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The short version
State your opinion in the first sentence, give a reason, support it with an example from real life, then add a second reason. A short answer to the other side is a bonus.
How the task works
Task 7 is the expressing opinions task. According to our speaking tasks overview, you agree or disagree and support it, in the order opinion, reason, example, reason. The prep and speaking times change by task, so use the official sources below or the speaking timer for current figures.
Here the focus is on what makes an opinion answer sound supported rather than just stated.
The practice prompt
Invented prompt: The school board in the fictional town of Westbrook is considering moving the start of the school day one hour later. Do you agree or disagree with this idea? Give your opinion and support it with reasons and examples.
Sample answer
This is an original transcript of the kind of answer a strong test taker could give. It is not a script to memorise, because a memorised answer that misses the question scores badly.
Transcript
I agree that schools in Westbrook should start an hour later, and I have two main reasons.
My first reason is sleep. Teenagers naturally go to bed later, so a start time of eight o'clock is very early for them. I remember students in my own school who were half asleep in the first class. If they begin at nine, they can sleep a little longer and arrive more alert, and I believe that helps them learn.
My second reason is safety and mood. In winter, it is still dark at seven-thirty, so many students walk to the bus stop before sunrise. A later start would let them travel in daylight. For example, my younger cousin once slipped on an icy sidewalk on her way to school at that hour.
Some people argue that a later start would make the school day end later, and that sports and part-time jobs would be affected. That is a fair concern, but schools could adjust the timetable, and I think better concentration in class is more valuable than an extra hour in the evening.
For these reasons, I strongly support a later start time, and I believe both students and teachers would benefit.
Why it earns its level
This answer is written to show the features of a CLB 9 response. It is a practice estimate from our own marking guide. Here is what pushes it there.
- The opinion is unmistakable. “I agree that schools in Westbrook should start an hour later” uses the town's name from the prompt and leaves no doubt about the position.
- The number of reasons is announced. “I have two main reasons” tells the listener how to follow, and the speaker then delivers exactly two.
- Each reason has support. The sleep point uses the school-memory example, and the safety point uses the cousin who slipped on ice. Reasons with examples score better than reasons alone.
- The opposing view is acknowledged. “Some people argue… That is a fair concern, but…” shows balanced thinking and lets the speaker restate the opinion with more strength.
- The language is varied. Alert, concentration, timetable and benefit are all natural and correct, with a range of sentence patterns.
- The ending returns to the opinion. “For these reasons, I strongly support…” gives a clear finish.
Marking table
CELPIP speaking is marked on four dimensions. This is how the sample does on each, and what a stronger answer would add.
| Dimension | What this answer does | What would lift it |
|---|---|---|
| Content/Coherence | Opinion, two supported reasons, a counter-argument and a conclusion, easy to follow. | Make the examples sharper by adding a number or a place, so each one is more than a passing remark. |
| Vocabulary | Good topic words: alert, concentration, timetable, daylight, benefit. | Add one or two precise expressions, such as “performance in class” or “a safer commute”. |
| Listenability | Natural rhythm, clear signposts (my first reason, my second reason) and complete sentences. | Slow down on the examples. Details that are rushed lose their effect. |
| Task Fulfillment | Takes a side, supports it, and addresses the question about the school board's idea. | Link the conclusion to the town directly, for example “Westbrook students would benefit”. |
What to take from it
- Pick the side you can explain, not the side you think is correct.
- Use a real-life example, even a small one, for each reason.
- Mention the opposing view in one sentence and reply to it.
- Close by repeating the opinion in new words.
Common mistakes
- Saying “I agree” and then giving only one reason.
- Giving reasons without examples, so the answer sounds general.
- Changing your opinion halfway through because a new idea came to mind.
- Using memorised phrases such as “in this modern society” that do not fit the topic.
- Running out of time before the conclusion, because the first reason was too long.
Want to try it yourself? Record your own answer to a fresh prompt, then listen for the points above. The speaking practice set has prompts for all eight tasks, and the speaking timer has each task's prep and speaking times built in.
Questions
Does it matter which side I choose?
No. Your answer is recorded and marked on how well you support your view, as the test format guide explains for speaking.
Can I use a made-up example?
Yes, a short believable example is fine. Keep it simple so you can say it smoothly.
Is it bad to say 'I think' a lot?
Using it once or twice is natural. Vary it with phrases like “In my view” and “I believe”.
Sources (checked 26 October 2026)
Last reviewed 30 October 2026
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