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High school students are required to do the revision in most of the language focus lessons, which is a favorable condition to exploit songs, games and communicative tasks.. In order to [r]

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SÁNG KIẾN KINH NGHIỆM

USING SONGS, GAMES AND COMMUNICATIVE TASKS IN GRAMMAR LESSONS



Người thực hiện: NGUYỄN THỊ PHƯƠNG ANH Lĩnh vực nghiên cứu: PHƯƠNG PHÁP DẠY HỌC BỘ MƠN

Có đính kèm: đĩa CD

SƠ LƯỢC LÝ LỊCH KHOA HỌC _

I THÔNG TIN CHUNG VỀ CÁ NHÂN

1 Họ tên: NGUYỄN THỊ PHƯƠNG ANH Ngày tháng năm sinh: 20/ 02 / 1976

3 Nam, nữ: Nữ

4 Địa chỉ: 1442 - Quảng Biên - Quảng Tiến - Trảng Bom - Đồng Nai Điện thoại: 061 3866239 (CQ) – 061 3676295 (NR)

ĐTDĐ: 01202569897 Chức vụ: Giáo viên

7 Đơn vị cơng tác: Trường THPT Thống Nhất A II TRÌNH ĐỘ ĐÀO TẠO

1 Trình độ chun mơn: cử nhân ngoại ngữ Năm nhận bằng: 2000

3 Chuyên ngành đào tạo: Anh văn III KINH NGHIỆM KHOA HỌC

BM03-TMSKKN Tên sáng kiến kinh nghiệm:

USING SONGS, GAMES AND COMMUNICATIVE TASKS IN GRAMMAR LESSONS

I THE REASONS FOR THE TOPIC BEING CHOSEN

English is a structure based language which has sets of grammar rules To be successful in examinations as well as communication, learners should master those structures and grammar rules

Students are supposed to acquire structures and grammar rules in language focus lessons with a considerate amount of time However, students often find language focus lessons boring, dry and stressful They also find it daunting to remember so many rules Why don’t we try teaching structures and grammar rules in more interesting ways and in context Only by doing so can students find it easier to

remember English grammar rules and be able to use the grammatical points they have learnt to the tests as well as to express their thoughts, opinions and feelings

effectively

II REAL SITUATION BEFORE THESE SOLUTIONS ARE CARRIED OUT 1 Advantageous conditions

The portion of grammar points in a test is about half Mastering grammar means getting higher scores in the tests This encourages students to learn grammar

Senior high school students are asked to most of the revision in grammar lessons They already studied these grammatical points in junior high school 2 Difficulties

High school students are not as motivated as learners in language centres Learners in those centres study English partly because they love it and because they have a clear target to study it Therefore, they try their best in learning Meanwhile, high school students learn English simply because it is a subject at school

Most of my students not like English out of 10 classes in my school major in natural science subjects They don’t like social science subjects English is not their favourite

Teenagers like something funny However, some teachers think that students must be serious in studying grammar Therefore, they like to conduct structure based, formal rather than structure-discourse match activities in grammar teaching

English language has so many grammar rules to remember And the speaker must stick on these grammar rules to produce good English This is so challenging

Grade Number of students

Mark and over Under mark

total rate total rate

10 45 16 35.5% 29 64.5%

12 120 50 41.6% 70 58.4%

Total 165 66 40%% 99 60 %

III CONTENT

1 Underlying Principles

Most of us, human beings, prefer playing to working When we play a game, we feel happy and we engage in the activity totally We enjoy it and we keep the memory of it for a long time The same goes for the studying of students When they find something interesting, their learning becomes more enjoyable and their motivation increases If they “enjoy” their lesson, they will learn it the easy way and they will remember what they have learnt for ages

2 Solutions

Let’s have a look at the national curriculum High school students are required to the revision in most of the language focus lessons, which is a favorable condition to exploit songs, games and communicative tasks

In order to make a grammar lesson effective, beneficial, and interesting a teacher should use some well-developed and fascinating techniques in the classroom We can employ the use of songs, games, and communicative tasks to make grammar lessons interesting, memorable, motivating and meaningful

There are many advantages of using songs in the classroom Through using popular songs, which are already familiar to teenagers, the teacher can meet the challenges of the teenage needs in the classroom Since the meaning is an important device in

teaching grammar, it is important to contextualize any grammar points Songs are one of the most enchanting and culturally rich resources that can easily be used in language classrooms Songs offer a change from routine classroom activities As stated by Lo and Fai Li (1998:8), learning English through songs also provides a non-threatening atmosphere for students, who usually are tense when learning English in a formal classroom setting Since they provide authentic texts, they are motivating

