CLIL lesson Dominika Kapel, Dagmara Durlak

Topic: geographical features and tourism of the coast of Mexico

Level: B1/B2

Age: 18/19

No of students: 15

Time: approximately 65 minutes

Aims:

to increase students’ knowledge of subject content (the coast of Mexico with its geographical
features and tourism)

to revise and develop students’ knowledge of content-related lexis (lexis connected with the
topic of coastal geography and tourism on the basis of the coast of Mexico)

Subsidiary aims:

to develop reading skills (for gist and specific information) within a context-based content

to develop speaking skills (describing pictures, talking about certain geographical features and
tourism of the coast of Mexico, post-reading speaking) within a context-based content

to develop writing skills (note-taking, writing a short description for a travel website) within a
context-based content

to pre-teach, revise vocabulary related to the topic of the coast and its features

Assumed knowledge

ss are acquainted with reading techniques

ss are familiar with some vocabulary associated with the coast and possess a general
knowledge of geographical features of the coast (some names of landforms, types of terrain)

Anticipated problems:

1) The text might be difficult to comprehend for some ss

2) Ss may not be interested in the lesson

Solutions:

1) the teacher activates ss’ background knowledge by asking them to describe pictures
portraying the coast of Mexico and writes down useful words, expressions on the blackboard
in a form of a mind map to provide them with some input for the reading activity (words that
might appear in the text)
2) the teacher provides ss with engaging and enjoyable activities to activate them and get
them interested in the lesson (describing pictures, solving a puzzle, group work, using a map)

Materials: an authentic text taken from a travel website (“Facts about the coasts of Mexico”),
pictures of the coast, slips of paper with information about Mexico, charts for vocabulary
practice, charts with the outline of Mexico, a blackboard

Stage Procedure Aims Time IP

1. Starting The teacher greets ss and checks -to create a friendly 2 min. T-SS
the lesson the register. Then, he proceeds atmosphere SS-T
to start the lesson.

2. Warm- The teacher distributes slips of -to activate ss’ 5 min. T-SS
up activity paper with interesting facts background knowledge SS-SS
about Mexico (e.g. birthplace of about Mexico SS-T
chocolate, the largest Spanish- -to raise ss’ interest and
speaking country in the world, practise their speaking
home to world’s second biggest skills
Catholic Christian population…) -to prevent boredom and
and asks them to solve a puzzle create a link with the
and guess the name of a country next stage of a lesson
that will be the focus of a lesson.
The teacher elicits the answer
from ss and asks further
questions in case they cannot
work it out.
3. Pre- The teacher tells ss that today -to pre-teach/revise 10 T-SS
reading they are going to focus on vocabulary related to the min. SS-SS
geographical features and topic of the coast SS-T
tourism of Mexico. He -to revise the basic
distributes or displays on the knowledge about the
screen various pictures of the coast and its
coast of Mexico and asks ss to geographical features
get in pairs and try to describe -to provide ss with input
them (he encourages ss to notice for reading activity
and discuss some geographical -to practise ss’ speaking
features, such as: landforms, skills
terrain types). After a few
minutes, he elicits answers from
ss and writes down some words,
collocations, useful expressions
that might be useful in
comprehending the text ss are
going to read (e.g. coast, shore,
cliff, peninsula, beach, tropics).
The teacher forms a mind map.

4. Reading The teacher tells ss that now 10 T-SS

they are going to read a text -to improve ss’ reading min. SS-T
about the coast of Mexico to skills (for gist-skimming
 check whether their predictions and specific information-
about the place are correct. The scanning)
coast is divided into five major -to develop ss’
sections. He distributes texts and knowledge about the
asks them to read silently. Then, coast of Mexico and its
the teacher asks them to answer characteristics
reading comprehension question -to check ss’s predictions
(open ended question concerning about the place
the general idea of the text and
more specific ones).
TT-SS
The teacher asks ss to complete 8 min. SS-T
another comprehension activity.
They are supposed to match the
names of certain words that -to get ss acquainted with
appear in the text (landforms, vocabulary related to the
terrain types, words connected topic
with tourism with their -to develop ss’
definitions, e.g. mangroves, a knowledge of subject
gulf, riviera, a resort city) content

