JP2003156998A - Teaching material and computer program for language learning - Google Patents

Abstract

PROBLEM TO BE SOLVED: To provide an educational material for language learning enabling acquisition of contemporary 'practical English' by directly acquiring expression of daily English not from English started with grammar but from Japanese in daily use. SOLUTION: One optional card is selected out of cards (30 cards) belonging to the first classification (step 1). One optional card is selected out of cards (6 cards) out of card belonging to the second classification (step 2). The first face of two selected cards is turned up, and the card belonging to the first classification is placed on left side and the card belonging to the second classification is placed on right side (step 3). The sentence in Japanese formed of the two cards on right side and left side is pronounced (step 4). The two cards on the right side and left side are turned over to make the second face turned up, and the card belonging to the first classification is placed on right side and the card belonging to the second classification is placed on left side (step 5). The sentence in English (in this case, Katakana notation) formed of the two cards on the right side and left side is pronounced (step 6).

Description

Detailed Description of the Invention

[0001]

BACKGROUND OF THE INVENTION 1. Field of the Invention The present invention relates to a learning material, and more specifically to a learning material for language learning.

[0002]

SUMMARY OF THE INVENTION The present invention is not English which is entered from grammar, but by combining two cards,
By making it possible to directly acquire everyday English expressions from everyday Japanese, we aim to provide language learning materials that can be learned while enjoying today's "living English." To aim.

[0003]

In order to solve the above problems, the teaching material for language learning according to the present invention has a first surface on which letters and / or symbols belonging to the first language are printed, and a first surface. A second surface which is the back surface of the first surface on which the characters and / or symbols corresponding to the characters and / or symbols printed on the second language are printed in the second language, and the card is at least in the first classification. There are cards that belong and cards that belong to the second category,
When the first side of the cards belonging to the first category is arranged on the left side and the first side of the cards belonging to the second category is arranged on the right side, a sentence of the first language is formed, and a card belonging to the second category is formed. When the second side of is arranged on the left side and the second side of the cards belonging to the first category is arranged on the right side, a sentence in the second language is formed, and the cards belonging to the first category and the second category are formed. It is characterized in that two cards are arranged to form a sentence in the first language or the second language.

In the above-mentioned language learning material, the first language is Japanese and the second language is English.
In the above-mentioned language learning material, Japanese in the first language is written in hiragana and English in the second language is written in katakana. In the above language learning materials,
The cards belonging to the first category include verbs, and the cards belonging to the second category include a subject.

In the language learning material, the first side of the cards belonging to the first classification and the second side of the cards belonging to the second classification are printed in the first color and belong to the first classification. The second side of the card and the first side of the cards belonging to the second classification are printed in a second color different from the first color, and cards belonging to the first classification and cards belonging to the second classification are printed. When arranged side by side to form a first language sentence or a second language sentence, the first color is on the left and the second color is on the right. The above-mentioned language learning material is characterized in that the symbol represents the inflection of the second language.

Further, the language learning method of the present invention uses two cards in which the characters of the first language are printed on the front side and the characters of the second language corresponding to the first language are printed on the back side. One of the cards belongs to the first category and the other belongs to the second category,
The front side of the first card belonging to the first category is on the left side and the second card is on the left side.
If the front side of the second card belonging to the category is placed on the right side, it becomes a sentence in the first language, and the back side of the second card belonging to the second category is placed on the left side and If the back side is placed on the right side, it becomes a sentence in the second language corresponding to the sentence in the first language, and by turning over two cards and changing the arrangement, it becomes a sentence in the second language corresponding to the sentence in the first language. It is characterized in that the learning of the second language is performed by repeating the flipping arrangement of these two cards and exchanging the arrangement.

In the above language learning method, the first language is Japanese and the second language is English. In the above-mentioned language learning method, Japanese in the first language is written in hiragana and English in the second language is written in katakana. In the above language learning method, the cards belonging to the first classification include verbs, and the cards belonging to the second classification include a subject.

In the above language learning method, the front surface of the card belonging to the first classification and the back surface of the card belonging to the second classification are printed in the first color, and the back surface and the second surface of the card belonging to the first classification are printed. The surface of the card belonging to the classification is printed in a second color different from the first color, and the cards belonging to the first classification and the cards belonging to the second classification are arranged side by side in the sentence in the first language or in the second language. When the sentence is formed, the first color is on the left side and the second color is on the right side.

Further, the computer program of the present invention displays the characters of the first language belonging to the first classification on the left side, displays the characters of the first language belonging to the second classification on the right side, and displays the first language. Corresponding to the first step of displaying the sentence of the language of the second, the character of the second language corresponding to the character of the first language belonging to the first classification, and the character of the first language belonging to the second classification A second step of calling a character of the second language to be displayed, and a second language corresponding to the first language belonging to the second classification when displaying the character of the second language called in the second step. Is displayed on the left, and the second language corresponding to the first language belonging to the first classification is displayed on the right.
And the third step displays the sentence in the second language corresponding to the sentence in the first language displayed in the first step.

In the above computer program, the first language is Japanese and the second language is English. In the above computer program, Japanese in the first language is written in Hiragana and English in the second language is written in Katakana. The above computer program is characterized by including a fourth step of outputting the sentence of the second language by voice when displaying the sentence of the second language by the third step. In the above computer program, the characters belonging to the first class include a verb, and the characters belonging to the second class include a subject. In the above computer program, the characters belonging to the first classification and the characters belonging to the second classification are displayed in a card format, and a plurality of cards on which the characters belonging to the first classification are displayed and the characters belonging to the second classification are displayed. It is characterized by displaying a second language corresponding to the first language by arbitrarily combining a plurality of displayed cards.

[0011]

BEST MODE FOR CARRYING OUT THE INVENTION Next, an embodiment of a teaching material for language learning according to the present invention will be described in detail with reference to FIGS. The teaching material for language learning according to the present invention is a teaching material for taking out one arbitrary card from each classification card group and combining two cards in total to learn English.

In this embodiment, description will be given when the language learning teaching material of the present invention is applied to English learning. FIG. 1 shows a series of states when performing language learning using "two cards" which is an embodiment of the present invention. In the present embodiment, "Japanese" is printed on the first side of the card, and "English" is printed on the second side. Then, first, each one is selected from the first classification card group 101 and the second classification card group 103 (in the case of FIG. 1, the cards 105 and 10).
7) Both are lined up with the first side facing up. at this point,
The card 105 is printed with "Count", and the card 107 is printed with "How should I be?" Next, both sheets are arranged with their second sides facing up and their positions reversed. at this point,
The card 105 is printed with "count" and the card 107 is printed with "how wide unchu", so that it can be read as "how wide unchu count".

(1) First Embodiment (Learning Material, Publication) Basic English Expression First, when learning a "basic English expression" by using a card which is an embodiment of the present invention. Will be explained. The basic English expression here refers to the basic conversations we hear in movies and television on a daily basis, and it is the conversation that is stopped by the proverbial phrase (treated as idioms) and the verb prototype.

FIG. 2 is a basic list of the above cards. The figure shows the data (in this case, Japanese) that is the basis of basic English expressions. In FIG. 2, the verbs of basic English expressions such as "Denwasuru" and "Ajimi-suru" are shown in the first column, and the subjects such as "U" and "I" are shown in the second and fourth columns. In the eye and the 5th column, "how to start" and "do you want to do" are displayed.

Next, the symbols used in FIG. 2 will be described. Cover mark: When this mark is attached to the “subject” or “pronunciation”, the corresponding English is not pronounced. A specific example is shown below. -In Specific Example 1 (2nd column, 3rd line, 7th line), the subject (the 2nd column, 7th line) has a cover mark (a mark surrounding W with a convex line). Therefore, do not pronounce W (We). So, for example, if you use "like" in the verb, you get "Let's count." -In the specific example 2 (4th to 5th columns and 13th line in FIG. 2), the cover mark (shown by "convex line" and "U") is added to the starting wording (5th column and 13th line in FIG. 2). It does not pronounce "beginning word" because it is surrounded by a mark. So, for example, if you use "shiraberu" as a verb, you get "Check."

FIG. 3 shows characters and the like printed on the front and back of the card according to the present embodiment. The card according to the present embodiment is classified into two categories, a first category and a second category.
Cards that belong to the first category are cards on which "verbs that can be used in the basic English expressions in Fig. 2" are printed, and cards that belong to the second category are "subjects used in the basic English expressions in Fig. 2". It is a card printed with a combination of "and the expression of the basic English expression in Figure 2". In addition, in FIG. 3, 30 verbs printed on the cards belonging to the first classification,
Although six combinations to be printed on the cards belonging to the classification are shown, it is obvious that the present invention is not limited to this, as described above.

FIG. 3A is a diagram showing characters and / or symbols (hereinafter referred to as "characters") printed on the cards belonging to the first classification. Each column will be described below. The first column in FIG. 3A; characters and the like printed on the first side of cards belonging to the first classification. In this case, the Japanese equivalent to the "verb that can be used in the basic English expression in Figure 2". Second row in FIG. 3A; characters and the like printed on the second side of cards belonging to the first classification. In this case, the English equivalent of the "verb that can be used in the basic English expression in Figure 2" is written in katakana.

FIG. 3B is a diagram showing characters and the like printed on the cards belonging to the second classification. Each column will be described below. The first column in FIG. 3B; characters and the like printed on the first side of cards belonging to the second classification. In this case, Japanese equivalent to the combination of "the subject used in the basic English expression of FIG. 2" and "the starting expression of the basic English expression of FIG. 2". Second row in FIG. 3B; characters and the like printed on the second side of cards belonging to the second classification. In this case, the English equivalent to the combination of the "subject used in the basic English expression of Fig. 2" and the "pronunciation of the basic English expression of Fig. 2" is written in katakana. Both cards belonging to the first and second categories have a front and back positional relationship between the first side and the second side, and in the case of FIG. 3, there are 30 cards belonging to the first category and cards belonging to the second category. Indicates that there are 6 sheets.

Next, the procedure for using these cards will be described below with reference to FIG. Step 1: Select an arbitrary card from the cards (30 cards) belonging to the first classification. Step 2; Select any one card (6 cards) belonging to the second classification. Step 3: With the first side of the two cards you have selected facing up,
Cards belonging to the first category are arranged on the left side, and cards belonging to the second category are arranged on the right side. Step 4: Pronouncing a Japanese sentence formed by two left and right cards. Step 5: Turn the right and left two cards upside down so that the second side faces up, the cards belonging to the first classification are arranged on the right side, and the cards belonging to the second classification are arranged on the left side. Step 6: Pronounce an English sentence (in this case, katakana notation) formed by two left and right cards.

