by Marta Matamoros Kathya Piedra Roc

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by Marta Matamoros Kathya
Piedra Rocío Ling
RESTAURANT VOCABULARYCOLLABORATIVE PROJECT
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TASK DEFINITION

• To learn about restaurant and food vocabulary by
  using bottom-up strategies (from vocabulary to
  realia)
• 1.1 . L2 learners need to acquire and learn
  vocabulary, idiomatic expressions, and
  grammar structures to express what they need
  when they eat at the restaurant.
• 1.2. L2 learners need to learn relevant
  vocabulary about food and restaurant as well as
  basic idiomatic expressions typically used at
  the restaurant, and to be exposed to realia to
  be able to understand and communicate better.

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INFORMATION SEEKING STRATEGY
Different tutorials for the users have been
developed using buttom-up strategies and
technological resources. Restaurant vocabulary
and idiomatic expressions are introduced,
evaluated and reinforced by using different
Internet sites, JQUIZ tool, two power point
presentations with hyperlinks, and a movie maker
.
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POSSIBLE SOURCES

• The Internet provided a great variety of sources
  video activities, restaurant vocabulary ,
  pictures , illustrations, idiomatic expressions,
  tutorials and quizes about restaurant
  vocabulary. Bibliographical material was
  researched to find out what different authors
  suggest to work with tutorials. Some authors
  that refer to this are
• Ur, Penny (Learner Autonomy, 2000)
• Brown, S. Helgesen, M. (Practical English
  Language Teaching Listening)
• Harmer, Jeremy (The Practice of English Language
  Teaching, 1991)
• Carter, R. Nunam, D. The Cambridge Guide to
  Teaching English to Speakers of Other Languages,
  
• (2001)
• Killickaya, Ferit. (Authentic Materials and
  Cultural Content in EFL Classrooms, 2004)
• Kim, D. (Innovative Educational Technology in the
  Global Classroom, 2009)
• Loneran, J. (Video in Language Teching, 1984).

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Use of the Information

• The sources can be accessed by The Internet, and
  at the Masters Program Library.
• The bibliographical material consulted shed light
  on different Internet sites that could be
  accessed to consult material. It also guided the
  collaborative team to understand better how to
  deal with technological resources to teach
  vocabulary integrated to real contexts.

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Ten different Internet links were chosen and
uploaded on The Top Ten Resources List.
The links from the Internet were selected because
they presented restaurant and food vocabulary as
well as idiomatic expressions related to the
topic in a simple easy-to access way. Some
relevant pictures were selected to design power
point presentations and Jquiz activities.
The bibliographical material guided the
organization of the tutorials pedagogically
(bottom-up strategy) from a technologically
oriented perspective.
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The collaborative team brushed upon The
Internet sites that prove useful to introduce new
vocabulary and idioms on vocabulary and idiomatic
expression at the restaurant. The participants
selected the most interesting web sites and
uploaded them in their vocabulary resource
page, then, ten top resources were selected to
elaborate different tutorial s managing bottom-up
strategies. The participants collaborated via
e-mail and wiki by adding comments, suggestions,
and posting material designed to teach
restaurant and food vocabulary and expressions.

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The tutorial consists on two power point
presentations to introduce vocabulary about food
and idioms , and three game-quiz activities to
reinforce the target vocabulary and idiomatic
expressions, a movie maker to expose the learners
to realia and typical expresions used at the
restaurant . The learners will get started
getting familiar with the target vocabulary by
accessing the power point presentations. The
technical requirements are the basic skills that
enable the users to use the mouse and open the
program and got to the next steps, click the
links to watch the movie and use the tutorial to
assess their understanding.
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EVALUATION The tutorials were designed
to be easy-to handle and self-explanatory.
Learners can access the activities by following
up instructions. The buttom-up strategy
allows gradual exposure to the new material form
basic vocabulary to integrated challenging
contexts such as the movie maker task.