In consequence, if selected properly and adopted carefully, a teacher should benefit from songs in all phases of teaching grammar Songs may be used for the presentation or the practice phase of the grammar lesson, to review or introduce grammar points Songs can be used with several techniques Some examples of these techniques are:  Gap fills or cloze texts

 Focus questions  True-false statements

 Put these lines into the correct sequence  Dictation

 Circle the antonyms/synonyms of the given words

 Discuss

Working with grammar can be frustrating for students and teachers Concepts of grammar, such as tenses, sentence structure, types of sentences and word composition can be difficult for students to understand Playing grammar games in the classroom provides valuable practice while keeping the atmosphere fun and engaging While playing games, the learners’ attention is on the message, not on the language In a way, students acquire language unconsciously since their whole attention is engaged by the activity The use of games is a more effective way to teach grammar than structured formal lessons According to Arif Saricoban and Esen Metin, they help students learn how to apply the knowledge they've learned Grammar games increase motivation and excitement, cooperation and competition in the classroom

The latest concern of the foreign language teachers is to make the students use the language communicatively Games and problem-solving activities, which are task-based and have a purpose beyond the production of correct speech, are the examples of the most preferable communicative activities Such activities highlight not only the competence but also the performance of the learner They are the indispensable parts of a grammar lesson, since they reinforce a form-discourse match In such activities the attention is on the discourse context

In short, the use of songs, games and communicative tasks in language classrooms provides many advantages They entertain and relax the learners while they are

learning or practicing a structure, and they often eliminate the students’ negative attitude towards learning Through providing authenticity and context they make the grammar points more understandable and easy As language teachers, we can benefit from using songs, games and communicative tasks since our concern is to motivate the students and draw their utmost attention on the subject during teaching

Syllabus overview

Unit ENGLISH 10 ENGLISH 11 ENGLISH 12

1 - The present simple - Adverbs of frequency - The past simple

- Infinitive with to - Infinitive without to

Tense revision

2 - Wh- questions

- Gerund and to infinitive

- Present simple indicating past time - Tense revision: past simple, past

progressive and past perfect

Tense revision

3 - The past perfect

- The past perfect vs the past simple

- Infinitive and gerund - Passive infinitive and gerund

Reported speech

- Used to + infinitive - Which as a connector

participle

- Perfect gerund and perfect participle - The present perfect

- The present perfect passive

- Who, which, that

(omitted) Conditional sentences

6 - The present progressive with a future meaning - Be going to

- Reported speech with gerund

Relative clauses

7 - The present perfect - Because of and in spite of

- Conditional types and

- Conditional type - Conditional in reported speech

(omitted)

8 - Reported speech: statements

- Conditional sentence type

- Pronouns one(s), someone, anyone, no one, everyone

Prepositions and articles

9 - Should

- Conditional sentence type

- Defining relative clauses (revision)

- Non-defining relative clauses (revision)

(omitted)

10 - The passive voice Relative pronouns with prepositions

Modal verbs: may, might, must, mustn’t, needn’t 11 - Conditional sentence

type

Relative clauses

replaced by participles and to infinitives (revision)

Modals in the passive voice

12 - To infinitive to talk about purposes

- Wh-questions

- Relative clauses (revision)

- Omission of relative pronouns

Transitive and intransitive verbs

13 - Attitudinal adjectives - It is/was not until… that

- A/an and the

- Cleft sentences - Comparative + and + comparative

- The + comparative, the + comparative

14 - Will vs be going to - Will: making predictions

- Will: making offers

(omitted) Phrasal verbs

- Tag questions 16 - Comparatives and

superlatives

- It is said that… - People say that…

Adverbial clause of time

3 Illustrations 3.1 Tenses

a Exploiting songs - Past tense:

Teacher can jumble the verses and ask student to rearrange them after listening to the song After that teacher can ask students to underline all the verbs in simple past tense and state the uses of the simple past This exercise can be done in presentation stage

"Yesterday" by The Beatles

Yesterday, all my troubles seemed so far away Now it looks as though they're here to stay Why she had to go I don't know she wouldn't say

Oh, I believe in yesterday

Suddenly, I'm not half the man I used to be Oh, I believe in yesterday

There's a shadow hanging over me

I said something wrong, now I long for yesterday Yesterday, love was such an easy game to play

