second edition
The h
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PictureDictionary
The heinlePicture
Dictionary
The heinle
Nequiae. Nem faceriamus esto volesci rescilitiam as arum sam repedisinum, tes sint rerat utecti odi officit ibusam qui occum voloruntiant aut etur, con nihiliam experepe officimint et as eatem inim fugitatius et etur magni debis verum eum, sinctoreria alitaquo te molorer spienient. Nestrum venda as quibus, omnienessum vid et resti reptatur, ut quas di consers. Optati cus, od ut odias maio quodit accus eumqui. Rore volorepratem voluptat ommodit auda soluptatur restis et ex expelesed.
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Also available in Bilingual Editions
– Nequiae. Nem faceriamus esto volesci rescilitiam debis verum as arum sam repedisinum nem faceriamus optis autemquam
– Tes sint rerat utecti odi officit ibusam qui occum voloruntiant aut etur utecti odi offici optis autemquam fugita as et ut et
– Con nihiliam experepe officimint et as eatem inim aut etur fugitatius et etur officimint et as eatem optis autemquam
– Magni debis verum eum, sinctoreria quate ilibear molorer spienient officimint chillatur, aut laborest inverum
– Eos mos ne mintorem ea quuntet omnis alitaquo ibusam qui occum te molorer spienient officimint et as eatem
– Nestrum venda as quibus, omnienessum resti reptatur vid et resti reptatur, ut quas di consers. optis autemquam fugita
– Tes sint rerat utecti odi officit ibusam qui occum voloruntiant aut etur utecti odi officit optis autemquam fugita as et ut et
– Con nihiliam experepe officimint et as eatem inim aut etur fugitatius et etur officimint et as eatem optis autemquam
NEW!
Grammar PracticeTechnologyBilingual Support
FREE SAMPLE LESSONS!
Picture DictionaryWorkbookLesson Plans
The Heinle Picture Dictionary
Second Edition
NGL.Cengage.com/hpd 1T H E H E I N L E P I C T U R E D I C T I O N A R Y
Sea
188
Words in ContextThere are more than 15,000 kinds of fish in the sea. The
largest fish is the shark. The great white shark can grow to over
7 meters*. There are also some very fast fish in the sea. For
example, the swordfish swims at about 90 kilometers** per hour,
and the tuna swims at about 70 kilometers*** per hour. The
slowest fish is the sea horse. It only swims about 0.001 kilometers
per hour!
* 7 meters 5 23.1 feet ** 90 kilometers 5 55.8 miles *** 70 kilometers 5 43.4 miles
Word Partnershipsa school of fish
a freshwater
a saltwater
a sea turtle
a snapping
a hammerhead shark
a great white
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Parts of a Fish
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189
1 a seagull
2 a dolphin
3 a swordfish
4 gills
5 a fin
6 scales
7 a killer whale / an orca
8 a turtle
9 seaweed
10 a tuna
11 a jellyfish
12 a shark
13 a (scuba) diver
14 a sea horse
15 a bass
16 a cod
17 an octopus
18 an eel
19 a squid
20 a stingray
21 a shrimp
22 a sea urchin
23 an angelfish
24 a crab
25 a sea anemone
26 a coral reef
27 a mussel
28 a starfish
29 a sponge
30 a halibut
Words in Action1. Make a list of all the sea animals you
have seen. Then compare your list withyour classmates’ lists.
2. Study the spread for five minutes. Closeyour books. With a group, make a listof as many sea animals as you canremember. Take turns describing whateach one looks like. You may want todraw pictures on the board.
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Words in Context Show how the language is actually used through accessible, contextualized readings.
NEW! Focus on the top ten most essential words – in bold – for shorter lessons.
Word Partnerships Use high-frequency word patterns and collocations like a native speaker.
Words in Action Practice new words through classroom activities.
The Heinle Picture Dictionary, Second Edition, Unit 13: “Sea”
Classroom
18
Word Partnershipsgo to the board
write on
erase
a high school student
a college
an international
a graduate
a hard / difficult test / exam
an easy
a midterm
a final
31 fail a test 30 cheat on a test
2
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7
25
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22
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10
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20
1
Words in ContextWhat does the ideal classroom look like? Some experts think
that a classroom should look friendly. It should have comfortable
seats and desks. It should have a large bookshelf with many
books. It should also have bright posters and bulletin boards to
show students’ work.
