GRAMMAR ORGANIZER

Abstract

A teaching and learning aid for articulation of a verb-related language grammar. A number of grammar tables are gathered in structured assemblies. Each assembly describes different verb-related grammar category. A solid body unifies all assemblies into one system by providing one face to each assembly. Each face of a solid body has its assigned color to code its verb-related grammar category. Combination of sides of a solid body visualizes grammar of related colored parts in a sentence. A result is an intuitive and easy-to-use system for teaching, learning, presentation, navigation and analysis of a verb-related grammar.

Claims

1. A teaching and learning aid for articulation of a verb-related language grammar and navigation inside said verb-related language grammar, comprising: a. at least two items of a structured description of said verb-related language grammar, each describing different category of said verb-related language grammar, b. a solid body, having each of said items of said structured description on a different face of said solid body, whereby said verb-related language grammar becomes articulated and navigable.

2. The teaching and learning aid of claim 1, wherein said items of said structured description of said verb-related language grammar are reference tables, grammar formulas and sample sentences.

3. The teaching and learning aid of claim 1, wherein the faces of said solid body convey grammar information by having different assigned colors.

4. The teaching and learning aid of claim 1, wherein the faces of said solid body are whole faces and tiled faces.

5. A method for articulation of an abstract logic of a verb-related language grammar in a sentence by a natural logic of a geometric figure, comprising: a. providing said geometric figure, which is articulating said verb-related language grammar by having at least two different items of a structured description of said verb-related language grammar on different faces of said geometric figure, each of said items describing a different category of said verb-related language grammar, b. making a selection of a verb-related part of said sentence, c. assignment of said selection of said verb-related part of said sentence to the face of said geometric figure, whereby said verb-related part of said sentence becomes articulated by said geometric figure.

6. The method of claim 5, wherein shape changing of the faces of said geometric figure conveys additional grammar information.

7. The method of claim 6, wherein moving of individual tiles of the faces produces said shape changing of the faces.

8. The method of claim 5, wherein playing back the articulated part of said sentence produces synchronous change of color on the face of said geometric figure and on the articulated part of said sentence.

Description

DRAWINGSFIGURES

[0010] FIG. 1active tenses chart by Betty S. Azar.

[0011] FIG. 2active Finitives Grammar Chart with grammar formulas and examples (Azar's chart with example sentence/phrase for each tense) for action verbs (AV).

[0012] FIG. 3passive Finitives Grammar Chart with grammar formulas and examples for action verbs (AV). Dino shapes show obsolete tenses of English language.

[0013] FIG. 4active Infinitives Grammar Chart for action verbs (AV).

[0014] FIG. 5passive Infinitives Grammar Chart for action verbs (AV).

[0015] FIG. 6active Gerund/Participle 1 Grammar Chart for action verbs (AV).

[0016] FIG. 7passive Gerund/Participle 1 Grammar Chart for action verbs (AV).

[0017] FIG. 8Participle 2 reference table for action verbs (AV).

[0018] FIG. 9-14example matrix for action verbs (AV).

[0019] FIG. 15active Finitives Grammar Chart for verb to be (2B) with grammar formulas and examples. Dino shapes show obsoleting tenses.

[0020] FIG. 16active Infinitives Grammar Chart for verb to be (2B).

[0021] FIG. 17active Gerund/Participle 1 Grammar Chart for verb to be (2B).

[0022] FIG. 18Participle 2 reference table for verb to be (2B).

[0023] FIGS. 19-24matrix for verb to be (2B).

[0024] FIG. 25-30AUX example matrix of modal verbs.

[0025] FIG. 31-36AUX+ example matrix of modal verbs.

[0026] FIG. 37Grammar Chart for modal verbs.

[0027] FIG. 38example reference table, Infinitives (AV/2B).

[0028] FIG. 39example reference table, Participles 1/Gerunds (AV/2B).

[0029] FIG. 40Grammar Cube sides numbered in 2D.

[0030] FIG. 41Grammar Cube sides numbered in 3D.

[0031] FIG. 42top view of Grammar Cube. Full modal verbs (1)on, semi-modal verbs ()off.

[0032] FIG. 43top view of Grammar Cube. Semi-modal verbs (%)on, full modal verbs (1)off.

[0033] FIG. 443D projection view of Grammar Cube (top-front).

[0034] FIG. 453D projection view of Grammar Cube (bottom-back).

[0035] FIG. 46aspects sign.

[0036] FIG. 47active voice sign.

[0037] FIG. 48passive voice sign.

[0038] FIG. 49front sign.

[0039] FIG. 50Gerund/Participle 1 sign.

[0040] FIG. 51Participle 2 sign.

[0041] FIG. 52tenses sign

[0042] FIG. 53infinitives sign

[0043] FIGS. 54-57indexed positions of service surfaces on Grammar Cube.

