The eight tasks at a glance
The CELPIP Speaking test has eight tasks in about 15 minutes, recorded on a computer with no examiner in the room. For each task you read a prompt, get 30 or 60 seconds to prepare, then speak for 60 or 90 seconds while the computer records. The task names come from CELPIP's test format page; the timings come from CELPIP's Speaking Pro: Target 9+ Study Pack, revised in May 2026. Both were read on 21 October 2026.
| Task | CELPIP's description | Prepare | Speak | Main skill on show |
|---|---|---|---|---|
| 1. Giving Advice | Help someone to either make a decision or prepare for something | 30 s | 90 s | Developed suggestions, helpful tone |
| 2. Talking about a Personal Experience | Tell a story about a past experience | 30 s | 60 s | Past tenses, a story with a shape |
| 3. Describing a Scene | Look at an illustration and describe what is happening | 30 s | 60 s | Precise vocabulary, spatial order |
| 4. Making Predictions | Look at the same illustration and describe what you think will happen next | 30 s | 60 s | Future forms, reasoning from evidence |
| 5. Comparing and Persuading | Part 1: select an option from two choices (no speaking). Part 2: persuade someone your choice is better than theirs | 60 s, then 60 s | Part 2: 60 s | Persuasion built from details |
| 6. Dealing with a Difficult Situation | Explain a decision to a friend, family member, acquaintance or customer | 60 s | 60 s | Tone: considerate but firm |
| 7. Expressing Opinions | Answer a "Do you think...?" question with your opinion | 30 s | 90 s | A clear position, organised reasons |
| 8. Describing an Unusual Situation | Describe a picture of an unusual item or situation to someone who cannot see it | 30 s | 60 s | Describing what you lack words for |
That adds up to six minutes of preparation and nine minutes of speaking. On test day the screen moves on automatically: when the preparation time ends, you hear "Start speaking now" and the recording begins, per the same study pack. Speaking is the last part of the CELPIP-General test, so you arrive at Task 1 after Listening, Reading and Writing. In the CELPIP-General LS test, taken for Canadian citizenship, the same Speaking component follows Listening; the format guide for General and LS has both timetables.
Below, each task gets its own section: what the prompt looks like, a four-move structure, a weaker and a stronger sample answer to the same prompt (both written by TalkDrill), and where candidates lose marks. When you are ready to practise, the CELPIP Speaking practice bank has forty more prompts with timers.
Templates: what helps and what gets results cancelled
Most people searching for "CELPIP speaking templates" want a fill-in-the-blanks paragraph. Here is the honest answer: CELPIP treats those as a risk to your result. In its blog post on using sample responses, CELPIP says every test taker signs a contract stating that they will produce spontaneous and original responses, that memorising, copying and templating are "the opposite" of what the test requires, and that memorised or copied content can lead to results being invalidated.
What does help is a structure: an order of moves you make every time, filled with fresh words for each prompt. CELPIP's own study packs teach exactly that. For Task 1 they list "Speak directly to the person", "Provide at least three suggestions", "Give a practical example or reason for each suggestion" and signal each new suggestion with a transition. That is a structure. "Dear friend, I am very happy to give you some advice regarding your situation" recited on every prompt is a template: it fits every prompt, so it says nothing about this one.
| A structure (use it) | A memorised template (avoid it) |
|---|---|
| A sequence of moves: empathy, advice 1, advice 2, advice 3, close | Fixed sentences learned by heart and recited on any prompt |
| Different words every time, chosen for this person and this problem | The same opening and closing lines whatever the question |
| Sounds like a person talking to a person | Sounds read, often with flat intonation, which hurts Listenability |
| Adapts when the prompt is unusual | Breaks when the prompt does not fit, and the content drifts off topic |
Every "four-move structure" on this page is the first kind. Practise it until the order is automatic, and never learn a sample answer word for word.
What the raters listen for on every task
CELPIP rates every Speaking response in four dimensions, per its Speaking Performance Standards: Content/Coherence (number, quality and organisation of ideas, examples and supporting details), Vocabulary (word choice, suitable use, range, precision), Listenability (rhythm, pronunciation and intonation; pauses, interjections and self-correction; grammar and sentence variety) and Task Fulfillment (relevance, completeness, tone, length). CELPIP's study pack says each response is scored separately in each dimension and that your Level is a product of your scores on all eight tasks. In its blog post on sample responses, CELPIP describes its raters as two or three extensively trained, highly fluent English users.
