Merging multiple intelligences and cooperative learning in the efl classrooms a study at vietnam usa society english center

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES TR ÊU MERGING MULTIPLE INTELLIGENCES AND COOPERATIVE LEARNING IN THE EFL CLASSROOMS: A STUDY AT VIETNAM USA SOCIETY ENGLISH CENTER Submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Supervisor Ho Chi Minh City, January 2010 -1- STATEMENT OF AUTHORITY I certify my authorship of the thesis submitted today entiled MERGING MULTIPLE INTELLIGENCES AND COOPERATIVE LEARNING IN THE EFL CLASSROOM: A STUDY AT VIETNAM USA SOCIETY ENGLISH CENTER in terms of the statement of Requirements for Theses in Master’s Program issued by the Higher Degree Committee The thesis has not previously been submitted for a degree Ho Chi Minh City, January 2010 TR -i- ÊU RETENTION AND USE OF THE THESIS I hereby state that I, Tran Thi Huyen Chieu, 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 conditions, I agree that the original version of my thesis deposited in the Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Library for care, loan, or reproduction of the thesis Ho Chi Minh City, January 2010 TR - ii - ÊU ACKNOWLEDGEMENT invaluable advice and guidance without which I could not have fulfilled my work I would also like to thank the students in my classes for their cooperation and their willingness to participate in the experiments and fulfill the questionnaires Finally, thanks go to my family and my friends for their unwavering encouragement and support - iii - ABSTRACT The study done for this M.A thesis is investigating whether the combination of the MI (Multiple Intelligence Theory) and the CL (Cooperative Learning) helps to increase students’ cognition, motivation, interaction and achievement or not A quasi-experimental teaching was carried out on the three different groups with three different teaching methods The first group was instructed in the CLT (Communicative Language Teaching), which has been commonly used at VUS (Vietnam USA Society English Center), the second group was taught in the light of the MI and the third group was taught in the light of both of the MI and CL At the end of the course, the questionnaire survey was done on the students in the three groups in order to identify the difference of the change in cognition, motivation and interaction of the students in the three groups The feedbacks then were collected and analyzed by one-way ANOVA test And this one-way ANOVA was also used to analyze the final-exam scores to explore which group had the best achievement The findings showed that the experimental group in the environment of the MI and CL had the most positive attitude towards learning English as well as had the highest achievement From that result, the author of the thesis raised some recommendations to English teachers and to the school management with the hope that these remedial suggestions will be selectively applied to enhance students’ cognition, motivation, interaction and achievement - iv - TABLE OF CONTENTS Statement of originality i Retention and use of the thesis ii Acknowledgements iii Abstract iv Tables of contents v List of tables viii Chapter 1: INTRODUCTION 1.1 BACKGROUND 1.2 PROBLEMS 1.3 PURPOSE OF THE STUDY 1.4 SCOPE OF THE STUDY 1.5 DEFINITIONS OF TERMS 1.6 OUTLINE OF THE THESIS Chapter 2: LITERATURE REVIEW 2.1 MULTIPLE INTELLIGENCES 2.1.1 Concepts of Intelligence 2.1.2 The theory of Multiple Intelligences (MI) 12 2.1.2.1 Criteria for determining an intelligence 13 2.1.2.2 The eight intelligences 15 2.1.2.2.1 Verbal Linguistic Intellgence 15 2.1.2.2.2 Logical Mathematic Intelligence 16 2.1.2.2.3 Visual Spatial Intelligence 17 2.1.2.2.4 Bodily Kinesthetic Intelligence 17 2.1.2.2.5 Musical Intelligence 18 2.1.2.2.6 Interpersonal Intelligence 19 2.1.2.2.7 Intrapersonal Intelligence 19 2.1.2.2.8 Naturalist Intelligence 20 2.1.2.3 The implicatios of MI in teaching and learning 21 -v- 2.1.3 Benefits of multiple Intelligences theory 24 2.1.3.1 Enhancing learners’ cognitive growth 24 2.1.3.2 Enhancing learners’ motivation 27 2.1.3.3 Enhancing leanrers’ interaction 28 2.1.3.4 Enhancing learners’ achievement 29 2.2 COOPERATIVE LEARNING 31 2.2.1 What is “Cooperative Learning”? 