EP4205098A1

EP4205098A1 - Language teaching means

Info

Publication number: EP4205098A1
Application number: EP21766164.4A
Authority: EP
Inventors: David Fujisawa
Original assignee: Grammar Bricks GmbH
Current assignee: Grammar Bricks GmbH
Priority date: 2020-08-27
Filing date: 2021-08-25
Publication date: 2023-07-05
Also published as: WO2022043360A1; DE202020104961U1

Abstract

The invention relates to language teaching means for presenting a language and for teaching the grammatical rules, the vocabulary (lexis), and the orthographically correct spelling of a language by correctly matching blocks. The novel language teaching means comprises base blocks with an inscription and additional auxiliary blocks. The base blocks are arranged next to one another on a plane in order to construct sentences, and the inscriptions thereof on the front face display a word, a morpheme, or a punctuation mark. The auxiliary blocks are arranged on another plane, i.e. above or below the base blocks, if necessary. The color and shape of the blocks are important recognition features of individual grammatical phenomena (Fig. 16b).

Description

language teaching aids

The invention relates to language teaching aids for representing a language and for learning the grammatical rules, the vocabulary (lexicon) and the orthographically correct spelling of a language through the correct assignment of building blocks.

Language teaching aids in the form of laying blocks are known from the prior art. For example, document DE 28 08 312 A1 describes a teaching system made up of blocks that are labeled on the front and back. On the front sides of the nouns there are projections at different heights and the blocks of the verbs have the matching grooves at the corresponding height. This may be sufficient for simple sentence constructions and a small number of existing words. The system becomes confusing for different personal pronouns.

Furthermore, document DE 33 23 588 CI shows laying blocks that are connected at the end faces to form a set. Each building block has a different word component on its four sides, for example four different personal pronouns or the root of a verb in four tenses or different endings. Although the number of laying stones is reduced by labeling four side faces, the four side faces are not sufficient to represent all personal pronouns or to represent all word stems that match the personal pronouns. In addition, coding in the form of a barcode is provided on the edge of the module for assigning different personal pronouns. Such a system is confusing. In addition, no further grammatical rules are shown than the assignment of personal pronouns to the correct verb forms. Furthermore, a language teaching aid with a plurality of stones is shown in document GB 2,369,480. There are also laying stones, in this case made of hollow profiles, which can also be put together as hanging stones if a rope is pulled through. These are plugged into each other at the ends, with each stone having a female and a male connecting element. Each building block has a different inscription on the side, eg a word component (root of the word, prefix, ending,...) or a punctuation mark, whereby the different inscriptions on a laying block are not necessarily related. This is very confusing.

The document US 2015/0004570 A1 also shows a teaching aid made up of blocks which can be linked to one another if the grammatical rules are observed. There are also word cards that can be inserted into the blocks. Corresponding codes in the form of projections or grooves are available for this purpose. A word card has several different means of coupling for the correct connection with a pronoun, with a relative pronoun or with a verb. This word card is inserted in a grammar block. In addition, there are also words in the form of blocks, also with a variety of encodings. The large number of different codings makes the system very complicated.

In this regard, the document DE 10 2017 010 113 B3 shows improvements. A language teaching aid with a large number of stones is also shown here. These are laying stones with elevations on the top and depressions on the bottom. This makes it possible to build several rows on top of each other. Furthermore, first color codes are provided on the front faces of the stones, which are intended to indicate which stones can follow one another. A second color code at the top must match a stone of the same color code placed above. Due to the possible arrangement of stones on top of each other, sentences with negations and sentences in other tenses are formed, which each have different endings require. However, a sentence presented in this way, which shows words or parts of words in a second or third line, is difficult to read.

The object of the present invention is to provide an improved language teaching aid for representing a language and for learning the grammatical rules, the vocabulary (lexicon) and the orthographically correct spelling by correctly assigning building blocks.

This object is achieved with a language teaching aid having the features of claim 1. The dependent claims describe advantageous embodiments.

The new language teaching aid is also a building block set with a large number of stones. It is also a laying stone. The laying blocks include basic building blocks with a label and additional auxiliary building blocks. The basic building blocks are arranged side by side on one level to form sentences. The caption on the front of a basic building block represents a word, a morpheme such as a stem, a prefix, a suffix, or a punctuation mark.

