2024-2025江苏省常州市第一中学高一10月测试
一、听力(30分)
略
二、阅读理解(37.5分)
A
Calling All High School Students
Apply to The Daily’s Summer 2023 Journalism Workshop!!
Click here for an application form
The application deadline has been extended to June 2 at 11:59 pm.
Join us for our annual summer eight-week journalism workshop! The program runs from June26 to August 18, 2023.
In our program, we’ll teach high schoolers the fundamentals through real-world reporting tasks. Some writers may even get the opportunity to publish their work on The Stanford Daily’s website as they receive one-on-one guidance from Daily editors in weekly check-in meetings and lessons.
Even if you’ve done a program with us before, you’re sure to learn new skills, encounter new challenges, and level up your journalistic skills! We have all-new content and guest speakers with fresh and exciting perspectives to bring to the table.
It is open to participants of all skill levels — our editors will work with you at whatever pace you’re comfortable with and get you up to speed regardless of your level of experience.
Over the course of the eight-week journalism workshop, participants will get hands-on experience in the end-to-end process of news reporting, including:
How to find stories and assess (评估) their newsworthiness
How to identify and interview sources
How to create well-structured, interesting news pieces
How to write breaking news
In addition to writing, students will have the opportunity to learn multimedia and digital skills, ultimately gaining exposure to the complete, real, end-to-end experience of working in journalism.
1. What is the purpose of the journalism workshop?
A. To expose high schoolers to the real world.
B. To bring The Stanford Daily to a larger audience.
C. To select potential writers for The Stanford Daily.
D. To equip high schoolers with skills of news reporting.
2. What can participants do in the workshop?
A. Start up a news writing website.
B. Chair weekly meetings of Daily’s editors.
C. Assess the work of Daily’s journalists.
D. Get personalized guidance from professionals.
3. What is the text?
A. An activity schedule. B. An online advertisement.
C. A course review. D. An academic article.
B
When I mentioned to some friends that we all have accents (口音), most of them proudly replied, “Well, I speak perfect English/Chinese/etc.” But this kind of misses the point.
More often than not, what we mean when we say someone “has an accent” is that their accent is different from the local one, or that pronunciations are different from our own. But this definition (定义) of accents is limiting and could give rise to prejudice. Funnily enough, in terms of the language study, every person speaks with an accent. It is the regular differences in how we produce sounds that define our accents. Even if you don’t hear it yourself, you speak with some sort of accent. In this sense, it’s pointless to point out that someone “has an accent”. We all do!
Every person speaks a dialect (方言), too. In the field of language study, a dialect is a changed form of a language that is featured by its variations (变化) of structure, phrases and words. For instance, “You got eat or not?” (meaning “Have you eaten?”) is an acceptable and understood question in Singapore Oral English. The fact that this expression would cause a standard American English speaker to take pause doesn’t mean that Singapore Oral English is “wrong” or “ungrammatical”. The sentence is well-formed and clearly communicative, according to native Singapore English speakers’ solid system of grammar. Why should it be wrong just because it’s different?
We need to move beyond a narrow idea of accents and dialects — for the benefit of everyone.
Language differences like these provide insights into people’s cultural experiences and backgrounds. In a global age the way one speaks is a distinct part of one’s identity (身份). Most people would be happy to talk about the cultures behind their speech. We’d learn more about the world we live in and make friends along the way.
4. What does the author think of his/ her friends’ response in paragraph 1?
A. It reflects their self confidence.
B. It reflects their language levels.
C. It misses the point of communication.
D. It misses the real meaning of accents.
5. Why does the author use the example of Singapore Oral English?
A. To support the use of dialects.
B. To show the importance of dialects.
C. To correct a grammatical mistake.
D. To highlight a traditional method.
