OXFORD UNIVERSITY PRESS

IIEEC - Oxford University Press Teacher Training Certificate Program 2019

Pre-register Today

You can apply through this form.
Please remember that space is limited and apply early to avoid disappointment.

Intro

Course Content

  • Workshop content has been developed by Ritsuko Nakata (Co-Author, Let’s Go) in cooperation with Oxford University Press and is aimed at all teachers of young learners who wish to learn effective classroom techniques.
  • Workshops are run by qualified teacher-trainers from the IIEEC Teacher Training Center – a leader in teacher training and children’s education in Japan since 1987.
  • In addition to the lectures, skills practice will provide hands-on training on how to use flash cards and how to teach effectively with the Model Action Talk (MAT) METHOD.
  • The course is conducted in English, however bilingual course handouts will be provided.

Course Structure

The course comprises twelve modules over six workshops with a lecture and a skills practice module for each workshop. The course is offered over a summer session and an autumn session. Participants can choose to attend the workshops in the order that best fits their schedule. However, participants must complete the full program within two consecutive sessions in order to qualify for the certificates. As proof of attendance, participants will receive a stamp card that will be stamped at the completion of each workshop.

Certificate of Completion

Those participants that attend all twelve modules and complete a final self-assessment component are eligible to receive a Certificate of Completion from Oxford University Press and from the IIEEC Teacher Training Center.

Course Schedule

  • Registration starts at 9:00 
  • Orientation 9:50 – 10:00
  • Workshop (morning) 10:00 – 12:30
  • Lunch break 12:30 – 13:30
  • Workshop (afternoon) 13:30 – 16:00

Location

Tokyo-Convention Hall AP Hamamatsucho, B1
C Room (5/19, 6/9, 9/8, 10/20)
O Room (6/30, 9/29)
B1 Shiba Park Bldg. B,
2-4-1 Shibakoen, Minato-Ku, Tokyo

Access
(More details available on the AP website)
  • Approx.. 7 min. walk from JR Yamanote/Keihin Tohoku Lines Hamamatsucho Sta. North Exit
  • Approx.. 3 min. walk from Toei Subway Asakusa/Oedo Lines Daimon Sta. Exit A6
  • Approx.. 3 min. walk from Toei Subway Mita Line Shibakoen Sta. Exit A3
  • Approx.. 7 min. walk from Monorail Hamamatsucho Sta.
  • ※10% discount on books purchased or ordered on workshop days.
  • ※Due to an unreliable telephone signal at the venue, please note that while the bookseller would like to accept credit cards, the signal might not always allow this to happen smoothly. Please bring cash if you would like to make book purchases or orders on the day.
  • ※We recommend that you bring lunch to this workshop.

How to Apply

  • Please fill out the pre-registration form. You can apply through this form until right before the workshop, but please remember that spaces are limited so apply early to avoid disappointment.
  • It is not necessary to apply for all of the workshops together. However all of the workshops should be completed within 2 consecutive sessions in order to qualify for the certificates. (i.e. It is possible to apply for Workshop 1, 2 and 3 first in Summer and then Workshop 4, 5 and 6 in the next Autumn session).
  • Once the application has been received, the IIEEC Teacher Training Center (rsvp_iieec_cp.2004@iieec.com) will contact the applicant and confirm availability for the requested workshop(s) by email (or fax). Please add rsvp_iieec_cp.2004@iieec.com to your address book in order to receive our emails successfully. Allow 5 working days for a reply.
  • If you don't receive a confirmation email after 5 working days of your application, please check your SPAM folder to make sure it didn't end up there by accident. If you don't find it there, please contact the IIEEC Teacher Training Center (E-mail: rsvp_iieec_cp.2004@iieec.com / Fax: 03-3304-4223).
  • In case of cancellation, please contact the IIEEC Teacher Training Center (E-mail: rsvp_iieec_cp.2004@iieec.com / Fax: 03-3304-4223).

Course Fees / Materials

The cost for each workshop (2 modules) is ¥5,000* (after tax). This price includes a set of course handouts in English and Japanese for that particular workshop. Payment for workshops is on a ‘pay as you go’ basis with payment to be made on the day in cash. (Please prepare the exact amount in advance.)

When participants attend their first workshop they will also receive:

  • a stamp card to record the workshops they have attended
  • a set of 12 flashcards
  • a folder to file course handouts

Workshops

Workshop 1 (Details)

Fundamentals of teaching: The Model Action Talk (MAT) METHOD
・Module 1 - Lecture
・Module 2 - Skills Practice

Summer Session

Autumn Session

Workshop 2 (Details)

Activating the right and the left sides of the brain
・Module 3 – Lecture
・Module 4 – Skills Practice

Summer Session

Autumn Session

Workshop 3 (Details)

Know yourself, know your students
・Module 5 – Lecture
・Module 6 – Skills Practice

Summer Session

Autumn Session

Workshop 4 (Details)

Getting maximum results in reading while speaking
・Module 7 – Lecture
・Module 8 – Skills Practice

Summer Session

Autumn Session

Workshop 5 (Details)

Classroom management and lesson planning
・Module 9 – Lecture
・Module 10 – Skills Practice

Summer Session

Autumn Session

Workshop 6 (Details)

Using activities effectively
・Module 11 – Lecture
・Module 12 – Skills Practice

Summer Session

Autumn Session

Teacher's Comment

Ritsuko Nakata

This will be our fifteenth year of presenting the popular Certificate Program with Oxford University Press. I am delighted that Royal Books will join us to offer all the participants a generous discount on materials.

