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EP4205098A1 - Moyen d'enseignement des langues - Google Patents

Moyen d'enseignement des langues

Info

Publication number
EP4205098A1
EP4205098A1 EP21766164.4A EP21766164A EP4205098A1 EP 4205098 A1 EP4205098 A1 EP 4205098A1 EP 21766164 A EP21766164 A EP 21766164A EP 4205098 A1 EP4205098 A1 EP 4205098A1
Authority
EP
European Patent Office
Prior art keywords
building blocks
auxiliary
basic building
basic
blocks
Prior art date
Legal status (The legal status is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the status listed.)
Withdrawn
Application number
EP21766164.4A
Other languages
German (de)
English (en)
Inventor
David Fujisawa
Current Assignee (The listed assignees may be inaccurate. Google has not performed a legal analysis and makes no representation or warranty as to the accuracy of the list.)
Grammar Bricks GmbH
Original Assignee
Grammar Bricks GmbH
Priority date (The priority date is an assumption and is not a legal conclusion. Google has not performed a legal analysis and makes no representation as to the accuracy of the date listed.)
Filing date
Publication date
Application filed by Grammar Bricks GmbH filed Critical Grammar Bricks GmbH
Publication of EP4205098A1 publication Critical patent/EP4205098A1/fr
Withdrawn legal-status Critical Current

Links

Classifications

    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B1/00—Manually or mechanically operated educational appliances using elements forming, or bearing, symbols, signs, pictures, or the like which are arranged or adapted to be arranged in one or more particular ways
    • G09B1/32—Manually or mechanically operated educational appliances using elements forming, or bearing, symbols, signs, pictures, or the like which are arranged or adapted to be arranged in one or more particular ways comprising elements to be used without a special support
    • G09B1/36—Manually or mechanically operated educational appliances using elements forming, or bearing, symbols, signs, pictures, or the like which are arranged or adapted to be arranged in one or more particular ways comprising elements to be used without a special support the elements being connectible by corresponding projections and recesses
    • G—PHYSICS
    • G09—EDUCATION; CRYPTOGRAPHY; DISPLAY; ADVERTISING; SEALS
    • G09B—EDUCATIONAL OR DEMONSTRATION APPLIANCES; APPLIANCES FOR TEACHING, OR COMMUNICATING WITH, THE BLIND, DEAF OR MUTE; MODELS; PLANETARIA; GLOBES; MAPS; DIAGRAMS
    • G09B19/00—Teaching not covered by other main groups of this subclass
    • G09B19/06—Foreign languages

