JP2012068619A - Method and card set for practicing english sentence creation - Google Patents

Abstract

PROBLEM TO BE SOLVED: To provide a method for practicing English sentence creation and the like which enables a user to learn characteristic structures of English sentences and smoothly respond in English.SOLUTION: The method for practicing English sentence creation comprises: on the assumption that an English sentence mainly consists of three elements of subject, tense, and sentence pattern, preparing cards 14, 15 and 16 showing three kinds of specific forms for tense, cards 11, 12 and 13 showing three kinds of specific forms for pattern, and a card 20 showing an individual specific form for subject; presenting a basic English sentence 21 and also cards 20, 14, and 13 for subject, tense, and sentence pattern respectively to show three cards for subject, tense and sentence pattern as a whole, so as to make a user conceive an English sentence of a specific particular form represented by the three elements shown based on the basic English sentence.

Description

  The present invention relates to an English idea-practice method and a card set that can be used naturally in business situations, everyday conversations, etc., by becoming accustomed to the word order peculiar to English.

It is difficult for Japanese to learn English, and many English learning methods and English learning devices have been proposed. For example, an apparatus and method for learning spelling and pronunciation of English words by impressing sight and hearing have been proposed (Patent Document 1). There has also been proposed a learning system that enables learning according to ability by adjusting the playback speed of native English on the basis of a learner's reading utterance (Patent Document 2). Due to the remarkable spread of display devices and voice related devices in recent years, it is considered that the above method makes it easy to get used to native English and learn words.
On the other hand, many proposals have been made to improve the ability to communicate in English, which conveys what you think to the text. For example, there is a proposal for a method to change a short English sentence corresponding to a short Japanese sentence, remembering the short English sentence as a core, recalling and selecting a short English sentence close to what you think, and adding it to the short English sentence (Non-Patent Document 1). There is also a reference book for mastering English through practice of transforming subjects and verbs based on one English sentence (Non-patent Document 2). According to these methods, it may be possible to reduce resistance to English after very long exercises of sweat and tears.

JP-A-2005-140881 JP2005-31604

Yosuke Morisawa “Momentary English Composition for Speaking Pompon” Bere Publishing Robert. M.M. Flying "Progress in English" Jesuit Publication

If the above English learning method is thoroughly put into place for a long time, it may be possible to obtain a certain effect. However, because it does not recognize the difference between English and Japanese sentences, it requires a lot of effort and is less likely to learn. Therefore, many learners often throw out on the way and do not reach a practical level.
There are several reasons for this, but one of the main reasons is the fundamental difference in structure between Japanese and English. In Japanese, if you don't listen to the other person's sentence (story) until the end, you will not know what you want to say. In other words, Japanese understands at the beginning of the sentence whether it is Hanako or Taro (the subject), but "question or denial or affirmation (sentence pattern), whether it is the present or the past or the future (temporal system)". Absent.
On the other hand, English is the head of the sentence, and most of what you want to say is understood. That is, in the case of English, “question or denial or affirmation (sentence pattern), present or past or future (temporal system), or Hanako or Taro (subject)” is almost understood at the beginning of the sentence.
Because of the fundamental differences between Japanese and English, it is difficult for Japanese people to speak English freely unless they can remember the structure peculiar to English.

  The present invention makes it easy to memorize the structure peculiar to English (foreign language text) in the body, and makes it easy to receive and answer English (foreign language text). An object is to provide a card set to be used.

  The English idea practice method of the present invention is a practice method for making English sentences easily conceivable. In this practice, English sentences are mainly composed of three elements: subject, tense, and sentence pattern. Three types of concrete forms are used for tense, and three kinds of concrete forms are used for sentence patterns. In addition, the subject will be provided with an individual specific display, and the basic English will be presented to the practitioner. In addition, one display will be presented for each of the subject, tense, and sentence pattern elements. The present invention is characterized in that three display objects are presented for the subject, tense, and sentence pattern, and based on the basic English sentences, a specific concrete English sentence represented by the three display objects is conceived.

  According to the above method, the basic English sentence is transformed according to the instruction of the concrete form by the display body without using Japanese. The practitioner can intuitively grasp the instruction of the concrete form by the display body. This makes it possible to concentrate on basic English without using the Japanese brain. By practicing basic English transformations repeatedly, you can remember the word order unique to English. In particular, the body can remember how to recall first important sentences in English. As a result, you can learn to the extent that English sentences spring up in a reflective manner.

