CELPIP NOVEMBER 2026 — WEEKEND 3 | 20–22 November 2026

 CELPIP NOVEMBER 2026 — WEEKEND 3 | 20–22 November 2026

### 1\. WRITING — TWO TASKS

### TASK 1 — EMAIL WRITING: FORMAL APPEAL

Three predicted situations

* Request a review of a declined reimbursement for a professional course.

* Ask for reconsideration of a reduced work-from-home arrangement.

* Appeal against a late fee charged on an educational programme registration.

### A. Understand the task

A formal appeal means that a decision has already been made, but you believe it should be reconsidered.

Your email must:

* Explain the decision you disagree with.

* Give reasons and supporting details.

* Request a review or a specific change.

Tone: Professional, respectful, firm and persuasive.

### B. Universal email format

Dear \[Recipient/Department\],

Paragraph 1 — Purpose: I am writing to formally request a reconsideration of the decision regarding \[issue\].

Paragraph 2 — Background: I recently \[explain what happened\]. According to the information provided, \[explain the decision\]. However, \[explain why you believe it should be reviewed\].

Paragraph 3 — Justification: I would like to point out that \[reason 1\]. Furthermore, \[reason 2\]. I believe these circumstances were not fully considered when the original decision was made.

Paragraph 4 — Request: I would appreciate it if you could review my case and consider \[specific solution\]. I would be happy to provide any supporting documents required.

Thank you for your time and consideration. I look forward to your response.

Kind regards, \[Your Name\]

### C. Situation-wise ideas

1\. Declined reimbursement for a professional course

Main points: Course was approved by supervisor; completed successfully; receipts and certificate available; reimbursement rejected because of a documentation issue.

Useful requests: Reassess the application, accept supplementary documents, reconsider eligibility.

Vocabulary: reimbursement, eligible expenses, supporting documentation, professional development, approval, claim, reconsideration.

2\. Reduced work-from-home arrangement

Main points: Previously approved remote arrangement; sudden reduction in permitted days; family or commuting responsibilities; work performance remained satisfactory.

Useful requests: Restore previous arrangement, consider a flexible schedule, arrange a review meeting.

Vocabulary: remote arrangement, productivity, commuting commitments, operational requirements, flexibility, performance records.

3\. Late fee for educational registration

Main points: Registration completed before the deadline; payment gateway malfunctioned; confirmation received late; supporting transaction evidence available.

Useful requests: Waive the late fee, correct the registration record, confirm enrolment.

Vocabulary: registration deadline, payment confirmation, technical disruption, administrative error, fee waiver, enrolment.

### D. Common traps

* Do not sound aggressive or accuse the recipient.

* Do not repeat the same reason in different words.

* Do not forget the exact action you want.

* Do not use informal expressions such as Hey, just wanted to ask.

* Do not invent evidence that you cannot support.

### TASK 2 — SURVEY RESPONSE

Eight predicted topics

* Investing in employee well-being programmes vs upgrading workplace equipment.

* Learning a new skill in person vs through online courses.

* Buying products from local brands vs international brands.

* Using AI tools for everyday tasks vs traditional methods.

* Flexible work schedules vs fixed schedules.

* Spending more on home safety features vs home comfort upgrades.

* Encouraging community volunteering vs offering small tax benefits.

* Supporting creative arts programmes in schools vs more STEM activities.

### A. Understand the task

You must choose ONE option and justify your decision.

Do not write an essay that gives equal importance to both choices. Your preferred option must remain clear throughout.

### B. CELPIP survey essay format

Introduction: State your choice and give two broad reasons.

Body Paragraph 1: First advantage → explanation of what it improves → how it works → example.

Body Paragraph 2: Second distinct advantage → explanation of what it improves → how it works → example. Briefly acknowledge the alternative if useful.

Conclusion: Restate your preference and its two main benefits.

### C. Universal CLB 10 template

Introduction

When considering both proposals, I strongly favour \[Option A/B\] owing to its practical benefits and long-term value.

BP1 — First advantage

To begin with, this option would significantly improve \[specific area\]. This would enable individuals to \[explain how\], ultimately resulting in \[positive outcome\]. For instance, \[specific real-life example\].

BP2 — Second advantage

Furthermore, another important benefit would be \[different advantage\]. By \[explain how it works\], people would be able to \[specific result\]. This would be particularly valuable for \[group or situation\].

Alternative option

Admittedly, the alternative has its own merits, particularly \[one advantage\]. Nevertheless, its impact may be limited because \[drawback\]. In comparison, my preferred proposal would offer more comprehensive benefits.

Conclusion

Considering these factors, I would strongly recommend \[chosen option\], as it would not only enhance \[benefit 1\] but also contribute to \[benefit 2\] in the long run.

### D. Topic-wise idea bank

1\. Employee well-being vs workplace equipment

Option A — Well-being: lower stress, better morale, reduced absenteeism, improved retention.

Option B — Equipment: faster operations, fewer technical errors, improved efficiency, better working conditions.

Possible choice: Well-being programmes.

2\. In-person vs online learning

Option A — In person: immediate feedback, interaction, networking, practical demonstrations.

Option B — Online: flexibility, lower travel expenses, recorded lessons, access from remote locations.

Possible choice: Online learning for accessibility and flexibility.

3\. Local vs international brands

Option A — Local: supports small businesses, creates regional employment, strengthens local economies.

Option B — International: wider variety, established reputation, access to specialised products.

Possible choice: Local brands for community economic benefits.

4\. AI tools vs traditional methods

Option A — AI: saves time, assists research, automates repetitive work, improves accessibility.

Option B — Traditional: develops independent thinking, reduces technological dependence, encourages manual skills.

Possible choice: AI tools when used responsibly.

