RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.

Office of the Vice President for Academic Affairs

Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type: Document No.:
Syllabus Issue No.: Revision No.: 00
Document Title: Effective Date:
Name of Subject: SPEECH AND ORAL COMMUNICATION (ENGL3) Page 1 of 6

CORE VALUES
VISION
RMMC-MI is a premier learner-centered institution committed to quality standard and innovative
development. 1.
1. Resilience 2. Modesty 3. Mindfulness 4. Compassion 5. Motivation 6. Integrity INSTITUTIONAL GRADUATE ATTRIBUTES INSTITUTIONAL LEARNING OUTCOMES
MISSION (IGA’s) (ILO’s)
RMMC-MI shall set a quality instruction, research and extension, and effective resource management. a. Demonstrate creative and innovative
thinking.
GOALS AND OBJECTIVES Critical and Analytical Thinker
b. Employ problem-solving skills in
formulating sound decisions.
Aligned with the vision and mission are specific goals for Key Result Areas (KRAs) on Instruction,
Research, Extension and Resource management: c. Express ideas effectively through
Effective Communicator
multidisciplinary communication.
KRA 1: INSTRUCTION. d. Work collaboratively as members and
Team Player
 Produce life-long learners through outcome-based teaching and learning curriculum. leaders of diverse groups.
KRA 2: RESEARCH.
e. Uphold personal and professional
 Create strong research culture. Ethically and Socially
integrity.
 Disseminate research findings responsive to the needs of the community.
KRA 3: EXTENSION. f. Exhibit global efficiency without
Glocally Competent
 Establish strong industry and academe partnership, collaboration and linkages. neglecting local identity.
 Conduct highly visible community outreach programs.
KRA 4. RESOURCE MANAGEMENT.
 Establish effective quality management system through continuous monitoring of facilities,
faculty and staff development programs, and student services.
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
Document Type: Document No.:
Syllabus Issue No.: Revision No.: 00
Document Title: Effective Date:
Name of Subject: SPEECH AND ORAL COMMUNICATION (ENGL3) Page 2 of 6

ILO
Program Learning Outcomes (PLO) V M
In accordance with the vision of the College, Bachelor of Secondary Education (BSED) Major in English program (based on a b c d e f
CMO 30, series of 2004) aims to produce highly committed, innovative and well-rounded teachers who:
a. Possess broad knowledge of language and literature for effective learning;        
b. Use English as a glocal language in a multilingual context as it applies to the teaching of language literature;        
c. Acquire extensive reading background in language, literature, and allied fields;        
d. Demonstrate proficiency in oral and written communication;        
e. Shows competence in employing innovative language and literature teaching approaches;        
f. Use technology in facilitating language learning and teaching;        
g. Inspire students and colleagues to lead relevant and transformative changes to improve learning and teaching language
       
and literature; and
h. Display skills and abilities to be a reflecting and research-oriented language and literature teacher.        

PLO
Course Learning Outcomes (CLO)
a b c d e f
Knowledge
1. Understand the theoretical issues and terminology related to the field of English language teaching and learning      
2. Describe principles involved in teaching language system and skills      
3. Identify and compare and contrast characteristics of teaching methods based on differing models of foreign language teaching and
learning      

Skills
4. Create a learning plan based on the theories and principles of English language teaching and learning discussed      
5. Evaluate a learning plan based on the theories and principles of English language teaching and learning discussed      
6. Carry out language teaching and oral presentations in an interesting and effective manner      
7. Apply knowledge gained from the course towards an increased understanding of the teaching practice      
Values
8. Develop a critical awareness of various language teaching practices, approaches, methodologies, principles and theories proposed in the
     
field of language teaching
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
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COURSE DESCRIPTION
This course serves as a general introduction to the study of language acquisition. Principles of first and second language acquisition will be examined in light of such linguistic theory. This subject will focus on
current theoretical notions of language acquisition while paying particular attention to how such notions might become relevant for institutional learning. The development of Pedagogies reflects theoretical
considerations. Students through their subject matter (course work & field work) will be made aware of aspects and issues pertaining to variation among people and diversity of Philippine society, including socio-
linguistic factors, ethnic backgrounds, and attitudes related to gender.

