I heard a thousand blended notes,While in a grove I sate reclined,In that sweet mood when pleasant thoughts Bring sad thoughts to the mind.

To her fair works did Nature link The human soul that through me ran;And much it grieved my heart to think What man has made of man.

Through primrose tufts, in that green bower,The periwinkle trailed its wreaths;And ’t is my faith that every flower Enjoys the air it breathes.The birds around me hopped and played,Their thoughts I cannot measure: —But the least motion which they made It seemed a thrill of pleasure.

The budding twigs spread out their fan,To catch the breezy air;And I must think, do all I can,That there was pleasure there.If this belief from heaven be sent,If such be Nature’s holy plan,Have I not reason to lament What man has made of man?

_William Wordsworth

这是一首英国浪漫主义诗人威廉·华兹华斯写给早春的诗，早春时节，万物可爱，而当春日向晚，是时候该和这浪漫的春日说再见了。

This was written by William Wordsworth in a early spring, everything seems so sweet and beautiful in the early spring. While, how about the late spring? Now we are in the late spring of this year, it’s time to say goodbye to our lovely spring.

谷雨如丝复似尘，煮瓶浮蜡正尝新。

牡丹破萼樱桃熟，未许飞花减却春。

这是南宋诗人范成大为晚春写下的诗句。“雨生百谷”，降雨充足而适当，谷物便能茁壮生长，谷雨是春季的最后一个节气，之后即是夏季，所以人们常说——“谷雨是春天的最后一次回眸。”

谷雨 // GRAIN RAIN

2010年，为促进六种官方语言在联合国的平等使用，联合国新闻部(现全球传播部)宣布启动联合国语言日，中文日定在每年4月20日中国传统节气“谷雨”这一天，以纪念“中华文字始祖”仓颉造字的贡献。

In 2010, in order to promote the equal use of the six official languages in the United Nations, the United Nations announced the launch of the United Nations Language Day. The Chinese Day is scheduled to be held on April 20 every year, the traditional Chinese solar term "Grain Rain", to commemorate the contribution of Cang Jie, the "ancestor of Chinese characters" to the creation of characters.

谷雨节气和仓颉造字之间有什么关系呢?试试从融合部学生所制作的“谷雨节气手抄报”中寻找答案，了解谷雨背后的故事吧!

What is the relationship between the Chinese solar term "Grain Rain" and Cang Jie's character creation? Try to find the answer from the Manuscript created by the IID students and understand the story behind "Grain Rain" .

谷雨节气手记

除了传统节气手抄报，融合部中文组各年级依照学生的年龄特点，以“春”为轴心，生成了多条“特色作业”之路，并在谷雨这天，梳理回顾，及合成册，献给即将远去的春日。

In addition to traditional solar term handwritten reports, the Chinese language group of the IID (G1-G8) has generated multiple homework based on the characteristics of students, with "spring" as the axis. On the "Grain Rain" day, they have reviewed and reflected, dedicated to the leaving spring day.

4月3日清明节前夕，G1同学了解清明节的由来，习俗，特色食物等。还学习了寒食节和清明的历史。清明时节雨纷纷，花朵凋零随风过。学生们自行收集落花树叶制作标本，给自己留下一份春天的回忆。

On the eve of The Sweeping-tomb Festival on April 3rd, G1 students learned about the origin, customs, and specialty foods of The Sweeping-tomb Festival. I also learned about the history of Cold Food Festival and The Sweeping-tomb Festival.

“春留住”干花制作

诗累累，情切切，意盈盈，无限童趣话清明。4月5日清明节，G1同学结合清明相关的古诗词，诗画同源绘制了自己的诗配画作品。既能增加课外阅读量，也能让学生通过还原诗词场景加速记忆，以达到在玩中学，在画中记的育人目标。

On April 5th, during The Sweeping-tomb Festival, G1 students combined ancient poetry and paintings related to The Sweeping-tomb Festival to create their own poetry and painting works. It can not only increase the amount of extracurricular reading, but also enable students to accelerate memory by restoring poetic scenes, in order to achieve the educational goal of learning by playing and memorizing in pictures.