Now I need a place to hide away Oh, I yesterday came suddenly

Why she had to go I don't know she wouldn't say Yesterday, love was such an easy game to play I said something wrong, now I long for yesterday

Now I need a place to hide away Oh, I believe in yesterday Mm mm mm mm mm mm mm The correct answer:

Yesterday, all my troubles seemed so far away Now it looks as though they're here to stay

Oh, I believe in yesterday

Suddenly, I'm not half the man I used to be There's a shadow hanging over me

Oh, I yesterday came suddenly

Why she had to go I don't know she wouldn't say I said something wrong, now I long for yesterday Yesterday, love was such an easy game to play

Now I need a place to hide away Oh, I believe in yesterday

I said something wrong, now I long for yesterday Yesterday, love was such an easy game to play

Now I need a place to hide away Oh, I believe in yesterday Mm mm mm mm mm mm mm

Another song that can be used for past simple is “Hotel California” by Eagles Teacher can leave out some verbs and asks students to fill in the gaps This exercise should be done in practice stage

On a dark desert highway, cool wind in my hair Warm smell of colitas, rising up through the air Up ahead in the distance, I (1) a shimmering light

My head grew heavy and my sight grew dim I had to stop for the night

There she (2) in the doorway; I heard the mission bell And I was thinking to myself,

’this could be heaven or this could be hell’

Then she (3) up a candle and she showed me the way There were voices down the corridor,

I thought I (4) _ them say Welcome to the hotel California

Such a lovely place Such a lovely face

Plenty of room at the hotel California Any time of year, you can find it here

Her mind is tiffany-twisted, she (5) _ the Mercedes bends She got a lot of pretty, pretty boys, that she calls friends

How they dance in the courtyard, sweet summer sweat Some dance to remember, some dance to forget

So I (6) _ up the captain, ’please bring me my wine’

He (7) _, ’we haven’t had that spirit here since nineteen sixty nine’ And still those voices are calling from far away,

Wake you up in the middle of the night Just to hear them say

Welcome to the hotel California Such a lovely place

Such a lovely face

Mirrors on the ceiling, The pink champagne on ice

And she (8) _ ’we are all just prisoners here, of our own device’ And in the master’s chambers,

They (9) _ for the feast The stab it with their steely knives,

But they just can’t kill the beast Last thing I remember, I was

Running for the door I had to find the passage back

To the place I (10) _ before ’relax,’ said the night man, We are programmed to receive You can checkout any time you like,

But you can never leave!

Answers: saw stood lit heard got called said said gathered 10 was - Present continuous

Teacher can use the song “Lemon tree” by Fool’s Garden for Present continuous Teacher takes out some lines and ask students listen and put them in the correct places Eg:

a I'm wasting my time b I'm sitting here

c I'm driving around in my car

d I'm steppin' around in the desert of joy e I'm waiting for you

I'm sitting here in the boring room It's just another rainy Sunday afternoon

(1) _ I got nothing to

I'm hanging around I'm waiting for you

But nothing ever happens and I wonder (2)

I'm driving too fast I'm driving too far

I'd like to change my point of view I feel so lonely

But nothing ever happens and I wonder I wonder how

I wonder why

Yesterday you told me 'bout the blue blue sky And all that I can see is just a yellow lemon-tree

I'm turning my head up and down

I'm turning turning turning turning turning around And all that I can see is just another lemon-tree

(4) _ I miss the power

I'd like to go out taking a shower But there's a heavy cloud inside my head

I feel so tired Put myself into bed

While nothing ever happens and I wonder Isolation is not good for me

Isolation I don't want to sit on the lemon-tree (5) _

Baby anyhow I'll get another toy And everything will happen and you wonder

I wonder how I wonder why

Yesterday you told me 'bout the blue blue sky And all that I can see is just another lemon-tree

I'm turning my head up and down

I'm turning turning turning turning turning around And all that I can see is just a yellow lemon-tree

And I wonder, wonder I wonder how I wonder why

Yesterday you told me 'bout the blue blue sky

And all that I can see, and all that I can see, and all that I can see Is just a yellow lemon-tree

Answer:

1 I'm wasting my time

2 I'm driving around in my car I'm waiting for you

4 I'm sitting here

5 I'm steppin' around in the desert of joy - present perfect

- Present continuous

Teacher can a pantomime for students to guess Students work in groups to answer the question “What am I doing?”`