The teacher asks ss to work on 10 T-SS

vocabulary from the text in five min. SS-T
groups. The teacher distributes
charts with names of five areas -to develop writing skills
mentioned in the text and asks (note taking) and
each group to complete them teamwork skills
with as many examples of lexis -to develop ss’
given in each section as possible. vocabulary related to the
They are supposed to focus on subject area
two aspects (geographical -to activate ss (group
features, such as different lexis work)
and expressions related to
landforms, terrain types and
tourism). The teacher monitors
the activity explaining ss that
they should focus not only on
writing down single words, but
also phrases, collocations and
common expressions. T-SS
5. Post- After completing charts, as a 8 min. SS-T
reading form of practice, the teacher asks
ss to swap (choose a person from
another group) and describe the -to develop speaking
region they were working on in skills
terms of its geographical -to practise the use of
features and tourism in their own vocabulary in a
words. meaningful context

The teacher distributes another 5 min. T-SS

 chart (an outline of Mexico) and SS-SS
asks students to identify and SS-T
mark certain regions, places, -to practise identifying
names of cities mentioned in the certain areas, places on a
text. The clues as to their map
location can be found in the text. -to develop reading skills
They can compare their answers (the clues are provided in
in pairs. the text)
If time permits, the teacher asks 5 min. T-SS
ss some follow-up questions SS-SS
(Have you ever visited similar
places in Poland or other -to develop speaking
countries? If yes, what are their skills and practise the use
geographical features and of vocabulary in a
attractions? Discuss in pairs) meaningful context
6. -to raise ss’ interest by
Finishing The teacher asks ss to write a personalizing the task 1 min. T-SS
the lesson text for a travel website about
homework one interesting coastal region in
Poland or in another country -to develop ss’ writing
including information about its skills (a short text for a
geographical features and travel website)
tourism. He encourages them to -to practise the use of
use as many lexis introduced in vocabulary introduced
class as possible. -to engage and activate ss
Optional activity (mini project): (mini project that they
the teacher asks ss to think about are supposed to prepare
one coastal region in Poland or in groups)
in another country (it’s up to you
) and prepare in small groups a
poster including information
about its geographical features
and tourism. Try to use as many
lexis introduced in class as
possible.

Source for the text: http://traveltips.usatoday.com/coasts-mexico-104427.html

Procedure:

1. Warm-up activity (5 minutes): the teacher distributes slips of paper among ss with
different facts connected with Mexico. They are supposed to guess the name of the country on
the basis of information provided. They can discuss it in pairs. The teacher elicits answers
from ss and asks further questions in case they cannot work out the answer.

the largest Spanish-speaking country in the world, home to world’s second biggest Catholic
Christian population, the largest producer of silver and metal in the world, birthplace of
chocolate, home to the largest pyramid on the planet, its capital is the oldest city in North
America

2. Pre-reading (describing pictures) (10 minutes): the teacher explains ss that today they
are going to focus on the geographical features and tourism of the coast of Mexico. He
distributes or displays on the screen various pictures showing 5 major sections the coast of
Mexico is divided into. He asks ss to get in pairs and try to describe the pictures taking into
account geographical features of each place. The teacher elicits answers from the ss and
writes down some expressions, lexis that ss come up with and might be useful in
comprehending the text (e.g. coast, shore, beach, cliffs, placid climate, peninsula, gulf). All
answers elicited from the ss may be written down on the blackboard as a form of a mind map.

