Members of ETJ

A message for members of ETJ

The ETJ Book Service <> is the key to ensuring that ETJ will be able to continue as a free association that supports English teachers around Japan. Anything you can do to help spread the word about the ETJ Book Service would be a great help.

For the first ten years of ETJ, the central administration and primary sponsorship was taken care of by my schools. Since I and my schools went bankrupt in 2010, I have been doing this personally, and have been very happy to do this. But, I am getting older and my ability to provide financial support for ETJ is not on the scale it was when I had schools. It is important now to try and build up a bit more of a structure that can support and sponsor ETJ which others can take over. This plan has some way to go, but I hope I have some way to go, too. Developing the ETJ Book Service is the key to making the plan work.

The ETJ Book Service receives a percentage when books from established publishers are sold through the site, but does not take any commission for materials published by ETJ members who are doing things completely independently. If you are interested in selling your self-developed materials through the site and don’t have a publisher or Japan distributor, please contact me. This is a free service, and I very much hope it will support as many teachers in Japan as possible.

Best wishes,

David Paul


ETJ Website

ETJ Expos

ETJ Regional Groups

ETJ Book Service

ETJ Members’ Materials

ETJ Job Service


TESOL (Young learners) Certificate Programs





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JALT2018 is approaching and here at JALT we are so excited and looking
forward to seeing many of you in Shizuoka next month.

This month’s announcements include:

1. JALT2018 Early Bird Registration Deadline: Tomorrow!
2. JALT2018 Full Schedule
3. Virtually Connecting Session at JALT2018
4. Graduate Student Showcase at JALT2018
5. Job Information Center at JALT2018
6. JALT Research Grant Proposal Extended Deadline: October 31st
7. JALT Publications Website Editor

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1. JALT2018 Early Bird Registration Deadline: Tomorrow!

The early bird registration ends on October 23rd(tomorrow). Please
visit this link for details:

If you have any questions about your registration, please contact the
JALT office via the site contact form and if you run into any
technical problems, please use the contact form to contact the website

Contact form:

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2. JALT2018 Full Schedule

JALT2018 Full Schedule is available at:

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3. Virtually Connecting Session at JALT2018

Can’t make it to JALT2018? Join us in a virtual conversation with two
of our plenary speakers Judith B. O’Loughlin (@judyoloughlin) and
Lindsay Clandfield (@lclandfield). Naomi Fujishima, Parisa Mehran
(@ParisaMehran), and Jason Wolfe (@jasondwolfe) will be onsite buddies
with virtual buddies Wendy Taleo (@wentale) and Laurent Carlier

Please check this link for more details:

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4. Graduate Student Showcase at JALT2018

The Graduate Student Showcase (GSS) has been a part of the annual JALT
International Conference since 2006 so 2018 marks its lucky 13th year.
This year more than 50 presenters from 13 institutions will join the
JALT International Conference in Shizuoka.

Read more at:

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5. Job Information Center at JALT2018

The JALT2018 Conference attracts the most qualified EFL teachers from
the finest academic institutions in Japan. Whether you are an educator
seeking to hire or an educator searching for a job, the Job
Information Center is the best place to meet and find common ground.

Read more at:

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6. JALT Research Grant Proposal Extended Deadline: October 31st

Each year, JALT awards up to three grants for a maximum of 100,000 yen
each for research on language teaching in Japan. The goal of the
grants is to support language teachers in their professional
development and to encourage teachers to engage in classroom-based
research. Winners of the grants receive funding before the start of
the following school year during which they conduct their studies,
provide quarterly reports, and receive guidance from the committee.
Following the completion of the research, winners are invited to give
presentations on their projects at the JALT international conference
and to publish a paper in The Language Teacher. Only JALT members who
have no outside funding sources to conduct research are eligible to
apply. The deadline for proposals for projects starting in the 2019
school year has been extended to October 31, 2018.


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7. JALT Publications Website Editor

The JALT Publications Board invites applications for the position of
Website Editor. For more information, please visit:

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Parisa Mehran
Director of Public Relations, JALT

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Hope to see you @ #JALT2018:
Join JALT:
LinkedIn Group:
LinkedIn Page:
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Trying to Lose Weight?

