Activity/Task Sheet No. 1.

1
Subject: TVL-Home Economics: Food and Beverage Services (NC II)
Grade Level: 12
Quarter:1st
Lesson: 1 Prepare Dining Room/Restaurant Area for Service
Learning Outcome 1. Take Table Reservation
Content: Reservation Process
Performance Standard: The learner independently taking the reservation
Objective: Take table reservation
Instruction: Perform a table reservation.

Taking the Reservation

Perform a telephone reservation
Sample Situation:
a. Total number of guests: A family of 10 composed of 7 adults (2 are senior citizens) and 3 children
b. Purpose: Dinner Reservation
c. Condition: First time to try the restaurant
One adult vegetarian
No smoking area
The following skills shall be observed during the role play:
1. The phone answered promptly and with appropriate greetings.
2. Inquiries are properly answered with clarity and accuracy.
3. Pertinent questions are asked to complete the details of the reservations.
4. Reservation data are accurately recorded based on the establishment’s standards.
5. Details of the reservations are repeated and confirmed with the party making the reservation.
6. Additional information about the food service is provided when necessary.
Performance of the learners will be rated using this rubric:
Description/Performance Criteria Score
Demonstrate outstanding communication skills in taking phone calls when taking reservations
and observe all the six skills with much confidence.
Demonstrate very good communication skills in taking reservation and observe 4 to 5 skills
with confidence.
Demonstrate good communication skills in taking reservation and observe 3 skills in taking
Demonstrate poor communication skills in taking reservation and observe 1 to 2 skills without
confidence
Did not demonstrate any skill in taking reservation.
 Activity/Task Sheet No. 1.2
Subject: TVL-Home Economics: Food and Beverage Services (NC II)
Grade Level: 12
Quarter:1st
Lesson: 1. Prepare Dining Room/Restaurant Area for Service
Learning Outcome 2. Prepare Service Station and Equipment
Content: Preparation of Service equipment/utensils and supplies
Performance Standard: The learner independently Prepare the service equipment/utensils and supplies
Objective: Prepare Service equipment/utensils and supplies (Mise en place)
Instruction: Perform in preparing service equipment/utensils and supplies (Mise en place).

Preparation of Service Equipment/Utensils and Supplies (Mise en place).

Perform preparation of service equipment/utensils and supplies (Mise en place).

Sample Situation:
Abigail is a newly hired server in a restaurant. She is on probation for one month as a waitress and
needs to meet the expectations of her supervisor.

She needs to perform the following task:

1. Stack service or waiter’s station with supplies necessary for service.
2. Clean, wipe, and put all tableware and dining room equipment in their places.
3. Put special tent cards and special displays for promotion.
4. Check cleanliness and condition of all tables, tableware and dining room equipment.
5. Fill water pitchers and ice buckets.
6. Turn on and ready electrical appliance or equipment like coffee pots, teapots, plate warmers, etc.
in the dining area.
7. Refill condiments and sauce bottles and wipe, clean and dry necks and tops of bottles.
Performance of the learners will be rated using this rubric:
Description/Performance Criteria Score
Performed all the seven skills independently, accurate and correctly 5
Performed 5 to 6 skills independently with few inaccuracies 4
Performed 3 to 4 skills independently but with many inaccuracies 3
Performed 1 to 2 skills without confidence 2
Did not perform any skill at all 1
Total Score
 Activity/Task Sheet No. 1.3a
Subject: TVL-Home Economics: Food and Beverage Services (NC II)
Grade Level: 12
Quarter:1st
Lesson: 1. Prepare Dining Room/Restaurant Area for Service
Learning Outcome 3. Set Up Tables in the Dining Area
Content: Different Napkin Folding Styles
Performance Standard: The learner independently folds different styles of napkin.
Objective: Fold Napkin
Instruction: Fold different styles of napkin.

Napkin Folding

Demonstrate the different styles in napkin folding.

