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VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES NGUYEN THI DUNG ACCOMMODATING CLASSROOM ACTIVITIES TO EFL LEARNERS’ MULTIPLE INTELLIGENCES Submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Supervisor LUU TRONG TUAN, PhD Ho Chi Minh City, April 2011 i STATEMENT OF AUTHORSHIP I certify that this thesis, entitled “Accommodating classroom activities to EFL learners’ Multiple Intelligences” is my own work This thesis has not been submitted for the award of any degree or diploma in any other institutions Ho Chi Minh City, 2011 Nguyễn Thị Dung ii RETENTION AND USE OF THE THESIS I hereby state that I, Nguyễn Thị Dung, being a candidate for the degree of Master of TESOL, accept the requirements of the University of Social Sciences and Humanities relating to the retention and the use of Master’s Thesis deposited in the library In terms of these condition, I agree that the original of my thesis deposited in the library should be helpful for the purpose of study and research to the students at the school, meeting the regulations of the library for the care, loan and reproduction of the thesis Ho Chi Minh City, 2011 Nguyễn Thị Dung iii ACKNOWLEDGEMENTS I would like to express my deepest and sincerest thanks to many people who have assisted my research work To my supervisor, Dr Luu Trong Tuan, I owe a special debt of gratitude for his patient guidance, tender encouragement, and constructive supervision during the study process It is impossible to count the number of tasks my supervisor has so kindly taken on I take this opportunity to thank my colleagues and learners at Tran Hung Dao Foreign Language Center in Binh Thuan province for their assistance and enthusiasm during the time of experimental teaching and data collection I would also like to thank my colleagues at Binh Thuan Intermediate Vocational School for their inspiration and advice during the months of my research I would like to thank my dear friends, especially Viet An and Thanh Long, who provided suggestion and assistance throughout my writing process The support extended to me by members of my family has been immeasurable I would like to offer special thanks to my loving husband, Pham Dinh Tuan, who took all the family burden during the long period of time I spent doing my thesis, to my little son, Pham Minh Duc, who provided me with the warmest loveliest support This thesis is in memory of my parents, who greatly inspired me in my study and work iv ABSTRACT This thesis investigated the application of Multiple Intelligences theory in accommodating classroom activities to EFL learners’ Multiple Intelligences at Tran Hung Dao Foreign Language Center in Binh Thuan province The research aimed to examine whether the classroom activities accommodated to learners’ Multiple Intelligences could enhance learners’ motivation An experimental teaching was carried out on the two different classes at elementary level with two different teaching methods The first class, the control group, has instructed through the Communicative Language Teaching (CLT) approach and the second class, the experimental group, was taught in the light of the theory of Multiple Intelligences Data were collected through questionnaire survey At the beginning of the course, questionnaires on Multiple Intelligences were delivered to the learners in the experimental group to identify the distribution of learners’ Multiple Intelligences At the end of the course, questionnaires on motivation were given to both groups to discern the change in learners’ motivation The responses were collected and analysed by Excel The data analysis showed that classroom activities accommodated to learners’ Multiple Intelligences improved learning motivation The findings indicated that learners’ motivation in the experimental group was strongly enhanced The thesis, therefore, suggests accommodating classroom activities to learners’ Multiple Intelligences in order to provoke learners’ motivation Some implications and tentative recommendations are made regarding the v accommodation of classroom activities to learners’ Multiple Intelligence to language teachers and administrators of foreign language center vi TABLE OF CONTENTS Page Statement of authority i Retention and use of the thesis ii Acknowledgements iii Abstract iv Table of contents v List of figures viii List of tables ix Chapter 1: INTRODUCTION 1.1 Rationale of the research 1.2 Contribution of the study 1.3 Definitions of terms 1.4 Organisation of the thesis 1.5 Summary Chapter 2: LITERATURE REVIEW 2.1 Multiple Intelligences 2.1.1 Concepts of Intelligence 2.1.2 Gardner’s Multiple Intelligences theory 10 2.1.2.1 Criteria for determining an intelligence 11 2.1.2.2 The description of eight intelligences 13 2.1.3 The educational implications of Multiple Intelligences theory 20 2.1.4 Benefits of multiple intelligences 22 2.1.4.1 Enhancing learners’ cognitive growth 