[0044] FIG. 58-60using Grammar Cube as a Present Indefinite Active tense reference (sequence).

[0045] FIG. 61finger swipe movement for showing OD (on-demand) layer.

[0046] FIG. 62algorithm of dialogue windows behavior for Present Indefinite Active tense.

[0047] FIG. 63-66using Grammar Cube as a reference for modal verb must.

[0048] FIG. 67algorithm of dialogue windows behavior for modal verb must.

[0049] FIG. 68time-line of English tenses.

[0050] FIG. 69whole 246, 248 and tiled 250 faces of Grammar Cube.

[0051] FIG. 70transformed Grammar Cube after TimeStairs function activated (AV). Active voice sides of the cube.

[0052] FIG. 71transformed Grammar Cube after TimeStairs function activated (AV). Passive voice sides of the cube.

[0053] FIG. 72transformed Grammar Cube after TimeStairs function activated (2B). Active voice side of the cube.

[0054] FIG. 73Grammar Cube after TimeStairs function activated (2B). Passive voice side of the cube.

[0055] FIG. 74example of ColorDance function.

[0056] FIG. 75example of educational workspace with Grammar Cube in upper-left corner.

[0057] FIG. 76example of word-processor interface with Grammar Cube.

[0058] FIG. 77example of Grammar Cube in virtual/augmented reality.

[0059]

TABLE-US-00002 DRAWINGS - REFERENCE NUMERALS Ref# Part Name FIG. # 200 main surface 41 202 service bar 41 204 service corner 41 206 1T (top) service bar 54 208 2T (top) service bar 54 210 3T (top) service bar 55 212 4T (top) service bar 56 214 1B (bottom) service bar 54 216 2B (bottom) service bar 54 218 3B (bottom) service bar 55 220 4B (bottom) service bar 56 222 1V (vertical) service bar 54 224 2V (vertical) service bar 55 226 3V (vertical) service bar 56 228 4V (vertical) service bar 57 230 A top service corner 54 232 B top service corner 55 234 C top service corner 56 236 D top service corner 57 238 E bottom service corner 54 240 F bottom service corner 55 242 G bottom service corner 56 244 H bottom service corner 57 246 whole face 69 248 whole face 69 250 tiled face 69 252 tense field (example) 2, 58

DESCRIPTION (FIG. 44 AND FIG. 45)

Classification of Verb-Related Grammar of English Language.

[0060] Grammar is a set of rules that describe an architecture of language. A proper representation of verb-related grammar requires proper classification of verbs. A table #1 shows such classification. In this table each verb-related grammar category has its column (e.g., Modals). Rows of the table show levels of organizational structure for each verb-related grammar category (e.g., L2). Rows also show component(s) that build this level (e.g., matrix, FIG. 25-30) and how this level relates to Grammar Unit structure (e.g. Assembly of reference tables).

[0061] Intersections of verb-related grammar category columns and level rows produce cells. Each cell contains a figure (e.g., FIG. 9) or a number of figures that describe this cell. Assembly of cells (e.g., L1+L2+L3) of each verb-related grammar category (e.g., Modals) builds a Grammar Unit (GU). Each GU is an item of a structured description of its verb-related grammar category. GU describes distinctive features of its verb-related grammar category by reference tables, grammar formulas, sample sentences, phrases etc.

TABLE-US-00003 TABLE #1 Verb-related grammer category Verbs Verbals (VL) (VB) In- Modals Finitives finitives Par 1 Ger Par 2 (M) (AV/2B) (AV/2B) (AV/2B) (AV/2B) (AV/2B) Modals L4 Solid Body Root node FIG. 41 (for Grammar Units) L3 Grammar Grammar Assembly of FIG. FIG. FIG. FIG. FIG. chart Unit matrices/ 2, 3, 15 4, 5, 16 6, 7, 17 6, 7, 17 37 (GU) reference tables (GU highest level) L2 Matrix Assembly of FIG. FIG. reference 9-14, 25-30, tables 19-24 31-36 L1 Reference Reference FIG. FIG. 39 39 FIG. FIG. table table. 9 38 8, 18 25-30, (GU lowest 31-36 level) Level Component Function & Composition FIGS. FIGS. FIGS. FIGS. FIGS. FIGS. Explanations to the table #1: Finitive (plural form-Finitives)a term introduced as antonym to a term Infinitive (plural form-Infinitives). See Glossary for detailed explanation. Grammar Unit (GU)assembly of levels from L1 to L3 within one verb-related grammar category. Root nodefoundation for GUs, L4. Par 1Participles 1. GerGerunds. Par 2Participle 2. AVAction Verbs. All non-modal verbs and all verbals of English language except to be 2BVerb of State. The verb to be and its verbals.

