TWI695353B - Language learning board-game aid - Google Patents

Abstract

The present invention provides a language learning board-game aid, comprising a plurality of word pieces, a plurality of question pieces, and an answer piece. Every word piece shows a first language word and a token, the first language word has a part accordingly, and the token is corresponded to the part. Every question piece shows a second language sentence and plural kinds of tokens. The answer piece shows a first language sentence corresponded to the second language sentence, and the first language sentence is a combination of the first language words. Wherein, the tokens of the question piece are corresponded to the parts of the first language words respectively. The present invention allows multiple players to be familiar with the grammar and the language sense by the game. Therefore, the players can actively and happily acquire the language.

Description

Language learning board game teaching aids

The invention relates to an English learning teaching aid, in particular to a teaching aid for learning English from games by means of table games.

In the field of learning English language, the traditional grammar teaching system mainly focuses on the one-to-one translation and replacement teaching method of the native language and English. With the advancement of Internet communication, globalization has led to the trend. Non-English speaking countries have developed many English teaching methods in response to the trend. All-language teaching is one of the better teaching methods of learning. Its pedagogical supporters believe that foreign language learning should imitate the mother tongue to give learners enough listening and speaking opportunities, so they emphasize the creation of a language environment. However, under the influence of teachers, time and mother tongue interference, the whole language teaching was forced to be questioned and fever. Under the pressure of limited learning time, traditional translation grammar teaching is still the mainstream.

Chinese Patent No. CN1564152A discloses an image-based language learning method, which uses images, words and sound data to combine with each other to form different test contents, so that learners can memorize words or sentences and propose tests. In the Republic of China Patent No. I226988, a computer-executable animation-assisted English learning system and method is disclosed, which expresses English vocabulary sentences with sound, animation, graphics and text through multimedia means. However, the above-mentioned English learning method attempts to strengthen the recitation ability, so that the learner can only make up for the lack of his language ability passively, learning for the exam, rather than actively learning the language.

Therefore, in the field of English learning, a concept that does not emphasize recitation is needed, and more intuitive teaching materials and more interesting guidance methods are used to lead learners to take the initiative to learn English grammar.

In view of this, the present invention is to provide a teaching aid. The teaching content is presented in the form of table games. Different parts of speech in English are presented with different marks. Easy and appropriate competition is added to the game, allowing learners to learn English from the game and gain a sense of accomplishment from learning English.

The invention provides a language learning board game teaching aid, which comprises a plurality of word pieces, a plurality of question pieces and a solution piece. A first language word and a mark are displayed on each word piece. The first language word has a corresponding part of speech and the type of mark corresponds to the part of speech. A second language phrase and plural marks are displayed on each subject. The answer piece shows a first language word corresponding to one of the second language words and sentences, and the first language word is composed of the first language words. Wherein, the marks of each topic item respectively correspond to the corresponding parts of speech of the words in the first language.

Wherein, each word piece is a word card, and has a word card surface and a word card back. The words in the first language are displayed on the word card surface. There is a mark on the back of the word card. Each question piece is a question card, and has a question card surface and a question card back. Second-language expressions are displayed on the title card.

In a specific embodiment, the marks are classified with different colors, and each part of speech corresponds to a mark with a different color.

Furthermore, each first language word system is an English word; each first language word system is an English word; and each second language word system is a Chinese word.

In addition, plural types of parts of speech include nouns, action primitives, tense words, action ing words, action ed words, and adjectives. Tense words include is, am, are, was, were, have, has, had, will, would, can, could, may, might, shall and should.

The marks of each topic item have a ranking, and the ranking is based on the order of parts of speech of the first language words in the first language words and sentences.

In a specific embodiment, each title file further includes a solution-oriented code, and the solution-oriented code corresponds to the first language phrase in the solution. The answering piece is an application program pre-stored in a smart terminal, and when the answering guide code is input into the application program, the application program displays and reads the first language phrase through the smart terminal. In particular, the application has a user pronunciation recognition function.

