English learning methods and English learning systems

Abstract

The goal is to provide methods and systems that enable children learning English for the first time to understand the language. [Solution] The English learning system 10 is characterized by comprising: a subject identification processing unit 12 that distinguishes words corresponding to the subject in an English sentence from other words using a first color; a general verb identification processing unit 14 that distinguishes words corresponding to general verbs in an English sentence from other words using a second color; a be verb identification processing unit 16 that distinguishes words corresponding to be verbs in an English sentence from other words using a third color; and a color English instruction unit 18 that uses the first, second, and third colors to help children visually understand the basic structure of English sentences.

Description

Technical Field

[0001] The present invention relates to an English learning method and an English learning system.

Background Art

[0002] Conventionally, many people have desired to acquire English, and various teaching materials for English conversation have been developed, and learning environments such as English conversation classrooms have been constructed. As technologies related to the present invention, for example, in Patent Document 1, there are included a plurality of English composition instruction cards, and on one surface of the English composition instruction card, there are a central character area located at the center, and the central character area is surrounded and arranged, and it is divided into nine areas including eight direction instruction areas of the upper central area, the upper right diagonal area, the right central area, the lower right diagonal area, the lower central area, the lower left diagonal area, the left central area, and the upper left diagonal area. The central character area describes English pronouns or English grammar and vocabulary items, and at least one of the direction instruction areas describes a picture or a symbol. An English learning game card set is disclosed.

[0003] In addition, Patent Document 2 discloses a learning device for learning English conversation between an English conversation learner and a personal computer (hereinafter referred to as a PC) by using the video and audio projected on the display of the PC and the operation of an external input device. The display can switch between a stereoscopic image screen, a live-action video screen, a screen with an English display of a story scenario, and a screen with practice questions as Windows screens by button operations on the screen, and enables listening learning with voice synchronized with the screen and answering questions from the PC with input from the external input device. A dialogue-type English conversation learning device is disclosed.

Prior Art Documents

Patent Documents

[0004]

Patent Document 1

Patent Document 2

[0005] In recent years, English education has been introduced in elementary schools, but teaching English grammar to children who are learning English for the first time is difficult.

[0006] The objective of this invention is to provide a method or system that enables children learning English for the first time to understand the language. [Means for solving the problem]

[0007] The English learning method according to the present invention is characterized by comprising: a first step of distinguishing a word corresponding to the subject in an English sentence from other words using a first color; a second step of distinguishing a word corresponding to a general verb in the English sentence from other words using a second color; a third step of distinguishing a word corresponding to a be verb in the English sentence from other words using a third color; and a fourth step of visually enabling a child to understand the basic structure of the English sentence using the first, second, and third colors.

[0008] Furthermore, in the English learning method according to the present invention, it is preferable that the first color is red, the second color is blue, and the third color is light blue.

[0009] The English learning system according to the present invention is characterized by comprising: a subject identification processing unit that distinguishes a word corresponding to the subject in an English sentence from other words using a first color; a general verb identification processing unit that distinguishes a word corresponding to a general verb in the English sentence from other words using a second color; a be verb identification processing unit that distinguishes a word corresponding to a be verb in the English sentence from other words using a third color; and a color English instruction unit that uses the first color, the second color, and the third color to allow children to visually understand the basic structure of the English sentence.

[0010] Furthermore, in the English learning system according to the present invention, it is preferable that the first color is red, the second color is blue, and the third color is light blue. [Effects of the Invention]

[0011] According to this invention, even children learning English for the first time can understand English. [Brief explanation of the drawing]

[0012] [Figure 1] This is a diagram illustrating the configuration of the English learning system according to the present invention. [Figure 2] This is a learning sheet for children to understand the English Proficiency Test Level 5, in the English learning system according to the present invention. [Figure 3] This is a learning sheet for children to understand the Level 4 English Proficiency Test, used in the English learning system according to the present invention. [Figure 4] This is a learning sheet for children to understand the English Proficiency Test Level 3, in the English learning system according to the present invention. [Modes for carrying out the invention]

[0013] Embodiments of the present invention will be described in detail below with reference to the accompanying drawings. In the following, the same reference numerals will be used for similar elements in all drawings, and redundant explanations will be omitted. In addition, in the descriptions within the text, reference numerals previously mentioned will be used as necessary.

