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the West, or make a verbal debate against each other. (Visual/Spatial, Interpersonal, Logical, and Verbal/Linguistic Intelligences.) Task-2 (work in group or individually) Find a song concerning cultural differences or a folk song from a particular culture and enjoy listening and singing it with necessary explanation of its lyrics. (Musical/Rhythmic and Verbal/Linguistic Intelligences.) Task-3 (work in group) Write a skit based on a culture shock anecdote and performing it. (Verbal/Linguistic, Bodily/Kinesthetic and/or Visual/spatial, and/or Musical/Rhythmic Intelligences.) Task-4 (work in group) Discuss in small group a problem or an embarrassing situation you may confront with due to cultural conflicts, and come up a solution by drawing a flowchart to show its procedure. (Logical/Mathematics & Visual/Spatial Intelligences.) Task-5 (work in group or individually) Search for some unique words, or body language developed in a culture due to its particular natural environment, e.g., geographic location, climate, etc. (Verbal/Linguistic and Naturalist Intelligences.) V. The Assessment of MI-Inspired Teaching Testing represents a singular act that is characteristic of teacher-centered classrooms. Assessment, on the other hand, is a complex process distinctive of student-centered classrooms. Testing is intended to determine what students have learned though it generally fails the job. Assessment is integrated with learning and instruction and is intended to stimulate further learning. The core spirit of MI theory is opposed to the uniform view of schooling and the formal testing (standardized tests). Gardner (1993) holds the view that assessment is an essential component of an MI education. It is particularly important to use multiple modes of assessment that will allow students to show their strengths and perform optimally. Many testing professionals nowadays share the belief that authentic assessment, which emphasizes assessing what students know (knowledge) and what students do (performance) from different perspectives so as to provide a complete picture of students' abilities, efforts and progress during the learning process. In short, we need diverse forms of product and/or process-based, individualized-based, contextualized-based, performance-based and ongoing-based assessment which include paper-and-pencil tests, portfolios, journals/logs, projects, exhibits, performances, and displays, etc.(Lazear, 1999) with feedback gained not only from teachers and parents but also from students themselves and their peers, to reflect and reinforce MI-inspired instruction. A copy of Multiple Intelligence Assessment Menu (Lazear, 1999: 105) is attached in Appendix D for reference. VI. Conclusion MI theory offers us, English language teachers, a richly diversified way of understanding and categorizing human cognitive abilities, and combinations of abilities, heightening our awareness of what makes learning possible and effective for individual students. There are several ways which may facilitate the implementation of MI-inspired teaching in our classroom: 1. Examine our intellectual profiles and find out our own teaching styles through a multiple intelligence inventory (Appendix B). 2. Understand the intellectual profiles of our students through students-generated inventory (Appendix C). 3. Consider specific teaching approaches and methods that appeal to particular intelligences or combinations of intelligences. 4. Pl