12

TVL–H.E.-TOURISM
PROMOTION SERVICES
Quarter 1 – Module 1:
Operate an Automated Information
System (AI)
Source of Information
TVL-Tourism Promotion Services – Grade 12
Al ter
ternat
nat i ve Del
Delii ver
veryy Mo de
Quarter 1 – Module 1 Operate an Automated Information System (AI) Source of
Information
First Editio n, 20
2020 20

Repub lic Act 82

Repub 8293
93,, sectio n 176 states that: No copyright shall subsist in any
work of the Government of the Philippines.
Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
work for profit. Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright
holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary:: Diosdado M. San Antonio
Undersecretary

Development Team of the Module

Writer: Jose Bryan C. Arranguez, Carolyn C. Bad-an, & Marlyn C. Vincoy
Editor: Jesusa D. Paladar
Reviewers: Jesusa D. Paladar, Reynald M. Manzano & Jonathan L. Bayaton

Typesetter: Ivah Mae C. Estoconing

Layout Artist: Ivah Mae C. Estoconing

Es toconing
Management
Management Team:
Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid

Adolf P. Aguilar, Ed.D.,TM

Ed.D.,TM Elmar L. Cabrera
Nilita L. Ragay, Ed.D.
Antonio B. Baguio, Jr. Ed.D.

Printed in the Philippines by ________________________

Department
Department of Education –Re
Region
gion VI
VIII Schools Divis ion of Negros
Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
 12

TVL
Quarter 1 – Module 1:

Operate an Automated
Information System (AI)
Source of Information
Introductory
Introductory Message
For the facilitator:

Welcome to the TVL-12 TOURISM PROMOTION SERVICES Alternative

Delivery Mode (ADM) Module on Operate an Automated Information System)
(AI)!

This module was collaborative

collaboratively
ly designe
designed,d, developed and reviewed by
educators both from public and private
pr ivate institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the

body of the module:

Notes to the Teacher

This contains helpful
helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.
mo dule.

ii
For the learner:

Welcome to the TVL-12 Tourism Promotion Services Alternative

Alternat ive Delivery Mode
(ADM) Module on Operate an Automate Information System!

This module was designed to provide you with fun and meaningful
opportunities
opportun ities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.

This module
module has the foll
following
owing parts and corresponding
corresponding ic
icons:
ons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

This is a brief drill or review to help you link

li nk
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New
introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.

This section provides a brief

brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

This includes questions or blank

What I Have Learned sentence/paragraph to be filled into process
what you learned from the lesson.

This section provides an activity which will

What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.

iii
 This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.

In this portion, another activity will be given

Additionall Activities
Additiona to you to enrich your knowledge or skill
s kill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders

reminders in usin
using
g this mod
module:
ule:

1. Use the module with care. Do not put unnecessary mark/s on any part

of the module. Use a separate sheet of paper in answering the exercises.

2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that

you are not alone.

We hope that through this material, you will experience meaningful
learning and gain deep understanding of the relevant competencies. You
can do it!

iv
 What I Need to Know

Tourism promotion Service

Services
s module is designed for a high school
student to develop the knowledge, skills and attitudes for the task related to
tourism promotion. It covers competencies that a person must achieve to
operate an automated information system, source and provide destination
information and advice, access and interpret production information, and
promote tourism products and services.

After going through this module, you are expected to:

1. Identify sources of information and access to automated system
efficiently.

2. Select appropriate search methods for the type of required.

3. Use and manipulate features of system to access the full range of

system to access the full range of system informati
information.
on.

1
 What I Know

Let us determine how much you already know about automated information
system by answering the questions below. Use your notebook for your answers.

A. Directions: Read, analyze and understand each questions or statements

carefully for each item. Write the word of your answer in your notebook.

1. A place, meeting, or medium where ideas and views on a particular

particular issue can be
exchanged.
2. It is a newspaper or magazine that deals with a particular subject or professional
activity.
3. An important role in dissemination of various kinds of information.
4. A source of information which provides specific product information such as
location, photos, and testimonials.
5. A beautiful way of showing photographs and text through its colored and
visually-appealing pages on glossy paper.

B. Write at least five (5) Sources of Information

1. _____________________
_____________________
2. _____________________
_____________________
3. _____________________
_____________________
4. _____________________
_____________________
5.______________________

2
 Lesson
SOURCES OF
1 INFORMATION
Sourcing information is about knowing where to
get the information. Fortunately, we live in an
“information age”. That is, most of information we
need is readily accessible through a variety of
channels.

What’s New

Do this in your notebook.

Directions: Identify possible information do tourists need? Answer this

question by filling out the form below.
ASEAN Countries – Taiwan, Malaysia, Indonesia, Vietnam and China.