Advice of recent research in this fall’s Molecular Metabolism journal shows the appetite suppressing effects of the amino acids lysine and arginine. It was a study done in mice, but even if the effect does not translate fully in humans, it is still worth eating foods high in these amino acids: avocados, whole milk yogurt, lentils and almonds.

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Activities Ideas for Teen Classes


Activities Ideas for Teen Classes

 By Sophia McMillan

Cube Toss: In pairs learners are given a basic die template and asked to write their favourite: sport, movie, singer, food, drink, etc. Once their die has been constructed give each pair a standard die. Learners take it in turns to roll their die to decide the topic of conversation while their partner rolls the standard die to determine the number of questions they have to ask (e.g. if they roll a 3, they ask 3 questions). Learners take turn asking each other questions.


Word Halves: Choose some vocabulary to review. Write it out on bits of paper. Cut up the word into two halves and have learners match the word halves. Alternatively, these can be written on the board, drawn as accompanying pictures, and extended by getting them to make their own word halves.


Anagrams: Choose vocabulary to review and jumble up the letter order and in pairs learners race to spell the words correctly. 


Sentence Order Games: Choose a suitable dialogue. Write each sentence of the dialogue on a separate piece of paper. Have learners put the dialogue in the correct order. Listen to check. Role-play the dialogue etc.


Rub Out & Recall: Transfer a dialogue to the board and drill. Then rub out selected words/sentences systematically and have learners recall it from memory. Teens tend to like memory games and respond well to the challenge.


Happy Graph: Draw a graph on the board with days of the week, yesterday and today along the bottom and on the vertical axis draw three faces. A happy, neutral and sad face.Learners should plot how their week has been so far. Then use the graph as a basis for getting them to talk e.g. On Monday I was happy because I met my friends. I was not happy on Tuesday. I had a test etc.


Role-Plays: Learners are often more comfortable playing a role than themselves. Role-plays can be set up in groups i.e. half the learners are A and half B, then roles changed, then as above rub out and recall ete.


Harry Potter Game: Run and draw adjectives: big, small, pretty, ugly, old, fat and thin. Elicit some of the characters from a book/movie etc e.g. Harry Potter and write them on the left hand side of the board e.g. Hagrid, Hermione, Harry, Dumbledore, Dobby etc. Teach / elicit the following: hat, bird, broomstick, magic wand, glasses, cat, book, dragon etc. Next to each name elicit and board what each character has e.g. Harry has glasses, Hermione has a broomstick, Hagrid has a dragon, Dumbledore has a hat etc. Drill these sentences and then do the disappearing sentence game just leaving character names. Then you could do a ball toss i.e. T to S1 ‘Dumbledore’ S1 ‘Dumbledore has a hat.’ ‘Harry.’ and then S1 throws the ball to another etc. This can be adapted for a variety of characters or language points. 


Extension: Give the sentences on strips of paper and learners read and draw. They could also comment on whether or not they have the above items and perhaps make sentences about their family members, best friend etc.


Making Listening Fun: When doing a longish listening, have learners follow with their fingers as they listen. The teacher, in the manner of musical chairs, pauses the CD suddenly without warning. Learners call out the last word they heard before the CD was stopped. With higher levels they could predict the next word / phrase coming up.


Making Comics: Learners pick characters from Japanese manga/films etc (e.g. Naruto etc). They create profiles for these characters using common language. It is then possible to have them design a basic story involving the characters and make a page from the comic/film etc using only English. In reference to the text, learners can adapt the stories that are on the page i.e. Naruto and Anpanman arrange to go to the cinema to see a movie etc.


Alphabet Letter Removal Game: With two full sets of magnetic letters (or phonics cards) put one set on each side of the board, one per team. Decide on a category for each team and then give a 3 min time limit. Learners remove a letter for every word they can think of that starts with that letter. This can be done as a pair/group task then as a class learners give their answers. Picture dictionaries can be used if required. 


Gap Fills / Stories with Gaps: Generally speaking teens respond well to gap fills. They are controlled and they are familiar with the idea. Stories with gaps can work well as learners have some freedom in making a story their own.


Show & Tell: Learners bring something to talk about, a picture or object. Alternatively they could describe or talk about something they own. Encourage the class to ask follow up questions. This is a great way to get learners interested in using English in a meaningful and memorable way.


