Learning Activity Sheets in Fbs Week 1 To 4

Republic of the Philippines
Department of Education
Region IVA- CALABARZON
SCHOOLS DIVISION OF LAGUNA
Nagcarlan-Rizal District
Plaridel Integrated National High School
Brgy. Banago Nagcarlan, Laguna
Food and Beverage

Services
Learning Activity Sheet
1 Quarter
st
JENETH J. BARBA
Subject Teacher
Name of Learner: _____________________________ Date: _______________________
Grade & Section: ____________________ Teacher: Mrs. Jeneth J. Barba
LEARNING ACTIVITY SHEETS
MODULE 1: TVL-H.E. FBS
I. Topic
Workflow Structure within the Food and Beverage Service Location
II. Most Essential Learning Competency

Provide Link between Kitchen and Service Area (TLE_HEFB9-
12KS-Ia –h-1)
III. References:
TVL Home Economics Food and Beverage Services Manual pp. 6-20
http://www.egyankosh.ac.in/bitstream/123456789/33522/1/Unit-12.pdf
IV. Content:
A. Introduction:
Word guessing game. I will present a picture and your task is to guess what
specific word fits with the theme of the photos presented.
1. 2.
3. 4.
5.
B. Development:
A. Answer what type of Food Service System is in the paradigm. Choose your answer from
the box
Ready-Prepared Centralized Assembly-Serve

Conventional
1. 2.
1. 2.
3. 4.
B. 3. 4.
C.
D.
E.
F.
G.
H.
B. Match the description from Column A with its corresponding name in Column B.
A B
1. It defines those businesses, A. Conventional

institutions, and companies responsible Foodservice System
for any meal prepared outside the home.
2. This kind of system, ingredients are B. Ready-Prepared

assembled and food/dish is produced on Foodservice System
site.
3. In this kind of system food is prepared C. Centralized

in one place then transported to satellite Foodservice System
kitchens.
4. With this system the food is produced D. Assembly-Serve

onsite, it is usually chilled or frozen then Foodservice System
reheated and served customers on site.
5. In this system, food is purchased the E. Food Service

stored either chilled or frozen for later
use.
F. Food System
C. Engagement:
A. Make your own phraseology about Manual Reservation and Online
reservation that follows the details discussed in the power point
presentation.
Rubrics:
PERFORMANCE LEVEL
4 ADVANCE Can perform phraseology without
supervision.
3 PROFICIENT Can perform phraseology satisfactorily.
2 APPROACHING Can perform phraseology satisfactorily
but requires supervision.
TO
PROFICIENCY
1 BASIC Can perform some part of the
phraseology satisfactorily but requires
considerable assistance.
Phraseology Content for Manual 1 2 3 4

Reservation
Answering phone and recording details of the
reservation are in the phraseology.
Taking their credit card information as a
guarantee.
Answer guest questions.
Give accurate directions to the restaurant.
Provide clear information about parking
Phraseology Content for Online 1 2 3 4

Reservation
Answering emails/messages and recording
details of the reservation are in the phraseology.
Provide clear information about parking.
Give accurate directions to the restaurant.
Offer information about the restaurant active
promotions.
Give information about the restaurant discounts.
B. Choose one of the food service systems that being tackled in the power
point presentation.
a. They should collect pictures and attach it to the paradigm instead of

words
b. Asking family members to help them in their task if needed.
c. They are expected to reflect on the process of performing the tasks
while focusing on their learned concepts about workflow structure within
the food and beverage service location
C. To further enrich your knowledge, skills and attitude /values (KSAVs).

You will be performing other enrichment tasks such as:
a. In their own opinion learners should list down the advantages and
disadvantages in doing Manual and Online reservations.
b. Make a research about online and manual reservations then
compile it to your portfolio.
D. Assimilation:
In your own word, discuss the following service system process.
12 points each.
1. Conventional Food Service System

2. Centralized Food Service System
3. Ready-Prepared Food Service System
4. Assembly-Serve Food Service System
Rubrics for the Assessment

