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Seminars for Secondary Teachers 2022

Join our free seminars for teaching secondary learners in Japan.

Expand your teaching expertise and gain new perspectives from an experienced lineup of current teachers and language education experts.

Get practical guidance and ideas on how to get the most out of Oxford University Press materials and deliver engaging, successful lessons.

Topics include:

  • Using Oxford Reading Tree and digital readers (Oxford Reading Club) in Extensive Reading programs
  • Incorporating the UN Sustainable Development Goals (SDGs) into English lessons
  • Successful ways to use digital teaching materials in class, and more.

Oxford teaching materials will be on display and for sale at the venue. We look forward to seeing you there.

Date & Time

Tokyo
Sunday, 20 November
10:00 – 16:20
Nagoya
Sunday, 27 November
10:00 – 16:20
Osaka
Sunday, 4 December
10:00 – 16:20
Fukuoka
Sunday, 18 December
10:00 – 16:20

Recommended for

Junior High and Senior High School teachers or equivalent

Admission

Free

Date & Time
Sunday, 18 December
Doors open: 10:00
Event programme: 10:30 - 15:50
Venue
TKP Garden City Hakata, Sutton Hotel Hakata City 5F
3-4-8 Hakata Ekimae, Hakata ward, Fukuoka
MAP

Agenda

10:00 Doors open  
10:30 - 11:30 Expanding on Extensive Reading: From reading and listening to speaking and writing Jugo Tanaka
11:30 - 11:40 Break  
11:40 - 12:40 Developing autonomous learners – Making questions with Oxford Reading Tree Teruki Fukuoka
12:40 - 13:40 Break  
13:40 - 14:40 Incorporating SDGs into the secondary classroom Rob Peacock
14:40 - 14:50 Break  
14:50 - 15:50 Ready-to-use digital materials and tools for your classes Hideyuki Kashimoto
15:50 - 16:20 Book display  

Presenters

Jugo TanakaSeinan Gakuin Junior / Senior High School
Jugo has been teaching English at Seinan Gakuin Junior and Senior High Schools for 25 years while continues his activities as co-chair of "Dawn Association NEO," a research group for English education and new age education. He has been actively involved in spreading the use of English dictionaries and extensive reading activities centered on teaching natural reading and comprehension of English.
PresentationExpanding on Extensive Reading: From reading and listening to speaking and writing
In this presentation, I will share my experience of actively incorporating reading activities using natural English into my classes. We will also look at how these activities evolved from reading into speaking and writing activities and the impact it had on the students. This is based on my experience of teaching a class of students from first year Junior high to first year high school.
Teruki FukuokaTeacher, Komatsu High School, Ishikawa
Teruki is a third-grade homeroom teacher and advisor to the English Speaking Society at Komatsu High School in Ishikawa, with 13 years of experience teaching in public high schools. While researching English teaching methods as Executive Director of the Ishikawa English Subcommittee five years ago, he attended an ORT Extensive Reading seminar where he first encountered Extensive Reading. Discovering how fun extensive reading can be, Teruki has since actively incorporated ORT into his classes and club activities.
PresentationDeveloping autonomous learners – Making questions with Oxford Reading Tree
Think up a question, and make your own answer. I design my classes around question-making, using Oxford Reading Tree to support students from their very first steps in learning how to make questions. From helping learners develop their question-finding ability with activities that focus on the pictures, to reading the story and making questions. In my session, I’ll show you how to use ORT to help students make questions and share what I’ve learned from my classes.
Rob PeacockEducational Services Consultant, Oxford University Press
Rob works at Oxford University Press as an Educational Services Consultant and Course Coordinator of the Oxford Teachers' Academy. He has spent over 15 years in Japan teaching students of all ages as well as providing teacher support and workshops.
PresentationIncorporating SDGs into the secondary classroom
English classes are a wonderful opportunity to develop a sense of global citizenship among learners. Discussions based around the United Nations Sustainable Development Goals can help to make students aware of important global issues, how they are connected to the everyday lives of people in Japan and abroad, and things that they can do to help. In this workshop, we will look at a practical process for introducing and discussing SDGs with teenagers regardless of their English ability using material from Metro 2nd edition.
Hideyuki KashimotoAssociate Professor, National Institute of Technology, Oita College
Hideyuki graduated from Kyoto University of Foreign Studies with a B.A. in English and American Languages and completed his graduate studies in TESOL at the Graduate School of Education, Rochester, New York, USA. After returning to Japan he worked in accounting and product development marketing, and after 15 years of corporate experience at two companies, he applied for a special teacher program in Osaka Prefecture in 2015 and became a SET (Super English Teacher). After completing a three-year project at Osaka Prefectural Shijonawate High School, he moved to his current position at Osaka Seikei Junior College.
PresentationReady-to-use digital materials and tools for your classes
The use of digital teaching materials and web apps has increased in popularity in recent years. However, many introduced at workshops are not easy to use and may be either too cutting edge, or not suitable for the educational environment. A minimum technology environment is necessary, but also instruction on how to use individual tools and ideas on how to apply them to the class are equally needed. In this presentation I will introduce some of the digital materials from Oxford and other useful web apps and provide ideas based on my teaching experience at both high school and junior college on how to use these immediately with a minimum effort in your teaching.
Date & Time
Sunday, 20 November
Doors open: 10:00
Event programme: 10:30 - 15:50
Venue
Mita NN Hall
4-1-23 Shibaura, Minato-ku, Tokyo
MAP

