Ⅳ. 保护非遗 最后，同学们学习了保护非遗的方法——学习、传承与传播非遗，将非遗带入日常的生活和学习之中，与文化共同成长。
Do you want to live a different after-school life? How about mixing elements(元素) of intangible cultural heritage into it? Here are examples.
Li Chenxi, an 11-year-old girl, is at the No. 2 Primary School in Yinchuan. Her school brings traditional Chinese culture into the after-school care services. Li is interested in tie-dyeing(扎染). She can make dolls and dresses after learning for more than a year. “At present, tie-dyeing is not difficult for me and I enjoy giving away what I make to others,” she said.
When Antoine, an international student from Rwanda, first watched the dragon dance, he was surprised and could not wait to join in it. However, the training was not easy. He kept practising the basic skills day by day to perfectly do the jumps and turns and lift the dragon body high in the air. In 2024, Antoine built the first international student dragon dance team in his school. Now the team has about 100 students from different countries.
It is Saturday afternoon. A group of children of all ages are following Zhu Wei in Zimbabwe. Zhu, a traditional Chinese medicine doctor and the captain of the Chinese medical team in Zimbabwe, teaches them Tai Chi. These children like Tai Chi. In their opinions, Tai Chi helps them keep healthy and focus on studies. It's mind-body exercise.
1. How long did Li Chenxi learn tie-dyeing before she was able to make dolls?
2. What was the training of dragon dance like for Antoine?
3. Who are in Antoine's team?
4. Why do the children in Zimbabwe like Tai Chi?
5. 新考法 开放性试题 What can you do to mix elements of intangible cultural heritage into your life?
Do you want to live a different after-school life? How about mixing elements(元素) of intangible cultural heritage into it? Here are examples.
Li Chenxi, an 11-year-old girl, is at the No. 2 Primary School in Yinchuan. Her school brings traditional Chinese culture into the after-school care services. Li is interested in tie-dyeing(扎染). She can make dolls and dresses after learning for more than a year. “At present, tie-dyeing is not difficult for me and I enjoy giving away what I make to others,” she said.
When Antoine, an international student from Rwanda, first watched the dragon dance, he was surprised and could not wait to join in it. However, the training was not easy. He kept practising the basic skills day by day to perfectly do the jumps and turns and lift the dragon body high in the air. In 2024, Antoine built the first international student dragon dance team in his school. Now the team has about 100 students from different countries.
It is Saturday afternoon. A group of children of all ages are following Zhu Wei in Zimbabwe. Zhu, a traditional Chinese medicine doctor and the captain of the Chinese medical team in Zimbabwe, teaches them Tai Chi. These children like Tai Chi. In their opinions, Tai Chi helps them keep healthy and focus on studies. It's mind-body exercise.
1. How long did Li Chenxi learn tie-dyeing before she was able to make dolls?
For more than a year.
2. What was the training of dragon dance like for Antoine?
It was difficult/not easy.
3. Who are in Antoine's team?
About 100 students from different countries.
4. Why do the children in Zimbabwe like Tai Chi?
Because they think Tai Chi helps them keep healthy and focus on studies.
5. 新考法 开放性试题 What can you do to mix elements of intangible cultural heritage into your life?
I can make paper - cuttings of different shapes to decorate my room.（答案不唯一，言之有理即可）
答案：【语篇解读】本文是一篇记叙文，主要讲述了三个人将“非遗”项目纳入课后生活中的例子。
1. For more than a year.
2. It was difficult/not easy.
3. About 100 students from different countries.
4. Because they think Tai Chi helps them keep healthy and focus on studies.
5. I can make paper - cuttings of different shapes to decorate my room.（答案不唯一，言之有理即可）
1. For more than a year.
2. It was difficult/not easy.
3. About 100 students from different countries.
4. Because they think Tai Chi helps them keep healthy and focus on studies.
5. I can make paper - cuttings of different shapes to decorate my room.（答案不唯一，言之有理即可）
解析：
翻译:
Ⅳ. 保护非遗 最后，同学们学习了保护非遗的方法——学习、传承与传播非遗，将非遗带入日常的生活和学习之中，与文化共同成长。
你想要过一种不一样的课余生活吗？把非物质文化遗产的元素融入其中怎么样？这里有一些例子。
李晨熙，一个11岁的女孩，就读于银川市第二小学。她的学校把中国传统文化融入课后托管服务中。李晨熙对扎染感兴趣。经过一年多的学习，她能制作玩偶和连衣裙了。“目前，扎染对我来说并不难，而且我喜欢把我做的东西送给别人，”她说。
当来自卢旺达的留学生安托万第一次观看舞龙时，他很惊讶，迫不及待地想要加入。然而，训练并不容易。他日复一日地练习基本技巧，以求完美地完成跳跃、转身动作，并将龙身高高举起。2024年，安托万在他的学校组建了第一支留学生舞龙队。现在，这支队伍有大约100名来自不同国家的学生。
周六下午，一群不同年龄段的孩子跟着朱伟（在津巴布韦）。朱伟是一名中医，也是中国（援）津巴布韦医疗队的队长，他教他们太极拳。这些孩子喜欢太极拳。在他们看来，太极拳有助于他们保持健康并专注于学习。这是一种身心锻炼。
1. 李晨熙学习扎染多久之后才能制作玩偶？
超过一年。
2. 对安托万来说，舞龙训练是什么样的？
很困难/不容易。
3. 安托万的队伍里都有谁？
大约100名来自不同国家的学生。
4. 津巴布韦的孩子们为什么喜欢太极拳？
因为他们认为太极拳有助于他们保持健康并专注于学习。
5. 新考法 开放性试题 你能做些什么来把非物质文化遗产的元素融入你的生活？
我可以剪出不同形状的剪纸来装饰我的房间。（答案不唯一，言之有理即可）
Ⅳ. 保护非遗 最后，同学们学习了保护非遗的方法——学习、传承与传播非遗，将非遗带入日常的生活和学习之中，与文化共同成长。
你想要过一种不一样的课余生活吗？把非物质文化遗产的元素融入其中怎么样？这里有一些例子。
李晨熙，一个11岁的女孩，就读于银川市第二小学。她的学校把中国传统文化融入课后托管服务中。李晨熙对扎染感兴趣。经过一年多的学习，她能制作玩偶和连衣裙了。“目前，扎染对我来说并不难，而且我喜欢把我做的东西送给别人，”她说。
当来自卢旺达的留学生安托万第一次观看舞龙时，他很惊讶，迫不及待地想要加入。然而，训练并不容易。他日复一日地练习基本技巧，以求完美地完成跳跃、转身动作，并将龙身高高举起。2024年，安托万在他的学校组建了第一支留学生舞龙队。现在，这支队伍有大约100名来自不同国家的学生。
周六下午，一群不同年龄段的孩子跟着朱伟（在津巴布韦）。朱伟是一名中医，也是中国（援）津巴布韦医疗队的队长，他教他们太极拳。这些孩子喜欢太极拳。在他们看来，太极拳有助于他们保持健康并专注于学习。这是一种身心锻炼。
1. 李晨熙学习扎染多久之后才能制作玩偶？
超过一年。
2. 对安托万来说，舞龙训练是什么样的？
很困难/不容易。
3. 安托万的队伍里都有谁？
大约100名来自不同国家的学生。
4. 津巴布韦的孩子们为什么喜欢太极拳？
因为他们认为太极拳有助于他们保持健康并专注于学习。
5. 新考法 开放性试题 你能做些什么来把非物质文化遗产的元素融入你的生活？
我可以剪出不同形状的剪纸来装饰我的房间。（答案不唯一，言之有理即可）