School SICSICAN NATIONAL HIGH SCHOOL Grade Level 11 (OPAL)

GRADES 11 to 12 Teacher ZENITH JOY R. TESORIO Learning Areas FOOD AND BEVERAGE
DAILY LESSON LOG SERVICES
Teaching Dates and Time January 15-19,2024 Quarter SECOND QUARTER
4:00-5:00PM

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

HOLIDAY

I. OBJECTIV At the end of the lesson, students At the end of the lesson, students At the end of the lesson, students At the end of the lesson, NON-
ES should be able to: should be able to: should be able to: students should be able to: MEETING
DAY
1. Discuss how to check table 1. Discuss how to Place 1. Relay information about 1.Demonstrate how to use
ware for chips, marks, and send orders to the special requests of the manual system in taking
cleanliness, spills, and drips, kitchen promptly guests; and. order
2. Show Carry out plates and 2. Discuss the types of 2. Define Point of sales
trays safely, order system (POS)

A. CONTENT
STANDARDS
B. PERFORMANC The learner:
E STANDARD 1. Demonstrates knowledge and skills in food and beverage service in relation to attending /monitoring kitchen and dining
service points
2. Prepares schedule of menus to be served
3. Perform strictly the sanitation and hygiene practices in dealing with guests, and in responding to their food and beverage service needs
C. LEARNING LO 4. Liaise between kitchen and
COMPETENCIE dining areas
S/CODES 1 Place and send orders to the kitchen promptly
2 Check quality of food in accordance with established standard
3 Check tableware for chips, marks, cleanliness, spills, and drips
4 Carry out plates and/or trays safely
5 Advise promptly colleagues regarding readiness of items for service
6 Relay information about special requests, dietary or cultural requirements accurately to kitchen where appropriate
7 Observe work technology according to establishment standard policy and procedure
II CONTENT 1. Workflow structures within food and beverage service location
2. Product and Service Knowledge
3. Communication and interpersonal skills
4. Tray and plate carrying techniques
5. Duties and responsibilities of food service team
III LEARNING
RESOURCES
A. REFERENCES Curriculum guide for Food and Beverage Services. Page 11

1. Teacher’s Guide CBLM FBS/ FBS Manual

Pages
2. Learner’s Food and Beverage Services CLAS/ Self Learning Module
Materials
3. Textbook www.google.com www.google.com www.google.com www.google.com
Pages/websites
4. Additional CLAS MODULE CLAS MODULE CLAS MODULE CLAS MODULE
Materials from
Learning QUARTER 2 WEEK 7 QUARTER 2 WEEK 7 QUARTER 2 WEEK 7 QUARTER 2 WEEK 7
Resource (LR
portal)
B. Other Learning Power Point Presentation, chalk, Power Point Presentation, chalk, Power Point Presentation, chalk, Power Point Presentation,
Resources chalkboard, laptop, TV, pictures, chalkboard, laptop, TV, pictures, chalkboard, laptop, TV, pictures chalk, chalkboard, laptop,
video video TV, pictures

IV. PROCEDU
RES
A. Reviewing Preparatory Activity:
previous lesson or
presenting the  Prayer
new lesson  Checking of attendance
Before we proceed to our lesson, I
would like to remind you of our
classroom rules.
“Students with a blur vision at the
back can occupied the seat in
front so that you can see clearly,
also the students who can’t
clearly heard my voice at the back
can be seated in front.”
“Review of past lesson”
Preparatory Activity:
 Prayer
 Checking of attendance
Before we proceed to our lesson, I
would like to remind you of our
classroom rules.
“Students with a blur vision at the
back can occupied the seat in
front so that you can see clearly,
also the students who can’t
clearly heard my voice at the back
can be seated in front.”
“Review of past lesson”
Preparatory Activity:
 Prayer
 Checking of attendance
Before we proceed to our lesson, I
would like to remind you of our
classroom rules.
“Students with a blur vision at the
back can occupied the seat in
front so that you can see clearly,
also the students who can’t clearly
heard my voice at the back can be
seated in front.”
“Review of past lesson”
Preparatory Activity:
 Prayer
 Checking of attendance
Before we proceed to our
lesson, I would like to
remind you our classroom
rules.
“Students with a blur vision
at the back can occupied the
seat in front so that you can
see clearly, also the students
who can’t clearly heard my
voice at the back can be
seated in front.”