9
3
Verbs
24
21
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63105_U02_rev01_018-019_class.indd 18 06/05/13 7:43 AM
19
Words in Action1. Work with a group. Make a list of
everything in your classroom. Whichgroup has the longest list?
2. Cover the word list. Find one word inthe picture that starts with each of thefollowing letters: a, b, c, d, e, f, g, h.
32 study for a test 33 take a test
34 pass a test
13
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1 the alphabet
2 a teacher
3 a marker
4 a (whiteboard) eraser
5 a homework assignment
6 a (white)board
7 a bulletin board
8 a clock
9 a flag
10 a globe
11 a bookshelf
12 a book
13 a map
14 a (black)board
15 chalk
16 a poster
17 an overhead projector
18 a table
19 a workbook
20 a notebook
21 a pen
22 a desk
23 an eraser
24 a pencil
25 a textbook
26 a student
27 a chair / a seat
28 a grade
29 a test / an exam
16
63105_U02_rev01_018-019_class.indd 19 06/05/13 7:43 AM 32 The Heinle Picture Dictionary, Second Edition, Unit 2: “Classroom”
54
8
19
17
21
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Computers
24
33 click
30 be online
Verbs
31 enter your password
34 scan
32 select text
35 print (out)
18
Words in ContextComputers keep getting smaller and faster. Scientists built
the first computer in the 1940s. It was the size of a large room. In
the 1970s, stores began to sell desktop computers. Then, in the
1990s, small laptops appeared. Now tiny handheld computers
are popular.
11
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5 6
7
3
12
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2
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10
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63105_U02_rev01_024-025_compt.indd 24 06/05/13 7:41 AM
15
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Words in Action1. Draw a computer. Without looking at the word
list, label each part of the computer.
2. Practice reading aloud these addresses:■ [email protected]■ http://www.natgeo.com
17 a desktop (computer)
18 a key
19 a monitor
20 a screen
21 a keyboard
22 an e-mail (message)
23 a laptop (computer) / a notebook (computer)
24 a trackpad / a touchpad
25 software / a (computer) program
26 a USB port
27 a mouse
28 a CD-ROM drive
29 the (Inter)net / the (World Wide) Web
1 a CD-ROM
2 a flash drive
3 a window
4 a toolbar
5 a folder
6 a cursor
7 a file
8 a (drop down) menu
9 icons
10 a scroll bar
11 a cable
12 a power strip
13 a projector
14 a scanner
15 a printer
16 a tablet
Word Partnershipsconnect to the (Inter)net
surf
open an e-mail (message)
send
delete
open a window
close
Internet symbols
@ at
. dot
/ (forward) slash
: colon
24
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28
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63105_U02_rev01_024-025_compt.indd 25 06/05/13 7:41 AM
The Heinle Picture Dictionary, Second Edition, Unit 2: “Computers”
6 7
Restaurant Restaurante
100
Words in ContextThe first restaurant opened in Paris in 1765. The only thing
on the menu was soup. There were no appetizers and no
desserts. Restaurants have changed a lot since then. Now
you can eat at a Chinese restaurant in Moscow or a Mexican
restaurant in Beijing. The biggest restaurant in the world is
the Royal Dragon in Bangkok. The dining room seats 5,000
diners. The servers wear roller skates!
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9781133563167_Jenkins.indd 100 29/04/13 4:41 PM
2627
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29
101
Words in Action1. Compare your favorite
restaurant with this one.How is it the same? Howis it different?
2. What is your favoriteappetizer? Main course?Dessert?
1 a chef un chef / un jefe de cocina
2 a dishwasher un lavaplatos
3 an apron un delantal / un mandil
4 a server / a waitress una mesera
5 a busser / a busboy un ayudante de mesero
6 a server / a waiter un mesero
7 a diner / a customer un cliente
8 a creamer una jarrita para crema
9 a vase un jarrón
10 a sugar bowl una azucarera
11 a tablecloth un mantel
12 a saltshaker un salero
13 a pepper shaker un pimentero
14 a bowl un tazón
15 a wine glass una copa para vino
16 a (water) glass un vaso (de agua)
17 a high chair una silla alta para bebés
18 a cup una taza
19 a saucer un plato pequeño
20 a menu un menú
21 a fork un tenedor
22 a napkin una servilleta
23 a plate un plato
24 a knife un cuchillo
25 a spoon una cuchara
26 an appetizer un entremés
27 a main course un plato principal
28 a dessert un postre
29 a tray una charola
30 a salad bar una barra de ensaladas
31 a check / a bill una cuenta
Word Partnershipsa steak knife
a butter
a salad fork
a dinner
a soup spoon
a dessert
a serving
a dinner plate
a dessert
a soup bowl
a salad
31
9781133563167_Jenkins.indd 101 29/04/13 4:41 PMThe Heinle Picture Dictionary, Second Edition, Unit 7: “Restaurant”
BILINGUAL EDITION
8 9
Restaurant
A Write the word for each restaurant item.
a saucer a saltshaker a creamer a pepper shaker
a napkin a vase a cup a sugar bowl
1. a vase 2. 3. 4.
