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你可能喜欢编辑点评：本文体裁属于说明文，主题为数学崛起之地。A段讲述了日本数学教育成绩辉煌，B段提出日本中学教育背景简介，C段进行了文部省的作用，D段，日本数学课的标准流程，E段，如何帮助后进学生，F段，日本数学教育成功的要素。
剑桥雅思8第四套试题，阅读部分 Passage1 ，阅读真题原文部分：
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on the following pages.
LAND OF THE RISING SUM
A Japan has a significantly better record in terms of average mathematical attainment than England and Wales. Large sample international comparisons of pupils' attainments since the 1960s have established that not only did Japanese pupils at age 13 have better scores of average attainment, but there was also a larger proportion of 'low' attainers in England, where, incidentally, the variation in attainment scores was much greater. The percentage of Gross National Product spent on education is reasonably similar in the two countries, so how is this higher and more consistent attainment in maths achieved?
B Lower secondary schools in Japan cover three school years, from the seventh grade (age 13) to the ninth grade (age 15). Virtually all pupils at this stage attend state schools: only 3 per cent are in the private sector. Schools are usually modern in design, set well back from the road and spacious inside. Classrooms are large and pupils sit at single desks in rows. Lessons last for a standardised 50 minutes and are always followed by a 10-minute break, which gives the pupils a chance to let off steam. Teachers begin with a formal address and mutual bowing, and then concentrate on whole-class teaching.
Classes are large - usually about 40 - and are unstreamed. Pupils stay in the same class for all lessons throughout the school and develop considerable class identity and loyalty. Pupils attend the school in their own neighbourhood, which in theory removes ranking by school. In practice in Tokyo, because of the relative concentration of schools, there is some competition to get into the 'better' school in a particular area.
C Traditional ways of teaching form the basis of the lesson and the remarkably quiet classes take their own notes of the points made and the examples demonstrated. Everyone has their own copy of the textbook supplied by the central education authority, Monbusho, as part of the concept of free compulsory education up to the age of 15. These textbooks are, on the whole, small, presumably inexpensive to produce, but well set out and logically developed. (One teacher was particularly keen to introduce colour and pictures into maths textbooks: he felt this would make them more accessible to pupils brought up in a cartoon culture. ) Besides approving textbooks, Monbusho also decides the highly centralised national curriculum and how it is to be delivered.
D Lessons all follow the same pattern. At the beginning, the pupils put solutions to the homework on the board, then the teachers comment, correct or elaborate as necessary. Pupils mark their own homework: this is an important principle in Japanese schooling as it enables pupils to see where and why they made a mistake, so that these can be avoided in future. No one minds mistakes or ignorance as long as you are prepared to learn from them. After the homework has been discussed, the teacher explains the topic of the lesson, slowly and with a lot of repetition and elaboration. Examples are demon questions from the textbook are worked through first with the class, and then the class is set questions from the textbook to do individually. Only rarely are supplementary worksheets distributed in a maths class. The impression is that the logical nature of the textbooks and their comprehensive coverage of different types of examples, combined with the relative homogeneity of the class, renders work sheets unnecessary. At this point, the teacher would circulate and make sure that all the pupils were coping well.
E It is remarkable that large, mixed-ability classes could be kept together for maths throughout all their compulsory schooling from 6 to 15. Teachers say that they give individual help at the end of a lesson or after school, setting extra work if necessary. In observed lessons, any strugglers would be assisted by the teacher or quietly seek help from their neighbour. Carefully fostered class identity makes pupils keen to help each other - anyway, it is in their interests since the class progresses together.
This scarcely seems adequate help to enable slow learners to keep up. However, the Japanese attitude towards education runs along the lines of 'if you work hard enough, you can do almost anything'. Parents are kept closely informed of their children's progress and will play a part in helping their children to keep up with class, sending them to 'Juku' (private evening tuition) if extra help is needed and encouraging them to work harder. It seems to work, at least for 95 per cent of the school population.
