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Task-Based Self-learning Modules Incorporating Basic Grammar for TVL

Students, Specializing in Food and Beverage Services

Author: CRISTINA F. GUMASING

Thesis Adviser: Chita G. Glorioso, MAT
Critic: Marcos Y. Lopez, Ph.D
Content Validator: Ferdinand H. Magpayo, Ph.D
Grammarian: Chita G. Glorioso, MAT

The learning material was crafted based on the LRMDS format with the approval of
Rainelda M. Blanco, Ph.D Education Program Supervisor I
Learning Resource Management and Development System (LRMDS)
Email address: lrmdsbulacan@deped.gov.ph
Schools Division of Bulacan, Department of Education
Curriculum Implementation Division
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
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Introductory Message

For the Facilitator:

A task is an activity “where the target language is used by the learner for the
communicative purpose or goal to achieve an outcome,” Jane Willis (1996). The task-
based self-learning modules were made for TVL learners specializing in food and
beverage services. Basic grammar points were incorporated to improve the
communication skills of learners. This would help ensure that learners produce desired
outcomes of the task given to them.

For the Learners:

These task-based self-learning modules were crafted for you. They aim to help
you gain knowledge and skills that can afford you best opportunities not only to be hired
but also to improve yourself both in achieving your goals and doing well in your
profession in the future.

In these task-based self-learning modules, you are expected to:

a. Take table reservations

b. Welcome and greet guests
c. Take food and beverage orders
d. Know the products
e. Undertake suggestive selling
f. Assist diners
g. Set the bill
h. Say goodbye to customers
i. Incorporate correct grammar needed in specific competencies such as writing
application letter, taking orders, etc.

Each module has the following parts:

What I Need to Know This section will give you an idea of skills,
competencies, and basic grammar you are
expected to learn.
What I Know This part provides activities that aim to
check what you already know about the
lesson at hand. It will also give ideas on
which part/s of speech is/are included in
the lesson.
What is In A short review is presented in this section
for you to easily connect the past lesson to
the next topic.
What is New The lesson proper will be introduced and
discussed in this part.
What is It The lesson is discussed further to afford the
learner full knowledge about it.

What is More to Learn This section presents different tasks and

activities to gain mastery of the lesson. It
will measure your competency and skills in
the topic. An answer key is provided at the
back so you can check your answers.
What I have Learned This includes tasks and activities that
confirm what you have learned in the
lesson.
What I can Do This part gives an activity that will help you
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perform/demonstrate your skills. It will

make you gain confidence in real-world
situations.
Independent Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activity Lastly, in this portion, some activities are
provided to hone your skills from the
lesson learned. This is focused on
meaningful tasks and outcomes.
Answer Key Answers in the activities are provided in this
section for you to check your work.

At the end of this material, you will also find:

References- This is a list of all sources used in crafting this task-based self-learning
material:
The following are reminders in using the task-based self-learning modules:

1. Use the self-learning module with care. Avoid writing on any page of this
material any remark/s that will make it difficult for the next user to use it fully.
Provide a separate sheet in answering the activities.
2. Answer all activities made for you.
3. Read the instructions carefully before doing the tasks to improve your skills.
4. Do the tasks seriously.
5. You may choose the task you want to do first, but make sure to do all of them
as required in this material.
6. Hand in the module to your teacher/facilitator on the schedule given to you.

Note: For further knowledge, inquiry, and clarification, feel free to ask your
teacher/facilitator. Remember, we are a team, and speaking out shows your interest in
the lessons.

“The great thing is to know when to speak, and when to keep quiet.” -Jeneca the
Younger-

LO 1- Taking Table Reservations

One of the activities that add to the success of food and beverage
services is handling table reservations. It is essential that the receptionist has mastery of
the full operations of the restaurant such as menu list, services offered, number of
tables, etc. On top of it, the receptionist must also be able to record information
completely and accurately.
What I Need to know
In this lesson, you will be able to learn taking table reservations. It is one of
learning objectives in food and beverage services and responsibilities of restaurant
staff.
At the end of the lesson, you will be able to:
a. answer inquiries promptly, clearly, and accurately
b. demonstrate taking table reservations showing socio cultural sensitivity.
c. provide additional information about the food and services
d. identify interjection in the conversation

What I Know?
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Pre-Task: Knowing learner’s prior knowledge

Activity I. Multiple choice

Directions: Choose the letter of the correct answer. Write your choice on a separate
sheet of paper.

1. Table reservation is normally done through

a. face-to-face interaction c. friend’s request
b. over the phone d. waitress

2. Before closing the reservation, the receptionist is required to

a. say hello c. ask how the orders will be paid
b. repeat the order d. ask the change

3. The telephone receptionist must always be

a. polite b. humble c. aggressive d. slow

4. In answering the phone call, the receptionist must

a. be slow c. be formal and take the order accurately
b. talk in casual tone d. in suspicious

5. Great! Thank you, bye. The word “great” is used as

a. noun interjection c. verb interjection
b. adjective interjection d. phrase interjection

6. Good gracious! I appreciate your good service. Good gracious! is used as

a. noun interjection c. verb interjection
b. adjective interjection d. phrase interjection

7. While taking table reservation, the receptionist must take down the order using
a. order list b. table napkin c. scratch paper d. memorization

8. It is important that the order list, pen, and menu are placed next to the
a. telephone b. kitchen c. cashier d. manager

9. The time and date should be accurate

a. always b. sometimes c. seldom d. not at all

10. Specific number of guests must be confirmed

a. always b. sometimes c. seldom d. not at all

11. You! You will love salad with sesame dressing. Which among the choices is
used as interjection? a. salad b. You! c. love d. You

12. Ah!, sir, would you like to try our new flavor of chili ice cream?
a. sir b. Ah c. try d. chili is used as interjection.

13. Hello! How may I help you, Sir? Which among the choices is used as interjection?
a. help b. sir c. Hello! d. I
14. Which among the choices must not be seen at the workstation?
a. clock b. pen c. ice bucket d. telephone

15. The receptionist must answer the phone ring within

a. 2 b. 3 c. 4 d. 1 ring
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Activity 2.
Create your own checklist useful in taking table reservations. Write it on
your answer sheet. Answers may vary.

What is In
Reservations
Food and beverage services can be generally defined as the process of
preparing, presenting, and serving of food and beverages to customers. Food is
delivered where it is prepared. The customer visits the premises to avail himself of
the food. Beforehand, the customer may make a reservation in advance to make sure
that the desired ambiance and menu are prepared as requested. In this lesson, your
task will focus on properly handling table reservations, the use of interjection and its
types.

What it is
Goal: Discussion of lesson proper
Workstation
As a receptionist, you are expected to handle customers and to get phone reservations.
You must be familiar with the menu and utilize the equipment needed in your
workstation. These are the items that you need to use and must always be available.
1. Telephone
2. Calendar
3. Clock
4. Reservation book
5. Pen

Telephone Etiquette
Nowadays, most conversations are done in social media like email, chat room,
video call, Messenger, etc. But it does not mean that telephone etiquette is not
observed anymore. At all times, courtesy must be observed, most especially in
business establishments. Here are some telephone manners that we must remember:
a. Answer the phone call within three rings.
b. Immediately introduce the company/establishment name and yourself.
c. Speak clearly with proper voice modulation.
d. Listen carefully and take notes.
e. Show hospitality with welcoming tone of voice.
f. End the call by repeating the details of reservation.
g. Always be polite.