5. 6. 7. 8.
B Look at the restaurant in your dictionary. How many of each do you see?
1. high chairs 1 5. trays
2. vases 6. servers
3. menus 7. bowls
4. appetizers 8. desserts
C Look at the restaurant in your dictionary. Circle the correct word.
1. The [ chef dishwasher ] is cooking in the kitchen.
2. The waiter is carrying a [ tray vase ].
3. The little boy is sitting in a [ tablecloth high chair ].
4. There’s a [ vase napkin ] in the middle of the table.
5. Each table has a [ menu tablecloth ].
6. All the workers are wearing [ diners aprons ].
7. The man needs a [ fork plate ].
100
9781133563112_Foley.indd 100 30/04/13 2:34 PM
Grammar Connection: Polite request
May I please have a napkin?a fork?
Notes:• Begin a polite request with May I please.
• Use the base form of the verb.
D Complete these polite requests.1. May I please have a spoon?
2. a cup of coffee?
3. a knife?
4. a menu?
5. the check?
E Listen and draw each item in the correct place on this table.
F Imagine you are going out for dinner. Complete the sentences.1. I am going to eat at (name of restaurant).
2. I am going to have for an appetizer.
3. I [ am am not ] going to have the salad bar.
4. I am going to order for a main course.
5. I am going to have for dessert.
6. I am going to have a cup of [ tea coffee ].
7. is going to pay the bill!
knifespoon
wine glass
water glass
napkin
pepper
salt
bowlfork
CD 1 Track 53
101
9781133563112_Foley.indd 101 30/04/13 2:34 PMThe Heinle Picture Dictionary, Second Edition, Unit 7: “Restaurant”, Beginning Workbook
BEGINNING WORKBOOK
10 11
Audio CD3 Tracks 18 & 19
100 Unit7 • Food
Restaurant
100
Words in ContextThe � rst restaurant opened in Paris in 1765. The only thing
on the menu was soup. There were no appetizers and no
desserts. Restaurants have changed a lot since then. Now
you can eat at a Chinese restaurant in Moscow or a Mexican
restaurant in Beijing. The biggest restaurant in the world is
the Royal Dragon in Bangkok. The dining room seats 5,000
diners. The servers wear roller skates!
4
65
79
16
20
17
15
8
23
14
22
21
1 2
3
13
12
2524
19
18
10
11
in the picture is talking. As a class, write a few things they might be saying. Next, write these scenarios on the board for discussion and request student opinions for handling each circumstance: 1. Imagine that you are at the restaurantand there is a fly in your soup. 2. Imaginethat the bill or check has food on ityou didn’t order or the total is wrong. 3. Imagine that a server spilled the foodon your table. 4. Imagine that the server
Warm-up: 10–15 minutesDiscuss favorite foods with students. Read Words in Action #2 and allow time for discussion. Explain terms as needed.
Introduction: State the objective.
Presentation 1: 20–30 minutesStudy the words on pages 100 and 101 and make sure students comprehend the words, including the Word Partnerships. Ask students to imagine that each person
Warm-up: 10–15 minutesTell students that you are very hungry and need to eat right after class but that you don’t have time to go home. Ask for solutions. When students suggest stopping at a restaurant, allow them to give specific examples. Write expensive restaurant, moderate restaurant, and cheap restaurant on the board. Explain moderate. In groups, students should think of as many restaurants as possible to fit into the three categories. Compare answers.
Introduction: State the objective.
Presentation 1: 15–20 minutesHave students open their dictionaries to pages 100 and 101. Discuss each word as a class and practice vocabulary by using the words in sentences. Call out items and ask students to point to the correct pictures.
Practice 1: 10–15 minutes Pair students to continue the quizzing exercise. Student A will name an item and Student B will point to the object. After three minutes, have stu-dents reverse roles. After another three minutes, challenge pairs to cover the list while quizzing each other.
Evaluation 1: Observe the activity.
