How to use this bank
This is a free CELPIP Speaking practice test with forty prompts, set out as five complete mock tests of eight tasks each. Every mock follows the real order of the CELPIP Speaking test, from Task 1 (Giving Advice) to Task 8 (Describing an Unusual Situation), and every prompt shows the preparation and speaking time that CELPIP lists for that task. One mock takes about 15 minutes, the same as the real Speaking component. Under each prompt you will find a scoring focus, a model response hidden behind a button so you record yourself first, and a note naming the dimension that prompt really tests.
All forty prompts and all forty model responses were written by TalkDrill for this page. They are not CELPIP test items and they are not real candidates' answers. The models are written to match CELPIP's published Level 9 and 10 descriptors, but CELPIP has not rated them, so treat them as one good route through each prompt, not as a guaranteed score.
- 40 prompts = 5 mocks x 8 tasks. Tasks 3 and 4 in each mock share one scene, as on the real test.
- Every prompt carries its official timer: prepare 30 or 60 seconds, speak 60 or 90 seconds.
- Models are hidden until you click, so you answer first and compare second.
- The self-feedback sheet uses CELPIP's own four dimensions and their factors.
- Pictures for Tasks 3, 4 and 8 are described in words for now; drawn versions are planned.
If you have not yet learned what each task asks for, start with our guide to CELPIP Speaking Tasks 1 to 8, which explains the structure, the timing and the common loss on each task, then come back here to practise. For how the levels convert to CLB for Express Entry, see CELPIP scoring and the CLB chart. Everything else about the test is on the CELPIP hub.
The timer for every task
CELPIP's test format page gives the Speaking component 15 minutes for eight tasks. The per-task times below are from CELPIP's Speaking Pro: Target 9+ Study Pack (revised May 2026), read on 21 October 2026. Set a phone stopwatch to these numbers. On test day the screen moves on by itself: when the preparation time ends, you hear "Start speaking now" and the recording begins automatically.
| Task | What you do | Prepare | Speak |
|---|---|---|---|
| 1. Giving Advice | Help someone make a decision or prepare for something | 30 seconds | 90 seconds |
| 2. Talking about a Personal Experience | Tell a story about a past experience | 30 seconds | 60 seconds |
| 3. Describing a Scene | Describe what is happening in a picture | 30 seconds | 60 seconds |
| 4. Making Predictions | Same picture: say what will happen next | 30 seconds | 60 seconds |
| 5. Comparing and Persuading | Part 1: choose one of two options (no speaking). Part 2: persuade someone your choice beats theirs | Part 1: 60 seconds. Part 2: 60 seconds | Part 1: none. Part 2: 60 seconds |
| 6. Dealing with a Difficult Situation | Choose one of two people and explain a decision to them | 60 seconds | 60 seconds |
| 7. Expressing Opinions | Answer a "Do you think...?" question | 30 seconds | 90 seconds |
| 8. Describing an Unusual Situation | Describe an unusual object or scene to someone on the phone | 30 seconds | 60 seconds |
Add it up and you get six minutes of preparation and nine minutes of speaking, which is the 15 minutes CELPIP quotes. Two practical consequences. First, the 90-second tasks (1 and 7) need roughly half as much content again as the 60-second ones, so plan three developed points, not two. Second, Task 5 gives you a full minute to choose before you say a word, and then a fresh minute to prepare Part 2 once you see the other person's option. Use the second minute on their option, because that is what you have to argue against.
How long should a 60 or 90-second answer be?
We counted the words in the official sample transcripts on CELPIP's Score Comparison Chart page. The 90-second Task 1 samples rated Level 9 to 12 run from about 240 to 260 words; the Level 7 sample is about 190. The 60-second Task 8 samples rated 9 to 12 run from about 125 to 190 words. Length alone does not make the level (the Level 10 Task 8 sample is one of the shorter ones), but a 60-second answer under about 100 words usually means long pauses or too few ideas. The TalkDrill models below run about 150 to 165 words for 60 seconds and 230 to 245 for 90 seconds, at a calm pace.
Run it like the test room
The CELPIP Speaking test is computer-delivered. There is no examiner in front of you: you read the prompt on screen, prepare, and speak into a microphone while the computer records. CELPIP's tips page says you get a chance to test the recording device and hear your own voice before the test begins. Speaking is the last part of the CELPIP-General test, after Listening, Reading and Writing, so in the real test you will already be tired. Practise the way the test will feel.
- One sitting, no pauses. Do all eight tasks of a mock in a row. Do not stop the recording to restart a bad answer; on test day there is no second take.
- Use paper for notes, not sentences. CELPIP's test-day page says you are given a pen and notepaper. CELPIP staff say on the Official CELPIP Podcast that the raters never see it. Write three or four key words per task, never full sentences, because reading a sentence aloud sounds read.
- Practise with noise. Other candidates may be taking their tests in the same room. CELPIP's Speaking Pro study pack says there may be some background noise, that the raters will hear you clearly at a normal volume, and that speaking too loudly or too softly can hurt Listenability. Practise with a radio or a television on low in the next room.
- Record on your phone, then listen once without stopping. Score yourself with the sheet below before you open the model.
- Tasks 5, 6 and 7 twice. CELPIP's study pack suggests recording a response for each choice: the other option in Task 5, the other person in Task 6, and "yes" then "no" in Task 7. It doubles your practice from the same prompt.
If you want a listener rather than a phone, the TalkDrill AI role-play practice lets you rehearse the person-to-person tasks (1, 5, 6 and 8) out loud, and the read-aloud drills are a quick daily warm-up for rhythm and pronunciation.
The self-feedback sheet
CELPIP rates every Speaking response in four dimensions. The first two columns of this table are CELPIP's own wording, from its Speaking Performance Standards; the third column is TalkDrill's checklist for checking a recording at home. Listen to your recording once for each row, and tick only what you can actually hear.
| Dimension (CELPIP) | Factors (CELPIP) | Check your recording (TalkDrill) |
|---|---|---|
| Content/Coherence | Number of ideas; quality of ideas; organisation of ideas; examples and supporting details | Did I give two or three main ideas (three for 90 seconds)? Does each have a reason, example or detail? Could a listener hear where each new idea starts? |
| Vocabulary | Word choice; suitable use of words and phrases; range of words and phrases; precision and accuracy | Did I use at least three words more precise than "good", "nice", "thing"? Did I avoid repeating the prompt's words? Was there one natural idiom or phrase? |
| Listenability | Rhythm, pronunciation and intonation; pauses, interjections and self-correction; grammar and sentence structure; variety of sentence structure | Were there long silences or lots of "um"? Did I correct myself more than twice? Did I use some complex sentences (because, although, if, which)? Were verb tenses right for the task? |
| Task Fulfillment | Relevance; completeness; tone; length | Did I answer exactly what was asked? Did I speak to the right person in the right tone? Did I use most of the time and finish my last sentence? |
After each mock, write down one thing you did well and one thing to fix, and carry the fix into the next day's single-task practice. CELPIP gives the same advice in its October 2026 blog post on moving from Level 7 to Level 9: after each practice session, identify one strength and one thing to improve, then revisit that skill regularly. If Listenability is your weakest row, the first-language guides for Punjabi, Hindi and Gujarati speakers and for Filipino and Nigerian candidates list the sounds and rhythm habits most likely to cost you, with drills.
Quick sheet after every single prompt (30 seconds)
Answer yes or no: 1. I spoke to the person in the prompt, not about them. 2. My first sentence answered the task. 3. I had at least two developed ideas. 4. I signalled each new idea. 5. I used one precise word I was proud of. 6. I had no silence longer than about three seconds. 7. My tense matched the task (past for Task 2, future for Task 4). 8. I finished my last sentence before the time ran out. Five or more yeses on a 60-second task is a good sign; fewer than four means repeat the same prompt tomorrow before moving on.
Mock test 1 (prompts M1-T1 to M1-T8)
Advice to a cousin about a used car, a story about learning fast, a park scene, a sofa decision, a clash between a promise and a shift, free transit, and an electric cargo bike. Do all eight in a row with the timers, then score yourself before opening any model.
Task 1, Giving Advice: A cousin buying a used car before his first winter
Your cousin Gurpreet moved to Winnipeg last month. He wants to buy a used car before winter, but he has a small budget and has never driven in snow. Give Gurpreet advice on what he should think about before he buys a car.
Timer: prepare 30 seconds. Then speak 90 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: speak to Gurpreet directly, in a warm and practical tone. Give about three pieces of advice, each with a reason or a consequence, and signal each new one ("First", "Another thing", "Finally") so the raters can follow. Use most of the 90 seconds and finish your last sentence before the time runs out.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Hey Gurpreet, I'm really glad you asked me before handing over any money, because buying a used car in your first winter can go wrong very quickly. So here's what I'd think about.
First, don't fall in love with how a car looks. Ask for the maintenance records and get an independent mechanic to inspect it before you sign anything. It might cost you a little upfront, but that's nothing compared to finding out in January that the battery or the heater is on its last legs.
Second, budget for more than the price tag. You'll need proper winter tyres, insurance, which can be surprisingly expensive for a new driver, and probably a block heater if the car doesn't already have one. If those extras eat up your whole budget, you're better off choosing a cheaper, reliable model than stretching for something fancy.
And third, think honestly about whether you need the car right now. The buses aren't perfect, but they'll get you to work while you take a few winter driving lessons with an instructor. If you wait until spring, you'll have a better sense of what you actually need, and you won't be learning to drive on ice at the same time.