The difference between Level 7, Level 9 and Level 10 is easier to hear than to read, but CELPIP's Score Comparison Chart puts it into words. These are CELPIP's own descriptors, read on 21 October 2026:
| Dimension | Level 7 | Level 9 | Level 10 |
|---|---|---|---|
| Content/Coherence | Present concrete and some abstract information supported with moderately complex reasons | Present information and support ideas with moderately complex reasons | Communicate in moderately demanding non-routine situations; develop ideas with clear descriptions or reasons |
| Vocabulary | Common words and some more precise vocabulary; some figures of speech and idioms | Common and context-specific vocabulary; some figures of speech and idioms | A range of concrete and abstract language; some figures of speech and idioms |
| Listenability | Good control of simple grammatical structures; understandable rhythm, pronunciation and intonation | Some control of complex grammatical structures; mostly fluent rhythm, pronunciation and intonation | Good control of a broad range of complex grammatical structures; mostly fluent |
| Task Fulfillment | Adjust style and tone to some familiar listeners and situations | Adjust style and tone to a range of audiences and situations | Adjust style and tone to a broad range of audiences and situations |
Read across a row and the pattern is clear. Level 7 is correct but simple. Level 9 adds complex sentences and words that fit the context precisely. Level 10 adds range and control. The weaker and stronger samples below show that shift on each task. CELPIP Level 9 is CLB 9 on CELPIP's own chart and on IRCC's Express Entry table; our scoring and CLB guide covers the conversion and what IRCC does with it.
Task 1: Giving Advice
What the prompt looks like. A short situation about a friend, relative or coworker who must make a decision or prepare for something, ending with an instruction such as "Give him advice". CELPIP's description: "Help someone to either make a decision or prepare for something." Timing: 30 seconds to prepare, 90 seconds to speak. It is one of the two longest speaking turns, so it needs three developed points, not two.
The four-move structure
- Speak to the person and show you understand. One sentence: their name and the situation in your own words.
- Suggestion 1, with a reason or example. Signal it: "The first thing I'd do is...".
- Suggestions 2 and 3, each with a reason or example. Signal each: "Another thing you could do is...", "One final thing is..." (CELPIP's own examples of signals).
- Close warmly. A summary line, encouragement, or an offer to help.
Your coworker Ravi wants to buy his first home, but he is not sure whether to buy now or keep renting for another year. Give Ravi advice. Prepare 30 seconds, speak 90 seconds.
Weaker version (TalkDrill, showing Level 7 features: correct but simple and repetitive)
"Hi Ravi. I think buying a house is a good idea, but you should think about some things first. First, you should check your budget, because houses are very expensive now. Also, you should talk to the bank and see how much money they can give you. And you should look at many houses before you buy one. I think it is better to buy than rent, because when you rent, you give your money to someone else. So you should think carefully and then decide."
Stronger version (TalkDrill, written to the Level 10 descriptors)
"Ravi, I'm glad you're thinking this through instead of rushing in, because it's probably the biggest purchase you'll ever make. Here's what I'd look at.
First, get a mortgage pre-approval before you fall in love with any house. It tells you exactly how much the bank will lend you, and it stops you wasting weekends on places you can't afford.
Second, remember that the price isn't the whole cost. There's the home inspection, the legal fees, property tax, and the furnace that breaks the first winter you move in. If buying now would wipe out your savings completely, I'd honestly rent for one more year and build a cushion.
Third, think about how long you'll stay. If there's a chance your job moves you to another city in two years, renting keeps you flexible. But if you're settled here, every month of rent is money you're not putting towards something you own.
So get pre-approved, add up the real costs and be honest about your plans. If the numbers work and you're staying put, go for it. If not, another year of renting isn't a failure; it's a smart move. Want the name of the broker I used?"
What changed. The weaker version repeats "you should" five times and gives four ideas with almost no development. The stronger version has three signalled suggestions, each with a consequence ("it stops you wasting weekends"), context-specific words (pre-approval, inspection, cushion), conditionals ("If buying now would wipe out your savings, I'd...") and a tone that sounds like a friend, not a manual.
Where marks are lost on Task 1
- A list of six bare tips instead of three developed ones.
- Talking about the person ("He should...") instead of to them. CELPIP's first strategy for this task is to speak directly to the person.
- Running out of time mid-suggestion. In CELPIP's own analysis of a Level 8 Task 5 response, "the last idea is cut off" is listed as a weakness; the same applies here.
