CELPIP Speaking Task 6: Handle Difficult Situations and Score CLB 9
Task 6 presents a problem or conflict and asks you to deal with it. Most test-takers either become too aggressive or too passive. Below: the diplomatic problem-solving structure that scores CLB 9, real sample answers at three levels, and why your conflict responses are not getting top marks.
What Is CELPIP Speaking Task 6? (Dealing With a Difficult Situation)
In Task 6, you are presented with a social or workplace conflict and must address it by speaking to a specific person. You have 60 seconds to prepare and 60 seconds to respond. The task tests whether you can be assertive, diplomatic, and solution-oriented — all at the same time.
Preparation time
60 seconds. Read the situation carefully — who are you speaking to? What is the problem? Plan your approach: acknowledge the problem, express your concern, and propose a solution.
Response time
60 seconds. You must address the situation directly — not describe it in the third person. Speak as if you are actually talking to the person involved. "I wanted to talk to you about…" not "The person should be told that…"
What examiners score
Appropriate tone (assertive but not aggressive), problem-solving clarity, diplomatic language, directness, and fluency. Examiners listen for whether your approach would actually resolve the conflict in a real situation.
How to Use Your 60 Seconds (Prep Strategy)
Task 6 prep is about planning your diplomatic approach, not memorizing words. The same conflict-resolution patterns in the CLB 9 strategy guide apply here — assertive tone, structured solution, clear language.
Seconds 1–15: Understand the conflict and your role
Who are you? Who are you speaking to? What exactly is the problem? Are you the affected party or a mediator? Your tone must match your role — a neighbor complaint sounds different from a workplace issue with a colleague.
Seconds 15–35: Plan your opening and main concern
Start with acknowledgment, not accusation. "I wanted to bring something up" is better than "You are causing a problem." Plan one clear statement of the issue and why it matters. Examiners reward measured openers.
Seconds 35–50: Plan a specific solution
Vague requests ("Please fix this") score lower than specific proposals ("Could we agree on quiet hours after 10 PM?"). Plan at least one concrete suggestion — this is where most CLB 7 responses fail.
Seconds 50–60: Plan your closing tone
"I hope we can work this out" or "I'm sure we can find a solution" — a collaborative closing shows emotional intelligence and signals that you are seeking resolution, not confrontation.
The Problem-Solving Structure That Scores CLB 9
This structure works for any difficult situation — neighbor conflicts, workplace issues, service complaints, or social disagreements. It balances assertiveness with diplomacy.
1. Acknowledge and open respectfully (10 sec)
"Hey, I wanted to talk to you about something that has been on my mind" or "I appreciate you taking the time to listen." A respectful opening sets the right tone and shows social awareness.
2. State the problem clearly (15 sec)
"The issue is that the music from your apartment has been quite loud late at night, and it has been affecting my sleep." Be specific — not "there is a problem" but "the specific problem is X." Clarity scores higher than vagueness.
3. Explain the impact (10 sec)
"I have an early shift at work, so when the music goes past midnight, I end up exhausted the next day." Explaining why the problem matters shows maturity and makes your request more reasonable.
4. Propose a specific solution (15 sec)
"Would it be possible to keep the volume down after 10 PM on weeknights? I completely understand wanting to enjoy music on weekends." Concrete proposals score much higher than vague "please stop" requests.
5. Close collaboratively (10 sec)
"I really hope we can find something that works for both of us. I value being on good terms with my neighbors." A collaborative close signals emotional intelligence and resolution-oriented thinking.
CELPIP Speaking Task 6 Sample Answers at Three CLB Levels
Same scenario — notice how the tone shifts from ineffective to diplomatically assertive at higher levels.
Prompt: Your neighbor plays loud music late at night. Talk to your neighbor about this problem.
"Hello. Your music is very loud. Please be quiet at night. I cannot sleep. It is a big problem for me. Please stop the music. Thank you."
"Hi, I hope I am not bothering you, but I wanted to talk about something. I have noticed that there has been loud music coming from your apartment quite late at night, especially on weeknights. The problem is that I have to wake up early for work, and the noise makes it really hard for me to fall asleep. I was wondering if you could maybe keep the volume a bit lower after a certain time. I do not want to cause any issues between us — I just think it would help if we could find a compromise. I hope that is okay."
"Hey, thanks for opening the door — I know this might be a bit awkward, but I wanted to bring something up before it becomes a bigger issue. Over the past couple of weeks, the music from your apartment has been quite loud late at night, particularly after midnight. I completely understand wanting to enjoy your evenings — I am the same way on weekends. But the thing is, I start work at six in the morning, so when the bass is still going at one AM on a Tuesday, I end up running on almost no sleep the next day. What I was thinking is — would it be possible to keep things a bit quieter after ten on weeknights? Weekends, honestly, I do not mind as much. I really do not want this to create any tension between us. You have always been a great neighbor, and I would rather talk about it now than let it build up. I am sure we can find something that works for both of us."