Presentation 2: 8–10 minutes Write the following sentences on the board: 1. It is on the table next to the spoon. 2. It is a special chair for children. 3. It is where you can find a variety of salad items. 4. He or she is a person who takes your order and brings food. 5. It covers the table. 6. It holds flowers. 7. It is the food you eat after the main course. 8. It is food you eat before the main course. 9. It is what you look at to choose what to eat. 10. At the end of a meal, it shows the prices of everything you ate.
Practice 2: 15–20 minutes Although this may be difficult, ask students to guess what each sentence refers to. Have them work with a partner or small group. Tell students they should guess the correct words based on the words they know. To extend this activity, students can use new sentences to quiz one another about the vocabulary.
Evaluation 2: Go over the answers as a class.
Application: 7–10 minutesRead Words in Action #1. Show students how to use a Venn diagram to complete this task. For a second task, have students work with partners and complete Venn diagrams comparing their favorite restaurants. Utilize the Venn diagram template available on the Activity Bank CD-ROM.
Level Objective: Identify restaurant vocabulary.
Level Objective: Make complaints about service.
Restaurant 101
101
1 a chef
2 a dishwasher
3 an apron
4 a server / a waitress
5 a busser / a busboy
6 a server / a waiter
7 a diner/ a customer
8 a creamer
9 a vase
10 a sugarbowl
11 a tablecloth
12 a saltshaker
13 a peppershaker
14 a bowl
15 a wineglass
16 a (water)glass
17 a high chair
18 a cup
19 a saucer
20 a menu
21 a fork
22 a napkin
23 a plate
24 a knife
25 a spoon
26 an appetizer
27 a maincourse
28 a dessert
29 a tray
30 a saladbar
31 a check/ a bill
Words in Action1. Compareyourfavoriterestaurantwiththis
one.Howisitthesame?Howisitdifferent?
2. Whatisyourfavoriteappetizer?Maincourse?Dessert?
Word Partnershipsasteak knife
a butter
asalad fork
adinner
asoup spoon
adessert
a serving
adinner plate
adessert
asoup bowl
asalad
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30
28
29
31
Warm-up: 10–15 minutesHave students read Words in Context in a group. Groups should briefly discuss restaurants in their native countries or local communities that serve international food. Students should discuss the different types of foods they have experienced in restaurants they have visited in other parts of the world or country. Write a list of international cuisines represented.
Introduction: State the objective.
Presentation 1: 18–20 minutesPresent the word list on pages 100 and 101. Make sure students understand each word before attempting to expand the list. Write a master list of additional vocabulary on the board. Explain why terms like busser and server are slowly replacing busboy and waiter/waitress. Find out if any stu-dents have worked in those positions and expand on their experiences. See if any students have ever had a bad experience as an employee or as a cus-tomer in a restaurant and ask for specifics. Write a list of things that can go wrong in a restaurant and different points of view (server vs. customer) about those things.
Practice 1: 12–15 minutesPrepare students to complete a round robin writing activity. Divide students into evenly sized groups and have them select a secretary who will take notes about what is discussed. The other students in the group take turns saying a sentence about the picture, expanding on what the previous student said, as if writing a story. Choose a topic from the presentation. Set a time limit. Group members help the secretary transform the notes into complete sentences to form a coherent paragraph.
Evaluation 1: Ask the secretaries to read the stories to the class.
Application: 15–20 minutesStudents should choose one memorable restaurant experience. It should be a true story, but the experi-ence can be positive or negative. Allow time for stu-dents to write down as much as they can remember about the experience and then share their stories with a small group.
Evaluation 1: Observe group performances.
Application: 30–40 minutesLead a class discussion about problems students have encountered at restaurants. Discuss where and when each experience happened and how the student resolved the problem. Create a list of the worst lo-cal restaurants according to the students. Reasons may include poor service, not enough food for the money, dirty, or bad food. Then have students create a list of the best local restaurants.
gave you the wrong order. 5. Imagine that the food is cold. 6. Imagine that you have to wait one hour for your order.
Practice 1: 15–20 minutesDivide students into four to six groups and assign one scenario to each. Students should determine a solution for each is-sue and write a conversation they might have in order to handle the situation. Conversations should contain a speaking role for each group member and vocabu-lary from the list.
Level Objective: Write a paragraph.