Most reservations are taken over the telephone and the receptionist must get the
following information from the guest. These are indicated in the reservation checklist.

1. Name of guests
2. Number of guests covered
3. Arrival time
4. Table number
5. Contact number
6. Additional request if any
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Steps in taking table reservations

1. Ask the type of cuisine he/she would like or prefer? (French, Italian, Cantonese,
Australian, Filipino etc.)
2. Ask about style of menu (A la carte or table d’hote)
3. Know the number of guests
4. Accept credit cards
5. Know the time and date of reservation
6. Insure that children are welcome

Make sure to get all information and confirm details by repeating the statement
given by the customer. Check all details and assure that everything is written clearly in
the reservation book. Speak to the customer showing hospitality with this statement
“Thank you sir/madam for choosing our service. We are looking forward to seeing you.”

Conversational Task - Sample Table Reservation

Demonstration
Receptionist: Hello! Good morning! 5 J’s Cuisine and Dining. I am Luisa. How may I
help you?
Customer : Hello! Good morning! I would like to place a reservation. What kind of
cuisine do you offer?
Receptionist: Sir, we have French, Italian, Cantonese, and Filipino cuisine. What
would you prefer, Sir?
Customer : I want Italian, please:
Receptionist: May I have your name and phone number, please.
Customer : I am Mr. Han and my number is 0945 123 5458.

.
Receptionist: Which menu would you prefer, Sir? a la carte or table d’hote?

Customer : I would prefer a la carte.

Receptionist: Sir, may I know for how many persons, please.

Customer : For 25 persons, please.

Receptionist: Sir, may I know the occasion, the date, and time, please

Customer : It is for anniversary celebration on December 15 at 7 o’clock in the

evening.
Receptionist: Are there children among the guests, sir?

Customer : None, all adults

Receptionist: Do you have any special request for the occasion, Sir?
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Customer : I would like you to serve the wine ahead of the dinner, additional cups
of dressings, romaine lettuce and black olives for the salad.

Receptionist: Yes, Sir!, I got everything you mentioned, Sir. May I repeat your order
and date of reservation. Sir, your reservation will be on December 15
at 7 o’clock. Anniversary celebration, Italian cuisine, a la carte.
Request additional cups of dressings, romaine lettuce and black olive
for the salad. Would that be all, Sir?

Customer : Yes, it would be all.

Receptionist: Thank you for calling, Sir! We are looking forward to seeing you, Sir!

Independent Activity 1.
Directions: In your notebook, write a script on taking table reservation. Make
sure that you will get the essential information from the guest using your reservation
checklist. Underline words used as interjection in your script.

What’s More
Grammar focus

The Interjection
An interjection is a word, a group of words, or an exclamatory sound
used to express sudden feeling, emotions such as joy, surprise, anger, fear, pain,
disappointment, etc. It is generally followed by exclamation point. Interjection is a part of
speech which is grammatically independent since it may be omitted in the sentence
without changing the meaning or construction of a sentence. The prefix inter means
“between” or “among” and the root jec means “throw.” Interjection is, literally,
something thrown into a sentence.
The following are the different kinds of interjection:
1. To express emotion or feeling- ex. Oh, hurrah, pish, ah, etc.
2. To attract attention – ex. Hist, hello, ho, etc.
3. To express assent or dissent – ex. Amen, bravo, hurrah, ho, bah, etc.
4. To ask question – ex. Eh? Huh?
5. To represent sound – ex. Zip, whiz, crash, ding-dong, buzz, etc.

WORDS USED AS INTERJECTION

The following classes of words may be used as interjections:
1. Nouns – Fire! Thief! Police! Heavens! Mercy!
2. Pronouns – I! What! You! O my! Dear me!
3. Adjectives – Good! Great! Wonderful! Impossible!
4. Adverbs – Here! Why! Well! Indeed! No! Away! Never!
5. Verbs in imperative – Listen! Stop! Hold! Look!
6. Prepositions – Up! Down! In!
7. Phrases – Great heaven! Good gracious! Well-done! For shame!
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Independent Activity 2
Demonstration
Directions: In front of a mirror, perform a phone conversation taking table reservations
using different kinds of interjections. Record your voice and listen. Take note where
improvement is necessary.

What I have learned

Deepening skills and grammar competency
Directions: Make your own video clip using your written phone call script. Send your
video to your facilitator. Ask your facilitator to take note of interjections you used in your
demonstration and send her comments.

What I can do
Task Mastery- Individual task
Directions: Send your own video on table reservation to your three friends and ask their
comments. Improve your script according to their comments if necessary.

Activity 2

Multiple Choice
1. Within how many rings must the receptionist answer the phone?
a. 1 b. 3 c. 5 d. 2

2. Which among the items must not be seen at the workstation?

a. clock b. pen c. phone d. comb

3. The prefix “inter” means

a. between b. throw c. after d.before

4. When receiving the reservation, you must be

a. polite b. very excited c.loud d. informal

5. Normally, interjection is used to express

a. sadness b. sudden emotions c. poker face d. muteness

6. Before ending the call, you must

a. repeat the details of reservation b. drop the phone immediately
c. give the phone to the manager d. bid goodbye

7. It is important to
a. look at the clock c. clearly and acurately jot down
b. memorize the menu d. have a pen ready

8. Upon answering the call, you must mention

a. ID number c. name of the company/establishment
b. place of call d. your name

9. Generally, interjection is followed by

a. semicolon b. period c. question mark d. exclamation point
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10. Interjection is
a. grammatically independent c. used at the end of a paragraph
b. grammatically incorrect d. used as independent clause

11. Always be
a. hospitable c. multi-tasking
b. self centered d. focused on the menu when asnwering the customer’s call.

12. For the receptionist, it is important to

a. memorize the entire menu c. remember the customer’s face
b. memorize the daily schedule d. memorize the phone number

13. Upselling is required for

a. guest b. customer c. cashier d. waitress

14. Nowadays, more people engage in a. face-to-face conversation

b. social media c. traditional mail d. radio

15. Added to the success of food and beverage services is

a. limited order c. table reservarions
b.basic menu d. internet connection

Additional Activity

A. Directions: Choose among the cuisines mentioned earlier and prepare your own
menu. Imagine that you are about to put up your own restaurant. Use short bond
paper for your menu.

Let’s Connect

Good communication skills is essential in our daily lives as we communcate as we open

our eyes in the morning to end of the day. It is vital specially in our workplace like
assuring the satisfaction of the customer at all time. With this, communication
breakdown has no room and demonstrating sensitivity to the socio-cultural dimension in
in all walks of life is a mush. Example. Showing respect to culture, gender, and religion
of your customer.

Assessment

Directions: Create a three munute a video clip on table reservation using your improved
script bases on the comments of the your classmates and teacher. Include in your scrip
a situation that shows socio-cultural sensitivity and how you are able to avoid
communication breakdown. Send you video clip to your teacher’s email address.

