Michael. Explain why you have decided to go to Hawaii with your brother.

Hi, Michael. I've been thinking about whether to ge 1 Hawaii with you or with

Brian. I'm sorry to say that Pm deeding 2 to go with my brother. There are a

couple of reasons for my ehoesing3

sick,
First, my brother has had a hard time recently. His wife left him, he s-being 4

and then he lost his job. Going to Hawaii with you would be great, but I think ef 5

Brian deserves a chance to relax and enjoy himself more.

Second, last time you and me 6 Spoke, you seemed worried about your work

situation. I remember you saying that you ere 7 working really hard becauseof
de
concern that you might lose your job. I am worried that if you take time off now, your boss might

you are not serious about your job.

This was not an easy choice for me, but I Gm-hepe 8 .. you understand myreasons

for choosing to go with Brian.

Now practice the corrected response until you can say it naturally and uently in 60secor

82 Test Expert Speaking Practice,forCELPIP

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 Task 6 - Practice 6.4

Write your own response to this Task 6 topic using the responses on the previous pages as a guide.
After you nish writing your response, compare it with the suggestedresponse on page 113.

Task6: Dealing with a Dif cult Situation Preparation Tíme: 60 seconds Recording Time: 60 seconds

You and your sister pay part of youryoungerbrother'srenteverymonth. Now your sister
wants to stop doing this because she thinks he is old enough to solve his own problems. She
thinks you should also stop. Your brother will not be able to pay his rent if you do this.

Choose ONE:
EITHER

Talk to your brother. Explain why you will not help him any longer.
OR

Talk to your sister. Explain why you will continue to help your brother.

Write your response on a piece of paper or in your notebook

Now practice your response until you can say it naturally and uently in 60 seconds or less.

Task 6 - Practice 6.5

Prepare and deliver a response to this Task 6 topic under test conditions. Record your response, if
possible. Then listen critically to the recording. Make a list of ways you could improve your response.

Task 6: Dealing with a Dif cult Situation Preparation Time: 60 seconds Recording Time: 60 seconds

Your company is holding a party for all staff. A former colleague Sarah left the company two
weeks ago to take a job in a different industry. She wants you to ask your boss to invite her to
the event.

Choose ONE:
EITHER

Explain to your boss why you think Sarah should be invited to the event.
OR

Explain to Sarah why you think she should not be invited to the event.

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SPEAKING TASK7
Task 7-Introduction
After Task 6, the computer will automatically move on to the next question. Task 7 questions askves
express an opinion about a social issue. You will have 30 seconds in which to prepare your responte,and
90 seconds in which to deliver your response.

The topic will be in two parts: a prompt that tells you to answer the question and give reasons for thevieur
you express, and a yes/no question that asks you about a social issue. The issue will be something thatmoct
people are likely to know something about or be able to talk about. The issue will never becontroversialor
something that might upsetpeople.

Your focus in Task 7 should be to express your opinion clearly, support your point of view with detailed
reasons and exanmples, and organize your response well. As with every speaking task, there is no right
answer or preferred response.

During the preparation time for Task 7, the computer screen will look something like this:

Task 7: Expressing Opinions Preparation Time: 30 seconds Recording Time: 90seconds

Answer the following question and give reasons for your answer.

Question: Do you think public transportation, such as buses, should be free for everyone?

Preparation Time
23
seconds

doi
At the top of the screen, you will see the title bar, which shows the speaking task vou are currently aot
ng.
how much time you have to prepare, and how much time you have in which to speak.

This will
in the middle of the screen, you will see the topic. Below the topic, you will see a timer. This will count
down until there is no more preparation time remaining.

Practice forCELPIP
84 Test Expert Speakin
 After the preparation time has nished, the computer will automatically go on to the recording screen,
which will look similar to this:

Task 7:ExpressingOpinions Preparation Time: 30 seconds Recording Time: 90 seconds

Answer the following question and give reasons for your answer.

Question: Do you think public transportation, such as buses, should be free for everyone?

Recording ..

In the middle of the screen you will see an icon of a microphone as well as a bar showing the amount of
time remaining in which to record your response. As soon as you see this screen, you should begin speaking.
The computer will automatically record what you say. You do not need to click anything to start recording.

After the recording time is up, the computer will stop recording automatically. The screen will change and
looksimilar to this:

Task 7: Expressing Opinions Preparation Time: 30 seconds Recording Time: 90 seconds

Answer the following question and give reasons for your answer.

Question: Do you think public transportation, such as buses, should be free for everyone?

Time is up.
The next page will
appear in 8 seconds

hen the computer stops recording, it will automatically save your response. You do not need to click
yning to save the response. After a few seconds, the computer will automatically go on to Task 8.

Christien Lee, 2016 85

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 Task 7- How to Organize Your Response
Every Task 7 topic asks you to talk about a different social issue, but the topics usually follow astandard
pattern. As a result, you can generally use one of the following organizations for your response.Often,the
choice about how to organize your response depends on the ideas you come up with whenbrainstorming.

If you came up with two reasons to answer the question in the prompt af rmatively (i.e.,sayíng"yes")or
two reasons to answer negatively (i.e., saying "no"), the following organization is a good choice.

Question: Do you think public transportation, such as buses, should be free for everyone?

• Say that some people might answer af rmatively (or negatively),

Introduction
but you would answer negatively (or af rmatively)

•Give one reason with supporting details why you would answer the
question negatively (or af rmatively)
Body of Speech
Give a second reason with supporting details why you would answer the
question negatively (or af rmatively)

Summarize your answer to the question and express a relevant hope or

Conclusion
wish for the future

If you came up with one reason to answer the question af rmatively and one reason to answer negatively,
it
the following organization is a better choice.

Question: Do you think public transportation, such as buses, should be free for everyone?

Introduction • Say that the issue is a dif cult one and that you can see both sides

Body of Speech •Give one reason why you would answer the question af rmatively
Give one reason why you would answer the question negatively

State that if you had to take a position, you would answer

Conclusion
af rmatively/negatively

Note that there are many other ways to organize your response, of course. However, the twopatterns
above are logically organized and natural. Using one of them might help you give an effectiveresponse.

Also note that it is possible to give three or even four reasons for your opinion, of course. However, this i
not necessary, and in fact, many test-takers nd it hard to come up with more than two ideas.Aslongas
you give at least two reasons, you have a good chance to give an effective response and get a goodscore.

86 Test Expert Speaking Practice forCELPIY

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 Task 7 - Step-By-Step Guide

Eolowing these ve steps will help you deliver great responses to Task 7 questions.

BEFORE YOU SPEAK

STEP 1 Read the topic carefully and understand the limits of the issue. For example, is the issue askíng
about public transportation everywhere, or only in cities? If you are not careful about such
details, you may talk about the issue too broadly or narrowly, which may affect your score. As
always, make sure that you complete this step as quickly as possible.

STEP 2 Brainstorm reasons that match the issue either af rmatively (i.e., saying"yes" to the question
in the prompt) or negatively (i.e., saying “no" to the question in the prompt). Make sure you
think of reasons that would be easy for you to talk about and easy for the raters to follow. Also
brainstorm relevant details or examples you can include to support your reasons.

When brainstorming, you may wish to write down your ideas. You will not have time to write
full sentences, so make notes only. You may wish to number your reasons and supporting
details in the order you will say them.

