Outline of 10-Hour Syllabus

10-Hour Syllabus

Personal experience Task format, response organization &

1st hour
Lesson 1 discourse common mistakes
(Task 1 & 2) 2nd hour Sample practice with analysis
Task format, response organization &
Descriptive discourse 1st hour
Lesson 2 common mistakes
(Task 3, 4 & 8)
2nd hour Sample practice with analysis
Task format, response organization &
Contextual discourse 1st hour
Lesson 3 common mistakes
(Task 5, 6 & 7)
2nd hour Sample practice with analysis
1st hour Practice of Task 1 & 2
Lesson 4 In-class practice
2nd hour Practice of Task 3, 4 & 8
In-class practice + 1st hour Practice of Task 5, 6 & 7
Lesson 5
Summary 2nd hour Summary

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Summary of Speaking Task Format

Task Format Prep Time Recording Time

Task 1: Giving Advice Text 30s 90s
Task 2: Talking about a Personal
Text 30s 60s
Experience
Task 3: Describing a Scene Picture 30s 60s
Task 4: Making Predictions Picture 30s 60s
Task 5: Comparing and Text + Picture
60s + 60s 60s
Persuading Choices
Task 6: Dealing with a Difficult Text + Text
60s 60s
Situation Choices
Task 7: Expressing Opinions Text 30s 90s
Task 8: Describing an Unusual
Text +Picture 30s 60s
Situation

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Categorization of Speaking Tasks

Category Task Remarks

Task 1 requires candidates to give a piece of advice

to a friend, a family member or colleagues.
Candidates should learn how to “put themselves in
other’s shoes”, which means they should base their
responses on what they would normally do in the
situation mentioned in the question.
Personal
Experience Task 1 & 2 Candidates should establish a database of personal
stories of their own before taking the test. Each
Discourse story should consist of story-telling elements such as
the Six “W” s. This part is quite similar to the second
part in IELTS speaking test. Most of the time, this
task requires that candidates should tell the story
based on the elements outlined in the question.
Therefore, candidates should customize their
answers each time when they make a response.

Descriptive skills of a scene or an object are tested in

this part and the candidates are expected to make
reasonable predictions based on what they see. It is
also noteworthy that in Task 8 candidates are often
required to describe or depict an unusual situation,
Descriptive Task 3, 4 & which means the object or the event shown might
not reflect any real-life experience.
Discourse 8

Overall speaking, candidates should have the skills to

tell a story or describe an object through different
perspectives, such as causal-relationships,
chronological order, colour, shape, location,
movement, measurement, etc.

Behavioural question format used in interviews, such

Behavioural/Con Task 5, 6 & as giving advice, comparing, persuading, explaining
textual Discourse 7 your choices, expressing opinions, etc.

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Task 5 asks for a fact-based response. Candidates are
expected to make a comparison between two
choices based on the facts given, of which
quantitative and qualitative descriptions about the
choices in concern are presented. Persuasion is
expected to be logical and reasonable and should be
based on the differences between the two choices.

Task 6 & 7 are kind of free-style questions, both of

which requires candidates to make a response based
on their own logical explanation.

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Performance Standards of Speaking Test
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 reader 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

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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?

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Lesson 1
1st hour:
Task 1 Giving Advice

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

A classmate is not doing well in math class and has received several low grades. If this
continues, he will not be able to pass the final exam. Give your classmate advice on what he
should or should not do if he would like to improve his grades.

1.Format
Give clear, direct advice and to support that advice with detailed, logical reasons and/or
examples.

2.Range of Topics
Shopping, destination, workplace problems, entertainment and even proposal to your
partner.

3.Response Organization
Introduction + Body of speech + Conclusion:
Depending on the question type you get, you may organize your answer in the following
structures.

4.Common Mistakes
Lack of supporting reasons and/or examples.
Repetition of ideas
How to avoid: spend more time explaining why something is your advice than saying what
your advice is.

Task 2 Talking about a personal experience

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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?