So take your time, get it checked, and call me before you decide. I'm happy to come along and look at it with you.
What this prompt tests: Tests Content/Coherence: the number, quality and organisation of ideas, with supporting detail. The usual loss is a list of six quick tips with no reasons, which sounds fluent but never shows moderately complex reasoning. Three developed suggestions, each with a "because" or an "otherwise", beat six bare ones.
Task 2, Talking about a Personal Experience: A time you had to learn something new very quickly
Talk about a time when you had to learn something new very quickly. What did you have to learn, what happened, and how did you feel?
Timer: prepare 30 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: tell one story in the past tense, in order, with a clear start, a problem and an ending. Add two or three vivid details and say how you felt. The story does not have to be true, but it must answer this question.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
A couple of years ago, I started a new job at a pharmacy, and on my second day the person who was training me called in sick. So I had to learn the computer system on my own, with a line of customers in front of me.
I remember my hands were actually shaking. I didn't know where half the buttons were, and every time the screen froze, I could feel people getting impatient. But I decided to be honest. I told each customer, "I'm new, so please bear with me for a minute," and most of them were really kind about it.
During my lunch break, I wrote a little cheat sheet of the steps I kept forgetting, and by the end of the day I was much faster. Looking back, it taught me that asking for patience works far better than pretending you know what you're doing.
What this prompt tests: Tests Listenability through control of past tenses (past simple, past continuous, past perfect) and Content through a story with a shape. The usual loss is drifting into the present tense halfway through, or spending 40 seconds on background and never reaching the point of the story.
Task 3, Describing a Scene: A city park on a sunny Saturday
Describe some things that are happening in the picture as well as you can. The person you are speaking to cannot see the picture.
Picture (described in words for this practice bank): A city park on a sunny Saturday. In the front, a family sits on a checked picnic blanket; the father is cutting a large watermelon and a little girl is reaching for a slice. On the left, an older couple on a bench are throwing crumbs to a group of pigeons. In the middle, a man kneels beside a bicycle with its front wheel off. Behind him, a dog is racing after a frisbee while its owner shouts. On the right, children are lining up at an ice-cream cart. In the background, volunteers in yellow vests are picking up litter beside a pond.
Timer: prepare 30 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: open with one sentence that sums up the whole scene, then move round the picture in a fixed order (front, left, middle, right, background). Name the people, say what they are doing with precise verbs, and add how they seem to feel. You do not need to describe everything.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
This looks like a city park on a warm, sunny weekend, and it's full of people enjoying themselves. Right at the front, there's a family having a picnic on a checked blanket. The dad is slicing a big watermelon, and his little girl clearly can't wait, because she's already reaching for a piece. Just to the left, an elderly couple are sitting on a bench, scattering crumbs for a flock of pigeons, and they look very relaxed. In the middle of the picture, a man is kneeling beside his bike. The front wheel has come off, so I think he's fixing a flat tyre, and he looks a bit frustrated. Behind him, a dog is racing after a frisbee while its owner shouts something. Over on the right, a few kids are lining up at an ice-cream cart, and in the background some volunteers in bright yellow vests are collecting litter around the pond.
What this prompt tests: Tests Vocabulary (precise, context-specific nouns and verbs: "scattering crumbs", "kneeling", "flat tyre") and Content/Coherence through a clear spatial order. The usual loss is "there is a man, there is a dog, there is a tree": a list of nouns with no actions and no organisation.
Task 4, Making Predictions: The park: what happens next
Look at the same picture again. What do you think will most probably happen next? Describe it as well as you can.
Picture (described in words for this practice bank): A city park on a sunny Saturday. In the front, a family sits on a checked picnic blanket; the father is cutting a large watermelon and a little girl is reaching for a slice. On the left, an older couple on a bench are throwing crumbs to a group of pigeons. In the middle, a man kneels beside a bicycle with its front wheel off. Behind him, a dog is racing after a frisbee while its owner shouts. On the right, children are lining up at an ice-cream cart. In the background, volunteers in yellow vests are picking up litter beside a pond.
Timer: prepare 30 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: make three to five predictions that grow out of what is visible in the picture, not out of nowhere. Vary your future forms ("is going to", "will probably", "might", "I'd imagine") and give a reason for each prediction.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
I think quite a few things will change in this park in the next few minutes. First, the little girl is going to grab that slice of watermelon, and judging by how juicy it looks, she'll probably end up with juice all down her T-shirt, so her dad will have to find some napkins. Meanwhile, the dog chasing the frisbee is running straight towards the man fixing his bike. There's a good chance it'll knock his wheel over, and the owner will come running to apologise. Once the man gets his tyre back on, he'll probably take a quick test ride round the pond to make sure it's safe. At the ice-cream cart, the kids will get their cones, and in this heat, at least one of them might drop theirs on the grass. Finally, the volunteers look nearly finished, so I imagine they'll pose for a group photo with their bags of litter.
What this prompt tests: Tests Listenability through a range of future structures and Content through predictions that are linked to the picture. The usual loss is describing the scene again in the present continuous, which repeats Task 3 instead of answering Task 4.
Task 5, Comparing and Persuading: Choosing a sofa: leather or sofa bed, against a recliner set
Part 1: Your family is buying a new sofa for the living room. Read the two options and choose the one you prefer. You will not speak in Part 1.
Option A: Leather sofa. $1,200. Seats three. Easy to wipe clean. Delivery in two weeks.
Option B: Fabric sofa bed. $850. Seats three and opens into a double bed for guests. Washable covers. Delivery next week.
Part 2: Your partner has found a third option and wants to buy it instead: a two-seat recliner set, $1,500, with built-in cup holders and USB charging ports. Persuade your partner that your choice is better than the recliner set.
Timer: prepare Part 1, 60 seconds to choose (no speaking); Part 2, 60 seconds. Then speak Part 2, 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: in Part 2, speak to your partner and compare your choice with THEIR option, not with the one you rejected in Part 1. Use the details on the screen (price, seats, delivery) and add reasons of your own. A friendly but persuasive tone, and a question or a suggestion to finish.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
I can see why the recliners caught your eye, and honestly, the charging ports are a nice touch. But I really think the sofa bed makes more sense for us. First, think about who actually visits. Your parents come for a couple of weeks every summer, and right now they end up on an air mattress. With the sofa bed, they'd have a proper double bed in two minutes. Second, it's $650 cheaper than the recliners, and that difference could pay for the new rug and the curtains we keep talking about. Also, the recliners only seat two, so when friends come for dinner, somebody's stuck on a kitchen chair. And with two kids and a lot of spilled juice, washable covers are a lifesaver. So the sofa bed gives us more seats, a guest bed and money left over. Can we at least go and sit on it this weekend?
What this prompt tests: Tests Task Fulfillment (relevance and a persuasive tone) and Content (reasons built from the details given). The usual loss is arguing against the option you did not choose in Part 1, which is no longer on the table, or reading the details aloud without turning them into reasons.
Task 6, Dealing with a Difficult Situation: A promise to help a friend move, or an extra shift at work
You promised your close friend Arjun that you would help him move to his new apartment this Saturday. He has already rented a truck. Yesterday, your manager asked you to work an extra shift on Saturday because two coworkers are sick, and you need the extra money to pay a bill. Choose ONE of the following options.
Option A: Call Arjun. Explain why you cannot help him move on Saturday.
Option B: Talk to your manager. Explain why you cannot work the extra shift.
Timer: prepare 60 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: speak directly to the person you chose. Outline the problem in a sentence, state your decision clearly, give two or three reasons, and show you care about the relationship (an apology, an alternative, an offer). Considerate but firm: no "maybe" about the decision itself.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Hi Arjun, it's me. Listen, I've got some bad news about Saturday, and I wanted to tell you myself instead of sending a text. My manager asked me to cover an extra shift because two people are off sick, and I've decided to say yes. I know that's really frustrating, especially after you've booked the truck. The thing is, my car insurance payment is due next week, and I'm short, so I really can't turn down those hours. But I don't want to leave you stuck. I've already asked my brother, and he's free on Saturday morning, so he can take my place. I can also come over on Friday evening after work and help you pack and take the furniture apart, which should save you a few hours. And on Sunday I'll help you unpack. I'm really sorry about this, and I owe you one. Can I call you tonight to plan Friday?
What this prompt tests: Tests Task Fulfillment, especially tone: considerate but firm, and appropriate to a close friend. The usual loss is either an apology so long that the decision never arrives, or a decision with no empathy at all. State it, explain it, repair the relationship.
Task 7, Expressing Opinions: Should public transit be free for everyone?
Do you think cities should make public transit free for everyone? Explain your reasons.
Timer: prepare 30 seconds. Then speak 90 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: answer yes or no in your first sentence and keep to that side. Give about three reasons, each with a specific detail or example, and signal each one. A short concession ("Of course, ...") followed by your position again shows control of more complex ideas.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
That's an interesting question, and I can see why the idea is popular, but on balance, I don't think public transit should be free for everyone. I'd rather see it made cheaper for the people who need it most, and I have three reasons.
First, running buses and trains is incredibly expensive. If fares disappeared, that money would have to come from somewhere, most likely from higher property taxes or cuts to other services. And honestly, I'd prefer my city to spend it on better service. Where I live, the real problem isn't the price of a ticket; it's waiting twenty-five minutes in the snow because the bus only comes twice an hour.
Second, free for everyone means free for people who can easily afford to pay. Someone on a high salary doesn't need a free ride, but a student, a senior on a fixed income or a newcomer looking for work really might. Targeted discounts, like low-income passes, put the help exactly where it's needed.
