NATURAL​ ​APPROACH

Background
● Tracy​ ​Terrell​ ​and​ ​Stephen​ ​Krashen​ ​joined​ ​forces​ ​in​ ​elaborating​ ​the​ ​N.A.
● Terrell,​ ​a​ ​Spanish​ ​teacher,​ ​develop​ ​his​ ​proposal​ ​on​ ​naturalistic​ ​studies​ ​of​ ​SLA​ ​and
experiences
● Krashen,​ ​an​ ​applied​ ​linguist​ ​draw​ ​an​ ​influential​ ​SLA​ ​theory
● principles​ ​and​ ​practices​ ​of​ ​T.N.A​ ​published​ ​in​ ​1983
● T.N.A.​ ​defines​ ​as​ ​“based​ ​on​ ​the​ ​use​ ​of​ ​language​ ​in​ ​communicative​ ​situations​ ​without
recourse​ ​to​ ​the​ ​native​ ​language”​ ​+​ ​without​ ​reference​ ​to​ ​grammatical​ ​analysis,
grammatical​ ​drilling,​ ​or​ ​a​ ​particular​ ​theory​ ​of​ ​grammar.
● T.N.A​ ​conform​ ​to​ ​the​ ​principles​ ​of​ ​NATURALISTIC​ ​language​ ​learning​ ​in​ ​young
children/in​ ​successful​ ​L.A
○ LESS​ ​EMPHASIS​ ​ON​ ​monologues,​ ​direct​ ​repetition,​ ​formal
questions/answers
○ LESS​ ​FOCUS​ ​on​ ​accurate​ ​production​ ​of​ ​Target​ ​language​ ​sentences
○ EMPHASIS​ ​ON​ ​exposure/input,​ ​rather​ ​than​ ​practice;​ ​emotional​ ​preparedness
for​ ​leaning,​ ​prolonged​ ​attention​ ​to​ ​what​ ​learners​ ​hear​ ​before​ ​producing
language,​ ​use​ ​other​ ​materials​ ​as​ ​input
○ EMPHASIS​ ​on​ ​COMPREHENSION

Theory​ ​of​ ​language

● Communication​ ​as​ ​the​ ​primary​ ​function​ ​of​ ​language
● Focus​ ​on​ ​teaching​ ​communicative​ ​abilities
● Similar​ ​to​ ​other​ ​communicative​ ​approaches
● Vocabulary​ ​is​ ​stressed
○ language​ ​is​ ​essentially​ ​its​ ​lexicon
○ inconsequently​ ​the​ ​grammar
■ that​ ​determines​ ​how​ ​the​ ​lexicon​ ​is​ ​exploited​ ​to​ ​produce​ ​msgs
■ information​ ​in​ ​the​ ​lexicon​ ​outweighs​ ​that​ ​in​ ​any​ ​other​ ​part​ ​of​ ​the
language
■ subordinate​ ​role​ ​of​ ​grammar
● Acquisition​ ​takes​ ​place​ ​only​ ​when​ ​people​ ​understand​ ​messages​ ​in​ ​the​ ​target
language
● INPUT​ ​HYPOTHESIS​ ​states​ ​that​ ​4​ ​acquirers​ ​to​ ​progress​ ​to​ ​the​ ​next​ ​stage​ ​in​ ​the
acquisition​ ​of​ ​the​ ​target​ ​language,​ ​they​ ​need​ ​to​ ​understand​ ​and​ ​master
STRUCTURES​ ​that​ ​are​ ​part​ ​of​ ​the​ ​next​ ​stage
○ linguistic​ ​hierarchy​ ​of​ ​structural​ ​complexity
● Messages​ ​are​ ​considered​ ​of​ ​primary​ ​importance
● Lexicon​ ​for​ ​both​ ​perception​ ​and​ ​production​ ​is​ ​critical​ ​in​ ​the​ ​construction​ ​and
interpretation​ ​of​ ​messages
● LEXICAL​ ​ITEMS​ ​in​ ​messages​ ​are​ ​necessarily​ ​grammatically​ ​structured
● More​ ​complex​ ​messages​ ​involve​ ​more​ ​complex​ ​grammatical​ ​structures