E.g Threading a needle and sewing on a button Washing dishes, and perhaps breaking one

Bowling

Reading a newspaper while eating breakfast Combing your hair

…

c Communicative task - Present perfect

Teacher can give out some cards with hints and ask students to ask and answer the question “Have you ever ….?” Students are required to supply true answers in full with the right form of the main verb

E.g Feed the lion Break a window Hide from the police Teach English

Win a lottery Steal anything Hold a snake …

- Simple present

Students work in pairs One says something contrary to the fact, the other listens and correct the false information

E.g.: A: The sun rises in the west

B: No it’s not true It rises in the east 3.2 Conditionals

a With songs

Teacher can ask students to listen and the gap filling then elicit the verb tense used in if clause and main clause, the usage of this type of conditional

- Type 2:

Because I Love You by Shakin Stevens

If I …(1)… down on my knees and I pleaded with you If I …(2)… a million oceans just to be with you

Would you ever let me down?

If I …(3)… the highest mountain just to hold you tight If I …(4)… that I would love you every single night

Would you ever let me down?

Well I'm sorry if it sounds kinda sad, it's just that Worried, so worried that you let me down

Love you, so don't let me down

If I swam the longest river just to call your name If I said the way I feel for you would never change

Would you ever …(5)… around

Well I'm sorry if it sounds kinda bad, just that Worried, cuz' I'm so worried that you let me down

* Chorus

Teacher can also exploit the song “NOTHING'S GONNA CHANGE MY LOVE FOR YOU” by Air Supply for conditional sentences by asking them to underline once the conditional type and underline twice the conditional type

If I had to live my life without you near me The days would all be empty

The nights would seem so long With you I see forever oh so clearly

I might have been in love before But it never felt this strong

Our dreams are young and we both know They'll take us where we want to go

Hold me now Touch me now

I don't want to live without you Chorus :

Nothing's gonna change my love for you You ought to know by now how much I love you

One thing you can be sure of I'll never ask for more than your love Nothing's gonna change my love for you You ought to know by now how much I love you The world might change my whole life through but

Nothing’s gonna change my love for you If the road ahead is not so easy Our love will lead the way for us

Like a guiding star

I'll be there for you if you should need me You don't have to change a thing

I love you just the way you are So come with me and share the view

Touch me now

I don't want to live without you b With games

Perfect couple game

Teacher divides the class into halves One half writes “if clauses” into a pieces of paper The other writes “main clauses” Teacher collects the two halves at random then read out the complete sentence Students listen and vote the perfect matching This game can spark laughter among students

c Communicative task

Teacher can give hints then ask students to discuss the questions “Under what conditions would you ………….?

Exceed the speed limit while riding your motorbike Lie to your mother

Steal food

Carry a friend on your back for a long distance Quit class

- Type 2: Students sit in pairs, one speaks out the situation, the other gives advice, beginning with if I were you …

A: I’m not good at English

B: if I were you, I would spend more time learning it

- Type 1: Teacher gives hints Students work in pair and take it in turn to tell the peer their plan for the future

Study hard => go to university => have a good job => earn a lot of money => … Eg:

If I study hard, I will go to university If I go to university, I will have a good job …

3.3 Relative clause a Using songs

Teacher can ask students to listen and underline the relative clauses and the participles replacing relative clauses in the verses

“That’s why you go away” by Michael learns to rock Baby won't you tell me why there is sadness in your eyes

I don't wanna say goodbye to you Love is one big illusion I should try to forget

but there is something left in my head

You're the one who set it up now you're the one to make it stop I'm the one who's feeling lost right now

but there is something left in my head [Chorus]

I won't forget the way you're kissing The feeling's so strong were lasting for so long

But I'm not the man your heart is missing That's why you go away I know

You were never satisfied no matter how I tried Now you wanna say goodbye to me Love is one big illusion I should try to forget

but there is something left in my head [Chorus]

Sitting here all alone in the middle of nowhere Don't know which way to go

There ain't so much to say now between us There ain't so much for you

There ain't so much for me anymore [Chorus]

3.4 Gerund and infinitive a Songs

Teacher can use this song at the presentation stage to explain when to use to infinitive and gerund

“Say You Will” by Tokyo Square Say you will, say you will be mine

I just keep missing you tonight I feel so unsure, I feel so alone I just don't dare to open my eyes

Into deep, going in too deep I can't get you out of my mind Baby no matter just how hard I try