Talk about a time when something did not happen the way you first expected. Maybe you
can talk about something that did not happen according to plan when you were working on
a project, or when you were trying to accomplish something. At first, how did you expect
things to happen, how did they actually happen, and what was your response?

1.Format
Describe a situation according to the elements given by the task prompt.

2.Range of Topics
Personal experiences and events, such as the first time you tried something new, a party, a
difficult situation, an unforgettable moment, etc.

3.Response Organization
Introduction + Body of speech + Conclusion:
Introduction: Mention that you have had several that experiences that match the topic; Say
that you will talk about one particular experience.
Body of speech: Describe an experience that matches the topic; Give relevant details and
examples that also match the topic; Make sure your response includes answers to the
questions that the topic asks.
Conclusion: Add a concluding statement that summarizes your experience.

Ways to organize your body of speech:

Sequential order: mention each thing, event or point in the order in which it happened.
E.g. Getting ready for a party → How you went to the party → What happened at the party
→ How your felt the party

Topical order: discuss two or more smaller topics that are related to an overall topic.

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E.g. Food you ate at the party ǀ the other people who went to the party ǀ something
interesting conversations you had at the party

Choose an experience that is easy for you to talk about, easy for the rater to understand
and matches the topic.

4.Common Mistakes:

Unclear organization
Poor choice of experience to discuss
How to avoid: decide the structure during the brainstorming stage; preferably something
you have talked in English before.

2nd hour:

1.Questions from CELPIP Practice Test Set 1 Practice 2

Task 1
Your friend wants to rent a movie tonight. Give your friend advice about which movie to
rent and explain why it is a good movie.

Task 2
Talk about a time when you interacted with an animal. Maybe you can talk about a family
pet, a farm or zoo animal, or an animal in the wild. What kind of animal was it, what
happened, and why do you remember the experience?

2.Useful language
• Making a recommendation
• Giving a reason
• Giving an example
• Expressing benefits or problems
• Talking about events in sequence
• Saying when something happened

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• Adding some additional information
• Saying how something made you feel

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Lesson 2
1st hour:
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.

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.

1.Format
Generally, the picture will show people interacting with each other in a common setting.
You need to give enough detail that the other person can imagine the picture. You don’t
need to describe everything you see.

2.Range of topics
Shopping, dining, travelling, entertaining, sports, etc.

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3.Response Organization
Introduction + Body of speech + Conclusion:
Introduction: Give a brief description of the overall scene of the picture; Add a transaction
to say that you will discuss some of the things you see.
Body of speech: Describe some of the main things you can see in the picture; include as
much detail as possible about each thing you describe; in addition, try to say either where
each thing is in relation to the picture or where it is in relation to something else in the
picture.
Conclusion: Finish by stating that you did not describe everything in the picture.

Logical orders you should follow when you describe what you can see in the picture:
• Describe what you can see from left to right
• Describe what you can see from top to bottom
• Describe what you can see from foreground to background

My suggestion is that you could divide the picture into four parts by drawing two
perpendicular lines. Then you can start your description from the bottom right corner.

4.Common mistakes
Unclear organization or lack of organization
Lack of descriptive details
How to avoid: use clear expressions to say where something is in the picture; use phrases to
express doubt or uncertainty.

Task 4 Making a Prediction

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

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

1.Format
The same picture; predict what might happen next or what the people in the picture might
do next; based on what often happens in real life; no need to make a prediction about
everything you can see in the picture.

2.Range of Topics
Shopping, dining, travelling, entertaining, sports, etc.

3.Response Organization
Introduction + Body of speech + Conclusion:
Introduction: Say that you will make predictions about what might happen next (if possible,
add a brief mention of what the scene is taking place).

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Body of speech: Give predictions about what might happen to the people in the picture or
they might do; include details in your predictions, and provide reasons for your predictions,
if possible.
Conclusion: Finish by stating that you are not sure if any of your predictions are accurate.

Logical orders you should follow when you describe what you can see in the picture:
• Describe what you can see from left to right
• Describe what you can see from top to bottom
• Describe what you can see from foreground to background

All predictions should be made based on what you can see from the picture.