“How to Adjust flatware?
“What are the steps in Adjusting
tableware and cutlery?”
“What is liaise?”
“What are the guidelines of
establishments in Operating
ordering systems”?
“What are the types of manual
docket system?”
“What are the two types when
placing orders?”

B. Establishing a Activity 1 Direction: Read the
purpose for the following items carefully and
lesson choose the correct answer from
the given choices. Encircle the
letter of the correct answer.
Orders may be transmitted to the Activity 1.
kitchen verbally, but it is still
better to do it in writing to ensure Activity: "POS System
quality service. Since orders have Exploration"
already been written by the
waiter, it is just a matter of Objective: This activity aims to

1. It is the guidelines cover policy
such as not charging for items that
were not delivered or not
charging person X for something
that person Y received.
A. Speed
B. Accuracy
C. Honesty
D. Customer service
2. What detail fully the nature of
all charges so that no confusion or
suspicion about charges exists.
A. Speed
B. Accuracy
C. Explanation
D. Customer service
3. What checks all entries,
extensions, additions and other
calculations to make sure that the
customer isn’t overcharged and
that the venue captures all the
revenue to which it is legitimately
entitled.
A. Speed
B. Accuracy
C. Honesty
D. Customer service
4. Treating customers with the
courtesy they merit in relation to
the taking of the order, processing
of the order and presentation of
the account for payment.
A. Speed
B. Accuracy
C. Honesty
D. Customer service
submitting a copy of the order slip
to the kitchen. Order slips must be familiarize participants with Point
legibly written to be easily of Sale (POS) systems commonly
understood by the kitchen staff. used in the hospitality industry,
When a waiter uses another form providing hands-on experience
of shorthand’, code, or with transaction processing, order
management, and customer
abbreviation to note information,
interactions.
he must ensure that the kitchen
staff is familiar with it.
Materials Needed:
Activity 1
1. Access to a simulated
POS system (demo
Section 1: Knowledge and version or training
Understanding environment)
2. Computers or tablets
1. What is the primary with internet access
goal when placing and 3. Simulated menu items or
sending orders to the a list of items for
practice transactions
kitchen?
a. To socialize with 4. Whiteboard and markers
kitchen staff 5. Participants
b. To expedite the
cooking process Instructions:
c. To impress customers
with order complexity Introduction (5 minutes):
d. To create delays in the
kitchen
1. Briefly introduce the
2. Why is it essential to be
familiar with the menu concept of Point of Sale
when placing orders? (POS) systems and their
significance in modern
a. To show off
hospitality operations.
knowledge to customers
2. Emphasize the role of
b. To provide accurate
POS systems in
information to the
transaction processing,
kitchen
order management, and
c. To make the ordering
enhancing customer
process more time-
experience.
consuming
d. To impress colleagues
with menu expertise Role Assignment (5 minutes): 3.
3. What information Divide participants into two
should be included groups: Cashiers (responsible for
when communicating processing transactions) and
an order to the Customers (responsible for
 kitchen?
5. This computerized system a. Only the name of the placing orders).
enables electronic management of dish b. Special requests