WHILE YOOU SPEAK

STEP 3 When the recording time begins, deliver your response. Try to speak clearly and avoid speaking
either too quickly or too slowly. Pause brie y after each sentence, but try to avoid long pauses
or hesitations in the middle of your sentences because these might reduce your score. Follow
your notes, if you have them, so that you remember what you want to say and in what order.

When you are speaking, keep an eye on how much time is remaining. If you see that you are
running out of time, start speaking slightly more quickly.

STEP 4 After you have nished your response, check how much time is remaining.

If there is a lot of time left, you can ll the remaining time by saying something like "Having said
that, I would like to think more about this important issue before making a nal decision."

If there is little time remaining, it is usually best just to be silent and not say anything else.

AFTER YOU SPEAK

STEP 5
Use the time before the next task begins rst to take a deep breath. This will help you relax.
Then think about what you will need to do in the next task. This will help you prepare more
quickly and be ready to use the preparation time as effectively as possible.

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 Task 7- CommonMistakes
Some common mistakes that test-takers make in Task 7 include the following:

Weak Reasons
Although Task 7 is called "Expressing Opinions," in most cases your opinion about the topic is justa "ueeor
"no" answer. As a result, it is not the most important thing you must discuss. You also need to give reley.
vant,
logical, and clear reasons for your opinion. If you do not include such reasons, your score may beaffected

To avoid this problem, during the preparation time, focus on coming up with clear, logicalreasons
for your point of view. Then during the speaking time, make sure you not only express your view, but
also give your reasons for holding it.

Unsupported Reasons

A related problem is coming up with reasons that are not supported by details or examples. A great
response for Task 7 will include relevant, speci c information to support each reason. Responses that
include an opinion and reasons but few or irrelevant reasons will probably not get a great score.

To avoid this problem, during the preparation time, focus on coming up with supporting detailsand
examples. Then during the speaking time, make sure you not only express your view, but alsogive
reasons for your view, and mention the details and examples that support those reasons.

Task 7- UsefulLanguage
There are many things you might need to say in a response to a Task 7 question. Here are some functions
with example expressions that are likely to be useful:

Expressing your • lam of the opinion that • In general, I think that ...
opinion • It is my view that... • On the whole, I would say that ..

Giving a reason • Thereasonis that.. • Why? Well, ...

• This is because ... • The nmain reason is that ...

Giving an example For example, .. • such as..

• For instance, ..
including ...

Making general | havenotreallyconsideredthisissuebefore, but...

statements about 'm certainly not an expert on this issue, but..
the issue • In my view, this is de nitely an important issue, andI would say that
I can see why some people might think ... but for me ..

CELPIP
88 Test Expert Speaking Practicejo
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 Task7 - Sample Response with Analysis

Read the prompt and the model response by a test expert. Then read the analysis of the response.
This will help you understand how to give effective, high-scoring responses to Task 7 questions.

Task 7:ExpressingOpinions Preparation Time: 30 seconds Recording Time: 90 seconds

Answer the following question and give reasons for your answer.

Question: Do you think public transportation, such as buses, should be free for everyone?

lcansee whysomepeople mightanswerthis In the introduction, one option is to begin by

question negatively. In my view, however, there saying what other people think about the issue
are several reasons why it is my feeling that public before expressing your own opinion.
transportation should be free.
In the rst body section, give the rst reason for
For one thing, these days many people are worried
your point of view, and support it with details,
about the environment. It is well known that public
examples, and so on.
transportation is better for the environment than
private cars because it uses less fossil fuel per In this case, notice how the speaker connects the
person. As a result, in order to reduce pollution issue to another issue (the environment) and
levels,I feel the governmentshouldmakebuses, uses this as his reason.

subways, and streetcars free for everyone to use.

In the second body section, give the second
Foranother thing, I read that public transportation 4
reason for your opinion. As usual, support your
is saferthan othermethods oftransportation,
reasons with details, examples, and so on.
especially private cars. If people could use buses
and subways for free, more people would probably In this case, notice how the speaker supports his
Use them. This would probably result in a reduction view by referring to the issue of public safety.
in the number of people injured in traf caccidents.
In the conclusion, summarize your opinion about
lo sumup, for thereasonsIhavegiven, it is my &
the issue. Then express a relevant hope or wish.
belief that public transportation should be free for
everyone. lhope that this happens sometime in the In this case, notice how the speaker uses natural
Juture, although I think that such a change in the language to express his hope that public
law is ratherunlikely. transportation does become free in the future.

Thismodel response has excellent coherence and meaning, good lexical range, high comprehensibility, and
8eat task ful llment. If you could deliver a response like this with clear pronunciation and natural rhythm
and intonation, you would probably score 11 - 12.

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 Task 7- Practice 7.1
Read these two responses to a Task 7 topic, Which response, A or B, is the better one? Why?
When you have decided, check your answers on page 113.

Task 7: Expressing Opinions Preparation Time: 30 seconds Recording Time: 90 seconds

Answer the following question and give reasons for your answer.

Question: Do you think the age at which men and women retire should be raised to 70 years?

Response A

I can see why some people might agree with raising the age of retirement. In my view, however, there are
several reasons why doing this would be a bad idea.

For one thing, a lot of young people are already out of work or unable to nd an interesting job with a
good salary. If the retirement age is raised, more elderly people will stay in theirjobs. I think this will make
it even harder for the young to get the job that they want. In my view, this would be bad for society.

For another thing, many jobs these days require employees to be able to use modern technology easily
and well. Although some elderly people have this skill, many of them do not. As a result, I feel that if the
retirement age is raised, companies may end up with elderly employees who lack the skills that employers
need.

To sum up, for the reasons mentioned, I think the retirement age should not be changed. I hope that the
government of Canada does not make the decision to raise it in the future.

Response B

This is a dif cult question for me to answer because l can see both sides of the issue.

On the one hand, if the retirement age is raised to 70, more elderly people can keep working. This will let
them continue to make money and be productive members ofsociety.

On the other hand, some young people will nd it hard to get a job because fewer elderly peoplehave
retired. This will make it hard for them to make money and be productive members of society.

In conclusion, it is hard to answer this question, but on the whole Ithink the retirement age should be
raised because doing so would allow the elderly to make money and be productive members ofsociety.

Now practice the better response until you can say it naturally and uently in 90 seconds orless.

90 Test Expert Speaking Practice forCELPIP

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 Task 7- Practice 7.2
This response to a Task 7 topic has some missing phrases. Choose the phrase from the list that best
completes each blank and write it in the space. Then check the completed response on page 113.

Task 7: Expressing Opinions Preparation Time: 30 seconds Recording Time: 90 seconds

Answer the following question and give reasons for your answer.

Question: Do you think the government should ban advertising for any food that is unhealthy?

Icansee why somepeople mightdisagreewith banningadvertisementsfor unhealthyfoods like candy or

potato chips. From my 1, ., however, there are several reasons why doing this
Would 2

more and more young people are suffering from health issues these days.

These health issues include diabetes and being overweight. From what I have read and heard, unhealthy

|food is4 .---.. of these problems, and I think that banning ads for such food
would mean that people purchase and eat bad food less often, which might improve the situation.

Andsecond, I think that if companies were only allowed to advertise healthy foods, they would soon

change their policies. Currently, many companies produce unhealthy food items, but under the new law, L

think they would start developing and advertising healthier foods. These ads 5

to start eating these foods, and this would de nitely improve people's health, 6

Tosumup, for 7 I think ads for unhealthy foods should de nitely be banned.

hope the government decides to do this as 8

Phrases

amajorcause rst andforemost may persuade people sOon as possible

be a good idea in my view point of view the reasons given

NOW practice the completed response until you can say it naturally and uently in 90 seconds or less.

