On this page
The short version
Say what it is, describe what you see in a clear order, then say what it is for. Imagine the listener cannot see the picture, so name colours, positions and actions.
How the task works
Task 8 is the unusual situation task. Our speaking tasks overview lists the shape as what it is, what it looks like and what it is for. The prep and speaking times change by task, so check the official sources below for the current figures.
This page shows how that shape sounds when you actually speak it.
The practice prompt
Invented prompt: You are looking at a photograph of an unusual place on a village street in the fictional area of Ashby Cross. Describe the situation to a friend who cannot see the photograph. Say what the place is, what you can see, and what you think it is used for.
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
This is a picture of a very unusual place, and I would like to describe it so you can picture it too. It is an old red telephone box on a village street, but it is not used for phone calls anymore. It has been turned into a tool library.
From the outside, it looks like a classic phone box, with a red frame and small glass panels. Inside, though, there are narrow wooden shelves on every wall. I can see drills, hammers, a few paint rollers and a folding ladder leaning in the corner. Each item has a small tag with a number, and there is a clipboard hanging on a hook by the door.
A man in a green jacket is standing at the entrance, holding a power drill and writing something on the clipboard. I think he is signing it out. Next to him, a woman with a bicycle is waiting, probably to borrow a tool as well.
What I find unusual is that nobody is in charge. It seems that neighbours trust each other to bring things back.
I think the idea is for people who need a tool only once, such as for hanging a shelf, so they do not have to buy something expensive. For me, it is a clever way to save money and share things in a community, and I would love to see one in my own neighbourhood.
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.
- It names the subject first. “An old red telephone box… turned into a tool library” gives the listener a mental picture in the first two sentences.
- The description moves in order. The speaker starts outside, moves inside, then looks at the people. That route is easy to follow without seeing the image.
- The details are specific. “Narrow wooden shelves”, “a folding ladder leaning in the corner” and “a clipboard hanging on a hook” are much easier to picture than “some tools”.
- Guesses are marked as guesses. “I think he is signing it out” and “probably to borrow a tool” show control of cautious language, which is correct when you cannot be sure.
- It explains the purpose. “For people who need a tool only once” answers the what-is-it-for part of the task directly.
- It ends with a personal reaction. A short closing opinion rounds the answer off without wandering.
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 | Subject, outside, inside, people, purpose and reaction, in a route the listener can follow. | Tie the people into the purpose, for example “That is why the woman is waiting”, so the ideas connect. |
| Vocabulary | Concrete nouns and position words: shelves, tag, clipboard, leaning, hanging on a hook. | Use a more varied verb for what the man is doing, instead of repeating “holding” and “signing”. |
| Listenability | Clear sentences at an even pace. The change from description to purpose is signalled with “What I find unusual”. | Lower the voice slightly at the end of sentences so they sound finished, and avoid trailing off. |
| Task Fulfillment | Says what it is, what it looks like and what it is for, to a listener who cannot see it. | Mention one more detail about the setting, such as the street or the weather, to complete the picture. |
What to take from it
- Open with what the thing is, in one sentence.
- Pick a route, such as outside to inside or left to right, and keep to it.
- Use words like probably and it seems when you are guessing.
- Finish with the purpose and one personal reaction.
Common mistakes
- Listing objects with no order, so the listener cannot build a picture.
- Using only “thing”, “stuff” and “it”.
- Saying what you cannot see, or stopping to search for a word.
- Forgetting the purpose, so the answer is only a description.
- Speaking as though the listener can see the picture, with “here” and “over there”.
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
What if I do not know a word in the picture?
Describe it in simpler words. “A tall metal frame with a handle” is better than silence, and the speaking tasks guide suggests the same.
Should I describe everything I see?
No. Choose the details that help the listener picture the situation, then move on to the purpose.
Is it fine to guess the purpose?
Yes. Task 8 expects you to say what you think something is for. Use “I think” or “probably” so the guess sounds confident.
Sources (checked 26 October 2026)
Last reviewed 30 October 2026
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