The evaluation of this project is based on the data collected through teachers' observation, students' work, as well as discussions with the teachers involved in the project.

1. Careful scaffolding and constant recycling of the target language has improved the students' confidence in speaking and the quality of their oral production.
   
   With careful scaffolding and constant reviewing of the target language, the students had built up a bank of useful words and phrases which they could draw from when performing the different speaking tasks throughout the unit. This in turn not only improved the students' willingness and confidence in speaking English but it also improved the quality of their presentations and discussions.
   
   
2. The cooperative learning activities and task-based learning approach has improved students' engagement during lessons.
   
   The inclusion of numerous cooperative learning activities, such as jigsaw reading, role plays and group presentations, made the lessons more student-centred. Students needed to be active during the lessons and shoulder some of the responsibility for their own learning. Thus, it was observed that the students' engagement in the lessons improved considerably.
   Also, when told about an authentic task which required them to use English in real life, the students were more motivated to participate in the activities during lessons. The association of the teaching and learning activities with a real task had a positive impact on the students' willingness to pay attention in class.
   
   
3. Students' attitude towards using English outside the classroom has improved.
   
   Students showed an observable improvement in their willingness to communicate in English during their practice in lessons and the day of the outing. Starting from meeting in the school campus on the day of the outing, the teachers (non-English teachers included) used only English with students. However, instead of pleading with their teachers to switch back to Cantonese as expected, most students showed appreciation of the teachers' efforts and actions. In fact, some were rather excited about listening to their non-English teachers speak English on the journey and many of them were very eager to try out their skills in talking to foreigners themselves.
   
   
4. The integration of the formal and informal curricula helped to bridge the gap between classroom learning and the real world.
   
   Through the integration of the formal and informal curricula, the students were able to see how the English they learnt in the classroom can be put to use in the real world. They came to gain some understanding of how useful a tool English is in helping them expand their world and gain new experiences.
   
   
5. Through the use of differentiated materials and the provision of choices, students in the less able classes were able to attain the objectives of the unit with satisfactory results.
   
   While asking the less capable students to interview foreign "strangers" might seem too challenging for them at first, it was shown that through varying the amount and style of support in the teaching instructions and teaching materials, these students were able to achieve their interviews adequately.
   
   While the more able students did not think twice talking to European tourists, the less able ones preferred talking to Asian tourists from countries such as Korea or Japan. By allowing the students to choose the people they felt comfortable talking to, most students were able to complete their tasks with a certain sense of success and nearly all of them had a satisfying experience that day.