ASSIGNMENT COVER SHEET

(Surname) (Given names)

Students name CADAVIDO JHONATHAN

C103 Blended Postgraduate Diploma in Applied Linguistics

Course Title

Title of
Course Curriculum
assignment
Lecturer Dr. Jack C. Richards
Is this an authorised group assignment? Yes No
Has any part of this assignment been previously submitted as part of another module?
Yes No
Due date 4 August 2017 Date submitted

If an extension of work is granted, this must be specified with the signature of the lecturer in charge.
Extension granted until (date) ..................... Signature of lecturer .............................

Student Statement:

I declare that no part of this assignment has been previously submitted as part of another
module.

I acknowledge and agree that the lecturer in charge may:

i. submit my assignment to a text matching/originality checking software; and

ii. retain a copy of the assignment on its database for the purpose of future
plagiarism checking.

In preparing this assignment I have not plagiarised the work of others and/or participated in
unauthorised collaboration.

Signature ..................................................... Date

 ORAL COMMUNICATION FOOD AND BEVERAGE (FnB) SERVICES COURSE
FOR SENIOR HIGH SCHOOL STUDENTS

Jhonathan S. Cadavido
Senior High School Coordinator
SHS Work Immersion Supervisor

I. Description of the Context of the Course

Senior High School (SHS) Program in the Philippines is a new concept of the
countrys basic education curriculum aiming to enhance the skills of the Filipino
learners in making them more globally competitive in terms of knowledge skills and
attitudes. The institutionalization of the SHS Program is described and mandated by
Republic Act 10533, also known as the Enhanced Basic Education Act of 2013.

Part of the SHS Program is the implementation of the SHS Work Immersion
Program (WIP) as stated in DepEd Order No. 20, s. 2017. The SHS-WIP aims to
provide SHS learners with real-life work experiences based from their field of
specialization. The learners, at the end of the program, is expected to have honed
their communication skills in dealing with the people, clients and other important
elements of a particular workplace. As such, the need for enhancing their work-related
communication skills is necessary.

However, the National Career Achievement Examination (NCAE) conducted

annually by the Department of Education (DepEd) reveals the poor performance of the
Filipino learners in terms of oral and written communication. This serves a barrier for
preparing them for work and real-life experiences when they go their actual field of
practice. The declining performance in oral and written communication has to be
addressed before bringing the learners to their work immersion stations in the second
semester of their 12th Grade in the Senior High School.

As such, this course on work communication skills for the SHS students aims
to enhance the oral and written communication skills of the Senior High School
students of the Talipan National High School under the Food and Beverage (F&B)
Services course. The enhancement of their communication skills is necessary to equip
them with competence in terms of dealing with their customers and/or clients in their
future workplaces. Moreover, this will help them in overcoming the communication
barriers that exist between them and their clients, and between them and their
supervisors.

The target students have the age range of 17 to 23 years old who are currently
registered as Grade 12 students and enrolled under the SHS Work Immersion
Program. The program will be facilitated by their English teachers teaching the
following courses: Oral Communication in Context and English for Academic and
Professional Purposes. This program will serve as a supplemental platform of the
aforementioned courses in making more meaning of the concepts they have learned
from such subjects. The program will be done every Friday from during the first
semester (June to October) of their 12th Grade in the SHS Program. This will be done
before the actual deployment of the learners in their work immersion stations in
November.
II. The Learners, Their Status and Their Needs

The Food and Beverage (F&B) Services is one of the courses offered under the
Technical-Vocational-Livelihood (TVL) Track Home Economics (HE) Strand. In this
context, the SHS students need to gain competence in terms of oral communication
as to: welcoming the guests, taking/getting orders, servicing the guests, and billing
out.