Practise: prompts M1-T1, M3-T1 and M5-T1 in the bank.
Task 2: Talking about a Personal Experience
What the prompt looks like. "Talk about a time when..." followed by a theme: you helped someone, you got unexpected news, a plan went wrong. CELPIP's description: "Tell a story about a past experience." Timing: 30 seconds to prepare, 60 seconds to speak. CELPIP's study pack is explicit that if you cannot think of a real experience, you should make one up, and its podcast confirms the raters do not check whether a story is true.
The four-move structure
- When and where, in one sentence.
- What happened, in order, in past tenses, with one or two vivid details.
- The turning point, and how you felt. CELPIP's strategy: try to get your listener to feel how you felt.
- How it ended, and one sentence on what it meant to you.
Talk about a time when you received some unexpected news. What happened, and how did you react? Prepare 30 seconds, speak 60 seconds.
Weaker version (TalkDrill, showing Level 7 features)
"One time I got good news. My friend called me and told me that the company wants to give me the job. I was very happy. I called my mother and she was also very happy. Then we went to a restaurant and we ate dinner together. It was a very good day for me and I will never forget it, because it was my first job in this country."
Stronger version (TalkDrill, written to the Level 10 descriptors)
"Last March, I was standing in line at the grocery store when my phone buzzed with an email from a company I'd interviewed with a month earlier. I'd honestly given up on them, because they'd said I'd hear back within a week, so I almost didn't open it. When I did, the first word was 'Congratulations', and I had to read it three times to believe it. I must have looked strange, because the cashier asked if I was OK, and I just burst out laughing. I called my mother from the car park, and she was in tears before I'd even finished the sentence. Looking back, what surprised me most wasn't the job itself. It was how close I came to deleting that email without reading it."
What changed. The stronger story has a scene, a reason for the surprise (the past perfect "I'd given up on them" carries it), a moment of feeling and a reflective ending. The weaker one is grammatically fine but tells rather than shows, and its sentences all have the same shape.
Where marks are lost on Task 2
- Slipping into the present tense halfway through ("then my manager calls me and says..."). Speakers of Punjabi, Hindi and Gujarati often drop the past tense under time pressure; our guide for those speakers has drills.
- Thirty seconds of background and no story. Reach the event by about the 20-second mark.
- A general answer ("Canadians are very helpful") instead of one occasion.
Practise: M1-T2, M3-T2, M5-T2.
Task 3: Describing a Scene
What the prompt looks like. A drawing of an everyday place full of people doing things: a park, a store, an office, a street. You describe it to someone who cannot see it. CELPIP's description: "Look at an illustration and describe what is happening." Timing: 30 seconds to prepare, 60 seconds to speak. The same picture comes back in Task 4, so the details you notice now are your raw material for predictions.
The four-move structure
- One sentence that sums up the scene (CELPIP: "Start with a general statement").
- The main action, usually at the front or centre.
- Two or three other groups, moving in a fixed direction (left to right, or front to back), with what people are doing and how they seem to feel.
- A small interpretation if time remains ("so I think he's in a hurry").
Describe what is happening in a picture of a community garden on a spring morning. In the picture: an older woman kneels by a vegetable bed planting seedlings; two teenagers carry a heavy watering can between them; a man on a ladder fixes a wooden fence; a little boy chases a chicken that has escaped from its pen; a volunteer at a table sells plants to a couple with a baby in a pushchair. Prepare 30 seconds, speak 60 seconds.
Weaker version (TalkDrill, showing Level 7 features)
"In this picture there is a garden. There is an old lady and she is putting some plants. There are two boys and they are carrying water. There is a man on the ladder, he is doing something with the fence. There is a small boy and a chicken. The chicken is running and the boy is also running. There is a table and some people are buying plants. Everybody is busy."
Stronger version (TalkDrill, written to the Level 10 descriptors)
"This looks like a community garden on a bright spring morning, and everyone's busy getting it ready for the season. In the front, an older woman is kneeling beside a vegetable bed, carefully planting tiny seedlings in a neat row. Just behind her, two teenagers are struggling with a huge metal watering can; they're carrying it between them, and it looks like it's about to slosh all over their shoes. On the left, a man is balanced on a ladder, hammering a loose board back onto the wooden fence. The funniest part is on the right: a chicken has escaped from its pen, and a little boy is chasing it with his arms out, laughing his head off. Near the gate, a volunteer at a folding table is selling potted plants to a young couple with a baby in a pushchair."
