T[:ST i"HqEE

Rr.t-l-.-.,! AL,.HL'I!',

! '

A*effiffird5tr ffiffieDtNG
READEruG PASSAGE
1

6G

minurtes

-$=

You skould spend about

20 minutes on G{.resfrons l-"td which are based on Reading Fessage .t

beloav.

i i

f-ll*?r"n* insrruments tif the wrsiterfi urchr-rtra drr (srivefttir-:naliv qiiviried I strings. int* f**r $*rlirmz*: wt*<zdv,rzr*ri, lsr&**, per*u*xit*x *xd Howrver, d mu(h more c*mprehensivr systrm firr -I* e lassifying rnusical instnrments * ancicn{ and maile rn, easrern and westrrn. orehestral antl fcllk - is alsc availahle. This alrcrnalive systdrn. trased on {hc work tf Erich vnn Hcrnhrxtel and f ur"r sachs, pr*vides frrr rhe clasnificatiun o[ musical instruments af.a]l shap*s *r34 xili:g^w aw.w*?p6'****w their **und.s asg pr**xx**. itu*gti;*w dir,"ieJing inrtr:uments int* !our [rrcad grnupo * acrephonrs. rh*r8*phtra**,i d i ophtnes ancl memhr a**f:h*x*x,-

r*nrains any i*frt*}ne*e, tka* Rrakcs a srrund when thr air within or drutrntl it is rnade rc vil"rra{r:. Furllter r:latsification wlthjn tiir group is rnade are ording to h*w the air is ser inI* vilrrati*n. simplcsr arr: the so-t*lletl free aer*ph*nes (bullt*ar*r* ax*7*q*%xxx7, whl*h consist trfi fJal dix; twivL** thr*agh the "r air nn a strirlg.
typi*a\Ty, a*Nr*ghclnr*hav* a hqrllqrw, ruire or yc*sel h**v t*cr" which air is introdureri by blowing. Sutr-grnups include txxgr,*.*eqxx #ath,a.bt*:- fu*le qm.*ir *uteii qw a whisrl* *exa&bB.**e* 4w,hL 1*ffi arr*.yfu$tlx $3w*xaj, ira wtzx*fu t*.*q air vi*ratw afi*r httng blown againsr a sharp edge. tn insrruR"renrs wirh a cup mour.hpieie, *wx*t a*xq *ta **&,fu*swr Lt" i* tk* a*l*vx *t ttyx pla,V*{. x lips tha.e car&*.&:th. ,,a.1y y*v*?*cx*"ytr*rxti**r wifhin a tube-miv al*$be, Vxtz*wr. d*,y a r**d,txk** **w rfu* t*a*truxs7,* n*st*&, .$$g r*eds may tre single tclarinrtsl or double 1*bues). insrrumenrs ciassifieei aq [r*e rerd aer.phexres, such as meiurh {}rsanE anel coneertinas, have vibraling reerls within rlte brxlv r,[rhc instrurnerrr. Organs and tiagpipes arr hyt"rrid f*rms, rar'lr willl pip*r uf differenr kincls. The namr churdophones is usrd {or irrsrrunrcnrs with strings that pr<iduce a ss-}und whr,n ta*:r**&.t* vibrat*, Farthrr ciassifie,rti *r* ix?*a*** x*b.*&ry *fuapx ara*,r*r*t**w sit**ati*x* er,* indr:ceel" There are five t-rasic rypes: [-row's" lyr*;, harps, lutes anei rithers. Thr sirnpteri ,rrusirat br:ws have a singie slring attached ia each rnrl of a fiexible .rtick: utfruru *i"* r*rundrors to ampiify tlrr snund. Lyres, r$mffion in anci*nr rimes, trave a fgg1-si!1gg|lr-*-."n*iuiing *ia serundtrox, two ar?fi$ and a crursbrar. The plueked stings run fr*fr rfre?ont a,f rhe s*,uirltrrrx to sor-inciboxand
'Nltxr*

Yie* {ix*ie gr,**p, aer*pfu*,fi{$r

t*x lr:t*,Vq* or frx*;b**&?, a*z*tptzws*,*tx*x,,tfurt*di**.gAL*A**ri,wz* vfu,lt**|, Tkefltlkxyl,xov.XdttxrE,h*vestringsrl:*ra,1*g*h**ua*trr*,1*iigrhofthebodyand ar**ztb*1std*&:' t*z**1xpL*zlgb.e*rx isrick, rafr, iube ar trcsagh"*kapeg],,**fu'xt&@'#r,*b,, xar &a*t|, plx**d'zith*rx {.xtt*xxtb*px*l**rg a*d harpsichordi, and srruck nit!"our* {indwd?*6rke ,l : dulcinrer and piantr).