In addition, auxiliary modules are available, which can be arranged above or below, preferably above, the basic modules, i.e. on a further level. In contrast to the prior art, the auxiliary building blocks have no morpheme as inscription, i.e. words are only formed in the basic level by the basic building blocks, which are arranged side by side in a row and are easy to read.

There are auxiliary blocks with labeling and auxiliary blocks without labeling. Labels on the auxiliary modules show special characters on the front. These can be umlaut characters, which are necessary when learning the German language, for example when the word "houses" is to be formed. When learning the Spanish language, as Special characters the tilde, e.g. B. in the word "castano" or the acute as an accent character, eg in the word "ärbol" is required. Other languages know other special characters.

The auxiliary blocks that do not show any characters have markings. For marking purposes, the auxiliary building blocks are colored on the one hand, with the color having a special meaning, for example to differentiate the gender (masculine gender/masculine, feminine gender/feminine, neuter gender) or to differentiate the number (singular, plural) or for differentiation of the case (nominative, genitive, dative, accusative) of a marked word. On the other hand, the auxiliary blocks are marked with a symbol. Such a marking indicates that words or word components belong together. For this purpose, for example, such an auxiliary module is placed on the two basic modules that belong together. In particular, a symbol is placed on the top and not the front of the auxiliary building blocks so that it does not interfere with reading a sentence generated by the inscriptions on the front-facing sides of the basic building blocks. For example, a lock is applied to the auxiliary module as a symbol to ensure that word components belong together.

A distinctive symbol on top of the auxiliary building blocks further highlights temporal adverbs and local adverbs. For example, a clock on the top of an auxiliary module is used to indicate temporal adverbs and a target to indicate local adverbs. A subject-verb inversion can also be marked by an additional symbol, for example a double arrow.

In an advantageous embodiment, the basic building blocks are also designed in color, with the color having the same meaning as in the case of the auxiliary building blocks, for example serving to distinguish the gender or to identify the plural. In addition, in one embodiment of the language teaching aid, building blocks with sloping or rounded end faces are also used. In particular, these shaped end faces emphasize the position of these basic building blocks, for example whether this basic building block should be in front of or behind another basic building block. The shape is therefore used for the correct arrangement of this basic building block in relation to another basic building block.

In an advantageous embodiment, for connecting basic modules and auxiliary modules, there are connecting means on both which are matched to one another. For example, the basic building blocks have form-fitting connection means, such as elevations on the upper side and the auxiliary building blocks have depressions on the underside. The elevations serve to place auxiliary building blocks, which only have indentations, at desired points on the basic building blocks. For this purpose, the elevations are preferably distributed evenly and at a constant distance over the top. In addition, in a particularly advantageous embodiment, the basic building blocks can also have indentations on the underside in order to position the basic building blocks on a base strip which has matching elevations.

All the words of an assembled sentence are formed by the basic building blocks, which are arranged side by side and can therefore be read without difficulty. The auxiliary modules used here serve to indicate and understand the underlying grammar. Advantageously, the auxiliary building blocks can easily be assigned to one or more basic building blocks in this language teaching aid.

It is particularly advantageous that the language teaching aid with the basic building blocks and auxiliary building blocks can be available in a two-dimensional or three-dimensional design. In a simple two-dimensional design, all the inscriptions, special characters or markings are on the front of the basic building blocks and on the front of the auxiliary building blocks. In the present embodiment, the basic building blocks and the auxiliary building blocks are preferably flat plates. In an advantageous embodiment, connecting means between the basic building blocks and auxiliary building blocks are designed as coordinated, form-fitting elements which, for example, project as elevations from the plate or are formed into the plate as depressions are. Various forms that are coordinated with one another are conceivable for such form-fitting connecting elements. If the elevations and depressions have a round shape, for example, the small plates are reminiscent of jigsaw puzzle pieces. The connecting elements can also have another round shape or else a triangular, square or other polygonal shape. In addition to a positive connection between the building blocks, it is also possible to position and hold the building blocks together by means of magnetic force.