PRE-REQUISITE(S)
NONE

COURSE NUMBER

CREDIT UNIT
3

TIME ALLOTMENT
12 hours lecture every week
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
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COURSE CONTENTS

Time Frame Course Learning Topic Learning Outcome Teaching Strategies or

Outcome(CLO) Course Content or Topic (TLO) Methodology Assessment Activity Resources

Enabling Main Task

Engage
 Group Activity/Oral Recitation Nunan, D., & Carter, R.
 Lecture/discussion
(2001). The
Module 1:  Develop an understanding on the Main Task: Cambridge guide to
CLO1 Explore
Introduction and History of definition and history of English  Performance-based teaching English to
PRELIM CLO8  Activity
English Language Teaching language teaching Assessment speakers of other
languages. Cambridge
Apply
Reinforcement Task: University Press.
 Activity
 Activity
Module 2:
The Nature of English Enabling Main Task
Engage
Language Teaching  Demonstrate an understanding of  Group Activity/Oral Recitation Nunan, D., & Carter, R.
CLO1  Lecture/discussion
 Second Language the theoretical factors that (2001). The
CLO2
Acquisition by David influence language acquisition and Main Task: Cambridge guide to
CLO4 Explore
PRELIM Nunan learning  Performance-based teaching English to
CLO6  Activity
 Bilingualism by Agnes  Apply effectively the contexts Assessment speakers of other
CLO7
Lam learned in the classroom teaching languages. Cambridge
CLO8 Apply
 Task-based Language and instructional process Reinforcement Task: University Press.
 Activity
Learning by Jane and  Activity
Dave Willis
MIDTERMS CLO1 Module 3:  Understand what is involved in the Engage Enabling Main Task Nunan, D., & Carter, R.
CLO2 Teaching Receptive and communicative teaching of  Lecture/discussion  Group Activity/Oral Recitation (2001). The
CLO3 Productive Skills listening, speaking, reading, and Cambridge guide to
 RAMON MAGSAYSAY MEMORIAL COLLEGES-MARBEL, INC.
Office of the Vice President for Academic Affairs
Prk. Waling-Waling, Zone II, Arellano Street, City of Koronadal, Philippines
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 Listening by Michael
Main Task:
CLO4 Rost writing Explore
 Performance-based teaching English to
CLO5  Speaking by Martin  Develop, implement, and evaluate  Activity
Assessment speakers of other
CLO6 Bygate original lessons integrating the
languages. Cambridge
CLO7  Reading by Catherine teaching of listening, speaking, Apply
Reinforcement Task: University Press.
CLO8 Wallace reading, and writing  Activity
 Activity
 Writing by Joy Reid
Enabling Main Task
CLO1 Module 4: Engage
Various Approaches in  Group Activity/Oral Recitation Nunan, D., & Carter, R.
CLO2  Lecture/discussion
Teaching English  Compare various approaches in (2001). The
CLO3
teaching English Main Task: Cambridge guide to
CLO4  Grammar Translation Explore
MIDTERMS Method  Develop, implement, and evaluate  Performance-based teaching English to
CLO5  Activity
original lessons integrating the Assessment speakers of other
CLO6  Direct Method
various approaches discussed languages. Cambridge
CLO7  Audiolingualism Apply
Reinforcement Task: University Press.
CLO8  Task-based Learning  Activity
 Activity
Module 5: Some Basics of
Enabling Main Task
English Language Teaching  Develop good understanding of Engage
CLO1  Group Activity/Oral Recitation Nunan, D., & Carter, R.
 Grammar by Daniel the extent of linguistics and  Lecture/discussion
CLO2 (2001). The
Larsen Freeman related disciplines to English
CLO4 Main Task: Cambridge guide to
 Vocabulary by Ronald language teaching Explore
FINALS CLO5  Performance-based teaching English to
Carter  Develop, implement, and evaluate  Activity
CLO6 Assessment speakers of other
 Discourse by Michael original lessons integrating the
CLO7 languages. Cambridge
McCarthy basics of English language Apply
CLO8 Reinforcement Task: University Press.
 Socio-linguistics by teaching  Activity
 Activity
Sandra Silberstein
FINALS CLO1 Module 6:  Demonstrate understanding on Engage Enabling Main Task Nunan, D., & Carter, R.
CLO2 Testing the practical factors that influence  Lecture/discussion  Group Activity/Oral Recitation (2001). The
CLO4  Assessment by Geoff assessment on students learning Cambridge guide to
CLO5 Brindley the English language Explore Main Task: teaching English to
CLO6  Evaluation by Fred  Develop, implement, and evaluate  Activity  Performance-based speakers of other
CLO7 Genesee sample test items and assessment Assessment languages. Cambridge
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Apply
CLO8 activities Reinforcement Task: University Press.
 Activity
 Activity

