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Experiencing Powerful English

Author-Coordinator: Emma Castillo

Authors - Virginia Lorenzo, Josephine Cruz, Imelda Ferrer, Lelina Forneas, Milagros San Juan, Venancio Mendiola, Cecilia Mendiola, Anita Navarro, and Elvira Vergara

Copyright: 2001

For Levels I-IV


  • Develops high schoolers' communicative competence using the combined theoretical frameworks of the Communicative Approach and Cognitive Academic Language Learning Approach (CACALLA), offering a richer and more dynamic teaching learning process in language by making learners more mentally active as they become involved in their own language learning.
  • Follos the actual language communication process, covering the four macro skills of listening, speaking, reading, and writing with the context and communication situation dictating which skill should be developed first, veering away from the traditional and rigid L-S-R-W sequence.
  • Promotes the four dimensions/areas of communicative competence, namely, grammatical/linguistic competence, discourse competence, sociolinguistic competence, and strategic competence using metacognitive, cognitive, and social-affective strategies.
  • Features selections and exercises most appropriate to the maturity level of high schoolers and filled with positive messages and ideals contributing to their growth.
  • Provides a wide range of exercises-from simple to complex, from controlled to free communication, and from who/what/which questions to items requiring analysis and reasoning.
  • Gives students opportunities to communicate freely through different creative media, e.g., drama, poster, diary, journal, and comic strip.
  • Maximizes the use of interactive activities and groud work in developing communicative competence as students actively engage in interpreting songs, presenting skits, role-playing, among others.
  • Enhances reading comprehension using different visual organizers, e.g., tree diagram, webbing, attitudinal web, character web, feel wheel, literary report card, episodal web, road map, and story pyramid.
  • Evolves around four themes-relationship with oneself, with others, with the environment/society, and with God-essential in the holistic development of an adolescent.
  • Contains a set of rubrics that does not follow a fixed sequence to adhere to the communicative approach's principle of flexibility
  • Presents fun, motivational activities that excite and interest all learners, regardless of intellectual level and learning style.


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