In summary, the language learning board game teaching aid of the present invention prompts the part-of-speech of each word in the word sentence through the mark on the word piece and the title piece, allowing the player to search for the correct word by part-of-speech classification, and combine the correct ones. Words. In the course of the game, it not only expands the player's knowledge of the parts of speech, but also deepens the player's sense of language grammar. More importantly, the present invention allows multiple players to play together, using mutual encouragement, communication, competition, and sense of accomplishment among peers, so that each player can learn more vocabulary and grammar unknowingly. Therefore, compared with the rigid recitation in the conventional technology, the present invention provides a playable and fun language learning teaching aid, which allows the player to learn the language actively and actively.

1‧‧‧ Words

40‧‧‧ first language words

2‧‧‧ Title file

41‧‧‧ first language expressions

3‧‧‧ Answer

42‧‧‧Second Language Expressions

5‧‧‧Map board

50‧‧‧Starting point

8‧‧‧Mark

51‧‧‧Small grid

80‧‧‧ Mark quantity reminder

52‧‧‧Darge

10‧‧‧ Word card back

53‧‧‧ Path

11‧‧‧Card face

56‧‧‧ Word placement area

20‧‧‧ Question card back

57‧‧‧High-level placement area

21‧‧‧ Topic card

58‧‧‧Low-level placement area

23‧‧‧ Answer guide code

59‧‧‧End

S1~S4‧‧‧Step

FIG. 1 is a schematic diagram showing word pieces in an embodiment of a language learning board game teaching aid of the present invention.

FIG. 2 is a schematic diagram illustrating a question piece and a solution piece in one embodiment of the language learning board game teaching aid of the present invention.

3 is a schematic diagram of a map board in an embodiment of a language learning board game teaching aid of the present invention.

FIG. 4 is a game flow chart in one embodiment of the language learning board game teaching aid of the present invention.

In order to make the advantages, spirit and features of the present invention easier and clearer to understand, detailed description and discussion will follow with embodiments and reference to the accompanying drawings. It is worth noting that these embodiments are only representative embodiments of the present invention, and the specific methods, devices, conditions, materials, etc. exemplified therein are not intended to limit the present invention or the corresponding embodiments.

In the description of this specification, the description referring to the terms “a specific embodiment”, “another specific embodiment” or “partial specific embodiment” means that the specific features, structures, materials or characteristics described in conjunction with the embodiment include In at least one embodiment of the invention. In this specification, the schematic representation of the above terms does not necessarily refer to the same embodiment. Moreover, the specific features, structures, materials, or characteristics described may be combined in any suitable manner in any one or more embodiments.

In various embodiments of the present disclosure, the expression "or" includes any or all combinations of words listed simultaneously. For example, the expression "A or B" may include A, may include B, or may include both A and B. In addition, the indefinite articles "a", "an" and "one" in front of an element or element of the present invention have no limitation on the quantity requirement (ie the number of occurrences) of the element or element. Therefore, "a", "an" or "an" should be interpreted as including one or at least one, and elements or elements in the singular also include the plural, unless the number clearly refers to the singular.

Please refer to Figure 1 and Figure 2. FIG. 1 is a schematic diagram of a word piece 1 in an embodiment of a language learning board game teaching aid of the present invention. FIG. 2 is a schematic diagram showing the title piece 2 and the solution piece 3 in one embodiment of the language learning board game teaching aid of the present invention. The invention provides a language learning board game teaching aid, which comprises a plurality of word pieces 1, a plurality of question pieces 2 and a solution piece 3. Each word piece 1 displays a first language word 40 and a mark 8. The first language word 40 has a corresponding part of speech and the type of mark 8 corresponds to the part of speech. Each topic item 2 displays a second language sentence 42 and a plurality of marks 8. The answering piece 3 shows a first language word 41 corresponding to one of the second language words 42, and the first language word 41 is composed of the first language words 40. Wherein, the marks 8 of each topic item 2 correspond to the corresponding parts of speech of the first language word 40 respectively.

