To provide a composition card set, a composition sheet and a language teaching material set.

Abstract

To provide a teaching material for facilitating composition in a language to be learned.SOLUTION: To provide a language teaching material set which enables a user to easily learn grammar by using composition cards on which composition terms of a learning object language and headings of speaker language concepts as superordinate concepts of the composition terms are described and arranging the composition cards corresponding to the headings of the speaker language concepts arranged in the word order of the learning object language on a composition sheet.SELECTED DRAWING: Figure 9

Description

[Technical Field]

[0001] The present invention relates to teaching materials for learning the grammar of a language to be studied. [Background technology]

[0002] In any language, there is a set order in which words must be arranged, and rules exist. Since sentences cannot be formed unless words are arranged according to these rules, mastering grammar rules is inevitable even in the early stages of language learning. Therefore, learning materials have been devised to assist learners in their writing practice. Examples include an educational toy (Patent Document 1) that allows learners to compose sentences by combining English word pieces, and learning materials (Patent Document 2) that divide English sentences into panels with several words and allow learners to compose sentences by matching the marks and colors on the edges of the panels. [Prior art documents] [Patent documents]

[0003] [Patent Document 1] Utility Model Registration No. 3162215 [Patent Document 2] Patent No. 7411274 Summary of the Invention [Problem to be solved by the invention]

[0004] In view of the above prior art, the problem to be solved by the present invention is to provide teaching materials that facilitate writing in the target language. [Means for solving the problem]

[0005] The present invention solves the above problems, target language composition terms, which are words written in the target language; a heading of a speaker's language concept that is a superordinate concept of the composition term in the target language, written in the speaker's language; A composition card set including a plurality of different composition cards, each of which has the following composition card written thereon; a plurality of speaker language concept headings that are common to speaker language concept headings written on any of the plurality of composition cards, the speaker language concept headings being arranged in a word order of the target language that is different from the word order of the speaker language; a composition sheet including a plurality of composition card placement frames in which a plurality of composition cards can be placed side by side, the composition card placement frames corresponding to the headings of the plurality of speaker language concepts arranged in the word order of the target language; A language teaching material set comprising: [Effects of the Invention]

[0006] According to the present invention, it is possible to provide teaching materials that make it easier to write in a target language. [Brief explanation of the drawings]

[0007] [Figure 1] 1 shows the form of a grammar learning language teaching material set of the present invention, which is made up of a composition sheet and a composition card set. [Figure 2] 1 shows one form of a composition sheet of the teaching material according to the present invention. [Figure 3] 1 shows one form of composition cards of the teaching material according to the present invention. [Figure 4] 1 shows one form of composition cards of the teaching material according to the present invention. [Figure 5] 1 shows one form of composition cards of the teaching material according to the present invention. [Figure 6] 1 shows one form of composition cards of the teaching material according to the present invention. [Figure 7] 1 illustrates a layout of multiple composition cards according to one embodiment of the present invention. [Figure 8] 1 illustrates a layout of multiple composition cards according to one embodiment of the present invention. [Figure 9] 1 illustrates a diagram of a plurality of composition cards placed on a composition sheet according to one embodiment of the present invention. [Figure 10] 10 shows an example of an object representing a learner's acquired score in the teaching material according to the present invention. [Figure 11]1 illustrates a diagram of a plurality of composition cards placed on a composition sheet according to one embodiment of the present invention. [Figure 12] 1 illustrates a diagram of a plurality of composition cards placed on a composition sheet according to one embodiment of the present invention. [Figure 13] 1 shows one form of a composition sheet of the teaching material according to the present invention. [Figure 14] 1 shows one form of a composition sheet of the teaching material according to the present invention. [Figure 15] 1 illustrates a layout of multiple composition cards according to one embodiment of the present invention. [Figure 16] 1 illustrates a diagram of a plurality of composition cards placed on a composition sheet according to one embodiment of the present invention. [Figure 17] 1 illustrates a diagram of a plurality of composition cards placed on a composition sheet according to one embodiment of the present invention. [Figure 18] 1 illustrates a layout of multiple composition cards according to one embodiment of the present invention. [Figure 19] 1 illustrates a diagram of a plurality of composition cards placed on a composition sheet according to one embodiment of the present invention. [Figure 20] 1 illustrates a diagram of multiple composition cards placed on a composition sheet according to one embodiment of the present invention. DETAILED DESCRIPTION OF THE INVENTION

[0008] Hereinafter, an embodiment of the present invention will be described in detail with reference to the drawings. However, the technical scope of the present invention is not limited to the embodiment shown in the attached drawings, and can be modified as appropriate within the scope described in the claims.