Agenda

10:00 Doors open  
10:30 - 11:30 Input is the key to intellectual and academic success Tetsuro Nishiyama
11:30 - 11:40 Break  
11:40 - 12:40 Extensive Reading for Increased Learner Motivation Nami Asanuma
12:40 - 13:40 Break  
13:40 - 14:40 Digital Tools for Enhanced Learning in the Secondary Classroom Rob Peacock
14:40 - 14:50 Break  
14:50 - 15:50 Fostering a sense of ownership in creating a society where no one is left behind Takao Yamamoto
15:50 - 16:20 Book display  

プレゼンター

Tetsuro NishiyamaAssistant Principal and Head of English Department, Shizuoka Seikogakuin Junior & Senior High School
Tetsuro is the Assistant Principal and Head of English Department, as well as Director of International Management Department at Shizuoka Seikogakuin Junior & Senior High School and holds several other positions including Director of Crimson Global Academy, co-chair of the Dawn Club, a grassroots English study group, and more.
PresentationInput is the key to intellectual and academic success - Using ORT to motivate and inspire Japanese high school students to learn English
Japanese university students are said to read far less than their overseas counterparts. Students who fail to develop reading habits and reading skills during their junior and senior high school years can have difficulty reading a significant number of assigned books and papers after entering university. In addition, reading in English, a foreign language, requires the support of parents and teachers, so how can we support our students?
In this presentation we will explore how in-class reading programs can be implemented to establish the habit of reading in English as well as introduce some theories and approaches with actual examples of middle and high school students enjoying and continuing to read using ORT.
Nami AsanumaOtsuma Ranzan Junior Senior High School
After graduating from university, Nami Asanuma worked at a travel agency, Disney World in Florida, and experienced volunteer work in the Republic of Nicaragua in Central America. After returning to Japan, she worked at Saitama Prefectural High School, and took advantage of the self-development leave system to study abroad at the University of Pittsburgh, Pennsylvania. She has a TESOL certificate and a master's degree in applied linguistics, specializing in second language acquisition theory. Currently, Ms. Asanuma is an editorial committee member of the high school official textbook "Ambition" (Kairyudo). Her goal is to develop self-directed learning through extensive reading, and with the motto, "Do what can only be done in a classroom" she aims to provide classes which focus on oral interaction with plenty of chances for students to speak.
PresentationExtensive Reading for Increased Learner Motivation
I have been running extensive reading (ER) programs with my students throughout my teaching career. In this workshop, I will talk about how ER was practiced during my first teaching job at a SELHi school, involving the entire foreign language department, and at my current school, which I started alone from a cardboard box full of books. I will also report on the results of a student survey I took after using an online reading platform, Oxford Reading Club, for this year’s summer homework. Finally, I would like to share some reflections on my experiences with ER and how student motivation is the key to success.
Rob PeacockEducational Services Consultant, Oxford University Press
Rob works at Oxford University Press as an Educational Services Consultant and Course Coordinator of the Oxford Teachers' Academy. He has spent over 15 years in Japan teaching students of all ages as well as providing teacher support and workshops.
PresentationDigital Tools for Enhanced Learning in the Secondary Classroom
Learners and educators are increasingly looking to technology to enrich the learning process. In this session, we will look at a variety of digital tools and see how they can be used to practice a variety of skills, increase exposure to English, enhance learner agency, raise student motivation, allow teachers to easily track their students’ work and much more. We will also see how different approaches to education, from extensive reading to the flipped classroom, can be easily employed in the digital age.
Takao YamamotoYokohama Soei Junior & Senior High School and others
Takao is an active teacher and author who has worked with multiple schools and companies. After teaching for years at Tokyo Metropolitan Junior and Senior High Schools, from 2019 he has worked at Yokohama Souei Junior and Senior High School, as Assistant Principal from this year, Nitobe Bunka Junior and Senior High School, Hamamatsu Kaiseikan Junior and Senior High School, and others. He is the President of the Japan Public Relations Society, is active in several organizations and companies, including the GRAS Group and News Picks, an Apple Distinguished Educator, and certified facilitator of LEGO® SERIOUS PLAY® method.
He practices what he calls "non-teaching classes" to nurture autonomous learners and is active in giving lectures, visiting classes, and writing on such topics as educational reform and child autonomy. In addition to serving on the editorial board of authorized textbooks NEW CROWN ENGLISH SERIES and My Way (Sanseido), he is also the author several books including 『「学びのミライ地図」の描き方』(Gakuyo Shobo)『なぜ「教えない授業」が学力を伸ばすのか』(Nikkei Business Publications)、『「教えない授業」の始め方』(ALC Press)、『学校に頼らなければ学力は伸びる』(Sanno University Press)and 『21マスで基礎が身につく英語ドリルタテ×ヨコ』
PresentationFostering a sense of ownership in creating a society where no one is left behind - Incorporating SDGs into the secondary classroom
Incorporating the UN Sustainable Development Goals (SDGs) into your lessons provides the opportunity for students to grow to become global citizens. Therefore, it is important not only to increase their knowledge of the SDGs, but also to create lessons that will enable them to be part of creating a world where no one is left behind. In this presentation we will explore some ideas on creating lesson plans that incorporate the SDGs into the classroom, using Metro 2nd edition as an example.
Date & Time
Sunday, 27 November
Doors open: 10:00
Event programme: 10:30 - 15:50
Venue
TKP Garden City PREMIUM Nagoya Shinkansen-guchi
1-16 Tsubakicho, Nakamura ward, Nagoya, Aichi
MAP

