III.docx PDF

**NOTES TO TEACHERS** 1. **Short Review:** a. Learners will be divided into two equal groups. b. Each group will form a line. c. The first learner will get the message from the teacher. An example of a message could be: "Travel is to move or transfer from one place to another for an...

**NOTES TO TEACHERS** 1. **Short Review:** a. Learners will be divided into two equal groups. b. Each group will form a line. c. The first learner will get the message from the teacher. An example of a message could be: "Travel is to move or transfer from one place to another for an important purpose." d. The message will be passed from the first to the last learner, who shall relay the message to the teacher. e. Processing how and why the message relayed is correct should be done at the end of the activity. 2. **Feedback** f. Collect the homework (logo promoting a tourist spot or potential tourist spot in their barangay). g. At least five volunteer groups will present their output. 1. **Lesson Purpose** 2. **Unlocking Content Area Vocabulary** - **Work** is to perform or fulfill duties regularly for wages or salary. - **Job** is a specific duty, role, or function. +-----------------------+-----------------------+-----------------------+ | | - **Career** is a | | | | profession for | | | | which one trains, | | | | and which is | | | | undertaken as a | | | | permanent | | | | calling. | | | | | | | | - **Salary** is a | | | | fixed | | | | compensation paid | | | | regularly for | | | | services. | | +=======================+=======================+=======================+ | | **1. Explicitation** | | | | | | | | **Key Skill** **D | | | | escription** | | | | --------------- --- | | | | -------------- -- | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | | **Job Descriptio | | | | n** | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | **Job Requirement** | | | | -- ---------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | -------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | -- | | | | They work for cr | | | | uise liners and trave | | | | l agencies to help gu | | | | ests book vacations t | | | | hat meet their budget | | | | and travel interests | | | |. They also provide a | | | | dditional services by | | | | scheduling transport | | | | ation for them and bo | | | | oking hotel accommoda | | | | tions on their behalf | | | | before and after the | | | | ir cruise vacation. | | | | One should enjoy tra | | | | veling and know about | | | | cruise vacations and | | | | discounts. This posi | | | | tion requires a high | | | | school diploma, and a | | | | dditional certificati | | | | ons may be necessary. | | | | They conduct dai | | | | ly activities at spor | | | | ts complexes and recr | | | | eational facilities w | | | | ith gyms, pools, and | | | | activity rooms. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Individuals need a b | | | | achelor\'s degree in | | | | leisure and recreatio | | | | n, facility managemen | | | | t, or hospitality. | | | | They oversee the | | | | daily operations of | | | | food trucks at touris | | | | t attractions and uni | | | | que event venues. The | | | | y may be responsible | | | | for coordinating work | | | | schedules, obtaining | | | | food service license | | | | s in different areas, | | | | and ordering food in | | | | ventory as needed. | | | | | | | | | | | | Food truck managers | | | | need a minimum of a h | | | | igh school diploma bu | | | | t can also benefit fr | | | | om previous work expe | | | | rience. | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | | They specialize | | | | in making various pas | | | | tries and other desse | | | | rts for bakeries, res | | | | taurants, and patisse | | | | ries. They work close | | | | ly with other kitchen | | | | staff and chefs to c | | | | reate dough mixtures, | | | | develop new recipes, | | | | decorate dessert ite | | | | ms, and monitor the b | | | | aking process to ensu | | | | re a finished product | | | |. | | | | | | | | To become a p | | | | astry chef, individua | | | | ls can either earn a | | | | high school diploma a | | | | nd develop their skil | | | | ls or attend a pastry | | | | arts program and ear | | | | n an associate degree | | | | or bachelor's degree | | | |. | | | | -- ---------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | ------- ------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | ------------------- | | | | They ensure effi | | | | cient operations at a | | | | n airport while ensur | | | | ing that all airlines | | | | follow FAA (Federal | | | | Aviation Administrati | | | | on) guidelines. They | | | | hire and train airpor | | | | t personnel and monit | | | | or activities relatin | | | | g to security, custom | | | | er service, and custo | | | | mer amenities, includ | | | | ing onsite restaurant | | | | s. | | | | | | | | They usually | | | | have a few years of w | | | | ork experience in a r | | | | ole at an airport, al | | | | ong with a bachelor\' | | | | s degree in airport m | | | | anagement and operati | | | | ons or aviation manag | | | | ement. A professional | | | | certification can al | | | | so be beneficial. | | | | They lead daily | | | | operations at spa fac | | | | ilities. Their duties | | | | include hiring and t | | | | raining spa employees | | | | and maintaining an u | | | | p-to-date inventory o | | | | f cosmetic products, | | | | sheets, towels, robes | | | | , and other items for | | | | skin treatments. Spa | | | | managers may also pr | | | | omote their spa by hi | | | | ring freelance market | | | | ers or organizing adv | | | | ertisements for digit | | | | al or The education | | | | requirements include | | | | earning an associate | | | | or bachelor's degree | | | | in hospitality or bu | | | | siness management. Pr | | | | ospective spa manager | | | | s also need a few yea | | | | rs of work experience | | | | at a spa business. | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | | print platforms. | | | | They also administer | | | | advanced therapies l | | | | ike facials and massa | | | | ges to customers. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | -- ---------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | ------- ------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | -------- | | | | They support the | | | | job duties of the ho | | | | tel\'s general manage | | | | r. They help the avai | | | | lable manager intervi | | | | ew job candidates, ma | | | | ke hiring decisions, | | | | and coordinate traini | | | | ng efforts for staff. | | | | Hotel assistant gene | | | | ral managers may also | | | | cover shifts for gen | | | | eral managers and act | | | | as temporary general | | | | managers when the ma | | | | nager is sick or on v | | | | acation. | | | | Individuals n | | | | eed a high school dip | | | | loma and a few years | | | | of hotel experience. | | | | They may also benefit | | | | from earning an asso | | | | ciate degree or bache | | | | lor's degree in hospi | | | | tality and tourism. | | | | They oversee tou | | | | r bookers, tour guide | | | | s, tour bus drivers, | | | | and marketing staff f | | | | or a tour company. Th | | | | ey schedule work shif | | | | ts for tour guides, d | | | | evelop marketing stra | | | | tegies to increase to | | | | ur bookings, and read | | | | tourist reviews to d | | | | etermine how they can | | | | improve their overal | | | | l experience. They ma | | | | y also accompany clie | | | | nts when they travel | | | | and attend to their n | | | | eeds. Individuals c | | | | an become tour manage | | | | rs by earning a high | | | | school diploma and wo | | | | rking for a tour comp | | | | any for a few years. | | | | They can also earn a | | | | bachelor\'s degree or | | | | master\'s degree in | | | | an area like hospital | | | | ity and tourism manag | | | | ement. | | | | They oversee the | | | | daily operations of | | | | cafes in shopping cen | | | | ters, hotels, and | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | To become a c | | | | afe manager, individu | | | | als need a minimum of | | | | a high school diplom | | | | a and | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | | -- ---------------- | | | | ------------- -- -- | | | | **Activity manag | | | | er** | | | | **Hotel sales co | | | | ordinator** | | | | -- ---------------- | | | | ------------- -- -- | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | | | | | | They oversee the | | | | daily activities at r | | | | esort facilities. The | | | | y typically monitor t | | | | he resort\'s housekee | | | | ping activities, fina | | | | nces, and marketing m | | | | aterials. They manage | | | | different department | | | | s to assist with gene | | | | ral maintenance and e | | | | nsure a high guest sa | | | | tisfaction rate. | | | | | | | | | | | | To become a resort m | | | | anager, individuals n | | | | eed experience workin | | | | g in the resort indus | | | | try, either a bachelo | | | | r\'s degree or master | | | | \'s degree in hotel m | | | | anagement or hospital | | | | ity and tourism. | | | | ------------------- | | | | --- ----------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | -------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | ------------------- | | | | **13. Travel agent* | | | | * They work for tra | | | | vel agencies or as se | | | | lf-employed individua | | | | ls to help clients bo | | | | ok transport and hote | | | | l accommodations. The | | | | ir duties may also in | | | | volve creating a trip | | | | itinerary for their | | | | clients and helping t | | | | hem reschedule cancel | | | | ed flights or transfe | | | | r accommodations. | | | | | | | | | | | | Prospective travel a | | | | gents need a high sch | | | | ool diploma and an in | | | | terest in travel. The | | | | y may also benefit fr | | | | om earning an associa | | | | te or bachelor's degr | | | | ee in hospitality and | | | | tourism management o | | | | r applying for a prof | | | | essional travel agent | | | | certification. Trave | | | | l agents often start | | | | as employees and beco | | | | me managers as their | | | | careers progress. | | | | | | | | They oversee a ki | | | | tchen and server staf | | | | f team for a catering | | | | company or event ven | | | | ue. They hire and tra | | | | in catering staff and | | | | work with one or mor | | | | e chefs to create an | | | | effective catering me | | | | nu. They also design | | | | schedules for staff m | | | | embers, depending on | | | | the time required to | | | | set up and prepare fo | | | | od before an event. | | | | To become a catering | | | | manager, individuals | | | | can benefit from ear | | | | ning either an associ | | | | ate degree or a bache | | | | lor\'s degree in an a | | | | rea like hospitality | | | | or food service. | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | | They collaborate | | | | with resorts, cruise | | | | liners, hotels, and | | | | other accommodations | | | | to book singers, musi | | | | cians, dance groups, | | | | comedians, and other | | | | entertainers to perfo | | | | rm for guests. Their | | | | duties include holdin | | | | g auditions for poten | | | | tial talent, scheduli | | | | ng bookings, and nego | | | | tiating with clients | | | | to determine price po | | | | ints. They oversee ma | | | | ny aspects of events, | | | | including their prod | | | | uction and financing. | | | | To become an enter | | | | tainment manager, ind | | | | ividuals can attend a | | | | four-year bachelor\' | | | | s degree program in h | | | | ospitality, tourism m | | | | anagement, event plan | | | | ning, or events and e | | | | ntertainment. | | | | -- ---------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | -- ------------------ | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------- | | | | They assist hote | | | | l guests with their n | | | | eeds from when they c | | | | heck in to when they | | | | check out. They provi | | | | de guests with room k | | | | eys, organize baggage | | | | assistance, and dele | | | | gate tasks to other s | | | | taff like housekeeper | | | | s, front desk employe | | | | es, or room service p | | | | ersonnel. They\'re al | | | | so responsible for hi | | | | ring and training the | | | | guest services staff | | | |. | | | | | | | | | | | | This position typi | | | | cally requires a mini | | | | mum of a high school | | | | diploma and a few yea | | | | rs of guest service e | | | | xperience. | | | | They work for a | | | | hotel, cruise line, o | | | | r resort and manage i | | | | ts housekeeping staff | | | |. They maintain clean | | | | facilities for all g | | | | uests by hiring and t | | | | raining housekeeping | | | | staff and monitoring | | | | inventory, | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Housekeeping direc | | | | tors can benefit from | | | | earning a bachelor\' | | | | s degree in hospitali | | | | ty management and gai | | | | ning several years of | | | | experience in the cl | | | | eaning service indust | | | | ry. | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | | including cleani | | | | ng supplies, towels, | | | | bedsheets, and guest | | | | amenities. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | -- ---------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | ---------- ---------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | ----------------- | | | | They work at pub | | | | lic and amusement par | | | | ks and help develop m | | | | arketing and promotio | | | | nal strategies to inc | | | | rease visitors. They | | | | may work with facilit | | | | ies managers to ensur | | | | e the park remains cl | | | | ean and well-maintain | | | | ed. They also manage | | | | the park\'s budget, t | | | | rain managers in indi | | | | vidual departments, a | | | | nd develop inclement | | | | weather or emergency | | | | policies. | | | | | | | | | | | | | | | | | | | | | | | | Prospectiv | | | | e Park managers need | | | | a bachelor\'s degree | | | | in leisure