Ah! Another acronym. Yes, of course, MFP has to be addressed, and adult students do seem to need to know the theory, where children absolutely do not-- but it can be done, and more efficaciously, in the process of communicating. Slip it in when they aren't looking. It is getting involved in 'free conversation' that most helps your student acquire the language.
Granted, my 'free conversation' is not very free-- I rely on a lot of conversation-stimulating materials (videos, newspaper articles, cartoons, picture books, quizzes, puzzles, lyrics, gossip, etc) to ensure that the student is getting vocabulary and items of interest beyond the state of the weather and the student's weekend activities. Input, input, input-- if the student is getting enough of it, at a reasonably comprehensible level-- s/he will eventually be able to speak English well.
Of course, students vary. Most of my Japanese students can parse circles around me but cannot pronounce their way out of a paper bag. Yours may have other idiosyncrasies.
Are we talking about the same points?