UNIFIED DAILY LESSON PLAN: TVL -

HE

Content Standards The learner demonstrates understanding of concepts,

and principles in preparing the dining room/restaurant
area for service

Performance Standards 1. independently prepares the dining room/restaurant

area for service
2. demonstrate knowledge and skills of food and
beverage service in relation to taking table
reservations

Learning Competencies LO1. Take table reservations

1.3 Record reservation data on forms accurately based
on establishment’s standards
1.4 Repeat and confirm details of the reservations with
the customer
1.5 Provide additional information about the food
service establishments
CG Code TLE_HEFBS9-12AS-Ia-b-1
Quarter/Week Quarter 1 Week # 1
Day/Hours(minutes) Day 2 Total Allotted hours 2 Hrs.
(minutes)

I. Objectives Upon completing the lesson, 80% of the students will

be able to:
1. identify the required reservation details;
2. listens on the importance of accepting the required
reservation details; and,
3. write and perform a conversation to confirm a
reservation.

II. Content
a. Subject Matter: The Reservation Process
b. Integration:  English
(vocabulary by arranging a jumbled letters)
*awareness to features of discourse – digraph and
trigraph
(Mastering the art of phonetics)
*English phonemes of phonology course – the
study of particular sound units
 Mathematics (24 hour clock system)
*unit conversion: time conversion
 Pagbasa at Pagsusuri ng Iba’t Ibang Teksto Tungo
sa Panaliksik (pagsusuri ng video clip)
*nakakuha ng angkop na datos upang mapaunlad
and sariling tekstong isinulat (F11EP-III-36)
 English for Academic and Professional Purposes
(critiquing a video clip)
*applies the principle of writing effective reviews
and critiques (CS_EN11/12A-EAPP-Id-f-17)

Prepared by: JORGE MARTIN D. LAYA, MBA- HM

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(writing a script based on hospitality standard)

*uses appropriate language for a specific
discipline (CS_EN11/12-EAPP-Id-f-14)
 Creative Writing
(writing a reservation spiel)
*write at least one scene for one-act play applying
the various elements, techniques, and literary
devices (HUMMS_CW/MPIj-IIc-20)
(Role Play)
*write a suite of poems, a full/completed short
story or a script for a one-act play
(HUMSS_CW/MPIIg-j-27)

c. Strategies:  Collaborative learning

 Rote Recall
 Differentiated instruction based on end product
(performance)
 ICT integrated instruction (Video presentation)
d. Materials: o Computer or laptop
o Projector or LED TV
o Files: The Reservation Process (source: ASEAN
toolbox on file)
o Handout_Reservation Process
o Performance Task # 1_Reservation Process
o Worksheet #1_ Reservation Process
o Software requirements
o MS Powerpoint
o Flash Cards
o Manila Paper
o Marker
e. References: William Angliss Institute of TAFE. (2012). Receive
and process reservations D1.HFO.CL2.01
D2.TTA.CL2.17 trainee manual. Melbourne.
Jirayu Thangcharoensamut (ASEAN tool box)

III. Learning Tasks

a. Energizer Teachers discretion
(2 minutes)
b. Reviewing the Recapitulate the topic of the previous session about
previous lesson or types of reservation.
presenting the new
lesson Guide Questions:
1. What are the two major type of reservation
(3 minutes) process?
Manual and Computerized
2. What is the most common mean of reservation
we are using in F&B Industry here in the
Philippines?
Telephone

Prepared by: JORGE MARTIN D. LAYA, MBA- HM

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c. Establishing the  Collect the students assignment

purpose for the lesson Ask:
(Motivation) 1. Based on your assignment, what are the information
have you supplied upon trying to initiate a
(5 minutes) reservation requests?
2. Do you think, the information’s you have provided
were important? Why?
*Lead to the topic session

d. Presenting Say: The process of making a reservation is to be able

examples/instances of to know whether or not you are able to accommodate
the new lesson the guests with what they require. Therefore we need to
ask the right questions and respond to the reservation
(5 minutes) request. Which is the main reason why you were asked
to supply the necessary information.

Do: Demonstrate improper handling of reservation

whereas the required information’s were not collected
esp. the name of the guest.

Follow up question:
1. What do you think are the possible consequences
that the food service establishment might face upon
guests arrival?
Possible answer:
The guest might not be entertained upon arrival
because the required information were not collected
and recorded.

e. Discussing new Activity: Arrange Me

concepts # 1 Do: Instruct the learners to proceed to their respective
groups, and let them arrange the rumbled words posted
(10 minutes) on the board.

RUMBLED WORDS
GIVEN ANSWER
ETAD DATE
REBMUN FO STSEUG NUMBER OF GUESTS
DRENCHIL CHILDREN
DULTAS ADULTS
AMEN NAME
TACTCON ATDA CONTACT DATA
MITE TIME
CIALSPE QUESTSRE SPECIAL REQUESTS

*Process learners responses and correct if necessary

(10 minutes)
 After they have arranged the given rumbled words,

Prepared by: JORGE MARTIN D. LAYA, MBA- HM

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each group given a copy of the handout, and are

required to discuss and share the relevance of such
information’s in making restaurant reservations ---
one or two reservation details per group.

INPUT GIUDE: (Refer to Handout_Reservations 1)

GROUP 1
 Required date – A compulsory field, which can be
recorded in a number of ways.
 Number of guests – this is essential to prepare the
right table for the guest upon arrival.
 Children & Adult – this is essential to
accommodate the type of expected guests.

GROUP 2
 Name - in most cases the Surname will be recorded
first with a comma (,) to identify the end of the
family. Then the first name or initials.
 Contact data – There may be a reason you will
need to contact the guests to make some changes
when needed
 Time – to ensure that the food is still hot during
service and is not prepared too late or too advance
 Special requests - it where extra information of
(20 minutes)
guests is recorded like food allergies.

Activity: Guided Recitation

Do: After they have shared their ideas, present to the
class the phonetic alphabet in checking the spelling of
guest name. Follow a “rote recall” strategy in this
section by introducing first the phonetics with their
corresponding phonetics, then let them continue
reciting the alphabets by eliminating some letter little
by little until they will un-notice themselves that they
have already mastered the phonetics. (Refer to
Handout_Reservations 1, page 1)

Additionally, let some of the learners suggest a guest

name and re-read it using phonetics.
Example:
JORGE MARTIN LAYA
Juliet, Oscar, Romeo, Golf, Echo
Mike, Alpha, Romeo, Tango, India, November
Lima, Alpha, Yankee, Alpha

f. Discussing new Activity: Repeat After Me

concepts # 2 (Refer to Handout_Reservations 1, pages 3-5)

(15 minutes) Do: Provide learners with a sample reservation spiel,

and demonstrate the proper reservation process.
Prepared by: JORGE MARTIN D. LAYA, MBA- HM
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Emphasize the proper greeting, collection of required

reservation details, and its confirmation.

Afterwards, randomly call some learners in pair to re-

demonstrate the reading of reservation spiel.

*Process learners performance

g. Discussing new Activity: Complete Me

concepts # 3 Do: Let the learners watch a video clip about “making
a reservation” and criticize the process whether a
(20 minutes) complete elements of reservation was collected or not.
(Refer to Worksheet #2 for Specific Instruction/s)

h. Developing mastery Do: Let the learners (by pair or group depending on
the class size) compose a restaurant reservation script
(20 minutes) that entails the required reservation details with
different or specific needs. They have to identify what
sort of reservation requests you think they will require.

Learners has to pick one of the two situations to be

given in composing their reservation script. After
roughly writing their script, the learners should
perform in order to provide constructive feedback and
improve their performance next week.

Situations:
 Ping & Martha are young couples on holiday
celebrating their first year anniversary in your
restaurant.
 Mr & Mrs Collins are in your city with their two
children (5 & 15 year old). They are looking for a
nice place for lunch.

i. Finding practical Ask: How can you use the theory discussed in daily
application of concepts living?
and skills in daily
living
(2 minutes)
j. Making Ask: How much information have I learned today
generalizations and and/or in the session?
abstraction about the
topic
(3 minutes)

IV. Assessment Administer paper pencil test (Refer to Quiz # 3) and/or

administer online quiz via EDMODO

If the teacher does not utilize EDMODO facility, flash

the quiz in a PowerPoint slide or read it twice in front

Prepared by: JORGE MARTIN D. LAYA, MBA- HM

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of the learner. Instruct the learner to write the letter of

the correct answer in their paper. However, if the
teacher can afford to reproduce the quiz or the class
agreed to reproduce the material, let them write their
answer before the number and attach it in their
portfolio after checking and recording.

V. Additional Activities for Additional Activity:

application or  Identify the advance learners and challenged
remediation ones in the class. Let them work in pair by
executing peer tutorial. The advance students
shall act as the guest while the challenged is
contrary. Let them work together to facilitate an
interactive pair work.

Additional points shall be given to a pair who

works and teaches his/her partner efficiently.
Means of verification would be a short
performance in a given period or schedule.

Remedial Activity:
 If in case that the learners is still challenged
especially in the phonetics. Let the challenged
learner create an output that relates to the given
objective. (example would be creating a rhyme
for phonetics or if the learners is ICT
advanced, a ppt. with audio recording about
the topic would be possible)

VI. Assignment Do: Inform the class that they have to improve their
spiels based on the given feedback. And then, let them
(5 minutes) further design a template to enable them to collect the
required details for reservation requests in a restaurant,
thus avoiding to miss some information.

Additionally, inform them that next week would be a

straight performance assessment about reservation but
in pair basis. The firt one will act as a reservation
officer and the other student will be the guest. (refer to
Performance Assessment# 1 for Specific
Instructions)

VII. Remarks
a. No. of learners who
earned 80% on the
formative assessment
b. No. of learners who
require additional
activities for

Prepared by: JORGE MARTIN D. LAYA, MBA- HM

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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 worked
well? Why did these
work?
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?

Contact details of the developer:

Name Jorge Martin D. Laya
Contact Number Smart: +(63) 949 – 998 – 8613
Globe: +(63) 975 – 534 – 8286
e-mail address [email protected]

Prepared by: JORGE MARTIN D. LAYA, MBA- HM

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