31 2.2.2 The four important element in Cooperative Learning 31 2.2.2.1 Positive Interdependence 31 2.2.2.2 Individual Accountability 32 2.2.2.3 Group Interaction Process 33 2.2.2.4 Social Skills 33 2.2.3 Benefits of Cooperative Learning 34 2.2.3.1 Enhancing learners’ cognitive growth 34 2.2.3.2 Enhancing learners’ motivation 35 2.2.3.3 Enhancing learners’ interaction 36 2.2.3.4 Enhancing learners’ achievement 38 2.3 MULTIPLE INTELLIGENCES and COOPERATIVE LEARNING 39 Chapter 3: METHODOLOGY 41 3.1 RESEARCH QUESTION 41 3.2 RESEARCH HYPOTHESES 41 3.3 RESEARCH DESIGN 42 3.3.1 Subjects 43 3.3.2 Instruments 44 3.3.2.1 The Questionnaires 44 3.3.2.2 Replacement Test and Final Test 45 3.3.2.3 Teaching Strategies 46 3.3.2.4 Interviews 48 Chapter 4: FINDINGS AND DISCUSSIONS 49 - vi - 4.1 ANALYSIS OF THE QUESTIONNAIRE 49 4.1.1 Learners’ cognitive growth 49 4.1.2 Learners’ motivation 66 4.1.3 Learners’ interaction 68 4.2 ANALYSES USING FINAL EXAM SCORES 73 Enhancing learners’ achievement 73 4.3 SUMMARY 75 Chapter 5: LIMITATION AND RECOMMENDATIONS 77 5.1 LIMITATION 77 5.2 RECOMMENDATIONS 77 5.2.1 Recommendations to school administrators 77 5.2.2 Recommendations to EFL teachers 79 5.2.2.1 Activities based on Verbal Linguistic Intelligence 80 5.2.2.2 Activities based on Logical Mathematic Intelligence 81 5.2.2.3 Activities based on Bodily Kinesthetic Intelligence 82 5.2.2.4 Activities based on Visual Spatial Intelligence 84 5.2.2.5 Activities based on Musical Intelligence 85 5.2.2.6 Activities based on Interpersonal Intelligence 86 5.2.2.7 Activities based on Intrapersonal Intelligence 88 5.2.2.8 Activities based on Natural Intelligence 90 5.3 SUMMARY 94 CONCLUSION 95 REFERENCES I APPENDIX A VII APPENDIX B X APPENDIX C XIX APPENDIX D XXIII APPENDIX E XXIX APPENDIX F XXXIX - vii - LIST OF TABLES Table 4.1 50 Table 4.2 53 Table 4.3 54 Table 4.4 55 Table 4.5 56 Table 4.6 58 Table 4.7 59 Table 4.8 60 Table 4.9 62 Table 4.10 64 Table 4.11 64 Table 4.12 65 Table 4.13 66 Table 4.14 67 Table 4.15 67 Table 4.16 69 Table 4.17 70 Table 4.18 71 Table 4.19 72 Table 4.20 72 Table 4.21 74 - viii - Chapter 1: INTRODUCTION 1.1 BACKGROUND In the modern life, English becomes a necessary language for people in the whole world in general and in Vietnam in particular Since, English functions as a bridge to link all the people in different territories, who major in different fields such as economy, politics, culture, education, technology and tourism According to the survey described by Taylor (2008: 12), more than 1.1 billion people speak English as a second or foreign language; over three quarter of the information on the Internet is in English; and the estimated number of people in the world who are learning English at present is over billion This evidence shows that English becomes an essential demand of human beings day by day Vietnamese people can not escape from the trend In the recent years, Vietnamese government has promulgated different policies to reinforce the teaching and learning of English As a result, the textbooks are frequently innovated English teachers are trained to update new teaching methods on a regular basis English schools are built here and there Parents willingly spend money on their children’s learning English at very early age English becomes one of the compulsory subjects in national examinations and a prerequisite to get the bachelor, master and doctor degrees In short, it is undeniable that English is one of the most effective tools to help people reach the success in their life Understanding clearly the influence of English on the people in the modern life has encouraged Vietnam USA Society English Center (VUS) to open a lot of English centers as well as to cooperate with different colleges to teach English to the students in the colleges Sai Gon Art Culture and Tourism College (Sai -1- Who is very busy doing business? 3- Then, T asks Ss to look at the pictures on page and write down the jobwords under each picture individually After that Ss listen, check and correct the answers 4- Finally, T shows Ss the way to learn spelling: Help them recognize that they can create the jobs by adding suffix _er, _or into the verbs, and note the gender distinction for some professions Tell the Ss the strategies to learn spelling: “Close your eyes and see the letters as you say the word and trace the shape out onto the desk, your partners’ back or in the air in front of you Open your eyes and write the word Check for accuracy and write it again.” Students can learn best when they ask questions and are asked questions By this way, their critical thinking is activated; their eyes, ears and body are woken up to get new information Activities: 1- Unscramble words: T gives each student a list of scrambled words; asks them to unscramble the words, such as: teahcre: teacher They can work silently while listening to the gentle melody of the symphony “Imagination” Conversation (15’) 2- Play “Hot Seat” Game: T divides Ss into groups of four or five; each student has a piece of paper with new words