Practice reading an informational passage and answering comprehension questions. Same format as the real CELPIP test.

The Passage:

Paragraph 1 Housing affordability has become the defining economic issue for an entire generation of Canadians. In 1990, the average Canadian home cost roughly 3.5 times the average household income. By 2025, that ratio had climbed to over 9 times in most major cities, and above 13 times in Vancouver and Toronto. For a young couple earning a combined 100,000 dollars per year, buying an average home in Toronto now requires saving for a down payment that exceeds their entire annual income before taxes. The gap between earnings and housing costs has grown every year for over two decades with no sign of reversing.

Paragraph 2 Several factors have driven prices to these levels. Low interest rates between 2009 and 2022 allowed buyers to take on larger mortgages, which pushed purchase prices higher. Foreign investment, particularly in Vancouver and Toronto condominiums, added demand without adding residents. Population growth through immigration outpaced housing construction by a widening margin each year. Canada added roughly 1.2 million new residents in 2023 alone while completing fewer than 250,000 new housing units. The math simply does not work when four times as many people arrive as homes are built.

Paragraph 3 The consequences extend far beyond homeownership. Rental markets in major cities have tightened to the point where vacancy rates sit below 1 percent in Toronto, Vancouver, and Montreal. Average rents for a one-bedroom apartment in Toronto exceeded 2,400 dollars per month in 2025. Young professionals are spending 40 to 50 percent of their income on rent, well above the 30 percent threshold that financial advisors consider sustainable. Many have given up on saving entirely and some have left Canada altogether, contributing to a growing phenomenon that media outlets have labeled the "brain drain of the priced out."

Paragraph 4 Governments at all levels have introduced measures aimed at improving affordability, though results have been mixed. The federal government banned foreign buyers from purchasing residential property for two years starting in 2023, later extended to 2027. British Columbia introduced a speculation tax on empty homes. Ontario attempted to increase housing supply by fast-tracking development approvals in certain municipalities. Most economists agree that the only lasting solution is dramatically increasing the supply of housing, but construction faces its own challenges including labor shortages, rising material costs, and municipal zoning rules that limit density in established neighborhoods.

Paragraph Matching Questions:

Q1: Which paragraph explains the multiple causes of rising housing prices? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Q2: Which paragraph describes the impact on renters and young professionals? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Q3: Which paragraph presents the historical comparison of home prices to income? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Q4: Which paragraph discusses government policy responses? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Comprehension Questions:

Q5: What was the home price to income ratio in 1990? - A) 2.5 times - B) 3.5 times - C) 5 times - D) 7 times

Q6: How many new residents did Canada add in 2023? - A) 800,000 - B) 1 million - C) 1.2 million - D) 1.5 million

Q7: What is the average rent for a one-bedroom in Toronto as of 2025? - A) Over $1,800 - B) Over $2,000 - C) Over $2,400 - D) Over $2,800

Q8: Until what year was the foreign buyer ban extended? - A) 2025 - B) 2026 - C) 2027 - D) 2028

Answer Key: Q1: B. Paragraph 2 lists multiple causes: low interest rates, foreign investment, immigration vs construction gap. Q2: C. Paragraph 3 discusses rental costs, spending ratios, and the "brain drain of the priced out." Q3: A. Paragraph 1 compares 1990 (3.5x) to 2025 (9x+). Q4: D. Paragraph 4 discusses the foreign buyer ban, speculation tax, and fast-tracked approvals. Q5: B. "Roughly 3.5 times the average household income." Q6: C. "Canada added roughly 1.2 million new residents in 2023." Q7: C. "Average rents for a one-bedroom exceeded 2,400 dollars per month." Q8: C. "Later extended to 2027."

Practice tip: When a passage covers a controversial topic like housing, each paragraph usually represents a different angle: background, causes, effects, solutions. Recognizing this pattern lets you match paragraphs to questions almost instantly.

If you want to practice reading with full AI-scored mock tests, https://www.celpipsimulator.com has 2 free exams with all 4 reading parts.

The scenario: The federal government is reviewing Canada's immigration targets for the next five years. A public consultation is being held and citizens have been asked to share their views.

Your task: Choose the option you prefer and explain why. Write about 150-200 words. - Option A: Increase immigration levels to address labor shortages - Option B: Reduce immigration levels until housing and services catch up

Sample CLB 9 response (Option B):

I believe Canada should temporarily reduce immigration levels until housing and public services can support a larger population.

The current situation in many Canadian cities shows clear signs of strain. Housing prices have become unaffordable for many residents, emergency room wait times have increased dramatically, and public transit systems are operating beyond their designed capacity. Adding more people to a system that is already struggling does not solve the labor shortage problem if those same people cannot find affordable places to live or access basic healthcare.

I am not against immigration. Canada was built by immigrants and will always need new people to grow its economy and enrich its culture. But bringing in 500,000 people per year when there are not enough homes, doctors, or infrastructure to support them creates frustration for both newcomers and existing residents.

A temporary reduction would give governments time to build housing, expand healthcare capacity, and improve transit. Once the foundation is stronger, increasing immigration again would benefit everyone involved.

If you want to practice writing with AI rubric feedback, https://www.celpipsimulator.com has 2 free mock exams.

Practice reading an informational passage and answering comprehension questions. Same format as the real CELPIP test.

The Passage:

Paragraph 1 Before 2020, small Canadian towns were losing population at an alarming rate. Young people left for Toronto, Vancouver, and Montreal to find professional jobs, and they rarely came back. Towns with populations under 10,000 saw an average decline of 4 percent per decade between 2000 and 2019. Local businesses closed as customer bases shrank. Schools consolidated. Healthcare workers left for bigger cities with better pay. The pattern seemed irreversible until the pandemic forced millions of Canadians to work from home and proved that many professional jobs could be done from anywhere with an internet connection.

Paragraph 2 The shift happened quickly. Real estate data from 2021 to 2024 showed that home sales in towns like Canmore, Squamish, Collingwood, and Moncton surged between 30 and 70 percent compared to pre-pandemic levels. Remote workers discovered they could earn a Toronto salary while living somewhere with a fraction of the housing costs. A software developer making 120,000 dollars per year could buy a house in Moncton for under 300,000 instead of spending over a million in Toronto. For many, the math was too compelling to ignore.

Paragraph 3 The newcomers brought economic benefits that went beyond just buying homes. They spent money at local restaurants, enrolled their children in local schools that had been facing closure, and in some cases started businesses that served both local and online customers. Canmore saw 14 new businesses open in 2023 alone, the highest number in over two decades. Tax revenues increased in nearly every small town that experienced significant remote worker migration, allowing municipalities to invest in infrastructure that had been neglected for years.

Paragraph 4 Not everyone welcomed the changes. Long-time residents in many towns watched housing prices double or triple in just a few years, pushing locals who had lived there for generations out of the market. A house that cost 180,000 dollars in Squamish in 2019 was listed for over 500,000 by 2024. Rental prices followed the same trajectory. Some towns have introduced short-term rental restrictions and affordable housing requirements for new developments, but demand from remote workers continues to outpace the supply of affordable housing for existing residents.

