4 . Dance Classes

Ballet

Ballet teaches grace, posture (姿势) and flexibility. Students focus on the use of proper ballet items (物品), expanding their knowledge of classical ballet techniques and improving motor skills for classical ballet practice. The class is a formal ballet class.

Age: 8 — 10

Date: September 7, 2019 — May 16, 2020

Time: 10:30 am — 12:00 am on Saturdays

Creative Movers

Students can explore creative movement, balance, focus, the development of skills, motor planning and balance. The class helps build strength, flexibility and self-confidence, and allows children to realize expression in a positive and encouraging environment. Children use their imagination to celebrate movement and have lots of fun.

Age: 3 — 5

Date: September 7, 2019 — January 18, 2020

Time: 9:00 am — 9:45 am on Saturdays

Jazz

Jazz includes movements from both classical ballet and dance techniques. This class will focus on traditional Jazz dance. Students will be introduced to jazz-style rhythms and movements. In order to ensure proper placement for your child, we invite all students to participate in a sample (示例) class. Students and parents work with program staff to meet students’ personal dance goals.

Age: 5 — 6

Date: September 7, 2019 — May 16, 2020

Time: 2:00 pm — 3:00 pm on Saturdays

Hip Hop

Students will be introduced to several different aspects of hip hop dance including Popping, Locking, Breaking and Tutting in a high-energy environment. Our hip hop instructors are highly knowledgeable and will provide students with a wonderful view of hip hop dance.

Age: 7 — 10

Date: September 7, 2019 — May 16, 2020

Time: 1:00 pm — 2:00 pm on Sundays

1. Which class is suitable for 4-year-old children?

A．Ballet.

B．Creative Movers.

C．Hip Hop.

D．Jazz.

2. What can students do in the jazz class?

A．Make use of all the ballet items.	B．Learn the long history of jazz.
C．Dance with famous modern jazz dancers.	D．Get to know jazz-style movements.

3. What is special about the hip hop class?

A．It is open in the afternoon.	B．It is available on Sunday.
C．It teaches traditional dances.	D．It has the most skilled teachers.

6 . For those who can stomach it, working out before breakfast may be more beneficial for health than eating first, according to a study of meal timing and physical activity.

Athletes and scientists have long known that meal timing affects performance. However, far less has been known about how meal timing and exercise might affect general health.

To find out, British scientists conducted a study. They first found 10 overweight and inactive but otherwise healthy young men, whose lifestyles are, for better and worse, representative of those of most of us. They tested the men’s fitness and resting metabolic (新陈代谢的) rates and took samples (样品) of their blood and fat tissue.

Then, on two separate morning visits to the scientists’ lab, each man walked for an hour at an average speed that, in theory, should allow his body to rely mainly on fat for fuel. Before one of these workouts, the men skipped breakfast, meaning that they exercised on a completely empty stomach after a long overnight fast (禁食). On the other occasion, they ate a rich morning meal about two hours before they started walking.

Just before and an hour after each workout, the scientists took additional samples of the men’s blood and fat tissue.

Then they compared the samples. There were considerable differences. Most obviously, the men displayed lower blood sugar levels at the start of their workouts when they had skipped breakfast than when they had eaten. As a result, they burned more fat during walks on an empty stomach than when they had eaten first. On the other hand, they burned slightly more calories (卡路里), on average, during the workout after breakfast than after fasting.

But it was the effects deep within the fat cells that may have been the most significant, the researchers found. Multiple genes behaved differently, depending on whether someone had eaten or not before walking. Many of these genes produce proteins (蛋白质) that can improve blood sugar regulation and insulin (胰岛素) levels throughout the body and so are associated with improved metabolic health. These genes were much more active when the men had fasted before exercise than when they had breakfasted.

The implication of these results is that to gain the greatest health benefits from exercise, it may be wise to skip eating first.

1. The underlined expression “stomach it” in Paragraph 1 most probably means “______”.

A．digest the meal easily	B．manage without breakfast
C．decide wisely what to eat	D．eat whatever is offered

2. Why were the 10 people chosen for the experiment?

A．Their lifestyles were typical of ordinary people.

B．Their lack of exercise led to overweight.

C．They could walk at an average speed.

D．They had slow metabolic rates.

3. What happened to those who ate breakfast before exercise?

A．They successfully lost weight.	B．They consumed a bit more calories.
C．They burned more fat on average.	D．They displayed higher insulin levels.

4. What could be learned from the research?

A．A workout after breakfast improves gene performances.

B．Too much workout often slows metabolic rates.

C．Lifestyle is not as important as morning exercise.

D．Physical exercise before breakfast is better for health.

7 . In May 1987 the Golden Gate Bridge had a 50th birthday party. The bridge was closed to motor traffic so people could enjoy a walk across it. Organizers expected perhaps 50,000 people to show up. Instead, as many as 800, 000 crowded the roads to the bridge. By the time 250,000 were on the bridge, engineers noticed something terrible：the roadway was flattening under what turned out to be the heaviest load it had ever been asked to carry. Worse, it was beginning to sway（晃动）. The authorities closed access to the bridge and tens of thousands of people made their way back to land. A disaster was avoided.

The story is one of scores in To Forgive Design：Understanding Failure, a book that is at once a love letter to engineering and a paean（赞歌）to its breakdowns. Its author, Dr. Henry Petroski, has long been writing about disasters. In this book, he includes the loss of the space shuttles（航天飞机）Challenger and Columbia, and the sinking of the Titanic.

