培養初學者有能力聽懂L2（即使必須多問些問題才能瞭解對方的含意），並用L2表達自己的意見（即使文法不一定完全正確，但是可以讓對方聽懂的程度）。

二、 課程安排

NA的課程以（1）能培養基礎的口語 / 書寫溝通能力；（2）能切合學生的興趣與需要，和（3）題材能降低情緒門閥，增進友好、輕鬆的上課氣氛等三大方針為設計重點，而不以文法為課程重心。以下為一教學實例：

步驟一 教師告訴學生今天藥學顏色。

步驟二 教師指著學生的衣服，一邊指一邊說：“Tony wears a BLUE shirt. Mary has a pair of ORANGE shoes, Jessica’s bag is RED. David ahs a PURPLE pencil case…”

步驟三 老師拿出一張畫，上有一道彩虹。老師依著顏色唸下來，一邊唸一邊指：”red, orange, yellow, green, blue, indigo, purple”

步驟四 把顏色卡放入盒內，和學生玩猜卡片遊戲。老師拿起一張不讓學生看。老師說”red”，學生說”yes” 或”no”；如學生已學會，可讓學生直接說顏色。

三、教學活動與學習型態

NA的教學活動可說是集合各家教學法之大成，只要它們能符合〝i + 1〞的課程內容原則，並可活絡教學氣氛、降低情緒門閥指數者，都可以被收納在NA中。例如：TPR的祈使句活動、DM中用來引導學生問 / 答的手勢和肢體動作，以及CLT中學生互通訊息以完成任務的團體活動等。以下為一範例（Krashen and Terrell 1983:75-7）:

1. Start with TPR [Total Physical Response ]commands. At first the commands are quite simple:” Stand up. Turn around. Raise your right hand.”

2. Use TPR to teach names of body parts and to introduce numbers and sequence. “Lay your right hand on your head, put both hands on your shoulder, first touch your nose, then stand up and turn to the right three times” and so forth.

3. Introduce classroom terms and props into commands. “Pick up a pencil and put it under the book, touch a wall, go to the door and knock three times.” Any item which can be brought to the class can be incorporated. “Pick up the record and place it in the tray. Take the green blanket to Larry. Pick up the soap and take it to the woman wearing the green blouse.”

4. Use names of physical characteristics and clothing to identify members of the class by name. The instructor uses context and the items themselves to make the meanings of the key words clear: hair, long, short, etc. Then a student is described. “What is your name?” (selecting a student). “Class, Look at Barbara. She has long brown hair. Her hair is long and brown. Her hair is not short. It is long.” (Using mime, pointing and context to ensure comprehension). “What’s the name of the student with long brown hair? “ (Barbara). Questions such as “What is the name of the woman with the short blond hair?” or “What is the name of the student sitting next to the man with short brown hair and glasses?” are very simple to understand by attending to key words, gestures, and context. And they require the students only to remember and produce the name of a fellow student. The same can be done with articles of clothing and colors. “Who is wearing a yellow shirt? Who is wearing a brown dress?”

5. Use visuals, typically magazine pictures, to introduce new vocabulary and to continue with activities requiring only student names as response. The instructor introduces the pictures to the entire class one at a time focusing usually on one single item or activity in the picture. He may introduce one to five new words while talking about the picture. He then passes the picture to a particular student in the class. The students’ task is to remember the name of the student with a particular picture. For example, “Tom has television” and so forth. The instructor will ask questions like “Tom has the picture of the sailboat. Does Susan or Tom have the picture of the people on the beach?” Again the students need only produce a name in response.

6. Combine use of pictures with TPR. “Jim, find the picture of the little girl with her dog and give it to the woman with the pink blouse.”

7. Combine observations about the pictures with commands and conditionals. “If there is a woman in your picture, stand up. If there is something blue in your picture, touch your right shoulder.”

8. Using several pictures, ask students to point to the picture being described. Picture 1. “There are several people in this picture. One appears to be a father, the other a daughter. What are they doing? Cooking. They are cooking a hamburger. “ Picture 2. “There are two men in this picture. They are young. They are boxing.” Picture 3….

四、 教師與學生的角色

學生是課程內容的接收者，它們必須藉由背景知識、教學情境及老師的語氣語調等資訊來瞭解比它們程度略高一級的教學內容。他們在初學時不用急著跟老師對話，只要聽的懂L2並做出被要求的活動即可。等到心理方面調適準備好，再自行決定何時要開口練習的時機。教師則是〝i + 1〞教學內容的提供者，要負責創造優質學習環境，設計多樣的教學活動，並降低學生的情緒門閥。

台灣的英語教育如今正是進入國小校園，家長與社會人士在振奮之餘（ 〝我的小孩終於不會輸在起跑點上了〞）， 應該也要一起來關心、監督台灣英語教育的目標與教學內容。我們是要讓小學生提早面對背字母、背KK因標、被單字課文的壓力，還是讓孩子輕鬆快樂地將英語融入他們童年的記憶？我們是否要讓小學生趕快學得一口文法無懈可擊、用字淺詞可圈可點的英文，以便盡早躋身明星學校，還是讓小孩子學會用英文看卡通、點菜、 問路，成為可以在地球村優游自處的小天使？民眾是接受教育的主角，所以大家都有權力提出自己的需求，而不要一昧讓所謂的〝專家〞牽著鼻子走。今天，專家已經開始去注意到學習者的需求、興趣、心情和學習效率，而不再只是專注在語言的微觀研究上。否則，怎麼會有NA等教學法應運而生呢？