Sample Speaking and Writing responses are a useful element of CELPIP preparation and a versatile classroom resource. This post will discuss where to find them, how to choose them, and what you can do with them.

Where to Find Sample Responses

Free rated sample responses are included in the CELPIP Score Comparison Chart, which can be found here. For both Speaking and Writing, the Score Comparison Chart includes two real test taker responses at each CELPIP level. Speaking responses include both audio clips and transcripts. Each pair of responses comes with detailed analysis of how the test taker demonstrated the skills required for achieving that level. The two prompts for each pair of responses are the same, which facilitates comparison of responses at different levels.

Another source of sample responses is the study packs that accompany the free CELPIP Speaking Pro and Writing Pro webinars. These study packs include all the sample responses covered in the session, and can be found here (Speaking) and here (Writing). The sample responses for the Target 5 sessions are at or around a level 5, while those for the Target 9+ sessions are at or around a level 9. All responses include levels and analysis.

Lastly, instructors are strongly encouraged to work through the free Level 1 and Level 2 CELPIP Instructor Training courses, both of which include rated sample responses at a variety of levels, along with detailed analysis. The Level 2 training also includes two sets of three rated Writing responses that can be downloaded and used for classroom activities. Monthly registration dates are available for both levels; you can learn more here.

Choosing Sample Responses

Test takers benefit most from working with responses at or below their own level. For example, if most of the class is at a high intermediate level (say, around CLB or CELPIP level 7), they’ll learn the most from studying responses around level 5-7. This way, they’ll be able to identify strengths and weaknesses, compare the approaches of different test takers, correct errors, and suggest improvements, and they’ll likely gain awareness of their own strengths and weaknesses and get ideas about how to approach their own responses in the process.

Despite the above, test takers are especially eager to see or hear high-level responses; webinar attendees, for example, often ask if they’ll get to hear or see a level 12. Although it’s fine to share some of these to satisfy learners’ curiosity, they’re not a useful foundation for classroom activities unless the learners are at an advanced language level themselves.

When choosing responses, keep in mind that with the exception of those included in the instructor training courses, the sample responses discussed and linked above are available to everyone, including test takers. This means that if there are learners in your course who have attended CELPIP webinars or looked through the Score Comparison Chart, they may have encountered some or all of these responses before. However, this doesn’t mean you can’t use them in class. A learner can be aware of what level a response received or have a general idea of its content and still benefit from a new activity that uses it.

Regardless of which responses you choose, the first step is to familiarize yourself with them so that you’ll be able to lead productive discussions of their strengths and weaknesses, choose activities that suit their content and language level, and be ready to explain any grammar or vocabulary questions learners may have.

Working with Sample Responses

With sample responses, the more specific and active the task is, the better. Learners gain language skills not by simply reading or listening to others’ responses, but by analyzing, comparing, and improving them. The Performance Standards, a simplified version of what raters use to assess Speaking and Writing responses, can be used for all of these purposes. They are included as a PDF download accompanying this post, and instructors are strongly encouraged to use them in class for analysis of test taker responses as well as peer editing tasks and productive skills feedback.

In the case of Speaking responses, providing a transcript (or having learners create one) is often advisable, as it allows learners to work with the response more efficiently. While transcripts are never created or used by raters, they are often a helpful tool in a classroom context. 

            Comparing Responses at Different Levels

The Score Comparison Chart, mentioned above, is a valuable resource for learners and teachers alike. As its name suggests, it’s an ideal way for learners to compare responses rated at different levels. Choosing two responses at different levels (say, 7 and 9) and having learners compare  them is the best way to give concrete answers to common test taker questions like “What’s the difference between a level 7 and a level 9?” While it is possible for CELPIP test takers to have different strengths and weaknesses and still earn the same level in Writing or Speaking, the responses in the Score Comparison Chart have been chosen as strong representatives of that level in each dimension. As a result, actively identifying their strengths and weaknesses and learning how those translate to an overall level will provide insight into scoring and, more importantly, help learners realize which skills they should work on to achieve the best possible test results.

