Speaking · Task 4 of 8
Making Predictions
One of 8 tasks, judged as a whole rather than question by question.
How long you get
30 seconds to prepare, then 60 seconds of recording
Not published by the test provider. Check it against the free Starter Set.
What this section does to you
You will speak your answer to each task aloud, and it will be recorded.
Each task gives you preparation time, then recording begins on its own and stops on its own. There is no retake and no way to hear your answer back.
Each task is judged as a whole against the published Performance Standards dimensions, not on a checklist.
What is judged
Each task is judged as a whole on these dimensions, published as part of the Performance Standards. The level-by-level descriptors behind them are not published, so nobody — us included — can tell you exactly where one level ends and the next begins.
- Content/Coherence
- Vocabulary
- Listenability
- Task Fulfillment
Source: CELPIP Performance Standards for Writing and Speaking (PDF, © 2023 Prometric)
How to approach Task 4
This task does not ask you to describe the scene. It asks you to reason forward. Notice what is already happening in the scene, then say what will probably follow and why. A strong answer links each prediction to something visible in the scene, so a listener who cannot see it can still follow your thinking. Description is useful only as a short setup for your predictions.
Step by step
Scan for unfinished actions
When preparation starts, look for things that are still in progress: someone reaching for something, an object close to falling, a crowd gathering, a sky turning dark, a face showing worry or excitement. Unfinished actions point straight to what comes next, so they give you ideas faster than listing everything you see.
Pair each prediction with its clue
Choose the developments you feel surest about, and for each, pick the visible detail that supports it. Making these pairs now means every claim you make later has a reason behind it, and you never have to invent a reason while recording.
Set a route through your ideas
Decide on a simple order and keep it in your head as a short chain of key words. You could move from what happens soon to what happens later, from the main people to the people in the background, or from a cause to its effects. A route stops you from jumping around. If the test allows notes, write key words only, never full sentences.
Frame the scene briefly, then move to the future
Begin with a short orientation so the listener knows where they are and who is involved. Then turn to the future quickly. The only job of the description is to set up your first prediction.
Develop each prediction with a reason and a detail
For each idea, say what will happen, why you expect it, and a concrete detail about how it plays out, such as how a person reacts or what changes in the setting. Show how sure you are: some outcomes are almost certain and others are only possible, and marking the difference makes your reasoning sound genuine.
Land on an outcome
Near the end, bring the scene to a resolution: how things turn out for the people involved. If you sense time running short, skip ahead to this ending so your answer finishes on a complete thought instead of stopping mid-idea.
Using the time
At the start, use the preparation time to find unfinished actions and choose your clue and prediction pairs. Do not spend it polishing sentences. Once recording begins, keep the framing short and give most of the time to developing predictions with reasons and details. Save the end for your outcome. Keep a rough sense of how much time has passed. If you are still on your opening idea when you feel the time running out, cut it short and move to the ending.
What usually goes wrong
Describing the present instead of predicting
It is easy to keep talking about what people are doing now because it is right in front of you. Listen for yourself: if you have said several sentences about the present in a row, switch to what happens next at once.
In your feedback: Off prompt
Predictions with nothing behind them
A dramatic outcome with no link to the scene sounds like a random guess. After each prediction, silently ask yourself why. If you cannot point to a visible detail, add one or replace the prediction with one you can support.
In your feedback: No supporting example
Running dry and going silent
If you use up your planned ideas early, you may freeze. Keep a spare idea ready, such as a background person or a later consequence of your main prediction. Move to it as soon as you feel a gap opening instead of waiting in silence.
In your feedback: Long pauses
The same likelihood word again and again
Predictions invite one future word used over and over. When you hear yourself repeat it, change how you mark likelihood or certainty. Varying these words also shows more clearly which outcomes you are sure of.
In your feedback: Repetition
Checking your own work against what is judged
- Content/Coherence
- Content/Coherence: Check that each prediction came with a clue from the scene and a concrete detail, and that your ideas followed the route you chose, from a brief setup to an ending.
