CELPIP speaking samples: model answers, sample questions and templates
Paragon's Speaking Pro study pack comes with sample speaking responses, labelled with their CELPIP Levels and analysed for strengths and weaknesses, and its Scoring Levels page has a Speaking section with level descriptors. This page explains what the raters listen for in Paragon's words, then adds two model answers, eight sample questions and task-by-task templates of our own. Paragon warns that responses which are not original or spontaneous can lead to score cancellation, so use the templates as structures, not scripts.
People who search for CELPIP speaking samples usually want one of two things. Either they want to hear what responses at different levels sound like, or they want a template to copy. Paragon's own pages cover the first. The second needs care, because memorised answers can cost you your score. So below you get model answers to study, structures to adapt and phrases to borrow, and nothing to recite. It is study help, not immigration advice, and Paragon's pages decide what the test is.
Where Paragon's own speaking samples are
Paragon's Scoring Levels page and its Speaking Pro study pack.
Paragon's own samples are on its site and in its study packs. We do not copy them here. Its Scoring Levels page has a Speaking section. For levels 10, 11 and 12 it shows:
"Level Descriptors Sample Responses Response Analysis"
Our reading: the Speaking section shows the same descriptors, sample responses and response analysis under each of its three levels, so treat it as one set of top-of-the-scale material, not three.
For more samples, look to Paragon's Speaking Pro study pack. It comes with the webinar, and it says what is inside:
"It also includes the sample responses we looked at, with their CELPIP Levels and analysis of their strengths and weaknesses."
The same pack says which levels its webinar samples cover:
"Speaking Pro and Writing Pro Target 5 sessions include sample responses in the CELPIP Level 4-5 range. Target 9 sessions include sample responses in the Level 8-12 range."
Paragon also says no single response tells you your level.
"As each Speaking response is scored separately in each of the four dimensions, and your Level is a product of your scores on all 8 tasks, there are many ways to achieve a particular CELPIP Level."
So use samples to see what a typical response looks like. Do not use them to guess your own level from one answer. Paragon's Scoring Levels page repeats the same Speaking text under its three levels, so it cannot show you how the standard changes between them. Our CELPIP speaking score chart shows how CELPIP levels map to CLB.
What the raters listen for
Four dimensions, and the factors Paragon lists under each.
Paragon's study pack suggests reviewing a response “in each dimension (Content/Coherence, Vocabulary, Listenability, Task Fulfillment)”. Under each dimension it lists the factors raters consider.
| Dimension | Factors Paragon lists |
|---|---|
| Content/Coherence | Number of ideas. Quality of ideas. Organization of ideas. Examples and supporting details. |
| Vocabulary | Word choice. Suitable use of words and phrases. Range of words and phrases. Precision and accuracy. |
| Listenability | Rhythm, pronunciation, and intonation. Pauses, interjections, and self-correction. Grammar and sentence structure. Variety of sentence structure. |
| Task Fulfillment | Relevance. Completeness. Tone. Length. |
In a podcast episode dated March 30, 2022, a Paragon expert described how responses are rated:
"You have at least three raters listening to your responses, and each rater gives a rating to each response in each of the categories."
That is a 2022 statement, so check Paragon's current pages for how rating works today. The useful point is the same either way: no one answer decides your level, and a slip in one task is not the end.
How the standard changes from level to level
Paragon's own descriptors for Content/Coherence, read from two of its pages.
Paragon writes each level as a list of “At this level, I can” statements. The top level is on its Scoring Levels page. The lower levels are in its level descriptors PDF, a wide table, so we read one column of it, Content/Coherence, for a few levels.
| Level | Content/Coherence: “At this level, I can” |
|---|---|
| 12 | Communicate in demanding non-routine situations for a full range of purposes, intentions, and objectives |
| 6 | relate factual information |
| 4 | say what I like, dislike, and how I feel |
| 3 | say what I like, dislike, and what I need |
Our reading: the lowest rows are about saying what you like, how you feel or what you need, and by level 6 about relating facts. The top row is about handling demanding, non-routine situations for a full range of purposes. So when you review a practice answer, ask what it does with its ideas, not only how smooth it sounds.
Model answer 1: giving advice
Our own example for a Task 1 style prompt.
Prompt (ours). Your cousin Leila has been asked to give a short speech at her sister's wedding next month. She is very nervous and asks you how she should prepare. Give her advice.
