🧠 Mastering CELPIP Reading Task 3: Reading for Information + 3 Practice Tasks
- Language Flow Lab
- Jul 1
- 10 min read
📖 Reading for Information
CELPIP Reading Test Task 3: Reading for Information challenges you to read factual texts and locate specific information quickly. With the right strategies and a bit of practice, you can boost both your speed and accuracy.
Here’s everything you need to know to feel confident and in control. You may also scroll down to try the practice task, then check the tips afterward.
📚 What is Task 3 Reading for Information about ?
In this section, you’ll read a four-paragraph informational text—the kind you might find in a textbook, museum guide, or documentary website.
These texts focus on facts, not opinions. You might read about a historical event, a scientific process, a famous person, or how something works.
🕒 Timing & Format:
Time Limit: 10 minutes
Number of Questions: 9
Passage Length: 4 short paragraphs
Question Type: You’ll match each question or detail to the paragraph (A–D) that contains the information. If the information isn’t found in any paragraph, you’ll choose E (Not Given).
🔎 What Kinds of Texts Appear?
Expect clear, formal writing that is educational and descriptive. These aren’t opinion pieces or technical reports—everything is meant to be accessible.
🧭 Common Topics:
How things are made or how they work
Habits or habitats of animals
Biographies or historical moments
Descriptions of landmarks, traditions, or cultural events
🧩 How to Approach This Task
Let’s break down your 10-minute game plan into easy-to-follow steps.
✅ Step 1: Preview the Text (1 minute)
Before answering any questions, skim the passage.
Scan for Main Ideas: Read the first sentence of each paragraph to understand what it’s about.
Notice Structure: Is it arranged in time order? Is it a step-by-step process? Does it compare ideas?
This preview helps you create a mental map so you’ll know where to look when you start answering.
✅ Step 2: Answer the Questions (8.5 minutes)
Now it’s time to tackle the questions. Here’s how:
🔍 Locate the Right Paragraph
Each question includes a specific fact. Use keywords from the question to scan the text and find the paragraph that mentions it.
🔄 Watch for Paraphrasing
The questions won’t always use the exact same words from the text. They may be reworded. Focus on the meaning, not just the vocabulary.
✂️ Use Elimination
Can’t find the answer? Remove the options that clearly don’t match. If no paragraph matches at all, “E” might be the correct answer.
✅ Step 3: Understand the Purpose and Tone
The tone of the text will usually be:
Neutral (no strong emotions)
Informative (focused on giving facts)
Knowing this helps you expect what kind of details will be important and ignore anything that sounds too vague or off-topic.
✅ Step 4: Review Quickly (30 seconds)
Use your final seconds to:
Make sure you’ve answered all 9 questions
Double-check any that you were unsure about
Look for mismatched answers or patterns (e.g., too many A’s in a row)
🚫 Common Mistakes to Avoid
Here are a few pitfalls that CELPIP test takers often fall into:
❌ Skimming Too Fast
Sometimes the detail you need is tucked inside a sentence. Don’t rush!
❌ Ignoring Paraphrasing
Don’t look for an exact word match between the question and the paragraph. Focus on meaning.
❌ Spending Too Much Time on One Question
If you’re stuck, make a guess and move on. Don’t let one tricky question eat up your time.
💡 Pro Tip: Practice with Real-World Texts
To get better at this task, read short informational texts daily. Look at:
Museum descriptions
“How it works” blog posts
Wikipedia articles (biographies, inventions, etc.)
Then, quiz yourself! Ask yourself:
Which paragraph explains the process?
Where is the purpose mentioned?
Is this detail even included at all?
🏁 Final Takeaway
CELPIP Reading Task 3 is all about matching details to the correct paragraph. With strong reading habits, good time management, and a sharp eye for paraphrasing, you can succeed.
✅ Read regularly.
✅ Practice scanning and identifying keywords.
✅ Stay calm, focused, and aware of the time.
Your self-study efforts will pay off—just keep practicing and stay curious!
Now, over to you !
🧪 Practice Test 1
The History of Paper
Read the passage and answer the questions that follow.
📄 Reading Passage
A.The earliest form of paper was created in ancient China during the Han Dynasty around 100 BCE. Invented by court official Cai Lun, it was made from plant fibers like mulberry bark, hemp, and rags. This invention was revolutionary and soon spread throughout Asia, eventually reaching the Islamic world and Europe centuries later.
B.Over time, the materials and production process for making paper evolved. By the Middle Ages in Europe, paper was made using linen and cotton rags. The invention of the printing press in the 15th century increased the demand for paper dramatically, which led to the development of more efficient production methods.