The basic English text may be an English text without the subject, or may be an ordinary English text with the subject, regardless of whether the text is long or short. Usually, a so-called predicate is often a verb + complement, a verb + object, but there are cases where only a complement is sufficient. In short, anything can be used as long as one English sentence to be transformed is known by presenting a concrete display. In addition, for example, when a basic English sentence is presented on a card, a Japanese sentence along the basic English sentence may be written on the back side of the card.
Moreover, the display body of a concrete form does not ask | require a plane body (a card | curd, a sheet | seat, etc.) on which a pattern and a character are displayed, a solid model, etc. It is preferable to use a picture, a symbol (mark), a color, a pattern, a pattern, or an English sentence without using Japanese.
The above definitions or explanations will apply hereafter.

The display body can be a card on which a picture or the like is drawn.
This can draw young children, children and students into practice. Students, adults, and middle-aged people can grow and amplify English circuits while activating circuits such as figure recognition without activating fully-developed Japanese brain circuits. Can be recovered.

Basic English can be presented in English on a card or by speech.
As a result, it is possible to improve the ability to handle English by directly touching English and developing reflexes (English circuit) for English. In addition, listening ability of native speakers can be heard to improve hearing ability.

  The card set of the present invention includes a card that displays affirmation, a card that displays affirmation, and a card that displays a question for three sentence patterns of affirmation, denial, and question in English, and a card that displays affirmation. ○ For a card that displays a cross, a cross, a cross, and a question? The mark is filled in.

  Sentence patterns are grammatical terms that classify sentences, and native English speakers are not aware of sentence patterns. When Japanese learn English, it is not necessary to be conscious of sentence patterns, but it is not necessary to be aware of sentence patterns in grammar. In particular, conscious of what the sentence pattern is in Japanese is even harmful to learning English. As mentioned above, with a card filled with an affirmative symbol, a negative symbol, and a question mark? The circuit can be mobilized. This has a beneficial effect on the growth or recovery of the English brain.

From another viewpoint, the card set of the present invention includes a card for displaying the past, a card for displaying the present, and a card for displaying the future for the three tenses of the past, the present, and the future in English. . The composition in the card displaying the past, the composition in the card displaying the present, and the composition in the card displaying the future are compositions in which the past, the present, and the future are correlated with each other and displayed in “orientation” or “direction”. It is characterized by being.
The tense is also an abstract term in grammar, and the native does not utter English in consideration of the tense. When a Japanese utters an English sentence, it can't be excused without a sense of tense, but there is no need to be aware of the sentence pattern in the grammar. In particular, being aware of what the tense is in Japanese can be harmful to English acquisition. As mentioned above, it can be distinguished by the composition of `` direction '' or `` direction '' that displays the past, present, and future in relation to each other, and since Japanese is not intervening, the tense can be intuitively perceived and the basic English The English idea circuit can be mobilized toward the transformation. This has a beneficial effect on the growth or recovery of the English brain.

A card or a picture or photograph of an animal, plant, person, symbol, pattern, character may be displayed.
As a result, it is possible to intuitively recall the sentence patterns such as affirmative sentences, negative sentences, question sentences, and the past, present, and future tenses without involving Japanese. As a result, English can be conceived without any Japanese language intervention.

Furthermore, a card on which pronouns or proper nouns are written can be provided.
As a result, the subject can be instructed on the card.

It is preferable to provide a card in which an English sentence in any form of (verb + complement), (verb + object), (complement) is described.
As a result, basic English sentences can be presented on a card, and efficient English thinking practice can be performed. The form of the above English sentence corresponds to the predicate and includes information necessary for transformation.

A presentation board or presenting device can be provided to clearly present the card to the practitioner.
Any card presentation board may be used as long as the card can be easily attached. In order to make it easier for the practitioner to see the picture on the card, the card angle can be adjusted and the display board can be placed upright. Further, a board including a thin iron plate (ferromagnetic material) in which a magnet is attached to the card and the card with the magnet can be stably arranged may be used.

  According to the English idea practice method and the like of the present invention, it is possible to easily remember the structure peculiar to English, and to smoothly receive and answer English.