:Ixffiffiifi::Y:ffivry:wn st&wt"*& :,,$@* ffi **ffrteob* a*A w***tlrrywwt*e*t$wrtb**lx*sefu&i. t :r*?i ;Mi', ares*naring .d1vi&*&,*i* :W, fzz]tit*t*ffi4t *r*et*wk*&ffii ; ;+g *

TEST T}-Ift[E
ACADHfu{iC FE,qD!i'{G

,:r"j"
al,:t-

14,'
'4.,
.

of naturatr}Y third mai* group. idioph*ates, {sniaims instrurnents made in eornpiexity from two range &va s. They ieaEerlil; WhAf& xe*ilaee tL sound i*"r*l*", like the orehesrrar n* ry;r';; 1"1*d instruments method of sound productiorr !s the gtrcekemspiel. Idicplaoees are fessher ;l-;;ifi-; ace9r$in.q *rr*r*en (bells and rattles)' inrc eigtir sub-greup$: sra$cped, *-d;;,;;*n-4,111.ti*n, strt]ek together' for exarnple , pluCked {Je*vk harps}, coneilssicn (when lwo sonorot'* p'*' *u striking]" Fercussion .cwba[g] *o puriili** 1,&!* axon'sorlorous beater is used fnr , i&!opfren*s** r,rniier suuairtced by shqp. ings,,.bili (rnetailophenes, lithopkrorl's' ' and of belt lstruek . xytop.honesl, ,,*rueie iriiia*"e* *-ir;;iq.*1" S;;eu iuna
Tt1g

sonorous

;1d;&;ffi;;;;;;;t';;

;*1ry

?,,:
!).. :L:

*.:
i.

e: ! t-1.:
,4,,
:*':

",.,UoroUo$;6ian*.SachStetmed'theirfina[:br-oad'9r.o'Elr,me, :s6wrd,1$-pioduced by the vibratlo" Ji*a*,Ei.,11dii6;*tiisrlgtu*afa!!i-*to&is ' ' l and iuU.r1lar drunns;'and -',,eaiego U"ine classified b; ar@rrersuba*iaec'into'long' footed; _ cotmding methodras,lriog!ffi 6,ulu;. iess,irnFona&t' than'drums are u;"ra, conicat ana evlinaiisal ryyah
:,.

i;rli;r

,+;
,i4

if , ;ffi;;-ffi;i;a, .::fte*u,oBtoo,nei?G;.;;;;'Ji*5',"ediryby.blowing,such.as-|li:.o*:i ifr..t

q #,+ ,t a'64A

' bY

:/x'.

.4. ,!: .,:1

,t'

n'
11.

plUlished in'19'09' earne be{ore the rsil.itation system of Hornboqtet *lia g 'addition'of ,, bwgteonixrg of e1ectionicrntrsic l' tUulffna U1ft tletwenttith centqqy"'The ce sorlOf electronlcally {gui'Cars' orgal}s' : fifth group. to t*Xi io imstrumqnts,ifrat p ', synth-esiz6,r*t woutd brtng their system neatly trp tqrdate' . , . , ,'

Questions"i-4
betow to comprete each of the sentences chaose oNE phrase from the ilst af ph.rases A-t sheet' Writ, nr rppiopriate letters in boxes 1-4 on your answer

f'il

below'

'!

Western orchestra instruments

2lnHornbostelandSachs'system,musicalinstruments
The classification of aeroPhones

Apart fror-n the way sound is made, chordophones

1

ri

il
ri

A
B

are classified according to body shape' are sometimes classified into lour groups' are usually classified into three groups'

I ili
iiii

c
D E F

iii
lill

iiii
]H []ii

are normally classified into four groups' are classified according to sound production'
are classified according to volume of sound' are classified according to sound quality' is made according to how hot the air is' is rnade according to how the air is made to vibrate'
:li

ilii
iir;

fir

t,
H
I

l;l
$

:11

&l Er

EI

gj

THST THREE

ACADEMIC

READING

81

Questions 5-12
Using NO MORETHANTHREEWORDS from the passage for each space, complete the chart betow.