and recrea | | | | tion, management, or | | | | landscape design. | | | | They work for ho | | | | tels, cruises, and ot | | | | her accommodations to | | | | oversee food service | | | | operations for guest | | | | s. Their job duties i | | | | nclude developing a b | | | | udget for food invent | | | | ory and supplies, rel | | | | aying information to | | | | food and beverage man | | | | agers and kitchen sta | | | | ff, approving menu an | | | | d drink ideas, and en | | | | suring the quality of | | | | the food and dining | | | | operations. Directors | | | | at large hotels or o | | | | ther organizations ma | | | | y also oversee the ro | | | | om service and cateri | | | | ng from multiple rest | | | | aurants. To become | | | | a food service direct | | | | or, a bachelor\'s or | | | | master\'s degree in h | | | | ospitality management | | | | , food service manage | | | | ment, or culinary art | | | | s is necessary. | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | | ------------------- | | | | -------- ------------ | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --- ----------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | ----------- | | | | **20. Travel consul | | | | tant** They assist | | | | individuals, educatio | | | | nal institutions, and | | | | corporations with th | | | | eir travel needs. The | | | | y meet with clients t | | | | o discuss their trave | | | | l options to a destin | | | | ation and determine w | | | | hether they need a pa | | | | ssport, vaccinations, | | | | or weather-appropria | | | | te attire; they also | | | | help them find discou | | | | nted hotels and airli | | | | nes and arrange accom | | | | modations for clients | | | | with medical conditi | | | | ons and special needs | | | |. A high school dip | | | | loma and a voluntary | | | | certification are typ | | | | ically necessary to b | | | | ecome a travel consul | | | | tant. An associate or | | | | bachelor\'s degree i | | | | n tourism, internatio | | | | nal studies, or hospi | | | | tality can also be be | | | | neficial. | | | | ------------------- | | | | -------- ------------ | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --- ----------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | --------------------- | | | | ----------- | | | | | | | | 2. **Worked | | | | Example** | | | | | | | | | | | | | | | | a. What do you think | | | | is the most | | | | difficult, | | | | easiest, or most | | | | enjoyable career? | | | | | | | | b. Get a piece of | | | | paper and write | | | | the first five | | | | choices you want | | | | to venture on. | | | | | | | | c. How will you be | | | | able to reach | | | | your dream | | | | career? | | | | | | | | | | | | | | | | 3. **Lesson | | | | Activity:** | | | | | | | | "The best | | | | [preparation | | | | f](https://graciousqu | | | | otes.com/preparation/ | | | | )or | | | | good work tomorrow is | | | | to do good work | | | | today." | | | | | | | | -- [Elbert | | | | Hubbard](https://grac | | | | iousquotes.com/elbert | | | | -hubbard/) | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | **III. TEACHING AND | **NOTES TO TEACHERS** | | | LEARNING PROCEDURE** | | | +=======================+=======================+=======================+ | **Knowledge** | 1. **Short Review** | | | | | | | | | | | | | | | | 2. **Feedback | | | | (optional)** | | +-----------------------+-----------------------+-----------------------+ | | 1. **Lesson | | | | Purpose** | | | | **Brainstorming | | | | Activity** | | | | | | | | | | | | | | | | 2. **Unlocking | | | | Content Area | | | | Vocabulary** | | | | | | | | - **Challenges | | | | -** | | | | Difficulties | | | | or obstacles | | | | faced in the | | | | tourism | | | | industry, | | | | such as | | | | economic | | | | uncertainties | | | | and | | | | sustainabilit | | | | y | | | | demands. | | | | | | | | - **Innovations | | | | -** | | | | Creative and | | | | new | | | | solutions, | | | | like advanced | | | | technologies | | | | and | | | | eco-friendly | | | | practices, | | | | that improve | | | | and update | | | | the tourism | | | | experience. | | | | | | | | - **Issues -** | | | | Concerns or | | | | problems | | | | within | | | | tourism, | | | | including | | | | overcrowding, | | | | responsible | | | | behavior, and | | | | safety, | | | | requiring | | | | attention and | | | | solutions. | | | | | | | | - **Trend -** | | | | Trend is a | | | | general | | | | direction | | | | into which | | | | something is | | | | changing, | | | | developing, | | | | or veering | | | | toward. The | | | | term may also | | | | mean a | | | | fashion or | | | | craze, i.e., | | | | a