CELPIP Sample Test 1

Listening Test 1 - Script

Part 1: Listening to Problem Solving

You will hear a conversation between a woman and a man. The man is a bus driver and the woman is a passenger
trying to get somewhere.

Section 1:
MAN: This is the last stop. Watch your step on the way out, ma’am.
WOMAN: Thanks, driver! Do you happen to know where the little kids’ playground is?
I know it’s in the park somewhere. Too bad I forgot my smartphone.
MAN: There are a few playgrounds here . . . Do you mean the one next to the water fountain?
WOMAN: No, the one I’m thinking of is just beside a petting zoo. You know, where there’s goats and rabbits?
MAN: Hm . . . yeah I know there’s a petting zoo, but I don’t know where it is exactly.
Anyway, I’m pretty sure there’s a children’s playground over there, past the restaurant.
Maybe you could take a look over that way?
WOMAN: Okay, great. Sounds good, thanks very much.

Now answer questions 1-3.

1. What is the woman eventually hoping to find?
2. What best describes the driver’s response?
3. What will the woman probably do next?

Section 2:
WOMAN: Oh, it’s you again. What a coincidence. Are you finished work for the day?
MAN: No, I wish! I’ve got a half hour break before my next trip, so I thought I’d get out of the bus and
get some fresh air. My directions didn’t help, eh? Are you lost?
WOMAN: Yes! I’ve been looking but I don’t see any signs or maps posted.
MAN: Tell you what. I’ll look up the map on my smartphone. [Pause] Yikes. You’re nowhere near the playground.
It’s way on the other side of the park.
WOMAN: Oh, no! I have to meet someone there really soon.
MAN: Yeah, looks like quite a hike . . . If you walk, you’ll be late.
But it says here that a free shuttle bus goes there every 5 minutes. That must be it over there, see?
WOMAN: Do you mean that green bus?
MAN: That big one? No, that’s a tour bus. The shuttle bus would be the little red one.

Now answer questions 4-6.

4. How did the woman meet the man again?
5. Which statement is true?
6. How should the woman get to the playground?

Section 3:
MAN: You’re back! What happened? I thought you were catching the shuttle bus!
WOMAN: I tried to, but it was broken down and out of service. There were lots of angry people, I can tell you.
MAN: I’m glad you aren’t one of them! Hop on, then . . . you’ve got the bus all to yourself.
I’m leaving now. I’ll drop you off at the north gate.
WOMAN: Is that near the playground?
MAN: Yup. I checked because I don’t want to give bad directions again. Sorry about that!
WOMAN: So where should I go when I get off the bus?
MAN: Okay, here’s the deal. The north gate is right outside the petting zoo.
Walk straight through the petting zoo and you’ll see the playground right behind it. You’ll be there in 5 minutes.
WOMAN: So I won’t be late after all.

Now answer questions 7-8.

7. Why does the bus driver tell the woman he is glad?
8. Will the woman go to the playground?
Part 2: Listening to a Daily Conversation

You will hear a conversation. The conversation is between two co-workers. The woman is having some challenges
finishing a project.
MAN: You don’t look so good, Anne. You look pale. Is everything all right with you?
WOMAN: I’m OK. I just haven’t slept much lately and I guess it’s starting to show.
I’ve been working on a couple of projects and the work is taking much longer than I thought it would.
I’ve been up most nights writing the reports that are due the next week.
MAN: You should get some more sleep.
Why don’t you finish the reports after work, before you go home for the day?
WOMAN: I can’t. I have to pick up my son at the daycare right after work, and when I get home
I have to fix dinner and watch my son until he falls asleep around 10.
MAN: That’s such a late bedtime!
WOMAN: I know. He’s 5 months old, and we are still struggling with bedtime.
MAN: Can your husband help you?
WOMAN: He helps around the house a lot; he takes care of the cleaning, the laundry and cooks breakfast
after work every day, but I’m on my own with the bedtime routine unfortunately.
MAN: Breakfast after work?
WOMAN: Yes! He works the night shift. He gets home around 6:30 in the morning and he cooks us breakfast
before he goes to bed.
MAN: Sounds like a very stressful situation. Can you ask for an extension on the project?
WOMAN: It is pretty stressful, but I can’t really ask for an extension. I’m being considered for a promotion
and I’m afraid that if I ask for one, my boss might think I’m not competent to take on more
responsibilities. I don’t want to risk my chances, and if I get the promotion my husband
will be able to workday shifts again, which would be more convenient for our family.
MAN: Is there anything I can do to help you?
WOMAN: Not really, but thanks for the offer. My husband is taking Friday off, and my mom is picking up
my son for the weekend so I can finish the reports and hopefully get some sleep.
Now answer questions 1-5.
1. Why was the man concerned?
2. What did the man suggest?
3. Why hasn’t the woman slept lately?
4. Why can’t the woman ask for an extension?
5. What is her husband doing to help her finish the reports?
Part 3: Listening for Information

