This document outlines a virtual lesson plan designed to reinforce face-to-face English learning for 10th grade students in Mexico. The four-week lesson uses an online learning platform to provide activities focused on the simple present tense. Students will read texts, identify verbs, review grammar notes, and complete interactive exercises on their own schedule. The platform automatically grades exercises and provides feedback to students, while allowing the teacher to monitor student access and engagement. This blended approach aims to strengthen classroom learning through additional online practice opportunities.

1. Course:
Foundations
of
Virtual
Instruction
by
Cindy
Carbajal
Virtual
Lesson
Plan
Assignment
Alma
Guerrero
October
20th,
2013.
The
following
Virtual
Lesson
Plan
is
designed
to
reinforce
the
face
to
face
learning
process
in
students
of
first
semester
(grade
10th
in
USA),
who
are
about
15
years
old
and
currently
studying
at
Colegio
de
Bachilleres,
Plantel
5,
located
in
Cardenas,
Tabasco.
Mexico.
I. LESSON TITLE, SUBJECT AND GRADE LEVEL.
LESSON: MODULE 2.- “What do I do? and How do I live?
SUBJECT: Lengua Adicional al Español 1 (English 1)
GRADE LEVEL: 1st. Semester
Photo 1. Group of students of COBATAB 05, 1st. semester, group F.
(45 students)
II. OBJECTIVE(S)
At the final of this lesson, students should be able to:
• Ask for and exchange personal information about their own and other’s everyday
activities in written and spoken discourse, in social, recreational or work contexts.
Virtual Lesson Objectives:
• Use the Simple Present to write and read in different contexts and activities.
• Understand listening and reading texts that include Present Simple.
• Use differents forms of the Present Simple to describe own and other’s everyday
activities and lifestyles in written discourse.
• Understand written texts containing the Present Simple.

2. Learning Objecs:
• Simple present
• Physical features
• Ethnic and cultural features
• Family members
• Geographical features
• Numbers
• Verb to be
• Personal pronouns
• Impersonal pronouns
• Possessive adjectives
• Definite articles
• Indefinite articles
III. OVERVIEW
The lesson will be held for four weeks and as it was mentioned above, it will reinforce the face
to face learning process in students by doing the activities proposed in the Learning
Management System (LMS) http://cob5ing.edu20.org, supported by www.Edu20.org.
Photo 2. COBATAB 05, Learning Platform on www.Edu20.org
Each week, students will receive information about a new section of the lesson on the platform.
There will be one activity which has to be done each week. Teacher will open the platform
everyday and will check all the assignments as well as reply questions or doubts the students
could have.
Most of the students come from official secondary schools in Mexico where they studied basic
English. It is suppossed they have level A1 and 2, according to the CEFR, which includes basic
management of vocabulary to understand and communicate in simple or routine tasks.
Unfortunately many of them have never been exposed to an English lesson, that is why for this
only one lesson the language in the platform will be the mother tongue, Spanish. (It is also the
first time they have an online lesson).
The lesson follows a blended version, students will access and work on the platform to
strengthen the knowledge acquiered in the classroom, to learn more and new examples of the
topic and how to use and interact with technology as a LMS, an essential component of the
21st century learner skills.

3. IV. VIRTUAL COMPONENTS AND LESSON ACTIVITIES
The main activities will be held by students on an asynchronous way as they intend to reinforce
the lessons in the classroom, by giving them the opportunity to work on their own pace, place
and time.
There is one synchronous activity included and it is the chat tool which is used by students
and the tutor in the platform when they are online to ask and answer questions about the topic.
The lesson (Module 2) is divided into 5 learning sections (the first one with the content
information), two exercises and one simple test, as it is shown in the photo 3.
Photo 3. Lesson Structure
1.- Section 1, has the basic information about the lesson such as name, objective and
competencies that students will be able to develop.
2.- Next section contains a text about Daily Routines (photo 4). Students will read and select all
the actions (verbs) they can identify, noticing the tense used in this situation. (Present Simple).

4. 3.-­‐
Section 3, presents important grammar notes about the Present Simple. Something that is
usually boring to learn in the classroom and sometimes time is not enough, so I consider that
by using the platform is a good way learners interact with this information in an attractive
format.
4.- Sections 4 and 5 (photos 5 and 6), include tables with information, links to access to them
and some interactives activities where learners can learn and practice.
Photo 5.
Photo 6. A link inserted as a resource in Section 4.

5. V. Method of evaluation
One of the benefits of using an LMS is the opportunity to save a lot of time when the activities
need to be graded (so helpful when a teacher has 10 classes with 45 students in each one, like
me). In the lesson described in this paper, there are two exercises wich are rated by the
program according to the parameters the designer decides. Next pictures show the results
students get after the assigned attempts and before the deadline also assigned by the
instructor.
Photo 7. Assignment Grading of Exercise 1.
Even the program automatically sends the results, it is very important to write a brief comment
and send it to the learner, so they feel not alone and can notice their tutor is monitoring
constantly the platform.
Photo 8. Result obtained by a student in exercise 2.

6. Photo 9. An example of an item in exercise 2.
It is also very important to write the specific instruction for each activity, the more careful you
design the assignment, the less conflict learners have when do their activities.
On the other hand, the parameters of evaluation depend on the kind of activity, for example in
a test; the attempts can not be more than one and the time for answer is limited.
Photo 10. Parameters designed for Test 1.

7. Finally, as the tutors of a virtual course, the LMS gives the tools to know how many times the
learner has accessed to it, as well as the time he has spent in it. This gives us an idea about
the responsability in each learner and take the necessary steps to adjust any irregularities.
Photo 11. A learner results.
Photo 12. Activity of a student.
Thanks for reading, this is my first try in the virtual teaching world. I would
appreciate any comment.
Alma Leticia.
Cardenas, Tabasco. Mex.