OChristien Lee, 2016 91

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 Task 7- Practice 7.3
This response to a Task 7 topic has a number of grammar and vocabulary mistakes. A test expert
has crossed out the errors. Write in the corrections. Then check the corrected response on pone 114.

Task 7: Expressing Opinions Preparation Time:30 seconds Recording Time: 90 econds

Answer the following guestion and give reasons for your answer.

Question: Do you think children should have to do physical exercise at school every day?

This is a dif cult question for me to answer because I can see both sides of issue 1..

On the one hand, if children were required to do physical exercise everydey 2

at school, I am sure they would be much tter and healthier. This would be bene cial as they would besick

less often, which would mean their parents wouldn't have to stay in 3 home to

look fer 4 them because they must be absent from school.

On the other hand, the purpose of school is to educate children. I think teachers should spend their time

helping children teeFAİng 5 how to read, how to write, how to calculate, how

to solve problems, and so on. If schoolchildren have to spend part of each day running around or doing

some kind of sport, obviously they will have fewer 6 time for seriouslearning.

In conclusion, it is hard to answer this question, but on the whole I think that requiring students to play

sports or do some Gnether 7 kind of physical activity is a qood idea. I hope that

schools in my neighbour 8 start doing this as soon as possible.

Now practice the corrected response until you can say it naturally and uently in 90 secondsof less.

CELPIP
92
Test Expert Speaking Practice,
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Task 7 - Practice 7.4

Write your own response to this Task 7 topic using the responses on the previous pages as a guide.
After you nish writing your response,compare it with the suggestedresponse on page 114.

Task 7: Expressing Opinions Preparation Time: 30 seconds Recording Time: 90 seconds

Answer the following question and give reasons for your answer.

Question: Do you think there should be one public holiday every month in Canada?

Now practice your response until you can say it naturally and uently in 90 seconds or less.

Task 7- Practice7.5
Prepare and deliver a response to this Task 7 topic under test conditions. Record your response, if
possible. Then listen critically to the recording. Make a list of ways you could improve your response.

Task 7:ExpressingOpinions Preparation Time:30 seconds Recording Time: 90 seconds

i Answer the folowing question and give reasons for your answer.

Question: Do you think public transportation, such as buses, should be free for everyone?

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 SPEAKING TASK 8

Task 8- Introduction
After Task 7, the computer will automatically move on to the next question. In Task 8, you will see a picture
of something unusual. The question will give you a situation and ask you to describe what you can see on
the screen to somebody who cannot see it. The question will also give you a second task, such as to ask
whether somebody has lost the item shown in the picture or whether it is OK to purchase the item. You will
have 30 seconds in which to prepare your response, and 60 seconds in which to deliver your response.

Your focus in Task 8 should be to give a description of what you can see. You need to give enough detail that
the other person can imagine it. You are unlikely to know the exact words to describe the picture, so you
will have to be creative in using the words you do know to describe what you can see.

During the preparation time for Task 8, the computer screen will look something like this.

Task 8: Describing an Unusual Situation Preparation Time: 30 seconds Recording Time: 60 seconds

Your young daughter left her favourite soft toy at a café. Call the café. Provide a full and clear
description of your daughter's toy and ask if anyone has found it.

Preparation Time
23
seconds

At the top of the screen, you will see the title bar, which shows the speaking task you are currently doing,
how much time you have to prepare, and how much time you have in which to speak.

In the middle of the screen, you will see the topic and the picture. (Note that you can see a larger version of
all the pictures in the Task 8 section in the Picture Appendix, which starts on page 118.) Next to the picture,
you will see a clock icon and a timer, which will count down until there is no preparation time left.

94 Test Expert Speaking Practice forCELPIP

 After the preparation time, the computer will automatically go on to the recording screen:

Task 8: Describing an Unusual Situation Preparation Time: 30 seconds Recording Time: 60 seconds

O Your young daughter left her favourite soft toy at a café. Call the café. Provide a full and clear
description of your daughter's toy and ask if anyone has found it.

Recording ..

Next to the picture, you will see an icon of a microphone and a bar showing the amount of time remaining
in which to record your response. As soon as you see this screen, you should begin speaking. The computer
will automatically record what you say. You do not need to click anything to start recording.

After the recording time is up, the computer will stop recording and save your response automatically. You
do not need to click anything to save the response. The grey bar on the screen will change to look similar to
this:

Time is up.

Because Task 8 is the last question in the CELPIPTest, after a few seconds the computer will automatically
endthetest.

OChristien Lee, 2016 95

 Task &-How to Organize YourResponse
Every Task 8 topic shows you a different picture, but in general the pictures are similar to one another. As
a result, you can use the same basic organization for your response provided that you vary the body of your
speech depending on what kind of picture you get.

In general, a good response to a Task 8 question will have the following organization and include the
following information.

• Explain why you are caling by summarizing the situatíon given in the question
Introduction
•State that you will describe what you can see in the picture

• Give a brief overall descriptíon of the object or thing in the picture (if necessary)
• Describe the main features of the picture;
Body of Speech include as much detail as possible about each feature you describe; in addition, try
to say either where each thing is in relation to the picture (e.g., "on the left...")
or where it is in relation to something else in the picture (e.g., next to the .. )

• Express the hope that your description was good enough

Conclusion
• Ask the question you were told to ask in the Task 8 question topic

In the body of your speech, you should follow a logical order when you describe the main features of the
picture. Generally, you should follow one of these three approaches:

Describe the Main Features of the Picture from Left to Right

If the picture is wider than it is tall, usually the best option is rst to describe the
1 2 3
features you can see on the left of the picture, then what you can see in the middle
of the picture, and nally what you can see on the right of the picture.

Describe the Main Features of the Picture from Top to Bottom 1

If the picture is taller than it is wide, the best option may be to describe the features
2
you can see in the top of the picture, then what you can see in the middle of the
pictúre, and nally what you can see in the bottom of the picture. 3

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 Task 8-Step-By-Step Guide
Following these four steps will help you deliver great responses to Task 8 questions. (Note that because
Task 8 questions ask you to describe a picture, you do not need to follow the usual step of carefully reading
andunderstanding the topic.)

BEFORE YOU SPEAK

STEP 1 Look at the whole picture. Decide whether you will describe it from left to right or from top to
bottom. Then decide which features of the picture you will describe and how you will describe
them. Note that you may not know the names of some of features you could descríbe. In such
cases, you can either think about how to describe the feature using other words, or you can
choose to describe other features instead of this feature.

You may nd it helpful to draw an outline of the picture and then draw numbers in the same
places as the features you will describe. This wil help you follow a clear organization. You may
also nd it helpful to make notes about what you will say during the recording phase.

WHILE YOU SPEAK

STEP 2 When the recording time begins, deliver your response. Try to speak clearly and avoid speaking
either too quickly or too slowly. Pause brie y after each sentence, but try to avoid long pauses
or hesitations in the middle of your sentences because these might reduce your score. Follow
your notes, if you have them, so that you remember what you want to say and in what order.

When you are speaking, keep an eye on how much time is remaining. If you see that you are
running out of time, start speaking slightly more quickly.

