Why MPF?

Why MPF?

It’s dog Kukras (n) / kɒkrəs/

What steps did I follow?

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

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

CCQs Concept checking questions

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?

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?  

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?

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.  

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.

M P F Grammar

Systems and skills

Systems Vocabulary Grammar

Skills Listening Speaking Reading Writing

Systems Framework Grammar or vocabulary

Presentation Practice Production PPP

Presentation MPF of TL Lead-in

Practice controlled Semi-controlled

Production Writing Discussion questions

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

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

  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

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

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 /