5\. Flexible vs fixed work schedules

Option A — Flexible: work-life balance, fewer commuting difficulties, personal productivity.

Option B — Fixed: predictable routines, easier team coordination, consistent service hours.

Possible choice: Flexible schedules for employee satisfaction and productivity.

6\. Home safety vs home comfort

Option A — Safety: prevents accidents, protects children and older residents, reduces security risks.

Option B — Comfort: better insulation, improved furniture, pleasant living conditions.

Possible choice: Safety because prevention protects people and property.

7\. Volunteering vs tax benefits

Option A — Volunteering: community participation, practical experience, stronger social connections.

Option B — Tax benefits: financial motivation, increased disposable income, potential economic activity.

Possible choice: Volunteering for long-term community development.

8\. Creative arts vs STEM activities

Option A — Arts: creativity, communication, emotional expression, cultural awareness.

Option B — STEM: technical knowledge, problem-solving, scientific thinking, career preparation.

Possible choice: Arts for balanced development, particularly when STEM is already well represented.

### E. Useful vocabulary and expressions

Advantages: substantial benefit, practical value, long-term impact, broader opportunities, improved accessibility.

Explanation: enables, encourages, facilitates, strengthens, contributes to, reduces the likelihood of.

Examples: for instance, a practical example would be, this is particularly evident when.

Contrast: admittedly, although, nevertheless, by comparison, despite its advantages.

Conclusion: overall, taking these factors into account, a more sustainable choice, a more beneficial approach.

### F. Survey essay traps

* Do not repeat the exact wording of the options.

* Use synonyms and pronouns naturally.

* Give two different advantages, not the same idea twice.

* Explain both WHAT the benefit is and HOW it produces the result.

* Avoid memorised examples that do not fit the topic.

* Do not introduce a new argument in the conclusion.

### 2\. SPEAKING — ALL 8 TASKS

### TASK 1 — GIVING ADVICE

Predicted topics

* A friend is unsure about changing careers.

* A relative plans to start a home-based business.

* A friend struggles to stay motivated during a long project.

* A cousin wants to improve communication skills for a new job.

* A classmate is worried about balancing studies and part-time work.

Format: Greeting → Acknowledge problem → Advice 1 → Explanation → Advice 2 → Practical suggestion → Encouragement.

Formula:

"If I were in your position, I would first consider…"

"One thing that might help is…"

"Another suggestion would be…"

"This would allow you to…"

"Most importantly, don't rush into making a decision."

Sample — Changing careers

I can understand why you're feeling uncertain about changing careers, especially when you've already invested so much time in your current profession. However, I think you should start by researching the industry you're interested in rather than making an immediate decision. You could speak to people working in that field and find out what qualifications are required. I'd also recommend taking a short course while continuing your present job. This would give you a better idea of whether the new career suits your interests without putting your financial stability at risk.

Traps: Giving only one suggestion, sounding commanding, repeating you should in every sentence.

Vocabulary: career transition, transferable skills, professional development, financial stability, realistic goals, motivation, time management.

### TASK 2 — PERSONAL EXPERIENCE

Predicted topics

* A time you solved a problem creatively.

* A time you received helpful advice.

* A time you tried a new food and enjoyed it.

* A time you volunteered for a cause.

* A place you visited that exceeded expectations.

Format: Situation → Background → Main event → Action → Result → Personal reflection.

Formula:

"I remember an occasion when…"

"At first, I wasn't sure how to…"

"What made the situation interesting was…"

"Eventually, I decided to…"

"Looking back, it taught me…"

Sample — Solving a problem creatively

I remember a situation at work when our team had to prepare an important presentation, but the main computer stopped working just a few hours before the deadline. Everyone was getting stressed because we had already spent several days preparing the material. Instead of trying to repair the computer immediately, I suggested moving the files to a cloud storage account and accessing them through another device. Fortunately, we managed to recover everything and complete the presentation on time. What made this experience memorable was that a simple alternative saved us from missing an important deadline. It also taught me to remain calm and think practically when unexpected problems arise.

Traps: Giving a list of events without explaining them, switching between past and present tense, forgetting the outcome.

Vocabulary: unexpected difficulty, alternative solution, initiative, resourceful, relieved, rewarding, memorable.

### TASK 3 — DESCRIBING A SCENE

Predicted scenes

* Science exhibition with visitors and displays.

* Tailor's shop with customers and fabrics.

* Kitchen where a family prepares a celebration.

* Airport baggage area with travellers and luggage.

* Photo studio where a group is preparing for a picture.

Format: Overall scene → Foreground → Background → People and actions → Details → Overall impression.

Formula:

"The picture appears to show…"

"In the foreground…"

"Towards the left/right…"

"In the background…"

"Several people seem to be…"

"Overall, the atmosphere appears…"

Sample — Science exhibition

The picture appears to show a busy science exhibition, probably taking place in a large indoor hall. In the foreground, a few visitors are examining an interactive display, while a young child seems to be pressing buttons on a model. Towards the right, a staff member is explaining something to a small group of people. In the background, there are several exhibition stands displaying scientific models, posters and equipment. Some visitors are taking photographs, whereas others are listening carefully to the demonstrations. Overall, the place looks educational and lively, with people of different ages showing considerable interest in science.

Traps: Inventing identities, describing only objects, using uncertain details as facts.

Vocabulary: exhibition stand, interactive display, demonstration, equipment, visitors, observe, examine, participate.

### TASK 4 — MAKING PREDICTIONS

Predicted situations

* Visitors at a science exhibition are about to watch a live demonstration.

* A family in a kitchen is likely to start serving food soon.

* Travellers at baggage claim may discover a missing suitcase.

* A photographer preparing to take a group photograph.

