CELPIP Speaking Test 2026: 8 Tasks, Scoring, Templates and Sample Answers

The CELPIP Speaking test has eight recorded tasks in about 15 minutes. You give advice, tell a story, describe a scene, make predictions, persuade a listener, handle a difficult situation, express an opinion and describe something unusual. Each task gives you preparation time before recording starts. Match your structure and tone to the listener and purpose in the prompt.

This guide explains the official format and scoring, then gives you a flexible structure and an original sample response for every task. Use the samples to learn what each response has to do, so you can find relevant ideas quickly during the short preparation time. A memorized script rarely fits the listener and purpose of a new prompt.

CELPIP Speaking test format at a glance

The official CELPIP test format lists eight Speaking tasks in 15 minutes, and Speaking is the last section of the test. The CELPIP test format guide covers the order and timing of all four sections. Each prompt appears on screen for you to read, you speak into a headset microphone provided by the test centre, and the computer moves from preparation to recording automatically. The current CELPIP Speaking Pro Target 9+ study pack gives the task-by-task timing below.

The Speaking section is the same in CELPIP General and in CELPIP General LS, the Listening and Speaking test used for citizenship applications, so everything in this guide applies to both. If you are not sure which one to book, compare them in CELPIP General vs LS.

How the CELPIP Speaking test is scored

According to the official CELPIP results page, each Speaking performance is rated by three to five trained raters working independently, using four performance dimensions. If their ratings disagree, a benchmark rater reviews the performance. You receive one Speaking level based on all eight tasks, not a separate score for each task.

Writing is rated on a similar model, with Readability in place of Listenability. If you are preparing both skills, the CELPIP Writing test guide explains how those dimensions apply to emails and survey responses.

For Level 9, the current official Speaking level descriptors emphasize moderately complex reasons, common and context-specific vocabulary with some idioms, some control of complex grammar, mostly fluent and intelligible delivery, and the ability to adjust style and tone for a range of audiences. In practice, Level 9 comes from well-developed ideas and controlled, easy-to-follow delivery; rare words on their own will not get you there. The official Score Comparison Chart lets you hear rated responses and compare their transcripts and analysis across levels. If you need a Speaking target for immigration, see the CELPIP score you need for Canada PR.

If your result keeps stopping at 8, use the CELPIP Speaking 8 to 9 recording audit to find a repeated problem, study a worked repair and check it on an unfamiliar prompt.

How to use your Speaking preparation time

1. 1Identify the speaking job: advise, narrate, describe, predict, persuade, resolve or explain.
2. 2Identify the listener and relationship: friend, coworker, manager, stranger or authority figure.
3. 3On the notepaper provided, write two or three content keywords, not complete sentences.
4. 4Add one specific detail, example, reason or consequence to each main point.
5. 5Choose an opening that answers immediately and a closing that completes the purpose.

Notes such as 'talk to students, short course, compare costs' are faster and safer than scripting an entire introduction. Keywords leave your attention free for speaking naturally. If you write full sentences, you may sound as if you are reading, and you lose time when the prompt needs a different angle.

Task 1: Giving Advice

In Task 1, someone needs help making a decision or preparing for something. Speak directly to that person in a helpful tone. CELPIP's study pack recommends at least three suggestions, each with a practical reason or example. Finish with reassurance or a clear first step. Practise more prompts on the Giving Advice task page.

Hey Sam, I know choosing your first college program feels overwhelming, but I would start by comparing the daily work involved, not just the course titles. First, speak with one student or professional from each field. Ask what a normal week looks like, which skills they use and what surprised them after starting. That will give you information a brochure cannot. Second, try a short introductory course or volunteer project before making a long commitment. For example, a weekend coding workshop could show you whether you actually enjoy solving technical problems. Finally, compare practical factors such as tuition, placement opportunities and commuting time. I would make a simple chart and rank the options based on both interest and career fit. You do not need a perfect lifelong decision today. You only need a well-researched next step, and talking to people in the field is the best place to begin.

Original Task 1 model response

Task 2: Talking about a Personal Experience

Task 2 asks you to tell a story about a past experience connected to a familiar theme. If no real memory fits, CELPIP's study pack says you can make one up. A strong response is a small story told in past tenses, with a clear beginning, turning point and result. Choose one event rather than a list of memories, and help the listener feel why it mattered. Build fluency with Personal Experience prompts.