The above-mentioned usage procedure will be described in detail with reference to FIGS. Fig. 5 shows the card printed with "Count" in the center of the first side in step 1 of Fig. 4, "How about you" in the center of the first side and "(you)" in the center of the lower side of the first side. It is a figure explaining the state of the card when the card printed with is selected. FIG. 5 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, the pronunciation “What if you list them?” Is pronounced. FIG. 5 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, it pronounces "why don't count."

FIG. 6 shows a card in which "count" is printed in the center of the first surface in step 1 of FIG.
It is a figure explaining the state of the card when "I want to do" in the center of the surface and the card with "(you)" printed in the center of the lower part of the first surface are selected. FIG. 6 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, it is pronounced "Do you want to list?" FIG. 6 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, it is pronounced as "Duwana count".

FIG. 7 shows a card in which "count" is printed in the center of the first surface in step 1 of FIG.
It is a figure explaining the state of a card when "I want to do" in the center of a field and the card in which "(I am)" was printed in the center of the lower part of the 1st field. FIG. 7A shows Step 3 of FIG.
Represents the state of the card, and in step 4, pronounces "I want to list them." FIG. 7B shows step 5 in FIG.
Shows the status of the card in step 6.
"Wanna count".

FIG. 8 shows a card in which "count" is printed in the center of the first surface in step 1 of FIG.
It is a figure explaining the state of the card when choosing "I do not want to do" in the center of the surface and the card with "(I am)" printed in the center of the lower part of the first surface. FIG. 8 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "I do not want to list". FIG. 8 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, it pronounces "I don't want to count."

FIG. 9 shows a card in which "count" is printed in the center of the first surface in step 1 of FIG.
It is a figure explaining the state of the card at the time of choosing the card in which "Let's do" was printed on the center of the surface. FIG. 9 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "Let's see!". FIG. 9B shows the state of the card in step 5 of FIG. 4, and in step 6, it is pronounced as "let's count".

FIG. 10 shows the case where the card printed with "reverse" in the center of the first surface in step 1 of FIG. 4 and the card printed with "do not" in the center of the first surface in step 2 are selected. It is a figure explaining the state of a card. FIG. 10A shows the state of the card in step 3 of FIG. 4, and in step 4, it is pronounced as "do not list." FIG. 10B shows FIG.
It shows the card status of step 5 of step 6
Then pronounce it as "Dunt Count".

English Expressions of Three Simple Current / Present Forms / Past Forms Next, when learning the "English expressions of the three simple present / present / past forms" by using the card according to the embodiment of the present invention. I will explain. Here, make the most basic words in the basic phrases learned in "I want to do", "I want you to do", "Do you want" to be used in the subject other than "I" and "You" . So-called "Sangen" and "present tense"
This is an applied version of learning the "past tense" English.

FIG. 11 is a list showing the basis of the above card. From the 4th line to the 14th line in the figure, the basic phrases of 9 patterns from "Shishima" to "I don't want you to do", and from the 16th line to the 26th line, "Is it?" I didn't want you to do that. "Various data are shown for using the basic patterns of the 9 patterns up to.

A description of each column in FIG. 11 is given below. The first column in FIG. 11; 18 patterns in total, “words of starting”. Second column of FIG. 11; when the subject belongs to group A (first person singular, second person singular, first person plural, second person plural, third person plural)
Data that shows the rules for converting from Japanese to English in characters. Third column in FIG. 11: “Starting expression” of each pattern when the subject belongs to the B group (third person singular)
Data that expresses the rules for changing from Japanese to English in characters.

Next, the symbols used in FIG. 11 will be described. ? Mark; pronounced “ka” in Japanese. For example,
In the case of "Do you want?", "Do you want?" Is this when changing from Japanese to English? Place the marked word (in this case "Do") in front of the subject. A specific example is shown below. -In Pattern 1 of the second person singular (2nd column, 4th line in FIG. 11), "you?" Is written in parentheses after "Do you do?". In this case, the subject is "you". Therefore, when changing from Japanese to English, it becomes "Do you + verb?". Circle S mark: A mark that encloses the letter S in a circle.
When changing from Japanese to English, add "s" or "es" to the word with the circle S mark. A specific example is shown below.

In pattern 1 of the third person singular (3rd column, 4th line in FIG. 11), "Kareha" is written in parentheses after "SHIRU + circle S mark +? Mark". In this case, the subject is "Kare" and? There is also a mark, so when you change from Japanese to English, it becomes "Does he + verb?". Cover mark; words with this mark are not pronounced. A specific example is shown below.・ Pattern 2 of the first-person singular (2nd column, 5th line in Fig. 11) has a cover mark (mark that encloses "shimasu" with a convex line) on the "shisushi", followed by parentheses. It is written as "I am." in this case,
The subject is "I". Therefore, in English, it becomes "I + verb".

In pattern 2 of the third person singular (3rd column, 5th line in FIG. 11), there is only a circle S mark at the very beginning, and a cover mark is attached to "SHIRU + circle S mark" at intervals. There is a thing, and it is written in parentheses after that and is described as "Kareha". Therefore, in English, "He +
Verb s (verb es) ”. × mark; in Japanese,“ su ＋ mark ”means“ sense ”
Is pronounced. For example, in the case of “yes”, “do not”. When changing from Japanese to English, add "not" to the word with this X mark. A specific example is shown below.・ In the first-person singular pattern 3 (2nd column, 6th line in Fig. 11), "Shimasu" is marked with an X mark, and "I am" is written in parentheses after it. In this case, the subject is "I". Therefore, in English, it becomes "I + don't + verb".

In the third person singular pattern 3 (third column, sixth line in FIG. 11), "Kareha" is written in parentheses after "Sushi + maru S mark + x mark". Therefore, in English, it becomes "He + doesn't + verb". Natural mark: When changing from Japanese to English, pronounce this mark as "want". A specific example is shown below. First person singular pattern 9 (second column, 14th line in FIG. 11)
Then, "Natural mark + You + relieve + I will do + x mark" is followed by "I am" in parentheses. In this case, the subject is "I". Therefore, in English, "I ＋ don't ＋ want ＋ you ＋ t
It becomes "o + verb".

In the third person singular pattern 9 (third column, fourth line in FIG. 11), "natural mark + you + relieve + do + circle S mark + x mark" in parentheses Is described. In this case, the subject is "Kare". Therefore, in English, "He
+ Doesn't + want + you + to + verb ”Thai mark; When changing from Japanese to English, pronounce by connecting the words connected by this mark. A concrete example is given below: -Personal singular pattern 4 (Fig. 11 (2nd column, 20th row)
Then, "You are" is written in parentheses after "Natural mark + timer + relieve + do it +? Mark". In this case, the subject is "you". Therefore, in English, it becomes "Do + you + wanna + verb". D mark: The D mark of the alphabet. When changing from Japanese to English, the word with D mark is added with d "or" ed ", etc. Specific examples are shown below.

The second person single pattern 16 (2 in FIG. 11)
In the 16th row of the column), "you are" is written in parentheses after the "do + D mark +? Mark". In this case, the subject is "you," and? There is also a mark on it, so if you change from Japanese to English, "Did yo
u + verb?・ In the third-person singular pattern 16 (third column, 16th line in FIG. 11), "Kareha" is written in parentheses after "Yes + D mark +? Mark". In this case, the subject is "Kare" and? Since it also has a mark,
When changing from Japanese to English, it becomes "Did he + verb?".

FIG. 12 shows characters and the like printed on the front and back sides of a card created based on the data on the fourth to sixth lines of FIG. The card of this embodiment is
It is classified into two categories, a first category and a second category. Cards belonging to the first category are cards on which "verbs that can be used in the sentences of patterns 1 to 3 in FIG. 11" are printed, and cards belonging to the second category are "patterns 1 to 18 in FIG. 11".
Print a combination of the subject used in the sentence (I, you, they, we, he) It is a card. Although FIG. 12 shows 24 verbs printed on the cards belonging to the first classification and 18 combinations printed on the cards belonging to the second classification,
Obviously, it is not limited to this.

FIG. 12A shows characters and / or symbols (hereinafter referred to as “characters”) printed on the cards belonging to the first classification.
Is referred to as "). Each column will be described below. The first column of FIG. 12A; the first card belonging to the first classification
Characters printed on the surface. In this case, “Pattern 1 of FIG.
Japanese equivalent to "verbs that can be used in sentences of ~ 3". The second row of FIG. 12A; the second of the cards belonging to the first classification
Characters printed on the surface. In this case, the English equivalent of the "verb that can be used in the sentences 1 to 3 of FIG. 11" is written in katakana.

FIG. 12B is a diagram showing characters and the like printed on the cards belonging to the second classification. Each column will be described below. The first column of FIG. 12B; the first of the cards belonging to the second classification
Characters printed on the surface. In this case, Japanese equivalent to a combination of "the subject used in the sentences of patterns 1 to 18 in FIG. 11" and "the wording of the beginning of patterns 1 to 3 in FIG. 11". The second row of FIG. 12B; the second of the cards belonging to the second classification
Characters printed on the surface. In this case, English equivalent to the combination of "the subject used in the sentences of patterns 1 to 18 in FIG. 11" and "the wording of the beginning of patterns 1 to 3 in FIG. 11" is written in katakana. In both the first classification and the second classification, the first surface and the second surface are in a front-back positional relationship, and in the case of FIG. 12, 24 cards belonging to the first classification are
There are 18 cards belonging to the second category.

Next, the procedure for using these cards will be described below with reference to FIG. Step 1: Select an arbitrary card from the cards (24 cards) belonging to the first classification. Step 2: Select any one of the 18 cards belonging to the second category. Step 3: With the first side of the two cards you have selected facing up,
Cards belonging to the first category are arranged on the left side, and cards belonging to the second category are arranged on the right side. Step 4: Pronouncing a Japanese sentence formed by two left and right cards. Step 5: Turn the right and left two cards upside down so that the second side faces up, the cards belonging to the first classification are arranged on the right side, and the cards belonging to the second classification are arranged on the left side. Step 6: Pronounce an English sentence (in this case, katakana notation) formed by two left and right cards.

The above-mentioned usage procedure will be described in detail with reference to FIGS. 18 to 23. FIG. 18 shows a card in which “UNTEN” is printed on the center of the first side in step 1 of FIG.
It is a figure explaining the state of the card at the time of choosing the card in which "You are" was printed on the lower right of the surface. FIG. 18 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, sounds “Do you drive?”. FIG.
(B) shows the state of the card in step 5 of FIG. 4, and in step 6, pronounces "Do you drive".

FIG. 19 shows a card in which "UNTEN" is printed in the center of the first surface in step 1 of FIG. 4, "SHIKA" in the center of the first surface and " FIG. 8 is a diagram illustrating a state of a card when a card printed with “Karewa” is selected. FIG. 19 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "He will drive?" FIG. 19B shows the state of the card in step 5 of FIG. 4, and in step 6, it pronounces "Daz Hea Drive."

