SCHOOL Bagonbon NHS
TEACHER IRIS RUTHZELLE V. BAGACAY
TEACHING DATES
WEEK NO. 3 DAY 1
I. OBJECTIVES learn how to escort or direct guests
By the end of the lesson, to the front desk, and assist with
the students will be able their luggage if necessary.
to…
Performance Standard independently provides porter
The learners should be services
able to:
Learning Competency Handle guest arrival and departures
The learners should be 1. escort guests to rooms and
able to… show/explain courteously the
establishment/room features
Code TLE_HEFS9-12PS-IVa-c-21
Topic Escorting guests to the front desk
II. CONTENT
III. LEARNING LM – Front Office Services
RESOURCES TG- Front Office Services
IV. LEARNING TASKS
ENGAGE Begin the lesson by asking students
about the following:
1. their experiences with staying in
hotels or resorts,
2. whether they've ever needed
assistance with their luggage or
finding the front desk.
Let the students explain the
importance of being able to assist
guests in finding the front desk.
EXPLORE  Have students work in pairs or
small groups to practice escorting
each other to a "front desk" area
(which could be a designated spot
in the classroom).
 Encourage students to use polite
and professional language, and
to offer assistance with any
luggage or bags.
GRADE LEVEL
LEARNING AREA
QUARTER
DAY 2
develop communication skills
necessary for assisting guests in
finding the front desk
independently provides porter
services
Handle guest arrival and departures
1. escort guests to rooms and
show/explain courteously the
establishment/room features
TLE_HEFS9-12PS-IVa-c-21
Literacy and Communication
LM TG- Front Office Services
TG – Front Office Services
Short review from previous lesson
1. Ask students to brainstorm
some common
communication challenges
that they might encounter
when assisting guests and
how important the clear
communication in the
hospitality industry?
Activity:
 Have students work in pairs or
small groups to practice their
communication skills.
 Provide them with scenarios in
which they must assist a guest
with finding the front desk, and
encourage them to use clear,
polite language.
9
TLE – Front Office Services
4th QUARTER
DAY 3
To learn how to assist guests with
their luggage, and how to calculate
tips
independently provides porter
services
Handle guest arrival and departures
1. escort guests to rooms and
show/explain courteously the
establishment/room features
TLE_HEFS9-12PS-IVa-c-21
Numeracy and Luggage Assistance
LM – Front Office Services
TG – Front Office Services
Short review from the lesson.
1. Ask the students about their
experiences with tipping in the
hospitality industry (e.g. eating in
a restaurants, etc)
Activity:
 Have students work in pairs or
small groups to practice assisting
each other with their luggage.
 Encourage students to use
proper lifting techniques and to
be mindful of any special
requests or needs that the guest
may have.
DAY 4 DAY 5
To learn how to use technology to
assist guests in finding the front
desk.
independently provides porter
services
Handle guest arrival and departures
1. escort guests to rooms and
show/explain courteously the
establishment/room features
TLE_HEFS9-12PS-IVa-c-21
ICT and Guest Assistance
LM – Front Office Services
TG – Front Office Services
Short review from yesterday’s lesson ENRICHMENT ACTIVITY
 Ask the students about their
experiences with using technology
to assist guests/ customers.
 What are some common
technology tools or apps that can
be used to assist guests.
Activity:
With their research about some
technology tools that can be used to
assist guest, let the students write a
short paragraph describing the
particular app.
1
SCHOOL Bagonbon NHS
TEACHER IRIS RUTHZELLE V. BAGACAY
TEACHING DATES
WEEK NO. 3 DAY 1
EXPLAIN  After the activity, ask the
students about the following:
1. What are challenges they feel
while escorting their partner?
2. Let the students explain some
common procedures they
made in assisting their
partners in finding the front
desk, such as offering to carry
their bags or providing
directions.
ELABORATE  Discuss to the students the
importance of the escorting skills
in a simulated hotel or resort
setting.
EVALUATE  Ask students to reflect on their
experiences and identify any
areas where they feel they could
improve.
 Provide feedback and
suggestions for improvement.
Assignment  In a ½ crosswise sheet of paper
create a brief script or dialogue
for a scenario where they must
escort a guest to the front desk.
V - REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
required additional
activities for remediation
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
GRADE LEVEL
LEARNING AREA
QUARTER
DAY 2
 After the activity, let the students
discuss any challenges or
successes that students
experienced while communicating
with their partner.
Explain the importance of using
simple language and avoiding jargon
or technical terms
 Ask students to reflect on their
experiences and identify any
areas where they feel they could
improve their communication
skills.
 Provide feedback and
suggestions for improvement.
9
TLE – Front Office Services
4th QUARTER
DAY 3 DAY 4 DAY 5
 After the activity, review some Let the students explain the
common tipping practices and importance of using technology to
how to calculate tips. enhance the guest experience and
improve efficiency
 Let the students explain the
importance of being able to assist
guests with their luggage, and
the potential impact on guest
satisfaction.
 Explain to the students about  Discuss what are the technology
luggage assistance and tipping tools or apps in a simulated hotel
skills in a simulated hotel or or resort setting.
resort setting.
 Ask students to reflect on their  Ask students to reflect on their
experiences and identify any experiences and identify any areas
areas where they feel they could where they feel they could improve
improve their luggage assistance their use of technology to assist
or tipping skills. guests.
 Provide feedback and suggestions
for improvement.
Let the students research some
technology tools or apps that can be
used to assist guests.
2
 SCHOOL Bagonbon NHS GRADE LEVEL 9
TEACHER IRIS RUTHZELLE V. BAGACAY LEARNING AREA TLE – Front Office Services
TEACHING DATES QUARTER 4th QUARTER
WEEK NO. 3 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
remediation
E. Which of my teaching
strategies work well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?