Rubrics
criteria 8 5 2 Total
Skills in Perfectly followed Missed one or two Not able to
table rules in table rules in table show the
reservation reservations. reservations skills. expected
s skills.
Skills in Showed clearly Not able to show Not able to
socio- socio-cultural the socio-cultural show socio-
cultural sensitiviy. sensirtivity clearly. cultural
sensitivity sensitivity.
Over all Completed Failed to Failed to
content expected task and expressed express both
delivered contents in both skills in oral
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accurately oral comm. and comm. and

Food and food and
Beverage skills. beverage.
Scores
Legend: 8-outstanding, 5-satisfactory, and 2- failed

LO 2: Welcoming and Greeting Guests

Welcoming and greeting restaurant guests are essential in building strong
foundation in maintaining valued customers. A pleasant and lively welcome adds good
experience for the guests. This welcoming feeling builds a sense of good customer
service that is valued by customers and is a bridge to continuous patronage of the
establishment.
What I need to know
In this lesson, you will be able to:
1. acknowledge guests as soon as they arrive
2. greet guests with appropriate welcome
3. check details of reservation
4. identify the prepositions used in conversation
5. able to responds appropriately and effectively to the needs of the customer both
in dyad and small group.

What I know
Pre-task: Knowing learner’s prior knowledge
Activity 1: Multiple Choice
Directions: Choose the letter of the correct answer. Write your choice on a separate
sheet of paper.

1. Never greet your guest by saying a. Mr. b. Ms. c. first name d. Mrs.

2. If the guest is a regular customer, greet him and say

a. here you are again c. It’s been a long time
b. I am glad to see you again d. How are you?

3. When escorting the guest to his table, you may say

a. This way please. c. Over there is your reservation.
b. That is your table. d. Wait and I will find the best place for you.

4. Immediately when the guest enters the restaurant,

a. acknowledge and greet him c. look for service crew
b. let him wait d. give the menu

5. “Have never seen you for a long time” is a form of

a. good greetings c. casual greetings
b. nagging d. formal greeting

6. “I am glad to see you again” is a

a. nagging c. formal greeting
b. friendly greeting d. casual greeting

7. If the guest has no reservations, the receptionist

a. directly shows a table c. lets him wait
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b. asks the guest for how many persons d. sends him away

8. When ushering the guest

a. walk behind the guest c. walk ahead with suitable gait
b. walk faster than the guest d. walk slowly

9. If the receptionist is busy, who can escort the guest?

a. his companion b. the manager c. cashier d. cook

10. Young couples like

a. crowded spot c. a quiet spot
b. to sit next to the bar d. a dimly lighted spot

11. Party should be placed

a. next to the meeting room c. in garden area
b. in private room d. next to family dining

12. Preposition is placed before the

a. noun or pronoun b. interjection c. verb d. conjunction

13.The word posit means a. between b. before c. place d. middle

14. The prefix pre means a. between b. before c. place d. middle

15. Preposition is used to show the relation of

a. verb and adverb c. conjunctions
b. noun and pronoun d. interjections to other words in the sentence.

Activity 2:
Directions: In your notebook, write a short script about welcoming and greeting
customers. Use the details on table reservation presented in Module 1.
What is in
“First impression lasts.” This statement applies not only to human relationships
but also to hospitality services. Your greeting is the initial connection that would be the
customer’s basis in deciding whether a dining experience in your place is worth it. It is
also important that you make your guest feel welcome not just with the initial greeting,
but as his dining experience continues.

What it is
Goal: Lesson Proper Discussion
The following are the steps in welcoming and greeting the guest
Welcoming Guests

1. As soon as guest enters the restaurant, acknowledge his presence by greeting“

Good morning, afternoon, etc.”
2. If possible, greet them by his name using prefixes like Mr., Mrs. Atty., etc.
3. Never say his first name.
4. If the guest is a repeat guest, say “I’m glad to see you again.” It is friendly.
5. Never say “I haven’t seen you for a long time.” It is nagging.
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Escorting Guests

1. Usually, the guest informs the receptionist, about his reservation and upon
checking with the restaurant’s table layout, she escorts the guest to his reserved
table by saying: “This way please.”
2. If the guest has no reservation, receptionist should ask how many they are in the
party, and if there is a vacant table to accommodate them, she should lead them
to that table.
3. When ushering guests to the table, walk ahead with suitable gait. Do not get too
far ahead or they may sit in some empty spot you have not prepared for them.
4. If the receptionist is busy, the manager, headwaiter or captain can escort the
guests.

Seating the Guests

1. Avoid the use of four-seat table for one or two people unless there are no other
tables available and obviously no smaller table will be available soon.
2. Loud, noisy parties may be placed in private rooms or towards the back of the
dining room so that they will not disturb other guests.
3. Elderly or handicapped persons may wish to be near the entrance of the rooms,
so they do not have to walk far.
4. Young couples like quiet corners and good views.
5. Well-dressed parties who are an asset to your restaurant may be placed at
center position.
6. On the other hand, should the guest request a specific location, try to
accommodate him.
7. In seating guests with ladies in the party, seat them with the best view.
8. Help guests by pulling out their chairs and pulling them back when they are
about to sit.

Conversational Task: Sample script in Receiving and Welcoming Guests

Demonstration

Receptionist: Good evening, Sir! Do you have a reservation?

Customer: Good evening! Yes, I do. I am Mr. Han. I have a reservation for 25 please.
Receptionist: Sir, your reservation is for 25 persons, Italian cuisine, A la carte. Is it
correct, Sir?
Customer: Yes! And the rest of my guests will come at 7:30 pm.
Receptionist: Please follow me, Sir!
Customer: Thank you!
Receptionist: Sir, this is our Italian cuisine room, and she/he is your waiter/waitress
Waiter: Good evening Sir! I am Mr. Castro, your waiter/ Ms. Lina, your waitress. By
the way Sir, the washroom is next to the cashier’s station. Will I serve the wine
before or after the main dish?
Customer: Ok, please serve it after the main dish.
Independent Activity 1
Demonstration
Directions: Create your own script about welcoming and greeting a guest. Ask one of
your family members to be your partner and demonstrate your script in front of the rest
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of your family. Write their comments in your notebook and use them as your reference in
improving your skills if necessary.
What is more
Grammar Focus: Prepositions
Even professionals have difficulty in using the appropriate preposition in a sentence.
Preposition is used to show the relation of nouns and pronouns to other words in the
sentence. If you analyze the word, you will find it built from the prefix pre, which means
“before,” and a root posit, which means “place.”
Examples:
1. The menu lies at the receptionist’s station.
2. The guest put his bag under the table.
3. He left the tip after he paid the bill.
4. Some of the guests arrived at eight o’clock.
5. The wine was served by the waiter before the main meal.

Note: The preposition is placed before a noun or pronoun to show the relation of the
word to some other words in the sentence.
Here are two kinds of preposition:
1. Simple Prepositions – for, of, about, in, across, from, up, down, after, before, since,
until, below, over, around, under, etc.
2. Phrasal Prepositions – because of, by way of, instead of, out of, on account of, by
means of, in place of, according to, owing to, etc.

Independent Activity 2
Directions: Rewrite your script on independent activity 1. Check if the prepositions are
correct. Underline the prepositions used in each sentence.

What I have learned

Deepening skills and grammar competency
Demo Task
Directions: Use your phone to make a video of yourself demonstrating your written
script. Ask help from your family member. Send your video to your facilitator with list of
prepositions used in the script and ask for grammar check.
What I can Do
Task Master – Individual task: Vlogging
Directions: Make a vlog on the steps in welcoming and greeting a guest. Your grade will
be based on the number of likes you receive. Having 20 likes is equivalent to 25 points
or perfect score. Below ten likes means you need to improve your skills.
Activity 3
Directions: Underline the correct preposition in parenthesis.

1. He left the tip (on, behind, in) the table.

2. A diner places the table napkin (at, on, by) his lap.

3. The guest arrived (at, on, by) six o’clock in the morning.
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4. The guest was escorted ( at, on, by) the manager to the table.