My trainers and I have worked hard to give teachers a good background in teaching through lectures and a skills practicum which will provide teachers with unique and fun techniques for using visual aids. We will also cover the importance of reading for young children and show how to get students to read without "pain", as well as teaching tenses and other aspects of teaching that teachers have trouble with. We hope to solve many of your teaching problems!

Come and join our Certificate Program and get TWO certificates, one from Oxford University Press and the other from my organization, the IIEEC Teacher Training Center. See you soon!

Ritsuko NakataIIEEC Teacher Training Center

Comments from former participants of the program

Workshop 1
  • “The MAT METHOD has changed my mind setting and I realized that it is the ultimate tool to get a quick and certain result for students’ dreams. It gave me more confident as a teacher to support my students. The method is very logical and makes sense to me. I’m very excited how my students and I’m going to be changed by the MAT METHOD.”

    (K.K., 2018)
  • “The MAT METHOD truly had immediate feedback of the four skills and also increased class participation. The students understand better and have more confidence in speaking in English. They had good behavior in the class, too. The most important thing is they enjoy learning English.”

    (H.C., 2018)
Workshop 2
  • “When I look at why the MAT METHOD is effective, everything seems to be logical and systematic. Knowing that children are right brain dominant was important to me. As I learned the more about it, the more I get convinced. It really is an effective way of teaching English in an EFL environment like Japan.”

    (A.L., 2018)
  • “This workshop was interesting. Before using the MAT METHOD, I always tried to find the better way for my students. But it did not go well for every student. But with 6-second DRILL, my students are more eager to speak, and they speak faster and natural English. They remember things better now. Using the gesture is important for the students. They speak not just a noun or a verb but a full sentence. I even speak less than 20% of the class time.”

    (Y.K., 2018)
Workshop 3
  • “In my opinion, understanding Multiple Intelligences is a necessary part of teaching. However, many teachers including my past self, fail to recognize that students learn in different ways. Without this workshop, I would have totally forgotten to take my students’ MIs (Multiple Intelligences) and would have just probably continued to teach based on my own strengths and preferences.”

    (A.L., 2018)
  • “After realizing the importance of lesson preparation to reach every student, I started identifying my student's categorization to reach them better. I organized few mock activities to understand their comfort levels: telling stories, counting games, coloring, gestures, rhythms, diary, etc. It has been a great opportunity to identify each kid's strength and weakness. It helped me to understand the kids' difficulties and to prepare myself how to teach in interesting ways.”

    (A.V.R., 2018)
Workshop 4
  • “I used to give them millions of examples in English and wasted their precious time just to make them understand one word “I like.” All I did was just to confuse them. Also, I was wrong that I underestimated the ability of young learners which they can enjoy making a sentence and even say a question! If I never knew about the MAT METHOD, I’m pretty sure that I would be a poor teacher and teach them less.”

    (K.K., 2018)
  • “The MAT METHOD really sets me from the limitation of the textbooks or workbook. I do not need to open the textbook at the beginning of the lesson. I show the pictures or the flash cards to teach them the key words first. The students understand the meaning very quickly. You could see that their eyes are shining and that they are getting more interested in what I am teaching.”

    (H.C., 2018)
Workshop 5
  • “As the lesson goes on, I remember to praise the students on what they specifically did that was good and they gain confidence in themselves. I love watching them build their own self-esteem as they learn because they end up wanting to learn more. I want my students to have intrinsic motivation.”

    (L.N., 2018)
  • “Without the MAT METHOD, I would have confused my students and took more time to make them get the he/ she and “s” concept. Even before that, I wouldn’t be teaching 3rd graders in elementary school the third person singular “s” to begin with. Thanks to the method, students learn and behave better and I praise them more and scold less.”

    (K.K., 2018)
Workshop 6
  • “After I learned the difference between a game and a learning activity, I totally changed my style of the games my students play during class. As a result, the opportunity that the students speak in English has been dramatically increasing.”

    (E.K., 2018)
  • “Based on the observation I made through my students, I strongly believe the immediate effect of the MAT METHOD. Although it requires teachers some time to get used to the flow, the results come out instantly. It would be very interesting to see how this technique works to adults.”

    (M.M., 2018)
  • “Not just how to do things, but why was explained well. So fun to take part in! Clear and easy to follow. I feel like I’ve learnt a lot.”

    (E.R., 2018)
  • “Role play is the "test" for us: I really realized it. When I tried role play for the first time, I noticed that my students' pronunciation and intonation were not good. That means I did not teach them well, because I believed that just saying was the most important. But it wasn't. Now, I've changed my mind. Students have to learn "Living English". When I taught the right intonation to ask back the same question, they seemed to enjoy practicing. They could answer back naturally. I am going to get them speak naturally, rhythmically and with good pronunciation.”

    (M.Y., 2018)

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