STEP 3 After you have nished your response, check how much time is remaining.

If there is a lot of time left, you can ll the remaining time by saying something like this as the
last sentence of your response: "Of course, if you want me to describe any aspect of the thing
again, I'd be happy to do that." (Replace "the thing" with a description of or the name of the
object. For example, if you are describinga child's toy, say "Of course, if you want me to
describe any aspect of my daughter's toy again, I'd be happy to do that.")

If there is little time remaining, it is usually best just to be silent and not say anything else.

AFTER YOU SPEAK

STEP 4 Task 8 is the nal task in the CELPIP Test, so relax, take a deep breath, feel proud of yourself,
and think of something enjoyable you can do to celebrate having nished the test.

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 Task 8- CommonMistakes
Some common mistakes that test-takers make in Task 8 include the following:

Long or Frequent Pauses while Speaking

Because Task 8 asks you to describe something unusual, it is likely that you will not know all of the correct
words to describe the picture. This is expected. However, if you hesitate too often or for too long while
describing the main features of the picture, your score is likely to be affected.

To avoid this problem, you need to describe the main features of the picture using indirect ways to
express your points even if you do not know the correct word. For example, if you had to describe
the child's toy shown on page 99, you could say something like "It has big round eyes on top of what
look like thin sticks." This would dlearly describe the picture and impress the raters even though
native English speakers would probably say the eyes are on "stalks" instead of "thin sticks."

Incomplete or Short Responses

Because you are unlikely to know the correct words to describe the main features of the picture, you may
focus only on the features you know how to describe. This may result in a short, low-scoring response.

To avoid this problem, add more details about those features of the picture you are con dent you
can describe. For example, instead of a short description like "The toy is covered in fur," you could
make your response longer by adding more details: "The toy looks like it is covered in hair or fur. The
fur appears quite long and seems to be two colours- lighter in some places, darker in other areas."

Task 8- UsefulLanguage
There are many things you might need to say in a response to a Task 8 question. Here are some functions
with example expressions that are likely to be useful:

Describing something • Itlooks similar to.../ like.. •lt resembles..

using indirect language Itseemsas if,.. / to be.. / like.. • lt appears to be ...

Describing features • It is made of .. / composed of .. • It is full of ...

It is covered | in/ with.. • It has ..

Saying where one •next to ../ near ,./beside.. • on the front/ back (of) ...
feature is •above.../ levelwith .../ below... • on top of... /under ...

Admitting that you do • I'm not sure exactly what to call it, but ..
not know a word •| don't knowif this is the correctname for it, but ..

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 Task 8 - Sample Response with Analysis

Read the prompt and the model response by a test expert. Then read the analysis of the response.
This will help you understand how to give effective, high-scoring responses to Task 8 questions.

Task 8: Describing an Unusual Situation Preparation Time: 30 seconds Recording Time: 60 seconds

Your young daughter left her favourite soft toy at a café. Call the café. Provide a full and clear
description of your daughter's toy and ask if anyone has found it.

Preparation Time
23
seconds

Hello. I'm calling because my child left her favourite In the introduction, summarize or paraphrase
toy at your café. Let me describe the toy for you. the situation given in the topic. Then say that
you will describe the thing(s) in the picture.
The toy is a little alien monster. It has big round
eyes on top of what look like thin sticks. Below the In the body section, describe the main features
eyes it has a small nose that somewhat resembles a of the thing in the picture. Include as many
pig's nose, and a large curved mouth with two details as possible. Use indirect language if you
small sharp teeth. It has two arms and two legs. don't know the exact word for something. (Note
The toes have sharp things that look like knives. that the Task 8 model responses deliberately use
The toy looks like it is covered in hair or fur. The indirect language rather than exact words in
fur appears quite long and seems to be two colours order to be a more useful model for students.)
-lighter in some places, darker in other areas.
In the conclusion, express the hope that your
Ihope my description of her toy isclear.,Do you description is clear. Then nish by asking the
happen to know if anyone has found it? question that the topic tells you to ask.

This model response has excellent coherence and meaning, good lexical range, high comprehensibility, and
great task ful llment., If you could deliver a response like this with clear pronunciation and natural rhythm
and intonation, you would probably score 11 -12.

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Task 8- Practice8.1
Read these three responses to a Task 8 topic. Which response, A, B, or C, is the hec
When you have decided, check your answers on page 114.

Task 8: Describing an Unusual Situation Preparation Time: 30 seconds

Recording Time: 60seconds

You saw an interesting painting in the window of an art gallery. Call the gallery. Provideafull
and clear description of the painting and ask how much it costs.

Preparation Time
23
seconds

startson
If you want to see the details of the picture better, remember that the Picture Appendix, whichst
page 118, has a larger version of this picture (and all of the pictures in this Task8 section).

CELPIP

100 Test Expert SpeakingPractice/0

 Response A

Could you tell me about the painting in your window, please? l'd like to buy it, I think.

The painting shows a person playing a guitar. He or she is playing the guitar with one hand. He or she is
jumping in the air. He or she has the other hand raised in the air. He or she has both legs up. The guitar
looks like an electric guitar. I hope my description of the painting is clear. I think my friend would like the
painting because she plays the guitar.

Like I said, the painting is in the window of your art gallery. Please let me know how much the painting
costs so that I can think about buying it for my friend.

Response B

Hi. I sawa painting in the window. I'Il try todescribeit. Do you still have it? How much does it cost?

The painting has many dots. Some of the dots are big and some of them are small. The painting shows a
man playing the guitar. It looks like the man's holding the guitar in his left hand. The man is jumping up
with his right hand in the air. He's probably having a good time playing at a concert or something. The
man is in the middle of the painting. The painting has a thin border around it, which might be a frame or
something.

There are more things I could say about the painting, but l just want to know how much it costs.

Response C

Hello. I'm calling about an interesting piece of art that I saw in the window of your gallery a few days ago.
l'd like to describe the painting for you.

The painting shows a person playing the guitar. The person appears to be a man and the instrument looks
like an electric guitar. It looks as if the man is jumping in the air. His right arm is raised high in the air and
his left hand seems to be holding the thin part of the guitar. The most interesting feature of the painting is
that the person and his guitar are composed of small and large dots of different shades. There are some
dots around the edge of the man, too.

I hope my description of the painting is clear. Do you happen to know how much it costs ?

Now practice the best response until you can say it naturally and uently in 60 seconds or less.

O Christien Lee, 2016 101

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 Task 8 - Practice 8.2

This response to a Task 8 topic has some missing phrases. Choose the phrase from the list that best
completes each blank and write it in the space. Then check the completed response on page 115.

Task 8: Describing an Unusual Situation Preparation Time: 30 seconds Recording Time: 60 seconds

You found some keys at your home. You think they might have been left by a friend. Call your
friend. Provide a full and clear description of your keys and ask if he or she has lost them.

Preparation Time
23
seconds

Hi. I'm calling because I think there's 1 by mistake you left your keys
2 "Il describe them for you.

There's a ring in the middle which has 3 keys and objects attached to it. One key
is a car key. It has a black part with a picture of a car on it 4 buttons to lock and
unlock the car doors. Next to that is5 some USB memory. It has the number
"32" and the letters "GB" on it 6 Next to that is what seems to be a pocket for
holding credit cards 7 a driver's licence. Finally, there are two keys that are linked
together. One looks like it is made of metal. The other 8 a square plastic top.

