This study aimed to look into the practices in teaching English oral communication that were utilized by Senior High School teachers from high-performing schools in a division in Metropolitan Manila. Mixed methods research design was used. Five English oral communication teachers from four high-performing schools in the division and their students were selected to participate in the study. Adapted survey questionnaires were given to all main respondents to get their perceptions on practices in English classes. Their insights and some documents were gathered to support or validate the data that the researcher got from the survey

Based on the results, the top most useful practices that the teachers of English oral communication are doing are course delivery plans, using rubrics to give feedback. integrating the use of technology, using audio-visual aids or materials, conducting simulations, and conducting oral classroom activities. Students, on the other hand, believe that the most useful practices are doing course delivery plans, conducting oral classroom activities, letting them to work in groups, doing class demonstrations, using audio-visual aids or materials, applying the constructivists' approach, and organizing role plays and

skits. Most student-respondents got a passing mark in the subject and they learned how to

be organized, confident, creative, and comfortable English speakers. Through a 2-5 day

INSET-Training Workshop, the best practices and their effectiveness can be shared to the teachers in low-performing schools. That action can help students from low-performing schools achieve academic excellence and quality education can be greatly promoted in the division.

Keywords: best practices, English oral communication, high-performing schools, low- performing schools, Senior High School students.