5. The dining room is located (down, up, on) the first floor.

6. Sir, you can find the wash area (next, up, down) to the cashier’s station.

7. Please put your valuable belongings (under, on, beside) the table.

8. We are open (up, until, at, on) ten o’clock.

9. (Instead, Since, For) we got here, we have enjoyed your services.

10. You have the best dishes (based on, according to, on account of) my friends.

11. Wine is served (any time, before the meal) after the meal, as the guest requested.

12. A handicapped guest must be seated (near the entrance, far from the entrance, next

to the comfort room) so he does not have to walk far.

13. Young couples like a (good view, crowded spot, noisy spot).

14. Red wine is served with (white meat, red meat, both red and white meat).

15. White wine is served with (white meat, red meat, both red and white meat).

Additional Activities
Directions: Review and improve your skills in usage of preposition by reading its rules. In
front of your family, recite your script on receiving and greeting a guest. Their comments
will help improve your delivery and boost your self-confidence.
Let’s connect
In restaurants services, wait staff is one the key to its success aside from the ambiance
and dishes served. Wait staff should be always aware in their verbal and non-verbal
communication. Their ability to communication effectively in both verbal and non-verbal
added to good impression of the customers. It is also important to the wait staff to serve
not only to one customer but to also to small group accordingly using appropriate types
of speech.

Assessment
Directions: Ask your one or more family members and demonstrate proper welcoming
and greeting the guest. Use the script in your vlog earlier and improved it by adding non-
verbal skills. Your grade will be based on the number of likes you receive. Having 20
hearts is equivalent to 25 points or perfect score, 15 likes is 20 points and below ten
likes means you need to improve your skills.

LO 3: Taking Food and Beverage Orders

Menu is the center of food and beverage services. Desires and satisfaction of
guests depend on the list and prices of dishes on the menu. Availability of the dishes
must be monitored closely to keep guests from being disappointed. Beverage lists also
contribute to guest satisfaction. Readiness and availability of food and beverages on the
menu add positive impact to your guests.
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What I need to know

In this lesson, you will be able to:
1. Present menu to customers, take complete orders, and take note of special
requests.
2. Repeat orders to guests to confirm details.
3. Use correct conjunctions

4. Demonstrate selected communicative strategies.

What I know
Pre-task: Knowing learner’s prior knowledge
Activity 1: Multiple Choice
Directions: Choose the letter of the correct answer. Write your choice on a separate
sheet of paper.

1. Memorizing the menu is the main task of

a. manager b. guest c. waitress/waiter d. cook

2. It contains a list of dishes written in specific order.

a. guest list b. menu c. memo pad d. inventory list

3. This is a type of menu showing the price of each dish.

a. banquette b. a la carte c. garden salad d. table ‘d hote

4. All dishes are available and ready to serve in this type of menu.
a. banquette b. a la carte c. garden salad d. table ‘d hote

5. It is a type of menu where choices are limited within each course.

a. banquette b. a la carte c. garden salad d. table ‘d hote

6. In presenting the menu, waiter should give it to:

a. children b. ladies first c. old guest d. gentlemen first

7. The menu should be given

a. in front of the guest c. right side of the guest
b. at the left side of the guest d. all the above choices

8. Details of orders should be

a. taken and left at that c. repeated but only some details
b. repeated accurately d. all the above choices

9. It is the key to take order in a systematic way

a. menu b. order pad c. inventory list d. checklist.
10. It contributes greatly in giving the best accommodations to your guest.
a. menu b. order pad c. inventory list d. checklist.

11. The part of speech used in connecting words

a. conjunction b. interjection c. verb d. noun

12. The prefix “con” means a. join b. together c. between d. before

13. The suffix “junct” means a. join b. together c. between d. before

14. A conjunction that introduces dependent or subordinate clauses is called

a. connecting b. coordinating c. subordinating d. interjection
 17

15. A conjunction that joins sentence elements that are grammatically equal. Example:
noun with noun, verb with verb, so on.
a. Connecting c. subordinating
b. coordinating d. interjection

Activity 2
Directions: Devise your own order pad that fits your pocket. Use 1/8 bond paper. Take a
picture of it and send to your facilitator. The feedback will be sent to you once you are
done with this lesson. You may revise it if necessary.
What is in?
The menu defines every dish offering of the restaurant, indicates affordability of
price, and serve as a powerful marketing tool. It is a list of dishes written in specific order
to be served at a given meal. Menu is the heart of food services.

Wait staff must know the menu by heart and take orders accurately and deliver
them without committing any mistakes. Ability to serve food as ordered by guest is
crucial at all hours of the day.

What it is
Goal: Lesson Proper
Two Types of Menu

1. The à la carte menu

The characteristics of a la carte menu are:

a. A complete list of all foods served: extensive choice listing under course headings,
or type of meal or cooking method.
b. Each dish is priced separately; shows the price of each dish.
c. Dishes being prepared to order often include exotic and high-cost
seasonal foods.
d. Usually more expensive.

2. The table d’hôte menu or set menu

The main characteristics of table d’hote menu are:

a. Restricted menu: the menu has a fixed number of courses (3 to 4 selections).
b. There is a limited choice within each set of courses.
c. Fixed selling price
d. All dishes are ready to be served at a time.
e. The menu can be available during a pre-determined time.

Here are the steps in presenting and explaining the menu to your guest.

Steps in presenting the menu:

1. Present menu to each guest, ladies first. Carry the menu on the left arm.
2. In operations with folded menus, the menus should be opened as they are offered
to each guest. Open the menu from the top with the right hand.
3. Present the menu at the guest’s right side.
4. Menu should be presented right side up, that is, may be read without
turning
 18

Steps in explaining the menu and taking orders:

1. When the guests seem ready to order, stand near the table.
2. Stand straight, with both feet on the floor.
3. Offer and explain the house specialties and menu enthusiastically.
4. Answer the guests' questions honestly but without speaking badly of any dish on
the menu.
5. Make suggestions and offer alternatives.
6. Ask for the order. Address the ladies before the gentlemen, unless there is an
obvious host who may be ordering for the party.
7. Hold the order-taking pad in your left hand.
8. Stand to the right of the person whose order is being taken.
9. Be quick, yet courteous.
10. Maintain a conversational tone even if the premises are noisy. Do not shout and
do not ask guests to shout their order.
11. Repeat the guest’s order accurately.
12. Always smile and be attentive.

WAITER’S ORDER PAD

The waiter must be orderly and systematic at all times. Taking orders is crucial in
giving good services. Good memory is not enough. There might be instances that you
cannot remember everything. Order pad contributes greatly in giving the best
accommodation to your guest. It is the key to being orderly and systematic, creating
positive impression to your guest.

Tips in using order pad

Indicate position of guests at the table by numbering them down the page,
starting with the guest seated next to the host, moving around the table. The host is the
last person to order. Make sure to jot down all special requests of your guests.

Conversational Task:
Demonstration
Sample script on presenting the menu

Waiter: Ma’am/Sir, I would like to present to you the restaurant’s menu for your
selection. I will be coming back to take your order when you are
ready.
Sample script on taking orders
Waiter: Ma’am/Sir, may I have your order, please?
Customer: Yes.
Waiter: What would you like, Sir?
Customer: I would like to have tenderloin steak with baked potato and extra sesame
dressing for my salad.
Receptionist: How would you like your steak: rare, medium rare, or well-done?
Customer: I want it medium rare, please.
Waiter: What would you like to drink Sir?
 19

Customer: Please give me a glass of water and red wine together with the meal.
Waiter: That would be all, Sir?
Customer: Yes, for now.
Waiter: May I repeat your order, Sir. You want medium rare tenderloin steak
with baked potato, extra sesame dressing and red wine with the main
dish. Your steak will be ready in 15 minutes. Thank you, Sir.