3. Reading (checking predictions and comprehension exercises) (10 minutes): the teacher
says that now they are going to read the text about the coast of Mexico to find out whether
their predictions about the place are right. The coast of Mexico is divided into five major
sections. The teacher asks ss to read the text and answer the questions:

1. What geographical features make the coast of Mexico a popular destination for tourists?

2. In which part of the coast the largest coral reef is located?

3.Which part of the coast of Mexico offers a glimpse of cliffs?

4. What is the most significant feature of the Mexican Gulf coast?

4. Reading (comprehension exercises continuation) (8 minutes): the teacher asks the ss to

complete the following exercise related to the content area. He tells the ss to match the names
of various words that appeared in the text (landforms, terrain types, words related to tourism
activities) with correct definitions.

a) mangroves an area full of swamps, marshes, with wet soil

b) a gulf a place that is a popular destination for tourists

c) riviera tropical trees found near water with twisted roots

d) beachcombing collecting objects such as seashells on the beach

e) a resort city a large area of sea surrounded on three sides by a coast

f) wetlands a coastal region with subtropical climate and vegetation

5. Noticing and analyzing language (10 minutes): after reading the text and completing
some comprehension exercises, ss are asked to work on vocabulary from the text in groups.
The teacher distributes charts with names of five areas mentioned in the text and asks each
group to complete them with as many examples of lexis given in each section as possible.
They are supposed to focus on two aspects (geographical features, such as different lexis and
expressions related to landforms, terrain types and tourism). The teacher monitors the activity
explaining ss that they should focus not only on writing down single words, but also phrases,
collocations and common expressions.

Riviera Maya
Geographical features Tourism

Riviera Maya: geographical features (the northern section of the Caribbean coast, the
Yucatan Peninsula, the coast is lined with, coral reef, the largest natural aquarium, biosphere
reserve, mangroves, ancient canals, pristine jungles, caves, clifftop ruins), tourism (the
burgeoning beach town, hotels, resorts, sightseeing opportunities, natural attraction,
impressive archeological sites)

Baja California: geographical features (beaches, the Pacific coast, the gulf of California, the
tip of the peninsula, the bay), tourism (popular place to visit, a resort city, a popular stop for
many cruise lines, swimming, fishing opportunities)

Southern Caribbean Coast: geographical features (coast, Caribbean shores, Puerto Angel
beaches, white sands, crystal waters, placid atmosphere), tourism (a tourism development,
fishing villages, a port, main attractions, the museum of Maya culture)

Pacific coast: geographical features (Mexican Riviera, most famous and beautiful beaches, a
glimpse of cliffs, stretch), tourism (popular with tourists, the quiet diving, fishing,
beachcombing, sightseeing opportunities, highlights, monuments, ancient buildings, busy city
life, cliff diving, diving opportunities)

Gulf coast: geographical features (Mexican gulf coast, the Yucatan Peninsula, wetlands,
waterfowl, important to Mexico’s coastal ecosystem), tourism (vibrant city, the ancient town,
sanctuary, artifacts)

Other: subtropical coastline, palm trees, sand beaches, rocky cliffs, tranquil blue clean waters,
a popular destination

6. Post-reading (speaking) (8 minutes): after completing the chart, as a form of practice ss

are asked to swap (choose a person from another group) and describe the region they were
working on in terms of its geographical features and tourism in their own words.
7. Post-reading (map completion) (5 minutes): the teacher distributes another chart (an
outline of Mexico) and asks students to identify and mark certain regions, places, names of
cities mentioned in the text. The information provided in the text will serve as a useful hint for
ss to identify them.

Areas to identify on the map: Yucatan Peninsula, Baja California (most north western state),
Pacific Ocean, Mexican Gulf, Acapulco (Pacific coast), Veracruz (near the Yucatan
Peninsula), Cancum (down the Yucatan Peninsula)

7. Follow-up activities:

a) in class if time permits (5 minutes) - Have you ever visited similar places in Poland or
other foreign countries? If yes, what are their geographical features and attractions? Discuss
in pairs.

b) homework: think about one coastal region in Poland or in another country (it’s up to you
) and prepare in small groups a poster including information about its geographical features
and tourism. Try to use as many lexis introduced in class as possible. You can include
pictures or your own photos of the place.

c) homework: in small groups write a text for a travel website about one interesting coastal
region in Poland or in another country including information about its geographical features
and tourism. Try to use as many lexis introduced in class as possible.