of jobs on it T tells them to keep it for themselves, not to peep to their partners Then, each of them takes turn to describe the words by using gestures, explaining in English or drawing pictures so that their partners can guess and say what the job is In activity 1, students work on their own to solve the puzzle, it requires the working of Verbal Linguistic, Visual Spatial and Intrapersonal Intelligences Music helps students to release the tense and to be better in concentration In activity 2, students can use their own way to describe a word, they can explain in English (VLI), draw picture (VSI), and mine (BKI) Beside that, they have to find out the best way to carry out the activity by themselves (IntraI), and make the partner understand what they explain (InterI) Conversation (p.5) Input: 1- Lead-in: T has Ss look at the pictures and answer the questions: a What’s her name? What’s her job? b What’s his name? What’s his job? c What are they doing? d Where are they? - XXXI - 2- Books close Ss work in pairs to think, discuss and write the responses of Sara For example: Mike: Hi I’m Mike Nice to meet you Sara: Mike: Are you from New York, Sara? Sara: Etc 3- T has Ss listen to the conversation and check their answers 4- T asks Ss to open the book, listen to the CD, underline the new words, and guess the meaning of the new words based on the context T checks and clarifies the new words by using facial gestures: Not bad/ Fine/ OK (normal face), Pretty good/ Great (Happy face) 5- Ss listen again and repeat, then practice in pairs Students have chance to exploit the pictures before learning the conversation, so they can guess what the people may talk to each other Then, they are asked to think of the responses, which help them to recognize what they known already and what they are going to learn Language (25’) Activities: In pairs, T has Ss pretend that they are at the first meeting They have to act out the conversation using their gestures, voices, and their face Demonstrate: Ss perform in front of the classroom In this activity, students have chance to speak in English (VLI), and use body language in speaking (BKI) They have to recognize their position in the conversation (IntraI) and understand the partner (InterI) Practice Language Practice (p.6) Input: 1- T asks Ss to close their books Then, Ss think and find out the missing words in the sentences: I _ a teacher You _ students M àN Nguy a writer I have a dog It _ vevy beautiful We fine They not bad After that, Ss check their answers with the partner sitting next to them before telling their answers to the whole class Finally, T has Ss answer the questions: When you use “am”; “is”; “are”? What part of speech you see after to be? Which words you add to make negative sentence? This activity helps Ss have a deep understanding how to use “to be” 2- T has Ss listen and practice pronunciation of both full form and short form of “to be” in the chart - XXXII - 3- T has them the activities & on page to drill First, T makes sure that Ss know who the person in each picture is and what his/her job is Then, T lets them exercise on their own Finally, T lets them listen to the CD and check their answer By this way, Ss can get the new knowledge through visual and audio Activities: 1- T has Ss play game “The Secret Code game” with the aim of helping Ss practice English and get to know each other T delivers to each student a small piece of paper, then has them write their name and hometown in a hidden way: EACH LETTER USED IN THE MESSAGE PRESENTS THE PREVIOUS LETTER IN THE ALPHABET such as BGHDT for CHIEU and JGZMG GNZ for KHÁNH HÒA (T should write the alphabet on the board) T collects all the notes, mixes them and delivers to other students They have to work out the hidden message After that, they stand up, circulate through the class and find out the person who wrote the information When they find out the message’s owners, they introduce to each other Demonstration Ss introduce to the class the partner that they have just found out In this activity, Ss have chance to solve a logical problem (LMI), to practice English (VLI), and to communicate to other students (InterI) Reviewing (3’) Ss work individually to draw a mind map to show what they have learnt today, and then they talk to the class T gives a conclusion to the class To be Unit Job s Conversation Homework: Do workbook page 1, 2, at home Prepare a picture of a famous person - XXXIII - LESSON PLAN UNIT 1: I’M A STUDENT DATE: 17-06-2009 DURATION: 90 MINUTES LESSON: Unit 1: SB: Language Practice (p.7) + WB: (p.3,4) (Ex 6-9); SB: (Pronunciation + Listening + Enjoying English) +WB (p.5) MATERIALS: Music CD; worksheets, pictures of jobs LEARNING OBJECTIVES: At the end of the lesson, students can know how to introduce themselves and get to know the others PROCEDURE: TIME/STAGE Connecting learning (15’) ACTIVITIES the - T writes on the board the question: “What did you learn in the last lesson?” Ss draw a mind-map individually to show what they learnt, then swap the paper with the person next to them and discuss together After that, they talk to the class T draws a mind-map on the board to show what they have learnt already -2 T has Ss play game “Tam Sao Th TV in Vietnam Materials: a CD of rap music, four sheets of papers with the description of a job on it For example: This person cooks food in a restaurant./2 This person teaches students Etc Procedure: The class is divided into four groups, and four lines are made The four sheets of paper are stuck on the wall, and music is played loudly A member in each group runs to the wall, reads the description, guesses the jobs and talks into the ear of the closest person The person whispers to the next person They keep talking to the next person until the person at the other end of the line hears the word, writes it on the board and runs to the other end to read the description They keep doing until they can finish all the words The ones who finish first are the winners -3 T checks homework Playing game makes students feel happier, more active and ready to learn Music makes them feel more excited Beside that, this game helps Ss review what they have learnt Providing the Big T tells Ss to open their book, look at unit and tick the items they have Picture (3’) learnt already and tells them what they will learn today - XXXIV - Describing outcome (2’) the T makes that sure students know the learning objective: “At the end of the lesson today, I can know how to use “to be” in questions and introduce myself.” Giving Input, Yes/no questions with be (p.7) Doing Activities & Demonstrating Input 1- Lead-in: T asks Ss to close their books T has Ss look at the pictures of Yes-No Question jobs and answer the questions (10’) Is he a teacher? Is she a waiter? Are they students? The answer may be yes or no thanks to the pictures 2- T asks Ss to look at the two columns of the following sentences and find out the differences Are you a teacher? I’m a teacher Is he a chef? He is a chef Is she an artist? She is an artist Are you students? We are students Are they from Tokyo? They are from Tokyo The expected answer is that there is a conversion between the verb “to be” and subjects T has Ss to open their book to page 7, look at the chart, listen to the CD and repeat Focus them to the way of pronouncing Yes/No questions and the short answer 3- T has Ss exercise on page by themselves, then check their answers with their partner before telling the answers in front of the class By doing these activities, students can recognize how to make “yes-no question” and use them in speaking Activities 1- Play game “Who am I?” T divides the class into groups of six Each member in group takes turn to think and act out a job The other members guess what the job is by asking questions: Are you a chef?/ Are you a singer?/ Are you a teacher? If it corrects, the mimicker say “Yes, I am”; otherwise, say “No, I’m not” 2- T has Ss activity on page T leads to the activity by asking questions about the pictures: Where are they? What’s their job? Do they know each other? When finding out the answers, Ss can locate themselves in the situation and they may feel easier in speaking After that, they can play the roles in pair - XXXV - They are encouraged to remember the dialogue and act it out without looking at the books Finally, they perform in front of the class They can get high score if they are good In the two activities, BK and VL are motivated through miming, role playing and speaking Pronunciation (10’) Pronunciation (p.8) Input - T asks Ss to close their books T has Ss listen to each pair of the sentences and find out the difference between each pair - T has Ss open their book, listen again and check whether their answers are right or not The expect answer is “the word too is stressed” - T has student answer the question “Why we have to stress on too?” - Ss discuss with their partners then answer the question The expect answer is “too express new information” Activity: T says some sentences; Ss repeat and add “too” at the end For example: Teacher says: Students say: I’m a teacher I’m a teacher, too I’m a singer I’m a singer, too Nice to meet you Nice to meet you, too Then, they can practice in pair and perform in front of the classroom This activity