Independent Activity 1

Directions: Create an order pad for orderly and systematic order taking. Write it on a 1/8
short bond paper.
Independent Activity 2
Directions: In your notebook, create your own menu. Imagine you are planning to open
your own restaurant in one of the known hotels in town. The earlier discussion may
guide you in creating your own menu.

What is more
Grammar Focus
Conjunction is the part of speech used in connecting words. It is used to join words,
phrases, sentences, and clauses. Conjunctions are often single words. Ex.: and, but,
because, etc. The two main types of conjunctions are subordinating and coordinating.
The word “conjunction” comes from the prefix con which means “together” and
junct which means “join.” Conjunctions imply or denote certain relationships between
the words or group of words that they connect, but they do not take object as do
prepositions.
These are some types of conjunction:
1. Coordinating conjunction joins sentence elements that are grammatically equal,
as noun with noun, adjective with adjective, verb with verb, and so on. There are
the five conjunctions of this kind: but, and, or, nor, and for.
Examples:
a. Ted and Frank had Japanese spaghetti in the party.
b. They ate and went to watch the last program.
c. I want to go with you, but I have an early appointment.
2. Correlative conjunctions are sometimes used in pairs. When conjunctions are
used as correlatives, each of the correlated words or group of words should be
placed to indicate clearly what ideas are to be connected in thought.
Examples:
a. Both salad and soup were served this morning.
b. The customer can use either cash or debit card in paying the bill.
c. You can take the basket of fruits, not only the bottle of juice, but you must
pay for them all.
3. Subordinating conjunctions are those which introduce dependent or subordinate
clauses. A clause is subordinate if it is used as a part of speech like noun,
adverb, or adjective.
Examples:
a. When you are in distress, look to God for help.
b. The manager cares if the guest is not satisfied.
 20

c. I like the waitstaff who has initiative.

Independent Activity 2

Directions: Improve your script in independent activity 1 by incorporating logical

conjunctions in it. Underline the conjunctions used.

What I have learned

Deepening skills and grammar competency
Demo-Task
Directions: Choose your partner among your family members and demonstrate your
written script in front of them. Ask your sister or brother to write down the conjunctions
you used in the script.
What I can Do
Task Master – Individual task

Directions: Complete the graphics organizer below by writing the characteristics of table
‘d hote and a la carte.

Types of meu Characteristics

A la carte

Table ‘d hote

Activity 3:
I. Correct usage
Directions: Choose the correct conjunction to complete the sentence.

1. She gets generous tips (yet, or, but, because) she delivers the food on time.
 21

2. The guest did not like the house salad (nor, and, but, yet) she tasted the soup.

3. Valued customers always love steak, (but, and, yet, or) have bought porter steak
every time.

4. I would like to thank you (for, but, or, yet) this wonderful treat.

5. I want to have ice cream (but, for, or, yet) it is bad for my health.

6. She wants to sample all the servings (but, or, for, yet) she is full.

7. Please give me a glass of water (but, and, for, yet) a cup of tea for her.

8. Which would you like to eat, pie (and, or, yet, but) ice cream?

9. My parents work hard (but, so, and, or) we can enjoy classy cuisine every
weekend.

10. The waitress does her best to give good service (but, yet, nor, and) she is not
getting any word of praise from her manager.

II. Using the graphic organizer below, write steps in presenting the menu,
explaining the menu, and taking orders.

PRESENTING THE MENU

EXPLAINING THE MENU AND

TAKING ORDERS

Additional Activities
Directions: Write a script on presenting and taking orders using conjunctions correctly.
Underline the conjunctions you used in your script.

Let’s connect
 22

Communicative strategy involved proper use of language in any communicative situation

using acceptable, polite, and meaningful communicative strategies. The task of wait staff
in this part is to take order from the customers. Taking orders is vital in delivering good
service, memorizing the menu is not enough. Wait staff must know when to talk and
when to listen. In this case she/he can get the orders accurately and delivered
accordingly. communicative strategy affects the following: role and responsibilities of the
waiter, message, and sentence delivery. For the waiter, he should know these proper
communicative strategy, nomination, turn-taking, repair, and termination.

Assessment

Directions: Directions: Record a short video clip demonstrating order taking and send
your recorded video to your facilitator’s email address. You will be graded based on the
completeness and sequence of order taking showing communicative strategies.

Rubrics
criteria 8 5 2 Total
Skills in taking Perfectly followed Missed one or Not able to
orders rules in taking two rules in show the
orders. taking order expected
skills. skills.
Skills in Showed clearly Not able to show Not able to
communicativ the proper the show proper
e strategies communicative communicative communicativ
strategies. strategy clearly. e strategies
Over all Completed Failed to Failed to
content expected task expressed express both
and delivered contents in both skills in oral
accurately oral comm. and comm. and
Food and food and
Beverage skills. beverage.
Scores
Legend: 8-outstanding, 5-satisfactory, and 2- failed

LO 4: Knowing the Product and Doing Suggestive Selling

Knowledge of past and current menus is essential for the wait staff in giving the
best offer to guests. It will give satisfaction to the guests and create positive image for
the establishment. Sales are the lifeblood of the business and ability to suggest products
may sustain the financial status of the food and beverage service.

What I need to know

In this lesson, you will be able to:
1. Provide information with clear explanations and descriptions about the food offered
at the restaurant.
2. Offer items on specials or promos to assist guests on food and beverage selections.
3. Use vivid adjectives while explaining the dishes to make them more tempting and
appetizing.

4. Apply principles of effective speech delivery in different situations.

 23

What I know
Pre-task: Knowing learner’s prior knowledge
Activity 1
Directions: In your notebook, describe your favorite pizza parlor and your favorite pizza
using appropriate words.
Activity 2: Multiple choice

1. Suggestive selling is also known as

a. added sales b. upselling c. overselling d. pure selling

2. The main idea of suggestive selling is to

a. produce more product s c. be popular
b. generate more revenue d. none of the above

3. New product is introduced by the employee in

a. suggestive selling c. letting the guest discover by himself

b. pushing sale harder to the guest d. describing merits of the kitchen.

4. In suggestive selling, the waitress must use

a. flowery words c. accurate words to describe the product
b. hard-sell skills d. none of the above.

5. Good upselling skills contributes to the establishment in terms of

a. revenue c. additional task
b. financial recovery d. none of the above

6. Which among the choices works in upselling?

a. flowery words c. fresh concept
b. hard sell d. vivid description of the product

7. An ___________modifies a noun or a pronoun.

a. verb b. interjection c. adjective d. conjunction

8. Prices in the menu are

a. more reasonable
b. reasonable
c. most reasonable
d. none of the above

9. This is the
a. most comfortable
b. more comfortable
c. comfortable ambiance I ever had
d. none of the above

10. Please give me a. more b. another c. most d. better water.

What is in
In suggestive selling, the waitress must know how to describe the product
properly and accurately. Avoid pushing the product so hard to the extent that you are
exaggerating and overacting.

What it is
 24

“Suggestive selling (also known as add-on selling or upselling) is a sales technique

where an employee asks a customer if he would like to make additional purchase or he
recommends a product which might suit the client.” (Haye, Dec 11, 2019).

