1TABLE OF CONTENTS

ADKNOWLEDGEMENTS i
LIST OF ACRONYMS iv
CHAPTER 1: INTRODUCTION 1
1.1. Rationale of the study 1
1.2. Scope of the study 2
1.3. Aims of the study 2
1.4. Objectives of the study 2
1.5. Method of the study 2
CHAPTER 2: CONTENTS 3
2.1.Theoretical bases 3
2.1.1 The introduction of the theory of Multiple Intelligences 3
2.1.2 Using the Theory of Multiple Intelligences in the classroom 4
2.1.3. Warm up activities in reading lessons 5
2.2. Facts about teaching and learning English in An Nhơn No3 High school &
other school 6
2.3. Application the theory of MI to vary warm up activities in reading lessons 7
2.3.1.Linguistic learners 8
2.3.2.Logical or mathematical learners 9
2.3.3.Visual and spatial learners 11
2.3.4.Musical learners 12
2.3.5.Bodily or Kinaesthetic learners 13
2.3.6.Interpersonal learners 14
2.3.7.Intrapersonal learners 15
2.3.8.Naturalistic learners 16
2.4.Results 18
CHAPTER 3: CONCLUSION AND SUGGESTION 20

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3CHAPTER 1
INTRODUCTION
1.1. Rationale of the study:
Recent years have seen remarkable changes in the way of teaching
English. However, although teachers of English have adopted
communicative approach for a few years, they find it difficult to teach all
kinds of students in the same class effectively. Students tend to be treated
as a homogeneous group and find no where to show their strength in the
classroom. The term “students-centered” seems to be completely ignored.
In fact, every classroom is full of students who are different from each
other in many different ways. A student is unique in a class not only
because of his age, his family background, or his own interests, but also
because of his strengths and weaknesses. It is undeniable that when
students learn through their strengths, they not only learn more effectively
but also show the improvement in their weaker areas. In addition, the
theory of Multiple Intelligences maintains that students who have one area
of intelligence which is more fully developed than the others should be
encouraged to approach their learning by using that particular intelligence
as an entry point. As a result, it is vital for teachers to utilize such
strengths or intelligence of students to help them absorb the knowledge in
the most suitable way. With the hope to find a better way to teach students
as individuals, this experienced idea, based on the theory of Multiple
Intelligences, has been carried out.
In addition, reading is one of the most basic skills that need paying

making students of different levels to be much interested in the topic at the
beginning of reading lessons
1.3. Aims of the study
This study is carried out with the following specific aims:
- To make teachers more aware of the importance and effectiveness
of the theory of MI in teaching English
- To create various warm up activities to make reading lessons
more interesing and effective
- To attract the interests of all kinds of students in an English lesson.
1.4. Objectives:
I have carried out this study to the students in grade 12, acedamic
year 2009 – 2010 and 2010 - 2011 with textbook Tieng Anh 12
1.5. Method of the study
In order to achieve the aims of the thesis, I have followed the
following steps:
- Make a small survey about the interests of students in a reading
lesson
- Collect, create, classify and apply variety of warm up activities to
see their levels of effectiveness in reading lessons
5

- Observe students’ reactions in differents kinds of warm up
activities, and then draw some conclusions on their most favorite warm-up
activities.
- Classify students in each class and use suitable activities.

CHAPTER II

CONTENTS

2.1. THEORETICAL BASES
2.1.1. THE INTRODUCTION OF THE THEORY OF MULTIPLE
INTELLIGENCES

Have you ever thought about why your students react in different ways to
the activities you do in the class? Or even why different groups react differently
to the same activity? Why do some students really enjoy working in groups
while others are much more productive working alone? Why do some learners
draw pictures in their vocabulary books while others seem to need to just hear a
word to be able to use it themselves?
Dr. Howard Gardner-professior of education at Harvard University (the
photo above) developed a theory called Multiple Intelligences (1983) which can
go some way towards explaining different learner styles.
According to Gardner, there are eight different types of intelligences as
followed:
 Linguistic intelligence- The word-player. This area of intelligence has to
do with words, spoken or written. Students who have this type of
intelligence tend to be typically good at reading, writing, telling stories
and memorizing words along with the dates. They tend to learn best by
reading, taking notes, listening to lectures, and by discussing and debating
about what they have learned. Moreover, students with this type of
intelligence find it is very easy to learn a foreign language because they
7

