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The Natural Approach. Abby, Danielle, and Dom. Background. Originally created in 1977 by Tracy Terrell Terrell worked with Krashen to further develop the theoretical aspects of the method Krashen and Terrell published in 1983 in the book The Natural Approach. Outline.
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The Natural Approach Abby, Danielle, and Dom
Background • Originally created in 1977 by Tracy Terrell • Terrell worked with Krashen to further develop the theoretical aspects of the method • Krashen and Terrell published in 1983 in the book The Natural Approach
Outline • The aim of the natural approach is to develop communicative skills • Intended to be used with beginning learners based on observation and interpretation on how a learner acquires their first language • Terrell outlines three basic principles of the approach: • Focus of instruction is on communication rather than its form • Speech production comes slowly and is never forced. • Early speech goes through natural stages (yes or no response, one- word answers, lists of words, short phrases, complete sentences.)
…outline continued • Teachers place little or no importance on error correction, drilling, or grammar • Uses a lot of vocabulary that should be exposed to the students • Input has to be comprehensible in order for the students to activate the acquisition process • Students are not forced to speak until they feel ready to, and when they are ready, they are not corrected or given explicit grammar instruction
Theory Krashen outlined five hypotheses in his monitor model: • The acquisition-learning hypothesis. • The monitor hypothesis. • The input hypothesis. • The natural order hypothesis. • The affective filter hypothesis
Activities Terrell outlines four categories of classroom activities that can facilitate language acquisition • Content • Affective- humanistic • Games • Problem Solving
Success of the method • Markee (1997) puts forward four reasons for the success of the method • Simple to understand despite the complex nature of the research involved • compatible with the knowledge about second-language acquisition at the time • Krashen stressed that teachers should be free to try the method, and that it could go alongside their existing classroom practices • Krashen demonstrated the method to many teachers' groups, so that they could see how it would work in practice
Lesson Title: Las Cosas Para la Escuela Standards: 1.NYSED FLS Standard 1 LS.A.1: “comprehend language consisting of simple vocabulary and structures in face-to-face conversation with peers and familiar adults”. Students use interpretive mode of communication to identify the objects in the backpack. 2.NYSED FLS Standard 1 LS.A.3: “call upon repetition, rephrasing, and nonverbal cues to derive or convey meaning from a language other than English”. Students use the presentational mode of communication to sing the Mochila song, and repetition through contextual based conversation with objects. Objectives Students will be able to: · Identify school objects being pulled out of backpack that were introduced yesterday · Sing along with the Escuela song, and identify the school objects being displayed in the images by associating them with their corresponding subtitles · Display their knowledge of the new vocabulary words with Yotengo statements in response to ¿Quétienes? Questions · Reinforce knowledge of vocabulary words by drawing the objects on their note sheet
La Actividad • To implement the Natural Approach in this lesson, teacher will introduce the vocabulary unit “Las Cosaspara la Escuela” to the students through an introductory song. Teacher will then teach the new vocabulary words through an input based activity. Students will be asked to repeat words then will be asked questions in meaningful context. Students will then complete the translation and drawing worksheet.