FIG. 20 shows a card in which "UNTEN" is printed in the center of the first side in step 1 of FIG. 4, "SHIRUSU" in the center of the first side and "I It is a figure explaining the state of a card when a card printed with "ha" is selected. FIG. 20 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "I will drive." FIG. 20 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, it pronounces "Do i Drive".

FIG. 21 shows a card in which "UNTEN" is printed in the center of the first surface in step 1 of FIG. 4, "SHIRUSU" in the center of the first surface, and " It is a figure explaining the state of a card when a card printed with "ha" is selected. FIG. 21 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, it pronounces "He drives." FIG. 21B shows the state of the card in step 5 of FIG. In this state, "Hee" is printed in the center of the card belonging to the second classification on the left side, and "Right arrow surrounded by a square" is printed on the upper right of the card. This right arrow "do the inflection with the card on the right."
In the case of FIG. 21, the "dulive" printed in the center of the card belonging to the second classification on the right side is added with the "z" printed on the upper right of the card. Therefore, in Step 6, it is pronounced as "Hey Lives."

FIG. 22 shows a card in which "UNTEN" is printed in the center of the first surface in step 1 of FIG. 4, "does not" in the center of the first surface and "I Is
It is a figure explaining the state of the card when the card printed with is selected. FIG. 22 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "I do not drive." FIG. 22 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, it pronounces "I do not drive."

FIG. 23 shows a card in which "UNTEN" is printed in the center of the first surface in step 1 of FIG. 4, "does not" in the center of the first surface and " It is a figure explaining the state of a card when a card printed with "ha" is selected. FIG. 23 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "He does not drive." FIG. 23 (b) shows the state of the card in step 5 of FIG.

FIG. 13 shows characters and the like printed on the front and back sides of a card created based on the data on the 8th to 10th lines in FIG. The card according to the present embodiment is classified into two categories, a first category and a second category. Cards belonging to the first category are cards on which "verbs usable in the sentences of patterns 4 to 6 in FIG. 11" are printed, and cards belonging to the second category are "pattern 1 in FIG. 11".
The subject used in sentences ~ 18 (I am you, they are, we are, he is)
Is a card on which a combination of "and the wording of the beginning of patterns 4 to 6 in FIG. 11" is printed.

Although FIG. 13 shows 24 verbs to be printed on the cards belonging to the first classification and 18 combinations to be printed on the cards belonging to the second classification, it is obvious that the present invention is not limited to this. FIG. 13A shows characters and / or symbols (hereinafter referred to as “printed characters”) printed on cards belonging to the first classification.
It is a figure which shows the "character etc.". Each column will be described below. The first column of FIG. 13A; the first card belonging to the first classification
Characters printed on the surface. In this case, “Pattern 4 of FIG.
Japanese equivalent to "verbs that can be used in sentences of ~ 6". The second row of FIG. 13 (a); the second of the cards belonging to the first classification
Characters printed on the surface. In this case, the English equivalent of the "verb that can be used in the sentences of patterns 4 to 6 in FIG. 11" is written in katakana.

FIG. 13B is a diagram showing characters and the like printed on the cards belonging to the second classification. Each column will be described below. The first row of FIG. 13B; the first of the cards belonging to the second classification
Characters printed on the surface. In this case, Japanese corresponding to a combination of "the subject used in the sentences of patterns 1 to 18 in FIG. 11" and "the starting expression of patterns 4 to 6 in FIG. 11". Second row of FIG. 13 (b); second card belonging to second category
Characters printed on the surface. In this case, English corresponding to a combination of "the subject used in the sentences of patterns 1 to 18 of FIG. 11" and "the wording of the beginning of patterns 4 to 6 of FIG. 11" is written in katakana. In both the first classification and the second classification, the first side and the second side have a front and back positional relationship, and in the case of FIG. 13, 24 cards belonging to the first classification,
There are 18 cards belonging to the second category.

Next, the procedure for using these cards will be described below with reference to FIG. Step 1: Select an arbitrary card from the cards (24 cards) belonging to the first classification. Step 2: Select any one of the 18 cards belonging to the second category. Step 3: With the first side of the two cards you have selected facing up,
Cards belonging to the first category are arranged on the left side, and cards belonging to the second category are arranged on the right side. Step 4: Pronouncing a Japanese sentence formed by two left and right cards. Step 5: Turn the right and left two cards upside down so that the second side faces up, the cards belonging to the first classification are arranged on the right side, and the cards belonging to the second classification are arranged on the left side. Step 6: Pronounce an English sentence (in this case, katakana notation) formed by two left and right cards.

The above-mentioned utilization procedure will be described in detail with reference to FIGS. 24 to 29. FIG. 24 shows a card in which “Aru” is printed in the center of the first side in step 1 of FIG. 4, “Want to do” in the center of the first side and “You are” in the lower right of the first side. It is a figure explaining the state of the card when the card printed with is selected. FIG. 24 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "Do you want to walk?" Figure 2
4 (b) represents the state of the card in step 5 of FIG. 4, and in step 6, pronounces "Do You Wanna Walk."

FIG. 25 shows a card in which "Arc" is printed on the center of the first surface in step 1 of FIG.
"Do you want to do it?" In the center of the surface and "Kareha" in the lower right corner of the first surface
It is a figure explaining the state of the card when the card printed with is selected. FIG. 25 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "He wants to walk?" FIG. 25 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, pronounces "Daz Hee Wanna Walk."

FIG. 26 shows a card in which “Arc” is printed on the center of the first surface in step 1 of FIG.
"I want" in the center of the plane and "I am" in the lower right of the first plane
It is a figure explaining the state of the card when the card printed with is selected. FIG. 26 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces “I want to walk”. FIG. 26 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, it is pronounced "I Wanna Walk".

In FIG. 27, the card in which “Arc” is printed on the center of the first surface in step 1 of FIG.
It is a figure explaining the state of the card when "I want to" in the center of the surface and the card in which "Kareha" is printed at the lower right of the first surface are selected. FIG. 27 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "He wants to walk." FIG. 27 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, pronounces “He wants to walk”.

In FIG. 28, the card printed with “Arc” in the center of the first surface in step 1 of FIG.
It is a figure explaining the state of the card at the time of choosing the card which printed "I do not want" in the center of the surface and "I am" printed on the lower right of the first surface. FIG. 28A shows Step 3 of FIG.
It represents the state of the card, and in step 4, pronounce "I don't want to walk." FIG. 28 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, it pronounces "I don't want to walk."

FIG. 29 shows the card in which "Arc" is printed in the center of the first surface in step 1 of FIG.
It is a figure explaining the state of the card when "I don't want to do it" in the center of the surface and the card in which "Kareha" is printed on the lower right of the first surface. FIG. 29 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "He does not want to walk." FIG. 29 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, it pronounces “Headsund Wanna Walk”.

FIG. 14 shows characters and the like printed on the front and back sides of a card created based on the data on the 12th to 14th lines in FIG. The card according to the present embodiment is classified into two categories, a first category and a second category. Cards belonging to the first category are cards on which "verbs usable in the sentences of patterns 7 to 9 in FIG. 11" are printed, and cards belonging to the second category are "pattern 1 in FIG. 11".
The subject used in sentences ~ 18 (I am you, they are, we are, he is)
Is a card in which a combination of "and the wording of the beginning of patterns 7 to 9 in FIG. 11" is printed.

Although FIG. 14 shows 24 verbs to be printed on the cards belonging to the first classification and 18 combinations to be printed on the cards belonging to the second classification, it is obvious that the present invention is not limited to this. FIG. 14A shows characters and / or symbols (hereinafter, referred to as “printed on a card belonging to the first classification”.
It is a figure which shows the "character etc.". Each column will be described below. The first row of FIG. 14A; the first card belonging to the first classification
Characters printed on the surface. In this case, “pattern 7 in FIG.
Japanese equivalent to "verbs that can be used in sentences of ~ 9". Second row of FIG. 14 (a); second card of first category
Characters printed on the surface. In this case, the English equivalent of the "verb that can be used in the sentences of patterns 7 to 9 in FIG. 11" is written in katakana.

FIG. 14B is a diagram showing characters and the like printed on the cards belonging to the second classification. Each column will be described below. The first column of FIG. 14B; the first of the cards belonging to the second classification
Characters printed on the surface. In this case, Japanese equivalent to the combination of "the subject used in the sentences of patterns 1 to 18 in FIG. 11" and "the starting expression of patterns 7 to 9 in FIG. 11". Second row of FIG. 14 (b); second card of second category
Characters printed on the surface. In this case, English corresponding to a combination of "subject used in the sentence of patterns 1 to 18 of FIG. 11" and "pronunciation of patterns of patterns 7 to 9 of FIG. 11" is written in katakana. In both the first classification and the second classification, the first side and the second side have a positional relationship of front and back sides, and in the case of FIG. 14, 24 cards belonging to the first classification,
There are 18 cards belonging to the second category.

Next, the procedure for using these cards will be described below with reference to FIG. Step 1: Select an arbitrary card from the cards (24 cards) belonging to the first classification. Step 2: Select any one of the 18 cards belonging to the second category. Step 3: With the first side of the two cards you have selected facing up,
Cards belonging to the first category are arranged on the left side, and cards belonging to the second category are arranged on the right side. Step 4: Pronouncing a Japanese sentence formed by two left and right cards. Step 5: Turn the right and left two cards upside down so that the second side faces up, the cards belonging to the first classification are arranged on the right side, and the cards belonging to the second classification are arranged on the left side. Step 6: Pronounce an English sentence (in this case, katakana notation) formed by two left and right cards.

The above-mentioned utilization procedure will be described in detail with reference to FIGS. 30 to 35. Fig. 30 shows the card printed with "clean" in the center of the first surface in step 1 of Fig. 4, "Do you want it" in the center of the first surface and "You It is a figure explaining the state of the card at the time of choosing the card printed with "(to me)". FIG. 30 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, "Do you want me to clean?" Is pronounced. FIG. 30 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, pronounces “Do you want me to clean”.

In FIG. 31, a card printed with "clean" in the center of the first surface in step 1 of FIG. FIG. 6 is a diagram illustrating a state of a card when a card printed with “He is (to me)” is selected. FIG. 31 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces “Do you want me to clean?”. FIG. 31 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, pronounces "Daz He Want Me To Clean".

32. In FIG. 32, the card printed with "clean" in the center of the first side in step 1 of FIG. 4 is "I want you" in the center of the first side in step 2 It is a figure explaining the state of a card when a card printed with "I am (to you)" is selected. FIG. 32 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces “I want you to clean”. FIG. 32 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, pronounces “I want you to clean”.