In a preferred three-dimensional embodiment, the basic building blocks and auxiliary building blocks are in the form of building blocks, in particular with 6 outer surfaces. The basic building blocks may be in contact with one another on two opposite front sides. The top and bottom of the basic building blocks and the bottom of the auxiliary building blocks have elevations or depressions as connecting means, preferably in the form of knobs on the top of the basic building blocks and matching recesses on the underside of the auxiliary building blocks. There are also differently shaped, coordinated elements for a form-fitting connection of auxiliary modules and basic modules or between basic modules and a base strip conceivable. A connection by means of magnetic force is also possible.

The physical language teaching aid described with the basic building blocks and auxiliary building blocks in a two-dimensional or three-dimensional design is also available in digital form in a further embodiment, for example as a web-based version or in the form of an interactive application software (APP).

The language teaching material described can be used well in language lessons for all age groups. For this purpose, the basic building blocks and the auxiliary building blocks can be put together in appropriate sets for explaining a grammatical topic, in order to be able to work through grammatical topics with increasing degrees of difficulty one after the other. The color and shape of the building blocks are important identifying features of the individual grammatical phenomena. All building block sets are housed in a common container. The recognition value is particularly advantageous when learning a new language; similarities and differences between languages can be quickly recognized based on the color and shape of building blocks.

The invention is set out below using an exemplary embodiment, namely using the German language. The language teaching aid described can also be used in a comparable way to learn other languages. The drawing shows:

Fig. la Views of basic building blocks for the stem of a verb,

Fig. 1b Views of the basic building blocks for the word stem of "have" and

"be",

Fig. 2a views of basic building blocks for the ending of a verb,

2b shows a view of an auxiliary module for the umlaut character of a verb,

Fig. 3a views of basic building blocks for personal pronouns in the nominative case,

3b shows a view of assembled basic building blocks according to FIGS. 3a, 1a and 2a, Fig. 3c views of parts of sentences with indication of gender,

Fig. 3d views of parts of sentences with indication of the plural,

Fig. 4a views of basic building blocks for question formation,

Fig. 4b view of a question sentence,

Fig. 5 view of a response sentence,

Fig. 6a views of basic building blocks for articles in the singular,

Fig. 6b views of article-noun combinations in the nominative singular,

Fig. 7a views of basic building blocks for articles and endings for plural formation,

Fig. 7b Views of article-noun combinations in the nominative plural,

Fig. 8a views of basic building blocks for the negation,

8b view of a negation,

9a views of basic building blocks for prefixes of separable verbs,

Fig. 9b view of a separable verb with prefix and ending,

Fig. 9c view of a sentence with a separated verb,

Fig. 10a view of an inseparable verb with prefix and ending, Fig. 10b view of a sentence with an undivided verb,

Fig. 11 view of a sentence with accusative,

Fig. 12 View of basic building blocks for personal pronouns in the accusative case,

Fig. 13 view of a sentence with reflexive pronouns,

Fig. 14 views of basic building blocks for prepositions,

Fig. 15 view of a sentence with a temporal adverb,

16a views of basic building blocks for conjunctions and subjunctions,

Fig. 16b view of a sentence with subjunction,

Fig. 17 view of a sentence in 5 languages,

Fig. 18 View of a compilation of possible building blocks.