腹有诗书气自华，最是诗香能致远。4月5日清明节当天，G2班同学结合中国传统节日——清明节的习俗等，开展了诗配画活动。他们用诗的眼睛、心灵去感受生活、大自然，驰骋想象、放飞梦想，用手中的画笔设计了一幅幅内容丰富、充满童真的作品。

G2 class students carried out poetry and painting activities in combination with traditional Chinese festivals such as The Sweeping-tomb Festival. They use the eyes and soul of poetry to feel life and nature, they use their brushes to design works that are rich in content and full of childlike innocence.

三年级学生结合单元学习，了解中国传统节日的由来、习俗等，模仿古诗，创作与传统节日有关的五言诗或七言诗。配上与节日相符的图片，小组合作，图文结合，突出传统节日的特点，弘扬传统文化。

Third grade students combine unit learning to understand the origin and customs of traditional Chinese festivals, imitate ancient poetry, and create five or seven character poems related to traditional festivals.

结合第三单元语文要素，四年级的学生学习了诸多现代诗作品，并发挥自己的创意，为春天写诗，并制作班级诗集。他们和春天可爱的小生灵们一样，拥有无限的创造力和灵感。

Combining the language elements of Unit 3, grade 4 students learned many modern poetry works and utilized their creativity to write poetry for spring and create class poetry collections. They are like the cute little creatures of spring, possess infinite creativity and inspiration.

G4学生在学习了现代诗之后，诗趣大发，自组诗词小分队，春日的校园里留下了他们创作的痕迹。

After learning modern poetry, G4 students developed a great interest in poetry and formed their own poetry team, leaving traces of their creations on the campus in spring.

G4趣味读诗视频

五年级学生的春天又留下了怎样的精彩呢?

What kind of surprise did the spring of G5 students show us?

五年级的孩子们对物语的概念很感兴趣，适逢综合性学习单元“遨游汉字王国”，于是老师创设这样一个学习的机会，让汉字演变和传统节日故事在孩子的自然取舍下融入作品，虽然作品还有很大的提升空间，但自然开启了一种新的体验，学习真的是无处不在。

清明的雨，慰息着逝去的身影;人的泪，这天，也只能作为花瓣，点缀着哀伤的风景。G6班同学在清明节到来之际，通过朗诵诗歌，录下视频的形式，缅怀先人，并展望新的一年。

On the occasion of the Sweeping-tomb Festival, G6 classmates recited poems and recorded videos to commemorate their ancestors and look forward to the new year.

G6读诗合集(视频)

春日回暖，万物复苏。绿意盎然中也藏着众多春天独有的季节性食材，艾草做成的青团软糯香甜，茼蒿参与的春饼口感丰富，更有“白白胖胖”的春笋与油脂碰撞在一起，汇成一道鲜美诱人的腌笃鲜……G7的同学们以清明时节为契机，记录下了一道道春日专享的美食，了解食物的历史，探究烹饪方法，为春天的美食绘制了靓丽的名片。

G7 students took the Sweeping-tomb Festival as an opportunity to record a series of exclusive spring food, understand the history of food, explore cooking methods, and draw beautiful business cards for spring cuisine.

春天的气息天气晴

宜收集快乐

你每想念一次春天

枝头就长了一朵花开

去春天里遛遛自己

春来无事 只为花忙

抓住春天的美好

定格春天

记录春天

G8的同学如何用摄影的方式记录了他们眼中的春天呢?

While, how did G8 students record the spring in their eyes through v-log?

G8 记录春天Vlog(视频)

“春种一粒粟，秋收万颗子。”春天是播种的季节，万物生长，欣欣向荣，处处充满希望。愿我们也像春天的新芽一般，新绿抽芽，拔节成长。

“In spring we sow a grain of millet, in autumn we harvest ten thousand seeds. " Spring is the season of sowing, when all things grow and prosper, filled with hope everywhere. May we also sprout and grow like new buds in spring.

融合部新闻中心出品

撰稿：融合部中文组教师

文编：学生 蒋性孚Jeremy

审核：学生 黄妤莎Sasa 谢翔安Vito