[0009] FIG. 1 shows a language teaching material set according to this embodiment. The composition sheet 100 and a composition card set 400 including a plurality of composition cards 200 and a wild card 300 constitute a grammar learning language teaching material set 500.

[0010] Each grammar learning language teaching material set 500 consists of a composition sheet 100 specific to that set and a composition card set 400 specific to that set.

[0011] FIG. 2 shows an example composition sheet 100-a.

[0012] The grammar learning language teaching material set 500 is assigned a set number in the order in which learning is recommended, and the same number is written on the composition sheet, and each composition sheet 100 has a composition sheet number 101 and a composition sheet theme 102 as the title. For example, in the composition sheet example 100-a, composition sheet number 101 is "Composition 1," and it is recommended that this be studied first. Furthermore, the composition sheet theme 102 is "am, are, is," which simply indicates that the composition will be based on the theme of the verb "be." By clarifying the theme of each composition sheet 100, it becomes easier for both instructors and learners to understand, improving learning effectiveness.

[0013] The composition model 103 is written on each composition sheet 100 as a model of a sentence to be learned in each grammar learning language teaching material set 500. For example, the composition model 103 of the composition sheet example 100-a lists all the correct ways to use the verb "be" that can be used in compositions using the composition card set 400. When students are unsure of how to combine words in a composition, they can refer to this composition model 103 and independently check whether the sentence is correct, which has the effect of cultivating the student's ability to think for themselves.

[0014] Each composition sheet 100 has a plurality of speaker language concept headings 104 that are common to the speaker language concept headings written on any of the plurality of composition cards 200, and are arranged in the word order of the language to be studied, which is different from the word order of the speaker language, and a plurality of composition card placement frames that correspond to the plurality of speaker language concept headings 104 arranged in the word order of the language to be studied and in which a plurality of composition cards 200 can be placed side by side. For example, in the composition sheet example 100-a, in the card placement frame associated with the speaker language concept heading 104 "desu", composition cards 200 with the speaker language concept "desu" written on them are selected and placed on the card placement frame. The multiple composition cards 200 with the speaker language concept "desu" written on them have one of the verbs "am", "is", or "are" written on them, which corresponds to the verb "be" in the target language. By repeatedly practicing arranging words in the word order of the target language while understanding their meaning in terms of speaker language concepts, learners can become accustomed to thinking about words in the word order of the target language. It also has the effect of enabling students to produce the necessary words in the correct word order when speaking in the target language.

[0015] The speaker language concept heading 104 is accompanied by a composition card placement frame in which a composition card 200 or a wild card 300 can be placed.

[0016] The composition card placement frame of the composition sheet 100 is a standard composition card placement frame 105 that is large enough to accommodate one composition card 200, which is accompanied by one heading 104 of a speaker's language concept that is common to the composition card 200. The standard composition card placement frame 105 has an optimum size for accommodating the composition card 200, which has the effect of allowing even a young learner to place the composition card 200 or the wild card 300 without hesitation.

[0017] FIG. 3 shows an example of a composition card 200. The target language composition term 202, which is a word written in the target language, and the speaker language concept heading 201, which is a superordinate concept of the target language composition term, are written in the speaker language. For example, the speaker language concept is categorized into the concept of subject pronouns by the composition card heading 201 "who," and the target language composition term 202 is "they," one of the multiple subject pronouns.