Examiner-Level Score Analysis: Why Each Response Gets Its Score
Task 6 is scored on tone appropriateness, problem-solving clarity, diplomatic language, and fluency.
CLB 4–5: Why Demands Do Not Score
Tone
"Please be quiet" and "Please stop the music" are demands, not diplomatic requests. There is no empathy, no acknowledgment of the neighbor's perspective, and no attempt at collaboration. This tone would escalate a real conflict, not resolve it.
Problem-solving
The only solution offered is "stop the music" — which is an ultimatum, not a solution. There is no compromise, no specific proposal, and no consideration of what might work for both parties.
Language
Very basic: "very loud," "big problem," "cannot sleep." No softening language ("I was wondering if"), no conditional structures ("Would it be possible"), and no diplomatic hedging.
Fluency
Short, choppy sentences that end well before 60 seconds. The speaker sounds like they are reading a complaint form, not having a conversation with a neighbor.
CLB 7–8: Polite — But Not Assertive Enough
This response is diplomatic but lacks the confident assertiveness of CLB 9. The CLB 9 strategy guide explains how to balance politeness with directness.
Tone
"I hope I am not bothering you" and "I hope that is okay" — excessively tentative. The speaker sounds apologetic for raising a legitimate concern. Examiners notice when politeness crosses into passivity.
Problem-solving
"Keep the volume a bit lower after a certain time" — vague. What time? How much lower? CLB 9 solutions are specific: "after ten on weeknights." Specificity shows confidence and practical thinking.
Language
Good hedging ("I was wondering," "if you could maybe") but limited variety. The diplomatic language is adequate but repetitive — "I do not want to cause issues" and "I hope that is okay" serve the same function.
Fluency
Fills the time well with smooth delivery. But the tone is uniformly cautious — it never shifts to confident assertion. CLB 9 responses modulate between empathy, directness, and collaboration.
CLB 9–12: What Diplomatic Assertiveness Actually Sounds Like
Tone
The perfect balance: respectful but direct. "I know this might be a bit awkward" acknowledges the social difficulty. "I would rather talk about it now than let it build up" shows confidence. The speaker is neither aggressive nor passive.
Problem-solving
Highly specific: "quieter after ten on weeknights" with a built-in concession: "Weekends, honestly, I do not mind as much." This is a real negotiation position — not a vague request. Examiners recognize practical problem-solving.
Language
"Before it becomes a bigger issue," "I completely understand," "create any tension" — varied diplomatic vocabulary. The conditional "What I was thinking is" introduces the proposal naturally. The compliment "You have always been a great neighbor" is strategic rapport-building.
Fluency
Fills the full 60 seconds with natural conversational pacing. The tone shifts between empathy, directness, concession, and collaborative closing. The speaker sounds like a real person having a real conversation — the highest level of speaking fluency.
Common CELPIP Task 6 Mistakes That Kill Your Score
Task 6 mistakes are almost always about tone — being too aggressive, too passive, or too vague. These patterns cost the most points.
Being too aggressive
"You need to stop playing music or I will complain to the landlord." Threats and ultimatums fail the tone requirement. Examiners score based on whether your approach would realistically resolve the conflict — and aggression escalates it.
Being too passive
"I am sorry to bother you… if it is not too much trouble… maybe you could possibly…" Excessive hedging sounds like you are afraid to assert your needs. Diplomacy requires confidence, not constant apology. If you tend toward over-politeness, speaking coaching can help you practice assertive diplomatic language.
Describing instead of addressing
"My neighbor plays loud music and it is a problem." This talks about the neighbor in the third person. Task 6 requires you to speak TO the person as if they are in front of you. Use "you" — not "they" or "my neighbor."
No specific solution proposed
"Plase fix this" or "I need you to be considerate" are complaints, not solutions. Propose something concrete: a specific time, a specific compromise, a specific next step. Examiners reward practical problem-solving.
No acknowledgment of the other person's perspective
Ignoring the other person's needs makes your request sound one-sided. "I understand you want to enjoy your evenings" takes two seconds to say but signals empathy and emotional intelligence — which examiners score highly.
How to Move from CLB 7 to CLB 9 in Task 6
If your responses are polite but your scores stay at CLB 7–8, you are probably too vague or too tentative. CLB 9 responses are diplomatically assertive — not diplomatically passive.
Stop doing this
Over-apologizing: "I am really sorry to bother you about this"
Making vague requests: "Could you be a bit quieter maybe?"
Describing the situation to the examiner instead of speaking to the person
Threatening consequences instead of proposing solutions
Start doing this
Open with warm directness: "I wanted to bring something up"
State the impact specifically: "When X happens, I experience Y"
Propose a concrete compromise with specifics
Close collaboratively: "I'm sure we can figure this out together"
The key insight: CLB 9 conflict handling sounds like a mature adult who respects both their own needs and the other person's. It is neither aggressive nor passive — it is confidently diplomatic.
Continue Your CELPIP Speaking Preparation
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