Prepared by:

IRIS RUTHZELLE V. BAGACAY

TLE 9 Front Office Services Teacher

Day 1 Activity (exploration)

Scene: Two students, Student A and Student B, are standing in a classroom.]
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Teacher: Okay, class, we're going to practice escorting each other to a "front desk" area. This will help you learn how to navigate unfamiliar environments and guide others who may need assistance.
Student A: Okay, I'll go first.
Teacher: Great. Student B, please close your eyes and put your hand on my shoulder. Student A, please guide Student B to the front desk area.
[Student B closes their eyes and places their hand on Student A's shoulder.]
Student A: Okay, Student B, we're going to walk straight ahead. There's a table in front of us that we need to go around.
[Student A guides Student B around the table.]
Student A: Now we're going to take a left turn and walk a few steps forward.
[Student A guides Student B to the front desk area.]
Student A: Here we are, Student B. This is the front desk.
Teacher: Excellent job, Student A. Now it's Student B's turn to guide you.
[Student B opens their eyes and takes their hand off of Student A's shoulder.]
Student B: Okay, Student A, please close your eyes and put your hand on my shoulder.
[Student A closes their eyes and places their hand on Student B's shoulder.]
Student B: Alright, let's walk straight ahead. There's a chair in front of us, so we'll need to go around it.
[Student B guides Student A around the chair.]
Student B: Now we'll take a right turn and walk a few steps forward.
[Student B guides Student A to the front desk area.]
Student B: Here we are, Student A. This is the front desk.
Teacher: Well done, both of you! That was a great practice exercise. Remember, it's important to communicate clearly and be patient when guiding someone who may need assistance. Keep up the good work!

DAY 2 Activity

Scenarios where students can practice assisting a guest with finding the front desk:
1. Scenario 1: The guest is blind and needs assistance navigating the hotel lobby. Student task: One student will act as the guest, blindfolded, while the other student guides them to the front desk using verbal instructions and
guiding them with their hand.
2. Scenario 2: The guest speaks a different language and is unfamiliar with the layout of the hotel. Student task: One student will act as the guest, pretending to speak a foreign language, while the other student guides them to
the front desk using clear gestures and simple, universal words.
3. Scenario 3: The guest has mobility issues and uses a wheelchair. Student task: One student will act as the guest, sitting in a wheelchair, while the other student guides them to the front desk by pushing the wheelchair and
helping to navigate any obstacles in the way.
4. Scenario 4: The guest is visually impaired and has a service animal. Student task: One student will act as the guest, wearing a blindfold, while the other student guides them to the front desk by helping them navigate around
obstacles and ensuring that the service animal is not obstructing the way.
5. Scenario 5: The guest is elderly and has trouble walking. Student task: One student will act as the guest, walking slowly and with difficulty, while the other student guides them to the front desk by walking alongside them,
offering support and assistance, and helping to carry any bags or luggage.
Script

Scenario 1: The guest is blind and needs assistance navigating the hotel lobby. Practice guiding someone who is blind to the front desk. Student B, please put on the blindfold. Student A, please guide Student B to the front desk (vice-
versa)
[Scene: Two students, Student A and Student B, are in the hotel lobby. Student B is blindfolded.]