[0018] The headings 104 of the speaker language concepts written on the plurality of composition sheets 100 have a unique color, shape, and words for each concept, and are common to the composition card headings 201 of the speaker language concepts written on the plurality of composition cards 200. A learner can compose a composition in the target language by selecting a matching speaker language concept heading 104 written on a composition sheet 100 and a composition card heading 201 of a speaker language concept written on a composition card 200. By having a unique color, shape, and word for each concept, even young learners can easily select composition cards 200.

[0019] When the plurality of composition cards 200 are arranged in a grammatically correct word order in the language to be studied, a composition card combination guide diagram 203 is printed near the side where two composition cards 200 that are exclusively connected in meaning are adjacent to each other, allowing the user to check whether the combination is grammatically correct. For example, in the composition card 200 in Figure 3, the verb be that is connected in meaning to the subject "They" is "are," so a composition card 200 whose composition term 202 is "are" is selected and placed on the composition sheet 100. At this time, it can be seen that on the adjacent side of the two arranged composition cards 200, a composition card combination guide diagram 203 is drawn in the same shape, facing each other like a mirror. By looking at this composition card combination guide 203, learners can independently check whether their answers are correct or incorrect, which has the effect of cultivating the learner's ability to think for themselves.

[0020] One of the 200 composition cards includes: The meaning 204 in the speaker's language of the composition term 202 in the target language is listed.

[0021] Each composition card 200 includes a diagram 205 that represents the score specific to each composition card 200 . For example, when adding up the scores of multiple composition cards 200 used in composition learning to enhance the game-like nature of composition learning, if the scores specific to each composition card 200 are expressed as numbers, calculations such as addition will be required. For young learners, the calculation itself may be a burden. In this case, if the scores are expressed as a diagram such as a star, the total score can be easily determined by counting the number of figures, which has the effect of not interfering with composition learning.

[0022] Each composition card 200 has a serial number 206 inscribed thereon, which is the serial number of the composition card 200 in the composition card set 400 . Even when a plurality of composition card sets 400 are mixed and used, it is possible to easily rearrange them into each composition card set 400. Furthermore, when an instructor wants to select a specific composition card 200 and have a student study a specific grammar, the instructor can specify the serial number 206, which has the effect of making it easier for the student to extract the required composition card 200.

[0023] The composition cards 200 include composite composition cards 207. Composition terms 202 written on multiple composition cards are combined and used as a single composition term. A composition card composite heading diagram 208 is depicted to indicate that the composition cards can be combined with other composition cards.

[0024] FIG. 4 shows an example of a composite composition card 207. The speaker language concept of the composition card heading 201 is "doing" and the composition term 209 is "ing." In this case, to compound the composition card 200 of the verb "what to do," the composition card compound heading diagram 208 is a diagram that recalls the composition card heading 201 "what to do." For example, when "what to do" is compounded with "ing" (where it is being done), the composition card compound heading diagram 208 is the same image diagram as the composition card heading 201 of the composition card 200 for "cook." This has the effect of making it easier for learners to visualize combining multiple composition cards 200 to form one word.

[0025] The composition card set 400 includes a wild card 300 that can be substituted for any of the composition cards 200 .

[0026] FIG. 5 shows an example of a wildcard 300 . The wild card 300 contains a notation 301 that does not specify the composition card heading 201 .

[0027] The wildcard 300 is an object 302 that does not specify a composition term 202 .

[0028] The wildcard 300 is marked with a notation 303 that indicates that it is a wildcard.

[0029] The wild card 300 has the serial number 206 in the composition card set 400 written on it.

[0030] The Wild Card 300 can be used in place of all the Essay Cards 200. This has the effect of making it easier for learners to write. Furthermore, by having students specify what to substitute for the wildcards, they can be encouraged to think about the words they need to compose. This requires students to clearly understand the words they need to compose, improving their learning effectiveness.

[0031] The back of each card in the composition card set 400 has a pattern that does not identify the front of each card. FIG. 6 shows an example of the back view of each card in the composition card set 400. For example, the composition card set 400 can be used to randomly select cards when learning grammar in a game format.

[0032] FIG. 7 shows one embodiment of an arrangement of a composition card set 400. The composition card set layout example 211 shows one or more composition card sets 400 arranged face down in front of the students, making it easier for one or more students to accidentally pick up a composition card 200.

