TPR. Total Physical
Response Approach
and Activities in the
Language Classroom.
Luisa Mª Palacios Maroto
Carlos Sánchez Garrido.
Elena Moreno Fuentes
Definition
TPR is an approach to
teaching a Second Language
based on listening and linked
to physical actions which are
designed
to
reinforce
comprehension of particular
basic items.
Introduction.
The origins
• Dr. James J. Asher
developed for first
time the Total
Physical Response
(TPR) approach.
•He wondered why
so many people had
problems learning a
Second Language.
WHY?
The answer is related to the methodology
used and the stress produced by the
process of learning the L2.
The
solution!
• Creation of a stress-free approach
in L2 enviroment which was
similar to L1 learning.
• In L1, very young learners respond
physically to parents’ commands.
Asher’s results
• Effective for
children and adults.
• Used in several
languages.
• Improvement of
listening skills.
• Higher effectiveness
than on traditional
based programmes
in initial steps.
•TPR works because
it is an excellent way
of providing students
with
comprenhensible
input.
•The teacher’s
movement provides
the background
knowledge that makes
the command more
understandable.
LEFT SIDE
Analize
Critisize
Discuss
RIGHT SIDE
Act
Draw
Games
Gestures
Explain
Metaphor
Talk
Tell
Physical
movement
Brain
lateralization
Brain Switching
• Techiques that allow students to switch both
sides of the brain
• New materials are internalized in the right side
of the brain through TPR activities. Part related
to physical movement.
• Verbal exercices of speaking, reading and
writing allow the student to switch and use both
sides of the brain.
Myths
* TPR only work with beginning
students.
*Adults’
results
with
TPR
outperfom
children, but children acquire nearly
native-like pronuntiation.
* TPR is only limited to the imperative.
– Although imperative it is the “golden
tense”, TPR can deal with other
grammatical features.
* TPR is only limited to beginning students.
This strategy facilitates the acquisition of
vocabulary in all stages.
TPR Characteristics
• Bringing language to life.
• Facilitator.
• Instant understanding of the target
language.
• Long- term retention.
• Stress-free.
Types of TPR activities
• TPR-B:
TPR-B TPR with body. Everything
that can be done with body
movement: “stand up, sit down…”
• TPR-O:
TPR-O TPR with objects. Sitting
on a table that has some objects:
“show me, give me…”
• TPR-P:
“TPR
with
pictures”
TPR-P
Flashcards
• TPRS.
TPRS TPR story telling.
Roles in the activities
Learner
• Listener
• Performer
• Work individually &
collectively
• Little influence in the
content
• Little production
• Self monitoring
• Self assesment
• Krashen’s Silent
Period
Teacher
Material
• Instructor
• Decider
• Organizer and
preparation of
activities
• Creator of the
detailed lesson
planned
• Director of turn
taking and
interaction
• Feedback provider
• Tolerant for errors
• Activities should be
supported by visual
materials in some
cases
•Use of common
objects, realia, charts
TPR and Language skills
• Listening: Main skill trained.
• Writing:
some
writing
(of
useful
information chunks) is included without
noticing.
• Speaking: it may appear either in a
spontaneous way or being deliberately
introduced through TPR- S.
PROS. & CONS.
• Students
acquire good
pronuntiation
• Learnt things
will be in Long
Term Memory
• Teachers don’t
like it because
usually doesn’t
happend what
they expected
• Students are
not aware of
their learning
process
TPR Example
The jungle
T w i ste r
All my loving
Give me five!
If you are happy…
Hankerchief
Mime
A was an Apple Pie
Conclusion
• TPR activities can be used in all
stages.
• TPR activities are the best way to
acquire vocabulary and commands.
commands
• They facilitate quick memorization.
memorization
• They are funny.
funny
• They are “easy to prepare”,
prepare depending
on the activity.
Conclusion
• There are no boundaries between TPR
and game-like activities.
• Highly-motivating.
• Total involvement on the part of the
teacher.
teacher
• Inmediate feedback.
feedback
Name of activity
Basic TPR
The Jungle
Twister
All my
Loving
Give me
five !
If you’re
happy…
Handkerchief
Mime
A was an App
pie
Skills practise d
Listening
Listening
Listening &
Little
Reading
Listening,
Listening,
little writing
Reading,
listening
Listening
Reading
Reading,
Listening
Level of activity
Beginner
Beginner
Beginner
Beginner
Beginner
Begginer
Low
Intermediate
Advanced
UpperIntermediate
- Information gap
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

- Choice









- feedback

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Preparation Time
Low
Medium
High
Medium
Low
High
High
Medium
High
Comments
Topic
introducer,
motivating, fun.
Realisation Time
5 min
15 min.
15-20 min.
5 min
5 min.
5 min
15 min.
20-25 min
15 min.
learnt / revised
things
Actions
Animals,
commands
Body parts,
colours
Verbs
Actions
Pronunciatio
, vovabulary
Vocabulary
Vocabulary
Communication:
Appropriate
(Would you use
it?)
Funny,
repetition of
sounds (little
speaking)
Interaction
r
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r
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n
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!
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n
T tent atio
at ticip
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