helps student practice stressing “too” to express new information Listening (10’) Enjoying (25’) T has Ss look at the people in the pictures and discuss in groups the following questions: Where are they? What’s their job? Are they happy? Etc T has Ss listen to the CD, find out which pictures the people are in, and number the pictures Then Ss listen again to activity on page T has Ss check the answers in pairs before telling in front of the class English T has Ss use the pictures of famous people that they prepared at home T tells them not to show the picture to their partner; stick it on the partner’s back So, each person has a picture on their back, and everyone can see the picture except him/herself Ss circulate through the class and find out what famous person they bring on their back by asking questions: Am I from Vietnam? Am I a man or a woman? Am I a singer? Am I an actor/actress? T plays the gentle music when Ss are talking This activity makes students feel free and comfortable because they can - XXXVI - walk around the classroom while listening to the gentle music It also motivates speaking skill because finding out “who they are” makes them feel curious Through this activity, Ss have chance to provoke VSI, VLI, InterI and IntraI Demonstration: Finally, some students can tell who they are to the whole class Reviewing - T has Ss close their books, close their eyes, listen to gentle melody and think what they have learnt today After minutes, open their eyes and talk to class T can draw a mind map to show what Ss say - Homework: Do exercises in workbook page 3, and LESSON PLAN UNIT 1: I’M A STUDENT DATE: 19-06-2009 DURATION: 90 MINUTES LESSON: Unit 1: Worksheet U1; Expansion pages (p.1-4) MATERIALS: LEARNING OBJECTIVES: At the end of the lesson today students can talk about names and the hometowns of people or names and the origins of animals, trees or things Note: The supplement materials of VUS helps Ss have a deep understand on grammar “to be” However, teacher picks some difficult exercises to at class; Ss have to the rest at home PROCEDURE: TIME/STAGE ACTIVITIES Connecting learning (15’) the - T has Ss think and write three important things that they have learnt in the last lesson on a piece of paper, and then in groups of six, sitting in circle, they pass the paper to the next person They read and may add one more important thing They keep doing until the paper is passed to the owner Finally, they share the group ideas to class - Check homework Providing the Big T tells Ss to open the book, look at unit 1, and tick the items they have Picture (3’) learnt already - XXXVII - Describing outcome (2’) the - T makes sure Ss know the learning objectives: “At the end of the lesson today I can talk about names and the hometowns of people or names and the origins of animals, trees or things.” Doing Activities & Activities: Demonstrating (65’) 1- T has Ss exercises in worksheet U1 Ss check the answers in pairs before telling to the class 2- Then Ss can choose one of the following tasks to The ones who choose the same task will work in the same group: a Ss talk about the person they love best Ss can draw picture, present the favorite person’s name, job, and hometown, and then talk to the other members in your group b Ss interview all students in the group about their name and hometown, sum up the number of the members who are from the same hometown, and draw a graph to present the result, finally present the result to the whole class c Ss listen to a RAP piece and then make a RAP piece to introduce all members in your group, then practice to perform in front of the classroom d Ss can introduce some common trees or flowers in their hometown, draw pictures to show them then talk to each other in group Finally, they can place them in categories Demonstration: After finishing the task, a member from each group will present the group’s result Students who are strong on Intrapersonal, Interpersonal, and Visual Intelligences may choose task “a” because students can express their feeling in doing the task The ones who are strong on Intrapersonal, Visual, and Mathematic Intelligences may choose task “b” because students have chance to interact with many people, to count and to draw Task “c” is especially for the ones who are strong on Musical Intelligence because students have chance to create and read Rap Task “d” is suitable for the ones who are strong on Naturalist Intelligence Students can practice the language structures through the tasks and they realize that they can express their understanding by different ways Reviewing (10’) Ss complete the following sentences on a piece