Fırat's Speaking Lesson Plan
Upper Intermediate level


In this lesson, students will be exposed to the spoken English with a variety of accents through a listening exercise based on mysterious experiences. The lesson will start by eliciting their thoughts about deja-wu. This is followed by the listening exercise where students will listen to four conversations related to the topic. Finally, for the production, they will talk about their own experiences/opinions in groups.


Abc Listening Exercise
Abc Mysterious experiences list
Abc Language Focus - Matching Activity

Main Aims

  • To give Ss practice in listening for gist, spesific information and detail.

Subsidiary Aims

  • To raise Ss' awareness of pause fillers and repetition. To give Ss practice in speaking for fluency in the context of misterious experiences sounding natural by using fillers and repetition.


Lead in (3-5 minutes) • To set lesson context and generate interest in the topic of the lesson

T sets the context by asking questions about deja-vu. Starts a discussion about some general claims to lead Ss' interest and to use vocabulary elements they may not be familiar with. (Spooky, Odd, Dusk) T: I have always found deja-vu very interesting. Some people think that it is a reflection of their previous life, some people even say that they can even predict what will happen next and it actually happens. It is a bit SPOOKY to think about, isn't it? (T writes spooky on the WB) T: Have you ever had such an ODD experience that you consider mysterious? (T writes odd on the WB)

Pre-Listening (3-5 minutes) • To prepare students for the text and make it accessible

T ask questions about the words "odd, spooky, dusk" and sets a task to show the difference between their levels. T: What kind of word is spooky? (Adj.) Odd? (Adj.) Dusk? (Noun). T: Very good. OK, I want you to close your eyes and imagine you are dreaming. You will not open your eyes before I tell you to. Draws three traverses on the WB and tries to elicit where to spot the words between two other ends. Clarifies the meaning, form, and pronunciation. T will give students the list of mysterious experiences. T: Let's take a look at some examples that we might find mysterious. I will give you a list now, and I want you to take a look at it, on your own, and think if you have heard them before. You will have one minute to read it. ICQ1: Will you discuss them with your partner? (No) ICQ2: Will you think if they seem familiar to you? (Yes) T: Good. Now I want you to discuss your ideas with your partner about which of them do you think are more likely to happen.

While-Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T: Let's listen to some examples people have had before. You will hear four people talking about their experiences. Do not worry, I don't expect you to understand everything you hear. Just try to understand the general information. ICQ1: Will you take notes while listening? (NO) ICQ2: Will you try to understand what it is about? (YES) T: Excellent. T plays the audio tracks. T: Now, please check the list I gave you. Could you hear any of them? I want you to find the ones you heard and match with the speakers. When you are done, check your answers with your partner. T gets some FB if their answers are correct.

While-Listening #2 (10-16 minutes) • To practise listening for spesific information (scanning).

T writes on the WB the speakers' name and two words/numbers that are mentioned in the audio tracks, and tell Ss to find out what they mean while they listen. T: Now, we will listen to them once more. This time, I want you to pay more attention to these words and numbers on the WB and try to find what information they provide. When you are done, tell your answers to your partner and listen to theirs, one by one. You will have four minutes to discuss your answers. ICQ: Will you listen to understand what exactly happened? (NO) ICQ2: Will you tell me the answers as you find them? (NO) T plays the audio tracks, Ss listen and compare their answers in pairs. T stops them and asks if they could come to a conclusion. (T may play the audio tracks once more if thinks it is necessary.)

Language Focus (5-8 minutes) • To raise Ss' awareness of pause fillers and repetition.

T gives Ss the LF ex.1 and tells them to match the beginnings of the phrases with their ends. T: I will give you a piece of paper now. There are sentences taken from the texts we just listened to. You will see the beginnings, marked with numbers 1 to 6; and the endings, marked with letters a to f. I want you to match the beginnings with the endings which you think correct. Just write the correct letter across the correct number. You have three (+1) minutes to complete and we will check the answers together. ICQ: Will you complete the beginnings with your own sentences? (NO) ICQ: Will you compare your answers with your partner? (NO) T stops the activity and asks Ss to tell their answers. After each correct answer, T will model the sentence.

Post-Listening (5-10 minutes) • To develop oral fluency on the topic

Ss will discuss their own experiences/or opinions about what events they consider mysterious and what makes them mysterious for them in groups.

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