What to work on when you are aiming for 9
A higher result depends on the quality of your complete Speaking performance. The useful practice question is where your own response loses clarity, precision or development. These four pairs show specific revisions for advice, a personal experience, a difficult situation and an opinion.
These recordings are original scripted teaching examples read by synthetic voices. “Earlier” and “revised” are editorial labels, not official Level 8 and Level 9 scores. The recordings let you hear the language and practise phrasing. They do not reproduce a test taker's accent, hesitation or live response under pressure, and they cannot establish an official score difference.
- Answer the prompt yourself before listening.
- Listen to both versions, then compare the complete transcripts and revision notes.
- Choose one change to try in a fresh response using the 40-topic bank and task timer.
Task 1 · 90-second response window
Give advice that a listener can act on
Your prompt: Your friend has to give a short talk at a neighbourhood meeting. They know the topic but worry about forgetting their points. Give your friend advice.
Earlier version
35 seconds · synthetic teaching voice
Read the complete transcript
Sam, I think you should prepare well for the meeting. It is important to know what you are going to say. You could write your points down and practise them. If you practise, you will feel better because you will know the talk. You should also try to be confident. People at the meeting probably want to hear your ideas, so you should not be too worried about them. You can speak slowly so they understand. If you forget something, look at your notes and then continue. I think the most important thing is to practise and not worry too much. You know your topic, so I am sure you can give a good talk.
Revised version
50 seconds · synthetic teaching voice
Read the complete transcript
Sam, you already know the topic, so I'd focus on making it easy to find your place. First, put three headings on a small card, with one example under each. That gives you a route through the talk without a full script to read. Second, rehearse out loud with a timer. Ask a friend to interrupt with a question once, then practise returning to the next heading. That way, a small interruption on the day won't feel completely new. Finally, plan a simple recovery line, like, 'Let me come back to the main point.' If you lose your place, pause, glance at the card, and use that line instead of apologising repeatedly. You don't need to remember every word. You need to help the neighbours follow your three ideas. Try one rehearsal tonight, then adjust any section where you keep getting stuck.
What changed, and why it helps
Useful development
Earlier: Prepare well; practise; be confident.
Revised: Use a three-heading card, rehearse an interruption, and prepare a recovery line.
The revision turns broad advice into three distinct actions suited to the fear of forgetting.
Reasons tied to the problem
Earlier: Practising will make you feel better.
Revised: A card provides a route; an interrupted rehearsal practises finding your place.
Each reason explains how the suggestion addresses this listener's concern.
Precise language
Earlier: Write your points down.
Revised: Put three headings on a small card, with one example under each.
Concrete wording helps the listener picture the action; formal synonyms would not add the same value.
Listen and practise
In the revision, listen for the transitions “First,” “Second,” and “Finally.” Rehearse one suggestion and its reason as a connected thought. Then give fresh advice with the same clear separation between ideas. Do not try to match the voice's accent or memorise its script.
Your next attempt: Record fresh advice for a different nervous speaker. Can you explain what each action will help that person do?
Task 2 · 60-second response window
Build a story around a turning point
Your prompt: Talk about a time when an explanation helped you learn a practical skill. Explain what had confused you, what changed, and how you felt.
Earlier version
33 seconds · synthetic teaching voice
Read the complete transcript
I remember learning to mend a small hole in a bag. I did not really know how to do it, so I asked a friend. At first it was difficult because the thread kept getting tangled. My friend showed me what to do and then I tried again. It was much easier after that. I worked on the bag for a while and eventually the hole was closed. I was very happy because I could use the bag again. It was a useful experience, and I learned that it is good to ask someone when you do not understand something. My friend was patient, which helped me a lot.
Revised version
36 seconds · synthetic teaching voice
Read the complete transcript
Last winter, I tried to mend a hole in my canvas shopping bag. I'd watched a video, but my thread kept turning into a knot. A friend noticed that I was pulling a very long piece through the fabric each time. She cut it shorter and showed me how to hold the bag flat while I made small stitches. That was the turning point: I could finally see where the needle needed to go. The finished repair was a little crooked, but it held when I filled the bag with groceries. I felt pleased rather than embarrassed about asking for help. One clear explanation had solved a problem that repeated attempts hadn't.
What changed, and why it helps
A visible turning point
Earlier: My friend showed me what to do.
Revised: She shortened the thread and showed how to hold the bag flat.
The listener now understands what changed, rather than being told only that it became easier.
A result with evidence
Earlier: I could use the bag again.
Revised: The repair held when the bag was filled with groceries.
A specific outcome gives the story a satisfying end without adding unrelated background.
Reflection
Earlier: It is good to ask someone.
Revised: I felt pleased rather than embarrassed about asking for help.
The feeling grows out of the event and explains its significance to the speaker.
Listen and practise
Find the sentence beginning “That was the turning point.” Practise moving from the problem to that change without rushing the explanation. Retell a different event with one clear turning point. Do not try to match the voice's accent or memorise its script.
Your next attempt: Tell another story in 60 seconds. Can a listener identify the moment the situation changed?
Task 6 · 60-second response window
Explain a firm decision with tact
Your prompt: You are giving away a bookshelf. One neighbour promised to collect it today but now asks you to wait a week. Another neighbour can collect it tomorrow, and you need the space. Speak to the first neighbour and explain your decision.