1. Pyramid
2. Bishop’s Hat
3. Bird of Paradise
4. Rose Bud
5. Crown
6. Rose
7. The sail
8. Standing Fan
9. Candle
10. Heart shape

Performance of the learners will be rated using this rubric:

Description/Performance Criteria Score
Demonstrated 100% of the procedures in napkin folding 5
Demonstrated 75% of the procedures in napkin folding 4
Demonstrated 50% of the procedures in napkin folding 3
Demonstrated 25 % of the procedures in napkin folding 2
Did not perform the given task. 1
Total Score
 Activity/Task Sheet No. 1.3b
Subject: TVL-Home Economics: Food and Beverage Services (NC II)
Grade Level: 12
Quarter:1st
Lesson: 1. Prepare Dining Room/Restaurant Area for Service
Learning Outcome 3. Set Up Tables in the Dining Area
Content: Table Skirting Different Styles
Performance Standard: The learner independently skirts the table with different styles.
Objective: Skirt table with different styles
Instruction: Skirt table with different styles

Table Skirting Different Styles

Demonstrate the different styles in table skirting.

1.Gathered or shirred
2. Box Pleat
3. French Box Pleat
4. Plastic
5. Fringe
6. Swag
7. Triple loops
8. Diamond
9. Bamboo
10. Single Candle

Performance of the learners will be rated using this rubric:

Description/Performance Criteria Score
Demonstrated 100% of the procedures in table skirting 5
Demonstrated 75% of the procedures in table skirting 4
Demonstrated 50% of the procedures in table skirting 3
Demonstrated 25 % of the procedures in skirting 2
Did not perform the given task. 1
Total Score
 Activity/Task Sheet No. 1.3c
Subject: TVL-Home Economics: Food and Beverage Services (NC II)
Grade Level: 12
Quarter:1st
Lesson: 1. Prepare Dining Room/Restaurant Area for Service
Learning Outcome 3. Set Up Tables in the Dining Area
Content: General Rules in Laying Covers/Table Set-Up
Performance Standard: The learner independently lay/set-up table formal place settings.
Objective: Lay/set-up table formal settings
Instruction: Lay/set-up table formal places settings

Lay/Set-up Table Formal Place Settings

Demonstrate lay/set up table for two. Follow the procedure below.

1. Dress up table with entire the entire linen requirement
2. Arrange two formal place settings. Make sure that all the table appointments are in their proper place in
cover.
3. Choose a suitable centerpiece.
4. Accomplish the task in the shortest time possible.
Performance of the learners will be rated using this rubric:
Description/Performance Criteria Score
Demonstrated 100% of the procedures in lay/set-up table formal settings 5
Demonstrated 75% of the procedures in lay/set-up table formal settings 4
Demonstrated 50% of the procedures in lay/set-up table formal settings 3
Demonstrated 25 % of the procedures in lay/set-up table formal settings 2
Did not perform the given task. 1
Total Score
 Activity/Task Sheet No. 4.1
Subject: TVL-Home Economics: Food and Beverage Services (NC II)
Grade Level: 12
Quarter:1st
Lesson: 1. Prepare Dining Room/Restaurant Area for Service
Learning Outcome 4. Set Up Tables in the Dining Area
Content: Set the Mood/Ambiance/Atmosphere of the Dining Area
Performance Standard: The learner independently set the mood/ambiance/atmosphere of the Dining Area.
Objective: Set the mood/ambiance/atmosphere of the dining area
Instruction: Set the mood/ambiance/atmosphere of the dining area

Setting the mood/ambiance/atmosphere of the dining area

Perform preparation of setting the mood/ambiance/atmosphere dining area.

Sample Situation:
Raul is a newly hired server in a restaurant. He is on probation for one month as a waitress and
needs to meet the expectations of her supervisor.

He needs to perform the following task:

1. Adjust light according to the time of the day.
2. Arrange tables, chairs and other dining room furniture to ensure comfort and convenience of the
guest.
3. Play appropriate music when applicable
4. Clean and Dry floors and carpets.
5. Adjust air condition or cooling units for the comfort of the guest.
6. Set up decorations according to theme or concept of the dining room.
Performance of the learners will be rated using this rubric:

Description/Performance Criteria Score

Performed all the seven skills independently, accurate and correctly 5
Performed 5 to 6 skills independently with few inaccuracies 4
Performed 3 to 4 skills independently but with many inaccuracies 3
Performed 1 to 2 skills without confidence 2
Did not perform any skill at all 1
Total Score
 Activity/Task Sheet No. 2.1.1
Subject: TVL-Home Economics: Food and Beverage Services (NC II)
Grade Level: 12
Quarter:1st
Lesson: 2. Welcome Guest and Take Food and Beverage Orders
Learning Outcome 1. Welcome and Greet Guests
Content: Welcoming and Greeting Guest
Performance Standard: The learner independently welcome and greet guest.
Objective: Welcome and greet guest
Instruction: Welcome and greet guest upon arrival of the dining area.