Agenda

10:00 Doors open  
10:30 - 11:30 Input is the key to intellectual and academic success Tetsuro Nishiyama
11:30 - 11:40 Break  
11:40 - 12:40 Oxford Reading TreeとORT音声ペンを使った多読多聴の授業実践 Tsuguhiro Hayashi
12:40 - 13:40 Break  
13:40 - 14:40 Ready-to-use digital materials and tools for your classes Hideyuki Kashimoto
14:40 - 14:50 Break  
14:50 - 15:50 Fostering a sense of ownership in creating a society where no one is left behind Takao Yamamoto
15:50 - 16:20 Book display  

Presenters

Tetsuro NishiyamaAssistant Principal and Head of English Department, Shizuoka Seikogakuin Junior & Senior High School
Tetsuro is the Assistant Principal and Head of English Department, as well as Director of International Management Department at Shizuoka Seikogakuin Junior & Senior High School and holds several other positions including Director of Crimson Global Academy, co-chair of the Dawn Club, a grassroots English study group, and more.

He is passionate about essential education for Japanese children to thrive in the future and not be bound by conventional values. He seeks to improve English education in Japan and introduces learning methods he has developed himself in his classes.

Specifically, he advocates a variety of approaches such as the development of the four skills, phonics, using English-English dictionaries, extensive reading, debate, and discussion, to enhance not only language skills but also thinking ability by learning "in" English, rather than "learning" English.