1. Finitives

[0062] Finitives are the most complex part of English language verbal grammar. This invention treats AV Finitives separately from 2B Finitives. Separation of to be from other verbs leads to advantages in English teaching and learning. For example, it becomes clear to students that to be does not have passive forms. Another advantage of separation is an opportunity to differentiate obsoleting tenses of to be from the ones in active use. Obsoleting tenses on FIG. 15 and FIG. 3 have dino shapes.

1.1 AV Finitives

[0063] Grammar Charts on FIG. 2 (Active) and FIG. 3 (Passive) show grammar tenses for AV Finitives. Each grammar tense (e.g., Present Indefinite tense on FIG. 2) has inside set of prescriptive rules for building sentences. A set of standard sentences for a given tense (e.g., Present Indefinite tense, Active voice) as on FIGS. 9-14 according to this invention is a matrix of a given tense, or a Matrix. Each individual table within a Matrix (e.g., FIG. 9) is a Reference Table (RD. It shows specific type of sentences usage. RT is the first and the lowest level (L1) of its Grammar Unit (GU). Matrix is the second level (L2) of the Grammar Unit (GU). Grammar Chart as on FIG. 2 is the third level (L3) of the Grammar Unit (GU).

[0064] Matrices of all AV Finitives both in Active and Passive voices follow AUX+model in all tenses.

TABLE-US-00004 TABLE #2 AV Matrix/AUX+ Questions (Q) Statements QT1 (S) G? QW&G? S&DJ? QT2 + + + + + FIG. 9 FIG. 10 FIG. 11, 12 FIG. 13 FIG. 14 Explanation: AV Matrix-a matrix for AV Finitives. AUX+-a conjugation model with auxiliary verbs. In this classification any sentence is either a Question (Q) or a Statement (S). Any Statement or Question can be either positive (+) or negative (). Questions have two groups: Questions Type 1 (QT1) and Questions Type 2 (QT2). Questions Type 1 (QT1) include following types of questions: a) General question (G?), b) General question preceded by Question Word (QW&G?), c) Disjunctive question. A disjunctive question is a Statement(S) with a disjunctive question tag(DJ?). Abbreviation for this type of questions is S&DJ?. General questions with Question Words (QW&G?) can have a reversed word order in negative sentence (QW&G?)R, FIG. 12. A term Question Words unifies individual Question Words (e.g., What, Where, When, How, Why) and Question Phrases (e.g., How many, How much, From where etc.). Questions Type 2 (QT2) are questions to subject (Q2S).

1.2 2B Finitives

[0065] Grammar Chart on FIG. 15 (Active) shows grammar tenses for 2B Finitives. As with AV Finitives, each individual grammar tense of the verb to be (e.g., Present Indefinite tense) has inside set of prescriptive rules for building sentences, see FIGS. 19-24.

[0066] Verb to be is intransitive and doesn't have passive voice. Matrix of 2B Finitive follows mixed AUX model. In Future Indefinite, Future-in-the-Past Indefinite and all Perfect tenses it has auxiliary verbs (AUX+, as in table #2). In Past Indefinite, Present Indefinite, Past Continuous and Present Continuous tenses it does not have auxiliary verbs (AUX, as in table #3).

TABLE-US-00005 TABLE #3 2B Matrix/AUX Questions (Q) Statements QT1 (S) G? QW&G? S&DJ? QT2 + + + + + FIG. 19 FIG. 20 FIG. 21, 22 FIG. 23 FIG. 24

[0067] Verb to be has 2 (two) roles: a) an independent verb, b) a service/auxiliary verb within tense form constructions. Being an independent verb, in Past Indefinite Active tense it has regular, as in table #4, and modified, as in table #5, conjugation forms. Modified form serves for subjunctive and conditional constructions (e.g., If I were you I would go there).

TABLE-US-00006 TABLE #4 REGULAR S+ S I was in park I wasn't in park You were in park You weren't in park He was in park He wasn't in park She was in park She wasn't in park It was in park It wasn't in park We were in park We weren't in park You were in park You weren't in park They were in park They weren't in park

TABLE-US-00007 TABLE #5 MODIFIED S+ S (If) I were in park (If) I weren't in park (If) You were in park (If) You weren't in park (If) He were in park (If) He weren't in park (If) She were in park (If) She weren't in park (If) It were in park (If) It weren't in park (If) We were in park (If) We weren't in park (If) You were in park (If) You weren't in park (If) They were in park (If) They weren't in park

2. Infinitives

[0068] Similar to Finitives, this invention treats AV Infinitives separately from 2B Infinitives. This separation leads to advantages in teaching and learning. Infinitives GU has only 2 (two) levels (L3 and L1) according to the table #1.

