Saint Michael College of Caraga

Atupan St., Nasipit, Agusan del Norte, Philippines

Tel. no.:(085)3434351/2833113 Fax: (085)3433607
www.smccnasipit.edu.ph

I.

BASIC EDUCATION SENIOR HIGH SCHOOL

Schools Vision, Mission, Goal, Objective, Core Values and Philosophy

Vision
Saint Michael College of Caraga as a Christian institution envisions persons committed to GOD and others through Academic
Excellence and Holistic Human Development.

Mission
As such SMCC, commits itself:
To develop persons love of God, country and people;
To promote the integral formation of pupils/students, enhancing their capabilities authentic persons and as Christian;
To hone the pupils/students commitment to nurture and care for the environment and the totality of Gods creation;
To offer programs that cater or respond to the community, industry and global needs or demands;
To update state-of-the-art facilities;
To provide continuing-education and enhancements among its personnel;
To produce graduates who are competent, effective, globally qualified, and socially responsible professionals and/or
leaders;
To develop organizational culture in the school community that is value-oriented and Christ-centered;
To strengthen linkages with partner institutions and stakeholders; and
To design and conduct developmental research and extension program.
GOAL
To promote culture of excellence in the areas of spiritual formation, instruction, research, extension, and production.
GENERAL OBJECTIVES
To integrate positive values at all levels of education.
To offer additional technical and baccalaureate courses that cater to the needs/demands of the local and/or global market.
To design Christian formation programs that are effective and responsive to the psycho-spiritual needs of the students,
pupils, parents, and personnel.
To make SMCC an authentic center of performing arts that promotes Filipino cultures, customs, traditional and values.
To continue the upgrading of the facilities and services for the satisfaction of its clientele.
To continually upgrade the teachers professional and emotional growth and their quality of instruction.
To establish harmonious linkages with the alumni, PTCA, LGU and other stakeholders to gain support for the school
development plans.
To work for the accreditation by any recognize accrediting agency.
Design initiatives and/or approaches that cater to the community extension and development and/or social involvements.
To conduct research for the school and community development.

CORE VALUES
S - ancity
A - ltruism
L- ove
T- ruthfulness
AND
L
I
G
H
T

A true character of a man-with an unconditional

commitment to life and to action. A man of God is to
care for and promote and uphold all kinds of life that
God has bestowed, that is shown in his day to day
action-thus, the Salt and Light of the earth.
oyalty
ngenuity
enerosity
umaneness
irelessness

PHILOSOPHY
A person is always in the state of becoming until he/she arrives at the state of perfection-when he/she becomes fully alive.
Hence, the aim of quality education is to transform every student into fully integrated individuals who have not only honed their
skills and potentials to the optimum but who are truly men and women of God and committed persons for others. Thus, SMCCs
commitment to the Christian and quality education.
II.

III.

Schools Graduate Attributes

S
Socially responsible
M Missionaries of Christian Values
C
Committed individuals and/or leaders, &
C
Competent in their chosen field of endeavours
Graduate Intended Learning Outcomes (GILO)
a. Demonstrate social responsibilities
b. Become missionaries of Christian values
c. Uphold unconditional commitment to life and to action
d. Exude competence in their chosen field of endeavours

IV.

Basic Education Vision, Mission, Goals

VISION
The SMCC High School Department envisions Christ centered, globally competent, and responsible Individuals through holistic
human development
MISSION
As such, it commits itself to:
To develop persons love of God, country and people;
To produce graduates who are competent, effective, globally qualified and socially responsible professionals and/or leaders;
To strengthen linkages with partner institutions and stakeholders;
To strengthen research and extension program;
To become stewards of Gods talents and creations.
GENERAL OBJECTIVES

To intensify Christian value formation;

To design globally competent curriculum;
To identify instructional standards;
To substantiate extra and co-curricular programs;
To establish harmonious linkages with the Alumni, PTCA, LGU and other stakeholders to gain support for the School
Development plans;
To design initiatives and/or approaches that cater to the community extension and development and/or social involvements;
To nurture the responsibilities as stewards of Gods talents and creations;
To apply for accreditation by any national and international accrediting agencies.

IV.

Program Intended Learning Outcomes (PILO)

PROGRAM MAPPING
Program Intended Learning Outcomes (PILOs)

Graduate
Intended
Learning
Outcomes
(GILOs)

After completion of the program, the student must be able to:

a
a. Demonstrate appropriate Christian traits

b. Hold a disposition and capacity to understand and act on

issues of global significance

c. Equip oneself with traits, knowledge, and measures of success

d. Enrich lives in and out of school by experiencing a wide range of extracurricular activities

e. Amplify the role as contributor to the development of community-based

service learning

f.