Point Value 2 points 1 points .5 points 0 points
Topic Reflecting Clearly stated Acceptable topic Missing,
Sentence thought and topic sentence sentence invalid, or
insight; presents one presents one inappropriate
focused on one main idea. idea. topic sentence.
interesting
main idea.
Supporting The examples Interesting, and Sufficient Insufficient,
Details are exactly descriptive number of vague, or
related to the examples that examples related undeveloped
topic. related to the to the topic. examples.
topic.
Mechanics Consistent Some errors, but A few errors in Distracting
standard none major, in usage, spelling, errors in
English usage, usage, spelling, or punctuation usage,
spelling, and or punctuation. (3-4) spelling, or
punctuation. (1-2) punctuation
No errors.
Grade
Equivalent
:
Topic Sentences __4____ A = 12 -

Supporting Details and Organization __4____ 10 points
Mechanics ___4___ B = 9 -7
points
Example of Total Points _12_ = grade of __A__ C = 6 – 4
points
D = 3 – 1
points
F = 0
V. Reflection:
Construct a short paragraph on how you can apply the lesson (Workflow
Structure within the Food and Beverage Service Location) on your day to day living.
Write their personal insights about the lesson using the prompts below.
I understand that ______________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________
I realized that___________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________
Parent’s Signature:_________________________/Date: __________
Pupil/Student’s Signature:_________________________/ Date: __________
Name of Learner:_____________________________ Date: _______________________
Grade & Section:____________________ Teacher: Mrs. Jeneth J. Barba

I. Topic
Communication and interpersonal skills

12KS-Ia –h-1)
III. References:
https://www.slideshare.net/mimieazhar/food-and-beverage-
personnel-attributes-skills-and-knowledge
IV. Content:
A. Introduction:
B. Development:
A. QUESTIONS AND ANSWERS
Answer the following questions:
1. What are the five common bar supplies/accessories?
2. What are the nine factors to be considered in choosing plate
ware or dinnerware?
3. What is tableware or plate ware?
B. Match the description from Column A with its corresponding name

in Column B.
A B
1. The largest of the forks used in A. DINNER SPOON

place setting.
2. A spoon with an oval bowl used B. STEAK KNIFE

for luncheons and dinners.
3. Large spoon similar to a dessert C. DINNER FORK

spoon.
4. A cutlery with a serrated blade D. ESCARGOT TONG

and a pointed tip.
5. A holder used for eating snails. E. ESCARGOT FORK
F. CEREAL SPOON
C. Engagement:
A. Explain why are the following Food and Beverage Knowledge,
Technical Ability of server are important?
1. Punctuality
2. Personality
3. Local knowledge
4. Attitude to customer
5. Memory

insight; focused presents one presents one inappropriate
on one main idea. idea. topic sentence.
interesting
main idea.
topic.
No errors.
Grade
Equivalent
:
A = 12 -
Topic Sentences __4____ 10 points
Supporting Details and Organization __4____ B = 9 -7
Mechanics ___4___ points
C = 6 – 4
Example of Total Points _12_ = grade of __A__ points
D = 3 – 1
points
F = 0
B. Make “Fold Table Cards” by following the instruction in the

module.
a. They should collect materials needed.
c. They are expected to reflect on the process of performing the
tasks while focusing on their learned concepts about Communication
and interpersonal skills. Follow the rubrics below.
Dimension Performance level
Excellent Very Satisfactory Needs No Points
(4pts) Satisfactory (2pts) Improveme attempt Earned
(3pts) nt
(1pt)
1. Use of Uses materials Uses Uses Uses No
materials correctly and materials materials materials attempt
confidently at all correctly and correctly and incorrectly
time confidently but less and
most of the confidently less
time sometimes confidently
most of the
time
2. Manifests very clear Manifests Manifests Manifest No

Application understanding of clear very clear less Attempt
of the step by step understandi understandi understand
procedures procedure ng of the ng of the ing of the
step- by – step-by-step step-by –
step procedure step
procedures but procedure
sometimes seeking
seeks clarification
clarification most of the
time
Works Works Work Works No
independently with independentl independentl independen Attempt
ease and confidence y with ease y with ease tly but with
at all times and and assistance
confidence confidence from most
most of the sometimes of the time
times
3. Safety Observes safety Observes Observe Most of the No
work habits precaution s at all safety safety time not Attempt
time precautions precautions observing
most of the sometimes safety
time precautions
4. Task is completed Task is Tasks is Work No
Completene following the completed nearly completed a Attempt
ss of task procedures in the following the completed head of
activity with procedures following the time
improvement/innov in the project procedures
ations in the project
Time Work completed a Work Work Work No
managemen head of time completed completed completed Attempt
t within _ ( min./ _ ( min./
allotted hours/days) hours/
time beyond days)
beyond
Total Points
C. To further enrich your knowledge, skills and attitude /values