C.In the 19th century, a major breakthrough occurred when wood pulp was introduced as the main material for paper production. This shift made paper cheaper and more accessible to the public. As newspapers and schools expanded, the demand for paper surged.
D.Today, paper is still widely used, although concerns about deforestation and waste have led to new innovations like recycled paper and digital alternatives. Despite the rise of technology, paper remains essential in many areas including packaging, education, and publishing.
E. Not given in any of the above paragraphs.
❓ Questions
Match the information to the correct paragraph (A–D).
Choose E if the information is not found in the passage.
The environmental impact of paper is being addressed with new solutions.
Cai Lun invented paper using plant fibers.
Paper was first used in Europe before it spread to China.
The invention of the printing press increased the need for paper.
Modern production uses materials that are easier to recycle.
Paper was once made from clothing materials.
Wood pulp helped lower the cost of making paper.
Paper is no longer used as much in education.
The 19th century saw a major change in how paper was made.
🔑 Answer Key
📌 Answer Key & Explanations
D – This paragraph mentions innovations like recycled paper, which are being used to address environmental concerns about paper use.
A – It states that Cai Lun invented paper using plant fibers such as mulberry bark and rags.
E – This detail is not mentioned. The passage says that paper began in China and later spread to Europe, not the other way around.
B – This paragraph explains that the invention of the printing press significantly increased the demand for paper.
E – Although recycled paper is mentioned, the passage does not describe any specific recyclable materials used in modern production.
B – It mentions that paper in medieval Europe was made from linen and cotton rags, which are types of clothing materials.
C – The paragraph describes how the introduction of wood pulp made paper production cheaper and more widely available.
E – There is no mention of paper being used less in education. In fact, paragraph D says that paper remains essential in education.
C – The 19th century is highlighted as a time of major change when wood pulp became the main material used to make paper.
📝 Practice Test 2
Nordic Boat Building
Read the passage and match each statement to the paragraph it belongs to. If the information isn’t found, select E (Not Given).
📖 Reading Passage
A. Nordic boat building is an ancient craft that dates back to the Viking Age, representing one of the most sophisticated shipbuilding traditions in maritime history. These vessels were characterized by their clinker-built construction, where the edges of hull planks overlapped each other, creating a strong yet flexible structure. This distinctive technique, developed over a millennium ago, allowed Nordic boats to withstand harsh sea conditions while maintaining remarkable speed and maneuverability. The basic principles of this construction method have remained largely unchanged and continue to influence modern wooden boat building.
B. The traditional Nordic boat-building process begins with the careful selection of materials. Pine and oak were historically the preferred woods, chosen for their durability and resistance to water damage. The wood was typically harvested during winter when sap content was lowest, then naturally dried for several years before use. Builders would select trees with natural curves in their trunks and branches, using these curved sections to create the boat's ribs and stem pieces. This careful material selection process was crucial for ensuring the vessel's longevity and structural integrity.
C. The construction of Nordic boats has always been a highly skilled craft, passed down through generations of builders. The process starts with laying the keel, followed by attaching the overlapping planks that form the hull. These planks are traditionally secured using iron rivets and roves, creating a water-tight seal between each layer. The spaces between planks are then filled with tarred wool or cotton, a process known as caulking. This meticulous attention to detail ensures that each vessel is not only seaworthy but also aesthetically pleasing, with smooth lines and balanced proportions.
D. Today, while modern materials and tools have been incorporated into the craft, many traditional Nordic boat builders still maintain historical techniques and design principles. This preservation of traditional methods has led to a renewed interest in Nordic boat building, with several schools and workshops dedicated to teaching these ancient skills. The craft has also been recognized by UNESCO as an important piece of intangible cultural heritage, acknowledging its significance in maritime history and its continued relevance in modern boat building. These traditional vessels are now sought after not only for their practical use but also as works of art that represent a living connection to maritime heritage.
E. Not given in any of the above paragraphs.
❓ Questions
Choose the correct paragraph (A–D) that contains the answer.
Choose E if the information is not given.
Nordic boats were primarily built for fishing purposes.
The overlapping plank design was key to the boats' performance.
Wood for boat building was harvested at specific times.
Modern boat builders exclusively use traditional Nordic methods.
Iron rivets were essential in making the boats watertight.
UNESCO has recognized Nordic boat building as culturally significant.
The basic design of Nordic boats has remained consistent over time.
Traditional boat building skills were typically kept within families.
Nordic boats required regular maintenance to prevent water damage.
🔑 Answer Key
📌 Answer Key & Explanations
E – Fishing is not mentioned anywhere.
