Design:

Objectives:

 Help them become intermediates.

 Students will be expected to:
 A- Capable to function in the target situation.
 B- Understand the speaker of the target language.
 C- Convoy their requests and ideas.
 D- Students do not be flawless in language, but their production does need to be understood.
 E- Be able to make the meaning clear but not necessarily be accurate in all details of grammar.
After 100-150 hours of Natural Approach
English:

 You will be able to:

 A- Get around in English (able to communicate with a monolingual native speaker).
 B- read most ordinary texts in English.
 C- Know enough English to continue to improve on your own.
After 100-150 hours of Natural Approach
English:

 You will not be able to:

 A- Pass for a native speaker
 B- Use English as easily as you use Arabic.
 C- understand native speakers when talk to each other
 D- use English on the telephone with great comfort
 E- Participate easily in a conversation with several other native speakers on unfamiliar topics.
The syllabus:

 Krashen and Terrell approach course organization from two points of views.
 First POV, they set up typical goals under four areas:
 1- Basic personal communication: Oral
 2- Basic personal communication: Written
 3- Academic learning skills: Oral
 4- Academic learning skills: Written
 The latter noted that the Natural Approach is primarily "designed to develop basic communication skills -
both oral and written.(why?)
The Syllabus:

 The second point of view holds that: “the purpose of a language course will vary according to the needs of
the students and their particular interests" (Krashen and Terrell 1983 : 65).
 So, there is no expectation that students at the end of a particular course would acquire a certain group of
structures or forms.
 But, expectation to deal with a particular set of topics in a given situation.
Types of learning and teaching
activities
Types of learning and teaching activities

 From the beginning of a class taught according to the Natural Approach, there is an emphasis on presenting
comprehensible input in the target language.
 Teacher will focus on objects in the classroom, and would refer to pictures.
 Student do not need to say anything until they feel ready, but they are required to respond to their teacher’s
commands and questions in other way.(stress)
 The teacher provides comprehensible language and simple response opportunities.(relate)
 The teacher speaks slowly and clearly and asks questions that have one-word answer.
Types of learning and teaching activities

 There is a gradual development for the questions that are asked:

 Yes/No questions.
 either-or questions.
 to questions that can be answered by the lecturing of the teacher.
Types of learning and teaching activities

 Techniques recommended by Krashen and Terrell are often borrowed from other methods, such as the Direct
Method, TPR Method and CLL Methods.(e.g. gesture and group-work).
 The Natural Approach Method is using many techniques from other methods within the same frame of The
Natural Approach Method.
 A- Providing comprehensible input.
 B- Classroom’s environment indicates the comprehension of input.
 C- Minimizing the learners anxiety and maximizing learners self-confidence.
Learner Roles:
Learner Roles:

 Learners have four kinds of roles (responsibilities):

 1. Talk about their goals.
 2. Take an active role in ensuring comprehensible input.(teaching material)
 3. Decide when to start producing speech and when to upgrade it.(ready)
 4. Where learning exercises (i.e.) grammar study) are to be a part of the program.
Video:

 https://youtu.be/Z30GbZfFsDE