* Customers at a tailor's shop waiting to collect their orders.

Format: Current evidence → Immediate prediction → Likely next action → Possible consequence.

Formula:

"It appears that…"

"Given the situation, they are likely to…"

"Shortly, I expect…"

"If this happens, they may…"

Sample — Missing suitcase

The travellers appear to be waiting near the baggage carousel, but one person seems particularly concerned while checking the luggage. I think they may soon realise that one of their suitcases has not arrived. They will probably approach the airport staff and provide their baggage identification details. The staff may then check the tracking system to locate the missing item. If the suitcase was loaded onto another flight, it might be delivered to their accommodation later.

Traps: Describing the present instead of predicting the future; making several unrelated predictions; failing to connect predictions to visible evidence.

Vocabulary: likely to, probably, may eventually, shortly, as soon as, arrange, locate, confirm, collect.

### TASK 5 — COMPARING AND PERSUADING

Predicted topics

* Short professional certificate vs long diploma.

* Buying a pre-owned musical instrument vs a new one.

* Working for a small business vs a large company.

* Guided cooking course vs learning online.

* In-person industry conference vs watching recorded sessions.

Format: Address the other person's preference → Compare options → Explain your choice → Give two advantages → Address the alternative → Persuade politely.

Formula:

"I understand why you are considering…"

"However, I would recommend…"

"One major advantage is…"

"Another important factor is…"

"Although the other option offers…, I believe this choice would be more suitable because…"

Sample — Professional certificate vs long diploma

I understand why you might be considering a longer diploma, as it could provide more extensive academic knowledge. However, I would recommend choosing the shorter professional certificate. Firstly, it would allow you to gain specialised skills within a much shorter period, which means you could start applying for relevant positions sooner. Secondly, it would generally require a smaller financial commitment, making it a sensible option if you are still exploring the industry. While a diploma may offer broader theoretical knowledge, I think the certificate would be more practical for your immediate career goals. You could always pursue further qualifications once you have gained some work experience.

Traps: Describing both options without choosing one, criticising the other person's preference, giving benefits without explaining them.

Vocabulary: specialised qualification, practical exposure, financial commitment, career prospects, industry experience, flexibility, professional network.

### TASK 6 — DEALING WITH A DIFFICULT SITUATION

Predicted situations

* A colleague accidentally shares confidential information.

* A delivered product does not match the order.

* A friend lists you as a job reference without asking.

* A relative makes travel plans without checking your schedule.

* You are assigned a task requiring training you have not received.

Format: Acknowledge situation → Explain concern → State what needs to happen → Offer a solution → Request cooperation.

Formula:

"I wanted to discuss something with you…"

"I understand that this may have happened unintentionally, but…"

"The main concern is…"

"Would it be possible to…?"

"I think we can resolve this by…"

Sample — Job reference without permission

I wanted to talk to you about something. I recently received a call from a company asking for a professional reference, and I was surprised to learn that you had provided my name without discussing it with me first. I understand that you probably had good intentions, but I would have appreciated being informed beforehand. At the moment, I am dealing with several professional commitments and may not be able to respond to reference requests promptly. Could you please contact the employer and let them know that you will confirm my availability before sharing my details in the future? I would be happy to help when possible, but I think it is important to discuss these matters in advance.

Traps: Sounding rude, failing to offer a solution, focusing only on blame.

Vocabulary: confidential, prior permission, professional reference, misunderstanding, availability, responsibility, resolve.

### TASK 7 — EXPRESSING AN OPINION

Predicted topics

* Should employers publish salary ranges in job advertisements?

* Should young adults learn practical life skills at school?

* Should schools teach how to identify misleading information online?

* Do professional certificates offer more value than university degrees in some careers?

* Should companies repair products after the warranty expires?

Format: Clear opinion → Reason 1 → Explanation → Example → Reason 2 → Brief opposing view → Conclusion.

Formula:

"I firmly believe that…"

"The primary reason is…"

"This is important because…"

"For example…"

"Another point worth considering is…"

"Although some people may argue…, I believe…"

Sample — Salary ranges in job advertisements

I strongly believe employers should include salary ranges in their job advertisements. The main reason is that it allows applicants to make informed decisions before investing time in the recruitment process. For example, someone who is already employed may not want to attend several interviews only to discover that the salary is considerably lower than expected. Another advantage is that transparent pay information can build trust between employers and potential employees. Although some companies may prefer to negotiate salaries privately, providing a reasonable range would make recruitment more efficient and reduce misunderstandings. Overall, I think salary transparency benefits both applicants and organisations.

Traps: Giving an opinion without supporting it, repeating the same reason, using examples that do not prove the argument.

Vocabulary: transparency, recruitment, remuneration, informed decision, workplace fairness, accountability, misleading information.

TASK 8 — DESCRIBING AN UNUSUAL SITUATION

Predicted situations

A person giving a speech in a giant inflatable costume.

People playing chess on a floor-sized chessboard in a mall.

A chef cooking on a moving platform during a street event.

A person walking a miniature horse in a shopping centre.

People taking part in a silent disco inside a museum.

Format: Introduce unusual event → Describe people → Explain what makes it unusual → Describe reactions → Give overall impression.

Formula:

"At first glance, this appears to be…"

"What makes the situation unusual is…"

"Instead of doing the usual activity, the person is…"

"People nearby seem to be…"

"It is quite an unexpected sight because…"

Sample — Giant inflatable costume

At first glance, this appears to be a public event where a person is delivering a speech while wearing an enormous inflatable costume. The costume looks rather unusual because it is much larger than the speaker's actual body and seems to make movement difficult. A small crowd has gathered around the person, and several people appear to be recording the event on their phones. Some spectators are laughing, while others seem curious about the performance. What makes this situation particularly amusing is the contrast between the serious activity of giving a speech and the ridiculous-looking outfit. Overall, it seems like a creative promotional event designed to attract attention and entertain the audience.