Each word piece 1 is a word card, and has a word card surface 11 and a word card back 10. The word card surface 11 displays words 40 in the first language. The word card back 10 shows a mark 8. Each question piece 2 is a question card, and has a question card surface 21 and a question card back 20. The title card surface 21 displays words and sentences 42 in the second language. A plurality of marks 8 are displayed on the title card surface 21 or the title card back 20.

The marks 8 can be classified according to graphics, patterns, colors, materials, characteristics, colors or three-dimensionality. The different marks only need to be designed to be easy to recognize the difference between them. For example, in FIG. 1, if the word card back 10 is a slash circle, it means that it is a noun; if the word card back 10 is a grid circle, it means it is an action word; if the word card back 10 is a dotted circle The shape means that it is a tense word. In FIG. 2, the diagonal circle, dot circle and grid circle of the title card back 20 also respectively represent nouns, tense words and action ing words. Even, the Mark 8 system expresses its parts of speech directly in language. For example, the mark 8 of the word card back 10 is displayed as "verb" representing a verb.

In a specific embodiment, the marks 8 are classified with different colors, and each part of speech corresponds to a mark with a different color. Colors can include red, brown, orange, green, yellow, purple, blue, black, white, gray and other colors that are easy to distinguish. A mark 8 may also contain multiple colors, for example, a single mark 8 contains both red and blue. The color of the mark 8 on the word card back 10 can also cover the entire word card back 10, so that the word card back 10 presents the target color. The part-of-speech category represented by the word cardback 10 will be obvious.

In another specific embodiment, the title card surface 21 displays a plurality of marks 8, and the title card back 20 displays a plurality of mark number prompts 80. Both the number of markers 80 and the marker 8 can be understood to be the same number. For example, the title card surface 21 shows four different markers 8; and the number of markers 80 displayed on the back of the title card 20 reminds the player of " 4". Therefore, looking at the title card back 20, it can be known that the title card surface 21 will display four marks 8.

However, the plurality of marks 8 displayed on the title card surface 21 or the title card back 20 does not have to be exactly the same as the label 8 of the corresponding word card back 10. The plurality of marks 8 displayed on the question card surface 21 or the question card back 20 may be similar to the marker 8 of the corresponding word card back 10. For example, if the verb is a part-of-speech classification in the present invention, and the verb has a corresponding mark 8, the way the mark 8 is displayed on the word card back 10 is that the entire face of the word card back 10 is light purple, but the mark 8 is displayed on the back 20 of the title card as a dark purple footprint. In contrast, nouns, another part-of-speech classification in the present invention, may be displayed in dark red on the word card back 10, and displayed on the title card face 21 or the title card back 20 as a light red star. In this way, the verb is different from the mark 8 on the word card back 10 or the title card face 21/topic card back 20, but it can be distinguished and categorized, and will not be different from the word card back 10 of the noun or the topic card face 21/topic Card back 20 is confused.

Furthermore, each first language word 40 is an English word; each first language word 41 is an English word; and each second language word 42 is a Chinese word. However, as long as the words in that language can be classified into different parts of speech, any two languages can be applied to the first or second language of the present invention, such as Chinese, English, Spanish, Arabic, Japanese, Korean, Hindi, Malay, Russian, Portuguese, French or German.

When the first language is English and the second language is Chinese, the plural parts of speech that can be classified include nouns, action primitives, tense words, action ing words, action ed words and adjectives. Specifically, tense words include is, am, are, was, were, have, has, had, will, would, can, could, may, might, shall, and should. Different from general English teaching, the part-of-speech classification of the present invention does not separate the Be verb category, and is, am, and are belong to tense words. This is because the classification of Xizhi Be verbs is defined by the concept of Chinese to facilitate learning by native Chinese speakers. However, if defined in Chinese concepts, you will never be able to grasp the sense of language of native English speakers. Compared with the conventional technology which emphasizes recitation, the present invention focuses more on the conceptual sense of acquired language and grammar. Especially in English grammar, the tense change is a sense of language obtained through practice without having to memorize various sentence patterns. Therefore, the design of the present invention uses the above tense words as an example to illustrate the use of the language learning board game teaching aids of the present invention, which can better understand the language sense of English and guide the foundation of learning.

