In Task 2 you talk about something that happened in your own life. You have 30 seconds to prepare and 60 seconds to speak.
The prompt usually asks several questions: what happened, how you handled it, and what you learned or would do differently. A good answer tells one clear story in order and answers every question.
Task 2 practice prompts and sample answers
These are the 3 free Task 2 prompts on CELPIPReady. Each sample answer was written by CELPIPReady to show what a response can sound like at a target level. They are not official CELPIP answers or scores.
Prompt 1
Talk about a time when you unexpectedly had to lead a group activity because the organizer could not attend. What happened? How did you keep the activity going? What would you do differently if this happened again?
Basic sample answer (CLB 6-7)
Last winter, I went to a board game afternoon at our community centre in Ottawa. The organizer called in sick, and the receptionist asked me to lead it. I was nervous because I only knew one game. I asked everyone which games they knew, and we chose two simple ones. Then I put someone who knew the rules at each table. We started late, but everyone stayed and played. Next time, I'd ask another person to help me from the start so I wouldn't have to answer every question alone.
Good sample answer (CLB 9)
Last winter, I arrived at a board game afternoon at an Ottawa community centre and discovered that the organizer was sick. The receptionist asked me to take over because I'd attended before. I felt unprepared, especially when several newcomers arrived expecting instructions. Instead of trying to learn every game myself, I asked who could explain a familiar one. We chose two games, split into small groups, and put an experienced player at each table. Although we started fifteen minutes late, everyone joined in. Looking back, I'd ask someone to share the organizing immediately. I kept interrupting my own game to welcome late arrivals, and a second helper could have handled that much better.
Excellent sample answer (CLB 11-12)
Last winter, I arrived at an Ottawa community centre for a board game afternoon, only to discover that the organizer was ill. The receptionist asked me to take over, although my experience was limited to attending. With newcomers waiting, I decided that getting everyone involved mattered more than offering every game. I asked volunteers to teach two familiar games and arranged small tables around them. We started fifteen minutes late, but the shared responsibility helped people relax. My mistake was trying to welcome late arrivals while explaining rules, which repeatedly interrupted one table. If it happened again, I'd recruit a second helper immediately and give us separate roles. I learned that leading an unfamiliar activity doesn't require knowing everything yourself; it requires finding the people who can help and making their responsibilities clear from the beginning.
Record your answer to this prompt
Prompt 2
Talk about a time when you helped repaint a damaged community mural with someone whose working style was very different from yours. What happened? How did you agree on a way to work? What would you do differently now?
Basic sample answer (CLB 6-7)
Last summer, I helped repaint a damaged mural in Ottawa with my neighbour Luc. I wanted to copy the old design carefully, but he wanted to start painting new shapes immediately. We disagreed about a large damaged section and stopped working. I suggested drawing our ideas on paper first. We kept the original border and used his new shapes inside it. We finished that afternoon, and we both liked the result. Next time, I'd discuss the design before opening the paint so we wouldn't waste time arguing halfway through the job.
Good sample answer (CLB 9)
Last summer, I helped my neighbour Luc repaint a damaged community mural in Ottawa. I brought a photograph of the original because I wanted to plan every section. Luc preferred inventing shapes as he painted, so we soon disagreed about how to repair the centre. I was worried about losing the old design, while he felt my approach left no room for creativity. We paused and sketched a compromise: keep the original border but try his new shapes inside it. That gave us a shared plan without deciding every brushstroke. We finished that afternoon and were both pleased. Next time, I'd agree on which parts could change before we started painting, rather than assume we shared the same goal.
Excellent sample answer (CLB 11-12)
Last summer, I helped my neighbour Luc repaint a damaged community mural in Ottawa. I arrived with a photograph and a plan to recreate the original, whereas he preferred experimenting directly on the wall. When he began changing the central shapes, I asked him to stop, which understandably frustrated him. We realised we'd never agreed whether we were restoring the design or updating it. I suggested sketching alternatives before using more paint. We settled on preserving the original border while giving him freedom with the damaged centre. We finished that afternoon, and the result felt both familiar and fresh. Looking back, I'd discuss the boundaries before assigning any painting. Our working styles weren't necessarily incompatible; we'd simply mistaken our individual assumptions for a shared agreement. A short conversation at the beginning would have prevented the tension without limiting his creativity.
Record your answer to this prompt
Prompt 3
Talk about a time when a visitor gave you unexpected criticism while you were volunteering as a museum tour guide. What was the feedback? How did you respond and change the tour? How would you respond differently to similar feedback now?
Basic sample answer (CLB 6-7)
Last summer, I volunteered as a tour guide at a small museum in Ottawa. Halfway through a tour, a visitor told me I was reading the signs instead of explaining the objects. I felt embarrassed because I had practised my talk. Still, I thanked her and asked which object interested her. I told a short story about it, then invited questions. People started joining in. Now, I'd ask for an example before getting upset. I'd also check early in each tour whether visitors wanted more stories or more facts.
Good sample answer (CLB 9)
Last summer, I was volunteering as a guide at a small Ottawa museum when a visitor interrupted my tour. She said I was repeating the signs rather than helping people understand the objects. I felt embarrassed because I'd spent hours preparing. However, I thanked her and asked what she'd like to know about a nearby suitcase. Her question led to a story about its owner's journey, and other visitors began asking questions too. I stopped reading my notes and built the rest of the tour around their interests. Now, I'd ask for a specific example immediately instead of taking the criticism personally. I'd also check what visitors hoped to learn before starting.
Excellent sample answer (CLB 11-12)
Last summer, while volunteering as a guide at a small Ottawa museum, I received criticism halfway through a tour. A visitor said I was repeating information on the signs instead of bringing the objects to life. I'd prepared carefully, so my first reaction was embarrassment. Still, I thanked her and asked what interested her about a suitcase nearby. Her question let me explain its owner's journey, and suddenly other visitors had questions as well. I put my notes aside and used their curiosity to guide the remaining stops. Afterwards, I realised preparation had become a script I was afraid to leave. Faced with similar feedback now, I'd ask for an example before reacting defensively. I'd also ask visitors about their interests at the beginning, so I could adapt earlier rather than wait for someone to point out the problem.
Record your answer to this prompt
Task 2 FAQ
How long is CELPIP Speaking Task 2?
CELPIP Speaking Task 2 (Talking about a Personal Experience) gives you 30 seconds to prepare and 60 seconds to speak. Your response is recorded on the computer and the recording stops when the time ends.
Are these CELPIP Speaking Task 2 sample answers official?
No. CELPIPReady wrote these sample answers to show what a response can sound like at each target level. They are not official CELPIP answers, and the CLB labels are targets, not scores from a CELPIP rater.
Can I practice CELPIP Speaking Task 2 for free?
Yes. The first 3 Task 2 prompts on CELPIPReady are free, with a timer and sample answers. With a free account you also get a few AI feedback scores each week.
CELPIP® is a registered trademark of Paragon Testing Enterprises. CELPIPReady is an independent study platform and is not affiliated with, endorsed by, or sponsored by Paragon Testing Enterprises.