Tfires of chordophones i-e- 5.-.

Description

Single strings attached to a single stick.

Harps

7..

. attached to a

soundbox and the instrument's neck.

8..

with stringg frory the base of a ?esonaring belly and along the length of
an attached neck.

I
Zithers

10.............
are 11.. 12........

with

soundbox, two arms and a crossbar

into simple, long, plucked and

Questions 13-14
Choose the appropriate lefters A-D and write them in boxes lO-14 on your answer sheet.

13

The writer states that

A B c D
14

electronic music fits neatly into the fourth group in the Hornbostel/Sachs classification system. the kazoo belongs to the idiophone group. electronic music is less important than other forms of music.
a fifth group needs to be added to the Hornbostel/Sachs classification system.

which of the titles below is the most suitable heading for the passage?

A B C D

Chordophones and idiophones

Musicalinstrumentsreclassified Aconventionalclassification
The work of Erich von Hornbostel

Before you check your answers to Reading passage l, go on to pages g2-gg.

{
ACADEMIC READING

TEST THF]EE

READING PASSAGE 2
you shourd

2 below' which are based on Reading Passage spend about20 minutes on Questions 15-2g

Questions 15-21
labelled A-H' Reading Passage 2 has eight paragraphs below? Which paragraphs focus on the information

WritetheappropriatelettersA.Hinboxesls_2lonyouranswersheet.
paragraphs' Nofe:You will not use all of the

15 16 17 18
19

RapiddevelopmenttakesplaceonthewestsideofsouthamptonWater. onefactorinfluencingdevelopmentonWatersidewasthefactthattherewerefewpeop|e.
Waterside' The New Forest affects development on the land available' The site of an oil r:efinery is dictated by

VariouslimitationsdictatethedirectionofexpansioninWaterside.
the housing provision' did not expand at the same rate as Faci,ties rike educationar and sporting suburban development' Economic activity is the stimulus for

20
21

Waterside: a study in suburban development

A
5ince

housing and there has been an increasing trend.for.extended growth' ripiO suburban rather than urban commerciat .rpunriJn a arf" the formli and spread of such development' There are severaltulioriinrruencing tl"rslocation trigger' but an increase in economic activity is the water, now known as waterside' exemplifiqs The area to the west of southampton untii nature of recent development' Up several factors impacting on the sf,up"'unJ rural land of predominantly the early 1950s tnis aiea] occupying . n.rro*rtrip Southampton by five kilometres wide between approximately twenlf[if o*"irl, t6ng There were a number of pnput.t"d. water and the New Forest, was relatirJli;p;;r;iy ioiUuty' biUOen.ano Marchwood; small villages, including Hythe, rawley' the main ,na tarri;g;;J;;rociated industries were communications *;;;;; sources of emPloYment'

the

1950s

Themaintownintheregion,southampton,wasandstillisoneofthemaioruKports' growth in Southampton boomed as the tn the early part oitn" tiventieth ."^i,LV, leading reached its peak' The main waterway passenger nu*0"r, on iransattantic lineis of deep water channel
a long stretch to southampton, southampton water, enjoys Ulnitits f rom an extended period of suitable for targe ocean-going uurrulr,'ir'ffi;

