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Contents

Introduction..........................................................................................................................................................................3
The CELPIP-General Test .............................................................................................................................................. 10
The CELPIP-General LS Test ......................................................................................................................................... 11
The Listening Test ............................................................................................................................................................. 12
The Reading Test ............................................................................................................................................................. 18
The Writing Test .............................................................................................................................................................. 24
The Speaking Test .......................................................................................................................................................... 27
Assessment and Score Reports .................................................................................................................................... 36
Performance Standards ................................................................................................................................................. 43
CELPIP Score Comparison Chart ............................................................................................................................... 48
Student Mindset .............................................................................................................................................................. 49
Common Student Problems .......................................................................................................................................... 50
Key Study Strategies ...................................................................................................................................................... 54
Promoting your Preparation Program for CELPIP .................................................................................................... 56
CELPIP Instructional Products........................................................................................................................................ 57
Instructor Training – Level 2 .......................................................................................................................................... 60
Useful Links ....................................................................................................................................................................... 61

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Introduction
The CELPIP Instructor Training course and this training manual have been designed to equip instructors to
help their students perform to the very best of their ability on test day. Instructors will feel more confident
about teaching CELPIP test preparation if they have a working familiarity with the test. Both the training
session and this training manual provide instructors with a solid grounding in the CELPIP Test, as well as
some basic test preparation tips. The chart below lists the training tools available to instructors, along with
estimates of approximately how long it takes to get through each resource.

Instructor Training Tools

Resource Time

Online Instructor Training Session 3 hours

Instructor Training Manual (PDF) 2–3 hours

Free Online Sample Tests 2–3 hours

To access free CELPIP practice tests and learn more about the variety of instructional products and
programs that are available to your students, visit celpip.ca.

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Overview

Learning Objectives:
1. Learn about the concerns that CELPIP test takers have.
2. Understand the structure and timing of the test.
3. Become familiar with each part of the CELPIP-General and CELPIP-General LS Tests.
4. Learn how the different test components are assessed and what the score reports are like.
5. Understand what CELPIP Raters look for in the Writing and Speaking responses.

Assessment:
1. Do you understand why CELPIP test takers are under significant pressure to achieve their target
score?
2. Do you know what the different test parts are and how long each one is?
3. Can you say how many parts are in each test component and list them?
4. Do you know which skills are important for success in the parts of each test component?
5. Do you know what the four dimensions of the Performance Standards are?
6. Can you list the key attributes for each dimension?

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The CELPIP Tests
The CELPIP-General and CELPIP-General LS Tests are both multi-purpose English language proficiency
tests accredited by Immigration, Refugees and Citizenship Canada (IRCC) to assess functional language
proficiency in English. CELPIP stands for Canadian English Language Proficiency Index Program.

The CELPIP-General Test allows test takers to demonstrate their ability to function in English through the
Listening, Reading, Writing, and Speaking Test components. The test gives trained raters (i.e., test
evaluators) ample opportunity to assess the test taker’s performance in the Writing and Speaking Tests.
Raters are not required for the Listening and Reading Tests because these are computer-scored. The test
assesses a test taker’s English abilities in a variety of everyday situations, such as communicating with co-
workers and superiors in the workplace, dealing with friends, understanding newscasts, and interpreting
and responding to written materials.

The CELPIP-General LS Test allows test takers to demonstrate their ability to function in English through the
Listening and Speaking Test components, which are equal in format, design, and difficulty level to the
same test components in the CELPIP-General Test. This test has the same measurement ability, and it is
scored in the same way, as the CELPIP-General Test. Immigration, Refugees and Citizenship Canada
accepts this shorter test as proof of language proficiency for test takers who have applied for Canadian
citizenship.

High-Stakes Testing
The CELPIP Tests are both high-stakes tests. The results of a CELPIP Test may change the test taker’s life,
and those changes can be either positive or negative. Each and every test taker is attempting to achieve
an important and possibly critical goal such as getting permanent Canadian residency or immigrant
status, upgrading professional credentials, or achieving certification by a professional body (such as a
professional engineering or nursing association). CELPIP instructors can support their students by fully
understanding the challenges of the test as well as the design of this course in order to teach it to the very
best of their ability. This, in turn, gives CELPIP test takers the chance to achieve the highest score that they
are capable of getting.

The Test Day Experience

The CELPIP Tests are done entirely on a computer in one sitting. For the CELPIP-General Test, students
are typically in and out of the test centre within about 4 hours, including checking in and test day
registration. The test itself takes about 3 hours. For the CELPIP-General LS Test, test takers are usually
done within 90 minutes, and the test itself takes about 1 hour 10 minutes. In both tests, a separate
appointment for the Speaking Test is not required, since it is included in the test time.

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Students who have never done the CELPIP Tests before will be full of questions about what it is like to do
an English test on a computer—especially the Speaking part. Here are the things that CELPIP test takers
wonder about the most

Will I be able to see the other test takers, and will people sitting next to me be able to copy my
work?

At the test centre, each test taker’s computer terminal will be protected by a privacy shield (much
like the cardboard devices you see at a voting booth). While the test takers will not be able to see
others in the room when seated, they will hear the voices of other test takers during the Speaking
Test. Those seated next to them would have to peek around the privacy shield to see their work,
and this would draw the attention of the invigilator. CELPIP invigilators have a strong presence at
every test sitting precisely to discourage this kind of behaviour.

How can I work well if I can hear other people talking?

Headsets will partially block other test takers’ voices and help test takers focus on their work during
the test. Even so, test takers will still be able to hear other test takers’ voices; they should be aware
that there will be some distractions around them and they should be prepared to cope with that.

I can’t imagine what the Speaking Test will be like! Will the computer actually talk to me?

Test takers do not speak with the computer; instead, they speak to it. After reading a question and
maybe looking at an image, the test taker will wait for the speaking time to begin and the
computer will automatically record his or her response for a specified period of time (either 60 or
90 seconds depending on the question). While some people find it stressful to talk to the
computer, other people appreciate the fact that they are not sitting across the table from the
examiner, wondering whether to make eye contact, watching them take notes, worrying about
their body language, and so on.

What do I need to bring with me?

Test takers must bring acceptable photo identification and their Test Admission Ticket to the test
centre on the day they write the test. If they do not have these documents, they will not be permitted
to write the test. You can direct students to our website (celpip.ca/test-day-information/) for more
information about test day procedures, including a list of photo identification that is accepted at
CELPIP Test Centres.

Everything test takers need for the test, including a computer, monitor, headset, microphone,
keyboard, mouse, paper, and pen, is provided for them at the test centre. Furthermore, they cannot

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 bring any personal belongings—even cellphones and wallets—into the computer lab. All personal
items are carefully stored in a safe and guarded area during the test.

If it’s a computerized test, why do I need a pen and notepaper?

Test takers are encouraged to use a pen and notepaper during the test to take notes (especially
for Listening), and to formulate their thoughts and organize their ideas (especially for Speaking
and Writing). Paper and pen are provided at the beginning of the test and must be returned at the
end of the test. The notes that test takers make will not be submitted or scored.

What else should I expect when I go to the test?

Food and drink are not permitted during the test; however, exceptions can be made for people
who have documentation regarding certain medical conditions. Paper and electronic dictionaries
are not allowed, and cellphones and any other electronic devices must be left in a guarded
designated area during the test.

Special Accommodations
Test takers with documented disabilities that may impact their ability to take a CELPIP Test under standard
testing conditions can request accommodations. To help CELPIP officials provide accommodations, the
test taker will need to provide documentation from a licensed professional describing their condition. Test
takers who require special accommodations should contact the CELPIP office prior to registration.

Timing
The CELPIP-General Test is about 3 hours long, while the CELPIP-General LS Test is about 1 hour 10
minutes. In the Reading Test and some parts of the Listening Test, test takers have the option of going
back and forth between questions within one part (when all the questions are displayed on one screen),
but in the Writing and Speaking Tests, they must answer every question in the order in which it is
presented. Time limits are set for many test parts so that test takers do not run out of time during any
section of the test.

Scoring
The CELPIP-General Test score is provided in four parts: Listening, Reading, Writing, and Speaking,
while the CELPIP-General LS Test score is provided in two parts: Listening and Speaking. The chart on the
next page shows each CELPIP Level and its corresponding description. Since the CELPIP Test scores
have been calibrated against the Canadian Language Benchmarks (CLB) Levels, CLB Level
equivalencies have been included for your information.

