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ic intelligence) but also believe the coordination of bodily/kinesthetic, interpersonal, and intrapersonal intelligences to promote language learning. The announcement of Gardner's MI theory acknowledges a broader intellectual spectrum in every leaner. We, the English language teachers today, are better aware of the fact that students bring with them specific strengths, unique learning styles, and different learning potentials. The theory of multiple intelligence offers us a way to examine and form our best teaching techniques and strategies in light of human differences. We can teach our students to be more intelligent in more ways, and on more levels than we ever dreamed. With the Reference of Christison (1996:10-11), I list four steps to show how MI theory applies to ELT. The first step is to identify the activities frequently used in our classes and categorize them to each particular type of intelligence. Through literature review (Lazear, 1999 & 1993, Christison, 1990, 1996 & 1998, Haggerty, 1995, Li's translation of Armstrong, 1994 and Campbells & Dickinson, 1993) and my decades' teaching and observation, I came up with the list below, which is by no means exhaustive, for your reference. Verbal/Linguistic Intelligence A Vocabulary & Grammar Learning -- learning new words and grammatical points and practicing using them accurately in regular communication A Listening -- listening to tapes of stories, dialogues, and lectures, etc. A Formal and Informal Speaking -- making verbal presentation to others, making conversations, having discussions and debates, etc. A Humor or Jokes -- creating puns, limericks, and telling jokes on topics of study A Impromptu Speaking -- instantly speaking on a randomly drawn topic A Storytelling -- telling stories about any topic one is studying A Reading -- silent reading, oral reading, and group/choral/chain reading for comprehension A Writing -- doing written exercises, note-taking, summary/report writing, and journal/log/diary keeping to keep track of one's own thoughts and ideas A Creative Writing -- writing original pieces (e.g., stories, essays, poems, novels, etc.) Logical/Mathematical Intelligence A Logic Pattern Games -- creating riddles or puzzles that challenge students to find a hidden rationale or pattern A Logical/Sequential Presentation -- inventing point-by-point logical explanations for items or making systematic presentation of subject matter A Number Sequences/Patterns -- investigating numerical facts or gathering and analyzing statistics on a topic A Problem Solving -- listing appropriate procedures for problem solving situations A Forming Relationships -- creating meaningful connections between different ideas A Syllogisms -- making "if…, then…" logical deductions about a topic Visual/Spatial Intelligence A Visual Aids Using/Making -- using flash cards, pictures, paintings, charts, collages, graphs, grids, diagrams, flowcharts, slides, sculptures and video/film-viewing, etc. to facilitate learning and encouraging students to make the visual aids by themselves A Active Imagination -- finding connection between visual designs (or pattern) and prior experiences (or knowledge) A Mind Mapping -- creating or arranging visual mapping activities (e.g. word maze, visual webs of written information) A Environment Arranging/Decorating -- encouraging students to decorate bulletin boards, and arranging learning corner (e.g. English reading corner) to achieve the ef