1. T.P.R
(Total Physical Response)
for
English Young Learners (EYL)
by : Euodia Grace Y.S.

2. Introduction
TPR (Total Physical response) is a
language learning method based on the
coordination of speech and action. It
attempts to teach language through
physical (motor) activity.
TPR was developed by Prof. Dr. James J.
Asher, a professor of psychology at San
Jose University in California in 1960.

3. Background
 TL2 learning is parallel to TL1 and should reflect
the same naturalistic processes.
 Listening should develop before speaking.
 Children respond physically to spoken language.
 Once listening comprehension has been
developed, speech develops naturally.
 Right-brain motor activities should be developed
 Delaying speech reduces stress

4. Objectives
 Teaching oral proficiency at a beginning
level
 Using comprehension as a means to
speaking
 Using action-based drills in the imperative
form.

5. 1. Listen and Do
 An example:
Teacher :
3. Ok students…now get in a line. Peter…. You're here. Anna..
You’re behind Peter. And you Lara……. etc.
4. Ok. Now follow me. Come on walk around the class and clap our
hands.
5. OK. We’re walking….walking….. walking….
6. Now. We’re jumping like a frog. Jumping….jumping….jumping
7. Now. We’re flying like a plane. Flying….flying……flying
8. We’re driving. Driving……driving…..driving.
9. And Now we’re swimming….swimming……swimming

6. Following the leader

7. Another example:
Teacher:
1. Listen carefully. Everyone who is wearing a ribbon, stand
up.
2. OK. Good! Now, if you are carrying a red bag, come up
here.
3. Excellent! Everyone who is wearing a bandana, clap
your hands.
4. Etc.

8. Another example:
 Teacher:
2. Let’s do what Simon says,
3. Simon says : hold your friend’s hand
4. Simon says : hold your nose
5. Simon says : clap your hands
6. Simon says : stamp your feet
7. Simon says : put your hand on your head
8. Simon says : shake a hand with your friend
9. Simon says : pat your friend’s back

10. 2. Listen and Response
 Teacher :
 OK. Am I right or am I wrong?
 Listen and remember : If I am right , (clap once, nod
your head like this, shout ‘yes’, put one hand up, etc)
 If I am wrong ( clap twice, shake your head like this,
shout out ‘no’ , put both hands up, etc)
 Now listen carefully!
 It is Sunday today.
 It is raining today.
 Today is the 13th of May
 This is the year of 2009

11. Another example
 Teacher :
2. Show me. I am looking for a student who has a
blue bag.
 One student :
4. Jimmy, mam. Joyce, mam
 Teacher :
3. Good. Now, I am looking for a student who is
talking to her friend. etc.

12. Another example:
 Teacher:
2. Now stand in two lines.
3. Right, good. Now. Listen to me carefully!
4. If I say “please” ,you can move
5. If I don’t say ”please”, don’t move. OK
6. Good. Let’s begin. One step forward. (no body
moves)
7. Good. One step backward, please. (everybody
moves one step backward)

13. 3. Listen and Color
 Teacher:
2. Now. Look at this picture. OK. Do you know
what picture it is? What is it?
3. No..nobody knows? Really? OK. I tell you. It’s
a clown! (Write on the board and ask the
student to repeat after you. Then test three or
four student to name it)
4. Where can you see a clown? In the market?
No? In the classroom or at a circus?

14. COLORING

15. 5. Excellent! at the circus.
6. Today, we’re going to color the clown. OK.
7. Prepare your color pencil on the table.
8. OK. Listen to me. Look at the picture. Show me
his nose. Which one is his nose? Yes, there it is.
9. Good! Everyone, Color the nose ‘blue”
10. Very nice. That’s really nice. Good
11. Now, when you’ve finished, put your hands up.
12. Very good. Now, color his eyes ‘red”. Which
one is his eyes. Yes, clever student.
13. etc.

16. 4. Listen and Draw
 Teacher:
1. So, are you ready to draw? Good. Listen.
2. On the left side, this side, the left side, draw a
big tree…. a very big tree.
3. Wow! Good. Mei Ling. It’s a big tree. Fantastic!
4. Now, draw at the top of the tree, draw two small
birds. Two small birds. They are sitting at the
tree.
5. Good…good.

18. 6. Yes, Excellent. Karim. It’s a good picture.
2. Now under the tree, on the right, very near the
tree, draw a cat. Meow …meow… the cat is
going to catch the bird.
3. Finally, draw ……..etc.
4. Display the children’s work on the wall.

19. 5.Listen and Make
 Teacher :
2. Alright, students. Today we’re going to make a
greeting card.
3. Take your color pencil, scissors and glue.
4. I will give each of you a picture like this.
5. OK. Are you ready now? Good.
6. Take the scissors and cut this picture like this.
7. Right. Good! Excellence!

21. 7. Okay, now fold the paper like this….
8. After that, glue the picture like this and attach it
on the card.
9. Next, take a color pencil and we’re writing
“Happy Birthday” on the card for your friend.

22. Another Example:
Making a Sandwich
o Teacher is showing a picture of sandwich to the
student
o Teacher is telling the students that they are
going to make the sandwich.
o Teacher is making pairs of the students
o Give each pair a set of pictures and instructions
of how to make a sandwich.

23. 6. Listen and Imitate
 Teacher :
1. Look at this picture
a glass
2. Repeat after me
(a glass)
3. a glass of water
4. There is a glass of water
5. I need a glass of water
6. The water is in the glass

24. 7. Listen and Repeat
 Teacher :
2. O.K. students …. I need 10 children. Aryo, Mei
Mei, Melisa, Rose, ….etc. Please, come up
here.
3. Now. Listen to me. I have a sentence and I will
whisper to Aryo and then Aryo will whisper the
sentence to Mei Mei and Mei Mei will tell
Melisa the sentence.
4. Let’s try it first.

25. 8. Listen and Mime
 Teacher :
2. OK. Aryo, come forward.
3. Good boy! Aryo, I’m going to show you a
picture ( a word), then you do the same as you
see in the picture. Right?
4. OK. See this picture.
5. Yes, let’s do it. What is he doing, students?
6. Swimming, mam……swimming…, teacher.
7. Etc.

27. 9. Listen and Match
 Students are given pictures. Then the
teacher is telling something to them.
 Students choose the right picture that
goes with the teacher’s description.

28. 10. Listen and Act/Perform
Performing
a drama

29. 11. TPR Story Telling
 Ajarkan anak2 terlebih dahulu dengan
vocabulary baik yang sudah mereka kenal
setelah itu vocabulary yang baru yang
akan muncul dalam cerita tersebut.
 Ajarkan pula lafal dan tekanannya yang
tepat mengenai vocabulary yang baru
 Guru menyediakan gambar atau media,
anak dapat menyebutkan namanya dalam
bahasa Inggris.

30.  Guru boleh menirukan suara tokoh cerita,
karakter tokoh, apa yang dilakukan tokoh
cerita.
 Sekarang guru bercerita dengan media
atau big book.
 Siswa diberi pertanyaan untuk
pemahaman cerita, boleh dengan True
/False
 Lakukan chain story
 Siswa diberi kesempatan bercerita secara
individu.

32. Your Projects
 Create a lesson model for your young
pupils in your classroom using TPR
models.
 Each model is for each teacher
 Perform all in this training program. There
will be a peer-teaching presentation.