How many questions are in Listening Part 3?

Paragon's test-format page lists 6 questions for Listening for Information. The speaker usually packs several details close together, so recognising condition and procedure words early gives you more time to note the facts.

What is the best way to take notes on an information talk?

Paragon suggests taking notes, and a short list works well here: one line per rule, fee, date or step. Mark conditions like subject to or in advance next to the fact they limit, since the audio will not repeat.

Why are some entries marked with CLB levels above 8?

The levels are {brand}'s estimates of when a learner can use each item well, not official ratings. Formal service language like be entitled to or in effect tends to appear in information talks even when the rest of the speech is simple.

Listening Part 3: Information

Listening Part 3: Information belongs to the Listening component of CELPIP. The task gives you 6 questions and 4 minutes. Your result counts the questions you answer correctly.

Questions: 6
Time: 4 minutes
Prompts here: 23 published

Purpose, sequence, conditions

Our method for this task — study advice, not an official rule.

1
Catch what the talk is for
The opening usually says why the speaker is talking, and that purpose organises the rest.
2
Keep your notes in the order you hear them
Facts arrive in a sequence; notes kept in the same order make each answer easier to find.
3
Listen for conditions and exceptions
Unless, only if, except: these change a general statement and are worth writing down.

Note the condition, not just the rule.

A general statement with an exception attached is easy to half-remember.

When a staff member or expert explains how something works, the key facts arrive wrapped in rules, conditions and step-by-step language. This list gathers the words that carry those details, from eligibility and deadlines to fees and exceptions, so you can pick out what applies to whom.

Group the entries by job as you study: words that set a rule (be required to), words that add a condition (subject to, whichever comes first) and words that order steps (once, the first step is). When you listen, those signal words tell you a testable detail is coming next.

CELPIP · Listening

Misinformation and Social Media

From a bank of 23 prompts · free to read, no account needed

Instructions

The audio plays once.
Choose the best answer for each question.

What the recording says

On test day the recording plays one time only; here you can read it at your own pace.

Interviewer: Welcome to Canadian Perspectives. Today we're discussing misinformation and social media. Canadians encounter an enormous amount of information online every day, but determining what is reliable isn't always straightforward. Joining us is Dr. Maya Chen, a researcher specializing in media literacy. Dr. Chen, when people talk about misinformation, they often seem to imagine someone deliberately inventing a completely false story. Is that an accurate picture? Dr. Chen: It's one form of misinformation, but it's much narrower than the problem we're actually dealing with. False information doesn't always begin with someone sitting down and deciding to deceive people. Sometimes a person misunderstands something, repeats an inaccurate claim, or shares an old story without realizing that the circumstances have changed. Interviewer: So someone can contribute to misinformation without intending to mislead anyone? Dr. Chen: Absolutely. That's why intention matters when we're trying to understand the phenomenon. A person might genuinely believe something is true and share it with their friends. Once it's online, however, the information can travel far beyond the original context. Interviewer: What makes some misleading stories particularly difficult to identify? Dr. Chen: Interestingly, a false story doesn't have to be completely false. It may contain several accurate facts. Those facts can create a sense of credibility around a conclusion that doesn't actually follow from them. Interviewer: Can you give us an example? Dr. Chen: Imagine a social-media post discussing a new government policy. It correctly identifies the date the policy was announced and accurately quotes one part of the government's statement. But then it claims that the policy will produce a consequence that the original announcement never actually mentioned. Because readers recognize some of the details as accurate, they may be less likely to question the unsupported conclusion. Interviewer: So the presence of accurate information can sometimes make misinformation harder to detect? Dr. Chen: Exactly. That's why simply asking, "Is everything in this post false?" isn't always the right question. We also need to ask whether the evidence actually supports the conclusion being presented. Interviewer: What role does social media play in this process? Dr. Chen: Social media changes the speed and scale of information distribution. In a traditional setting, a misleading claim might remain within a relatively small social circle. Online, a person can share it with hundreds of people almost instantly, and those people can share it again. Interviewer: Some people blame social-media algorithms for this. Are algorithms the main cause? Dr. Chen: I wouldn't put it that simply. Algorithms can influence what people see, and platforms have design features that can encourage rapid sharing or repeated exposure. But users, media organizations, political actors, and ordinary social networks also influence how information moves. There's rarely one single cause. Interviewer: What about the argument that people who share false information are simply not very good at recognizing facts? Dr. Chen: That's too simplistic as well. Even people who are generally quite careful can make mistakes, particularly when information confirms something they already believe or when the content comes from someone they trust. Interviewer: That brings up another distinction. We hear the terms "misinformation" and "disinformation." What's the difference? Dr. Chen: The distinction generally concerns intention. Misinformation refers to false or inaccurate information that is shared without necessarily intending to deceive. Disinformation involves deliberately creating or spreading false information to mislead people. Interviewer: Does that distinction change the damage caused? Dr. Chen: Not necessarily. A false claim can cause harm regardless of whether the person sharing it understood that it was false. The distinction is still useful because it helps us understand how the information originated and what kind of response might be appropriate. Interviewer: What responsibility should social-media companies have? Dr. Chen: They clearly have some responsibility because they design systems that influence how information is distributed. But there's a difficult balance. If a platform tries to remove every questionable claim, it risks suppressing legitimate disagreement, satire, opinion, or information that is simply incomplete rather than demonstrably false. Interviewer: So removing content isn't as straightforward as identifying something as true or false? Dr. Chen: Exactly. There are difficult boundary cases. A statement can be misleading without being entirely fabricated. Another statement might be controversial without being false. Platforms therefore need policies that recognize those distinctions. Interviewer: What about individual users? Some people argue that the platforms should be responsible for everything that appears on them. Dr. Chen: Platforms have responsibilities, but users do too. One of the most useful habits is to pause before sharing. Ask where the information originated, whether another reliable source confirms it, whether the headline accurately represents the underlying material, and whether the evidence actually supports the claim. Interviewer: That sounds like media literacy. Dr. Chen: It is. And I think that's important because technological solutions alone won't eliminate misinformation. Even if platforms improve their systems, people will continue to encounter misleading information through conversations, messaging applications, websites, and other channels. Interviewer: So what's the most effective long-term response? Dr. Chen: We need a combination of responsible platform design, good journalism, and stronger media-literacy skills. People don't need to become investigative journalists every time they read something online. But they do need to develop the habit of asking basic questions about source, evidence, context, and purpose. Interviewer: In other words, the goal isn't to teach people what to believe. Dr. Chen: Precisely. The goal is to help people become better at deciding why something deserves to be believed. Interviewer: Dr. Chen, thank you for joining us. Dr. Chen: Thank you.