Definitions

  • the invention relates to language teaching aids for representing a language and for learning the grammatical rules, the vocabulary (lexicon) and the orthographically correct spelling of a language through the correct assignment of building blocks.
  • document DE 33 23 588 CI shows laying blocks that are connected at the end faces to form a set.
  • Each building block has a different word component on its four sides, for example four different personal pronouns or the root of a verb in four tenses or different endings.
  • the number of laying stones is reduced by labeling four side faces, the four side faces are not sufficient to represent all personal pronouns or to represent all word stems that match the personal pronouns.
  • coding in the form of a barcode is provided on the edge of the module for assigning different personal pronouns. Such a system is confusing.
  • no further grammatical rules are shown than the assignment of personal pronouns to the correct verb forms.
  • a language teaching aid with a plurality of stones is shown in document GB 2,369,480.
  • Each building block has a different inscription on the side, eg a word component (root of the word, prefix, ending,...) or a punctuation mark, whereby the different inscriptions on a laying block are not necessarily related. This is very confusing.
  • the document US 2015/0004570 A1 also shows a teaching aid made up of blocks which can be linked to one another if the grammatical rules are observed.
  • word cards that can be inserted into the blocks.
  • Corresponding codes in the form of projections or grooves are available for this purpose.
  • a word card has several different means of coupling for the correct connection with a pronoun, with a relative pronoun or with a verb. This word card is inserted in a grammar block.
  • the document DE 10 2017 010 113 B3 shows improvements.
  • a language teaching aid with a large number of stones is also shown here. These are laying stones with elevations on the top and depressions on the bottom. This makes it possible to build several rows on top of each other.
  • first color codes are provided on the front faces of the stones, which are intended to indicate which stones can follow one another.
  • a second color code at the top must match a stone of the same color code placed above. Due to the possible arrangement of stones on top of each other, sentences with negations and sentences in other tenses are formed, which each have different endings require. However, a sentence presented in this way, which shows words or parts of words in a second or third line, is difficult to read.
  • the object of the present invention is to provide an improved language teaching aid for representing a language and for learning the grammatical rules, the vocabulary (lexicon) and the orthographically correct spelling by correctly assigning building blocks.
  • the new language teaching aid is also a building block set with a large number of stones. It is also a laying stone.
  • the laying blocks include basic building blocks with a label and additional auxiliary building blocks.
  • the basic building blocks are arranged side by side on one level to form sentences.
  • the caption on the front of a basic building block represents a word, a morpheme such as a stem, a prefix, a suffix, or a punctuation mark.
  • auxiliary modules are available, which can be arranged above or below, preferably above, the basic modules, i.e. on a further level.
  • the auxiliary building blocks have no morpheme as inscription, i.e. words are only formed in the basic level by the basic building blocks, which are arranged side by side in a row and are easy to read.
  • auxiliary blocks with labeling and auxiliary blocks without labeling There are auxiliary blocks with labeling and auxiliary blocks without labeling.
  • Labels on the auxiliary modules show special characters on the front. These can be umlaut characters, which are necessary when learning the German language, for example when the word "houses” is to be formed.
  • the tilde e.g. B. in the word “castano” or the acute as an accent character, eg in the word "ärbol” is required.
  • Other languages know other special characters.
  • the auxiliary blocks that do not show any characters have markings.
  • the auxiliary building blocks are colored on the one hand, with the color having a special meaning, for example to differentiate the gender (masculine gender/masculine, feminine gender/feminine, neuter gender) or to differentiate the number (singular, plural) or for differentiation of the case (nominative, genitive, dative, accusative) of a marked word.
  • the auxiliary blocks are marked with a symbol. Such a marking indicates that words or word components belong together. For this purpose, for example, such an auxiliary module is placed on the two basic modules that belong together.
  • a symbol is placed on the top and not the front of the auxiliary building blocks so that it does not interfere with reading a sentence generated by the inscriptions on the front-facing sides of the basic building blocks.
  • a lock is applied to the auxiliary module as a symbol to ensure that word components belong together.
  • a distinctive symbol on top of the auxiliary building blocks further highlights temporal adverbs and local adverbs.
  • a clock on the top of an auxiliary module is used to indicate temporal adverbs and a target to indicate local adverbs.
  • a subject-verb inversion can also be marked by an additional symbol, for example a double arrow.
  • the basic building blocks are also designed in color, with the color having the same meaning as in the case of the auxiliary building blocks, for example serving to distinguish the gender or to identify the plural.
  • building blocks with sloping or rounded end faces are also used.
  • these shaped end faces emphasize the position of these basic building blocks, for example whether this basic building block should be in front of or behind another basic building block. The shape is therefore used for the correct arrangement of this basic building block in relation to another basic building block.
  • the basic building blocks have form-fitting connection means, such as elevations on the upper side and the auxiliary building blocks have depressions on the underside.
  • the elevations serve to place auxiliary building blocks, which only have indentations, at desired points on the basic building blocks.
  • the elevations are preferably distributed evenly and at a constant distance over the top.
  • the basic building blocks can also have indentations on the underside in order to position the basic building blocks on a base strip which has matching elevations.