RUBRICS
ORAL PERFORMANCE RUBRIC
SCORING DOMAIN EMERGING (2 points) DEVELOPING (3 points) PROFICIENT (4 points) ADVANCED (5 points)
Students showed a complete understanding Students showed a good understanding Students showed a basic understanding Students did not seem to understand
Content and Ideas
of the topic of the topic of the topic the topic very well.
Speaks with clarity and projects voice during Speaks with clarity and projects voice; Speaks with clarity and projects voice for Seldom speaks with clarity and rarely
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Articulation entire speech; uses appropriate tone, pace varies tone, pace and emphasis the majority of the speech; varies tone, projects voice; fails to vary tone, pace
and emphasis to enhance the overall effect of throughout the speech, but not always pace and emphasis throughout some of and emphasis throughout the speech.
the speech. Varies all when necessary. effectively. the speech, but it’s not always effective.

Speaker is easily heard throughout and Speaker is heard throughout and varies Volume and pitch are too loud or too soft Volume and pitch make it so the
Modulation varies volume and pitch to effectively extend volume and pitch to effectively extend and message cannot be easily audience cannot fully hear the
the message. the message. understood. message.
Students were able to utilize materials Students were not able to utilize materials Students were not able to use any
Students were able to utilize technology,
that accompany their presentation and that accompany their presentation but material to accompany their
songs, pictures and props/costumes and
Creativity were able to incorporate songs, acting, were able to incorporate songs, acting, presentation and were not able to
were able to incorporate songs, acting,
dancing, and/or any type of oral dancing, and/or any type of oral incorporate songs, acting, dancing,
dancing and/or any type of oral presentation
presentation presentation and/or any type of oral presentation
Expressive, dynamic, and natural use of Stiff or unnatural use of nonverbal
Body language reflects a reluctance to Failed to use any hand and body
gestures, posture and facial expressions to behaviors. Body language reflects
interact with audience. Distracting gestures or facial expressions.
Stage Presence reinforce and enhance meaning. Body some discomfort interacting with
movement and/or use of self-adaptive Distracting movement and/or use of
language reflects comfort interacting with audience. Limited use of gestures to
behaviors. self-adaptive behaviors.
audience. reinforce verbal message.
Facial expressions, gestures, and Body language, gestures, and facial Body language, Body language, Body language, gestures, and
expressions gestures, and facial facial expressions and gestures facial expressions are lacking or
movements adds greatly to the message expressions compliment message lack variety and spontaneity inappropriate
Clearly stated the relevance of topic to Topic seems somewhat relevant to
Topic seems irrelevant to audience needs
audience needs and interests. Thoughtful audience, but not explicitly stated. Topic is clearly irrelevant to audience
Rapport with the Audience and interests. No attempt made to
audience analysis reflected through choice of Vague reference to audience needs needs and interests.
connect topic to targeted audience.
topic and supporting evidence. and/or interests.
Exemplary Above Average Adequate Inadequate
Criteria
(Far exceeds, 5 points) (Exceeds standard, 4 points) (Meets standard, 3 points) (Below standard, 2 points)
Writing is coherent and logically Writing is coherent and logically
Writing lacks logical organization. It organized. Some points remain organized. Some points remain Writing lacks logical organization. It
Organization shows some coherence but ideas lack misplaced and stray from the topic. misplaced and stray from the topic. shows some coherence but ideas lack
unity. Serious errors. Transitions evident but not used Transitions evident but not used unity. Serious errors.
throughout essay. throughout essay.
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Content indicates synthesis of ideas, in- Content indicates original thinking and Content indicates thinking and reasoning
Shows some thinking and reasoning
Level of Content depth analysis and evidences original develops ideas with sufficient and firm applied with original thought on a few
but most ideas are underdeveloped
thought and support for the topic. evidence. ideas. and unoriginal.
Main points well developed with high Main points well developed with quality Main points are present with limited
Main points lack detailed development.
Development quality and quantity support. Reveals supporting details and quantity. Critical detail and development. Some critical
Ideas are vague with little evidence of
high degree of critical thinking. thinking is weaved into points thinking is present. critical thinking.
Spelling, punctuation, and grammatical
Essay is free of distracting spelling, Essay has few spelling, punctuation, and
Most spelling, punctuation, and grammar errors create distraction, making
punctuation, and grammatical errors; grammatical errors allowing reader to
Grammar and Mechanics correct allowing reader to progress reading difficult; fragments, comma
absent of fragments, comma splices, follow ideas clearly. Very few fragments
though essay. Some errors remain. splices, run-ons evident. Errors are
and run-ons. or run-ons.
frequent.
Shows outstanding style going beyond Attains college level style; tone is
Approaches college level usage of some Mostly in elementary form with little or
usual college level; rhetorical devices appropriate and rhetorical devices used
Style variety in sentence patterns, diction, and no variety in sentence structure,
and tone used effectively; creative use of to enhance content; sentence variety
rhetorical devices. diction, rhetorical devices or emphasis.
sentence structure and coordination used effectively.
Meets all formal and assignment
requirements and evidences attention to Meets format and assignment Meets format and assignment Fails to follow format and assignment
detail; all margins, spacing and requirements; margins, spacing, and requirements; generally correct margins, requirements; incorrect margins,
Format
indentations are correct; essay is neat indentations are correct; essay is neat spacing, and indentations; essay is neat spacing and indentation; neatness of
and correctly assembled with and correctly assembled. but may have some assembly errors. essay needs attention.
professional look.
WRITTEN OUTPUT RUBRIC

