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The Natural Approach

Class Level Beginner/ First Class Number of students: 6 Teachers Della Abrahams, Natalie Brandt ,Glenda Burns, Chong Woo

Lesson Objective(s) 1. Students will be able verbally introduce themselves in target language. 2. Students will be able to choral repeat with teacher. Time 12:00
Grouping Activity/Procedures


Rationale Teacher maintains use in target All Teacher introduces self in target language to allow students to hear Together language. “My name is…” Begins choral the language, to be immersed. repetition with “My name is…” Choral repetition allows students to practice listening/speaking. Begins to build community. Teacher goes around the room and asks Allows teacher to give personal each student to repeat the phrase “My attention to student’s pronunciation. Individual name is…”. Teacher checks Clarify input where needed. pronunciation, individually. Uses hand Opportunity to correct teacher’s gestures and TPR to express assessment. pronunciation of student’s name. All Teacher says, “My name is Glenda, what Students can practice target phrase Together is your name?” Asks students to respond and become familiar with the by saying, “My name is….” different phonemes. All Teacher repeats “My name is…” and Together writes down name on card. SS have cards to write individual names. Teacher demonstrates how to write out the card, while explaining instructions in target language.

Skill(s) Listening/ speaking

Materials none

Listening/ speaking



Listening/ Speaking



Students practice listening to the Listening directions in target language, are able to follow along because teacher is demonstrating.

Cards, markers.


B.D. and interested and feel comfortable expressing themselves on the topics of discussion in class. feelings. Terrell. vocabulary and structures in target language. Rather.htm Terrell.D. A course in language teaching: Practice and theory. 121-132 . assessments can be observed through appropriate T.stanford. “The goal [of the Natural Approach] is that the members of the group become genuinely interested in each other’s opinions. Retrieved from http://www. New Haven and London: Yale University Press. there will be a silent period.D.The Natural Approach was designed by Tracy Terrell and Stephen Krashen.  Use language meaningfully.htm Romeo. P. It was published in 1977. (2003). (N. (1977). 2 . comprehensible input in a safe and inviting environment. References Kumaravadivelu. 66(2).  As teachers. Teaching:  A classroom should be safe. 61(7). Beyond methods: Macrostrategies for language teaching.awardspace.). Terrell (1982) *Students that are beginners are best served with this method. *This method would not be appropriate in an intermediate setting or for a grammar specific classroom.  Understanding can be found through actions as well as verbal responses.  Benefits are found by listening to sounds. T. (1982). Grammar rules are not taught. Learning:  The focus is on implicit learning. not intimidating and have a low anxiety level. (1991).  Students are not expected to immediately produce in target language.” -The Natural Approach to Language Teaching: An Update T. Cambridge: Cambridge University Press.  Comprehension precedes production. Krashen and Terrell’s “natural approach”. there is no explanation of syntax or structure. The Modern Language Journal. 325-337.  The goal is to achieve communicative competence in target language and target culture. we have to provide understandable. this method is appropriate for an entry-level ESL or foreign language classroom so that the students can be exposed to as much target language as possible.D. K. Kiymazarslan. (1995).V. The natural approach: what is it? Retrieved from http://naturalway. The natural approach to language teaching: an update. A natural approach to second language acquisition and learning. The Modern Language Krashen and Terrell believed the following about language acquisition: Language:  Language is an unconscious process.