Traps: Repeating strange, weird, unusual throughout; forgetting to explain why the situation is unusual.

Vocabulary: inflatable costume, miniature, spectator, performance, promotional event, unexpected sight, crowd reaction.

LISTENING REVISION GUIDE | 20–22 NOVEMBER

### PART 1 — PROBLEM SOLVING

Predicted situations

* Dispute an unexpected fee on a software subscription.

* Request correction to an incorrect utility meter reading.

* Recover a document left in an intercity coach.

* Request replacement for faulty prescription glasses.

* Change a child's appointment at a learning centre.

* Report a duplicate payroll deduction.

* Clarify an insurance claim after a minor water leak.

* Cancel a duplicate online order.

What is tested: Identifying a problem, understanding available solutions, recognising the speakers' preferences and identifying the final decision.

Step-by-step strategy

* Identify the main problem in the opening lines.

* Note who is experiencing the problem and what they want.

* Listen carefully when the other speaker offers possible solutions.

* Identify which options are accepted or rejected.

* Pay attention to the final arrangement, including dates, amounts and instructions.

* Before selecting an answer, check whether it reflects the final decision.

Listening method: Problem → Options → Evaluation → Decision → Action

Example: A customer notices an unexpected subscription fee. The representative offers a refund or account credit. The customer rejects the credit and requests a refund. The correct answer is the refund, not the first solution mentioned.

Important signal words

* Problem: unfortunately, incorrect, unexpected, faulty, missing.

* Suggestions: alternatively, you could, one option is, perhaps.

* Rejection: that won't work, I'm afraid not, I'd rather not.

* Agreement: that sounds reasonable, that would be helpful.

* Final decision: in that case, let's proceed, I'll arrange that.

Common traps

* Selecting the first solution instead of the final one.

* Confusing the customer's request with the representative's offer.

* Missing corrected amounts, dates or reference numbers.

* Assuming that a refund, replacement or cancellation has been confirmed when it is only being discussed.

Vocabulary

Subscription fee, billing discrepancy, meter reading, account adjustment, lost property, identification document, replacement lenses, prescription, appointment rescheduling, payroll deduction, insurance claim, water damage, duplicate transaction, cancellation confirmation.

### PART 2 — DAILY-LIFE CONVERSATION

Predicted situations

* Planning a surprise retirement celebration.

* Organising old family photographs.

* Sharing responsibilities for a new employee's orientation.

* Options for adopting a pet from a shelter.

* Choosing a suitable gift for a newborn.

* Dividing research work for a presentation.

* Selecting a mattress with a shop assistant.

* Preparing for a relative's arrival from overseas.

What is tested: Understanding relationships, purpose, preferences, suggestions, agreement, disagreement and arrangements.

Step-by-step strategy

* Identify the speakers and their relationship.

* Understand the purpose of the conversation.

* Note each speaker's preference or concern.

* Listen for suggestions and supporting reasons.

* Identify compromises or changes in the original plan.

* Remember the final arrangement.

Listening method: Who → Why → Preference → Reason → Agreement

Example: Two colleagues are planning a retirement celebration. One suggests a restaurant, while the other prefers an office gathering because more colleagues can attend. They eventually agree to organise a small office event followed by dinner.

The final plan is a combination of both suggestions.

Important signal words

Actually, personally, I would prefer, what about, how about, that makes sense, I hadn't considered that, on second thought, let's settle on.

Common traps

* Confusing one speaker's suggestion with the final agreement.

* Missing changes in dates, locations or responsibilities.

* Assuming both speakers share the same opinion.

* Choosing an option mentioned only as a rejected possibility.

Vocabulary

Retirement celebration, guest list, venue, catering, photo album, orientation programme, adoption process, vaccination records, newborn essentials, task allocation, presentation deadline, mattress firmness, delivery arrangements, accommodation.

### PART 3 — INFORMATION

Predicted topics

* How a credit score is calculated.

* Adult vaccination records and appointment processes.

* Assessing overseas educational qualifications.

* Preserving historical documents in museums.

* Home energy audits and their use.

* Registering trademarks for small businesses.

* Apprenticeship assessment and certification.

* Managing digital accounts after a person's death.

What is tested: Understanding factual information, explanations, processes, reasons, stages and important details.

Step-by-step strategy

* Identify the main subject and the speaker's purpose.

* Recognise the stages of the process.

* Listen for definitions and explanations.

* Note important conditions, requirements and exceptions.

* Distinguish examples from the main information.

* Check the relationship between causes and results.

Listening method: Topic → Definition → Process → Conditions → Result

Example: A speaker explains how a credit score is calculated. They discuss payment history, outstanding debt, length of credit history and recent applications.

Remember the factors and their relationship to the final score. Do not assume that one factor determines everything.

Important signal words

* Explanation: refers to, is defined as, consists of.

* Sequence: initially, subsequently, following this, finally.

* Cause: because of, owing to, as a result of.

* Conditions: provided that, unless, subject to, depending on.

* Examples: for instance, such as, particularly.

Common traps

* Confusing the order of stages.

* Missing exceptions or eligibility requirements.

* Treating an example as the complete definition.

* Confusing a required document with an optional document.

Vocabulary

Credit history, repayment record, outstanding balance, vaccination schedule, medical records, qualification assessment, accredited institution, archival preservation, humidity control, energy audit, insulation, trademark registration, intellectual property, apprenticeship, competency assessment, digital inheritance, account recovery.

### PART 4 — NEWS ITEM

Predicted topics

* New system for verifying student credentials.