In FIG. 33, the card printed with "clean" in the center of the first surface in step 1 of FIG. 4 is "I want you" in the center of the first surface and in the lower right corner of the first surface in step 2. It is a figure explaining the state of the card when choosing the card in which "He is (to you)" is printed. FIG. 33A shows FIG.
It shows the condition of the card in step 3 of
Then he says, "I want you to clean."
FIG. 33 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, pronounces “He wants you to clean”.

In FIG. 34, the card on which "clean" is printed in the center of the first surface in step 1 of FIG. It is a figure explaining the state of a card when a card printed with "I am (to you)" is selected. FIG. 34
(A) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "I do not want you to clean". FIG. 34B shows step 5 of FIG.
The state of the card is shown in step 6. In step 6, it is pronounced "I don't want you to clean".

In FIG. 35, the card printed with "clean" in the center of the first surface in step 1 of FIG. 4 is "I do not want it" in the center of the first surface and in the lower right of the first surface. It is a figure explaining the state of the card when choosing the card in which "He is (to you)" is printed. FIG. 35 (a)
Shows the condition of the card in step 3 of Figure 4, and in step 4, "He doesn't want you to clean."
Is pronounced. FIG. 35 (b) shows the state of the card in step 5 in FIG.

FIG. 15 shows characters and the like printed on the front and back sides of a card created based on the data on the 16th to 18th lines in FIG. The card according to the present embodiment is classified into two categories, a first category and a second category. The cards belonging to the first classification are “patterns 10 to 1 in FIG.
2 is a card in which "verbs that can be used in sentences of 2" are printed, and cards belonging to the second category are "subjects used in the sentences of patterns 1 to 18 in FIG. 11 (I, you, they, I We are cards printed with a combination of "He is a girlfriend" and "Initial expression of patterns 10 to 12 in FIG. 11".

Although FIG. 15 shows 28 verbs to be printed on the cards belonging to the first classification and 18 combinations to be printed on the cards belonging to the second classification, it is obvious that the present invention is not limited to this. FIG. 15 (a) shows characters and / or symbols (hereinafter,
It is a figure which shows the "character etc.". Each column will be described below. The first row of FIG. 15 (a); the first of the cards belonging to the first classification
Characters printed on the surface. In this case, “Pattern 1 of FIG.
Japanese equivalent to "verbs that can be used in sentences 0-12". The second row of FIG. 15A; the second of the cards belonging to the first classification
Characters printed on the surface. In this case, the English equivalent of the "verb that can be used in the sentences of patterns 10 to 12 in FIG. 11" is written in katakana.

FIG. 15B is a diagram showing characters and the like printed on the cards belonging to the second classification. Each column will be described below. The first row of FIG. 15B; the first of the cards belonging to the second classification
Characters printed on the surface. In this case, Japanese equivalent to the combination of "the subject used in the sentences of patterns 1 to 18 in FIG. 11" and "the wording of the beginning of patterns 10 to 12 in FIG. 11". The second row of FIG. 15B; the second of the cards belonging to the second classification
Characters printed on the surface. In this case, English equivalent to the combination of "the subject used in the sentences of patterns 1 to 18 in FIG. 11" and "the wording of the beginning of patterns 10 to 12 in FIG. 11" is written in katakana. In both the first classification and the second classification, the first side and the second side have a front and back positional relationship, and in the case of FIG. 15, there are 28 cards belonging to the first classification.
There are 18 cards belonging to the second classification.

Next, the procedure for using these cards will be described below with reference to FIG. Step 1: Select an arbitrary card from the cards (28 cards) belonging to the first classification. Step 2: Select any one of the 18 cards belonging to the second category. Step 3: With the first side of the two cards you have selected facing up,
Cards belonging to the first category are arranged on the left side, and cards belonging to the second category are arranged on the right side. Step 4: Pronouncing a Japanese sentence formed by two left and right cards. Step 5: Turn the right and left two cards upside down so that the second side faces up, the cards belonging to the first classification are arranged on the right side, and the cards belonging to the second classification are arranged on the left side. Step 6: Pronounce an English sentence (in this case, katakana notation) formed by two left and right cards.

The above-mentioned utilization procedure will be described in detail with reference to FIGS. 36 to 41. 36. In FIG. 36, the card printed with “Kiss” in the center of the first side in step 1 of FIG. It is a figure explaining the state of the card when the card printed with is selected. FIG. 36 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "Did you kiss?" Figure 3
6 (b) shows the state of the card in step 5 of FIG. 4, in which step 6 is pronounced "Did Yukiss."

FIG. 37 shows a card in which "kiss" is printed in the center of the first surface in step 1 of FIG. 4, "is it?" In the center of the first surface and "He"
It is a figure explaining the state of the card when the card printed with is selected. FIG. 37 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces “Did he kiss?”. FIG. 37B shows Step 5 of FIG.
The state of the card is shown in FIG.

In FIG. 38, the card in which "Kiss" is printed in the center of the first surface in step 1 of FIG. 4, "Sit" in the center of the first surface in step 2, and "I ""
It is a figure explaining the state of the card at the time of choosing the card in which the "left arrow surrounded by a square" was printed on the upper left of the 1st surface. FIG. 38 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces “I kissed”. FIG. 38B shows the state of the card in step 5 of FIG. In this state, "I" is printed in the center of the card belonging to the second classification on the left side, and "Right arrow surrounded by a square" is printed on the upper right side of the card. This right arrow means “to perform inflection with the card on the right side”, and in the case of FIG. 38, the “kiss” printed in the center of the card belonging to the second classification on the right side is on the upper right side of the card. Add the printed "to". Therefore, in step 6, it is pronounced as "eye kiss."

In FIG. 39, the card on which "Kiss" is printed in the center of the first surface in step 1 of FIG. 4, "done" in the center of the first surface, and " FIG. 8 is a diagram illustrating a state of a card when a card on which a “left arrow surrounded by a square” is printed on the upper left of the first surface is selected. Figure 3
9 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "he kissed".
FIG. 39B shows the state of the card in step 5 of FIG. In this state, "Hee" is printed in the center of the card belonging to the second classification on the left side, and "Right arrow surrounded by a square" is printed on the upper right of the card. This right arrow means "perform inflection with the card on the right side", and in the case of FIG. 39, the "kiss" printed in the center of the card belonging to the second classification on the right side is on the upper right of the card. Add the printed "to". Therefore, in step 6, it is pronounced as "heatkiss."

FIG. 40 shows a card in which "Kiss" is printed in the center of the first side in step 1 of FIG. 4, and "I did not do" in the center of the first side in step 2 It is a figure explaining the state of the card when a card printed with "I am" is selected. FIG. 40A shows Step 3 of FIG.
In step 4, pronounce "I didn't kiss." FIG. 40 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, pronounces "Ideedon't Kiss".

FIG. 41 shows a card in which "Kiss" is printed in the center of the first side in step 1 of FIG. 4, and "I did not do" in the center of the first side in step 2 It is a figure explaining the state of the card at the time of choosing the card in which "Karewa" was printed. FIG. 41 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "He did not kiss." FIG. 41 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, it pronounces "Heady don't kiss".

FIG. 16 shows characters and the like printed on the front and back sides of a card created based on the data on the 20th to 22nd lines in FIG. The card according to the present embodiment is classified into two categories, a first category and a second category. The cards belonging to the first classification are “patterns 13 to 1 in FIG.
5 is a card in which "verbs that can be used in sentences of 5" are printed, and cards belonging to the second category are "subjects used in the sentences of patterns 1 to 18 in FIG. 11 (I, you, they, I We are cards printed with a combination of "He is a girlfriend" and "Wording of the beginning of patterns 13 to 15 in FIG. 11".

Although FIG. 16 shows 24 verbs to be printed on the cards belonging to the first classification and 18 combinations to be printed on the cards belonging to the second classification, it is obvious that the present invention is not limited to this. FIG. 16A shows characters and / or symbols (hereinafter, referred to as “printed on a card belonging to the first classification”.
It is a figure which shows the "character etc.". Each column will be described below. The first column in FIG. 16A; characters and the like printed on the first side of cards belonging to the first classification. In this case, Japanese corresponding to "verbs that can be used in sentences of patterns 13 to 15 in FIG. 11". The second column in FIG. 16A; characters and the like printed on the second side of cards belonging to the first classification. In this case, the English equivalent of the "verb that can be used in the sentences of patterns 13 to 15 in FIG. 11" is written in katakana.

FIG. 16B is a diagram showing characters and the like printed on the cards belonging to the second classification. Each column will be described below. The first row of FIG. 16B; the first of the cards belonging to the second classification
Characters printed on the surface. In this case, Japanese equivalent to the combination of "the subject used in the sentences of patterns 1 to 18 in FIG. 11" and "the starting expression of patterns 13 to 15 in FIG. 11". The second row of FIG. 16B; the second of the cards belonging to the second classification
Characters printed on the surface. In this case, English equivalent to the combination of "the subject used in the sentences of patterns 1 to 18 in FIG. 11" and "the wording of the beginning of patterns 13 to 15 in FIG. 11" is written in katakana. In both the first classification and the second classification, the first side and the second side have a front and back positional relationship, and in the case of FIG. 16, 24 cards belong to the first classification.
There are 18 cards belonging to the second classification.

Next, the procedure for using these cards will be described below with reference to FIG. Step 1: Select an arbitrary card from the cards (24 cards) belonging to the first classification. Step 2: Select any one of the 18 cards belonging to the second category. Step 3: With the first side of the two cards you have selected facing up,
Cards belonging to the first category are arranged on the left side, and cards belonging to the second category are arranged on the right side. Step 4: Pronouncing a Japanese sentence formed by two left and right cards. Step 5: Turn the right and left two cards upside down so that the second side faces up, the cards belonging to the first classification are arranged on the right side, and the cards belonging to the second classification are arranged on the left side. Step 6: Pronounce an English sentence (in this case, katakana notation) formed by two left and right cards.

The above-mentioned utilization procedure will be described in detail with reference to FIGS. 42 to 47. 42. In FIG. 42, in the step 1 of FIG. 4, the card printed with “Crossing” in the center of the first side is “Want to” in the center of the first side in step 2 and “You are” in the lower right of the first side. It is a figure explaining the state of the card when the card printed with is selected. Figure 42 (a)
Represents the state of the card in step 3 of FIG. 4, and in step 4, pronounces "you wanted to swim?" FIG. 42 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, "did you
"Swim".

FIG. 43 shows a card in which "Crossing" is printed in the center of the first surface in step 1 of FIG.
It is a figure explaining the state of the card at the time of choosing the card which printed "Did you want?" In the center of the surface and "Kareha" in the lower right of the 1st surface. FIG. 42 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "Do you want to swim?" 42 (b) is shown in FIG.
It shows the card status of step 5 of step 6
Is pronounced "Diddu He Wanna Swim".

