CELPIP® Speaking Task 1 sample: An Arts Program Across Town

Giving Advice · Preparation: 30 seconds · Response: 90 seconds · Published 23 October 2026

Original practice questions in CELPIP® task formats, created independently by CELPIP Study.

Practice question

Your neighbour Desmond's daughter, Riley, has been accepted into a specialized arts program at a high school on the other side of Barrie. Riley is excited, but the trip would mean two city buses and about 50 minutes each way, and her closest friends will all attend the high school down the street. Desmond works early shifts and cannot drive her, and he has to confirm her spot by the end of the month. Tell Desmond what you think he should do and why.

Model answers

These are transcripts of a model response, provided for comparison with your own recording.

Level 7 sample answer

200 words

Hi Desmond. Congratulations to Riley, that's really great news! I know you're worried, so here's what I think.

I think you should say yes to the arts program. Riley is excited about it, and it's not easy to get accepted. If she goes to the school down the street, maybe she will be sad later because she missed a good chance.

About the bus, 50 minutes is long, but a lot of teenagers take the bus in Barrie. Maybe on your day off you can ride the buses with her once or twice, um, before school starts, so she learns the route and feels safe. She can do homework or read on the bus too.

Also, don't worry too much about her friends. She can still see them on weekend and after school. And she will make new friends in the program, because the other students like art like her.

One more thing, you should talk to Riley before the end of the month, when you have to confirm. Ask her how she feels about the long trip and leaving her friends. It's her school, so her opinion is important.

I think it will be a good experience for her.

Why this answer is at level 7

This level 7 model gives clear advice and covers Riley’s interests, travel and friendships in an easy sequence. Its explanations stay fairly general, and repeated simple wording makes it less developed and precise than the stronger models.

maybe she will be sad later because she missed a good chance. — Content/Coherence: This gives a relevant reason to accept, but “a good chance” leaves the educational benefit unexplained. A stronger answer would connect the program to Riley’s motivation, artistic development or future opportunities.
the other students like art like her. — Vocabulary: The meaning is clear, but repeating “like” makes the phrasing basic. A stronger answer would express the connection more precisely, as the level 9 model does with shared interests.
I know you're worried, so here's what I think. — Listenability: This conversational opening acknowledges Desmond’s concern and makes the advice easy to follow. Across the answer, however, transitions such as “Also” and “One more thing” create a more list-like rhythm than the stronger models.
Ask her how she feels about the long trip and leaving her friends. — Task Fulfillment: This appropriately involves Riley and addresses both major sacrifices. A stronger response would also give Desmond a clearer way to judge the commute and support her when his early shifts prevent him from driving.

Level 9 sample answer

239 words

Desmond, first of all, please tell Riley congratulations from me. Getting into that program is a big deal, and I can see why you're torn.

Honestly, I'd lean towards accepting the spot. Riley has been drawing on your front steps since she was about eight, and a program built around what she loves could keep her motivated through high school. Those chances don't come around every year, and the school down the street will still be there if it doesn't work out.

The commute is the real issue, so I'd test it before you confirm at the end of the month. One weekday morning when you're off, take the two buses with her at the same time she'd actually travel. You'll both find out whether the connection is reliable and how she feels about it. If it's manageable, the 50 minutes could even become her time to sketch or catch up on reading.

As for her friends, I wouldn't let that be the deciding factor. Kids who've grown up on the same street tend to stay close, especially if they keep doing things together on weekends. Meanwhile, she'll be surrounded by students who share her interests.

And since you leave for work so early, set up a simple check-in routine, like a quick text when she gets to school. That'll give you peace of mind.

Whichever way you go, though, make it a decision you and Riley reach together.

Why this answer is at level 9

This level 9 model develops its recommendation through personal detail, a realistic commute trial and a check-in routine. Its advice is more tailored than the level 7 model, although assumptions about friendships and changing schools leave some practical reasoning less developed than in the level 11 model.