PresentationInput is the key to intellectual and academic success - Using ORT to motivate and inspire Japanese high school students to learn English
Japanese university students are said to read far less than their overseas counterparts. Students who fail to develop reading habits and reading skills during their junior and senior high school years can have difficulty reading a significant number of assigned books and papers after entering university. In addition, reading in English, a foreign language, requires the support of parents and teachers, so how can we support our students?
In this presentation we will explore how in-class reading programs can be implemented to establish the habit of reading in English as well as introduce some theories and approaches with actual examples of middle and high school students enjoying and continuing to read using ORT.
Tsuguhiro HayashiSugiyama Jogakuen Junior High School
文部科学省認証 英語教育推進リーダー。大学時代の恩師から多読の取り組みを紹介され、大学在学中に多読を経験する。2010年から現職に就き、2018年から本校の中学校で始まった多読多聴の授業の立ち上げの中心を担う。生徒中心の授業や生徒の総合的なコミュニケーション能力の育成を目指し、各研修やセミナーに参加。同僚とも積極的に情報共有をしながら授業改善や授業力向上に努めている。
PresentationOxford Reading TreeとORT音声ペンを使った多読多聴の授業実践
ORT音声ペンを使うことで、生徒たちはORTの朗読音声を聞きながら本を読むことができます。「読む力」だけでなく、「聞く力」や話すために必要となる英単語や英文を「発音できる力」も合わせて育てることを目的に本校ではORT音声ペンを使用しています。このプレゼンテーションでは、本校における多読多聴を導入するまでの手順、ORTやORT音声ペンの活用方法、生徒の様子、教員間で共有した改善すべき課題やその解決に向けた取り組みなどをお伝えします。これから多読を始めてみようと思っている方や、既に多読を行っている方に少しでも参考になるようお話させていただきます。
Hideyuki KashimotoAssociate Professor, National Institute of Technology, Oita College
Hideyuki graduated from Kyoto University of Foreign Studies with a B.A. in English and American Languages and completed his graduate studies in TESOL at the Graduate School of Education, Rochester, New York, USA. After returning to Japan he worked in accounting and product development marketing, and after 15 years of corporate experience at two companies, he applied for a special teacher program in Osaka Prefecture in 2015 and became a SET (Super English Teacher). After completing a three-year project at Osaka Prefectural Shijonawate High School, he moved to his current position at Osaka Seikei Junior College.
PresentationReady-to-use digital materials and tools for your classes
The use of digital teaching materials and web apps has increased in popularity in recent years. However, many introduced at workshops are not easy to use and may be either too cutting edge, or not suitable for the educational environment. A minimum technology environment is necessary, but also instruction on how to use individual tools and ideas on how to apply them to the class are equally needed. In this presentation I will introduce some of the digital materials from Oxford and other useful web apps and provide ideas based on my teaching experience at both high school and junior college on how to use these immediately with a minimum effort in your teaching.
Takao YamamotoYokohama Soei Junior & Senior High School and others
Takao is an active teacher and author who has worked with multiple schools and companies. After teaching for years at Tokyo Metropolitan Junior and Senior High Schools, from 2019 he has worked at Yokohama Souei Junior and Senior High School, as Assistant Principal from this year, Nitobe Bunka Junior and Senior High School, Hamamatsu Kaiseikan Junior and Senior High School, and others. He is the President of the Japan Public Relations Society, is active in several organizations and companies, including the GRAS Group and News Picks, an Apple Distinguished Educator, and certified facilitator of LEGO® SERIOUS PLAY® method.
He practices what he calls "non-teaching classes" to nurture autonomous learners and is active in giving lectures, visiting classes, and writing on such topics as educational reform and child autonomy. In addition to serving on the editorial board of authorized textbooks NEW CROWN ENGLISH SERIES and My Way (Sanseido), he is also the author several books including 『「学びのミライ地図」の描き方』(Gakuyo Shobo)『なぜ「教えない授業」が学力を伸ばすのか』(Nikkei Business Publications)、『「教えない授業」の始め方』(ALC Press)、『学校に頼らなければ学力は伸びる』(Sanno University Press)and 『21マスで基礎が身につく英語ドリルタテ×ヨコ』
PresentationFostering a sense of ownership in creating a society where no one is left behind - Incorporating SDGs into the secondary classroom
Incorporating the UN Sustainable Development Goals (SDGs) into your lessons provides the opportunity for students to grow to become global citizens. Therefore, it is important not only to increase their knowledge of the SDGs, but also to create lessons that will enable them to be part of creating a world where no one is left behind. In this presentation we will explore some ideas on creating lesson plans that incorporate the SDGs into the classroom, using Metro 2nd edition as an example.
Date & Time
Sunday, 4 December
Doors open: 10:00
Event programme: 10:30 - 15:50
Venue
Shin-Osaka Brick Bldg, 3F
1-6-1 Miyahara, Yodogawa-ku, Osaka
MAP

