“燕子不归春事晚，一汀烟雨杏花寒。”在万物复苏的阳春三月里，协和的阅读月如期而至。在老师们的精心策划下，热爱阅读的协和学子们开展了丰富多彩的阅读活动。其中五六年级的孩子们阅读经典，通过设计人物名片、课本剧表演以及名著朋友圈设计的方式，向经典名著致敬。
“The swallows do not return in the late spring, a drizzle of smoke and apricot blossoms are cold.” In March, when everything is reviving, the reading month at SUIS HF came as scheduled. Under the careful planning of the teachers, SUIS HF students who love reading carried out a variety of reading activities. Among them, children in P5 and P6 read the classics and paid tribute to them by designing character business cards, performing in a classroom drama and designing a circle of friends for famous books.
五年级的孩子们在老师的带领下走进四大名著，认识了《草船借箭》中足智多谋的诸葛亮，《景阳冈》中勇武机敏的武松，《猴王出世》中威风凛凛的美猴王，《红楼春趣》中多愁善感的林黛玉……性格迥异的人物形象深深地刻在了孩子们的脑海中。他们从阅读四大名著的情感体验出发，选择印象最深或最喜欢的一个人物，用“绘画演绎+文字概述”的方式展现。对于这个虽简单却丰富的活动，同学们饱含热情，纷纷拿起画笔，绘出自己心中的四大名著人物。
The P5 children were led by their teachers into the Four Great Masterpieces to learn about the resourceful Zhu Geliang in “Borrow Arrows With Thatched Boats”, the brave and resourceful Wu Song in “Jing Yang Gang”, the majestic Monkey King in “The Monkey King Comes Out” and the sentimental Lin Daiyu in “Spring Fun In The Red Chamber” ……The characters with very different personalities were engraved in the children’s minds. From their emotional experience of reading the Four Great Books, they chose one of their most impressive or favourite characters and presented it in the form of a ‘drawing and interpretation + text summary’. Our students were enthusiastic about this simple but enriching activity and took up their brushes to draw their own characters from the Four Great Masterpieces.
紧接着孩子们自行分组，将课本内容改编成剧本，利用休息时间见缝插针、紧锣密鼓地进行排练。他们还积极撰写展演当天的主持稿、制作背景PPT，自制道具，准备服装，沉浸式地自编、自导、自演了四大名著课本剧。孩子们乐哉其中，用稚嫩、真诚的表演，诠释着他们对古典名著的热爱和理解。
Immediately afterwards, our children worked in groups to adapt the textbook content into a play, and rehearsed it intensively during their break time. They also wrote the script for the show, created the background PowerPoint, made their own props, prepared their own costumes, and wrote, directed and acted in the Four Great Classical Plays. Our children enjoyed themselves and used their childish and sincere performances to explain their love and understanding of the classical masterpieces.
六年级的孩子们开展了“外国经典名著人物朋友圈”的阅读拓展实践。孩子们分组合作，为经典外国名著中的人物设计了有趣的内心独白以及主要人物角色之间的互动，以“朋友圈”的形式呈现。生动有趣的内容创意、图文并茂的展板设计、丰富的拓展补充，让作品中的人物仿佛走出了厚重的大部头书本，来到了我们身边。孩子们在完成小组合作的过程中 ，也对《小王子》、《鲁宾逊漂流记》、《巴黎圣母院》、《汤姆·索亚历险记》、《查理的巧克力工厂》这些名著有了新的阅读体验。
In P6, the children undertook an extended reading exercise on ‘Friendship Circles of Foreign Classic Characters’. Working in groups, the children created interesting inner monologues and interactions between the main characters of the classic foreign books, which were presented in the form of a ‘friendship circle’. The creative and interesting content, the graphic design of the panels and the richness of the extensions made the characters seem to have come out of the heavy books and come to us. In the process of completing the group work, the children also had a new reading experience of such famous books as The Little Prince, Robinson Crusoe, Notre Dame de Paris, The Adventures of Tom Sawyer and Charlie and the Chocolate Factory.
生动有趣的内容创意、图文并茂的展板设计、丰富的拓展补充，让作品中的人物仿佛走出了厚重的大部头书本，来到了我们身边。孩子们在完成小组合作的过程中 ，也对《小王子》、《鲁宾逊漂流记》、《巴黎圣母院》、《汤姆·索亚历险记》、《查理的巧克力工厂》这些名著有了新的阅读体验。
The creative and interesting content, the graphic design of the panels and the richness of the extensions made the characters seem to have come out of the heavy books and come to us. In the process of completing the group work, the children also had a new reading experience of such famous books as The Little Prince, Robinson Crusoe, Notre Dame de Paris, The Adventures of Tom Sawyer and Charlie and the Chocolate Factory.
本次活动进一步提高学生的课外阅读兴趣和文化底蕴，在校园内、班级内形成浓郁的读书氛围，激发学生读书热情，让书香飘满校园。
This activity further enhances students’ interest in extra-curricular reading and cultural heritage, creates a strong reading atmosphere in the school and classes, stimulates students’ enthusiasm for reading, and makes the fragrance of books float around the school.