● GRAMMATICAL​ ​STRUCTURES​ ​DOES​ ​NOT​ ​REQUIRE​ ​EXPLICIT​ ​ANALYSIS​ ​OR
ATTENTION​ ​by​ ​the​ ​language​ ​teacher,​ ​by​ ​the​ ​lang​ ​learner​ ​or​ ​in​ ​language​ ​teaching
materials
Theory​ ​of​ ​learning
● Based​ ​on​ ​an​ ​empirically​ ​grounded​ ​theory​ ​of​ ​SLA,​ ​supported​ ​by​ ​a​ ​large​ ​number​ ​of
scientific​ ​studies
● PRINCIPAL​ ​TENETS​ ​OF​ ​THE​ ​THEORY​ ​of​ ​Krashen​ ​(LA​ ​theory)
○ THE​ ​ACQUISITION/LEARNING​ ​HYPOTHESIS
■ two​ ​ways​ ​of​ ​developing​ ​competence​ ​in​ ​Second​ ​/Foreign​ ​L
➢ Acquisition​ ​is​ ​the​ ​“natural”​ ​way,​ ​like​ ​first​ ​language​ ​development
○ unconscious​ ​process
○ thorough​ ​understanding
○ using​ ​language​ ​for​ ​meaningful​ ​communication
➢ Learning​​ ​is​ ​a​ ​process​ ​in​ ​which​ ​conscious​ ​rules​ ​are​ ​developed
○ explicit​ ​knowledge​ ​about​ ​the​ ​forms​ ​of​ ​the​ ​language​ ​and
the​ ​ability​ ​to​ ​verbalize​ ​this​ ​knowledge
○ formal​ ​teaching​ ​is​ ​necessary
○ correction​ ​of​ ​errors​ ​helps
■ learning​ ​according​ ​to​ ​the​ ​theory​ ​can​ ​not​ ​lead​ ​to​ ​acquisition
○ THE​ ​MONITOR​ ​HYPOTHESIS
■ Conscious​ ​learning​ ​can​ ​function​ ​only​ ​as​ ​a​ ​monitor​ ​or​ ​editor​ ​that
checks​ ​and​ ​repairs​ ​the​ ​output​ ​of​ ​an​ ​acquired​ ​system
■ three​ ​conditions​ ​limit​ ​the​ ​successful​ ​use​ ​of​ ​the​ ​monitor:
➢ TIME:​ ​to​ ​choose​ ​and​ ​apply​ ​a​ ​learned​ ​rule
➢ FOCUS​ ​ON​ ​FORM:​ ​focus​ ​on​ ​correctness​ ​or​ ​form
➢ KNOWLEDGE​ ​OF​ ​RULES:​ ​best​ ​with​ ​simpler​ ​rules
○ THE​ ​NATURAL​ ​ORDER​ ​HYPOTHESIS
■ acquisition​ ​of​ ​grammatical​ ​structures​ ​proceeds​ ​in​ ​a​ ​predictable​ ​order
■ first​ ​and​ ​second​ ​LA​ ​share​ ​similar​ ​natural​ ​order
■ errors​ ​are​ ​sing​ ​of​ ​naturalistic​ ​developmental​ ​processes
■ during​ ​acquisition​ ​(but​ ​not​ ​learning)​ ​similar​ ​error​ ​occur​ ​no​ ​matter​ ​what
language
○ THE​ ​INPUT​ ​HYPOTHESIS
■ explain​ ​relationship​ ​between​ ​input​ ​and​ ​LA​ ​and​ ​not​ ​Learning
■ FOUR​ ​main​ ​issues:
1. hypothesis​ ​relates​ ​to​ ​acquisition​ ​and​ ​not​ ​to​ ​learning
2. best​ ​acquisition​ ​by​ ​understanding​ ​input​ ​beyond​ ​their​ ​level​ ​of
competence​ ​(move​ ​from​ ​a​ ​stage​ ​to​ ​a​ ​stage​ ​I+1)
○ clues​ ​based​ ​on​ ​the​ ​situation​ ​and​ ​the​ ​context
○ extralinguistic​ ​information
○ knowledge​ ​of​ ​the​ ​world
3. ability​ ​to​ ​speak​ ​fluently​ ​cannot​ ​be​ ​taught,​ ​it​ ​emerges​ ​in​ ​time,
after​ ​linguistic​ ​competence​ ​by​ ​understanding​ ​input
4. when​ ​sufficient​ ​quantity​ ​of​ ​comprehensible​ ​input​ ​is​ ​provided