The basic building blocks and the auxiliary building blocks are indicated only schematically in the figures. The basic building blocks are cuboid blocks with knobs on the top and matching indentations on the bottom. In most figures, only the top with the knobs and the front with the inscriptions are shown. With some basic building blocks, one of the two end faces is rounded or aligned at an angle. Their meaning will be discussed later. The auxiliary building blocks are very flat, cuboid blocks with a smooth upper side and indentations on the underside. In most figures, only the smooth and possibly marked top and front are shown. In Fig. La three basic building blocks are indicated stacked on top of each other, as they could be, for example, in a language case. The lettering on the front of these three basic building blocks shows the lower-case word stem of a verb, namely "hot-" or "come-" or "living+". On the back of the basic building blocks, the same stem of the word is shown in capital letters, namely "Heiss-" or "Come-" or "Wohn+", so that the respective basic building block can also be used for decision-making questions and the imperative, where the basic building block is at the beginning of the sentence stands. Since a distinction is made between regular and irregular verbs in verbs, this difference is illustrated in this example by an appended "+" for regular verbs or for irregular verbs. In this example, a minus has been added to the stem of the irregular verbs “to be called” and “to come” and a plus has been added to the stem of the regular verb “to live”. To mark the valence of a verb, i.e. the requirement for certain objects that the verb requires, small circles in the color of the respective case of the object are placed on the verb root building block at the top right. This is not shown in the figures. To distinguish verb-stem building blocks from other building blocks, eg to represent nouns, these verb-stem building blocks all have the same color. They are red in this example. In addition, there may also be red blanks, which can be stuck with a new word stem as the vocabulary increases. The new language teaching aid therefore includes different red stones, namely for the stem of regular verbs, for the stem of irregular verbs and blanks. Furthermore, a language includes auxiliary verbs, which are shown here in FIG. 1b; these can differ in color from the basic building blocks shown in FIG. 1a, eg be light red or these basic building blocks are red and transparent. The same applies to modal verbs such as "can", "want", "should" or "may", which are not shown here. These basic building blocks are colored to match the color of the basic building blocks for the auxiliary verbs, so in this example they are light red or red-transparent basic building blocks that also show an upper side in another color, see Fig. 18. FIG. 2a shows eight basic modules, which show the endings for the verb-stem basic modules shown in FIG. 1 as inscriptions. Verbs are known to be conjugated, and the different conjugation forms of a verb can have different endings, which are shown here. So the basic building block is appended with the word stem “wohn+”, to form “wohne” an “e”, to form “wohnst” an “st” etc. In addition, the conjugation of some irregular verbs, e.g. "sleep" in a conjugation form, e.g. "sleep" can lead to an umlaut in the root of the word. For this purpose, the auxiliary block, shown in Fig. 2b, is required, which is placed on the foundation block at the appropriate point and held there by the positive connection between the knobs of the verb-stem basic block and the recesses on the underside of the auxiliary block. The recesses are not shown in FIG. 2b. These auxiliary blocks with the umlaut characters are the only auxiliary blocks with a labeled front.

The basic building blocks in Fig. 3a are labeled with personal pronouns. These personal pronoun building blocks are a different color than the building blocks that form verbs, in this case they are white. Similar to the verb root building blocks, both upper and lower case letters are provided. In this case, upper case is arranged on the front and lower case on the back. The basic building blocks shown have two differently shaped end faces, namely an obliquely running end face, this is on the right-hand side in FIG. 3a, and a straight left end face functioning as a stop face. Thus, there is a visual orientation for the personal pronoun building blocks when matching to a verb. The side that matches the verb is the correct one. To additionally mark the correct position, a red dot can be placed on the personal pronoun building block, which is not shown in the figures. If the personal pronoun is at the beginning of the sentence, it is capitalized and comes before the verb. The red dot would then be at the top right. If you turn one of the basic building blocks shown in Fig. 3a, capitalization appears and the stop surface changes to the right side. the red dot would be top left. The result is the sentence part compiled in FIG. 3b from personal pronouns and verbs, the latter in turn composed of word stem and ending. Furthermore, temporal additions are marked with a clock symbol and local additions with a pushpin.

The three basic building blocks are held on a base bar, whereby the base bar has nubs on the upper side, in this case two rows of nubs with equal spacing, comparable to the visible number of rows of nubs on the upper side of the basic building blocks. On the underside, the basic building blocks have two rows of recesses matching the size of the nubs.

Auxiliary modules which are colored to indicate the grammatical gender (genus) or the plural are used for a more detailed characterization of the personal pronoun basic modules. In this case, the light blue color has been chosen for the male gender (masculine), the purple color for the female gender (feminine), and the light green color for the neuter gender. These colored auxiliary cornerstones are placed on the personal pronouns in the 3rd person singular, see Fig. 3c. The plural is also indicated by a colored helper block, in this case it is a yellow helper block, see Fig. 3d.

The basic building blocks in FIG. 4a are used to create interrogative sentences. These basic building blocks are labeled with question words. In this case they are white. The question words are rounded off on the left-hand side. This shape was chosen because it has an association with the round shape of the question mark that closes the sentence. There is a separate basic building block for the question mark, also in white. The question words are at the beginning of a question sentence and thus take the position of the subject, which moves to the third position, see Fig. 4b.