fad. | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | **Deepening** | **TOPIC: Issues, | | | | Challenges, Trends, | | | | and Innovations in | | | | the hospitality and | | | | tourism industry** | | | | | | | | 1. **Explicitation** | | | | | | | | **1. Issues in | | | | Hospitality | | | | Industry** | | | | | | | | 1. **Sustainable | | | | Development Calls | | | | for Green | | | | Hospitality** | | | | | | | | | | | | | | | | 2. **Labor Cost | | | | Issues** | | +-----------------------+-----------------------+-----------------------+ -- -- -- -- -- -- +-----------------------+-----------------------+-----------------------+ | | **DAY 2** | | | | | | | | 2. **Challenges | | | | Confronting the | | | | Hospitality | | | | Industry** | | | | | | | | 1. **Operating | | | | Issues** | | | | | | | | 1. **Labor | | | | Shortages | | | | ** | | | | | | | | | | | | | | | | 2. **Cost | | | | Containment** | | +-----------------------+-----------------------+-----------------------+ -- -- -- -- -- -- -- -- -- -- -- -- +-----------------------+-----------------------+-----------------------+ | | **DAY 2** | | | | | | | | 3. **Trends in | | | | Hospitality | | | | Industry** | | +-----------------------+-----------------------+-----------------------+ -- -- -- -- -- -- +-----------------------+-----------------------+-----------------------+ | | 2. **Worked | | | | Example** | | | | | | | | - In your opinion, | | | | which specific | | | | challenge or | | | | trend discussed | | | | in the industry | | | | holds the | | | | greatest impact | | | | and importance? | | | | Why? | | | | | | | | - Why is it | | | | important to keep | | | | up with the | | | | latest | | | | Hospitality | | | | trends? | | | | | | | | **DAY 3-4** | | | | | | | | 3. **Lesson | | | | Activity**: | | | | **Interactive | | | | Strategic | | | | Planning | | | | Workshop** | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | **III. TEACHING AND | **NOTES TO TEACHERS** | | | LEARNING PROCEDURE** | | | +=======================+=======================+=======================+ | **Knowledge** | 1. **Short Review** | | | | | | | | | | | | | | | | 2. **Feedback | | | | (Optional)** | | +-----------------------+-----------------------+-----------------------+ | | 1. **Lesson | | | | Purpose** | | | | | | | | | | | | | | | | 2. **Unlocking | | | | Content Area | | | | Vocabulary** | | | | | | | | - **HACCP | | | | (Hazard | | | | Analysis and | | | | Critical | | | | Control | | | | Points) --** | | | | Pronounced | | | | "hass'-ip," | | | | it is a | | | | prevention-ba | | | | sed | | | | system of | | | | identifying | | | | and | | | | controlling | | | | hazards to | | | | maintain the | | | | safest food | | | | possible by | | | | purchasing | | | | through | | | | service | | | | | | | | - **Cross-conta | | | | mination -** | | | | Letting | | | | microorganism | | | | s | | | | from one food | | | | get into | | | | another. | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | | - **Danger zone -** | | | | The range of | | | | temperatures at | | | | which most | | | | bacteria multiply | | | | rapidly---between | | | | 40° and 140° | | | | Fahrenheit | | | | | | | | - **Food safety -** | | | | following | | | | practices that | | | | help prevent | | | | food-borne | | | | illness and keep | | | | food safe to eat. | | | | | | | | - **Foodborne | | | | illness** - | | | | Sickness caused | | | | by eating | | | | contaminated | | | | food, sometimes | | | | called food | | | | poisoning. | | | | | | | | - **Layout --** | | | | plan, design, or | | | | arrangement of | | | | objects and | | | | spaces in a room. | | | | | | | | - **Preparation** - | | | | The process of | | | | selecting, | | | | cleaning, | | | | cooking, and | | | | arranging | | | | ingredients to | | | | create dishes for | | | | consumption. | | | | | | | | - **Perishable | | | | foods** - Foods | | | | that can become | | | | unsafe or spoil | | | | quickly if not | | | | refrigerated or | | | | frozen. | | | | | | | | - **Sanitation** - | | | | Keeping work | | | | areas from dirt | | | | or bacteria. | | | | | | | | - **Service** - The | | | | act of providing | | | | food and | | | | beverages to | | | | customers in a | | | | dining | | | | establishment, | | | | catering event, | | | | or other | | | | food-related | | | | settings, often | | | | involving aspects | | | | such as taking | | | | orders, serving | | | | meals, and | | | | maintaining | | | | cleanliness and | | | | orderliness in | | | | the dining area. | | +=======================+=======================+=======================+ | | **1. Explicitation** | | +-----------------------+-----------------------+-----------------------+ +-----------------------+-----------------------+-----------------------+ | | 1. **Commercial Food | | | | Service Operation | | | | --** are | | | | organization that | | | | sells food solely | | | | to make profits. | | | | Example are food | | | | services of the | | | | hospitality and | | | | tourism | | | | industries, such | | | | as hotel, | | | | restaurants, | | | | coffee shops, | | | | snack shops, deli | | | | and cocktails | | | | bars, convenience | | | | stores, catering | | | | business, and | | | | fast food chains. | | | | | | | | 2. **Non Commercial | | | | Food Service | | | | Operation --** | | | | sometimes called | | | | **Institutional | | | | or on-site,** | | | | these include | | | | educational, | | | | governmental, or | | | | business | | | | establishments | | | | whose food | | | | operations are | | | | mainly for | | | | service to food | | | | employees. Sale | | | | of food is a | | | | secondary goals | | | | and typically is | | | | not for profit. | | | | | | | | - Protects the | | | | reputation of | | | | your food service | | | | establishment. | | | | | | | | - Satisfies our | | | | moral obligation | | | | to protect the | | | | lives and health | | | | of our customers. | | | | | | | | - Make our | | | | employees proud. | | | | | | | | - A lapse in food | | | | safety may cause | | | | contamination | | | | that can affect | | | | the reputation of | | | | your business. | | | | These topics show | | | | you how to ensure | | | | that your | | | | establishment is | | | | safe at all | | | | times. | | | | | | | | | | | | | | | | - Preparation of | | | | food several | | | | hours prior to | | | | consumption, | | | | combined with its | | | | storage at | | | | temperatures | | | | which favors | | | | growth of | | | | pathogenic | | | | bacteria and/or | | | | formation of | | | | toxins; | | | | | | | | - Insufficient | | | | cooking or | | | | reheating of food | | | | to reduce or | | | | eliminate | | | | pathogens; | | | | | | | | - Cross | | | | contamination; | | | | and | | | | | | | | - People with poor | | | | personal hygiene | | | | handling the | | | | food. | | +-----------------------+-----------------------+-----------------------+ +-------------+-------------+-------------+-------------+-------------+ | | | The ***Ten | respond to | | | | | Golden | these | | | | | Rules*** | errors, | | | | | the risk | offering | | | | | that | advice that | | | | | foodborne | can reduce | | | | | pathogens | | | | | | wil | l be able | | | | | multiply. | to | | | | | | contaminate | | | | | | , | | | | | | to survive | | | | | | or to | | | | | | | | | | | | 6\. Avoid | | | | | | contact | | | | | | between | | | | | | raw foods | | | | | | and | | | | | | cooked | | | | | | foods | | +=============+=============+=============+=============+=============+ | | | | 7\. Wash | | | | | | hands | | | | | | repeatedly | | +-------------+-------------+-------------+-------------+-------------+ | | | | 8\. Keep | | | | | | all | | | | | | kitchen | | | | | | surfaces | | | | | | | | | | | | meticulousl | | | | | | y | | | | | | clean | | +-------------+-------------+-------------+-------------+-------------+ | | | | 9. Protect | | | | | | foods from | | | | | | insects, | | | | | | rodents, | | | | | | and other | | | | | | animal | | +-------------+-------------+-------------+-------------+-------------+ | | | | 10\. Use | | | | | | safe | | | | | | water | | +-------------+-------------+-------------+-------------+-------------+ +-----------------------+-----------------------+-----------------------+ | **III. TEACHING AND | **NOTES TO TEACHERS** | | | LEARNING PROCEDURE** | | | +=======================+=======================+=======================+ | **Knowledge** | 1. **Short Review:** | 1. Conduct a hazard | | | | analysis | | | | | | | | 2. Determine | | | 2. **Feedback** | Critical Control | | | | | | | - Why do you think | | | | we need to be | | | | aware of the | 3. Set Critical | | | HACCAP | Limits | | | principles? | | | | | 4. Define Monitoring | | | - Are there any | Procedures 5. | | | other questions | Implement | | | you would like to | Corrective | | | clarify about | actions. | | | HACCAP? | | | | | | | | | | | | | 6. Establish | | | | verification | | | | procedures | | | | | | | | 7. Create | | | | record-keeping | | | | procedures. | +-----------------------+-----------------------+-----------------------+ | | 1. **Lesson | | | | Purpose:** At the | | | | end of the | | | | lesson, the | | | | students will be | | | | able to: | | | | | | | | - Identify and | | | | describe | | | | kitchen or | | | | food | | | | preparation | | | | and food | | | | service tools | | | | and | | |