LivingInJapan AndTeaching WithIES

Transcription

Living In Japan
And Teaching
With IES
2014-2015
Table of Contents
Part 1: Snapshot of IES ..............................................................................................................................1
Part 2: Your Students ..................................................................................................................................2
 Public School Classes
 Corporate Classes
 Sample Teaching Schedules
Part 3: Qualifications Needed To Teach With IES ..................................................................5
Part 4: The Short/Long Term
Benefits Of Teaching At IES ..............................................................................................5
 Achieving Personal Satisfaction
 Future Career Opportunities
Part 5: IES Teaching Methodology:
Communicative Language Teaching ...............................................................................6
 Communicative Competence
 English for Specific Purposes
Part 6: IES General Business English Training Programs ..............................................7
 Basic International Communication Skills
 English Skills For Global Business
 Working With Overseas Partners
Part 7: FAQs About IES Learning Materials ...............................................................................9
Part 8: IES Learning Activities ......................................................................................................... 13






Dialogue Reading & Pronunciation Practice
Vocabulary Development & Exercises
Dialogue Comprehension Check
Culture Note & Check
Discussion Topics
Role-play Activities
Part 9: Understanding IES’ Role ...................................................................................................... 18









IES ‘Training Program Team’
IES Pre-class Briefings
Training Plans And Learning Materials
Class Observations By IES Instructor Trainers
Training Needs Analysis Form
IES Coordination Center
Personal Coordinator For Your Classes
Interim And Final Satisfaction Surveys
Student Evaluations
Living In Japan And Teaching With IES
Website: http://www.iesnet.co.jp/english/
Part 10: IES Teacher Training .......................................................................................................... 23
Part 11: Getting Started In Japan ................................................................................................ 24






Acquiring Your Work Visa
Joining The National Health Care Plan/Reimbursement For Medical Insurance
Finding A Place To Live/Help With Housing
More On Settling In Your Residence
Initial Mail/Packages From The US & Elsewhere
‘Sayonara Sales’, Recycle And 100 Yen Shops
Part 12: What IES Offers ....................................................................................................................... 30