[0033] FIG. 8 shows an embodiment in which a learner arranges a plurality of composition cards 200 as a hand.

[0034] The number of composition cards in the learner's hand is 212. It is desirable to place one or more sheets more than the minimum number required to be placed on the composition sheet 100. If the number of composition cards 212 in the learner's hand is greater than the minimum required number, the number of composition cards 200 that can be used increases, making composition easier and improving the learning effect.

[0035] FIG. 9 shows an embodiment in which a learner places multiple composition cards 200 on a composition sheet 100.

[0036] In the composition card placement example 213, the composition cards 200 are correctly placed in each of the standard card placement frames 105 so as to correspond to each of the headings 104 of the speaker language concepts listed on the composition sheet 100 and match the composition card headings 201 of the speaker language concepts listed on the composition card 200. For example, in FIG. 9, composition card 200 is selected and placed so that the "who" in the speaker language concept heading 104 on composition sheet 100 matches the "who" in the speaker language concept heading 201 on composition card 200. Similarly, the composition cards 200 are selected and placed so that "desu" and "desu" and "donna" and "donna" match.

[0037] When the plurality of composition cards 200 are correctly placed on the composition sheet 100, the plurality of composition terms 202 in the target language are aligned horizontally to form a column 214 of composition terms. When a learner reads the column of composition terms 214 from left to right, the composition terms 202 in the target language written on the plurality of composition cards 200 are arranged in the word order of the target language to complete the composition.

[0038] At this time, the learner checks the composition card combination guide diagram 203 near the side where the two composition cards that are exclusively connected in meaning are adjacent to each other. For example, in the composition card placement example 213 in Figure 9, a composition card combination guide diagram 215 is printed in the form of facing figures near the adjacent sides of the composition cards 200 for "They" and "are," making it possible to confirm that the combination is grammatically correct.

[0039] The composition card combination guide charts 203, 215 are not intended to be used to select composition cards 200 and place them on the composition sheet 100. They are intended to be used as an aid when a learner checks whether the combination is grammatically correct in the language being studied. Learners can independently check whether their answers are correct or incorrect, which helps develop their ability to think for themselves. When placing the plurality of composition cards 200 on the composition sheet 100, the composition cards 200 are selected based on the fact that the speaker language concept heading 104 and the speaker language concept composition card heading 201 are common.

[0040] An annotation section 108 is written at the bottom of the composition sheet 100 to explain the composition card combination guide chart 215 and to assist the learner in understanding. In addition, example 109 of the composition card combination guide diagram further assists learners in understanding. This has the effect of making it easier for even younger learners to check. The annotation section 108 and the illustration 109 are not included on the composition sheet 100 where they are not required.

[0041] The composition card placement frame of the composition sheet 100 is an applied composition card placement frame 107 that is attached with an applied learning heading 106 containing a concept of a different form, and is used for the purpose of rewriting a sentence in the language to be studied, which has been completed by placing a plurality of the composition cards 200 on the composition sheet 100, into a sentence of a different form. For example, one of the applied learning headings 106 in FIG. 9 is "?", which is used to reconstruct it into a question. When the composition card 200 for "desu" (are) in the composition card placement example 213 is moved and placed in the applied composition card placement frame 107 associated with the "?" in the applied learning heading 106, a question is completed in the target language. At this point, the instructor can provide instruction in applied learning, such as transforming a "desu" sentence into a "desu ka?" sentence. In addition, one of the applied learning headings 106 in Figure 9 is "Wh," and instructors can use other concepts such as "What" and "Why" that are not included in the composition card set 400 to provide advanced composition instruction. The applied learning heading 106 and the applied composition card placement frame 107 are: It can be used at the instructor's discretion and has the effect of making it easier for students to learn advanced composition.

[0042] In the composition card placement example 213 of FIG. 9, three composition cards 200 are placed to complete the composition, and the sum of the numbers on all three score charts 205 is the learner's score. For example, counting from left to right on essay score chart 216-a, the total is 4 points.

