A programming language is a textual language with syntax and semantics, and so is a natural language. Because of these similar characteristics, it is proposed that learning to program is similar to learning a new natural language. The goal of this paper is to evaluate the effectiveness when a natural language vocabulary acquisition model is used in programming education for beginners. This study involves a class of 26 students enrolled in lower secondary education. We apply a model for learning vocabulary to programming concepts. We redesign three lessons of an introductory programming course and replace them with lessons in which natural language strategies are used. Based on lesson observations, written and verbal student feedback, and an analysis of the students’ work, we aim to understand the effects of this intervention on both student performance and motivation. Our findings show that the students have effectively learned and practiced programming concepts. They also show high levels of motivation, by expressing enthusiasm and dedication towards their learning process. When asked for feedback students state how they thought the learning process is fun. They appreciate the lesson structure and set-up, the themes, the way they receive instruction, and that they are allowed to collaborate with other students. Challenges of our approach are that our lessons made use of paper handouts, and although students did quite well when working on the programming assignments, they showed a great dislike for working on paper that negatively affected their motivation. Also, transitioning to a different kind of lessons takes time and effort, and we need to make sure to create a safe classroom environment in which students feel free to get creative, brainstorm and associate. In order to improve programming education for all students, we want to employ an action research setup in future studies to refine our existing design and develop a generalized teaching methodology.