One more punctuation mark is needed for an answer sentence. The basic building block with the point is available for this purpose, which is also kept in white, see Fig. 5. All basic building blocks that show nouns or articles as labels are color-coded according to gender in a similar way to the auxiliary building blocks for personal pronouns, ie the light blue color is for masculine nouns and articles, and the purple color for feminine nouns and articles as well as for neuter nouns and articles, the light green color has been chosen. The colors serve as an aid in internalizing the gender of a newly learned word. This is important because there are few rules for gender. Since nouns are always capitalized, a basic module only needs to be labeled on one side, eg on the front. To reduce the number of basic building blocks, a topic-related noun can be used for writing on the back, eg pencil and eraser. The language teaching aid preferably also comprises blanks in the three gender colors described above, for inscribing newly learned nouns on these blanks. Fig. 6a shows basic building blocks, which includes both specific articles, namely "der", "die", "das", as well as indefinite articles "ein" and "an" in one of the colors described above as a label. These basic building blocks are capitalized on the back and lowercase on the front. They are used to form the nominative. The nominative can also be marked by a white auxiliary component that is placed on the article and noun. The representation of the case, here nominative, is thus on a visually different level. The color used for this is the same as for the personal pronouns in the nominative case, namely white, see Fig. 6b.

6b shows the assignment of article and noun in the nominative case, only assignments in the singular being shown. For the plural, the article "die" and endings for the nouns are required, which are available as inscriptions on yellow basic building blocks. In addition, the plural of some nouns is formed with an umlaut, for which an auxiliary module with umlaut characters is used. The required yellow basic modules and the yellow auxiliary module are in Fig. 7a and an assignment of article and noun in the plural is shown in Fig. 7b. The basic building blocks are shown in FIG. 8a, which have an inscription that is required for a negation, namely the word “not” and the letter “k” to form “no”. An example set is shown in Figure 8b.

In Figure 9a, building blocks are shown labeled with prefixes for separable verbs. In this case, these prefix building blocks are colored red, comparable to the building blocks of FIG. The end face pointing to the right in FIG. 9a is oblique. Thus, the tip of the basic building block points to the end of the sentence. 9b and 9c show the possible position of these building blocks in relation to the word stem of the separable verb, namely in front of it in FIG. 9b and behind it in FIG. 9c.

The prefix building blocks for the non-separable verbs shown in Figure 10a have a different form. Here the left end is slanted and the right end is vertical since it is always in contact with the verb, as shown in the example in FIG. 10b. In order to visualize this fixed connection between prefix and verb, an additional auxiliary module can be used, which is placed on both the prefix and the stem of the word. In this case, the helper module has a mark on the top that shows a lock.

Auxiliary modules can also be used to clarify the case and have different identifying colors to distinguish between the individual cases (nominative, genitive, dative, accusative). Fig. 11 shows an example for the accusative. In this case, the flat auxiliary module, dark blue, is superimposed on the article and noun. Personal pronouns in the accusative are provided in the same color and shown in Fig. 12.

Other flat auxiliary building blocks indicate the dative or genitive, eg a dark green building block for the dative or a pink-looking building block for the genitive, with the basic building blocks with the personal pronouns in the dative and genitive being dark green or pink. Reflexive pronouns, such as "himself", are also replaced by basic building blocks shown. They can be used in the dative and accusative and are therefore colored dark green-transparent or dark blue-transparent. In Fig. 13 the reflexive pronoun can be seen in the accusative case, i.e. a dark blue-transparent “sich” basic building block is shown. In addition, the connection to the verb is indicated by an auxiliary module. The reflexive pronoun "sich" refers to the subject "Tako" and is in the closest possible position to the subject, ie immediately after the verb.

The basic building blocks for possessive articles, such as "my", "your", "his", can be created by assembling the basic building blocks with labels ("m", "d", "s") and the basic building blocks of indefinite articles ("a") will. For other possessive articles and possessive pronouns, building blocks with separate labels such as "uns", "euer", "ihr" are used in combination with such building blocks that have the necessary endings, e.g. "er", "s", "en" for the accusative, but also show corresponding endings for the genitive or dative.