* Hospital introduces remote interpretation services.

* Switch to reusable industrial packaging.

* Extending the shelf life of fresh produce.

* New rules to protect historic building façades.

* Shortening printed newspaper food-allergy notices.

* Facility for repairing and refurbishing electronics.

* Progress in drought-resistant crop varieties.

What is tested: Identifying the main news announcement, people or organisations involved, reasons, effects, changes and future developments.

Step-by-step strategy

* Listen carefully to the opening announcement.

* Identify WHAT happened.

* Identify WHO is responsible or affected.

* Understand WHY the change or development occurred.

* Note WHERE and WHEN it is taking place.

* Listen for expected consequences and future plans.

Listening method: What → Who → Why → Impact → Future

Example: A hospital introduces remote interpretation services. The announcement explains that the service will help patients who do not speak the local language communicate with medical staff. It also mentions that the service will initially operate in selected departments.

Important distinction: The service is being introduced in selected departments, not throughout the entire hospital.

Important signal words

Authorities announced, according to officials, the initiative aims to, following concerns, the project will initially, is expected to, in response to, as part of the programme.

Common traps

* Confusing an announcement with a future proposal.

* Missing the organisation responsible.

* Assuming a trial programme applies everywhere.

* Confusing the reason for a change with its expected outcome.

Vocabulary

Verification system, digital credentials, remote interpretation, accessibility, reusable packaging, industrial waste, shelf life, food preservation, historic façade, conservation regulations, food-allergy information, refurbishment, electronic waste, drought-resistant varieties, agricultural productivity.

### PART 5 — DISCUSSION

Predicted topics

* Four-day induction programme for new staff.

* Practical assessments vs written exams.

* Digitising old photographs vs keeping originals.

* Cashless payments in small businesses.

* Individual vs team-based performance reviews.

* Converting historic buildings into workspaces.

* Children receiving allowances for household tasks.

* Requiring verified purchases for online reviews.

What is tested: Understanding different viewpoints, supporting arguments, advantages, disadvantages, compromises and conclusions.

Step-by-step strategy

* Identify the discussion topic.

* Determine each speaker's position.

* Note the reasons supporting each position.

* Listen for examples and evidence.

* Identify disagreements and compromises.

* Recognise whether the speakers reach a final decision.

Listening method: Topic → Speaker A → Speaker B → Evidence → Agreement/Disagreement

Example: Two colleagues discuss practical assessments versus written examinations. One believes practical assessments demonstrate real abilities, while the other argues that written examinations are easier to standardise. They eventually suggest combining both methods.

Do not assume that one speaker has completely changed their position simply because they accept a compromise.

Important signal words

I agree to some extent, I see your point, on the other hand, from my perspective, the main drawback, that being said, a reasonable compromise, I still believe.

Common traps

* Attributing one speaker's argument to another.

* Confusing an advantage with a disadvantage.

* Missing a speaker's partial agreement.

* Selecting a compromise as though it were the original opinion.

* Ignoring the final conclusion.

Vocabulary

Induction programme, practical assessment, standardised examination, digitisation, archival copy, cashless transaction, transaction fees, performance appraisal, productivity, adaptive reuse, heritage conservation, household allowance, financial responsibility, verified purchase, consumer feedback.

### PART 6 — VIEWPOINTS

Predicted topics

* Disclose salary ranges in job advertisements.

* Give more weight to work experience in admissions.

* Buy refurbished electronics vs new ones.

* Provide clear repair information with products.

* Teach financial planning before leaving school.

* Value of printed newspapers in a digital society.

* Require periodic renewal of professional qualifications.

* Remove unverified reviews from online platforms.

What is tested: Recognising opinions, comparing arguments, identifying agreement and disagreement, understanding supporting reasons and drawing conclusions.

Step-by-step strategy

* Identify the central statement or question.

* Listen for the position of each speaker.

* Note the main argument supporting each opinion.

* Identify examples used to justify the position.

* Notice whether the speakers agree, disagree or partially agree.

* Choose answers that reflect the actual viewpoint rather than your personal opinion.

Listening method: Issue → Viewpoint 1 → Viewpoint 2 → Reasons → Comparison

Example: Two speakers discuss whether refurbished electronics are better than new products. One supports refurbished devices because they are less expensive and reduce electronic waste. The other prefers new products because they usually come with longer warranties and predictable performance.

The key is to understand both arguments rather than assume one is correct.

Important signal words

I strongly support, I am opposed to, in my view, the main concern, the strongest argument, I would argue, whereas, despite this, I partially agree.

Common traps

* Confusing facts with personal opinions.

* Selecting an answer based on personal beliefs.

* Missing a speaker's qualification or exception.

* Assuming disagreement when the speakers actually have partly similar views.

* Ignoring the reason behind an opinion.

Vocabulary

Salary transparency, remuneration, work experience, admission criteria, refurbished devices, warranty coverage, repair instructions, financial literacy, budgeting, printed publications, digital readership, professional accreditation, qualification renewal, misleading reviews, consumer protection.

### 4\. UNIVERSAL LISTENING METHODS

Method 1 — Predict before listening

Read the question and options quickly. Identify the information being tested: person, place, reason, action, amount, opinion or outcome.

Method 2 — Listen for meaning, not identical words

The recording may use a synonym rather than the wording in the question.

Examples:

* Cancel → call off

* Repair → fix

* Refund → reimbursement

* Change → modify

* Help → assist

* Disadvantage → drawback

* Increase → rise

* Reduce → decrease

* Confirm → verify

* Delay → postponement

Method 3 — Track contrast

Words such as but, however, although, instead, actually often introduce a correction or change in opinion.

