CELPIP® Speaking Task 8 sample: The Snail Activity Station

Describing an Unusual Situation · Preparation: 30 seconds · Response: 60 seconds · Published 23 October 2026

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

Practice question

You're at a toy lending library in Windsor before looking after your cousin Hiba's two children on Saturday. One child prefers drawing; the other prefers building. You can borrow only one item and notice an unusual play station. Call Hiba, describe it in detail in your own words, and ask whether it would suit both children.

Model answers

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

Level 7 sample answer

132 words

Hi Hiba, I'm choosing something at the toy lending library in Windsor for Saturday with your two children. There's a strange play station that looks a bit like a snail. It has an orange wooden body, about 50 centimetres long. There's four blue wheels underneath. In the middle, a green round disc sits on a silver axle, with a spiral cut into it. A white board folds out from the right side on a red hinge. Also, three yellow square compartments are built into the front. Um, the board could be for drawing, and the compartments might hold building pieces. Since I can only borrow one item, it could cover both activity. Do you think it would suit the children, or should I choose something else? Thanks for helping me decide. Bye!

Why this answer is at level 7

This level 7 example gives a clear, recognizable description and connects the station to both children's interests. Its list-like organization, broad wording, and grammatical slips make it less developed and polished than the higher-level examples.

Also, three yellow square compartments are built into the front. — Content/Coherence: The position and colour help Hiba picture the compartments, but “Also” simply adds another feature. The higher-level examples connect the parts more smoothly through spatial relationships and explain how the arrangement could work for both children.
There's a strange play station that looks a bit like a snail. — Vocabulary: The snail comparison gives Hiba an immediate picture, but “strange” and “looks a bit like” are broad descriptions. The higher-level examples use more precise language to explain the station's shape and what creates its snail-like appearance.
Since I can only borrow one item, it could cover both activity. — Listenability: The borrowing constraint and intended benefit are easy to follow. However, “both activity” is a grammatical slip that interrupts the otherwise clear phrasing. The higher-level examples express the shared benefit more naturally and accurately.
Um, the board could be for drawing, and the compartments might hold building pieces. — Task Fulfillment: This directly connects the station to drawing and building while appropriately treating its uses as possibilities. The higher-level examples go further by considering whether the wheeled base could interfere with drawing, giving Hiba a more useful basis for advice.

Level 9 sample answer

164 words

Hi Hiba, I've found an unusual option at the toy lending library in Windsor. I'm trying to choose one item for Saturday that could interest both children. This one resembles a snail crossed with an activity table. Its oval wooden body is orange, about 50 centimetres long, with four small blue rubber wheels underneath. A green circular disc rises from the centre on a silver axle. There's a spiral groove across its face, which gives it that snail-shell appearance. It's 35 centimetres high overall. On the right, a rectangular white plastic panel folds outward on a red hinge. Three yellow square compartments are recessed into the front of the body. I imagine the panel could provide a drawing surface while the compartments hold building pieces. That would give each child something different to do. My concern is whether the wheels might let it move during drawing. Do you think this would suit both children? I'd appreciate your advice before borrowing it. Thanks, Hiba. Bye!

Why this answer is at level 9

This level 9 example combines precise physical details with a clear explanation of how the station might serve both children. It also raises a practical concern, although its description and final request are less integrated than the level 11 example's more nuanced recommendation question.

I imagine the panel could provide a drawing surface while the compartments hold building pieces. — Content/Coherence: The description develops into a practical explanation of how both children could use the item. The level 11 example carries that reasoning into a closing question that weighs the promising arrangement against a possible distraction.
Three yellow square compartments are recessed into the front of the body. — Vocabulary: “Recessed” precisely explains how the compartments sit within the wooden body, improving on the level 7 example's broader wording. The level 11 example sustains this precision while also using language that expresses the children's shared needs and the borrowing decision.
There's a spiral groove across its face, which gives it that snail-shell appearance. — Listenability: The linked clause explains the visual comparison immediately, helping a listener connect the groove with the snail shape. The level 11 example extends this connection by bringing the supporting axle and possible shell movement into the explanation.
Do you think this would suit both children? — Task Fulfillment: This clearly asks Hiba the required question after describing the item and raising a concern about movement. The level 11 ending makes the decision more specific by asking for a borrowing recommendation and explicitly mentioning the moving parts.

Level 11 sample answer

171 words

Hi Hiba, could I get your judgment on a play station I've found at the Windsor toy lending library? With only one item allowed for Saturday, I'm wondering whether this could bridge the children's different interests. It's an orange oval wooden platform, 50 centimetres long, mounted on four blue rubber wheels. Rising from its centre is a green disc with a spiral groove carved into its face. A short silver axle supports it, giving the whole object the appearance of a snail whose shell might turn. The complete station is 35 centimetres high. A white rectangular plastic panel extends horizontally from the right side on a red hinge, while three yellow square compartments are recessed into the front. Presumably, the panel serves as a drawing surface and the compartments could organize building pieces. That arrangement sounds promising, although a wheeled base might shift when someone presses down to draw. Knowing both children, would you recommend borrowing it, or would its moving parts be a distraction? Thanks for your advice. Talk soon!

Why this answer is at level 11

This level 11 example integrates a precise description, cautious interpretation, and practical evaluation into a purposeful call. Its controlled sentence structure and focused request help Hiba picture the station and judge whether it would suit both children.

With only one item allowed for Saturday, I'm wondering whether this could bridge the children's different interests. — Content/Coherence: The opening establishes the constraint and the central decision together. This gives the physical description a clear purpose: each feature matters because the station needs to accommodate both drawing and building.
A short silver axle supports it, giving the whole object the appearance of a snail whose shell might turn. — Vocabulary: Precise structural language explains both the support and the snail resemblance. “Might turn” carefully distinguishes a possible function from an observed feature, allowing a vivid description without presenting the movement as certain.
A white rectangular plastic panel extends horizontally from the right side on a red hinge, while three yellow square compartments are recessed into the front. — Listenability: The balanced sentence guides attention from the right side to the front. Despite containing several details, its clear spatial references and linking word “while” help a listener organize the station's parts.
Knowing both children, would you recommend borrowing it, or would its moving parts be a distraction? — Task Fulfillment: The closing draws on Hiba's knowledge of her children and requests an actionable recommendation. It also connects the unusual design to a relevant concern, making the suitability question more thoughtful than a general request for approval.

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.

Help the listener picture the unusual object through its shape, material, size and arrangement. Use comparisons and spatial language, then complete the requested interaction.

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.

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