You will hear a conversation. A man is interviewing a woman about perfectionism in the workplace.
MAN: Thanks Dr. Burns for speaking to us about perfectionism in the workplace.
To get us started, perfection is typically seen as a positive thing. I mean,
to be perfect is to make something the best it can be.
However, do you think perfectionism is always positive?
WOMAN: Well, not always. Although perfectionism is generally associated with success, it can also be very negative.
MAN: Can you explain more about that?
WOMAN: Our study has found that perfectionists tend to spend much more time on a task than non-perfectionists.
MAN: Isn’t the quality of the work better, the longer you spend on a task?
WOMAN: Not necessarily. Because perfectionists have such a high standard, they devote too much
attention to details. In our study it was common for perfectionists to run out of time and fail to
complete their tasks. We also found that perfectionists had difficulties sharing work.
Perfectionists tended to do all the work by themselves.
MAN: Did that create problems in the workplace?
WOMAN: Most definitely. First, we found that perfectionists are having trouble staying employed in large companies.
They are seen as less cooperative and less capable. Second, we found that perfectionists feel more socially
isolated. This leads me to our third main finding: those who strive for perfection in the workplace are
more prone to severe anxiety and even depression.
MAN: Is it fair to say that perfectionism causes stress and may even cause depression?
WOMAN: No, it’s not a direct cause. We believe time management is the key to this puzzle.
Our participants’ anxiety and feelings of depression were often associated with fear of not having
enough time to finish the task.
MAN: So, if they managed their time better, anxiety and depression could subside?
WOMAN: We believe so, and that’s the focus of our next research project.
MAN: That is fascinating. Until then, any advice for perfectionists?
WOMAN: I’d say to start with a careful and realistic plan; prioritize what is needed to bring a project
to completion and not spend too much time on details. I’d also suggest that they try to
work in groups, and discuss their difficulties with other people.

Now answer questions 1-6.

1. What is the woman’s occupation?
2. What does the woman say about perfectionists in her study?
3. According to the woman, what can perfectionism in the workplace do?
4. Why do perfectionists feel anxious?
5. What does the woman suggest perfectionists should do?
 6. What is the focus of the woman’s next project?
Part 4: Listening to a News Item

You will hear a news item about a unique medical procedure.

Scientists from Bionic Vision Australia reported that they were successful at implanting the world’s first artificial
eye. This eye is a very small computerized device that allows patients who lost their eyesight to have some vision.
Dianne Ashworth, who lost her sight 10 years ago, was the first of three patients to receive the device. Dr. Allen
states Dianne’s early results are very promising and expects two more patients will receive the eye by the end of
this year.

Meanwhile, Dianne Ashworth spoke to reporters about the moment when scientists turned the device on. She
described it as an amazing experience, and told reporters she hoped that two other patients will have similar
results.