Compensation & Lower Income Tax Rates
Additional Opportunities
Reimbursement For Travel By Public Transportation
Paid Vacation And Sick Days
Providing A Supportive Environment
Sightseeing In Japan and Traveling In Asia
Part 1
Snapshot of IES
IES (an acronym for International Education Services) is a Japanese
corporation founded in 1969 in midtown Tokyo with a branch office in the
center of Osaka. Our office in Tokyo is located between Shibuya and
Ebisu, two of the trendiest areas.
IES management has been guided since its beginning by both Japanese
and Western management policies and practices. IES management
makes a continuing effort to provide a supportive workplace that
considers the welfare of its employees and students in a complex
multi-cultural environment. Feedback from employees and students is encouraged so that
problems, whenever they are identified, can be reviewed and resolved.
Since starting in 1969, our instructors have taught hundreds of
thousands of Japanese students at over 5,000 corporations,
governmental offices, non-profits, universities, high schools, junior highs,
and elementary schools throughout Japan.
IES currently employs over 150 full-time and part-time instructors
representing a number of nationalities. While English is the pre-dominant
language, our instructors also teach Chinese and numerous other
languages for Japanese who are being deployed overseas by their
employers.
Our senior management team consists of Japanese, American, and
British employees who have been working closely together for IES for
over 30 years, as well as 40 bilingual Japanese administrative staff.
While the introduction of new technologies is an ongoing requirement
and we are constantly investing in the latest software and hardware,
IES management also recognizes that our employees are clearly what
has made IES a successful organization.
IES Office, Tokyo
Many of the texts and other learning materials that are used in IES classrooms have been
developed by our instructors. We also use selected texts and learning materials from leading
publishers. In addition to offering our own learning materials, we also develop customized
texts based on requests from our clients.
1
Part 2
Your Students
a) Public School Classes
Your teaching assignments with IES will depend on the current openings available.
Most instructors will be assigned to teach Japanese students in
elementary, junior high and high school classes. In addition, you may
be assigned to teach English to Japanese employees in corporations
or governmental agencies. Your students at elementary schools,
junior high and high schools are very eager to learn English. You may
very likely be the first non-Japanese person they have ever spoken
to. The schools we currently teach are located in and around Tokyo
and Osaka.
ALT is an acronym for Assistant Language Teacher. The fundamental
role of an ALT is to assist the Japanese teacher in the classroom during
language lessons. ALT’s are assigned to elementary, junior high or high
schools with student ages ranging from 6 to 18 years old.
Elementary school English lessons generally involve music, games, and
activites that get the children to communicate as much as possible while
motivating and energizing them to want to study English more. The
lesson plans and materials have been prepared for the ALT.
Junior high and high schools use an interactive communication
approach when the ALT is in the school. Generally the lessons are
designed around games and activities that allow students and teachers
to easily communicate with eath other.
A common daily school schedule starts at 8:30AM and ends at 4:00PM, although these times
will vary depending on the school’s needs and the associated board of education’s requirements.
TIME
8:30
8:50 - 9:35
9:40 - 10:25
10:25 - 10:45
10:45 - 11:30
11:35 - 12:20
12:20 – 14:00
14:00 – 14:45
14:45 – 16:00
LESSON
ARRIVE
LESSON 1
LESSON 2
BREAK
PLANNING PERIOD
LESSON 3
LUNCH (CLEANING)
LESSON 4
PLANNING PERIOD
GRADE/CLASS
Teachers Meeting
5-1
5-2
STUDENT RECESS
NO CLASS
6-1
6-2
NO CLASS
2
A typical day at school for an ALT starts with a short meeting with the teachers in the morning
to discuss that day’s lesson plans and make any necessary modifications. In the classroom,
schools tend to use a team-teaching approach utilizing the background of both the Japanese
English teacher and the ALT. As with the Japanese teachers, ALT’s will have some free-time
at school for preparing for future lessons and even time for small chit-chat with other
Japanese teachers and staff.
b) Corporate Classes
Instructors will also be assigned to teach at major Japanese
corporations such as leading companies in the Mitsubishi, Sumitomo,
and Mitsui groups, as well as independent companies like Toshiba,
Bridgestone, Toyota and others. Our instructors also teach at
government agencies and at the subsidiaries of multi-national
corporations in Japan.
In corporate classes, your students may be senior executives that have
returned to Japan after working for several years in cities like London,
Frankfurt, New York, or San Francisco. Young diplomats from the
Gaimusho (Foreign Affairs Ministry) wishing to raise their English to a
level acceptable for assignment to Japanese embassies around the
world could also be your students. Managers in Japanese corporations, planning a trip to
places like Europe or Southeast Asia, or recent college graduates known as ‘freshmen’ that
have just joined their employer may be members of your class. IES has corporate clients
across the entire spectrum of industry.
Your students at governmental agencies will be from such organizations
as the Ministry of Finance, Ministry of Land, Infrastructure and
Transport, Ministry of Internal Affairs And Communications, Tokyo
Metropolitan Government, Tokyo Taxation Bureau etc.
Depending on the time of year and the current openings available, your weekly teaching
schedules could look like one of the two following samples:
Sample Weekly Teaching Schedule A (Public School & Corporate Classes)
Monday
Tuesday
Wednesday
Thursday
Friday
School
A
School
B
School
A
School
B
School
C
8:30
12:00
13:00
15:00
16:00
18:00
20:00
Company
A
Company
B
Company
C
Company
A
3
Company
C
Sample Weekly Teaching Schedule B (‘Regular’ Corporate Classes)
Monday
8:00
10:00
Company
A
Tuesday
Company
B
Wednesday
Company
A
Thursday
Company
B
Friday
Company
C
12:00
13:00
15:00
Government
Agency
A
Government
Ministry
B
Government
Agency
A
Government
Ministry
B
16:00
18:00
20:00
Company
D
Company
E
Company
D
Company
E
Company
F
Throughout the year, our clients also ask us to conduct ‘intensive’ training. For intensive
classes, you will often spend all day teaching the same class of students, often from 9:00am
to 5:00pm for two, three, five or even ten days. A sample intensive schedule is provided
below:
Sample Schedule (‘Intensive’ Corporate Class)
Day 1
9:00
AM
12:00
Day 2
Day 3
Day 4
Day 5
English For Business Communication
Business
Socializing
Business
Socializing
Unit 1
Building A
Relationship
Unit 2
Culture And
Entertainment
Business
Telephoning
Unit 3
Could I Leave
A Message?
Business
Telephoning
Business
Presentations
Unit 5
Unfortunately
There’s A Problem…
Unit 6
Planning And
Getting Started
LUNCH
13:00
PM
Unit 2
Culture And
Entertainment
Unit 3
Could I Leave
A Message?
Unit 4
Good To Hear
From You Again!
Unit 5
Unfortunately
There’s A Problem…
Unit 7
Image, Impact &
Making An
Impression
15:00
17:00
Cross Cultural
Workshop
Cross Cultural
Workshop
Telephoning
Role-Plays
Cross Cultural
Workshop
Presentation
Practice #1
Day 6
Day 7
Day 8
Day 9
Day 10
9:00
AM
12:00
Business
Presentations
Business
Meetings
Business
Meetings
Business
Negotiations
Business
Negotiations
Unit 8
The Middle Of
The Presentation
Unit 10
Making Meetings
Effective
Unit 11
Sorry To Interrupt,
But …
Unit 13
Know What
You Want
Unit 15
Not Getting What
You Don’t Want
LUNCH
13:00
PM
Unit 9
The End Is Near/
This Is The End
Cross Cultural
Workshop
Unit 12
What Do You
Mean, By …..?
Unit 14
Getting What
You Can
Unit 15
Not Getting What
You Don’t Want
Meetings
Role-Plays
Negotiation
Role-Plays
Negotiation
Role-Plays
15:00
17:00
Presentation
Practice #2
Meetings
Role-Plays
4
Part 3
Qualifications Needed To Teach With IES
All our instructors have a B.A., B.S., or Master’s degree. A few have MBAs
and Ph.Ds. For a number of corporations, IES instructors are working in
offices, laboratories, and factories alongside the regular Japanese
employees to provide assistance with their business related linguistic
problems and assist them in completing their on-the-job activities.
Teaching credentials or classroom experience, while always helpful and a factor in selection,
are not the only prerequisites for employment with IES. Applicants will be evaluated on the
strength of their academic background, professional experience and personality. IES
deliberately employs individuals from a wide range of professional fields. No knowledge of
Japanese is required. Only English is used for classroom instruction. IES is an equal
opportunity employer.
Part 4
The Short Term/Long Term
Benefits Of Teaching With IES
Achieving Personal Satisfaction
Helping others to learn is one of the most satisfying activities in which any
individual can participate. During your employment with IES, you will have
the opportunity to help several hundred Japanese students communicate
more effectively in English. They will remember you long after you have
taught them.
Future Career Opportunities
For instructors with professional backgrounds interested in careers in global business,
employment with IES will pay back great dividends when seeking future employment.
Relatively few Western professionals have lived and worked in Japan for an extended period
of time, nor had the opportunity to learn how the Japanese conduct business. IES teaching
experience will give your resume added impact from the point of view of prospective
employers especially in the ever-growing number of subsidiaries of Japanese corporations
with operations in the US, the UK, and Europe. Teaching experience in Japan with IES will,
therefore, be a definite plus in singling you out when you apply for a position.
For instructors teaching elementary, junior high, high school, and
university classes, your experience in Japan will always be a definite
plus in applying for a teaching position in the US, UK, or elsewhere in
the world.
5
Part 5
IES Teaching Methodology:
Communicative Language Teaching
Since its founding, IES has embraced the Communicative Approach to
Language Teaching (CLT) as the foundation for developing all its learning
materials and in-class learning activities for corporate classes.
Historically speaking, in the 1970s, a reaction to traditional language teaching approaches
began and soon spread around the world as more traditional teaching methods such as
Audiolingualism and Situational Language Teaching were seen as comparatively ineffective.
While grammatical competence was needed to produce grammatically correct sentences,
attention quickly shifted to the knowledge and skills needed to use grammar and other
aspects of language appropriately for different communicative purposes such as making
requests, giving advice, making suggestions, describing wishes and needs, etc.
IES firmly believes that Japanese executives need communicative competence to use English
effectively when conducting global business.
Communicative competence includes the following two key aspects of language knowledge:
① Knowing how to use language for a range of different purposes and functions.
② Knowing how to vary the use of language according to the setting and participants
(e.g. knowing when to use formal and informal speech).
Using the CLT approach as our bedrock, all IES training programs, texts, and in-class learning
activities include some or all of the following elements of communicative competence:
 As detailed a consideration as possible of the purpose for which our students wish to
acquire English. For example, using English for business purposes, using English to
communicate with other engineers, using English for industry-specific global purposes.
 Some idea of the setting in which our students will want to use English. For example in
an office, on the factory floor, in the research laboratory, in industry-specific global
meetings and negotiations.
 The socially defined role that our students will use English. For example as a business
traveler, as a salesperson, talking to clients, as an engineering expert.
 The communicative events in which our students will participate. For example travel
situations, office communication, taking part in meetings, discussing industry-specific
issues.
 The language functions involved in those events. For example, making introductions,
giving explanations, describing plans, etc.
6
 The notions or concepts involved. For example, business concepts, engineering
concepts, industry-specific concepts.
 The skills required to participate effectively in communicative events. For example, giving
an effective business presentation, participating effectively in business meetings, using
persuasion during negotiations.
 The grammatical content that will be needed.
 The lexical content or vocabulary that will be needed.
English for Specific Purposes: IES also recognizes that many of our students need English
in very specific occupational settings. We realize that for these students, it will be more
efficient for them to study the specific kinds of English and communicative skills needed for
particular roles (e.g. in general management, engineering, project management, market
research, procurement, outsourcing, accounting, corporate finance, and many others). IES
has therefore developed many learning materials that specifically address our students’ needs
for English for Specific Purposes.
Part 6
IES General Business English Training Programs
Using the CLT approach, IES has developed two types of training programs for Japanese
executives wishing to improve their general business English fluency.
 ‘English Skills For Global Business’ Series (Functions)
 ‘English Skills For Global Business’ Workbooks (Notions)
 ‘Working With Overseas Partners’ Series
(English for Specific Purposes)
‘English Skills For Global Business’Series
STEP ❶
Main Dialogue
STEP ❷
Key Expression
Study
English Skills
For Global
Business
STEP ❺
Cultural Note
STEP ❸
Grammar
Focus
STEP ❹
Vocabulary
Development
A ‘one-stop’ level-up Business English Training series specifically created for Japanese
executives, using language functions from the CLT approach for teaching English.
7
Examples of functions covered in this series include making introductions, making requests
and asking for assistance, asking questions, thanking someone, asking permission, making
appointments, opening conversations, expressing likes and dislikes, expressing feelings and
emotions, expressing preferences, expressing satisfaction and dissatisfaction and many
more.
Nine texts, each requiring 20-30 hours of in-class study provide students with the basic,
pre-intermediate, intermediate and advanced functions they need to converse easily with
native English speakers about a variety of business topics.
IES’ six-step teaching method for this series is summarized below.
STEP ❹ Vocabulary Development
STEP ❶ Main Dialogue
Dialogues allow students to see the key
vocabulary, phrases and sentences being
used in as ‘natural’ a situation as possible.
Vocabulary Development provides students with
an explanation and examples of what nonJapanese usually understand concerning the
meaning/use of a particular word, phrase or idiom.
STEP ❷ Key Expression Study
STEP ❺ Cultural Note
Key Expression Study gives students very
focused practice on using some of the key
vocabulary and expressions in different
business situations.
Culture Notes consist of short passages about
language, cultural differences in Englishspeaking countries or business cultures, along
with detailed Culture Check Questions.
STEP ❻ Role Play Activities
STEP ❸ Grammar Focus
Role-play Activities give students the
opportunity to perform language functions,
using the English they have studied in the Key
Expression Study and Main Dialogue.
The Grammar Focus identifies one basic
area of grammar with explanations,
examples
and
Grammar
Practice
Exercises to test student understanding.
‘English Skills For Global Business’ Workbooks
These workbooks have been specifically designed by IES
using notions from the CLT approach for students with
basic English fluencies. Using the five-step teaching method
depicted below, these workbooks introduce essential
vocabulary, key phrases, and simple practice exercises for a
variety of topics essential for daily conversation. There are
three texts in this series which cover the following:
Book One
Explanation
５
Talking About Yourself
Understanding Numbers in English
Numbers in Daily Conversation
Times, Dates, Seasons & Weather
Asking Questions of Time & Distance
Home & Neighborhood
1
Problem
Solving
4
４
Basic
International
Communication
Skills
Vocabulary
2
３
Discussion
Topics
8
Key
Expression
Study
Book Two
Family and Friends
Introductory Social Relations
Basic Social Relations
Going Somewhere Easily
Measurements
Foods
Book Three
Shops and Services
Enjoying Yourself
Overseas Travel
Going Sightseeing
Medical Assistance
Company, Jobs, Products
‘Working With Overseas Partners’ Series
For our students with intermediate and advanced fluencies who need English for more
specific business purposes, IES has developed our ‘Working with Overseas Partners’ series.
This series has six texts covering a variety of different business themes and settings.
Part 7
FAQs About IES Learning Materials
Why does IES develop its own learning materials?
With the globalization of Japanese companies, the need for ‘English for Specific Purpose’
training programs is becoming increasingly diversified. Many of these training needs are
currently not being met by other commercially available publications.
Who decides what learning materials IES develops?
IES has been developing unique learning materials for more than 45 years.
All IES learning materials have been developed based on either specific
requests from our clients or changes in management thinking and practice in
North America and Europe.
9
What unique business subjects does IES currently offer?
IES currently offers more than 80 different business subjects to meet the needs of Japanese
company employees who are:






Working in specific industries.
Working in specific departments.
Working in general management capacities overseas.
Working in specific management capacities overseas.
Working in a global project team or with global counterparts.
Working to improve their overall business English fluency.
How do IES learning materials differ from published texts?
IES materials have been specifically developed to meet the needs of Japanese
executives. Commercially available English textbooks are usually developed
for a much broader market and often ignore the specific cultural and linguistic
problems particular to Japanese executives studying business English.
Who develops IES learning materials?
IES learning materials have all been developed by our Learning Materials Development Team.
Participants in each multinational team are deliberately selected to represent and provide
perspectives on:





The needs of clients.
The background/work experience of IES authors.
The expectations of our students.
The background/work experience of our instructors.
The CLT teaching approach preferred by IES.
How long does it take to study IES materials?
Depending on the fluency level of the students, IES texts have been developed so that each
can be covered in 40 – 60 hours. This deliberately matches recent trends in the lengths of
courses and associated budgets available from Japanese corporate training departments.
What English fluency levels are required to study with IES?
IES materials cover the whole range of English fluencies from basic through advanced. For
texts developed on specific subjects, due to the complexity of the concepts and specialized
vocabulary used in these texts, IES asks that students have attained an intermediate level of
English fluency.
What typical learning activities are included in IES materials?
The communicative language teaching approach requires text learning activities that focus on
the following:
10
 Making real communication the focus of language learning.
 Providing opportunities for students to experiment and try out what they know.
 Being tolerant of students’ errors as they indicate that students are building up their
communicative competencies.
 Providing opportunities for students to develop both accuracy and fluency.
 Linking the different skills such as speaking, listening and reading together, since
they usually occur together in the real world.
 Letting students induce or discover grammar rules.
IES has therefore developed a standardized format for developing all its texts. Depending on
the targeted fluency, IES texts contain the following learning activities:









Background Situations
Main Dialogues
Key Expression Study (basic fluency texts only)
Vocabulary Development
Vocabulary Exercises
Cultural Notes
Discussion Topics
Why use ‘Background Situations’ at the start of each lesson?
Background Situations provide the students with an insight into the type of situations overseas
they might encounter or be asked to participate in through the lesson dialogue that follows. All
background situations use a business context.
Why use a ‘Dialogue Approach’?
IES believes that Japanese executives need
to see the key vocabulary, phrases and
sentences being used in as ‘natural’ a
situation as possible. Our dialogues try to reproduce typical conversations and discussions
during meetings that students might easily encounter when they are conducting global
business.
Why use ‘Sub-Headings’ in the dialogues?
Using sub-headings helps students to focus on some of the key ideas (notions) and
associated language (functions and vocabulary) related to the sub-topics that make up an
overall lesson theme. IES teaching methodology is then applied to each of these
sub-headings which helps to provide a wider variety of learning activities for our students.
11
Why include a ‘Dialogue Comprehension Check’?
The Dialogue Comprehension Check helps
both students and their instructor to review
the key concepts, ideas and details explained
in the dialogue.
Why is ‘Vocabulary Development’ important?
Vocabulary Development is composed of
definitions and example sentences. The
definition provides students with an
explanation of what non-Japanese usually
understand concerning the meaning of a particular word or phrase/idiom, etc. The sample
sentences help students understand how the word is typically used by non-Japanese.
Why are ‘Vocabulary Exercises’ necessary?
Vocabulary Exercises help students to check
that they have correctly understood the key
vocabulary used in the main dialogue.
Why include ‘Key Expression Practice’ in basic texts?
Although many Japanese executives often know the meaning of business English vocabulary,
they often find difficulty using it correctly in sentences. Key Expression Practice gives students
very focused practice on using some of the key vocabulary and expressions in the dialogues.
Why is the purpose of ‘Discussion Topics’?
Discussion Topics give students the
opportunity to talk about a number of
management topics based on their work
experience with both their instructor and fellow classmates. Discussion Topics also allow
students to better relate what they have learned to their daily business life and to compare
and contrast differences between Western and Japanese ways of thinking.
Why include ‘Cultural Notes’?
Business theory and practice are closely
linked to culture. Since Japanese culture and
‘way of thinking’ is often very different from
western culture, it is important that these
cultural differences are not only pointed out to students, but also that students understand
how different ways of thinking may result in different ways of behaving.
12
Why are ‘Role-playing Activities’ important?
Role Play Activities provide students with the
opportunity to practice what they have learned
in each lesson using scenarios that are
directly related to their work.
Why does the number of learning activities vary?
Just as articles in a newspaper are of a different length because each subject varies in terms
of the concepts being studied, the complexity of the ideas, the sequence of events, and the
people involved etc., the length of IES dialogues and the number of learning activities vary
accordingly.
Part 8
IES Learning Activities
The IES ‘Targeted Discussion Method’ has been developed to match the
objectives of the CLT approach and the resulting format of IES texts.
Each of the six steps in the Targeted Discussion Method helps reinforce
understanding and provides our students with opportunities for further
expression and discussion.
Most activities can be used on each sub-heading in the dialogue. Some activities can only be
used on the lesson/text as a whole. Activities are selected by each instructor based on the
fluency levels of individual classes, the backgrounds of students, and the specific goals for
each class.
The six steps in the IES ‘Targeted Discussion Method’ are:
Dialogue Reading
Pronunciation Practice
Vocabulary Development
Cultural Note
Culture Check
Discussion Topics
13
Dialogue Reading &
Pronunciation Practice
 Students are initially asked to read the dialogue aloud based on ‘manageable’ portions
(usually under each sub-heading) of the dialogue. Reading aloud is conducted by
either assigning ‘roles’ to selected students based on the characters in the dialogue (or
‘clockwise’/’counter-clockwise’ around the class).
 During or after reading, you will lead a pronunciation and intonation check.
Pronunciation and intonation mistakes must be corrected tactfully and frequently. You
will focus in particular on the correct pronunciation of theme-related vocabulary and
phrases in each lesson.
Vocabulary Development &
There are two types of vocabulary in the dialogues that may be unfamiliar to your students:
Targeted Vocabulary is directly related to lesson themes. These are highlighted in bold
throughout each dialogue.
 After students have completed the reading of each sub-topic, you will direct students
to the Vocabulary Development Section of the text where simple definitions of targeted
vocabulary have been provided and example sentences given.
 Individual students are then asked to read the definition of the targeted vocabulary and
other students to read the examples. Students are then asked to make up their own
sentences using these targeted words. You will write these targeted sentences on the
whiteboard and correct them where necessary.
 After reading the dialogue completely and studying the vocabulary in the Vocabulary
Development Section, you will move on to the Vocabulary Exercises Section,
conducting it as an independent activity.
 You will ask one student to chose an exercise sentence, read it aloud and then ask
another student to choose the correct word from the vocabulary in the ‘vocabulary
box’.
 If the student selects the right answer, you must confirm that his/her answer is right
and then ask that student to choose another exercise sentence, read it aloud and then
ask another student to provide the correct answer. You need only intervene if the
student either chooses an incorrect answer or the wrong form of the correct answer.
Miscellaneous Vocabulary in the dialogue that students may not know.
14
 Students are also asked to highlight other vocabulary (not in bold) in the dialogues that
they do not recognize. You then ask students questions about ideas for possible
meanings. You will give and write either explanations or antonyms and synonyms on
the whiteboard. You must also provide examples of vocabulary usage in sample
sentences (usage recognition).
 You must select and then double-check other non-bolded vocabulary in the dialogue
using the same approach. Students’ comprehension of both targeted vocabulary and
other more general vocabulary in the dialogue is always checked. You are trained to
avoid asking “What does XXXXX mean?”, instead first asking for synonyms and
antonyms.
 You are also trained to teach the meaning of vocabulary through sample sentences, as
students often know the meaning of lesson theme-related words, but cannot use them
correctly in English sentences. You must provide sample sentences on the whiteboard
and encourage students to do likewise. You are encouraged to always ask students to
use the whiteboard when they are giving additional explanations of diagrams and
illustrations, etc.
 For unfamiliar vocabulary, pattern practice is essential to increase student familiarity.
Pattern practice can take the form of substitution and transformation drills. Correct
vocabulary ‘usage’ is one of the principal objectives of IES English training programs.
Dialogue
Comprehension Check
After checking vocabulary, you must ask students to explain the key point(s) and sub-points
for each sub-heading in the dialogue.
Students are actively encouraged to ask each other questions. Student-Student rather than
Student-Instructor interaction increases participation.
You are trained to use the text based Dialogue Comprehension Check as an independent
activity.
 You will use the text-based comprehension questions to check students’
understanding of key vocabulary, main ideas/sub ideas, and other concepts in the
dialogue.
 You must insist that students answer comprehension questions in their own words,
rather than simply ‘reading’ the answer from the appropriate place in the dialogue.
Reiteration from the text may show that students are very good at word association,
but do not understand the meaning behind their answers.
 For certain questions, students are requested to list up all the factors connected to a
particular concept. It is unreasonable to ask one student to list up all the factors.
15
Students therefore work in teams on listing up factors. You will need to think of a
variety of approaches when conducting dialogue comprehension check questions so
that they remain interesting for the students.
Cultural Note & Culture Check
Many of the students enrolled in IES classes are experienced businessmen and have
probably already experienced or at least discussed cultural differences in detail in Japanese.
The main objective of the Cultural Note/Culture Check therefore is to get your students to
discuss in English about non-Japanese ways of thinking about these cultural issues and
consequently provide explanations in English about their counterparts in Japanese culture.
 You must prepare questions based on the content of the Cultural Note and then
brainstorm with students about answers and differences in Japanese/non-Japanese
ways of thinking about the associated issues. Sometimes students are asked to read
the Cultural Note as homework and prepare their own questions.
 Spontaneous discussion is a critical element when discussing cultural differences and
you will use a ‘leading’ questions approach to generate such discussions. The Culture
Check questions are usually answered using the same approach as Vocabulary
Exercises as previously described.
Targeted & Spontaneous
Discussion Topics
There are two types of discussion topics that arise when using IES texts, Targeted
Discussion Topics (provided in the Discussion Topics section of each text) and
Spontaneous Discussion Topics (usually that arise as students study the dialogue).
Targeted Discussion Topics
There are an enormous number of Targeted Discussion Topics provided in IES texts.
 It is impossible to cover all the Targeted Discussion Topics provided in each text so
you will need to be selective, choosing topics that you feel the students will be
interested in based on their backgrounds and work experience.
 The Targeted Discussion Topics nearly always focus on one of the main ideas in the
dialogue. The Targeted Discussion Topics provided are very detailed, containing a
number of ‘leading’ sub-questions to get your students to think in more detail about
what they are discussing. Student participation in Targeted Discussion Topics is
always much improved if they have time to prepare, so preparation for them is
therefore usually given as homework.
16
 A student or group of students (i.e. not the instructor) is usually asked to prepare an
introduction to the Targeted Discussion Topic. After the introduction, other students are
asked to ask questions and provide their own opinions. One of the students is usually
asked to be the Targeted Discussion Topic ‘moderator’. IES Instructors often use
Targeted Discussion Topics as a very exciting and dynamic way to start the lesson.
Spontaneous Discussion Topics
You will also be expected to initiate Spontaneous Discussion Topics on the main concept(s)
contained in each sub-heading.
 Spontaneous Discussion Topics help students better relate the general concepts
introduced in the dialogue to their specific work experience and daily jobs. Since
students often come from different departments and have different daily
responsibilities, they often find this exercise very rewarding. It gives them a chance to
learn and exchange ideas about diverse aspects of their company’s operations.
 Your role during Spontaneous Discussion Topics is to ask students ‘leading’ questions
to generate in-class discussion. Your questions must be phrased to get the students to
relate what they are studying in the text to their own domestic or international
experience and to use the whiteboard as much as possible to supplement their
answers.
 When students ask questions, you (even if you know the answer) must always ask
other students to reply first. If the students’ answers are inadequate, then you can add
the necessary details. Students can always provide answers that are more important
and pertinent to their job and company operations than instructors.
 Using this approach, students quickly understand that in Spontaneous Discussion
Topics, you are trying to maximize their participation and trying to relate the contents of
the text and the associated discussion to their daily work situations.
There are also numerous role-play activities in IES texts with very definite situations,
characters and themes. When conducting role-plays with students, you must keep the
following in mind:
 You need to check that students understand the background situation to the
role-play/the number of roles involved in the role-play. Students must be asked to take
specific roles in the role-play/the time available for the role-play. Students will also be
given ‘preparation time’ for the roles they will play in the role-play. This type of
preparation is often given as homework.
 Students must understand what aspects of their performance will be critiqued. During
the critique, student involvement is maximized by asking them to judge not only their
own performance but also the performances of their classmates.
17
 Many of the role-plays are based on meeting situations. You must therefore also
review phrases with students for participating effectively in meetings
Due to time limitations, you are often not able to apply all steps to each sub-heading in the
dialogues. You must therefore choose which steps are most applicable to each sub-heading
and also the fluency level of the students in the class.
Miscellaneous Comments
The IES Targeted Discussion Method is very flexible. For more advanced students, you are
advised not to follow the method chronologically. Except perhaps on the first day of class,
more advanced students could be asked as a first step to:
 Give a summary of the key points for each sub-heading/give a mini-presentation on
each sub-heading.
 If students are giving mini-presentations, instructors will provide short pointers/
feedback on certain aspects of their presentation performance.
You are encouraged to challenge more advanced students to the maximum of their potential.
You must ignore parts of the Targeted Discussion Method if you feel these activities would be
too easy for your students.
Part 9
Understanding IES’ Role
IES ‘Training Program Team’
The ‘Training Program Team’ for each of your classes is composed of five major departments
and includes the following members.
Curriculum
Developer
Class
Coordinator
Program
Director
Instructor
Trainer
Senior
Coordinator
Materials
Coordinator
Administrative
Director
Academic
Director
18
IES Pre-class Briefings
All IES instructors for any class that they teach are required to visit IES and meet with our
Training Program Team to discuss the details. Typical topics covered in Pre-class Briefings
include:











Client corporate overview
Client’s training strategy
Training objectives
Training plan
Main texts/sub texts
Supplementary texts
Any customization
Teaching methodology
Students’ English fluencies
Students’ backgrounds/work experience
Class scheduling
Training Plans And Learning Materials
For all corporate classes, a ‘main’ text will be selected and an overall training plan provided.
IES uses both its ‘own brand’ or selected published materials as main texts for each class.
Each lesson is a combination of sections from main text and supplementary materials. The
selection and use of supplementary materials is usually left up to the discretion and creativity
of each instructor.
Sample Training Plan
■ 1st Half Of Plan
■ 2nd Half Of Plan
19
20
Class Observations by IES Instructor Trainers
Class observations by IES instructor trainers are often
scheduled automatically with IES training programs, but
can also be specifically requested by training managers
or class leaders should they feel any unhappiness about
any aspect of our instructor’s in-class performance or
attitude.
Training Needs Analysis Form
For training programs where the training needs and
objectives have either not been decided by the
organization’s training department or have been left up to
the discretion of the students, IES has developed a
comprehensive Training Needs Analysis Form. This
analysis will be conducted before the start of the training
program (usually by email), the results of which are then
given to our Curriculum Development Team to develop a
training plan based on the wishes of the students.
IES Coordination Center
The IES Coordination Center provides logistical and administrative support to students and
instructors before, during, and after each training program. The Coordination Center is
responsible for:
 Client/student and instructor interfacing
 General program administration
 Fluency testing
 Scheduling control
 Attendance records
 Conducting initial and final satisfaction surveys
 Learning materials delivery
 Compiling students evaluations
 Student orientations on the training
programs’ objectives and logistics
 Other administrative support activities
Personal Coordinator For Each Of Your Classes
To help improve communication and to provide a more ‘personalized’ level
of service, each class is assigned a specific coordinator in our
Coordination Center who is responsible for looking after all the intimate
details related to that class’ training Coordinator Center, our students and
instructors need only ask for their own ‘class’ coordinator to receive value
added assistance.
21
Your class coordinator is there for you. Instructors are encouraged to contact their class
coordinator, at any time, if they would like to provide feedback or suggestions about any
training program. Your class coordinator will always appreciate any feedback you can provide
on:








Class atmosphere
Class attendance
Class scheduling
Class instructor
Class activities
Class learning materials
Class enjoyment
Class miscellaneous problems
Interim and Final Satisfaction Surveys
Two ‘Satisfaction Surveys’ (available on our website at www.iesnet.co.jp)
are automatically carried out during each training program. The Interim
Satisfaction Survey will be sent to all students approximately one third of
the way through the training program. The Final Satisfaction Survey will
be conducted after the training program is completed. Students are also
encouraged to contact the IES Coordination Center at any time during
each training program with their comments and suggestions. Some of the questions they will
be asked to grade in these satisfaction surveys are as follows:
Interim Satisfaction Survey
Sample questions from ISS are:




How satisfied are you with your training program?
How satisfied are you with your learning materials?
How satisfied are you with in-class activities?
How satisfied are you with your instructor’s
attitude/behavior?
 How satisfied are you with your instructor’s
performance? Etc.
Final Satisfaction Survey
Sample questions from the FSS are:
 How satisfied are you in the improvement of your
communication skills?




