TPR

Total Physical
Response
(a recipe for a good teaching)
 James Asher (1965)

The way in which we learn our native language (L1)

We acquire lexis and grammar before formal education (before going to school).
 Left Hemisphere / Right hemisphere

Language Movements
learning
When we are leaning our L1,
we use both hemispheres.

Formal education enhances

only the left hemisphere
3 hypotheses:
● Language learning is made by the
use of the senses (bio-program
for language learning)

● Language learning MUST engage

both hemispheres of the brain.

● Language learning occurs in

environments of low anxiety.
 I have a great idea!
I will introduce
physical movement to
double the learning
capacity.
 TPR resembles L1 acquisition:

● Listening Activation of senses:

● Visual
● Watching ● Auditory
● Imitating ● Kinaesthetic

But, what is the reason of this…..?

VISUAL, AUDITORY AND KINAESTHETIC learnings
will helps children to understand the language in a
holistic way.

Learning by doing
Learning + Movement
 Actions + speech
Blah blah blah blah
blah blah blah blah blah
blah blah blah blah blah
blah blah blah blah blah
blah blah blah blah blah
Understanding of meaning
blah blah blah blah

Only when students understand the

meaning, they will be able to speak
Into the classroom
2

t u d e n t s are asked
he s d to the
Example of TPR activity: A f t erwards, t n r e la t e
● m an actio entioned, but
to perfor
r d w hen it is m acher
1 key w o
ithout th
e te
this t im e w
y e x e m p lary act.
g an
● Tutor teaches some key words performin he
through together with images, realia, s ay s “ s t and up”, t
er e
movements or other references. x : w h e n the teach ould rise from th
E s h
d e n t o r students
st u
● After the key words are acquired, the seats.
students are gradually presented with
sentences that include these key
terms. The teacher always performs a
referential act.
Into the classroom he s t u d e n t s are asked
A f t erwards, t io n r e la t ed to the
● m an act ioned, bu
t
to perfor is m e n t
when it teacher
Example of TPR activity: key word o u t t h e
with t.
this time any exemplary ac
g
performin
● Tutor teaches some key words
s “ s t a nd up”, the
ay
through together with images, realia,
h e n th e teacher s r is e from th
e
movements or other references. Ex: w ss h o u ld
t u de n t o r student
s
● After the key words are acquired, the seats.
students are gradually presented with
sentences that include these key
terms. The teacher always performs a
referential act.
Language learn ing is more
3 me
effective when it is fun. rning t o r es
After lea nds, the students
p ond to so n
lear
● ma n
oral com w r it e t h em. Whe
to read a
nd
d y t o s p eak, they
It is important to use activities that are rea he
students o n e s w ho issue t
comprehend the 3 learnings: he gin
become t After students be
s.
● Visual command tivities expand to
, ac
● Auditory speaking a n d games.
sk it s
● Kinaesthetic include
Chants and jokes can be extremely
helpful.
The teacher should keep a lively pace, but
adjusted to help the students feel
successful and not stressed.
 hy: Vide
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