Dianne has not regained her full sight yet. She is only able to see shapes, such as the outlines of objects, and to
detect movement. According to Dr. Allen, who installed the device, the present device is just a prototype. The
prototype will be switched for a much better and clearer artificial eye in three more years.
Part 5: Listening to a Discussion

You will watch a discussion between three people at a cafe. They all belong to a conversation club where some
members are improving their English and some are improving their French.
MAN 1: Well, that was a good session, eh? All twenty-four members present, eight conversation groups of three
—a full house. How did it go for you, Diane?
WOMAN: Our group spoke French for more than half the time. 40 minutes of French and 20 minutes of English.
But, hey, I’m not complaining! I need all the French I can get.
MAN 1: Hey, your French is just as good as mine. Keep practising. A few more weeks and you’ll sound like
Nicolas here.
MAN 2: And remember, it’s even harder for the allophones here. They’re learning a third language!
WOMAN: Allophones?
MAN 2: They’re people whose first language isn’t English or French. Like . . . Marta. She’s an allophone.
She grew up speaking Ukrainian, then she learned English, and now she’s trying to pick up French.
WOMAN: Marta was in my group! She’s amazing! Her French is way better than mine.
She said her friend wants to join.
MAN 1: Well, that makes six new members who want to join, and they’re all allophones!
The problem is . . . we can’t ask people to start bringing their own chairs.
Maybe we need to look at a bigger restaurant.
MAN 2: I think we should just limit the membership to twenty-four.
It . . . Can’t we start a waitlist? There’s enough turnover.
Colleen and Liam are going back to Germany next week.
WOMAN: The thing is, if you put prospective members on a waitlist, they might just join a different club.
I know from working at the community centre, waitlists are unreliable.
You can have six people on a waitlist, but when you call them, none of them are interested anymore.
So, when people ask to join, we should let them in right away.
How about meeting at a second location on different nights?
MAN 2: Well, if all the new members are allophones, maybe we should change the format.
Right now, each conversation group has one native English speaker, one native
 French speaker, and one allophone. But maybe in the new location, it should just be for allophones.
MAN 1: No, we need to mix them in with native speakers like we’re doing now. The allophones kind of . . .
inspire the others by their example, and they’re great translators.
For the next little while, we’ll just have some groups with three and some groups with
four until we get more native speakers in. We’ll need to find a second location for a meet-up
on alternate nights. Some people can meet on Tuesdays and Saturdays.
The new group could meet Wednesdays and Sundays.
Part 6: Listening for Viewpoints

You will hear a report about a controversial bill being proposed to reduce jail time for prisoners

A new bill proposed by Paul Carter from the New Democratic Party is bound to stir a great deal of controversy. Mr.
Carter, who represents a project called Reading for Freedom, proposes a novel way to approach jail terms: some
prisoners would be able to shorten their sentences by up to 36 days a year—by reading books. Inmates in
provincial prisons in Ontario would receive 3 days off their sentence for each book they finish reading. They could
choose from a selection of 12 works of literature, philosophy, science, and classics, such as Shakespeare and
Tolstoy.

But reading alone would not be sufficient. In order to demonstrate that prisoners have read and comprehended
each work, they would be required to write an essay that must make use of paragraphs, proper grammar and
spelling. Prisoners’ access to the program would depend on the type of crime they committed and also prisoners’
behavioural record after incarceration. The key purpose of the project is to reduce conflict among prisoners and
encourage personal development.

Though innovative, the project has already met strong opposition from politicians, law enforcers and the general
public. Many wonder how reading novels can genuinely prepare prisoners for real-life after being reintroduced in
society. They asked how reading Shakespeare could help the prisoners find jobs after prison. Finally some, like
Evelyn Brech, a political science student at University of Toronto, questioned how fair the system would be for
those who are already disadvantaged. People who did not have access to proper education in the first place, or are
not fluent in the English language, would not be able to read these books. This would be unfair for many
Aboriginals and immigrants. According to Evelyn, the program does not give equal opportunities to everyone and
could further victimize the ones whom the system has already failed.

Chris Kendhi, who directs the library system at penitentiaries in Ontario, is more optimistic about the project and
says the main strength of the program is that it can change the prisoners' viewpoint. He says an inmate can leave
prison more bitter and knowledgeable about crime, or enlightened by the world and the meaning of life. He adds
that in his 20 years of experience working in prison libraries, he has seen books absolutely change people’s lives
and he truly believes this program will do just that.