Facts about the coasts of Mexico

Jessica Martinez, Leaf Group ; Updated January 26, 2018

Mexico has nearly endless miles of warm, subtropical coastline feature gently waving palm trees,
white sand beaches, rocky cliffs and tranquil blue-green waters, making it a small wonder that the
country is such a popular destination. Mexico's coast is divided into five main sections. Each of these
sections offer vastly different experience for visitors meaning that the coasts of Mexico truly has
something for everyone.

Riviera Maya

The northern section of the Caribbean coast, called the Riviera Maya, runs for 75 miles down the
Yucatan Peninsula from Punta Tanchacté to Punta Allen. It includes the popular city of Cancun, as
well as the burgeoning beach town of Playa del Carmen. Visitors to the Riviera Maya are spoiled for
choices; the coast is lined from end to end with hotels, resorts and sightseeing opportunities. The
Riviera Maya is home to the largest coral reef in the Northern Hemisphere and the largest natural
aquarium in the world. It also offers the Biosphere Reserve of Sian Ka'an, where you can find
mangroves, ancient Mayan canals and tours through pristine jungles. Beyond its natural attractions, the
Riviera Maya has impressive archaeological sites, including the Mayan caves, the temple in Cobá; and
the clifftop ruins of Tulum.

Baja California

Baja California is Mexico's most north western state. It has beaches along both the Pacific coast and
the Gulf of California. One of the most popular places to visit is Cabo San Lucas. This resort city is
situated on the tip of the peninsula and is a popular stop for many cruise lines that go along the Pacific
coast of Mexico. For those looking to enjoy the beach, they do not need to go too far as the Bay of
Cabo San Lucas provides plenty of beautiful beaches, great swimming, and fishing opportunities.

Southern Caribbean Coast

Mexico's southern Caribbean coast -- called the Costa Maya -- runs for roughly 28 miles down the
Mexican state of Quintna Roo, which sits just above Belize. Mainly a tourist development, the Costa
Maya has many small, sleepy fishing villages, and is a more laid-back and travel experience than
Riviera Maya. Costa Maya serves as a port to the area, and welcomes cruise ships of all kinds to
Mexico's Caribbean shores. Main attractions include the Cenote Azul, and 18th-century Fort of San
Felipe; the Museum of Mayan culture and the Mayan Ruin of Oxtankah; and Puerto Angel Beaches,
which offer white sands, crystal waters and a placid atmosphere.

Pacific Coast

Sometimes referred to as the "Mexican Riviera," the Pacific coast of Mexico spans roughly 2,200
miles from Mazatlan to Acapulco. Popular with tourists, this coast is home to some of the country's
most famous and most beautiful beaches. However, the Pacific coast is not overly developed, and can
offer visitors the quiet diving, fishing, beachcombing or sightseeing opportunities. Highlights include
Mazatlan's Malecón, an 11-mile stretch that gives visitors a glimpse of cliffs, monuments, ancient
buildings and busy Mazatlan city life; Puerto Vallarta's resorts, golfing and nightlife; and Acapulco's
cliff diving and diving opportunities.

Gulf Coast

The Gulf Coast of Mexico stretches from the Tamaulipas to the Yucatán Peninsula, and includes the
vibrant city of Veracruz, the mystical city of Catemaca and the ancient town of Santiago Tuxtla, which
serves as a sanctuary for Olmec and Totonac artifacts. The most significant feature of the Mexican
Gulf coast is its wetlands, which serve as breeding and wintering grounds for waterfowl, and are
important to the health of Mexico's coastal ecosystem.

source: http://traveltips.usatoday.com/coasts-mexico-104427.html