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约4260字。

　　第一节 阅读理解: 阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项．
　　A
　　India first, college can wait!
　　It was an opportunity 19-year-old Jodi Sagorin felt she couldn’t pass up.
　　The California student had received an admission letter to New York University, but she wanted to follow a calling to volunteer in India. When she got an offer to do just that, she decided there would be no better time to do it.
　　“It matches everything I’m interested in,” she said. “It’s just one of those things; it was meant to be.”
　　Last month, Sagorin pacp her belongings and headed over to Uttar Pradesh as an intern(实习生) for Drishtee, an organization that works for the economic and social development for the needy in India.
　　During her stay in India — for up to seven months — Sagorin will help with programs involving micro-finance, entrepreneurship(创业), healthcare and women’s empowerment.
　　Since her younger days, Sagorin had read inspiring stories of change makers throughout the world and decided she wanted to get involved somehow.
　　She decided volunteering would be the path she’d take and NYU could wait. She wanted to make a difference even when others said it wouldn’t be possible.
　　When Sagorin broke the news about deciding to put off college, her parents felt pride, nervousness, fear and excitement.
　　“We’re really proud of her of wanting to do this,” said Mike Sagorin, her father. “We’re a little concerned about a 19-year-old girl going out there by herself and hope she’ll be safe.”
　　Sagorin and her family researched everything they could about the organization and bought more than a dos about the country.
　　Before her trip to India, Sagorin raised $3,500 to pay for her travel and living expenses, along with some to donate to the people she would work with in India.
　　She has promised to send various levels of gifts — from a personal postcard to a personalized video touring the Taj Mahal — to those who pledge money towards her trip.
　　(Visit Sagorin’s blog at ifyouneverdid. com for more information.)
　　1. Sagorin chose to go to India instead of New York University because ____.
　　A. she decided that going to university would be a waste of time
　　B. she could put off college but only had one chance to volunteer in India
　　C. she had long dreamed of going to India to work for the needy there
　　D. New York University didn’t appeal to her
　　2. Sagorin became a volunteer as a result of ____.
　　A. her determination to change the world   B. her parents’ encouragement and help
　　C. the training she’s received at school D. being inspired by Drishtee volunteers
　　3. Which statement shows that Sagorin’s parents supported her decision?
　　A. They were a little worried about her safety in India.
　　B. They gave money for her travel and living expenses.
　　C. They helped her to get more information about India.
　　D. They were proud of her for choosing not to go to university.
　　4. The underlined word “pledge” probably means ____.
　　A. ask for      B. decide to return    C. refuse to donate    D. promise to give
　　5. What is the main point of the article?
　　A. To prove helping the needy is a great experience.
　　B. To call on teenagers to follow Sagorin’s example.
　　C. To introduce a volunteer named Sagorin and the decision she made.
　　D. To encourage more volunteers to work for Drishtee.
　　B
　　Chocolate soap is supposed to be good for the st it’s not so good for the tongue. Unfortunately for the US soldiers of World War II, the chocolate bars the army gave them tasted like they were intended for use in the bath.
　　In the army’s defense, it wasn’t trying to win any cooking awards. In fact, it specifically ordered that its chocolate bars not be too delicious, so soldiers wouldn’t eat them too quickly. These bars were created for survival, not taste. “They were awful,” John Otto, a former army captain in World WarⅡ said. “They were big, thick things, and they weren’t any good. I tried them, but I had to be awful hungry after I tried them once.”
　　As unappealing as the chocolate bars were to some, others liked them. Samuel Hinkle, the chemist who created the chocolate bars, pointed out that the number of bars made were far greater than the army needed. “It soon became obvious that the generous American soldiers were sharing their valued possessions with their foreign friends, whether soldiers of other countries or local citizens.”
　　The bars turned many hungry Europeans into friends of the United States. “People wanted them,” said Otto, “You’d give them to kids. In some places they were very hungry. And they sure helped relax people about American soldiers.”
　　Otto said he never saw a European turn his or her nose up at the chocolate. “It was food,” he said, “At that time, everyone was very hungry. I saw German kids standing outside the U.S. army kitchen. They weren’t begging, just standing there very politely. When we were done, the ld eat the food out of the garbage. They were that hungry.”
　　Other Europeans did not see chocolate until well after the war ended. “We didn’t see any Americans where I was,” said Elizabeth Radsma, who was 25 years old when the Germans occupied her country, the Netherlands. “Even after the war, we saw only English. Maybe the Americans gave out some chocolate in the big cities, but we were only in a small town. Before the British, we saw only German soldiers. But chocolate? Don’t make me laugh! Maybe in my dreams!”
　　A soldier in the field might have responded “Be careful what you wish for” — and then gratefully bit on a chocolate bar, the only food available for miles.