In classrooms, the majority of interactions are based around typical question and answer structures. While these structures provide students with the opportunity to communicate, they can also lead to short, direct answers and discourse turns that do not encourage students to develop their speech as much as they possibly could, or as naturally. Research has indicated that introducing a range of discourse moves into classroom interactions can encourage students to produce more, both quantitatively and qualitatively (Bury, 2018). However, despite these findings and teacher feedback indicating that further training or guidance on how to effectively incorporate different discourse moves into their classroom language would benefit the fluidity and authenticity of their in-class interactions, previous research has not discussed practical suggestions on how to do this. This presentation aims to address that gap. Firstly, the effect that teachers using ten different discourse moves, including reflective statements, statements of interest, speaker referrals, and referential questions, can have on student output in Japanese universities is analyzed, and then different strategies that can be used in classrooms to make students more aware of the choice of discourse moves available to them and to practice those moves are introduced.