One experience that made me proud happened during my first month at a new job. I was still learning the systems when an elderly customer arrived just before closing. She was worried because she had received two different invoices and did not understand which one to pay. Instead of asking her to return the next day, I invited her to sit down and checked every transaction carefully. I discovered that one invoice had been generated by mistake, so I contacted my supervisor and had it cancelled. The customer looked visibly relieved and thanked me for being patient. My supervisor also told me that I had handled the situation professionally. I felt proud because I solved a real problem even though I was new and nervous. That experience taught me that careful listening can be just as valuable as technical knowledge.

Original Task 2 model response

Task 3: Describing a Scene

Task 3 shows a detailed picture. Your job is to help a listener imagine the whole scene without seeing it. Start with the setting and overall activity, group details by location, describe people through their actions and feelings, and finish with the mood. You do not need to mention everything; a few areas described well are better than a list of objects. Try the picture-based Describing a Scene practice.

This appears to be a busy outdoor market on a sunny weekend. In the foreground, a vendor in a green apron is arranging red apples while a customer examines a basket of tomatoes. Beside them, a small child is pointing excitedly at a bakery stall, and his father is holding two shopping bags. In the centre of the scene, several shoppers are moving between colourful tents. One woman seems to be asking about the price of a bouquet, while another vendor is handing change to a customer. Farther back, a musician is playing guitar near a fountain, and a few people have stopped to listen. The market looks crowded but cheerful because everyone appears relaxed, the stalls are full and families are taking their time rather than rushing.

Original Task 3 model response based on an imagined practice image

Task 4: Making Predictions

Task 4 uses the same scene as Task 3 and asks what may happen next. Base predictions on visible evidence. Give several plausible developments and explain the clue behind each one. Use probability language such as likely, may, might and probably rather than claiming certainty. Practise the transition from observation to inference with Making Predictions questions.

Several things are likely to happen next at this market. First, the father will probably buy something from the bakery because his child is pointing at the display and looks very excited. The apple vendor may need to refill the front basket soon since only a few apples remain and another customer is approaching. Near the fountain, the musician will likely attract a larger audience; two shoppers have already stopped, and a family walking nearby seems to be looking in his direction. The woman holding the bouquet may pay the flower seller and continue shopping. Finally, because the market is already crowded, the walkway could become congested unless people move away from the busiest stalls. Overall, the scene will probably become even livelier during the next few minutes.

Original Task 4 model response based on the imagined Task 3 scene

Task 5: Comparing and Persuading

Task 5 has two stages. First, you privately choose between two options. Then you see another option and persuade a listener that your original choice is better. Compare the choices on shared criteria (price, convenience, quality, suitability or risk) and speak directly to the person. Train the choose-then-persuade flow on the Comparing and Persuading page.

Jordan, I still think the Lakeside cabin is the better choice for our group. The downtown hotel is closer to restaurants, but the cabin gives six people an entire place for almost the same total price. We would have a kitchen, so we could prepare breakfast together instead of paying for every meal. It also includes a large living room and a firepit, which means we can actually spend time as a group rather than separating into hotel rooms. I understand that the hotel has a pool, but we would probably use it only once, while the cabin's space and lake access would benefit us throughout the weekend. The drive is only twenty minutes longer, and two of us have cars. Let's reserve the cabin before the weekend dates disappear; it fits both our budget and the kind of reunion we want.

Original Task 5 model response

Task 6: Dealing with a Difficult Situation

Task 6 presents a conflict and gives you two uncomfortable options. Choose one, then explain your decision to the stated listener, who might be a friend, family member, acquaintance or customer. Be considerate but firm: outline the problem, state the decision and give reasons. Raters judge how well you communicate, and there is no single correct choice. Avoid spending the whole response apologizing without stating the decision. Practise tactful choices on the Difficult Situation task page.

Hi Priya, I know I promised to help at your community event on Saturday, so I am really sorry to change our plan. My manager has just asked me to cover an emergency shift because two employees are ill, and refusing could leave the store dangerously understaffed. I will need to work until four o'clock. I do not want to leave you without support, so I have already asked my cousin Daniel, who volunteered at last year's event, whether he can take my morning duties. He is available and knows how to manage registration. I can also prepare the name tags and supply boxes on Friday evening, then join you as soon as my shift ends. I understand this creates extra coordination, but I hope the replacement and advance preparation will make the change manageable. Please tell me which materials you need first, and I will bring them over tomorrow.