food and beverage orders. and modifications
4. Rotate roles to ensure
c. The table number of
A. Software System everyone gets a chance
the customer
B. Manual System to experience both
d. A and C
C. POS System perspectives.
D. F and B System
Section 2: Practical Application
Scenario Setup (10 minutes): 5.
The teacher will process the Provide participants with access
4. During a busy shift, to a simulated POS system on
answer of the students how can a server computers or tablets.
efficiently
communicate multiple 6. Simulate a restaurant
orders to the kitchen? environment with a
a. Wait until there is a digital menu and pricing.
break to communicate
orders
b. Send orders one by Activity Steps:
one to avoid confusion
c. Use a shorthand Step 1: Order Placement and
method for quick Transaction Processing (15
communication minutes) 7. Customers use the
d. Only communicate POS system to explore the menu,
orders when they are select items, and place orders.
written on paper
5. How would you handle 8. Cashiers process these
a situation where a orders through the POS
customer has a food system, ensuring
allergy or dietary accuracy in transaction
restriction when handling.
placing an order?
a. Ignore the request and
Step 2: Customization and
inform the kitchen later
Special Requests (10 minutes) 9.
b. Clearly communicate
Customers make customized
the specific dietary needs
orders, incorporating special
to the kitchen
requests or modifications through
c. Guess what
the POS system.
modifications might be
suitable for the customer
d. Wait for the customer 10. Cashiers demonstrate
to talk directly to the how to accommodate
kitchen staff these requests in the
system.
Section 3: Timing and
Coordination Step 3: Payment Processing and
Receipt Generation (10
6. What role does the minutes) 11. Cashiers guide
Expediter play in the customers through the payment
process of placing and process, using the POS system to
sending orders to the process payments.
kitchen?
a. Cooking the dishes 12. Discuss the different
b. Ensuring smooth payment methods
communication and available in the POS
timing c. Taking orders system.
from customers 13. Demonstrate how the
d. None of the above POS system generates
7. Why is it important for receipts.
the kitchen to receive
timely and accurate Debrief and Discussion (15
orders? minutes): 14. Gather participants
a. To increase the to discuss their experiences
workload for the kitchen during the activity.
staff
b. To reduce customer 15. Explore the advantages
satisfaction of using POS systems in
c. To ensure dishes are terms of order accuracy,
prepared promptly and transaction speed, and
correctly customer satisfaction.
d. To create chaos in the 16. Discuss any challenges
kitchen faced during the
simulation.
Section 4: Communication
Skills
The teacher will process the
8. What are some answer of the students
effective
communication
techniques for sending
orders to the kitchen
promptly?
a. Using vague language
to allow the kitchen staff
to interpret orders
b. Speaking loudly to
ensure everyone hears
the order
 c. Using clear and
concise language with
specific details
d. Providing lengthy
explanations for each
dish
9. How can a server
handle a situation
where there is a
mistake in the order
after it has been sent to
the kitchen?
a. Blame the kitchen
staff for the error
b. Ignore the mistake
and hope the customer
doesn't notice
c. Communicate the
error to the kitchen and
work together to resolve
it
d. Refuse to take
responsibility for the
mistake