Ihope my description of the keys is clear. Do you think they're yours?

Phrases

a chance that appears to have at my place or perhaps a

a number of as well as at the bottom what looks to be

Now practice the completed response until you can say it naturally and uently in 60 seconds or les.

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 Task 8- Practice8.3
Thisresponse to a Task8 topic has a number of grammar and vocabulary mistakes. A test expert
hascrossed out the errors. Write in the corrections. Then check the corrected response on page 115.

Task 8: Describing an Unusual Situation Preparation Time: 30 seconds Recording Time: 60 seconds

You just saw an image you think would be the perfect logo for a friend's fruit shop. Call your
friend. Provide a full and clear description of the image and ask if it sounds like a good logo.

Preparation Time
23
seconds

Hi. I'm calling because I saw an image that might be a great logo for your business. Let me te

describe it for you.

The image hes 2 a tree. The main part of the tree and the branches are black

andloeks ike 3 a normal tree. Theleaves of the tree are interesting and
different, Gtheugh 4 For one thing, the image has different kinds of fruit
Fatheref 5 .... real leaves. These fruits include strawberries, pineapples, grapes,

apples, melons, cherries, oranges, er6 other varieties. In addition, the fruits

suggest good healthy 7, -...

because they are in the shape of a heart.

lhope my description of the image is clear. Do you think that it eGA8 be a good

logo for your fruit store?

Now practice the corrected response until you can say it naturally and uently in 60 seconds or less.

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 Task 8- Practice 8.4
Write your own response to this Task 8 topic usíng the responses on the previous pages as a pu:ale.
After you nish writing yourresponse, compare it with the suggested response on page 115.

Task 8: Describing an Unusual Situation Preparation Time: 30 seConds Recording Tíme

0 seconds

O Your sister recently sent you a picture of some cakes she purchased from a bakery. Call the
bakery. Provide a full and clear description of the cakes and ask what each cake is called.

Preparation Time
23
seconds

******

******

Now practice your response until you can say it naturally and uenty in 60 seconds or less.

104 ELPIP
Test Expert Speaking Practice for
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Task 8- Practice8.5
Prepare and delivera response to this Task 8 topic under test conditions. Record your response, if
possible. Then listen critically to the recording. Make a list of ways you could improve your response.

Task 8: Describing an Unusual Situation Preparation Time: 30 seconds Recording Time: 60 seconds

You saw an unusual bird in a park near your home. Call a local birdwatching organization.
Provide a full and clear description of the bird you saw and ask what kind of bird it is.

Preparation Time
23
seconds

(If you want to see the details of the picture better, remember that the Picture Appendix, which starts on
page 118, has a larger version not just of this picture, but of all of the pictures in this Task 8 section.)

O Christien Lee, 2016 105

 ANSWERS AND MODEL RESPONSES
Note: if you are not sure why an answer is correct (or incorrect), consult a grammar book or ask a teacher.
And remember: you can hear recordings of all of the model responses in this book if you subscribe to the
"Test Expert" channel on YouTube.

Practice 1.1 - Explanation

Response B is the better response. The grammar, vocabulary, and language use are all natural and correct. It offers
clear reasons why the speaker feels that Canada is a better choice for a vacation than the United States, and gives
relevant supporting details and examples. A response like this would probably get a score of 11 to 12.

In contrast, Response A does not address the topic well because it fails to give clear advice about whether the
listener should take a vacation in Canada or the USA. In addition, response A is likely to be too short.

Practice 1.2 - Completed Response

Hi, David. lunderstand that you're thinking about quitting your job and going back to college to study. As you
know, I did that a few years ago, so perhaps I can give you some advice.

On the one hand, there are de nitely some bene ts to your plan. For one thing, improving your education may
help you in the future. Getting an MBA de nitely helped me nd a really great job because employers wanted
somebody with an advanced quali cation. And for another thing, I know that you really dislike your current
position at ABC Industries, so maybe a career change would be good for you.

On the other hand, there are some possible drawbacks to your idea. First, the economy may not be in a good state
in the future. As a result, you might nd it hard to get a job after you graduate from college. And second, college
fees are high right now. This means that you might be in nancial trouble if you decide to go back to school.

Anyway, whatever you decide to do, I'm sure you'll have a lot of success in the future.

Practice 1.3 - Corrected Response

Hi, Sarah. I understand you're interested in becoming healthier. I really tried to improve my health last year, so
perhaps I can give you some helpful advice.

First, if I were you, I would try to eat healthy food, especially fruits and vegetables. I read an interesting article
about this topic last year. According to what I read, eating plenty of fruits and vegetables can help one lose weight
and stay healthy. I started trying to eat more healthily last year, and since then, I've lost ve kilograms and have
hardly been sick at all. Perhaps you'll have the same results asme.

Second, have you considered doing regular exercise in the park near your home? That park has a running track, a
cycle path, and a public swimming pool, so you could do a variety of different types of workouts. The track and path
are free, I believe, and the pool is inexpensive at just $5 per time, so exercising there wouldn't cost you a lot.

Anyway, whatever you decide to do, good luck! I sincerely hope that you achieve your goal of becoming healthier.

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 Practice 1.4 - Suggested Response
Hi. David. I understand you're going to move soon. As you know, I moved into a new apartment a few months ago,
so perhaps I can give you some helpful suggestions.

First, I strongly suggest that you move into an apartment downtown rather than one on the edge of the city. There
are a couple of reasons why I recommend this. First, even thougha downtown apartment is more expensive, you
will probably save money in the long run. The reason is that you will probably save money on travel expenses every
time you go out or commute to your of ce.

Second, I think your life will be much more enjoyable if you live downtown. When I lived on the edge of the city I
often used to feel bored, especially at weekends, because there was almost nothing to do near where I lived. Since
I moved into my new apartment downtown, however, I haven't been bored. The reason is that there are so many
great things to do and exciting places to go nearby.

Anyway, good luck with your decision. I'm sure you'll make the right choice for you.

Practice 2.1 - Explanation

Response A is the better response. The grammar, vocabulary, and language use are all natural and correct. It clearly
describes a mistake the speaker has made, why it was a mistake, and what the speaker learned as a result of
making this mistake. A response like this would probably get a score of 11 to 12.

In contrast, Response B does not address the topic well or directly. It describes an argument, but does not directly
explain why the speaker thinks the argument was a mistake. In addition, it says how the speaker feels about the
experience, but does not say what the speaker learned from it.

Practice 2.2- Completed Response

In my life, I have had to make dif cult choices several times. IfI had to pick just one example to talk about,
however, it would be deciding whether or not to help my friend.

A couple of years ago, my friend James was in nancial dif culties. One month, he needed $1000 to pay his rent,
and he asked if he could borrow it from me. I really wanted to help him. However, my parents always told me not
to lend money to friends, so I said no to James. He said that he understood and that we would still be friends, but
actually we stopped seeing each other after that.

To be honest, I miss spending time with James, so I wish that I had loaned him the money he needed.

Practice 2.3 - Corrected Response

In my life, I have had surprising experiences a number of times. If l had to pick just one example to talk about,
however, it would be winning a scholarship to go to a conference.

It happened just a few weeks ago. I saw an article online about a conference in Australia. The article said that one
person could win a scholarship to attend. I've always wanted to visit Australia and the conference sounded

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 interesting, so I decided to apply. However, the deadline was in just a few hours, so I had to complete the
application extremely quickly.