[0014] Figure 1 is a diagram showing the configuration of the English learning system 10 according to the present invention. Figure 2 is a learning sheet 50 for children to understand the English Proficiency Test Level 5 in the English learning system 10 according to the present invention.

[0015] Figure 3 is a learning sheet 40 for children to understand the Eiken Grade 4 in the English learning system 10 according to the present invention. Figure 4 is a learning sheet 30 for children to understand the Eiken Grade 3 in the English learning system 10 according to the present invention.

[0016] The English learning system 10 is a system that enables children who are learning English for the first time to understand English. The English learning system 10 includes a subject identification processing unit 12, a general verb identification processing unit 14, a be verb identification processing unit 16, a color English guidance unit 18, and a memory unit 20.

[0017] The subject identification processing unit 12 has a function of distinguishing the word corresponding to the subject in an English sentence from other words using the first color. Here, the first color is described as red, but of course, other colors may also be used. For example, in the English sentence "She is a nurse.", the subject "She" part is colored red (in Figure 2, bold instead of red). Also, for example, in the English sentence "I play piano.", the subject "I" part is colored red (in Figure 2, bold instead of red).

[0018] The general verb identification processing unit 14 has a function of distinguishing the word corresponding to the general verb in an English sentence from other words using the second color. Here, the second color is described as blue, but of course, other colors may also be used. For example, in the English sentence "I play piano.", the general verb "play" part is colored blue (in Figure 2, italicized instead of blue).

[0019] The be verb identification processing unit 16 has a function of distinguishing the word corresponding to the be verb in an English sentence from other words using the third color. Here, the third color is described as light blue, but of course, other colors may also be used. For example, in the English sentence "She is a nurse.", the be "is" part is colored light blue (in Figure 2, underlined instead of light blue).

[0020] The Color English Instruction Unit 18 has a function of visually enabling children to understand the basic structure of an English sentence using the first color, the second color, and the third color. Here, the first color is red, the second color is blue, and the third color is light blue for the sake of explanation, but of course, it can be changed as appropriate. The Color English Instruction Unit 18 can visually convey to children the most skeletal part by displaying the subject part of an English sentence in red, the be verb in light blue, and the general verb in blue.

[0021] As shown in FIG. 2, a learning sheet 50 is prepared to explain English grammar necessary to pass the 5th grade of the English Proficiency Test, for example, an English sentence composed of a be verb, an English sentence composed of a general verb, an English sentence containing can (auxiliary verb), and a sentence containing the present progressive form (~ing).

[0022] The learning sheet is divided into 3 rows × 4 columns. The "〇" in the first row is an affirmative sentence, the "×" in the second row is a negative sentence, and the "?" in the third row is an interrogative sentence.

[0023] The first column is for explaining an English sentence composed of a be verb. The affirmative sentence is expressed as "(red)(light blue)~.", the negative sentence is "(red)(light blue)not~.", and sentences such as "She is not a nurse." and "You are not teachers." are described as examples. The interrogative sentence is defined as "(light blue)(red)not~?", and sentences such as "Yes,(red)(light blue)." and "No,(red)(light blue)not." are described as answer examples for the interrogative sentence.

[0024] The second column is for explaining an English sentence composed of a general verb. The affirmative sentence is expressed as "(red)(blue)~.", and examples of subjects such as "He, She, It, This, That" appear. When it is the third person singular, the s of the third person singular present tense is combined with blue as "(red)(blue)s". A sentence such as "He drinks a juice / juices" is described as an example.

[0025] Negative sentences are written as "(red)(blue) do not / don't~," with examples such as "He does not / doesn't (blue)." Interrogative sentences are defined as "Do (red)(blue)~?" and "Does (red)(blue)~?", with examples of answers to interrogative sentences such as "Yes, (red) do," "No, (red) do not," "Yes, (red) does," and "No, (red) does not."