The computer automatically scores the Reading and Listening Tests. Each of these tests has several
varieties of multiple choice questions (i.e., sentence-completion or fill-in-the-blank) following either a

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Reading passage or a Listening audio clip. The answers are presented in a drop-down box, and test
takers use the cursor to select their answer to the question.

CELPIP raters assess and rate the Writing and Speaking Tests. Test takers compose their Writing
responses on the computer, and Speaking responses are recorded on the computer using a headset.
These responses are sent to the Scoring team, who distribute them to trained and experienced raters.
Each Writing Test is rated by at least four CELPIP Writing Raters, and each Speaking Test is rated by at
least three CELPIP Speaking Raters. Having a minimum of seven different raters contribute to each test
taker’s Writing and Speaking scores supports the validity and reliability of these test scores.

CELPIP Levels and Corresponding CLB Levels

CELPIP Level CELPIP Descriptor CLB Level
12 Advanced proficiency in workplace and community contexts 12

11 Advanced proficiency in workplace and community contexts 11

10 Highly effective proficiency in workplace and community contexts 10

9 Effective proficiency in workplace and community contexts 9

8 Good proficiency in workplace and community contexts 8

7 Adequate proficiency in workplace and community contexts 7

6 Developing proficiency in workplace and community contexts 6

5 Acquiring proficiency in workplace and community contexts 5

4 Adequate proficiency for daily life activities 4

3 Some proficiency in limited contexts 3

M Minimal proficiency or insufficient information to assess 0, 1, 2

Guidelines for High Achievement on the Test

The CELPIP-General Test is designed to focus on how well-equipped test takers are to successfully
communicate daily through their listening, reading, writing, and speaking skills. The test measures how
well test takers are able to get their message and meaning across to another person through speaking
and writing and, conversely, how well they understand others through listening and reading. Likewise, the
CELPIP-General LS Test assesses test takers’ ability to communicate effectively through their listening and
speaking skills.

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Remember, the CELPIP Tests are not academic tests, and they do not measure academic English skills.
When preparing for the CELPIP Tests, test takers are advised to keep the following guiding questions in
mind:

For All Parts of the Test:

• How well do you understand what others are saying when they write or speak to you?
• How well can you interpret and follow instructions?
• How well can you follow strict time restrictions and manage your work?

For Listening and Reading:

• Are you able to identify main ideas and supporting points?
• Can you understand the relationship between people discussed in a Reading passage or in an
audio file?
• Can you differentiate between facts and opinions?
• Can you determine who has which opinion, and why?
• Can you try your best to answer the Listening and Reading questions, even if you do not understand
some or most of what has been said or written?

For Writing and Speaking:

• Are your ideas relevant, clearly stated, well developed, and easy to follow?
• Are you able to use strong, descriptive, and precise vocabulary to say or write what you mean?
• Do you have good control of your grammar and sentence structure, allowing you to write or say
things that are easily understood?
• Can you format documents and use paragraphing effectively when you write?
• Can you minimize any problems you have with pronunciation, stress, and intonation in your speech?

The charts on the next two pages show each part of the two CELPIP Tests and the basic timing of each
test.

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The CELPIP-General Test
Test Number of
Component Sections Timing
Component Questions
Listening Practice Task 1 47–55 minutes

Part 1: Listening to Problem Solving 8

Part 2: Listening to a Daily Life Conversation 5
Part 3: Listening for Information 6
Part 4: Listening to a News Item 5
Part 5: Listening to a Discussion 8
Part 6: Listening for Viewpoints 6
Unscored Items*
Reading Practice Task 1 55–60 minutes
Part 1: Reading Correspondence 11

Part 2: Reading to Apply a Diagram 8

Part 3: Reading for Information 9
Part 4: Reading for Viewpoints 10
Unscored Items*
Writing Task 1: Writing an Email 1 53–60 minutes

Task 2: Responding to Survey Questions 1

Speaking Practice Task 1 15–20 minutes

Task 1: Giving Advice 1

Task 2: Talking about a Personal Experience 1

Task 3: Describing a Scene 1

Task 4: Making Predictions 1

Task 5: Comparing and Persuading 1

Task 6: Dealing with a Difficult Situation 1

Task 7: Expressing Opinions 1

Task 8: Describing an Unusual Situation 1
*Unscored Items: The Listening and Reading Tests may contain unscored items used for test development. These unscored
items can be found anywhere within each test and will have the same format as one of the other parts of each test. You will
not know which part of the test contains the unscored items, so apply your best effort to all parts.

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The CELPIP-General LS Test
Test Number of
Component Sections Timing
Component Questions
Listening Practice Task 1 47–55 minutes

Part 1: Listening to Problem Solving 8

Part 2: Listening to a Daily Life Conversation 5
Part 3: Listening for Information 6
Part 4: Listening to a News Item 5
Part 5: Listening to a Discussion 8
Part 6: Listening for Viewpoints 6
Unscored Items*
Speaking Practice Task 1 15–20 minutes

Task 1: Giving Advice 1

Task 2: Talking about a Personal Experience 1

Task 3: Describing a Scene 1

Task 4: Making Predictions 1

Task 5: Comparing and Persuading 1

Task 6: Dealing with a Difficult Situation 1

Task 7: Expressing Opinions 1

Task 8: Describing an Unusual Situation 1
*Unscored Items: The Listening Test may contain unscored items used for test development. These unscored items can be
found anywhere within the test and will have the same format as one of the other parts of the test. You will not know which part
of the test contains the unscored items, so apply your best effort to all parts.

Summary
• CELPIP is a high-stakes test.
• CELPIP measures functional English proficiency, or the degree to which the test taker is able to
communicate effectively in everyday situations in the workplace, in the community, and at home.
• CELPIP Raters are trained to focus on what the test taker is able to do, NOT to identify and count
errors (i.e., what the test taker cannot do).
• CELPIP Raters focus on identifying coherence, meaning, clarity, and precision in Speaking and
Writing responses.

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The Listening Test
The Listening Test measures how well test takers understand English that is used in typical day-to-day
situations. How much can they comprehend when people express opinions, preferences, or viewpoints in
social or workplace situations? Will their listening skills help them respond appropriately to questions,
comments, or suggestions? Each part of the Listening Test measures certain listening skills; while there is
some overlap from one part to another, there is also a different focus for each part.

Brief Description of the Listening Test

There are six different Listening parts and a practice task at the beginning of the Listening Test. There may
also be one or two additional parts somewhere in the Listening Test used for test research and
development purposes. When these extra parts are included, they will follow the same format as one of
the six main parts and they will be unscored. It takes 47–55 minutes to complete the Listening Test. The
chart on the next page provides details about each part of the test. The “Listening Time” column includes
the time needed to listen to the audio clips and to select an answer.

Test takers will hear each audio clip through their headset once only, and they will not be able to read it
on the computer screen. There will be a short orientation statement telling test takers what the audio clip is
about; this also gives them a few seconds to make sure they have all their attention on listening to the
audio clip. Once test takers leave a page, note that they cannot go back to it to change an answer.
They can only move forwards throughout the entire Listening Test. The Listening Test is multiple choice and
is automatically scored by the computer. Test takers who do not know the right answer have nothing to
lose by taking their best guess since there are no deductions for incorrect answers.

Unscored Listening Parts

As mentioned above, each test taker will encounter all six different types of Listening parts on the official
test, one or more of which may appear twice. There is also a practice question at the very beginning of
the Listening Test. Only six test parts count towards the test taker’s Listening score; if any additional parts
are included for research purposes, they will not be scored. There is no way for test takers to know which
parts will not be scored (aside from the practice question), and therefore test takers are urged to make
their best efforts on each part of the Listening Test.

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Difficulty Level
It is important to tell students that each part of the Listening Test is a bit harder than the one before
because the test increases in difficulty throughout. Parts 1–3 will be somewhat challenging for a CELPIP
Level 4; Parts 4 and 5 will be very challenging, and Part 6 will almost certainly be the most difficult of all.
Instructors need to assure students that this is normal, and that it is not necessary to do well on all six parts
of the Listening Test to get a CELPIP 4 or even a CELPIP 7.

Listening Test
Part Type Description Questions Timing
Practice Task Practice listening and answering a question. 1 1 minute

Listen to a dialogue and answer 8 questions.

Listening to Problem Solving
1 The dialogue and questions are divided into 8 8 minutes
(11 audio clips)
3 sections.