A – Overlapping planks helped with strength and speed.
B – Wood was harvested in winter when sap was lowest.
E – Modern builders use both modern and traditional methods.
C – Iron rivets were used to make the boats watertight.
D – UNESCO recognition is clearly stated.
A – The basic principles have remained unchanged.
C – Skills were passed down through generations.
E – Regular maintenance is never discussed.
📝 Practice Test 3
Time: 10 minutes
A. Every beverage and other kinds of drinks or food that are eaten have a specific taste to them. There are various foods with sour tastes like buttermilk, lemon juice, orange juice, and certain candies. There is also a second taste that is bitter, leading someone to immediately want to spit it out of their mouth. These sour and bitter tastes are caused by acids and bases. The sour taste, like in orange juice, is tangy and is caused by acids found in drinks or other foods. The word acid itself comes from a Latin word which means sour: acere. There are natural acids in most of the liquids people drink, like orange or lemon juice, meaning they are found in nature. Chemically, acids are molecules that split apart in water releasing hydrogen ions, increasing the number of these ions.
B. On the other hand, bases have a bitter taste, like baking soda, and have a soap-like texture. It will feel soapy if rubbed between the fingers. Both acids and bases were defined in 1887 by a chemist named Svante Arrhenius. Chemically, bases are molecules that split when put in water and release hydroxide ions, but reducing the number of hydrogen ions. Determining whether a substance is an acid or base cannot be done by tasting every liquid in nature. Instead, there is a special type of substance used to discover whether a liquid is acidic or basic in nature. The different substances are known as indicators. The indicators will change color depending on whether the substance is an acid or base. The indicators, such as litmus, turmeric, and China rose, are naturally occurring and are dipped into the liquid to determine its sourness or bitterness.
C. Litmus is the most commonly used natural indicator. Its natural color is purple, but when an acidic solution touches it, it will turn red. If it is dipped into a basic solution, the litmus will turn blue. Litmus is made from organisms called lichens, which come from fungus and alga, and are found in the form of a paper strip or a solution used by chemists and other scientists. A pH scale is used to indicate the number of hydrogen ions in a specific solution. The more hydrogen ions in a liquid, the more acidic the solution. If a solution has more hydroxide ions in it, meaning less hydrogen ions, the liquid would be less acidic and more basic. The pH scale uses a range from 1 to 14, with liquids having a pH value between 0 and 7 as being acidic, with a score of 0 as being the strongest acid. Bases score between 7 and 14, with a liquid having a pH score of 14 being the strongest base. A score of 7 indicates a solution is neutral, meaning the hydrogen and hydroxide ions in the solution are equal, such as water.
D. Acids with a low pH and bases with a high pH are both very reactive and dangerous. They can be corrosive and burn a person’s skin. Acids and bases can be found in nature, such as those located in the leaves, thorns, seeds, or sap of plants. In bodies, the stomach has hydrochloric acid used to digest food and for killing disease-causing germs. The pancreas of the body is basic in nature and also helps with digestion. Acids and bases work together to help keep the body healthy. In addition, acids are used in batteries of cars, and bases are used in household cleaning products and as fertilizers for crops. In summary, solutions are either acidic or basic, and its strength is measured using a pH scale. Acids and bases are used for producing a number of products in society but are also found naturally in plants and inside the human body. Acids and bases can be dangerous depending on their value on a pH scale.
E. Not mentioned above
Choose which paragraph matches the following statements. Answers A to D next to the statements and if the answer is not given, write E.
Bases have interesting tastes and bubble-like texture. ________
Litmus is manufactured from organisms like lichens. _______
Indicators will change colour depending on the nature of the substance, basic or acidic. _______
A tool for measuring ions. _______
Acere is acid in Latin. _______
The release of hydroxide ions. _______
Acid and bases work in coordination. _______
Bases are present in most of the beverages. ________
Bases are not naturally occurring indicators. ________
🔑 Answer Key
📌 Answer Key & Explanations
1. B – Bases have a bitter taste and soap-like texture.
2. C – Litmus is derived from lichens.
3. B – Indicators change color to signal acidity or basicity.
4. C – The pH scale measures hydrogen ion concentration.
5. A – “Acere” is Latin for sour, related to acids.
6. B – Acids release hydrogen ions when dissolved in water.
7. D – Acids and bases contribute to bodily health.
8. E – Not mentioned.
9. E – Not mentioned.
🎯 Final Tip
Mastering Task 3 takes practice, not perfection. Use this sample regularly, and try others like it to improve your speed, accuracy, and confidence.
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