have high verbal memory to recall, understanding and manipulate syntax

by reaing or hearing about it. In other words, repeating "I'd like to pay by
credit card." in a dialogue is much less effective than having a student act
out a role-play in which he pulls out his wallet and says, "I'd like to pay by
credit card."
 Interpersonal intelligence- The socialiser –This is the ability to get along
with others, work with others to accomplish tasks. Group learning is based
8

on interpersonal skills. Not only do students learn while speaking to others
in an "authentic" setting, they develop English speaking skills while
reacting to others. .
 Intrapersonal intelligence- The loner – this is a way to learn through
self-knowledge leading to understanding of motives, goals, strengths and
weaknesses.This intelligence is essential for long-term English learning.
Students who are aware of these types of issues will be able to deal with
underlying issues that can improve or hamper English usage.
 Naturalistic intelligence- The nature lover (added by Gardner at a later
date) - This is the environmental ability to recognize elements of and learn
from the natural world around us. Similar to visual and spatial skills,
Environmental intelligence will help students master English required to
interact with their environment.
The drawing on the next page can best illustrating the eight different types of
inteligences:
9The eight different types of intelligences 10

“teaching through a child’s strength.
They are emotionally involved students learn, remember and are more
likely to use experiences that are troubling, mystifying or off-putting as well as
ones that are pleasurable. Students are “turned off” or “on” very quickly, so a
memorable opening illustration or attention-grabbing comment helps engage
11

their minds. MI provides a plenty of ways to broach a topic, one of which the
students are sure not to have experienced previously.
They are challenged. Students will not adopt new strategies in learning
unless they are challenged. Traditional methods of teaching a student who has
failed to learn the first time, is to repeat the same experience. MI theory would
teach students through their strength; the content does not need to be
downgraded.
They become so absorbed in a physical or mental activity that they
temporarily lose track of space, time, worldly concerns and even pain. Teaching
through a student’s strength allows the student to get involved, in-depth in a
subject. It also motivates a student for further learning.
They are enveloped within (classroom or home life or both) an atmosphere
of continual improvement - a cycle of practise, learning and expression.
As English teachers, we hope our students will take an active part in the
classroom. It is our duty to make the classroom a lively and interesting place.
How can we create such a classroom? My experience has taught me that warm-
up activities can spark students’ curiosity and promote a comfortable
atmosphere.
Warm-up activities are activities or games carried out at the beginning of
each class to motivate students so they can make good use of class time. In fact,
these initial activities that start the class are very important for some reasons.
First of all, warm ups set the tone of the lesson. For example, a fun activity can
raise energy levels at the beginning of the lesson while an activity that students

teachers of English usually go directly into their new lesson without warm-up
activities. This results in boring learning atmostphere and students find it
difficult to learn with their enthusiasm. And if some warm-up activities are done,
they are just small games which make students feel “funnier” while the content
of the new lesson is ignored. Moreover, it is also a problem that most teachers of
English have tried their best to create interesting warm-up activities only to
attract the attention of good students. Weaker students, in contrast, become their
audiences or fans. As a result, although warm-up activities are done, they fail to
motivate all the students. This is really worth considering when the number of
weak students is still high. More importantly, many teachers of English usually
apply the same warm-up activities to every kind of class and students, which is
not flexible at all. The levels of students are not paid much attention to. Most
importantly, the term “multiple intelligences” seems to be unfamiliar to most
teachers of English. They even don’t know what they are and how to apply them
to vary their warm-up activities in order to motivate their students. Hence, I
think it is high time for us to do something to make the theory of multiple
intelligences become practical and applicable in the way we teach English. 13

2.3. APPLICATION THE THEORY OF MI TO VARY WARM UP
ACTIVITIES IN READING LESSON
The theory of multiple intelligences suggests that teachers be trained to
present their lessons in a wide variety of ways using music, cooperative learning,
art activities, role play, multimedia, field trips, inner reflection, and much more.
In fact, teachers usually approach MI from two directions. Some teachers plan
lessons teaching content through each intelligence. Other teachers plan their
lessons around the strengths and weakness of their student’s MI profiles. MI
educationists generally prefer the later approach, as it encourages teaching weak

 Kinds of intelligence touching: linguistic, interpersonal, visual
 Preparation: Two separate pieces of paper with some phrases
related to the topic of the reading text. The first part of each phrase
should be written on one coloured sheet of paper or, if you haven't
got coloured paper, in a different coloured pen. Then with a
different coloured pen, or paper, write the second part of the phrase,
for example, 'ozone' on the first and 'layer' on the second.
 Procedure:
 Put all of the first parts of each phrase together, face down on
the floor. Then mix up the second group of words / phrases face
down in a separate group to the first.
 In groups students work together to pick up one piece of paper
from each group so as to make a phrase from the previous class.
 As the students match them up incorrectly students start to
recall the correct collocation or phrase.
 The activity is not only fun but also aids efficient memorising
of the target language. The more opportunities we allow our
students to see the words the more likely they are to actually
have them 'stuck in their heads' for easy access at a later stage.
Cut down trees
Endangered species
Raise awareness
Over hunting
Contaminate water
Species diversity
Enact law
Habitat destruction

RIGHT OR WRONG? RIGHT OR LEFT?
( Applied in Unit 15: Women In Society, A: Reading)

TOPIC WORD
( Applied in Unit 7: Economic Reform, A:Reading)
 Kind of activities: logical
 Levels of students: medium students
 Kinds of intelligence touching: linguistic, logical, interpersonal,
intrapersonal.
 Preparation: 2 blank worksheets ,a slide with a set of words in
random order of letters
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2. tryindus
3. mentplovede
4. culagriture
5. porext
6. mentgonver
7. wal
1. ducprotion
8. bunisess Procedure :
 Divide the class into 2 teams
 Show the slide and ask the sts to read in one minutes
 Ask students to write all the words in the correct order (1.
production. 2. industry, 3.development, 4. agriculture, 5. export,
6. government, 7. law, 8. business.
 While writing, asks them to predict the topic word of all these
words “ ECONOMY”
 One word in correct order gets 1 mark, topic word gets 5 marks
 Correct, tell the winner and ask students to tell something about

tick the cards on suitable gaps to complete the map.
 Asks sts to tick their maps on the board
 Comments & introduce the new lesson.
2.3.3. Visual and spatial learners:

These are students who are good at drawing, building, arts and crafts and
who can learn best by visualising, using the mind's eye.
 Suggested activities: Using Flashcards,Colours,Pictures,Drawing and
Project work.
 Applyed in real lesson:

PICTURES CATEGORIES
(Applied in Unit 11: Books, PartA : Reading)
 Kind of activities: visual
 Levels of students: weak students
 Kinds of intelligence touched:visual/spatial, kinaesthetic,
interpersonal
 Preparation: some coloured pictures of some kinds of
books(APPENDIX 1 ) and 2 worksheets
 Procedure:
 Divide the class into two groups
 Show the pictures and 2 worksheets with 4 categories on the
board
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Comic books Textbooks

Science books Novels

 Ask 2 representatives of each group to go on the board , take

interpersonal
 Preparation : pictures of some kinds of water sports (APPENDIX
2), 2 differently-coloured sets of flash cards with the names of
sports, there should be more flashcards than pictures
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 Procedures :
 Divide the class into 2 groups
 Show the pictures on the board
 Hand out the flash cards
 Ask the students to run on the board and tick their flash cards
into the right pictures
 Asks students to give descriptions of their ticked sports( if
possible or for medium and advanced students)
 Remark, tell the winner and lead into the contents of the new
reading lesson

DRAWINGS
(Applied in Unit 1: HOME LIFE)
 Kind of activities: visual/spatial
 Levels of students: every kinds of students
 Kinds of intelligence touched: visual/spatial, linguistic,logical,
interpersonal
 Preparation : picture of a family in their living room
 Procedures :
 Divide the class into 4 groups
 Asks sts to draw a picture of their family
 Asks sts to talk as manythings as possible about the family’s
members
 Asks the groups to show the pictures on the board and

things
 Suggested activites: TPR activities, Action songs, Running dictations,
Miming, Realia.
 Applying in real lesson

WALKING WARMERS
( Applied in Unit 3: WAYS OF SOCIALISING, Part: Reading)
 Kinds of activities: bodily or kinaesthetic
 Levels of students: every kinds of students
 Kinds of intelligence touching: bodily or kinaesthetic, interpersonal,
intrapersonal
 Preparation: a space free from chairs and tables, copies of the
handout which some descriptions of actions(APPENDIX 3 ).
 Procedure:
 Give each st a copy of the handout
 Ask students to read through the handout and prepare actions in 2
minutes
 Ask some volunteers to walk in the middle of the class and do some
actions
 The rest guest and shout what he or she is doing
For example: some students walk about:
- as if they are exhausted
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- as if they are a beggar
- as if they are carrying a heavy suitcase
- as if it is bitterly cold
and the rest shout:
- he is exhausted
- he is a beggar

22

 Suggested activites: Mingle activities, Group work, Debates,
Discussions.
 Applied in real lesson

RANK ORDER
(Applied in Unit 2: CULTURAL DIVERSITY, Part A: Reading)
 Kinds of activities: interpersonal
 Levels of students: every kinds of students
 Kinds of intelligence touched: interpersonal, intrapersonal
 Preparation : handouts(APPENDIX 4: RANK ORDER)
 Procedure:
 Give each st a copy of the handout
 Tell each st to choose 10 ideas from the list that they think
the most important
 Ask them to compare in pairs and then in groups
 As a follow-up , ask one st from each group to list their
choices

MEMORY GAME
(Applied in unit 13-The 22
nd
Sea Games-Section A-Reading)
 Kind of activities: interpersonal
 Levels of students: advanced students
 Kinds of intelligence touching: visual ,interpersonal,intrapersonal
 Preparation: A slide with some symbols and animals of some
seagames
23

Expected answer: It looks like a huge bird
7. Where will the 26
th
Sea Game be held?
Expected answer: In Indonesia
8. When will it be held?
Expected answer: In 2011
24

9. Which animals are there in the symbol of the 25
th
Sea Game?
Expected answer: There are two elephants
10. Where was the 25
th
Sea Game held?
Expected answer: It was held in Laos
11. Where was the 23
rd
Sea Game held?
Expected answer: It was held in Philiphin.
12. When was it held?
Expected answer: It was held in 2005
13. How many colours are there in the symbol of the 16
th
Sea Game?
Expected answer: There are 4 colours. They are: Red, Yellow, Blue
and Green
14. Where was the 16
th

per person (1-2 mins). Students should come up with questions like
o Am I a flag? - No
o Am I an animal? - Yes
o Where would you find me? - In the forest
o Which country? - India
o Do I live in the water? - No
o Am I a big or small animal? - Big
o Do I have black stripes? - Yes
o Am I a tiger? - Yes
or
o Am I an animal?- No
o Am I a flag? – Yes
o Do I have one big blue stripe?- yes
o Where is it? – in the middle
o Am I Thailand flag?- yes
INTELLIGENCE DESIGNER
(Applied in unit 14-International Organizations-Section A: Reading)
 Kind of activities:
 Levels of students: medium and weak students
 Kinds of intelligence touching: bodily intelligence, logical
intelligence
 Preparation: Pictures with some symbol of some common
international organizations
 Procedure:
- Has students look at the symbols of 4 common international
organizations: UN, UNICEF, WHO, WWF