Tr:'5T THREE

ACADEMIC READING

high tide because of its position in relation to the lsle of Wight. Ellqting settlement on the east side of the waterway made further expansion problennafk, so a site was chosen on the west side to build a large oil refinery capable of handling the crude oil imported in the cargo holds of the enormous oil tankers then being built. fhe new oil refinery was built in the mid 1950s between Fawley and the coastll hamlet of Calshot.
The effects on the Waterside area were dramatic. Firstly, q_1najor road was built linking the new Fawley refinery to the road network aiound souirh.ampton. Also, a number of ancillary chemicals and plastics industries developed, dependent on by-products of the refining process. Work opportunities expanded and the population began to grow rapidly as workers and their families moved into the area. House-building took off. The first areas to expand were around Fawley village, close to the refinery, and Hythe, the largest of the existing villages, with a ferry linklo Southampton. However, although expansion in house-building was rapid, the development of a new commercial centre with a range of services and the provision of an expanded range of educational and health services or entertainment and sporting facilities did not initiatty take place. Partly, this was due to theproxi-mi.ty of Southampton, with its large range of facilities, now easily accessible througli-mproved road links. But there was another constraint on growth: the limited availability of land. Bordered on the east by Southampton WJier; on the south by the sea, and limited to the north by the large village of Totton, almost a suburb of Southampton, there was only one direction expansion could go - westwards. There were, howeve[ limits here too. West of Southampton Water lies the New Forest, an area of ancient woodland and open heath, soon to be designated a National park. Although it occupies a relatively small area, about 160 square kilometres, the New Forest is a complex 9nd diverse ecosystem supporting a wide variety of plants and animals, many of which are found only in this area oi are under threat in other parts of the country. There are stringent planning restrictions on all new building or construction of any kind. MoreoveL these restrictions are supported by the local p.opulation living within the Forest, who are determined to preserve the unspoilt character of their villages and whose income is increasinqly dependent on providing services for the growing tourist industry exploiting the Flrest as a leisure resource. ln short, development was channelled along a relatively narrow corridor parallel to Southampton Water. The space between existing villages was progressively filled with housing until they coalesced. Little farming land now exists betwJen Dibden and Fawley; housing estates have taken almostallthe land. The area around Marchwood, further from Fawley, remains more rural, but some development has taken place here too. Nor has any nucleated commercial centre emerged, though the existing village centres now have more shops, offices and a greater iange of [ublic facilitieL
l;
.,b

,4

f,

7 t ti:l
t;:
!))

ti' ,l;
ttr::

ai
?A

?!)

?i:

7)

1:i '+
,i):,

+::

*;;i

h '{i
,+
,::

,:l
tt::

an

?.
7;,

t:
yr:l

?;,
'na)::

i:t;
7,:.

f:l

{:
"'t:,,

There is little room for further residential expansion in Waterside except in the area around Dibden Bay. Pressure for new housing development is now less, economic expansion has slowed considerably, and residents in the area are keen to preserve the bay area as a green open space with pleasant waterside views. But there is now a threat from another quarter. While passenger numbers using Southampton have declined, freight container traffic has continued to expand. ThJ port area of Southampton has reached capacity. 5o the port authority are looking with speculative eyes at the one as yet undeveloped shoreline of Southampton Water with relatively ersy a.."rs to deep water for large container ships - Dibden Bay.

{, 'k.
r
7;i
"r;-:

'L:,

?; 'n;i)
,{,

7;:,

,rr

?"

Ti ,ti

fi ,n
#
'frt
"{i

{:;

ti ',*,

,/

TEST THN["E

86

ACADEMIC HEAD|NG

Guestions 22-25
below' from the passage', answer the questions using NA MAREIffAzu FOURWORDS until the 195cs? area west o{ Southampton water up what were the main 1ob providers in the

22

23

Southampton Waten,vay difficult? What made building on the east of

24

the coast? consequences of the oil refinery on How does the writer describe the

2Swhatmadeiteasiertoreachsouthamptonfromwaterside?

Questions 26-28

Do

the fallowing Statements agree

2? with the information in Reading Passage

ln

write boxes 26-28 on your answer sheet

YES NO
NOT

GtvEN ii inii" i' no information aboutthe statement

if the statement agre.es with the information ir'inL tiutu^efi clontradicts the information

26 27

made into a National Park The New Forest has already been
in the area' in favour of the rimitations on deveropment The peopre riving in the New Forest are

2g

Diboen Bay' are attracted by the charms of Passengers going through southampton

to Reading Passage 2, go on to pages 87-89' Before you checkyour answers

a'...'.-.:.i'.:.:.l:.4:.:...:t';t:':l

.iEST

TI-IFEE

i=:
i

90

Ar.lAIiLtvliC H=At'i1i'-rr':
'-..*:.*._'"=,#

HIAffiIT4G P&SSAGE,3

rsassaqe 3 b*i*rs

Yoi:shcl;/dsper:cJab,su?r.ilmr*li*s*n#elestlgmsEs.#\rini)fiarefiasedorfl{**o.;r:g
rvlth its restnlctiorts of pr*v*il" T?rere is a cne -q;,.ri tte iaile *rne, a struggi* whrieh invariably eentralizaticn anci, at the both .ampr;;';;t;;atios:ald;;;' is eonsranr struggte between not io'say tnJr wnat is provided to educaticn a very eontroired apprcach finds oneserf r.ebeiNinq against chaos that can at times tiuerit
ereares a lumbred