Listening to a Daily Life

2 Conversation Listen to a dialogue and answer 5 questions. 5 5 minutes
(6 audio clips)

Listening for Information Listen to a longer dialogue and answer 6

3 6 6 minutes
(7 audio clips) questions.

Listening to a News Item

4 Listen to a news item and answer 5 questions. 5 5 minutes
(1 audio clip)

Listening to a Discussion Listen to and watch a discussion between

5 8 6 minutes
(1 video clip) three people and answer 8 questions.

Listening for Viewpoints

6 Listen to a report and answer 6 questions. 6 8 minutes
(1 audio clip)

Unscored Items* Unknown

*The unscored items are used for test development purposes and may be placed anywhere within the Listening Test. They will
have the same format as one of the other parts of the Listening Test. The unscored items will not affect your official score.
However, you will not know which part of the test contains the unscored items, so apply your best effort to all parts of the test.

Parts of the Listening Test

Part 1: Listening to Problem Solving

In Part 1, test takers hear a dialogue between two people. One speaker has a problem and the other
speaker, who does not know this person and works for an organization that serves the public, helps
find a solution. This dialogue is divided into three short clips, with two or three questions after each
clip. Each of the three clips is 60–90 seconds long, and test takers have exactly 30 seconds to

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 answer each question. They hear the questions through the headset and look at the answer choices
on the screen.

Part 2: Listening to a Daily Life Conversation

In this part, test takers hear a dialogue between two people once and then answer a set of five
questions. The dialogue is typically about a day-to-day activity such as shopping, cooking, or asking
directions, and it is 1.5–2 minutes long. Test takers then have 30 seconds to answer each of the
questions. The screen for the first part of Listening to a Daily Life Conversation is shown below.

Part 3: Listening for Information

This dialogue is also between two people, but the content of the conversation may be a little more
specialized. Typically, one person who is an expert on a topic is telling the other speaker something
about that topic. This conversation is 2–2.5 minutes long, and the test taker has 30 seconds to answer
each of the six questions that follow. As in Parts 1 and 2, the questions are spoken but the answer
choices are written, and the test taker can, if desired, move on to the next question earlier. Here is the
answer choices screen for this part.

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Part 4: Listening to a News Item
This part of the Listening Test is a news report that usually focuses on a community news story.
Typically, the news reports are designed to tell stories in a simple way. Test takers are challenged to
understand the gist of the story and to hear important details in order to correctly answer the five
questions. The story is about 1.5 minutes long. As you can see in the next screenshot, the five questions
are presented together on one page and test takers must select the best phrase in order to correctly
complete each sentence.

Part 5: Listening to a Discussion

This is the only Listening part presented in video format. The video shows three people discussing a
problem, but they cannot agree on how to solve it. These people may be coworkers or community
volunteers. Test takers see the 2-minute video clip just once, and they then have 4 minutes to respond
to eight questions. Test takers can go back and forth between the questions during this time.

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Part 6: Listening for Viewpoints
This last part of the Listening Test presents a longer report (about 3 minutes long) and is followed by
six questions. The content of this report is more challenging than the rest of the test and communicates
at least two different perspectives about a controversial social topic. Test takers may find the higher-
level vocabulary demanding, and some of the ideas may be very complex, making it difficult to fully
understand.

Test takers are called upon to quickly recognize complex ideas that have been paraphrased in the
answer choices, and they may also need to infer information and make deductions based on what
they just heard. They have 4 minutes 20 seconds to answer the six questions.

The CELPIP Test is required to differentiate between 12 levels of achievement—all the way up to CLB
12. Listening Part 6 is therefore designed to challenge test takers at CLB Levels 9 through 12. You can
keep your students calm by pointing out that those who do not do well on any or all of Listening Parts
3 through 6 can still achieve the scores they are aiming for.

The following screenshot gives you some idea of the difficulty level in Listening Part 6.

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The Reading Test
The Reading Test measures how well test takers can understand what they read in personal, social, and
workplace contexts. Do their reading skills allow them to understand a wide variety of print materials,
including email messages, charts, personal and business correspondence, and short informative texts?
Can they recognize and interpret several different opinions that have been presented in a short
passage? Each section of the test allows them to demonstrate specific reading skills and contributes to a
profile of their overall reading ability.

Brief Description of the Reading Test

It takes up to 60 minutes to complete the Reading Test—and many test takers will wish they had more
time! There are four different Reading parts; as well, there may be one or two additional parts
somewhere in the Reading Test used for test research and development purposes. When these extra
parts are included, they will follow the same format as one of the four main parts and they will be
unscored. Each part presents a short to medium-length text followed by a set of multiple choice questions.
Test takers may also be asked to read and answer questions about a response to the original text. The
chart on the next page shows the maximum amount of time provided to complete each section. In each
part of the Reading Test, test takers control how much time they spend on each question; they can also
proceed to the next section before the time is up. Time cannot be banked in this test, meaning that any
time you choose not to use will not be transferred to the next part of the Reading Test.

This is not an academic reading test. Although the readings build in complexity as the test progresses, test
takers are not required to summarize passages and read through lengthy texts to locate information. The
test presents different types of texts, any of which could be encountered daily in Canada.

Unscored Reading Part

Each test taker will encounter all four different Reading parts on the official test, one or more of which
may appear twice. Only four parts count towards the test taker’s Reading score; if any additional parts
are included for research purposes, they will not be scored. There is no way for test takers to know which
parts are not scored, and therefore test takers are urged to make their best efforts on each part of the
Reading Test.

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Difficulty Level
It is important to tell students that each part of the Reading Test is a bit harder than the one before
because the test increases in difficulty throughout. Part 1 should not be overly challenging for those
aiming for a CELPIP 4; Part 2 will be somewhat challenging; Part 3 will be very challenging; and Part 4
will almost certainly be the most difficult of all. Instructors need to assure students that this is normal and
that it is not necessary to do well on all four parts of the Reading Test to get a CELPIP 4 or even a CELPIP
7.

Reading Test
Part Type Description Questions Suggested
Time
Practice Task Practice reading and answering a question. 1 1 minute
1 Reading Correspondence First read a message and answer 6 questions; 11 11 minutes
(2 readings) then read a response message and fill in 5
blanks by selecting the best choice.
2 Reading to Apply a Diagram Read a message, refer to the diagram, and 8 9 minutes
(1 reading and 1 diagram) find the best answers for the questions.
3 Reading for Information Read a text and decide which paragraph (if 9 10 minutes
(1 reading) any) supports each statement.
4 Reading for Viewpoints First read an opinion report and answer 5 10 13 minutes
(2 readings) questions; then read a response and fill in the
5 blanks by selecting the best choice.
Unscored Items* Unknown
*The unscored items are used for test development purposes and may be placed anywhere within the Reading Test. They will
have the same format as one of the other parts of the Reading Test. The unscored items will not affect your official score.
However, you will not know which part of the test contains the unscored items, so apply your best effort to all parts of the test.

Part 1: Reading Correspondence

The first task in Reading Part 1 is to read a personal message and answer six questions on the text.
The message topic can be any subject that people would discuss in a typical correspondence, such
as a holiday, a meal at a restaurant, or a family event such as a wedding. The second task is a
response from the recipient of the first message. This response will directly reply to the content
presented in the first message, but may also present some new information. There are five blanks in
this response, and test takers must select the best choice for each blank from the drop-down box to
complete the response.

Test takers have 11 minutes to complete both parts of Reading Part 1, and since both tasks are
presented on the same page, it is possible to go back and forth between the tasks and the 11
questions during this time. The following screenshot shows Part 1 of the Reading Test.

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Part 2: Reading to Apply a Diagram
Part 2 of the Reading Test features an email message and a related diagram. The email may be
work-related (such as an order enquiry) or personal (such as a list of apartments for rent). Like Part 1,
the second part of the Reading Test has two tasks. First, test takers need to complete the message by
filling in five blanks. There are then three statements about the email below the message, which they
also need to complete. To complete the five blanks in the message, test takers need to refer to the
diagram and relate it to the email message. Often, the diagram is a chart that combines illustrations

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 and text. Test takers who practice reading and understanding a variety of diagrams may fare better in
this part of the test.

Test takers have 9 minutes to complete the eight questions in Reading Part 2. As in Part 1, they can go
back and forth between the questions.