Though he acknowledges that engineering works can fail because the person who thought them up or engineered them simply got things wrong, in this book Dr. Petroski widens his view to consider the larger context in which such failures occur. Sometimes devices fail because a good design is constructed with low quality materials incompetently applied. Or perhaps a design works so well it is adopted elsewhere again and again, with seemingly harmless improvements, until, suddenly, it does not work at all anymore.

Readers will encounter not only stories they have heard before, but some new stories and a moving discussion of the responsibility of the engineer to the public and the ways young engineers can be helped to grasp them.

"Success is success but that is all that it is," Dr. Petroski writes. It is failure that brings improvement.

1. What happened to the Golden Gate Bridge on its 50th birthday?

A．It carried more weight than it could.

B．It swayed violently in a strong wind

C．Its roadway was damaged by vehicles

D．Its access was blocked by many people.

2. Which of the following is Dr. Petroski's idea according to paragraph 3?

A．No design is well received everywhere

B．Construction is more important than design.

C．Not all disasters are caused by engineering design

D．Improvements on engineering works are necessary.

3. What does the last paragraph suggest?

A．Failure can lead to progress.	B．Success results in overconfidence
C．Failure should be avoided.	D．Success comes from joint efforts.

4. What is the text?

A．A news report	B．A short story.
C．A book review	D．A research article.

8 . The end of the school year was in sight and spirits were high. I was back teaching after an absence of 15 years, dealing with the various kinds of "forbidden fruit" that come out of book bags. Now was the spring of the water pistol.

I decided to think up a method of dealing with forbidden fruit.

"Please bring that pistol to me," I said. "I'm going to put it in my Grandma's Box."

"What's that?" they asked.

"It's a large wooden chest full of toys for my grandchildren," I replied,

"You don't have grandchildren," someone said.

"I don't now." I replied. "But someday I will. When I do, my box will be full of wonderful things for them."

My imaginary Grandma's Box worked like magic that spring, and later. Sometimes. students would ask me to describe all the things I had in it. Then I would try to remember the different possessions I supposedly had taken away—since I seldom actually kept them. Usually the offender would appear at the end of the day, and I would return the belonging.

The-years went by, and my first grandchild Gordon was born. I shared my joy with that year's class. Then someone said, "Now you can use your Grandma's Box." From then on instead of coming to ask their possessions back, the students would say, "That's okay. Put it in your Grandma's Box for Gordon."

I loved talking about the imaginary box, not only with my students but also with my own children. They enjoyed hearing about all the forbidden fruit I had collected. Then one Christmas I received a surprise gift—a large, beautifully made wooden chest. My son Bruce had made my Grandma's Box a reality.

1. What was the author's purpose in having the conversation with the students?

A．To collect the water pistol.	B．To talk about her grandchildren.
C．To recommend some toys.	D．To explain her teaching method.

2. What do the underlined words "the offender" in paragraph 8 refer to?

A．The student's parent.	B．The maker of the Grandma's Box.
C．The author's grandchild.	D．The owner of the forbidden fruit.

3. What did the students do after they learned about the birth of Gordon?

A．They went to play with the baby.	B．They asked to see the Grandma's Box.
C．They made a present for Gordon.	D．They stopped asking their toys back.

4. What can we infer about the author?

A．She enjoys telling jokes.	B．She is a strict and smart teacher.
C．She loves doing woodwork.	D．She is a responsible grandmother

9 . I work with Volunteers for Wildlife, a rescue and education organization at Bailey Arboretum in Locust Valley. Trying to help injured, displaced or sick creatures can be heartbreaking; survival is never certain. However, when it works, it is simply beautiful.

I got a rescue call from a woman in Muttontown. She had found a young owl(猫头鹰) on the ground. When I arrived, I saw a 2-to 3-week-old owl. It had already been placed in a carrier for safety.

I examined the chick(雏鸟) and it seemed fine. If I could locate the nest, I might have been able to put it back, but no luck. My next work was to construct a nest and anchor it in a tree.

The homeowner was very helpful. A wire basket was found. I put some pine branches into the basket to make this nest safe and comfortable. I placed the chick in the nest, and it quickly calmed down.

Now all that was needed were the parents, but they were absent. I gave the homeowner a recording of the hunger screams of owl chicks. These advertise the presence of chicks to adults; they might also encourage our chick to start calling as well. I gave the owner as much information as possible and headed home to see what news the night might bring.

A nervous night to be sure, but sometimes the spirits of nature smile on us all! The homeowner called to say that the parents had responded to the recordings. I drove over and saw the chick in the nest looking healthy and active. And it was accompanied in the nest by the greatest sight of all — LUNCH! The parents had done their duty and would probably continue to do so.

1. What is unavoidable in the author’s rescue work according to paragraph 1?

A．Efforts made in vain.

B．Getting injured in his work.

C．Feeling uncertain about his future.

D．Creatures forced out of their homes.

2. Why was the author called to Muttontown?

A．To rescue a woman.

B．To take care of a woman.

C．To look at a baby owl.

D．To cure a young owl.

3. What made the chick calm down?

A．A new nest.

B．Some food.

C．A recording.

D．Its parents.

4. How would the author feel about the outcome of the event?

A．It’s unexpected.

B．It’s beautiful.

C．It’s humorous.

D．It’s discouraging.