The table below shows the academic performance in Oral Communication

Context and English for Academic and Professional Purposes subjects of the students
during the previous school year:

Learning Proficiency Frequency Percentage

Outstanding (90 and above) 1 1.69
Very Satisfactory (85-89) 6 10.17
Satisfactory (80-84) 44 74.58
Fairly Satisfactory (75-79) 8 13.56
Did Not Meet Expectations (74 and below) 0 0.00
Total 59 100.00
Source: DepEd Order No. 8, s. 2015
***Passing Score is 75%.
***The national target is 85% and above.

Based from the baseline data on the students academic performance for
School Year 2016-2017, it was found out that most of the students were able to pass
the communication subjects but failed to meet the national target of 85% and above.
Forty-four (44) or 74.58 percent of the total number of students have satisfactory
performance. This is followed by eight (8) or 13.56 percent of the total number of
students having fairly satisfactory performance. Meanwhile, only seven (7) students or
11.86 percent of the total number of students are able to meet the national target of
85% numeric performance.

After the analysis on the baseline data and assessment conducted among the
learners through interview and observation, most of the learners were not able to meet
the national target due to the following problems needed to be improved were
identified:

Non-mastery of the various registers uniquely identified under the F&B

Services;
Non-familiarity with the different utensils or materials used in F&B Services;
Inability to describe foods listed in the menu;
Inability to pronounce words correctly; and
Inability to respond appropriately to situations in the F&B Services in restaurant
and/or room service setting.

From the identified needs (and problems), it can be inferred that the students
under the F&B Services Course are still not fully equipped with their needed
communication skills in preparing them for their work immersion training. Thus, this
course curriculum on work communication skills is developed to help the SHS students
in enhancing and supplementing their skills in terms of their communicative
competence in a work setting focusing on the target competencies for the F&B course.
III. Goals, Aims and Objectives

The course serves as a supplemental course to the Food and Beverage (F&B)
Service course provided by the institution. The contents of the actual concepts of F&B
have to be discussed in their content course on F&B from Monday to Thursday. This
supplemental course is implemented every Friday focusing on the development of
work communication skills of the students. Basically, the course provides a venue for
oral transactional communication skill practice in a form of dialogues, small talks,
group activities, phone conversations and simulations.

Course Rationale

This course is designed for Senior High School students in a Philippine Public
Senior High School enrolled under the Technical-Vocational-Livelihood (TVL) Track
Home Economics (HE) Strand. It is designed to prepare students to work in a Food
and Beverage industry and to develop their confidence in using oral communication in
English. It develops the competencies to be used in: (1) planning the Food and
Beverage (F&B) Program of client/s; (2) providing preliminary services to client/s; (3)
applying F&B techniques; and (4) providing advice on F&B Services. The course
makes use of a variety of learning resources including classroom-based teaching,
telephone conversations, laboratory activities and simulations. This course runs for 20
sessions/weeks composed of 2-hour session every Friday during the first semester of
the Academic Year to prepare them for their work immersion for the Second Semester.

