Cambridge ielts 1-15 series reading answers explained

CAMBRIDGE IELTS 8 – TEST 3 – PASSAGE 3
HOW DOES THE BIOLOGICAL CLOCK TICK? 

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CAMBRIDGE IELTS 8 READING – TEST 4 – 
ANSWERS 
LAND OF THE RISING SUN 
QUESTIONS 1 – 5, CHOOSE THE CORRECT HEADING FOR 
SECTIONS B – F 
1. SECTION B 
In paragraph B, the writer gives us an overview about lower secondary schools in Japan 
such as the number of years [lower secondary schools in Japan cover three school 
years…private sector], the facilities [School are usually modern in design…in rows], the time of 

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lessons [a standardized 50 minutes], break time [a 10 – minute break], classes are large and 
unstreamed. => This provides the background of secondary education in Japan. 
– lower secondary schools = middle – years education 
=> ANSWER: vii – Background to middle – years education in Japan 
2. SECTION C 
In paragraph C: “Everyone has their own copy of the textbook supplied by the central 
education authority, Monbusho, as a part of the concept of free compulsory education up to the age of 
15” => Monbusho, central education authority supplies textbooks. The last sentence in paragraph C: 
“Besides approving textbooks, Monbusho also decides the highly centralized national curriculum and 
how it is to be delivered”. This means that Monbusho has great effects/influence not only on textbooks 
but also the national curriculum. Moreover, the writer only refers to Monbusho in paragraph C. 
=>ANSWER: i – The influence of Monbusho 
3. SECTION D 
In paragraph D, the writer indicates the pattern for a math lessons: “Lessons all follow the same 
pattern. At the beginning, the pupils put solutions to the homework on the board, then the teachers 
comment, collect or elaborate as necessary”. => That means there is a typical format/pattern of a 
math lesson. 
format = pattern 
=> ANSWER: v – The typical format of a math lesson 
4. SECTION E 
In paragraph E: “Teachers say that they give individual help at the end of a lesson or after 
school, setting extra work if necessary”. Moreover, “in observed lessons, any strugglers 
would be assisted by the teacher or quietly seek help from their neighbor”. That means 
teachers are willing to help students who have difficulties in learning. 
– less successful students = strugglers 
– help [to be helped] ~ be assisted by 
=>ANSWER: ii – Helping less successful students 
5. SECTION F 
In paragraph F, the writer raises a question in order to find out what factors contribute to the success 
of math education in Japan. “So what are the major contributing factors in 
the success of maths teaching? Clearly, attitudes are important”. Some 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….” 
– key = major contributing factors 
=> ANSWER: viii – The key to Japanese successes in maths education 
QUESTIONS 6-9 
6. THERE IS A WIDER RANGE 
OF ACHIEVEMENT AMONGST ENGLISH PUPILS STUDYING M
ATHS THAN AMONGST THEIR JAPANESE COUNTERPARTS 
Key words: wider range of achievement, English pupils, studying maths, Japanese counterparts 
In paragraph A: “but there was also a larger proportion of „low‟ attainers in England, where, 

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incidentally, the variation in attainment scores was much 
greater”. This means that though Japan has a significantly better record in terms of average 
mathematical attainment than England and Wales, England has a wider range of attainment scores than 
Japan. So, in England and Wales it is common for some pupils to achieve very high scores, while 
others only have low scores. 
– wider = greater 
– achievement = attainment 
counterpart: a person or thing that has the same position or function as somebody/something else in a 
different place or situation. 
=> ANSWER: YES 
7. 
THE PERCENTAGE OF GROSS NATIONAL PRODUCT SPENT ON ED
UCATION GENERALLY REFLECTS THE LEVEL OF ATTAINMENT 
Key words: percentage, Gross National Product, spent, reflects, level of attainment 
The last sentence in paragraph A: “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?” 
This means that though both countries [Japan & England] receive the same percentage of 
Gross National Product, the level of achievement in studying maths is higher in Japan. Moreov
er, in the first sentence, the writer indicates that Japan has a better record in 
mathematical attainment than England and Wales; therefore, it is false to say that the 
percentage of GNP spent on education reflects the level of attainment. 
=> ANSWER: NO 
8. PRIVATE SCHOOLS IN JAPAN ARE MORE MODERN AND SPACI
OUS THAN STATE – RUN LOWER SECONDARY SCHOOLS. 
Key words: private schools in Japan, modern, spacious, state – run lower secondary schools 
In paragraph B, the writer indicates that : “all pupils attend state schools; only 3 per cent are in the 
private sector. Schools [state schools] are usually modern in design, set well back from the road and 
spacious inside”. This means that the writer states only that state schools are modern and 
spacious. We do not know whether private schools are more modern than state schools or not. 
– state – run lower secondary schools = state schools 
ANSWER: NOT GIVEN 
9. TEACHERS MARK HOMEWORK IN JAPANESE SCHOOLS 
Key words: teachers, mark, homework, Japanese schools 
In paragraph D: “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”. => This means that teachers do not mark homework. It is the students who mark their own 
homework. 
=>ANSWER: NO 
QUESTIONS 10-13 CHOOSE THE CORRECT LETTER, A,B,C OR D. 
10. MATHS TEXTBOOKS IN JAPANESE SCHOOLS ARE 
In paragraph C: “These textbooks are, on the whole, small, presumably inexpensive to 
produce, but well set out and logically developed”. Textbooks are referred to again in 

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paragraph D: “….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”. Therefore, teachers do not need to use work sheets, the maths textbooks 
contain everything that the pupils need. 
– well organised = well set out 
– comprehensive coverage ~ containing all the examples that the pupils need 
=>ANSWER: B – Well organised and adapted to the needs of the pupils 
11. WHEN A NEW MATHS TOPIC IS INTRODUCED, 
In paragraph D: “…. 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….”. This means that when a new maths topic 
is introduced, the teacher patiently gives a clearly explanation of the topic to students. 
– patiently = slowly 
– carefully = with a lot of repetition and elaboration 
=>ANSWER: C- It is carefully and patiently explained to the students 
12. HOW DO SCHOOLS DEAL WITH STUDENTS WHO EXPERIENCE 
DIFFICULTIES? 
In paragraph E: “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”. 
Schools also encourage parents to help: “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”. 
– supplementary = extra tuition: the act of teaching something, especially to one person or to people in 
small groups 
=>ANSWER: A – They are given appropriate supplementary tuition 
13. WHY DO JAPANESE STUDENTS TEND TO ACHIEVE RELATIVELY 
HIGH RATES OF SUCCESS IN MATHS? 
In paragraph F: “maths is recognised as an important compulsory subject throughout schooling; 
and the emphasis is on hard work coupled with a focus on accuracy”. 
Maths is an important subject in Japanese schooling, Japanese students tend to learn hard/make a lot 
of effort and focus on the accuracy of answers => they tend to achieve high rates of success in maths 
– correct answers = accuracy 
– hard work = effort 
=>ANSWER: C – Much effort is made and correct answers are emphasised