10 or 20 Questions: Think of a particular category e.g. animals. Then demo possible questions and answers e.g. Does it have four legs? Yes, it does. You can then show the learners that you were thinking of a particular animal (or had a specific animal flashcard). Once they understand they have to guess the animal or object put them in pairs and award points if they guess within the 10 question limit. It could be if they guess at the first question they get 10 points, and for each question asked they get 1 less point when they guess. 


Picture Dictation: Describe a picture. Learners listen and draw the picture. This works well with prepositions of place and could lend itself to a communicative information gap activity. Once learners have the idea they can describe pictures to each other. 


What are your favourite activities for teen classes?


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16th Autumn Workshop at Doshisha University

The 16th Annual Autumn Workshop for Teaching Oral Communication in Japan, will be held on Saturday, November 10th at Doshisha University in Kyoto.

Alma is proud to sponsor the Autumn Workshop. We are thankful for the support of the Kansai JALT chapters, who kindly helped promote the event. 

During this year’s workshop, we will cover: 

  • The effects of culture on language teaching, from the point of view of class management (Bruno Vannieu, Kobe University) and the pragmatics of conversation (John Campbell-Larsen, Kyoto Women’s University).
  • How to conduct speaking tests for lower-level oral communication classes (Jerry Talandis, University of Toyama; Paul Tanner, Shiga University).
  • How to adapt teaching materials to your teaching context (Cameron Romney, Doshisha University).
  • An alternative for motivated high school students to the “conversations about students’ real lives” strategy: training for various real-world interactions (Harmony Martin, Kyoto Tachibana High School).

In the morning, Bruno Vannieu will talk about the origins of the “Immediate Method” (IM), an innovative, Japan-based approach for managing oral communication classes, especially in large, low-level classes with poorly motivated students. In short, the IM prioritizes:

  • Immediately usable linguistic content so that students can quickly dive into oral practice;
  • A task-based approach to practicing new material in different ways, moving from highly scaffolded output to free conversation;
  • Conducting in-class testing on a regular basis, from the beginning of the course. Tests are a powerful motivator and can have a huge positive washback effect if handled properly.

The workshop program can be viewed here. 
You can register online here.

Best regards,
Kimie Inoue
Alma Publishing
アルマ出版 Alma Publishing
Tel: 075-203-4606 / Fax: 075-320-1721
602-8371 京都市上京区西町24-4 YOKAI SOHO 2
2F YOKAI SOHO 24-4 Nishi-machi, Kamigyo-ku, Kyoto 602-8371

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Hans Jansen Lecture on Formatting Games for Different Levels

On Sunday October 21, I will be doing two LMQ workshops at “ Education Day for ELT Teachers” in Shinjuku, Tokyo. (10:30 Room B and 14:00 Room E)

We will be focussing on adjusting the games to various level students. From very young learners up to the more advanced ones.

You will also learn how to make the best use of the Color Coded Cards, so you can get the most out of LMQ and therefor the most out of your students.

For more details check out this link and please spread the word if you can!

Looking forward to seeing you Sunday!

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Calling all Part-time University Teachers

To all uni part-timers who have been working at a university since 2013, take a look at this.

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ETJ News

ETJ-Kanagawa: The First Workshop

Sunday October 21

2:00 – 5:00



‘Activities to Create Friendly Classroom Communities’

Presenters: Sandra Wigmore, Florence Ito

If you would also like to give a short presentation, please reply to this email.

Register to Attend



Room 304, Kanagawa Kenmin Center Hall


2 Chome-24-2 Tsuruyachō, Kanagawa-ku, Yokohama-shi





¥500 ETJ members, ¥1,000 others

(Join ETJ for free at – ETJ is a free volunteer group that supports English teachers in Japan )


This is the first workshop of the ETJ-Kanagawa group.

Please help by telling your friends.

ETJ-Kanagawa Facebook Group


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The MIND Diet

The MIND diet is a diet designed to prevent cognitive decline, and is a combination of the Mediterranean diet and the DASH diet.

10 Foods to Eat on the MIND Diet

Here are the 10 foods the MIND diet encourages:

• Green, leafy vegetables: Aim for six or more servings per week. This includes kale, spinach, cooked greens and salads.

