T starts the lesson telling a personal mysterious story. (A friend of mine passed away around a year ago and last week I thought I saw her on the subway.) After this story, T elicits the words "mysterious experiences" and writes them on the board, clarifying the meaning using the following CCQs: * Is a mysterious experience strange? Yes * Is it easy to understand a mysterious experience? No * Does a mysterious experience have a normal explanation? Sometimes, not always.

T provides examples of some mysterious experiences through the semi-controlled speaking activity exercise 1. T asks the students to read the list of mysterious experiences and discuss in pairs whether they are mysterious or whether they have a normal explanation or not. WCFB at the end of the discussion. This activity will provide examples of mysterious experiences and the items in the list in exercise 1 will be used for the following listening activity.

T provides examples of fillers and repetition through listening for general understanding activity, firstly asking the students to listen to four people talk about their mysterious experiences and match the speakers with one of the experiences in exercise 1. T elicits the instructions from the students asking "What are we going to do?" They already have the instructions on the handout. It will be easy for them. Pair check before WC FB. T elicits the answers from the students (Answer Key). Next, T moves on to the listening for specific information. T again elicits the instructions from the students. Ss listen to the recordings again and talk in pairs about the given key words in exercise listening 2. WC FB. Finally, T gives out the tape-scripts to the students. Fillers and repeated words will have already been highlighted in the script of the first speaker.

T will have given out the tape-script to the students the fillers highlighted in green and the repeated words highlighted in blue of only the first speaker. T asks Ss to work in groups and discuss the functions of the items highlighted in different colors to elicit the functions of fillers and repetition from the students and write on the board "fillers" in green and "repetition" in blue. T reflects the tape-script on the board and asks Ss to work in pairs to find out other examples of fillers and repetition in the tape-script. Ss underline the fillers in green and repeated words in blue on the board.

T sets the free speaking activity for Ss to tell their mysterious experiences using fillers and repeated words. First, Ss think of any mysterious experience that they have had individually. Later, T matched the students using colorful candies. Each student will pick a piece of colorful candy and find the people who have the same colored candies. They will take turns and tell their mysterious experiences to each other using fillers and repeated words when necessary.

T monitors Ss during the free practice activity and takes notes of the mistakes they do. At the end of free practice, T corrects these mistakes on the board.