Day Camp

Our Day Camp is more than a place where children simply play. We are a group of devoted educators who long to make a meaningful difference in the lives of children. 

Sailfish

Entering 3rd & 4th Grades

Sailfish groups are separated by gender(性别) and enjoy intramural(校内的) sports with a greater emphasis placed on teamwork and sportsmanship. Sailfish group also enjoy all of the aquatic(水生的) activities our waterfront campus has to offer, along with a daily schedule of activities that enrich the mind and body. 

Tadpoles

Entering Kindergarten

This group of campers have their own learning facility(设施) and take part in age-appropriate specials throughout the day. The Tadpoles swim twice daily in our in-ground swimming pool. A certified teacher and counselorsc指导老师) arganize and monitor the day's activities, helping the Tadpoles to prepare for the fun of the upcoming school year. 

Minnows

Entering lst & 2nd Grades

These campers are grouped by gender and have the chance to play sports-centered games, explore art and saence and become acquainted with the excitement of sailing on Stony Brook Harbor. Daily swimming lessons are also included, and trips to the beach are a favorite of the Minnows. Both certified teachers and senior counselors work with these campers to provide a safe and enriching experience. 

Dolphins

Entering 5th & 6th Grades

These campers participate in a wide variety of sports and activities. Same-gendered grouping allows flexibility for the groups to choose their favorite games during meeting times. Dolphins also spend time sailing on the Harbor, swimming in our in-ground swimming pool and participating in adventurous activities. 

The college entrance examination is just around the corner. Homework and tests will keep many of you up late at night, and you may plan to make up for your lost sleep during the weekends. {#blank#}1{#/blank#} is it useful? A study published in the journal Current Biology completely has changed {#blank#}2{#/blank#} people used to think. It shows that the habit of sleeping in on weekends doesn't fix the damage done by a lack of sleep during the week. Even {#blank#}3{#/blank#} (bad), it may damage your health.

Eric was a nine-year-old boy who lived with his single mother, Stacey and sister, Lily. They lived a hard life. Eric felt bad for their situation but worse for himself, especially in school.

Eric's leather boots were worn out. They didn't protect his feet from the rain, and his socks became totally wet as water went through the holes in his shoes. Stacey attempted to fix the holes but it was no use. Eric still walked to school with that pair of broken shoes. How much he wished he could also have new comfortable and expensive shoes his classmates wore!

One day, Eric returned from school and complained to Stacey, "It was raining today. Water has leaked into my shoes again. I hate my boots! Why can't you get me new ones?" Stacey was sad and helpless. "I spent our last savings on your sister's medicine. She's sick. Eric you know that. You need to act like a responsible big brother!" she answered. Tears welled up in Eric's eyes. "I hate you!" he shouted. "You only care about Lily! You don't love me!" Then he cried and ran to his room.

After preparing dinner, Stacey went to his room with his dinner plate. "I'm sorry, Eric," she whispered to comfort him. "We're going through a very tough journey recently. But I'll get you new shoes in the future." However, Eric refused to listen to her.

The next day, when Eric went to class, he took his seat quietly and hid his feet under his chair, as usual. He was embarrassed to show his boots. As the math teacher Mrs Fletcher entered the class, all the students greeted her. "Today, we have a very special friend with us," she smiled. "Everyone, please welcome Ben, your new classmate." Soon after, a boy with a pair of crutches(拐杖)entered. The new boy only had one leg. Eric was shocked. He and all his classmates thought how unlucky Ben was and that he must be very shy and sad.

注意：1.续写词数应为150左右;2.请按如下格式在答题卡的相应位置作答。

Paragraph 1: At that moment, Mrs Fletcher asked Ben to introduce himself. 

Paragraph 2: Inspired by Ben, Eric realized he should appreciate what he had. 

Lily loved school. However, there was one class Lily worried about more than any other—art. She didn't know why she just wasn't any good at drawing, painting, or cutting.

Ms. Clay, the art teacher, stood at the front of the room. "Class, next Friday our school is going to have an art competition," she announced. Ms. Clay was a great teacher, and Lily liked her a lot. But this announcement made Lily nervous. "Everyone in the school will create a piece of artwork to show in the library. You can use the different types of artwork we have been studying." Ms. Clay was quite excited when she spoke while Lily found herself sinking lower in her chair.

Lily had the whole weekend to work on her project, but she could not think of anything to do. On Monday, Lily felt frightened, so after school Lily asked Ms. Clay if she could write an art paper instead of doing an art project.

"I understand this project scared you, Lily," Ms. Clay said. "Just remember, you can create any kind of art you want." Ms. Clay smiled at her. "Art is a person's way of expressing his or her feelings—it isn't always painting, drawing, or cutting. I know you will think of something very creative, and I can't wait to see it."

When Lily arrived home, she took out a piece of paper and a pencil. She remembered Ms. Clay's words. "Art is a person's way of expressing his or her feelings." Lily wrote the word "terrified" on her paper. She crumpled (揉皱) the paper and threw it to the side of her desk.

Then Lily stared at the crumpled ball. Suddenly an idea struck her.

Paragraph 1：

Why not create something out of crumpled paper?

Paragraph 2：

On Friday, Lily carefully carried her project into the library.

Adults check their phones, on average,360 times a day, and spend almost three hours a day on their devices in total. The problem for many of us is that one quick phone-related task leads to a quick check of our emails or social media feeds, and suddenly we've been sucked into endless scrolling.

It's an awful circle. The more useful our phones become, the more we use them. The more we use them, the more we lay neural（神经的） pathways in our brains that lead to pick up our phones for whatever task is at hand-and the more we feel an urge to check our phones even when we don't have to.

What we do know is that the simple distraction of checking a phone or seeing a notification（通知）can have negative consequences. This isn't very surprising; we know that, in general, multitasking does harm to memory and performance. One of the most dangerous examples is phone use while driving. One study found that merely speaking on the phone, not texting, was enough to make drivers slower to react on the road. It's true for everyday tasks that are less high-risk, too. Simply hearing a notification "ding" made participants of another study perform far worse on a task-almost as badly as participants who were speaking or texting on the phone during the task.

It isn't just the use of a phone that has consequences-its me re presence can affect the way we think.

In one recent study, for example, researchers asked participants to either put their phones next to them so they were visible（like on a desk）, nearby and out of sight（like in a bag or pocket）, or in another room. They were found to perform far better when their phones were in another room instead of nearby-whether visible, powered on or not.

One teacher had two students. One of them had a positive vision while the other had the 1 one.

One day, the teacher 2 for a park with both the students and while wandering in the garden, they 3 a mango tree from which some ripe and juicy mangoes were 4 . On seeing this, the teacher thought to 5 both of his students. Then, he asked the first one, "My dear child, what do you think of this mango tree?"

The student answered instantly, "Teacher, in spite of people 6 this tree with stones, it gives us sweet and juicy mangoes. It does 7 but still it gives us fruits. I wish all human beings learn this important 8 from the mango tree-to share their 9 even if they have to suffer for this."

After that, the teacher asked the other student the same question. The student 10 answered, "Teacher, this mango tree is no good and will not give mangoes by itself but only when we hit it with stones and 11 . Therefore, we should hit it hard to get sweet mangoes from it. That is the only way to 12 these mangoes. It is also clear from this tree that in order to get good 13 from others, we need to be violent and only when we become violent, then and only then will we get 14 ."

The teacher was delighted with the answer given by the first student because he had an admirable vision and 15 the tree with positive vision.