[0043] FIG. 10 shows an embodiment in which the essay scores 216-a obtained by the learner through writing are distributed to the learner in the form of easily countable objects 216-b such as coins. If the scores 216-a of the compositions created by the learners are made into easy-to-count objects 216-b such as coins each time, they can be easily distributed and it becomes easy to move on to the next composition lesson. Also, even for younger learners, counting the objects has the effect of making it easy to understand the total score of several compositions. Furthermore, learners do not need to memorize or write down the scores they have earned, which has the effect of allowing them to concentrate on their writing studies. Furthermore, collecting coins and other items adds a game element to the game, which increases motivation to learn.

[0044] FIG. 11 shows an embodiment in which a learner moves and places a composition card 200 in the applied composition card placement frame 107 on the composition sheet 100. For example, the composition card 217 that was placed in the "desu" position is moved to the applied composition card placement frame 107 with the applied learning heading 106 "?" attached. When the column 218 of composition terms is read from left to right, a question is completed.

[0045] FIG. 12 illustrates one embodiment of wildcard 300 usage.

[0046] The wild card 300 can be used as a substitute for any composition card 200 and can be placed in any composition card placement frame. For example, in the composition card placement example 219 in FIG. 12, when a composition card with the speaker language concept heading "desu" is not in the learner's hand, a wild card 300 is placed in place of it. When the string of composition terms 220 is read from left to right, the composition term 202 that should be at the position where the wild card 300 is placed is specified and spoken by the learner himself. The use of wildcards has the effect of enabling learners to recall by themselves the composition terms 202 they need when writing. In addition, having wildcards makes it easier to complete compositions, which has the effect of allowing students to study more composition.

[0047] There is no limit to the number of wild cards that can be used, but since there are no card-specific points, you cannot write a composition using only wild cards.

[0048] FIG. 13 shows an example composition sheet 100-b.

[0049] FIG. 14 shows an example composition sheet 100-c.

[0050] The composition card placement frame on the composition sheet 100 is a composite composition card placement frame 111 having a size that allows a plurality of composition cards 200 to be placed side by side in the same frame. A single composite composition card placement frame 111 is accompanied by a plurality of speaker language concept headings 110, indicating that a plurality of target languages ​​are used in combination. For example, each of the composite composition card placement frames 111 of the composition sheet examples 100-b and 100-c has two speaker language concept headings 104 attached thereto, and two composition cards 200 can be placed side by side in each composite composition card placement frame 111.

[0051] The applied learning heading 106 and the applied composition card placement frame 107 are different for each composition sheet 100, and may be written at the end of the sentence, such as an applied learning heading 112 and an applied composition card placement frame 113. There are also 100 composition sheets that are not written.

[0052] FIG. 15 shows an embodiment in which a learner arranges a plurality of composition cards 200 as a hand.

[0053] The example composition card 221 in the learner's hand in FIG. 15 includes a compound composition card 207 in which composition terms written on a plurality of composition cards are combined and used as a single composition term. In this case, there are two compound composition cards 207 for the speaker language concept heading "to do", one for "do" and the other for "does", but both are used in combination with the verb composition card 200 for the speaker language concept heading "how to do", so the compound composition card heading diagrams 208 and 222 are shown. The composition card composite heading diagrams 208 and 222 are diagrams that evoke the heading "What to do" of the speaker language concept.

[0054] FIG. 16 shows an embodiment in which a learner places a plurality of composition cards 200 on a composition sheet 100 having a composite composition card placement frame 111.

[0055] In the composition card placement example 223, multiple composition cards 200 are placed side by side in the composite composition card placement frame 111 so as to correspond to each of the speaker language concept headings 110 listed on the composition sheet 100 and to match the composition card headings 201 of the multiple speaker language concepts listed on the composition cards 200. For example, in Figure 16, two composition cards 200 are selected and placed side by side so that the heading 110 of the speaker language concept on the composition sheet, "do" and "how to do," match the heading of the speaker language concept on the composition card 200, "do" and "how to do."

[0056] At this time, if the learner reads the composition term column 224 from left to right, he will find that it is an emphasized sentence, but when the subject is "He," he will understand that the verb and "does" are compounded. Furthermore, the composition card combination guide chart 225 shows that "do" and "does" are used exclusively.