[0026] The third column is for explaining English sentences that include the auxiliary verb (can), with affirmative sentences represented as "(red) can (blue) ~.". Examples include "I can play piano." and "He can make cakes very much."

[0027] Negative sentences are written as "(red) cannot / can't(blue) ~.", with examples such as "I can not eat sushi." and "He can not wake up." Interrogative sentences are defined as "Can(red)(blue) ~?", with an example such as "Can you write Kanji?". Examples of answers to interrogative sentences are given as "Yes,(red) can." and "No,(red) can not."

[0028] The fourth column is for explaining sentences that contain the present progressive tense (~ing), and affirmative sentences are represented as "(red)(light blue)(blue)ing~.". Examples include "I am studying," "He / She is running," and "I am flying."

[0029] Negative sentences are written as "(red)(light blue)not(blue)ing~." Interrogative sentences are defined as "(light blue)(red)(blue)ing~." Examples of answers to interrogative sentences are provided, such as "Yes, (red)(light blue)." and "No, (red)(light blue)not."

[0030] As shown in Figure 3, learning sheet 40 is provided to explain the English grammar necessary to pass the Eiken Grade 4 exam, such as sentences composed of the past tense of the be verb, sentences composed of the past tense of general verbs, sentences containing the future tense (will (blue) = (light blue) going to), and sentences containing obligation (~must).

[0031] The learning sheet is divided into 3 rows and 4 columns. The first row, marked with "〇", represents affirmative sentences, the second row, marked with "×", represents negative sentences, and the third row, marked with "?", represents interrogative sentences.

[0032] The first column is for explaining English sentences composed of the past tense of the verb "to be," with affirmative sentences represented as "(red)(light blue) past tense ~.". Examples of the light blue past tense include is and am becoming was, and are becoming were.

[0033] Negative sentences are expressed as "(red)(light blue) past not~." Interrogative sentences are defined as "(light blue) past (red)~?", and example answers to interrogative sentences are given, such as "Yes, (red)(light blue)." and "No, (red)(light blue) not."

[0034] The second column is for explaining English sentences composed of past tense verbs. Affirmative sentences are expressed as "(red)(blue)ed~." Negative sentences are expressed as "(red)did not / didn't(blue)ed~.", with "I did not get home." as an example.

[0035] Questions are defined as "Did (red) (blue) ~?", with "Did he play game?" provided as an example. Examples of answers to these questions include "Yes, (red) did." and "No, (red) did not."

[0036] The third column is for explaining English sentences that contain the future tense (will (blue) = going to (light blue)), and affirmative sentences are expressed as "(red) will (blue) ~." and "(red) (light blue) is going to (blue) ~."

[0037] Negative sentences are listed as "(Red) Will not / won't (Blue) ~." and "(Red) (Light Blue) not going to (Blue) ~." Interrogative sentences are listed as "Will (Red) (Blue) ~?" and "(Light Blue) (Red) going to (Blue) ~?". Examples of answers to interrogative sentences are listed as "Yes, (Red) will.", "No, (Red) will not.", "Yes, (Red) (Light Blue)", and "No, (Red) (Light Blue) not."

[0038] The fourth column is for explaining English sentences that contain obligation (~must), and affirmative sentences are expressed as "(red) must (blue) ~", "(red) should (blue) ~", "(red) have to (blue) ~", and "He / She / It has to ~".

[0039] The negative sentences listed are "(red) must not (blue) ~", "(red) should not / shouldn't (blue) ~", "(red) do not have to (blue) ~", and "He / She / It does not have to ~".

[0040] Questions are defined as "Must (red) (blue) ~?", "Should (red) (blue) ~?", "Do (red) have to (blue) ~?", and "Does (red) have to (blue) ~?". Examples of answers to these questions are provided, such as "Yes, (red) must.", "Yes, (red) should.", "No, (red) must not.", "No, (red) should not.", "Yes, (red) do / does.", and "No, (red) do not / does not.".