Earlier version
31 seconds · synthetic teaching voice
Read the complete transcript
Hi Alex, I wanted to talk about the bookshelf. I know you said you cannot collect it today, but a week is quite a long time. I need the space in my room, and another neighbour said they could come tomorrow. So I think I will give it to them. I hope that is okay because it is a bit difficult for me to keep it here. I understand that you are busy, but I am busy too, and I need to get the room sorted out. Sorry about that. Maybe you can find another bookshelf somewhere else. I hope you understand what I mean.
Revised version
35 seconds · synthetic teaching voice
Read the complete transcript
Alex, I'm sorry the collection has become difficult. I need the bookshelf out of the room tomorrow, so I've decided to offer it to the neighbour who can collect it then. I realise you were expecting to have it, and I should have made the deadline clearer when we first spoke. Keeping it for another week would leave the room unusable while I rearrange it, so I can't agree to that delay. If you'd like, I can send you the link to our building's exchange group; there are often similar items there. I know that's not the same as having this one reserved, but I wanted to tell you directly before I confirmed the other collection.
What changed, and why it helps
Decision and reason
Earlier: I think I will give it to them; I hope that is okay.
Revised: I need it out tomorrow, so I have decided to offer it to the available neighbour.
The listener hears a clear decision with a relevant reason, rather than having to guess whether it is still negotiable.
Tact
Earlier: You are busy, but I am busy too.
Revised: I should have made the deadline clearer.
The revision acknowledges the expectation without turning the conversation into a competition.
A realistic alternative
Earlier: Maybe you can find another bookshelf.
Revised: Offer a specific exchange-group link while recognising its limits.
The alternative is helpful but does not pretend the inconvenience has vanished.
Listen and practise
Listen to the opening decision and the later acknowledgement of the neighbour's expectation. Rehearse a firm decision in a calm tone, leaving enough space for the reason to be understood. Use your own wording. Do not try to match the voice's accent or memorise its script.
Your next attempt: Try the opposite decision. Explain why you will hold the bookshelf, without making the other person responsible for your choice.
Task 7 · 90-second response window
Develop an opinion and address its limit
Your prompt: Should people have to reserve popular public picnic tables in advance? Explain your opinion.
Earlier version
36 seconds · synthetic teaching voice
Read the complete transcript
I think people should reserve picnic tables because it would be more organised. At the moment, people might arrive and find that all the tables are taken, which is disappointing. If they booked a table, they would know they had somewhere to sit. It would also be fair because everybody could use the booking system. Some people might not want to book because they decide to go to the park at the last minute. However, I think planning is important, especially when a place is very popular. There could be a website where people choose a time. It would be convenient, and it would stop people from being disappointed. Overall, I think booking is a good idea.
Revised version
51 seconds · synthetic teaching voice
Read the complete transcript
I'd support reservations for some of the busiest picnic tables, provided others remained available without booking. For a group travelling across town, knowing that one table is reserved makes a real difference. They can bring food without worrying that everyone will have to balance plates on their knees. A time limit would also stop one group from claiming a table for the entire day when they only need it for lunch. However, a booking system is not automatically fair. Someone without reliable internet access could be excluded, and an empty reserved table would frustrate people already in the park. I'd therefore allow phone bookings and release a table if the group hadn't arrived within fifteen minutes. Keeping a few tables unreserved would protect spontaneous visits too. This would give planned outings some certainty while leaving the park useful to people who simply decide to stop by.
What changed, and why it helps
Distinct reasons
Earlier: Reservations are organised, convenient and avoid disappointment.
Revised: Develop certainty for travelling groups and more balanced use across the day.
The revised reasons do different jobs instead of restating the same benefit.
Testing a claim
Earlier: Everybody can use the booking system, so it is fair.
Revised: Acknowledge access barriers and unoccupied reserved tables.
The revision examines a weakness in its own position and proposes workable conditions.
Precision through examples
Earlier: People would know they had somewhere to sit.
Revised: A group bringing food across town can plan around a reserved table.
A concrete situation makes the effect clear without relying on impressive-sounding vocabulary.
Listen and practise
Listen for “However” and “I'd therefore.” Practise making the change from a concern to a proposed solution clear through phrasing. Then explain a different limitation of your own opinion. Do not try to match the voice's accent or memorise its script.
Your next attempt: Give the opposite opinion with a concrete example. A strong response can defend either position when the reasoning is clear.
A practical self-review for delivery
Record a new answer and listen without reading your transcript. Can you follow it on the first hearing? Where do you rush, stop in the middle of a phrase, or run out of time? Mark one place and practise that thought in a comfortable breath group. A transcript can help you check grammar and organisation; it cannot tell you how your pronunciation, rhythm or intonation sounded.
Compare your complete response with the official descriptors linked below. Extra length, uncommon words or an artificial accent do not establish a higher level. The aim is to express a relevant idea clearly, develop it, and use language suited to the listener.
Common questions
Are these officially scored level 8 and level 9 recordings?
No. These are original instructional scripts with generated demonstration audio. Neither version has an assigned CELPIP score, and a revision does not establish level 9.
Should I copy the speaker’s accent?
Aim for speech your listener can understand comfortably. Use the recordings to notice phrasing and pauses, then practice with your own voice. Copying an accent is not the goal.
Why is the revised response stronger?
The notes identify specific changes such as a clearer purpose, relevant support or a practical next step. Check whether the same change would help your response rather than memorizing the wording.
How can I check my progress?
Compare recordings on unfamiliar prompts under the same time conditions. Look for recurring changes in task coverage, development and intelligibility; a single rehearsed answer cannot establish your official level.
Sources and last check
Official sources checked November 12, 2026. These original PrepEx exercises and teaching examples are independent preparation materials. Official sources govern test format and scoring.