2.1 AV Infinitives

[0069] Grammar Charts (L3) of AV Infinitives are on FIG. 4 (Active) and FIG. 5 (Passive). There are 2 (two) types of infinitives in English language. One of them is zero (bare) infinitive. Zero (bare) infinitive is an infinitive without to in its form. The other one is to-infinitive. To-infinitive has to in its form. Both variants are present in FIG. 4 and FIG. 5 in negative and positive. Sample RT of AV Infinitives (L1) is on FIG. 38.

2.2 2B Infinitives

[0070] Grammar Chart (L3) of 2B Infinitives is on FIG. 16 (Active). There is no sample RT for 2B Infinitives because it is the same as RT of AV Infinitives.

3. Participles 1/Gerunds

[0071] In their grammatical sense Participles 1 and Gerunds are different entities. However, their forms are identical. According to classification provided in the table #1, GU of Participles 1 and Gerunds has 2 levels (L3 and L1).

3.1 AV Participles 1/Gerunds

[0072] Grammar Charts of AV Participles 1 and AV Gerunds are on FIG. 6 (Active) and FIG. 7 (Passive). Sample RT is on FIG. 39.

3.2 2B Participles 1/Gerunds

[0073] Grammar Charts of 2B Participles 1 and 2B Gerunds are on FIG. 17 (Active). There is no sample RT because it is the same as RT of AV Participles 1/Gerunds.

4. Participle 2

[0074] Participle 2 GU has 1 (one) level. Its RT represents a whole GU. There is no division into Active and Passive voices.

4.1 AV Participle 2

[0075] RT of AV Participle 2 serves at its Grammar Chart. It is on FIG. 8.

4.2 2B Participle 2

[0076] RT of 2B Participle 2 serves at its Grammar Chart. It is on FIG. 18.

5. Modals

[0077] Modals GU has 3 levels (L1-L3). There is no division into Active and Passive voices. Sample Grammar Chart (L3) of modal verbs is on FIG. 37. There is no need to put here all Grammar Charts for all modal verbs. It is a common knowledge for English language professionals and educated English speakers. Each tense (e.g. Present tense on FIG. 37) has its own Matrix (L2). The RTs (L1) as on FIGS. 25-30 show sample Matrix for Present Tense of the modal verb can.

[0078] Modal verbs have two sub-categories: [0079] Full-modalsmodal verbs that cannot function as Finitives (e.g., can, may, must) [0080] Semi-modalsmodal verbs that can function both as modal verbs and as Finitives. (e.g., dare, need)

TABLE-US-00008 TABLE #6 Modals Full (1) Semi ()

[0081] Matrices of modal verbs represent a mixture of matrix models. [0082] Modal verbs like can, may, must follow AUX model (auxiliary verbs are not used). [0083] Modal verbs like to be able to, used to follow AUX+model (auxiliary verbs are used). [0084] Modal verbs like have to, had to follow mixed model (AUX+/)

TABLE-US-00009 TABLE #7 Matrix (Modals)/AUX Questions (Q) Statements QT1 (S) G? QW&G? S&DJ? QT2 + + + + + FIG. 25 FIG. 26 FIG. 27, 28 FIG. 29 FIG. 30

TABLE-US-00010 TABLE #8 Matrix (Modals)/AUX+ Questions (Q) Statements QT1 (S) G? QW&G? S&DJ? QT2 + + + + + FIG. 31 FIG. 32 FIG. 33, 34 FIG. 35 FIG. 36

[0085] There is no need in detailed description of individual matrices for each modal verb. It is a common knowledge, familiar to language professionals and educated English speakers.

Imperatives

[0086] There are 3 (three) moods in English: 1) Indicative mood, 2) Subjunctive/Conditional mood and 3) Imperative mood. Grammar Units (GU) system articulates any standard verb-related grammar situation in Indicative and Subjunctive/Conditional moods. Imperative mood is an independent supplement to GU classification provided in a table #1. There are simple and complex constructions of Imperatives in English language.

[0087] Simple forms of imperative mood are Do! (+) and Don't do! ()). There is also imperative form involving let (e.g., Let's go! (+)), Let's not go!()). Complex imperative constructions like modal+infinitive (e.g., You should go!) work as combinations of GUs.

EmbodimentGrammar Cube

[0088] Tables and charts in a table #1 articulate standard verb-related grammar of English language. However, they are numerous. Learning them is a challenge for students of English language. There is a need in a teaching and learning aid that would put them in order and help to navigate among them. A concept of Grammar Organizer (GO) serves this purpose. One of possible (but not limited to) embodiments of GO is a cube. The cube is an organizational core and operational hub for tables and charts. It helps to articulate abstract logic of a language grammar by a natural logic of a geometric figure.

[0089] Each face of the cube serves to position one item of a structured description of a verb-related grammar (Grammar Unit). This way the cube organizes all verb-related language grammar into a 3D system. It allows easy navigation between different GUs. Inner structure of each Grammar Unit (GU) serves for navigation inside GU. The cube with GUs on its sides is a Grammar Cube (GC).