the​ ​scaffolding​ ​(​ ​I+1)​ ​occurs​ ​automatically
○ utterances​ ​that​ ​learner​ ​understand​ ​based​ ​on​ ​the
context
○ the​ ​speaker​ ​“casts​ ​a​ ​net”​ ​of​ ​structure​ ​around​ ​the​ ​L’s
current​ ​level​ ​with​ ​many​ ​instances​ ​of​ ​I+1
 ■ samples​ ​of​ ​“caretaker​ ​speech”
■ SL​ ​is​ ​provided​ ​with​ ​simple​ ​codes​ ​that​ ​facilitates​ ​SLC
■ “foreigner​ ​talk”​ ​is​ ​one​ ​code​ ​that​ ​refers​ ​to​ ​the​ ​speech​ ​native​ ​speakers
use​ ​to​ ​simplify​ ​communication​ ​with​ ​foreigners
➢ slower​ ​rate​ ​of​ ​speech
➢ repetition
➢ restating
➢ use​ ​of​ ​yes/no​ ​instead​ ​of​ ​Wh-​ ​questions
➢ changes​ ​that​ ​make​ ​messages​ ​more​ ​comprehensible
○ THE​ ​AFFECTIVE​ ​FILTER​ ​HYPOTHESIS
■ emotional​ ​state​ ​or​ ​attitudes​ ​are​ ​filters​ ​of​ ​input
➢ freely​ ​passes
➢ impedes
➢ blocks
■ Low​ ​affective​ ​filter​ ​is​ ​desirable​ ​(impedes​ ​or​ ​blocks​ ​less)
➢ L​ ​seek​ ​and​ ​receive​ ​more​ ​input
➢ interact​ ​with​ ​confidence
➢ are​ ​more​ ​receptive
■ THREE​ ​kinds​ ​of​ ​affective​ ​or​ ​attitudinal​ ​variables​ ​related​ ​to​ ​SLA
1. Motivation​ ​-​ ​with​ ​high​ ​motivation​ ​L​ ​do​ ​better
2. Self-confidence​ ​-​ ​L​ ​with​ ​a​ ​good​ ​self​ ​image​ ​are​ ​more​ ​successful
3. Anxiety​ ​-​ ​Low​ ​personal​ ​anxiety​ ​and​ ​low​ ​classroom​ ​anxiety​ ​are
more​ ​conductive​ ​to​ ​SLA
■ Anxious​ ​acquirers​ ​have​ ​a​ ​high​ ​affective​ ​filter
➢ prevents​ ​acquisition
➢ fear​ ​and​ ​embarrassment
➢ rises​ ​in​ ​early​ ​adolescence
➢ account​ ​for​ ​children’s​ ​superiority​ ​as​ ​L​ ​of​ ​SL

SUMMARY​ ​OF​ ​THE​ ​FIVE​ ​HYPOTHESES:

➢ as​ ​much​ ​input​ ​as​ ​possible
➢ whatever​ ​helps​ ​is​ ​important​ ​(visual​ ​aids+exposure​ ​for/to
VOCABULARY)
➢ focus​ ​on​ ​LISTENING​ ​and​ ​READING​ ​-​ ​SPEAKING​ ​will​ ​“EMERGE”
➢ to​ ​lower​ ​filter,​ ​center​ ​on​ ​meaningful​ ​communication​ ​rather​ ​than​ ​on
form,​ ​interesting​ ​input​ ​and​ ​relaxed​ ​atmosphere

DESIGN
● Objectives
○ is​ ​for​ ​BEGINNERS​ ​to​ ​become​ ​INTERMEDIATES
 ○ expectations​ ​are​ ​that​ ​L​ ​will​ ​understand​ ​S​ ​or​ ​Target​ ​language​ ​with​ ​some
requests​ ​for​ ​clarifications
○ able​ ​to​ ​convey​ ​their​ ​requests​ ​and​ ​ideas​ ​CLEARLY
○ needn't​ ​accurate​ ​in​ ​details​ ​of​ ​grammar
○ needn’t​ ​to​ ​know​ ​every​ ​word​ ​in​ ​a​ ​structure
○ needn’t​ ​syntax​ ​and​ ​vocabulary​ ​to​ ​be​ ​flawless
○ specific​ ​objectives​ ​depend​ ​on​ ​L’s​ ​NEEDS/SKILL/LEVEL
○ IMPORTANT​ ​to​ ​communicate​ ​L​ ​what​ ​to​ ​expect​ ​of​ ​a​ ​course​ ​(will​ ​be​ ​able​ ​to/will