Third, I worry about crowding. If transit were free, more people would use it at rush hour, which sounds great, but without extra money for more buses, the system would get even more packed and less reliable.
So, to sum up, I'm all for lower fares for students, seniors and low-income families, and for investing in more frequent service. But making transit free across the board would be expensive and wouldn't fix the problems riders complain about most.
What this prompt tests: Tests Content/Coherence: a clear position, about three reasons, supporting details and transitions. The usual loss is sitting on the fence ("there are advantages and disadvantages") for 90 seconds, which leaves the raters without a position to judge.
Task 8, Describing an Unusual Situation: An electric cargo bike at a garage sale
You are at a garage sale and you see the unusual bicycle in the picture. Your friend Maricel has been looking for a way to go on bike rides with her two young children. Call Maricel. Describe the bicycle in detail and tell her why you think she might want it.
Picture (described in words for this practice bank): A long, bright orange cargo bicycle. At the front, between the handlebars and the front wheel, there is a large wooden box with a small bench inside and two seat belts. A rain cover is rolled up on top of the box. There is a small electric motor near the pedals and a battery under the rear rack. A bell shaped like a ladybird is fixed to the handlebars, and a price tag says $600.
Timer: prepare 30 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: this is a phone call, so open it ("Hi Maricel, it's me") and close it with a question. Describe the object for someone who cannot see it: overall shape and size first, then parts, colours and materials, with comparisons to familiar things. Say why it suits her.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Hi Maricel, it's me! I'm at a garage sale down the street and I've just found something I think you'll love. It's a bike, but not a normal one. It's long, almost twice the length of a regular bike, and it's painted bright orange, so you'd never lose it in a car park. At the front, between the handlebars and the front wheel, there's a big wooden box, a bit like a wheelbarrow, with a little bench inside and two seat belts, so both kids could sit facing forward. There's even a rain cover rolled up on top that pulls over them like a tent. And the best part is that it's electric. There's a small motor by the pedals and a battery behind the seat, so hills wouldn't be a problem. There's a cute ladybird bell, too. They're asking six hundred dollars, which seems fair. Do you want me to hold it for you while you come and have a look?
What this prompt tests: Tests Vocabulary (describing an object you may not have exact words for: "a bit like a wheelbarrow", "pulls over them like a tent") and Task Fulfillment (a phone call with an opening, a purpose and a close). The usual loss is describing it like a catalogue, with no greeting, no reason it suits Maricel and no question at the end.
Mock test 2 (prompts M2-T1 to M2-T8)
A neighbour's daughter balancing college and work, a helpful neighbour in the snow, a supermarket checkout, a team event, a noisy roommate, working from home, and a tree-shaped lamp.
Task 1, Giving Advice: A neighbour starting college who wants a part-time job
Your neighbour's daughter, Riya, has just started college and wants to get a part-time job. She is worried that she will not be able to balance work and her studies. Give Riya advice.
Timer: prepare 30 seconds. Then speak 90 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: an encouraging, older-friend tone. Three concrete suggestions with a reason or example for each, organised with clear signals. Speak to Riya, not about her, and close with reassurance or an offer of help.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Hi Riya, congratulations on starting college! It's completely normal to feel nervous about juggling a job and your classes, so here are a few things that really helped me when I was in your shoes.
First, sort out your timetable before you start applying. Once you know exactly when your lectures and labs are, look for jobs that fit round them, like weekend shifts at a store or a few evenings in the campus library. If an employer can't promise you fairly regular hours, think twice, because a schedule that keeps changing will eat into your study time.
Second, start small. I'd suggest a modest number of hours in your first term, maybe two or three shifts a week. You can always pick up more once you know how heavy your workload is, but it's much harder to cut back once your manager is relying on you.
And finally, treat your study time like a shift. Block it out in your calendar, put your phone away and protect it. If exams are coming up, tell your employer a few weeks in advance; most managers are fine with that if you're honest early.
Honestly, a job can be a great thing. You'll make friends, earn some money and get work experience you can put on applications later. Just don't let it take over. If you ever feel overwhelmed, come and talk to me.
What this prompt tests: Tests Task Fulfillment through tone (supportive, adjusted to a younger listener) and Content through developed suggestions. The usual loss is a lecture: "You must study hard, you must not waste time", which is relevant but sounds like an order, not advice.
Task 2, Talking about a Personal Experience: A time a neighbour or a stranger helped you
Talk about a time when a neighbour or a stranger helped you. What happened, and how did you feel about it?
Timer: prepare 30 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: one specific occasion, told in order, in past tenses. Set the scene in one or two sentences, spend most of the time on what happened, and end with your feelings and what came of it.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
During my first winter in Canada, I woke up one morning to find my car completely buried after a huge snowstorm. I had an important appointment at nine, so I grabbed a broom, which was the only thing I had, and started sweeping the snow off. Of course, it was useless. Then I got in, and the wheels just kept spinning.
I was close to tears when my neighbour, an older man I'd only ever waved at, came out with two shovels. Without saying much, he dug out the wheels, threw some sand under the tyres and showed me how to rock the car gently back and forth. After about ten minutes, I was free.
I felt embarrassed, but mostly grateful. That weekend I knocked on his door with a box of sweets, and he laughed and told me to buy a proper shovel. We've been good friends ever since.
What this prompt tests: Tests Content (a story with detail and feeling) and Listenability (past perfect for earlier events: "I'd only ever waved at"). The usual loss is a general answer, "People in Canada are very helpful", instead of one occasion told in detail.
Task 3, Describing a Scene: A busy supermarket checkout
Describe some things that are happening in the picture as well as you can. The person you are speaking to cannot see the picture.
Picture (described in words for this practice bank): The checkout area of a large supermarket. On the left, there are three self-checkout machines; an older man is frowning at a screen and pressing a button, and a young employee in a green apron is walking over to him. In the centre, a cashier is scanning items while a woman packs groceries into reusable bags; her toddler, sitting in the trolley, is reaching for chocolate bars on a low shelf. On the right, a staff member is mopping up spilled pasta sauce and broken glass beside a yellow wet-floor sign. In the background, a long line of shoppers is waiting, and one man is checking his watch.
Timer: prepare 30 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: a one-line overview, then a clear route round the picture. Use the right everyday words for the setting (self-checkout, cashier, reusable bags, wet-floor sign) and describe actions and feelings, not just objects.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
This picture shows the checkout area of a big supermarket, and it looks like a very busy time of day. On the left, there are three self-checkout machines. An older man is frowning at one of the screens and jabbing a button, so I think it isn't scanning something properly. Luckily, a young employee in a green apron is walking over to help him. In the middle, a cashier is scanning items while a woman packs her groceries into reusable bags. Her toddler is sitting in the trolley and stretching his arm towards the chocolate bars on a low shelf, and his mum hasn't noticed yet. On the right, someone has dropped a jar of pasta sauce, and a staff member is mopping up the red mess beside a yellow wet-floor sign. In the background, there's a long line of shoppers, and one man keeps checking his watch, so he's obviously in a hurry.
What this prompt tests: Tests Vocabulary: common and context-specific words for a familiar Canadian setting, used precisely. The usual loss is generic words ("a machine", "a lady doing something with things"), which keep the response at a lower level even when the grammar is fine.
Task 4, Making Predictions: The supermarket: what happens next
Look at the same picture again. What do you think will most probably happen next? Describe it as well as you can.
Picture (described in words for this practice bank): The checkout area of a large supermarket. On the left, there are three self-checkout machines; an older man is frowning at a screen and pressing a button, and a young employee in a green apron is walking over to him. In the centre, a cashier is scanning items while a woman packs groceries into reusable bags; her toddler, sitting in the trolley, is reaching for chocolate bars on a low shelf. On the right, a staff member is mopping up spilled pasta sauce and broken glass beside a yellow wet-floor sign. In the background, a long line of shoppers is waiting, and one man is checking his watch.
Timer: prepare 30 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: predictions that follow from the details (the toddler, the spill, the man checking his watch). Hedge naturally ("my guess is", "I wouldn't be surprised if") and connect the predictions so the response flows.
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Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Well, I think the toddler is going to manage to grab a chocolate bar, and when his mum notices, she'll either have to pay for it or deal with a tantrum when she takes it away. My guess is she'll give in and add it to the shopping. At the self-checkout, the employee will probably scan her card to override the machine, and the older man will finally be able to pay, although he might use a regular cashier next time. Because of the spill, the staff will probably close that lane for a few minutes, which means the line in the background will get even longer. The man checking his watch looks like he's running out of patience, so I wouldn't be surprised if he left his basket on the floor and walked out. And once the floor is dry, someone will move the sign and the store will open another checkout to deal with the rush.
What this prompt tests: Tests Listenability through varied future and conditional structures ("I wouldn't be surprised if he left") and Content through cause and effect. The usual loss is a string of identical "He will ... She will ..." sentences with no reasons.
Task 5, Comparing and Persuading: A team event: escape room or cooking class, against a ski day
Part 1: Your workplace is planning a team-building event. Read the two options and choose the one you prefer. You will not speak in Part 1.
Option A: Escape room downtown. $35 per person. One hour. Teams of six solve puzzles together.
Option B: Cooking class. $60 per person. Three hours. Teams cook a three-course meal and eat it together.
Part 2: Your manager prefers a third option: a full day at a ski hill, $90 per person, including a bus and lift passes. Persuade your manager that your choice is better than the ski day.