F So what are the major contributing factors in the success of maths teaching? Clearly, attitudes are important. Education is valued greatly in J maths is recognised as an important compulsory subject
and the emphasis is on hard work coupled with a focus on accuracy.
Other relevant points relate to the supportive attitude of a class towards slower pupils, the lack of competition within a class, and the positive emphasis on learning for oneself and improving one's own standard. And the view of repetitively boring lessons and learning the facts by heart, which is sometimes quoted in relation to Japanese classes, may be unfair and unjustified. No poor maths lessons were observed. They were mainly good and one or two were inspirational.
Questions 6-9
Do the following statements agree with the claims of the writer in Reading Passage 1? In boxes 6-9 on your answer sheet, write
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
6 There is a wider range of achievement amongst English pupils studying maths than amongst their Japanese counterparts.
7 The percentage of Gross National Product spent on education generally reflects the level of attainment in mathematics.
8 Private schools in Japan are more modern and spacious than state-run lower secondary schools.
9 Teachers mark homework in Japanese schools.
Questions 10-13
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 10-13 on your answer sheet.
10 Maths textbooks in Japanese schools are
A cheap for pupils to buy.
B well organised and adapted to the needs of the pupils.
C written to be used in conjunction with TV programmes.
D not very popular with many Japanese teachers.
11 When a new maths topic is introduced,
A students answer questions on the board.
B students rely entirely on the textbook.
C it is carefully and patiently explained to the students.
D it is usual for students to use extra worksheets.
12 How do schools deal with students who experience difficulties?
A They are given appropriate supplementary tuition.
B They are encouraged to copy from other pupils.
C They are forced to explain their slow progress.
D They are placed in a mixed-ability class.
13 Why do Japanese students tend to achieve relatively high rates of success in maths?
A It is a compulsory subject in Japan.
B They are used to working without help from others.
C Much effort is made and correct answers are emphasised.
D There is a strong emphasis on repetitive learning.
READING PASSAGE 1真题解析：
体裁：说明文
主题：数学崛起之地
结构：Section A：日本数学教育成绩辉煌
Section B：日本中学教育背景简介
Section C：文部省的作用
Section D：日本数学课的标准流程
Section E：如何帮助后进学生
Section F：日本数学教育成功的要素
难度系数：★★★☆
解题顺序：UST OF HEADINGS&MULTIPLE CHOICE&YES/NO/NOT GIVEN
友情提示：本篇的YES/NO/NOT GIVEN前两题是9分杀手，任何想要取得高分的考生都应该特别注意这种文字崎岖、立意阴险的题目，翻译是关键点。
1. attainment n. 成就：能力
She is a young woman of impressive educational attainments. 她是一位学业成就斐然的年轻女子。
The Ph. D. ，a traditional degree，signifies the highest level of advanced scholarly attainment.
博士学位是一种很传统的学位，代表着高级学术成就的最高水平。
2. variation n. 变化；变体
Currency exchange rates are always subject to variation. 货币的兑换率总是在波动。
Most of his poems are variations on the theme of love. 他的诗歌大多数是在用不同形式歌颂爱情。
3. consistent adj. 一致的，始终如一的
She's the team's most consistent player. 她是全队表现最稳定的选手。
We need to be consistent in our approach. 我们得采取一致的方法。
4. standardise v. 使标准化
Attempts to standardise English spelling have never been successful. 规范英文拼写的尝试从没有成功过。
We will extend and standardise legal services and provide effective legal aid.
我们将会拓展和规范法律服务，提供有效的法律援助。
5. identity n. 身份；同一性
Our strong sense of national identity has been shaped by our history. 历史造就了我们强烈的民族认同感。
My father experienced an identity crisis in middle age. 我父亲在中年时经历了一场认同危机。
6. loyalty n. 忠诚
Elizabeth understood her husband's loyalty to his sister. Elizabeth理解丈夫对他姐姐的忠诚。
In the rural areas，family and tribal loyalties continue to be important.
