An experimental first-year German program at the University of Texas is described. The course builds on and extends psychologist James Asher's Total Physical Response strategy and is based on five principles: (1) presenting language as communication in context; (2) teaching recognition before production; (3) postponing demands for error-free production until a high level of comprehension is reached; (4) presenting grammar as an aspect of meaningful communication; and (5) using German as the language of instruction. Reading is taught by emphasizing skills of prediction and inference and familiarity with vocabulary and structure to enable students to sight-read German effectively. Vocabulary and structures are retained better if used in classroom games and activities that help fix the words in the mind. Students show recognition of language before they are able to produce it by acting out instructions, illustrating vocabulary or identifying parts of speech. Production of error-free sentences is not stressed initially, but homework and lab exercises are designed to lead to this. Grammar is learned primarily by inferring principles from actual usage. A survey favorable compares the performance of program students after one semester with regular program students completing a year of German. (CHK)