Timer: prepare Part 1, 60 seconds to choose (no speaking); Part 2, 60 seconds. Then speak Part 2, 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: a respectful, confident tone for a manager. Acknowledge their idea, then compare your choice with the ski day on cost, inclusion and the purpose of the event. End with a polite question.
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Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
I really like the idea of a ski day, and I know some of the team would love it. But I think the cooking class would work better for everyone, and here's why. First, a lot of our team have never skied, and a few have mentioned back or knee problems, so a full day on the slopes could leave people feeling left out or, worse, injured. In a cooking class, everyone can take part at their own level. Second, it's much easier on the budget. At sixty dollars a person, it's a third cheaper than the ski trip, and there's no bus to organise. And the whole point is getting people to work together. Cooking in small teams to a deadline is genuinely collaborative, and at the end we all sit down and eat what we've made, which is a great chance to talk. It's also only three hours, so nobody loses a whole working day. Would you be open to trying it this time?
What this prompt tests: Tests Task Fulfillment: tone adjusted to an authority figure, and relevance to the option the manager proposed. The usual loss is a casual tone ("Come on, skiing is boring") that would suit a friend but not a manager.
Task 6, Dealing with a Difficult Situation: A roommate with late-night guests, or the landlord who noticed
You share an apartment with a roommate, Kevin. For the past month, he has had friends over late on weeknights, and the noise keeps you awake before your early shifts. Yesterday the landlord, who lives upstairs, asked you if everything was OK because she heard music at 1 a.m. Choose ONE of the following options.
Option A: Talk to Kevin about the noise.
Option B: Talk to the landlord and explain the situation.
Timer: prepare 60 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: open politely, name the problem specifically (what, when, the effect on you), propose a fair compromise and invite agreement. Firm on the need for change, flexible on the details.
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Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Hey Kevin, have you got a minute? There's something I need to talk to you about, and I'd rather be honest now than let it build up. Over the past month, your friends have been over pretty late on weeknights, and I can hear everything from my room. I'm not saying you can't have people over; it's your home too. But I start work at six, so when the music's still going at one, I'm getting four hours of sleep and I'm exhausted at work. Also, yesterday the landlord asked me whether everything was OK because she'd heard music at one in the morning, so it's starting to affect both of us. Could we agree that on weeknights things wind down by eleven? On Fridays and Saturdays, honestly, I don't mind if it's later. I really want this to work, because you're a great roommate otherwise. Does that sound fair?
What this prompt tests: Tests Task Fulfillment (a considerate but firm tone with a peer) and Content (problem, effect, solution). The usual loss is either hinting so gently that the problem is never named, or complaining for 60 seconds without proposing anything.
Task 7, Expressing Opinions: Should employers allow two days a week of work from home?
Do you think employers should allow their staff to work from home at least two days a week? Explain your reasons.
Timer: prepare 30 seconds. Then speak 90 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: a clear yes or no at the start, about three reasons with concrete detail, one concession handled briefly, and a closing line that restates your position.
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Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Yes, I do think employers should let people work from home at least two days a week, as long as the job can actually be done remotely. I have three main reasons.
The first is time and money. A lot of people in big cities spend an hour or more commuting each way. Two days at home gives them back about four hours a week, plus the cost of gas or transit. That's time they can spend with their families, exercising or just sleeping properly, and rested people do better work.
Second, it's good for companies too. If staff only come in three days a week, a company may need less office space, which saves rent. And offering flexibility helps companies attract and keep good people, especially parents and those who live far from downtown.
Third, quiet days at home are often more productive for focused tasks. In an open-plan office, you're interrupted constantly. At home, you can finish a report in a morning that might take all day at the office.
Of course, I'm not saying everyone should work from home all the time. Teams need face-to-face time to build relationships and solve problems together, and new employees learn a lot from sitting next to experienced colleagues. That's exactly why I think two days is a sensible balance.
So overall, a hybrid schedule makes people happier without hurting the business, and I'd like to see it become standard wherever it's possible.
What this prompt tests: Tests Content/Coherence: logical order, transitions and support. The concession paragraph is what lifts it: it shows the speaker can handle a counter-argument and return to the position. The usual loss is three reasons that are really one reason said three ways.
Task 8, Describing an Unusual Situation: A tree-shaped lamp at a thrift store
You are at a thrift store and you see the unusual lamp in the picture. Your brother, Tunde, has just moved into his first apartment and is looking for interesting things to decorate it. Call Tunde. Describe the lamp in detail and ask if he wants you to buy it for him.
Picture (described in words for this practice bank): A tall floor lamp shaped like a tree, about as tall as an adult. The trunk is made of dark, twisted metal. Five curved branches come out near the top, and each one ends in a small round light bulb, like a glowing fruit. Halfway up the trunk there is a small wooden shelf with a built-in phone charging pad. The base is a heavy round stone. The price tag says $45.
Timer: prepare 30 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: an informal phone call to a brother. Overall impression first, then the parts from bottom to top or top to bottom, with comparisons ("like a rope", "like glowing fruit"). Finish with the price and a clear question.
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Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Hey Tunde, it's me. Are you still looking for stuff for your new place? Because I'm in a thrift store and I've found the coolest lamp. Honestly, I've never seen anything like it. It's a floor lamp, roughly my height, and it's shaped like a tree. The trunk is made of dark metal that's twisted round and round, like a rope. Near the top, five curved branches spread out, and at the end of each one there's a little round bulb, so when it's switched on, it looks like the tree's covered in glowing fruit. About halfway up, there's a small wooden shelf sticking out, and it's actually a wireless charging pad, so you could charge your phone right next to the sofa. The base is a big round stone, so it's really solid; even your cat won't knock it over. It's only forty-five dollars. Should I grab it before someone else does?
What this prompt tests: Tests Vocabulary through comparisons and shape words when the exact term is unknown, and Content through an organised description (top to bottom). The usual loss is freezing on a missing word. If you do not know "trunk", say "the main part, like a pole"; the raters reward the strategy.
Mock test 3 (prompts M3-T1 to M3-T8)
A nervous presenter, a picnic washed out by rain, a winter bus stop, a summer programme for a child, a coworker taking credit, smartphones for children, and a desk that folds into the wall.
Task 1, Giving Advice: A colleague nervous about her first presentation to senior managers
Your colleague Funmi has been asked to give a presentation to the senior management team for the first time. She is very nervous. Give Funmi advice on how to prepare.
Timer: prepare 30 seconds. Then speak 90 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: a supportive colleague's tone. Practical, specific advice (before, during, after the presentation is a natural order), each tip with a reason. Close with encouragement.
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Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Funmi, first of all, being asked to present to the senior team is a big compliment, so try to see it that way. Here's what I'd do if I were you.
Start by finding out exactly what they want. Ask your manager how long you've got, who'll be in the room and what decision they need to make at the end. Senior managers are busy, so if you know their main question, you can answer it in the first minute instead of saving it for the last slide.
Then keep the slides simple: one idea per slide, a few key numbers, hardly any text. If you read from the screen, they'll stop listening, so put your notes on cards instead.
The most important thing, though, is to rehearse out loud, not just in your head. Practise in front of a couple of us from the team on Thursday, and time yourself. You'll find the parts where you stumble, and you can fix them while there's still time. Try to guess the three hardest questions they might ask, too, and prepare short answers.
On the day, take a breath before you start and speak a little more slowly than feels natural. Nerves make everyone rush. And if you don't know an answer, just say you'll find out and follow up by email. That sounds confident, not weak.
You know this project better than anyone. You'll be fine.
What this prompt tests: Tests Content/Coherence through organisation (before, during, after) and Vocabulary through workplace language ("follow up", "rehearse", "key numbers"). The usual loss is generic advice ("be confident, don't be nervous") that could fit any situation and shows no range.
Task 2, Talking about a Personal Experience: A time a plan did not work out
Talk about a time when a plan you made did not work out the way you expected. What happened?
Timer: prepare 30 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: plan, problem, what you did, what you learned. Past tenses throughout, a few concrete details, and a light ending that shows your feelings.
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Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Last year I planned a surprise picnic for my wife's birthday. I'd booked a spot at a lakeside park about an hour from our place, ordered a cake and even borrowed a nice basket from a friend. Everything was perfect, at least on paper.
But about twenty minutes into the drive, the sky turned grey and it started pouring. By the time we arrived, the whole picnic area was basically a swamp. My wife looked at me and said, "So, what's plan B?" and I had to admit there wasn't one.
In the end, we found a little diner nearby and ate the cake in a booth while the rain hammered on the windows. The waitress even sang happy birthday. Funnily enough, my wife still says it was one of her favourite birthdays. I learned that you can't control everything, so it's smart to have a backup plan, or at least an umbrella.
What this prompt tests: Tests Content (a complete story with a turn and a resolution) and Vocabulary through figures of speech ("at least on paper", "basically a swamp"). The usual loss is running out of time before the ending, because the set-up took too long. Aim to reach the problem by second 20.
Task 3, Describing a Scene: A bus stop on a snowy morning
Describe some things that are happening in the picture as well as you can. The person you are speaking to cannot see the picture.
Picture (described in words for this practice bank): A bus stop on a snowy winter morning. Five people are waiting inside a glass shelter; a woman in a long red coat is stamping her feet and a teenager with large headphones is looking at his phone. In front of the shelter, a small boy in a blue snowsuit is building a snowman while his father holds the boy's school bag. On the right, a man is scraping thick ice off his car windscreen with a credit card. In the background, a city bus is coming round the corner with its headlights on, and a young woman holding a coffee cup is running towards the stop.
