TPR: Total Physical Response Explained


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Total Physical Response (TPR) is a language teaching method developed by James Asher and has been in use for several decades. There’s a large amount of information, including sample curricula, on the web, and Asher and his colleagues have also published various books, available for instance from tpr-world.

The main idea of TPR is to teach comprehension through actions: the instructor gives commands, and the student carries them out. It is mostly used with beginners. Usually, the student doesn’t speak during TPR sessions, but speaking can be integrated later by having students take on the role of the instructor.

A typical first TPR session…

The instructor and the student sit on a chair. The instructor says “stand up” (in the target language) and stands up, then “sit down” and sits down. He repeats this one or two more times and then invites the student to do the action with him (for instance, using a hand gesture) – “stand up” – both stand up, “sit down” – both sit down. This is repeated a few times. Finally, the instructor stays on his chair and just says the commands, and the student performs the actions. This is again repeated a few times.

Now the instructor adds a new phrase, for instance “point to the door”. In order to introduce the new phrase, the instructor demonstrates it a couple of times alone and then does it together with the student a few more times before the student does it alone. Such a sequence could look as follows:

Instructor demonstrates the new phrase alone: stand up – point to the door – sit down – point to the door – stand up – sit down – point to the door – stand up – point to the door.


Instructor and student together: stand up – point to the door – sit down – point to the door – stand up – sit down – stand up – point to the door – sit down – point to the door – point to the door.

Student alone: (random mix of commands).

After “point to the door”, the instructor could introduce “point to the window”, “point to the table”, “point to the ceiling” one by one. After having introduced the verb “to point” and the nouns “door”, “window”, “table”, “ceiling”, the instructor could teach a new verb, ”to go”, with the same nouns: “go to the door”, “go to the window”, “go to the table”. Next, this could be expanded with “look at”, “run to”, and other objects available in that particular room.

In TPR, it should be avoided to “test” the student, the goal is always to have 100% success with any command. If the student can’t respond correctly, then the instructor has made a mistake. There are three basic rules for the instructor to make this fun and help the student learn:

  1. New phrases need to be introduced one by one.
  2. New and old phrases need to be mixed in an unpredictable, random way, and.
  3. Newly introduced phrases need to be practiced until the student is really confident before moving on.

Another important rule, especially in the beginning, is to keep the form of the command and the introduced phrases fixed. Even small changes to familiar phrases are likely to cause confusion, and with confusion learning breaks down.

Nothing is translated in TPR – students learn to understand the new language through actions. Associating sounds and actions is a powerful and efficient way of learning, and it can also be a lot of fun for both sides. TPR in its basic form can be used to teach a lot of concrete vocabulary by making creative use of the objects available in the house or class room. Advanced TPR phrases could be “put the red pen next to the book… now take the cup and hold it for a moment… now put the cup on the plate… now take the blue pen and put it in the cup…”, or you could even teach advanced sentence structures like “if the blue pen is in the cup, then take the bottle” or “shut the door after you’ve put the book on the table”.

My own experience with TPR…

Earlier last year I did a few TPR sessions with three different instructors as a beginner student of Khmer. I prepared my own curriculum, and instead of the instructor demonstrating a new action, I did it myself and had the instructor say the corresponding Khmer command. After a few rounds of eliciting the new command, we would do the normal sequence: the instructor giving commands, I performing the action. It was an interesting and fun experience, and I certainly would have continued if I had stayed in the area.

In the very beginning, I couldn’t distinguish individual words, but as soon as several commands of the same type were introduced (“go to the door”, “go to the window”, “go to the chair”), some words became clear (“go to”). Later more and more words became clear (“door”: “go to the door”, “point to the door”, “open the door”, “close the door”), until full phrases were transparent. I struggled when I went too quickly with new words, or sometimes with words that sounded similar (I remember mixing up table and cupboard), but otherwise it was surprisingly efficient. It was an amazing feeling to see myself respond correctly to that alien new language almost from the get-go.

At the end of this post, I would like to suggest two TPR-inspired techniques which can be used with a (trained) native speaker friend: Dirty Dozen, and TPR with objects. Similar to TPR, these two techniques are based on the idea that comprehension comes first, speaking later. One night’s sleep before activating the new vocabulary seems to be a good general guidance.