Goal: Lesson Proper

Suggestive selling, or upselling, is a marketing strategy where additional products

or services are offered. Examples of suggestive selling include promoting new dishes to
the customer and promo items in exchange of increased volume of order or number of
guests.

Unsold items are usually of lower price than the main purchase but are intended
to increase customer retention. It is appealing to the customers especially those who are
on a tight budget and would not pass up a good offer.

Understanding Suggestive Selling

The main idea of suggestive selling is to make effort, admittedly marginal, to

increase the standing income of the establishment. Getting a guest to try new services
or product is a most difficult task. After the guest learns about and likes the product, an
additional sale is expected, bringing in good revenue in succeeding business
operations.

How Suggestive Selling Works

Haye (2019) explained that suggestive selling can be done in many ways
depending on the business category. In a restaurant setting, the wait staff could point
out dishes to complement the main course a patron ordered. Similarly, at bars where
food is served, bartenders might recommend appetizers to accompany drinks that were
ordered, or vice versa. Bartenders may also suggest higher-end, pricier brands of
beverages that are comparable to type the patron has ordered.

Conversational Task:
Demonstration
Sample - Upselling

Waiter: Ma’am/Sir, would you like to try our bestselling soup? It is the chef’s newest

creation of pumpkin soup, thicker with fresh goat milk and generous toppings

of Mozzarella cheese.

Customer: Ok, can I have a cup, please?

Waiter: Sir, would you like to have dessert while you are waiting for your

companion? You can try our chocolate cake made with pure cocoa from

Europe, baked with cashew nuts, and moist and chewy to your delight.

Independent Activity 1
 25

Demonstration
Directions: Write suggestive selling script in your notebook and act it out in front of your
mirror. Using your phone, record it and listen to your voice. List points where you need
to improve. Send the script to your facilitator for assessment and rating using the rubrics
below.
Rubrics:
Skills in Knowledge Comprehension Skills Total
upselling 10 10 15 35 points

Understand
upselling
techniques
Demonstrate
convincing
upselling
using
appropriate
words

What is more
Grammar Focus: Adjective
The Adjective
It is a word or group of words that modifies a noun or a pronoun. To modify
means to make clearer or more specific.
Examples:
1. The regular guest stayed in my place.
2. The main dish has leafy garnish.
3. The ambiance is cool for kids and youngsters.
4. The customer is happier today.
5. An angry guest shouted at the waiter.

Comparison of Adjectives
Examples:
1. The guest looks prettier than before.
2. Our main dish has the healthiest garnish.
3. The ambiance here is cooler than in the other room.
4. This soup is thicker and tastier than the commercial brand.
5. Father looks older.

Most adjectives of more than one syllable are compared by using the modifiers
“more” and “most” or “less” and “least.”
Examples:
1. The staff is more hospitable now after training.
2. The steak of competition has less side dish than ours.
3. She bought the most expensive dishes today.
4. The food he ordered is most nutritious.
5. The manager is more understanding than you think.
 26

What I have learned

Deepening skills and grammar competency
Directions: Get your notebook and write ten sentences about a restaurant setting. Use
vivid, appropriate adjectives. Underline the adjective used in each sentence.

What I can Do
Task Master – Individual task
Directions: Record your voice while acting out your suggestive selling script. Send your
output to your instructor’s email address and ask for your grade using the rubrics on the
following page.

Criteria Knowledge Comprehension Skills Total

10 15 15 40 points
Deliver upselling
script clearly
using appropriate
words.
Able to
incorporate
suitable
adjectives in the
script
Shows proper
skills in upselling

Activity 2
I. Correct usage
Directions: Fill the blank with the correct form of the word in parenthesis.
1. She looks ___________ (serious) than her sister.

2. This is the ___________ (delicious) pizza I ever had.

3. The guest is __________ (appreciative) today.

4. I received ________ (prompt) service than Sonny.

5. I want to have __________ (strong) coffee, please.

6. She wants to eat _______ (fatty) food since she got sick.

7. Please give a cup of_______ (hot) tea than this.

8. Which would you like to have, an ____ expensive wine or a (cheap) one?

9. My parents work ________ (hard) every day to give us food on the table.

10 The waitress was _________(orderly) yesterday than today.

Additional Activities
 27

Essay
Directions: Choose two restaurants and describe them by comparing their menus and
services using adjectives. Underline the adjective used in every sentence. Write your
output in your notebook.

Let’s connect
Suggestive selling added to the revenue and all employees must know their products
and how to sell it in all transaction she/he may have. Memorized script can help in this
stage of selling. In writing the script all information on the product must presented very
well and in delivering the script, waiter must be able to persuade the customer to buy the
product.
Assessment
Directions: Write a persuasive script on suggestive selling and memorized it.
Demonstrate your script in your vlog. Your grade will be based on the number of likes
you receive. Having 20 hearts is equivalent to 25 points or perfect score, 15 likes is
equivalent to 20 points and below ten likes means you need to improve your skills. Send
your vlog to your teacher for final score/rating.

LO 5: LO Presenting the Bill and Bidding Goodbye

Building a favorable impression is essential to all restaurant staff, from the lowest
job position to the highest position. In the hospitality world, everything matters. Satisfied
guests mean more business to come and more revenue-- the goals of all business
entities. The moment the guest enters the venue, hospitality means a lot up to his last
transactions. Presenting the bill and saying goodbye are the last service that the
restaurant staff must take care of and are as important as welcoming the guest.

What I need to know

In this lesson, you will be able to:
1. Present the bill to the customer and bid goodbye properly.
2.Create a positive impression for the restaurant.
3.Use appropriate adverbs in speaking to guests.
4. Apply selected communicative strategy.

What I know
Pre-task: Knowing learner’s prior knowledge
Activity 1: Multiple Choice
Directions: Choose the letter of the best answer. Write your choice on a separate sheet
of paper.

1. The bill must be given to the guest within _______ after he requests for it.
a. 2 min. b. 5 min. c. 3 min. d. 1 min.
 28

2. Bidding goodbye is as important as __________ a. setting the table

b. welcoming the guest c. serving the guest d. upselling products.

3. In presenting the bill, the waiter must a. leave the bill holder and leave b.
wait for the guest to recognize him c. approach the guest and explain the total
amount d. tap the guest and give the bill.

4. Which of the following is NOT a good gesture in bidding goodbye?

a. Being polite and courteous
b. Listening to the guest attentively
c. Leaving the door open for the guest as he leaves
d. Turning to another table immediately before the guest is gone

5. Which is CORRECT in presenting the bill?

a. Give stained bill.
b. Give the bill with soiled hands
c. Let the guest wait until you are done on the other table
d. Give the total amount on the bill and wait for the guest to read it.

6. Ability to create positive impression for the restaurants brings _________

a. More trouble b. More revenue c. friends d. relatives

7. If the total amount on the bill is found inaccurate, the waiter must immediately
a. Run and hide.
b. Insist that the amount is correct.
c. Apologize and ask the cashier to correct immediately.
d. Force the guest to pay the bill.
8. _____, like adjectives, are modifiers. They modify verbs, adjectives, and other
adverbs. a. nouns b. pronouns c. adverbs d. conjunctions

9. _____ adverbs that describe how the action of the verb takes place . a.
adverbs of time c. adverbs of frequency
b. adverbs of manner d. adverbs of place

10. _______ are used to express, in a general way, customary or repeated action or
condition.
a. Adverbs of time c. Adverbs of frequency
b. Adverbs of manner d. Adverbs of place

Activity 2
Directions: In your notebook, make a list of adjectives describing a restaurant that can
create a good image for it. Then, change the adjective to adverb.
What is in
The handling of a guest’s bill must always be polite and candid. Following it is
the parting statement that will make the guest feel good and make their come back as
well as recommend the service to his friends and relatives. This lesson will give you
knowledge on how to serve your guest such that he is satisfied and contented.