If I were you, I'd start by deciding on one main message. Maybe it's how much your sister means to you. When you know that, everything else gets easier, because every story and every joke only has to support that one idea.
Another thing you could do is pick one short story about the two of you. For example, you could talk about the time she helped you move to a new city. People love a real story, and it's much easier to remember than a list of compliments.
Then practise out loud, not just in your head. Try it in front of a mirror, or record it on your phone, and keep it under three minutes. One final thing is to take a slow breath before you start, and to look at your sister while you talk. If you do that, I'm sure the speech will be lovely. Good luck, and call me if you want to practise together.
What this answer does well
- It speaks directly to Leila, by name, and sounds like a friend. The prompt is about helping someone prepare, so the tone is warm and encouraging.
- It gives four separate suggestions: one main message, one short story, practice out loud, and a calm start. Each one has a reason or an example.
- It signals each new suggestion with a transition, so a listener always knows where they are.
- It begins with a short greeting and ends with a wish and an offer. The answer feels finished, not cut off.
- The grammar is simple and clear. It uses a few longer sentences where they help, such as the ones that begin with “because” and “if”.
Time it. Read the answer aloud at a steady pace with a timer. This task gives you 90 seconds to speak. If your reading runs well over, cut a sentence. If it is far shorter, add a detail. Then answer the same prompt in your own words, from your own life, without looking.
Model answer 2: giving an opinion
Our own example for a Task 7 style prompt.
Prompt (ours). Do you think workplaces should stop holding meetings on Friday afternoons? Give your opinion and your reasons.
The first reason is energy. By Friday afternoon, most people are tired and thinking about the weekend, so a meeting at that time is often less useful. For example, in my last job a Friday meeting usually ran long and ended without any clear decisions.
The second reason is planning. If the last part of the week has no meetings, people can finish their tasks, answer emails and get ready for Monday. They start the next week calmer and better organised.
Third, it's good for morale. Employees who can finish on time on a Friday feel respected, and that usually makes them more loyal to the company.
Of course, sometimes there is an urgent problem that can't wait. But as a general rule, I believe keeping Friday afternoons free would make teams more productive and happier. So my answer is yes.
What this answer does well
- It answers the question in the first sentence, with a clear yes. The listener never has to wonder what the speaker thinks.
- It gives three reasons and says so, then numbers them with first, second and third. That is an easy shape to follow.
- Each reason has a detail: tired people, a long meeting, a calmer Monday, a feeling of respect.
- It admits one exception in a single sentence, then comes back to the main point. This shows balance without losing the thread.
- It finishes by repeating the position, so the last thing the listener hears is the answer.
Try the other side. Record yourself arguing against the same statement, with three new reasons. Tasks that offer a choice are good for this, and Paragon's study pack suggests it: “For Speaking tasks that offer a choice (Tasks 5, 6, and 7), try recording a response for each choice.”
Sample questions and templates for all eight tasks
Our own questions, structures and phrases. Adapt them. Do not memorise them.
A template is a plan for the order of your ideas. It is not a set of sentences to say. Paragon is clear about why this matters:
"We would like to remind all test takers that providing responses that are not original and/or spontaneous may result in score cancellation, as explained in a short video here."
"Paragon considers cheating to include any action (i.e., memorizing test answers, presenting false identification, or submitting a false score report to a government agency or other organization) that will help you gain an unfair advantage on the CELPIP Test."
So keep the structure, change the words, and use your own life. The table gives a sample question for each task, a structure that fits it and a few phrases that are easy to adapt. The picture tasks use a description of a picture, because the real test shows an illustration.