Method 4 — Separate suggestions from decisions

A speaker may suggest three solutions, reject two and accept the last one. Your answer must reflect the accepted solution.

Method 5 — Identify the speaker's purpose

Ask yourself: Is the speaker informing, explaining, complaining, persuading, suggesting, announcing or expressing an opinion?

Method 6 — Avoid outside assumptions

Use only what the recording supports. A realistic-sounding answer is not necessarily correct.

### 5\. HIGH-PRIORITY VOCABULARY REVISION

Money and administration: reimbursement, deduction, transaction, discrepancy, outstanding balance, eligibility, verification, documentation, instalment, surcharge.

Employment: induction, appraisal, remuneration, productivity, professional development, workload, qualification, reference, remote arrangement.

Education: accreditation, assessment, enrolment, prerequisite, certification, competency, academic record, practical examination.

Technology: digital credentials, data protection, online platform, account recovery, automation, electronic records, refurbishment, verification.

Health: prescription, vaccination, medical referral, interpretation services, appointment, dosage, clinical assessment, reimbursement claim.

Environment: reusable packaging, waste reduction, energy audit, insulation, conservation, shelf life, sustainable agriculture, drought resistance.

Discussion and opinion: perspective, objection, compromise, justification, implication, limitation, alternative, evidence, recommendation, long-term impact.

### 6\. THREE-DAY REVISION PLAN

Day 1 — Problem solving and daily-life conversation

Practise identifying the problem, options, speaker preferences and final decisions. Revise dates, amounts, names and arrangements.

Day 2 — Information and news items

Practise identifying processes, stages, announcements, causes, conditions and outcomes. Revise topic-specific vocabulary.

Day 3 — Discussion and viewpoints

Practise distinguishing opinions, reasons, examples, agreement, disagreement and compromises.

Final checklist before the examination

* Read the question and options before listening whenever possible.

* Do not spend too long on one difficult question.

* Watch for

 corrections and changes in plans.

* Distinguish an offer from an accepted solution.

* Identify who holds each opinion.

* Check whether the answer is directly supported by the recording.

* Practise with audio, not just written scripts.

READING REVISION GUIDE | 20–22 NOVEMBER

PART 1 — READING CORRESPONDENCE

Eight predicted topics

* Insurance company requesting additional documents.

* University email about correcting personal details.

* Retailer dispute about a missing warranty certificate.

* Employer notice about a change to staff appraisal.

* Training provider confirming exam eligibility.

* Incorrect charge on a professional membership account.

* Property office explaining a revised water bill.

* Former employer regarding an employment reference.

### A. What is tested?

* Understanding the purpose of an email or letter.

* Identifying the relationship between sender and recipient.

* Recognising requests, complaints, explanations and responses.

* Locating specific information.

* Understanding implied meaning, tone and attitude.

* Identifying the next action required.

### B. Step-by-step strategy

* Read the questions first: Identify what information you need to find.

* Identify the sender: Is it a customer, employer, university, insurance company or service provider?

* Identify the purpose: Is the message requesting, informing, complaining, confirming or explaining?

* Locate key details: Look for dates, amounts, reference numbers, conditions and deadlines.

* Understand the response: Identify whether the sender has accepted, rejected or requested something.

* Check the final action: Determine what the recipient must do next.

### C. Reading method: Purpose → Problem → Explanation → Action

Example:

An insurance company requests additional documents before processing a claim.

* Purpose: Request missing documents.

* Problem: Claim cannot be processed yet.

* Explanation: Proof of purchase is unavailable.

* Action: Submit an alternative document before the deadline.

If a question asks what the customer should do next, choose the action supported by the correspondence, not an action that merely sounds reasonable.

### D. Common question patterns

1\. Main purpose: Why was the email written?

Method: Read the opening and closing paragraphs. Identify the main request or announcement.

2\. Specific information: What date, amount or document is mentioned?

Method: Scan for names, numbers, dates and relevant keywords.

3\. Inference: What can be understood from the email?

Method: Combine two or more details. Do not select an answer that requires outside knowledge.

4\. Next action: What should the recipient do?

Method: Focus on instructions, deadlines and conditions.

5\. Tone: How does the sender feel?

Method: Examine word choices. A polite complaint may still express dissatisfaction.

### E. Important vocabulary

Insurance: claim, policyholder, coverage, supporting documents, reimbursement, eligibility, assessment, settlement.

Education: enrolment, academic record, examination eligibility, transcript, correction, verification, accreditation.

Employment: appraisal, performance review, reference, supervisor, employment history, recommendation, professional conduct.

Retail: warranty certificate, proof of purchase, defective product, replacement, refund, invoice, customer dispute.

Property: utility bill, water consumption, revised charge, meter reading, billing period, adjustment, outstanding balance.

### F. Common traps

* Confusing the original request with the response.

* Missing a deadline mentioned near the end.

* Assuming that a claim has been approved when only documents have been requested.

* Confusing a correction with a complete cancellation.

* Choosing an answer based on one matching word while ignoring the rest of the sentence.

### PART 2 — READING TO APPLY A DIAGRAM

Eight predicted topics

* University examination timetable and room allocation.

* Product warranty chart for different components.

* Hospital appointment guide with departments and hours.

* Conference programme with session times and rooms.

* Workplace benefits chart and eligibility.

* Food-label guide with storage temperature and use-by dates.

* Vocational training chart with prerequisites and routes.

* Appliance energy-rating table with annual costs.

### A. What is tested?

Your ability to read a short written situation and locate the correct information in a diagram, chart, timetable, table or guide.

The challenge is not just understanding the passage. You must connect the passage with the correct visual information.

### B. Step-by-step strategy

* Read the question carefully.

* Identify the required information: time, location, eligibility, cost, route or condition.

