CELPIP Listening Practice PDF With Audio and Answers

C. The photographs have lost important details.

half the entrance has disappeared.

Elise, section 1

The entrance is missing because the image was cropped; the issue is loss of relevant visual information.

Check the alternatives

A. The printed colours differ from the preview.
She praises the colours rather than reporting a mismatch.

B. The original pictures are too blurry.
Neither speaker says the originals are blurry; the original includes the whole building.

D. The booklet pages are in the wrong order.
Page order was what she checked in the preview, not a fault she reports.

A. She was looking for a different kind of error.

At that size I was checking whether the pages were in the right order, and I didn't notice the missing entrance.

Elise, section 1

Her attention was on page sequence in a small preview, so the cropping escaped her notice.

Check the alternatives

B. She was only shown the cover of the booklet.
She checked pages in a preview; it was not restricted to the cover.

C. She assumed the printer would check every photograph.
She describes her own checking focus, not reliance on the printer.

D. She had not yet received the original photograph.
She had supplied an original that showed the entire building.

D. Reviewing the remaining photographs on a larger display.

let's check the other photos together on this larger screen.

Martin, section 1

He proposes checking the other photos on the large screen before applying the fitting setting throughout.

Check the alternatives

A. Redesigning the booklet from the beginning.
He says there is no need to start the booklet again.

B. Printing the order to see whether the problem remains.
They are correcting the preview, not proceeding to the full order.

C. Collecting clearer photographs from the volunteers.
The source photos are usable; he does not ask for replacements.

B. The booklet should be convenient to carry on a walk.

People will carry these on the history walk. I think the size we chose is handy.

Elise, section 2

Portability for people on the walk is her stated reason for preserving the size.

Check the alternatives

A. Changing the size would make the walking map harder to read.
Widening the photo boxes would squeeze the map; she does not say a larger booklet would make it harder to read.

C. The selected size leaves enough room for every original photograph.
Fitting settings preserve the images; her reason for the present size is carrying it on a walk.

D. A larger version would require her to supply new photographs.
No new photographs are required by a change in booklet size.

C. Preserving both the complete pictures and a readable map.

I'd rather have a border around a complete picture than an impressive close-up that cuts part of the building off.

Elise, section 2

And the map needs to be easy to read; some of our visitors won't know the area.

Elise

She accepts smaller complete photos with borders and protects map legibility; she prioritizes useful content over filling every box.

Check the alternatives

A. Keeping the map separate from the photographs.
She wants the map readable, not moved to a separate page or document.

B. Making the photographs the same size as the originals.
She accepts slightly smaller pictures and never requests original physical dimensions.

D. Making every photograph fill its available space.
She explicitly accepts borders rather than a cropped full-box image.

B. To judge how easily the map can be read in print.

I'd like to see whether the labels are still comfortable to read on paper.

Elise, section 2

She wants to test the map labels in the actual printed format.

Check the alternatives

A. To check that the photographs remain the same size as in the PDF.
The stated purpose of the paper proof is judging map-label legibility, not comparing photo dimensions.

C. To see whether widening the photograph boxes improves the page.
They rejected wider boxes and will retain the present layout.

D. To compare the cropped pictures with the complete originals.
The cropping has already been corrected in the revised layout; she asks for paper to assess reading comfort.

A. Confirm the caption and arrange a second person to check the proof.

I'll ask the walk leader to read the map labels while I check the captions. Once we've done that, I'll email you the final wording and confirm the order.

Elise, section 3

She thinks the photo may have been taken before the cinema changed its name. I don't want to guess. I'll call her as soon as I leave here.

Elise

She will confirm the uncertain caption with its contributor and have the walk leader check map labels before she emails final approval.

Check the alternatives

B. Send the corrected caption as her approval of the entire order.
The printer expressly distinguishes a caption update from explicit full-run approval.

C. Ask the photograph’s contributor to check the captions and map together.
The photo contributor confirms the date; the walk leader, not that contributor, checks the map.

D. Check the captions herself and leave the map check until after printing.
She says the walk leader will check labels before she confirms the order.

D. She is relieved that the correction is manageable while checks still remain.

This feels much more manageable. I still want to check carefully, but at least we're fixing the problem without rebuilding everything.

Elise, section 3

She expresses relief about a manageable correction while retaining the need for careful checking.

Check the alternatives

A. She is relieved that the cropping is fixed but expects a fresh design to follow.
She is relieved precisely because rebuilding the design is unnecessary.

B. She is reassured by the correction and sees the remaining checks as optional.
She expressly wants to check carefully and arranges caption and map checks.