Working with the Level Descriptors

As the Score Comparison chart also includes the skills required for each level—called the Level Descriptors—another useful activity is to ask learners to decide whether a particular response meets all of the criteria for a certain level—or, if their language level is strong, to have them compare a response to the criteria on the chart and see if they can determine roughly which level the response received. This is a way to have learners identify specific skills that a learner has demonstrated, as well as weaknesses that may have prevented them from achieving a higher level. This activity works best with learners at the intermediate stage and higher, as understanding the Level Descriptors well enough to apply them to sample responses requires a solid grasp of English.

Identifying Strengths (and Weaknesses)

When presented with a sample response, test takers have a tendency to notice weaknesses more readily than strengths, and many are especially fixated on pointing out grammatical errors. There are several ways to help learners develop a bigger-picture and more even-handed perspective of all the factors present in a productive skills response and how they impact its quality. One is to instruct them to focus on strengths. Have them look at each factor of each dimension of the Performance Standards and determine what the test taker is doing well, highlighting specific examples of those strengths. Let the class know that raters do this too: they don’t scan for problems or count errors; they consider each factor and identify specific examples to support their assessments. Depending on the response, it may also be useful to discuss which dimension they consider to be the strongest overall, and why.

Even when discussing weaknesses, you can set up parameters to direct test takers to consider factors other than grammar. For example, you can divide them into groups and have each group consider a different dimension of the Performance Standards, or a specific factor within a dimension, such as organization, amount of supporting detail, range of vocabulary, or relevance.

Error Correction

For an error correction task, it’s best to choose a response that contains some errors that your learners will have the ability to identify and fix, but not so many that the content can’t be understood or the response needs to be completely recreated. A variety of approaches can be taken to error correction. For example, you could group or pair up learners and instruct each group to find and correct a certain number of errors (say, 5). Then, as a class, have each group report on the errors they found, discuss how to correct them, and finally identify and correct any remaining errors as a class. Another approach is to divide the response into sections and assign one to each group to correct. Or, you can identify the errors yourself and give learners the task of explaining why each one is a mistake and suggesting a correction.

Making Improvements

Improving a response is a beneficial next step to identifying weaknesses. This is another exercise in which learners will likely focus on grammar problems unless directed otherwise. There are many aspects besides grammar that benefit from active consideration: for example, organization, level of detail, word choice, use of transitions, staying on topic, and fully addressing each part of the task. As with error correction, it’s best to choose a response with a reasonable number of opportunities for improvement that your learners will have the ability to notice. For beginner or low-intermediate learners, making improvements at a sentence level might be most appropriate. Higher-level learners can work in pairs or groups to improve multiple elements and rewrite, or even re-record, an entire response.

            Vocabulary Cloze

Printing and adding some blanks to a high-level response can be a way to teach some new vocabulary in context. Choose a response that includes some useful language you think will be new to your learners, make a list of the words, and then blank them out in the response. As you fill in the blanks, discuss the meaning and pronunciation of each word and how it might be used in other sentences. Using a high-level response works best for this activity so that learners don’t become distracted by errors. You might even want to retype the response with the errors corrected.

Approaches to Avoid

As a final note, there are a couple of approaches that should not be taken in prep courses. First, it’s extremely important not to require learners to memorize “model” or “perfect” sample responses. In some countries, this is a commonly assigned task, and instructors may also suggest that learners imitate such responses in their own speaking and writing or use them as templates. However, this should not be encouraged by CELPIP prep instructors anywhere in the world, because memorizing, copying, and templating are the opposite of what is required of CELPIP test takers. Every test taker signs a contract stating that they will produce spontaneous and original responses. Those who include memorized or copied content in their tests are subject to invalidation of their test results, as explained in a short video here.

Another activity to avoid is “guess the level”: playing or displaying a response and having test takers announce which CELPIP level they think it received. Learners, understandably, tend to be rather obsessed with levels, and guessing is harmless fun—but it shouldn’t be the endpoint of a learning exercise. Rating is a complex process in which two or three extensively trained, highly fluent English users assess multiple dimensions of each response according to a detailed rubric. As nobody in the classroom, instructor included, is a CELPIP rater, this process can’t be imitated there. Of course, it’s absolutely fine to tell learners what level a response received; doing so after discussing its strengths and weaknesses is usually the best strategy. This way learners can associate the level with specific skills that the test taker demonstrated or didn’t.