* Scan the diagram for the relevant heading.

* Match the information in the passage with the correct row, column, symbol or section.

* Check any restrictions, exceptions or additional conditions.

* Select the answer that satisfies the complete requirement.

### C. Reading method: Requirement → Keyword → Diagram → Condition → Answer

Example:

A student needs to attend an examination on Wednesday morning and has been assigned to a room for candidates with additional support requirements.

You must identify:

* The correct examination.

* The Wednesday session.

* The morning time.

* The room allocation.

* Any special instructions.

Do not select a room based only on the examination name. Check the session and candidate category as well.

### D. How to approach different diagrams

1\. Timetables

Focus on dates, start times, end times, session names and room numbers.

Trap: Confusing the registration time with the examination start time.

2\. Warranty charts

Identify the product component, warranty duration, exclusions and conditions.

Trap: Assuming the entire product has the same warranty period.

3\. Hospital appointment guides

Check the department, appointment type, operating hours and referral requirements.

Trap: Confusing walk-in services with appointment-only services.

4\. Conference programmes

Match the session title with the correct time and room.

Trap: Selecting a repeated topic in a different session.

5\. Workplace benefits charts

Check eligibility, employment status, length of service and application deadlines.

Trap: Assuming a benefit applies to all employees.

6\. Food storage guides

Identify storage temperature, packaging instructions and use-by dates.

Trap: Confusing the best-before date with the use-by date.

7\. Vocational training charts

Check prerequisites, course levels, duration and progression routes.

Trap: Selecting an advanced course without meeting its entry requirements.

8\. Energy-rating tables

Compare energy ratings, annual consumption and estimated operating costs.

Trap: Confusing purchase price with annual running cost.

### E. Important vocabulary

Allocation, timetable, venue, session, prerequisite, eligibility, warranty period, component, exclusion, referral, department, operating hours, storage temperature, expiry date, vocational qualification, annual consumption, energy efficiency.

### F. Essential method

For this part, do not read every detail of the diagram repeatedly.

Read the question, locate the relevant section and verify the condition before selecting your answer.

### PART 3 — READING FOR INFORMATION

Eight predicted topics

* Why historical photographs change colour over time.

* How sleep patterns influence memory.

* Biodegradable alternatives to food packaging.

* Why some languages lose speakers across generations.

* How museums authenticate donated objects.

* The role of pollinators in crop production.

* Digital payments and consumer protection.

* Why some people have difficulty recognising faces.

### A. What is tested?

* Understanding main ideas and supporting details.

* Recognising cause and effect.

* Identifying explanations and examples.

* Understanding technical vocabulary through context.

* Making logical inferences.

* Distinguishing facts from assumptions.

### B. Step-by-step strategy

* Read the heading to predict the subject.

* Read the first sentence of each paragraph to understand its main purpose.

* Identify the central idea and supporting details.

* Underline or mentally note important cause-and-effect relationships.

* Return to the relevant paragraph when answering each question.

* Eliminate options that exaggerate or contradict the passage.

### C. Topic-wise preparation notes

1\. Historical photographs changing colour

Important concepts: light exposure, chemical deterioration, humidity, temperature, fading, pigment instability.

Cause-and-effect: Exposure to light and unsuitable storage conditions can accelerate deterioration. Proper archival storage helps preserve photographs.

Trap: Assuming every photograph changes colour at the same rate.

2\. Sleep patterns and memory

Important concepts: sleep cycle, memory consolidation, concentration, cognitive performance, REM sleep, sleep deprivation.

Cause-and-effect: Adequate sleep supports memory processing and learning, while insufficient sleep can affect concentration.

Trap: Assuming that sleeping longer always guarantees better memory.

3\. Biodegradable food packaging

Important concepts: decomposition, organic materials, composting, environmental conditions, waste management.

Cause-and-effect: Certain materials can break down under suitable conditions, but their environmental benefits depend on proper disposal.

Trap: Assuming biodegradable means that packaging disappears immediately in any environment.

4\. Languages losing speakers across generations

Important concepts: language transmission, cultural identity, migration, education, dominant languages, preservation.

Cause-and-effect: When younger generations stop learning a language at home, the number of fluent speakers may decline.

Trap: Confusing language change with language extinction.

5\. Authenticating donated museum objects

Important concepts: provenance, historical records, expert examination, materials analysis, ownership history.

Cause-and-effect: Museums use documentation and scientific examination to establish an object's origin and authenticity.

Trap: Assuming an old-looking object is automatically genuine.

6\. Pollinators and crop production

Important concepts: pollination, biodiversity, crop yield, habitat loss, agricultural productivity.

Cause-and-effect: Pollinators help many plants reproduce, contributing to agricultural production and ecosystem stability.

Trap: Assuming every crop depends on animal pollination.

7\. Digital payments and consumer protection

Important concepts: encryption, authentication, transaction records, fraud prevention, data privacy, consumer rights.

Cause-and-effect: Secure payment systems can reduce certain risks, but users must still protect personal information.

Trap: Assuming digital transactions are completely risk-free.

8\. Difficulty recognising faces

Important concepts: facial recognition, visual processing, memory, neurological differences, perception.

Cause-and-effect: Some individuals experience difficulty recognising familiar faces despite having otherwise normal vision.

Trap: Confusing difficulty recognising faces with poor eyesight.

### D. Important vocabulary

Preservation, deterioration, exposure, pigment, archival storage, memory consolidation, cognitive performance, biodegradable, decomposition, language transmission, cultural identity, provenance, authenticity, pollination, biodiversity, encryption, authentication, perception, neurological.

### E. Common traps

* Choosing an answer that is generally true but not stated in the passage.

* Confusing an example with the central idea.