C. She is pleased with the pictures and ready to let the printer decide the caption.
She will verify the date with the contributor, not delegate the caption decision to the printer.

B. A place to sing socially without a performance commitment.

I want to sing with people, but I don't want to promise that I'll perform in public.

Nora

It's not really the learning that worries me.

Nora

She wants shared singing while avoiding a commitment to public performance.

Check the alternatives

A. A group where she can learn songs before joining other singers.
She says learning is not what worries her; she wants to sing with people without a performance promise.

C. A group that teaches unfamiliar music without requiring a weekly commitment.
The circle mostly sings familiar songs. Nora wants shared singing without a performance promise and expressly says learning is not her concern; learning unfamiliar repertoire is not her stated goal.

D. A relaxed choir that lets her prepare gradually for public performances.
The choir offers a gradual entry, but she does not want to promise public performance at all.

A. It expects members to take part in concerts eventually.

Our choir does put on a concert each month, and everybody's asked to take part eventually.

Ben

Its eventual performance expectation conflicts with her wish to sing without promising to appear onstage.

Check the alternatives

B. Its members already know all the songs.
Ben says new members need not know all the songs.

C. It requires beginners to audition at a rehearsal.
The other circle has no audition; no choir audition requirement is stated.

D. It meets only on Saturday mornings.
Wednesday rehearsals are discussed; Saturdays belong to the alternative circle.

B. She intends to keep it even though it limits her options.

I don't mind doing that, so I wouldn't want to change the arrangement just for a rehearsal.

Nora

She treats helping with childcare as a commitment she willingly keeps, even though it excludes Wednesday rehearsal.

Check the alternatives

A. She would prefer her sister to arrange help on a different evening.
She does not request a scheduling change and says she would not want to change the arrangement.

C. She might give up the arrangement if she can observe rather than sing.
She declines Wednesday because of childcare, independently of whether participation begins with observation.

D. She sees Wednesday childcare as less important than finding the right group.
She preserves the arrangement rather than subordinating it to rehearsals.

C. To illustrate that joining in immediately may not be required.

My neighbour watched most of her first session. She said the leader invited her to join in but didn't put her on the spot.

Ben

His example addresses Nora’s concern about being expected to sing immediately: the neighbour was allowed to observe without pressure.

Check the alternatives

A. To suggest that visiting the man’s choir would be equally relaxed.
The neighbour attended the circle; the anecdote does not establish the choir’s first-visit expectations.

B. To show that observing a session counts as joining the group.
Watching is described as an option during a visit, not enrollment or membership.

D. To explain that a leader’s invitation makes first-time visitors comfortable singing.
The neighbour mainly watched; an invitation without pressure is not evidence she felt comfortable singing immediately.

D. Ask the circle’s leader whether she can observe first.

I'll check with the leader about observing a session before I make any plans.

Nora

Her next action is to contact the leader about observing; attendance or membership remains conditional.

Check the alternatives

A. Visit the circle on the strength of the neighbour’s experience.
She intends to check directly with the leader before making plans.

B. Ask the neighbour to accompany her to the circle’s next session.
She requests contact details and plans a direct enquiry; no joint visit is arranged.

C. Observe the choir before deciding whether the circle is necessary.
Her stated enquiry concerns observing the circle, not trying the choir first.

C. It builds basic comfort in water before focusing on swimming distance.

we work on things like breathing, floating and recovering your balance. Distance isn't the goal at first.

Lena

The class develops basic comfort and control, matching his unease without focusing initially on lengths or fitness.

Check the alternatives

A. It offers continuous individual support for swimmers who become nervous.
A small group allows attention, but she explicitly says support is not beside him for every attempt.

B. It teaches the same fitness exercises at a slower pace.
The confidence class has different initial goals, not merely slower fitness exercises.

D. It lets swimmers practise several lengths in a shallower pool.
Several lengths describe the entry comfort for fitness, not the confidence-class goal.

A. The group sees a demonstration and then practises with different amounts of support.

The instructor gives everyone the same demonstration, but people practise at their own pace.

Lena

One person might be floating with support while another tries without it.

Lena

A shared demonstration is followed by practice adapted to individual pace and support needs.

Check the alternatives

B. The instructor demonstrates privately to each swimmer before an attempt.
The demonstration is shared; a small group is not continuous private teaching.

C. Each swimmer chooses exercises without following a group demonstration.
Choice of pace does not remove the common instructor demonstration.

D. Everyone repeats an exercise until the entire group can do it without support.
People may use different support levels simultaneously; they do not wait for universal unsupported success.