Warm-up Activities for CELPIP Prep Classes

Starting each lesson with a 5- to 15-minute warm-up is a way to build rapport, get learners thinking in English, review previous material, and generate language or ideas relevant to the day’s lesson. While it’s true that most learners in a CELPIP prep course will expect a fairly serious classroom atmosphere overall, there are many reasons not to avoid lighthearted activities completely, and warm-ups are an ideal time to incorporate some fun. Warm-ups that involve humour or creativity can:

• generate enthusiasm about the lesson topic
• allow learners to make personal connections to the topic
• increase retention of vocabulary and grammar by eliciting memorable language use
• facilitate more relaxed and confident productive skills practice
• help learners think on their feet and access language in the moment

These outcomes are all beneficial for language learning in general and for the CELPIP Test specifically. This post will describe a few minimal-prep warm-ups that can be fitted to a variety of contexts.

5-Minute Freewrite

This is a no-prep activity: all you have to do is come up with an engaging question and write it on the board! If you want the exercise to serve as review, relate the question to the topic or content of a previous lesson. If you want to generate language and ideas to use in that day’s class, relate it to the lesson topic. You may also want to write a question that resembles a CELPIP Writing or Speaking prompt, such as a choice between two options, an experience to describe, a dilemma to consider, or an opinion question. Choose an open-ended question that will be accessible to everyone, and avoid questions that might create distress or require sharing overly personal information. Here are some examples:

• What would you do if you found a $20 bill on the classroom floor during a break? Why?
• Which do you find more helpful: an English class where the teacher always speaks English, or one where the teacher explains things in your native language? Why?
• Would you rather do a job that you really love, or a job with a high salary? Why?
• Describe a time when you took a big risk. Why did you do it, and did it have good results?
• Describe a time when you were lost. Where were you, where did you want to go, and how did you find your way?
• If you could only keep one possession that you own, what would it be and why? (People and pets don’t count; pick an object!)
• If you could spend a month in any country in the world, where would you go and what would you do there?
• What is a job that you definitely wouldn’t enjoy? Why wouldn’t you enjoy it?
• Where do you think you will be ten years from now? What will you be doing?

Instruct learners that they will have five minutes to write whatever comes to mind, without worrying about structure, organization, or length. They should keep writing for the full five minutes—no stopping! Don’t allow them to consult electronic dictionaries. Let them know when to start, and give a one-minute warning so they can finish the sentence they’re working on before the time is up.

Once the time is up, you can use the responses in a variety of ways, such as any or all of the following:

• Have learners set their responses aside, then pair them and have them repeat the exercise, this time taking turns to deliver a 90-second response to the same question out loud. They can use ideas from their writing, but they don’t have to. In this way, the writing serves as a sort of brainstorming or outlining exercise for a speaking task.
• Have a short group discussion about the responses: elicit ideas from the group and ask some follow-up questions that require them to produce additional details, reasons, etc. in the moment. This can be a good springboard for a discussion of main ideas and supporting details.
• Ask if any grammar or vocabulary questions arose as they were writing. Field a few of these, eliciting answers from the class as much as possible.
• Have learners submit their writing to you as a quick formative assessment. (If you plan to do this, it’s best not to inform them in advance that they will be submitting their work. It’s also best not to give a grade to a freewriting assignment. Treat the responses as informational, a snapshot that will give some insight into each learner’s strengths and weaknesses.)

Team Sentence Challenge

This works well as a grammar and/or vocabulary review exercise. To prepare, cut some paper into strips (about 3 strips per 8.5×11 sheet) and ensure you have a set of markers that work. Think of a few words or constructions that you want learners to practice using.

In class, pair the learners and distribute one marker and three slips of paper to each team. Ensure that everyone’s books are closed and no devices are within reach. Let learners know that you will be giving them instructions for writing a sentence and then they will have 90 seconds to write a sentence together. One member of the team should write the sentence on one of the slips of paper, making the text as large and readable as possible.

Then, give your instructions, such as “Write a sentence using the word _____,” or “Write a sentence in the second conditional.” If your learners are intermediate or advanced, you may want to give both a word and a construction to use (e.g., “Write a sentence that contains a subordinate clause and uses the word ____”). You can also add additional parameters, such as “Your sentence must be at least 12 words long” or “Don’t use first person.” If you are giving multiple instructions, write them on the board.