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Part 3: Reading for Information
This part of the Reading Test presents an informational text of four paragraphs on a wide variety of
topics that could be about anything from human behaviour to geography. The text has been written to
inform people about a topic that they may know nothing about, rather than, for example, to describe
something that happened, and the questions have been designed to see if test takers can identify
newly-learned information that has also been rephrased.

Test takers must appropriately match statements to the text by deciding which paragraph contains the
information given in the statement. Their success depends on their vocabulary base combined with
how skilled they are at recognizing information that is being presented in a completely different way.
Part 3 is especially challenging because there are four paragraphs, but five answer choices; test
takers can choose the fifth answer (“E”) if they feel that the information in the statement is not given in
the text. In the screenshot below, Question 9 has been opened to show the drop-down menu with the
five answer choices. The test allows 10 minutes for this part.

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Part 4: Reading for Viewpoints
This last part of the Reading Test has been designed to identify readers with high-level skills, and
therefore it can be incredibly challenging for lower-level test takers. Key skills for success include
making inferences, integrating information from different parts of the passage, knowing the difference
between opinions and facts, and some command of precise, conceptual-level vocabulary.

In the first section of Reading Part 4, test takers encounter an article expressing at least two different
opinions about a topic related to areas including, but not limited to, business, economics, social
policy, or education. After reading the article, test takers complete five multiple choice statements that
deal with various aspects of the reading and require a good understanding of the material, which
they can refer back to at any time. In the second section, test takers read a reply message (called a
“Reader’s Comment”) to the article and fill in the blanks to complete the article, which they can only
do correctly by relating the message to the article. Test takers have 13 minutes to complete these
tasks, and they will almost certainly need all of that time to get this part done. You can see Reading
Part 4 in the screenshot below.

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The Writing Test
The Writing Test consists of two tasks designed to measure how well test takers can communicate
effectively in writing in everyday situations and how well they can complete a specified task. The test
allows a maximum of 27 minutes for Task 1, and 26 minutes for Task 2. For example, if you purchased a
computer and realized later that it was not working properly, would you be able to clearly describe the
problem in an email and persuade the company to resolve it to your satisfaction? Or if your boss gave
you a choice of two new work schedule arrangements, could you effectively explain your choice in
writing? These kinds of tasks draw on writing skills that are needed in everyday life.

There are no unscored tasks in the Writing Test. Once test takers leave Task 1, they cannot return to it,
nor can they carry any leftover Task 1 time to Task 2. The Writing Test is summarized in this chart:

Task Type Description Word Timing

Count
1 Writing an Email Write an email regarding day-to-day matters. 150–200 27 minutes
words
2 Responding to Survey Respond to an opinion survey regarding 150–200 26 minutes
Questions commonly encountered issues and justify your words
choice.

The Writing Test includes these useful features:

Spell Check
The Writing Test includes a spell check feature because many people use this function for their everyday
writing needs; it has become a common writing tool for those who use computers for personal and
workplace communication. The ability to choose the right word, or the right spelling, from a list of
possible choices is becoming an important writing skill for those who write on computers regularly. For
example, it is not always easy to choose between “there-their-they’re” or “affect-effect.” Spell check
does not guarantee writing that is 100% free of spelling errors.

Test takers are not told that spell check is available, and they are not taught how to use it in the
instructions video shown just before the test. The reasoning is that people who rely on spell check will be
able to access it during the test because they will recognize the red line under misspelled words and
some may, therefore, right-click on the mouse and discover this feature. Meanwhile, people who are less

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familiar with writing on computers and who, therefore, likely find this function confusing do not need to be
concerned about it.

Editing Functions
Test takers can choose from several basic editing functions (cut, paste, copy, delete, and undo/redo) by
right-clicking on the mouse. If they are comfortable using these functions, they may easily access them
during the test. If test takers prefer not to use these functions, then there is no need for them to do so.

Task 1: Writing an Email

Task 1 instructs test takers to write an email regarding a day-to-day matter. For example, they may be
asked to write to a company to make a complaint or to say how happy they are with their company’s
service. Test takers are advised that it is very important to consider the task carefully and plan their
response well. They are provided with notepaper and a pen to get ready to write their response.
These guidelines are especially helpful for test takers:
• Use the right register. Consider the situation and choose the right words and phrases to create
an appropriate register. Be aware of how formal or informal your register should be.
• Stay on topic. Refer to the tasks listed in the prompt and stay focused on them.
• Keep your emotions under control. You may be asked to write a complaint about a bad
product or unsatisfactory service. You can express disappointment and dissatisfaction, but it is not
appropriate to express extreme anger and/or to threaten the reader.
• Phrase things appropriately. Word choice and sentence structure greatly affect the impact of
your writing. Choosing your words carefully will result in a much more effective email message.
• Include enough information to inform the reader. The goal of this email is always to get
someone to do something, so you need to provide enough information to support your request.

The screenshot below shows the Writing Task 1 screen. Note that test takers are sometimes so
nervous that they forget to read the information on the left, and therefore some of them respond to the
prompt on the right without this background information. Caution your students to always read
everything on the screen before they respond to a Writing prompt.

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Task 2: Responding to Survey Questions
This task requires test takers to decide between two workplace or personal options and explain their
choice in writing. The prompt is made up of two parts; first, they are provided with some details about
an imaginary situation on the left side of the screen. The second part of the prompt presents the two
choices in the survey on the right side.

Test takers are advised to thoughtfully evaluate the pros and cons of the two offered choices and
write persuasively about why their choice works best for them. For each reason that they provide, they
should give at least one example that supports their thinking. This task assesses their ability to think and
write critically, logically, and convincingly. To do this effectively, they may need to use their
imagination to see themselves in the situation described in the first part of the prompt. It does not
matter which choice they write about; what matters is that they convince the reader that this is the best
choice for them.

Here is the prompt for Writing Task 2:

Test takers would be wise to follow these steps before they actually start writing their response:

• Read and imagine that you actually work at the company described in the first part. Carefully
review all the information provided in the prompt to help you prepare an appropriate response.
(Again, stress how important it is for students to read everything on the screen before they start
their response.)
• Brainstorm & Choose: There is no right choice and there is no wrong choice. Quickly evaluate
the pros and cons for each choice. If you do not have a preference, choose the one that you
feel you can write about most effectively and persuasively.
• Organize & Plan: Plan what you want to write. Which reasons will you include in your
response? Why does the other choice not work for you? List your reasons and decide how you
want to organize them.

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The Speaking Test
The Speaking Test is designed to measure the test taker’s functional speaking proficiency in English. The
test evaluates how well they express themselves verbally in everyday situations where they may be
required to communicate their ideas, opinions, or feelings; influence the actions of friends, family
members, or co-workers; and participate effectively in a variety of social and workplace situations.

Brief Description of the Speaking Test

There are nine tasks in the Speaking Test, numbered from 0 (which is a practice item) to 8. In each
section, test takers will read a short prompt (or question) on the screen, prepare their response, and
record their response using the headset microphone provided. The preparation time and speaking time
for each response is clearly indicated and tracked to assist the test taker. They will NOT hear the prompt.
Sometimes the prompt will include a picture or chart, which test takers will talk about when recording
their answers.

Dealing with a Computerized Speaking Test

Some test takers feel uncomfortable doing the Speaking Test with a computer instead of a live examiner.
Others feel uneasy about the recording function and worry that their responses are not actually being
recorded. Some people find the timing bars useful and calming, while others feel that the countdown
timer during the preparation time and the time bar shown during the speaking time are stress-inducing.
CELPIP instructors can greatly assist their students by pointing out how useful all these features are and
helping them feel at ease with each of them. It also helps to remind students that many people find it
stressful to sit in a room with an examiner and watch them react to their responses. In the CELPIP
Speaking Test, test takers will not need to be worried about what to do with their hands and where to
look, nor do they have to wonder about what the examiner’s facial expression means and why they are
taking so many notes.

It is beneficial to remind students that since they cannot change the conditions for the Speaking Test, their
best preparation is to be as familiar as possible with what the test will be like and to be psychologically
prepared for all the related challenges (such as hearing other people’s voices, worrying about whether
their responses are being recorded, and so on).

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Timing
Test takers have a maximum of 20 minutes to complete all nine tasks of the Speaking Test. The following
chart gives an overview of the Speaking Test. Note that no explanation has been provided for the
practice question (Task 0) because it is not scored.

