Total Physical Response (TPR) in Language Teaching
1 Introduction
Total Physical Response (TPR) is a language teaching method developed by Dr. James
Asher in the 1960s, based on the premise that the human brain is biologically wired to
learn language through physical actions, mimicking first-language acquisition. TPR coor-
dinates speech and movement to facilitate language learning, particularly for beginners,
by reducing stress, enhancing comprehension, and promoting retention through kines-
thetic engagement. This document outlines TPR’s principles, syllabus, roles, procedures,
classroom examples, advantages, limitations, and implementation notes, using Spanish
as the example target language.
2 Core Principles of TPR
TPR is grounded in principles that align with natural language acquisition:
• Listening Precedes Speaking: Comprehension is prioritized before production,
as learners respond physically to commands, building a foundation for speech.
• Physical Movement Enhances Learning: Associating language with actions
engages the body and mind, reducing stress and reinforcing memory through kines-
thetic learning.
• Imperative Commands as the Core Structure: Commands (e.g., “stand,”
“point to”) are simple and easily paired with actions, allowing non-verbal demon-
stration of understanding.
• Stress-Free Environment: Non-verbal responses reduce anxiety, enabling learn-
ers to focus on comprehension.
• Right-Brain Involvement: Physical movement engages the right hemisphere
(spatial processing), complementing linguistic processing in the left hemisphere.
• Delayed Speech Production: Learners speak only when ready, respecting indi-
vidual readiness and building confidence.
• Repetition and Variation: Repeated commands with novel combinations main-
tain engagement and reinforce learning.
3 Syllabus and Materials
TPR uses a flexible, functional syllabus focused on action-oriented vocabulary and struc-
tures, progressing from simple to complex:
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• Imperatives: Commands like “stand,” “sit,” or “touch.”
• Concrete Vocabulary: Objects (e.g., “door”), body parts (e.g., “head”), or ac-
tions (e.g., “jump”).
• Sequential Progression: From single commands (e.g., “Walk”) to sequences (e.g.,
“Walk to the door and open it”).
Materials are minimal and context-based:
• Realia: Classroom objects (e.g., books, chairs) or props (e.g., toys).
• Visual Aids: Flashcards or pictures for vocabulary.
• Body and Space: The teacher and students’ bodies and the classroom environ-
ment are primary tools.
4 Classroom Roles
• Learner Role: Learners are active “doers,” responding physically to commands,
initially without speaking, and gradually producing language.
• Teacher Role: The teacher is a director, modeling commands clearly with gestures
and props, reducing verbal explanations as learners take initiative.
5 Procedures in TPR
TPR lessons follow a structured sequence:
1. Modeling: The teacher demonstrates a command (e.g., “Levántate” [Stand up])
while performing the action.
2. Group Response: Students perform the action as a group, ensuring comprehen-
sion.
3. Individual Response: Individuals are called to perform actions, confirming un-
derstanding.
4. Command Combinations: Commands are combined (e.g., “Levántate y camina”
[Stand up and walk]) for complexity.
5. Role Reversal: Learners give commands to peers or the teacher, transitioning to
speech.
6. Variation and Novelty: New vocabulary or unexpected combinations (e.g., “Toca
la nariz con el lápiz” [Touch your nose with the pencil]) maintain engagement.
6 Classroom Examples
The following examples illustrate TPR in teaching Spanish to beginners.
6.1 Example 1: Classroom Actions and Objects
Objective: Teach commands (e.g., “stand,” “point to”) and classroom vocabulary (e.g.,
“door,” “book”).
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Setting: Classroom with desks, chairs, a door, a window, and books.
Procedure:
• Modeling: Teacher stands, says “Levántate” (Stand up), and gestures for students
to copy; repeats with “Siéntate” (Sit down), alternating commands.
• Objects: Teacher points to the door, says “Señala la puerta” (Point to the door),
and students follow; repeats with “ventana” (window), “libro” (book).
• Practice: Group and individual responses to sequences like “Levántate, señala la
puerta”; humorous variations like “Señala la ventana con el pie” (Point to the
window with your foot).
• Role Reversal: Students give commands (e.g., “Siéntate”); homework involves draw-
ing and labeling three objects.
6.2 Example 2: Body Parts and Adjectives
Objective: Teach body parts (e.g., “head,” “hand”) and adjectives (e.g., “big,” “small”).
Setting: Classroom with body part flashcards and optional mirror.
Procedure:
• Modeling: Teacher touches head, says “Toca la cabeza” (Touch your head); repeats
with “mano” (hand), “nariz” (nose).
• Adjectives: Teacher shows a large hand flashcard, says “Mano grande” (Big hand),
and gestures; contrasts with “Mano pequeña” (Small hand).
• Game: Plays “Simón Dice” (Simon Says) with commands like “Simón dice toca la
nariz pequeña”; students take turns as “Simón.”
• Extension: Sequences like “Levántate, toca la cabeza grande, siéntate”; homework
involves writing three commands.
6.3 Example 3: Daily Routines and Time Expressions
Objective: Teach routine verbs (e.g., “eat,” “sleep”) and time expressions (e.g., “at
seven”).
Setting: Classroom with a clock and activity pictures.
Procedure:
• Modeling: Teacher mimes eating, says “Come” (Eat); repeats with “Duerme”
(Sleep), “Camina” (Walk).
• Time: Points to clock at 7:00, says “Come a las siete” (Eat at seven); adjusts to
8:00 for “Duerme a las ocho” (Sleep at eight).
• Sequence: Commands like “Levántate, camina a las siete, come a las ocho”; pairs
practice giving sequences.
• Skit: Students act out a “daily routine” skit; homework involves listing three routine
actions with times.