Section 5: Emergency
Situations

10. In the event of a system

malfunction or
breakdown in
communication, how
should the staff adapt
to ensure orders are
still processed
promptly?
a. Continue placing
orders verbally without
any modifications
b. Wait for the system to
be fixed before placing
any more orders
c. Use alternative
communication methods
or backup systems
 d. Inform customers that
the kitchen is
temporarily closed

Answers:

1. b, 2. b, 3. b, 4. c, 5. b, 6.
b, 7. c, 8. c, 9. c, 10. c

The teacher will process the

answer of the students

C. Presenting Liaise is to establish relationship Types of System Use: POS System

examples/instance or connection of work specially in
s of the new ordering system to cooperate and
lesson
have mutual concern inside the
establishment. In food service
industry, coordination between
kitchen and restaurant area is
important especially on busy days
where the large demand for a
certain menu that cause longer
time to prepare. It is the duty of
waiter or food server to advise the
guest’s specific time that the
foods will be prepared.
New and existing restaurant
owners will always got to
continue so far on the newest
restaurant technology. Deciding
what restaurant technology to use
in your restaurant and what
technology to not use are often a
challenging task. This article will
check out what the essential and
most vital restaurant technology is
for restaurants and then take a
glance at what I call optional
technology. There are several
categories of restaurants. Each
1. The manual system Dining
order systems can vary greatly.
The type used largely depends on
individual establishment’s
preferences supported on matters
such as:
 Their previous experience with
using an ordering system –
including evaluation of how
existing systems are performing
 The number of orders
processed – bigger numbers may
encourage the establishment to
use an electronic system
 Skills of staff and thus the
supply of skilled staff – most
premises dislike having to train
staff.
Below is an example of an easy to
read food docket: note how each
person has been numbered to
identify their meal selections.
Figure: 1 Manual Ordering
POINT OF SALE (POS)
In most food establishments, point
of sales (POS) System is used as a
replacement for the traditional or
manual way of taking and
processing orders
Point of sale (POS) equipment is
the computer-based order-entry
technology that restaurants use to
capture orders, records data, and
display or print tickets. Restaurant
servers, bartenders, and cashiers
can all use POS systems to easily
enter food and beverage orders.
The pos has the following
capabilities:
 Acts as a cash register as
well as a computer. It
consists of multiple
category of restaurant will need System stations, including credit
certain sort of technologies while card terminals, receipt
some technology is important for printers, display screens,
hostess stations, and
all categories of restaurants. Here
server station.
are the technologies that each
 Calculate cash due for
restaurants must have. every order entered
 Record the method of
payment
 Keep track of the cash in
the cash drawer
 Create hourly and daily
sales reports
Types of manual docket system:
 Allow hourly employees
1..Triplicate docket system- to clock in and out
 Calculate labor and
traditional manual system that is
payroll data
often used in medium and large
 Record daily check
sized hotel and restaurants averages for each worker
 Keep track of menu
 Table number items sold
 Record information on
 Number of cover repeat customers.

 Date

 Waiters signature

*any cancellation should be

countersigned by the supervisor.

2. Duplicate docket system-

used in small, informal type of
restaurant. Usually known as Having POS system in place
carbon copied system. *other can add convenience,
copy is used for billing purposes accuracy, and save time in
busy situations.
for the preparation of the billing.

- Serial number of docket pad

-Waiter’s code number

identification

-Table number
-Time the order is placed

-Date

3. Electronic billing machines.

This is used in some
establishments where the waiter.
Rather than the cashier, prepares
the bill with accuracy and speed.

The electronic order pad was

created as an order entry tool for
DSRs. It was designed to quickly
make customers orders while
providing important information
to increase sales volume and
profit margins. It is a mobile
application which works with
cloud based entrée. NET servers.
This means the electronic order
pad communicates directly with
the entrée. NET system in the
cloud, and in turn that could
based system communicates with
the local server in the office. The
tablet must have internet access to
create orders. This can be either
WIFI or through a cell network
with a data plan. None of the
company’s precious data is stored
on the device to avoid risks of
data stolen if the tablet is lost or
stolen. All activity, such as
creating a customer order, is
saved on the entrée. NET cloud
servers as the order is made. If the
tablet loses wireless access or
powers down suddenly, no data
will be lost. The DSR will simply
log back in and complete the
order exactly where they left off.
 4.Computerized systems. This is
used in large establishments and
chain restaurants. Nowadays. This
system is widely used in
restaurants, particularly in
residential hotels and large
establishments such as clubs.
Here, orders are entered by
waiters at one or more terminals
situated on the floor. Orders may
be over-the-counter sales or saved
to allocated tables.