D. It may be introduced later as a supported step when appropriate.

Later, the instructor may offer a chance to practise in a deeper part of the main pool, with support. That's a gradual next step, not something everyone has to do on the same day.

Lena

Deeper-water work is a possible later, supported progression rather than a fixed universal requirement or another class only.

Check the alternatives

A. It is part of every lesson after the first teaching-pool session.
The first few sessions use the teaching pool, and later progression is not compulsory on a uniform timetable.

B. It is required once a swimmer can float without support.
No automatic unsupported-floating threshold is stated.

C. It remains outside the confidence class and belongs to fitness lessons.
She expressly describes possible deeper-water work within the confidence-class progression.

B. Try a borrowed pair first and decide later whether to buy any.

You can borrow a pair at the desk for the first session and try them.

Lena

She offers a first-session trial and says he can choose his own later if they help; purchase is neither immediate nor required.

Check the alternatives

A. Borrow a pair only if the instructor assigns an exercise requiring them.
He can borrow and try them in the first session; borrowing is not conditional on an instructor requirement.

C. Buy a pair once the class reaches the main pool.
Moving to the main pool is not linked to a purchase decision.

D. Use the desk’s goggles for the whole course before choosing his own.
The stated borrowing offer is for the first session, not a promise for the entire course.

D. Remind swimmers of exercises already demonstrated to them.

They remind you of exercises you've been shown, but they won't replace the instructor's support or an actual lesson.

Lena

Notes reinforce familiar demonstrated exercises; they do not teach new material or replace guided instruction.

Check the alternatives

A. Provide the same guidance as having the instructor present.
She says notes cannot replace instructor support or an actual lesson.

B. Give swimmers new exercises to work on whenever they miss a lesson.
The notes remind him of shown exercises, rather than introduce unshown ones.

C. Help an absent swimmer return without discussing the missed class.
She says to tell the instructor what he missed before the next session.

B. Check the course dates against his work commitments.

I'll look at the dates with my work schedule before I register.

Sam

His concrete next step is a schedule comparison before enrolling; he accepts group support limits and makes no trial-lesson arrangement.

Check the alternatives

A. Arrange private teaching during the group sessions.
He acknowledges that group lessons do not provide continuous individual teaching.

C. Try the borrowed equipment during a lesson first.
Borrowing is offered for the first session; he does not arrange a lesson before registration.

D. Ask his employer to guarantee that he will miss no classes.
He will compare schedules, not secure an employer guarantee against absence.

B. will be presented without removing a later artwork

Instead, a small uncovered section will remain visible beside a photograph of the earlier image taken during inspection.

Reporter

The earlier painting will be represented through a visible fragment and photograph while the later harbour painting is retained.

Check the alternatives

A. will be restored by removing the later harbour artwork
Full removal was considered and rejected because it would damage the harbour scene.

C. has delayed both public use and historical presentation
Only the public talk is delayed; the reading room still opens on Monday.

D. will allow the entire earlier scene to be reconstructed
Ward says the fragment cannot establish the whole original scene; further photographs are sought.

D. the process would seriously damage the harbour scene

Tests showed, however, that separating the layers would destroy much of the harbour scene.

Reporter

Testing established a physical cost to separating the two paintings; the team is preserving the later harbour scene.

Check the alternatives

A. the fragment left the original scene incomplete
Incomplete information explains the search for photographs, not the rejection of separating paint layers.

B. the study prevented the room from opening
The protected area is sealed off so furniture installation and public use can continue.

C. a photograph revealed more than removal could
The report does not claim a photograph is more complete than exposure; damage to the later scene decides the issue.

A. a change in the building’s significance to local people

He says the waiting room changed from a place people passed through to a place residents wanted to remember.

Reporter

Ortiz links a transit space with a later place of local memory, explaining why the two depictions are meaningful together.

Check the alternatives

B. preferring the original artwork to the harbour scene
Ortiz says the scenes together are more interesting; he does not rank the earlier one above the later one.

C. changing the building from passenger service to fishing
The paintings show passengers and fishing boats, but Ortiz describes passing through versus remembering, not a new fishing workplace.

D. restoring the room to its original painted appearance
His account values the two layers together rather than advocating restoration to a single earlier state.

C. fill gaps in the record of the earlier painting

Ward cautions that the exposed fragment cannot establish what the entire original painting looked like.

Reporter

She hopes former passengers may have photographs showing the wall before it was repainted.

Reporter

The fragment is incomplete, so older photographs could supply information about portions of the original image that remain unseen.

Check the alternatives

A. document the appearance of the currently visible harbour scene
The requested photographs show the wall before repainting, not merely the present harbour scene.