First-time Visitor in Hong Questions that the tourist Wedsite to Get

Kong will ask information

Attraction

Accommodation

Access

Europe – Switzerland, Italy, France and Venice

First-time Visitor in Questions that the tourist Wedsite to Get

Switzerland will ask information

Attraction

Accommodation

Access

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Caribbean and Pacific Island – Australia, New Zealand, Papau New Guinea

First-time Visitor in Questions that the tourist Wedsite to Get

Australia will ask information

Attraction

Accommodation

Access

What is it

SOURCES OF INFORMATION ON THE INDUSTRY MAY INCLUDE:

Media – local and national newspapers, trade magazines and journals,

specialist magazines, and travel programs on television and radio provide
information about destinations and the facilities and services available at those
destinations, emerging trends, significant events and issues that may impact our
industry.
Reference books – travel guides and textbooks can provide in-depth coverage
of specific destinations, sites, costs, how to get there, places to stay, the main
attractions, historical context, local identities and
a nd a raft of other information to assist
us.
Libraries- access to newspapers, magazines,
magazines , the internet, reference books and
computer databases relating to the tourism industry is frequently available in local
libraries, schools and academic institutions.
Unions – unions are employee’s bodies and a valuable source of information
about a worker’s rights and obligations.
Industry associations and organizations – these are valuable sources of
information primarily concerned with the interest of employers and organizations.
They will collect and compile up-to-date tourism data that they make available to
their members and other industry professionals.

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 Internet – almost anything you ever wanted to know about the tourism
industry can be found on the world wide web (www.)
Personal Experience – thought out our lives we participate in a range of
activities and events that may be classified as tourism –based. These experiences
give us a valuable insight into tourism industry and how it operates.
Department of Tourism (DOT) – may include Provincial/City/ Municipal
tourism offices. It is the executive department of the Philippine Government
responsible for the regulation of the Philippine tourism industry, likewise responsible
to encourage, promote and develop tourism as a socio economic activity to generate
foreign currency and employment and to spread the benefits of tourism to both the
private and public sector.

Traditional Sources of Informatio

Information
n

➢ Industry People – industry experts such as travel agencies and

a nd tour operators,
as well as hotel sales sales representatives and travel bloggers are credilble
sources of information.
➢ Brochures – property and product brochures are printed documents that
provide information that come from the service providers themselves. A
brochure provides specific product information such as location, special
features, photos and testimonials
➢ Flyers – flyers are simpler and cheaper forms of printed documents than
brochures, often, it is a one-page sheet that has brief information that would
help create interest about product offering. It may be distributed in strategic
locations and events where the target
ta rget market is present.

➢ Films and Documentaries – audio-visual presentations such as films and

short documentaries are also good sources of information. Films using specific
s pecific
specific destination for its location shoots are effective ways of promoting a
destination. Hollywood film companies have used the Philippines for some
movies. It is a good way for the Philippines to gain prominence internationally.
➢ Newspapers and Magazines – information about existing sales promotions and
current events are spread to the public through newspaper and magazines.
The use of press releases, features articles, and advertisements are the
common ways information about tourist products, services, and destinations
are shared.
➢ Billbords – huge billbords can be seen in highly-populated areas in the
Philippines. They are good sources of new information and can instill high
recall for prospective consumers. Billboards are designed to be noticeable;
hence, the use of photos and big fonts, information is brief and limited.

5
 Billlards are meant to create interest, more information can be sought using
other sources.
➢ Television – television still has the power over a huge number of peole.
Television
It creates a visual appeal of the product and generates positive emotions
from its viewers.
➢ Travel Magazines – a travel magazine is a beautiful way of showing
photographs and text throuhj its colored and visually-appealing
visually-appealing pages

on glossy paper.

New Media Sources of Information

Social Media – facebook, intagram, Snapchat

Company Wedsites – www.cebupacific.com

www.cebupacific.com,, or www.philipineairlines.com.

Online Travel Agencies -agoda,

-ag oda, tripadvisor, expedia

Key Sources of Information on the Industry

Useful information about anything can be obtained from many sources. The problem is
whether the source of information is authentic or not. For example, although Wikipedia
is useful as springboard or preliminary source of information, it is likely not find its

way in the references or bibliography of scholarly works.

Key sources of information can be derived from primary and secondary data. Primarily
data are information obtained from first-hand observations from for a, surveys,
personall observations
persona observations,, training
training sessi
sessions
ons and seminars,
seminars, and focus group discussions
(FGDs). On the other hand, secondary data are information
inf ormation taken from journals, books,
articles, media, and the Internet.

Primary Data – it refers to those with first-hand experience of the

destination.