Student A: Okay, Student B, please take my arm. We're going to walk straight ahead until we get to the end of the hallway.
[Student A guides Student B to the end of the hallway.]
Student A: Now we're going to turn left and walk down the hallway until we get to the front desk.
[Student A guides Student B to the front desk.]
Student A: Here we are, Student B. This is the front desk.

Scenario 2: The guest speaks a different language and is unfamiliar with the layout of the hotel. Practice guiding someone who speaks a different language to the front desk. Student B, please pretend you only speak French. Student A,
please guide Student B to the front desk. (vice versa)
[Scene: Two students, Student A and Student B, are in the hotel lobby. Student B speaks a foreign language.]

4
Student A: Bonjour, comment ça va? Je suis là pour t'aider à trouver la réception. S'il te plaît, suis-moi.
[Student A gestures for Student B to follow and leads them to the front desk.]
Student A: Voici la réception. Comment tu te sens?

Scenario 3: The guest has mobility issues and uses a wheelchair. Practice guiding someone who uses a wheelchair to the front desk. Student B, please sit in the wheelchair. Student A, please guide Student B to the front desk. (vice
versa)
[Scene: Two students, Student A and Student B, are in the hotel lobby. Student B is sitting in a wheelchair.]
Student A: Hi there, I'm here to help you get to the front desk. Is it okay if I push your wheelchair?
Student B: Yes, please. Thank you.
[Student A pushes Student B's wheelchair and helps them navigate around any obstacles.]
Student A: We're almost there! The front desk is just ahead.
[Student A guides Student B to the front desk.]
Student A: Here we are, Student B. This is the front desk.

Scenario 4: The guest is visually impaired and has a service animal. Practice guiding someone who is visually impaired and has a service animal to the front desk. Student B, please put on the blindfold and hold the stuffed animal.
Student A, please guide Student B to the front desk (vice versa)
[Scene: Two students, Student A and Student B, are in the hotel lobby. Student B is wearing a blindfold and holding a stuffed animal as a stand-in for a service animal.]
Student A: Hi there, I'm here to guide you to the front desk. Is it okay if I help you navigate around any obstacles and make sure your service animal isn't in the way?
Student B: Yes, please. Thank you.
[Student A helps Student B navigate around any obstacles and ensures the stuffed animal doesn't obstruct the way.]
Student A: We're almost there!
Student A: Here we are, Student B. This is the front desk.

Scenario 5: The guest is elderly and has trouble walking. Practice guiding someone who has difficulty walking to the front desk. Student B, please walk slowly and with difficulty. Student A, please guide Student B to the front desk. (vice
versa)
[Scene: Two students, Student A and Student B, are in the hotel lobby. Student B walks slowly and with difficulty.]
Student A: Hi there, I'm here to help you get to the front desk. Can I walk with you and offer support?
Student B: Yes, please. Thank you.
[Student A walks alongside Student B, offering support and carrying any bags or luggage.]
Student A: We're going to take it slow and steady. Let me know if you need to take a break.
[Student A helps Student B navigate around any obstacles and ensures they don't trip or stumble.]
Student A: We're almost there! The front desk is just ahead.
[Student A guides Student B to the front desk.]
Student A: Here we are, Student B. This is the front desk.

Day 3.

General tips on how to calculate tips in the hospitality industry:

1. Determine the appropriate percentage: In many countries, it's customary to tip around 15-20% of the total bill for a sit-down restaurant meal or bar service. However, in some countries, such as Japan, tipping is not expected
and can even be seen as an insult.
2. Check if the gratuity is included: Some restaurants or hotels may add a gratuity or service charge to the bill automatically, especially for large groups or events. Make sure to check the bill before tipping to avoid double-tipping.
3. Calculate the tip amount: Once you've determined the appropriate percentage, multiply it by the total cost of the service, excluding tax. For example, if your bill is $100 and you want to tip 20%, you would multiply 100 by 0.20
to get a tip amount of $20.
4. Round up or down as appropriate: Depending on the situation, you may want to round the tip amount up or down to the nearest dollar or euro. For example, if the tip amount is $18.50, you may want to round up to $19.
5. Consider the quality of service: If the service was exceptional, you may want to tip more than the usual percentage. Conversely, if the service was poor, you may want to tip less or not at all.

It's important to note that tipping is a personal choice, and there are no hard and fast rules. Ultimately, the decision to tip and how much to tip is up to the individual based on their own cultural background and personal preferences.