Speaking Test
Task Type Description Questions Speaking
Time
0 Practice Task Practice speaking into the microphone. 30 seconds 60 seconds
1 Giving Advice Help someone to either make a decision or
30 seconds 90 seconds
prepare for something.
2 Talking about a Personal Tell a story about a past experience.
30 seconds 60 seconds
Experience
3 Describing a Scene Look at an illustration and describe what is
30 seconds 60 seconds
happening.
4 Making Predictions Look at the same illustration and describe what
30 seconds 60 seconds
you think will happen next.
5a Comparing and Select an item from two similar choices.
60 seconds -
Persuading
5b Comparing and Persuade a friend or family member to agree with
Persuading 60 seconds 60 seconds
the choice you have made.
6 Dealing with a Difficult Explain a decision to a friend or family member.
60 seconds 60 seconds
Situation
7 Expressing Opinions Explain why you agree or disagree with a
30 seconds 90 seconds
statement.
8 Describing an Unusual Describe a picture of an unusual item or situation
30 seconds 60 seconds
Situation to someone who cannot see the picture.

Task 1: Giving Advice

Task 1 of the Speaking Test assesses the test taker’s ability to advise someone about what to do in a
challenging or difficult situation. The situation is usually related to work or school, and the person they
are coaching may not have a lot of related experience (for example, a niece or nephew, colleague,
or recent graduate).

This is one of only two 90-second answers in the Speaking Test. The six other rated responses are
shorter, at 60 seconds each. Since test takers have more speaking time for this prompt, they should
focus on providing strong, persuasive reasons to support their suggestions.

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 Task 1 typically asks test takers to guide someone to decide between two choices, or tell them what
they should and should not do in a certain situation. There is no right or wrong “answer” to the
problem, but there are different reasons for doing different things. What matters in the response is how
well the test taker is able to support the advice with clear and persuasive reasons. It is also important
that the test taker speaks directly to the person rather than saying, “I would tell my friend . . .”

The screenshot below shows the preparation time screen for Task 1. The preparation and speaking
times are clearly shown in the top right corner. In this screen, the test taker still has 25 seconds of
preparation time, and the timer will count down to zero.

Task 2: Talking About a Personal Experience

This task assesses the test taker’s ability to tell a story about something that happened to them, and
therefore they will probably primarily be using past tense forms. They have 30 seconds to get ready,
and 60 seconds to speak.

Test takers benefit from quickly choosing something to talk about so that they can use some of their
preparation time to plan the specific details they will discuss. It really does not matter what type of
event they describe, or if it was an interesting or boring event, or even whether it was a REAL event.
They are free to imagine an event if that is easier for them, but it should be something realistic since the
response would likely be more effective. (For example, telling a story about a family party they went
to on the planet Jupiter could impact their Task Fulfillment score, since this seems like a very unlikely
event.)

To score well on this task, test takers need to be able to recount and describe a series of events so
that the listener can easily understand what happened.

The next page shows the recording screen, and the time bar shows that this test taker has used up
about one quarter of the response time.

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Task 3: Describing a Scene
The test takers’ job in Task 3 is to paint a picture with their words. Can they describe some parts of the
picture to a person who cannot see it? Test takers are not expected to describe all the things in the
picture—there is too much going on and they do not have enough time.

Test takers have 30 seconds to prepare and 60 seconds of speaking time. The preparation time
should be used to scan the picture and find the things that they can describe accurately. If they have
time, they can think about how to describe these things so the listener can see where they are located
in the picture, and in relation to each other.

To score well on this task, test takers probably need to be comfortable using prepositions of place
(next to/behind/between/etc.), descriptive adjectives, and specific verbs.

In the example shown on the next page, you can see that there are many things going on in the
picture so test takers have lots to work with. All the images for this task present the same level of detail.

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Task 4: Making Predictions
Task 4 has the same picture that test takers just saw in Task 3, but their job now is to predict what
might happen next in this scene. To do this, they have to use their imagination and think ahead to the
next few minutes. Their answer can be factual, imaginative, predictable, or completely unexpected—
but it must also be easy to understand and fit the situation shown in the picture.

Since they are talking about what could happen next, test takers almost certainly need to use future
forms. It is also helpful to provide some reasons for their predictions and to tell a story. Test takers have
30 seconds of preparation time and 60 seconds to speak. They should use their preparation time to
decide which predictions they can explain most effectively. The screenshot on the next page shows
only the top of the picture since it is identical to the one shown in Task 3.

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Task 5: Comparing and Persuading
Test takers are not required to speak for the first part of Task 5. They have 60 seconds to consider the
two choices and choose the one that they like best. This time should be used to compare the two
descriptions, look at the pictures, and select the item that they prefer or that they feel most comfortable
talking about. There is no right or wrong answer because they are choosing something related to their
own needs. Nevertheless, test takers often worry that they will make the “wrong” choice and lose
marks, regardless of how they speak. In the screenshot below, the test taker has selected the home
shown on the right.

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 In the second part of Task 5, test takers see a new chart showing the item they just chose on the right,
and a new, similar item on the left. In the example shown on the previous page, they must imagine that
a member of their family wants to buy the item on the left and persuade the family member to buy their
choice, on the right. Note that Task 5 questions include a variety of situations, so the test taker might
instead be required to speak to a friend, work colleague, boss, customer service person, etc.

Test takers have 60 seconds to prepare their response, and 60 seconds to record their response.

Test takers should use their preparation time to compare the two items and to think of a few ways that
“their” item is better than the one their family member likes. The information in the box at the bottom is
helpful, but they need to guard against simply repeating that information in their response.

This screen shows the second part of Task 5, with the test taker’s choice on the right and a different
type of home on the left.

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Task 6: Dealing with a Difficult Situation
Task 6 presents a typical situation that might occur in daily life. Test takers are required to
choose one of two ways to solve the problem and explain their reasons to a friend, colleague,
or family member.

There are two main challenges in this task. First, test takers need to effectively justify their
decision to the person they are talking with. Second, they need to be careful about how they
explain themselves because they are disagreeing with the person they are talking to, and they
do not want to make them upset or angry. There are of course other things that test takers may
choose to focus on, which is fine so long as they respond directly and effectively to the prompt.

Test takers have 60 seconds to prepare their response and 60 seconds of speaking time. The
following screenshot shows a sample of this task during the preparation time.

Task 7: Expressing Opinions

Task 7 focuses on a social issue that is familiar to many Canadians. Test takers are required to state
their opinion and support it with logical reasons. If they like, they can also try to persuade the listener
to believe that their opinion is reasonable and acceptable. This is the second “long” answer prompt in
the Speaking Test. Test takers have 30 seconds of preparation time and 90 seconds of speaking time.

There is no right or wrong answer to the question, so your students should be urged not to spend their
preparation time trying to guess if they should agree or disagree with the statement. CELPIP
instructional materials advise them to use their preparation time, instead, to think about the question
and look at the different possible reasons to support each side. They can then quickly choose the

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 answer that they feel they can talk about most effectively, and brainstorm some ideas to support their
opinion. The following screenshot shows someone partway through the preparation time.

Task 8: Describing an Unusual Situation

The final task in the Speaking Test asks test takers to describe something unexpected to someone who
is not there to see it. This task involves the use of specific descriptive vocabulary in order to describe
the scene or the object accurately. Test takers of all levels can describe things about the picture, but
those with higher skill levels will be able to give a more accurate description and, therefore, achieve
a higher score.

This task provides 30 seconds of preparation time and 60 seconds of speaking time. During their
preparation time, test takers should think about all the details that they can describe. In the example
given on the next page, high-level test takers might make a list of specific, descriptive words like this:

circular / unique / tenths / watermelon slice / sideways / bananas / upright / pattern / skin /
rind /seeds / darker / lighter / upright

Ideally, they should also take note of the situation described in the prompt and remember to include it
when they are speaking.

The following screenshot shows Task 8 with 19 seconds of preparation time left.

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Assessment and Score Reports
Test takers are, naturally, highly focussed on assessment, scores, and outcomes. Your students will likely
be full of questions about what will happen once they have written the official CELPIP Test. They will want
to know how their tests are marked, when they will get their score report, how they will receive it, what
exactly it means, and so on.

Students who feel they need to know more can refer to the Scores page (celpip.ca/test-scoring/) on the
CELPIP website, and those who still have questions can contact the Customer Service department at 1-
800-958-5186 or [email protected].