• All other vegetables: Try to eat another vegetable in addition to the green leafy vegetables at least once a day. It is best to choose non-starchy vegetables because they have a lot of nutrients with a low number of calories.

• Berries: Eat berries at least twice a week. Although the published research only includes strawberries, you should also consume other berries like blueberries, raspberries and blackberries for their antioxidant benefits (5, 6).

• Nuts: Try to get five servings of nuts or more each week. The creators of the MIND diet don’t specify what kind of nuts to consume, but it is probably best to vary the type of nuts you eat to obtain a variety of nutrients.

• Olive oil: Use olive oil as your main cooking oil. Check out this article for information about the safety of cooking with olive oil.

• Whole grains: Aim for at least three servings daily. Choose whole grains like oatmeal, quinoa, brown rice, whole-wheat pasta and 100% whole-wheat bread.

• Fish: Eat fish at least once a week. It is best to choose fatty fish like salmon, sardines, trout, tuna and mackerel for their high amounts of omega-3 fatty acids.

• Beans: Include beans in at least four meals every week. This includes all beans, lentils and soybeans.

• Poultry: Try to eat chicken or turkey at least twice a week. Note that fried chicken is not encouraged on the MIND diet.

• Wine: Aim for no more than one glass daily. Both red and white wine may benefit the brain. However, much research has focused on the red wine compound resveratrol, which may help protect against Alzheimer’s disease (7, 8).

If you are unable to consume the targeted amount of servings, don’t quit the MIND diet altogether. Research has shown that following the MIND diet even a moderate amount is associated with a reduced risk of Alzheimer’s disease (9).

When you’re following the diet, you can eat more than just these 10 foods. However, the more you stick to the diet, the better your results may be.

According to research, eating more of the 10 recommended foods and less of the foods to avoid has been associated with a lower risk of Alzheimer’s disease, and better brain function over time (9, 10).


The MIND diet encourages the consumption of all kinds of vegetables, berries, nuts, olive oil, whole grains, fish, beans, poultry and a moderate amount of wine.

5 Foods to Avoid on the MIND Diet

The MIND diet recommends limiting the following five foods:

• Butter and margarine: Try to eat less than 1 tablespoon (about 14 grams) daily. Instead, try using olive oil as your primary cooking fat, and dipping your bread in olive oil with herbs.

• Cheese: The MIND diet recommends limiting your cheese consumption to less than once per week.

• Red meat: Aim for no more than three servings each week. This includes all beef, pork, lamb and products made from these meats.

• Fried food: The MIND diet highly discourages fried food, especially the kind from fast-food restaurants. Limit your consumption to less than once per week.

• Pastries and sweets: This includes most of the processed junk food and desserts you can think of. Ice cream, cookies, brownies, snack cakes, donuts, candy and more. Try to limit these to no more than four times a week.


To The Machidanian

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“Be the Teacher! Inspiring students to find their own voice in English” ‪on October 13‬

Dear Educator,

National Geographic Learning is pleased to invite you to a professional development workshop –

“Be the Teacher! Inspiring students to find their own voice in English” on October 13.

Three professionals in the field of teaching junior and senior high school will present, followed by a panel discussion. It will be full of useful teaching ideas and is free to attend.

Please visit the website link below for more details and registration.


Date: October 13 (Saturday)

Time: 13:00 – 18:00

Place: Waseda University, Waseda Campus Building 8, 3F – Conference room 303/304/305


Tomoyuki Shibahara (Kanda University of International Studies) – (Presentation in Japanese)

Takao Yamamoto (Tokyo Metropolitan Musashi Junior High School) – (Presentation in Japanese)

Joseph Shaules (Juntendo University) – (Presentation in English)

Click here to download the event flyer for more information.

Please note that seats are limited – register in advance via the link below to avoid disappointment.


We look forward to seeing you there!

National Geographic Learning | Cengage Learning K.K.

National Geographic Learning | Cengage Learning K.K.

No 2 Funato Bldg. 5F, 1-11-11 Kudankita, Chiyoda-ku, Tokyo 102-0073

TEL: 03 3511 4392 | |

2018 ELT e-Catalog


Bringing the world to the classroom and the classroom to life

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