The teacher evaluated the lesson in four parts: listening to the song, sharing ideas, reporting others' ideas, and using IT resources. For listening, most students understood the lyrics but found the blanks difficult to fill. Sharing ideas successfully activated discussion, and some students expressed conditional type 2 ideas and corrected peers. When reporting, all groups used conditional type 2 correctly despite some errors. The teacher lacked time for interaction and feedback. Some students did optional online activities and found them useful, but the teacher had no way to assess performance or ensure completion.

1. IIT – Evaluation<br />The overall objectives were generally achieved at the end of the lesson. To evaluate both the teacher’s and students’ performance in a more detailed way, I will divide the lesson into four main parts: listening to the song, sharing ideas, reporting others’ ideas, and using IT resources outside the classroom.<br />Listening to the song<br />With the help of visual aids, most of the students could understand difficult words such as chesterfield and ottoman. Although I could activate their schema with the song, students found it quite difficult to complete the lyrics. I should have made the blanks more carefully with easier words rather than missing out phrases for them to fill in. It is crucial for a teacher to estimate students’ ability correctly and avoid false assumption. Making the work too difficult could discourage students and hence reduce their learning motivation.<br />Sharing ideas<br />I could say that the song has successfully activated students’ schema because most students participate in group discussion actively. Given the evidence that some of the students could express themselves with conditional type 2, I could say that the song has allowed students to learn the pattern of expressing unrealistic ideas precisely. Some of the students even corrected their group members’ mistakes by asking them to pay attention to the grammar pattern in the lyrics.<br />Reporting others’ ideas<br />In this part, all spokespersons could present others’ ideas with correct grammar pattern of conditional type 2. Although some of them still made pronunciation or other grammar mistakes, their performance showed that they could master the skills of using conditional type 2. As the time was limited, I did not have enough interaction with students. I only spent a few minutes listening to their ideas and gave very brief feedback to their ideas. More personal opinions or praise should be given to their creative and interesting ideas.<br />Using IT resources outside the classroom<br />Although I did not make the online learning compulsory, some students came to me and told me that they had tried the online activities and found them useful and interesting. Under time constraints, I could not allow students to do the online tasks during the lesson. As students did the online practice on their own and I made this part optional, I could not measure and evaluate their performance. In order to ensure that students really follow my instructions and try the website, I could have asked them to send me their results through email.<br />