FOOD AND BEVERAGE SERVICES WEEK I QUARTER 3

1. GRADES 11 to
12
DAILY LESSON
LOG
School SICSICAN NATIONAL HIGH SCHOOL Grade Level 11 (OPAL)
Teacher ZENITH JOY R. TESORIO Learning Areas FOOD AND
BEVERAGE SERVICES
Teaching Dates and
Time
February 5-9, 2024
4:00-5:00PM
Quarter THIRD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTI
VES
At the end of the lesson, students
should be able to:
1. Identify different types and
characteristics of menus
At the end of the lesson, students
should be able to:
1. Identify different types of sauces,
accompaniments, and common food
Allergens
2.Discuss how to use the special
dietary requirements and cultural
needs of food and beverage
products and
At the end of the lesson, students
should be able to:
1.Discuss the food items, specific
menu, dishes, several choices, wine,
and food pairings
At the end of the lesson,
students should be able
to:
1. Discuss carry out
suggestive selling and
offer promos to guests
CATCH UP
FRIDAY
A. CONTENT
STANDARDS
The learner demonstrate understanding of concepts and principles in welcoming guests and taking food and beverage orders
B. PERFORMAN
CE
STANDARD
The learner demonstrates knowledge and skills on how to promote food and beverage products:
1. Update oneself on the current food menus, and service trends
2. Identify possible food sources based on acceptable cultural norms and wants
3. Demonstrate appreciation for new trends in food and beverage service
C. LEARNING
COMPETENCI
ES/CODES
LO 1. Know the Product
1.1 Master the names of past and current trends of dishes in the menu
1.2 Know different types of sauces and accompaniments.
1.3 Know common food allergens to prevent serious health consequences
1.4 Study the special dietary requirements and cultural needs of food and beverage products
TLE_HEFBS9- 12PP-IIIa-1
II CONTENT
1. Past and Current Trends in Food and Beverage
2. Types of Menus
3. Types of food and beverages
a. Special dietary requirements
b. Special cultural needs
4. Food Allergen
III LEARNING
RESOURCES

2. A. REFERENCES Curriculum guide for Food and Beverage Services. Page 11
1. Teacher’s
Guide Pages
CBLM FBS
2. Learner’s
Materials
Food and Beverage Services CLAS
3. Textbook
Pages/websites
www.google.com www.google.com www.google.com www.google.com
4. Additional
Materials from
Learning
Resource (LR
portal)
CLAS MODULE QUARTER 3
WEEK 1
CLAS MODULE QUARTER 3
WEEK 1
CLAS MODULE QUARTER 3
WEEK 1
CLAS MODULE
QUARTER 3 WEEK 1
B. Other Learning
Resources
Power Point Presentation, chalk,
chalkboard, laptop, TV,
pictures, video
Power Point Presentation, chalk,
chalkboard, laptop, TV, pictures,
video
Power Point Presentation, chalk,
chalkboard, laptop, TV, pictures
Power Point
Presentation, chalk,
chalkboard, laptop, TV,
pictures
IV. PROCED
URES
A. Reviewing
previous lesson
or presenting
the new 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
“We are done discussing how to
Place and send orders to the
kitchen promptly”
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
“What are the types and
characteristics of menus”
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
It can be used to enhance the flavor,
color, aroma, and overall
presentation of the meal?
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.”
Review of past lesson

3. The teacher will process the answer
of the students.
B. Establishing a
purpose for the
lesson
Activity 1. Find me! Activity 1.Arrange me!
Directions: Rearrange the jumbled
word/s in the box using the given
clue in the arrow. Write your answer
in the space provided.
The teacher will process the answer
of the students.
Activity 1.Guess the Picture!
Directions: Guess the following
Pictures.
1.______________
2_______________.
The teacher will process the answer
of the students.
Activity 1.Arrange
me!
Directions: Rearrange
the jumbled word/s in
the circle using the
given clue in the square.
Write your answer in
the space provided.
The teacher will
process the answer of
the students.
is a term use in cookery to
describe a wide range of
flavored liquids that are
served as part of the
meal, or dish.
Caesu
Gugesitev
GESLINL
is the act of giving
suggestions and ideas
to add to the dining
guests’ original orders,
which in turn leads to
increased sales and a
higher level of
customer satisfaction.

4. C. Presenting
examples/instan
ces of the new
lesson
What is product knowledge?
Why is product knowledge
important?
Well, let’s explore the world of
food and beverage services!
The teacher will process the
answer of the students
Sauces and Accompaniments
Sauces and accompaniments are
additions to the main ingredients of
a meal. They can be used to enhance
the flavor, color, aroma, and overall
presentation of the meal.
The sauce is a term used in cookery
to describe a wide range of flavored
liquids that are served as part of the
meal, or dish. The addition of a
sauce to a dish can be used to
transform the overall presentation of
a dish by adding flavor, moisture,
richness, and visual appeal.
Accompaniments are offered mainly
to enhance the flavor of the main
dish or to counteract its richness.
Depending on the nature, style, and
the extent of the menu on offer, there
will be a variety of food items
available to support the service of a
range of dishes
UNDERTAKE
SUGGESTIVE
SELLING
Suggestive selling is the
act of giving
suggestions and ideas to
add to the dining
guests’ original orders,
which in turn leads to
increased sales and a
higher level of
customer satisfaction.

