Department of Applied English Southern Taiwan University of Science and Technology Advisor:Jaisy Chang 張家華 老師 The Legend of Sun Shooting Heroes Group Members: 499C0103 朱政穎 499C0904 郭晏儒 49954039 黃秋雅 499C0095 陳琳安 Contents Abstract ………………………………………………………………………………………2 Introduction…………………………………………………………………………………..3 Methodology……………………………………………………………………………….4 About the Legend of Sun Shooting Heroes………………………4 The Legend of Sun Shooting Heroes…………………………………5 Activity………………………………………………………………………………………..22 Reference and Resource………………………………………………………….29 1 Abstract: We translated one of the chapter , “The Legend of Sun Shooting Hero ” from ”看賽夏,祭矮靈”, which is a Taiwanese aboriginal literature, into English and made a picture book. Since most of picture books were published from overseas, we expect to provide a brand-new topic of children’s picture book. Children can not only be familiar with Taiwanese aboriginal culture but also learn English through this picture book. Otherwise, “The Legend of Sun Shooting Heroes”, is also a part of content in the elementary school textbook. Hope that this picture book could resonate with children. 摘要: 本專題是將台灣原住民文學「看賽夏,祭矮靈」這本書中的其中一個章節「射 日英雄」翻譯並製作成繪本。由於市面上大多繪本故事書都是出自國外,少 有以台灣文化為背景來出版的繪本故事書,我們希望提供給兒童們一個新的 題材的繪本故事書,藉由看本書的過程,不僅對於台灣原住民文化有更深的 認識,更同時達到學習英語的目的。本篇射日英雄亦被選為國民小學之國語 課本當中的教材,相信閱讀了這本繪本故事書後會讓學童產生共鳴。 2 Introduction A famous Taiwanese writer, Hung Lang, suggested that to improve language proficiency, extensive reading is the most effective way. Children will understand how to use vocabulary collocation correctly through extensive reading. However, it is a critical issue that how to arouse a second language learner’s interest to read extensively. Reading picture books is a brand-new way of learning English, for the delicate pictures in picture book can arouse children’s interest. Besides, picture books will not make language learner distressed for not having enough vocabularies. The length of most picture books’ length is generally not too long, and the sentence structure is not too demanding. So children can finish their readings in short time. Therefore, Bureau of education in Taiwan starts to increase funding on picture books. In addition, many Chinese and foreign scholars pointed out that the picture books plays an important role on learning language, they indicated that picture books are conducive to children’s language development and children who read a large number of picture books have better language ability. ESL (English as a Second Language) is quite popular in Taiwan. Most children start to learn English when they are in kindergarten. Reading English picture books is one of the popular EFL learning methods. However, most English readings, like Peter Rabbit, The cat in the hat, are most from other countries. Even picture books which were published in Taiwan seldom talked about the aboriginal culture, not even aboriginal culture in Taiwan. We think that language learner is usually familiar with their native culture. If a picture book or reader which written in second language introduces the language learner’s native culture, it may reduce their fear toward second language learning. Dr. Wu (Hsin-Rong Wu), who teaches English picture book learning for five years, said that some American picture books’ would write in difficult vocabularies. For example, Iguana and Armadillo are animals that we can not see in Taiwan. In addition, foreign festivals or life styles are different from those in Taiwan. Those foreign picture books may not resonate among Taiwanese students. Therefore, Dr. Wu suggested that English educators in Taiwan should edit native picture books for language learners. Although Taiwanese aboriginal culture is quite different from Han Chinese culture, aboriginal culture still belongs to Taiwanese culture. We expect to promote Taiwanese aboriginal culture to the world through our thematic studies. We chose ‘’ the legend of sun shooting heroes” which comes from Saisiyat as our topic! 3 Methodology The readership of this project is kids from 4 to 15. First, we chose the story, “the legend of sun shooting heroes” from the book, “看賽夏,祭矮靈”. Second, we translated this story into English. Third, we made a picture book and a short film to arouse students’ learning interest. Meanwhile, it could help students to understand Taiwanese aboriginal culture. Forth, we designed a simple teaching plan after reading the picture book. Students could not only learn vocabularies and some basic sentences in an interesting way, but to deepen their impression of Taiwanese aboriginal culture! About the Legend of Sun Shooting Heroes It is said that there were 2 suns in the ancient times. Saisiyat’s people were in suffering because of these 2 scorching suns. The legend mainly talked about how the 2 Saisiyat warriors shot down the sun. The story is lively and also rich in implication. The author intended to arouse Saisiyat people’s cultural recognition and make them cherish the valuable cultural heritage. In order to commemorate Saisiyat’s warriors, the Chia yi municipal government built “Cha yi Tower”, located at Cha yi Park. Through this picture book, young English learner could not only realize the origin of Cha yi Tower, but learn English through aboriginal culture and history. →Chia Yi Tower 4 The Legend of Sun Shooting Heroes Putting off the cigarette, Abu elder drinks the wine and then says “Long time ago, there were two suns in the place where Saisiyat people lived. 