Fig. 14 shows building blocks showing prepositions as labels. In this case, these are dark blue basic building blocks, since these are accusative prepositions. As identification, these basic building blocks show a left-hand obliquely aligned end face, in which case the bevel is aligned from top to bottom right. Basic building blocks for dative prepositions, namely "with", "to", from, after, etc., are dark green like the flat auxiliary plates for identifying the dative. Alternating prepositions, namely "before", "behind", over", "under" etc., which are used for both the accusative and the dative, can be colored in such a way that they either have both colors, namely dark blue and dark green, wear or a separate color, eg gray, is chosen for these basic building blocks.

The language teaching material also includes basic building blocks for adjectives and adverbs. When using basic building blocks with labels for temporal adverbs, such as "now", "then", yesterday", "always", "often", etc., an additional auxiliary block can be added to label them. In Fig. 15, to emphasize the temporal adverb basic module, namely the word "Today", an auxiliary module has been added, which has a clock as identification on the top. For local adverbs, such as "left", "back", "there", etc., an auxiliary module with a label, for example a target, can be provided in a comparable way. In this example, the basic building blocks for the adjectives are provided in orange and the basic building blocks for the adverbs in dark purple. A different color is also possible. Basic building blocks with appropriate endings are available to represent declined adjectives.

The language teaching aid also includes basic building blocks for connecting words (conjunctions) and basic building blocks for conditionals (subjunctions), see Fig. 16a. The conjunction building blocks can indicate a combination of words or phrases and are transparent in this example. The subjunction building blocks can be used to combine two statements into a new statement, as shown in FIG. 16b. These subjunction building blocks are colored black in this example. In addition, a flat auxiliary module is indicated in FIG. 16a and in FIG. 16b with a double arrow as identification on the upper side. This emphasizes the subject-verb inversion in the second half of the sentence and is placed above the verb and the subject.

The example shows a language teaching aid for representing a language and for learning the grammatical rules, the vocabulary (lexicon) and the correct spelling of a language through the correct assignment of building blocks. In this case, all the basic building blocks are arranged side by side on one level, and they are preferably placed on a base strip. All basic building blocks that show a word or morpheme as a label have the same height, if necessary, the basic building blocks that represent punctuation marks can also be of the same size. In any case, a sentence composed of basic building blocks is easy to read. In addition, the shape and color of the basic building blocks indicate what the label is about, which means that the grammar rules to be used can be recognized more quickly. The auxiliary blocks, on the other hand, are on one level above the basic building blocks. All auxiliary blocks are much flatter than the basic blocks and have no characters on the front - with the exception of the umlaut characters. In this way, the words arranged next to each other using basic building blocks are easy to read as a sentence. The auxiliary modules emphasize grammatical rules and relationships through their coloring and identification, which makes learning a language easier. The choice of colors is freely selectable. Such a language teaching aid can also be used on other languages in a manner similar to that shown in FIGS. 1 to 16 in the example of the German language. 17 shows a sentence in German, English, Spanish, French and Chinese respectively represented by the language teaching aid.

In the description of the above example of a language teaching aid, colors and building block forms were given, which make learning the grammatical rules easier. They make grammar phenomena visible and tangible. A language teaching aid is not limited to the specified colors and shapes. For a further embodiment of the language teaching aid, other colors and shapes can also be selected for the basic building blocks. However, if the colors and shapes of the building blocks of a language teaching aid for a learned language, e.g. for the German language, are also retained in a language teaching aid for learning rules for another language, the learner will use the colors and shapes of the building blocks to follow known grammar rules recall. Similarities and differences between languages can be easily highlighted visually. The portability of the language teaching aid for learning different languages and the use of the recognition of colors and shapes of the building blocks when learning a new language represent a special advantage of this language teaching aid.