GRAPHIC ORGANIZER RUBRIC

Exemplary Above Average Adequate Inadequate
Criteria
(Far exceeds, 5 points) (Exceeds standard, 4 points) (Meets standard, 3 points) (Below standard, 2 points)
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Somewhat organized structure allows

Extremely well organized. Order Organized. Structure allows reader to Poorly organized. A clear sense of
reader to move through some of the
Organization &             structure of information is move through content without direction is not evident. Flow is
content without confusion. Flow is
compelling and flows smoothly confusion. Flows smoothly frequently interrupted.
sometimes interrupted.

Thorough and insightful understanding Shows  incomplete understanding

Content Complete understanding of content Shows some understanding of content
of content of material

Shows minimal effort for

Enthusiastically uses materials and Use of materials and ideas for Shows some use of materials and
Creativity enhancement of materials and
ideas for enhancement enhancement ideas
ideas

Insightful and well considered ideas Ideas are  considered; more than one Ideas are somewhat on topic; makes Ideas are unclear
Ideas
making multiple connections thoughtful connection is made some connections few connections

Work has no spelling errors and/or Work has one or two spelling errors Work has three spelling errors and/or Work has four or more spelling
Grammar and Spelling
grammatical errors. and/or grammatical errors. grammatical errors. errors and/or grammatical errors.

ILLUSTRATION RUBRIC

Exemplary Above Average Adequate Inadequate

Criteria (Far exceeds, 5 points) (Exceeds standard, 4 points) (Meets standard, 3 points) (Below standard, 2 points)
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Content is well-organized using

Content is well-organized using Content is organized for the most Content is not organized using colors
colors to identify the components
Organization colors to identify the components parts. Colors may or may not to identify components of the
of the template. Colors are
of the template. Colors are used. work together. template. Colors are unpleasant.
complimentary.
Makes use of colors, neat and
Makes excellent use of colors, Makes good use of colors, neat Use of font, neat and legible
legible handwriting, graphics,
neat and legible handwriting, and legible handwriting, graphics, handwriting, graphics, effects, etc.
Attractiveness/Creativity effects, etc. but occasionally
graphics, effects, etc. to enhance effects, etc. to enhance the but these often detract from the
these detract from the
the presentation. presentation. presentation content.
presentation content.
Three or fewer misspellings
No misspellings or grammatical Four misspellings and/or More than four misspellings and/or
Mechanics and/or grammatical errors
errors committed. grammatical errors committed. grammatical errors committed.
committed.
Paragraph is well-construed. Paragraph is well-construed. Paragraph is well-construed.
Theme is clearly identified. A topic Theme is clearly identified. A topic Theme is not clearly identified. A Content is minimal and/or there are
Theme Paragraph
sentence and supporting details sentence and some supporting topic sentence lacks supporting several factual errors.
are evident. details are evident. details.
Uses other people’s ideas (and
Product shows amount of original Product shows some original
gives them credit), but there is Uses other people’s ideas, but does
Originality thought. Ideas are creative and thought. Work shows new ideas
lack of evidence or original not give them credit.
inventive. and insights.
thinking.