23 2.1.4.2 Enhancing learners’ motivation 23 2.1.4.3 Enhancing learners’ interaction 24 2.1.4.4 Enhancing learners’ achievement 25 2.2 Language learning activities and MI-based language learning activities 26 2.2.1 Types of language learning activities 27 2.2.1.1 Presentation activities 27 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an vii 2.2.1.2 Practice activities 28 2.2.1.3 Memorization activities 28 2.2.1.4 Comprehension activities 28 2.2.1.5 Application activities 28 2.2.1.6 Strategy activities 28 2.2.1.7 Affective activities 29 2.2.1.8 Feedback activities 29 2.2.1.9 Assessment activities 29 2.2.2 Language learning activities to accommodate to learners’ Multiple Intelligences 29 2.2.2.1 Activities based on Verbal-Linguistic Intelligence 30 2.2.2.2 Activities based on Logical-Mathematical Intelligence 30 2.2.2.3 Activities based on Visual-Spatial Intelligence 31 2.2.2.4 Activities based on Bodily-Kinesthetic Intelligence 32 2.2.2.5 Activities based on Musical Intelligence 33 2.2.2.6 Activities based on Interpersonal Intelligence 33 2.2.2.7 Activities based on Intrapersonal Intelligence 34 2.2.2.8 Activities based on Naturalist Intelligence 35 2.3 Summary 35 Chapter 3: METHODOLOGY 36 3.1 Research questions 36 3.2 Research design 37 3.2.1 Participants 39 3.2.2 Instruments 42 3.2.2.1 Questionnaires 42 3.2.2.2 Teaching strategies 45 3.2.3 Data collection procedures 46 3.3 Summary 46 Chapter 4: FINDINGS AND DISCUSSIONS 48 4.1 Findings from the questionnaire survey on learners’ Multiple Intelligences 48 4.2 Findings from the questionnaire survey on learners’ motivation 52 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an viii 4.2.1 Learner retention 53 4.2.2 The extent to which classroom activities accommodate to learners’ Multiple Intelligences 54 4.2.3 Learners’ participation in classroom activities 60 4.2.4 Learners’ use of English outside the classroom 65 4.3 Summary 68 Chapter 5: CONCLUSIONS AND RECOMMENDATIONS 69 5.1 Limitations 70 5.2 Implications 70 5.2.1 Implications for future research 70 5.2.2 Pedagogical implications 71 5.3 Recommendations 72 5.3.1 Recommendations for center administrators 73 5.3.2 Recommendations for EFL teachers 74 References 77 Appendix A 83 Appendix B 84 Appendix C 85 Appendix D 87 Appendix E 89 Appendix F 92 Appendix G 95 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an ix LIST OF FIGURES Figure 2.1 Language learning activities 27 Figure 3.1 Conceptual framework 37 Figure 4.1 Distribution of learners’ Multiple Intelligences 50 Figure 4.2 Learners’ class attendance 53 Figure 4.3 Frequency of physical activity-based games 55 Figure 4.4 Interest of physical activity based-games to learners 56 Figure 4.5 Teacher’s use of music in classroom activities 58 Figure 4.6 Interest of music activities to learners 59 Figure 4.7 Teacher’s request of taking visual aids to class 61 Figure 4.8 Learners’ taking visual aids to class 63 Figure 4.9 Learners’ speaking English in class 64 Figure 4.10 Learners’ use of English outside the classroom 66 Figure 4.11 Learners’ exploration of English words 67 Stt.010.Mssv.BKD002ac.email.ninhd 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A Luôn B Thường xuyên C Thỉnh thoảng D Ít E Khơng Bạn có thường sử dụng tiếng Anh ngồi lớp học khơng? (ví dụ dùng tiếng Anh để viết thư, nói chuyện điện thoại, đọc sách báo…) A Luôn B Thường xuyên C Thỉnh thoảng D Ít E Khơng 10 Trong tham gia khóa học này, bạn có thường tìm hiểu từ tiếng Anh vơ tình bạn nhìn thấy (ví dụ sản phẩm, áp phích bảng quảng cáo)? A Luôn B Thường xuyên C Thỉnh thoảng D Ít E Khơng Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 94 APPENDIX F QUESTIONNAIRE ON LEARNERS’ MOTIVATION Please show your opinions about this course by ticking () the option that you agree most for each item For example: If you agree that you rather often go to class, you tick () as the following example: How often did you go to this class? A Very often B Often C Rather often D Sometimes E Seldom How often did you go to this class? A Very often B Often C Rather often D Sometimes E Seldom In English class, how often did your teachers organize games requiring physical activity such as “Slap the board”? A Very often B Often C Sometimes D Seldom E Never How much did games requiring physical activity interest you? A Very much Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 95 B Much C Rather much D A little E Not at all How often did your teachers use music in classroom activities? A Very often B Often C Sometimes D Seldom E Never How much did classroom activities using music interest you? A Very much B Much C Rather much D A little E Not at all How often did your teachers ask you to take visual aids related to the lessons to class? A Very often B Often C Sometimes D Seldom E Never How often did you take visual aids to class as your teacher’s request? A Very often B Often C Sometimes D Seldom E Never Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 96 How