[0090] Grammar Cube has two kinds of surfaces: main surfaces and service surfaces. Main Surfaces (MS) bear GUs and perform educational function. Service Surfaces (SS) perform both educational and technical functions. A reference numeral 200 shows example of a MS on a FIG. 41. On the same FIG. 41, reference numerals 202 and 204 show examples of Service Surfaces. Each MS of the cube has its number (FIG. 40 and FIG. 41). They are #1-front, #2-left, #3-back, #4-right, #5-top, #6-bottom. Upper and lower parts of MSs #1, 2, 3, 4 bear upper and lower signs. A table #9 details which sign belongs to which MS. Abbreviations of FIG. 52 are Papast, Prpresent, Fufuture, FuiPfuture-in-the-past, Indindefinite, Concontinuous, Perperfect, P.Conperfect continuous.

TABLE-US-00011 TABLE #9 MS# 1 2 3 4 upper sign FIG. 52 FIG. 53 FIG. 52 FIG. 53 lower sign FIG. 49 FIG. 50 FIG. 51 FIG. 50

[0091] Main Surfaces of the Grammar Cube have different assigned colors to convey grammar information. The colors are: [0092] AV Finitives (yellow), [0093] 2B Finitives (pink), [0094] AV Infinitives and 2B Infinitives (green), [0095] AV Participles 1 and 2B Participles 1 (orange), [0096] AV Gerunds and 2B Gerunds (brown), [0097] AV Participle 2 and 2B Participle 2 (purple), [0098] Modals 1 and Modals % (cyan).

[0099] Assigned color for Imperatives is red. Service Surfaces don't have assigned colors.

[0100] Grammar Charts of AV and 2B represent equally big parts of verb-related grammar. Each part needs a separate cube. However, having two cubes is not a practical solution. It's more convenient to use one cube but to separate AV and 2B into different modes and to switch between them according on end-user's needs.

[0101] In either AV or 2B mode, there are more GU tables to show than Main Surfaces on the cube to accommodate them. A solution is to sort them into permanent and on-demand layers for each mode. Following table details permanent and on-demand layers on the cube for AV mode:

TABLE-US-00012 TABLE #10 Category Chart MS#* Layer** ACT Finitives FIG. 2 1 P Infinitives FIG. 4 4 P Gerunds/Participles I FIG. 6 4 OD PASS Finitives FIG. 3 3 P Infinitives FIG. 5 2 P Gerunds/Participles I FIG. 7 2 OD Participles II FIG. 8 3 OD *MS#Main Surface number. **Layersome Grammar Charts stay on MS permanently. They are permanent layers (P). Some Grammar Charts appear on MS temporary on-demand. They are on-demand layers (OD). ACTActive voice PASSPassive voice

[0102] Following table details permanent and on-demand layers on the cube for 2B mode:

TABLE-US-00013 TABLE #11 Category Charts MS# Layer ACT Finitives FIG. 15 1 P Infinitives FIG. 16 4 P Gerunds/Participles I FIG. 17 4 OD PASS Participles II FIG. 18 3 OD

[0103] Modal verbs stay on MS #5. Design of MS #5 makes both groups of Modals visible but impossible to study at the same time (FIG. 42-43). End-user has to turn up either 1 modals corner, or modals corner. It helps to memorize them together but as different entities. Imperatives stay on MS #6 (FIG. 45).

[0104] There are two kinds of Service Surfaces (SS) of the Grammar Cube: a) Service Bars (SB) 202 and b) Service Corners (SC) 204. Drawings on FIGS. 54, 55, 56, 57 show basic shapes of the Grammar Cube with reference numerals. Reference numerals detailed in Tables #12 and #13 index Service Surfaces and explain their positions and roles on the cube.

TABLE-US-00014 TABLE #12 Service Bars (SB) Top (T) Bottom (B) Vertical (V) 1 Active voice, empty spacer - 214, empty spacer - 222, (FIG. 47) - (FIG. 54) (FIG. 54) 206, (FIG. 54) 2 Passive voice, empty spacer - 216, aspect sign - 224, (FIG. 48) - (FIG. 54) (FIG. 55) 208, (FIG. 54) 3 Passive voice, empty spacer - 218, empty spacer - 226, (FIG. 48) - (FIG. 55) (FIG. 56) 210, (FIG. 55) 4 Active voice, empty spacer - 220, aspect sign - 228, (FIG. 47) - (FIG. 56) (FIG. 57) 212, (FIG. 56)

TABLE-US-00015 TABLE #13 Service Corners (SC) top bottom (A) empty spacer - 230, (E) empty spacer - 238, (FIG. 54) (FIG. 54) (B) empty spacer - 232, (F) empty spacer - 240, (FIG. 55) (FIG. 55) (C) empty spacer - 234, (G) empty spacer - 242, (FIG. 56) (FIG. 56) (D) empty spacer - 236, (H) empty spacer - 244, (FIG. 57) (FIG. 57)

[0105] Service Bars at the bottom and all Service Corners are left empty with a purpose. Leaving them empty gives room for technical/engineering functionality that may appear necessary (e.g. switched, sockets etc.). There is no sense to describe here technical functionality in its full variety. It doesn't relate directly to the Grammar Cube educational functionality and is a common knowledge for industrial engineers and designers skilled in the art.