FIG. 44 shows a card in which "Crossing" is printed in the center of the first surface in step 1 of FIG.
It is a figure explaining the state of the card at the time of choosing the card which printed "I wanted to" in the center of the surface and "Iwa" in the lower right of the 1st surface. FIG. 44 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "I wanted to swim." FIG. 44 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, pronounces "I Wanted Swim."

FIG. 45 shows a card in which "Crossing" is printed in the center of the first surface in step 1 of FIG.
"I wanted to" in the center of the surface and "Kareha" in the lower right corner of the first surface
It is a figure explaining the state of the card when the card printed with is selected. FIG. 45 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "He wanted to swim." FIG. 45 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, pronounces "Hea Wanted Swim."

FIG. 46 shows a card in which "Crossing" is printed in the center of the first surface in step 1 of FIG.
It is a figure explaining the state of the card when "I didn't want to do it" in the center of the surface and "I am" printed on the lower right of the first surface. FIG. 46 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "I did not want to swim". FIG. 46 (b) shows the state of the card in step 5 of FIG.

FIG. 47 shows a card in which "Crossing" is printed in the center of the first surface in step 1 of FIG.
It is a figure explaining the state of the card when "I didn't want to do it" in the center of the surface and "Kareha" printed in the lower right of the first surface is selected. FIG. 47 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "He did not want to swim". FIG. 47
(B) represents the state of the card in step 5 of FIG. 4, and in step 6, pronounces "Headi'd Wanna Swimmer."

FIG. 17 shows characters and the like printed on the front and back sides of a card created based on the data on the 24th to 26th lines in FIG. The card according to the present embodiment is classified into two categories, a first category and a second category. The cards belonging to the first classification are “patterns 16 to 1 in FIG.
8 is a card in which "verbs that can be used in sentences of 8" are printed, and cards belonging to the second category are "subjects used in the sentences of patterns 1 to 18 in FIG. 11 (I, you, they, I We are a card on which a combination of "He is a girlfriend" and "Wording of the beginning of patterns 16 to 18 in FIG. 11" is printed.

Although FIG. 17 shows 24 verbs to be printed on the cards belonging to the first classification and 18 combinations to be printed on the cards belonging to the second classification, it is obvious that the present invention is not limited to this. FIG. 17A shows characters and / or symbols (hereinafter referred to as “characters” printed on the cards belonging to the first classification.
It is a figure which shows the "character etc.". Each column will be described below. The first column of FIG. 17A; the first card belonging to the first classification
Characters printed on the surface. In this case, “Pattern 1 of FIG.
Japanese equivalent to "verbs that can be used in sentences 6-18". The second row of FIG. 17A; the second of the cards belonging to the first classification
Characters printed on the surface. In this case, the English equivalent of the "verb that can be used in the sentences of patterns 16 to 18 in FIG. 11" is written in katakana.

FIG. 17B is a diagram showing characters and the like printed on the cards belonging to the second classification. Each column will be described below. The first row of FIG. 17B; the first of the cards belonging to the second classification
Characters printed on the surface. In this case, Japanese corresponding to a combination of "the subject used in the sentences of patterns 1 to 18 in FIG. 11" and "the wording of the beginning of patterns 16 to 18 in FIG. 11". The second row of FIG. 17 (b); the second of the cards belonging to the second classification
Characters printed on the surface. In this case, English equivalent to the combination of "the subject used in the sentences of patterns 1 to 18 in FIG. 11" and "the wording of the beginning of patterns 16 to 18 in FIG. 11" is written in katakana. In both the first classification and the second classification, the first surface and the second surface have a front and back positional relationship, and in the case of FIG. 17, 24 cards belong to the first classification.
There are 18 cards belonging to the second classification.

Next, the procedure for using these cards will be described below with reference to FIG. Step 1: Select an arbitrary card from the cards (24 cards) belonging to the first classification. Step 2: Select any one of the 18 cards belonging to the second category. Step 3: With the first side of the two cards you have selected facing up,
Cards belonging to the first category are arranged on the left side, and cards belonging to the second category are arranged on the right side. Step 4: Pronouncing a Japanese sentence formed by two left and right cards. Step 5: Turn the right and left two cards upside down so that the second side faces up, the cards belonging to the first classification are arranged on the right side, and the cards belonging to the second classification are arranged on the left side. Step 6: Pronounce an English sentence (in this case, katakana notation) formed by two left and right cards.

The above-mentioned utilization procedure will be described in detail with reference to FIGS. 48 to 53. FIG. 48 shows a card in which “Iku” is printed on the center of the first side in step 1 of FIG.
FIG. 7 is a diagram illustrating a state of a card when a card printed with “You (me)” on the lower right of the first surface is selected. FIG. 48 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces “Do you want me to go?”. FIG. 48 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, it pronounces “Did you want me to go”.

FIG. 49 shows a card in which "Iku" is printed in the center of the first side in step 1 of FIG. FIG. 6 is a diagram illustrating a state of a card when a card printed with “He is (to me)” is selected. FIG. 49 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces “Do you want me to go?”. FIG. 49 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, it pronounces “Did he want not me to go”.

FIG. 50 shows a card in which "Iku" is printed in the center of the first side in step 1 of FIG. It is a figure explaining the state of a card when a card printed with "I am (to you)" is selected. FIG. 50 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces “I wanted you to go”.
FIG. 50 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, pronounces "I want you to go".

FIG. 51 shows a card in which "Iku" is printed in the center of the first side in step 1 of FIG. 4, "I wanted you" in the center of the first side in step 2, and the lower right of the first side. It is a figure explaining the state of the card when choosing the card in which "He is (to you)" is printed. FIG. 51 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "He wanted you to go." FIG. 51 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, pronounces "He wants you to go".

FIG. 52 shows a card in which "Iku" is printed in the center of the first side in step 1 of FIG. It is a figure explaining the state of the card at the time of choosing the card in which "I am (to you)" was printed. Figure 52
(A) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "I did not want you to go." FIG. 52 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, pronounces "I don't want you to go".

FIG. 53 shows a card in which "Iku" is printed in the center of the first side in step 1 of FIG. FIG. 6 is a diagram illustrating a state of a card when a card printed with “He is (to you)” is selected. Fig. 53 (a)
Represents the condition of the card in step 3 of FIG. 4, in which he pronounces "I didn't want you to go." FIG. 53 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, pronounces "Heidi don't want you to go".

English expressions of BE verb / progressive / passive form The following English expressions can be learned using the card according to the embodiment of the present invention. I) BE verb / progressive / passive English expressions (present tense) II) BE verb / progressive / passive English expressions (past tense)

I) Learning English expressions (present tense) of BE verbs / progressive / passives Using the card which is an embodiment of the present invention, the present tense of “BE verbs / progressive / passive English expressions” Explain when learning. FIG. 54 is a list showing the basis of the above card. A description of each line is given below.

The first line in FIG. 54: the subject "first person singular, second person singular, third person singular, first person plural, second person plural, third person plural" that can be used in all the sentences. The second line of FIG. 54; data that represents the rules for changing the sentence in pattern 1 (-is or is-is) from English to English with symbols. The 3rd line of FIG. 54; data representing the rules for changing the sentence in pattern 2 (-is, is) from Japanese to English with symbols. The 4th line in FIG. 54; data that represents the rules for changing the sentence in pattern 3 (~ not, ~ not) from Japanese to English with symbols. 54th line 10th line in FIG. 54; adjectives used in each sentence. FIG. 54, the 12th line to the 17th line in the first column; an intransitive verb used in each sentence. 54th line, 19th line to 24th line; a transitive verb used in each sentence.

Next, the symbols used in FIG. 54 will be described. Double circle mark: The subject is the first person singular (I), and the sentence in English is "subject + BE verb + adjective (verb)" (in the case of FIG. 54, the second column, the third line). . Double circle mark +? Mark: The subject is the first person singular (I), and the sentence in English is "BE verb + subject + adjective (verb)" (in the case of FIG. 54, the second
Column 2nd line). Double circle mark + × mark; the subject is the first person singular (I), and it means that the sentence in English is "subject + BE verb + not + adjective (verb)" (in the case of FIG. 54,
Column 2, line 4).

A mark in which two lines are circled; the subject is the second person singular (you), the first person plural (us), the second person plural (you), or the third person plural (they), and the sentence in English is ""Subject + BE verb + adjective (verb)" (in the case of FIG. 54, third column, third line, sixth column, third line, seventh column, third line). The mark +? Mark: The subject is the second person singular (you), the first person plural (us), the second person plural (you), or the third person plural (they), and the sentence in English is "BE verb + subject + adjective (verb)". (In the case of FIG. 54, the third column, second row,
(6th column, 2nd row, 7th column, 2nd row). Mark + × mark with circled two lines; subject is first person plural, second person single, second person plural, third person plural (we, you, you, they), and the sentence in English is "subject + BE verb" + Not + adjective (verb) "
(In the case of FIG. 54, the third column, the fourth row, the sixth column, the fourth row, the seventh column, the fourth row).

A mark +? Mark: The subject is the third person singular (he, she), and the sentence in English is "BE verb + subject + adjective (verb)" (in the case of FIG. 54, the 4th column, the 2nd line, 5th row 2nd
Line). A circle with one line encircled; the subject is the third person singular (he, she) and the sentence in English is "subject + BE verb +
Adjective (verb) ”(in the case of FIG. 54, the fourth column, the third line, the fifth column, the third line). A circle with a single line encircled ＋ × mark; the subject is the third person singular (he, she), and the sentence in English is “subject +
BE verb + not + adjective (verb) ”(in the case of FIG. 54, the fourth column, fourth line, the fifth column, fourth line).

FIG. 56 shows characters and the like printed on the front and back sides of a card created based on the data of FIG. The card according to the present embodiment is classified into two categories, a first category and a second category. Cards belonging to the first category are cards on which "adjectives and verbs that can be used in all sentences in FIG. 54" are printed, and cards belonging to the second category are "subjects and BE verbs used in all sentences in FIG. 54". It is a card printed with "Combination with". Note that FIG.
Although 6 shows 20 verbs that belong to the first classification and 20 combinations that belong to the second classification, it is obvious that the present invention is not limited to this.

FIG. 56 (a) shows characters and / or symbols (hereinafter referred to as "characters") printed on the cards belonging to the first classification.
Is referred to as "). Each column will be described below. The first column of FIG. 56 (a); the first of the cards belonging to the first classification
Characters printed on the surface. In this case, Japanese corresponding to "adjectives and verbs that can be used in all patterns in FIG. 54". The second row of FIG. 56 (a); the second of the cards belonging to the first classification
Characters printed on the surface. In this case, English equivalent to “adjectives and verbs that can be used in all patterns in FIG. 54” is written in katakana.