I don't want to be alone tonight Won't you be my guilding light Lead the way to be by your side

Won't you be my star tonight I need more than a neon light

Another song can be used for gerund, to infinitive and bare infinitive is “Proud Of You” - Fiona Fung

Love in your eyes Sitting silent by my side Going on holding hands Walking through the nights

Hold me up hold me tight Lift me up to touch the sky Teaching me to love with heart

Helping me open my mind I can fly

I'm proud that I can fly To give the best of mine

Till the end of the time Believe me I can fly I'm proud that I can fly To give the best of mine

The heaven in the sky Stars in the sky Wishing once upon a time Give me love make me smile

Till the end of life Hold me up hold me tight Lift me up to touch the sky Teaching me to love with heart

Helping me open my mind I can fly

I'm proud that I can fly To give the best of mine

I'm proud that I can fly To give the best of me The heaven in the sky

Can't you believe that you light up my way No matter how that ease my path

I'll never lose my faith See my fly

I'm proud to fly of high Show you the best of mine

Till the end of the time Believe me I can fly I'm singing in the sky Show you the best of mine

The heaven in the sky Nothing can stop me

Spread my wings So wide 3.5 Passive voice

Communicative task

Teacher can ask student to peer work Student A speaks out a sentence Student B listens and changes it into passive voice if possible After sentences, they will change the role

Eg:

Student A: Thomas Eve Edison invented the bulb

Student B: The bulb was invented by Thomas Eve Edison Student A: Lisa is sitting at the table

Student B: no passive 3.6 Comparison Game:

Teacher forms class into groups and conduct a “general knowledge quiz”, using comparison Students listen and decide true or false The quickest with the most correct answers is the winner

Eg:

3 The Amazon is longer than the Mekong T (3,900 / 2,600 miles)

4 The Trường Sơn is the highest mountain in Vietnam F (Hoàng Liên Sơn) Everest is the highest mount in the world T (29,002 feet)

6 Sahara is the smallest desert in the world F (the largest)

7 Angel water fall (Venezuela) is as high as Cam Ly water fall F(Angel is the highest water fall in the world with 979 m)

8 Greenland island is bigger than Madagascar T Mercury is nearer the sun than the earth is T

10 The blue whale is smaller than the dolphin F( the blue whale is the biggest animal on the earth.)

3.7 Reported speech Game:

Teacher divides students into groups of three and chooses one leader (student A) for each group Only the leader of each group looks at the hand-out given to her/him

Student A: (whispers to student C): What you like?

Student B: (asks student C): What did student A want to know/ ask you/ say? Student C: (responds aloud): He/ She asked me what I like

4 More resources from the Internet

Teacher can create some board games, using the templates below These templates can be used for practice and reproduction of any grammar points

a Talking Football

How to play

1 Prepare a list of Main Texts to be practiced For example, if the simple past tense is in focus, teacher chooses a number of verbs as Main Text (For example, read, eat, go, dance, visit etc.) then type the Main Text in the spaces Teacher also prepares a set of Cue Text Cue Texts combine with main texts to build sentences For example in practising simple past tense the Main Texts could be the verbs and the Time adverbials the Cue Text For example Verb = watched, Time adverbial = Yesterday The student should combine both words in a sentence as such: Yesterday I watched a football match

2 Students are expected to combine the Main Texts with the Cue Texts at the side to make sentences The two teams or players would toss a coin to decide who starts first, or Rocks, Paper and Scissors The winner starts combining a cue word and a key word to make sentences For example Last summer + visit => Last summer I visited my grandma

3 The other team or player must listen carefully to spot the mistakes If there is any mistake, that player gets one yellow card and move back one step Then the other team takes it in turn to combine the cue words and the key words to make sentences

Cue Text Cue Text Cue Text Cue Text

Cue Text Cue Text

Cue Text

FreeFre e

Title Here

Cue Text

Cue Text Main Text

Cue Text

Cue Text

Cue Text Main Text

Main Text Main Text

Main Text Main Text

Main Text Main Text

b

Answer

Question?