ANALYSIS ESSAY RUBRIC

Exemplary Above Average Adequate Inadequate
Criteria
(Far exceeds, 5 points) (Exceeds standard, 4 points) (Meets standard, 3 points) (Below standard, 2 points)
Introduction and Conclusion There is a well-developed introduction with an Introduction creates interest. Thesis Introduction adequately explains the Background details are a random,
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attention grabber that grabs the reader’s interest and

continues to engage the reader up until the thesis
unclear collection of information.
statement. The thesis statement should clearly state background, but may lack detail.
(Background History/Thesis states the position. Conclusion Thesis is vague and unclear.
the experience or event that will be described as well Thesis states the topic, but key
Statement) effectively summarizes the topic. Conclusion is not effective and does
as the effect on the writer. Conclusion should elements are missing
not summarize main points.
effectively wraps up and re-stresses the importance of
the thesis.
Three or more main points relate to
Well-developed main points/topic sentences that Three or more main points are Less than three ideas/main points
the thesis, but some may lack
relate directly to the thesis. Supporting examples are present, but lack details in describing are explained and/or they are poorly
Main Points (Body Paragraphs) details. The analysis shows events
concrete and detailed. The analysis is developed with the event. Little descriptive language developed.
from the author’s point of view, but
an effective point of view. is used. The story tells; it doesn’t show
could use more descriptive language.
Logical Progression of ideas with a clear structure that Logical progression of ideas. Organization is clear. Transitions are
Writing is not organized. The
Organization (Structure and enhances the thesis. Transitions are effective and vary Transitions are present
transitions between ideas are unclear
Transitions) throughout the paragraph, not just in the topic present throughout the essay, but at times, but there is very little
or non-existent.
sentences. lacks variety. variety.
Writing is clear, but could use a little
Writing is smooth, skilful, and coherent. Sentences are Writing is confusing and hard to
Style (Sentence flow, Variety, and Writing is clear and sentences have more
strong and expressive with varied structure. Diction is follow. Contains fragments and/or
Diction) varied structure, Diction is consistent. sentence variety to make the writing
consistent and words are well chosen. run-on sentences.
more interesting.
Punctuation, spelling, and There are only a few (3-4) errors in
Mechanics (Spelling, Punctuation, Punctuation, spelling, and capitalization are all correct. Distracting errors in punctuation,
capitalization are punctuation, spelling, and
and Capitalization) No errors. spelling, and capitalization.
generally correct with few errors (1-2) capitalization.

COURSE REQUIREMENTS
Students are required to do the following:
1. Reading of assigned text and other materials.
2. Regular class attendance.
3. Punctual performance of assigned tasks such as performance tasks, quizzes, class/home works, reflective papers, reports, projects, major examinations, etc.
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4. Active participation in oral activities and discussions.

GRADING SYSTEM
Prelim Midterm Final
CS = A + Q + R CS = A + Q + R CS = A + Q + R
3 3 3
PFG = CS x 2 + E MFG = CS x 2 + E FFG = CS x 2 + E
3 3 3
Legend:
A = Assignment PFG = Prelim Final
Grade
Final Average Grade
Q = Quiz MFG = Midterm Final
PFG + MFG + FFG
Grade
3
R = Recitation FFG = Final Final Grade
CS = Class Standing E = Exam

REFERENCES
 TEXTBOOKS
 Nunan, D., & Carter, R. (2001). The Cambridge guide to teaching English to speakers of other languages. Cambridge University Press.

Prepared by: Reviewed by: Reference reviewed by: Noted by:

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ANDREA MAE G. DULANGON, LPT JONA D. DELA CRUZ, MA RICHIE LUZ S. CENTENO, RL, MLIS CONSES DIANE P. FAJARTIN, LPT
Faculty Faculty Head, Library Services Program Director
Date:__________ Date: __________ Date: __________ Date: __________

Recommending approval: Approved by:

ALBERT P. BALONGOY, PhD MA. ANDREA PATRICIA M. MILLADO

Vice President for Academic Affairs President
Date: __________ Date: __________