You'll both find out whether the connection is reliable and how she feels about it. — Content/Coherence: This explains exactly why the trial journey matters: it tests reliability and Riley’s reaction. The level 11 model extends that reasoning by considering missed connections, winter conditions and backup arrangements.
Honestly, I'd lean towards accepting the spot. — Vocabulary: “Lean towards” expresses a considered preference while allowing uncertainty, adding nuance to the simpler recommendation in the level 7 model. The strongest model connects that qualified support more explicitly to having a practical plan.
The commute is the real issue, so I'd test it before you confirm at the end of the month. — Listenability: This sentence moves smoothly from the main concern to an action and its deadline. The level 11 model uses similarly clear transitions while varying sentence structure and weaving more supporting detail into the advice.
the school down the street will still be there if it doesn't work out. — Task Fulfillment: This offers reassuring fallback advice, but assumes Riley could change schools easily. A stronger response would make that option conditional on checking availability, or develop concrete support for attending the arts program.

Level 11 sample answer

270 words

Desmond, I've been thinking about Riley's acceptance since you mentioned it, and if it were my decision, I'd take the spot, though not without a plan.

Specialized arts programs are competitive, and a kid who gets in has clearly earned it. Riley's the one who painted that mural on the community centre fence last summer; giving that kind of talent four years of proper instruction, real studio space and teachers who take her seriously could shape where she ends up after graduation. Turning it down because of a bus ride is the sort of thing she might quietly resent later.

That said, the commute shouldn't be glossed over. Two buses each way means a missed connection could make her late, so before you confirm her spot at the end of the month, I'd do a dry run at the exact time she'd be leaving in September. Bear in mind that in January she'll be waiting at a transfer stop at minus fifteen degrees, so a warm coat and a backup route are worth sorting out now.

As for her friends, I'd be careful not to overestimate how much she'd lose. Friendships that have lasted since kindergarten won't fall apart just because they're in different buildings, particularly if the weekends stay theirs.

Finally, since you're out the door before she's even up, arrange a simple safety net, perhaps a neighbour she can call, or a quick text once she's arrived. I'd be happy to be that neighbour.

Most importantly, sit down with Riley and hear her out properly. If she's willing to make the trip, I'd back her all the way.

Why this answer is at level 11

This level 11 model combines a clear recommendation with detailed reasoning about artistic development, travel reliability, friendships and family support. Precise language and varied conversational phrasing make the advice persuasive, while the final condition keeps Riley’s willingness central.

Two buses each way means a missed connection could make her late, — Content/Coherence: This identifies a specific consequence of the transfer rather than treating travel time as the only problem. The following dry run, winter preparation and backup route build a connected response to that concern.
proper instruction, real studio space and teachers who take her seriously — Vocabulary: These concrete phrases explain what specialized arts education could offer Riley. They give substance to the recommendation and make its potential value clearer than the more general language in the other models.
That said, the commute shouldn't be glossed over. — Listenability: This short pivot gives the listener a clear shift from enthusiasm to practical concerns. Its compact phrasing balances the longer explanatory sentences around it, creating variety without losing the conversational tone.
I'd be happy to be that neighbour. — Task Fulfillment: The speaker turns a suggested safety net into a concrete offer of help. This uses the neighbour relationship naturally and directly addresses the support Riley may need while Desmond is working early shifts.

What moves an answer from 7 to 9 to 11

These are model answers written to show each level. The labels are practice estimates, not examiner scores.

Give advice that fits the person and their constraints. Develop suggestions with reasons, practical steps and a supportive tone rather than listing tips.

Content/Coherence: Level 7 models communicate the main ideas; level 9 models develop relevant details with clear connections; level 11 models sustain precise, well-integrated development.
Vocabulary: Compare adequate everyday wording with more varied, accurate choices at level 9 and flexible, precise expression at level 11.
Listenability: Higher-level delivery needs clear pronunciation, rhythm, intonation and controlled pauses. Transcripts suggest phrasing and organisation, but cannot demonstrate these audio features; a recording is needed.
Task Fulfillment: Compare how fully the response addresses the request, develops enough relevant detail and maintains an appropriate tone for the audience within the task limits.

Assess the criteria together. A longer answer or rarer words alone do not establish a higher level.

Answer this question and get your level