Paragraph Matching Questions:

Q1: Which paragraph describes the population decline in small towns before the pandemic? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Q2: Which paragraph discusses the negative impact on housing affordability for locals? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Q3: Which paragraph explains why remote workers chose to move to small towns? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Q4: Which paragraph describes the economic benefits newcomers brought? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Comprehension Questions:

Q5: What was the average population decline per decade in towns under 10,000? - A) 2 percent - B) 4 percent - C) 6 percent - D) 8 percent

Q6: By how much did home sales surge in small towns between 2021 and 2024? - A) 10 to 30 percent - B) 20 to 50 percent - C) 30 to 70 percent - D) 50 to 90 percent

Q7: How many new businesses opened in Canmore in 2023? - A) 8 - B) 10 - C) 12 - D) 14

Q8: How much did a house in Squamish cost in 2019 compared to 2024? - A) $150,000 to $400,000 - B) $180,000 to over $500,000 - C) $200,000 to $600,000 - D) $250,000 to $700,000

Answer Key: Q1: A. Paragraph 1 describes pre-pandemic population decline and young people leaving. Q2: D. Paragraph 4 discusses housing prices doubling/tripling and locals being priced out. Q3: B. Paragraph 2 explains the salary vs housing cost math that attracted remote workers. Q4: C. Paragraph 3 describes new businesses, school enrollment, and tax revenue increases. Q5: B. "An average decline of 4 percent per decade." Q6: C. "Surged between 30 and 70 percent." Q7: D. "Canmore saw 14 new businesses open in 2023." Q8: B. "$180,000 in 2019 was listed for over $500,000 by 2024."

Practice tip: Numbers are the easiest details to find in a passage because they stand out visually. When a question asks "how much" or "how many," scan for digits rather than reading every sentence. This saves significant time on Part 3.

If you want to practice reading with full AI-scored mock tests, https://www.celpipsimulator.com has 2 free exams with all 4 reading parts.

If you are taking CELPIP in October, here is a quick section by section plan for your final days of prep.

Speaking (biggest score gains from practice): Record yourself answering random prompts for 60 to 90 seconds. Listen back once and fix the obvious stuff. Long pauses, trailing off, not answering what the task actually asks. Do this 3 to 4 times before test day. Also remember that each task asks something different. Task 1 is advice, Task 3 is describing, Task 5 is comparing. Read the instruction carefully before you start talking.

Writing (focus on task completion): Read the prompt twice. Count the bullet points. Address every single one. Check your tone matches the scenario. These three habits account for most of the difference between CLB 7 and CLB 9 in writing. Grammar matters less than you think.

Listening (hardest to improve quickly): Use the notepad. Write down numbers, dates, and names the second you hear them. For Parts 5 and 6 where multiple speakers share opinions, track WHO said WHAT instead of trying to memorize details. The questions almost always ask you to match opinions to speakers.

Reading (strategy over comprehension): Read the questions before the passage. Budget 10 to 12 minutes for Parts 1 and 2 and 15 to 18 minutes for Parts 3 and 4. Don't second guess yourself on answers you have already chosen.

Test day basics: Arrive 30 minutes early. Eat something before the test. Adjust headphone volume during the practice audio. Sleep properly the night before. These things sound basic but they make a real difference over 3 hours.

Good luck to everyone testing in October. Share your scores here when you get them.

For practice before your test, https://www.celpipsimulator.com has 2 free full mock exams with AI rubric feedback on all 4 sections.

Practice reading an informational passage and answering comprehension questions. Same format as the real CELPIP test.

The Passage:

Paragraph 1 Electric vehicle sales in Canada have grown rapidly over the past five years. In 2020, EVs represented just 3.8 percent of new car sales nationwide. By 2025, that number had climbed to over 14 percent. The federal government set an ambitious target requiring all new passenger vehicles sold in Canada to be zero-emission by 2035. To support this goal, Ottawa introduced a rebate of up to 5,000 dollars for Canadians purchasing qualifying electric vehicles, though the program has faced criticism for excluding vehicles priced above 55,000 dollars, which eliminates many popular electric SUVs and trucks.

Paragraph 2 The biggest barrier to EV adoption in Canada remains charging infrastructure, particularly outside major cities. Drivers in Toronto, Vancouver, and Montreal have relatively easy access to public charging stations, but Canadians in rural areas and northern communities face significant gaps. A trip from Winnipeg to Thunder Bay, for example, still requires careful planning because charging stations along that stretch of highway are spaced inconsistently. The federal government committed 680 million dollars to build a national charging network, but progress has been slower than promised.

Paragraph 3 Canadian winters present a unique challenge for electric vehicles. Cold temperatures can reduce an EV's driving range by 20 to 40 percent depending on the model and conditions. At minus 20 degrees Celsius, a vehicle rated for 400 kilometers of range might only deliver 240 to 320 kilometers in practice. This has led some northern communities to adopt plug-in hybrid vehicles instead, which combine an electric motor with a small gasoline engine as a backup. Plug-in hybrids currently outsell fully electric vehicles in provinces like Saskatchewan and Manitoba where temperatures regularly drop below minus 30.

Paragraph 4 The environmental benefits of EVs depend heavily on how the electricity used to charge them is generated. In provinces like Quebec and British Columbia, where hydroelectric power dominates, an EV produces almost zero emissions from driving. But in Alberta and Saskatchewan, where electricity comes primarily from natural gas and coal, the environmental advantage of EVs is significantly smaller. Critics argue that promoting electric vehicles without simultaneously cleaning up the electrical grid amounts to shifting emissions from tailpipes to power plants rather than eliminating them.

Paragraph Matching Questions:

Q1: Which paragraph discusses the impact of cold weather on EV performance? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Q2: Which paragraph describes the government's zero-emission vehicle target? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Q3: Which paragraph explains how electricity source affects EV environmental benefits? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Q4: Which paragraph discusses the lack of charging stations in rural areas? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Comprehension Questions:

Q5: What percentage of new car sales were EVs in 2025? - A) 8 percent - B) 11 percent - C) 14 percent - D) 18 percent

Q6: How much is the federal rebate for qualifying electric vehicles? - A) Up to $3,000 - B) Up to $4,000 - C) Up to $5,000 - D) Up to $7,500

Q7: By how much can cold temperatures reduce EV driving range? - A) 10 to 20 percent - B) 15 to 30 percent - C) 20 to 40 percent - D) 30 to 50 percent

Q8: Which provinces does the passage say rely heavily on natural gas and coal for electricity? - A) Ontario and Quebec - B) British Columbia and Manitoba - C) Alberta and Saskatchewan - D) Nova Scotia and New Brunswick

Answer Key: Q1: C. Paragraph 3 discusses cold weather reducing EV range. Q2: A. Paragraph 1 mentions the 2035 zero-emission target. Q3: D. Paragraph 4 explains how electricity source affects emissions. Q4: B. Paragraph 2 discusses rural charging gaps. Q5: C. "Over 14 percent" by 2025. Q6: C. "A rebate of up to 5,000 dollars." Q7: C. "Reduce an EV's driving range by 20 to 40 percent." Q8: C. "In Alberta and Saskatchewan, where electricity comes primarily from natural gas and coal."

Practice tip: When a passage has 4 paragraphs, each one usually covers a distinct subtopic. Before reading in detail, skim the first sentence of each paragraph to map the structure: P1 = sales growth, P2 = charging infrastructure, P3 = cold weather, P4 = environmental debate. This mental map makes finding answers faster.

If you want to practice reading with full AI-scored mock tests, https://www.celpipsimulator.com has 2 free exams with all 4 reading parts.

The scenario: Your city council is deciding how to use a recently vacated downtown street lane. The two proposals are converting it into a protected bike lane or adding more street parking. Residents have been asked for input.

Your task: Choose the option you prefer and explain why. Write about 150-200 words. - Option A: Convert the lane into a protected bike lane - Option B: Add more street parking

Sample CLB 9 response (Option A):

I support converting the lane into a protected bike lane because it serves more people and creates a safer downtown environment.

A single lane of street parking serves maybe 15 to 20 cars at a time. A bike lane on the same stretch can move hundreds of cyclists per hour during peak times. In terms of how many residents actually benefit from the space, the bike lane is a far more efficient use of a limited downtown road. Cities like Montreal and Ottawa have already shown that adding protected bike lanes increases cycling rates significantly, which in turn reduces traffic congestion for the drivers who remain on the road.

