In light of this theory, TPRS teachers spend the vast majority of their class time on input-based activities. The table below shows the activities used in TPR Storytelling, and whether they encourage language learning, language acquisition, or both. The activities that include a language learning component all take up a relatively short amount of class time. On the other hand, the pure acquisition activities take up large amounts of time. For typical TPRS classes, the ratio works out at about 5% of time spent on learning and 95% of time spent on acquisition.