| Task | Sample question (ours) | Structure and phrases (ours) |
|---|---|---|
| 1. Giving advice | A colleague is about to run her first team meeting and asks you what to do. Give her advice. See model answer 1 for a worked example. | Greet by name. React in one line. Give three suggestions, each with a reason or example. Close warmly. Phrases: “My first suggestion is…”, “It would also help to…”, “That way, you'll…”, “Finally,…” |
| 2. A personal experience | Talk about a time when a neighbour, a colleague or a stranger helped you. What happened, and how did you feel? | Set the scene (when, where, who). Tell what happened in past tenses. Give the turning point. End on how you felt. Phrases: “It was about a year ago when…”, “At first…”, “Then, out of nowhere…”, “Looking back,…” |
| 3. Describing a scene | Picture: a family picnic in a park. Two adults spread food on a blanket, a child flies a kite, a dog chases a ball and grey clouds are coming in. Describe what is happening. | One general sentence first. Then a few details by place (left, right, front, back). Then people: actions, clothes, feelings. You do not need to describe everything. Phrases: “It looks like…”, “In the foreground…”, “On the left…”, “The child seems to be…” |
| 4. Making predictions | Same picture. What do you think will happen next? | Tie each prediction to a visible clue, say what will happen and add a feeling. Phrases: “Judging by the clouds, I expect…”, “That will probably make…”, “In a few minutes…” |
| 5. Comparing and persuading | Choose between a one-day pottery class in the city and a hiking skills workshop outdoors. Your friend suggests a cooking class instead. Persuade her your choice is better. | Speak to the friend. Show you heard her idea. Give two reasons for your choice, each with a detail. Close politely. Phrases: “I see why you like that, but…”, “The main advantage of mine is…”, “Think about…” |
| 6. A difficult situation | You run a gym. A member asks you to keep the Thursday evening class running, but only two people signed up. Explain your decision to her. | Address her by name. Acknowledge her need. Name the problem and state the decision. Give reasons. Offer something you can do. Considerate but firm. Phrases: “I understand why you're asking, but…”, “Unfortunately, I can't…”, “What I can do is…” |
| 7. Expressing opinions | Do you think workplaces should stop holding meetings on Friday afternoons? See model answer 2 for a worked example. | Say yes or no in the first sentence. Give about three reasons with a detail each. Add one short exception. Restate your view. Phrases: “In my view…”, “The first reason is…”, “On the other hand,…”, “So overall,…” |
| 8. An unusual situation | You are on the phone with a friend at a lake house. You see a yellow object on the lawn that looks like a small boat with wheels. Describe it so she can tell you what it is. | Open as if on a call. Describe what is strange about it. If you lack a word, build a phrase from common words. End the call. Phrases: “I'm looking at something odd…”, “It looks like a kind of…”, “OK, talk to you soon” |
Five common mistakes in speaking answers
Each with what Paragon says about it.
| Mistake | Why it costs you | What Paragon says |
|---|---|---|
| Reciting a memorised template | A recited answer does not fit the question you were asked, and it can be treated as not original. | providing responses that are not original and/or spontaneous may result in score cancellation |
| Stopping early | Silence at the end is time you could have used for another detail. | Do not go off topic, but speak as much as you can in the time allotted for each prompt. |
| Repeating the words of the prompt | It shows a narrow range of vocabulary. | Use your own words to show the CELPIP Raters your full ability, rather than repeating the words in the prompt exactly. |
| Not speaking to the person | Advice, a difficult situation and a phone call all have a listener, and your tone should fit them. | Speak directly to the person. |
| Fixing on a slip | Stopping to apologise wastes time and unsettles you for the next task. | Mistakes and corrections, stopping and starting: those things happen to everybody from beginners all the way up to very fluent speakers. |
The last quote is from the March 2022 podcast episode. For a full list of task strategies from Paragon, see our CELPIP speaking tips. For a recorded mini set, use the CELPIP speaking practice test page, and for more prompts, CELPIP speaking topics. For samples of the other parts of the test, see CELPIP samples.
Common questions
Paragon has two places. Its Scoring Levels page has a Speaking section, and under each of levels 10, 11 and 12 it shows Level Descriptors, Sample Responses and Response Analysis. Its Speaking Pro study pack comes with sample responses that carry their CELPIP Levels and an analysis of their strengths and weaknesses.
Paragon does not publish one that we found. Our table gives a structure and some phrases for each of the eight tasks. Use them as a plan for the order of your ideas, never as a script.
It is risky. Paragon says: “providing responses that are not original and/or spontaneous may result in score cancellation”. Keep the structure, change the words and use your own examples.
There are eight tasks: giving advice, talking about a personal experience, describing a scene, making predictions, comparing and persuading, dealing with a difficult situation, expressing opinions and describing an unusual situation. Our table gives one original sample question for each.
As long as the task allows. Task 1 and Task 7 give 90 seconds of speaking time. Paragon says to speak as much as you can in the time allotted for each prompt, and not to go off topic.
No. Paragon says your level is a product of your scores on all 8 tasks, and that there are many ways to achieve a particular CELPIP Level. Use samples to understand the standard, not to predict your result.
Each response is scored in four dimensions: Content/Coherence, Vocabulary, Listenability and Task Fulfillment. In a March 2022 podcast episode a Paragon expert said at least three raters listen to your responses. Check Paragon's current pages for how it works now.