What is it
Goal: Lesson Proper
Setting the bill

1. Print the guest bill from the slip printer or roll printer.
2. Place the bill on the folder that carries the restaurant logo.
 29

3. Give the bill within three minutes after the guest requests for it.
4. Make sure the bill is clean and free from any crumples, stain, or spills.
5. Place a pen along with the bill in case guest uses card for payment.
6. Present the bill to the guest / host and mention the total amount.
7. Let the guest read the bill and apologize if there is an error.
8. It is understood that the guest will call you when he is ready to make the
payment.
9. Always be polite.

Bidding goodbye

Saying goodbye to guests is as important as greeting them when they enter the
restaurant. It has a positive impact that makes them recommend the restaurant to their
friends and relatives. Always show hospitality.

1. Listen to the guest attentively.

2. Leave the door open for the guest while he leaves.
3. Bid goodbye with a smile and appreciation for your guest.
4. Always be polite.

Conversational Task:

Sample script on setting the bill

Waiter: Ma’am/Sir, this is your bill. How would you like to pay, cash or card?
Customer: I always use cash.
Waiter: I received exact payment. I will be back for your official receipt. Thank you,
Sir.

Sample script on paying the bill

Waiter: Here is your debit card and official receipt, Sir.
Customer: Thank you.
Waiter: We are always happy to serve you. Hope to see you again. Have a nice day!

Independent Activity 1

Directions: In your notebook write a short script on presenting the bill and bidding
goodbye to the customer. Show the script to your family members for their comment/s.
Use their comment or suggestions to improve your skills.
What is more
Grammar Focus
ADVERB

Adverbs, like adjectives, are modifiers. They modify verbs, adjectives, and other
adverbs. Most adverbs are formed by adding ly to the adjective; happy becomes
happily; careful becomes carefully, etc. (Take note: some adjectives also end in – ly,
such as holy, lovely, ugly, costly, etc.).
 30

Some adverbs have two forms, one with -ly and the other without the -ly ending.
Examples: loud- loudly, quick- quickly, deep- deeply, etc.
Examples: Speak out loud / loudly. Do this quick / quickly.

Here are some types of adverbs:

1. Adverb of manner describes how the action of the verb takes place. Most of these
adverbs end in -ly as happily, brightly, softly, etc.

2. Adverb of time indicates when the action of the verb takes place. Some adverbs of
time are now, today, tomorrow, yesterday, soon, etc.

3. Adverb of place indicates direction or where the action of the verb takes place. Some
examples are here, there, away, below, inside, etc.
4. Adverb of degree indicates the extent or t intensity of the word it modifies. Some
examples are very, least, entirely, completely, etc.

5. Adverb of frequency is used to express, in a general way, customary or repeated

actions or conditions. These are the most common adverbs of frequency: always,
usually, often, sometimes, seldom, frequently, occasionally, rarely, never, etc.

Independent Activity 2

Directions: Improve your script in independent Activity 1 using your family’s comments.
Underline the adverbs. Write your revised script in your notebook.

What I have learned

Deepening skills and grammar competency
Demo Task
Directions: Choose your partner and act out your revised script while your family
member records it. Send it to your teacher and ask for your grade. She will use the
rubrics below.
Rubric:

5 4 3 2 1
O VS S NS P
Student can Student can Student can Student Student
express his express his express ideas cannot cannot
ideas ideas but because express his express his
confidently confidently grammar is ideas but is ideas. His
with slight but has poor, lacks interested in grammar is
grammar difficulties in confidence. learning. very poor.
error. grammar. He does not
seem
interested to
learn.

What I can Do
Task Master – Individual task
Directions: Write the different types of adverbs and create two sentences for each type.
Use a restaurant setting.
Activity 3
 31

Directions: Underline and identify the type of adverb used in every sentence. Write your
answer on a separate sheet of paper.
1. The table is arranged beautifully.
2. The coffee maker is cleaned twice a day.
3. She accidentally dropped her keys somewhere in the parking lot.
4. He placed the tip inside the bill holder.
5. Susi and Rose went to a steak house yesterday.
6. The chef and the manager are discussing a concern discreetly.
7. Chinese cuisine is available at the restaurant every day.
8. The chef calls the attention of the newly-hired cook repeatedly.
9. Happily, the guest left the salad bar.
10. The restaurant will be closed at 4:00 p.m. to give way to a wedding reception.
11. She gave the check folder carelessly to the guest.
12. We will celebrate at the Italian restaurant tomorrow.
13. Please call the waiter again.
14. The handicapped guest sat near the exit door.
15. The menu is changed every year.

Additional Activities

Directions: Using the graphic organizer below, write a short script on proper bill setting
and bidding goodbye that creates a good impression.

PRESENTING THE BILL

BIDDING GOODBYE

Let’s connect
 32

Good service will be concluded until you bid goodbye to your customer and listened to
their satisfied response while leaving the place. It is important that you can maintain
these all the time. Communication skills like, verbal, non-verbal, communicative strategy
etc. must be observed in whole event.

Assessment
Directions: Make a video clip demonstrating presenting the bill and bidding goodbye to
customer using the contents on your script above. Send your video clip to your teacher.
You will be graded based on the rubrics presented on LO 1.
LO 6-Application Letter and Classification of Pronouns
A good application letter is your first step in showcasing your skills. Remember,
first impressions last. Ability to write an impressive application letter is essential for you
to be hired. The employer’s decision will be based on your skills, ability, and experiences
related to the position.

What I Need to Know

In this lesson, the students will write a letter of application via conventional mail or
electronic mail. They will also be able to:

a. recognize pronouns in a sentence.

b. explain the uses of pronouns.
c. write an application letter with correct pronouns.
d. speak using correct pronouns.

What I Know

Activity I-Pre-test

Direction: Underline the pronouns in the application letter below.

2250 Estrada Street

Parada, Sta. Maria,
3022 Bulacan
August 30, 2020

Mr. Mario V. Paterno

87 New York Street
Legarda, Manila

Dear Mr. Paterno:

I read in the Job Street Announcement on the Internet last July 2020 that your
company needs a waiter. I would like to apply for this position.

I am eighteen years old and have just graduated from Parada National High
School under TVL track specializing in food and beverage services. I spend my summer
vacation at my uncle’s house in Manila and thus have a chance to join my uncle and his
family in eating out. I have experienced formal and informal dining and have tried
several dishes like Asian and European food. Mr. Samuel dela Cruz, my teacher, taught
 33

me to master services in a restaurant through constant practice in the class. I believe

that these experiences have prepared me to serve well in a restaurant like yours.

As for my personal character and ability, may I refer you to Ms. Sally M. Rosales,
my adviser in Grade 11; and Ms. Marissa O. Ramos, School Principal IV of Parada
National High School.

I shall be honored to come to your office for an interview at your convenience.

Thank you for your kind consideration.