To develop the communication skills needed to

communicate effectively in a Food and Beverage
Aims setting.
To develop awareness of culturally appropriate
interactions in a Food and Beverage setting.
Objectives Competencies Learning Outcomes
Students will be able to: Students must learn to:
welcome the Use appropriate In the F&B laboratory,
customers or guests expressions in the students will have
upon arrival. welcoming the guests role playing activities
Ask the guests on the showing how
details of their welcoming the guests
reservations (if any) is done.
Assist the guests on
their reserved tables or
available tables
take and process Help guests in In the F&B laboratory,
orders of the customers choosing meals from students will have a
or guests. the menu and simulation
beverages from the list demonstrating ways on
Pronounce correctly how to take and
the names of meals process orders of
and beverages guests coming from
Describe the various cultural
characteristics and backgrounds.
features of local meals
in the menu
 Offer meals
appropriate for
particular cultural
background
Respond courteously
to guests
List down accurately
the orders of guests
Serve and clear food Serve meals and In a group, the students
drinks of the customers beverages based on will have an actual
or guests. their sequence of demonstration on
presentation serving and clearing
Ask customers on the meals and drinks to the
accuracy of the meals guests. This will include
and beverages served the appropriate
based on their order presentation of
Present appropriate kitchenware and
kitchenware and glassware where the
glassware during meal teacher will act as the
time guest while the
Serve courteously the students act as staff of
guests the restaurant.
Clear the tables in a
courteous manner
following the
international standards
in F&B Services
Bill out the guests fees Present correctly the The students will watch
billing of the guests a video clip showing
Respond appropriately how the billing of
on the modes of guests is done. Then,
payment of the guests the students will get a
Thank the guests for partner and have a role
choosing their play showing how
restaurant or place billing is done up to
Bid goodbye to the accompanying the
guests by guests in leaving the
accompanying them restaurant.
nicely to the exit door of
the restaurant
Take and process room Respond promptly to In a phone
service order of hotel telephone calls of conversation activity,
guests. guests the students will be
Check the name/s of grouped demonstrating
the guests in the guest how room orders
list of the hotel should be taken and
Take the order in a nice processed.
manner
Repeat and clarify the
order
Inform the guests on
the waiting time before
 the meals and
beverages are served
Present room service Seek permission from In the Housekeeping
meals and beverages the guests on the entry laboratory, the
to guests to the room for food students will be
servicing simulating how F&B
Knock politely and services in terms of
greet the guests presenting and serving
following the standards meals and beverages
on servicing to guests are made in a
Ask the guests on the guests room.
area of the room where
they want their meals
and beverages be
served
Serve the meals and
beverages in the same
manner done in a
restaurant setting
Present room service Clarify to the guests the The students will watch
accounts accuracy of their a video clip on
payment and the total presenting and
price to be paid processing room
Present the payment to service accounts.
the cashier following Then, they will have a
the guidelines in demonstration on
accepting and remitting presenting and
payment processing room
Ask the guests to sign service accounts.
the charge account
form/slip for the
acknowledgment of
payment and receipt
Thank and greet
politely the guests for
availing the room
service

IV. Features of the Course and Its Principles

Principles Application
Students are engaged in meaningful, Watching authentic videos
purposeful and relevant Listening to phone conversations
communication activities.
Teacher minimizes his/her role in the Group work
classroom Peer coaching/tutoring
Students develop fluency and Speech practice on functional and/or
accuracy on the use of English for conversational English on appropriate
F&B situations and queues
Use of authentic texts to model Watching video clips from YouTube
transactions and/or the Technical Education and
 Skills Development Authority
(TESDA)
Activities move from controlled to free Doing dialog practice to role play
practice and/or simulations
V. Organization of the Course

Situational and/or
Session Content Skill Focus Resources
Functional Activities
1-2 Familiarity with Identification of the different The students will show and Kitchenware
Kitchenware and kitchenware and glassware used name each kitchenware Glassware
Glassware in the kitchen and dining areas. and glassware needed in an Pictures
Specifying the special uses of F&B setup. Videos
each kitchenware and glassware
Determining which utensils to be
used in specific kitchen setup or
menu served
3 Linking the kitchen Becoming familiar with the setup
and restaurant of the kitchen service area
Monitoring the kitchen service
area
Preparing the standard structure
of the kitchen
4-5 Preparing the Service Demonstrating the standard
Table service table setup focusing on
the positions of utensils
6 Welcoming the Role playing on how to welcome
Guests appropriately the guests in the
restaurant
Offering available pre-meals (if
available)
7-8 Taking and Presenting the menu and the
processing orders drink list
Demonstrating skills on how to
take and respond promptly to
 guests in terms of their food
orders
Providing recommendations on
the foods in the menu and
beverages in the list
9-10 Serve and clear food Serving foods and drinks
drinks of the promptly based on the guests
customers or guests. order
Monitoring the order of the
guests and serve them at
appropriate guidelines and/or
queues
11 Bill out the guests Presenting the bill slip to the
fees guests
Responding appropriately on the
billing form provided by the
guests
12 Cleaning and clearing Cleaning and clearing the dining
the dining area area based on the standard
guidelines
Cleaning the kitchen and
restaurant areas during closing
time
13-14 Take and process Responding promptly to
room service order of telephone calls
hotel guests. Presenting the meals in the menu
and beverages in the drink list
Providing recommendations to
room guests on the meals and
beverages in the list
15-16 Setting the service Asking permission from the
table in the room guests to enter the room for food
servicing
Demonstrating the standard
service table setup focusing on
the positions of utensils in the
room service procedures
17-18 Present room service Serving foods and drinks
meals and beverages promptly based on the guests
to guests order
Monitoring the order of the
guests and serve them at
appropriate guidelines and/or
queues
19 Present room service Presenting the room service
accounts account to the guests
Responding appropriately on the
room service account provided
by the guests
20 Cleaning the room Cleaning and clearing the room
service area service area based on the
standard guidelines
VI. Resources and Materials

