4．Nick Goldsmith remembers the moment he decided to become a hospice（收容所）volunteer．His mother was telling him a story about a friend who worked at a hospice，about how one day，she was walking past a patient's door when the patient cried out to her．But there was nothing wrong，he only wanted some companionship．He didn't want to be alone，so she sat with him．Goldsmith thought to himself，"There's no reason I can't do that．"
Not only did he do it，but he started a student volunteer program at Dowling Catholic High School to ensure the work he started at Taylor House Hospice will continue after he graduates．Last month，Iowa Health Hospice honored Goldsmith，18，for his volunteer work with the organization by naming a 500 annual scholarship for him，which will be open to any student who volunteers with Iowa Health Hospice．
"That was by far the least we could do to recognize Nick，"Susie Flood said．"He hasn't just given of his own time and energy，but he's encouraged others to do the same．"Goldsmith hadn't had any experience with hospice before entering the door of Taylor House．He chose it because his mother's friend，whose story had forced him to volunteer，works there．
"They're really excited about my being there and there's a real need for teen volunteers，"Goldsmith said．"The principal at Dowling approved my being able to offer service hours to anyone who would like to volunteer．"Students must earn a certain number of service，or community-service，hours to graduate from Dowling．
When Goldsmith leaves Des Moines next fall to attend college，he'll give up leading the hospice service-learning program．"I want us，as Dowling students，to keep making a difference，"he said．'It's easy to talk about things you can do to help people，but what many teenagers don't realize is how good it can make you feel inside．"
56．Nick Goldsmith's mother's storyB．
A．taught him how to be a volunteer
B．inspired him to be a hospice volunteer
C．forced him to work at a hospice
D．made him learn to accompany the old
57．Why did Goldsmith start the student volunteer program？D
A．To meet his school's requests．
B．To make more students work for him．
C．To help himself to graduate．
D．To help more patients at a hospice．
58．The 500 annual scholarship was given to Goldsmith toB．
A．make him more famous
B．recognize his work
C．praise his academic record
D．pay for his college education
59．Which of the following is true of Susie Flood？C
A．She worked for Iowa Health Hospice．
B．She taught at Dowling Catholic High School．
C．She acted as one of Des Moines'officials．
D．She was a patient at Taylor House Hospice．
60．Who will be the new leader of Goldsmith's volunteer program？D
A．One worker at a hospice．
B．A teacher at Dowling school．
C．His future college student．
D．Some Dowling student．
分析 本文講述了18歲的高中生尼克戈德史密斯在泰勒收容所做義工得故事，他不僅自己去幫助別人，而且還鼓勵身邊的人和他一道從事幫助的別人事業(yè)，對此外界給予了極高的評價．
解答 56．B 細節(jié)理解題．結(jié)合相關(guān)的語境"He chose it because his mother's friend，whose story had forced him to volunteer，works there"可知她母親朋友的故事促使他去從事義工的工作，結(jié)合各選項，故選B．
57．D 分析判斷題．根據(jù)相關(guān)句意尼克發(fā)起學(xué)生加入志愿者項目，文中提到"ensure the work he started at Taylor House Hospice will continue after he graduates"確保在他畢業(yè)之后這個收容所里的義工工作能進行，從這個信息可以推斷出，他這樣做的主要目的就是要幫助收容所里更多的人，結(jié)合相關(guān)選項，故選D．
58．B 細節(jié)理解題．根據(jù)題干所在的語境可知給尼克發(fā)獎學(xué)金的目的，文中提到"a 500 annual scholarship for him，which will be open to any student who volunteers with Iowa Health Hospice"，"That was by far the least we could do to recognize Nick"這個獎學(xué)金不僅僅只給尼克，誰要參加這個收容所的義工項目都有機會獲得，并且提到這個我們認識尼克的最好的方式．結(jié)合選項，故選B．
59．C 分析判斷題．根據(jù)Susie Flood對于尼克的義工評價，不僅個人去服務(wù)他人，而且還鼓勵別人去做，這種客觀的評價和贊揚，結(jié)合各項選的句意，可以推斷出Susie并不是收容所或?qū)W校里的普通職員，應(yīng)該是一個領(lǐng)導(dǎo)的角色，故選C．
60．D 細節(jié)理解題．根據(jù)題干所在的相關(guān)語境"I want us，as Dowling students，to keep making a difference"可知尼克高中畢業(yè)之后，作為Dowling 學(xué)校的同學(xué)們會繼續(xù)創(chuàng)造不同，結(jié)合各選項，故選D．
點評 本文講述了18歲的高中生尼克戈德史密斯在泰勒收容所做義工得故事，他不僅自己去幫助別人，而且還鼓勵身邊的人和他一道從事幫助的別人事業(yè)，對此外界給予了極高的評價．題目的構(gòu)成分為細節(jié)理解題和分析判斷題．細節(jié)分析題可采取找到題干所在的相關(guān)句意結(jié)合選項來分析得出答案；分析判斷題目要在把握全篇含義的基礎(chǔ)之上，結(jié)合相關(guān)的語境分析判斷得出正確的答案．