D. Discussing new Operating ordering systems All
concepts and transactions should be undertaken
practicing new within establishment guidelines
skills #1
relating to:
1. Honesty and integrity.
Guidelines cover policy like not
charging for items that weren’t
delivered or not charging person
X for something that person Y
received
2. Accuracy – checking all
entries, extensions, additions and
other calculations to make sure
that the customer isn’t
overcharged and that the venue
captures all the revenue to which
it is legitimately entitled
3. Speed – ensuring that accounts
are compiled and presented in a
timely manner according to
honesty and accuracy. Never
sacrifice accuracy for speed.
4. Explanation and outline of
charges. This should detail fully
the nature of all charges so that no
Activity:1 "Classic Dining
Order System Simulation"
Objective: This activity aims to
provide students with a hands-on
experience of using a manual
dining order system, fostering an
understanding of the traditional
order-taking process in a
restaurant.
Materials Needed:
1. Notepads or order pads
2. Pens or pencils
3. Simulated menu cards or
a list of menu items
4. students (can be divided
into servers and
customers)
Instructions:
Introduction (5 minutes):
1. Gather students and
briefly explain the
historical context of
manual dining order
systems.
How Employees use POS
Systems
The use of a POS system may
differ in one way or another
depending on the brand and type
but for beginners, here are the
general processes of taking a
order with a POS system:
 Enter your name or user
code into the initial
touch screen. This allows
you to access the system.
 Begin a new Order or
check by entering in
food items which the
customer orders . For full
service restaurants,
choose a table number
and add food to an
existing check.
 Wait as POS sends all
order information to the
kitchen or bar in the
form of a printed ticket
or on a digital display
confusion or suspicion about
charges exists
5. Customer service – treating
customers with the courtesy they
merit in reference to the taking of
the order, processing of the order
and presentation of the account
for payment.
2. Highlight the
significance of clear
communication,
accuracy, and personal
interaction in a manual
setting.
Role Assignment (5 minutes): 3.
Divide students into two groups:
Servers and Customers. If
possible, rotate roles to ensure
everyone gets a chance to
experience both perspectives.
Scenario Setup (10 minutes):
4. Provide students with a list of
menu items or simulated menu
cards. Include various courses
like appetizers, main courses, and
desserts.
5. Briefly explain any
restaurant-specific
procedures or etiquettes
they should follow.
Activity Steps:
Step 1: Server-Customer
Interaction (10 minutes)
6. Servers take orders from
customers using notepads and
pens. Emphasize clear
communication and attentive
listening.
7. Customers may ask
questions about the
menu, request
modifications, or inquire
about recommendations.
monitor.
 The kitchen or bar staff
reads the order and make
sure the appropriate food
or beverage for the wait
staff or other employees
to serve to the customer.
 Once the order has been
relayed to the kitchen, it
is now the waiter’s job to
adjust the place settings,
making sure that each
guest has the correct
cutlery and service
equipment. every dining
room facility/ restaurant
has its own guidelines as
to which cutlery and
service equipment are to
be used with each dish.
 In a quick-service
restaurant , the employee
will read the total charge
on the POS display, and
collect payment from the
customer. In full service,
the FBSA/Waiter will
bring a check, wait for
payment, and then enter
it into the POS when the
customers are finished.
The teacher will process the
answer of the students
 Step 2: Order Recording (10
minutes) 8. Servers record
customer orders on their
notepads, ensuring accuracy and
clarity.

9. Encourage servers to
repeat the orders back to
customers to confirm
accuracy.

Step 3: Order Submission (5

minutes) 10. Servers simulate
submitting the orders to a
simulated kitchen or chef (can be
another designated area).

Step 4: Customer Interaction (5

minutes) 11. Rotate roles,
allowing students to experience
being both servers and customers.

