Bon Appetit limits its growth ______.

Bon Appetit had ______ colleges using its services in 2006.

A．25

B．58

C．71

Teens Try to Change the World One Purchase at a Time

When classes adjourn here at the Fayerweather Street School, eighth-graders ignore the mall down the street and go straight to the place they consider much cooler: the local natural-foods grocer. There they gather in groups of ten or more sometimes, smitten by a marketing atmosphere that links attractiveness to eating well. When time comes to buy something even as small as a chocolate treat, they feel good knowing a farmer somewhere probably received a good price. "Food is something you need to stay alive," says eighth-grader Emma Lewis. "Paying farmers well is really important because if we didn't have any unprocessed food, we'd all be living on candy."

Eating morally, as some describe it, is becoming a priority for teenagers as well as adults in their early 20s. What began a decade ago as a concern on college campuses to shun clothing made in overseas sweatshops has given birth to a parallel phenomenon in the food and beverage industries. Here, youthful shoppers are leveraging their dollars in a bid to reduce pesticide usage, limit deforestation, and make sure farmers aren't left with a pittance on payday. Once again, college campuses are setting the pace. Students at 30 colleges have helped persuade administrators to make sure all cafeteria coffee comes with a "Fair Trade" label, which means bean pickers in Latin America and Africa were paid higher than the going rates. Their peers on another 300 campuses are pushing to follow suit, according to Students United for Fair Trade in Washington, D.C.

Coffee is just the beginning. Bon App6tit, an institutional food-service provider based in California, relies on organic and locally grown produce. In each year since 2001, more than 25 colleges have asked the company to bid on their food-service contracts. Though Bon App6tit intentionally limits its growth, its collegiate client list has grown from 58 to 71 in that period. "It's really just been in the last five years that we've seen students become concerned with where their food was coming from," says Maisie Ganzler, Bon Appetit's director of strategic initiatives. "Prior to that, students were excited to be getting sugared cereal."

To reach a younger set that often doesn't drink coffee, Fair Trade importer Equal Exchange rolled out a line of cocoa in 2003 and chocolate bars in 2004. Profits in both sectors have justified the project, says Equal Exchange co-president Rob Everts. What's more, dozens of schools have contacted the firm to use its products in fundraisers and as classroom teaching tools. "Kids often are the ones who agitate in the family" for recycling and other eco-friendly practices, Mr. Everts says. "So it's a ripe audience."

Concerns of today's youthful food shoppers seem to reflect in some ways the idealism that inspired prior generations to Join boycotts in solidarity with farm workers. Today's efforts are distinct in that youthful consumers say they don't want to make sacrifices. They want high-quality, competitively priced goods that don't require exploitation of workers or the environment. They'll gladly reward companies that deliver. One activist who shares this sentiment and hears it repeatedly from her peers is Summer Rayne Oakes, a recent college graduate and fashion model who promotes stylish Fair Trade clothing. "I'm not going to buy something that can't stand on its own or looks bad just because it's socially responsible," Ms. Oakes says. "My generation has come to terms with the fact that we're all consumers, and we all buy something. So if I do have to buy food, what are the consequences？"

Wanting to ameliorate the world's big problems can be frustrating, especially for those who feel ineffective because they're young. Marketers are figuring out that teenagers resent this feeling of powerlessness and are pushing products that make young buyers feel as though they're making a difference, says Mic

A．chocolate.

B．clothing.

C．coffee.

Mr. Phanourakis knew no language except his own but, with the self-confidence of a mountain villager, he made his way easily about the ship. When the bell announced the serving of lunch on his first day on board he found the number of his table from the list outside the dining-room and went straight to his table while many of the other passengers crowded helplessly round the chief steward waiting to be told where their tables were.

It was a small table for two. Mr. Phanourakis sat down. After a few minutes his table--companion arrived. "Bon appetit, m’sieur," he murmured politely, as he took the other chair.

Mr. Phanourakis looked at him quickly and then smiled. "Phanourakis," he said, carefully spacing out the Greek syllables.

During the afternoon, one of the ship's officers, who spoke a little Greek, asked Mr. Phanourakis whether he had found any acquaintances on board.

The old man shook his head. "The only person I've met is my table-companion," he said. "I think he's French. His name is Bonappetit."

"That is not a name," said the officer gently. "It is a French expression that means 'good appetite'."

The old man's sons wanted him to go to America ______.

A．to live the rest of his life with them

B．and stay with them for a few years

C．to help them run their restaurant

D．to see how rich they had become

A、Leaving looking forward to the next time you come back to have a good mood...

B、Thank you all for supporting me

C、Bon voyage

D、Farewell! I hope we meet in New York next time

A.limits

B.conditions

C.resources

D.identities

W: I would have never even noticed. you are one of the few people who actually returns books to me.

Q: What can we infer from the conversation？

(15)

A．The woman is satisfied that the book has been returned.

B．The woman doesn't like lending books to people.

C．The man feels sorry for losing Janet's jacket.

D．The man can't :find the book he bon'owed from the woman.

A.I only

B.II only

C.I and II only

D.I, II, and III

If a child is born with low intelligence, he can

A．become a genius

B．still become a genius if he should be given special education

C．exceed his intelligence limits in rich surroundings

D．not reach his intelligence in his life

A.I, III, and IV

B.II and IV

C.II only

D.IV only