CELPIP Speaking Task 5 Sample Answers: Comparing and Persuading
Three original Comparing and Persuading examples with playable audio, full transcripts and analysis. Practise CELPIP Speaking Task 5 with varied situations.
After the silent choice, persuade someone using the selected option and the newly revealed alternative.
Preparation: 60 seconds following a separate 60-second silent choice. Response: 60 seconds.
These three original study answers vary the situation and reasoning. They are unscored teaching examples. Try each prompt before listening, then identify how the response meets its audience and purpose.
Study example: your workshop has twenty attendees and a table-based group activity. After the silent choice, you selected Room A. Your colleague favours the newly revealed Room C. Persuade your colleague that Room A better suits the evening workshop.
Initial silent choice:
Room A: 24 seats, tables included, available until 9 p.m.
Room B: 40 seats, chairs only, available until 8:30 p.m.
This worked example shows both phases for study. In a timed attempt, the third option appears after the initial choice.
Listen to the model response · 121 words · 60-second task window
Transcript
Maya, I understand why you like Room C's large stage, but I think Room A suits our workshop better. We're expecting twenty people, so its twenty-four seats give us enough space without spreading everyone around a hall built for eighty. It also includes tables, which we'll need for the group activity. In Room C, we'd have to arrange those separately. The smaller room is available until nine, while the hall closes at eight, so we could finish the questions without rushing. The hall would certainly be better for a performance with a larger audience. For this event, though, conversation and table work matter more than a stage. Let's reserve Room A and use the time we save to prepare the materials.
What to notice
The selected Room A is compared with revealed Room C; the unselected Room B does not enter the persuasion.
Capacity, tables and closing time are used as reasons tied to a twenty-person workshop.
The response acknowledges the stage's value before explaining why it is less relevant here.
Revision to practise: A comparison needs a consequence: 'Twenty-four seats' matters because a small group can discuss comfortably.
Choosing a class schedule
Original study prompt
Study example: you selected Saturday classes. Your friend favours the newly revealed intensive Sunday course. Persuade your friend that Saturday classes fit your shared goal of steady practice.
Initial silent choice:
Saturday course: four weekly morning sessions, weekly assignment feedback
Evening course: eight short weekday sessions, shared group exercises
Selected: Saturday course
Revealed alternative: Sunday intensive: one six-hour day, same topics, demonstrations and a final group review
This worked example shows both phases for study. In a timed attempt, the third option appears after the initial choice.
Listen to the model response · 123 words · 60-second task window
Transcript
Ben, the Sunday course looks convenient because we'd finish it in one day, but I'd still choose the Saturday classes. We want to practise photography between lessons, and four weekly sessions give us time to try a technique before asking questions about it. The Sunday option covers the same topics in six continuous hours, so we might forget the early demonstrations by the end. Saturday also offers feedback on a small assignment each week. That's useful when we're learning, even though we'd need to keep four mornings free. If we only wanted an introduction, the single Sunday would be a sensible choice. Since our aim is to build a habit and improve through feedback, I think the weekly schedule gives us more value.
What to notice
The argument matches a stated learning goal rather than treating one timetable as universally better.
It admits the selected option's inconvenience and the alternative's convenience.
Both courses cover the same topics; the persuasion rests on spacing and feedback, not invented differences in content.
Revision to practise: Acknowledge the disadvantage of four mornings, then explain why repeated feedback is worth that commitment.
Selecting a useful gift
Original study prompt
Study example: you selected a craft-class voucher. A friend favours the newly revealed gift basket. Persuade your friend that the voucher is suitable for Alex, a colleague who has said he would like to learn a new craft.
Initial silent choice:
Craft-class voucher: $50, choice of pottery/weaving/drawing, valid six months
Art supply kit: $50, basic drawing materials, available today
Selected: Craft-class voucher
Revealed alternative: Gift basket: $50, ready today, mixed snacks and tea
This worked example shows both phases for study. In a timed attempt, the third option appears after the initial choice.
Listen to the model response · 126 words · 60-second task window
Transcript
Priya, the gift basket is attractive, but I think the craft-class voucher is a better fit for Alex. He's often mentioned wanting to try a new craft, and the voucher lets him choose from pottery, weaving or drawing. That makes it personal without forcing us to guess which activity he'd enjoy most. The basket is ready to give straight away, whereas he would need to book a class, so I can see its practical appeal. Still, the voucher is valid for six months, which gives him time to choose a suitable weekend. Both options cost fifty dollars. For the same amount, we could give him an experience he has actually expressed an interest in. Let's include a note explaining that he can choose the class himself.
What to notice
The recommendation uses Alex's stated interest and choice of craft, not an unsupported assumption about dietary preferences.
Price is equal, so the response does not invent a cost advantage.
Booking is recognised as a trade-off and answered with the stated validity period.
Revision to practise: Don't claim the basket is unhealthy or unwanted. Persuade using the recipient's known interest.
Make the next response your own
Keep the communicative purpose, but change the details you would naturally use. Practise the revision suggested after each example. Then record within the task window and check your actual audio for clarity and flow; a written transcript alone cannot establish listenability.
Format and assessment references
Task times and teaching focus were checked against the official 2026 Speaking Pro guide and official performance examples on October 2, 2026. PrepEx examples and annotations are independently authored study material; no official score or endorsement is implied.