It is a figure for demonstrating the English practice method in Embodiment 1 of this invention. FIG. 2 is a diagram illustrating a card that shows a sentence-type card, in which (a) is a positive sentence, (b) is a negative sentence, and (c) is a question sentence. The tense card is shown, (a) is the past, (b) is the present, (c) is the card showing the future. FIG. 4 shows a subject card, in which (a) is Taro, (b) is You, and (c) is They.

FIG. 1 is a diagram for explaining an English idea practice method according to Embodiment 1 of the present invention. The practice method of the present embodiment is performed as follows.
(1) Presentation of basic English The basic English is displayed on the card 21. The basic English sentence in the case of FIG. 1 is “have a pencil”. The basic English sentence is a so-called predicate including a verb, but may be only an adjective. For example, “sleepy” or “hungry” may be used. In short, any English text can be used as long as it is a basic English text that shows how to change one's English text by looking at an instruction card for three elements to be described later.
In the present embodiment, the basic English card 21 and a card for displaying the specific form of the three elements described below are supported by the folding groove 41 provided on the presentation board 40 and leaned back.
(2) Transform the basic English sentence according to the modification instruction by the card display.
(2-1) Focusing on the points that are different from Japanese and that are difficult for Japanese to learn, it is better to consider that English is composed of three components: subject, tense, and sentence pattern.
(2-2) The three components of subject, tense, and sentence pattern are simplified to have three concrete forms. That is, for repetitive practice, the transformation is instructed by expanding into three concrete forms and assigning concrete forms to each element.
To do. For example, in FIG. 1, the following instructions are given.
<Sentence pattern>: Does it remind you of the question? The question sentence is made intuitive by displaying the card 13 on which the figure of the giraffe floating up is displayed.
FIG. 2 is a diagram showing a sentence-shaped concrete card. (A) is a lion card 11 that reminds of affirmation, (b) is a gorilla card 12 that suggests a denial, and (c) is a giraffe card 13 that displays the above question. It is. The sentence pattern is classified into these three types, and one of them is presented as shown in FIG.
<Temporal>: Presents past, present, and future English words and a card that displays the flight directions of pelicans reminiscent of the past, present, and future. FIG. 3 shows cards 14 to 16 that express tense types into three types. (A) is a pelican card 14 that flies to the left toward the past, and makes the past tense intuitive. (B) is a pelican card 15 that flies now and makes the present shape intuitive. Also, (c) is a card 16 that indicates the future shape, which flies rightward toward the future beyond the present. In FIG. 1, a past tense is displayed by a pelican card 15 flying toward the past.
<Subject>: There are countless cards that display the subject. FIG. 4 shows a card for displaying the subject, where (a) is Taro (Taro), (b) is You (you), and (c) is They (they). In addition, He, It, singular You, etc. may be used. In FIG. 1, the specific form of She is displayed by a card 20 on which a female child's face is greatly projected. Similarly, the first person “I” and “We” are easy to understand intuitively as “I am the subject” for the student, using the actual face photograph of the student or the students themselves.

  The instruction for deformation has already been made by presenting the cards 21, 13, 15, 20 to the presentation board 40. With the meaning of confirmation, the teacher points to each card while looking at the practitioner and pronounces “Hub-A-Pencil”, “Question Form”, “Percussion”, “Sea”, etc. Finally, conclude with “Let's Go” and urge the trainee to transform.

  It is important to eliminate the instructions in Japanese or at least not instruct the instructions in Japanese in the above-mentioned card deformation instructions. Activating the head circuit that tries to understand Japanese language impedes the idea of the English language. For this reason, it is preferable to instruct the deformation by a card displaying English words, caricatures, etc. as in the present embodiment. As a result, the instructions are intuitively convinced and it is easy to put out English sentences immediately.

While practicing these cards, the practitioner understands and understands the instructions for transformation without using Japanese, and therefore without thinking in Japanese. Of course, you may speak English that you thought. At first, it may take some time to conceive English after convincing the instructions, but by intensive and repetitive practice, you will be able to come up with English automatically and come out with a mouth. become. This repetitive practice of concentrating → English thinking makes it possible to judge the subject, tense, and sentence pattern comprehensively, especially for the start of English writing, and to immediately tell the beginning. The start of English writing is very important. If the beginning comes out instantly, it will be. You can feel the progress of this practice and practice more intensively.
By the way, the correct answer to the instructions in FIG. 1 is “Had she a pencil?” Or “Did she have a pencil?”. The essential point of practice is that, by practice, the sentence head comes out automatically without activating the thinking circuit of the Japanese brain.

