The present teaching unit, arisen from the driving question How does Dalí turn his emotions into Art? has been created in an endeavor to teach the characteristics of Dalí’s painting style and the common techniques of Surrealism whilst providing an authentic context for communication in English to the learners. The departure point of this project has been the ideation of an outcome to have students answer the question that propels this teaching unit: the creation of a Surrealist painting describing one’s emotions and concerns, in which students put into practice different knowledge studied along the project. Such final product will be later exhibited in a virtual gallery and interpreted by different classmates, which will provide the project with a real audience and purpose.

The use of technology in this project deserves also special consideration. Language teachers must teach their students to communicate, and this fact includes providing learners with as many semiotic resources as possible to both understand and make themselves understood in a foreign language. At this point, the role that technology plays in our current society cannot be neglected, which is why this teaching unit is adapted to the digital age and incorporates the use of a wide range of online tools.

Finally, I thought that connecting language learning with real-life experiences to work contents related to their life and emotions would undoubtedly increase the students’ motives to practice the language, since the learning process would be more relevant to the students’ lives and interests. It cannot be denied that Art grants unique opportunities to allow kids express themselves without any kind of restriction. Throughout this project, I want my students to appreciate Art and talk about how feelings are elicited when they create a painting or when they see other’s artworks. In so doing, they would surely get to know each other better and they would enhance their language skills by using descriptive words to analyze their own and other’s creations. Since most of the activities planned require students to work in groups, they will also learn to share responsibility and compromise to achieve their common goal and strengthen their problem solving and critical thinking skills.