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Teacher's Manual Core English Total Physical Response English Writing & Grammar Choral Speaking Sound-Letters-Words! CD-ROMs Big Book Stories Entry/Exit Tests Teacher Training Program GEPT		Teacher's Guide Module based (24 books) Comprehensive lesson guide(8 lessons per topic) TPR Games Blackline Masters Master Assessment Result Sheets Incentive coupon master Supplementary Resources Support materials including flashcards, picture cards, word cards, miscellaneous cards Topic based Full color A successful EFL program must use a diverse range of teaching methods to successfully accommodate the four macro skills of speaking, listening, reading and writing. One such teaching approach is the Total Physical Response method. In particular, TPR complements the communicative language teaching approach and satisfies the need to learn functional language for use in everyday settings. It is one methodology which can enhance the teaching of listening and speaking skills, areas that can present difficulty for the EFL learner. By not insisting on immediate speech production, and by giving the student the chance to self-correct through group performance, TPR reduces anxiety and enhances both the learning and retention of information. The TPR program is a supplement to the overall Choral English College English program. It utilizes the vocabulary and structures from the main English program, wherever possible. This close relationship between the two programs is intentional and serves the greater goal of comprehensive and meaningful instruction in the learning of English. The lessons in the TPR Teacher's Guide are designed for easy use by the teacher. The targeted language and key commands are detailed for each lesson, as is the actual teaching sequence. The simple table layout with all teaching components clearly written allows the teacher to quickly see what has to be taught together with the materials required. Each TPR lesson is 25 minutes in duration. These lessons are taught twice weekly. They follow a similar format from week to week. TPR is taught across Modules 1 - 8 only. The Teacher's Guide contains student activity sheets, which are to be copied for each topic. As well, the Teacher's Guide provides black line masters of incentive coupons (see Teacher's Manual for an explanation of the Incentive System). The TPR program takes a systematic approach to assessment, giving the student time, throughout the modules, to consolidate both new commands and those taught in other modules. During the final weeks of a topic, individual assessment of student performance is undertaken. An Assessment Result Sheet for each student is compiled and sent home for parental signature. These result sheets are to be photocopied for each student. They are situated in the back of the Total Physical Response Teacher's Guide. The TPR program incorporates several games into each topic. These games are located in the back of the Total Physical Response Teacher's Guide. The games are a novel, yet concrete way, to teach new commands and consolidate those previously used. 1 Be well prepared with the necessary materials for each lesson. 2 Read through the lesson details well ahead of the session. 3 Always use a reward system to motivate students and encourage students to speak and act out commands. 4 Ensure that all students are able to see and hear the actions being performed. 5 Know the steps for implementing the TPR lessons and prepare alternative strategies if required. 6 Be very particular to model commands without unnecessary gestures. For example, you may be giving the command, 'Stand up' and at the same time you may inadvertently raise your hand, too. This will give students a false 'reading' of the command and action, for 'Stand up'. 7 Students will take a little time to feel confident enough to use the commands regularly. 8 Do not seek out fully accurate command performance initially (physically or orally) but look for understanding and reasonable communication. The method below provides the conventional structure required for teaching TPR but it is flexible enough to cater to the varying levels of participation by students. The teacher should feel free to modify the steps according to the needs and language development of the students. 1 Say the commands and demonstrate the actions. 2 Ask two students to perform the commands with you. 3 The class listens to the commands and performs with you. 4 The class listens to the commands again and acts them out by themselves. 5 Check individual performance by asking a volunteer to act out a command. 6 Ask students to form pairs and one student in each pair should give a command while the other student performs the action. For added fun, ask the students to say commands for the teacher to perform. 7 Combine the sentences into novel sentences or a story. The story telling approach in TPR is a novel yet productive way in which the key commands and vocabulary can be contextualized. Storytelling allows a break from simple commands and provides students with the opportunity to 'play' with the language and, as they become more skilled, to rewrite stories. The positive effects of story telling are even greater if the teacher allows students the opportunity to create stories themselves.