Assessment
The Listening and Reading Tests are multiple choice, and they are computer scored. The Writing and
Speaking Tests are scored by CELPIP Raters using the CELPIP Language Proficiency Rating Scales (one
for Writing and another for Speaking). CELPIP Raters go through a detailed training and certification
process and are carefully monitored by the Scoring team to ensure that they continue to meet the industry
standards. Each Writing Test is assessed by four to six CELPIP Raters, and each Speaking Test is assessed
by three to five CELPIP Raters. Since Writing and Speaking Tests use different raters, each CELPIP-
General test taker is assessed by at least seven different CELPIP Raters, while each CELPIP-General LS
test taker is assessed by three different CELPIP Raters.

The CELPIP Rating Scales cannot be released to the public, but those who want to understand more
about how their Writing and Speaking Tests are measured can refer to the CELPIP Performance
Standards. See Pages 43–47 for more information about these Performance Standards.

Score Reports
CELPIP scores are posted online 5 calendar days after the test has been written. Test takers can go
online to view their Online Score Report (see Pages 38–40) using their personal log-in information and
view their scores quickly and easily in this way. The Online Score Report is for the test taker only and is
quite different from the Official Score Report (see Page 41), which will be mailed to the test taker on the
day that the scores are posted. Test takers may need to provide a copy of the Official Score Report to
an official body (such as IRCC), and they can order additional copies as needed through the CELPIP
website.

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The Official Score Report is a simple one-page document showing the scores that the test taker earned
in each skill, as well as the location and date of the test and an official seal. The two-page Online Score
Report includes several descriptors for each skill, listing related tasks that the test taker can do based on
the test score, as well as a CELPIP-CLB equivalency chart. Look again at the samples on Pages 38–41
to understand the difference.

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Online Score Report (sample) – Page 1

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Online Score Report (sample) – Page 2
Component CELPIP CELPIP Descriptor
Level

Listening 12 Advanced proficiency in workplace and community contexts

• You are able to engage with routine communications and exchanges of information in
day-to-day communicative contexts.
• You understand conversations relating to day-to-day activities and recognize indicators
of the speakers’ attitudes.
• You understand informal or semi-formal conversations about unfamiliar topics.
• You understand audio presentations on non-specialist topics in social and news media.
• You understand the topic and much factual information in more formal presentations of
complex topics such as social issues, business, or politics. You are also able to discern
differences of opinion expressed in such presentations and many aspects of the
argumentation that support the opinions.

Reading 8 Good proficiency in workplace and community contexts

• You are able to recognize different kinds of written communication and identify the
purpose of the communication.
• You understand main ideas and factual information from written texts, especially when the
texts pertain to common day-to-day topics or serve common day-to-day purposes.
• Your familiarity with simple, moderately complex, and occasionally complex syntax
facilitates your understanding of texts.
• You can identify many organizational structures, key ideas, and key facts in descriptive or
factual texts about unfamiliar, non-specialist topics.
• You are able to make inferences by combining information from two or more textual
sources.
• In familiar and some less familiar contexts, you are able to discern the author’s stance as
indicated by register and attitudes.
• You are able to engage with texts on more complex topics such as social issues,
business, or politics and follow some of the main ideas. You are also able to discern
some differences of opinion expressed in such texts.

Writing 7 Adequate proficiency in workplace and community contexts

• You are able to write short texts with simple and moderately complex syntax.
• In social and more formal contexts, you are able to convey your intended meaning
through commonly used vocabulary and occasional use of more precise or formal
vocabulary.
• You are able to convey factual information about familiar topics.
• You are able to organize day-to-day messages and some formal messages coherently.
• You are familiar with most common writing convections, such as apologizing, requesting
information, making complaints, etc.

Speaking 9 Effective proficiency in workplace and community contexts

• You are able to construct sentences with moderately complex and some complex syntax.
• In familiar and many less familiar contexts, you are often able to express your intended
meaning with some use of precise or figurative vocabulary and idiom.

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 • You are able to express a broad range of feelings and preferences and also express
your attitudes towards a broad range of objects and circumstances.
• You are familiar with social conventions and effectively adjust your register to suit the
social circumstances.
• You are able to provide advice and also use persuasion. You can support your point of
view with moderately complex and occasional sophisticated reasons.
• You are able to provide clear, precise, and occasionally sophisticated descriptions of
familiar situations and contexts. You are able to inform others about unfamiliar or unusual
situations or experiences.
• You are able to provide detailed and precise narratives about personal experiences.

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Official Score Report (sample)

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Score Conversion Charts

These charts show how raw scores in the Reading and Listening Tests equate with the corresponding
CELPIP Level; they are provided as an approximate guide only. Since different questions may have
different levels of difficulty and may therefore be equated differently, the actual raw score required for a
certain level may vary slightly from one test to another. This also explains why some score ranges have a
slight overlap.

Reading Test Score Conversation Chart

Reading Score /38 CELPIP Level

33–38 10–12
31–33 9
28–31 8
24–28 7
19–25 6
15–20 5
10–16 4
8–11 3
0–7 M

Listening Test Score Conversion Chart

Listening Score /38 CELPIP Level

35–38 10–12
33–35 9
30–33 8
27–31 7
22–28 6
17–23 5
11–18 4
7–12 3
0–7 M

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Performance Standards
The Performance Standards and Explanations on the following pages provide more information about
what CELPIP Raters are looking or listening for when they assess Writing and Speaking Responses. Each
of the Performance Standards has four dimensions, or categories.

These detailed Performance Standards should help you get a full understanding of the critical elements of
Writing and Speaking performance for the CELPIP Test. We have also included the simplified versions
that were presented in the training session, together with the related Guiding Questions documents. Test
takers who study the Performance Standards and Guiding Questions will become familiar with the
performance expectations for the Writing and Speaking components of the CELPIP Test, and therefore
they will develop a clear understanding of how their writing and speaking skills are measured by the
CELPIP Raters. This awareness will give them a better chance of constructing answers that fully
demonstrate their skills in these areas.

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Writing Performance Standards – Explanation

The Performance Standards chart on the following page is designed to help you understand how your
writing skills are measured by trained and certified raters. The raters determine your skill level in each of
the four categories. Here are some guiding questions that the raters consider as they rate your work:

Content/Coherence
This category measures how smoothly and effectively the ideas flow together to form a meaningful and
coherent whole.
• Are the ideas explained clearly?
• Are the ideas well organized so that the reader can easily follow what has been written?
• Can the test taker express precise meaning and/or explore deeper levels of meaning?

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?
• Can the test taker combine words to express precise meaning?

Readability
This category measures how intelligible and fluent the test taker’s writing is.
• How much do errors in word form, spelling, and punctuation interfere with readability?
• Does the test taker’s control of grammar and syntax interfere with or improve readability?
• Is there complexity and variety in the sentence structure?
• Does the test taker use paragraphing and formatting to improve readability?
• Are connectors and transitions used appropriately and effectively?

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 register of the response appropriate for the social context of the task?
• Is the word count within the given range?

Two raters rate Task 1, and two other raters rate Task 2. The task scores are combined into one overall
score for your writing skills. The scores for both tasks are equally weighted.

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 Writing Performance Standards
Categories Factors

• Number of ideas
• Quality of ideas
1. Content/Coherence
• Organization of ideas
• Examples and supporting details

• Word choice
• Suitable use of words and phrases
2. Vocabulary
• Range of words and phrases
• Precision and accuracy

• Format and paragraphing

• Connectors and transitions
3. Readability
• Grammar and sentence structure
• Spelling and punctuation

• Relevance
• Completeness
4. Task Fulfillment
• Register
• Word Count

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Speaking Performance Standards – Explanation

The Performance Standards chart on the following page is designed to help you understand how your
speaking skills are measured by trained and certified raters. The raters determine your skill level in each
of the four categories. Each rater determines 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:

Content/Coherence
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?

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?

Listenability
This category measures how intelligible and fluent the test taker’s 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?

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 register 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. Three raters are
involved in scoring each test taker.

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 Speaking Performance Standards

Categories Factors

• Number of ideas
• Quality of ideas
1. Content/Coherence
• Organization of ideas
• Examples and supporting details

• Word choice
• Suitable use of words and phrases
2. Vocabulary
• Range of words and phrases
• Precision and accuracy

• Rhythm, pronunciation, and intonation

• Pauses, interjections, and self-correction
3. Listenability
• Grammar and sentence structure
• Variety of sentence structure

• Relevance
• Completeness
4. Task Fulfillment
• Register
• Word Count

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CELPIP Score Comparison Chart
The CELPIP Score Comparison Chart is a helpful instructor resource as well as a valuable source of
information for test takers. At celpip.ca/score-comparison-chart, you will find a set of Level Descriptors,
two sample responses, and detailed response analysis for every CELPIP Level from M to 12 in both
Writing and Speaking.

