剑桥雅思阅读8真题+答案解析分享

　　雅思阅读部分的备考需要考生在练习中不断的进行提升，为了方便大家在备考的过程中进行练习，小编为大家带来了剑桥雅思阅读8真题+答案解析分享，大家可以对以下阅读题目进行练习。

　　一起来了解以下小编为大家带来的剑桥雅思8Test4阅读文章：

　　READING PASSAGE 1

　　You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 on the following pages.

　　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

　　I The influence of Monbusho

　　ii Helping less successful students

　　iii The success of compulsory education

　　iv Research findings concerning achievements in maths

　　v The typical format of a maths lesson

　　vi Comparative expenditure on maths education

　　vii The key to Japanese successes in maths education

　　ix 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

　　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 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.

　　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 organized 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 emphasized.

　　D there is a strong emphasis on repetitive learning.

　　以上是剑桥雅思阅读8部分的文章，下面一起来具体的了解一下这部分阅读题目的答案：

　　Passage 1

　　Question 1

　　答案： vii

　　关键词： background, middle-years education

　　定位原文: B段第1句“Lower secondary schools…”

　　解题思路: 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。

　　Question 2

　　答案： i

　　关键词： Monbusho

　　定位原文： C段第2句“Monbusho, as part of...”最后一句“Monbusho also decides ...”

　　解题思路：可以推测出这一段在讲Monbusho的影响。故正确答案为i。

　　Question 3

　　答案： v

　　关键词： typical format

　　定位原文： D段第1句“Lessons all follow…”

　　解题思路： 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。

　　Question 4

　　答案： ii

　　关键词： less successful students

　　对应原文：E段第1小段第2句“...any stragglers…neighbor.”第2小段的第1句“Parents are kept…”

　　解题思路：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 stragglers属于同义转述。故正确答案为ii。

　　Question 5

　　答案： viii

　　关键词： key, successes

　　定位原文：F段第1小段的第1句“So what are the major…”

　　解题思路： 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。

　　Question 6

　　答案: YES

　　关键词: English pupils, Japanese counterparts

　　定位原文: A段第2句“... have established that not only did Japanese…”

　　解题思路： 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。

　　Question 7

　　答案： NO

　　关键词： Gross National Product

　　定位原文： A段最后1句话“The percentage of Gross…”

　　解题思路： 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。

　　Question 8

　　答案: NOT GIVEN

　　关键词: private schools , state-run lower secondary schools

　　定位原文: B段

　　解题思路: 本题属于典型的比较关系不存在的NOT GIVEN题目。多个信息词在B部分都出现过，但就是没有提到题目中所说的关系。

　　Question 9

　　答案: NO

　　关键词: mark homework

　　定位原文: D段第3句“Pupils mark their…”

　　解题思路： 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。

　　Question 10

　　答案: B

　　关键词： maths textbooks, Japanese schools

　　定位原文： C段第3句“These textbooks…”

　　解题思路: 题目问日本学校的数学教科书如何。文章中说 the textbook are...well set out and logically developed，B 选项意思是“合理安排并且适应学生的需求”，符合文意。

　　Question 11

　　答案: C

　　关键词: new maths topic

　　定位原文: D段第2段的第1句“After the homework has…”

　　解题思路: 题目问怎么样介绍一个新课题，文章中说 ...the teacher explains the topic of the lesson, slowly and with a lot of repetition and elaboration，C 选项意思是“十分仔细和耐心地去给学生解释”，与原文意思相符。

　　Question 12

　　答案： A

　　关键词： experience difficulties

　　定位原文： E段第1段第2句“Teachers say…”

　　解题思路： 题目问学校如何帮助遇到困难的学生，对此文章中说 Teachers say that they give individual help at the end of a lesson or after school, setting extra work if necessary。A 选项意思是“学生被给予合适的额外的补课”，所以为正确答案。

　　Question 13

　　答案： C

　　关键词： relatively high rates of success

　　定位原文： F段第1段的最后1句“Education is…”

　　解题思路： C 选项意思是“做出更多努力并对正确答案加以强调”，符合文意。

　　以上是小编为大家分享的剑桥雅思阅读8真题+答案解析，希望能够对大家备考雅思阅读有帮助。