I thought that I had no chance, so I was both surprised and pleased when I found out that I had won! Now,
however, I'm nervous because l have to speak in front of hundreds of people.

Practice 2.4 - Suggested Response

In my life, I have had a great time with my friends many times. If I had to pick just one time to talk about, however,
it would be going to Niagara Falls with them.

It happened a few years ago. My friends Jack, Ben, and I had just graduated from university, and we decided to take
a trip together to celebrate. Surprisingly, none of us had been to Niagara Falls before, so we took a trip there. We
had a wonderful time. We saw the Falls, went to some great restaurants, and met some interesting people.

The whole trip was a great experience, but the best part for me was spending time with Jack and Ben. We had so
much fun that every year we go back to Niagara Falls for a couple of days.

Practice 3.1 - Explanation

ResponseCis the best response. The grammar, vocabulary, and language use are all natural and correct. It uses a
logical organization - from top to bottom - and gives a clear description of the people in the scene and where they
are or what they are doing. A response like this would probably get a score of 11 to 12.

In contrast, rather than describing the scene and the people in it, the speaker in Response A just gives a list of
everything and everybody he can see in the picture. In addition, the response is not well organized. The speaker
does not follow a logical order when describing who and what he can see, but "jumps" around. A listener would
nd it hard to get a mental image of the picture from this response.

Like Response A, Response B is organized poorly. The speaker describes the scene from left to right, but this creates
confusion. For example, the speaker mentions there are two women on the left of the picture. This suggests that
the women are near each other and/or interacting, but in fact the woman raising her hand and talking and the
woman sitting behind a desk are not near each other or interacting in any way. Again, a listener would nd it hard
to get a clear impression of the picture from this response.

Practice 3.2 - Completed Response

This scene shows what looks like a street with a park behind it. I'l describe some of the things and people t can see
in the picture and say what they're doing.

In the foreground of the picture, two elderly people are riding bicycles. Just behind them on the sidewalk are a
young couple with a dog. They are wearing backpacks. In the middle of the picturel can see two women taking a
sel e. One of them seems to be pregnant. In the background I can see a family. It seems as if they're having a
picnic. The parents are cooking some food on a barbecue and their two children are playing with a ball, l can see a
hot air balloon in the sky behind them.

There is more I could describe, but | hope this gives a clear overall impression of the scene.

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Practice 3.3 - Corrected Response
This scene shows what looks like a bus station or bus stop. I'll describe some of the things and people I can see in
the picture and say what they're doing.

At the top of the picture, there are people waiting in a bus shelter. There is a bus near them, and some people
walking on the road next to the bus. To the right of the bus, there is a café. A woman seems to be ordering a
coffee. At the bottom of the picture, a man and a woman are shaking hands. Near them I can see two men lookíng
at their phones. Both have beards, but one is young and one is older. The latter has a small suitcase.

There is more I could describe, but I hope this gives a clear overall impression of the scene.

Practice 3.4 - SuggestedResponse

This scene shows what looks like a train or subway station. I'lIl describe some of the things and people I can see in
the picture and say what they're doing.

In the foreground, I can seea man standing by a pile of luggage. To the right of him, two men are talking. And to
the right of the two men, a young couple are looking at some information on a tablet computer. In the míddle of
the picture, what seems to be a businessman is running to catch a train. In the background, two people are buying
tickets, an elderly man is walking slowly towards the ticket barrier, and two people are taking the escalator up to
the train platform.

There is more I could describe, butl hope this gives a clear overall impression of the scene.

Practice 4.1 - Explanation

Response B is the best response. The grammar, vocabulary, and language use are all natural and correct. It uses the
same logical organization as Task 3 and discusses the same people in the same order, which is good. It makes
reasonable and natural predictions about what the people in the scene might do next. A response like this would
probably get a score of 11 to 12.

In contrast, Response A is poorly organized: the speaker jumps around from person to person in the scene and does
make predictions in a clear, logical order. This makes it harder for the rater to follow the response. In addition, the
language is very repetitive: the speaker uses "might" to introduce each prediction. This kind of repetitive language
is likely to reduce the speaker's overall score.

Response C also has problems. It uses a better order than response A, but it is even more repetitive: the speaker
uses the phrase "will probably continue" in each prediction. This kind of repetitive language is likely to reduce the
speaker's overall score. In addition, the speaker says that every person will continue doing what he or she was
already doing, which is not what the raters are listening for because it is not really a prediction.

O Christien Lee, 2016 109

 Practice 4.2 - Completed Response

Il predict what some of the people in this park scene might do next and some of the things that might happen
next.
I suspect that the two elderly people will continue cycling down the street in the direction they are currently
heading. I feel that the young couple who are wearing backpacks will let their dog run around in the park in order
to get some exercise. The two women taking a sel e will probably take several pictures before looking at their
phone to decide which sel e is the best one they took. I feel that the parents of the two children who are playíng
with a ball will say that lunch is ready and then the whole family will probably have a picnic on the grass. Finally, I
feel that the hot air balloon will oat off to the east.

Obviously I cannot be sure any of these predictions will come true, but perhaps some of them will.

Practice 4.3 - Corrected Response

Tl predict what some of the people in this bus station scene might do next and some of the things that might
happen next.

I suspect that the people who are waiting in the bus shelter will pick up their bags and get on a bus that will take
them to their destination. I feel that the people walking on the road by the bus will either board a bus or move
onto the sidewalk. At the café, the woman wll nish ordering her coffee and then probably sit down and start to
drink it. I imagine that the people shaking hands will go and get a coffee together so they can chat with each other
more easily. I think the two men with beards might decide to use their phones in order to make a call or perhaps
even take a photo.

Obviously I cannot be sure any of these predictions will come true, but perhaps some of them will.

Practice 4.4- SuggestedResponse

Ill predict what some of the people in this railway station scene might do next and some of the things that might
happen next.

1 suspect that the man standing by the pile of luggage will meet a friend who will then pick up some of the luggage.
I think that the two men will continue their conversation. l imagine that the young couple will buy train tickets after
they have nished looking at the tablet. I think the businessman who is running might either trip over or run into
somebody. The two people buying tickets and the elderly man will all take the escalator up to the platform. And the
people already on the escalator will reach the platform and sit or stand while they wait for their train to arrive.

Obviously I cannot be sure that any of these predictions will come true, but perhaps at least some of them will.

Practice 5.1- Explanation

Response Bis the better response. The grammar, vocabulary, and language use are all natural and correct. It clearly
states the speaker's preference for which restaurant to visit and gives two reasons with relevant supporting details
and examples, A response like this would probably get a score of 11 to 12,

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 In contrast, Response A uses accurate and natural grammar and vocabulary, but it does not address the topic. Task
5 Questions tell you to persuade the other person why the option you chose is better than the option that he or she
chose. In this response, the speaker does not do this. Instead, he argues that the best option is to ask his sister
where she would like to go. In real life, this may be the best option, but in a test like CELPIP, not doing what the
task asks you to do may signi cantly reduce your score.

Practice 5.2 - Completed Response

The city you chose de nitely has some good points. However, there are a couple of reasons why I think my choice
is the better option for our visit to theUSA.

For one thing, I didn't tell you this yet, but my boss has asked me to go to Boston to attend a conference next
month. Moreover, I spent a few days in Boston several years ago on business. As I'm sure that you can understand,
I would rather go somewhere I've never been before, which is why New York is my preference.