Level Descriptors are statements that describe what a typical test taker at each CELPIP Level is able to
do in Writing or Speaking. Like the Performance Standards, the Level Descriptors are divided into four
dimensions. The analysis of each response in the Score Comparison Chart is likewise divided by
dimension, and is focused on how the test taker demonstrates the abilities described in the Level
Descriptors.

By looking through the Score Comparison Chart and reading the responses and analysis, both you and
your learners will be able to see or hear how the level of fluency and complexity of the responses
increases from Level to Level. The chart will give test takers a good sense of the skills they themselves will
need in order to achieve a given Level, and it may help you to answer common test taker questions like
“What’s the difference between a Level 8 and a Level 9?” or “What do I need to do to reach Level 7 in
Speaking?”

Of course, as you learned in this training, there are many ways to achieve each CELPIP Level. The two
responses presented for each Level of Speaking and Writing were carefully chosen as strong
representatives of their Level, but you should remind test takers that these responses are not showing the
only way to achieve that Level. A test taker in your course might be slightly more or less skilled in one or
more dimensions of Writing or Speaking and still achieve the same Level overall as the responses in the
chart.

Also located on the Score Comparison Chart page are a link to a recorded YouTube video discussing
different elements of the chart, which you’re welcome to watch if you’re looking for more information, as
well as a link to download PDF versions of the Speaking and Writing Level Descriptors, which you may
wish to keep on hand for your own purposes and/or distribute to test takers for use in your course.

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Student Mindset
Test preparation students tend to have a different focus from typical ESL students. They want to learn the
skills that will help them pass the test, plain and simple.

Remember, too, that many of your students have full-time jobs, are full-time students, and/or have families
to take care of when they are not in your classroom. Thus, there are a number of stressors in their lives
during the time that they are taking this program: financial pressure; self-imposed pressure as they push
themselves to get a good score on the test; too many demands on their time; and the never-ending worry
about what will happen if they fail the test. Your students are probably expecting a serious test
preparation course and the opportunity to learn a great deal; they may not be interested in playing
warm-up games in class or spending time chatting about their weekends or their favourite foods. Your
students will likely want to focus on learning as much as they can about the test and working on
improving their language and test-taking skills. They may seem more serious than a group of students in a
general English class, and some individuals may resist certain types of activities that they deem to be
unsuitable for a test preparation class.

Your students may not have much time available for doing homework. This is another challenge for
CELPIP instructors because the more homework the students can do, the more they will learn—and
therefore the better they will do on the test. You are encouraged to give them regular reminders about
how their success in test preparation—and on the test—may partly depend on how much time they can
make for doing homework. At the same time, however, you will need to be understanding towards
students who simply cannot make enough time for the homework assignments.

Finally, some students may need to be reminded that a short test preparation course is not the same as a
longer ESL course. It may be unrealistic for students to expect their English skills to improve significantly
during a short course. A CELPIP test preparation course can assist students in getting a higher score on a
language test NOT by magically improving their language skills in a short time, but by ensuring students
are fully familiar with the test format, the timing, and each test item type, and by providing practice
opportunities and feedback.

Instructors can remind students that CELPIP test preparation will build their confidence and support them in
feeling completely prepared for the test, allowing them to perform better. Students who are familiar with
the test format and question types will have an advantage over those who do not, even if they do not
spend every preparation class in a computer lab doing practice questions. Students who want more
practice can purchase any of our online CELPIP Practice Test products.

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Common Student Problems
Individual students will have their own unique challenges when preparing for the CELPIP Test, based on a
combination of factors such as their current English level; how long they have been in Canada; whether
or not they have done the CELPIP, IELTS, or TOEFL before; what their level of formal education is; how
old they are; and other relevant factors. Still, a number of students will be faced with the same kinds of
challenges and problems, and you will certainly be better equipped to help your students by
understanding the root of these problems and how to respond to them.

1. I don’t have a computer at home and I don’t know how to use computers, so I’m going to fail!

This subset of students likely has minimal, if any, experience with computers, and therefore they are
seriously concerned about how they are going to manage throughout the test.

How you can respond: Inform students that the official CELPIP Test begins with an instructional
video, and each test component also has instructions. These instructions explain how to use the
computer. Remind students that they can become familiar with using a computer by going to their
local library or using the computer lab at their language school. If they practice for 15 minutes every
day for at least 2 weeks before the test, they will learn everything they need to feel comfortable
during the test. The best practice for these students is for them to go through the complete Free Online
Sample Test, so that they will understand exactly how to use the computer at the CELPIP Test Centre.

2. The test is too hard for me.

Some students may feel that some parts of the Listening and Reading Tests are too difficult; students
who are not inclined to rise to a challenge may therefore be tempted to conclude that the test is
simply too hard for them.

How you can respond: Explain that each test component starts out easy and gets harder. The
harder parts in each test component are there because the test is required to measure test takers’
language proficiency levels all the way up to CLB 12. This is accomplished by including test parts
aimed at the highest proficiency levels. The good news is that test takers do not need to do well on
every part of the test in order to get the score they need. Remind students that the Listening and
Reading conversion charts clearly show that test takers do not even need to get half of the questions
correct in order to get a CLB 4; they can achieve a CLB 7 if they get about 75% of the questions

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 right in Listening and Reading. Test takers are not expected or required to do well on all parts of
each test component to achieve the results they need.

3. I’m afraid that I won’t have enough time to finish the test. There just isn’t enough time to do the
last few Reading sections, and I need more time to prepare my Speaking responses.

Some students have difficulty with time management and this can cause them to panic. For example,
they may try to read and understand each and every word in the Reading Test and run out of time
there.

How you can respond: Caution students to try to stay calm throughout the test. Remind them that the
test features several different types of timers, and they need to regard these timers as valuable test-
taking tools, not as an added stress of the test. The best way to learn how to manage their time is for
students to work through the Free Online Sample Test and notice the time indicators in the top right
area of the screen. There are also time bars in the Listening and Speaking tests that help test takers
understand how much Listening or Speaking time is left. Learning to use these tools productively is the
key to effective time management for the CELPIP Test. Be sure to point out the timers whenever you
are looking at a test page on screen.

4. Just tell me what I should do to get a higher score.

Students are seeking quick solutions that will magically increase their scores.

How you can respond: Acknowledge it is true that some test preparation programs actually promise
to deliver tricks and approaches that are guaranteed to get you a higher score. Then point out that,
sadly, there are no shortcuts to improved language proficiency and those programs are in fact being
dishonest. Research shows that it takes the average language learner about 240 hours to move up
one level, so it is completely unrealistic to imagine that a short test preparation course can solve all
their problems. Daily practice, regular study, active class participation, and ongoing effort are,
indeed, the magic formula to success—but it takes time.

5. Why do I have to work with other students every single class? Their English is just as bad as
mine!

Sometimes students in a test preparation class cannot see any value in pair or group work. They may
also have trouble understanding other students’ accents.

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 How you can respond: The obvious fact here is that there is only one of you, while there are
however many of them. The students need opportunities to speak English every day, and this is one
way to make that happen. Also, students can be good teachers for each other, so there are good
learning opportunities here for them. Point out that the more time you spend at the front of the class
talking to them, the less opportunity they have to speak English, either with you, with the class as a
whole, or with their partner and their groups. Also explain that when students are engaged in pair
and group work, you are always circulating throughout the room and stopping to work individually
with as many people as you can. And then—make sure you do exactly that!

6. I’m tired by the time I get to class every day, so I like to just sit and listen.
OR: I’m really shy, so I don’t feel comfortable asking questions or participating in discussions.

Students may feel that homework and/or active participation in the classroom are not essential to
their learning. Showing up, in their minds, is enough.

How you can respond: This is a great opportunity to explain the difference between an active
learner and a passive, or reflective, learner. Active learners participate voluntarily in a variety of
classroom activities; they are curious and want to maximize their learning opportunities. Passive
learners prefer to sit quietly, observe what is going on, go home, and think about it quietly. They may
be concerned about making mistakes in front of others, which contributes to their quietness in the
classroom. Tell your students that making mistakes is one of the best ways to learn. Also point out that
active learners tend to learn and remember more.

