This study deals with the experience of prospective teachers of Turkish in creating activities by using strategies suitable for verbal communication skills and designing an assessment tool to evaluate such activities. The aim of this study is to provide the participants with the necessary knowledge about activity designing strategies as well as to improve their proficiency as teachers to develop and use a suitable assessment tool so that the activities could be evaluated. The study has been carried out in accordance with the mixed research design in which the quantitative and qualitative data collecting processes are used together. The result of the review shows that the completed activity designing strategy and the rubric that evaluates the activities support the participants' proficiency in designing the teaching process suitable for listening/following activities and help them during the teaching process. Based on those findings, it has been concluded that the information acquired during a systematical and planned listening/following process has a positive effect on prospective teachers' skills to design a teaching process.