1. Why MPF?

2. Why MPF?

7. It’s dog Kukras
(n)
/ kɒkrəs/

8. What steps did I follow?

9. What steps did I follow? M P F
1- The teacher introduces the topic area to activate students’ knowledge and see what they know about the topic. 2- The teacher conveys the meaning of ‘X’ 3- The teacher elicits/provides the new word. 4- The teacher checks that the Ss have understood the meaning (through concept checking questions, etc.) 5- The teacher elicits/models the pronunciation and drills word. 6- The teacher elicits the new word on board (spelling marking parts of speech, stress, etc. 7- Students record the new words on paper. M
Content Layouts P F

10. CONVEYING AND CLARIFYING MEANING OF LEXICAL ITEMS
1- Visuals
2- Clines
3- Mind-Maps
4- Mime and Gesture
5- Explanation and Definition
6- Synonyms and Antonyms
7- Concept Check Questions (CCQs)
8- Working out Meaning from Context
9- Using Dictionaries
10 - Translations
Content Layouts

11. CCQs
Concept checking questions

12. She picked up her briefcase and left.
(The teacher is worried that 'briefcase' will be confused with 'suitcase')
Do we use the ‘briefcase’ when we are travelling?
Do we put clothes in it?
Do we put documents in it?
Do we take it to our work?

13. Could you give me a hand?
( The teacher is worried that Ss will not realize that 'give me hand' is informal.)
Do we use it when we are talking to our parents?
Do we use it with our friends?
Do we use it with out manager?

14. Houses are often more expensive near the coast.
 Is it far from the sea?
Do you go for a walk on the coast?
Do we see costs or beaches on the maps?

15. Click to edit title style
Importance of drilling
Provide a strong focus on accuracy.
Provide intensive practice in sounds, intonation, stress and rhythm.
Provide a safe a safe environment to experiment producing new language.
Provide an opportunity to notice correct pronunciation.
Help memorization and automisation of language patterns and chunks.

16. Tips for teachers *Must be done with confidence. *Keep them short
*Stand where everyone can see you
*Always provide a natural model (stress, intonation, etc.)
*It is better not to have a written model for drilling.

17. M P F
Grammar

18. Systems and skills

19. Systems
Vocabulary
Grammar

20. Skills
Listening
Speaking
Reading
Writing

21. Systems Framework
Grammar or vocabulary

22. Presentation
Practice
Production
PPP

23. Presentation
MPF of TL
Lead-in

24. Practice
controlled
Semi-controlled

25. Production
Writing
Discussion questions

26. What steps did I follow? Set the context Elicit or input language
Focus on meaning (concept check)
Drill
Focus on form
Students record the new language
Lead-in M P F

27. She ----- ----- ----- (go ) home.
A: How does he speak English so well?
B: He

28. GRAMMAR
She used to play the guitar.
Meaning:
(HINT: Why not say, “She played the guitar.”?)
Used to: is used to talk about repeated actions or habits in the past.
She played the guitar in the past but she doesn't do this anymore.
Concept Questions
Answers:
(HINT: One of your CCQs must include the words “…one time…” in it.)
1- Did it happen in the past? Yes
2- Did it happen one time in the past? No
3- Does she play the guitar now? No

29. FORM
She used to play (indicate what 3 grammatical components you need to make this structure – be very careful with terminology)
Subject + used to + infinitive
She + used to + play

30. PRONUNCIATION FEATURES
Mark sentence stress with dots/boxes above the stresses syllable:
□ □ □
She used to play the guitar.
used to play transcribed into phonemes as it is said in natural speech
/ ˈ j uː s tə p l eɪ /