5. D. Discussing new
concepts and
practicing new
skills #1
Types and Characteristics of
Menu
The menu is the most important
controlling element in the
servicing process of any
restaurant type of establishment,
which is figuratively referred to
as the “authorized
representative” of a restaurant
because it creates a constant link
between the establishment and
the guests.
A menu is a list of all the food
and drinksoffered in an
establishment (e.g., restaurant,
café, and bar) during its
operation and is arranged in a
particular order.
Special Dietary and Cultural
Needs
It is also imperative to know the
standard food and beverage
pairings, like burgers and fries,
steaks and salads, steak and mashed
potato, dessert, and coffee, or
seafood with white wine.
Activity 2.Happy or
sad!
Directions: Draw a
happy face if the
statement is true and
sad face if the statement
is false. ______1.
Suggestive selling is the
act of giving
suggestions and ideas to
add to the dining
guests’ original orders.
______ 2. Do not
interrupt the dining
guest while they are
ordering something.
______ 3. Feel free to
suggest things at the
proper time.
______ 4.Understand
the guest’s needs.
______ 5. Use
descriptive words to
describe the dish.

6. E. Discussing new
concepts and
practicing new
skills #2
The following dish structure is
suggested in making menu
Menu Familiarization
A restaurant server must learn
information about the menu like
cooking method, serving
portions, tastes and flavors,
ingredients including food
allergens, cooking time, and side
dishes. It is also important to
know the nutrient content of the
dishes because some guests
would want to know and ask.
The server should have the
opportunity to taste several items
on the menu before serving.
The server must never place
himself in the position where a
guest does not enjoy his/her meal
or develops an allergy because
incorrect information was given
about the menu
Suggestive Selling Tips
• Do not interrupt the
dining guest while they
are ordering something.
Suggest food or
beverage when the
guest is done with their
order.
• Feel free to suggest
things at the proper time
• Understand the
guest’s needs. • Avoid
using words describing
negativity such as “ do
not’, “not”, and “cannot
• Use descriptive words
to describe the dish
• Repeat’ your
suggestion to the other
guest.
• Always be price-
sensitive.
• Suggestions
according to the season
also play an important
role.
Suggestive selling can
lead to the growth of the
business because the
ultimate aim behind the
suggestion is ‘revenue
earning’. The ultimate
goal of every restaurant

7. is profitmaking.
Moreover, suggestions
contribute to guest
satisfaction,
particularly when there
are sincere desires to
help the guests in the
first place.
F. Developing
mastery (leads
to formative
assessment)
What are the types and
Characteristics of Menu?
The teacher will process the
answer of the students
Activity 2. Find me!
The teacher will process the answer
of the students
Activity 2. Know me!
Directions: Identify the different
types of sauces and
accompaniments. Choose your
answer from the word pool. Write
the letter of your answer to the
provided space.
_____1. These are small cubes of
fried or toasted bread that are used
as a garnish for Soups and also used
in some salad dishes, e.g Caesar
salad.
_____2. It is an aromatic vinegar,
an acid product made from sweet
grape wine, aged in oak, and is used
as a dressing.
______3. Black or green fruit lightly
pickled in brine and used as
appetizers. _
_____4. Sauce made from
cranberries, usually available as a
Activity 3. Act me!
Directions: Read
carefully and answer
the situation below.
Write your answer on a
separate sheet of paper
or record your
performance and send it
to your group chat or
just directly to your
teacher. Suggestive
Selling Situation.
You are a very efficient
receptionist at CBT
Hotel. Your friend Rose
who is assigned as the
waitress in the
restaurant asked you to
replace her in doing her
task the next morning
because she has to
attend to her mother
who is sick. You know
that one of the tasks of a
waitress is to make
suggestive selling of
food to the customers.
How are you going to
do it effectively?

8. proprietary sauce and used roast
turkey.
______5. Hot chili sauce of
Portuguese/ African origin and used
in prawns, crayfish, and in chicken.
G. Finding
practical
applications of
concepts and
skills in daily
living
How does familiarity with a
menu in the hospitality industry
enable servers to provide
personalized recommendations
and create a more positive
dining experience for
customers?
How can you apply the learnings do
you have in your daily living
How can you apply the learnings do
you have in your daily living?
Why is it important to
learn the food and
beverage trends?
H. Making
generalizations
and abstraction
about the lesson
What did you learn while doing
your outputs? Why?
What did you learn while doing your
outputs? Why?
What did you learn while doing your
outputs? Why?
What did you learn
while doing your
outputs? Why?
I. Evaluating
learning
-oral questioning -oral questioning -oral questioning -oral questioning
J. Additional
activities for
application or
remediation.
Assignment: Assignment: Assignment: Assignment:
V. REMARK
S
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
VI.
REFLECT
ION
A. No. of learners
who earned
80% on the
formative
assessment

9. 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 B. PADILLA NOTED BY: CHRISTIAN N. AGUILAR
Subject Teacher HT-III TLE/TVL Department Principal-I