The marks 8 of each topic item 2 have a ranking, and the ranking is based on the order of part of speech of the first language word 10 in the first language word sentence 11. For example, in FIG. 2, the second language phrase 42 displayed on the title card surface 21 is “that dog is chasing the rabbit”, and the corresponding first language phrase 11 is “The dog is chasing the rabbit”, where the word “the The part of speech corresponding to dog is a noun, the word "is" corresponds to a tense word, the word "chasing" corresponds to an action ing word, and the word "the rabbit" corresponds to a noun. The above part-of-speech order is noun, tense word, action ing word, noun. Therefore, the sorting of the plurality of marks 8 is relative to oblique circle, dot circle, grid circle, and oblique circle. In addition, the remaining space in the title card surface 21 is used to display the picture to be expressed by the second language words 42. For example, in the above specific embodiment, the title card surface 21 also draws an image of a dog chasing a rabbit. The use of images to assist in the learning of text can also stimulate players to acquire the state of the sentence to be expressed and the grammatical skills used.

In a specific embodiment, each item 2 further includes a solution-oriented code 23, and the solution-oriented code 23 corresponds to the first language word 41 in the solution 3. The answer 3 can be a book or a collection of multiple pages (cards), with a plurality of different first language phrases 41 in it. In a specific embodiment, the answering piece 3 is a booklet, and each page is shown in FIG. 2, displaying a solution guide code 23, a second language sentence 42 and a corresponding first language sentence 41. The solution-oriented code 23 may be a number, text, image or symbol, etc. The solution-oriented code 23 is used to actually connect or consciously connect the second language sentence 42 on the title file 2 and the correspondingly translated solution 3 First language words 41.

In a specific embodiment, the answering piece 3 may be an application program pre-stored in a smart terminal, and when the answer guide code 23 is input into the application program, the application program displays and reads the first language words and sentences through the smart terminal 41. Specifically, in this case, the answer-oriented code 23 may be not only numbers, characters, images, or symbols, but also one-dimensional bar codes, two-dimensional bar codes, and other international standard codes. A smart terminal can be an electronic device such as a smart phone or tablet that simultaneously executes applications, input or scan, pronunciation, radio and display functions. The application contains a database. The database stores the answer guide code 23 and the corresponding multiple first language phrases 41, and also stores the audio file corresponding to each first language phrase 41.

When the answer piece 3, that is, the application program, is pre-stored in the smart terminal, the application program can use the input function of the smart terminal to receive the answer guide code 23 input from the user. Or, the application uses the scanning function of the smart terminal to receive the answer-oriented code 23 obtained by the user scanning the answer-oriented code 23 of the title file 2. Then, the application searches the database for the first language phrase 41 corresponding to the answer guide code 23 and displays it on the interface of the smart terminal. Further, the smart terminal plays the audio file corresponding to the first language phrase 41. With the electronic answer piece 3, you can save the time of searching the answer corresponding to the question piece 2, and you can also prevent the player from unintentionally touching other answers, thus keeping the game fair, fair and fluent. In addition, the smart terminal automatically reads the words and sentences 41 in the first language, which helps the player deepen the impression and cultivate the sense of language in the language.

In particular, the application can also have a user pronunciation recognition function. When the player reads a sentence aloud into the smart terminal, the application determines whether the word of this sentence is the same as the predetermined first language word 41 or whether the sentence is similar to the predetermined audio file. After the application judges the same or different, the judgment result is displayed again. In this way, the player can be motivated to try to read the first language words and sentences 41 of the question card aloud, thereby deepening the concept of language sense and listening and speaking ability.

Please refer to Figure 1, Figure 2 and Figure 3. 3 is a schematic diagram of a map board 5 in an embodiment of a language learning board game teaching aid of the present invention. The language learning board game teaching aids of the present invention are applicable to the following game rules in the game. In a specific embodiment, the language learning board game teaching aids also include a map board 5 with a starting point 50 and an ending point 59 drawn on it. Each player has his own indicator (not shown) representing his location , The player's goal is to let his counter start from the starting point 50 to the end point 59. The pointer must advance along the path 53 and advance several small squares 51 or large squares 52 according to the number of steps obtained.