[0057] FIG. 17 shows an embodiment in which the composition card 200 and the composition terminology 202 written on the composite composition card 207 placed in the composite composition placement frame 111 are combined and used as a single composition terminology 202.

[0058] When the composite composition card 207 is placed in the composite composition card placement frame 111 and other composition cards 200 are appropriately placed on top of the composite composition card headings 208, 222 on the card, which indicate that the card can be used in combination with other composition cards 200, the composition terms 202 in the language to be studied will be visually combined. For example, Fig. 16 shows composition card arrangement example 223 in which multiple composition cards 200 are arranged, and Fig. 17 shows arrangement example 226 in which the "cook" composition card 200 for "what to do" is placed on top of the "does" composition card composite heading 222 part of the "does" composite composition card 207. The composition cards are stacked in such a way that only the "s" part of the composition term "does" is visible so that cook and does can be read as a compound. In this case, when the learner reads the composition term column 227 from left to right, it becomes "He cooks," which is a third person, singular, present tense verb form. In addition, if the compound composition card 207 for "do" is "do," the composition card 200 for "how to do" cook is placed on the card so that "do" is not visible. In this case, when the learner reads the composition term column 227 from left to right, it forms the form "I cook."

[0059] Using the combined "do" and "does" composition cards 207 allows for effective extended learning. For example, if the compound composition card 207 for "does" in the composition card placement example 226 in Figure 17 is moved and placed into the applied composition card placement frame 107 with the "?" in the applied learning heading 106, it becomes "does he cook," completing the question in the target language. At this point, the instructor can provide applied learning guidance, transforming sentences starting with "do" into sentences starting with "do you do?". It also has the effect of making it easier for learners to answer questions by exclusively choosing either "do" or "does" depending on the subject. Furthermore, when instructors are teaching students how to write negative sentences, they can use the word "do" or "does" below "how to do" in Composition Card Example 226, and add "not" to the composition, which makes it easier to teach the structure of negative sentences.

[0060] FIG. 18 shows an embodiment in which a learner arranges a plurality of composition cards 200 as a hand.

[0061] 18 includes a composite composition card 207. A composite composition card heading 229 is a form that recalls the speaker's language concept "what to do."

[0062] FIG. 19 shows an embodiment in which the learner places a plurality of composition cards 200 and a composite composition card 207 from the example hand composition card 228 on the example composition sheet 100-c.

[0063] In the composition card placement example 230, multiple composition cards 200 are placed in each of the composite composition card placement frame 111 and the standard composition card placement frame 105 so as to correspond to each of the speaker language concept headings 110 listed on the composition sheet 100 and match the composition card headings 201 of the multiple speaker language concepts listed on the composition cards 200.

[0064] Near the side where two composition cards 200 that are exclusively connected in meaning are adjacent to each other, a composition card combination guide chart 231 is printed to enable confirmation of whether the combination is grammatically correct. For example, in the composition card placement example 230 in Figure 19, a composition card combination guide diagram 231 is printed in the form of facing figures near the adjacent sides of the composition cards 200 for I and am, making it possible to confirm that the combination is grammatically correct.

[0065] FIG. 20 shows an embodiment in which the composition card 200 and the composition terminology 202 written on the composite composition card 207 placed in the composite composition placement frame 111 are combined and used as a single composition terminology 202.

[0066] When the composite composition card 207 is placed in the composite composition card placement frame 111 and other composition cards 200 are appropriately placed on top of the composite composition card heading 229 portion on the card, which indicates that the card can be used in combination with other composition cards 200, the composition terms 202 in the language to be studied will be visually combined. For example, Fig. 19 shows composition card arrangement example 230 in which multiple composition cards 200 are arranged, and Fig. 20 shows arrangement example 232 in which the "cook" composition card 200 for "what to do" is placed on top of the "ing" composition card composite heading 229 for "where" composite composition card 207. The composition cards are stacked in such a way that the composition term "ing" can be seen so that "cook" and "ing" can be read as a compound. In this case, when the learner reads column 233 of composition terms from left to right, it becomes "I am cooking," which is a sentence in the progressive tense in the target language.