Timer: prepare 30 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: a summary line, then the people one by one with what they are doing and how they seem. Weather and winter vocabulary used precisely. Stop describing before the time runs out mid-sentence.
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Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
This is a bus stop on a freezing winter morning, and there's fresh snow everywhere. Under the glass shelter, about five people are waiting. A woman in a long red coat is stamping her feet, probably because her toes are frozen, and next to her a teenager with big headphones is scrolling through his phone as if he doesn't feel the cold at all. Just in front of the shelter, a little boy in a blue snowsuit is building a snowman, and his dad is standing beside him holding his school bag, looking a bit impatient. On the right, a man is scraping thick ice off his windscreen, and he's using a credit card because he obviously doesn't have a scraper. In the background, the bus is just coming round the corner with its headlights on, and a young woman with a coffee in her hand is sprinting towards the stop so she doesn't miss it.
What this prompt tests: Tests Vocabulary (stamping, scrolling, scraping, sprinting) and Listenability (relative and reason clauses that keep the rhythm flowing). The usual loss is describing only two people in great detail and leaving half the picture out.
Task 4, Making Predictions: The bus stop: what happens next
Look at the same picture again. What do you think will most probably happen next? Describe it as well as you can.
Picture (described in words for this practice bank): A bus stop on a snowy winter morning. Five people are waiting inside a glass shelter; a woman in a long red coat is stamping her feet and a teenager with large headphones is looking at his phone. In front of the shelter, a small boy in a blue snowsuit is building a snowman while his father holds the boy's school bag. On the right, a man is scraping thick ice off his car windscreen with a credit card. In the background, a city bus is coming round the corner with its headlights on, and a young woman holding a coffee cup is running towards the stop.
Timer: prepare 30 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: a prediction for most of the people in the picture, each tied to something you can see, with natural hedging and a range of future forms.
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Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
In a few seconds, the bus will pull up to the stop, and everybody in the shelter will start shuffling towards the door. I think the young woman with the coffee will just make it, but she's running so fast on the icy ground that she might slip, and there's a real chance she'll spill coffee all over her sleeve. The little boy probably won't want to leave his snowman, so his dad will have to pick him up and carry him onto the bus while he complains. As for the man scraping his windscreen, he's going to be there for ages with that credit card, so he may give up, leave the car and run for the bus as well. Once they're all on board, the woman in the red coat will finally be able to warm up. And I imagine the snowman will be the only one left at the stop.
What this prompt tests: Tests Listenability through future forms ("will pull up", "might slip", "is going to be there for ages") and Content through reasoning from the picture. The usual loss is wild predictions with no link to the scene ("the bus will crash").
Task 5, Comparing and Persuading: A summer programme: swimming or coding camp, against soccer
Part 1: You and your partner are choosing a summer programme for your nine-year-old daughter, Aanya. Read the two options and choose the one you prefer. You will not speak in Part 1.
Option A: Swimming lessons. $180 for eight weeks. Saturday mornings at the local pool, five minutes from home. Certificate for each level passed.
Option B: Coding camp. $450 for one week. Weekdays, 9 a.m. to 3 p.m., downtown. Lunch included.
Part 2: Your partner prefers a third option: a soccer league, $120 for the season, two evenings a week, with parents taking turns to drive the team. Persuade your partner that your choice is better than the soccer league.
Timer: prepare Part 1, 60 seconds to choose (no speaking); Part 2, 60 seconds. Then speak Part 2, 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: a warm but persuasive tone with a partner. Compare your choice with soccer on safety, schedule and cost, using the numbers on the screen accurately. End with a suggestion or a question.
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Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
I know soccer looks like a great deal, and Aanya would have fun with her friends. But I really think swimming lessons are the smarter choice this summer. For one thing, swimming is a safety skill, not just a hobby. We're at the lake almost every weekend in July, and I'd feel so much more relaxed if she could swim properly. Second, think about our schedules. The soccer league needs two evenings a week, and parents have to take turns driving. With both of us working late shifts, that's going to be stressful. Swimming is just Saturday mornings at the pool five minutes away. And the cost is reasonable, too. It's only sixty dollars more than soccer for the whole eight weeks, and she gets a certificate for each level she passes. She can always join soccer in the autumn once she's a confident swimmer. What do you think?
What this prompt tests: Tests Content (reasons built from the option details and accurate comparison: "only sixty dollars more") and Task Fulfillment (a persuasive tone that respects the partner's view). The usual loss is getting a number wrong under pressure; read the details once more in the Part 2 preparation minute.
Task 6, Dealing with a Difficult Situation: A coworker who takes credit for your ideas
You work in a team of five. A coworker, Daniel, has twice presented your ideas in team meetings as if they were his own. Your supervisor, Ms Chen, has asked you and Daniel to present the new project plan together next week. Choose ONE of the following options.
Option A: Talk to Daniel about the problem.
Option B: Talk to Ms Chen and ask to present part of the plan on your own.
Timer: prepare 60 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: a formal, respectful tone with a supervisor. State the issue factually without attacking the coworker, make a clear request, and support it with reasons that also help the supervisor.
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Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Ms Chen, thank you for making time to see me. I wanted to talk to you about next week's presentation, and I'd like to be open with you about why. Over the last couple of months, two ideas I developed, the new scheduling system and the client feedback survey, were presented in team meetings as Daniel's work. I don't think he meant any harm, and I don't want to make it personal. But it has put me in a difficult position, because you may not be aware of what I've actually contributed. So I'd like to ask whether I could present the parts of the plan that I designed myself, while Daniel presents his sections. I've already drafted my slides, and I'm happy to show them to you before Friday. I think it would also make the presentation clearer, because each of us could answer questions about our own parts. Would that be possible?
What this prompt tests: Tests Task Fulfillment (tone adjusted to an authority figure: factual, not emotional) and Vocabulary (precise, diplomatic phrases: "I'd like to be open with you", "put me in a difficult position"). The usual loss is complaining about Daniel's character, which sounds unprofessional and drifts off the task.
Task 7, Expressing Opinions: Should children under 14 have their own smartphones?
Do you think children under the age of 14 should be allowed to have their own smartphones? Explain your reasons.
Timer: prepare 30 seconds. Then speak 90 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: take a side in the first sentence, develop about three reasons with examples, acknowledge the other side briefly and come back to your position.
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Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
No, I don't think children under fourteen should have their own smartphones, although I do think they need some way to stay in touch with their parents. Let me explain.
My main concern is how much a smartphone can take over a child's life. Apps and games are designed to keep people scrolling, and if adults find that hard to resist, it's much harder for a ten-year-old. I've seen my nephew completely ignore his family at dinner because he couldn't put his phone down, and he's only eleven.
Second, there's the safety issue. With a smartphone, children can be exposed to things online that they're simply not ready for, from upsetting videos to strangers messaging them. Parents can install controls, but kids are often better with technology than their parents are, so those controls don't always work.
Third, young children need time to be bored, to play outside and to talk to people face to face. Those are skills they'll need for the rest of their lives, and constant screen time gets in the way.
That said, I understand why parents want to reach their kids, especially when they're taking the bus alone. A basic phone that can only call and text solves that problem without the risks.
So, in short, I'd say wait until around fourteen for a smartphone, and until then, a simple phone is more than enough.
What this prompt tests: Tests Content/Coherence through a position that is qualified but still clear, and Listenability through complex sentences ("if adults find that hard to resist, it's much harder for..."). The usual loss is a qualified position that turns into "it depends" and never commits.
Task 8, Describing an Unusual Situation: A desk that folds into the wall
You are at a furniture store and you see the unusual desk in the picture. Your coworker, Joy, works from home in a small studio apartment and has told you she has no room for a desk. Call Joy. Describe the desk in detail and suggest that she might like it.
Picture (described in words for this practice bank): A white cabinet fixed to a wall, about the size of a kitchen cupboard. The front panel has been folded down to make a desk, supported by two thin metal legs. Inside the cabinet there are small shelves, a slot for a laptop and a pinboard with notes. When the panel is closed, its outside surface is a chalkboard with a shopping list written on it. Under the cabinet, a small shelf slides out to hold a printer. The price tag says $380.
Timer: prepare 30 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: a friendly phone call to a coworker. Explain how the object works (closed, then open), not just what it looks like, and link the features to Joy's problem. End with a practical next step.
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Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Hi Joy, it's me from work. Have you got a second? I'm at a furniture store, and I've just seen something that made me think of you straight away, since you keep saying there's no room for a desk in your apartment. It's a desk that folds into the wall. When it's closed, it looks like a flat white cabinet, about the size of a kitchen cupboard, and the front of it is a chalkboard, so you could write your shopping list or your to-do list on it. Then, when you want to work, you just pull the front panel down, and it turns into a desk, with two thin metal legs that fold out to hold it up. Inside, there are little shelves, a slot that fits a laptop and a pinboard for notes. There's even a small shelf underneath that slides out for a printer. It's three hundred and eighty dollars. Shall I send you some photos so you can measure your wall?
What this prompt tests: Tests Content/Coherence (a process described in order: closed, then opened) and Task Fulfillment (the description is tied to Joy's need). The usual loss is describing features with no link to the listener, which answers "describe" but not "suggest that she might like it".
Mock test 4 (prompts M4-T1 to M4-T8)
A brother moving in with strangers, a hard career decision, an office break room, a family trip, a sister asking for a loan, volunteering before graduation, and a teapot sculpture in a park.