FIG. 56 (b) is a diagram showing characters and the like printed on cards belonging to the second classification. Each column will be described below. The first column of FIG. 56 (b); the first of the cards belonging to the second classification
Characters printed on the surface. In this case, Japanese equivalent to "combination of subject and BE verb used in each sentence of FIG. 54". The second row of FIG. 56 (b); the second of the cards belonging to the second classification
Characters printed on the surface. In this case, English equivalent to "combination of subject and BE verb used in each sentence of FIG. 54" is written in katakana. In both the first and second categories, the first surface and the second surface are in a front-back positional relationship,
In the case of FIG. 56, there are 20 cards belonging to the first classification, and a second
This indicates that there are 20 cards belonging to the classification.

Next, the procedure for using these cards will be described below with reference to FIG. Step 1: Select an arbitrary card from the cards (20 cards) belonging to the first classification. Step 2; Select an arbitrary one from the cards (20 cards) belonging to the second classification. Step 3: With the first side of the two cards you have selected facing up,
Cards belonging to the first category are arranged on the left side, and cards belonging to the second category are arranged on the right side. Step 4: Pronouncing a Japanese sentence formed by two left and right cards. Step 5: Turn the right and left two cards upside down so that the second side faces up, the cards belonging to the first classification are arranged on the right side, and the cards belonging to the second classification are arranged on the left side. Step 6: Pronounce an English sentence (in this case, katakana notation) formed by two left and right cards.

The use procedure will be described in detail with reference to FIGS. 58 to 63. FIG. 58 and FIG. 59 explain the state when learning the sentence of “present tense sentence using adjectives”. FIG. 58 shows FIG.
In step 1 of the above, the card printed "Lean" on the center of the first side was printed in step 2, "Are you there?" In the center of the first side, and "You are" on the lower right side of the first side. It is a figure explaining the state of a card when selecting a card. FIG. 58 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, it says "Are you thin?" FIG. 58 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, pronounces "Ayu Skinny".

FIG. 59 shows a card in which "Lean" is printed on the center of the first surface in step 1 of FIG.
It is a figure explaining the state of the card at the time of choosing the card in which "Are you there?" In the center of the surface, and "Kareha" printed in the lower right of the 1st surface. FIG. 59 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "He is thin?" FIG. 59 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, it is pronounced "Is Hee Skinny".

FIG. 60 and FIG. 61 explain the state when learning the sentence of “present progressive affirmative sentences using intransitive verbs”. FIG. 60 shows a card printed with “MANABU” in the center of the first surface in step 1 of FIG.
It is a figure explaining the state of the card at the time of selecting the card in which "I am / is" in the center of the first surface and "I am" in the lower right of the first surface is selected in step 2. FIG. 60 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "I am learning." FIG. 60 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, pronounces "I am learning".

In FIG. 61, the card on which "Manabu (tsutsu)" is printed in the center of the first surface in step 1 of FIG. 4, and "I am / is there" and the right of the first surface in the center of the first surface in step 2 It is a figure explaining the state of the card at the time of choosing the card in which "they are printed" below. FIG. 61 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces “they are learning”. FIG. 61
(B) shows the state of the card in step 5 of FIG. 4, and in step 6, pronounces "Zear learning".

FIG. 62 and FIG. 63 explain the state when learning the sentence of “negative sentence of the present tense passive voice”. In Fig. 62, the card with "Kekkonshite" printed on the center of the first surface in step 1 of Fig. 4 is displayed in the center of the first surface in step 2, and "I don't exist" and "I am not" on the lower right of the first surface. It is a figure explaining the state of a card when a card printed with "ha" is selected. FIG. 62 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces “I am not married”. FIG. 62
(B) shows the state of the card in step 5 of FIG. 4, and in step 6, it is pronounced "Am nut marid".

63. In FIG. 63, the card printed with "Kekkonshi" in the center of the first surface in step 1 of FIG.
FIG. 6 is a diagram illustrating a state of a card when a card printed with “No / No” at the center of the first surface and “Kareha” at the lower right of the first surface is selected. FIG. 63 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces “he is not married”. FIG. 63 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, it pronounces “Heise nut marid”.

In the present embodiment, explanations are given for learning "question sentences using adjectives", "affirmative sentences using the present progressive forms of intransitives" and "negative sentences using the passive voice", but the present invention is not limited to this. Instead, it is obvious that you can learn "question sentence / affirmative sentence / negative sentence" using each of "adjectives / intransitive present forms / passives" using the printed cards such as the characters shown in FIG. is there.

II) Learning English Expressions (Beginning) of BE Verb / Progressive / Passive Next, using the card which is the embodiment of the present invention, "B
Explain the past tense of "E verb / progressive / passive English expression". FIG. 55 is a list showing the basis of the above card. A description of each line is given below.

FIG. 55 is a list showing the basis of the card. A description of each line is given below. The first line of FIG. 55: the subject that can be used in all the sentences "first person singular, second person singular, third person singular, first person plural, second person plural, third person plural". The second line in FIG. 55; data that represents the rules for changing the sentence in pattern 1 (was there? Was it?) From English to English with symbols. The third line in FIG. 55; data that represents the rules for changing the sentence in pattern 2 (-yes, there was) from English to English with symbols. 55th line; pattern 3 (not found, ~
The data that shows the rules for changing the sentence from Japanese to English with symbols. 55th line, 10th line in FIG. 55; adjectives used in each sentence. FIG. 55, the 12th line to the 17th line in the first column; the intransitive verb used in each sentence. 55th line, 19th to 24th lines in FIG. 55; transitive verb used in each sentence.

Next, the symbols used in FIG. 55 will be described. Double circle mark + D mark; subject is first person singular (I), sentence in English is "subject + past verb of BE verb +
Adjective (verb) ”(in the case of FIG. 55, the second column, the third line). Double circle mark + D mark +? Mark: The subject is the first-person singular (I), and it means that the sentence in English is "past verb verb + subject + adjective (verb)" (in the case of FIG. 55, the second column, second line). ). Double circle mark + D mark + × mark; the subject is the first person singular (I), which means that the sentence in English is "subject + BE past verb + not + adjective (verb)" (in the case of FIG. 55, Column 2, line 4).

Mark + D mark in which two main lines are circled; subject is second person singular (you), first person plural (us), second person plural (you), or third person plural (they), sentence in English Means “subject + BE past verb + adjective (verb)” (in the case of FIG. 55, third column, third line, sixth column, third line, seventh column, third line). . Mark with 2 circles in a circle + D mark +? Mark; the subject is the second person singular (you), the first person plural (us), the second person plural (you), or the third person plural (they), and the sentence in English is "be verb past tense + subject +
Adjective (verb) "(in the case of FIG. 55, the third column, the second line, the sixth column, the second line, the seventh column, the second line). Mark with two lines encircled + D mark + × mark; the subject is the first person singular (I), and the sentence in English is "subject + past verb verb + not + adjective (verb)" (Fig. 55, third column, fourth row, sixth
(Column 4, line 4, Column 7, line 4).

Mark with one line encircled + D mark; means that the subject is the third person singular (he, she) and the sentence in English is "subject + past form of BE verb + adjective (verb)" (In the case of FIG. 55, the third row at the fourth column, the third row at the fifth column). Circle with one line + D mark +? Mark; the subject is the third person singular (he, she), and the sentence in English is "past verb past form + subject + adjective (verb)" (in the case of FIG. 55, the fourth column, the second column) Line 5,
Column 2nd line). One line encircled mark + D mark + × mark; subject is the third person singular (he, she), the sentence in English is "subject + past verb verb + not + adjective (verb)"
55 (in the case of FIG. 55, the fourth row at the fourth column, the fourth row at the fifth column).

FIG. 57 shows characters and the like printed on the front and back sides of a card created based on the data of FIG. The card according to the present embodiment is classified into two categories, a first category and a second category. Cards belonging to the first category are cards in which "adjectives and verbs that can be used in all the sentences in FIG. 55" are printed, and cards belonging to the second category are "subjects and BE verbs used in all the sentences in FIG. 55". It is a card printed with "Combination with". Note that FIG.
In FIG. 7, 20 verbs belonging to the first classification and 20 combinations belonging to the second classification are shown, but it is obvious that the present invention is not limited to this.

FIG. 57 (a) shows characters and / or symbols (hereinafter referred to as "characters") printed on the cards belonging to the first classification.
Is referred to as "). Each column will be described below. The first column of FIG. 57 (a); the first of the cards belonging to the first classification
Characters printed on the surface. In this case, Japanese corresponding to "adjectives and verbs that can be used in each sentence in FIG. 55". The second row of FIG. 57 (a); the second of the cards belonging to the first classification
Characters printed on the surface. In this case, English equivalent to "adjectives and verbs that can be used in each sentence in FIG. 55" is written in katakana.

FIG. 57B is a diagram showing characters and the like printed on the cards belonging to the second classification. Each column will be described below. The first column of FIG. 57 (b); the first of the cards belonging to the second classification
Characters printed on the surface. In this case, Japanese equivalent to "combination of subject and BE verb used in each sentence in FIG. 55". The second row of FIG. 57 (b); the second of the cards belonging to the second classification
Characters printed on the surface. In this case, English equivalent to "combination of subject and BE verb used in each sentence in FIG. 55" is written in katakana. In both the first and second categories, the first surface and the second surface are in a front-back positional relationship,
In the case of FIG. 57, there are 20 cards belonging to the first classification, and the second
This indicates that there are 20 cards belonging to the classification.

Next, the procedure for using these cards will be described below with reference to FIG. Step 1: Select an arbitrary card from the cards (20 cards) belonging to the first classification. Step 2; Select an arbitrary one from the cards (20 cards) belonging to the second classification. Step 3: With the first side of the two cards you have selected facing up,
Cards belonging to the first category are arranged on the left side, and cards belonging to the second category are arranged on the right side. Step 4: Pronouncing a Japanese sentence formed by two left and right cards. Step 5: Turn the right and left two cards upside down so that the second side faces up, the cards belonging to the first classification are arranged on the right side, and the cards belonging to the second classification are arranged on the left side. Step 6: Pronounce an English sentence (in this case, katakana notation) formed by two left and right cards.

The above-mentioned utilization procedure will be described in detail with reference to FIGS. 64 to 69. 64 and 65 explain the state when learning the sentence "past tense sentence using adjectives". FIG. 64 corresponds to FIG.
Print the card with "Futto" printed on the center of the first side in step 1, and "Was there?" In the center of the first side and "You are" on the lower right of the first side It is a figure explaining the state of the card when the selected card is selected. FIG. 64 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "Are you fat?" FIG. 64 (b) shows the state of the card in step 5 of FIG.
"Fat" is pronounced.