2.1a
Welcoming and Greeting Guest

Watch a video presentation about welcoming and greeting a guest.

You may have experienced eating in a fine dining restaurant and have observed happenings relative to
welcoming and greeting guest. Make a report while taking into considerations the following questions.

1. Is the receptionist well-groomed?

2. Was the door opened for the guests?
3. Were guests acknowledged properly as soon as they arrived in the restaurant?
4. Were guests greeted properly and appropriately?
5. Did the receptionist make eye contact when welcoming/greeting guests?
6. Were the guest greeted with a sincere smile?
7. Were the guests who had prior reservations immediately escorted to their table?
8. Were the guests without reservations asked for their preferred section of the dining
room/restaurant?
9. Were the guests who were made to wait advised on how long they will wait for an available table
in the dining area?
10. Were all the guest escorted to their table?
You report will be rated using this rubric:

CRITERIA 4 3 2 1
Clear Exceptional clear Generally clear and Lacks clarity and Unclear cannot
and easy to quite easy to difficult to understand
understand understand understand
Comprehensive Thorough and Substantial Partial or not Misunderstanding
comprehensive explanation comprehensive or serious
explanation explanation misconception on
the explanation
Relevant Highly relevant Generally Relevant Somewhat relevant Irrelevant
Score
Total Score

2.1b
The restaurant Host/Hostess
Role play the following scenarios in a restaurant. Perform the role of a restaurant Hostess/Host as you welcome
and greet guests in the following situations:

Situation 1:
Mr. and Mrs. Reyes will celebrate their wedding anniversary. They decided to have a simple dinner party with their
family and close friends at Ram’s Restaurant. They made reservations via telephone two days before the party.
Situation 2:
A group of five young professionals decided to dine in at MJ Restaurant. They made no reservations.
Unfortunately, there was no available table when they arrived at the restaurant.
Performance of the learners will be rated using this rubric:
Performance Criteria Assessment Score
Excellent Very Satisfactory Needs
(5 Points) Satisfactory (2 points) Improvement
(3 points)
Guest are acknowledge
as soon as they arrive.
Guest are greeted with
an appropriate
welcome.
Details of reservations
are checked based on
established standard
policy.
Total Score
 Activity/Task Sheet No. 2.2
Subject: TVL-Home Economics: Food and Beverage Services (NC II)
Grade Level: 12
Quarter:1st
Lesson: 2. Welcome Guest and Take Food and Beverage Orders
Learning Outcome 2. Seat the Guests
Content: Escorting and Seating Guests
Performance Standard: The learner independently escort and seat the guests.
Objective: Escort and Seat the guests.
Instruction: Escort and Seat the Guest.

Escorting and Seating the guest (The Receptionist)

Situation 1:
You are a restaurant receptionist. You will escort a family of six- a grandmother, two parents, and two
children ages 8 and 6-to their table. Perform your tasks in escorting the family to their seats until you introduce the
captain waiter/waiter to the guests.
Performance of the learners will be rated using this rubric:
Performance Criteria Assessment Score
Excellent Very Satisfactory Needs Improvement
(5 Points) Satisfactory (2 points)
(3 points)
Guest are escorted and
seated according to table
allocations.
Tables are utilized
according to number the of
party.
Guests are seated evenly
among stations to control
the traffic low of guests in
the dining room.
Cloth napkins are
opened for guests when
applicable.
Water is served when
applicable according to
the standards of the food
service facility
Total score
 Activity/Task Sheet No. 2.3
Subject: TVL-Home Economics: Food and Beverage Services (NC II)
Grade Level: 12
Quarter:1st
Lesson: 2. Welcome Guest and Take Food and Beverage Orders
Learning Outcome 3. Take Food and Beverage Orders
Content: Taking Food and Drink Orders
Performance Standard: The learner independently taking food and beverage orders.
Objective: Take food and beverage orders
Instruction: Take food and beverage orders to guests.