B. confirm the whole earlier scene from the fragment alone
Older photographs would add evidence beyond the fragment, which Ward explicitly calls insufficient.

D. replace the harbour display with a complete original painting
Full removal has been rejected, and the display will keep both the fragment and later scene.

B. a balance between public access and careful preservation

The project manager says the team is keeping the building useful while giving the unexpected discovery the care it deserves.

Reporter

The manager links ongoing public use with protection and documentation, presenting both as compatible responsibilities.

Check the alternatives

A. giving documentation priority over keeping the room available
The room opens while documentation continues; public availability is not subordinated to completion of that work.

C. favouring public access over further examination of the artwork
The protected area and delayed talk preserve room for further examination rather than sacrifice it.

D. using the reopening to bring conservation work to an end
The talk is delayed specifically so documentation can finish; opening does not end conservation work.

C. keeping instructions stable when personnel change

If we list every staff role, the guide will be out of date whenever someone changes jobs.

Nora

Nora wants a short reception instruction rather than details that may change with staffing.

Check the alternatives

A. providing named contacts for each enquiry
She initially keeps one reception instruction instead of listing roles and names.

B. setting page length before checking details
Her stated motive is avoiding outdated staffing detail, not a fixed page-length requirement.

D. updating printed advice with staffing changes
She wants stable printed instructions rather than advice requiring repeated roster updates.

A. it assumes help is available at reception throughout the day

reception isn't staffed for the whole day.

Mark

A visitor arriving after lunch could follow that advice and find an empty chair.

Mark

His example shows that the reception instruction fails when nobody is at the desk.

Check the alternatives

B. it sends visitors to an office that has recently moved
No relocated office is mentioned.

C. it asks staff to interrupt the activities they are leading
Interrupted activities explain an existing sign later; they are not his first objection.

D. it gives the coordinator a title that visitors cannot interpret
Nora, not Mark, initially raises the unfamiliar-title problem.

D. the person assigned to handle visitor questions that day

The duty coordinator is always available, even though a different colleague does it each day.

Leila

Leila proposes a role whose holder changes daily, not a fixed named individual.

Check the alternatives

A. the colleague who wrote the most recent printed guide
Authorship of the guide does not determine who is on duty.

B. a permanent reception worker with a clearly stated name
The suggestion explicitly avoids a permanent named reception worker.

C. the activity leader responsible for the room they entered
Activity leaders are the people the existing system aims not to interrupt.

B. whether newcomers can understand an internal workplace label

'duty coordinator' won't mean much to someone on their first visit. I wouldn't understand it without an explanation.

Nora

Nora temporarily adopts a first-time visitor’s perspective, showing that a useful internal role name still needs explanation.

Check the alternatives

A. the coordinator’s availability while reception remains unstaffed
Leila has already explained availability; Nora specifically questions the meaning of the title.

C. identifying the coordinator through a name alone
Nora objects to an unexplained role label, not whether the sign should display a name.

D. consistent use of the title between employees
She does not challenge consistency between staff; she questions a newcomer’s comprehension.

A. helps visitors find assistance without interrupting activity leaders

It was added because staff were being interrupted while leading activities.

Leila

The sign gives a room number as well.

Leila

The sign points to the available coordinator, helping visitors get assistance without interrupting other staff in activities.

Check the alternatives

B. transfers visitor enquiries from the coordinator to reception
The sign directs visitors to the coordinator when reception is unavailable, not in the opposite direction.

C. directs visitors to wait outside activity rooms
The coordinator system avoids interruptions to activity leaders; it does not send visitors to wait outside those sessions.

D. allows permanent staff assignments in printed instructions
The changing assignment appears on the sign, avoiding a fixed printed list that could become outdated.

C. useful for location but incomplete for explaining purposes

They show where places are, but not why a visitor might need them.

Leila

She recognises the diagrams’ spatial value while identifying meaning they cannot supply.

Check the alternatives

A. a sufficient replacement for instructions in other languages
She calls for specialist language checking rather than relying on diagrams alone.

B. a reason to postpone changes to the help section
She proposes a check, not postponing the help-section revision.

D. evidence that the printed guide is already too detailed
She does not say the guide is too detailed.

B. whether route instructions include every necessary step

I can check whether the directions actually work by walking the route from the entrance.

Mark

it may reveal a missing turn.

Mark

Walking the route checks whether directions omit a needed step; Mark explicitly distinguishes this from translation accuracy.

Check the alternatives

A. reception staff’s availability across the whole day
Mark’s earlier objection concerns staffing, but his walk specifically checks route directions.