Apply knowledge and skills in the pursuit of humanitarian goals

g. Develop critical thinking and problem solving through research

h. Apply the responsibilities as stewards of Gods talents and

creations

I Introduce
Supervision

P
P
P

D Demonstrate skills without Supervision

P Practice skills with

CURRICULUM MAPPING
Program Intended Learning
Outcomes (PILOs)

GRADE 7

a. English

b. Science

c. Math

d. Araling Panlipunan

e. Filipino

f.

g. Religious Education

h. TLE/Computer

MAPEH

GRADE 8

Program Intended Learning

Outcomes (PILOs)
e

a. English

b. Science

c. Math

d. Araling Panlipunan

e. Filipino

f.

MAPEH

g. Religious Education

h. TLE/Computer

GRADE 9

Program Intended Learning

Outcomes (PILOs)
e

e. Filipino

f.

g. Religious Education

h. TLE/Computer

a. English

b. Science

c. Math

d. Araling Panlipunan

MAPEH

GRADE 10

Program Intended Learning

Outcomes (PILOs)
a

V.

a. English

b. Science

c. Math

d. Araling Panlipunan

e. Filipino

f.

g. Religious Education

h. TLE/Computer

MAPEH

Course Intended Learning Outcomes (CILO)

COURSE MAPPING

Oral Communication (SENIOR HIGH SCHOOL)

Course Intended Learning Outcomes (CILOs)

Program Intended Learning

Outcomes (PILOs)

After completion of the course, the student must be able to:

a

Cognitive
1. Infer and discuss intelligently the use of the basic grammar
lessons in communication situations.
2. Deduce and explore variations for more ways to build and
expand vocabulary skills and develop communication
competence.

Affective
3. Cultivate interest in improving social skills in understanding
communication context and cultural connections.

4. Develop appreciation of cultural diversity through

understanding and exposure to other cultural affiliations.

Psychomotor
5. Explain and illustrate language concepts clearly.
6. Articulate ideas in English and pay attention to the correct use
of grammar and correct speech sounds.
7. Put into effective practice the communication competence
skills through different communicative activities

8. Deliver effectively various oral interpretations.

Values
9. Enhance the development of desirable attitudes and values
through appropriate use of the language and integration of
valuing experiences.
10.Demonstrate respect and show physical, moral, and spiritual
manifestation of the learned moral and human values derived
from the selections read.
I Introduce
Supervision

VI.

Course Details

COURSE CODE
COURSE TITLE

English Grade 11
Oral Communication

D Demonstrate skills without Supervision

P Practice skills with

COURSE
DESCRIPTION

The subject is taught at 60 minutes per session. It strengthens the integrated approach to learning skills in English. It is
designed to meet the growing needs, abilities, and interests of the learners in an increasingly complex world, thus, the
exposure of different communicative situations from the development of speaking to listening skills.

Number of Units
PRE-REQUISITES
CO-REQUISITES
CONTACT HOURS

3
English 10
None
60 minutes/session

Wee
k
No.
1-2

Topics
Nature and Elements of
Communication
1. Definition
2. The Process of
Communication
3. Communication Models
4. Five Elements of
Communication
o Verbal and Non-Verbal
Communication
5. Effective Communication
Skills
6. Intercultural
Communication

Topic Intended
Learning Outcomes
(TILO)
The learner...
understands the
nature and elements of
oral communication in
context. Specifically,
the student:
1. Defines
communication.
2. Explains the nature
and process of
communication.
3. Differentiates the
various models of
communication.
4. Distinguishes the
unique feature(s) of
one communication
process from the other.
5. Explains why there
is a breakdown of
communication.
6. Uses various
strategies in order to
avoid communication
breakdown.
7. Demonstrates

Teaching
and
Learning
Activities
*Discussion
*Role Playing
*Brain
Storming
*Research
Presentation
*Dialogue

Resources

References

*Textbooks
*Slide
Presentation
*Video
Presentation

*Speech and Oral

Communication for
College students
(Diaz 2012)
*Effective Speech
Communication
(Flores Et.Al,
1998)

Assessment Task
The learner
*Pencil/Paper test

Performance task:
* Designs and
performs effective
controlled and
uncontrolled oral
communication
activities based on
context.