VII. Course Evaluation

VIII. References

Level A1 Listening Activity Family Dinner (identification of the food items for
dinner)

Level B1 Listening Activity Selecting Course for College (family discussion on

selecting college courses)
The target learners of this course curriculum have different characteristics and
attributes. As of June 5, 2017, there are 55 SHS students enrolled under the
abovementioned program at Talipan National High School. These learners bring with
them their individual differences in terms of attitudes, skills and socioeconomic status.

The June 2017 Learners Information System (LIS) Report reveals the following
information about the current enrollment of the SHS students who will undergo the
Work Immersion Program:

Table 1
Gender of the SHS Work Immersion Program Trainees

Gender Frequency Percentage

Male
Female
Total 100.00

In terms of gender, most of the SHS-WIP trainees are females with a frequency
of 4,259 (54.91%) while there are 3,497 (45.09) male trainees. The data show that
most of the trainees are female. Statistically, there is no significant difference between
the frequency count between male and female SHS-WIP trainees.

Table 2
Socioeconomic Status of the SHS Work Immersion Program Trainees

Socioeconomic Status Frequency Percentage

Above the Poverty Line
Poverty Line
Below the Poverty Line
Total 100.00

In terms of socioeconomic status, 3,986 (51.39%) trainees are in the poverty

line. On the other hand, 2,678 (34.53%) trainees are above the poverty line while 1,092
(14.08%) trainees belong to the below poverty line status. The data reveal that most
of the students belong to the families with less financial capacity making them
unequipped with various language learning opportunities. These language learning
opportunities include subscriptions to English magazines, journals or newspapers, and
watching English movies or shows in the television, to mention a few. This supports
the idea why these learners have poor communication skills that have to be enhanced
or improved.

Table 3

Learning Proficiency of the SHS Work Immersion Program Trainees

 Learning Proficiency Frequency Percentage
Outstanding (90 and above) 1
Very Satisfactory (85-89) 6
Satisfactory (80-84)
Fairly Satisfactory (75-79) 8
Did Not Meet Expectations (74 and below) 0
Total 59 100.00
***Passing Score is 75%.
***The national target is 85% and above.

In terms of learning proficiency of the SHS-WIP trainees, 3,281 (42.30%)

trainees have very satisfactory academic performance during the previous school
year. Meanwhile, 2,784 (35.89%) trainees have satisfactory academic performance;
and 1,046 (13.49%) trainees have fairly satisfactory academic performance. It is very
surprising that only 589 (7.59%) trainees are able to perform outstandingly while only
56 (0.73%) of the trainees are not able to meet the expectations of the competencies.
Among the 18 subjects of the students taken during the previous school year with only
one (1) focusing on communication, it can be seen that most of the students are still
in need of additional training to prepare them for college or work.

Features of the Course and Principles Behind It

Features
Example classroom-based

Resources
Materials to be used

Number of participants

Mode of activities (individual and/or group-based)

Principles
Developing skills
Practice activities move towards the use of authentic texts
Activities teach rather than test