In this embodiment, there are about 100 title pieces 2, which can be divided into two types: the first-level title card and the higher-level title card. The back 20 of the title card of the first-level title card shows the mark 8 or the relative to the small grid 51. A mark number reminder 80, the title card back 20 of the high-level title card shows a mark 8 or a mark quantity reminder 80 relative to the large grid 52. Plural elementary question cards are placed in the first-level placement area 58 on the map board 5 with the question card back 20 facing upwards, and a plurality of high-order question cards are placed in the high-level placement area on the map board 5 with the question card back 20 facing up 57. In addition to displaying the second language words 42 and the mark 8 on the title card surface 21 of the elementary title card, it also contains hints (not shown). The prompt can help the player to translate the corresponding first language word 41. For example, the title card surface 21 prompts three groups of first language words 41, only one of which is the correct first language word 41 for the player to choose. The higher-order question card has no prompt.

In addition, there are also word placement areas 56 on the map board for multiple word objects 1. According to the classification of the mark 8 of the word card back 10, the word parts 1 of the same part of speech are placed in the word placement area 56 with the word card back 10 facing upward. For example, the yellow mark 8 represents tense words, the green mark 8 represents nouns, and the red mark 8 represents verbs. A plurality of word pieces with the same color mark 8 on the back of the word card are placed in the same word placement area 56. There are about 20 to 100 pieces of word pieces 1 for each color.

Please refer to Figure 1 to Figure 4. FIG. 4 is a game flow chart in one embodiment of the language learning board game teaching aid of the present invention. In order to achieve the effect of game learning, the present invention needs to be equipped with appropriate processes and rules to maintain the game playability and entertainment. Simply put, this teaching aid can be equipped with the following process. S1: Give each player a title piece. S2: Provide multiple word pieces for each player. S3: According to the answer piece, check whether the plural word pieces declared by the player match the question piece. S4: If they match, move the player's counter according to the mark of the title item.

Specifically, when the game of the map board 5 starts, each player will obtain a title piece 2 from the initial placement area 58 or the high-order placement area 57. Next, the player alternately draws multiple word pieces 1 as hand cards. When the player thinks that his hand is enough to piece together a set of first-language phrases 41, and this first-language phrase 41 corresponds to the second-language phrase 42 on the title item 2, the player discloses the title item 2 and the word item 1 to all players. Then, scan the answer guide code 23 on the question file 2 using a smartphone with pre-stored applications. Then, the smart phone presents the first-language phrase 41 after the second-language phrase 42 is correctly translated and reads the first-language phrase 41 aloud. At this time, the player checks whether the correctly translated first-language sentence 41 matches the piece of word 1 that is pieced together. If it is a match, the number of marks shown on the back 20 of the title card indicates 8, and the player advances the pointer by the relative number of steps. For example, the second language sentence 42 on the title item 2 obtained by the player A is "that dog is chasing the rabbit". Then, player A correctly collected the word pieces 1 "the dog", "is", "chasing" and "the rabbit" to complete the first language sentence 41 "The dog is chasing the rabbit" shown in FIG. 2 . Since the title card back 20 has four marks 8 relative to the large grid 52, the indicator of player A can advance four large grids. By analogy, when player B correctly collects that the title card back 20 has six marks 8 relative to the small grid 51, the indicator of player B can advance six small grids 51.

In another specific embodiment, after scanning the solution guide code 23 on the title file 2 with a smart phone, the application program requests the player to read the complete sentence pieced together. After the player finishes reading, the application judges whether the sentence read by the player meets the standard answer. If the standard answer is met, the indicator can be advanced.

In order to avoid the player having no clue about the second language phrase 42 of the topic item 2 and become discouraged, the player can abandon the existing item item 2 and re-extract a new item item 2. In addition, some large grids 52 or small grids 51 have a special function (displayed in a grid), and when the pointer stays on top, the player can obtain additional rewards. In this way, players are encouraged to select question cards 2 with a specific number of 8 tags, and actively challenge the second language phrases 42 of this question item 25 to obtain rewards.