12. Customers can ask

questions, request
modifications, or engage
in small talk with their
servers.
E. Discussing new Activity 2. Title: "Ordering Activity 2: "Digital Dining After checking the food items, the
concepts and System Etiquette Challenge" Order System Exploration" waiter must now transfer and
practicing new place these promptly on the
skills #2 Objective: The objective of this Objective: This activity aims to guest’s table ensuring each guest
short activity is to reinforce the gets what he/she has ordered) in
familiarize students with
importance of guidelines such as accordance with the restaurant’s
computerized order systems
honesty, integrity, accuracy, procedures and safety
commonly used in restaurants,
speed, clear explanations, and requirements.
emphasizing efficiency, accuracy,
excellent customer service when and the benefits of digital
operating ordering systems in technology in the dining Lastly, the waiter must identify
hospitality establishments. experience. additional items required from the
kitchen by continually monitoring
Materials Needed: Materials Needed: service areas (i.e guest table) and
consulting with other service
staff. He or she should make the
1. Pen and paper 1. Computers or tablets appropriate requests to the kitchen
2. Scenarios representing
 various customer with internet access staff based on the identified
interactions (simulated ordering needs. He should relay
3. Whiteboard and markers system software or information in a clear and concise
access to a demo manner using appropriate
Instructions: version) communication techniques.
2. Simulated menu items or
a list of menu options
Introduction (5 minutes): 3. Whiteboard and markers
4. students
1. Briefly discuss the key
guidelines for operating Instructions:
ordering systems in
hospitality
establishments, Introduction (5 minutes):
emphasizing honesty,
integrity, accuracy, 1. Introduce students to the
speed, clear concept of computerized
explanations, and order systems in the
customer service. restaurant industry.
2. Highlight the benefits of
Activity Steps: efficiency, accuracy, and
enhanced customer
experience associated
Step 1: Scenario Creation (10 with digital ordering
minutes) a. Create scenarios that systems.
represent different customer
interactions involving the use of
ordering systems. b. Include Role Assignment (5 minutes): 3.
elements related to honesty, Divide students into two groups:
accuracy, speed, explanation of Customers and Servers. Rotate
charges, and customer service. roles to ensure everyone
experiences both perspectives.
Step 2: Role Assignment (5
minutes) a. Assign students to Scenario Setup (10 minutes): 4.
roles - some as customers and Provide students with access to a
others as staff operating the simulated ordering system on
ordering systems. b. Clearly computers or tablets.
explain the guidelines they need
to focus on during the activity. 5. Simulate a restaurant
environment with a
Step 3: Scenario Simulation (15 digital order system,
minutes) a.students engage in featuring a list of menu
role-play scenarios where they items and options.
interact as customers and staff
using the ordering systems. b. Activity Steps:
Encourage students to embody the
guidelines discussed, paying
attention to honesty, accuracy,
speed, clear explanations, and
exceptional customer service.
Step 4: Debrief and Discussion
(10 minutes) a. Gather students
to discuss their experiences
during the simulation. b. Facilitate
a discussion on how well the
guidelines were adhered to in
each scenario. c. Discuss any
challenges faced and ways to
improve adherence to the
guidelines.
Reflection (5 minutes):
1. Ask students to
individually reflect on
the importance of each
guideline in ensuring a
positive customer
experience.
2. Prompt them to consider
how adhering to these
guidelines contributes to
the overall reputation
and success of the
establishment.
Summary and Action Plan (5
minutes):
1. Summarize the key
points discussed during
the activity.
2. Have each students
create a brief action plan
outlining how they can
incorporate the
guidelines into their
daily operations when
Step 1: Digital Ordering (15
minutes) 6. Customers use the
digital ordering system to explore
the menu, select items, and
customize their orders.
7. Servers guide customers
through the ordering
process and answer any
questions they may have
about the menu or digital
system.
Step 2: Order Processing (10
minutes) 8. Servers use the
digital system to input customer
orders, emphasizing accuracy and
efficient use of the technology.
9. Discuss the advantages
of real-time order
processing, automatic
modifications, and
instant communication
with the kitchen.
Step 3: Communication and
Customer Service (10 minutes)
10. Servers utilize the digital
system to communicate with
customers about order status,
estimated wait times, and any
special requests.
11. Discuss how digital
systems enhance
customer service through
instant updates and
personalized interactions
 using ordering systems.