What changed. "There is" appears seven times in the weaker version, and the verbs are vague ("putting", "doing something"). The stronger one uses an overview, a clear route round the picture and precise verbs (kneeling, struggling, slosh, hammering, chasing). CELPIP's analysis of its Level 7 sample responses on the Score Comparison Chart points the same way: good control of simple grammar and mostly common words.
Where marks are lost on Task 3
- A list of nouns with "there is". Describe actions and feelings, as CELPIP's strategies ask: "Describe the people's appearance, actions, and feelings."
- Two people in great detail and half the picture ignored. Plan four or five groups.
- Words from home that a Canadian listener would not use: "drawing room" for living room, "cupboard" is fine but "almirah" is not. Precision is about the listener, not about fancy words.
Practise: M1-T3, M2-T3, M3-T3.
Task 4: Making Predictions
What the prompt looks like. The Task 3 picture again, with a question about what will most probably happen next. CELPIP's description: "Look at the same illustration from Task 3 and describe what you think will happen next." Timing: 30 seconds to prepare, 60 seconds to speak. CELPIP's strategies: use your imagination but be realistic, and make predictions related to what you see the people doing.
The four-move structure
- The most obvious next event, tied to something visible.
- A second prediction about a different group, with a reason ("because...", "judging by...").
- A consequence or a feeling ("which means...", "so she'll probably be relieved").
- A closing prediction a little further in the future.
Look at the community garden picture from Task 3 again. What do you think will most probably happen next? Prepare 30 seconds, speak 60 seconds.
Weaker version (TalkDrill, showing Level 7 features)
"I think the old lady will finish the plants. The boys will give water to the plants. The man will fix the fence. The boy will catch the chicken and put it back. The couple will buy some plants and go home. Everybody will be happy because the garden will be nice."
Stronger version (TalkDrill, written to the Level 10 descriptors)
"I think the next few minutes will be a bit chaotic. Judging by how heavy that watering can looks, the teenagers are going to spill half of it before they reach the vegetable bed, and they'll probably end up with soaking wet trainers. Meanwhile, the chicken is running straight towards the woman planting seedlings, so there's a real chance it'll trample a few of them, and she won't be very pleased. The man on the ladder might climb down to help catch it, which means the fence won't be finished this morning. As for the couple at the plant table, I'd imagine they'll buy a couple of tomato plants, and the volunteer will tie them to the pushchair. By lunchtime, though, the garden will be planted, and everyone will probably sit down together for a cup of tea."
What changed. The weaker version uses "will" for every sentence and predicts the obvious with no reasons. The stronger one mixes "are going to", "might", "there's a real chance", "I'd imagine", links each prediction to evidence and chains them ("which means..."). That variety is what CELPIP's Level 9 descriptor calls "some control of complex grammatical structures".
Where marks are lost on Task 4
- Describing the picture again in the present continuous. That answers Task 3, not Task 4.
- Unrealistic predictions with no link to the scene ("an earthquake will happen").
- One prediction stretched over 60 seconds. During preparation, look for three or four unfinished actions.
Practise: M1-T4, M4-T4, M5-T4.
Task 5: Comparing and Persuading
What the prompt looks like. Part 1 shows two options with pictures and details (price, size, features). You choose one; you do not speak. Part 2 shows a third option that someone else, usually a family member or friend, prefers, and asks you to persuade them that your choice is better. CELPIP's description: "In Part 1, select an option from two choices. You will not speak in Part 1. In Part 2, persuade someone that your chosen option is better than the one they are proposing." Timing: Part 1, 60 seconds to choose. Part 2, 60 seconds to prepare and 60 seconds to speak.
The four-move structure
- Acknowledge their option in one sentence ("I can see why you like...").
- Your strongest reason, comparing your choice with theirs on a detail from the screen.
- Two more reasons, mixing on-screen details with your own (who will use it, how often, what it saves).
- Close with a suggestion or a question ("Can we go and look at it on Saturday?").
Part 1: You and your partner want to get fit. Option A: community centre gym, $25 a month, basic machines, a ten-minute walk away. Option B: large fitness club, $60 a month, classes and a pool, a 25-minute drive. Part 2: Your partner wants to buy a treadmill for home instead, $900, with a screen for workout videos. Persuade your partner that your choice is better than the treadmill.