[0106] Each Main Surface (MS) is either a whole piece 246 or assembly of individual tiles 250. Individual tiles stay on movable blocks. Blocks move forward, backward and tilt their face against their surface of the cube (FIGS. 70, 71, 72). Tiled faces convey grammar information by changing their shape. There are various software and hardware solutions exist to achieve this result. There is no need to give detailed technical descriptions for these solutions because it is a common knowledge for professionals skilled in the art.

[0107] Default configuration Grammar Cube has a following view: [0108] a) Active Finitives, Active Infinitives and ModalsFIG. 44 [0109] b) Passive Finitives, Passive Infinitives and ImperativesFIG. 45

Operation (FIGS. 58-61, 63-66, 70-74)

[0110] Grammar Cube operates in 3 (three) types of environments, each one having its advantages: [0111] 1. Physical Reality (PhR)

[0112] In PhR Grammar Cube works as a hardware system. With hardware Grammar Cube students literally have first-hand/tactile experience of English grammar. [0113] 2. Virtual Reality (VR)

[0114] In VR Grammar Cube works as a software. Its advantage is an opportunity of quick implementation across various operation systems. It is also an affordable solution with global reach. [0115] 3. Augmented Reality (AR) AR allows combination of VR and PhR benefits.

1. PhR Version.

[0116] Operation of a hardware version of Grammar Cube is similar to operation of a smartphone. Each face of the cube works as a smartphone screen. It responds to standard interface gestures (e.g., tap, double-tap, swipe etc.). In its hardware (PhR) version, Grammar Cube works as a standalone product and together with other device(s) (e.g., computer, smartphone, tablet PC, smart whiteboard etc.).

[0117] Examples of hardware Grammar Cube usage:

a) Educational Tool for Studying Verbal Forms and Tenses.

[0118] In its default configuration Grammar Cube shows reference grammar materials on its sides. Teachers and students use them for teaching/learning English grammar. For example, each grammar tense field (e.g., tense field 252 of Active tenses chart FIG. 2, MS #1) shows its formula. Each tense field is also a tap field. One-time tap on the tense field (FIG. 58) expands it into a new dialogue window, providing end-user with next step of choice (FIG. 59) until a Reference Table opens (FIG. 60). Sample algorithm of dialogue windows behavior for AV Present Indefinite Active tense is on FIG. 62. Abbreviations on FIG. 62 are Ssentence, Qquestion, Q2Oquestion to object, Q2Squestion to subject, Ggeneral question, QW&Ggeneral question preceded by a question word, DJdisjunctive question. Other abbreviations in the Reference Tables were explained before. There is no need to give detailed algorithms for each tense. They follow the same logic of a sample algorithm on FIG. 62. Double-tap closes dialogue window at any step.

[0119] Tapping on Modals 1 field (FIG. 63) shows Pa, Pr, Fu and FuiP forms of one full modal verb. Further tapping on Modals 1 field scrolls related list of modal verbs and their forms. There is no need to give list of modal verbs here. It is a common knowledge for English language professionals and educated speakers. Once modal verb is found, end-user taps tense field of this verb (FIG. 64) to go through dialogue window(s) (FIG. 65) to a target Reference Table (FIG. 66). Double-tap closes dialogue window at any step. To see Reference Tables of semi-modal verbs end-user taps on Modals field and does the same steps as described for Modal 1.

[0120] Swiping finger up on MSs #2, 3, 4 (FIG. 61) brings on-demand (OD) layers. Double-tap takes OD layer down. Tables #10 and #11 detail OD layers and their functions.

[0121] b) Educational tool for positions of tenses on a timeline (TimeStairs function). Different tenses in English language have different positions on a timeline (FIG. 68). It takes extra effort for a teacher to explain that Past Perfect is deeper in time than Present Indefinite. Another difficulty is explanation of Present Perfect tense. It is often mixed with Past Indefinite tense. Students don't understand why Present Perfect is called present when it denotes past event(s).

[0122] To address this issue, Grammar Cube has a dedicated function. It is a TimeStairs function (TS). When end-user activates this function, faces of the Grammar Cube produce changing of their shape. Changing of shape conveys grammar information about position of different tenses on a timeline. There is a number of ways to activate/deactivate this function and produce mechanical change of a shape. There is no need to give full description of all engineering solutions. It is a common knowledge for skilled in the art mechanical engineers.