Cours
e Map
CILO 3
CILO 4
CILO 5

sensitivity to the sociocultural dimension of

communication
situation with focus on
a. culture
b. gender
c. age
d. social status
e. religion
3

Functions of
Communication
1. Regulation/Control
2.Social Interaction
3.Motivation
4.Information
5.Emotional Expression

Communicative
Competence Strategies
in Various Speech
Situations
A. Types of Speech context
1. Intrapersonal
2. Interpersonal
a.1 Dyad
a.2 Small group

1. Discusses the functions of

communication.
2. Identifies the speakers
purpose(s).
3. Watches and listens to
sample oral communication
activities.
4. Ascertains the verbal and
nonverbal cues that each
speaker uses to achieve
his/her purpose.
5. Comprehends various
kinds of oral texts.
6. Identifies strategies used
by each speaker to convey
his/her ideas effectively.
7. Evaluates the effectiveness
of an oral communication
activity.
1. Identifies the various
types of speech
context.
2. Exhibits appropriate
verbal and non-verbal
behavior in a given
speech context.
3. Distinguishes types
of speech style.
4. Identifies social

*Discussion
*Role Playing
*Brain
Storming
*Research
Presentation
*Dialogue

*Textbooks
*Slide
Presentation
*Video
Presentation

*Speech and Oral

Communication for
College students
(Diaz 2012)
*Effective Speech
Communication
(Flores Et.Al,
1998)

*Discussion
*Role Playing
*Brain
Storming
*Research
*Dialogue

*Textbooks
*Slide
Presentation
*Video
Presentation

*Speech and Oral

Communication for
College students
(Diaz 2012)
*Effective Speech
Communication
(Flores Et.Al,
1998)

*Pencil/Paper test
Performance task:
*writes a 250-word
essay of his/her
objective
observation and
evaluation of the
various speakers
watched and
listened to

Performance
Tasks:
*demonstrates
effective use of
communicative
strategy in a variety of
speech situations
through demonstration

CILO 3
CILO 4
CILO 5

CILO 3
CILO 4

5-6

7-8

3. Public
B. Types of Speech Style
1. Intimate
2. Casual
3. Consultative
4. Formal
5. Frozen
C. Types of Speech Act
1. Locution (Utterance)
2. Illocution (Intention)
3. Perlocution (Response)
D. Types of Communicative
Strategy
1. Nomination
2. Restriction
3. Turn-taking
4. Topic control
5. Topic shifting
6. Repair
7. Termination

Types of Speeches
A. According to purpose
o Expository/Informative
Speech
o Persuasive Speech

situations in which
each speech style is
appropriate to use.
5. Observes the
appropriate language
forms in using a
particular speech style.
6. Responds
appropriately and
effectively to a speech
act.
7. Engages in a
communicative
situation using
acceptable, polite and
meaningful
communicative
strategies.
8. Explains that a shift
in speech context,
speech style, speech
act and communicative
strategy affects the
following
o Language form
o Duration of
interaction
o Relationship of
speaker
o Role and
responsibilities of the
speaker
o Message
o Delivery
1. Distinguishes types
of speeches.
2. Uses principles of
effective speech
delivery in different

*Discussion
*Role Playing
*Brain
Storming
*Research
*Dialogue

*Textbooks
*Slide
Presentation
*Video
Presentation

*Speech and Oral

Communication for
College students
(Diaz 2012)
*Effective Speech
Communication
(Flores Et.Al,
1998)

*Discussion
*Role Playing
*Brain
Storming
*Research

*Textbooks
*Slide
Presentation
*Video
Presentation

*Speech and Oral

Communication for
College students
(Diaz 2012)
*Effective Speech

Performance
Tasks:

CILO 3
CILO 4
CILO 6

*demonstrates
effective use of
communicative
strategy in a variety of
speech situations
through demonstration

Performance
Tasks:
*proficiently delivers
various speeches
using the principles of

CILO 3
CILO 4
CILO 5

B. According to delivery
o Reading from a
manuscript
o Memorized Speech
o Impromptu Speech
o Extemporaneous Speech
C. Principles of Speech
Writing
o Choosing the Topic
o Analyzing the Audience
o Sourcing the Information
o Outlining and Organizing
the Speech Contents
D. Principles of Speech
Delivery

VII.

situations.
3. Uses principles of
effective speech
writing focusing on
o Audience profile
o Logical organization
o Duration
o Word choice
o Grammatical
correctness
4. Uses principles of
effective speech
delivery focusing on
o Articulation
o Modulation
o Stage Presence
o Facial Expressions,
Gestures and
Movements
o Rapport with the
audience

*Dialogue

Communication
(Flores Et.Al,
1998)

effective speech
delivery

Grading System
Criteria
Written Works
Performance Tasks
Quarterly Assessments
TOTAL Grade Percentage

Percenta
ge
30%
40%
30%
100%

Appendices are attached for the suggested Written Outputs and Performance Tasks/Activities in English

Date Revised:
N/A

BASIC EDUCATION
DEPARTMENT
HIGH SCHOOL

Date of
Implementation:

Date Submitted:

June 8, 2015

Approved by:

Prepared by:
Kenneth Ian B. Barrera
English Teacher
Evaluated by:
MRS. LUZVIMINDA B.
LOQUINTE, MAED
High School Principal

May 25, 2015

DENNIS P. MAUSISA, DODT

Vice President for Academic Affairs
________________________
Date Approved