The first reading of the provincial legislature is scheduled for Thursday and the debate will continue in the weeks
to come when representatives from the general public and different branches of government are consulted. If the
bill passes, it will come into force as early as next year across the province.
 Reading

Question Answer Key

Practice Test A - Reading Practice Task British Columbia
Return to Practice Task
Reading Part 1: Reading Correspondence - Q1 in Victoria.
Reading Part 1: Reading Correspondence - Q2 start a new job.
Reading Part 1: Reading Correspondence - Q3 nervous about speaking Japanese.
Reading Part 1: Reading Correspondence - Q4 specialists in town reconstruction.
Reading Part 1: Reading Correspondence - Q5 Marco’s lack of life experience.
Reading Part 1: Reading Correspondence - Q6 are old friends.
Reading Part 1: Reading Correspondence - Q7 the leaving party.
Reading Part 1: Reading Correspondence - Q8 Calgary
Reading Part 1: Reading Correspondence - Q9 party,
Reading Part 1: Reading Correspondence - Q10 he can’t use that now.
Reading Part 1: Reading Correspondence - Q11 move to Tokyo?
Return to the beginning of Part 1
Reading Part 2: Reading to Apply a Diagram - Q1 least comfortable
Reading Part 2: Reading to Apply a Diagram - Q2 costs more
Reading Part 2: Reading to Apply a Diagram - Q3 station
Reading Part 2: Reading to Apply a Diagram - Q4 driving.
Reading Part 2: Reading to Apply a Diagram - Q5 go sightseeing.
Reading Part 2: Reading to Apply a Diagram - Q6 work together.
Reading Part 2: Reading to Apply a Diagram - Q7 to speak at a conference.
Reading Part 2: Reading to Apply a Diagram - Q8 cooperative.
Return to the beginning of Part 2
Reading Part 3: Reading for Information - Q1 B
Reading Part 3: Reading for Information - Q2 A
Reading Part 3: Reading for Information - Q3 C
Reading Part 3: Reading for Information - Q4 D
Reading Part 3: Reading for Information - Q5 C
Reading Part 3: Reading for Information - Q6 E
Reading Part 3: Reading for Information - Q7 D
Reading Part 3: Reading for Information - Q8 A
Reading Part 3: Reading for Information - Q9
Return to the beginning of Part 3
Reading Part 4: Reading for Viewpoints - Q1
Reading Part 4: Reading for Viewpoints - Q2
Reading Part 4: Reading for Viewpoints - Q3
Reading Part 4: Reading for Viewpoints - Q4
Reading Part 4: Reading for Viewpoints - Q5
Reading Part 4: Reading for Viewpoints - Q6
Reading Part 4: Reading for Viewpoints - Q7
Reading Part 4: Reading for Viewpoints - Q8
Reading Part 4: Reading for Viewpoints - Q9
Reading Part 4: Reading for Viewpoints - Q10
Return to the beginning of Part 4
A
a conventional high school teacher with an unconventional idea.
was inspired by his own successful experience as a student.
initially well received by the school principal.
diminishes hyperactivity and increases attention.
produced the results Mr. Gordon expected.
bring exercise into the classroom.
will improve students’ concentration,
are most likely to fade
overwork the students
are bouncing around on yoga balls.
 Writing
Task 1: Writing an email

Read the following information.

You recently made reservations for dinner at a very famous and expensive restaurant in town. However, the meal
and the service were terrible. The restaurant manager was not available to solve the problem, so you left without a
resolution.

Write an email to the restaurant's manager in about 150-200 words. Your email should do the following things:
• State what problems you had with the food you ordered.
• Complain about the service.
• Describe how you want the restaurant to resolve the problem to your satisfaction.

Task 2: Responding to Survey Questions

Read the following information.

City Development Survey

You live in a small town of 10,000 people. A large green area in the centre of town is undeveloped. The
city has sent out an opinion survey to see what residents would like to have built in that area.

Choose the option that you prefer. Why do you prefer your choice? Explain the reasons for your
choice. Write about 150-200 words.

Option A: Shopping Complex: This shopping mall would include restaurants, a large supermarket, and a
movie theatre.