  • auxiliary modules serve to indicate and understand the underlying grammar.
  • the auxiliary building blocks can easily be assigned to one or more basic building blocks in this language teaching aid.
  • the language teaching aid with the basic building blocks and auxiliary building blocks can be available in a two-dimensional or three-dimensional design.
  • all the inscriptions, special characters or markings are on the front of the basic building blocks and on the front of the auxiliary building blocks.
  • the basic building blocks and the auxiliary building blocks are preferably flat plates.
  • connecting means between the basic building blocks and auxiliary building blocks are designed as coordinated, form-fitting elements which, for example, project as elevations from the plate or are formed into the plate as depressions are.
  • form-fitting connecting elements are designed as coordinated, form-fitting elements which, for example, project as elevations from the plate or are formed into the plate as depressions.
  • the small plates are reminiscent of jigsaw puzzle pieces.
  • the connecting elements can also have another round shape or else a triangular, square or other polygonal shape.
  • the basic building blocks and auxiliary building blocks are in the form of building blocks, in particular with 6 outer surfaces.
  • the basic building blocks may be in contact with one another on two opposite front sides.
  • the top and bottom of the basic building blocks and the bottom of the auxiliary building blocks have elevations or depressions as connecting means, preferably in the form of knobs on the top of the basic building blocks and matching recesses on the underside of the auxiliary building blocks.
  • connecting means preferably in the form of knobs on the top of the basic building blocks and matching recesses on the underside of the auxiliary building blocks.
  • the physical language teaching aid described with the basic building blocks and auxiliary building blocks in a two-dimensional or three-dimensional design is also available in digital form in a further embodiment, for example as a web-based version or in the form of an interactive application software (APP).
  • APP interactive application software
  • the language teaching material described can be used well in language lessons for all age groups.
  • the basic building blocks and the auxiliary building blocks can be put together in appropriate sets for explaining a grammatical topic, in order to be able to work through grammatical topics with increasing degrees of difficulty one after the other.
  • the color and shape of the building blocks are important identifying features of the individual grammatical phenomena. All building block sets are housed in a common container. The recognition value is particularly advantageous when learning a new language; similarities and differences between languages can be quickly recognized based on the color and shape of building blocks.
  • the invention is set out below using an exemplary embodiment, namely using the German language.
  • the language teaching aid described can also be used in a comparable way to learn other languages.
  • the drawing shows:
  • FIG. 1b Views of the basic building blocks for the word stem of "have”
  • Fig. 2a views of basic building blocks for the ending of a verb
  • Fig. 3a views of basic building blocks for personal pronouns in the nominative case
  • FIGS. 3a, 1a and 2a shows a view of assembled basic building blocks according to FIGS. 3a, 1a and 2a
  • Fig. 3c views of parts of sentences with indication of gender
  • Fig. 3d views of parts of sentences with indication of the plural
  • Fig. 4a views of basic building blocks for question formation
  • Fig. 4b view of a question sentence
  • Fig. 5 view of a response sentence
  • Fig. 6a views of basic building blocks for articles in the singular
  • Fig. 6b views of article-noun combinations in the nominative singular
  • Fig. 7a views of basic building blocks for articles and endings for plural formation
  • Fig. 8a views of basic building blocks for the negation
  • Fig. 9b view of a separable verb with prefix and ending
  • Fig. 9c view of a sentence with a separated verb
  • FIG. 10a view of an inseparable verb with prefix and ending
  • Fig. 10b view of a sentence with an undivided verb
  • Fig. 11 view of a sentence with accusative
  • Fig. 13 view of a sentence with reflexive pronouns
  • Fig. 14 views of basic building blocks for prepositions
  • Fig. 15 view of a sentence with a temporal adverb
  • Fig. 16b view of a sentence with subjunction
  • Fig. 17 view of a sentence in 5 languages
  • Fig. 18 View of a compilation of possible building blocks.
  • the basic building blocks and the auxiliary building blocks are indicated only schematically in the figures.
  • the basic building blocks are cuboid blocks with knobs on the top and matching indentations on the bottom. In most figures, only the top with the knobs and the front with the inscriptions are shown. With some basic building blocks, one of the two end faces is rounded or aligned at an angle. Their meaning will be discussed later.
  • the auxiliary building blocks are very flat, cuboid blocks with a smooth upper side and indentations on the underside. In most figures, only the smooth and possibly marked top and front are shown. In Fig. La three basic building blocks are indicated stacked on top of each other, as they could be, for example, in a language case.
  • a minus has been added to the stem of the irregular verbs “to be called” and “to come” and a plus has been added to the stem of the regular verb “to live”.
  • small circles in the color of the respective case of the object are placed on the verb root building block at the top right. This is not shown in the figures.
  • verb-stem building blocks from other building blocks, eg to represent nouns, these verb-stem building blocks all have the same color. They are red in this example. In addition, there may also be red blanks, which can be stuck with a new word stem as the vocabulary increases.
  • the new language teaching aid therefore includes different red stones, namely for the stem of regular verbs, for the stem of irregular verbs and blanks.
  • a language includes auxiliary verbs, which are shown here in FIG. 1b; these can differ in color from the basic building blocks shown in FIG. 1a, eg be light red or these basic building blocks are red and transparent.
  • modal verbs such as "can", “want”, “should” or “may”, which are not shown here.
  • These basic building blocks are colored to match the color of the basic building blocks for the auxiliary verbs, so in this example they are light red or red-transparent basic building blocks that also show an upper side in another color, see Fig. 18.