Taking Food and Drink Orders

Perform the role of food and Beverage service Attendant (FBSA)/Waiter and take food and drink orders.
Your guests for today are the following:
 Mr. Jeremias Arcos, a senior citizen and a balikbayan from California;
 Mr. & Mrs. Mario Sim;
 Eng’r 7 Mrs. Giovanni Nava, the hosts of the simple gathering;
 Essa & Kate Nava, children of Eng’r. & Mrs. Nava, who are both under 8 years old.
Take their orders with the following considerations:
1. Mr. Arcos is a vegetarian.
2. Essa and Karl Nava both allergic to seafood.
Performance of the learners will be rated using this rubric:
Performance Criteria Assessment Score
Excellent Very Satisfactory Needs Improvement
(5 Points) Satisfactory (2 points)
(3 points)
Guests are presented with the
menu according to established
standard practice
Orders are taken completely in
accordance with the
establishment’s standard
procedures
Special requests and
requirements are noted
accurately
Orders are repeated back to the
guests to confirm items
Tableware and cutlery
appropriate for the menu choices
are provided and adjusted in
accordance wit establishment
procedures
Total score
 Activity/Task Sheet No. 2.4a
Subject: TVL-Home Economics: Food and Beverage Services (NC II)
Grade Level: 12
Quarter:1st
Lesson: 2. Welcome Guest and Take Food and Beverage Orders
Learning Outcome 4. Liase Between Kitchen and Dining Area
Content: Taking and Placing Orders
Performance Standard: The learner independently taking and placing orders
Objective: Take and Place orders
Instruction: Take and Place guest orders in the kitchen.

Taking and Placing Food Orders

Perform the role of food and Beverage service Attendant (FBSA)/Waiter and Take and place orders in the kitchen.
Guest orders written on order slip by the waiter, it is just a matter of submitting a copy to:
 Kitchen
 Bar
 Cashier
Role play
1. Waiter: Chef Ron, Here’s the orders of table number 5
2 Chicken Galantina
2 Creamy Soups
2 Spicy Shrimp
2 Chef’s Salad
Chef Ron: Okay, Thank you.
2. Waiter: Bartender Kim, Here’s the order of table number 5
I bottle of Carlo Rossi Wine
1 bottle of chardonnay
Bartender Kim: Okay, Thank you
3. Waiter: Cashier Gwen, Here’s the original copy of guest orders.
Cashier Gwen: Okay, Thank you
Performance of the learners will be rated using this rubric:
Description/Performance Criteria Score
Performed all the seven skills independently, accurate and correctly 5
Performed 5 to 6 skills independently with few inaccuracies 4
Performed 3 to 4 skills independently but with many inaccuracies 3
Performed 1 to 2 skills without confidence 2
Did not perform any skill at all 1
Total Score
 Activity/Task Sheet No. 2.4b
Subject: TVL-Home Economics: Food and Beverage Services (NC II)
Grade Level: 12
Quarter:1st
Lesson: 2. Welcome Guest and Take Food and Beverage Orders
Learning Outcome 4. Liase Between Kitchen and Dining Area
Content: Transferring and Placing Food efficiently
Performance Standard: The learner independently Transfer and Placing food efficiently
Objective: Transfer and placing food efficiently.
Instruction: Transfer and placing food efficiently at the appropriate service points by carrying out trays and
plates safely in the dining area.

Transferring and Placing Food efficiently

Perform the role of food and Beverage service Attendant (FBSA)/Waiter and Take and place orders in the kitchen.
There will be four stations in this activity You will find different things on each station.
 First station- three plates are on the table
 Second Station- one plate is on the table
 Third station- a tray and different service/table wares
 Fourth Station- an empty table.
You have to transfer all the items to the designated station. Using the two- plate carrying technique, transfer the
plates on the first station to the second station. From the second station, use the three- plate carrying to transfer all
the plates to the last station.
In the third station, load all the service ware on the tray provided. Carry the tray to the last station. Carefully unload
service/table wares on the table. Do this safely in the fastest time possible.
Performance of the learners will be rated using this rubric:

Description/Performance Criteria Score

Performed all the seven skills independently, accurate and correctly 5
Performed 5 to 6 skills independently with few inaccuracies 4
Performed 3 to 4 skills independently but with many inaccuracies 3
Performed 1 to 2 skills without confidence 2
Did not perform any skill at all 1
Total Score