For another thing, a couple of days ago you andI talked about what we want to do on our trip. We both agreed
that going to museums and the theatre would be great. I know that Boston has museums and theatres, too, but
New York is much more famous for these kinds of cultural attractions.

I hope you understand and agree with my reasons for thinking that we'd havea better time in New York.

Practice 5.3 - Corrected Response

The sofa you chose de nitely has some good points. However, there are a couple of reasons why I think my choice
is the better option for our shared home.

First, sometimes we have friends or family members, such as my sister or your brother, come to stay at our home,
and it would be great to have a sofa bed for a guest to sleep on.

Second, althoughl usually like leather sofas, I think the two shades of grey of the Italian-made sofa will look better
in our home than the brown leather and fabric of your suggested sofa.

Finally, I think it would be good to have a sofa with enough space for more than two people. My option is the only
sofa with room for three people to sit.

Ihope you understand and agree with my reasons for feeling that the Italian-made sofa is a better option.

Practice 5.4- SuggestedResponse

The hotel you chose de nitely has some good points. However, there are a couple of reasons why I think my choice
is the better option for my business trip next week.

First, the Silver Star Hotel is much closer to downtown than the Airport Traveller Hotel. This is important because I
will be meetings numerous clients downtown. I think it will save me a lot of time if l don't have to travel almost 20
kilometers to and from the hotel.

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 In addition, the Silver Star Hotel is more modern and looks more attractive. In contrast, the Airport Traveller Hotel
looks kind of old-fashioned. I will meet some clients at my hotel, and I think that a modern-looking hotel is likely to
make a better impression on them.

I hope you understand and agree with my reasons for thinking that the Silver Star Hotel is a better option.

Practice 6.1 - Explanation

Response B is the better response. The grammar, vocabulary, and language use are all natural and correct. It clearly
states which option the speaker has chosen and gives two reasons why. Both reasons are natural, relevant to the
topic, and supported with details and examples. A responselike this would probably get a score of 11 to 12.

Response A, in contrast, has a number of problems. For one thing, the speaker does not directly say why the rst
reason means he cannot drive his friend to the job interview. For another thing, the second body sectíon is a
suggestion for what his friend could do rather than a reason why he cannot drive the friend to the interview. It is
OK to include suggestions in your response, but it is better to give a reason rst, and then a suggestion.

Practice 6.2 - Completed Response

Hi, Mom and Dad. I hope you're well. Many thanks for the invitation to come round for a family dinner on Sunday.
I've decided that I'm not going to come because l'm going to have dinner with my friend Maria instead. There are a
couple of reasons for my decision.

First, Maria is going away on a long business trip soon, and this will be my last chance to see her for about six
months. Iwant to have an opportunity to chat with her before she goes away. I'm sure that you can understand.

Second, we had a family dinner just a couple of weeks ago, and Thanksgiving is coming up soon, so I think we'll
have plenty more opportunities to spend time together in the near future.

This was not an easy choice for me, but l'm sure you can understand and respect my reasons for choosing to have
dinner with Maria on Sunday rather than with you.

Practice 6.3 - Corrected Response

Hi, Michael. I've been thinking about whether to go to Hawaii with you or with Brian. 'm sorry to say that I've
decided to go with my brother. There are a couple of reasons for my choice.

First, my brother has had a hard time recently. His wife left him, he was sick, and then he lost his job. Going to
Hawaii with you would be great, but I think that Brian deserves a chance to relax and enjoy himself more.

Second, last time you and I spoke, you seemed worried about your work situation. I remember you saying that you
have been working really hard because of concern that you might lose your job.l am worried that if you take time
off now, your boss might decide you are not serious about your job.

This was not an easy choice for me, but I hope you understand my reasons for choosing to go with Brian.

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Practice 6.4- SuggestedResponse
Hi. Jenny. I understand your feelings about continuing to pay part of Dan's rent every month, but I'm sorry to say
that 'm going to carry on paying. There are a couple of reasonswhy.

First, if we both stop paying, Dan will not be able to pay his rent. I'm worried he might lose his apartment as a
result. If that happens, he would have to move in with you or me, but neither of us has a large home.

Second, I agree that Dan's old enough to solve his own problems, but I don't think we can just stop nancial help
without warning. I think we should tell him of our plan and give him three months to get a better job before we
stop helping him.

This was not an easy choice for me, but lI hope you can understand and accept my reasons.

Practice 7.1 - Explanation

Response A is the better response. The grammar, vocabulary, and language use are all natural and correct. It clearly
states a position on the issue and gives two reasons with details and supporting examples. A response like this
would probably get a score of 11 to 12.

Response B, in contrast, has a number of problems. For one thing, it is somewhat short and the speaker would
probably nish saying it rather early. For another thing, although the phrase "make money and be productive
members of society" is natural, correct English, the speaker repeats it too often. Finally, the reasons are not
supported with details or examples.

Practice 7.2 - Completed Response

I can see why some people might disagree with banning advertisements for unhealthy foods like candy or potato
chips. From my point of view, however, there are several reasons why doing this would be a good idea.

First and foremost, more and more young people are suffering from health issues these days. These health issues
include diabetes and being overweight. From what I have read and heard, unhealthy food is a major cause of these
problems, and I think that banning ads for such food would mean people purchase and eat bad food less often,
which might improve the situation.

And second, I think that if companies were only allowed to advertise healthy foods, they would soon change their
policies. Currently, many companies produce unhealthy food items, but under the new law, I think they would start
developing and advertising healthier foods. These ads may persuade people to begin eating these foods, and this
would de nitely improve people's health, in my view.

To sum up, for the reasons given, I think ads for unhealthy foods should de nitely be banned. I hope the
government decides to do this as soon as possible.

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 Practice 7.3- CorrectedResponse
This is a dif cult question for me to answer because can see both sides of this issue.

On the one hand, if children were required to do physical exercise every day at school, I am sure they would be
much tter and healthier. This would be bene cial because they would be sick less often, which would mean their
parents wouldn't have to stay at home to look after them because they must be absent from school.

On the other hand, the purpose of school is to educate children. I think teachers should spend their time helping
children to learn how to read, how to write, how to calculate, how to solve problems, and so on, If schoolchildren
have to spend part of each day running around or doing some kind of sport, obviously they will have less time for
serious learning.

In conclusion, it is hard to answer this question, but on the whole I think that requiring students to play sports or do
some other kind of physical activity is a good idea. I hope that schools in my neighbourhood start doing this as
soon as possible.

Practice 7.4 - Suggested Response

I can see why some people might think having one public holiday a month would be too many. In my view,
however, there are several reasons why doing this would be a good idea.

For one thing, these days, most people have very busy, stressful lives. For example, I work six days a week, and on
my day off I have to clean my home, buy groceries, and so on. Public holidays are one of the only days when I can
relax and do what I want, so I am de nitely in favour of having more of them.

For another thing, because people are so busy, they often nd it hard to spend quality time with friends or family
members. My wife also works six days a week, but her day off is not the same as mine. As a result, we rarely get to
spend time together. We both get public holidays off, however, and could do more things together if such holidays
were more frequent.

To sum up, for the reasons mentioned, I support the idea of Canada having one public holiday each month. I hope
the government decides to do this.

Practice 8.1 - Explanation

Response Cis the best response. The grammar, vocabulary, and language use are all natural and correct. The
response is logically organized in that the speaker describes the general features of the painting rst and then
moves on to talk about speci c details. The response gives a clear description of the painting and addresses every
part of the task well. A response like this would probably get a score of 11 to 12.