5 When one set in the west, another one rose up from the east. There would be no night in the world, only the eternal daytime. These two suns were a problem because people cannot tell the time. Let’s Learn! 1. West n. 西方 2. East n. 東方 6 They were unable to know when to sleep or when to have meals. The worse thing was that people had to work all day long because the suns were always been shining whole day. Let’s Learn! 3. Sleep v. 睡覺 4. Shining adj. 發光的 7 So they suggested that they should do something. They muster the representatives under different family names. They discussed how to wipe one sun out in order to have night time and day time on the earth. Let’s Learn! 5. Different adj. 不同的 8 They had an idea. They were going to have an archery contest. The winner would help the people to shoot down one sun. Ren was the winner. All people hail Ren and he was designed for fulfilling this tough task. Let’s Learn! 6. Task n. 任務 9 He prepared bows and arrows, carried a bag of sheepskin with small rocks and a bag of tangerine seeds. He also brought along his two children with him. He said goodbye to his wife and family then went to the east where these two suns rose Let’s Learn! 7. Bow n. 弓 8.arrow n. 箭 9. Seed n. 種子 10. Wife n. 妻子 11. Family n. 家 10 They were spreading seeds along the road to the destination. Each place with seed was marked by rock. Three of them were trekking in the long trip. Without any recess, they kept proceeding to the east. 11 Time flied with tears and sweat. Ren was a silver-haired old man and his children were growing to strong youths. 12 However, every life is mortal. The father held the hand of his two children with tears, and told them “never give up going to the east” “someday you can eliminate one sun and then you will find the way home by the marked trees.” Two brothers were in sorrow at the death of the father. They buried him by themselves and spread down all the seeds and rocks. They prayed to their father solemnly and followed what their fathers commanded. They continued to march toward the destination. Let’s Learn! 12. Father n. 父親 13 After 18 years, they eventually reached the place where the two suns rose. They climbed to the mountain top which is closest to the suns. But it was so shining that they couldn’t open their eyes. Let’s Learn! 13. Top n. 頂端 14 The younger brother covered his eyes with leaves, but those leaves withered very fast. The smart elder brother sheltered from the sunshine with sheepskin. Let’s Learn! 15. Sunshine n. 陽光 15 After days of observations, they found the best place and the greatest time to shoot the sun down. However, the elder brother was frail and old now. The young brother took the task from him after everything was settled down. When a sun was setting and another was rising, they were waiting for the best time. "Whoosh-whoosh-whoosh” He shot out the arrows, but none of them hit the sun. As the sun rose higher he stood a lower chance to hit the sun. There were only two arrows left! Their effort would go in vain if they miss it again. The younger brother sweated and felt nervous because he knew the two left arrows were the last chance. 16 At this moment, his father’s voice appeared by his ears “Shoot it! Shoot it down" He took a deep breath and it seemed that his father’s spirit went into his body. He saw the red center of a target which resembled the bull’s eye in his father’s arrow contest. Let’s Learn! 16. Sweat v. 流汗 17. Nervous adj. 緊張的 18. Voice n. 聲音 17 Suddenly, the darkness enveloped the earth with terrible lightning and rain. Therefore, Wind, rain and lightning appeared. Now Human had to survive in the irresistible natural power. They had a great rest in the darkness as the sun was rising. They went home along the trees. Let’s Learn! 19. Tree n. 樹 18 When they were back to the place where their father was buried, the trees grew very tall and the rock turned into the human-like boulder. They believed that their father became the boulder to protect them. Let’s Learn! 20. Protect v. 保護 19 Time went by. They were old men when they were back to the village. A sun was shot down, but the Saisiyat had to face the terrible weather, like thunder, wind and rain. Let’s Learn! 21. Village n. 村莊 22. Weather n. 天氣 23. Thunder n. 雷電 20 Their people started blaming what Ren did. They considered the bad weather as a punishment from the sun. They hence asked Ren family to repent to the sun. Now, as long as they have continuous rainy day, they would hold the ceremony. So it is called “Chi Chin ceremony” which is held by each family. Let’s Learn! 24. Start v. 開始 25. Punishment n. 懲罰 26. Ceremony n. 儀式 21 Let's play! Activity 1-Direction Crossword Puzzle-Fill the correct direction in the blank. 22 Activity 2-Family Do you know how to say each family member in English? Now, let’s learn it from this tree! Family Tree- Recognize the family member in English. 23 Activity 3-Fun Time Connect the word to the right picture. 24 Activity 4-Tree How does tree grows up? Please write the correct answers in the line. 25 Activity 5-Sun How do you feel about those 2 suns in the story? Please write the correct answers in the line. 26 Activity 6-Sun Do you know other words that are related to the sun? For example: sunrise n. 日出 27 Activity 7-Let’s Draw Something! How does sun shooting hero look like on your mind? Now, let’s draw a picture! 28 Reference & Resource 吳歆嬫(2006) 。談英文英文繪本的教與學:我的台灣經驗。EJEE 英語教育電子月刊。 陳枝田。(2008)。繪本教學與語文教育。竹師實小。 張宏宇。 (2013) 。本土繪本閱讀與製作實施計畫。澎湖縣 102 年度 推動國民中、小學本土教育實施計畫之六。 顏佩如、游自達、洪如娟、李致菁。 (2008) 。國小英語繪本教學之 探討。第十九屆課程與教學論壇。 林淳毅/著,瑁瑁瑪邵,阿麥西嵐/繪圖。(2000)。寫給青少年的: 看賽夏,祭矮靈。常民文化。 29 30