- Vocabulary
- Vocabulary: Check whether you named objects, actions and feelings precisely instead of using general words, and whether you varied the words you used to show how likely each outcome is.
- Listenability
- Listenability: Ask whether someone who never saw the scene could follow you. Also check for fillers or silences between ideas, especially at the moments when you moved from one prediction to the next.
- Task Fulfillment
- Task Fulfillment: Check that most of what you said was about the future, not the present, that you dealt with the main people or action in the scene, and that you reached an outcome before recording stopped.
Drafted by an AI writer and passed by a separate AI editor after one rewrite, checked against our content rules: structure and approach only, no wording to reuse. How our content is made
Why this page has no sample answer
Because an answer you read here would not be yours, and yours is the one that is judged. This page teaches the structure of Speaking Task 4 and how to approach it: what is asked, how to use the time and what is judged.
In a practice test, the feedback works on your own sentences: it points to the ones that cost you on the published dimensions and shows how to fix them, in your words.
The test provider warns that responses that are not original can lead to score cancellation. A sentence learned by heart is a risk to your result, not a shortcut.
Common questions
- How long do you get for CELPIP® Speaking Task 4?
- The test provider publishes the time for the whole Speaking component — 15 minutes for its 8 tasks — not a time for each task. celpip9 practice tests follow a widely circulated per-task breakdown, printed on this page with that caveat.
- Source: CELPIP-General test format (celpip.ca)
- What is CELPIP Speaking Task 4 judged on?
- The task is judged as a whole, not on a checklist, on the dimensions named in the published Performance Standards: Content/Coherence, Vocabulary, Listenability and Task Fulfillment. The level-by-level descriptors behind these names are not published.
- Source: CELPIP Performance Standards for Writing and Speaking (PDF, © 2023 Prometric)
- Can you pause or re-record your answer in Speaking Task 4?
- No. Each task gives you preparation time, then recording begins on its own and stops on its own. There is no retake and no way to hear your answer back. The clock does not pause at any point in the test.
- Source: CELPIP-General test format (celpip.ca)
- How does Speaking Task 4 count towards the Speaking level?
- It counts towards one level for the Speaking component as a whole, from 3 to 12; each level corresponds to the CLB level of the same number.
- Source: CELPIP scoring and the Canadian Language Benchmarks (celpip.ca)
- Is there a template for CELPIP Speaking Task 4?
- No. This page teaches the structure of the task and how to approach it; the words stay yours. The test provider warns that responses that are not original can lead to score cancellation, so a sentence learned by heart is a risk, not a shortcut.
The rest of Speaking
Further reading
- How CELPIP® results work: component levels and the CLB scale
Each CELPIP® component gets its own level, matching the CLB level of the same number. How those levels are set, how long results last, and why the weakest counts.
- Which CELPIP® skill is hardest? What the published results show
In the test provider's data report on a year of test takers, Reading has the lowest mean level. What each skill's figures show, and what they cannot tell you.
- How to structure your CELPIP® preparation, from target to test day
How to plan CELPIP® preparation: start from your program's target, test early, work on the biggest gaps, rehearse the mechanics, then check your progress again.
- How celpip9 estimates your level, and what the estimate cannot tell you
How celpip9 turns your practice into a CLB range, why it is never a CELPIP® result, what we measure about ourselves, and what an estimate cannot tell you.
- CELPIP® Speaking: the mistakes to listen for in your own answers
The mistakes to listen for in CELPIP® Speaking, grouped by the dimension each relates to, and how to catch them by recording and replaying your practice answers.
- How to use your time in CELPIP® Writing and Speaking
Each CELPIP® Writing and Speaking task runs on its own clock. Here is how to plan, pace and finish every task, and how to rehearse the timing before test day.
Reading about it only gets you so far
You can read what Task 4 asks. What you cannot read is what it feels like to meet the section's own mechanic while the clock runs. The test drive is where you do that, untimed, unscored and free of your quota.