7. I don’t want to waste any time in the Writing Test organizing my ideas. What if I don’t have
enough time to finish my response?

Many test preparation students do not yet understand the value of brainstorming and organizing
ideas on paper, and, consequently, they miss out on ways to improve their score.

How you can respond: Writers who do not take a few minutes to first think about and organize their
responses typically end up wasting a chunk of their writing time because they have to start over,
cross things out, move things around, etc. In the end, students will save time by taking 5–7 minutes at
the outset to brainstorm and organize their ideas before they start typing. Starting with a plan allows
test takers to stay focussed on the content while they are writing, and this in turn gives them an
advantage since they can think more about word choice, grammar, and sentence structure.

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8. I don’t think I have anything to worry about for the Writing and Speaking Tests. I’ve been
reading the dictionary every single day, and I’ve memorized hundreds of new words that are
three syllables or even longer!

Many test takers think that all they need to do is use big words in their Writing and Speaking
responses to sound very fluent. If you have spent any time looking at the CELPIP Performance
Standards, you will know that this could be an ineffective tactic.

How you can respond: It is important that you take time to explain why this kind of approach could
backfire. Refer students to the Vocabulary dimension of the Performance Standards and point out
how important it is to use words naturally to express precise meaning. Then go on to explain that the
more complex and precise a word is, the more difficult it is to use it naturally and correctly within an
appropriate context. Caution students to avoid using precise-level words unless they are confident
that they can use them naturally. Clarify that sometimes it is better to string some common-level words
together to express an idea precisely than it is to jump on a big long word that you have recently
learned and hope that you are using it right.

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Key Study Strategies
Before the Test

1. Distractions
Prepare yourself for the distractions of doing the test in a computer lab. Practice speaking when there
are others around you. Learn not to get agitated by distracting noises around you.

2. Computers
Become comfortable and fluent with computers, if you are not already, by using one every day for at
least 2 weeks before the test. Get familiar with the Free Online Sample Test; this will really help you
feel familiar with all the computer functions that you will be using during the test.

3. Practice Time
Listen, read, speak, and write English every day leading up to the test, for at least 2 weeks and
preferably longer.

4. Vocabulary
Work hard on building your vocabulary in a variety of ways. Try to listen to the radio, read the
newspaper, and/or watch TV in English every single day. Spend a few minutes every day noting
new words and phrases in a notebook, on vocabulary cards, or on worksheets to expand your
vocabulary. Develop the habit of recording and using new words whenever you can.

5. Inferring Meaning
Use some of your study-at-home time to infer meaning when you do not understand everything in a
newspaper article, radio broadcast, or TV show. This will help you deal with the Listening and
Reading parts of the test.

6. Canadian Culture
Learn as much as you can about Canadian culture by watching Canadian shows, listening to the
radio, and reading newspapers and magazines. Interact with Canadians whenever you can.

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During the Test

1. Time: watch the clock

Know the time constraints of the test. Be aware of where the timers are and know how they help you
complete each part of the test in time.

2. Listening and Reading: Eliminate incorrect answers

Remember what you learned in class and, wherever possible, eliminate answers when they clearly
cannot be the right answers. This is a critical test skill for these two test components, and it also
contributes in a big way to the next strategy.

3. Listening and Reading: Guess wisely

Once you have eliminated the answers that you think must be wrong, you are equipped to make a
much better guess about which answer might be right.

4. Writing and Speaking: Use the time provided to plan what you are going to write or say
Remember that you have enough time to organize your written responses and to think about what
you want to say for your spoken responses. You have already practiced this in class, so you should
be comfortable using some of the writing time to make a plan, and you should know how to use your
speaking preparation time wisely.

5. Writing: Edit your work

Leave a few minutes at the end to review and improve what you have written.

6. Overall: Never give up!

When the test gets really hard, do not give up. Remember the things you learned in this program and
do whatever you can to earn more points. Remember that you can still achieve the score you need,
even if you do not do well on all the parts of the test. But if you do not even try, then you will not have
much chance of succeeding.

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Promoting your Preparation Program for
CELPIP
Prometric encourages independent CELPIP preparation programs. You can review our guidelines here:
paragontesting.ca/preparation-programs/.

Please remember the following as you promote and deliver your program:

• Brands: Prometric, CELPIP, CELPIP-General, CELPIP-General LS, LPI, and CAEL are the property
of Prometric and you can only use them by reference (for example, ‘Our programs help you
prepare for the CELPIP Test’) and must not be used in a way that may imply an association
between your organization and Prometric. This also means you cannot use our logos without
permission.

• Materials: We would be happy to sell you our test preparation materials, but it is important that
you do not copy or repurpose them in any way as part of your test preparation program.

• Relationship: Since there is no relationship between your organization and Prometric, it is

important that you do not say or imply this to your customers. We encourage you to explicitly
state that your program is not affiliated with Prometric to prevent any confusion. Because we are
independent you must assume all liability for the materials you develop and deliver.

We also encourage you to inform your students that we have terms of use that prohibit students from
memorizing test answers (see Article 8) and disclosing live test items to other individuals (see Article 5):
paragontesting.ca/paragon-legal-agreements-and-policies/service-terms-testing-sessions-instructional-
materials/.

If you are interested in learning more about preparation materials developed by Prometric or if you have
any questions, please do not hesitate to contact us by email at [email protected].

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CELPIP Instructional Products

Free Products

CELPIP Webinars

• 8 live online lessons

• CELPIP-General Overview is an
overview of test features and format
• Pro lessons are 2 hours each and focus
on individual skills
• Pro lessons include a free study pack

CELPIP Sample Tests

• Two online sample tests

• Available in General and LS
• Available on our website
• A helpful way to learn about the test

CELPIP Study Tips

• Designed by CELPIP experts

• Available on our website
• Available for each test component

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Online Products

CELPIP Practice Tests

• Each set contains 2 practice tests

• Available in General and LS
• 1 test in each set contains sample
Speaking and Writing responses
• Answer keys
• Listening transcripts

CELPIP Accelerate

• Self-directed online study program

• Listening and Speaking
• Reading and Writing
• Each contains 30+ instructional videos,
as well as quizzes, activities, and
sample responses

CELPIP Practice and Analysis

• Available in General and LS

• Designed around one full practice test
• Includes sample responses, skills and
strategies, and thorough analysis of
each test question and answer

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Print Products
The following is a complete list of CELPIP resources that exist in print and/or ebook format. Availability of
each is subject to change. Please consult the online bookstore for up-to-date information about available
formats.

CELPIP Focus

• CELPIP textbook series

• Listening and Speaking
• Reading and Writing
• Skill-building activities and strategies
• Online component for Listening sections
• Available at Chapters/Indigo bookstores

CELPIP Study Guide

• Listening and Speaking

• Reading and Writing
• Each book contains a complete practice
test for its respective skills
• Also available as nonprintable ebooks

Common CELPIP Errors

• Thorough discussion of 30 common errors

• 15 grammar errors, 5 punctuation errors,
5 word choice errors, 5 speaking errors
• Includes practice examples and quizzes

CELPIP Vocabulary Skills

• 15 thematic units of common Canadian

English words
• Activities in each unit
• Answer keys and word lists

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Instructor Training – Level 2
Instructor Training – Level 2 is a self-directed 10-hour online program designed for instructors with a CLB
10+ level of English and a firm grasp of the structure and content of the CELPIP Test. Instructor Training –
Level 1 is a prerequisite.

The program includes:

• In-depth exploration of the test and each of the 4 skills

• Preparation and test-taking strategies for test takers
• Quizzes and interactive exercises
• Insight into scoring of Writing and Speaking responses
• Classroom management strategies and lesson suggestions
• A certificate of Completion for those who work through all the content and achieve 100% on
each quiz.

This training is free. Sessions are offered once per month.

Register at celpip.ca/celpip-for-stakeholders/instructors.

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Useful Links
Free Teacher Support Pack: Request access here

Level 2 Instructor Training: celpip.ca/celpip-for-stakeholders/instructors

CELPIP Score Comparison Chart: celpip.ca/prepare-for-celpip/score-comparison-chart

CELPIP Webinars: celpip.ca/prepare-for-celpip/webinars-workshops

Online Bookstore: celpip.ca/prepare-for-celpip/study-materials

CELPIP YouTube Channel: youtube.com/CELPIPOfficial

CELPIP Network for organizations: celpip.ca/celpip-for-stakeholders/prep-providers/

CAEL Test: cael.ca

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