IntroductionMichael Lewis formulated an approach that changed the conventional perspective of both the teacher and the student towards language. This revolutionary approach has created intense and controversial debates about its validity. Lewis (1993) was a naturalist who argued that any effective method of teaching must be based on learning prefabricated chunks of language rather than individual words. He based his argument on corpus data, which indicates that language is made up of a large amount of prefabricated pieces. The lexical approach can be described as a developed method born from previous linguistic concepts. The techniques underlying this approach include observing the nature of the language rather than analyzing it, and also increasing awareness of blocks and phrases of the language (Batstone, 1996). Furthermore, the lexical approach suggests that grammatical rules should be watered down, but not abandoned at all, to give the learner the opportunity to discover them through observation of the grammatical patterns of blocks and sentences of the language. Surprisingly, the lexical approach does not have satisfactory integration in the classroom with the claim that the lexical approach cannot be applied in the classroom (Rogers, 2000). the topic of this essay will be how to implement the lexical approach and its importance in illustrating how lexicon-based learning facilitates students' reception of language and provides them with natural and accurate language. This essay will give a brief account of the main concept of the lexical approach, after which it will highlight the lexical categorization using the lexical approach. Furthermore, this essay will discuss the main problems that the lexical approach faces to be implemented...... half of the article ...... described by T1, nor will the students be given the opportunity to see the structure of the grammatical formula. It is this clear difference that distinguishes the lexical approach. This piece of language is simply not called a piece of grammar; it is considered only as a part of speech. Therefore, this follows Lewis' theory that language should not be seen as individual words; in fact it must be presented in prefabricated pieces, as demonstrated in this hypothetical lesson. The other phases of the two lessons may have other similarities. When students are asked to give examples of the language, the teacher should pay close attention to each sentence. Error correction, once again, plays a crucial role but, above all, when errors occur, T2 would correct only by saying the correct version and never by referring to the grammatical structure, as T does.1.