CELPIP Goal
Lesson 532 min

Tasks 3 and 4: Describe and predict

Both tasks begin with a visual scene but require different skills. In Task 3, you describe what you can observe; in Task 4, you predict what might happen next. Each allows 30 seconds of preparation and 60 seconds of response time.

Course progress0%

Work through each lesson and mark the module complete when you finish practising.

5.1 One image, two purposes

Task 3: ObservationTask 4: Prediction
Which people and objects appear?What might happen next?
Where are they?Which visual clue supports the prediction?
What are they doing?What outcome would be reasonable?
Language: Present tense and location.Language: Future, possibility, and evidence.

Do not present an assumption as if it were a visible detail.

5.2 Task 3: Create a visual sequence

Describe the scene for someone who cannot see the image:

  1. Introduce the place and overall activity.
  2. Move through the foreground, centre, and background.
  3. Group related people together.
  4. Select clear details rather than listing everything.

Useful expressions:

  • In the foreground...
  • On the left... / Toward the left side...
  • In the centre...
  • Behind the bench...
  • Further in the background...

Simple alternatives, such as on the left, are entirely valid.

5.3 Practice scene

Use this park scene for the following description and prediction exercises:

  • In the foreground, a woman is running while a dog pulls its leash toward a fountain.
  • In the centre, a family is spreading a blanket and taking food from a basket.
  • On the right, an employee is collecting empty cups near a stand.
  • In the background, two children are playing with a ball near trees.
  • Dark clouds are approaching, and some people are looking at the sky.

5.4 Task 3 example

This scene shows a busy neighbourhood park. In the foreground, a woman is jogging along the path while her dog is pulling towards a water fountain. In the centre, a family is preparing a picnic. One person is spreading out a blanket and another is taking food from a basket.

On the right, an employee is collecting empty cups beside a small food stand. Further in the background, two children are playing with a ball near a group of trees. There are also dark clouds in the distance, and a few people seem to be looking up at the sky. Overall, several different activities are taking place around the park.

5.5 Task 4: Predict from evidence

A useful prediction connects clue, possibility, and outcome.

"Because the dog is pulling towards the fountain, the runner might stop to give it some water."

Use will to present a direct prediction and may, might, could, is likely to to show possibility. No form is automatically more advanced; choose the one that reflects your degree of certainty.

Avoid competing certainty markers such as "It is highly likely that he might...". You can say:

  • "He might..."
  • "He is likely to..."
  • "I think he will..."

5.6 Task 4 example

Based on what is happening, the family's picnic may be interrupted by the weather. The dark clouds are getting closer, so they might pack the food away and look for shelter.

The runner is also likely to stop near the fountain because her dog is pulling in that direction. Meanwhile, the employee may collect the remaining cups before the rain starts. In the background, one of the children could run after the ball if it rolls towards the trees.

The children might stop playing as well and return to their family before the rain begins. These outcomes are not certain, but each prediction is supported by a visible clue.

Mini-test

Observe or infer

The scene states only that two children are playing with a ball near the trees. Which sentence describes it without inventing the sport?

Mini-test

Justify a prediction

Which prediction is best supported?

5.7 Speaking practice: Use the image twice

Using the park scene:

  1. Prepare for 30 seconds and describe for up to 60.
  2. Rest, prepare for another 30 seconds, and predict for up to 60.
  3. Listen to both recordings.

Check whether you clearly separated facts from possibilities. For Task 3, assess spatial organization; for Task 4, assess the relationship between each clue and its prediction.

Observe, organize, and predict

Practise both tasks with a new scene.