Start the timer. As soon as the 90 seconds is up, take each team’s slip of paper. Hold up each sentence so everyone can see it, and read it out loud. Ask the class if it’s correct or if they can see any errors. If there are errors, elicit corrections. If not, congratulate the writers on a perfect sentence! Repeat this procedure two more times.

While this activity works well for quick review, you can also extend it and keep track of points if your class enjoys a little competition.

Good Idea, Bad Idea

This is a brainstorming activity you can use to target a variety of CELPIP-related scenarios, such as giving advice, dealing with difficult situations, and explaining the reasons behind an opinion. It can be used as a lead-in to any lesson related to suggestions, reasons, or tactful communication. It could also be tailored to a specific grammar point, such as the second conditional or the use of “should” and “shouldn’t” to give advice.

To prepare, come up with a few daily life situations that different people would handle in different ways. Write or type each one on a slip of paper. Use second person. Here are some examples:

• Your 10-year-old child is struggling with math in school.
• In a meeting at work, one of your colleagues made a very rude comment to another colleague.
• Your boss has asked you to work late tomorrow, but you have promised to attend your child’s band concert.
• You live in an apartment, and your upstairs neighbours are very loud.
• You need to choose an activity to do with your relatives (2 adults, 2 kids) who are going to visit your city for the weekend.
• Your 18-year-old nephew wants advice about what to major in in university.
• Your boss is assigning you too many tasks at work.
• You are at a fast food restaurant and have received the wrong order.

Group the class into pairs or threes. Give each group one of the situations. Instruct them to discuss two things: firstly, what is the best way they can think of to handle the situation, and secondly, what is the worst way? They should be as detailed as possible, and try to reach agreement about the best and worst solutions. Give them about 4-5 minutes to discuss.

Next, reconvene the class. Ask each group what their scenario was and what best and worst solutions they came up with. Time permitting, allow learners from other groups to make suggestions of their own. Deal with any grammar or vocabulary issues that arise, eliciting solutions from the class and using the board if needed.

If your class is small, this will also work as a full-class activity. You can read out the scenarios and discuss each one as a group.

As a final note, you can leave out the “bad idea” part of this exercise if you don’t feel it would suit your classroom atmosphere—but for instructors who don’t mind a bit of silliness, it will likely lead to the use of some less common vocabulary and generate some memorable ideas.

Most CELPIP Speaking and Writing tasks require a degree of role play. Some of it is straightforward: for example, most Speaking tasks prompt the test taker to speak directly to someone, such as a friend, coworker, or family member. If that person’s name is not provided in the question, test takers can use any name they wish—that of somebody they know, or an invented name. Typically, however, the test taker must come up with more than just a name in order to proceed with a question. Writing tasks, for example, are situated within a particular context, such as You are taking an evening course at the local college, or The mayor of your city is considering adding a bike lane to your street. While these will be common daily life situations, they likely won’t reflect the test taker’s real-life circumstances, which means they must assume a role from which to respond.

Many test takers worry about the role play element of productive skills questions. They are often under the impression that their responses need to be original and creative, and they feel that they don’t have a good enough imagination to come up with ideas. In fact, creativity is not a factor included in the Writing or Speaking performance standards. While test takers are welcome to be creative in their CELPIP responses (provided that they stay on topic and keep the tone appropriate), raters don’t assess entertainment value. What they do evaluate—in the Content/Coherence dimension—is the depth, clarity, and flow of the ideas. A strong response has a clear purpose and presents identifiable main ideas supported with meaningful, precise details. Brainstorming practice can help learners maximize their ability to produce such content—not through imagination or invention, but by accessing their knowledge and experience.

Untimed, collaborative brainstorming practice exposes test takers to a variety of approaches to each task and allows them to develop strategies that work for them. Providing a sample prompt and a variety of guiding questions is a minimal-prep way to facilitate this. For example, here is a sample Writing Task 2 prompt from one of the two free practice tests:

First, with learners working either in groups or as a full class, you can elicit details about the people, places, and things in the prompt, such as:

• What are some examples of large offices in your city/around the world? Have you ever worked in one, or do you know anyone who has? How many employees were there?
• What are some different job roles that exist in large offices?
• What are some restaurants in your community? Which one is your favourite? What kind of food do they serve?
• Did you have working parents growing up? Are you, or are any of your friends or family members, working parents?