Questions & answer key6 questions

Your Listening result comes from how many questions you get right. Each recording plays one time, so what is really tested is how much detail you can hold while the next line is already playing.

1What assumption about misinformation does the researcher challenge?
1. ✓Most misinformation is deliberately created by people attempting to deceive others.
2. BSocial-media users are generally unable to distinguish reliable information from unreliable information.
3. CMisinformation spreads primarily because Canadians spend too much time online.
4. DFalse information is usually easy to recognize because it contains obvious factual errors.
Answer
A
Her first move is against the assumption that false information is mostly deliberate; a great deal of it is passed on in good faith.
2Why does the researcher mention a false story that contains several accurate details?
1. ✓To demonstrate that misinformation can become convincing when genuine information is combined with misleading claims.
2. BTo show that professional journalists sometimes publish information without verifying it.
3. CTo argue that accurate information is less influential than emotional content.
4. DTo explain why Canadians should avoid sharing information about unfamiliar subjects.
Answer
A
A story that is partly true is harder to dismiss, which is what makes accurate details inside a false claim so effective.
3What does the researcher imply about people who share misleading information without realizing it is false?
1. AThey are usually motivated by political or financial interests.
2. BTheir behaviour demonstrates that social media has made people less interested in factual information.
3. ✓They may contribute to the spread of misinformation even when they have no intention of deceiving anyone.
4. DThey are more likely to believe information that comes from strangers than from friends.
Answer
C
Intention does not change the effect: sharing without checking spreads the claim either way.
4Why does the researcher distinguish between misinformation and disinformation?
1. ATo explain why governments should regulate the two forms of content differently.
2. ✓To emphasize that false information can spread either without deliberate deception or with an intention to mislead.
3. CTo demonstrate that disinformation is more common than misinformation in Canada.
4. DTo argue that only deliberately false information should be removed from social-media platforms.
Answer
B
The distinction separates spreading from deceiving, which is why the two need different responses.
5What concern does the interviewer raise about asking social-media companies to address misinformation?
1. ✓Companies may remove legitimate disagreements along with genuinely false content.
2. BCompanies may lack the financial resources to monitor Canadian users.
3. CCompanies may prioritize Canadian news over international information.
4. DCompanies may encourage users to rely more heavily on traditional news organizations.
Answer
A
The interviewer's worry is over-removal — legitimate disagreement taken down with the false material.
6According to the researcher, what is the most effective long-term response to misinformation?
1. ARestrict access to social-media platforms during major national events.
2. BRequire social-media companies to approve information before users can share it.
3. ✓Encourage people to develop stronger habits of evaluating sources, evidence, and context.
4. DReplace social-media information with news provided by government agencies.
Answer
C
Her long-term answer is not removal but habits: judging sources, evidence and plausibility before sharing.

Where answers slip

1Remembering the rule and forgetting the condition that limits it.
2Using a figure from a different part of the talk.
3Losing your place and remembering the talk in a different order.

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Common questions

How many questions are in Listening Part 3?: Paragon's test-format page lists 6 questions for Listening for Information. The speaker usually packs several details close together, so recognising condition and procedure words early gives you more time to note the facts.
What is the best way to take notes on an information talk?: Paragon suggests taking notes, and a short list works well here: one line per rule, fee, date or step. Mark conditions like subject to or in advance next to the fact they limit, since the audio will not repeat.
Why are some entries marked with CLB levels above 8?: The levels are {brand}'s estimates of when a learner can use each item well, not official ratings. Formal service language like be entitled to or in effect tends to appear in information talks even when the rest of the speech is simple.

22 more Information prompts in the bank0 free

·What Really Happens to Your Recycling
·Finding Affordable Housing in Canada
·Managing Credit-Card Debt
·Hidden Fees
·The Evolution of Canadian Healthcare
·The Development of Multiculturalism in Canada
·The History of the Canadian Flag
·Rethinking Business Meetings
·Workplace Dress Codes
·Punctuality in the Workplace
·The Role of Modern Zoos
·Online Dating
·Finding a Family Doctor in Canada
·School Uniforms in Canada
·Understanding Food Labels
·The Role of Routines in Modern Life
·The Changing Role of Public Libraries
·A Discussion About Road Rage
·Classrooms of the Future
·Peer Pressure in the Workplace
·An Office Renovation Proposal
·A Community Garden Volunteer Program

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