;;-;;

of

educatio-ri'p;;;;;""ini,

iu

;;;;l';ilccePtable'

,,s -^. theories, i'e' eciecticism" as is no and choosing from different picking irrespective of rn the educationatworrd. uV tr'*'it''*oieticai purlst' teachers' .iher fiJlds, i, doubt rhe case ,^ **V rilu p'uq**tl*' i'u' p'ttitaf classroom and tner,frJnq which of the two above carnps ;uil'od to u'iltt'ut' trying.out new ones have ro lump frorn *-" ;;;4,;g t*-"h"iqu*t' sometimes know that rhey to but discardins the ord. il;iily"ilquentlv;;;;'&rin *"un'iJrrit;; lust one method' teaehers knowithat with a fresh insigh.u.. Experienced ways' lear"n in many different aR ar!"ay of different the most sophisticated employ to suit their use a sinEre rnethod, but some learners uotnuing uny app-roach inu or subco,nr.iouriy, pitti*g nrethod' The "'1tt' techniques, instirrctively r"rrnulr'i,ilit to Jti*it"a 'upJoiteol be effective needs, white tne oot-so and trainers in every tierd pracricaritie, ot

Far

from

it'

fr;;;; d;; ,;

t,iuu.lil;;;i

i;;;'

il;;;-.pl-

t!::'::e

*.,uo1u11ffiil';H;;;:'ffi?;il;;;;.'

r:!*'E!r'!L'

- rr learning, the sophisticated student advances of strategiet t":jt#T:l;j'rr-, other' lt is t-taving targer t-lavins a larser repertoire il"il;-it* '111t:::-:Lili'#Tl?;i;;il"-fertitize and help each other. str:::?:^,^,,p asthe .;;;.;i;l'rate, is tne different in tcachin* or to fotlow one orthodox[ ;4ru:;x:rlrii;,xt'i:f:-;iliiql{[T::x::r:::*r;,::tffi 11ffi,?a;','[:

---

-+ -6 at an

rearner denv the more errective 3ilH::;tJ:.;H:#iliTl]i:;*i#:#:l[:r.i:ttStru*J,1-rili'l

il:;:',-,[:Jli'J;l;Y:",frT;?:::il:;".ffi;].'i",i'.."0
an extra mechanisrn'
Take rote-learnlnq, or ,ruu, *il.tner it be lansuage

is required to.learn hr'rge or science, where a student *u*o.y skilis sives experience' u)u*a-'uu'nins has cf facts' rhesi miv ue iearn.'.bv amounts

:l:-::l

;;;il b':9:;::Til:
emselver

il"TH

darnned ##:,1'gxlllil*{t-Ii::::t'"."-xllgfiff i'$J"'"i:I#;';';;i;:by i, r,ui u"u.l*la that siudenb damaged by.sinr,ar;;ild* ou*:u',^
are

leachers have been rhe rirnirations of ,nl',i'i-?7n.rr]iusi"irnrote-rearning is

t"ir,".ttt

*u*

yet it has its ptace as part of the best approach to rearning, it it not suitable for every' This is not to say that ffi;.;;"te-t-earninff'""Jt i^uo'q'3.tqris'thii not be hunniliated by' a wider programm;. wirh a g;od *u*9ry,und]:;if"O]uf'".'fd harnessed to compersate learner. Not ureryo-nui,,urr.d strategies need then:be rearn things ry treart.-b,ther not being abre to

;;-'-thL.

t
fl
ix H

E'lectronlc-lganrt&ng ' differ.ll.T:"ll"arnins

rhe
search for ever more

it
ihl

iiI
H1

aiiirttt * "r'' T[e upside is that studenl's much the flavnur oitn" *6nt'ft' unhindered by fetlow learning, is now very rearn at their own pace they want and.they can traininq whenever i;ii.t, inherentlv fiawed:lis students.Again,whitsiithasitsplace,e.learning1ackssomeJientialingredlents,Iikethe in morivation of human conracr

stvles soes on' Electronic-learntng'

or''

