Learning Area Grade Level

W4
TLE – Food and Beverages Services 9
Quarter Third Date Week 4

I. LESSON TITLE Provide Food and Beverage Services to Guests

II. MOST ESSENTIAL LEARNING LO 2. Assist the Diners
COMPETENCIES (MELCs) 2.1 Attend to anticipated additional request or needs of the guest
2.2 Offer and serve additional food and beverage at the appropriate time
2.3 Provide necessary condiments and appropriate tableware based on the
food order
2.4 Recognize and follow up delays or deficiencies in service promptly based
on enterprise policy
2.5 Conduct “3-minute check” for guest’s satisfaction
TLE_HEFBS9- 12SG-IIId-5
III. CONTENT/CORE CONTENT At the end of the lesson, learners are expected to:
A. determine the skills in proper food and beverage selection in
handling guests with special needs
Reference: FOOD AND BEVERAGES SERVICES NCII pp. 19-21
http://bit.ly/handlingguest
Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
A. Introduction Day 1 Anticipating guest’s needs and assisting guests in fulfilling their needs are the
prime jobs of a food service crew. Though all guests should be attained with
highest possible service, however there are some special guest who are to be
treated with extra attention and cure having some special requirements.

In order for the learners to have a clear idea on the different objectives
presented, they will answer first this activity.
ACTIVITY 1:
A. Identify the following whether they are guest with special needs or
not. Write SPECIAL if the guest needs special needs and NOT SPECIAL
if not.
__________1. Aged or elderly guest
__________2. Infant or young children
__________3. Disabled or Handicapped guest
__________4. Non-native guest
__________5. Guest with health issue

B. Choose the correct person with special needs inside the box that
corresponds to the service they need.

Infant or young children Non-native guest Guests with health issue

Disabled Guest Aged or Elderly guest

_______________________1. Always served them first with great care and

respect with clear, slow and warm voice.
_______________________2. Politely ask the parents to determine any special
requirements such as high chair and required cutlery.
_______________________3. Anticipating their needs such as wheel chair or
required cutlery and other help for any request.
_______________________4. Try to communicate by using a common language
for both of you.
_______________________5. Confirm whether the guest has any serious health
problem or not.

For ODL/BDL teacher:

You can access the activity form using the link below.
http://bit.ly/WEEK4act1
B. Development Day 2 How to serve the special guests
Serving aged or elderly guest
>Escort the guest to the guest table and help him/her to be seated.
 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe
>Arrange calm and quite corner with suitable and comfortable chair for the
aged guests.
>Always serve the elderly guests first with great care and respect.
>Ask for any special assistance or requirements.
>Deal with the guest in a clear, slow and calm voice.
>Anticipate their needs concerning their functional disabilities or difficulties.
>Escort the old guests to the washroom and exit, if necessary.
Serving infant or young children*
>Always treat all infant or young guests as V.I.P guests.
>Politely ask the parents to determine any special requirements such as:
1.Required cutlery. 2.High chair. 3.Whether allergic to any food or not.
>Offer bread or crackers immediately after the child is being seated.
>Present the children menus (specially made for the children).
>Always arrange children’s cutlery (ex-teaspoons or espresso spoons) since
they find it difficult to eat with adult’s cutlery.
>Keep sharp items and hot items out of child’s reach.
>Offer the child guest or children guests some coloring books/crayons whilst
waiting for their course to keep them busy and quiet.
>Always arrange necessary baby chairs, cutlery and service to
accommodate all requests whenever required.

Serving disabled guest*

>Offer your help before the guest is being asked for help.
>Treat them with special care and attention and deal with a soft and clear
tone.
>Anticipating their needs (ex-wheelchairs, required cutlery) and offer help
for any request.
>Ensure there is enough space in the service area for them to move freely.
>Make the area as functional as you can.
>Offer to help in taking their foo, if required.
>if the guest is visually impaired then offer necessary assistants such as:
1.Offer your hand to escort the guest to the table.
2.Read the menu and describe buffet (if required).
3.Fill plate at buffet for them.

Serving non-native or foreign language -speaking guests*

>Always approach a non-native guest with a clear and quite tone.
>Try to communicate with the non-native guest by using a common
language for both of you.
>If you are unable to communicate with him then ask for permission from
the guest to find personnel or a person who can help to communicate.
>If necessary, use a translator to deal with the guest or ask a colleague who
knows the guest’s language.
>While dealing with the foreign language speaking guest, use distinct signs,
sign language, gestures or draw pictures.