FIG. 65 shows a card on which "Futto" is printed in the center of the first surface in step 1 of FIG. 4, and "Was there / was there?" And the first surface in the center of the first surface in step 2. It is a figure explaining the state of the card when selecting the card in which "Kareha" is printed on the lower right. FIG. 65 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces "Is he fat?" FIG. 65 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, it is pronounced "Was He Fat".

66 and 67 illustrate the state when learning the sentence of "past progressive affirmative sentences using intransitive verbs". FIG. 66 shows a card in which “Ne” is printed on the center of the first surface in step 1 of FIG.
6 is a diagram illustrating a state of a card when a card printed with "I was there" in the center of the first surface and "I am" on the lower right of the first surface is selected. FIG. 66 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces “I was sleeping”. FIG. 66 (b)
Indicates the state of the card in step 5 of FIG. 4, and in step 6, it is pronounced "I Was Sleeping".

67. In FIG. 67, the card on which "Ne" was printed in the center of the first surface in step 1 of FIG. It is a figure explaining the state of the card at the time of choosing the card in which "they are printed". FIG. 67 (a) shows the state of the card in step 3 of FIG. 4, and in step 4, pronounces “they were sleeping”. FIG. 67 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, it is pronounced as "Zay sleeping".

68 and 69 illustrate the state when learning the sentence of "negative sentence of passive voice of past tense". 68. In FIG. 68, the card printed as “Aisu (do)” in the center of the first side in step 1 of FIG. 4 is “not / was not” and It is a figure explaining the state of the card at the time of choosing the card in which "I am" was printed on the lower right of the 1st page. Figure 6
8 (a) represents the state of the card in step 3 of FIG. 4, and in step 4, pronounces "I was not loved." FIG. 68 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, it is pronounced "I Was Nut Loved".

In FIG. 69, the card printed as “Ai (is done)” in the center of the first side in step 1 of FIG. 4 is displayed in the center of the first side in step 2 ] And a card on which "Kareha" is printed on the lower right of the first surface, the state of the card is selected. Figure 6
9 (a) represents the state of the card in step 3 of FIG. 4, and in step 4, pronounces "He was not loved." FIG. 69 (b) shows the state of the card in step 5 of FIG. 4, and in step 6, it is pronounced "He was nut loved".

In the present embodiment, explanations are given for learning "question sentences using adjectives", "affirmative sentences using the present progressive forms of intransitives" and "negative sentences using the passive voice", but it is not limited to this. Instead, it is obvious that you can learn "question sentence / affirmative sentence / negative sentence" using each of "adjectives / intransitive present forms / passives" using the printed cards such as the characters shown in FIG. is there. Further, although the characters printed on the card are made uniform in the present embodiment, as shown in FIG. 71, an underline 7101 may be added to the characters or the characters 71
You may express an accent by making it thick like 03. Further, the strength of pronunciation may be expressed by decreasing the character size like the character 7105 or increasing the character size.

(2) Second Embodiment (Application Software) Next, a second embodiment of the present invention will be described. FIG. 70
6 is a flowchart of a computer program used in the second embodiment of the present invention. Here, application software based on the computer program will be described with reference to FIGS. 5 and 70.

In S7001, the database is accessed and the data corresponding to the characters to be displayed in the subsequent processing (S7003 to 7011) is acquired. In S7003, of the data acquired in S7001, characters in the first language belonging to the first classification are displayed on the left side of the display of the user terminal. In S7005, among the data acquired in S7001, the characters of the first language belonging to the second classification,
It is displayed on the right side of the "characters of the first language belonging to the first classification, etc." that are already displayed on the display in the preprocessing (S7003). At this stage, the display state of the display of the user terminal is as shown in FIG. When a predetermined user operation is detected in this display state (S7007), the next process (S7)
009).

In S7009, among the data acquired in S7001, the characters of the second language belonging to the second classification are displayed on the left side of the display of the user terminal. In S7011, in the data acquired in S7001, the characters of the second language belonging to the first classification are displayed on the display in the pre-processing (S7009) as “second belonging to the second classification”.
Display on the right side of "Language characters, etc." At this stage, the display state of the display of the user terminal is as shown in FIG. At this time, the sentence in the second language may be output as voice. In S7013, it is determined whether or not an operation for ending the application has been performed, and if the operation has been performed, the processing ends (S7015). If the operation for ending the application is not performed in S7013, the database is accessed again (S7003), and the above processing is repeated.

In the above description, FIG. 5 was referred to explain the display state of the display of the user terminal, but it is obvious that the present invention is not limited to this, and it was acquired in the database access (S7001 in the case of FIG. 70). Depending on the data, FIGS. 6 to 10, 18 to 53,
The display state may be one of those shown in FIGS. 58 to 69. Further, the user terminal referred to here may be a mobile communication terminal (PDA, mobile phone, etc.) other than a personal computer.

A plurality of types of databases (databases accessed in S7001 of FIG. 70) used in the application software according to the embodiment of the present invention are prepared according to the learning level. Here, only three types will be described. I) Blue World Database II) Pink World Database III) Yellow World Database

I) Description of Blue World Database The blue world database is a database for learning "basic English expressions" by using the application software according to the embodiment of the present invention. The basic English expression used here is the basic conversation that you hear in movies and TV everyday.
Is a conversation that is stopped by the prototype of a verb. FIG. 1 and FIG. 2 are the lists that form the basis of the Blue World database. FIG. 1 shows the sentences of patterns 1 to 48, and FIG. 2 shows the basic data (in this case, Japanese) of the patterns 49 to 90. 1 and 2
The detailed description of is similar to the description of the first embodiment, and is omitted here. FIG. 3 is a diagrammatic representation of the data set in the Blue World database.

Database access (S700 of FIG. 70)
When the display data is acquired from the Blue World database in 1), the characters of the first classification are "verbs that can be used in all sentences of patterns 1 to 90 in FIG. 1 or FIG. 2".
(Other necessary symbols) and the characters and the like belonging to the second classification are "the subject used in the sentence of patterns 1 to 90 of FIG. 1 or 2" and "patterns 1 to 90 of FIG. 1 or 2".
It is a combination with the wording “starting word” (other necessary symbols).

The first column (third row to the last row) of FIG. 3A;
Data set in the first field (data item = first classification first surface) of the blue world database. S70
1 of the data set in the same field in 01
Is acquired and the data is displayed in S7003. Second column (third row to last row) of FIG. 3A; second field of blue world database (data item = first)
The value set for Category 2). In S7001, one of the data set in the same field is acquired, and S
The data is displayed at 7011.

The first column (3rd row to the last row) of FIG. 3B;
A value set in the third field (data item = first surface of the second classification) of the blue world database. S7001
In, one of the data set in the same field is acquired, and the data is displayed in S7005. Second column (third row to last row) of FIG. 3B; fourth field of blue world database (data item = second)
The value set for Category 2). In S7001, one of the data set in the same field is acquired, and S
The data is displayed at 7009.

II) Description of the Pink World Database The Pink World database is for learning "Santokugen / present tense / past tense English expressions" using the application software according to the embodiment of the present invention. It is a database of. In this section, make the most basic words such as "I want to do", "I want you to do", and "Do you want to do" in the basic phrases learned in "I" and "You" to be used in the subject other than . This is an applied version of the so-called “Sangen” and “present tense” to “past tense” English.

FIG. 11 is a list showing the basis of the Pink World database. From the 4th line to the 14th line in the figure, the basic phrases of 9 patterns from "Shishima" to "I don't want you to do", and from the 16th line to the 26th line, "Is it?" I didn't want you to do that. "Various data are shown for using the basic patterns of the 9 patterns up to. Since the detailed description of FIG. 11 is the same as that of the first embodiment, it is omitted here.
12 to 17 are charts showing the values set in the Pink World database.

Database access (S700 in FIG. 70)
When the display data is acquired from the Pink World database in 1), the characters of the first classification are “verbs that can be used in the sentences of patterns 1 to 18 in FIG. 11” (others,
It is a necessary symbol), and the characters and the like belonging to the second classification are "subjects used in the sentences of patterns 1 to 18 in FIG. 11 (I, you, they, we, he, "Joha" and "Wording of the beginning of patterns 1 to 18 in Fig. 11" (other necessary symbols)
Is.

12 (a), 13 (a), 14 (a),
15 (a), 16 (a), 17 (a), first column (3rd row to last row); set in the first field (data item = first classification first surface) of the pink world database data. One of the data set in the same field is acquired in S7001, and the data is displayed in S7003. 12 (a), 13 (a), 14 (a), 15 (a),
16 (a), 17 (a), second column (3rd row to last row);
The value set in the second field (data item = second surface of the first classification) of the Pink World database. S7001
In, one of the data set in the same field is acquired, and the data is displayed in S7011.

12 (b), 13 (b), 14 (b),
15 (b), 16 (b), 17 (b), first column (3rd row to last row); set in the third field (data item = second classification first surface) of the pink world database value. One of the data set in the same field is acquired in S7001 and the data is displayed in S7005. 12 (b), 13 (b), 14 (b), 15 (b),
Second column of 16 (b) and 17 (b) (3rd row to last row);
Value set in the fourth field (data item = second category, second surface) of the Pink World database. S7001
In, one of the data set in the same field is acquired, and the data is displayed in S7009.

III) Description of the Yellow World Database The Yellow World database is a database for learning "BE verb / progressive / passive English expressions" using the application software according to the embodiment of the present invention. Is. 54 and 55 show Yellow World
It is a basic table of the database. The detailed description of FIGS. 54 and 55 is the same as the description of the first embodiment, and therefore will be omitted here. 56 and 57
Is a chart of the values set in the Yellow World database.

Database access (S700 of FIG. 70)
When the display data is acquired from the Yellow World database in 1), the characters and the like of the first classification are “adjectives and verbs that can be used in all the sentences in FIGS. 54 and 55” (other necessary symbols), The characters and the like belonging to the second classification are “combinations of the subject and the BE verb used in all the sentences in FIGS. 54 and 55” (other necessary symbols).

56 (a) and 57 (a), the first column (3rd row to the last row); set in the first field (data item = first classification first surface) of the yellow world database. data. One of the data set in the same field is acquired in S7001, and the data is displayed in S7003. The second column (third row to the last row) in FIGS. 56A and 57A; the value set in the second field (data item = first classification second surface) of the yellow world database. S
In 7001, one of the data set in the same field is acquired, and the data is displayed in S7011.

56 (b) and 57 (b), the first column (3rd row to the last row); set in the third field (data item = second classification first surface) of the yellow world database. value. One of the data set in the same field is acquired in S7001 and the data is displayed in S7005. The second column (third row to the last row) in FIGS. 56B and 57B; the value set in the fourth field (data item = second classification second surface) of the yellow world database. S
One of the data set in the same field is acquired in 7001 and the data is displayed in S7009.