(KSAVs) you will be performing other enrichment tasks such as:
a. Make an incident report using the form indicated in module.
b. List down ten problems that you encountered in the
restaurant.
D. Assimilation:
Answer the following:
1. What is mise en place? Why it is important?

2. Name at least five supplies in a typical side stand.
V. Reflection:

__________________________________________________________________________________
__________________________________________________________________________
I realized that___________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________
Parent’s Signature: _________________________/Date: __________
Pupil/Student’s Signature: _________________________/ Date: __________

I. Topic
Duties and Responsibilities of Food Service Team

12KS-Ia –h-1)
III. References:
https://www.slideshare.net/delhindradelhindra/fb-duties-and-
qulifiacation-2
IV. Content:
A. Introduction:
Arrange the jumbled letters to form a word related to a restaurant team.
1. AWTRIE
2. INTROSCEPTIE
3. NAGERAM
4. SUBBYO
5. PERPECTANIS
B. Development:
Answer the following questions:
1. What are the six standards in table set-up??
2. What are the ten steps in setting up an A la carte breakfast?
3. In table setting, what are the things needed for laying the
tables set up?
B. Match the description from Column A with its corresponding duties

in Column B.
A B
1. Overseeing the efficient running and A. Head Waiter

profitability of restaurants and for
managing their employees
2. Overseeing the efficient running and B. Banquet

profitability of restaurants and for Manager
Supervising their employees.
3. Check the reservation book for C. Restaurant
reservations for the next meal period. Manager
4. Ensure that all guests are served to the D. Waiter

hotels standard in the Restaurant.
5. One who clears plates from and cleans E. Receptionist

tables; one who buses.
F. Busboy
C. Engagement:
A. Explain how does the food and beverage server duties and
responsibilities handle the following commands:
1. Provide customer service
2. Take Orders
3. Serve food and beverages
4. Clean and prepare tables
5. Process payments

interesting
main idea.
topic.
No errors.
Grade
Equivalent
:
A = 12 - 10
Topic Sentences __4____ points
C = 6 – 4
D = 3 – 1
points
F = 0
B. Draw the following table set ups:
1. A la Carte Setting
2. Formal Setting
3. Informal Setting
a. They should collect materials needed to be more artistic.
c. They are expected to reflect on the process of performing the tasks
while focusing on their learned concepts about table set up. Follow the
rubrics below.
Dimension Performance level

Excellent Very Satisfactory Needs No Points
(4pts) Satisfactory (2pts) Improveme attempt Earned
(3pts) nt
(1pt)
1. Use of Uses materials Uses Uses Uses No
materials correctly and materials materials materials attempt
confidently at all correctly and correctly and incorrectly
time confidently but less and
most of the confidently less
time sometimes confidently
most of the
time
2. Manifests very clear Manifests Manifests Manifest No

Application understanding of clear very clear less Attempt
of the correct set up. understandi understandi understand
procedures ng of the ng of the ing of the
correct set correct set correct set
up up up ,seeking
procedure clarification
but most of the
sometimes time
seeks
clarification
Works Works Work Works No
independently with independentl independentl independen Attempt
ease and confidence y with ease y with ease tly but with
at all times and and assistance
confidence confidence from most
most of the sometimes of the time
times
3. Safety Observes safety Observes Observe Most of the No
work habits precaution s at all safety safety time not Attempt
time precautions precautions observing
most of the sometimes safety
time precautions
4. Task is completed Task is Tasks is Work No
Completene following the completed nearly completed a Attempt
ss of task instructions of the following the completed head of
teacher instructions following the time
of the instructions
teacher of the
teacher in
the project
Time Work completed a Work Work Work No
managemen head of time completed completed completed Attempt
t within _ ( min./ _ ( min./
allotted hours/days) hours/
time beyond days)
beyond
Total Points
C. To further enrich your knowledge, skills and attitude /values (KSAVs).
You will be performing other enrichment tasks such as:
a. In their own opinion learners should list down the difference
between the three set ups (A La Carte, Formal and Informal table
setting)
b. Listing down situations reflecting the benefits that we can get in
those table set ups.
D. Assimilation:
Enumerate and explain the seven factors that we considered in

causing breakages of utensils: (5 points each)
V. Reflection:

__________________________________________________________________________________
__________________________________________________________________________
I realized that___________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________

I. Topic
Hygienic and appropriate personal presentation
Legislation on OHS and food Hygiene

12KS-Ii –j-2)
III. References:
TVL Home Economics Food and Beverage Services Manual pp. 51-
82
Training Regulations Food and Beverage NC ll (TESDA) pp. 11-13
Competency Base Learning Materials (CBLM)
https://www.slideshare.net/chloeandreaa/occupational-health-and-safety-ohs
IV. Content:
C. Introduction:
His name Is BAC (bacteria) and he is

on the attack. He is the invisible enemy
and he can make you sick. But you have
the power to Fight BAC! and keep your
food safe.
Unscramble the words to reveal the secret message

1. swah __________ 2. tofne __________ 3. ndhas __________
4. uracsfse __________ 5. dan __________
______ _______ ______ ________ ________
B. Development:
Enumerate the following questions:
1. What are the element in practicing occupational Health and safety

procedure?
2. What are those ranges of safety regulations included but are not
limited to:
3. Variable range of PPE but are not limited to:
B. Match the description from Column A with its corresponding answer in Column B.
A B
1. control practices and procedures are clarified and A. Physical Hazard

explained based on organization procedures
2. are identified to minimize or eliminate risk to co- B. Safety Regulations

workers, workplace and environment in accordance
with organization procedures
3. during workplace accidents, fire and other C. Physiological factors

emergencies are recognized and established in
accordance with organization procedures
4. – impact, illumination, pressure, noise, vibration, D. OHS Personal records

temperature, radiation
5. bacteria, viruses, plants, parasites, mites, molds, E. Hazard/Risk

fungi, insects
6. dusts, fibers, mists, fumes, smoke, gasses, vapors F. Personal Protective
7. – over exertion/ excessive force, awkward/static G. Chemical Hazard

positions, fatigue, direct pressure, varying metabolic
cycles
8. monotony, personal relationship, work out cycle H. Contingency measure
9. It is correctly used in accordance with organization I. Emergency-related drills and

OHS procedures and practices trainings
10. They need to be completed and updated in J. Psychological factors

accordance with workplace requirements to maintain
OHS awareness
K. Biological Hazard
E. Engagement:
A. Explain the following questions related to workplace safety:
1. What is your involvement with OH&S?
2. How can we achieve this in our workplace?
3. What are the challenges for you when identifying OH&S risks for
supported employees in your organization?
interesting
main idea.
topic.
No errors.
Grade
Equivalent
:
A = 12 - 10
Topic Sentences __4____ points
C = 6 – 4
D = 3 – 1
points
F = 0
B. In critical aspects of competency the learners required assessment

evidence that they should:
a. 1. Explained clearly established workplace safety and hazard control
practices and procedures
2. Identified hazards/risks in the workplace and its corresponding
indicators in accordance with company procedures
3. Recognized contingency measures during workplace accidents, fire and
other emergencies
4. Identified terms of maximum tolerable limits based on threshold limit
value- TLV.
5. Applied basic first-aid procedures
6. Followed Occupational Health and Safety (OHS)
Procedures for controlling hazards/risks in workplace
7. Used Personal Protective Equipment (PPE) in accordance with company
OHS procedures and practices
8. Completed and updated OHS personal records in accordance with
workplace requirements
c. They are expected to reflect on the process of performing the tasks while
focusing on their learned concepts about the topic. Follow the rubrics below.
C. To further enrich the learner’s knowledge or required knowledge , skills and

attitude /values (KSAVs) They will be performing other enrichment tasks such as :
1. OHS procedures and practices and regulations
2. PPE types and uses
3. Personal hygiene practices
4. Hazards/risks identification and control
5. Threshold Limit Value -TLV
6. OHS indicators
7. Organization safety and health protocol
8. Safety consciousness
9. Health consciousness
10. First-aid procedures and practices
F. Assimilation:
Enumerate and explain the Hazard identification and emergencies:

1. What is a hazard in our workplace?
2. Misusing equipment, How can you do this?
3. Safe work practices and methods, How do you achieve this?
G. Reflection:
Construct a short paragraph oh how they can apply the lesson (Hygienic and
appropriate personal presentation, Legislation on OHS and food Hygiene) on their
day to day living.