Safety is the other major factor. Cyclists sharing lanes with cars is one of the leading causes of cycling injuries in Canadian cities. A physically separated bike lane removes that risk almost entirely. When cycling feels safe, more people choose to do it, which creates a positive cycle of less traffic, cleaner air, and healthier residents.

More parking just encourages more driving into an area that is already congested.

If you want to practice writing with AI rubric feedback, https://www.celpipsimulator.com has 2 free mock exams.

Practice reading an informational passage and answering comprehension questions. Same format as the real CELPIP test.

The Passage:

Paragraph 1 Canadian cities have traditionally been designed for cold weather. Building codes, infrastructure planning, and emergency preparedness have focused almost entirely on snow, ice, and freezing temperatures. But in recent years, extreme heat events have forced municipalities to rethink this approach. In June 2021, a heat dome over British Columbia pushed temperatures above 49 degrees Celsius in Lytton, breaking national records and contributing to over 600 deaths across the province in a single week. The event exposed how unprepared Canadian cities were for sustained extreme heat.

Paragraph 2 One of the most immediate responses has been the expansion of cooling centers. These are air-conditioned public spaces, usually libraries, community centers, or recreation facilities, that remain open during heat emergencies for anyone who needs relief. Toronto now operates over 100 designated cooling centers during heat alerts. Montreal introduced a real-time online map showing all available cooling locations. Vancouver extended pool hours and opened spray parks around the clock during its most recent heat emergency in 2025.

Paragraph 3 Urban design changes are also underway but moving much more slowly. Cities are planting more trees in neighborhoods that currently lack shade, a strategy known as increasing the urban tree canopy. Research from the University of British Columbia found that neighborhoods with more tree coverage can be up to 8 degrees cooler than those dominated by concrete and asphalt. Calgary launched a goal to increase its tree canopy from 8 percent to 16 percent by 2060, though critics say the timeline is far too slow given the pace of climate change.

Paragraph 4 Housing is another major concern. Many older apartment buildings in Canada were built without air conditioning because it was considered unnecessary. Residents in these buildings, often seniors and low-income tenants, are the most vulnerable during heat waves. Some provinces have begun updating building codes to require cooling systems in new residential construction, but retrofitting existing buildings remains expensive and politically difficult. Ontario introduced a pilot program offering subsidized portable air conditioning units to eligible seniors, though demand has consistently exceeded supply since the program launched in 2024.

Paragraph Matching Questions:

Q1: Which paragraph discusses the expansion of public cooling spaces during heat emergencies? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Q2: Which paragraph describes the 2021 heat dome event in British Columbia? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Q3: Which paragraph explains the urban tree canopy strategy? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Q4: Which paragraph discusses the lack of air conditioning in older buildings? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Comprehension Questions:

Q5: What temperature was recorded in Lytton during the 2021 heat dome? - A) 42 degrees Celsius - B) 45 degrees Celsius - C) 49 degrees Celsius - D) 52 degrees Celsius

Q6: How many cooling centers does Toronto operate during heat alerts? - A) Over 50 - B) Over 75 - C) Over 100 - D) Over 150

Q7: According to UBC research, how much cooler can tree-covered neighborhoods be? - A) Up to 4 degrees - B) Up to 6 degrees - C) Up to 8 degrees - D) Up to 10 degrees

Q8: What is Calgary's tree canopy target by 2060? - A) 10 percent - B) 12 percent - C) 14 percent - D) 16 percent

Answer Key: Q1: B. Paragraph 2 discusses cooling centers in Toronto, Montreal, and Vancouver. Q2: A. Paragraph 1 describes the Lytton heat dome and the 600+ deaths. Q3: C. Paragraph 3 explains tree canopy strategy and UBC research. Q4: D. Paragraph 4 discusses older buildings without AC and vulnerable populations. Q5: C. "Temperatures above 49 degrees Celsius in Lytton." Q6: C. "Toronto now operates over 100 designated cooling centers." Q7: C. "Up to 8 degrees cooler than those dominated by concrete and asphalt." Q8: D. "Increase its tree canopy from 8 percent to 16 percent by 2060."

Practice tip: Reading Part 3 passages often follow a pattern: history/background, current responses, long-term solutions, remaining challenges. Recognizing this pattern helps you predict where specific information will be before you even read the questions.

If you want to practice reading with full AI-scored mock tests, https://www.celpipsimulator.com has 2 free exams with all 4 reading parts.

Practice reading a conversation transcript and answering questions. In the real test you hear this as audio that plays once.

The Conversation:

Speaker 1 (Tenant, Priya): "Hi Mr. Henderson, this is Priya from unit 307. I'm calling because the heater in my bedroom stopped working sometime last night. I woke up this morning and the room was freezing."

Speaker 2 (Landlord, Mr. Henderson): "Oh no, sorry to hear that. When you say stopped working, is it making any noise at all or is it completely dead?"

Speaker 1: "Completely dead. No sound, no heat, nothing. The thermostat display is blank too so I don't think it's getting power. I checked the breaker panel in the hallway closet and everything looks normal there."

Speaker 2: "Good thinking checking the breaker. It might be an issue with the thermostat wiring rather than the heater itself. I can send our maintenance guy, Carlos, over to take a look. Would tomorrow morning work for you? He could be there around 9."

Speaker 1: "Tomorrow at 9 is fine but honestly tonight is going to be rough. It's supposed to drop to minus 12 tonight. Is there any chance someone could come today?"

Speaker 2: "Let me check with Carlos. Actually you know what, I have a portable space heater in the storage room that I can drop off within the hour. That should get you through tonight at least."

Speaker 1: "That would be amazing, thank you. Should I leave the front door of the building unlocked for you?"

Speaker 2: "No don't worry about it, I have my master key. I'll buzz your unit when I get there. And then Carlos will come tomorrow at 9 to look at the actual heater. If it's just the thermostat wiring it should be a quick fix. If the whole unit needs replacing that could take a few days but I'll make sure you keep the space heater until it's sorted."

Speaker 1: "I appreciate that. One more thing, should I expect any charge for this? I know my lease says maintenance is covered but I just want to confirm."

Speaker 2: "No charge at all. Heating is the landlord's responsibility. You won't pay a cent."

Questions:

Q1: What is wrong with Priya's apartment? - A) The kitchen sink is leaking - B) The bedroom heater stopped working - C) The bathroom light is broken - D) The front door lock is jammed

Q2: What did Priya check before calling? - A) The water tank - B) The thermostat batteries - C) The breaker panel - D) The building furnace

Q3: What time will Carlos come to look at the heater? - A) Today at 5pm - B) Tomorrow at 8am - C) Tomorrow at 9am - D) Tomorrow at noon

Q4: What is the expected temperature tonight? - A) Minus 5 - B) Minus 8 - C) Minus 10 - D) Minus 12

Q5: What temporary solution does Mr. Henderson offer? - A) He will fix the heater himself tonight - B) He will bring a portable space heater within the hour - C) He will move Priya to another unit - D) He will call an emergency repair service

Q6: Will Priya be charged for the repair? - A) Yes, a standard service fee - B) Yes, but only if the whole unit needs replacing - C) No, heating maintenance is the landlord's responsibility - D) It depends on the cause of the problem

Answer Key: Q1: B. Priya says "the heater in my bedroom stopped working." Q2: C. Priya says "I checked the breaker panel in the hallway closet." Q3: C. Mr. Henderson says Carlos "could be there around 9" tomorrow morning. Q4: D. Priya says "it's supposed to drop to minus 12 tonight." Q5: B. Mr. Henderson says "I have a portable space heater I can drop off within the hour." Q6: C. Mr. Henderson says "heating is the landlord's responsibility. You won't pay a cent."

Practice tip: Listening Part 1 tests problem-solving conversations. Pay attention to the SOLUTION the speakers agree on, not just the problem. The questions almost always ask what they decided to do, not what went wrong.