How satisfied were you with your training program?
How satisfied were you with your instructor?
How satisfied were you with your learning materials?
How satisfied were you with IES administration of the
program
 How satisfied were you with the scheduling of the
program? Etc.
22
Student Evaluations
At the end of each training program, IES provides a detailed evaluation of each student’s
attendance record, in-class-performance, progress and current English fluency. Types of
evaluations provided depend on the requests of individual clients, but always include a
Computerized Student Evaluation (completed by instructors) and sometimes written
comments.
In the Computerized Evaluation, you will evaluate each student’s ability in the following
categories:










Communicative style
Fluency
Pronunciation
Vocabulary
Grammar
Listening comprehension
Non-verbal communication
Overall progress
Needs to be improved
Advice for future study
Part 10
IES Teacher Training
Shortly after your arrive, you will receive a series of paid teacher training orientations to
prepare you to teach your Japanese students. You will also receive various manuals you can
use in your classroom and in planning your lessons. These manuals have been written by our
instructors and are continually updated. Your initial teacher training orientations will cover
everything you need to know about IES administrative and personnel policies. Subsequent
orientations will focus on the courses you will teach, teaching techniques, the texts and
learning materials available to you, student evaluation etc. All instructors joining IES must
complete our rigorous teaching training program. These teacher training orientations focus on
the following topics:
Settling In Ｏｒｉｅｎｔａｔｉｏｎ
The main objectives of the Settling-In Orientation are:
 To assist you with any immediate problems you may have in getting settled in
Tokyo/Osaka.
 To provide you with information and support in locating housing.
 To show/help you understand different kinds of shops and restaurants.
23
 To answer your questions about opening a bank account, transportation, finding
accommodation, social and cultural events, etc.
 To brief you on the basic Japanese needed to deal with the essentials of getting
around, paying for something, traveling around Tokyo/Osaka, etc.
Basic Teaching Orientations For Business Classes
The objectives of the Basic Teaching Orientations are:
 To acquaint you with basic techniques for teaching English effectively to Japanese
students.
 To familiarize you with IES as an organization, its policies and its practices.
Like your Settling-In Orientation, the first part of the Basic Teaching Orientation is held within
your first few days in Japan. A sample of typical topics covered in your basic teaching
orientations for business classes are:
Orientation 1: Overview of IES Operations And Teaching Corporate Classes
Part 1: Overview Of IES Orientations
History of IES, major training programs, typical class scheduling, types
of assignments, working with IES office staff, students expectations,
instructor pre-class briefings, etc.
Part 2: Teaching IES Corporate Classes
Characteristics of popular instructors, appraising your students,
correcting errors, interactive questioning techniques, maximizing
visualization, designing lesson plans, using main texts, voice/speech
modifications, types of supplementary materials, etc.
Orientation 2: Texts And Methodologies
Effective ESL teaching techniques, time management, using IES texts,
using published texts, fundamental classroom activities, popular
supplementary materials, homework assignments, etc.
Orientation 3: Administration And Evaluations
Key contacts, administrative issues, pre-class briefings, keeping
attendance, class schedule changes, payment forms, requesting
vacations, visas, evaluating students, etc.
24
Basic Teaching Orientations For School Classes
A series of orientations will also be provided to prepare you for your school classes. A sample
of typical topics covered in your ALT orientations are:








Improving Your Communication With Japanese Children
Teaching In Elementary School As An ALT
Elementary School Class Flow
Game & Activity Handbook For Elementary School ALTs
Introducing Music In The Classroom
Teaching In Junior High Schools As An ALT
Game & Activity Handbook For Junior High School ALTs
First Day At School
Specialized Orientations
Specialized orientations for instructors who will teach managerial, technical, engineering, and
pharmaceutical communication classes are also given. IES instructors with considerable
experience in teaching these courses give these specialized orientations. Specialized
orientations are given to instructors who will teach the following:
1.
2.
3.
4.
5.
TOEIC/TOEFL Assignments
Business Skills Assignments
Technical Assignments
Pharmaceutical Assignments
Customized Assignments
Observing Your Teaching After Orientations
Your teaching may be observed periodically after you complete your Basic Teaching
Orientations. You may be observed by IES management, teacher trainers, sales planners,
and coordinators. Discussions between your students/IES staff may also be held at this time.
These observations and discussions are held to ensure that course objectives are being
achieved and that students are satisfied with all aspects of their training. For most
assignments, observations by IES staff members are contractually required.
You may also be observed by one or more senior managers from your students’ company.
These managers are observing to judge for themselves the quality and effectiveness of the
training. In a number of IES classes, students are taken off their jobs for their training. The
major justification for taking these employees away from their busy work schedules is that
they are attending training that promises to make employees more effective in their jobs in the
future.
After a few months, other instructors may also be sent to your class to observe your teaching.
These instructors have often just arrived at IES. They are observing your teaching in order to
25
see how different teaching techniques discussed in the Basic Teacher Orientations are
applied in the classroom.
Observations are done not only at IES, but also at client offices, training centers, factories and
other locations.
IES instructors are trained to respect:
1
Punctuality
6
Definite Lesson Plans
2
Politeness
7
Empathy For Students
3
Business Attire
8
Interactive Teaching Activities
4
Professional Demeanor
9
Thorough Error Correction
5
Specific Lesson Goals
10
Equal Speaking Opportunities
Although IES has its own learning materials, we also maintain a well-stocked library of
supplementary materials from which creative lessons plans can be developed.
Your Performance
Your performance in the classroom and in working with the Coordinators will significantly
influence the number and kinds of assignments given to you.
You should be aware that judgment of your performance will be influenced by:
 Cultural standards and expectations of the Japanese toward their own ‘sensei’
(teachers).
 Previous overseas experience of your students.
 Previous English training experienced by your students.
The Japanese often use the word ‘kibishii’ in requesting the kind of instructor they want
assigned to their class. Kibishii, when used to describe an instructor, means a dedicated,
strict-in-the-classroom, professional individual.
Your Feedback On Orientations
Your ideas on ways to improve the orientation process and the accompanying manuals are
always appreciated. If any aspect of your orientation is not clear to you, please inform your
teacher trainers.
Your comments and suggestions about any aspect of IES operations, including forms, policies
and practices are also welcomed. Many of our best ideas for organizational development,
modification of existing texts, new texts, teaching techniques and administrative
improvements have come from our instructors.
26
Part 11
Getting Started In Japan
Acquiring Your Work Visa
IES works with you, putting your own and our documentation
together in the way that Japanese Immigration requires. We
will inform you what documents Japanese Immigration requires in addition to a current
passport. Our Administrative Coordinator will visit Japanese immigration in advance and meet
with one of their representatives to present, discuss, and answer any questions to obtain your
visa. IES receives your Visa Pre-Approval from Japanese Immigration and mails it to you. The
visa is required for you to legally engage in gainful employment in Japan. With your contract,
IES will mail you another booklet entitled ‘Step-By-Step (Getting Your Visa and Settling In
Japan).
Joining The National Health Care Plan/Reimbursement For Medical Insurance
Japanese health care is very high quality. Everyone is entitled to join the National Health
Insurance Program. You pay 30% and the Japanese government pays 70% of your medical
and hospital costs. Our Administrative Coordinator working with you will advise you how to
obtain coverage in the first week or two after your arrival. We suggest you bring a substantial
supply of any prescribed medications you take regularly. Upon completion of your annual
contract, instructors will receive 20,000 yen to help defray the cost of your Japanese health
insurance.
Finding A Place To Live/Help With Housing
a) Researching Options On The Internet
Longer-term accommodation options in and around Tokyo have increased
significantly over the last few years. Information on weekly/monthly
mansions, guesthouses, shared apartments, and rental apartments is
readily available through search engines on the internet. Most of the
companies providing these services offer a variety of ‘packages’ to match
individual budgets and preferences, often avoiding the traditional issues and
payments related to agency fees, guarantorship, deposits, ‘thank you’
money, etc. Reservations are often possible with credit card information.
b) The IES International Mansion
Renting an apartment in the IES
International Mansion is another housing
option. Although availability is rather limited,
rooms are available to instructors at a
reasonable monthly fee, one month’s rent
in advance and one month’s deposit.
Should you wish to pursue this option, please inform us as soon as possible after accepting your
offer of employment.
27
IES International Mansion & Neighborhood
c) Asking For IES Help With Finding Accommodation
Should you prefer to ask for IES assistance in finding housing, our Administrative
Coordinator can introduce newly arrived instructors to reputable housing
agencies or real estate firms. Our Administrative Coordinator can also review the
contract between you and the owner of the residence in which you have interest.
Our Administrative Coordinator can help you find an economical,
conveniently-located apartment and IES will provide introductions to companies providing the
necessary guarantorship (usually a total of half of one month’s rent in the first year and
approximately ¥10,000 each year thereafter). You will be responsible for your moving-in costs,
furnishing your apartment, monthly rent, the security deposit to the owner, utilities and the
payment to the real estate agent.
Choosing Your Own Apartment
Choosing an apartment is an important decision. IES staff members have
compiled the following information to help you make your choice with greater
confidence. Factors to consider when selecting your apartment may differ in
some ways from those you would apply in your home country.
The Layout, Contents And Size Of Japanese-Style Apartments
Most IES instructors find accommodations in the form of a small, self-contained apartment. An
apartment usually consists of two rooms.
28
The Main Room
This is for living and sleeping and has straw matting (tatami) built into the floor. One tatami
mat measures approximately three by six feet in size. Since the tatami mats are quite thick (10
cm), sitting and sleeping on the floor is very comfortable. This room usually includes a fair
amount of built-in cupboard space for storing bedding (futons) when not in use. Space in
Japan is normally measured in terms of the number of tatami needed to cover (or fill) the floor
space. A six tatami room is the usual size rented by IES instructors.
The Kitchen
The main room is often separated from the kitchen by traditional Japanese paper sliding doors
(shoji). The kitchen will not have tatami on the floor. Kitchens vary from roughly equivalent in
size to the main room to considerably smaller. Your kitchen will contain a sink unit and
perhaps some cupboard space.
The Toilet
This may be Western- or Japanese-style ("Squat Style") depending on the apartment.
The Bathroom
Apartments without baths tend to be about ¥7,000 to ¥12,000 cheaper to rent. Most
instructors do, however, prefer the convenience of their own bath.
A plan of a "typical" apartment is shown below:
The Initial Down Payment and Rent
Apartment rents vary depending on factors such as size, distance from the center of Tokyo,
proximity to the nearest train station, and so on.
When you have chosen an apartment, you may be expected to make a substantial down
payment in cash at the same time you sign the contract with your landlord. This payment
covers only your first month's rent and is broken down as follows:
A.
B.
C.
D.
The equivalent of one month's rent for the real estate agent (not refundable).
The equivalent of one months' rent as "key money (thank you money)" or reikin for
the owner (negotiable).
The equivalent of one months' rent as a deposit or shikikin (this is refundable
although payment for any damage will be deducted).
Your first month's rent in advance.
29
These fees cannot be paid by traveler's check. For this calculation, the apartment service fee
is excluded. This fee of a few thousand yen is charged monthly and paid to the landlord on top
of the basic rent. Generally, contracts are for two years in length but can be broken in
mid-term if appropriate notice is given (specific to the contract).
Selecting Your Neighborhood
The IES office is located in Shibuya, which is served by a variety of trains, subways, and
buses. Land near Shibuya station is very expensive, and rents in Shibuya are, therefore, quite
high. But reasonably priced apartments are readily available seven or eight short stops away
along any train line. Most instructors live 30 to 45 minutes from IES.
Finally, when choosing an apartment, you should find out how long it takes to
walk to the nearest station or bus stop. A seven to ten minute walk to a station
is usual. If it is much closer, you may be paying for this convenience through
a higher rent, or suffer from excessive noise if it is too close to the station.
Many buses are also available. They can be very convenient if they stop near your apartment.
A drawback is that traffic conditions tend to affect their punctuality. We therefore suggest that
you locate your nearest subway or train station and use it more frequently, especially on
weekdays.
Considering Environmental Factors
Size, rent, and proximity/travel time to IES are crucial factors to consider in