  • FIG. 1b these basic building blocks are colored to match the color of the basic building blocks for the auxiliary verbs, so in this example they are light red or red-transparent basic building blocks that also show an upper side in another color, see Fig. 18.
  • FIG. 2a shows eight basic modules, which show the endings for the verb-stem basic modules shown in FIG. 1 as inscriptions.
  • Verbs are known to be conjugated, and the different conjugation forms of a verb can have different endings, which are shown here. So the basic building block is appended with the word stem “ pan+”, to form “ servee” an “e”, to form “ servest” an “st” etc.
  • the conjugation of some irregular verbs e.g. "sleep” in a conjugation form, e.g. "sleep” can lead to an umlaut in the root of the word.
  • the auxiliary block shown in Fig.
  • auxiliary blocks with the umlaut characters are the only auxiliary blocks with a labeled front.
  • the basic building blocks in Fig. 3a are labeled with personal pronouns. These personal pronoun building blocks are a different color than the building blocks that form verbs, in this case they are white. Similar to the verb root building blocks, both upper and lower case letters are provided. In this case, upper case is arranged on the front and lower case on the back.
  • the basic building blocks shown have two differently shaped end faces, namely an obliquely running end face, this is on the right-hand side in FIG. 3a, and a straight left end face functioning as a stop face.
  • the side that matches the verb is the correct one.
  • a red dot can be placed on the personal pronoun building block, which is not shown in the figures. If the personal pronoun is at the beginning of the sentence, it is capitalized and comes before the verb. The red dot would then be at the top right. If you turn one of the basic building blocks shown in Fig. 3a, capitalization appears and the stop surface changes to the right side. the red dot would be top left. The result is the sentence part compiled in FIG. 3b from personal pronouns and verbs, the latter in turn composed of word stem and ending. Furthermore, temporal additions are marked with a clock symbol and local additions with a pushpin.
  • the three basic building blocks are held on a base bar, whereby the base bar has nubs on the upper side, in this case two rows of nubs with equal spacing, comparable to the visible number of rows of nubs on the upper side of the basic building blocks.
  • the basic building blocks On the underside, the basic building blocks have two rows of recesses matching the size of the nubs.
  • Auxiliary modules which are colored to indicate the grammatical gender (genus) or the plural are used for a more detailed characterization of the personal pronoun basic modules.
  • the light blue color has been chosen for the male gender (masculine), the purple color for the female gender (feminine), and the light green color for the neuter gender.
  • These colored auxiliary cornerstones are placed on the personal pronouns in the 3rd person singular, see Fig. 3c.
  • the plural is also indicated by a colored helper block, in this case it is a yellow helper block, see Fig. 3d.
  • the basic building blocks in FIG. 4a are used to create interrogative sentences. These basic building blocks are labeled with question words. In this case they are white. The question words are rounded off on the left-hand side. This shape was chosen because it has an association with the round shape of the question mark that closes the sentence. There is a separate basic building block for the question mark, also in white. The question words are at the beginning of a question sentence and thus take the position of the subject, which moves to the third position, see Fig. 4b.
  • the basic building block with the point is available for this purpose, which is also kept in white, see Fig. 5.
  • All basic building blocks that show nouns or articles as labels are color-coded according to gender in a similar way to the auxiliary building blocks for personal pronouns, ie the light blue color is for masculine nouns and articles, and the purple color for feminine nouns and articles as well as for neuter nouns and articles, the light green color has been chosen.
  • the colors serve as an aid in internalizing the gender of a newly learned word. This is important because there are few rules for gender. Since nouns are always capitalized, a basic module only needs to be labeled on one side, eg on the front.
  • a topic-related noun can be used for writing on the back, eg pencil and eraser.
  • the language teaching aid preferably also comprises blanks in the three gender colors described above, for inscribing newly learned nouns on these blanks.
  • Fig. 6a shows basic building blocks, which includes both specific articles, namely "der”, “die”, “das”, as well as indefinite articles "ein” and "an” in one of the colors described above as a label. These basic building blocks are capitalized on the back and lowercase on the front. They are used to form the nominative.
  • the nominative can also be marked by a white auxiliary component that is placed on the article and noun. The representation of the case, here nominative, is thus on a visually different level. The color used for this is the same as for the personal pronouns in the nominative case, namely white, see Fig. 6b.
  • FIG. 6b shows the assignment of article and noun in the nominative case, only assignments in the singular being shown.
  • the article "die” and endings for the nouns are required, which are available as inscriptions on yellow basic building blocks.
  • the plural of some nouns is formed with an umlaut, for which an auxiliary module with umlaut characters is used.
  • the required yellow basic modules and the yellow auxiliary module are in Fig. 7a and an assignment of article and noun in the plural is shown in Fig. 7b.
  • the basic building blocks are shown in FIG. 8a, which have an inscription that is required for a negation, namely the word “not” and the letter “k” to form “no”.
  • An example set is shown in Figure 8b.
  • FIG. 9a building blocks are shown labeled with prefixes for separable verbs.
  • these prefix building blocks are colored red, comparable to the building blocks of FIG.
  • the end face pointing to the right in FIG. 9a is oblique.
  • the tip of the basic building block points to the end of the sentence.
  • 9b and 9c show the possible position of these building blocks in relation to the word stem of the separable verb, namely in front of it in FIG. 9b and behind it in FIG. 9c.
  • the prefix building blocks for the non-separable verbs shown in Figure 10a have a different form.
  • the left end is slanted and the right end is vertical since it is always in contact with the verb, as shown in the example in FIG. 10b.
