Module 1
Task 1. Start your unit
• Name of the Unit: "Understanding Emotions: Building Emotional Intelligence"
• Title: Emotional Intelligence in Adolescents
• Area: Psychology
• Level: Secondary Education (3rd ESO)
• Reasons for Working with This Unit: This unit is crucial for developing
students' emotional awareness and interpersonal skills. It helps adolescents
understand and manage their emotions, fostering empathy, communication, and
conflict resolution. These skills are essential for their personal growth, academic
success and mental well-being.
Task 2. Teaching and learning objectives
• Teaching objectives:
o To explain the concept of emotional intelligence and its components (self-
awareness, self-regulation, motivation, empathy, and social skills).
o To identify common emotional responses and their triggers.
o To teach strategies for managing emotions effectively in various
situations.
• Learning objectives:
o To recognize and label different emotions accurately.
o To analyze personal emotional responses and their impact on behavior.
o To practice and apply emotional regulation techniques in daily life.
Task 3. Design a task and a final task
• Task 1:
o Description: Students will keep an emotion journal for one week,
documenting situations where they felt strong emotions, the triggers, and
their reactions.
o Objective: To increase self-awareness by identifying emotional patterns
and triggers.
• Final task:
o Description: In pairs, students will role-play real-life scenarios requiring
emotional regulation (e.g., resolving a conflict with a friend). They will
present their role-play to the class and reflect on the strategies used.
o Objective: To apply emotional intelligence skills in practical situations
and reflect on their effectiveness.
Task 4. Language of learning and language for learning
• Language of learning:
o Key vocabulary: emotions, triggers, self-awareness, empathy, emotional
regulation, conflict resolution.
o Grammar: use of conditionals to discuss hypothetical situations (e.g., "If I
feel angry, I can...").
• Language for learning:
o Phrases for describing emotions: "I feel... because...", "This situation
makes me feel..."
o Question structures: "How do you feel when...?", "What could you do
differently next time?"
o Collaborative language: "I agree because...", "Let’s try this strategy
together."
Module 2
Task 1. Mind map content
Below there is a mind map representing the core content of the unit "Understanding
Emotions: Building Emotional Intelligence.”
Task 2. Mind map language of learning and language for
learning
Language of learning mind map
Language for learning mind map
Task 3. Culture in CLIL
Culture is deeply connected to emotional intelligence, especially in how emotions are
expressed and understood. Two cultural topics to explore are:
• Cultural differences in emotional expression: Explore how different cultures
express emotions, such as the concept of "saving face" in Asian cultures versus
direct expression in Western cultures.
• Empathy across cultures: Discuss the importance of understanding and
respecting emotions in diverse cultural contexts, fostering global empathy and
reducing stereotypes.
Task 4. Thinking skills
For each domain of Bloom’s taxonomy, the following verbs and student products are
selected:
• Remember: Verb - Identify | Product - List of emotions
• Understand: Verb - Explain | Product - Written reflection on emotional triggers
• Apply: Verb - Demonstrate | Product - Role-play scenarios
• Analyze: Verb - Compare | Product - Chart comparing emotional responses
• Evaluate: Verb - Assess | Product - Group discussion on effective strategies
• Create: Verb - Design | Product - 3D model of the emotional regulation process