Very truly yours,

Jose A. Reyes

What’s In

In writing a good application letter, using appropriate words is a must. The

employer expects to read a well-written, grammatically correct application letter. In this
segment, the grammar point for review is correct use of pronouns.

What’s It

Discussion Proper: Guide in Writing Application Letter

What does a letter of application show the employer?

The general appearance of the letter reveals the applicant’s personality,

indicating whether he/she is neat or slovenly, precise or careless. It also reveals the
applicant’s habits of thought. Can he express himself correctly? Remember that there
are many applicants for the same position. Your letter must be written correctly and
attractively. The use of correct pronouns is essential to it.

How should a letter of application be written?

First, give the occasion which prompted the letter. Is it an advertisement in the
papers, information shared by a friend, or from the applicant’s own initiative searching
from online job net? Second, make the application short and to the point. Third, state
your fitness for the job, your qualifications, and your experiences. Fourth, give two or
three personal references who can speak of your personal character and ability. Lastly,
end your letter with a statement of your willingness to come for an interview. Write a
courteous ending to your letter.

What’s More
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Classification of Pronouns

A pronoun is a word used in place of a noun or as a substitute for a noun. Every

pronoun refers directly or by clear implication to a noun or noun-equivalent (called the
antecedent of the pronoun) and agrees with that antecedent in person, number, and
gender (but not necessarily in case). The following are the chief classes of pronoun:

1. Personal Pronouns- refer to pronouns which indicate the person speaking, the
person spoken to, and the person spoken of. Personal pronouns have the most
changes in form to fit the parts of the sentence in which they are placed. Here
are the forms of personal pronouns:

First Person: Singular Plural

Nominative: I We
Objective: me us
Possessive: my, mine our, ours

Second Person: Singular Plural

Nominative: You You
Objective: you you
Possessive: your, yours your, yours

Third Person: Singular Plural

Nominative: He, She, It They
Objective: him, her, it them
Possessive: his, hers, its their, theirs

1. Demonstrative pronoun- this, these, that and those. This and these are used to
point out persons, places, things, or concepts near the speaker. That and those
are used to point out persons, places, things, or concepts far from the speaker.
Examples:
a. Those were my students last year.
b. That is a good start.
c. This will be your new coat.
d. These are the clothes I borrowed from you.

2. Interrogative pronouns are used to ask questions. They are who, whose, whom,
what, and which.
Examples:
a. Whom do you want to be your secretary?
b. Which of them is your entry?

3. Relative pronouns are used to connect dependent clauses to main clauses. They
are used as connectives and at the same time they have their own uses in the
clauses where they stand. Forms of who, which, and that are used as relative
pronouns.

A. The forms of who are used to refer to people. They are as follow:
Subject Forms Object Forms Possessive Forms
Who Whom Whose
Whoever Whomever
Examples:
a. The old man, who is talking animatedly with guests, is my grandfather.
b. Please give my shares to whoever is there.
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c. Roberto, whose son is the chief doctor in the hospital, helped the indigent
patient.

B. Which and whichever are used to refer to things and concepts. These
pronouns do not change forms whatever their uses in the sentence are.
Examples:
a. The artifacts which were found in the cave were centuries old.
b. The bouquet of flowers which the boy gave me was very fresh.
c. He asked me to get whichever jewelry I liked most.

C. That is used to refer to either persons or things. That may be used instead of
who or which.
Examples:
a. These are the bags that my daughter bought in Italy.
b. The girl that I saw at the party was stunning.

4. Indefinite pronouns refer to persons, places or things in general. These pronouns

do not need antecedents.
Most indefinite pronouns are singular in meaning.

Always Singular
anyone someone neither
anybody somebody either
anything something much
anywhere somewhere little (not much)
no one everyone each
nobody everybody the other
nothing everything another
nowhere everywhere one

Always Plural
both many several few

May be Singular or Plural

All is singular when it means everything; plural when it means everybody.

Some, plenty, all, lots, and a-lot are singular when the object is an uncountable
noun; plural when the object is a plural countable noun.

5. Possessive pronouns are used to show possession or ownership. The

possessive forms my, our, your, his, her, its, and their are always used before
the nouns. Mine, ours, yours, his, hers, and theirs are used alone to replace a
possessive form and the person, place or thing possessed.
Examples:
a. This is my new car.
b. This new blue car is mine.
c. Her report is about drug addiction.
d. The winning report about drug addiction is hers.

6. Compound personal pronouns are formed by adding either self or selves to any
of the simple forms of personal pronouns. There are two kinds of compound
personal pronouns:
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a) Reflexive pronouns-are used to refer back to the doer of the action. The
compound form is used to indicate that the subject of the verb is also the
receiver of the action.
Examples:
The debutant enjoyed herself at the party.
The director did not consider himself at fault.
Mila took the credit for herself.

b) Intensive pronouns are used to emphasize the doer of the action. They come
immediately after the subject or may follow the object of the verb.
Examples:
Lorna herself prepared this food.
The children themselves came to us.
7. Reciprocal Pronouns are used to express mutual relationships or feelings
between two or more persons or things. There are only two reciprocal pronouns
– each other and one another.

Examples:
The couple trusts each other.
The children love and respect one another.

Independent Activity I
Directions:
A. In your notebook, write an application letter to the manager of a popular restaurant in
your place. Underline the pronouns you used and classify them.

B. List the pronouns you used in your application letter and explain their usage.

Independent Activity II

Demonstration Task

Directions: Read your application letter and decide if it is strong enough. Underline the
parts that need to be improved.

What I have learned

Demonstration-Role Play

Directions: Ask a family member to act as your employer in a role play about a job
interview. Use your application letter as basis of the question and answer in the
conversation. Ask a family member to give comments and improve yourself based on
these comments and the previous lesson. Send it also to your teacher for her
comments.

What I can do

Directions: Using the organizer below, write the different classifications of pronouns and
give two examples of each classification.
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CLASSIFICATIONS OF PRONOUN GIVE TWO EXAMPLES

Activity 3

Directions: Underline the correct pronoun to complete each sentence.

1. Learning English is a must in today’s society (His, Her, Its) value is greater than
ever.

2. Whether (their, his, its) interest is in the sciences or in languages, Filipinos cannot
do without the English language.

3. The English language has (their, its, her) own system of sound and grammar.

4. She always likes (we, us) girls.

5. She works faster than (he, him).

6. Every child loves (their, his) parents.

7. Never judge a person by (its, her, his) appearance.

8. It was a mistake of my grandfather to have married (her, him, she).

9. In writing, one should be careful with (our, his, their) grammar and spelling.

10. I have many things to do and little time to do (it, them, this)

11. The memorandum for Miss Dizon is on (their, her, his) table.

12. Everyone in the class kept busy preparing for (his, her, their, its) reports.
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13. Her sister is a better reader than (her, she).

14. You helped him more than (me, I).

15. The women are devoted to (them, their, her) careers.

Let’s connect

Good application letter is one of your tickets to get hired aside from mastered skills
related to job you are applying for. Correct grammar must be observed and proper
choice of words. Remember the lessons above and apply in your everyday life.
Additional activity

Directions: In your notebook, write your own application letter using appropriate
pronouns. Imagine you are writing for a head waiter position. Underline the pronouns
used in your application letter. (it is understood that other grammar ruler are followed in
your letter.)

Assessment
Directions: in preparation to your future job application, improve your role play above
according to the comments of your family and your teachers. Then, make a final
demonstration with your family and sent it to your vlog. Look for an online job site and
send your application letter.

End of the lessons. Good luck!

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