of paper: Sau h ãh Tơi th ày r ì sao? Bài h T collects all the feedbacks, reads them to get the ideas for the next lesson Homework: Expansion pages - XXXVIII - APPENDIX F LESSON PLANS FOR GROUP C (MI&CL GROUP) Note: Only the three lesson plans of unit were presented here LESSON PLAN UNIT 1: I’M A STUDENT DATE: 15-06-2009 TIME: 90 MINUTES LESSON: Unit 1: Student Book: (Vocabulary + Conversation) & Workbook: (page 1); Student book: Language Practice (page 6) + Workbook: (page 2, 3) MATERIALS: pictures of jobs, board, markers, CDs & CD player LEARNING OBJECTIVES: At the end of the lesson, students can know how to use the vocabulary of jobs and present simple tense of verb “to be” in introducing themselves ABBREVIATION: T: Teacher Ss: Students SB: Student Book; WB: Workbook VLI: Verbal Linguistic Intelligence LMI: Logical Mathematic Intelligence VSI: Visual Spatial Intelligence BKI: Bodily Kinesthetic Intelligence MI: Musical Intelligence InterI: Interpersonal Intelligence IntraI: Intrapersonal Intelligence NI: Naturalist Intelligence CL: Cooperative Learning PROCEDURE: TIME/STAGE/ CL SOCIAL SKILLS (SS) Creating the supportive learning environment (15’) ACTIVITIES - T greets students - T introduces herself - T and Ss discuss and negotiate classroom rules and learning strategies - T introduces the MI Inventory to Ss, has them the questionnaire, - SS: forming groups appendix B and voting group - T tells students about Cooperative Learning strategies, has students leader organize groups and vote a group leader This activity aims at creating an understanding between the students and - XXXIX - the teacher Connecting learning (5’) the 1- T asks Ss to play game: “What you catch?” Materials: Music CD, pictures of jobs Procedure: - T plays the hip-hop song “The Magic Key” as background Ss peep the pictures of jobs shown by T, and take notes the words of the jobs they already knew T stops the music and lets Ss write their answers on the board SS: assigning roles in - Ss work in groups of four They should assign different roles for each a group member such as members and observe the pictures and says the words; members and take notes what the member and say Winners are the one who have the most correct answers - Then T presents the title of the lesson on the board “I’M A STUDENT” This activity aim to switch on the willingness to learn, to help students review the old knowledge and have an orientation to the new knowledge Music with fast rhythm aims to stimulate the quick action of students Assigning roles helps the group work more effectively Providing the Big - T has Ss open the book, gives them one minute to look at page to page of Picture (5’) unit 1, and then let them answer the question: “What are we going to learn in unit 1?” - T writes their answers on the board, and then focuses on the items that they are going to learn today “Today, you are going to learn: Vocabulary: Jobs (p.4) Conversation (p.5) Language Practice (p.6) WB (p.1, 2, 3)” - T asks the question to activate Ss’ meta-cognition Why you need to learn about “jobs” When you use them? Which words have you known already? Etc SS: discussing and - Ss discuss in groups and T gives a short conclusion negotiating Letting students discuss in group before talking to the teachers helps them learn more things and feel more confident Describing outcome (2’) the - T makes sure Ss know the learning objective: “At the end of the lesson today, I can remember the new words about jobs and use “to be” in positive and negative statements.” Giving Input, Vocabulary (p.4) Doing Activities & Input Demonstrating 1- T has Ss open the books and look at the pictures on page and check which jobs they have already known Vocabulary (15’) 2- T elicits the target vocabulary items by both mining and writing the - XL - following questions on the board, Ss look at both the pictures in book and T’s gestures to answer the questions: Who teaches students? Who writes books? Who sings the song? Who waits and serves customers in a restaurant? Who acts in a film? Who goes to school and studies everyday? Who draws or paints pictures? Who cooks food in a restaurant? Who is very busy doing business? 