6
 forum

focus group
survey
discussions

trainig
personal
sessions and
observations
seminars

Secondary Data – often refer to reports and publication.

journals

internet books

media articles

Triangulation – it means cross-checking with other references to

make sure that information gathered is accurate and authentic.

7
8
 What’s More

Extra Readings

Direction: Deepen your understanding of the lesson by performing the following

tasks: Do this in your notebook

Sourcing information

Read the following scenario and come up with the best solutions, explanations, and
suggestion for the following cases. Submit a narrative report and make sure to
include important information and focus on the topics discussed in this lesson.

1. Daniel is about to finish senior high school. As much as he wants to pursue

college degree, his parents
pare nts cannot afford to bring three children in a university
at the same time. He is deciding in pursuing a tour guiding career. How will
he become a successful tour guide? What is he supposed to do considering
his parents have very little funds to support expensive trainings and
certifications?

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 2. Martin is an outstanding student of Bachelor of Science in Tourism
management in a reputable school. He is well- travelled internationally and
his tours have sparked interests in pursuing a carrier in tourism. After his on-
the-job training (OJT) in a nearby town, he was being offered a tour guiding
career in a locality he does not want to be in. his goal is to work abroad and
be a part of a reputable travel firm. What are your thoughts about this
scenario? Should Martin accept the offer? What is he supposed to do in order
to achieve his goals?

What I Have Learned

Directions: In order to firm up your understanding of the topic previously presented,

you will be tasked to fill-in the table below with appropriate needed information.
information. Use
your activity notebook for your answer.

Primary Sources of Information Secondary Sources Information

1. 1.

2. 2.

3. 3.

4. 4.

What I Can Do

Task 4
4:: Making a brochure of your Dream Destination

Directions: Draw your Dream Destination, and give a description on it. Use a bond
paper for your drawing.

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Scoring Rubrics:

Descriptions Points Teachers Score

Creativity 30

Design 30

Originality 20

Neatness 20

Total 100

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 Assessment

A. Directions: Identify whether the following traditional or new sources

information by placing a check mark for traditional and your family name
for new sources. Answers the guide question in your activity notebook.

1. Newspapers
2. Online Travel Agencies
3. Film and Documentaries
4. YouTube
5. Facebook
6. Brochures
7. Travel magazines
8. Blogsites
9. Television

10. Flyers

B. Answer the following questions in your activity notebook.

1. What is the difference between a forum and a focus group discussion?

2. What is the importance of the internet? Give at least
le ast five.
3. Why do media play a pivotal role in the tourism industry?
4. In your personal evaluation, what are the sources of information that most
convenient for you? And why?

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 Additional Activities

Do this in your notebook.

Directions: Identify the different traditional sources of information.

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 Answer Key

. 01
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l ev art e nil n O. 11 s ei r at ne muc o D .8 .9
seti s be w e ma N . 8
e ni za ga Ml e var T .7 .7
y na p mo C. 01 sr e yl F .6
ai de ml ai c o S .9 .6
er uhc or B .5
sr e pa ps we N .8 e ma N . 5
s e ni za ga M .4
noi si vel e T .7 e ma N . 4
sr e pa ps we N .3
s dr ao blli B .6 .3
se ni z ag a Ml ev ar T .5 s dr a oblli B .2
ser uhc or B .4 noi si vel e T .1 ee ma N . 2
.1
ai de M .3
l a nr uo J .2 s ecr uoSl a noi ti dar T
mur o F .1 si s yl a n A
wonKI t a h W er ut ci P – yti vi t c al a noi ti dd A t ne m
ss ess A

ni ar T . 3
l et o H d no mai D . 2
es uo H
ar e po ye ndi S . 1

ail art s uA

s ubri A . 3
t ne m
t r a p Ali s a B . 2
s pl A ssi wS . 1

d nal r ezti wS

t e nr et nI . 3
l et o H d nar G . 2
d nal ye nsi D . 1

g no K g no H

we Ns’ t a h W

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References

Salamanca, Maria Dolores N. and Roque,Henrietta M. Tour Guiding

Services;., JFS Publishing Services., 1st ed, 2016

Verzosa, Raquel F. and Baltazar, Jeneffer P., Local Guiding Services.,

Phoenix Publishing House Inc., 2016

Salamanca, Ma Dolores N., Tour Guiding as a Profession.,JFS Publishing
Services., 1st ed., 2016

Romero, Eloisa A, Events Management, Rex Book Store, Inc.,2015

Castro, Carl Francis T, and Ibanez, Maria Carmela M., Attraction and Theme
Packs Operations with Ecotourism ,Rex Book Store, Inc., 1 st ed., 2017
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue,
Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@
negros.oriental@deped.gov.ph
deped.gov.ph
Website: lrmds.depednodis.net