[0041] As shown in Figure 4, a learning sheet 30 is provided to explain the English grammar necessary to pass the Eiken Grade 3 exam, such as sentences composed of infinitives or gerunds, sentences composed of the passive voice, sentences containing the present perfect tense, and other important grammatical structures.

[0042] The learning sheet is divided into 3 rows and 4 columns. The first row, marked with "〇", represents affirmative sentences, the second row, marked with "×", represents negative sentences, and the third row, marked with "?", represents interrogative sentences.

[0043] The first column is for explaining English sentences that consist of infinitives or gerunds, expressed as "(red)(blue) to(blue)~" for infinitives and "(red)(blue)(blue)ing~" for gerunds.

[0044] The second column is for explaining English sentences composed in the passive voice, with affirmative sentences represented as "(red)(light blue) past participle ~.". An example sentence is provided where "I hit him." is replaced with "He is hit by me."

[0045] Negative sentences are expressed as "(red)(light blue) not past participle". Interrogative sentences are expressed as "(light blue)(red) past participle...?". Examples of answers to interrogative sentences are provided, such as "Yes, (red)(light blue)." and "No, (red)(light blue) not."

[0046] The third column is for explaining English sentences composed in the present perfect tense, with affirmative sentences expressed as "(red) have past participle ~." and "He / She / It has past participle ~."

[0047] Negative sentences are listed as "(red) have not / haven't past participle ~." and "He / She / It have not / haven't past participle ~." Interrogative sentences are listed as "Have / Has (red) past participle ~?". Examples of answers to interrogative sentences are listed as "Yes, (red) have / has." and "No, (red) have not / has not."

[0048] The fourth column is for explaining English sentences composed of other important grammatical elements, such as existence, relative pronouns, and comparisons.

[0049] Each function of the English learning system 10 can be implemented through either a hardware configuration or a software configuration. For example, when implemented through software, these functions can be realized by application software stored on recording media such as RAM, ROM, or hard disks, running on a server device configured with a CPU or MPU, RAM, ROM, etc.

[0050] Next, we will explain the effectiveness of the learning method using English Learning System 10. In recent years, English education has been introduced even in elementary school, and it has become commonplace for children to learn English. However, since elementary school students are still in the process of learning basic Japanese, understanding English grammar is not easy.

[0051] However, according to this invention, in English sentences, the subject is colored "red," the be verb is colored "light blue," and the regular verb is colored "blue." By using these three colors as a basis, learners can visually grasp the structure of the sentence and proceed with their studies. This has the remarkable effect of enabling learners to understand sentences by grasping the structure of English without being confused even when grammatical structures such as past tense, future tense, passive voice, and present perfect appear in the English sentence. [Explanation of symbols]

[0052] 10 English learning system, 12 subject identification processing unit, 14 general verb identification processing unit, 16 be verb identification processing unit, 18 color English instruction unit, 20 memory unit, 30 learning sheets, 40 learning sheets, 50 learning sheets.

Claims

1. The first step involves distinguishing the word corresponding to the subject in an English sentence from other words using a first color, The second step involves distinguishing the words corresponding to general verbs in the aforementioned English sentence from other words using a second color, A third step involves distinguishing the word corresponding to the verb "be" in the aforementioned English sentence from other words using a third color, A fourth step involves using the first color, the second color, and the third color to help children visually understand the basic structure of the English text, An English learning method characterized by comprising the following features.

2. In the English learning method described in claim 1, The first color is red, The second color is blue, The third color is characterized by being light blue.

3. A subject identification processing unit that distinguishes the word corresponding to the subject in an English sentence from other words using a first color, A general verb identification processing unit that distinguishes words corresponding to general verbs in the aforementioned English sentence from other words using a second color, A be-verb identification processing unit that distinguishes the word corresponding to the be-verb in the aforementioned English sentence from other words using a third color, A color English instruction unit that uses the first color, the second color, and the third color to help children visually understand the basic structure of the English text, An English learning system characterized by having the following features.

4. In the English learning system described in claim 3, The first color is red, The second color is blue, An English learning system characterized in that the third color is light blue.

Images