在农村地区，忠于家庭和宗族这一点仍然很重要。
7. set out 设置，安排；阐述
Her work is always very well set out. 她总是把工作安排得非常好。
He set out the reasons for his decision in his report. 他在报告中阐述了此决定的缘由。
8. accessible adj. 容易理解的，易懂的；易到达的
He wants his music to be accessible to everyone. 他希望他的音乐通俗易懂。
Computers should be made readily accessible to teachers and pupils. 要让老师和学生都能用上电脑。
9. elaborate v. 详细解释
He said he had new evidence, but refused to elaborate any further.
他说他找到了新证据，却不肯进一步详细解释。
McDonald refused to elaborate on his reasons for resigning. McDonald拒绝详细说明他辞职的原因。
10. supplementary adj. 补充的，额外的
We need some supplementary reading materials. 我们需要一些补充阅读材料。
These conclusions are supplementary to the formers. 这些结论对前人的研究起到了补充作用。
11. foster v.培养；培育
The bishop helped foster the sense of a community embracing all classes.
主教致力于培养一种包容各个阶层的团结感。
The couple wanted to adopt the black child they had been fostering.
这对夫妇想收养他们一直照料的那个黑人小孩。
12. accuracy n. 准确性。精确度
He passes the ball with unerring accuracy. 他准确无误地将球传了出去。
The expert worries about the accuracy of government statistics. 那位专家担心官方数据的准确性。
proportion n. 比例，部分
incidentally adv. 顺便一提；偶然地
cover v. 包括，涉及
virtually adv. 几乎；事实上
state school 公立学校
private sector 私立部门
spacious adj. 宽敞的
let off steam 放松一下；释放多余的精力
address n. 问候；称呼
mutual adj. 相互的，彼此的
unstreamed adj. 不按智力分班的
neighbourhood n. 邻近的地方，社区
ranking n. 排名；等级
concentration n. 集中
compulsory education义务教育
presumably adv. 大概，预估
inexpensive adj. 便宜的
keen adj. 热衷于
centralise v. 使集中
deliver v. 实现；履行
pattern n. 模式
comment v. 讲评，解释
schooling n. 学校教育
ignorance n. 无知
distribute v. 分发
comprehensive adj. 全面的，综合的
homogeneity n. 齐次性
render v. 使成为，使变得
circulate v. 周巡，巡视
struggler n. 苦苦挣扎的人(这里指后进学生)
contributing factor起作用的因素
unjustified adj. 不公正的
inspirational adj. 鼓舞人心的，启发灵感的
1. Traditional ways of teaching form the basis of the lesson and the remarkably quiet classes take their own notes of the points made and the examples demonstrated.
参考译文：传统的教学方式是课堂的基础，学生们安安静静地对老师指出的重点和给出的示例做笔记。
语言点：过去分词作定语。例如：
People invited to attend the meeting are very pleased to share their experiences of hospital services.
受邀参加此次会议的人们很愿意分享他们在医院服务方面的经验。
Benefits of SOHO include decreased use of sick leave and improved working efficiency.
在家上班的好处包括减少病假，提高工作效率。
A majority of the international journalists surveyed view nuclear power stations as unsafe at present but that they could be made sufficiently safe in the future. 大多数受访的海外记者都认为核电站在现阶段还是不安全的，但是将来它们可以被建设得足够安全。
Retired people still can make great contribution to society.
退休的人们依然可以为社会做出巨大贡献。
2. Only rarely are supplementary worksheets distributed in a maths class.
参考译文：数学课上，老师只在极少数情况下才会发一些补充练习。
语言点：only放在句首时的倒装结构。例如：
Only in this way，can you learn English well.
只有这样，你才能学好英语。
only after being asked three times did he come to the meeting.
他被请三次才来参加会议。
Only by shouting at the top of his voice was he able to make himself heard.
他声嘶力竭地呼喊才能让众人听到。
Only in this way can we achieve what we want.
只有这样，我们才能得到自己想要的。
如果句子为主从复合句，则主句倒装，从句不倒装。例如：
Only when he is seriously ill does he ever stay in bed.
病得很重时，他才卧床休息。
Questions 1-5
题目类型：LIST OF HEADINGS
题目解析：首先，考生应该忽略例子当中已经选出的iv项；接着，浏览所有的Headings，找出关键词。
定位词：background，middle-years education
文中对应点：Section B首句：Lower secondary schools inJapan cover&
作为LIST OF HEADINGS的第一个题目，此题还是稍有难度的，因为需要通读Section B的全部内容才能看出这是在讲日本中学的教育背景。如果单纯用首句中的lower secondary schools来对应题目中的middle-years education 也能够得到答案，但是需要一定程度的大胆推测。正确答案为vii。
定位词：Monbusho
文中对应点：Section C：Monbusho, as part of& Monbusho also decides&
Monbusho在文中第一次出现于Section C，单凭这一点就能够锁定正确答案了。如果找到本段Monbusho出现的两个地方：Everyone has their own copy of the textbook supplied by the central education authority，Monbusho&以及末句&Monbusho also decides the highly centralised national curriculum and how it is to be delivered. ，就可以推测出这一段在讲Monbusho的影响。故正确答案为i。
定位词： typical format
文中对应点：Section D首句：Lessons all follow the same pattern.
读首句就能够判断本题答案，题干中的format 与文中的pattern属于同义转述。故正确答案为v。
定位词：less successful Students
文中对应点：Section E第一小段：&any strugglers would be assisted by the teacher or quietly seek help from their neighbour.
Section E第二小段：Parents are kept closely informed of their children's progress and will play a part in helping their children to keep up with class，sending them to 'Juku'(private evening tuition)if extra help is needed and encouraging them to work harder.
本题稍有难度，对应信息分布较广。Section E 中第一段的对应句说的是后进生在学校里得到的帮助；第二段的对应句则在讨论家长如何帮助孩子跟上班级的进度。定位词与文中的strugglers属于同义转述。故正确答案为ii。
定位词：key，successes
文中对应点：Section F首句：So what are the major contributing factors in the success of maths teaching?
Section F开头设问道：&那么什么是日本数学教学成功的主要因素呢?&下面紧接着回答：显然态度是重要的，然后具体解说态度如何重要。其中的contributing factors与key相对应。故正确答案是viii。
Questions 6-9
题目类型：YES/NO/NOTGIVEN
定位词：English pupils,Japanese counterparts
解题关键词：a wider range of achievement
文中对应点：Section A：&have established that not only did Japanese pupils at age 13 have better scores of average attainment，but there was also a larger proportion of，&low&attainers in England，where，incidentally，the variation in attainment scores was much greater. &&证实，13岁的日本学生平均分数更高，同时也证实了英国表现&不佳&的学生比例更大，而且，顺便说一句，英国学生分数的变化也比日本学生大得多。
本题解题关键是搞清楚where后面引导的定语从句。在将英日两国13岁学生的成绩进行比较时，作者先说日本学生平均成绩较高，接着说英国低分学生比较多，而且英国学生分数跨度比较大。如果不仔细看，此题目很可能选成NOT GIVEN。
定位词：Gross National Product
解题关键词：generally reflects
文中对应点：
本题很容易定位到Section A最后一句话：
The percentage of Gross National Product spent on education is reasonably similar in the two countries，so how is this higher and more consistent attainment in maths achieved?两个国家在教育上的国民生产总值比例十分相近，那日本是如何实现这一更高、更稳定的数学成绩的呢?
这个问句表明日本投入同样的GNP却能够产生更好的数学成绩，显然，教育水平高低不能单纯以GNP投入论之。此题也具有一定的迷惑性。
定位词：private schools，state-run lower secondary schools
解题关键词：more modern and spacious
文中对应点：本题属于典型的比较关系不存在的NOT GIVEN题目。多个信息词文中Section B都出现过，但就是没有提到题目中所说的关系。
这种类型的题目，对于经历过剑4到剑7洗礼的考生们，应该比较容易。
答案：NOT GIVEN
定位词：mark homework
解题关键词: teacher
文中对应点：Secdon D：Pupils mark their own homework：this is an important principle in Japanese schooling&学生自己批改作业：这在日本的学校教育中是一条重要原则&&
本题定位信息比较明确，可轻松判断出答案。
Questions 10-13
题目类型：MULTIPLE CHOICE
题目解析：
解题小窍门：读清题干巧定位、四个选项要读完、绝对only排除掉、正确选项在中间。
定位词：maths textbooks
题目解析：题目：日本的数学教材：
A. 价格便宜，利于学生购买。
B. 编写合理，适应学生需求。
C. 编写时考虑到和电视节目相结合。
D. 在许多日本教师中不是很受欢迎。
对应点在文中有两处：一处在Section C中部：These textbooks are，on the whole，small，presumably inexpensive to produce，but well set out and logically developed. 另一处在Section D第二小段中：The impression is that the logical nature of the textbooks and their comprehensive coverage of dliferent types of examples. combined with the relative homogeneity of the class，renders work sheets
unnecessary.
这两句话中的well set out，logically developed，the logical nature，comprehensive coverage就相当于选项B中的well organised。故正确答案为B。
定位词：a new maths topic
题目解析：题目：当一个新的数学题被引入时，
A. 学生们回答黑板上的问题。
B. 学生完全依赖教科书。
C. 它会被详细耐心地解释给学生听。
D. 学生通常会使用额外的练习册。
在Section D第二小段：After the homework has been discussed，the teacher explains the topic of the lesson. slowly and with a lot of repetition and elaboration. C项中的carefully and patiently explained是对slowly and with a lot of repetition and elaboration的同义转述，两者都是表示方式的状语，功能和意思都吻合。选项B过于绝对，可以第一时间排除。选项A是在混淆上一小段批改作业的环节，也应该被排除。正确答案为C。
定位词：students who experience difficulties
题目解析：题目：学校如何对待学习有困难的学生?
A. 给他们适当的课外辅导。
B. 鼓励他们抄袭其他学生的作业。
C. 强迫他们解释为什么进步那么慢。
D. 把他们安排在一个能力不一的班级中。
从常识就可以判断出B、C两项不是答案。那么，A和D两个选项中，到底是哪个呢?
文章Section E第二小段提到：Parents are kept closely informed of their children's progress and will play a part in helping their children to keep up with class，sending them to &Juku&(private evening tuition)if extra help is needed and encouraging them to work harder. 其大意是家长会送孩子去补习学校，正好对应选项A。
定位词：此题的问句形式
题目解析：题目，为什么日本学生相对能在数学方面取得较好的成绩?
A. 因为数学在日本是必修课。
B. 他们习惯于没有帮助独自学习。
C. 学生们付出很多努力并且正确答案很受重视。
D. 特别重视重复学习。
通过题干的问句形式定位到Section F第一句，接下来的内容即为答案所在：Clearly，attitudes are important. Education is valued gready in Japanese culture；maths is recognised as an important compulsory subject throughout schooling；and the emphasis is on hard work coupled with a focus on accuracy. 其中的hard work和a focus on accuracy分别对应C项中的much effort和correct answers are emphasised。B、D两项在Section F中根本没有提及；A项虽然提及，但不是根本原因。故正确答案是C。
数学崛起之地
A. 就数学的平均成绩而言，日本的纪录要比英格兰和威尔士好得多。20世纪60年代以来，就学生数学成绩所做的大量国际样本比较研究证实，13岁的日本学生平均分数更高，同时也证实了英国表现&不佳&的学生比例更大，而且，顺便说一句，英国学生分数的变化也比日本学生大得多。两个国家在教育上的国民生产总值比例十分相近，那日本是如何实现这一更高、更稳定的数学成绩的呢?
B. 日本的初中教育为时三年，从7年级(13岁)到9年级(15岁)。几乎所有这个阶段的学生都选择国立学校：只有3％在私立机构就读。学校通常都设计得很现代化，远离马路，占地面积也很大。教室空间很大，学生使用的是成排的独立课桌。每堂课的持续时间是标准化的50分钟，然后是10分钟的休息时问，可以让学生们放松一下。教师上课以正式的问候和互相鞠躬开始，之后注意力就集中在整堂课的教学上了。上课的班级较大&&通常约40人&&且不根据智力水平分班。学生在校期间的所有课程都在同一个班级，因此他们有相当强烈的班级认同感和忠诚意识。学生在自己的社区上学，从理论上排除了学校排名。实际上在东京，因为学校相对比较集中，在某些特定区域会存在一些进入&更好的&学校的竞争。
C. 传统的教学方式是课堂的基础，学生们安安静静地对老师指出的重点和给出的示例做笔记。每个学生都有自己的课本，由中央教育机构文部省(Monbusho)提供，这也是15岁以下的公民享有免费义务教育理念的一部分。总体来说，这些课本体积较小，制作成本可能比较低，但排版精美，结构合理。(有一位老师特别热衷于在数学课本中引入色彩和插图：他觉得这样的课本更容易被在卡通文化背景下长大的学生所接受。)除了批准使用课本，文部省还负责制定高度集中化的全国统一课程及其执行方式。
D. 所有的课堂都遵循相同的模式。一上课，学生先把家庭作业的答案写在黑板上，然后由老师讲评、纠正，必要时进行详细解释。学生自己批改作业：这在日本的学校教育中是一条重要原则，因为这样做可以让学生认识到自己在哪里犯了错误，为什么会犯错误，从而避免今后再犯同样的错误。没有人在意你的错误或者无知，只要你能从中有所收获。
讨论完家庭作业之后，教师就开始讲解本堂课的主题，速度很慢，有很多重复和详细解释。所有例子都在黑板上演示；课本上的一些问题先在课堂上由大家一起完成，另外一些问题随后再单独布置给每个学生。数学课上，老师只在极少数情况下才会发一些额外的练习册。给人的印象是，课本的逻辑性，其中对各种例子的全面涵盖，再加上学生水平整齐划一，使得练习册无用武之地。布置完作业，教师就会在教室里转一转，以确保所有学生都没有进一步的问题。
E. 值得注意的是，在从6岁到15岁的整个义务教育期间，学生可能都是在能力不一的大班里一起学习数学。教师们说他们会在课堂结束时或者放学后给学生个别辅导，必要的话还会额外再留作业。在被观摩的课堂上，任何有困难的学生都能得到老师的帮助，或者他们会悄悄请同桌帮助。精心培养出的班级认同感让学生热衷于互相帮助&&无论如何，班级的共同进步与他们休戚相关。这样的帮助似乎并不能让后进的学生跟上班级进度。但是，日本人对待教育的态度所遵循的原则是&只要你足够努力，你就几乎无所不能&。父母能够及时了解到孩子的进步，在帮助孩子跟上班级进度方面起了不少作用，必要时他们会把孩子送到&聚酷(私立夜校补习班)&，并鼓励他们刻苦学习。这种做法好像至少对95％的在校生都能起到作用。
F. 那么什么是日本数学教学成功的主要因素呢?显然，态度是很重要的。在日本文化中，教育极受重视；数学被视作整个学校教育过程中一门重要的必修科目；刻苦努力和精益求精是重中之重。其他关乎成功的因素包括班级对后进生的支持态度，班级内没有竞争，积极强调为自己而学习以及提高自身的水平等。&重复乏味的课堂和死记硬背事实性知识&不时被引用来描述日本的课堂，这种观点也许是不公平也不公正的。观摩中并没有看到糟糕的数学课，基本上都不错，且其中一两堂课还让人感到很有启发性。&
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