List of Headings解题思路.docxVIP

Exercise 2 List of Headingsi The influence of Monbushoii Helping less successful studentsiii The success of compulsory educationiv Research findings concerning achievements in mathsv The typical format of a maths lessonvi Comparative expenditure on maths educationvii Background to middle-years education in Japanviii The key to Japanese successes in maths educationix The role of homework correction　Example Answer 　Section A iv 　1 Section B 　2 Section C 　3 Section D 　4 Section E 　5 Section F 正文：LAND OF THE RISING SUM (CAMBRIDGE IELTS 8)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