This short activity provides a

practical and interactive approach
to reinforce the importance of
honesty, integrity, accuracy,
speed, clear explanations, and
exceptional customer service
when operating ordering systems
in hospitality establishments.
F. Developing Activity 3: Title: "Perfect Activity 3.
mastery (leads to Harmony: Kitchen-Dining Activity 3. Reflection and
formative Liaison Challenge" Takeaways (10 minutes):
assessment)
1. How the manual order system
Objective: The objective of this experience compares to modern “Ask students to reflect on how
activity is to enhance digital systems. the POS system impacts the
communication and coordination efficiency of restaurant
between the kitchen and dining operations”
area teams, promoting seamless 2.Discuss the potential benefits of
service and a positive dining a manual system, such as
experience. personalization and direct 1.Discuss the potential benefits of
interaction with customers. using technology in handling
transactions and order
Materials Needed: 3. Discuss how digital management.
systems contribute to
1. Timer or stopwatch efficiency, accuracy, Conclusion (5 minutes):
2. Pen and paper
3. Role assignment cards and overall customer
(Chef, Server, satisfaction. 1. Conclude the activity by
Dishwasher) summarizing key takeaways and
4. Notecards or sticky notes teacher will process the answer of expressing the importance of POS
5. Menu items or recipe the students systems in modern hospitality
cards (optional) businesses.

Instructions: This activity provides students

with hands-on experience using a
Point of Sale (POS) system,
1. Team Formation: allowing them to explore order
Divide students into placement, transaction processing,
three groups - Kitchen and customer interactions in a
Team, Dining Area simulated restaurant environment.
Team, and Dishwashing
Team. Each team will
have specific The teacher will process the
responsibilities in the
answer of the students
liaison process.
2. Role Assignment:
Assign roles within each
team. For example:
 Kitchen Team:
Chef, Sous
Chef, Prep
Cook
 Dining Area
Team: Server,
Host/Hostess,
Busser
 Dishwashing
Team:
Dishwasher,
Kitchen Helper
3. Menu Planning
(Optional): If
applicable, provide each
team with a set of menu
items or recipe cards.
The Kitchen Team will
plan and prepare the
dishes, while the Dining
Area Team will use these
items to practice taking
orders and serving.
4. Communication
Exercise: a. Each team
should brainstorm and
list the crucial
information they need to
communicate with the
other teams (e.g., order
status, special requests,
available dishes). b.
Create notecards or
sticky notes with these
key points and distribute
them among the teams.
5. Liaison Simulation: a.
Set up a simulated
restaurant environment
with a kitchen area and
dining area. b. Start the
timer and let the teams
carry out their roles,
 focusing on effective
communication and
coordination. c. The
Kitchen Team should
notify the Dining Area
Team of order readiness,
special requests, and any
delays. d. The Dining
Area Team must relay
customer feedback, new
orders, and special
requests to the Kitchen
Team. e. The
Dishwashing Team
should ensure that dishes
are promptly cleaned and
ready for reuse.
6. Debrief: a. After the
simulation, gather the
teams for a debrief
session. b. Discuss the
challenges faced,
successful
communication
strategies, and areas for
improvement. c.
Emphasize the
importance of
collaboration and
effective communication
in creating a smooth
kitchen-to-dining
experience.
7. Reflection and
Adaptation: Have each
team reflect on the
experience and propose
ideas for improving the
liaison process.
Encourage creative
solutions and adaptations
to enhance efficiency.
8. Repeat and Refine:
Repeat the simulation,
incorporating the
feedback and
 improvements suggested
by the teams. This
iterative process will
help refine the
communication and
coordination between the
kitchen and dining area.

By engaging in this activity,

students will develop a better
understanding of the crucial role
each team plays in the dining
experience, fostering a
collaborative and efficient
working environment.