Weaker version (TalkDrill, showing Level 7 features; the speaker chose Option A)
"I think the community gym is better. It is only twenty-five dollars, the treadmill is nine hundred dollars, it is very expensive. Also the gym is close, we can walk. In the gym there are many machines, not only one. The treadmill is only for running. So I think we should choose the gym because it is cheap and close."
Stronger version (TalkDrill, written to the Level 10 descriptors; Option A chosen)
"I love that you want us to get fit, and I can see why a treadmill sounds convenient. But I really think the community centre gym is the smarter choice. First, the money. Nine hundred dollars up front is three years of gym fees for one of us, and we'd be paying it before we even know if we'll stick with it. Second, a treadmill only does one thing. At the gym we'd have weights, bikes and rowing machines, so we wouldn't get bored after a month, which, let's be honest, is what happened with the exercise bike. And it's a ten-minute walk, so the walk there is part of the workout. Finally, it gets us out of the house. Right now we spend every evening in front of a screen, and a treadmill with a video screen is just more of that. Why don't we sign up for a month and see how it goes?"
What changed. Both choose the same option. The stronger one turns the numbers into a meaningful comparison ("three years of gym fees"), adds reasons that are not on the screen (boredom, getting out of the house) and keeps a warm, persuasive tone. In CELPIP's own analysis of a Level 8 Task 5 response, the comments include "More development of ideas (examples or details) would improve the content" and "Sounding more excited to go into business with his friend would improve tone". Development and tone are where Task 5 is won.
Where marks are lost on Task 5
- Arguing against the option you rejected in Part 1. In Part 2 the only rival is the new option.
- Reading the details aloud without turning them into reasons.
- Wasting the Part 1 minute deciding. Choose the option you can argue for most easily, then use the Part 2 minute on the new option.
Practise: M1-T5, M3-T5, M5-T5. CELPIP's study pack suggests recording each prompt twice, once for each Part 1 option.
Task 6: Dealing with a Difficult Situation
What the prompt looks like. A short dilemma involving two people, then a choice: talk to person A and explain one thing, or talk to person B and explain another. You pick one and speak only to that person. CELPIP's description: "Explain a decision to a friend, family member, acquaintance, or customer." Timing: 60 seconds to prepare, 60 seconds to speak. CELPIP's strategies: speak directly to the person, be considerate but firm, speak in a respectful way, clearly outline the problem, explain your decision and provide effective reasons.
The four-move structure
- Greet and outline the problem in a sentence or two.
- State your decision clearly. No "maybe".
- Give two or three reasons.
- Repair the relationship: an apology if right, an alternative, a next step.
Your neighbour Mrs Silva asked you to look after her dog for two weeks while she visits her family abroad, and you agreed. Now your landlord has reminded you that pets are not allowed in your building, and your roommate says he is allergic to dogs. Choose ONE. Option A: talk to Mrs Silva and explain that you cannot look after her dog. Option B: talk to your landlord and ask for an exception for two weeks.
Weaker version (TalkDrill, showing Level 7 features; Option A)
"Hello Mrs Silva. I am sorry but I cannot take care of your dog. My landlord said pets are not allowed in my building. Also my roommate has allergy. I am very sorry. I know you are going to your family. Maybe you can find another person. I am sorry again. Thank you."
Stronger version (TalkDrill, written to the Level 10 descriptors; Option A)
"Hi Mrs Silva, have you got a minute? It's about Bruno, and I'm afraid it isn't good news. When I said yes, I'd completely forgotten that our lease doesn't allow pets, and the landlord reminded me about it this week. On top of that, my roommate told me he's allergic to dogs, and two weeks would make him really unwell. So, as much as I'd love to have Bruno, I can't look after him at my place. I'm really sorry, especially so close to your trip. But I don't want to leave you stuck. My cousin runs a small home boarding service ten minutes away, and I've already asked her: she has space for those two weeks. If you'd rather keep him at home, I could come over twice a day to feed him and take him for a walk. Which would suit you better?"
What changed. The weaker version apologises four times, never explains why the problem only appeared now, and ends with "Thank you". In CELPIP's analysis of a Level 8 Task 6 response, "Saying 'Thank you' at the end is awkward for this context" is listed as a weakness. The stronger one is considerate but firm, gives a decision and reasons, and offers two real alternatives.
Where marks are lost on Task 6
- An apology so long that the decision never arrives.
- Talking to both people, or describing the situation to the rater instead of speaking to the person you chose.