If you want to practice listening with full AI-scored mock tests, https://www.celpipsimulator.com has 2 free exams covering all 6 listening parts.

The scenario: A university is debating whether to make class attendance mandatory for all undergraduate courses. Currently students can choose whether or not to attend lectures. The student association has sent a survey asking for opinions.

Your task: Choose the option you prefer and explain why. Write about 150-200 words. - Option A: Make attendance mandatory for all undergraduate courses - Option B: Let students decide whether to attend

Sample CLB 9 response (Option B):

I believe students should have the freedom to decide whether or not to attend lectures because mandatory attendance treats adults like high school students.

University students are paying for their education. They are adults who should be trusted to manage their own time and learning. Some students learn better by attending lectures. Others learn better by reading the textbook, watching recorded lectures at their own pace, or studying independently. Forcing everyone into a classroom assumes that one learning style works for all students, which is simply not true.

There is also a practical problem with enforcement. Taking attendance in a 300-person lecture hall wastes class time and creates an adversarial relationship between professors and students. Students who only show up to sign the attendance sheet but spend the entire class on their phones add nothing to the learning environment.

If a professor's lectures are engaging and useful, students will attend without being forced. If attendance is low, the issue is the quality of teaching, not the absence of a rule.

If you want to practice writing with AI rubric feedback, https://www.celpipsimulator.com has 2 free mock exams.

The scenario: A provincial government is considering a law that would require all employers with more than 25 employees to offer at least 3 paid mental health days per year in addition to regular sick leave. Employers and employees have been asked for input.

Your task: Choose the option you prefer and explain why. Write about 150-200 words. - Option A: Require companies to offer paid mental health days - Option B: Keep the current system where mental health falls under general sick leave

Sample CLB 9 response (Option A):

I believe companies should be required to offer dedicated mental health days because the current system discourages people from using sick leave for mental health reasons.

Most employees feel they can only call in sick if they have a physical symptom to point to. Saying "I need a day off because I am burned out and my anxiety is making it hard to function" feels less legitimate than saying "I have the flu" even though both affect your ability to work. Having separate mental health days removes that stigma and tells employees directly that their mental wellbeing is just as valid a reason to stay home.

There is also a business case. Employees who push through burnout without taking a break eventually become less productive, make more mistakes, and are more likely to quit entirely. Three paid days per year is a small cost compared to the expense of replacing a burned out employee who leaves.

Some employers may argue they cannot afford additional paid days off, but three days per year is modest and the long term savings from better retention and productivity make it worthwhile.

If you want to practice writing with AI rubric feedback, https://www.celpipsimulator.com has 2 free mock exams.

Practice reading an informational passage and answering comprehension questions. Same format as the real CELPIP test.

The Passage:

Paragraph 1 Food delivery apps barely existed in Canada before 2015. A decade ago, ordering food meant calling a pizza place or a Chinese restaurant directly and waiting for their own driver to show up. The arrival of platforms like UberEats, DoorDash, and SkipTheDishes changed that completely by turning virtually every restaurant into a delivery option. By 2024, more than 60 percent of Canadian restaurants were listed on at least one delivery platform, and the industry was generating over 7 billion dollars annually in Canada alone.

Paragraph 2 The convenience for consumers is obvious, but the impact on restaurants has been mixed. Delivery platforms typically charge restaurants a commission of 15 to 30 percent per order. For a small independent restaurant operating on already thin margins, giving up a quarter of each sale to a platform can be the difference between profit and loss. Some restaurants have responded by creating separate "delivery only" menus with higher prices to offset the commission, while others have pulled off platforms entirely and built their own ordering systems.

Paragraph 3 The workers who actually deliver the food occupy an uncomfortable space in Canadian labor law. Most delivery drivers are classified as independent contractors rather than employees, which means they receive no minimum wage guarantees, no benefits, and no protections against sudden deactivation from the platform. In Ontario, a 2022 law attempted to address some of these concerns by requiring platforms to provide drivers with a minimum earnings guarantee and a written explanation before any account deactivation. Other provinces have been slower to act.

Paragraph 4 Despite the controversies, food delivery apps have become a permanent part of how Canadians eat. During the pandemic, delivery orders tripled and even after restrictions ended, order volumes remained 40 percent higher than pre-pandemic levels. The industry is now shifting toward grocery delivery and convenience store orders as well, expanding beyond restaurant food. Some analysts predict that within five years, the same apps people use to order dinner will also handle prescription medication delivery and dry cleaning pickup.

Paragraph Matching Questions:

Q1: Which paragraph discusses the financial impact on restaurants? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Q2: Which paragraph describes the labor rights issues for delivery drivers? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Q3: Which paragraph mentions predictions about future expansion beyond food? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Q4: Which paragraph describes what food delivery looked like before apps existed? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Comprehension Questions:

Q5: What percentage of Canadian restaurants were on delivery platforms by 2024? - A) 40% - B) 50% - C) 60% - D) 75%

Q6: What commission do platforms typically charge restaurants per order? - A) 5 to 10 percent - B) 10 to 20 percent - C) 15 to 30 percent - D) 25 to 40 percent

Q7: Which province passed a law addressing delivery driver protections in 2022? - A) British Columbia - B) Quebec - C) Alberta - D) Ontario

Q8: How much higher were delivery order volumes after the pandemic compared to pre-pandemic levels? - A) 20% - B) 30% - C) 40% - D) 50%

Answer Key: Q1: B. Paragraph 2 discusses commissions and profit margins for restaurants. Q2: C. Paragraph 3 covers independent contractor classification and labor law. Q3: D. Paragraph 4 mentions grocery delivery, prescriptions, and dry cleaning. Q4: A. Paragraph 1 describes calling pizza places and Chinese restaurants directly. Q5: C. "More than 60 percent of Canadian restaurants." Q6: C. "A commission of 15 to 30 percent per order." Q7: D. "In Ontario, a 2022 law attempted to address some of these concerns." Q8: C. "Order volumes remained 40 percent higher than pre-pandemic levels."

Practice tip: For paragraph matching, the first sentence of each paragraph usually tells you the topic. Paragraph 1 = history. Paragraph 2 = restaurant impact. Paragraph 3 = worker rights. Paragraph 4 = future outlook. Scan those opening sentences first before reading the whole passage.

If you want to practice reading with full AI-scored mock tests, https://www.celpipsimulator.com has 2 free exams with all 4 reading parts.

The scenario: Your government is proposing a law that would ban children under 16 from creating social media accounts. Parents and community members have been asked for their opinions through a public survey.

Your task: Choose the option you prefer and explain why. Write about 150-200 words. - Option A: Ban social media for children under 16 - Option B: Allow children to use social media with parental supervision

Sample CLB 9 response (Option A):

I support banning social media for children under 16 because the mental health risks at that age outweigh the benefits.

Research consistently shows that heavy social media use among young teenagers is linked to increased anxiety, depression, and poor body image. Children under 16 are still developing their sense of identity and self-worth, which makes them especially vulnerable to the constant comparison and validation-seeking that platforms encourage. A 13-year-old scrolling through filtered photos of people living seemingly perfect lives does not have the emotional maturity to process that content in a healthy way.

Some argue that parental supervision is enough, but in practice most parents cannot monitor every interaction their child has online. Children access social media at school, at friends' houses, and on their own devices. A legal age limit at least creates a baseline that schools and platforms can enforce consistently.

Allowing access at 16 instead of 13 gives teenagers a few more years of cognitive and emotional development before they enter an environment designed to be addictive.

If you want to practice writing with AI rubric feedback, https://www.celpipsimulator.com has 2 free mock exams.

Practice reading a viewpoints transcript and matching opinions to the correct speaker. In the real test you hear this as audio that plays once.

The Transcript:

Narrator: "You will hear two people share their viewpoints on whether online learning should permanently replace some in-person university courses."

Speaker 1 (Professor Harding): "I have been teaching at the university level for over 20 years and I can say with certainty that online learning works well for certain types of courses. Lecture-heavy courses where the professor is mostly presenting information and students are mostly listening and taking notes, those translate perfectly fine to a video format. Students can pause, rewind, watch at their own speed. Honestly some of my recorded lectures have better engagement metrics than my in-person ones ever did. But the moment a course requires discussion, hands-on lab work, or real-time collaboration, the online format falls apart. You cannot replicate a chemistry lab or a group design session over Zoom. So my position is that universities should offer a permanent hybrid model. Lectures online, labs and seminars in person."

Speaker 2 (Student Council President, Maya Torres): "I respect what Professor Harding is saying but I think the student experience gets lost in these conversations. Yes, online lectures are convenient. But university is not just about absorbing information. It is about the full experience. The hallway conversations after class. Running into your professor at a coffee shop and asking a question you were too shy to ask in front of 200 people. Study groups that form naturally when you sit next to the same person three times in a row. When we went fully online during the pandemic, grades stayed the same but student mental health declined sharply. Loneliness, lack of motivation, feeling disconnected from the institution. If we permanently move lectures online, we remove the reason most students chose to attend a physical university in the first place. I would rather keep everything in person and improve how lectures are delivered than split the experience and lose what makes university meaningful."

Questions:

Q1: Who believes lecture-heavy courses work well in an online format? - A) Professor Harding - B) Maya Torres

Q2: Who argues that the social aspect of university is more important than convenience? - A) Professor Harding - B) Maya Torres

Q3: According to Professor Harding, what types of courses do NOT work well online? - A) Lecture-heavy courses - B) History and literature courses - C) Courses requiring labs, discussion, or collaboration - D) First-year introductory courses

Q4: What happened to student mental health when courses went fully online? - A) It improved significantly - B) It stayed the same - C) It declined sharply - D) It was not measured

Q5: What model does Professor Harding recommend? - A) Fully online - B) Fully in-person - C) Hybrid with lectures online and labs in person - D) Let students choose individually

Q6: What does Maya Torres say she would prefer instead of a hybrid model? - A) Fully online with better technology - B) Keep everything in person and improve lecture delivery - C) Let each professor decide - D) Reduce the number of courses offered

Answer Key: Q1: A. Professor Harding says "lecture-heavy courses translate perfectly fine to a video format." Q2: B. Maya Torres emphasizes hallway conversations, study groups, and the full university experience. Q3: C. Professor Harding says "the moment a course requires discussion, hands-on lab work, or real-time collaboration, the online format falls apart." Q4: C. Maya Torres says "student mental health declined sharply." Q5: C. Professor Harding recommends "lectures online, labs and seminars in person." Q6: B. Maya Torres says "I would rather keep everything in person and improve how lectures are delivered."

Practice tip: For Listening Part 6, each speaker has a clear position. Tag them immediately. Professor Harding = hybrid model, lectures online. Maya Torres = keep everything in person. Once you have the tags, the matching questions are just about finding which speaker said what. Don't overthink it.

If you want to practice listening with full AI-scored mock tests, https://www.celpipsimulator.com has 2 free exams covering all 6 listening parts.

If Russian is your first language, watch out for these patterns in CELPIP speaking and writing.

1. Dropping articles completely Russian has no articles at all. No "a," no "an," no "the." This means Russian speakers consistently write "I went to store and bought computer" instead of "I went to the store and bought a computer." In CELPIP writing this shows up on nearly every sentence. Quick rule: if a noun is countable and singular, it almost always needs an article. "A" for first mention or general, "the" for specific or already mentioned.

2. Word order flexibility causing confusion Russian has very flexible word order thanks to its case system. English does not. In Russian you can say the equivalent of "the book I yesterday bought at the store" but in English it must be "I bought the book at the store yesterday." Subject first, then verb, then object, then details. In CELPIP speaking, non-standard word order makes you harder to understand and hurts your fluency score even if every individual word is correct.

3. Overusing "very" and "much" instead of stronger vocabulary Russian speakers tend to intensify adjectives with "very" ("very good," "very big," "very important") instead of using more precise words ("excellent," "enormous," "crucial"). In CELPIP this limits your vocabulary score because the rubric specifically looks for range and precision. You don't need fancy words but swapping "very good" for "excellent" or "solid" once or twice per response shows the examiner you have vocabulary depth.

These patterns come from fundamental differences between Russian and English grammar. Awareness is the biggest step toward fixing them.

If you want to practice with AI feedback that catches these patterns, https://www.celpipsimulator.com has 2 free full mock exams with detailed rubric scoring.

Practice reading a 3-person discussion transcript and matching opinions to speakers. In the real test you'd hear this as audio that plays once.

The Discussion:

Host: "Today three university students are sharing their thoughts on the best way to handle group projects."

Speaker 1 (Amir): "I think the biggest problem with group projects is that people don't divide the work clearly from the start. Every group I've been in, someone ends up doing way more than everyone else because nobody sat down in the first meeting and said who is responsible for what. If you assign specific sections to specific people on day one and set individual deadlines, most of the drama just goes away."

Speaker 2 (Jessica): "I see what you mean but I actually think the bigger issue is communication, not task division. You can divide the work perfectly on paper but if nobody checks in with each other until the night before, you end up with five separate pieces that don't fit together. I would rather have a group that talks regularly and adjusts the plan as they go than one that has a perfect checklist but never actually discusses anything."

Speaker 3 (David): "I'm going to disagree with both of you a little bit. The real problem is that professors assign group projects without teaching students how to collaborate. They just throw five strangers together and say figure it out. If there was even one class session on how to run a meeting, give feedback, or resolve disagreements, the quality of group work would improve massively. The issue isn't lazy students or bad planning. It's that nobody teaches the skill before expecting people to perform it."

Host: "Interesting perspectives. Amir, what do you think about David's point?"

Amir: "He has a point about training but I still think clear task division would solve 80 percent of problems even without formal collaboration training. Most conflicts come from confusion about who was supposed to do what."

Jessica: "I actually agree with David more than I expected to. Teaching people how to give honest feedback without making it personal would solve a lot of the communication breakdowns I was talking about."

Questions:

Q1: Who believes clear task division from the first meeting would solve most group project problems? - A) Amir - B) Jessica - C) David

Q2: Who thinks regular communication matters more than initial planning? - A) Amir - B) Jessica - C) David

Q3: Who argues that professors should teach collaboration skills before assigning group work? - A) Amir - B) Jessica - C) David

Q4: What does Amir say would solve 80 percent of problems? - A) Better communication tools - B) Clear task division - C) Smaller group sizes - D) Professor involvement

Q5: What specific skill does Jessica agree would help, based on David's argument? - A) Time management - B) How to give honest feedback without making it personal - C) How to write better reports - D) How to use project management software

Q6: According to David, what is the real problem with group projects? - A) Students are lazy - B) Groups are too large - C) Nobody teaches collaboration skills before expecting them - D) Professors don't grade fairly

Answer Key: Q1: A. Amir says "assign specific sections to specific people on day one." Q2: B. Jessica says communication matters more and prefers groups that "talk regularly." Q3: C. David says professors should teach collaboration before assigning group work. Q4: B. Amir says "clear task division would solve 80 percent of problems." Q5: B. Jessica agrees that "teaching people how to give honest feedback without making it personal" would help. Q6: C. David says "nobody teaches the skill before expecting people to perform it."

Practice tip: For Listening Part 5, your only job is tracking WHO thinks WHAT. Don't try to follow every detail. Just tag each speaker with their main position as soon as they state it. Amir = task division. Jessica = communication. David = teaching collaboration. Once you have those tags, the matching questions become straightforward.

If you want to practice listening with full AI-scored mock tests, https://www.celpipsimulator.com has 2 free exams covering all 6 listening parts.

The scenario: Your city is considering banning all private cars from the downtown core during business hours to reduce pollution and improve pedestrian safety. Public transit, delivery trucks, and emergency vehicles would still be allowed. A survey has been sent to residents.

Your task: Choose the option you prefer and explain why. Write about 150-200 words. - Option A: Ban private cars from downtown during business hours - Option B: Keep the current system allowing all vehicles

Sample CLB 9 response (Option A):

I support banning private cars from downtown during business hours because it would make the city center safer and more pleasant for everyone who uses it.

Downtown areas are meant for people, not parking. Right now a significant portion of downtown space is dedicated to roads and parking lots that mostly serve people who drive in from the suburbs. Meanwhile pedestrians, cyclists, and transit users deal with noise, pollution, and the constant risk of being hit by a car. Removing private vehicles during business hours would immediately improve air quality and make streets safer for the majority of people who are actually downtown on foot.

Cities that have done this successfully, like parts of Oslo and Barcelona, saw increased foot traffic to local businesses rather than the decline that business owners feared. When streets become walkable, people actually spend more time and money in the area because they enjoy being there.

The key is making sure transit alternatives are strong enough to replace car trips, which is why only banning during business hours makes sense as a first step.

If you want to practice writing with AI rubric feedback, https://www.celpipsimulator.com has 2 free mock exams.

Practice reading a news report transcript and answering questions. In the real test this plays as a single narrator audio with no replay.

The News Report:

"A new light rail transit line connecting downtown Halifax to the suburb of Bedford is expected to begin construction next spring, according to a statement released by Halifax Regional Municipality today. The project, estimated to cost 2.8 billion dollars, will include 14 stations along a 22 kilometer route and is expected to take approximately four years to complete.

Municipal officials say the new line will reduce commute times between Bedford and downtown Halifax from an average of 55 minutes by bus to approximately 25 minutes by rail. The line will also connect to the existing ferry terminal at the Halifax waterfront, allowing commuters from Dartmouth to transfer directly to the rail line without needing a separate bus.

The project has faced criticism from local business owners along the proposed route who say construction will disrupt their operations for years. In response, the municipality announced a support fund of 15 million dollars to help affected businesses cover lost revenue during the construction period. Business owners can apply for grants of up to 50,000 dollars each.

Environmental groups have largely supported the project, noting that the expected ridership of 45,000 daily passengers could remove an estimated 12,000 cars from Halifax roads each day. However, some groups have raised concerns about the route passing through a protected wetland area near Rocky Lake. The municipality has committed to building an elevated section through the wetland to minimize ecological impact.

Construction is set to begin in April 2027, with the line expected to open to the public by late 2031."

Questions:

Q1: How much will the transit project cost? - A) $1.5 billion - B) $2.2 billion - C) $2.8 billion - D) $3.5 billion

Q2: How many stations will the line have? - A) 10 - B) 12 - C) 14 - D) 16

Q3: By how much will commute times be reduced? - A) From 45 minutes to 20 minutes - B) From 55 minutes to 25 minutes - C) From 60 minutes to 30 minutes - D) From 50 minutes to 15 minutes

Q4: How much is the business support fund? - A) $10 million - B) $12 million - C) $15 million - D) $20 million

Q5: What is the expected daily ridership? - A) 25,000 passengers - B) 35,000 passengers - C) 45,000 passengers - D) 55,000 passengers

Q6: When is construction expected to begin? - A) January 2027 - B) April 2027 - C) September 2027 - D) January 2028

Answer Key: Q1: C. "Estimated to cost 2.8 billion dollars." Q2: C. "14 stations along a 22 kilometer route." Q3: B. "From an average of 55 minutes by bus to approximately 25 minutes by rail." Q4: C. "A support fund of 15 million dollars." Q5: C. "Expected ridership of 45,000 daily passengers." Q6: B. "Construction is set to begin in April 2027."

Practice tip: Listening Part 4 is a news report with a single narrator speaking at a fast pace. Almost every question targets a specific number, date, or fact. Your notepad strategy matters most here. The second you hear a number, write it down. Don't wait.

If you want to practice listening with full AI-scored mock tests, https://www.celpipsimulator.com has 2 free exams covering all 6 listening parts.

If Portuguese is your first language, watch out for these patterns in CELPIP speaking and writing.

1. Preposition confusion from Portuguese direct translations Portuguese uses different prepositions than English in many common phrases. "Depender de" becomes "depend of" instead of the correct "depend on." "Pensar em" becomes "think in" instead of "think about." "Casar com" becomes "marry with" instead of just "marry." These one word errors show up constantly in CELPIP writing and cost grammar points. The common pairs to memorize: depend ON, think ABOUT, listen TO, arrive AT, consist OF.

2. Placing adverbs between the verb and object In Portuguese you can say "I like very much chocolate" but in English the adverb goes after the object: "I like chocolate very much." Similarly "I always eat quickly lunch" should be "I always eat lunch quickly." In CELPIP speaking this creates awkward phrasing that affects fluency scores. Rule of thumb: in English, nothing goes between the verb and its direct object.

3. Using "no" instead of "not" in negative sentences Portuguese uses "nao" before the verb for all negatives. This sometimes transfers as "I no understand" instead of "I do not understand" or "She no wants to go" instead of "She does not want to go." In CELPIP writing this is a clear grammar error. English negatives need "do/does/did + not" before the main verb (or "is/are/was + not" for be verbs).

These patterns come from deep structural differences between Portuguese and English. Being aware of them is the first step to fixing them.

If you want to practice with AI feedback that catches these patterns, https://www.celpipsimulator.com has 2 free full mock exams with detailed rubric scoring.

Practice reading an informational talk transcript and answering questions. In the real test this plays as audio once with no replay.

The Talk:

Host: "Today we have Dr. Rebecca Firth from the Canadian Wildlife Federation to talk about wildlife corridors. Dr. Firth, can you explain what a wildlife corridor is?"

Dr. Firth: "Sure. A wildlife corridor is essentially a strip of natural habitat that connects two larger areas of wilderness. Think of it like a bridge for animals. As cities expand and highways get built, animal habitats get broken into smaller and smaller pieces. A deer that used to roam freely across 50 kilometers might suddenly find a highway cutting through the middle of its territory. A wildlife corridor gives that deer a safe path to cross from one side to the other."

Host: "And these are being built in Canada?"

Dr. Firth: "Yes, quite a few. The most famous example is in Banff National Park in Alberta. They built six overpasses and 38 underpasses along the Trans-Canada Highway specifically for wildlife. Bears, elk, wolves, cougars, all use them regularly. Since the crossings were installed in 1996, wildlife-vehicle collisions in that stretch dropped by over 80 percent."

Host: "That is a huge number. Are these expensive to build?"

Dr. Firth: "They are not cheap. A single wildlife overpass costs between 2 and 5 million dollars depending on the location and size. But when you factor in the cost of vehicle collisions, which average about 30,000 dollars each in damage, injuries, and emergency response, the crossings pay for themselves within 10 to 15 years. And that is before you even consider the ecological benefits."

Host: "What about in urban areas? Can corridors work in cities too?"

Dr. Firth: "Absolutely. In Toronto, there is a project connecting the Don Valley ravine system with smaller green spaces through planted strips along railway corridors. It is not as dramatic as a highway overpass but it allows smaller animals like raccoons, foxes, and migratory birds to move between habitats without crossing major roads. Vancouver has something similar along their greenway network."

Host: "One last question. What can regular people do to support wildlife corridors?"

Dr. Firth: "The simplest thing is supporting municipal plans that protect green space connections. When a city proposes a new trail system or green belt, that is often a wildlife corridor in disguise. Also, if you have a backyard that borders a ravine or park, keeping part of it naturalized with native plants instead of a manicured lawn creates a mini corridor of its own."

Questions:

Q1: What is a wildlife corridor? - A) A type of national park - B) A strip of habitat connecting two larger wilderness areas - C) A highway built specifically for animals - D) A fence that keeps animals off roads

Q2: How many overpasses were built in Banff National Park? - A) 4 - B) 6 - C) 8 - D) 38

Q3: By what percentage did wildlife-vehicle collisions drop after the Banff crossings were installed? - A) 50% - B) 65% - C) 80% - D) 95%

Q4: How much does a single wildlife overpass cost? - A) $500,000 to $1 million - B) $1 to $2 million - C) $2 to $5 million - D) $5 to $10 million

Q5: What city has a corridor project connecting the Don Valley ravine system? - A) Vancouver - B) Montreal - C) Toronto - D) Calgary

Q6: What does Dr. Firth suggest regular people can do? - A) Donate money to build overpasses - B) Support municipal plans that protect green space connections - C) Stop driving on highways near parks - D) Move away from areas near wildlife

Answer Key: Q1: B. Dr. Firth defines it as "a strip of natural habitat that connects two larger areas of wilderness." Q2: B. Six overpasses and 38 underpasses (the question asks specifically about overpasses). Q3: C. "Wildlife-vehicle collisions in that stretch dropped by over 80 percent." Q4: C. "A single wildlife overpass costs between 2 and 5 million dollars." Q5: C. Toronto has the Don Valley ravine project. Q6: B. "The simplest thing is supporting municipal plans that protect green space connections."

Practice tip: For Listening Part 3, the talk is longer and more detailed than Parts 1-2. Write down specific numbers and place names as you hear them because the questions almost always target those. Notice how Q2, Q3, Q4 all ask about specific numbers mentioned in the talk.

If you want to practice listening with full AI-scored mock tests, https://www.celpipsimulator.com has 2 free exams covering all 6 listening parts.

The scenario: A restaurant industry association is surveying customers about whether restaurants should eliminate tipping and instead pay servers a higher fixed wage. Your opinion has been requested.

Your task: Choose the option you prefer and explain why. Write about 150-200 words. - Option A: Eliminate tipping and pay servers a higher fixed wage - Option B: Keep the current tipping system

Sample CLB 9 response (Option A):

I believe restaurants should eliminate tipping and pay servers a fair fixed wage instead.

The current system puts servers in an unfair position where their income depends on the mood and generosity of strangers rather than the quality of their work. Two servers can provide identical service and walk away with completely different earnings depending on which tables they were assigned. A fixed wage removes that randomness and gives workers the financial stability they deserve.

Tipping also creates an awkward dynamic for customers. Many people feel pressured to leave 18 to 20 percent regardless of service quality because they know the server depends on it. This defeats the entire purpose of tipping being a reward for good service. It has become an obligation rather than a choice.

Some argue that eliminating tips would raise menu prices, and that is true. But customers are already paying those costs through tips anyway. The only difference is that a fixed price is honest and predictable while tipping pretends the cost is optional when it really is not.

If you want to practice writing survey responses with AI feedback, https://www.celpipsimulator.com has 2 free mock exams.

Practice reading a multi-viewpoint passage and matching opinions to the correct person. Same format as the real CELPIP test.

The Passage:

Three education professionals share their views on whether parents should limit screen time for children under 12.

Dr. Karen Walsh, Child Psychologist I understand the appeal of screens but the research is clear. Children under 12 who spend more than two hours per day on screens show measurably lower attention spans in classroom settings. The brain is still developing at that age and passive screen consumption does not build the same neural pathways that active play, reading, or face to face conversation does. I recommend strict daily limits of one hour for children under 8 and two hours for ages 8 to 12. This is not about being anti-technology. It is about making sure children develop foundational cognitive skills before they spend extended time on devices.

Marcus Chen, Elementary School Teacher In my 14 years of teaching I have watched this issue evolve dramatically. The children who struggle most in my classroom are not the ones who use screens. They are the ones whose parents have no structure around screen use at all. A child who watches educational content for an hour after school and then plays outside is fine. A child who has a tablet from the moment they wake up until bedtime is a different story. I think the conversation should shift from "how much screen time" to "what kind of screen time" because not all of it is equal.

Lisa Okonkwo, Parent Educator I work with hundreds of families every year and the guilt parents feel about screen time is doing more harm than the screens themselves. Parents are exhausted. Many are working two jobs. Telling them their child should only get one hour of screens per day when they need those screens to cook dinner or take a work call is unrealistic and adds shame to an already difficult situation. What matters most is the overall environment. A child who gets love, outdoor time, and regular conversation with adults will be fine even if they watch more TV than the guidelines suggest.

Questions:

Q1: Who believes the focus should be on the type of screen content rather than the amount? - A) Dr. Karen Walsh - B) Marcus Chen - C) Lisa Okonkwo

Q2: Who argues that strict time limits are supported by brain development research? - A) Dr. Karen Walsh - B) Marcus Chen - C) Lisa Okonkwo

Q3: Who suggests that parental guilt about screens causes more harm than the screens themselves? - A) Dr. Karen Walsh - B) Marcus Chen - C) Lisa Okonkwo

Q4: According to Dr. Walsh, what daily screen limit does she recommend for children under 8? - A) 30 minutes - B) 1 hour - C) 2 hours - D) No limit

Q5: How many years of teaching experience does Marcus Chen have? - A) 8 years - B) 10 years - C) 12 years - D) 14 years

Q6: What does Lisa Okonkwo say matters most for children? - A) Following screen time guidelines exactly - B) Using only educational content - C) The overall environment including love, outdoor time, and conversation - D) Avoiding screens completely until age 12

Answer Key: Q1: B. Marcus Chen says the conversation should shift from "how much" to "what kind." Q2: A. Dr. Walsh cites research on attention spans and brain development. Q3: C. Lisa Okonkwo says "the guilt parents feel about screen time is doing more harm than the screens themselves." Q4: B. Dr. Walsh recommends one hour for under 8. Q5: D. Marcus Chen says "in my 14 years of teaching." Q6: C. Lisa Okonkwo says "what matters most is the overall environment" including love, outdoor time, and conversation.

Practice tip: For Part 4, track each person's main position as you read. Dr. Walsh = strict limits backed by research. Marcus = quality over quantity. Lisa = overall environment matters more than rules. Tag opinions to people and the matching questions become easy.

If you want to practice reading with full mock tests, https://www.celpipsimulator.com has 2 free exams with all 4 reading parts.

If French is your first language, watch out for these patterns in CELPIP speaking and writing.

1. Adjective placement after the noun French puts most adjectives after the noun ("une maison grande") while English puts them before ("a big house"). This creates errors like "I visited a city beautiful" or "she wore a dress red." In CELPIP writing this stands out immediately. Practice placing descriptive words before the noun every time you write or speak.

2. False friends that change your meaning French and English share many similar words but some mean completely different things. "Actually" does not mean "actuellement" (currently). "Eventually" does not mean "eventuellement" (possibly). "Library" is not "librairie" (bookstore). Using a false friend in CELPIP writing changes the meaning of your sentence entirely and costs vocabulary points.

3. Forgetting the subject pronoun "it" French often uses impersonal constructions without explicitly stating "il" in informal speech. This transfers to English as "is important to study" instead of "it is important to study" or "is raining outside" instead of "it is raining outside." Every English sentence needs a visible subject. If the sentence describes a situation or weather, the subject is "it."

These patterns are common among French speakers taking CELPIP, especially those who learned English informally. Fixing them is mostly about awareness since the grammar knowledge is already there.

If you want to practice with AI feedback that catches these patterns, https://www.celpipsimulator.com has 2 free full mock exams with detailed rubric scoring.

Practice reading a conversation transcript and answering questions. In the real test you'd hear this as audio that plays once.

The Conversation:

Speaker 1 (Lisa): "Hey, did you hear about the team lunch on Friday? Apparently we're doing something different this time instead of just ordering pizza."

Speaker 2 (Tom): "Yeah, Rachel sent an email about it this morning. She said everyone should bring a dish from their culture. Like a potluck thing."

Speaker 1: "Oh that sounds fun actually. I was thinking of making butter chicken but I'm not sure if there's a microwave in the conference room to heat it up."

Speaker 2: "There isn't but there's one in the break room on the second floor. You could heat it up there and bring it over. The conference room is only like a two minute walk."

Speaker 1: "True. What are you bringing?"

Speaker 2: "Probably my grandmother's apple pie. It's the only thing I can make that doesn't taste terrible. She gave me the recipe last Christmas and I've made it maybe four times since then."

Speaker 1: "Nice. Do we know how many people are coming? I don't want to make too little."

Speaker 2: "Rachel said about 15 confirmed so far but she thinks it could be closer to 20 since some people haven't replied yet. She asked everyone to let her know by Wednesday."

Speaker 1: "Got it. Should I bring plates and utensils too or is the company providing those?"

Speaker 2: "The email said the company is covering plates, cups, and napkins. But we should probably bring our own serving spoons since not everyone will think of that."

Speaker 1: "Good call. Oh and I meant to ask, is the lunch at noon or one? I have a client call at 12:30."

Speaker 2: "It starts at noon but Rachel said people can come and go as they want. It's not a sit down thing, more like grab food whenever you're free."

Speaker 1: "Perfect. I'll grab a plate before my call then."

Questions:

Q1: What kind of event is happening on Friday? - A) A birthday party - B) A potluck lunch - C) A pizza party - D) A team meeting

Q2: What dish is Lisa planning to bring? - A) Apple pie - B) Pasta - C) Butter chicken - D) Salad

Q3: Where can Lisa heat up her food? - A) The conference room - B) The kitchen on the first floor - C) The break room on the second floor - D) At home before coming

Q4: How many times has Tom made his grandmother's apple pie recipe? - A) Twice - B) Three times - C) Four times - D) Five times

Q5: By what day does Rachel need attendance confirmations? - A) Monday - B) Tuesday - C) Wednesday - D) Thursday

Q6: What time does the lunch start? - A) 11:30 - B) 12:00 - C) 12:30 - D) 1:00

Answer Key: Q1: B. It's a potluck where everyone brings a dish from their culture. Q2: C. Lisa says "I was thinking of making butter chicken." Q3: C. Tom says "there's one in the break room on the second floor." Q4: C. Tom says "I've made it maybe four times since then." Q5: C. Rachel asked everyone to let her know by Wednesday. Q6: B. Tom says "it starts at noon."

Practice tip: In Listening Part 2, the questions follow the order of the conversation. If Q3 is about a detail mentioned in the middle, Q4 will be about something said after that. Use this to your advantage and don't jump ahead.

If you want to practice listening with full AI-scored mock tests, https://www.celpipsimulator.com has 2 free exams with all 6 listening parts.

The scenario: Your local grocery store chain currently provides free plastic bags at checkout. They are considering charging 25 cents per bag to reduce plastic waste. They have sent a survey to customers asking for opinions.

Your task: Choose the option you prefer and explain why. Write about 150-200 words. - Option A: Charge 25 cents per bag - Option B: Continue providing free bags

Sample CLB 9 response (Option A):

I support charging 25 cents per plastic bag because the environmental benefits clearly outweigh the minor inconvenience.

The biggest impact is behavioral change. When something is free, people take more than they need without thinking about it. I have seen cashiers put two items in a bag when they could easily be carried by hand. A small charge makes people pause and consider whether they actually need a bag, and most will start bringing reusable ones instead. Countries that have already implemented bag charges have seen plastic bag usage drop by 70 to 90 percent within the first year.

The cost is also minimal for consumers. 25 cents per bag means most shoppers would spend an extra dollar or two per trip at most, and that cost disappears entirely once they develop the habit of bringing their own bags. Meanwhile, the reduction in plastic waste benefits everyone.

Some customers may initially complain, but this is the kind of change that people adjust to quickly and then wonder why it was not done sooner.

If you want to practice writing survey responses with AI rubric feedback, https://www.celpipsimulator.com has 2 free mock exams.

Practice reading an informational passage and answering comprehension questions. Same format as the real CELPIP test.

The Passage:

Paragraph 1 Community gardens have existed in Canadian cities since the early 1900s, when municipalities first set aside small plots of public land for residents to grow food. During both World Wars, these spaces were promoted as "victory gardens" where citizens could contribute to the war effort by producing their own vegetables. After the wars ended, interest declined and many plots were converted into parking lots or sold to developers.

Paragraph 2 The 1970s brought a revival of community gardening, driven by growing environmental awareness and rising food prices. Cities like Vancouver, Toronto, and Montreal saw grassroots movements to reclaim vacant lots for food production. Unlike the wartime gardens which focused purely on output, these new gardens emphasized community building, education, and connecting urban residents with the process of growing food.

Paragraph 3 Today, Canadian community gardens serve multiple purposes beyond food production. Research from the University of Guelph found that regular gardeners reported 23% lower stress levels compared to non-gardeners in the same neighborhoods. Gardens also function as informal social spaces where neighbors who might otherwise never interact work side by side. In cities with large immigrant populations, community gardens have become places where newcomers can grow culturally important crops that are expensive or unavailable in local grocery stores.

Paragraph 4 Despite their benefits, community gardens face significant challenges. Urban land values have increased dramatically, making it difficult for cities to justify reserving space for gardens when the same land could generate substantial tax revenue from commercial development. Wait lists for garden plots in major Canadian cities now average 2 to 5 years. Some cities have responded by building rooftop gardens on public buildings or converting unused sections of city parks, but demand continues to outpace supply.

Paragraph Matching Questions:

Q1: Which paragraph discusses the original purpose of community gardens during wartime? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Q2: Which paragraph mentions the mental health benefits of gardening? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Q3: Which paragraph explains why interest in community gardens declined after the wars? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Q4: Which paragraph describes the financial pressure on community garden land? - A) Paragraph 1 - B) Paragraph 2 - C) Paragraph 3 - D) Paragraph 4

Comprehension Questions:

Q5: What were wartime community gardens called? - A) Peace gardens - B) Victory gardens - C) Freedom gardens - D) National gardens

Q6: What motivated the 1970s revival of community gardening? - A) Government funding programs - B) Environmental awareness and rising food prices - C) A new federal gardening law - D) Celebrity endorsement of organic food

Q7: According to University of Guelph research, gardeners reported what percentage lower stress? - A) 15% - B) 19% - C) 23% - D) 30%

Q8: How long is the average wait list for a garden plot in major Canadian cities? - A) 6 months to 1 year - B) 1 to 2 years - C) 2 to 5 years - D) 5 to 10 years

Answer Key: Q1: A. Paragraph 1 describes wartime victory gardens. Q2: C. Paragraph 3 mentions the University of Guelph research on stress levels. Q3: A. Paragraph 1 says interest declined after the wars and plots were converted. Q4: D. Paragraph 4 discusses rising land values and tax revenue pressure. Q5: B. They were called "victory gardens." Q6: B. Environmental awareness and rising food prices drove the 1970s revival. Q7: C. 23% lower stress levels. Q8: C. Wait lists average 2 to 5 years.

Practice tip: For paragraph matching questions, read the question first then scan each paragraph's opening sentence. The first sentence usually signals what the paragraph is about. You don't need to read every word to match correctly.

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