CELPIP® Speaking Task 2 sample: A Problem Paying the Fare

Talking about a Personal Experience · Preparation: 30 seconds · Response: 60 seconds · Published 23 October 2026

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

Practice question

Recall a time you had difficulty paying for a local journey when you had limited time or money. What went wrong, and what concerned you? How did you handle the problem? What was the outcome?

Model answers

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

Level 7 sample answer

125 words

I had a problem paying for a bus in North Bay when I left my wallet in another jacket. I found some coins on my pocket, but I was still short. I was going to meet my friend Hamid, and I didn't want him waiting without knowing why. Um, I stepped away from the bus and called him. First, I explained what had happened. Then I checked the time and decided to walk home for my wallet. It only took a few minute, but I missed that bus. Hamid agreed to meet half an hour later, so I caught the next bus and avoided paying for a taxi. I felt silly at first, but it ended well. Now I check my wallet before leaving home.

Why this answer is at level 7

This level 7 model gives a clear, complete account of the fare problem, the concern about Hamid and the eventual solution. Compared with the other answers, it relies more on simple sequencing and general wording, with occasional grammatical slips.

Then I checked the time and decided to walk home for my wallet. — Content/Coherence: The action follows logically from discovering the missing wallet. However, the reason for choosing to go home is only partly explained. A higher-level answer would connect that decision more explicitly to the available time and transport cost.
I felt silly at first, but it ended well. — Vocabulary: The familiar language communicates embarrassment and a positive outcome clearly, but 'ended well' is general. A higher-level answer would describe the practical result and emotional response with greater precision.
It only took a few minute, but I missed that bus. — Listenability: The short sentence makes the consequence easy to follow. The grammatical slip in 'a few minute' slightly interrupts the flow; a higher-level answer would maintain grammatical control while keeping this conversational clarity.
I was going to meet my friend Hamid, and I didn't want him waiting without knowing why. — Task Fulfillment: This directly explains what concerned the speaker, giving the journey a personal purpose. A higher-level answer would also establish the time or money pressure more concretely, as the other models do.

Level 9 sample answer

152 words

I was buying a bus ticket at a convenience store in North Bay when my bank card was declined. My friend Javier was waiting outside, and we had about ten minutes before the bus. Initially, I worried that something was wrong with my account. However, the cashier said another customer's payment had also failed, so the connection might be the problem. I had some cash, but I'd set it aside for groceries. Rather than keep retrying and risk missing the bus, I checked whether I could afford both the ticket and what I needed that evening. I could, provided I skipped a couple of optional purchases. I paid cash and explained the delay to Javier. We reached the stop with two minutes to spare. Later, my card worked normally at the grocery store. It was a relief, and it reminded me that a small backup amount can save a lot of hassle.

Why this answer is at level 9

This level 9 model connects the payment failure, deadline and grocery budget through clear reasoning and flexible language. Compared with level 11, the explanation of resolving the payment problem is less developed, offering less evidence of sustained precision across a complicated sequence.

However, the cashier said another customer's payment had also failed, so the connection might be the problem. — Content/Coherence: The cashier's observation supports a possible explanation, moving the story beyond a list of events. Level 11 develops this reasoning further by explaining how the suspected payment failure was checked and what uncertainty remained.
I could, provided I skipped a couple of optional purchases. — Vocabulary: The conditional phrasing expresses a budget compromise efficiently and naturally. Level 11 sustains this precision through more specific payment language, distinguishing the pending amount, failed transaction and confirmation.
Rather than keep retrying and risk missing the bus, I checked whether I could afford both the ticket — Listenability: The wording puts the rejected option before the chosen action, helping a listener follow the decision. Level 11 uses similarly clear transitions while managing more participants and payment stages, showing greater sustained control.
We reached the stop with two minutes to spare. — Task Fulfillment: This gives a concrete outcome that directly answers the earlier concern about missing the bus. Level 11 provides a fuller financial resolution as well, explaining both repayment to the friend and the disappearance of the pending amount.

Level 11 sample answer

165 words

After helping at a community art workshop in North Bay, I shared a taxi with Bilal because we had several boxes of supplies to return. Splitting the fare kept it within my budget. At our destination, though, the driver's payment terminal lost its connection after I'd entered my card details. My banking screen showed a pending payment, but the driver had no confirmation. I was worried about paying twice, especially since I couldn't afford to have two fares tied up. Well, the driver needed an answer too, so we asked him to call his payment support service. They confirmed that the transaction had failed, although the pending amount might take time to disappear. Bilal offered to pay cash, and we made sure we received a receipt. I transferred my half to him, and the pending amount disappeared the next day. Sorting everything out took eight minutes. I learned that pausing to verify a payment can prevent a much bigger headache, particularly when money is tight.

Why this answer is at level 11

This level 11 model combines precise payment vocabulary with a carefully connected explanation of the concern, verification and resolution. Its strength is keeping the financial details and everyone's practical needs clear while maintaining a natural storytelling voice.

They confirmed that the transaction had failed, although the pending amount might take time to disappear. — Content/Coherence: This explains why the support call helped without suggesting that the banking display changed immediately. The distinction makes the later disappearance of the pending amount logically consistent and easy to understand.
My banking screen showed a pending payment, but the driver had no confirmation. — Vocabulary: The precise terms distinguish what the passenger could see from what the driver could verify. This communicates the payment dispute economically and establishes why simply paying again would concern the speaker.
Well, the driver needed an answer too, so we asked him to call his payment support service. — Listenability: The conversational opening marks a natural shift from personal worry to shared problem-solving. The clear cause-and-action structure helps a listener track the decision despite the financial detail surrounding it.
I transferred my half to him, and the pending amount disappeared the next day. — Task Fulfillment: The outcome resolves both the shared fare arrangement and the uncertainty about the card payment. It directly addresses the speaker's limited budget and earlier concern about having money tied up.

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.

Tell a specific personal experience in a clear sequence. Explain what happened, how you reacted and why it mattered, using details that help the listener follow the story.

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