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is how to choose "appropriate dishes" for each "meal." Step two is, therefore, to make plans by selecting appropriate classroom activities/tasks, taking the following factors into consideration: students' needs, strengths, levels, learning styles, learning strategies, learning potentials, the nature of the subject matter, the teacher's personal teaching rationales, his/her multiple intelligence profile, and teaching styles, etc. Step three is to use ELT Multiple Intelligences weekly/monthly checklist (Appendix A) to keep track of different activities/tasks conducted in the class. We, of course, need not to include activities for developing all the eight multiple intelligences within each lesson; we may, however, follow the step four: to expand our classroom activities for the neglected intelligences by way of examining and analyzing our checklists for a period of time. IV. A Referential Lesson Plan In order to help the English language teachers gain a better understanding about how MI theory applies to classroom teaching, I sketched a lesson plan on the topic titled "Customs Vary with Culture" selected from Mosaic One: A Content-Based Reading, a textbook used in my Freshman English Course, for reference. Time Limitation: 3 consecutive periods Student Level: Freshmen from the Dept. of Public Finance, NCCU Class Size: 35 students Teaching Method(s): Whole language learning & task-based learning 1st period: Classroom Activities Approximate Time Intelligence(s) 1. Giving background knowledge about the article and its author. 5 mins. Verbal/Linguistic(through lecture) 2. Brainstorming on the priming questions, e.g., What purpose do you think the author had for writing this article? And/or, What does the title imply to you? 10 mins. Verbal/Linguistic(through informal speaking)Intrapersonal, and Interpersonal 3. Listening to the taped article to grasp the main ideas. 5 mins. Verbal/Linguistic(through listening) 4. Silent reading and oral reading for comprehension through the strategy of "topic sentence" detecting from each paragraph. 20 mins. Verbal/Linguistic(through reading and reading strategies) 5. Vocabulary learning through the strategy of guessing meaning from context or form. 10 mins. Verbal/Linguistic(through vocabulary and vocabulary learning strategies) 2nd period: Classroom Activities Approximate Time Intelligence(s) 1. Group discussing on the organization of each paragraph (e.g., by deductively expanding, inductively generalizing, etc.) and reviewing its main idea(s), too. 15 mins. Verbal/Linguistic,(through discussion)Interpersonal, andLogical/Mathematical 2. Doing exercises listed at the back of the article either orally or in writing by working in groups and/or individually. 25 mins. Verbal/Linguistic(through speaking & writing) and Interpersonal 3. Commenting on the concepts/ideas one agrees or disagrees in the article, and giving his/her reasons. 10 mins. Verbal/Linguistic(through oral presentation) andIntrapersonal 3rd period: With the reference of activities listed at the back of the article, I design five different tasks to be completed, (10 minutes for the performance/presentation of each task). Students can choose which task to work on either by joining a group or working independently. Task-1 (work in group) Look at the two drawings, concerning the customs of hand-shaking and social distance. Discuss in group and report the similarities and differences that may exist between the East and