In contrast, Response A has some problems. In terms of content, the speaker does not say that the image is made
up of small and large dots, which is probably the main feature of the painting. This will affect the speaker's score. In
terms of organization, the response jumps around and is not well organized. The speaker talks about one hand,
then mentions jumping, then talks about the other hand, and so on, And in terms of language use, the speaker uses
unnatural repetition by saying "the painting" rather than "it" and "he or she" rather than just "he" or just "'she."

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 Response B also has a number of problems. For one thing, the speaker does not make it clear that the guitarist in
the picture is made of dots. This means his description is not as clear as it could be. In addition, the speaker gives
his opinion about what is happening in the painting by saying "he's probably ... playing at a concert." In Task &
questions, it is better to describe what you see than to imagine what you cannot see. Finally, the speaker wastes
time describing things like the frame of the picture that are not major features.

Practice 8.2- CompletedResponse

Hi. I'm calling because I think there's a chance that by mistake you left your keys at my place. I'Il describe them for
you.

There's a ring in the middle which has a number of keys and objects attached to it. One key is a car key. It has a
black part with a picture of a car on it as well as buttons to lock and unlock the car doors. Next to that is what looks
to be some USB memory. It has the number "32" and the letters "GB" on it at the bottom. Next to that is what
seems to be a pocket for holding credit cards or perhaps a driver's licence. Finally, there are two keys that are
linked together. One looks like it is made of metal. The other appears to have a square plastic top.

T hope my description of the keys is clear. Do you think they're yours?

Practice 8.3 - Corrected Response

Hi. I'm calling because I saw an image that might be a great logo for your business. Let me describe it for you.

The image showsa tree. The main part of the tree and the branches are black and look like a normal tree. The
leaves of the tree are interesting and different, however. For one thing, the image has different kinds of fruit rather
than real leaves. These fruits include strawberries, pineapples, grapes, apples, melons, cherries, oranges, and other
varieties. In addition, the fruits suggest good health because they are in the shape of a heart.

I hope my description of the image is clear. Do you think that it might be a good logo for your fruit store ?

Practice 8.4- Suggested Response

Hello. I'm calling because my sister sent me a picture of some cakes from your bakery that I want to know about.
Let me describe them for you.

One cake is in the shape of a cube. It looks like it has two layers with cream in the middle. It also appears to have
cream and a strawberry on top. Another cake is in the shape of a triangle. It's made of many thin layers. On top it
looks like it has three chocolate balls and some melted chocolate. The nal one is a round cake. I'm not sure if this
is the correct word, but it looks like it's in a paper cup. It has some small bits on top as well as a cookie or
something in the top.

Ihope my description of the cakes is clear. Do you happen to know the names of the cakes that I described?

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 APPENDIX 1-0THER STUDY MATERIALS
After you have reviewed and practiced all of the speaking questions, practice exercises, and challenges in
this book, you may want to nd other study materials that you can use to continue practicing. Here are
some suggestions:

1. Create your own topics for Tasks 1, 2,6, and 7 by making small changes to the topics in this book

It is relatively easy to come up with new topics by adapting the topics in this book (or other books). For
example, you could change Practice 1.1 on page 18 from

A family member is deciding where to go on vacation. She will either go somewhere in Canada or somewhere in
the United States. Give her some advice about where to go.

to

A friend is deciding where to go on a family vacation. He and his family will either go somewhere in Europe or
somewhere in Asia. Give him some advice about where to go.

Small changes like this are easy to make and give you the opportunity to get a lot of extra practice for free.

2. Create your own topics for Tasks 3, 4, and 8 by nding new pictures on the Internet

It is easy to search the Internet for pictures. Google has

a useful image search, and most stock image websites
will also let you search their database of images for free.

To nd useful pictures for Tasks 3 and 4, try searching

for images of "people in a shopping mall" or "people on
a beach" or "people in a meeting" or similar. (Note that
even though the pictures in CELPIP tend to be drawings,
not photographs, describing what you can see in a
photograph (or predicting what might happen next)
would still give you valuable speaking practice.

To nd useful pictures for Task 8, search for something like "unusual animal" or "strange costume" or
"weird object." Again, even though the questions inCELPIPshow you drawings rather than photographs,
describing photographs of unusual things would de nitely give you useful practice.

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 2 Create your own topics for Task 5 by nding pictures on the Internet and making up your own details

Search for images of three similar things, such as tablet computers, refrigerators, holiday resorts, and so on.
Come up with three to ve pieces of similar information - such as price, size, location, and so on - about
each thing. Then practice coming up with a response based on the pictures and information you made up.

4. Adaptspeakingquestionsfrom other tests

Most English tests, such as IELTS or TOEFL, have a speaking section. Some of the
speaking questions in these tests are similar to the speaking tasks in CELPIP. There TACTICS FOR THE
TOEFL iBT TEST
are many good study books for IELTS,TOEFL, and TOEIC Speaking and Writing that seatigc nel pprose
acieing Torsaeess
Christien Lee
have questions that may be useful for CELPIP. You should be able to buy these (or
borrow them from a library, if you prefer).
ineS

These tests and questions include:

• Speaking Task 2 questions in TOEFL iBT are similar to CELPIP Speaking Task 1 questions
Speaking Task 1 questions in TOEFL İBT are similar to CELPIP Speaking Task 2 questions
Speaking Task 3 questions in TOEIC Speaking and Writing are similar to CELPIP Speaking Task 3 questions
Speaking Task 3 questions in TOEIC Speaking and Writing can also be used for CELPIP Speaking Task 4
Speaking Task 1 and Task 2 questions in TOEFL İBT are similar to CELPIP Speaking Task 7 questions

(Note that there are no speaking tasks in other tests that are similar to CELPIP Speaking Tasks 5, 6, or 8.
For these tasks, you should use some of the other suggestions to nd additional practice questions.)

5. Borrow or purchase of cial CELPIP study materials

Paragon Testing Enterprises is the organization that develops and administers the CELPIP Test. This
organization sells of cial practice tests and study materials for CELPIP. Some of these materials focus only
on speaking; other materials cover every part of the CELPIPtest.

You may be able to borrow these from a local library. If this is not possible, you may be able to purchase
them online fromAmazon.ca or from this website: https://www.paragontesting. ca/

6. Find unof cial CELPIP speaking questions on the Internet

You can also nd unof cial speaking questions for CELPIP if you search the Internet. You should be careful
with unof cial topics that you nd, however, Unlike the topics you see in of cial CELPIP study materials or
the questions in this book, which have been carefully designed to closely resemble of cial questions, some
unof cial questions that you nd online may not be similar to the of cial test. If you worry that a question
you found online is not a good question, it may be better not to use that question.

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APPENDIX 2 - PICTURES

Task 3, pages 32-37

Task 4, pages 44-49

Task 3, page 38
Task 4, page 50

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 Task 3, page 40
Task 4, page 52

-
City Bus
COFFEE
Task 3, page 41
Task 4, page 53

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 Task 3, page 42
Task 4, page 54
TICKETS

WELCOME

Task 3, page 43
Task 4, page 55

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 Task 8, pages 94-99

Task 8, page 100

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 Task 8, page 102

-...

Task 8, page 103

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 Task 8, page 104

Task 8, page 105

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