Idea — Speaking and writing are productive skills — learners generate language rather than receive it. Both need accuracy (correct form) and fluency (smooth flow), and good lessons build the two separately.
Example — A learner can be accurate but halting, or fluent but error-strewn; each needs different practice.
Try — Look at your next speaking task and decide its main goal: accuracy or fluency? Naming it changes how you correct.
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