The basic English text should list typical English text for categories such as various aspects of daily life, morning, attendance, school attendance, company, school, business, conversation with friends, travel, etc. You can select from these when you practice.
In addition, the form of practice may be self-study alone, or the teacher may allow students to practice.

  The practitioner may be an infant, a child, or a student who will learn English from now on, or an adult who has tried to use English but hasn't been able to use English to think about using it. Adults in particular have been accustomed to think of English while thinking in Japanese with Japanese language intervening. This practice method is effective in correcting such a reaction circuit so that English can be conceived immediately.

In FIG. 1, the basic English sentence is indicated by written characters, but the basic English sentence may be presented by voice (speech). Basic English sentences may be presented on CDs, DVDs, tapes, or on-the-spot speeches, which is better for improving hearing ability. The speech is preferably a native speaker. In particular, Japanese hearing ability is low compared to people from other Asian countries.
You should listen to Native English, see the specific form shown on the card, and practice repeatedly so that you can speak English naturally. With this practice method, the question of the English sentence is imprinted as “question or denial or affirmation (sentence pattern), current or past or future (tense), Hanako or Taro (subject)”. As a result, the structure peculiar to English can be remembered by the body, and even an adult Japanese can manipulate English freely.

(Other forms)
In the first and second embodiments, the tense concrete forms are three symbols and English words reminiscent of the past, present, and future, but instead of these, there are also three of do or does, did, and will do. Good. Or am, was, will be or shall
There may be three of be. Furthermore, there may be three, are, were, and will be, and may be three, is, was, and will be.
As for the subject, it may be arranged in place of He or She in the third person or together with He and She. Furthermore, it is good also as a plural form, we (first person), you (second person), they (third person).

  It should be understood that the embodiments and examples disclosed herein are illustrative and non-restrictive in every respect. The scope of the present invention is defined by the terms of the claims, rather than the description above, and is intended to include any modifications within the scope and meaning equivalent to the terms of the claims.

  According to the English idea practice method and the like of the present invention, a structure peculiar to English can be remembered in the body, and an important beginning in English can be immediately produced. As a result, English can be smoothly spoken in business and conversations with friends.

11 Positive sentence pattern card, 12 Negative sentence pattern card, 13 Question sentence sentence card, 14 Past tense card, 15 Current tense card, 16 Future tense card, 20 Subject card, 21 Basic English card, 40 presentation board, 41 Folding groove.

Claims (9)

This is a practice method to make it easy to come up with English sentences.
The English sentence is mainly composed of three elements: subject, tense, and sentence pattern.
Prepare three types of concrete forms for the tense, three types of concrete forms for the sentence pattern, and individual concrete forms for the subject.
Presents the basic English sentence to the practitioner, and further presents the one display for each of the subject, tense, and sentence pattern elements, and presents three display elements for the subject, tense, and sentence pattern. Then, based on the basic English sentence, an English idea practice method characterized by causing an English sentence of a specific concrete form represented by the three display bodies to be conceived.   The English idea practice method according to claim 1, wherein the display body is a card on which a pattern or the like is drawn.   The English idea practice method according to claim 1, wherein the basic English sentence is presented in an English display on a card or the like or by speech. For three sentence patterns in English, affirmation, denial and question,
A card displaying the affirmation, a card displaying the denial, and a card displaying the question,
A card set, wherein a card displaying an affirmation is filled with a circle, a card displaying a denial is marked with an X, and a card displaying the question is filled with a? For the three tenses of the past, present, and future in English,
A card displaying the past, a card displaying the present, and a card displaying the future,
The composition of the card displaying the past, the composition of the card displaying the present, and the composition of the card displaying the future are displayed in “direction” or “direction” by correlating the past, present and future. A card set characterized by composition.   The card set according to claim 4 or 5, wherein a figure or a photograph of an animal, a plant, a person, a symbol, a pattern, or a character is displayed on the card.   The card set according to claim 4, further comprising a card on which a pronoun or proper noun is written.   8. The card according to claim 4, comprising a card in which an English sentence in any form of (verb + complement), (verb + object), and (complement) is provided. 9. Card set. The card set according to any one of claims 4 to 8, further comprising a presentation board or a presentation tool for clearly presenting the card to a practitioner.

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