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Output is essential to developing fluency in a language, but it's most effective when students have a reason to communicate. It's helpful to keep in mind why people speak and write to one another. They could want to relay information, listen to a story, or create prose. The reasons we communicate with one another are important because as teachers we want to replicate this feeling in the classroom. In this way, students will naturally want to output in English as a means of expressing themselves and communicating. I like the idea of finding a mix between more controlled speaking activities with more creative and unhindered ones. If a student's recurrent grammar and pronunciation mistakes go unchecked for too long, they can be hard to uproot later. The \"three by three\" drilling method seems quite effective, finding a good balance between deliberate repetition to make short phrases and sentences automatic without becoming mindless. Using games as a means of language learning is interesting, too. Having played quite a few board games with my Mandarin speaking friends, it's always interesting the amount of vocabulary that can be used in games. For example, playing \"Clue\" is a great chance to teach weapon vocabulary, and maybe some murder mystery words as well. Twister is good for familiarizing one with body parts, and I have a game called \"Patchwork\" that is based on the idea of creating a quilt from patches of cloth that could introduce sewing related words. All in all, spoken and written English can be practiced in many interesting ways as long as we are willing to keep our minds open.