__________________________________________________________________________________
__________________________________________________________________________
I realized that___________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________


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Republic of the Philippines

Food and Beverage

Grade & Section: ____________________ Teacher: Mrs. Jeneth J. Barba

LEARNING ACTIVITY SHEETS

MODULE 1: TVL-H.E. FBS

II. Most Essential Learning Competency

Ready-Prepared Centralized Assembly-Serve

1. It defines those businesses, A. Conventional

2. This kind of system, ingredients are B. Ready-Prepared

3. In this kind of system food is prepared C. Centralized

4. With this system the food is produced D. Assembly-Serve

5. In this system, food is purchased the E. Food Service

Phraseology Content for Manual 1 2 3 4

Phraseology Content for Online 1 2 3 4

a. They should collect pictures and attach it to the paradigm instead of

C. To further enrich your knowledge, skills and attitude /values (KSAVs).

1. Conventional Food Service System

Rubrics for the Assessment

Topic Sentences __4____ A = 12 -

I understand that ______________________________________________________________

Parent’s Signature:_________________________/Date: __________

Pupil/Student’s Signature:_________________________/ Date: __________

Name of Learner:_____________________________ Date: _______________________

Grade & Section:____________________ Teacher: Mrs. Jeneth J. Barba

MODULE 2: TVL-H.E. FBS

II. Most Essential Learning Competency

B. Match the description from Column A with its corresponding name

1. The largest of the forks used in A. DINNER SPOON

2. A spoon with an oval bowl used B. STEAK KNIFE

3. Large spoon similar to a dessert C. DINNER FORK

4. A cutlery with a serrated blade D. ESCARGOT TONG

5. A holder used for eating snails. E. ESCARGOT FORK

Rubrics for the Assessment

B. Make “Fold Table Cards” by following the instruction in the

2. Manifests very clear Manifests Manifests Manifest No

C. To further enrich your knowledge, skills and attitude /values

1. What is mise en place? Why it is important?

I understand that ______________________________________________________________

Parent’s Signature: _________________________/Date: __________

Pupil/Student’s Signature: _________________________/ Date: __________

Grade & Section: ____________________ Teacher: Mrs. Jeneth J. Barba

LEARNING ACTIVITY SHEETS

MODULE 3: TVL-H.E. FBS

II. Most Essential Learning Competency

Arrange the jumbled letters to form a word related to a restaurant team.

B. Match the description from Column A with its corresponding duties

1. Overseeing the efficient running and A. Head Waiter

2. Overseeing the efficient running and B. Banquet

4. Ensure that all guests are served to the D. Waiter

5. One who clears plates from and cleans E. Receptionist

Rubrics for the Assessment

Dimension Performance level

2. Manifests very clear Manifests Manifests Manifest No

Enumerate and explain the seven factors that we considered in

I understand that ______________________________________________________________

Parent’s Signature: _________________________/Date: __________

Pupil/Student’s Signature: _________________________/ Date: __________

Grade & Section: ____________________ Teacher: Mrs. Jeneth J. Barba

LEARNING ACTIVITY SHEETS

MODULE 4: TVL-H.E. FBS

II. Most Essential Learning Competency

His name Is BAC (bacteria) and he is

Topic Sentences 4__ A = 12 -

Parent’s Signature:_______________/Date:

Pupil/Student’s Signature:_______________/ Date:

Name of Learner:_______ Date: _

Parent’s Signature: _______________/Date:

Pupil/Student’s Signature: _______________/ Date:

Parent’s Signature: _______________/Date:

Pupil/Student’s Signature: _______________/ Date:

Parent’s Signature: _______________/Date: