Land of the Rising Sun Reading Answer
Land of the Rising Sun Reading Answer is taken from the IELTS Academic Reading Cambridge 8 Test 4, Reading Passage 1. IELTS academic reading practice test often offers these kinds of educational topics which are quite commonly found in the IELTS reading exam. To achieve a high IELTS reading score, test-takers should focus on the statistical data provided by the author on how the Japanese education system is advanced than that of England and Wales. IELTS reading sample papers consist of similar topics that develop the candidate’s reading and understanding skills to answer identical topics.
Land of the Rising Sun Reading Answer comprise three different types of questions:
- Choosing the correct heading
- Answering YES/NO/NOT GIVEN
- Multiple Choice Questions
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Section 1
Read the Passage to Answer the Following Questions
Land of the Rising Sun Reading Answer
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 modem 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 demonstrated on the board; 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 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.
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.
Section 2
Solution and Explanation
Questions 1-5
Reading Passage 1 has six sections, A-F.
Choose the correct heading for sections B-F from the list of headings below.
Write the correct number, i-ix, in boxes 1-5 on your answer sheet.
List of Headings
- The influence of Monbusho
- Helping less successful students
- The success of compulsory education
- Research findings concerning achievements in maths
- The typical format of a maths lesson
- Comparative expenditure on maths education
- Background to middle-years education in Japan
- The key to Japanese successes in maths education
- The role of homework correction
(Guide:In this particular question type, the candidate is provided with a list of headings marked with Roman numerals (i, ii,....x, xi) each of which describes each of the portions of the reading passage which is marked with A, B, C… E, F. The answers are to be written in boxes present in their answer sheet. There will always be a higher number of headings than the number of paragraphs. Tip: The best way to answer this question type is carefully skimming through the words.)
Question 1: Section B: vii
Supporting Sentence: “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 modem in design, set well back from the road and spacious inside. Classrooms are large and pupils sit at single desks in rows.”
Keywords: Lower secondary school, Japan
Answer:vii
Explanation: In paragraph B, the author gives a comprehensive view of the lower secondary schools of Japan. It has been described how the schools of Japan covered 3 years, the amenities were all modern as well as the design, away from the road and also spacious. How the classes took place for 50 minutes with a10 minutes break after each class. The size of the classes were huge and unstreamed. The details provide a vivid description of the lower-secondary to middle school education system. The answer selection of option vii is therefore correct.
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Question 2: Section C: i
Supporting Sentence: “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.”
Keywords: Central education authority, Monbusho
Answers: i
Explanations: In Paragraph C the author has stated how the textbooks were supplied by Monbusho. Monbusho was the education authority who regulated the textbooks, and also mandated education for children till the age of 15. Monbusho not only regulates the textbook distribution but also the centralized national curriculum. This states that Monbusho is the central education authority and holds a prominent position.
Question 3: Section D: v
Supporting Sentence: “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 demonstrated on the board; 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.”
Keywords: Supplementary worksheets, distributed
Answers: v
Explanations: From paragraph D it can be seen that the lessons followed a particular pattern. The teacher starts with explaining the homework by attaching numerous elaborations. Every day, the teachers would ask the students to answer the questions on the board following which they would mark, correct or elaborate about the fact. Hardly any supplementary worksheets are distributed in the class and the teacher also ensures that the students are coping properly. Hence, the answer selection is correct.
Question 4: Section E: ii
Supporting Sentence: “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.”
Keywords: Strugglers assisted
Answer: ii
Explanation: Teachers give individual help at the end of each lesson. If extra help is needed, the teachers are ready to provide the strugglers with extra hours. The strugglers are assisted by the teachers and they also take help from the neighbours. This states that the students do get help from the teachers.
Question 5: Section F: viii
Supporting Sentence: “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.”
Keywords: Relevant points, attitude
Answer: viii
Explanation: From the last paragraph or para F the reasons behind the excellence of the Japanese pupil in maths can be understood. The relevant points adding to the contribution are – the Japanese have a positive attitude especially towards the weaker students. They give importance to one’s attitude. Apart from that they have a less competition among the students and an optimistic emphasis on learning process.
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
(Guide: In this question type, the candidate need to answer:
YES: If the question agrees with the author’s statement
NO: If the question disagrees with the author’s statement
NOT GIVEN: If no information is found)
Question 6: There is a wider range of achievement amongst English pupils studying maths than amongst their Japanese counterparts. YES
Supporting Sentence: “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”
Keywords: Larger proportion, attainers
Answers: YES
Explanation: From paragraph A it can be stated that though the Japanese students had a higher score in their mathematical attainment, the students from England or Wales had higher attainment scores. This also states how in England and Wales it is common for the candidates to score very high scores whereas few of the candidates score less. The larger proportion of England and Wales had low scores in Maths.
Question 7: The percentage of Gross National Product spent on education generally reflects the level of attainment in mathematics: NOT GIVEN
Question 8: Private schools in Japan are more modern and spacious than state-run lower secondary schools. NOT GIVEN
Question 9: Teachers mark homework in Japanese schools: NO
Supporting Sentences: “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.”
Keywords: Pupils, own homework
Answers:
Explanation: From paragraph D it can be understood that the Japanese schools follow the pattern of the pupils assigning their own homework to themselves instead of the teacher. The main reason behind this task is to let the pupils learn by themselves where they have committed the mistake and accordingly find solution. Mistakes and ignorance are accepted by them till the time the pupils learn to know them.
Questions 10-13
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 10-13 on your answer sheet.
(Guide: This is the multiple-choice question that requires the candidate to choose the correct answer from the options given. Since this is generally the last question type, candidates get a proper idea of the whole passage)
10 Maths textbooks in Japanese schools are: B: well organised and adapted to the needs of the pupils.
Supporting Sentences: “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.)”
Keywords: Well set, logically developed
Answers: B: well organised and adapted to the needs of the pupils.
Explanations: From paragraph C we can understand the textbooks made by Monbusho contained “well set out” and “logically developed” thus it proves that the answer selection is correct. The books are indeed well-organized and adaptable for the students.
Question 11: When a new maths topic is introduced: C: it is carefully and patiently explained to the students.
Supporting Sentences: “Examples are demonstrated on the board; questions from the textbook are worked through first with the class, and then the class is set questions from the textbook to do individually.”
Keywords: Explains, slowly
Answers: C: it is carefully and patiently explained to the students
Explanations: From paragraph D it can be studied that the teachers always explained new topics with proper illustrations on the board. The textbook questions are thoroughly dealt with and in a repetitive manner. The teacher calmly deals with a new topic and slowly makes the pupils understand.
Question 12: How do schools deal with students who experience difficulties?: A: They are given appropriate supplementary tuition.
Supporting Sentences: “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.”
Keywords: Individual help, after school
Answers: A: They are given appropriate supplementary tuition.
Explanations: From the paragraph E it can be seen that the teachers helped the students in learning, especially the weak students. The teachers even offered individual help after school. The parents were also provided enough information about the ongoing lectures of the class and they also provide private tuitions if needed.
Question 13: Why do Japanese students tend to achieve relatively high rates of success in maths?: C: Much effort is made and correct answers are emphasised.
Supporting Sentences: “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.”
Keywords: Emphasis, hard work
Answer: C: Much effort is made and correct answers are emphasised.
Explanations: The reason behind the Japanese pupils scoring high in the Maths section is because a positive attitude is given to the weaker students who are facing issues. The emphasis given on them counts, the other points are low level of competition in a class and learning for onself.
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