In a preferred application, a base bar is used in addition to the basic and auxiliary building blocks, which makes it easier to put together the words, word components and punctuation marks. Furthermore, preferably also contain blanks of basic building blocks of different colors and shapes, which can be labeled as the language vocabulary is expanded. All of the aforementioned parts of the language teaching aid can be stored as sets in a common container, eg a suitcase. Different sets serve to learn different grammar rules. Depending on the level of difficulty, several modules can be combined into one set. For example, a basics set for beginners includes a module 1 for basic rules of sentence structure, a module 2 for question formation, a module 3 for possessive pronouns and a module 4 for negation. Such a set contains, for example, building blocks as shown in the overview in FIG. Further sets then contain modules with basic grammar for advanced learners, eg for learning the past tense, the future tense, the passive, the participle I and other grammatical phenomena.

Claims

Claims language teaching aids for the presentation of a language and for learning the grammatical rules, the vocabulary and the orthographically correct spelling through the correct assignment of building blocks,

- comprising a large number of basic building blocks with a label, the basic building blocks being arranged next to one another on one level to form sentences,

- wherein the inscription on the front of a basic building block represents a word, a morpheme or a punctuation mark, characterized in that

- that additional auxiliary modules are available, which can be arranged above or below the basic modules, namely in a further level, if required,

- that auxiliary blocks with labeling and auxiliary blocks without

labeling is present

- where the labeling on the front of the auxiliary blocks does not represent a morpheme, but only special characters are available as labeling on the front of the auxiliary blocks,

- where the auxiliary building blocks have distinctive markings to clarify grammatical rules. Language teaching aids according to Claim 1, characterized in that they are two-dimensional or three-dimensional, being in physical or digital form, with a digital version being available, for example, as a web-based version or in the form of an interactive application software (APP). Language teaching aid according to Claim 1 or 2, characterized in that in the two-dimensional design the basic building blocks and the auxiliary building blocks are physically present as flat plates, with an inscription or marking of the basic building blocks or the auxiliary building blocks only being present on the front and where Connecting means are provided between the basic building blocks and the auxiliary building blocks.

4. Language teaching aid according to claim 1 or 2, characterized in that in the three-dimensional design the basic building blocks and the auxiliary building blocks are physically present as building blocks with six side surfaces, the auxiliary building blocks having a height which is less than half the height of the basic building blocks.

5. Language teaching aid according to claim 4, characterized in that for the connection of basic building blocks and auxiliary building blocks both have connecting means, preferably for a form-fitting connection, particularly preferably elevations on the top of the basic building blocks and matching depressions on the underside of the auxiliary building blocks.

6. language teaching aid according to claim 4 or 5, characterized in that the basic building blocks have recesses on the underside and can be connected to a base bar which has matching knobs, so that the basic building blocks on this base bar can be put together side by side to form a set.

7. Language teaching aid according to one of Claims 4 to 6, characterized in that there is an inscription on the front and on the back of the basic building blocks, with the inscription of a basic building block preferably showing the same word or morpheme on both sides, but once in lower case and once in upper case.

8. Language teaching aids according to one of Claims 1 to 7, characterized in that there are basic building blocks and auxiliary building blocks of different colors, with the respective color serving as a marking, namely on the one hand to display the gender or the number or the case of a marked word.

9. Language teaching aid according to one of claims 1 to 8, characterized in that further auxiliary modules are present which have no or a white color which belong together Basic building blocks are arranged and show how they belong together, for example the affiliation of articles with nouns or the affiliation of word components.

10. Language teaching aid according to one of claims 1 to 9, characterized in that a symbol is additionally arranged as a marking on the upper side of the auxiliary modules, which, for example, emphasizes temporal adverbs, local adverbs, a subject-verb inversion or the association of word components.

11. Language teaching aid according to one of claims 1 to 10, characterized in that specially shaped basic building blocks are present, which have rounded or obliquely aligned end faces, which are used for the correct arrangement of this basic building block in relation to another basic building block.

12. Language teaching aids according to one of Claims 1 to 11, characterized in that the basic building blocks and the auxiliary building blocks are made of plastic, wood or stone, with the symbols and inscriptions preferably being printed or affixed to the basic building blocks and the auxiliary building blocks using labels of the appropriate size.

13. Language teaching aid according to one of claims 1 to 12, characterized in that the basic modules, auxiliary modules and the basic bar are stored in a common container before use, with blanks for creating new basic and auxiliary modules preferably also being available in different sizes and colors.