It’s important to let learners know that the purpose of this exercise is to show them that there are many opportunities to add detail to the content of the prompt, not to suggest that it would be mandatory to incorporate all of those details into their response. Expanding on some of the general information in the prompt (e.g., popular restaurant, night class, your city) is always a useful strategy for adding precise details to a CELPIP response, but when and how to do it is up to each individual test taker. For example, when completing the task above, some would choose to mention the company name and others would not. Some would include extensive details about the nature and quality of the food at the restaurant, and others wouldn’t mention the food at all.

Brainstorming details about the question helps learners to realize they do understand the situation well enough to write or speak about it. Even if they haven’t experienced it as a whole, they will be familiar with all of its parts: in the case of the prompt above, offices, restaurants, parents, etc. This will be true for all Writing and Speaking questions that require role play. Note that test takers are welcome to invent names and come up with imaginary details about the people, places, and things included in their responses if they prefer, but these can also be real (e.g., Microsoft, McDonald’s) or fictional (e.g., Dunder Mifflin, Central Perk). Any approach is equally acceptable from a scoring standpoint, so test takers should do whatever they find most helpful for building responses. Additionally, learners should know that no response needs to include details about Canada; the company in the prompt above, for example, can be located anywhere in the world.

After discussing concrete details, it is useful to apply them to consideration of the broader concepts present in the situation, such as the circumstances and feelings of the people involved and the potential effects of a decision. For example, the following questions could be discussed:

• What are the advantages to having a restaurant in a large office?
• Who in a company would benefit most from the restaurant, and why? Who would not benefit from it?
• Imagine that you eat lunch at the restaurant every day. How would you feel if the company removed it?
• Roughly what percentage of the employees of a large company do you imagine would have young children?
• What are some childcare challenges that working parents might experience?
• How would working parents benefit from an on-site daycare?
• Is it fair to replace something that everyone can use with something that only some people can use? Why or why not?

Considering the bigger picture of a question is an important strategy because it leads to responses that exhibit greater completeness and depth of meaning. It allows test takers to think past themselves and discuss the situations, needs, and opinions of others—an important part of responding to many CELPIP Speaking and Writing questions. Sharing answers to such questions in groups or as a class exposes them to a variety of possibilities and perspectives that they may not have come up with alone.

Once you have brainstormed about the concrete details and the bigger-picture ideas, the next step is to guide learners in developing the role they will assume for the response. Test takers are free to take on any characteristics that suit the question and help them to come up with relevant ideas and details. For the question above, you might have them consider questions like these:

• Are you a parent?
• What is your job at the company? Is it a demanding job? What is your work schedule?
• Do you use the restaurant a lot? Why or why not?
• Where is the office building located? Are there other restaurants nearby?

To ease in to the end result of test takers being comfortable developing their own roles, you can have them work in groups the first couple of times, and/or provide them with roles yourself: for example, You are a sales manager who works 10-hour days, you are single, and you eat at the restaurant about four times a week, or, You are the parent of two young children, and you rarely use the restaurant, but it is popular with your colleagues. Groups can then discuss the question in their assigned roles.

A variation on this approach would be to have learners create “characters” themselves: instruct everyone to write two or three relevant characteristics on a slip of paper, then collect and redistribute them, create groups of 2-4, and have learners take turns responding to the prompt in the role they have received, using the first person. Another variation is for you to write different elements of roles on slips of paper (age 26; 3 kids; not a fan of the restaurant’s food; etc.) and have everyone draw two or three. Working as a whole class or in groups, ask each learner to say, or write, a few things about how they would respond to the prompt. Encourage them to be as thorough as possible when explaining their reasons, and try eliciting additional information afterward (“How old are your kids?”, “What’s your favourite meal at the restaurant?”) to assess their ability to access details quickly.

By starting with concrete details, moving on to concepts and hypotheticals, and practicing responding to prompts from a variety of perspectives, learners will build their ability to access information they already have and incorporate it into their productive skills responses.