Passage Four Recently I stood in front of my class，observing an all-too-familiar scene. Most of my students

were secretly ---or so they thought---looking at their smart phones under their desks.

As I called their attention, students’ heads slowly lifted, their eyes reluctantly glancing forward. I

then cheerfully explained that their next project would practice a skill they all desperately needed:

holding a conversation. Several students looked confused. Others moved uneasily in their seats, waiting

for me to stop watching the class so they could return to their phones.

Even with plenty of practice, most kids were unable to converse effectively.They looked down at

their hands.Some even reached for their phone---the last thing they should be doing.

As 1 watched my class struggle, I came to realize that conversational competence might be the

single-most overlooked skill we fail to teach students.Kids spend hours each day engaging with ideas

and one another through screens--but rarely do they have an opportunity to truly practice their

interpersonal communication skills.Admittedly, teenage awkwardness and nerves play a role in

difficult conversations.But students, reliance on screens for communication is affecting their engagement in real-time talk.

It might sound like a funny question, but we need to ask ourselves：Is there any 21st century skill

more important than being able to hold a confident, coherent(连贯的) conversation? When students

apply for colleges and jobs, they won’t conduct interviews through their smart phones. When they

negotiate pay raises and discuss projects with employers, they should demonstrate a thoughtful

presence and the ability to think on their feet.

But in our rush to meet 21st-century demands, we aren’t asking students to think and communicate in

real time.Online discussion boards and Twitter are useful tools for exchanging ideas.But they often

encourage a“read, reflect, forget about it” response that doesn’t truly engage students in extended

critical thinking or conversation.

As Sherry Turkle writes, “We are tempted to think l(that our little ‘sips’ of online connection add

up to a big gulp(大口)of real conversation.But they don’t. ”

46.How did the students react when the author announced the next project?

A.They looked forward to talking with their classmates.

B.They showed little interest in taking part in the project.

C.They were worried about their ability to communicate.

D.They were excited to be free from the lecture.

47.How did the conversation project go?

A. It was quite successful. B. It went just as expected. C. It was far from satisfactory. D. It brought about mixed results.

48.What does the author try to emphasize in Paragraph 5?

A.The importance of conversation skills。

B.The difficulty in conducting real-time talk.

C.The use of screen for communication.

D.The techniques of effective communication.

49.Sherry Turkle would agree that online connection

A.is useful for exchanging ideas B.is a better means of communication

C.does not harm critical thinking D.cannot replace real conversation

50.What is the tone of the author in this passage?

A.Objective. B.Concerned. C.Indifferent D.Relieved.