4.Common mistakes
Sounding too certain
Using repetitive language
How to avoid: use modular verbs suggest possibility, such as “could”, “may” or “might”; use
verbs that suggest you are not certain, like “suspect”, “feel” or “imagine”; use a wide variety
of natural expressions to make predictions, such as “it seems like”, “it is very/highly likely”
or “it looks like”.

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.

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You see a group of people playing a sport at a recreation centre. Call your friend Betty and
describe in detail what the sport is like and what each player is doing. Ask her if she would
be interested in trying this sport sometime.

1.Format
Something very unusual; describe it to someone who cannot see it; second task often
requires that you ask for someone’s permission to purchase the item, whether someone is
interested in it or whether someone has found the lost item; you are very unlikely to know
the exact words to describe the picture so you are expected to use words you are familiar
with to creatively describe what you see.

2.Range of Topics
Furniture, animal, sports activity, weird activities.

3.Response Organization
Introduction + Body of speech + Conclusion:
Introduction: Explain why you are calling by summarizing the situation given in the
question; state that you will describe what you can see in the picture.
Body of speech: Give a brief overall description of the object or thing in the picture (if
necessary); describe the main features of the picture; include as much detail as possible
about each feature you describe; in addition, try to say either where each thing is in relation
to the picture or where it is in relation to something else in the picture.
Conclusion: Express the hope that your description was good enough; ask the question you
were told to ask in the Task 8 question topic.

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Logical orders you should follow when you describe what you can see in the picture:
• Describe the main features from left to right
• Describe the main features from top to bottom
• Describe the main features from foreground to background

4.Common mistakes
Long or frequent pauses while speaking
Incomplete or short response
How to avoid: use indirect ways to express your points even if you do not know the correct
word; add more details about those features of the picture you are confident you can
describe.

2nd hour:

1.Questions from CELPIP Practice Test Set 1 Practice 2

Task 3 & 4

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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. In this picture, what do you
think will most probably happen next?

Task 8
While driving, you see a car that you think is unsafe. You call 911 (you have a hands-free
phone), and the police answer your call. Now describe in detail what you see, and explain
why you think it is unsafe.

2.Useful language
• Saying where a thing is in the picture
• Saying where X is in relation to Y
• Sounding uncertain or doubtful
• Describing people
• Introducing an opinion about something
• Predicting what might happen
• Saying what people are doing or where they are

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• Giving a reason for a prediction
• Describing something use in direct language
• Describing features
• Saying where one feature is
• Admitting that you do not know a word

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Lesson 3
1st hour:
Task 5 Comparing and Persuading

1. 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.

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 2. Your company is planning to move to a new office soon, and your boss has asked you
to help find a new location. You find two suitable options. Using the pictures and
information below, choose the option that you prefer. In the next section, you will
need to persuade your boss that your choice is the better choice.

dIf you do not choose an option, the computer will choose one for you. You do not
need to speak for this part.

1.Format

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In most cases, choose between two household objects, such as refrigerators, two pieces of
office equipment or two holiday destinations; why your choice is better than the choice
made by another person.

2.Range of topics
Office supplies, electronics, traveling destinations, furniture, etc.

3.Response Organization
Introduction + Body of speech + Conclusion:
Introduction: Say that there are some good things about the other person’s choice; say that
you think there are several reasons why your choice is better.
Body of speech: Give at least two reasons why you think your choice is the better one; as
with other speaking tasks in CELPIP, it is important that you support your reasons with
details and/or examples. You can develop your response by saying in what way your choice
is better than the other person’s choice.
Conclusion: Express the hope that the other person agrees with your point of view.

Two ways to give reasons and support for your choice:

Explain why your choice is better
Explain why the other choice is worse

4.Common mistakes
Not giving specific, relevant reasons
Stating unsupported opinions too strongly
How to avoid: take reasons, details and examples from the information shown on screen;
include a statement in your introduction that mentions some advantages or benefits of the
other person’s choice.