not​ ​be​ ​able​ ​to)
● Syllabus
○ organized​ ​from​ ​TWO​ ​points​ ​of​ ​view
■ list​ ​of​ ​typical​ ​comm.​ ​goals​ ​under​ ​FOUR​ ​areas
➢ Basic​ ​personal​ ​communication​ ​skills:​​ ​ORAL​ ​(listening​ ​to
announcements​ ​in​ ​public​ ​places)
➢ Basic​ ​personal​ ​communication​ ​skills:​​ ​WRITTEN​ ​(reading​ ​and
writing​ ​personal​ ​letters)
➢ Academic​ ​learning​ ​skills:​​ ​ORAL​ ​(listening​ ​to​ ​lecture)
➢ Academic​ ​learning​ ​skills:​​ ​WRITTEN​ ​(taking​ ​notes​ ​in​ ​class)
○ the​ ​functions​ ​are​ ​not​ ​specified​ ​or​ ​suggested​ ​but​ ​are​ ​felt
to​ ​derive​ ​naturally​ ​from​ ​the​ ​topics​ ​and​ ​situations
■ needs​ ​and​ ​interests​ ​of​ ​L
➢ T​ ​determines​ ​situations​ ​in​ ​which​ ​L​ ​will​ ​use​ ​TL
➢ T​ ​determines​ ​the​ ​topics
➢ L​ ​NOT​ ​EXPECTED​ ​to​ ​acquire​ ​structures​ ​or​ ​forms
➢ L​ ​EXPECTED​ ​to​ ​deal​ ​w/​ ​a​ ​certain​ ​topic​ ​in​ ​a​ ​given​ ​situation
➢ activities​ ​are​ ​not​ ​organized​ ​about​ ​grammar
○ Difficulty​ ​to​ ​specify​ ​comm.​ ​goals​ ​that​ ​FITS​ ​all​ ​L/Sts
■ as​ ​syllabus​ ​suggestions​ ​rather​ ​than​ ​as​ ​specifications
○ Content​ ​selection​ ​should​ ​aim​ ​to​ ​create​ ​a​ ​low​ ​affective​ ​filter
■ interesting
■ foster​ ​a​ ​friendly,​ ​relaxed​ ​atmosphere
■ provide​ ​wide​ ​exposure​ ​to​ ​useful​ ​vocab
■ resist​ ​any​ ​focus​ ​on​ ​grammar
➢ since​ ​input​ ​is​ ​provided​ ​“​over​ ​a​ ​wider​ ​variety​ ​of​ ​topics​​ ​while
pursuing​ ​communicative​ ​goals,​ ​the​ ​necessary​ ​grammatical
structures​ ​are​ ​automatically​ ​provided​​ ​in​ ​the​ ​input”
● Activities
■ emphasis​ ​on​ ​presenting​ ​comprehensible​ ​input
■ T​ ​talks​ ​focuses:
➢ on​ ​objects​ ​in​ ​the​ ​classroom
➢ on​ ​the​ ​content​ ​of​ ​pictures,​ ​as​ ​with​ ​the​ ​direct​ ​method
■ L​ ​not​ ​require​ ​to​ ​say​ ​anything​ ​until​ ​ready
■ expected​ ​to​ ​respond​ ​Questions/Commands​ ​in​ ​other​ ​ways
■ T​ ​talks​ ​slowly​ ​and​ ​distinctly,​ ​asking​ ​questions​ ​and​ ​eliciting
ONE-WORD​ ​answers
 ■ Gradual​ ​progression​ ​from​ ​YES/NO​ ​questions,​ ​through​ ​either-or
questions,​ ​to​ ​questions​ ​that​ ​Sts​ ​can​ ​answer​ ​using​ ​words​ ​they​ ​have
heard​ ​used​ ​by​ ​the​ ​T
■ Sts​ ​not​ ​expected​ ​to​ ​use​ ​words​ ​until​ ​have​ ​heard​ ​it​ ​many​ ​times
■ CHART,​ ​PICTURES,​ ​ADVERTISEMENTS​ ​and​ ​other​ ​REALIA​ ​serves
as​ ​the​ ​focal​ ​point​ ​for​ ​Q
■ if​ ​Sts​ ​competence​ ​allow,​ ​Talk​ ​moves​ ​to​ ​class​ ​members
■ “ACQUISITION​ ​ACTIVITIES”​ ​focus​ ​on​ ​meaningful​ ​communication
rather​ ​than​ ​form,​ ​are​ ​emphasized
