CELPIP Reading Task 3 (Reading for Information) — Comprehensive Guide

1) Overview of Task 3 (Reading for Information)

Reading for Information is Part 3 of the Reading test. You will read a factual passage split into four short paragraphs (A–D) and answer 9 questions in about 10 minutes. Each question is a statement; select the paragraph (A/B/C/D) that contains the information, or choose E (Not Given) if none of the paragraphs mention it. The topics are informational (science, history, processes, factual descriptions), emphasizing facts over opinions. All questions appear alongside the text on the screen, and once time ends the test auto‑advances.

2) Passage Structure & Question Format

Structure: Typically four concise paragraphs labeled A–D. Each paragraph covers a sub‑topic (e.g., background, features, causes/effects, present day).

Questions: 9 fact statements. For each, pick A/B/C/D, or E if the fact is not present. Expect at least one “Not Given” in many sets, but don’t assume a fixed pattern.

3) Strategies for Accurate & Fast Answers

Skim first: Read the first 1–2 sentences of each paragraph to build a “map” (what each paragraph is about).

Identify keywords: For each question, note names, dates, technical terms, and qualifiers (e.g., “cause,” “physical,” “recent”).

Scan smartly (watch paraphrase): The question may be rephrased. Match meaning, not just exact words.

Confirm scope: Ensure the paragraph you choose truly addresses the detail (e.g., physical traits vs. behavior).

Use “Not Given” correctly: If after scanning A–D no evidence exists, select E. Stick strictly to the passage; outside knowledge doesn’t count.

Time management: ~1 minute per item on average. If stuck, make your best choice and move on; never leave items blank.

4) Scoring — How Task 3 Counts

1 point per question. No partial credit, no penalties for wrong answers. Task 3 contributes 9 raw points toward the Reading total (~38 scored items overall). Raw points convert to a CELPIP level via equating; every point matters.

5) Improvement Tips

Daily non‑fiction reading: News, Wikipedia, science/history snippets. After reading, ask yourself: which section mentioned X? what wasn’t mentioned?

Build a synonym bank: Practice mapping common paraphrases (e.g., “eco‑friendly” ↔ “reduce pollution”).

Skim drills: Summarize each paragraph in one line after a quick pass to automate structure recognition.

Timed sets: Do Task 3 drills with a 10‑minute timer; review by locating the exact evidence sentences afterward.

Error analysis: Note why a distractor seemed plausible and how the correct paragraph better matches the qualifier in the question.

6) Using PrepAmigo for Practice

7) Sample (English, wrapped in a card)

Reading for Information — Sample (9 questions)

Passage: 4 paragraphs (A–D) Task: For each statement, choose A/B/C/D or E = Not Given Timing: Aim to finish in ~10 minutes

Passage — A Brief History of the Bicycle

A. The concept of the bicycle began in the early 19th century. In 1817, a German inventor named Karl Drais introduced a two‑wheeled wooden device that had no pedals. Nicknamed the “running machine” or dandy horse, this early bicycle was foot‑propelled—riders pushed along the ground with their feet to move forward. It allowed faster travel than walking, though it was rudimentary and hard to steer.

B. By the late 1800s, bicycles underwent major improvements. Pedals were added in the 1860s, followed by the high‑wheeled penny‑farthing (with a giant front wheel) which, while faster, was risky to ride. The real breakthrough was the “safety bicycle” in the 1880s, featuring two equal‑sized wheels and a chain drive to the rear wheel. With improved balance and braking, cycling became far safer for ordinary riders.

C. In the early 20th century, factories began mass‑producing bicycles, drastically lowering costs and making them affordable to ordinary people. Millions of bikes were soon used worldwide for daily travel. Cycling also became a sport; for example, long‑distance road races emerged in Europe in the early 1900s, drawing large audiences.

D. Today, bicycles remain icons of efficient transport. Modern bikes use lightweight materials such as aluminum and carbon fiber, and e‑bikes have appeared. Despite these innovations, the basic two‑wheel design has stayed much the same for over 200 years. Bicycling is widely promoted as an eco‑friendly way to help reduce pollution in crowded cities and is celebrated for health benefits—from city bike‑share programs to competitive races.

E. Not Given in any of the above paragraphs.

Questions 1–9 (choose A/B/C/D or E = Not Given)

  1. The earliest bicycle did not have pedals.
  2. Equal‑sized wheels and a chain made bicycles safer to ride.
  3. Bicycles became affordable to many people due to mass production.
  4. Bicycles are promoted as an environmentally friendly transportation option.
  5. Bicycles were widely used in the 1700s.
  6. The penny‑farthing design was considered risky to ride.
  7. Some modern bicycles are made with carbon fiber.
  8. Long‑distance road races emerged in Europe in the early 1900s.
  9. The very first bicycle model included brakes as a key feature.
Answer Key & Explanations

1) A — A states the 1817 device had “no pedals”.

2) B — B describes the safety bicycle with equal‑sized wheels + chain, improving safety.

3) C — C explains mass production made bikes affordable to ordinary people.

4) D — D mentions bikes are promoted as eco‑friendly to reduce pollution.

5) E — The passage begins in the 1800s; nothing about the 1700s.

6) B — B states the penny‑farthing was risky to ride.

7) D — D lists carbon fiber among modern materials.

8) C — C notes long‑distance road races emerged in Europe in the early 1900s.

9) E — A mentions no pedals and difficulty steering; it does not say brakes were a key feature of the first model.

8) Wrap‑up & Next Steps

Task 3 is about locating facts fast. Master skimming for structure, scanning for keywords (including synonyms), and disciplined timing. Use PrepAmigo for high‑volume, timed drills with explanations and progress tracking.

References

• Task overview and timing descriptions are consistent with third‑party guides and official prep materials on Reading Part 3.
• Further reading: languageflowlab.com · engage.mosaicbc.org · studocu.com · celtestpip.com · prepamigo.com
Copyright note: The sample passage and questions are original but mirror the official Task 3 structure and difficulty for training purposes.