Serving guests with health issues

>Identify whether the guest is allergic to any food or not (ex-seafood, nuts).
>Determine from guest regarding any special dilatory needs.
>Before serving the guest, confirm whether the guest has any serious health
problem or not (ex-heart patient or diabetic).
>Consult with the responsible chef and supervisor before placing the order.
>Check to ensure the food is prepared according to the requirement
before serving it to the guest.

ACTIVITY 2:
Give at least one service to the following guest with special needs Write your
answer on the space provided.
 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe

1. Infant or young children _________________________________________

__________________________________________________________________
2. Guest with health problems ______________________________________
__________________________________________________________________
3. Non-native guest ________________________________________________
__________________________________________________________________
4. Disabled Guest __________________________________________________
__________________________________________________________________
5. Aged or elderly guest ____________________________________________
__________________________________________________________________

For ODL/BDL teacher:

You can access the activity form using the link below.
http://bit.ly/week4act2
C. Engagement Day 3 ACTIVITY 3:
A. Put a check mark (/) if the following service determines the correct
way of handling guests with special needs and put a cross mark (X) if not.
_______1. Serve the guest with special attention.
_______2. Always approach a non-native guest by using common language.
_______3. Do not offer extra help for those elderly or aged guests.
_______4. If the guest is visually impaired, offer necessary assistance such as
reading the menu and filling plates at the buffet for them.
_______5. Always arrange necessary baby chairs, cutlery and service to
accommodate all requests whenever required.
_______6. Do not treat infants or young guests as V.I.P guests.
_______7. Escort the old guest to the wash room and exit, if necessary.
_______8. Be familiar with the guest and approach with a friendly behavior.
_______9. Identify whether the guest is allergic to any food such as seafood,
nuts or not.
______10. Check to ensure the food is prepared according to the
requirements before serving it to the guest.

For ODL/BDL teacher:

You can access the activity form using the link below.
http://bit.ly/week4act3
D. Assimilation Day 4 ACTIVITY 4:
A. Write correct or proper service needed for the guest with special
needs using the following scenario.

1. An elderly guest wants to dine in a restaurant. What proper service

will you provide in accordance to the safety health standard during
this Covid-19 pandemic?
________________________________________________________________
________________________________________________________________
2. A family decided to eat their lunch in a restaurant and you were the
service attendant for the day. What service would you offer to the
family for them to enjoy dine in with their infant or young children?
_______________________________________________________________
_______________________________________________________________
3. Some non-native guests are looking for a restaurant. They want to
experience the foods of the Filipinos, they passed by your restaurant
but the problem is you don’t understand them. What would you
provide for their special needs as a guest?
_______________________________________________________________
_______________________________________________________________
B. Using the diagram below, provide some possible service needed for
each guest with special requirements.
 Suggested
IV. LEARNING PHASES Learning Activities
Timeframe

• ____________________________
Infant Guest • ____________________________

Non-native • ____________________________
Guest • ____________________________

• ____________________________
Disabled Guest • ____________________________

For ODL/BDL teacher:

You can access the activity form using the link below.
http://bit.ly/week4act4
V. ASSESSMENT Day 5 A. Write TRUE if the following statement shows proper service for guest
(Learning Activity Sheets for with special requirements and FALSE if not.
Enrichment, Remediation or
Assessment to be given on Weeks
____________1. Treat disabled guest with special care and attention and
3 and 6) deal with a soft and clear tone.
____________2. Before serving the guest with health issue, confirm whether
the guest has any serious health problem or not.
____________3. If you are unable to communicate with non-native guest,
then ask for permission from the guest to find personnel or a person who
can help to communicate.
____________4. Present the children menus (specially made for the children).
____________5. Anticipate their needs concerning their functional disabilities
or difficulties.
____________6. Escort the elderly guest to the guest table and help him/her
to be seated.
____________7. Keep sharp items and hot items out of child’s reach.
____________8. While dealing with the foreign language speaking guest, use
distinct signs, sign language, gestures or draw pictures.
____________9. Consult with the responsible chef and supervisor before
placing the order to the guest with health issue.
___________10. Always serve the elderly guests first with great care and
respect.

For ODL/BDL teacher:

You can access the activity form using the link below.
http://bit.ly/Week4assessment
VI. REFLECTION • The learner communicates the explanation of their personal
assessment as indicated in the Learner’s Assessment Card.
• The learner, in their notebook, will write their personal insights about
the lesson using the prompts below.
I understand that ___________________.
I realize that ________________________.
I need to learn more about __________.
Prepared by: Edison D. Privado Checked by: Melanie F. Burgonia
Rommel Untalan
Monica Odtuhan