C. diagrams’ suitability as replacements for translated instructions
Leila rejects diagrams as a complete substitute, and Mark expressly limits his check to the route.

D. the suitability of the coordinator’s allocated office
The sign already supplies the room; the walk tests directions, not allocation of offices.

D. committed to concise instructions that preserve essential information

I'll revise the help section today and hold the print file until we have both checks.

Nora

I don't want another round of cuts to remove the very information a newcomer needs.

Nora

Nora still values brevity but now rejects cuts that make the instructions fail; she waits for both practical and language checks.

Check the alternatives

A. ready to omit coordinator details after checking diagrams
She has agreed to add the coordinator instructions and waits for both checks.

B. willing to accept either check by itself
Her final statement explicitly requires both language and practical checks.

C. keeping the original instructions until staff names change
She revises the help section now because a visitor needs usable instructions, not only when names change.

D. retrieving an image by date and understanding its personal meaning

The software remembered the date perfectly. Its judgement about what mattered was less convincing.

Commentator

The photo was stored correctly, but the celebratory interpretation ignored why it had been taken.

Check the alternatives

A. saving evidence of a delay and forgetting when it happened
The software recalls the date perfectly; forgetting it is not the problem.

B. revisiting an inconvenient journey and deleting its photographic record
The commentator keeps the photograph; the issue is the imposed celebratory interpretation.

C. recognising an unwelcome event and choosing not to display it
The feature displays the platform as a day to remember, failing to recognise the photograph’s inconvenient context.

B. restore a relationship through an otherwise ordinary photograph

a reminder of an ordinary family breakfast prompted her to call a cousin she had not spoken to for months.

Commentator

it restored a small connection.

Commentator

An unremarkable image led Lane to contact her cousin, illustrating a modest relational benefit.

Check the alternatives

A. change an event’s significance through improved presentation
Lane values the connection restored by the picture, not a better visual presentation.

C. explain relatives’ different interpretations of a family event
No difference between relatives’ interpretations is described; the example concerns renewed contact.

D. sustain family connections without requiring further personal contact
The benefit occurs because Lane calls her cousin; the software does not replace that interaction.

C. retain images without receiving particular reminders

She wants to exclude a person or period without deleting the photographs themselves.

Commentator

Keeping a record and inviting it back into daily life are different decisions.

Commentator

Lane separates preservation of the archive from receiving reminders about selected people or times.

Check the alternatives

A. avoid reminders by discarding difficult records
She explicitly wants exclusions without deleting photographs.

B. hide images until software reinterprets them
No future reinterpretation is requested; the user controls which reminders appear.

D. keep only images of current relationships
The archive can keep images of excluded people or periods; exclusion concerns reminders, not storage.

A. make a partial visual record seem like a complete account

people may come to regard the selected images as the story of that year.

Commentator

Pictures of celebrations are easy to identify; unphotographed effort is not.

Commentator

The label lends authority to a selection that omits meaningful but unphotographed effort, so the visual collection can be mistaken for the year’s story.

Check the alternatives

B. present celebrations as less authentic than ordinary daily events
The system readily identifies celebrations; Park does not claim it devalues them as inauthentic.

C. give unphotographed effort more prominence than visible celebrations
His concern is the opposite: meaningful effort may be absent from the selected images.

D. make users depend on reminders to keep the archive available
Park challenges the authority of a selected narrative, not the availability of stored files; keeping photographs and receiving reminders remain separate choices.

C. whether the user controls when an old image appears

Someone may welcome a searchable archive while disliking an announcement in the middle of a meeting.

Commentator

Both functions can retrieve the same files, but one occurs when the user asks and the other can intrude at an unwanted time.

Check the alternatives

A. whether storage preserves an archive or curated collection
The contrast is how retrieval happens; both search and notifications can use stored images.

B. whether reminders use silent alerts rather than audible ones
The report concerns unsolicited timing, not notification sound; a quiet alert can still arrive uninvited.

D. whether an image appears separately or beside others
The paragraph does not compare display size or grouping; it compares requested access with interruption.

A. offers access while leaving significance and timing to the user

A collection that can be opened when wanted, quietly edited and easily dismissed offers help without insisting on an interpretation.

Commentator

The preferred feature remains useful for retrieval but gives the user control over opening, editing, dismissal and interpretation.

Check the alternatives

B. selects positive photographs and permanently removes negative ones
The commentator keeps the delayed-train photographs and does not support deletion.

C. makes fewer mistakes by deciding which events deserve celebration
The argument questions machine authority to select significance, not just mistake frequency.

D. explains personal histories before allowing users to edit collections
It calls for easy user choices rather than a requirement to explain histories first.