The Total Physical Response (TPR) method of teaching languages, while found to be effective and theoretically interesting, appears to have limitations in some circumstances. In a British program of English as a second language, TPR was found to be useful only for teaching vocabulary and only at low levels; the language it produced (imperatives and responses to them) was not very useful to students in real-world situations. In addition, students were frustrated by not being allowed to speak. A sequence applying the approach to the common experience of shopping was developed, and a dialogue for which the students needed to learn only a few simple forms was devised. Another extension of TPR using simple past questions requiring only negative or affirmative answers and using prompting cards was also created. This technique combines effective features of TPR and an introduction to various tenses and lexical sets. The benefits of TPR are that the action enhances memory, the physical movement provides variety, there is maximum student practice, the paralinguistics are useful as cultural information, and it is an enjoyable activity. Examples of language sequences and illustrations are included in the text. (MSE)