* Ignoring qualifying words such as some, may, often, generally.

* Assuming cause and correlation mean the same thing.

* Selecting an option that makes a limited statement sound universal.

### PART 4 — READING FOR VIEWPOINTS

Eight predicted topics

* Monitoring staff productivity through digital records.

* Replacing examinations with continuous assessment.

* Repairing household appliances or replacing them.

* Making work placements compulsory in university degrees.

* Publishing the environmental impact of products.

* Online learning vs classroom learning for qualifications.

* Whether personal data from smart devices should be owned by users.

* Hiring based on skills rather than formal degrees.

### A. What is tested?

This part requires you to understand different opinions about the same issue.

You must identify:

* Who supports or opposes a proposal.

* Why each person holds that opinion.

* What evidence or examples they use.

* Where their opinions overlap.

* Where they disagree.

* Which viewpoint is stronger or more qualified.

### B. Step-by-step strategy

* Identify the central issue.

* Read each speaker's section separately.

* Determine the speaker's position.

* Note the supporting reason.

* Identify any limitations or exceptions.

* Compare the viewpoints before answering.

* Check whether the question asks about one person, both people or their disagreement.

### C. Reading method: Speaker → Position → Reason → Evidence → Comparison

Example: Monitoring staff productivity through digital records.

Speaker A — Supports monitoring

* Believes digital records improve accountability.

* Helps identify workload problems.

* Provides measurable performance information.

Speaker B — Opposes excessive monitoring

* Believes constant tracking creates pressure.

* Does not measure creativity or quality accurately.

* Raises privacy concerns.

Shared point: Both may accept that performance should be evaluated.

Difference: They disagree about how much digital monitoring is appropriate.

### D. Topic-wise arguments

1\. Digital productivity monitoring

Supporting viewpoint: Provides measurable data, identifies delays, improves accountability.

Opposing viewpoint: Creates pressure, overlooks creative work, raises privacy concerns.

Vocabulary: productivity tracking, performance metrics, surveillance, accountability, employee autonomy.

2\. Continuous assessment vs examinations

Supporting continuous assessment: Tracks progress, reduces pressure from one examination, evaluates practical skills.

Supporting examinations: Standardised evaluation, clear comparison, easier administration.

Vocabulary: coursework, formative assessment, academic performance, standardisation.

3\. Repair vs replacement of appliances

Repair: Reduces electronic waste, saves resources, extends product life.

Replacement: Better efficiency, newer technology, lower maintenance costs.

Vocabulary: repairability, electronic waste, replacement cost, energy efficiency, spare parts.

4\. Compulsory university work placements

Supporting: Real-world experience, professional contacts, workplace skills.

Opposing: Additional financial burden, limited placement availability, unequal access.

Vocabulary: internship, industry exposure, employability, placement opportunities, professional network.

5\. Publishing environmental impact information

Supporting: Informed consumer choices, transparency, encourages sustainable production.

Opposing: Complex reporting, additional business costs, difficulty verifying data.

Vocabulary: carbon footprint, environmental disclosure, sustainability, supply chain, transparency.

6\. Online learning vs classroom learning

Online: Flexibility, accessibility, lower travel costs.

Classroom: Direct interaction, immediate feedback, structured environment.

Vocabulary: remote instruction, face-to-face interaction, accessibility, learning outcomes.

7\. Ownership of smart-device data

Supporting user ownership: Privacy, consent, control over personal information.

Opposing unrestricted ownership: Data is collected and processed by service providers; shared rights and responsibilities may be necessary.

Vocabulary: personal data, consent, data ownership, privacy policy, third-party access.

8\. Skills vs formal degrees in recruitment

Skills-based hiring: Practical ability, broader opportunities, work readiness.

Degree-based hiring: Academic foundation, structured training, evidence of subject knowledge.

Vocabulary: competency-based recruitment, academic credentials, practical expertise, professional qualifications.

### E. Common traps

* Attributing one speaker's opinion to another.

* Assuming two speakers completely disagree when they share some views.

* Confusing a speaker's main argument with a supporting example.

* Missing words that limit an opinion, such as in certain circumstances.

* Choosing the most convincing personal opinion rather than the viewpoint expressed in the passage.

### 5\. MASTER VOCABULARY REVISION

Education: accreditation, assessment, eligibility, enrolment, prerequisite, qualification, curriculum, academic credentials, continuous evaluation.

Employment: appraisal, productivity, remuneration, workload, recruitment, professional development, employee retention, workplace monitoring.

Technology: encryption, authentication, digital records, data privacy, artificial intelligence, online platform, smart devices, digital transactions.

Environment: biodiversity, biodegradable, decomposition, sustainability, carbon footprint, conservation, electronic waste, pollination.

Finance and administration: reimbursement, outstanding balance, transaction, billing discrepancy, verification, eligibility, documentation, refund.

History and culture: provenance, authenticity, preservation, deterioration, cultural identity, archival records, language transmission.

Useful linking expressions: however, nevertheless, in contrast, consequently, whereas, despite this, according to the passage, the author suggests, this indicates that.

### 6\. FINAL READING EXAM STRATEGY

For correspondence: Identify the sender, purpose, problem and requested action.

For applying a diagram: Match the question requirement with the correct visual information and check all conditions.

For information: Find the relevant paragraph, understand the main idea and distinguish facts from examples.

For viewpoints: Identify each

 speaker's position, reasons and areas of agreement or disagreement.

Revision routine:

* Day 1: Practise correspondence and apply-a-diagram questions.

* Day 2: Practise information passages and vocabulary.

* Day 3: Practise viewpoints and compare opposing arguments.

* Final review: Reattempt incorrect questions and record why each wrong option was misleading.