Read the following four texts. Answer the questions below each text by choosing A, B, C or D.

　　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.

　　1.Cortina holds that early exposure to computer science makes it easier to _______

　　A. complete future job training

　　B. remodel the way of thinking

　　C. formulate logical hypotheses

　　D. perfect artwork production

　　2.In delivering lessons for high - schoolers , Flatiron has considered their________

　　A. experience

　　B. interest

　　C. career prospects

　　D. academic backgrounds

　　3.Deborah Seehorn believes that the skills learned at Flatiron will ________

　　A . help students learn other computer languages

　　B .have to be upgraded when new technologies come

　　C .need improving when students look for jobs

　　D. enable students to make big quick money

　　4.According to the last paragraph, Flatiron students are expected to ______

　　A. bring forth innovative computer technologies

　　B. stay longer in the information technology industry

　　C. become better prepared for the digitalized world

　　D. compete with a future army of programmers

　　5.The word “coax”(Line4,Para.6) is closest in meaning to ________

　　A. persuade

　　B. frighten

　　C. misguide

　　D. challenge

　　1、[答案][B]remodel the way of thinking

　　[解析]观点题。根据题干Cortina holds回文定位在第二段。第二段指出Cortina认为过早的接触电脑是有益的，紧接着指出当小孩子学习电脑科学，他们就学习了如何去开发手机应用程序，或者创作艺术，或者验证假设。对于他们来说与大孩子相比，改变思维并不难。综上所述，[B]remodel the way of thinking是对原文“transform their thought”的同义置换。

　　2、[答案][B] interest

　　[解析]事实细节题。根据题干关键信息“in delivering lessons for high-schoolers”、“Flatiron has considered”，定位到第三段。整个第三段在叙述Flatiron School。其中，第三行The high-schoolers get the same curriculum， but “we try to gear lessons toward things they’re interested in”(高中生们上同样的课程，但是“我们力图以他们的兴趣来调整课程”)，表明了该校开设课程的依据是“学生的兴趣”，故选[B] interest。

　　3、[答案][A] help students learn other computer languages

　　[解析]细节题。根据Deborah Seehorn 定位到文章第五段最后一句。Deborah说他们学习的技能(如何思考问题具有逻辑性并组织结果)可以应用到编码语言中去。选项[A]帮助学生学习另外的电脑语言是对这句话的概括。

　　4、[答案][C] become better prepared for the digitalized world

　　[解析]推理题。根据题干关键词“the last paragraph”和“Flatiron students”回文定位在最后一段。最后一段第一句指出Flatiron的学生不会全都进入IT界。紧接着第二句说明培养编码人员不是唯一目的，第三句进一步指出这些学生将会一生“被电脑包围”(生活在电脑时代)，对比四个所给选项，[C] become better prepared for the digitalized world与原文意思一致，故正确。

　　5、[答案][A] persuade

　　[解析]词义题。根据题干关键信息“coax”(Line 4， Para.6)，定位到最后一段第四行how to coax the machine into producing what they want(如何…电脑生产他们想要的)，且该部分是与how computers think(电脑是如何思维的)并列的，都是学生学习的具体内容。正是因为两者并列，因此根据单词think可知coax同样含有一定比喻色彩，且coax指的是“让电脑生产他们想要的”一种手段或方式。