Claims

1. target language composition terms, which are words written in the target language; a heading of a speaker's language concept that is a superordinate concept of the composition term in the target language, written in the speaker's language; A composition card set including a plurality of different composition cards, each of which has the following composition card written thereon; a plurality of speaker language concept headings that are common to speaker language concept headings written on any of the plurality of composition cards, the speaker language concept headings being arranged in a word order of the target language that is different from the word order of the speaker language; a composition sheet including a plurality of composition card placement frames in which a plurality of composition cards can be placed side by side, the composition card placement frames corresponding to the headings of the plurality of speaker language concepts arranged in the word order of the target language; A language teaching material set comprising:

2. 2. The language teaching material set according to claim 1, By placing the plurality of composition cards in each of the plurality of card placement frames so as to correspond to each of the headings of the plurality of speaker language concepts written on the composition sheet and match the headings of the plurality of speaker language concepts written on the composition cards, The composition terms in the target language written on the plurality of composition cards are arranged in the word order of the target language to complete the composition. Language teaching materials set.

3. 2. The language teaching material set according to claim 1, The plurality of composition card placement frames of the composition sheet are: a standard composition card placement frame having a size large enough to accommodate one of the composition cards, the frame having one heading of a common spoken language concept with the composition card; Language teaching materials set.

4. 2. The language teaching material set according to claim 1, The composition card is The composition term described on a plurality of composition cards is combined and used as one composition term, and a composition card composite heading diagram is drawn to indicate that the composition term can be used in combination with other composition cards, The plurality of composition card placement frames of the composition sheet are: The composite composition card placement frame is large enough to place the composite composition card and other composition cards side by side in the same frame, and is provided with a plurality of headings of speaker language concepts common to the composite composition card and other composition cards. Language teaching materials set.

5. 5. The language teaching material set according to claim 4, On the composite composition card placed in the composite composition card placement frame, When you place another composition card on top of the composition card composite heading, which indicates that it can be used in combination with other composition cards, The target language's compositional terms are visually combined into complex forms. Language teaching materials set.

6. 4. The language teaching material set according to claim 3, The composition card placement frame of the composition sheet is: The composition sheet is used to reconstruct a sentence in the target language, which has been completed by placing a plurality of the composition cards on the composition sheet, into a sentence of a different form. accompanied by applied learning headings that include alternative forms of concepts; Further includes a frame for placing applied composition cards; Language teaching materials set.

7. 2. The language teaching material set according to claim 1, The composition card set includes a wild card that can be used as a substitute for any composition card. Language teaching materials set.

8. 2. The language teaching material set according to claim 1, The composition cards include a diagram showing the score specific to each composition card. Language teaching materials set.

9. 2. The language teaching material set according to claim 1, The headings of the speaker language concepts written on the plurality of composition sheets have a color, shape, and word that are unique to each concept, and are common to the headings of the speaker language concepts written on the plurality of composition cards. Language teaching materials set.

10. 2. The language teaching material set according to claim 1, When the plurality of composition cards are arranged in a grammatically correct word order in the target language, near the edge where two composition cards that are exclusively connected in meaning are adjacent to each other, A composition card combination guide is included to help you check whether the combination is grammatically correct. Language teaching materials set.

11. In the case of a speaker's language and a target language, which have different grammatical word orders, the speaker's language concepts are listed as higher concepts and the target language words are listed as lower concepts. The language teaching material set according to claim 1 includes: Composition card set.

12. The language teaching material set according to claim 1, wherein a plurality of speaker language concepts are written in the word order of the target language, in the speaker language and the target language, which have different grammatical word orders. Composition sheet.

13. Using the language teaching material set according to claim 1, By placing the plurality of composition cards in each of the plurality of card placement frames so as to correspond to each of the headings of the plurality of speaker language concepts written on the composition sheet and match the headings of the plurality of speaker language concepts written on the composition cards, The composition terms in the target language written on the plurality of composition cards are arranged in the word order of the target language to complete the composition. Grammar learning methods.

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