3- Then, T asks Ss to look at the pictures on page and write down the jobwords under each picture individually After that Ss listen, check and correct the answers 4- Finally, T shows Ss the way to learn spelling: Help them recognize that they can create the jobs by adding suffix _er, _or into the verbs, and note the gender distinction for some professions Tell the Ss the strategies to learn spelling: “Close your eyes and see the letters as you say the word and trace the shape out onto the desk, your partners’ back or in the air in front of you Open your eyes and write the word Check for accuracy and write it again.” SS: teaching to each 5- Students check together in groups, the group leader makes sure that each other member in their group can read and write the nine new words After that, they the unscramble quiz individually and their scores is the average score of the whole group Students can learn best when they ask questions and are asked questions By this way, their critical thinking is activated; their eyes, ears and body are woken up to get new information In addition, students in a group teach to each other, which help them learn more carefully SS: living same boat in Activities: 1- Unscramble words: T gives each student a list of scrambled words; asks them to unscramble the words, such as: teahcre: teacher They can work silently while listening to the gentle melody of the symphony “Imagination” the Ss this activity individually; however, the score of each member is the average score of the whole group 2- Play “Hot Seat” Game: SS: understanding T divides Ss into groups of four or five; each student has a piece of paper the other with new words of jobs on it T tells them to keep it for themselves, not to peep to their partners Then, each of them takes turn to describe the words by using gestures, explaining in English or drawing pictures so that their - XLI - partners can guess and say what the job is In activity 1, students work on their own to solve the puzzle, it requires the working of Verbal Linguistic, Visual Spatial and Intrapersonal Intelligences Music helps students to release the tense and to be better in concentration Moreover, they may feel more comfortable when they learn from each other, and the scores make them more motivated Conversation (15’) In activity 2, students can use their own way to describe a word, they can explain in English (VLI), draw picture (VSI), and mine (BKI) Beside that, they have to think by themselves the best way to (IntraI), and make the partner understand what they explain (InterI) Conversation (p.5) Input: 1- Lead-in: T has Ss look at the pictures and answer the questions: a What’s her name? What’s her job? b What’s his name? What’s his job? c What are they doing? d Where are they? 2- Books close Ss work in pairs to think, discuss and write the responses of Sara For example: Mike: Hi I’m Mike Nice to meet you Sara: Mike: Are you from New York, Sara? Sara: Etc 3- T has Ss listen to the conversation and check their answers 4- T asks Ss to open the book, listen to the CD, underline the new words, and guess the meaning of the new words based on the context T checks and clarifies the new words by using facial gestures: Not bad/ Fine/ OK (normal face), Pretty good/ Great (Happy face) 5- Ss listen again and repeat, then practice in pairs Students have chance to exploit the pictures before learning the conversation, so they can guess what the people may talk to each other Then, they are asked to think of the responses, which help them to recognize what they known already and what they are going to learn Activities: SS: demonstrating In pairs, T has Ss pretend that they are at the first meeting They have to act appropriate actions out the conversation using their gestures, voices, and their face Demonstrate: Ss perform in front of the classroom In this activity, students have chance to speak in English (VLI), and use body language in speaking (BKI) They have to recognize their position in the conversation (IntraI) and understand the partner (InterI) - XLII - Language (25’) Practice Language Practice (p.6) Input: 1- T asks Ss to close their books Then, Ss think and find out the missing words in the sentences: I _ a teacher You _ students M àN Nguy I have a dog It _ vevy beautiful We fine They not bad After that, Ss check their answers with the partner sitting next to them before telling their answers to the whole class Finally, T has Ss answer the questions: When you use “am”; “is”; “are”? What part of speech you see after to be? Which words you add to make negative sentence? SS: negotiating Ss discuss the questions in their group and arrive at common answers This activity helps Ss have a deep understanding how to use “to be” 2- T has Ss listen and practice pronunciation of both full form and short form of “to be” in the chart 3- T has them the activities & on page to drill First, T makes sure that Ss know who the person in each picture is and what his/her job is Then, T lets them exercise on their own Finally, T lets them listen to the CD and check their answer By this way, Ss can get the new