  • an additional auxiliary module can be used, which is placed on both the prefix and the stem of the word.
  • the helper module has a mark on the top that shows a lock.
  • auxiliary modules can also be used to clarify the case and have different identifying colors to distinguish between the individual cases (nominative, genitive, dative, accusative).
  • Fig. 11 shows an example for the accusative.
  • the flat auxiliary module dark blue, is superimposed on the article and noun.
  • Personal pronouns in the accusative are provided in the same color and shown in Fig. 12.
  • auxiliary building blocks indicate the dative or genitive, eg a dark green building block for the dative or a pink-looking building block for the genitive, with the basic building blocks with the personal pronouns in the dative and genitive being dark green or pink.
  • Reflexive pronouns such as "himself" are also replaced by basic building blocks shown. They can be used in the dative and accusative and are therefore colored dark green-transparent or dark blue-transparent.
  • the reflexive pronoun can be seen in the accusative case, i.e. a dark blue-transparent “sich” basic building block is shown.
  • the connection to the verb is indicated by an auxiliary module.
  • the reflexive pronoun "sich” refers to the subject "Tako" and is in the closest possible position to the subject, ie immediately after the verb.
  • the basic building blocks for possessive articles can be created by assembling the basic building blocks with labels ("m”, “d”, “s") and the basic building blocks of indefinite articles ("a") will.
  • building blocks with separate labels such as "uns", “euer”, “ihr” are used in combination with such building blocks that have the necessary endings, e.g. "er”, “s”, “en” for the accusative, but also show corresponding endings for the genitive or dative.
  • Fig. 14 shows building blocks showing prepositions as labels. In this case, these are dark blue basic building blocks, since these are accusative prepositions. As identification, these basic building blocks show a left-hand obliquely aligned end face, in which case the bevel is aligned from top to bottom right.
  • Basic building blocks for dative prepositions, namely "with", “to”, from, after, etc., are dark green like the flat auxiliary plates for identifying the dative.
  • Alternating prepositions namely "before”, “behind”, over”, “under” etc., which are used for both the accusative and the dative, can be colored in such a way that they either have both colors, namely dark blue and dark green, wear or a separate color, eg gray, is chosen for these basic building blocks.
  • the language teaching material also includes basic building blocks for adjectives and adverbs.
  • basic building blocks with labels for temporal adverbs such as "now”, “then”, yesterday”, “always”, “often”, etc.
  • an additional auxiliary block can be added to label them.
  • an auxiliary module has been added, which has a clock as identification on the top.
  • an auxiliary module with a label for example a target, can be provided in a comparable way.
  • the basic building blocks for the adjectives are provided in orange and the basic building blocks for the adverbs in dark purple. A different color is also possible.
  • Basic building blocks with appropriate endings are available to represent declined adjectives.
  • the language teaching aid also includes basic building blocks for connecting words (conjunctions) and basic building blocks for conditionals (subjunctions), see Fig. 16a.
  • the conjunction building blocks can indicate a combination of words or phrases and are transparent in this example.
  • the subjunction building blocks can be used to combine two statements into a new statement, as shown in FIG. 16b. These subjunction building blocks are colored black in this example.
  • a flat auxiliary module is indicated in FIG. 16a and in FIG. 16b with a double arrow as identification on the upper side. This emphasizes the subject-verb inversion in the second half of the sentence and is placed above the verb and the subject.
  • the example shows a language teaching aid for representing a language and for learning the grammatical rules, the vocabulary (lexicon) and the correct spelling of a language through the correct assignment of building blocks.
  • all the basic building blocks are arranged side by side on one level, and they are preferably placed on a base strip. All basic building blocks that show a word or morpheme as a label have the same height, if necessary, the basic building blocks that represent punctuation marks can also be of the same size.
  • a sentence composed of basic building blocks is easy to read.
  • the shape and color of the basic building blocks indicate what the label is about, which means that the grammar rules to be used can be recognized more quickly.
  • the auxiliary blocks are on one level above the basic building blocks.
  • auxiliary blocks are much flatter than the basic blocks and have no characters on the front - with the exception of the umlaut characters. In this way, the words arranged next to each other using basic building blocks are easy to read as a sentence.
  • the auxiliary modules emphasize grammatical rules and relationships through their coloring and identification, which makes learning a language easier. The choice of colors is freely selectable.
  • Such a language teaching aid can also be used on other languages in a manner similar to that shown in FIGS. 1 to 16 in the example of the German language. 17 shows a sentence in German, English, Spanish, French and Chinese respectively represented by the language teaching aid.
  • a language teaching aid is not limited to the specified colors and shapes.
  • other colors and shapes can also be selected for the basic building blocks.
  • the learner will use the colors and shapes of the building blocks to follow known grammar rules recall. Similarities and differences between languages can be easily highlighted visually.
  • the portability of the language teaching aid for learning different languages and the use of the recognition of colors and shapes of the building blocks when learning a new language represent a special advantage of this language teaching aid.
  • a base bar is used in addition to the basic and auxiliary building blocks, which makes it easier to put together the words, word components and punctuation marks.
  • Such a set contains, for example, building blocks as shown in the overview in FIG. Further sets then contain modules with basic grammar for advanced learners, eg for learning the past tense, the future tense, the passive, the participle I and other grammatical phenomena.

