单选题
It"s true that high-school coding classes aren"t essential for learning computer science in college. Students without experience can catch up after a few introductory courses, said Tom Cortina, the assistant dean at Carnegie Mellon"s School of Computer Science.
However, Cortina said, early exposure is beneficial. When younger kids learn computer science, they learn that it"s not just a confusing, endless string of letters and numbers—but a tool to build apps, or create artwork, or test hypotheses. It"s not as hard for them to transform their thought processes as it is for older students. Breaking down problems into bite-sized chunks and using code to solve them becomes normal. Giving more children this training could increase the number of people interested in the field and help fill the jobs gap, Cortina said.
Students also benefit from learning something about coding before they get to college, where introductory computer-science classes are packed to the brim, which can drive the less-experienced or-determined students away.
The Flatiron School, where people pay to learn programming, started as one of the many coding bootcamps that"s become popular for adults looking for a career change. The high-schoolers get the same curriculum, but "we try to gear lessons toward things they"re interested in," said Victoria Friedman, an instructor. For instance, one of the apps the students are developing suggests movies based on your mood.
The students in the Flatiron class probably won"t drop out of high school and build the next Facebook. Programming languages have a quick turnover, so the "Ruby on Rails" language they learned may not even be relevant by the time they enter the job market. But the skills they learn—how to think logically through a problem and organize the results—apply to any coding language, said Deborah Seehorn, an education consultant for the state of North Carolina.
Indeed, the Flatiron students might not go into IT at all. But creating a future army of coders is not the sole purpose of the classes. These kids are going to be surrounded by computers—in their pockets, in their offices, in their homes—for the rest of their lives. The younger they learn how computers think, how to coax the machine into producing what they want—the earlier they learn that they have the power to do that—the better.
单选题
Cortina holds that early exposure to computer science makes it easier to ______.
【正确答案】
B
【答案解析】[解析] 人名标记cortina和关键名词标记early exposure to computer science(早期接触计算机科学)指向第二段第一句，但是该句只提供了一个评价词语beneficial(有益处)，没有满足题干的要求。根据题干的结构分析可知，需要找到一个动宾结构来完成“早期接触计算机”的效果。第二段第三句的比较结构not as hard...as对应题干中的easier(更容易)。
A项future job training(未来的就业培训)没有出处，不过training则出现在第二段最后一句，只是此处的training没有“就业培训”的所指。因为名词的指向错误，定位失败，所以动词complete(完成)就没有意义。
B项way of thinking(思维方式)对应第三句的thought processes(思维过程)，呈现一种替换关系，定位准确。动词remodel(重塑)是考查的重点，原文动词是transform(转变)，model对应form，巧妙的替换。
C项logical hypothesis(逻辑假设)源自于第二句。此句的结构关系是not...but...即肯定后者，否定前者，没有表现出比较关系，与题干easier意图不符合。可以确定为定位不准，故意误导。
D项art production(艺术制作)也出自第二句，设计思路同C项。
单选题
In delivering lessons for high-schoolers, Flatiron has considered their ______.
【正确答案】
B
【答案解析】[解析] 专有名词Flatiron和high schoolers(高中生)指向第四段第二句：The high-schoolers get the same curriculum，but "we try to gear lessons toward things they"re interested in," said Victoria Friedman, an instructor. (高中生也开设了相同课程，但是培训师Victoria Friedman说，“我们会尽量调整课程内容，让他们感兴趣。”)关键词是题干中的lessons对应原句的curriculum。
A项experience(经验)没有出处，定位错误。
B项interest(兴趣)出自考点，词性有改变。
C项career prospect(职业前景)与上一句的career change(跳槽)有部分关联，定位干扰。
D项academic backgrounds(学习背景)没有出处，定位错误。
单选题
Deborah Seehorn believes that the skills learned at Flatiron will ______.
【正确答案】
A
【答案解析】[解析] 人名Deborah Seehorn以及专有名词Flatiron共同指向第五段第三句：But the skills they learn—how to think logically through a problem and organize the results——apply to any coding language, said Deborah Seehorn, an education consultant for the state of North Carolina. (但是，正如北卡罗来纳州教育顾问Deborah Seehorn所言，孩子们掌握的技能，即针对问题如何进行逻辑思维，并获得解决办法，适用于任何编码语言。)从题干结构看，填空信息需要和skills组成主谓关系，即这些技能将来能做什么?从原文句子分析可知，破折号里面的内容是补充说明学生们获得的技能，不是这些技能的作用。apply to any coding language才是完成题干的信息。
A项other computer languages(其他计算机语言)对应any coding language(任何编码语言)，其中对coding的理解很重要，定位准确。动词apply to(应用于)不完全等同于help...learn(有助于学习)之义。
B项new technologies(新技术)没有出处，超出定位范围。upgrade(升级)需要认知，但不在本题考查之列。
C项when students look for job(当学生们找工作时)出自定位的上一句，不在题干考查范围，因为上一句还不是Deborah Seehorn的观点，显然是命题者在进行定位干扰。need improving(需要改进)等同于选项B. 中的动词upgrade。
D项to make big quick money(赚大钱快钱)不仅与定位处无关，也与全文无关。
单选题
According to the last paragraph, Flatiron students are expected to ______.
【正确答案】
C
【答案解析】[解析] 段落指示标记last paragraph标记考查范围；关键词Flatiron students则指向具体考查句：These kids are going to be surrounded by computers—in their pockets, in their offices, in their homes—for the rest of their lives. The younger they learn how computers think，how to coax the machine into producing what they want—the earlier they learn that they have the power to do that—the better. (这些孩子一辈子的生活将离不开计算机，计算机不仅在口袋里、办公室，还在家里。越早学习计算机的思维方式，运用机器完成自己的目标，越早了解自己的能量，对孩子们越有益处。)
A项innovative technologies(创新技术)不在定位范围之内，定位错误。
B项information technology industry(信息技术行业)对应的是第六段的第一句IT，属于段落定位范围；但是动词stay longer(待得更久)与第一句的否定结构not at all构成反义对立关系。选项违背原义。
C项digitilized world(数字化世界)没有明确出处，可以视为computer world的对应。动词部分become better prepared(做更好的准备)是最后一句比较结构The younger...the earlier...the better...的概括。这种概括性理解对于考生是比较困难的。不过，考生在做题的时候，需要把握一个原则，即“不是所有正确选项都有充分的道理，但是所有错误选项一定错得有证据”。也就是说，排除错误选项，往往是获得正确答案的一个办法。在考场上，碰到类似困难时，可以反过来寻找其他选项的错误证据。
D项a future army of programmers(未来的编程大军)明显来自第二句，但是原文否定了这个目的，即“不仅是培养编程大军”。其次，动词compete(竞争)完全违背原文意义。
单选题
The word "coax" (Para. 6) is closest in meaning to ______.
【正确答案】
A
【答案解析】[解析] 定位清晰，来自第六段最后一句：The younger they learn how computers think, how to coax the machine into producing what they want—the earlier they learn that they have the power to do that—the better. (越早学习计算机的思维方式，运用机器完成自己的目标，越早了解自己的能量，对孩子们越有益处。) 此句有一个并列结构：how...how...这个结构在逻辑上应该表达相似意义。
A项persuade(说服)对应coax(诱使)，其实是考查词汇本身的意义，对上下文要求不高。
B项frighten(威胁)，代入上下文，会改变并列结构的对称性。
C项misguide(误导)，同B项。
D项challenge(挑战)，同B项和C项两个选项。