choosing your apartment. However, your own personal preferences will
influence the priority you place on the following variables in relation to your
environment.
Peace And Quiet
Obviously, there is no need to live on a major street or close to a busy railway line if you
prefer not to. However, you should decide how important a very quiet living place is to you.
If this is a major priority, you may opt for a residential area further from public
transportation, as opposed to a location near a main thoroughfare. Other places to be
avoided are those close to schools, builders' yards, playgrounds, and so on. When you
are entering and leaving a prospective apartment, look and listen carefully for noise.
Shops And Restaurants
30
Very few apartments will be far from shopping areas. Every station is surrounded by local
services. However, if you live in a residential area ten or fifteen minutes from the nearest
center of shops, restaurants, coin laundries, and so on, it can be a little inconvenient.
Eating out in Japan can be inexpensive, and many instructors make good use of the
smaller restaurants in their local areas where a reasonably priced meal can be had.
Extra Advantages To Look Out For
Apartments usually come bare, with no extra furnishings. Occasionally, the landlord/lady
may provide one or more extra items, perhaps left or installed by an earlier tenant.
Organizing Your Preferences
Organizing your preferences before you begin house-hunting will be very
helpful. However, as you see different places, you may find your priorities
changing depending on the advantages and disadvantages of the places
you visit.
When you go out with the agent, he or she will probably have several vacant apartments to
show you. You should see all of them unless it is very obvious, from the preliminary
description, that one of them is not suitable (e.g., it is a 15-minute walk from a train or subway
station when your number-one priority is convenient travel).
Estimating Initial Expenses
Transferring Luggage
If you bring five or more pieces of luggage with you, you may wish to use a special courier
service when you move into your apartment from the hotel. IES can provide you with
more information on this service after your arrival.
Utilities And Related Equipment
Gas
Tokyo Gas requires users to have all appliances they will use ready
before they send someone to open the main faucet or equipment
you buy. (Old equipment should also be inspected before use.)
The bathroom water heater (and sometimes the kitchen water heater) is already installed,
but you will need to buy your gas ring/burner(s) for cooking and a gas heater (if it is
winter) before you move in. Since these items are needed immediately, you will probably
have to buy them new. You will also have to buy your futon bedding at that time. If you are
very lucky, another instructor may be leaving as you arrive and may wish to sell you this
kind of equipment.
31
Electricity And Water
These utilities will usually be available when you move in, but please check that they
have been transferred to your name. This avoids confusion over who should pay how
much of the next bill. You could be asked to pay the lot!
Mobile Phones (Keitai)
Because most of your communication with IES will take place
over the telephone, it is very strongly recommended that you get
a mobile phone as soon as possible after your arrival in Japan. In
most cases you will need your Residence Card to apply for
service. The major service providers are NTT DoCoMo, Softbank,
and au. You can apply for service in many locations, such as
large electronics shops, department stores, etc. As soon as you have established keitai
service in your name, please be sure to inform IES of your telephone number.
Your First Few Days In Japan
Your first few days in Japan are likely to be very hectic. Basic orientations
and apartment-hunting will take up most of your time. Apartment-hunting
is normally scheduled around your orientation timetable. The sooner your
initial orientations are completed, the sooner you will be able to start teaching. When you have
moved into your own apartment, you will really begin to feel at home in Japan. The charges
for your first three nights at the hotel (the cost of the room, room tax, and service charge) will
be fully reimbursed upon completion of your annual contract. Please keep your hotel receipts
to present to IES. If you are unable to secure living arrangements within the first three days
and remain at the hotel, you will be responsible for all charges incurred. Rest assured, you will
almost certainly be settled into a place of your own by the end of your first week in Japan.
More On Settling In Your Residence
After you decide on a residence, our Administrative
Coordinator will assist you in opening a bank account and
registering at your local ward office in Tokyo or Osaka. All
non-Japanese are required to register at their local ward
office. Tokyo is divided into twenty-three wards. Assistance will also be provided in getting a
cell phone, finding the nearest train or subway station, getting an Internet connection, hooking
up water and gas, etc.
Initial Mail/Packages From The US & Elsewhere
You can receive your mail and have packages sent to IES. Once
you have a residence, your mail and packages can be received
there.
32
‘Sayonara Sales’, Recycle And 100 Yen Shops
IES instructors leaving Japan often hold ‘Sayonara Sales’ for many of their
household items such as appliances, furniture, futons, etc. Incoming
instructors can purchase these inexpensively at these sales. Recycle shops
also carry furniture, appliances, etc. There are also many kinds of 100 Yen
shops, some operate like supermarkets, others carry a limited number of
household items.
Part 12
What IES Offers
Compensation And Lower Income Tax Rates
You will be able to keep most of your income since the income tax rate in
Japan is only between 5% and 7%.
Effective instructors demonstrating strong classroom performance and
excellent co-operation with their students and IES Japanese staff usually
receive more classes resulting in more income.
Additional Opportunities
In addition to teaching, many instructors are also involved in the following activities:
1. Developing IES texts and learning materials.
2. Proofreading of various client documentation and learning-materials.
3. Working with Japanese employees at major corporations, assisting them with their
day-to-day activities in their company’s global operations.
4. Performing IES managerial jobs such as instructor and curriculum development.
Reimbursement For Travel By Public Transportation
Transportation to local assignments in Tokyo and Osaka is reimbursed. For
assignments in locations such as Hokkaido, Shikoku, and Kyushu,
transportation expenses are fully paid to and from Tokyo and Osaka as well as
payments for staying at lodgings.
The mode of travel to and from assignments is by public transportation
(even for senior Japanese executives). Instructors do not need to worry
about purchasing automobiles nor the associated expenses for fuel,
insurance, maintenance, etc. In addition, Japan boasts one of the fastest,
most comprehensive and reliable transportation systems in the world.
33
Paid Vacation And Sick Days
In addition to the 14 national holidays in Japan, after six months of teaching
with IES, Instructors may take a total of 6 days of vacation/or sick leave.
Instructors are asked to provide a minimum of one month’s advance notice
when they wish to take a vacation. IES instructors often hold parties or plan
activities together and as a result, friendships develop which continue long
after leaving IES. You will find your colleagues to be pleasant, friendly and professional.
Living in Tokyo or Osaka is a unique
experience. In addition to those aspects
that are truly Japanese, Tokyo and Osaka
are very modern cities with all the amenities,
shopping, entertainment and nightlife that
are to be expected in a major metropolitan
area. Tokyo and Osaka have become unrivaled in urban development with multi-billion yen
developments.
Japanese cities are among the safest cities in the world, with extremely
low crime rates, especially when compared with most Western cities.
Major Japanese cities have something for every taste, from world-class
museums and parks to a truly vibrant nightlife. In addition, there are
traditional festivals as well as cultural and sporting events that occur
throughout the year.
Providing A Supportive Environment
Instructors need a supportive environment to teach most effectively.
For every class, IES instructors work closely with a coordinator in
either our Tokyo or Osaka offices. Should any problem arise,
instructors can contact the coordinator in charge of that particular
class for assistance.
The coordinator will also communicate with the instructor if his/her students have a preference
or dissatisfaction with any aspect of the course such as the main text or other learning
materials. An experienced member of the teaching staff is also always available to discuss
your ideas about a specific class. This strong internal network helps IES instructors resolve
any problems or misunderstandings that may infrequently occur and provides reassurance
and guidance. This team approach results in IES having a high percentage of its clients
continue training with us. This mutually supportive system also allows instructors to improve
their abilities and self-confidence in the classroom.
Sightseeing In Japan And Traveling In Asia
As well as living in exciting cities like Tokyo and Osaka, indigenous Japanese
culture is very rich offering numerous opportunities to experience a wide
variety of foods, festivals and nature throughout the 47 prefectures.
34
Japan is also perfectly located as the starting point for either brief or extended visits to other
countries in Asia either during or after completion of your employment with IES. Many
instructors visit such interesting destinations as China, Taiwan, Cambodia, Indonesia, Laos,
Malaysia, Philippines, Singapore, Thailand, and Vietnam before returning home.
35
Creating A Competitive Advantage
International Education Services, established in 1969, has more
than 46 years’ experience designing and implementing business
communication/management training programs in Japan and
overseas for more than 5,000 organizations. Our clients include
both Japanese and multinational corporations as well as agencies
and ministries of the Japanese government.
For more information, please visit our websites.
Japanese: http://www.iesnet.co.jp/
English: http://www.iesnet.co.jp/english/
36
LivingJapanTeachingWithIES 20140925

LivingInJapan AndTeaching WithIES

Transcription

Similar documents

APPLICffiIO}{. .FOR GREDIT

Presentación de PowerPoint - IES Parque Lineal, Albacete

Busy Behaviours - Kawartha Pine Ridge District School Board

LSDF Grant Semi-annual Progress Report Overview

August 2015 Newsletter

C:\Users\Moser\Desktop\Moser Engineering\Projects\2013\13

Flyer

PDF (1.82 MiB)

party cruise - Charleston Harbor Tours