Task 1, Giving Advice: A brother moving in with roommates he has never met
Your younger brother is moving into a shared apartment with two roommates he has never met. He has never lived away from your family before. Give him advice on how to make the arrangement work.
Timer: prepare 30 seconds. Then speak 90 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: an informal, caring tone with a younger brother. About four pieces of advice in a sensible order (first week, money, daily habits, relationships), each with a reason or example.
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Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Hey, so you're finally moving out! I'm really happy for you, but living with two people you've never met can be tricky, so let me share a few things I learned the hard way.
First, have a proper conversation in the first week, before any problems start. Sit down together and agree on the basics: how you'll split the bills, who buys things like toilet paper and washing-up liquid, and whether guests can stay over. It feels awkward, but it's much easier than arguing about it three months later.
Second, put the money side in writing. Use a shared app or even a simple spreadsheet for rent and utilities, so nobody has to chase anybody. Money is honestly the number one thing that ruins friendships between roommates.
Third, respect the shared spaces. Wash your dishes the same day, don't leave your stuff all over the living room, and keep the noise down late at night if they work early. Small habits like that build trust really quickly.
And finally, make a bit of an effort to get to know them. Cook a meal together or watch a game once in a while. If you get along, small problems stay small.
If something does go wrong, talk to them directly and calmly, rather than leaving notes on the fridge. And you can always call me if you need to vent.
What this prompt tests: Tests Content/Coherence (a logical sequence of advice with examples) and Vocabulary through idiomatic, natural phrases ("the hard way", "chase anybody", "need to vent"). The usual loss is sounding like a parent giving rules rather than a sibling giving advice: the content is fine, the tone is not.
Task 2, Talking about a Personal Experience: A difficult decision you had to make
Talk about a time when you had to make a difficult decision. What was the decision, and what did you decide?
Timer: prepare 30 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: the choice, why it was hard, how you decided and what happened. Past tenses, feelings, and one reflective sentence at the end.
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Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
A few years ago, I had to decide whether to accept a promotion that meant moving from Ludhiana to Pune, on the other side of the country from my parents. The salary was much better, and it was exactly the kind of role I'd been working towards. But my father had just had knee surgery, and I was the only one of my siblings still living nearby.
I went back and forth for days. I made lists of pros and cons, I couldn't sleep, and every time I thought I'd decided, I changed my mind. In the end, I talked it through honestly with my parents, and my father surprised me. He said that if I turned it down because of him, he'd feel guilty for years.
So I took the job, but I arranged to work remotely for the first month while he recovered. It taught me that hard decisions are easier when you talk openly instead of agonising alone.
What this prompt tests: Tests Listenability (control of reported speech and past perfect: "he said that if I turned it down, he'd feel guilty") and Content (the conflict explained, not just stated). The usual loss is a decision with no tension, which leaves nothing to develop.
Task 3, Describing a Scene: An office break room at lunchtime
Describe some things that are happening in the picture as well as you can. The person you are speaking to cannot see the picture.
Picture (described in words for this practice bank): An office break room at lunchtime. On the left, three employees are standing in line in front of a microwave; one holds a large container of soup and the woman behind him is checking her watch. On the counter, a coffee machine has a handwritten sign that says "Out of order". In the centre, coworkers are gathered round a table with a birthday cake and balloons, and a woman is about to cut the cake. On the right, a man by the window is talking on his phone and holding a sandwich he has not touched. In the background, someone is looking into the open fridge, holding a container with a name label.
Timer: prepare 30 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: a summary line, then zones of the room in order. Workplace vocabulary, actions and small interpretations ("probably", "looks annoyed") that make the scene come alive for a listener.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
This picture shows an office kitchen, and it's obviously lunchtime because the room is packed. On the left, three people are lining up for the microwave. One of them is holding a huge container of soup, which is going to take ages, and the woman behind him is checking her watch, so she looks a bit annoyed. Next to them, the coffee machine has a handwritten sign stuck on it saying it's out of order, which is probably the worst news anyone in the office could get. In the middle, a group of coworkers are gathered round a table with a birthday cake and some balloons, and a woman is just about to cut the first slice. Over by the window, a man is on the phone, holding a sandwich he hasn't even started. In the background, someone is peering into the fridge with a labelled container, maybe looking for their missing lunch.
What this prompt tests: Tests Vocabulary (peering, gathered round, labelled) and Task Fulfillment through a natural, slightly humorous tone that still describes the picture. The usual loss is guessing so much about the story that the description of what is visible gets thin.
Task 4, Making Predictions: The break room: what happens next
Look at the same picture again. What do you think will most probably happen next? Describe it as well as you can.
Picture (described in words for this practice bank): An office break room at lunchtime. On the left, three employees are standing in line in front of a microwave; one holds a large container of soup and the woman behind him is checking her watch. On the counter, a coffee machine has a handwritten sign that says "Out of order". In the centre, coworkers are gathered round a table with a birthday cake and balloons, and a woman is about to cut the cake. On the right, a man by the window is talking on his phone and holding a sandwich he has not touched. In the background, someone is looking into the open fridge, holding a container with a name label.
Timer: prepare 30 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: predictions for the main groups in the picture, linked to what is visible, joined with sequencing words ("first", "meanwhile", "by the time").
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
I think the next few minutes in this break room will be quite eventful. First, the man with the soup will probably put it in for several minutes, and the woman behind him will lose patience and either eat her lunch cold or go out to buy something. Meanwhile, the birthday group will start singing, and once the cake's cut, they'll most likely offer a slice to everyone in the room, including the people in the microwave line, which should improve their mood. The man on the phone looks stressed, so I suspect his call will go on so long that by the time he hangs up, his lunch break will be over and his sandwich will still be untouched. If the person at the fridge can't find their container, they might send an annoyed email to the whole office. And since the coffee machine is broken, someone will probably call for a repair this afternoon.
What this prompt tests: Tests Listenability through complex time clauses ("by the time he hangs up, his lunch break will be over") and Content through linked predictions. The usual loss is one prediction stretched over 60 seconds.
Task 5, Comparing and Persuading: A family trip: lakeside cabin or water-park hotel, against camping
Part 1: Your family is planning a three-night summer trip with your parents and your two children. Read the two options and choose the one you prefer. You will not speak in Part 1.
Option A: Lakeside cabin. $220 per night. Four-hour drive. Kayaks included. No Wi-Fi.
Option B: City hotel with an indoor water park. $260 per night. One-hour drive. Breakfast included. Lift to every floor.
Part 2: Your sister suggests a third option: camping in a provincial park, $45 per night, but you would need to borrow a tent and camping gear. Persuade your sister that your choice is better than camping.
Timer: prepare Part 1, 60 seconds to choose (no speaking); Part 2, 60 seconds. Then speak Part 2, 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: speak to your sister, informal but convincing. Compare your choice with camping using the people on the trip (parents, children), the weather and the true cost, and close with a friendly suggestion.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Camping sounds like an adventure, and I love that it's cheap, but I honestly think the hotel with the water park is a better fit for this trip. Remember, we're bringing Mum and Dad, and Dad's back hasn't been great since the winter. Sleeping on the ground for three nights would be really hard on him, whereas the hotel has proper beds and a lift. Then there's the weather. If it rains at a campsite, the kids are stuck in a tent all day, but the water park is indoors, so they'll have fun whatever happens outside. It's also only an hour away, so we won't lose a whole day driving, and breakfast is included, which means nobody's cooking on a camp stove at seven in the morning. I know it costs more per night, but we wouldn't have to borrow or buy any gear. Let's save camping for a weekend when it's just the two of us.
What this prompt tests: Tests Content (reasons drawn from the people involved, not only the price) and Listenability through contrast structures ("whereas", "but", "if it rains"). The usual loss is ignoring the cheaper option's obvious strength; naming it first ("I love that it's cheap") makes the persuasion more credible.
Task 6, Dealing with a Difficult Situation: A sister who wants to borrow money, or a partner who says no
Your younger sister, Simran, has asked to borrow $2,000 to pay for a professional certificate course. You and your partner are saving for a down payment on a house, and your partner does not want to lend her the money. Choose ONE of the following options.
Option A: Talk to Simran and explain why you cannot lend her the money.
Option B: Talk to your partner and explain why you want to lend Simran the money.
Timer: prepare 60 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: a refusal to a family member that is clear and kind. Support her goal, give the real reason, and offer something practical instead of the money.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Simran, I'm really proud that you want to do this course. I think it's exactly the right step for your career, so please don't take what I'm about to say as me not supporting you. The honest truth is that we can't lend you the two thousand dollars right now. Every dollar we have is going towards the down payment, and we've promised each other not to touch that account until we buy the house. I'd hate for money to come between us, and if anything went wrong, it would put a strain on all of us. But I don't want to leave you without any help. Let's sit down this weekend and look at other options. Some colleges offer payment plans, and some employers will pay for training if you ask. I can also help with your application, and I'll buy your textbooks as a gift. Is that OK? I really want this to work out for you.
What this prompt tests: Tests Task Fulfillment (a difficult message delivered with the right tone to a family member) and Content (the reason, the feeling and an alternative). The usual loss is vagueness ("it is a bit difficult right now") that never actually says no.
Task 7, Expressing Opinions: Should high school students have to volunteer before graduating?
Do you think high school students should have to do volunteer work before they can graduate? Explain your reasons.