il;,*illlilffi.[.ni;y

rhe.'"rll""*.ililr.r.i;g-ii

TEST THREE

y/
ACADEMiC READihJG

to devise.an exhausiive prograrr]ryle to aeeon"lrm*date every individuat. Learniers have individualneeds that may elot be catened for by dlstaqree-learnicrg oeliieruJ o* ,gr* ls:termet. Frustrated b1 their laek of deve$oprnenf they will not deveiop to their ful! potential. one solution has been.ts build !nto.any e-iearning p!'ogramrne *n eieme*t or hunran ecntact via e'mail, butincreasingly, as video-conferencing faeilitiesbecorne rnsre advaneed, desigou* uiu able to incorporate reat-I;me video links. While thls is u .unriO*rrble advance, !t stlllfa[is far shert of the human contact that tearning requires.
[np'o.s1iul.e

wiiftr;l#il;

learnlhg is,here to.stay, so what neeus to be done is to give it a human face. Not, mlght I add, a gflngrrt ized one,,but a real one. Students should be abie, ir nuo*ur"oy.;;;;;;r, a turor by l!.lept.| e o;even better., face t6'face.'Priodie tutorials could be builr'in to any Th,,ese, be individua! group,andserninar-.or,a mixturel of ialf three. ,
E

;*g;;;*.

! t
.1

:thein]i.ti4wav6of:enthusiasmsoon:wanes.FewtakegnboardthewarninE:anyself.access rnttcrial'that needs to be developed rQuires huge amounts of input trrneln his been estirnated: thaq for every student hour, materials writeis haie to put in Z0 hours preparat;qn" Thos of unfamiliarwlth the workings of materials produetion **p".t others to live,throuqh ,h" --co*s,equenees of their inexperience in thdfierd. The wronE p;;pd d;;#r,iars producers, get.th blarnefsr any shortcoming's: requently, the quafit!:and vofurne of rnateria{, There is.one,' furtherpoint'here that is worth mentionin$., Once in pt..u, tfre material requirm constant ,, : , :,,,. : upidati'hgahd ressarch: an added cost.'. "

,oist@leamingi sulh as e-learn]ng, cornes with an'o.ft unheeded caveat. lt is seen by the unwary 'l:'a,cfifaP optiol and as a way of,cirbingcosts. Set up ori.a wave of innovation and excitemen-[

;"

.5

a
?
E

:i

g 3

,* 'a
-.lE

Questions 29-31
complete the following statements Zg*sl with the best ending A-G below. write the appropriate tetters A-G in boxes 2g-31 on your answer sheet.

:*
B

"i[*:
E

*.. i

29 30 31 A B C D E F G

There are, according to the writer, two educationalcamps. a centralized and

Unlike teachers, theoreticalpurists look down upon

The modern world dictates that students adopt

'i:tl

a flexible approach to teaching.

an over-controlled approach.

practicalteachers. various learning methods.

a controlled approach. a liberalapproach.

only a limited range of learning techniques.

TEST THBEE

ttr

92

ACADEMIC READING

Questions 32-36

Do the statements below ln

agree with the views

of

the writer in Reading Passage

3?

n
Y

boxes 32-36 on your answer sheetwrite the writer

if the statement agrees with the views of YES No'iiiiZtiZi''^entc-ontradictstheviewsofthewriter this to t'ii iirt the writer thinks about NOT ctvEN if it is impossibte whole range ol issues g2 Adopting one teaching technique rather than another depends on a
enumerate' *n',dn itls difficult for the writer to strategy in allbut a few subiects' Rote-learning is an important learning learner has a good memory' Rote-tearning fails, because not every

33 34 35 36

Studentsareinvariablyhumiliatedbynotbeingabletolearnthingsbyheart.
E-learning will not last long'

Questions 37-39
According

to

drawbacks of e'learning? the text, what are the THREE

ChoosethreelettersA-.GandwritetheminboxesST_ggonyouranswersheet.

A B C D E F G

The cheapness of learning by computer' The cost of training teachers' personnel' Not having enough trained
Not being able to cater for everyone'

to date' The cost of keeping materials up facitities' Not having sufficient video-conferencing Not having contact with PeoPla

Ouestion 40
your answer sheet' A-D and write the answer in box 40 on choose theappropriate letter

WhichofthefollowingisasuitabletitleforReadingPassage3?

A B C D

Education in the modern world Rote-learning and its drawbacks Learning methods
A controlled approach to learning