[0123] The following transformations happen after activation of this function: [0124] on a MS #1 (AV, active voice), see FIG. 70: [0125] all Future-in-the-Past tenses, Present Indefinite and Present Continuous tenses remain on their places. [0126] all Future tenses go forward. [0127] Past Indefinite and Past Continuous go back. [0128] Past Perfect and Past Perfect Continuous go back deeper than Past Indefinite and Past Continuous. This way they show that they are the deepest tenses on a time-line. [0129] Present Perfect and Present Perfect Continuous tilt and form a slope. This way they show that from one side they relate to present but from another side they have connection with past. [0130] on MS #3 (AV, passive voice), see FIG. 71: [0131] obsolete tenses (all Perfect Continuous tenses, Future Continuous and Future-in-the-Past Continuous) are inactive. [0132] Future-in-the-Past Indefinite, Future-in-the-Past Perfect tenses remain on their places. [0133] Future Indefinite and Future Perfect move forward. [0134] Present Perfect tilts and forms a slope. [0135] Past Indefinite and Past Continuous go back. [0136] Past Perfect goes back deeper than Past Indefinite and Past Continuous.

[0137] In 2B mode: [0138] on MS #1 (2B, active voice), see FIG. 72: [0139] obsoleting tenses of the verb to be (all Perfect Continuous tenses, Future Continuous and Future-in-the-Past Continuous) are inactive. [0140] Present Indefinite, Present Continuous, Future-in-the-Past Indefinite and Future-in-the-Past Perfect tenses remain on their places. [0141] Future Indefinite and Future Perfect move forward. [0142] Present Perfect tilts and forms a slope. [0143] Past Indefinite and Past Continuous go back. [0144] Past Perfect goes back deeper than Past Indefinite and Past Continuous to show that it is the deepest tense on a time-line. [0145] verb to be doesn't have passive voice. Because of that, MS #3 in 2B mode remains inactive and empty, see FIG. 73.

c) A 3D Projector of a Verb-Related Grammar in a Sentence (ColorDance Function).

[0146] Recognition of verbal forms and tense structures in sentences is one of the goals of grammar studies. ColorDance function addresses this issue. Grammar Cube works as a colored grammar display in 3D. For example, a sentence I could have told them but I didn't. displays on the sides of Grammar Cube as (see FIG. 74): I could [MS #5, Past field of can-CYAN] have told [MS #4, AV mode, Perfect Infinitive fieldGREEN] them but I didn't [MS #1, AV mode, Past Indefinite fieldYELLOW]. Verbal parts of a sentence bear colors of related sides of the cube: I could [CYAN] have told [GREEN] them but I didn't [YELLOW]. ColorDance function makes grammar visible for students.

2. VR Version.

[0147] In VR version Grammar Cube is a software model that performs the same functions as a hardware model. Software model runs on computers, tablet PCs, smartphones, game consoles, smart watches, hologram projectors, interactive boards, VR headgear and other computing devices. End-user interacts with Grammar Cube through keyboard, mouse, joystick, touch-pad, touch-screen, digitizer-pad, motion sensing, wired glove(s), voice commands and any other input interface.

Extra Functions:

[0148] a) Educational course navigation tool. It helps to see a general level of student's progress. A sample design of such educational course interface is on FIG. 75. The cube is in upper left corner. At the beginning of a course all parts of the cube are inactive and gray. Following student's progress, individual parts of the cube become active and colored. They show how much grammar student already knows. Comparing inactive (gray) and activated (colored) parts of the cube, a student tracks current level of progress. [0149] b) A feature of word-processing software. Having Grammar Cube as a part of a word-processing tools allows 3D analysis of verb-related forms and tenses in a text as on FIG. 76.

3. AR Version

[0150] Augmented reality (AR) version combines functionality of PhR and VR. AR version runs on any device that supports AR technology (smartphone, tablet PC, Google Glass, Microsoft Hololens, AR contact lenses, Virtual Retinal Display etc.). Using AR allows building more simple hardware Grammar Cube to offer it at a lower price. It is cheaper to simulate complex transformations feature like TimeStairs in AR, than to build it in hardware. End-user holds hardware cube model in hands and interacts with AR menus and functions (FIG. 77).

CONCLUSIONS, RAMIFICATIONS AND SCOPE

[0151] From provided description a reader will see that usage of Grammar Cube makes grammar teaching, learning, presentation, navigation and analysis efficient. Complicated and obscure grammar theory becomes visible, clear and alive. Students naturally engage in educational process. They build better grammar skills with less time and effort. Grammar Cube focuses students' attention to the core of a grammar course. A teacher shows more and talks less. It decreases teacher's burden in class, saves lesson time and makes teaching more productive.

