《2025年一本英语五合一必刷题高中人教版》

Engineering researchers at the University of Waterloo are successfully using a robot to help keep children with learning disabilities focused on their work.
Educators have in recent years explored the use of social robots to help students learn, but most often, their research has focused on children with Autism Spectrum Disorder. As a result, little work has been done on the use of socially assistive robots for students with learning disabilities. Along with two other Waterloo engineering researchers and three experts from the Learning Disabilities Society in Vancouver, Dr Kerstin Dautenhahn, a professor of electrical and computer engineering, decided to change this, conducting a series of tests with a small robot called QT.
Dautenhahn, the Canada 150 Research Chair in Intelligent Robotics, said the robot’s ability to perform gestures using its head and hands, accompanied by its speech and facial features, makes it very suitable for use with children. Building on promising earlier research, the researchers divided 16 students with learning disabilities into two groups. In one group, students worked one - on - one with an instructor only. In the other group, the students worked one - on - one with an instructor and a QT robot. In the latter group, the instructor used a tablet to direct the robot, which then autonomously performed various activities using its speech and gestures. While the instructor controlled the sessions, the robot took over at certain times, decided by the instructor, to lead the students.
Besides introducing the sessions, the robot set goals and provided self - regulating strategies, if necessary. If the learning process was getting off - track, the robot used strategies such as games, riddles, jokes, breathing exercises and physical movements to redirect the students back to the task. Students who worked with the robot, Dautenhahn said, “were indeed generally more engaged with their tasks and could complete their tasks at a higher rate compared to the students who weren’t assisted by a robot.”
Further studies using the robot were planned. A paper on the study was recently presented at the International Conference on Social Robotics in Florence, Italy.
8. Why did the researchers decide to conduct the tests with the QT robot?
A. To find ways to help students learn engineering.
B. To explore treatments for Autism Spectrum Disorder.
C. To help children having problems with their studies.
D. To make children develop an interest in learning.
9. What did children working with the QT robot probably think of it?
A. Inspiring.
B. Relaxing.
C. Entertaining.
D. Comforting.
10. What did the QT robot probably ask distracted children to do in the tests?
A. Do breathing exercises.
B. Make up a riddle.
C. Think out a game.
D. Play jokes on each other.
11. What is the best title for the text?
A. QT Robot Is a New Toy for Children with Disabilities
B. New Learning Strategies Are Being Applied to Students
C. Children with Autism Spectrum Disorder Are Getting Attention
D. Robot Helps Students with Learning Disabilities Stay Focused

答案： 8.C 推理判断题。根据第二段可知，教育工作者的研究大多集中在患有孤独症谱系障碍的孩子身上，因此关于有学习障碍的学生使用社交辅助机器人的研究工作很少。Kerstin Dautenhahn博士他们决定改变这一现状，他们用一个名为QT的小型机器人进行了一系列测试。由此可推知，他们使用小型机器人QT进行一系列测试是为了帮助有学习障碍的孩子。
9.C 推理判断题。根据第三段中的“the robot’s ability to perform gestures using its head and hands, accompanied by its speech and facial features, makes it very suitable for use with children”和第四段中的“the robot used strategies such as games, riddles, jokes, breathing exercises and physical movements to redirect the students”可知，机器人QT能够用它的头和手来做动作，配上它的语言和面部特征，使它非常适合孩子使用；而且它还能使用游戏、谜语、笑话、呼吸练习和运动等策略来引导学生。由此可推知，在测试中，孩子可能会认为这种机器人非常有趣。
10.A 细节理解题。根据第四段中的“If the learning process was getting off - track, the robot used strategies such as games, riddles, jokes, breathing exercises and physical movements to redirect the students back to the task.”可知，如果学习过程偏离了轨道，机器人会使用游戏、谜语、笑话、呼吸练习和运动等策略来引导学生回到任务中来。故A项符合题意。
11.D 标题概括题。本文开篇点题，指出滑铁卢大学的工程学研究人员在测试中成功地使用机器人帮助有学习障碍的孩子集中精力学习，下文主要介绍了他们的测试过程，故D项“机器人帮助有学习障碍的学生保持专注”最适合作为文章标题。