Level - Low-Intermediate and above

Everyone learns in different ways - knowing this, and knowing how they learn, helps students to be more confident and find ways to improve their English. It may also help them to learn more effectively in other areas of their lives.

This lesson introduces students to Dr Howard Gardner's theory of 'Multiple Intelligences' (MI) and the idea that all learners are different. The students think about different types of intelligence and then do a quiz to find out what intelligences they are strong in.

At the end of the lesson, students think about how to use the ideas from the lesson to help themselves learn English. Some follow-up tasks are suggested.

The lesson plan itself uses the MI theory by giving your students the opportunity to take part in a variety of activities which appeal to the different intelligences.

Plan components

Lesson Plan: - guide for teacher on procedure including worksheet tasks answers to tasks and example text.

Download lesson plan 182k pdf

Worksheets: - exercises which can be printed out for use in class. The worksheet contains:

  • Problem-solving activities
  • Discussion tasks
  • Matching activities

Download worksheets 171k pdf

For more information about this topic you can visit these BBC and British Council sites:

Emma Pathare

The plans and worksheets are downloadable and in pdf format. Where indicated, there is also audio available to be downloaded.

Copyright - please read
All the materials on these pages are free for you to download and copy for educational use only. You may not redistribute, sell or place these materials on any other web site without written permission from the BBC and British Council. If you have any questions about the use of these materials please email us at: teachingenglish@britishcouncil.org



This activity is very useful to train teachers to use the theory of multiple intelligences in class because it is presented in a very simple way with a very good sequence of activities. Maybe you can think that the activities are long and could take a lot of time but it's possible to remove or combine some of them. For example, I usually skip worksheet C that is focused on vocabulary and pronunciation.

Students love answering the questionnaire and drawing the bars. The most important thing is that they discover a lot of things about themselves. This simple diagnosis helps teachers to know their students so they can choose activities suitable for the most predominant intelligences in their groups.

It's an excellent activity to be scheduled at the beginning of the year or when you begin with a new group. Knowing our students is a very important subject.

Ligia Elizabeth Garrido, Lima, Peru

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