In the design of the present invention, high-level question cards are more difficult, have higher risks, but advance faster. Caine in the preliminary questions is relatively simple, with low risk but slower progress. Therefore, those with higher levels of English will want to choose higher-order question cards to win the game, and those with lower levels of English will want to choose lower-order question cards to avoid losing the game. In this way, players with different levels of English ability are prevented from losing their sense of competition and accomplishment due to the large gap in strength when playing together.

In summary, the language learning board game teaching aid of the present invention prompts the part-of-speech of each word in the word sentence through the mark on the word piece and the title piece, allowing the player to search for the correct word by part-of-speech classification, and combine the correct Words. In the course of the game, it not only expands the player's knowledge of the parts of speech, but also deepens the player's sense of language grammar. More importantly, the present invention allows multiple players to play together, using mutual encouragement, communication, competition, and sense of accomplishment among peers, so that each player can learn more vocabulary and grammar unknowingly. In addition, the game board integrates the entertainment and competitiveness of the game, which can enhance the game's endurance. Therefore, compared with the rigid recitation in the conventional technology, the present invention provides a playable and fun language learning teaching aid, which allows the player to learn the language actively and actively.

Through the above detailed description of the preferred specific embodiments, it is hoped that the characteristics and spirit of the creation can be described more clearly, rather than limiting the scope of the creation with the preferred specific embodiments disclosed above. On the contrary, the purpose is to cover various changes and equivalent arrangements within the scope of the patent to be applied for in this creation. Therefore, the scope of the scope of patents applied for in this creation should be interpreted broadly based on the above description, so that it covers all possible changes and equal arrangements.

2‧‧‧ Title file

3‧‧‧ Answer

8‧‧‧Mark

20‧‧‧ Question card back

21‧‧‧ Topic card

23‧‧‧ Answer guide code

41‧‧‧ first language expressions

42‧‧‧Second Language Expressions

Claims (9)

A language learning board game teaching aid, comprising: a plurality of word pieces, each word piece displaying a first language word and a mark, the first language word has a corresponding part of speech, and the type of mark corresponds to the part of speech ; Plural question files, each of which displays a second language phrase and plural tags; and an answer piece, which displays a first language phrase corresponding to one of the second language phrases, and the first language phrase is The first language words are combined; wherein, the marks of each topic item correspond to the corresponding parts of speech of the first language words respectively, and the marks displayed on each topic item have a ranking The ranking is based on the order of the parts of speech corresponding to the words in the first language. The language learning board game teaching aid described in item 1 of the patent application scope, wherein each of the subject files further includes a solution-oriented code, and the solution-oriented code corresponds to the first language phrase in the solution. The language learning board game teaching aid described in item 2 of the patent application scope, wherein the answering piece is an application pre-stored in a smart terminal, and when the answering guide code is input into the application, the application borrows The first language words and sentences are displayed and read aloud by the smart terminal. The language learning board game teaching aid described in item 3 of the patent application scope, wherein the application has a user pronunciation recognition function. The language learning board game teaching aids as described in item 1 of the patent application scope, in which the marks are classified with different colors, and each part of speech corresponds to the marks of different colors. The language learning board game teaching aids as described in item 1 of the patent scope, where each word is: A word card has a word card surface and a word card back, the word card surface displays the first language word, and the word card back displays the mark. The language learning board game teaching aids described in item 1 of the patent application scope, where each topic file is a topic card, and has a topic card surface and a topic card back, the topic card surface displays the second language expression . The language learning board game teaching aids as described in item 1 of the patent application, wherein each first language word is an English word, each first language word and sentence is an English word, and each second language word and sentence is A Chinese phrase. The language learning board game teaching aids as described in item 2 of the patent application, in which plural parts of speech include nouns, action prototypes, tense words, action ing words, action ed words and adjectives, and the tense words contain is , Am, are, was, were, have, has, had, will, should, can, could, may, might, shall and should.

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