- The wrong register: a landlord, a manager or a customer needs a more formal tone than a friend.
Practise: M1-T6, M3-T6, M5-T6. The AI role-play practice is good rehearsal for this task, because the other person can push back.
Task 7: Expressing Opinions
What the prompt looks like. One question beginning "Do you think...?" about a social, workplace or community issue, followed by "Explain your reasons." CELPIP's description: "Answer a 'Do you think...?' question with your opinion." Timing: 30 seconds to prepare, 90 seconds to speak. CELPIP's strategies: read the question carefully and stay on topic, decide quickly whether you will answer yes or no, give about three reasons, support each with specific details, present your ideas logically and use transitions.
The four-move structure
- Your position in the first sentence, yes or no.
- Reason 1 with a specific example.
- Reasons 2 and 3 with examples; optionally one short concession ("Of course, some people argue...") followed by your answer to it.
- Restate your position in one sentence.
Do you think every adult should learn basic first aid? Explain your reasons. Prepare 30 seconds, speak 90 seconds.
Weaker version (TalkDrill, showing Level 7 features)
"Yes, I think every adult should learn first aid. First aid is very important. If somebody has an accident, you can help them. Also, it is good for your family, because if your child is hurt, you can help. And also at work, sometimes people have problems and you can help. First aid is not very difficult to learn. So I think everybody should learn it because it is very important and useful."
Stronger version (TalkDrill, written to the Level 10 descriptors)
"Yes, I strongly believe every adult should learn basic first aid, and I have three reasons.
First, emergencies don't wait for professionals. If someone collapses at a bus stop or chokes in a restaurant, the first few minutes matter most, and the first person on the scene is usually a bystander, not a paramedic. Knowing how to do chest compressions or clear an airway could literally be the difference between life and death.
Second, plenty of accidents happen at home. Children burn their hands, older parents fall, someone slices a finger while cooking. An adult who knows how to cool a burn or stop bleeding can deal with it calmly instead of panicking.
Third, it builds confidence. When I took a weekend course a few years ago, the most valuable thing wasn't any single technique; it was losing the fear of doing the wrong thing. People who've been trained are far more likely to step in.
Some people say they're too busy, and I understand that. But a basic course takes a day or two, and many employers and community centres run them. It's a small investment for a skill you may need only once, when it matters most.
So yes, I think it should be as normal for adults as knowing how to swim."
What changed. The weaker version says "important" or "help" in every sentence and its three reasons are really one idea. The stronger one gives three distinct reasons (strangers, family, confidence), each with a concrete example, answers an objection and closes with an image. That is the "moderately complex reasons" CELPIP's Level 9 descriptor asks for.
Where marks are lost on Task 7
- Sitting on the fence: "there are advantages and disadvantages" for 90 seconds.
- Three reasons that repeat each other.
- Drifting off the exact question. CELPIP's first strategy is to read the question carefully and make sure your response is on topic. If the question asks about "every adult", do not answer about doctors.
Practise: M1-T7, M2-T7, M4-T7. Record each twice: "yes", then "no", as CELPIP's study pack suggests. Our guide to giving opinions in English has more ways to open and signal.
Task 8: Describing an Unusual Situation
What the prompt looks like. A picture of an unusual object or situation and a reason to phone someone about it: a friend who might want to buy it, a relative who needs to find you. CELPIP's description: "Describe a picture of an unusual item or situation to someone who can't see what you're looking at." Timing: 30 seconds to prepare, 60 seconds to speak. CELPIP's strategies: start by setting up the role-play ("Hi, Jill..."), describe the unique aspects, focus on the things you can describe well, and if you cannot think of the exact word, create phrases from common words. End by finishing the phone call.
The four-move structure
- Open the call and say why you are calling.
- The big picture: what kind of thing it is, overall shape, size and colour, compared to something familiar.
- The parts and what they do, in a fixed order (top to bottom, or closed then open).
- Why it matters to them, and a question; then close the call.
You are at an outdoor store and see an unusual backpack that turns into a folding chair. Your father loves hiking but often complains that there is nowhere to sit on the trail. Call your father, describe the backpack in detail and ask if he would like it. Prepare 30 seconds, speak 60 seconds.
Weaker version (TalkDrill, showing Level 7 features)
"Hello Papa. I see a very nice bag in the store. It is green colour. It is a backpack but it is also a chair. You can sit on it. It has some legs. It has many pockets for bottles and other things. It is good for hiking. I think you will like it. It is not very expensive. Do you want it?"
