CELPIP Speaking Task 6 · Dealing with a Difficult Situation · question 10 of 10
Piano Lessons or Hockey
A CELPIP Speaking Task 6 practice question (Dealing with a Difficult Situation), with a model answer below. No sign-up needed. Read the task, take 60 seconds to prepare, then speak for 60 seconds, out loud, as you would on the test.
The task
Your 13-year-old son has taken piano lessons in Regina for five years and has a recital in March. He now wants to quit piano and join a hockey team that practises on the same evenings. His piano teacher, Ms. Kim, thinks he is very talented and has asked you not to let him quit.
- Choose ONE option.
- EITHER Talk to your son. Explain why he should continue piano until the recital.
- OR Talk to Ms. Kim. Explain why your son will stop his lessons.
Original CELPIP-style practice question, not an official CELPIP test item. This site is not affiliated with or endorsed by Paragon Testing Enterprises. The CLB level of each sample answer was reviewed by a TESOL-certified instructor. It is not an official CELPIP score.
- Preparation
- 60 seconds
- Speaking time
- 60 seconds
- Question
- 10 of 10
How to structure it
- To your son: show you understand why hockey is exciting. To Ms. Kim: thank her for five years of work before you give the news.
- Give one central reason: finishing what he started, or letting a teenager choose his own activities.
- Offer a concrete plan: a date when he can switch to hockey, or a way for him to keep playing piano later.
Model answer · CLB 7
95 words · no sign-upHey buddy, can we talk about the piano? I know hockey is more fun, and all your friends are in the team. I get it, I get it. But the recital is in March, you practised so long for it, you know. Five years! I think you should continue until the recital, only until the recital. It's only some months more. After that, you can join the hockey, I promise. Ms. Kim told me you are really good, she was very happy. If you quit now, maybe later you feel sorry. What do you say?
Why this answer works
- Option chosen: talking to your son. Content/Coherence: the request, one reason (the recital) and a promise about hockey are clear; the points jump around a little.
- Vocabulary: basic vocabulary; "some months more" and "join the hockey" are understandable but not natural.
- Listenability: a filler ("you know"), a preposition slip ("in the team") and odd word order ("maybe later you feel sorry"); the meaning is clear.
- Task Fulfillment: explains the decision warmly and asks for his view; the hockey plan has no date.
Model answer · CLB 9
102 words · no sign-upMs. Kim, thank you for making time. First, I want to say how grateful we are for the last five years; you've taught him so much more than piano. But we've decided he'll stop lessons at the end of this month. He's thirteen now, and he's asked very clearly to join a hockey team that practises on the same evenings. We think that if we force him to continue, he'll probably end up hating music. I know this is disappointing, especially with the recital coming. Would it be possible for him to come back for some summer lessons if he misses playing?
Why this answer works
- Option chosen: talking to Ms. Kim. Content/Coherence: thanks the teacher, states the decision explicitly and gives one developed reason.
- Vocabulary: "end up hating music" and "disappointing" are well chosen.
- Listenability: the thanks, the news and the reason each get their own sentence, and "I know this is disappointing" prepares the closing request.
- Task Fulfillment: acknowledges the teacher's view and leaves the door open with a specific request.
Model answer · CLB 11
116 words · no sign-upCan I talk to you about the piano thing? I get why hockey sounds better; your friends are on the team, and it's a lot more fun than scales. I'd probably feel the same at your age. I'm not saying no to hockey. I'm saying not yet. You've worked toward that March recital for months, and quitting three months before it would mean all that practice ends with nothing to show for it. So here's the deal: you keep going until the recital, and right after, I'll sign you up for spring hockey. Until then, I'll ask the coach if you can join a couple of weekend skates. After the recital, we'll decide the rest together.
Why this answer works
- Option chosen: talking to your son. Content/Coherence: acknowledges his view, reframes the decision ("not saying no to hockey. I'm saying not yet") and gives a concrete plan.
- Vocabulary: "nothing to show for it" and "here's the deal" suit a parent talking to a teenager.
- Listenability: two short sentences ("I'm not saying no to hockey. I'm saying not yet.") carry the main idea and are easy to remember.
- Task Fulfillment: a clear decision with a date attached: the recital first, then "I'll sign you up for spring hockey".
Level reviewed by a TESOL-certified instructor. Not an official CELPIP score.
The most common mistake
Lecturing the son about discipline for the whole minute; the task is to explain a decision, and a teenager needs to hear that his wishes count.
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