often did you speak English in class? A Very often B Often C Sometimes D Seldom E Never How often did you use English outside the classroom? (for example, use English to write letters, to make telephone conversations, or to read book, etc) A Very often B Often C Sometimes D Seldom E Never 10 While attending this course, how often did you try to explore English words that you come across? (for example, on products, on posters or on billboards, etc) A Very often B Often C Sometimes D Seldom E Never Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 97 APPENDIX G A SAMPLE LESSON PLAN FOR THE EXPERIMENTAL GROUP LESSON PLAN FOR SECTION READING AND WRITING OF UNIT UNIT TITLE: LIKES AND DISLIKES EXPECTED TEACHING DATE: Friday, May, the 7th 2010 LESSON LENGTH: 90 minutes TEACHING AIDS: pictures, real objects on food and drinks, board, CDs & CD player, computer, projector LEARNING OBJECTIVES: At the end of the lesson, Ls are able to understand the content of the passage about the contrasting eating habits of two couples then write about their own eating habits; distinguish countable and uncountable nouns; use the indefinite articles some and any and practice them ABBREVIATION: T: Teacher Ls: Learners VL: Verbal Linguistic Intelligence LM: Logical Mathematic Intelligence VS: Visual Spatial Intelligence BK: Bodily Kinesthetic Intelligence M: Musical Intelligence INTER: Interpersonal Intelligence INTRA: Intrapersonal Intelligence N: Naturalist Intelligence Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 98 PROCEDURE TIME/STAGE Connecting the ACTIVITIES T draws the following mind map on the board learning (7’) Vegetables Drinks Food Fruit Meat Ls work in group of seven, draw and fill in the mind map on a sheet of paper with words on food and drinks After finishing, Ls stick the paper on the board and pronounce all the words that have been written The group finishing first and pronouncing well the words on food and drinks will be the winner The children song “Dance for the food groups” is played during the time of activity This activity helps Ls recall what have been learnt in the previous lesson and warm the learning Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 99 environment up to start the new lesson Since this activity provokes many Ls’ intelligences such as INTRA, M, VS, VL, LM, BK, and INTER, it is suitable to most Ls in class who possess different intelligence profiles Providing the Big T has Ls to open the book, look at the section Picture (5’) Reading and Writing and take note the items that are going to be learnt T asks two Ls to read aloud what they have written down and gives the list of the items to be learnt: Reading texts Countable and uncountable nouns Some and any Writing Describing the T ensures that Ls know the learning objectives of the outcome (2’) lesson: “At the end of the lesson, I am able to understand the content of the passage about the contrasting eating habits of two couples then write about my own eating habit; distinguish countable and uncountable nouns; use the indefinite articles some and any and practice them.” Giving Input, Doing T has a box of questions, which is moved among Activities & Ls Demonstrating (70’) T plays the song “Rainbow fruit bowl” When the {{ Reading and Writing music is paused, the learner holding the box picks up Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 100 (35’) one small piece of paper with a question, reads aloud the question and answers it The box is passed on until all questions are answered When you have breakfast? When you have lunch? When you have dinner? Which is your big meal of the day? What you have for breakfast? What you have for lunch? What you have for dinner? What you drink with your meals? Do you go to restaurants or pubs? Ls read the passage in page 37 and in pair, complete the following chart about the eating habits of two couples: Betty and Phil Meals When? What? When? What? Roy and Joan Meals Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 101 The piece “Sonata for two pianos” of Mozart is turned on when Ls complete the chart T corrects and shows the answer key T sticks the chart of the following statements on the board They drink coffee in the morning They have breakfast at half past five Lunch is their big meal of the day They eat ice cream for dessert They drink tea with their meals They not eat fish Lunch is a light meal They go to a pub at the weekend They like Italian food Ls are divided into groups, read and discuss the statements (they can move around the classroom) to decide which statement describes Betty and Phil, which describes Roy and Joan Two representatives of two groups, who are delivered many stickers of letters B and R, go to the board The chart is between them T reads loud statements in disorder and they quickly stick B (for Betty and Phil) or R (for Roy and Joan) beside the statements All their partners are allowed to help their Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 