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Abstract

L'invention concerne un moyen d'enseignement des langues destiné à présenter une langue et à enseigner les règles grammaticales, le vocabulaire (lexique) et l'orthographe correct d'une langue en mettant correctement des blocs en correspondance. Le nouveau moyen d'enseignement des langues comprend des blocs de base dotés d'une inscription et des blocs auxiliaires supplémentaires. Les blocs de base sont disposés les uns à côté des autres sur un plan pour construire des phrases, et les inscriptions qui se trouvent sur leur face avant présentent un mot, un morphème ou un signe de ponctuation. Les blocs auxiliaires sont disposés sur un autre plan, c'est-à-dire au-dessus ou au-dessous des blocs de base, si nécessaire. La couleur et la forme des blocs sont des caractéristiques de reconnaissance importantes de phénomènes grammaticaux individuels (Fig. 16b).
EP21766164.4A 2020-08-27 2021-08-25 Moyen d'enseignement des langues Withdrawn EP4205098A1 (fr)

Applications Claiming Priority (2)

Application Number Priority Date Filing Date Title
DE202020104961.5U DE202020104961U1 (de) 2020-08-27 2020-08-27 Sprachlehrmittel
PCT/EP2021/073460 WO2022043360A1 (fr) 2020-08-27 2021-08-25 Moyen d'enseignement des langues

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EP4205098A1 true EP4205098A1 (fr) 2023-07-05

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Family Cites Families (5)

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Publication number Priority date Publication date Assignee Title
DE2808312A1 (de) 1978-02-27 1979-09-06 Jeanette B Marsh Lehrsystem
DE3323588C1 (de) 1983-06-30 1984-08-16 Winfried 1000 Berlin Kostka Sprachlehrmittel zur Darstellung einer Sprache aus Morphemen und zum Erlernen ihrer gesetzmäßigen Verbindungsmöglichkeiten
US6685477B1 (en) 2000-09-28 2004-02-03 Eta/Cuisenaire, A Division Of A. Daigger & Company Method and apparatus for teaching and learning reading
KR101289352B1 (ko) 2012-02-13 2013-07-29 노승기 외국어 학습용 블록 완구
DE102017010113B3 (de) 2017-11-02 2019-03-28 Veronika Caspers Sprachlehrmittel zur Darstellung einer Sprache in unterschiedlichen Zeitformen

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WO2022043360A1 (fr) 2022-03-03

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