Timer: prepare 30 seconds. Then speak 90 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: a clear position, three distinct reasons (benefit to the student, to their future, to the community), a short answer to the main objection, and a closing restatement.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Yes, I strongly believe high school students should have to do some volunteer work before they graduate, and I have three reasons for thinking so.
First, it gives teenagers real-world experience that a classroom can't. When you volunteer at a food bank or help out at a seniors' home, you learn to show up on time, follow instructions and deal with all kinds of people. Those are exactly the skills employers look for, and many students have never had a chance to practise them.
Second, it helps young people work out what they want to do. A friend of mine volunteered at a hospital information desk when she was sixteen, and that's what made her decide to become a nurse. Without that experience, she might have chosen a career she didn't enjoy.
Third, volunteering builds a stronger community. Teenagers who help others tend to feel more connected to their neighbourhood, and the organisations get extra hands they badly need, especially charities that run on very small budgets.
Some people argue that students are already too busy with homework, sports and part-time jobs. I understand that, but the requirement doesn't have to be huge. A couple of hours a month over four years adds up to a meaningful amount without overloading anyone.
So overall, I think the benefits for the students and the community far outweigh the inconvenience, and every school should make it part of graduation.
What this prompt tests: Tests Content/Coherence: three reasons that are genuinely different, each supported, plus a rebuttal. The usual loss is three reasons that all say "it is good for students", which sounds organised but adds no new idea.
Task 8, Describing an Unusual Situation: Lost next to a teapot sculpture in a park
You have arranged to meet your friend Fatima at a large park you have never visited. You are standing next to the unusual sculpture in the picture, but you cannot find the café where you agreed to meet. Call Fatima. Describe the sculpture and what is around you in detail so that she can find you.
Picture (described in words for this practice bank): A giant silver teapot, about three metres tall, standing on a round brick platform. Water pours from its spout into a small pond full of coins. The lid of the teapot is open, and a metal bird sits on its edge. Behind the sculpture there is a children's playground with a red slide. To the left, a path is lined with tall maple trees, and on the right there is a wooden sign with a map of the park.
Timer: prepare 30 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: the purpose is navigation, so describe the landmark AND its surroundings with position words (behind, on my left, at the end of). Open and close the call naturally and agree what happens next.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Hi Fatima, it's me. I think I'm lost! I can't find the café anywhere, so let me describe where I am, and hopefully you'll recognise it. I'm standing next to a really strange sculpture. It's a giant silver teapot, I'd say about three metres tall, sitting on a round brick platform. Water's pouring out of the spout into a little pond, and the pond is full of coins, so people must throw them in for luck. The lid is open, and there's a metal bird perched on the edge, as if it's about to have a drink. Right behind the teapot, there's a playground with a bright red slide, and on my left there's a path lined with tall maple trees. On my right, there's a wooden sign with a map, but honestly, I can't make sense of it. Do you know where I am? Should I walk towards you, or would it be easier if you came here?
What this prompt tests: Tests Task Fulfillment (the description serves the purpose of the call: helping Fatima find you) and Vocabulary (position language and comparisons). The usual loss is describing the sculpture beautifully and forgetting the surroundings, which is what Fatima actually needs.
Mock test 5 (prompts M5-T1 to M5-T8)
A friend starting a home food business, a building's Diwali party, moving day, choosing an apartment, a double-booked restaurant room, plastic packaging, and a three-in-one breakfast machine. Save this mock for the last week before your test.
Task 1, Giving Advice: A friend who wants to sell home-cooked meals
Your friend Meera is a great cook and wants to start selling homemade meals to people in her neighbourhood. She has never run a business before. Give Meera advice on how to get started.
Timer: prepare 30 seconds. Then speak 90 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: an enthusiastic but realistic friend. Advice in a logical order (rules, testing, costs, scale), each step with a reason, and a supportive close.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Meera, I think this is a brilliant idea. Your butter chicken is famous on our street! But since you've never run a business, I'd take it step by step.
The first thing I'd do is check the rules. Selling food from home usually needs some kind of permit or food safety training, and the requirements depend on where you live, so call the local public health office or look on the city's website before you sell a single meal. It would be awful to build up customers and then have to stop.
Next, test the market before you spend money. Cook a small batch every Friday for a month and offer it to neighbours and people at the gurdwara or the community centre. Ask for honest feedback on the taste, the portion size and the price. That way you'll find out what people actually want, not what you think they want.
Then work out your costs carefully. Add up the ingredients, the containers, the gas and your time. A lot of home cooks undercharge because they forget to pay themselves.
Finally, keep it manageable at the start. Pick five or six dishes you can cook really well, take orders a day in advance and maybe choose two delivery days a week. You can always grow later.
If you like, I can help you set up a simple order form on your phone. I'll be your first customer!
What this prompt tests: Tests Content/Coherence (a step-by-step sequence that a listener could act on) and Vocabulary (business words used naturally: "test the market", "undercharge", "portion size"). The usual loss is advice that is all encouragement and no steps.
Task 2, Talking about a Personal Experience: A celebration you helped to organise
Talk about a celebration that you organised or helped to organise. What did you do, and how did it go?
Timer: prepare 30 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: your role, the preparation, the event itself and how you felt. Past tenses, specific numbers or details, and a short reflection.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Two years ago, I helped organise a Diwali celebration for our apartment building in Surrey. A lot of families were new to Canada and missing home, so a few of us decided to put on something small in the party room.
We had about two weeks to plan. I was in charge of food, which meant convincing twelve families to bring one dish each without ending up with twelve trays of samosas. I made a sign-up sheet, and somehow it worked. Other people decorated with lights and rangoli, and the kids rehearsed a little dance.
On the night, we expected maybe forty people, but nearly a hundred turned up, including neighbours from the Philippines, Nigeria and Ukraine who'd never celebrated Diwali before. We ran out of plates within an hour, but nobody cared. Seeing everyone dancing together made all the stress worth it, and now it's a yearly tradition in our building.
What this prompt tests: Tests Content (a full arc: plan, problem, result) and Vocabulary through culturally specific words explained by context ("rangoli", "party room"). The usual loss is listing the food and decorations without saying what you did or how it went.
Task 3, Describing a Scene: Moving day outside an apartment building
Describe some things that are happening in the picture as well as you can. The person you are speaking to cannot see the picture.
Picture (described in words for this practice bank): The street outside an apartment building on moving day. A large rental truck is parked at the kerb with its back door open. Two movers are carrying a grey sofa down the front steps; the one at the bottom is walking backwards and looking over his shoulder. At the top of the steps, a woman holding a clipboard is pointing at the truck, and an older neighbour is holding the front door open. On the pavement there is a pile of cardboard boxes labelled "Kitchen" and "Books", and the box at the bottom is starting to tear. In the front, a girl sits on a box holding a cat carrier, with an unhappy cat looking out. Behind the truck, a car is waiting to get past.
Timer: prepare 30 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: an overall statement, then the main action (the sofa), then the people and objects around it. Precise verbs for movement and position, and a few reasonable interpretations.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
It looks like someone's moving out of an apartment building today, and things are pretty hectic. A big rental truck is parked right outside with its back door wide open. Two movers are carrying a heavy grey sofa down the front steps. The one at the bottom is walking backwards and looking over his shoulder, so he's clearly trying not to trip. At the top of the steps, a woman with a clipboard is pointing at the truck, and I think she's telling them where to put it. An older neighbour is kindly holding the front door open. On the pavement, there's a big stack of cardboard boxes marked "Kitchen" and "Books", and the box at the very bottom is starting to split, which doesn't look good. In the front, a little girl is sitting on one of the boxes, holding a cat carrier, and the cat looks pretty miserable about the whole thing. Behind the truck, a car's waiting to get past.
What this prompt tests: Tests Vocabulary (movement and position words: walking backwards, over his shoulder, starting to split) and Content/Coherence (main action first, then the rest). The usual loss is starting with small background details and running out of time before the main action.
Task 4, Making Predictions: Moving day: what happens next
Look at the same picture again. What do you think will most probably happen next? Describe it as well as you can.
Picture (described in words for this practice bank): The street outside an apartment building on moving day. A large rental truck is parked at the kerb with its back door open. Two movers are carrying a grey sofa down the front steps; the one at the bottom is walking backwards and looking over his shoulder. At the top of the steps, a woman holding a clipboard is pointing at the truck, and an older neighbour is holding the front door open. On the pavement there is a pile of cardboard boxes labelled "Kitchen" and "Books", and the box at the bottom is starting to tear. In the front, a girl sits on a box holding a cat carrier, with an unhappy cat looking out. Behind the truck, a car is waiting to get past.
Timer: prepare 30 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: start with the most likely event (the tearing box), then the others, each prediction linked to a visible detail, with hedged future forms.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
I'm pretty sure the next few minutes won't go completely smoothly. First, the box at the bottom of that pile is going to give way, and since it's labelled "Books", the weight will split it open and books will spill all over the pavement. The woman with the clipboard will probably rush over and ask her daughter to help pick them up. The movers should manage to get the sofa into the truck, but the back of the truck looks quite narrow, so they might have to turn it on its side and try a few times before it fits. The driver waiting behind the truck will probably get impatient and honk, or just reverse and find another way round. As for the cat, I think it'll keep meowing until the family finally gets it into their car. And the kind neighbour will probably be thanked with a coffee once it's all over.
What this prompt tests: Tests Listenability through modal and future variety ("is going to give way", "should manage", "might have to") and Content through predictions that follow from evidence. The usual loss is predicting only one thing because the speaker ran out of ideas; scan the picture for three or four "unfinished" actions during preparation.