■ pair​ ​or​ ​group​ ​work​ ​may​ ​be​ ​employed,​ ​followed​ ​by​ ​whole-class
discussion​ ​led​ ​by​ ​T
■ Techniques​ ​are​ ​often​ ​borrowed​ ​from​ ​other​ ​methods​ ​and​ ​adapted​ ​to
the​ ​NA
➢ command-based​ ​activities​ ​(TPR)
➢ mime,​ ​gestures​ ​and​ ​context​ ​used​ ​to​ ​elicit​ ​Q/A​ ​(DM)
➢ group​ ​work​ ​identical​ ​to​ ​Communicative​ ​LT​ ​sharing​ ​information
to​ ​complete​ ​a​ ​task
➢ no​ ​novel​ ​procedures​ ​and​ ​techniques
■ Providing​ ​a​ ​classroom​ ​environment​ ​that​ ​cues​ ​comprehension​ ​of​ ​input,
minimizes​ ​L​ ​anxiety,​ ​and​ ​maximizes​ ​L​ ​self-confidence
● Learner’s​ ​roles
○ L​ ​should​ ​not​ ​try​ ​to​ ​learn​ ​a​ ​language​ ​in​ ​the​ ​usual​ ​sense
○ L​ ​is​ ​seen​ ​as​ ​a​ ​processor​ ​of​ ​comprehensible​ ​input
○ A​ ​is​ ​challenged​ ​by​ ​input​ ​slightly​ ​beyond​ ​its​ ​current​ ​level​ ​of​ ​competence
○ A​ ​is​ ​able​ ​to​ ​assign​ ​meaning​ ​to​ ​input​ ​through​ ​the​ ​active​ ​use​ ​of​ ​context​ ​and
extralinguistic​ ​information
○ Roles​ ​change​ ​according​ ​to​ ​stage​ o ​ f​ ​LD
○ L​ ​decide​ ​when​ ​to​ ​speak,​ ​what​ ​to​ ​speak​ ​about,​ ​and​ ​what​ ​linguistic​ ​expressions
to​ ​use​ ​in​ ​speaking
■ PRE-PRODUCTION​ ​STAGE
➢ participate​ ​in​ ​the​ ​Language​ ​activity​ ​without​ ​responding
○ Sts​ ​act​ ​out​ ​physical​ ​commands
○ Sts​ ​identify​ ​colleagues​ ​from​ ​teacher​ ​description
○ Sts​ ​point​ ​pictures
○ etc
■ EARLY-PRODUCTION​ ​STAGE
➢ Sts​ ​respond​ ​either-or
➢ Sts​ ​fill​ ​in​ ​charts
➢ Sts​ ​use​ ​fixed​ ​conversational​ ​patterns
○ How​ ​are​ ​you?​ ​What’s​ ​your​ ​name?
■ SPEECH-EMERGENT​ ​PHASE
➢ Sts​ ​involve​ ​in​ ​role​ ​play​ ​and​ ​games
➢ contribute​ ​personal​ ​information​ ​and​ ​opinions
➢ participate​ ​in​ ​group​ ​problem​ ​solving
 ○ FOUR​ ​kinds​ ​of​ ​responsibilities​ ​in​ ​the​ ​NA​ ​classroom
1. inform​ ​their​ ​specific​ ​goals​ ​so​ ​TOPICS​ ​and​ ​SITUATIONS​ ​focus​ ​on​ ​that
2. active​ ​role​ ​ensuing​ ​comprehensible​ ​input.​ ​USE​ ​and​ ​LEARN
conversational​ ​management​ ​techniques
3. decide​ ​when​ ​to​ ​speak​ ​and​ ​when​ ​to​ ​upgrade​ ​it
4. decide​ ​w​ ​T​ ​the​ ​amount​ ​of​ ​time​ ​devoted​ ​to​ ​learning​ ​exercises
(grammar​ ​study)​ ​if​ ​having​ ​and​ ​complete​ ​and​ ​correct​ ​them
independently​ ​if​ ​possible
● Teacher’s​ ​role
○ THREE​ ​central​ ​ROLES
1. primary​ ​source​ ​of​ ​CI​ ​in​ ​the​ ​target​ ​language
a. generate​ ​constant​ ​flow​ ​of​ ​language
b. provide​ ​multiplicity​ ​of​ ​nonlinguistic​ ​clues​ ​to​ ​assist​ ​interpreting
