2. 1.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.

3. 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.

4. 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). 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).

5. The sources can be accessed by The Internet, and at the Master’s 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. The sources can be accessed by The Internet, and at the Master’s 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.

6.  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.

7.  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.

8.  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.

9.  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.