Task 5, Comparing and Persuading: An apartment: downtown or suburbs, against a basement suite
Part 1: You and your partner are looking for a new apartment. Read the two options and choose the one you prefer. You will not speak in Part 1.
Option A: Downtown one-bedroom. $1,950 per month. Five minutes from the subway. No parking.
Option B: Suburban two-bedroom. $1,800 per month. One parking spot. A 45-minute bus ride to your workplace.
Part 2: Your partner has found a third option: a basement suite in a house, $1,400 per month, with a shared laundry room and its own side entrance. Persuade your partner that your choice is better than the basement suite.
Timer: prepare Part 1, 60 seconds to choose (no speaking); Part 2, 60 seconds. Then speak Part 2, 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: acknowledge the saving honestly, then argue on space, comfort and practical details from the screen. A warm, reasonable tone and a concrete next step.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
I get why the basement suite is tempting. Saving four hundred dollars a month is a lot of money. But I really think the two-bedroom is the better deal for us. First, space. You work from home three days a week, and in a basement suite you'd be working at the kitchen table with hardly any natural light. With a second bedroom, you'd have a proper office, and we could still have guests over. Second, privacy. In a basement, we'd hear the family upstairs walking around, and sharing the laundry means waiting our turn every weekend. Then there's parking. The two-bedroom has its own spot, which matters in winter, when nobody wants to dig a car out of a snowbank every morning. My commute is longer, I know, but I can read on the bus. For the extra money, we'd get a home we actually enjoy, not just somewhere cheap to sleep. Can we go and see it together on Saturday?
What this prompt tests: Tests Task Fulfillment (persuasive, relevant to the basement suite) and Vocabulary ("tempting", "natural light", "dig a car out of a snowbank"). The usual loss is ignoring the other option's main advantage; conceding it in one sentence and moving on is more persuasive.
Task 6, Dealing with a Difficult Situation: A double-booked restaurant room
You manage a small restaurant. A loyal customer, Mrs Okafor, booked the back room for her mother's 70th birthday this Friday. By mistake, a coworker also accepted a booking for the same room from a company holding a retirement party for 30 people, which would bring in much more money. Choose ONE of the following options.
Option A: Call Mrs Okafor and explain that she cannot have the back room.
Option B: Call the company's organiser and explain that they cannot have the back room.
Timer: prepare 60 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: a professional phone call to a customer. Introduce yourself, explain the mistake honestly, take responsibility, state the decision and offer real alternatives. Formal, apologetic, but clear.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Hello, is this Mr Fraser? My name is Navdeep, and I'm the manager at Saffron Table. I'm calling about your retirement party on Friday, and I'm afraid I have some disappointing news. When you booked the back room, one of our staff made a mistake: the room had already been reserved by another customer for a family birthday. Since their booking came first, it wouldn't be fair to cancel it, so we won't be able to host your group in that room on Friday. I'm truly sorry, and I completely understand that this causes you a problem. To make up for it, I'd like to offer two options. We can host your party on Saturday instead, with a free dessert for every guest, or I can put you in touch with a restaurant two blocks away that has a room for thirty people. Either way, we'll refund your deposit in full. Which would work better for you?
What this prompt tests: Tests Task Fulfillment (a formal customer-service tone: responsibility without excuses) and Vocabulary ("reserved", "host your group", "refund your deposit in full"). The usual loss is blaming the coworker at length, which sounds unprofessional and wastes time.
Task 7, Expressing Opinions: Should supermarkets stop wrapping fruit and vegetables in plastic?
Do you think supermarkets should stop selling fruit and vegetables in plastic packaging? Explain your reasons.
Timer: prepare 30 seconds. Then speak 90 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: a clear answer, three reasons with everyday examples, one objection answered with a practical alternative, and a closing line.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Yes, I do think supermarkets should stop wrapping fruit and vegetables in plastic, and I have a few reasons.
The most obvious one is waste. Every week, I come home from the grocery store with cucumbers wrapped in plastic film, apples in plastic bags and berries in plastic boxes, and almost all of it goes straight into the bin. That packaging is used for a day or two and then lasts for years in a landfill. If supermarkets simply stopped using it, that waste would disappear without shoppers having to change their habits much.
Second, I don't think the packaging actually helps customers. Loose produce lets you choose exactly how much you need. If I only want two onions, I shouldn't have to buy a bag of six and throw half of them away. So getting rid of plastic could reduce food waste as well.
Third, supermarkets have the power to make this change quickly. Shoppers can bring their own bags, but they can't control how the store packs its products. When big chains change the way they work, their suppliers follow, so the impact could be enormous.
I know some people worry that food will go off faster without wrapping, and for a few delicate items that might be true. In those cases, stores could use paper or compostable alternatives.
So in my view, supermarkets should lead the way, because a small change on their side would make a huge difference.
What this prompt tests: Tests Content/Coherence (personal, concrete examples that support general reasons) and Listenability (conditionals: "if supermarkets simply stopped using it, that waste would disappear"). The usual loss is abstract environmental slogans with no example a listener can picture.
Task 8, Describing an Unusual Situation: A three-in-one breakfast machine as a birthday present
You are at a market and you see the unusual kitchen gadget in the picture. Your mother loves trying new kitchen gadgets, and her birthday is next week. Call your mother. Describe the gadget in detail and ask whether she would like it as a present.
Picture (described in words for this practice bank): A white machine about the size of a toaster. On top, there is a clear glass kettle. On the left side, there is a slot for bread, like a toaster. On the right side, there is a small round tray with six holes for eggs, under a clear dome lid. On the front, there are three dials and a small screen showing the time. The box beside it says "Breakfast station". The price tag says $89.
Timer: prepare 30 seconds. Then speak 60 seconds. Start recording the moment preparation ends; stop when the speaking time is up, even mid-sentence.
Scoring focus: a warm call to a parent. Explain what the object does as well as what it looks like, part by part, and end with the question the task asks.
Show the model response (record yours first)
Model response, written by TalkDrill to the Level 9 to 10 descriptors (not rated by CELPIP)
Hi Mum, it's me. How are you? Listen, I'm at the Saturday market and I've found something that's so you, I had to call. It's like a whole breakfast kitchen in one machine. It's white and about the size of a normal toaster, but it does three jobs. On top, there's a glass kettle, so you can watch the water boil, which I know you'd love. On the left side, there's a slot for bread, just like a regular toaster. And on the right, there's a little round tray with six holes for eggs, under a clear dome, so it cooks them while your toast is browning. On the front, there are three dials and a tiny screen with a clock, so I think you can set it the night before. It's eighty-nine dollars. For your birthday, would you like it, or do you think it would take up too much space on the counter?
What this prompt tests: Tests Vocabulary (function as well as form: "it cooks them while your toast is browning") and Task Fulfillment (a natural call to a parent with the required question). The usual loss is describing only the appearance and never saying what the gadget does.
What the model answers are for, and what they are not
CELPIP is unusually direct about memorising. In its blog post on using sample responses, it says every test taker signs a contract stating that they will produce spontaneous and original responses, and that memorised or copied content can lead to results being invalidated. It also says that memorising, copying and templating are "the opposite" of what the test requires. So the models on this page are study material, not scripts.
Here is how to use a model without memorising it:
- Steal the moves, not the sentences. Notice how the Task 1 models open with empathy, give three signalled pieces of advice and close with an offer. Use that order with your own words on a different prompt.
- Steal five words. From each model, pick five words or phrases you would not have used ("on its last legs", "bear with me", "waive the deposit") and use each one in a new sentence of your own the same day.
- Re-record, do not re-read. After reading a model, close it and answer the same prompt again. Your second recording should be better organised but still yours.
- Edit your own transcript. CELPIP's study pack suggests transcribing one of your responses and spending 20 to 30 minutes improving it: grammar, transitions, vocabulary, detail, sentence variety. It is the fastest way to see your own patterns.
Why are the models written to Level 9 and 10 rather than 12? Because CELPIP Level 9 is CLB 9 on CELPIP's own score chart and on IRCC's Express Entry table, and CELPIP's own October 2026 blog post names Level 9 as the goal that can make a meaningful difference to an Express Entry profile. CELPIP's Level 9 descriptors ask for "moderately complex reasons", "common and context-specific vocabulary", "some control of complex grammatical structures" and the ability to adjust tone to "a range of audiences and situations". The models show what that sounds like in practice. Our 30-day plan from Level 7 to Level 9 schedules these mocks day by day.
Official practice tests and your next steps
Use CELPIP's own material alongside this bank. All of the following were checked on 21 October 2026:
- CELPIP Free Practice Tests: complete the short form to get the free official practice tests, which show the real screens and timers. CELPIP's Guidebook for Test Takers (July 2026) says there are two.
- CELPIP Score Comparison Chart: real rated Speaking responses at every level, with audio, transcripts and analysis. Compare a Level 7 and a Level 9 answer to the same prompt to hear the difference.
- CELPIP Speaking Pro webinars: free live sessions (Target 5 and Target 9+), with study packs to download.
- CELPIP test format and scoring: the official list of tasks and timings.
Then a simple route. This week: one full mock from this page as a starting test, scored with the sheet. Next one to two weeks: one task type a day, two prompts each, re-recorded after reading the model. Final two weeks: the remaining mocks on separate days, plus one official practice test. If you are still choosing between tests for your PR application, read CELPIP vs IELTS General vs PTE Core first. The overview of all eight tasks is also in our CELPIP Speaking guide.