Task 6 Dealing with a Difficult Situation

1. 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

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 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.

2. Your child’s school has asked you to help with a class field trip. Your friend bought
you tickets to a baseball game for that same day. The school will cancel the field trip
if there are not enough parents, but your friend will be upset if you cannot go to the
baseball game because the tickets were expensive.

Choose ONE:
EITHER
Talk to the school. Explain why you cannot help with the field trip.
OR
Talk to your friend. Explain why you cannot attend the game.

1.Format
Ask you to talk about the reasons why you would choose to do one of two things; daily life
experiences.

2.Range of Topics
Daily life experiences/difficulties.

3.Response Organization
Introduction + Body of speech + Conclusion:
Introduction: Greet the person you are speaking to; explain the choice you have made and
apologize to the person; mention that you will give your reasons.

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Body of speech: Explain the first reason for your choice; support your first reason with
relevant details; explain the second reason for your choice; support your second reason
with relevant details. Or, you may put forward a compromise proposal that may help the
person you talking to cope with the difficult situation.
Conclusion: Add a concluding statement that summarizes your choice.

Two ways to give reasons and support for your choice:

Focus on negative reasons about one of the choices
Focus on positive reasons about one of the choices

4.Common mistakes
Giving unclear, unconvincing, or unsupported reasons
Talking in general terms rather than discussing the specific situation
How to avoid: clear, obvious reasons; the question topic may include useful information

Task 7 Expressing Opinions

1. 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.
2. Question: Do you think all university students should study abroad for a year, if there
is sufficient funding? Explain your reasons.

1.Format
Yes/no question that asks you about a social issue; express your opinion clearly and support
your point of view with detailed reasons and examples; well-organized and logical.

2.Range of Topics
Social issues

3.Response Organization
Introduction + Body of speech + Conclusion:

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Two affirmative reasons or two negative reasons
Introduction: Say that some people might answer affirmatively (or negatively), but you
would answer negatively (affirmatively).
Body of speech: Give one reason with supporting details why you would answer the
question negatively (affirmatively); give a second reason with supporting details why you
would answer the question negatively (affirmatively).
Conclusion: Summarize your answer to the question and express a relevant hope or wish
for the future

One affirmative reason and one negative reason

Introduction: Say that the issue is a difficult one and that you can see both sides.
Body of speech: Give one reason why you would answer the question affirmatively; give
one reason why you would answer the question negatively.
Conclusion: State that if you had to take a position, you would answer
affirmatively/negatively.

Useful Tools that can help organize your response

PEST analysis
SWOT analysis

4.Common mistakes
Weak reasons
Unsupported reasons
How to avoid: during preparation, focus on comping up with clear, logical reasons; mention
details and/or examples.

2nd hour:

1.Questions from CELPIP Practice Test Set 1 Practice 2

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Task 5
Your niece has a two-week break from school, and to keep her entertained, you are
looking at summer camps you could suggest to her. You find two suitable options. Using
the pictures and information below, choose the option that you prefer. In the next
section, you will need to persuade your niece’s mother that your choice is the better
choice.

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Task 6
You and Mike work in a department store, and Mike is talking to a customer who wants to
return a coffeemaker he bought there. The customer doesn’t have his receipt, but you
remember selling him the coffeemaker the day before. Mike is refusing to refund the
coffeemaker, but the customer is getting upset and just wants his money back.

Choose ONE:
EITHER
Explain to Mike that you sold the coffeemaker to the man the day before, and he should
give a full refund.
OR
Explain to the customer that the store policy is that you must have the original receipt to
return an item, so he cannot get a refund for the coffeemaker.

Task 7
Question: Do you think Canada should spend money on preserving its historical sites or
spend money on scientific research and advances? Explain your reasons.

2.Useful language
• Introducing two or more reasons or points
• Comparing two things
• Expressing contrasts
• Asking for agreement from the other person
• Giving a reason
• Saying that you are sorry about something
• Saying that a decision was hard for you
• Expressing a cause or effect of something
• Making general statements about the issue

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