102 representative by shouting the instructions The winner is the one who sticks correctly and more quickly T asks Ls to draw a person that they are thinking of such as a big man, a slim woman, a little girl on a paper Ls then stick the picture on the partner’s back All learners write a paragraph about the eating habit of the person on their back When Ls finish writing, the picture is taken off to see if the eating habit is suit to the person in the picture Ls listen to a RAP piece and make a RAP piece to tell class the paragraph they have written, and then perform in front of the class The first activity is used to lead in the reading text All questions are answered in an exciting and relaxed way when Ls listen to music In the next two activities, enjoying the gentle music, Ls share the ideas to the partner to explore the reading text Furthermore, to practise reading and listening as well as to use their quick reaction Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 103 in such activity make Ls more active and cheerful Moving around the class also helps them feel eager and comfortable In the fourth activity, drawing picture and sticking it on the partner’s back give Ls a lot of fun Ls are so curious to see the person on their back that they concentrate to finish their writing This activity also allows Ls to use their creativity in composing music In these four activities above, Ls have chance to promote most of the intelligences Countable and Game: Lucky Number uncountable nouns T shows nine numbers, among which are three lucky (20’) numbers T explains the rules of the game Ls look at the statements and answer questions if they choose the unlucky numbers Six questions for six unlucky numbers I’ve got a sandwich Here are some sandwiches for you Do countable nouns have both singular and plural form? I need some bread Have you got any coffee? Do uncountable nouns have plural form? Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 104 Are they used with some or any? - Drinks: tea, beer, etc - Food which you only eat part of: fish, bread, etc -Things which you only use part of: soap, shampoo, etc - Materials: paper, wood, etc - Some general words: information, music, etc Do these things are usually uncountable? How many eggs we need? How much cheese have we got? When we use How many…? When we use How much…? T gives feedback Game: Slap the board T fills up the board with many countable and uncountable nouns Ls are divided into groups, each groups choose main players who will slap the board in turn The others of the groups are helpers who can move, shout loud to point the words for the players When T says “countable” or “uncountable”, players of groups will slap the noun that is countable or uncountable Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 105 In these games, Ls have opportunity to presume to choose lucky numbers (LM), to practice speaking (VL), to move in the classroom and slap the board (BK), to listen to music (M), and to work in groups and help one another (INTER) This attracts most Ls with many different intelligences to enthusiastically join the activities The indefinite articles Ls look at two examples and statements and fill in some and any (15’) the blanks with some or any We need some new mugs Have you got any pens? The indefinite article used for plural nouns is The indefinite article used for uncountable nouns is The indefinite article used with positive statements is The indefinite article used with negative statements and questions is Ls are asked to work in group of five and write the answers on a sheet of paper T turns on the song “I like apples” At the end of the song, the group representative quickly runs to put the answer sheet at the podium T accidentally picks up three answer sheets, reads Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 106 out loud the answers The groups with the right answers will get reward marks T shows a picture of a fridge filled with many food and drinks Ls are asked to look at the picture and individually write two sentences with some or any on a piece of paper Ls should finish as soon as possible because T only accepts six individuals who hand on first Three individuals with correct and the most exciting sentences will get a small gift from the T These activities provoke many intelligences as they require the working of VL, INTER, M, INTRA, VS, BK Learning through games often attracts Ls’ attention They are not bored of getting new knowledge Reviewing (6’) Ls decorate a corner of the classroom so that it looks like a small grocer shop by using the real objects of food and drinks, the price lists, etc which are prepared at home A group of sellers is chosen The rest of the class are buyers who use the patterns like “I need some …” or “Have you got any…?” to buy what they want Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn
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