Option B: Recreational Park: This park would include a sports complex, a large green area, and a small
petting zoo.
 Speaking

Practice Question:
Talk about one of your best friends.

Task 1: Giving advice

A friend is looking for a summer job. Advise him about different ways he can find work for the summer.

Task 2: Talking about a personal experience

Talk about a great time you had with a family member or friend. Maybe you can talk about a party,
something you did together at school, a time you travelled with a friend, or anything else you can
remember. What happened and why was it memorable?

Task 3: Describing a scene:

Describe some things that are happening in the picture below as well as you can. The person with whom
you are speaking cannot see the picture.

Task 4: Making prediction:

In this (same) picture, what do you think will most probably happen next?

Task 5: Comparing and Persuading

This task is made up of THREE parts:
1. Choose an option
2. Preparation time
3. Speaking
Your family is relocating to another area, and you are looking for a new home there. You found two
suitable options. Using the pictures and information below, choose the option that you prefer. In the
next section, you will need to persuade a family member that your choice is the better choice.
If you do not choose an option, the computer will choose one for you. You do not need to speak for this part.

Your family is relocating to another area, and you are looking for a new home there. You found two
suitable options. Using the pictures and information below, choose the option that you prefer. In the
next section, you will need to persuade a family member that your choice is the better choice.
If you do not choose an option, the computer will choose one for you. You do not need to speak for
this part.

Your family is suggesting another house. Persuade your family member that what you chose is more
suitable by comparing the two.

Your family is suggesting another house. Persuade your family member that what you chose is more
suitable by comparing the two.

Your family is suggesting another house. Persuade your family member that what you chose is more
suitable by comparing the two.
Task 6: Dealing with a difficult situation
A close cousin who lives in another country is coming to visit for a year. She tells you that she would like
to stay at your place to explore your country’s culture and to spend some time with you. Your roommate
does not agree, and says you will have to move out if she comes.
Choose ONE:
EITHER
Talk to your cousin. Explain why she cannot move in for a year.
OR
Talk to your roommate. Explain why your cousin should be allowed to move in with you for a year.

Task 7: Expressing Opinion

Answer the following question.

Question: Do you think that young adults should pay rent to their parents if they do not move out by the
age of 21? Explain your reasons.

Task 8: Describing an unusual situation

You are in a furniture store and you see a table you would like to buy, but the store clerk won’t let you
take a photo. Phone a member of your family. Provide a full and clear description of the table and ask if
you can buy the table.

Performance Standards for the CELPIP-General Speaking Test - Explanation

The Performance Standards chart is designed to help you understand how your Speaking skills are
measured by our trained and certified raters. The raters determine your skill level in each of the four
categories. Here are the guiding questions that they must keep in mind as they rate your work:
1) COHERENCE/MEANING
This category measures how smoothly and effectively the ideas flow together to form a meaningful and
coherent whole.
Are there enough ideas, and have they been explained clearly?
Are the ideas well organized so that the listener can easily follow what is being said?
Can the test taker express precise meaning and/or explore deeper levels of meaning?
2) VOCABULARY
This category assesses how well the test taker uses vocabulary, idioms and phrases to make his/her
ideas understandable.
Is the range of words sufficient to complete the task?
How well is the test taker using words that help express precise ideas clearly with minimal pausing and
hesitation?
Can the test taker combine words to express precise meaning?
3) LISTENABILITY
This category measures how intelligible and fluent your speaking is.
How much do problems with rhythm, pronunciation and intonation interfere with listenability?
How fluent is the response (listen for hesitations, interjections, and/or self-correction)?
Does the test taker’s control of grammar and syntax interfere with or improve listenability?
Is there complexity and variety in the sentence structure?
4) TASK FULFILLMENT
This category considers how well the content of the response addresses the task requirements. In other
words, has the test taker understood the instructions and done everything he or she was asked to do?
How well does the response address the task?
How complete is the response?
Is the tone of the response appropriate for the social context of the task?
Is the response long enough?
The four category ratings from one rater are combined into one score for that task. One rater scores
four of your responses, and a second rater scores the other four. The eight task scores are combined
into one overall score for your Speaking skills.