Original Task 6 model response

Task 7: Expressing Opinions

Task 7 asks a general "Do you think...?" question and gives you 90 seconds to defend a position. Decide yes or no quickly, state your opinion early and give two or three reasons, each with a specific example. Briefly address the other side if it strengthens your case. A reason becomes persuasive when you explain the chain from cause to consequence, so avoid turning the answer into a list. Build this skill with Expressing Opinions prompts.

I believe public libraries should lend more than books because their real purpose is to give communities affordable access to knowledge and useful resources. First, many practical items are expensive but needed only occasionally. A library could lend tools, sewing machines or audio equipment, allowing families to complete a project without buying something they may use once. Some libraries already organize these items through reservations, so the system can remain manageable. Second, broader lending programs can teach valuable skills. If a person borrows a telescope, for example, the library could offer a short astronomy workshop or a guide created by local volunteers. Critics may worry about damage and maintenance, which is reasonable, but deposits, lending limits and basic training could reduce that risk. Books should remain central, yet communities now learn in many different ways. By lending carefully selected equipment, libraries can reduce waste, support lifelong learning and remain relevant to more residents.

Original Task 7 model response

Task 8: Describing an Unusual Situation

Task 8 shows an unusual item or situation, and you describe it on a phone call to someone who cannot see it. Say why you are calling, compare the unfamiliar thing with familiar shapes, describe its parts and position, and end the call by stating what you need the listener to do. If you do not know the exact word for something, build a phrase from common words; a clear description matters more than naming the object. Practise visual language on the Unusual Situation page.

Hello, I am calling from the lobby because a strange package has been left beside the elevator, and I think building security should inspect it. It is roughly the size of a microwave but shaped like an eight-sided box. The outside is bright silver with narrow blue lights running around the edges. On top, there is a short black handle and something that resembles a small antenna. One side has a circular glass window, and I can see several coloured wires behind it. There is no delivery label or company name, although a yellow tag with the number forty-two is attached near the bottom. The package is not making any sound, and nobody is standing nearby. Could you please send someone to the main lobby? I will keep a safe distance and make sure other residents do not touch it until you arrive.

Original Task 8 model response based on an imagined practice image

How to sound fluent without speaking too fast

If you stop because you have nothing left to say, try the Speaking idea-generation and development exercises. They show how to turn short cue notes into relevant explanations and recover when your mind goes blank.

• Speak in complete thought groups and make short pauses between ideas, not inside important phrases.
• Stress the words that carry meaning instead of giving every word equal weight.
• Use simple signposts such as first, another reason, for example and overall only when they clarify the progression.
• If you make a small error, continue when the meaning remains clear; repeated self-correction can damage rhythm.
• Replace filler sounds with a brief silent pause while you choose the next idea.
• Speak at your normal volume. CELPIP's study pack says speaking too loudly or too softly can hurt Listenability, and that raters can hear a normal voice clearly despite background noise in the room.

Common CELPIP Speaking mistakes

A seven-day CELPIP Speaking practice plan

Use this week as a focused Speaking cycle. If you are preparing all four skills, fit it into the 30-day CELPIP study plan.

1. 1Day 1: Record Tasks 1 and 2. Check structure, relevant detail and whether the tone fits the listener.
2. 2Day 2: Record Tasks 3 and 4 from the same picture. Separate visible facts from evidence-based predictions.
3. 3Day 3: Record Tasks 5 and 6. Focus on direct persuasion, empathy and a clear decision.
4. 4Day 4: Record Tasks 7 and 8. Develop an opinion fully, then practise precise spatial description.
5. 5Day 5: Choose your two weakest task types and rewrite only the keyword plans before recording again.
6. 6Day 6: Complete a full timed Speaking test without pausing or restarting.
7. 7Day 7: Review your recordings across Content/Coherence, Vocabulary, Listenability and Task Fulfillment; repeat the weakest response once.

When you listen back, check one thing at a time: enough development, a repeated word, uncomfortable pauses, or whether you actually persuaded the stated listener. Fix one pattern, then test the change on a new prompt rather than polishing the same script.

When you are ready, complete a full CELPIP Speaking practice test under automatic preparation and recording timers. For more precise word choice, work through the topic lists in CELPIP vocabulary practice.