The application software for language learning described in the present embodiment can be provided to each user by the following method. 1. ASP: A server farm collectively operates the above application software and databases (blue world database, pink world database, yellow world database) used by the above application software, and provides the function to the user terminal through a telecommunication line. 2. Data distribution: The above application software and databases used by the application software (blue world database, pink world database, yellow world database) are distributed to the user terminal through a telecommunication line, and then the above application software is executed on the user terminal. to start. 3. Distributing electronic media: Distributing electronic media (CD-ROM, etc.) accumulating the above application software and databases (blue world database, pink world database, yellow world database) used by the application software to users, Start the above application software installed in.

In the present embodiment, the characters displayed on the display of the user terminal are made uniform, but as shown in FIG. 71, underlines 7101 are added to the characters or the characters 71
You may express an accent by making it thick like 03. Further, the strength of pronunciation may be expressed by decreasing the character size like the character 7105 or increasing the character size.

The embodiments of the present invention have been described above.
Obviously, the present invention is applicable not only to English but also to French, German and other languages. Further, it is obvious that the present invention can be applied not only to the above English expressions but also to present perfect forms, prepositions, and other English expressions (expressions in other languages). Further, although English is written in katakana in the embodiment of the present invention, it is obvious that it may be written in characters originally used in the used language. In addition, although the embodiment of the present invention does not mention the color or pattern of the card, by printing a predetermined color or pattern on each card, even if the learner can operate the card without hesitation Good.

Specifically, for example, if the card of the first classification is pink and the back is blue, and the card of the second classification is blue and the back is pink, then Japanese or English will be used. Since the pink is always on the left side and the blue is on the right side when forming the sentence, the learner can judge the correct arrangement by the color. Also, in combination with such color coding,
By printing a pattern on each card so that the classification and the second classification can be distinguished, the learner can visually arrange the correct cards.

[Brief description of drawings]

FIG. 1 is a diagram illustrating a card operation according to an embodiment of the present invention.

FIG. 2 is a diagram showing basic data of a card according to an embodiment of the present invention.

FIG. 3 is a diagram showing characters and the like printed on the card according to the embodiment of the present invention.

FIG. 4 is a diagram illustrating a card operation according to the embodiment of the present invention.

FIG. 5 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 6 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 7 is a diagram showing an example of card arrangement according to an embodiment of the present invention.

FIG. 8 is a diagram showing an example of card arrangement according to an embodiment of the present invention.

FIG. 9 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 10 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 11 is a diagram showing basic data of the card according to the embodiment of the present invention.

FIG. 12 is a diagram showing characters and the like printed on the card according to the embodiment of the present invention.

FIG. 13 is a diagram showing characters and the like printed on the card according to the embodiment of the present invention.

FIG. 14 is a diagram showing characters and the like printed on the card according to the embodiment of the present invention.

FIG. 15 is a diagram showing characters and the like printed on the card according to the embodiment of the present invention.

FIG. 16 is a diagram showing characters and the like printed on the card according to the embodiment of the present invention.

FIG. 17 is a diagram showing characters and the like printed on the card according to the embodiment of the present invention.

FIG. 18 is a view showing an example of card arrangement according to the embodiment of the present invention.

FIG. 19 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 20 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 21 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 22 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 23 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 24 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 25 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 26 is a view showing an example of card arrangement according to the embodiment of the present invention.

FIG. 27 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 28 is a diagram showing an example of card arrangement according to the embodiment of the present invention.

FIG. 29 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 30 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 31 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 32 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 33 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 34 is a view showing an example of card arrangement according to the embodiment of the present invention.

FIG. 35 is a view showing an example of card arrangement according to the embodiment of the present invention.

FIG. 36 is a diagram showing an example of card arrangement according to the embodiment of the present invention.

FIG. 37 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 38 is a diagram showing an example of card arrangement according to the embodiment of the present invention.

FIG. 39 is a view showing an example of card arrangement according to the embodiment of the present invention.

FIG. 40 is a view showing an example of card arrangement according to the embodiment of the present invention.

FIG. 41 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 42 is a diagram showing an example of card arrangement according to the embodiment of the present invention.

FIG. 43 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 44 is a view showing an example of card arrangement according to the embodiment of the present invention.

FIG. 45 is a view showing an example of card arrangement according to the embodiment of the present invention.

FIG. 46 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 47 is a view showing an example of card arrangement according to the embodiment of the present invention.

FIG. 48 is a diagram showing an example of card arrangement according to the embodiment of the present invention.

FIG. 49 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 50 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 51 is a view showing an example of card arrangement according to the embodiment of the present invention.

FIG. 52 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 53 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 54 is a view showing basic data of the card according to the embodiment of the present invention.

FIG. 55 is a view showing basic data of a card which is an embodiment of the present invention.

FIG. 56 is a view showing characters and the like printed on the card according to the embodiment of the present invention.

FIG. 57 is a diagram showing characters and the like printed on the card according to the embodiment of the present invention.

FIG. 58 is a view showing an example of card arrangement according to the embodiment of the present invention.

FIG. 59 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 60 is a view showing an example of card arrangement according to the embodiment of the present invention.

FIG. 61 is a view showing an example of card arrangement according to the embodiment of the present invention.

FIG. 62 is a view showing an example of card arrangement according to the embodiment of the present invention.

FIG. 63 is a diagram showing an example of card arrangement according to an embodiment of the present invention.

FIG. 64 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 65 is a diagram showing an example of card arrangement according to the embodiment of the present invention.

FIG. 66 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 67 is a diagram showing an example of a card arrangement that is an embodiment of the present invention.

FIG. 68 is a diagram showing an example of card arrangement according to the embodiment of the present invention.

FIG. 69 is a view showing a card arrangement example according to the embodiment of the present invention.

FIG. 70 is a flowchart of a computer program used in the embodiment of the present invention.

FIG. 71 is an enlarged view of the card according to the embodiment of the present invention.

[Explanation of symbols]

101 First classification card group 103 Second classification card group 105 Cards belonging to the first classification card group 107 cards belonging to the second classification card group

   ─────────────────────────────────────────────────── ─── Continued front page    (72) Inventor Mari Washida             1-83 Maruyama Nishimachi, Maizuru City, Kyoto Prefecture F-term (reference) 2C028 AA03 AA06 BB02 BB04 BD01                       BD04 CA01 CA05

Claims (17)

[Claims] 1. A first surface on which characters and / or symbols belonging to a first language are printed, and a character and / or symbol corresponding to the characters and / or symbols printed on the first surface are A language learning material of a card having a second surface which is a back surface of the first surface printed in two languages, the card being at least a card belonging to a first classification and a second classification. There is a card to which the sentence belongs, and when the first side of the cards belonging to the first category is arranged on the left side and the first side of the cards belonging to the second category is arranged on the right side, the sentence in the first language is formed. When the second side of the cards belonging to the second category is arranged on the left side and the second side of the cards belonging to the first category is arranged on the right side, a sentence in the second language is formed, Cards belonging to the second category and cards belonging to the second category Materials for language learning, characterized by arranging two to form a sentence of the first language or the second language. 2. The language learning material according to claim 1, wherein the first language is Japanese and the second language is English. 3. The language learning material according to claim 2, wherein Japanese in the first language is written in Hiragana and English in the second language is written in Katakana. Teaching materials. 4. The language learning material according to claim 1, wherein the cards belonging to the first classification include verbs, and the cards belonging to the second classification include a subject. Teaching material. 5. The teaching material for language learning according to claim 1, wherein the first surface of the card belonging to the first classification and the second surface of the card belonging to the second classification are of a first color. The second side of the card that is printed and belongs to the first category and the first side of the card that belongs to the second category are the first side.
When printed in a second color different from the color, the cards belonging to the first category and the cards belonging to the second category are arranged to form the sentence in the first language or the sentence in the second language, The language learning material, wherein the first color is on the left side and the second color is on the right side. 6. The teaching material for language learning according to claim 1, wherein the symbol represents a change in the inflection of the second language. 7. A language learning method using two cards in which characters of a first language are printed on the front surface and characters of a second language corresponding to the first language are printed on the back, One of the cards in the first category and the other in the second
Of the first card belonging to the first category, the surface of the first card belonging to the first category to the left,
If the front side of the second card belonging to the second category is placed on the right side, it becomes a sentence of the first language, and the back side of the second card belonging to the second category is placed on the left side,
If the back side of the first card belonging to the category is placed on the right side, it becomes a sentence in the second language corresponding to the sentence in the first language, and by flipping the two cards and changing the arrangement, the first language The language learning method is characterized in that the sentence becomes the sentence of the second language corresponding to the sentence, and the learning of the second language is performed by repeating the flipping arrangement of these two cards. 8. The language learning method according to claim 7, wherein the first language is Japanese and the second language is English. 9. The language learning method according to claim 8, wherein Japanese in the first language is written in Hiragana and English in the second language is written in Katakana. . 10. The language learning method according to claim 7, wherein the cards belonging to the first classification include verbs, and the cards belonging to the second classification include a subject. 11. The language learning method according to claim 7, wherein the front surface of the card belonging to the first classification and the back surface of the card belonging to the second classification are printed in a first color,
The back surface of the card belonging to the first classification and the front surface of the card belonging to the second classification have a second color different from the first color.
When the cards belonging to the first category and the cards belonging to the second category are printed side by side to form a sentence in the first language or a sentence in the second language, the first color is printed. A language learning method, wherein the second color is on the left side and the second color is on the right side. 12. The characters of the first language belonging to the first classification are displayed on the left side, the characters of the first language belonging to the second classification are displayed on the right side, and the sentence of the first language is displayed. A first step, a second language character corresponding to a first language character belonging to the first classification, and a second language corresponding to a first language character belonging to the second class And a second step of calling the character of the second language called in the second step, the character of the second language corresponding to the first language belonging to the second classification is displayed. A third step of displaying, on the left side, characters of a second language corresponding to the first language belonging to the first classification on the right side, the third step displaying the characters in the first step. The sentence in the second language corresponding to the sentence in the first language A computer program characterized by the following: 13. The computer program according to claim 12, wherein the first language is Japanese and the second language is English. 14. The computer program according to claim 13, wherein Japanese in the first language is written in Hiragana and English in the second language is written in Katakana. 15. The computer program according to claim 12, further comprising a fourth step of outputting a sentence of the second language by voice when displaying the sentence of the second language by the third step. A computer program characterized by. 16. The computer program according to claim 12, wherein the characters belonging to the first class include a verb, and the characters belonging to the second class include a subject. 17. The computer program according to claim 12, wherein the characters belonging to the first classification and the characters belonging to the second classification are displayed in a card format, and the characters belonging to the first classification are displayed. A computer program for displaying a second language corresponding to a first language by arbitrarily combining a plurality of cards and a plurality of cards on which characters belonging to the second classification are displayed.