2. create​ ​a​ ​classroom​ ​atmospheres​ ​that
a. is​ ​interesting
b. friendly
c. there​ ​is​ ​a​ ​low​ ​affective​ ​filter
i. this​ ​is​ ​achieved​ ​in​ ​part​ ​because​ ​Sts​ ​are​ ​not​ ​demanded
to​ ​speak​ ​before​ ​ready
ii. not​ ​correcting​ ​Sts​ ​errors
iii. providing​ ​highly​ ​interesting​ ​subject​ ​matters
3. choose​ ​and​ ​orchestrate​ ​a​ ​rich​ ​mix​ ​of​ ​classroom​ ​activities
a. variety​ ​of​ ​group​ ​sizes
b. content
c. and​ ​contexts
d. responsible​ ​for​ ​collecting​ ​material​ ​and​ ​designing​ ​their​ ​use
i. materials​ ​are​ ​not​ ​based​ ​on​ ​T’s​ ​perception​ ​but​ ​on
ELICITED​ ​Sts​ ​needs​ ​and​ ​interests
○ T​ ​responsable​ ​of​ ​communicating​ ​CLEARLY​ ​and​ ​compelling​ ​Sts​ ​the
ASSUMPTIONS,​ ​ORGANIZATION​ ​and​ ​EXPECTATIONS​ ​of​ ​the​ ​method
■ since​ ​in​ ​many​ ​cases​ ​these​ ​will​ ​violate​ ​sts​ ​views​ ​of​ ​LEARNING​ ​and
TEACHING
● Role​ ​of​ ​Materials
○ Make​ ​activities​ ​as​ ​meaningful​ ​as​ ​possible
■ supplying​ ​“extralinguistic​ ​context​ ​to​ ​understand”
■ relating​ ​activities​ ​to​ ​real​ ​world
■ fostering​ ​real​ ​communication
○ Came​ ​from​ ​the​ ​world​ ​of​ ​REALIA​ ​rather​ ​than​ ​from​ ​TEXTBOOKS
○ Aim​ ​of​ ​materials​ ​is​ ​to​ ​promote​ ​comprehension​ ​and​ ​communication
○ Pictures​ ​and​ ​other​ ​visuals​ ​aids​ ​are​ ​essential
○ Other​ ​recommended​ ​materials​ ​include​ ​SCHEDULES,​ ​BROCHURES,
ADVERTISEMENTS,​ ​MAPS,​ ​AND​ ​BOOKS​ ​(appropriate​ ​level​ ​to​ ​Sts)
○ GAMES​ ​are​ ​useful​ ​since​ ​“by​ ​their​ ​very​ ​nature,​ ​focus​ ​the​ ​Sts​ ​on​ ​what​ ​it​ ​is​ ​they
are​ ​doing​ ​and​ ​use​ ​ ​the​ ​Lang​ ​as​ ​a​ ​tool​ ​for​ ​reaching​ ​a​ ​goal”
○ SELECTIONS,​ ​REPRODUCTION​ ​and​ ​COLLECTION​ ​places​ ​a​ ​burden​ ​on​ ​T
 ■ it​ ​is​ ​likely​ ​at​ ​some​ ​point​ ​collection​ ​of​ ​materials​ ​to​ ​supplement​ ​the​ ​T​ ​will
be​ ​PUBLISHED​ ​and​ ​built​ ​around​ ​topics​ ​and​ ​situations
RECOMMENDED
● Procedures
○ adopts​ ​techniques​ ​and​ ​activities​ ​freely​ ​from​ ​various​ ​methods
○ innovative​ ​only​ ​for​ ​THE​ ​PURPOSE​ ​and​ ​WAY​ ​they​ ​are​ ​used
○ K&T​ ​suggest​ ​activities​ ​familiar​ ​to​ ​SLT​ ​(Situational​ ​Language​ ​Teaching),​ ​CLT
and​ ​other​ ​M
■ Examples​ ​used​ ​in​ ​NA​ ​classrooms
● to​ ​provide​ ​comprehensible​ ​input
● without​ ​requiring​ ​production​ ​of​ ​responses
● or​ ​minimal​ ​response​ ​in​ ​the​ ​target​ ​language
1. quite​ ​simple​ ​TPR​ ​commands:​ ​STAND​ ​UP​ ​-​ ​TURN
AROUND​ ​-​ ​RAISE​ ​YOUR​ ​HAND
2. TPR​ ​to​ ​teach​ ​BODY​ ​PARTS​ ​-​ ​NUMBERS​ ​&
SEQUENCE