Stronger version (TalkDrill, written to the Level 10 descriptors)
"Hi Dad, it's me. Have you got a second? I'm at the outdoor store, and I've found something that solves your favourite complaint about hiking. It looks like an ordinary green backpack, about the size of a school bag, with mesh pockets on both sides for water bottles. But at the bottom there are three thin metal legs folded flat against the back, a bit like the legs of a camera tripod. When you want a rest, you swing them out, the top of the bag becomes a padded seat, and you can sit on it right there on the trail. The shop assistant sat on it in front of me and it didn't even wobble. It's light, too, maybe the weight of a laptop. It's on sale for seventy dollars. Should I pick one up for you before our trip next month?"
What changed. The weaker version says what it is but not how it works, and "green colour" is a pattern common in Indian English that a Canadian listener notices. The stronger one explains the mechanism step by step, uses comparisons for words the speaker may not know ("like the legs of a camera tripod"), adds evidence ("it didn't even wobble") and closes the call with a real question.
Where marks are lost on Task 8
- No call: no greeting, no reason for calling, no question at the end.
- Freezing on a missing word. Describe around it with shape, size, material and "a bit like...".
- Describing appearance only and never saying what the object does or why the listener would care.
Practise: M1-T8, M2-T8, M4-T8. If phone English makes you nervous, our book English for Phone Calls covers openings and closings.
Using 30 and 60 seconds of preparation
CELPIP's test-day page says you are given a pen and notepaper, and CELPIP staff say on the Official CELPIP Podcast that the raters never look at it. Use it for keywords only. A sentence written in preparation gets read aloud, and read-aloud English loses the natural rhythm and intonation that Listenability rewards. CELPIP's October 2026 blog on reaching Level 9 makes the same point: a brief outline keeps you focused "without making your response sound memorized".
| Preparation | Tasks | What to write |
|---|---|---|
| 30 seconds | 1, 2, 3, 4, 7, 8 | Three or four keywords: one per point, in order. For Tasks 3 and 4, three locations in the picture. For Task 7, YES or NO in capitals, then three reason words. |
| 60 seconds | 5 (each part), 6 | Task 5 Part 1: circle the option you can argue for, then stop. Part 2: two weaknesses of their option and three strengths of yours. Task 6: the person's name, your decision in three words, two reasons, one alternative. |
One more habit: say your first sentence silently in the last three seconds of preparation. The first sentence is where nerves cause the longest pause, and a pause right after "Start speaking now" costs you on Listenability before you have said anything.
CELPIP's study pack also suggests practising with more preparation time than the test gives and then gradually shortening it. One way to do that: a full minute for a 30-second task in week one, 45 seconds in week two and the real 30 seconds by week three.
A practice route, task by task
Many Express Entry candidates aim for CELPIP Level 9 in Speaking, which matches CLB 9; CELPIP's October 2026 blog post on moving from Level 7 to Level 9 says reaching it in all four skills can make a meaningful difference to an Express Entry profile. Here is a route for candidates starting around Level 7, with the TalkDrill tools that fit each step.
- Day 1: a starting test. Do one full mock from the practice bank with timers, record it, and score it with the self-feedback sheet there. Note your weakest dimension.
- Days 2 to 9: one task a day. Read the section for that task on this page, then answer two prompts from the bank, read the model, and re-record. Tasks 5 and 8 usually need a second day each.
- Daily, ten minutes: Listenability. Read a short passage aloud on the TalkDrill read-aloud drills, then work on intonation with our guide to English intonation patterns. Flat intonation is a weakness CELPIP itself lists in its analysis of a Level 8 Task 5 response.
- Twice a week: a full mock. All eight tasks in a row, as on test day. Keep your recordings and compare week one with week four.
- By first language: the guides for Punjabi, Hindi and Gujarati speakers and for Filipino and Nigerian candidates list the sound, stress and grammar habits that hold scores at 7 or 8.
The full day-by-day version is our 30-day plan to CELPIP 9 in Speaking, and the short overview of all eight tasks is in our CELPIP Speaking guide. For the official sources behind this page, see CELPIP's test format and scoring page, the Speaking Pro: Target 9+ Study Pack (PDF, May 2026), the Score Comparison Chart with real rated responses, and CELPIP's post on using sample responses, which explains the memorising rule. Everything else about the test is on the CELPIP hub.