Agenda

10:00 Doors open  
10:30 - 11:30 Expanding on Extensive Reading: From reading and listening to speaking and writing Jugo Tanaka
11:30 - 11:40 Break  
11:40 - 12:40 Extensive Reading for Increased Learner Motivation Nami Asanuma
12:40 - 13:40 Break  
13:40 - 14:40 Ready-to-use digital materials and tools for your classes Hideyuki Kashimoto
14:40 - 14:50 Break  
14:50 - 15:50 Incorporating SDGs into the secondary classroom Rob Peacock
15:50 - 16:20 Book display  

Presenters

Jugo TanakaSeinan Gakuin Junior / Senior High School
Jugo has been teaching English at Seinan Gakuin Junior and Senior High Schools for 25 years while continues his activities as co-chair of "Dawn Association NEO," a research group for English education and new age education. He has been actively involved in spreading the use of English dictionaries and extensive reading activities centered on teaching natural reading and comprehension of English.
PresentationExpanding on Extensive Reading: From reading and listening to speaking and writing
In this presentation, I will share my experience of actively incorporating reading activities using natural English into my classes. We will also look at how these activities evolved from reading into speaking and writing activities and the impact it had on the students. This is based on my experience of teaching a class of students from first year Junior high to first year high school.
Nami AsanumaOtsuma Ranzan Junior Senior High School
After graduating from university, Nami Asanuma worked at a travel agency, Disney World in Florida, and experienced volunteer work in the Republic of Nicaragua in Central America. After returning to Japan, she worked at Saitama Prefectural High School, and took advantage of the self-development leave system to study abroad at the University of Pittsburgh, Pennsylvania. She has a TESOL certificate and a master's degree in applied linguistics, specializing in second language acquisition theory. Currently, Ms. Asanuma is an editorial committee member of the high school official textbook "Ambition" (Kairyudo). Her goal is to develop self-directed learning through extensive reading, and with the motto, "Do what can only be done in a classroom" she aims to provide classes which focus on oral interaction with plenty of chances for students to speak.
PresentationExtensive Reading for Increased Learner Motivation
I have been running extensive reading (ER) programs with my students throughout my teaching career. In this workshop, I will talk about how ER was practiced during my first teaching job at a SELHi school, involving the entire foreign language department, and at my current school, which I started alone from a cardboard box full of books. I will also report on the results of a student survey I took after using an online reading platform, Oxford Reading Club, for this year’s summer homework. Finally, I would like to share some reflections on my experiences with ER and how student motivation is the key to success.
Hideyuki KashimotoAssociate Professor, Osaka Seikei Junior College
Hideyuki graduated from Kyoto University of Foreign Studies with a B.A. in English and American Languages and completed his graduate studies in TESOL at the Graduate School of Education, Rochester, New York, USA. After returning to Japan he worked in accounting and product development marketing, and after 15 years of corporate experience at two companies, he applied for a special teacher program in Osaka Prefecture in 2015 and became a SET (Super English Teacher). After completing a three-year project at Osaka Prefectural Shijonawate High School, he moved to his current position at Osaka Seikei Junior College.
PresentationReady-to-use digital materials and tools for your classes
The use of digital teaching materials and web apps has increased in popularity in recent years. However, many introduced at workshops are not easy to use and may be either too cutting edge, or not suitable for the educational environment. A minimum technology environment is necessary, but also instruction on how to use individual tools and ideas on how to apply them to the class are equally needed. In this presentation I will introduce some of the digital materials from Oxford and other useful web apps and provide ideas based on my teaching experience at both high school and junior college on how to use these immediately with a minimum effort in your teaching.
Rob PeacockEducational Services Consultant, Oxford University Press
Rob works at Oxford University Press as an Educational Services Consultant and Course Coordinator of the Oxford Teachers' Academy. He has spent over 15 years in Japan teaching students of all ages as well as providing teacher support and workshops.
PresentationIncorporating SDGs into the secondary classroom
English classes are a wonderful opportunity to develop a sense of global citizenship among learners. Discussions based around the United Nations Sustainable Development Goals can help to make students aware of important global issues, how they are connected to the everyday lives of people in Japan and abroad, and things that they can do to help. In this workshop, we will look at a practical process for introducing and discussing SDGs with teenagers regardless of their English ability using material from Metro 2nd edition.