Q and A Board Game

33

18

28 27

26

36

Finish

35

Start again

29

Go back 5 spaces

30

31 34

32

20 17

4

3

10

5

12 11

6

Go back 3 spaces

7

1

Start

19

25

Go forward 3 spaces

16 15 14

13

Go forward 3 spaces

9

Start again

21

Start again

22

23

c Monkey and Crocodile board game

(Roll the dice and move the chip according to the number on the dice.)

d Snake and Ladder

How to play

Place the counters next to square one Each student takes it in turn to role the dice The highest role goes first The order of play continues in a clockwise direction If a student lands at the foot of a ladder or the head of a snake, he or she must make a sentence using the key words at the top and bottom of the snake or the ladder If he or she makes a mistake then he or she should miss a go Remember players go up ladders and down snakes! The first player to reach square 100 is the winner

1

Start

2

Jump to

5

10

Start Again

7

11 12 13 14 15

Jump to 17

20

end

19 Start Again

Target language

The aim of the game is to practice gerunds and in particular the auxiliary verb when forming the present progressive

She I

9

1 fall you 6 fight 8 10

12 13 19

we 14 15 16 17 18 I

22 cook you

swim 24 25 I 27 28 fly

jump 33 39

31 34 35 36 37 climb 40

42 43 49

41 listen 47 eat

45

44 50

52 53 59

drink 54 55 56 we they I

92 93 she

91 play 95 96 sleep 98 100

it 83 89

watc

h 84 85 86 87 88 run

72 73 79

71 74 75 he 77 78 write

62 63 I

61 we 65 66 67 68 70

IV RESULT

These songs, games and communicative tasks have been used some years now and positive effects have been recognized Since learning with laughter, my students

develop a love for English grammar They enjoy their language focus lessons more and they can get high marks in the tests

Below is the encouraging result after songs, games and communicative tasks were used to arouse students’ interest in learning grammar and to help them memorize grammar rules

Grade Number of students

Mark and over Under mark

total rate total rate

10 45 31 68.9% 29 31.1%

12 120 100 83.4% 20 16.6%

Total 165 131 79.4% 49 29.6 %

V SUGGESTIONS

For the sake of our students, teachers should take students’ interest, needs and behaviors into consideration when designing grammar lessons

As clarified above, songs, games and communicative tasks support the teaching of grammar in many ways They not only provide a relaxing atmosphere but also motivate students Such activities are student centered Using these activities, we give students a chance to express themselves, enjoy themselves while learning grammar We can both teach grammar in an interesting way and elicit what they have known, hence, enhance their memory

VII REFERENCES

 Celce-Murcia, M & Hilles, S (1988) Techniques and resources in teaching grammar Oxford: Oxford University Press

 Cross, D (1992) A practical handbook of language teaching G.B.: Prentice Hall

 Lo, R & Fai Li,H.C (1998) Songs enhance learner involvement English Teaching FORUM, 36/3:8-11

* Betty Schrampfer azar (2001) Understanding and using English grammar

By

NGUYỄN THỊ PHƯƠNG ANH

BM04-NXĐGSKKN SỞ GD&ĐT ĐỒNG NAI CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM TRƯỜNG THPT Độc lập – Tự – Hạnh phúc

THỐNG NHẤT A

Trảng Bom, ngày 10 /05 /2012 PHIẾU NHẬN XÉT, ĐÁNH GIÁ SÁNG KIẾN KINH NGHIỆM

Năm học 2011-2012

Tên sáng kiến kinh nghiệm: USING SONGS, GAMES AND COMMUNICATIVE TASKS IN GRAMMAR LESSONS

Họ tên tác giả: NGUYỄN THỊ PHƯƠNG ANH Đơn vị (tổ): Ngoại ngữ Lĩnh vực:

Quản lý giáo dục  Phương pháp dạy học môn:  Phương pháp giáo dục  Lĩnh vực khác: ……….…… 

1 Tính mới:

- Có giải pháp hịan tồn 

- Hoàn toàn triển khai áp dụng tồn ngành có hiệu cao 

- Có tính cải tiến đổi từ giải pháp có triển khai áp dụng tịan ngành có hiệu cao 

- Hoàn toàn triển khai áp dụng đơn vị có hiệu cao 

- Có tính cải tiến đổi từ giải giải pháp có triển khai áp dụng đơn vị có hiệu 

3 Khả áp dụng:

- Cung cấp luận khoa học cho việc hoạch định đường lối, sách:

Tốt  Khá  Đạt 

- Đưa giải pháp khuyến nghị có khả ứng dụng thực tiễn, dễ thực dễ vào sống: Tốt  Khá  Đạt 

- Đã áp dụng thực tế đạt hiệu có khả áp dụng đạt hiệu phạm vi rộng: Tốt  Khá  Đạt 