The teacher will process the

answer of the students

G. Finding practical Activity Title: "Kitchen-Dining 1.How does the use of a 1. What is the primary
applications of Liaison Scenarios" computerized order system purpose of a Point of
concepts and contribute to an improved Sale (POS) system in
skills in daily Objective: The objective of this customer experience? the context of a
living short activity is to identify and restaurant or retail
discuss practical applications of 2.In what ways might a manual
order system contribute to a
business?
liaison skills between the kitchen 2. How does a POS
and dining area in everyday life. unique or personalized dining
system contribute to
experience for customers?
streamlining and
Materials Needed: improving the
teacher will process the answer of
efficiency of business
1. Scenario cards (prepared the students operations?
in advance) 3. Can you name three
2. Paper and pens key components of a
typical POS system
Instructions: teacher will process the answer of
the students
1. Introduction (5
minutes): a. Begin by
briefly explaining the
importance of effective
communication and
coordination between the
kitchen and dining area
in daily life.
 b. Emphasize that
participants will explore
practical scenarios where
these skills are crucial.
2. Scenario Exploration
(10 minutes): a.
Distribute scenario cards
to each students or
group. These cards
should describe common
situations where kitchen-
dining liaison skills are
applicable (e.g., family
dinner preparation,
hosting friends, cooking
for dietary restrictions).
b. Ask participants to
read the scenarios and
consider the challenges
presented in terms of
communication and
coordination.
3. Discussion and
Brainstorming (10
minutes): a. Facilitate a
group discussion where
students share their
insights and brainstorm
potential solutions for
the challenges presented
in the scenarios. b.
Encourage participants
to draw from personal
experiences or propose
creative ideas for
effective liaison.
4. Application Exercise
(10 minutes): a. Have
each students or group
choose one scenario
from the cards. b. Ask
them to write down
practical steps they
would take to address the
challenges and enhance
communication between
 the kitchen and dining
area in that scenario.
5. Group Sharing (5
minutes): a. Invite
students to share their
proposed solutions with
the group. b. Encourage
a brief discussion after
each sharing,
highlighting different
perspectives and
approaches.
6. Reflection (5 minutes):
a. Conclude the activity
with a brief reflection
session. b. Ask students
to share one key
takeaway or lesson
learned from discussing
and applying liaison
skills in the provided
scenarios.

This short activity allows students

to quickly engage with practical
applications of kitchen-dining
liaison concepts. It encourages
collaboration, creative problem-
solving, and reflection on how
these skills can be beneficial in
daily living.
H. Making 1. What are the key
generalizations Checking Tableware: differences between
and abstraction manual and
about the lesson computerized order
1. How do you systems in a restaurant?
systematically check 2. How does a manual
tableware for chips and order system typically
marks before setting a operate compared to a
table? computerized system in
2. What steps can be taken terms of taking and
to ensure the cleanliness processing orders?
of tableware, and why is 3. In a restaurant using a
it important? manual order system,
3. When inspecting what are some common
tableware, how do you challenges faced by
 identify and address servers and kitchen staff?
spills and drips to
maintain a clean The teacher will process the
presentation? answer of the students

4. What are the key

considerations for safely
carrying out plates and
trays from the kitchen to
the dining area?

5. In what situations should

you use a tray or a plate
carrier, and how does
this contribute to safe
transportation?

6. Why is it important to
communicate effectively
with kitchen staff
regarding the status and
contents of plates or
trays being carried out?

The teacher will process the

answer of the students

I. Evaluating -oral questioning -oral questioning -oral questioning Performance task

learning
(Students will be graded
according to the rubrics)

J. Additional Assignment: Assignment: Assignment: Assignment:

activities for
application or
remediation.
K. REMARKS Food and Beverage Services is taken only four hours a week with one hour per meeting from Monday to Thursday at 4:00-5:00 for Grade
11 Opal

L. REFLECTION

A. No. of learners
who earned 80%
on the formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies/work
well? Why did
these works?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

PREPARED BY: ZENITH JOY R. TESORIO CHECKED BY: RODA PADILLA

Subject Teacher HT-III TLE Department