knowledge through visual and audio Activities: 1- T has Ss play game “The Secret Code game” with the aim of helping Ss practice English and get to know each other T delivers to each student a small piece of paper, then has them write their name and hometown in a hidden way: EACH LETTER USED IN THE MESSAGE PRESENTS THE PREVIOUS LETTER IN THE ALPHABET such as BGHDT for CHIEU and JGZMG GNZ for KHÁNH HÒA (T should write the alphabet on the board) T collects all the notes, mixes them and delivers to other students They have to work out the hidden message After that, they stand up, circulate through the class and find out the person who wrote the information When they find out the message’s owners, they introduce to each other Demonstration Ss introduce to the class the partner that they have just found out In this activity, Ss have chance to solve a logical problem (LMI), to - XLIII - practice English (VLI), and to communicate to other students (InterI) Reviewing (3’) Ss work individually to draw a mind map to show what they have learnt SS: sharing the today, and then they talk to the member in their group before telling to the information whole class T gives a conclusion to the class To be Unit Job s Conversation Homework: Do workbook page 1, 2, at home Prepare a picture of a famous person LESSON PLAN UNIT 1: I’M A STUDENT DATE: 17-06-2009 DURATION: 90 MINUTES LESSON: Unit 1: SB: Language Practice (p.7) + WB: (p.3,4) (Ex 6-9); SB: (Pronunciation + Listening + Enjoying English) +WB (p.5) MATERIALS: Music CD; worksheets, pictures of jobs LEARNING OBJECTIVES: At the end of the lesson, students can know how to introduce themselves and get to know the others PROCEDURE: TIME/STAGE/ CL ACTIVITIES SOCIAL SKILLS (SS) Connecting the - T writes on the board the question: “What did you learn in the last learning (15’) lesson?” Ss draw a mind-map individually to show what they learnt, then swap the paper with the person next to them and discuss together After that, they talk to the class T draws a mind-map on the board to show what they have learnt already - XLIV - SS: understanding -2 T has Ss play game “Tam Sao Th the others TV in Vietnam Materials: a CD of rap music, four sheets of papers with the description of a job on it For example: This person cooks food in a restaurant./2 This person teaches students Etc Procedure: The class is divided into four groups, and four lines are made The four sheets of paper are stuck on the wall, and music is played loudly A member in each group runs to the wall, reads the description, guesses the jobs and talks into the ear of the closest person The person whispers to the next person They keep talking to the next person until the person at the other end of the line hears the word, writes it on the board and runs to the other end to read the description They keep doing until they can finish all the words The ones who finish first are the winners -3 T checks homework Playing game makes students feel happier, more active and ready to learn Music makes them feel more excited Beside that, this game helps Ss review what they have learnt Providing the Big T tells Ss to open their book, look at unit and tick the items they have Picture (3’) learnt already T has Ss show their job to the members in their group and tells them what they are going to learn today SS: evaluating ideas Describing the T makes that sure students know the learning objective: outcome (2’) “At the end of the lesson today, I can know how to use “to be” in questions and introduce myself.” Giving Input, Yes/no questions with be (p.7) Doing Activities & Demonstrating Input 1- Lead-in: T asks Ss to close their books T has Ss look at the pictures of Yes-No Question jobs and answer the questions (10’) Is he a teacher? Is she a waiter? Are they students? The answer may be yes or no thanks to the pictures 2- T asks Ss to look at the two columns of the following sentences and find out the differences Are you a teacher? I’m a teacher Is he a chef? He is a chef Is she an artist? She is an artist - XLV - ... They are often good at language and manipulation of words; they are aware of pattern easily and have a sense of order and ability of reason; they can also read, write and spell easily and have a. .. Kinesthetic Interpersonal Musical Mathematical/Logical Visual/Spatial Naturalist Following are the intelligences described in detail and the language teaching activities designed based on each intelligence... explain why it makes a big change in teaching method as well as in learning strategies In order to arrive at the MI theory, Gardner has spent for twenty years studying the organization and operation