[0152] While descriptions given above contain many details, these should not be construed as limitations on the scope, but rather as an exemplification of embodiment(s) thereof. Other ramifications are possible. Languages with grammar structure different from English can employ different figures for organization. Other multi-faceted solids can serve as a basement for grammar arrangement.

[0153] Principle of a language grammar organization by usage of a multi-faceted solid has numerous applications in grammar theory and practice. It builds a foundation of a new branch of linguistic sciencePolytopial grammar or Polyhedral grammar. Choice of figures (solids) for each case in each language depends on grammar complexity, end-users convenience, authors choice and other reasons that influence final result. Accordingly, the scope should be determined not by the embodiment(s) illustrated, but by the appended claims and their legal equivalents.

Glossary

[0154] Finitive (plural formFinitives)a term introduced in this invention to denote grammatical tense as time+aspect (e.g., present continuous, past perfect). Introduction of a special term became necessary to avoid misunderstanding between tense as time (e.g., present, past, future) and tense as time+aspect (e.g., present continuous, past perfect). Finitive is an antonym to a term Infinitive. [0155] reference table (RDa table showing prescriptive rules for specific type of sentences (e.g., FIG. 9). The lowest level (L1) in a Grammar Unit (see table #1). [0156] matrixa structured assembly of reference tables. It shows a standard set of prescriptive rules for building sentences within a given verb-related grammar category (e.g., FIG. 9-14). Level 2 (L2) in a grammar unit (see table #1). [0157] grammar charta structured assembly of matrices (e.g., FIG. 2). Level 3 (L3) in grammar unit (see table #1). [0158] grammar unit (GU)an item of a structured description for a given verb-related grammar category. Assembly of levels from L1 to L3 within one verb-related grammar category in the table #1 (e.g., AV Finitives GU, L1+L2+L3). It describes distinctive features of its verb-related grammar category by reference tables, grammar formulas, sample sentences etc. [0159] Grammar Cubea solid body with grammar units on its faces. Top level (L4) in a structural arrangement (see table #1). [0160] grammar category/category of wordspart of speech (e.g., verb, noun, adjective etc.). [0161] category of verb-related grammar/verb-related grammar categorysub-division of verbs and verbals by category (e.g., infinitives, modal verbs, participles, etc.). [0162] Action Verbs (AV)in this invention means all non-modal verbs and all verbals of English language except the verb to be. Abbreviation for Action Verbs is AV. [0163] Verb of State (2B)in this invention verb of state means the verb to be and its verbals.

[0164] Abbreviation for the verb to be is 2B. [0165] fieldany cell of any grammar chart on Grammar Cube. [0166] tense fielda cell of Active/Passive Grammar Chart. [0167] layerinformation shown on Grammar Cube face(s). [0168] AUX+denotes a conjugation model with auxiliary verbs (e.g., They don't read). [0169] AUXdenotes a conjugation model without auxiliary verbs (e.g., She mustn't read). [0170] Questions Type 1 (QT1)questions to object. [0171] Questions Type 2 (QT2, Q2S)questions to subject. [0172] G?a general question. [0173] QW&G?a general question preceded by question word(s) [0174] S&DJ?a disjunctive question. [0175] 0+zero (bare) form of Infinitive/Gerund/Participle 1, positive. [0176] 0zero (bare) form of Infinitive/Gerund/Participle 1, negative. [0177] 1+to form of Infinitive/Gerund/Participle 1, positive. [0178] 1to form of Infinitive/Gerund/Participle 1, negative. [0179] AV layers set/AV modecombination of layers describing Action Verbs (AV). [0180] 2B layers set/2B modecombination of layers describing the verb to be (2B). [0181] permanent layerlayer that constantly stays on a Grammar Cube. [0182] on-demand layerlayer that temporary appears above a permanent layer. [0183] cube surface/main surfaceface of a side of Grammar Cube. [0184] service surface/minor surfaceface on edge or vertex of Grammar Cube. [0185] service baredge surface of Grammar Cube. [0186] service cornervertex surface of Grammar Cube. [0187] TimeStairs function (TS)transformations of Grammar Cube, showing positions of tenses on a time-line. [0188] Sequence of Tenses function (SoT)a visual depiction of grammar rules of sequence of tenses. [0189] ColorDance functionfunction for projection of a verb-related grammar of a sentence on related parts of Grammar Cube and Grammar Navigator. [0190] Grammar Playera grammar playback function. [0191] whole facea Grammar Cube face that acts as one piece. [0192] tiled facea Grammar Cube face that acts as assembly of pieces (tiles). [0193] tilesmallest unit of a tiled face. [0194] verbal formnon-tense form of a verb (e.g., indefinite, gerund, participle %). [0195] tense/tense formtense related form of a verb. [0196] verbal structure/constructioncombination of verbal categories/tenses/forms in a sentence.