Dirty Dozen…

Dirty Dozen is a stripped down version of TPR aimed at learning a set of new words (a dozen seems to be a good number, not too few and not too many). These words can be names of objects, but also verbs or other words shown in pictures. Instead of doing some action, the learner (and the instructor during the training phase) just points to the correct object or part of a picture. As in TPR, one starts with two or three words and then adds one after the other. Supporting phrases in Dirty Dozen are usually “This is X” – “Where is X?” or “Show me X!”.

As an example, you could go with your instructor to a motorbike parked on the street and start learning the parts it’s made of.

TPR with objects…

This works with almost any object – chopsticks, a jar, your purse, a notepad etc. Take the object and start manipulating it Dirty Dozen style. There’s an amazing amount of language which can be practiced with simple objects. For example, with a paper cup you could learn: take, give, turn upside down, push, drop, fill, empty, drink, sip, hold, crush, perforate, put in, take out, stack (if you have more than one), spin, roll, balance on two fingers, etc etc. For a buck or two, you can buy bits and pieces to practice colors, comparisons, shapes etc. There are many, many possibilities.

The process is always the same: the instructor says the new phrase and demonstrates it a few times, and then lets you do it. New phrases are introduced one by one, and new and old phrases are mixed randomly. In the initial session, the student just does the action and doesn’t speak, but student and instructor can switch roles the next day if the student wants to activate the new vocabulary.


One of the problems with using TPR with Thai is knowing which sentences/words you want to learn. Many Thai teachers are not proficient in English so you can’t just hand them a list such as and expect them to translate them properly.

Your chances of getting Faranged Thai in return would be high.

More TPR tips…

To be honest, my experience with TPR is that it’s rather simple and can be very much student driven (once both student and instructor get it).

If you aim to help your instructor, then what is needed is more the following:

  • A description of the process in Thai with a detailed example (ideally a video).
  • A curriculum in Thai which lists some word groups and gives examples how to progress once the easy items have been covered*.
  • Suggestions how to incorporate TPR into a “normal” learning routine, for instance for the initial acquisition of new vocabulary, or for the review of structures and vocabulary complementing regular lessons.
  • Suggestions and maybe an example session on how to train grammar (e.g., classifiers); the main approach I’m aware of is to strip down the sentence so that grammar has to be processed to react correctly**.

I personally used whatever was available in the room and what I could think of as actions. I also bought stuff in town to bring to the TPR sessions. I didn’t progress to the advanced stages, but that might require some more instructions. I had word lists from the internet which I consulted for inspiration, but if the item wasn’t available I wouldn’t bother, or if the action wasn’t interesting I would leave it out.

*For instance, at the advanced TPR stage, you would use complex constructions like:

  • If the ball is red, give it to me.
  • Drink from the cup, but first open the window.
  • Choose the largest pen and put it in the smallest bag.

**For instance, after having introduced the classifiers for book and cup, and having various books and cups lying around, you could train sentences like เอาเล่มใหญ่สุดมาให้ – เอาใบใหญ่สุดมาให้.

NOTE: The post, Total Physical Response 500+ Thai Word List Translated (pdf download included) is live. Sound files will come later (after I get suggestions).

5 thoughts on “TPR: Total Physical Response Explained”

  1. This article was very helpful. I recently ran across the TPR method and have been interested in using this to help my children and I learn Thai. Any update on the list of words and audio files? I think that would be a great resource. Thanks for the help!

  2. OK Andrej. Will followup when we will start. For now, he is goins for a week to Veitman.

  3. Hi Bernard, cool, try that! As the instructor, the most important thing to remember is to make sure the student always acts correctly. In TPR, if the student hesitates or makes a mistake, it’s considered the “fault” of the instructor, i.e., it’s a sign that the instructor has to introduce new phrases more slowly and also increase the number of repetitions and reviews of already taught phrases. In such a situation, jump in and demonstrate immediately what the right response would have been and reinforce it by focusing on that phrase a few more times. Other than that the whole thing can be good fun, even for adults 🙂 Let us know how it goes once you’ve established a routine!

  4. Hi Andrej, thanks for the clear information.
    I have a Thai friend who is trying to learn French, for now more than nine months, in a classic class course, at Alliance Française. But the result is not very good (as I don’t speak Thai with him, we always come back to English and he always translate every thing in English as I’am typing to explain French with Thai… it is e mess!).
    I will try to use this method with him 5i will not have to explain anything in English or Thai, just act and use the French word, or mini-sentence). Will do that about an hour every two days. If he is interested, I will continue.


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