Havestudentsingroupsimaginetheyarerestaurantownersandanswertheseques-tions:What is the name of your restaurant? Where is your restaurant? How many em-ployees do you have? What are your hours? Studentsshouldcreateamenu.Thereisaworksheettofacilitatethisactivityonthe Activity Bank CD-ROM.P
RO
JE
CT
The Heinle Picture Dictionary, Second Edition, Unit 7: “Restaurant,” Lesson Planner
LESSON PLANNER
12 T H E H E I N L E P I C T U R E D I C T I O N A R Y NGL.Cengage.com/hpd
CONTENTS COMPONENTS
iv
6 Housing
Types of Homes 62Finding a Place to Live 64Apartment Building 66House and Garden 68Kitchen and Dining Area 70Living Room 72Bedroom and Bathroom 74Household Problems 76Household Chores 78Cleaning Supplies 80
7 Food
Fruits and Nuts 82Vegetables 84Meat, Poultry, and Seafood 86Inside the Refrigerator 88Food to Go 90Cooking 92Cooking Equipment 94Measurements and Containers 96Supermarket 98Restaurant 100Order, Eat, Pay 102
8 Clothing
Clothes 104Sleepwear, Underwear, and Swimwear 106Shoes and Accessories 108Describing Clothes 110Fabrics and Patterns 112Buying, Wearing, and Caring for Clothes 114Sewing and Laundry 116
9 Transportation
Vehicles and Traffic Signs 118Parts of a Car 120Road Trip 122Airport 124Taking a Flight 126Public Transportation 128Up, Over, Around 130
63105_FM_rev01_iii-vi_toc.indd 4 10/01/13 9:48 AM
Contents
iii
1 Basic Words
Numbers 2Time 4Calendar 6Money and Shopping 8Colors 10In, On, Under 12Opposites 14The Telephone 16
2 School
Classroom 18Listen, Read, Write 20School 22Computers 24
3 Family
Family 26Raising a Child 28Life Events 30
4 People
Face and Hair 32Daily Activities 34Walk, Jump, Run 36Feelings 38Wave, Greet, Smile 40Documents 42Nationalities 44
5 Community
Places Around Town 46Shops and Stores 48Bank 50Post Office 52Library 54Daycare Center 56City Square 58Crime and Justice 60
63105_FM_rev01_iii-vi_toc.indd 3 10/01/13 9:48 AM
iv
6 Housing
Types of Homes 62Finding a Place to Live 64Apartment Building 66House and Garden 68Kitchen and Dining Area 70Living Room 72Bedroom and Bathroom 74Household Problems 76Household Chores 78Cleaning Supplies 80
7 Food
Fruits and Nuts 82Vegetables 84Meat, Poultry, and Seafood 86Inside the Refrigerator 88Food to Go 90Cooking 92Cooking Equipment 94Measurements and Containers 96Supermarket 98Restaurant 100Order, Eat, Pay 102
8 Clothing
Clothes 104Sleepwear, Underwear, and Swimwear 106Shoes and Accessories 108Describing Clothes 110Fabrics and Patterns 112Buying, Wearing, and Caring for Clothes 114Sewing and Laundry 116
9 Transportation
Vehicles and Traffic Signs 118Parts of a Car 120Road Trip 122Airport 124Taking a Flight 126Public Transportation 128Up, Over, Around 130
63105_FM_rev01_iii-vi_toc.indd 4 10/01/13 9:48 AM
v
10 Health
The Human Body 132Illnesses, Injuries, Symptoms, and Disabilities 134Hurting and Healing 136Hospital 138Medical Center 140Pharmacy 142Soap, Comb, and Floss 144
11 Work
Jobs 1 146Jobs 2 148Working 150Farm 152Office 154Factory 156Hotel 158Tools and Supplies 1 160Tools and Supplies 2 162Drill, Sand, Paint 164
12 Earth and Space
Weather 166The Earth’s Surface 168Energy, Pollution, and Natural Disasters 170The United States and Canada 172The World 174The Universe 176
13 Animals, Plants, and Habitats
Garden 178Desert 180Rain Forest 182Grasslands 184Polar Lands 186Sea 188Woodlands 190
14 School Subjects
Math 192Science 194Writing 196Explore, Rule, Invent 198U.S. Government and Citizenship 200
63105_FM_rev01_iii-vi_toc.indd 5 10/01/13 9:48 AM
v
10 Health
The Human Body 132Illnesses, Injuries, Symptoms, and Disabilities 134Hurting and Healing 136Hospital 138Medical Center 140Pharmacy 142Soap, Comb, and Floss 144
11 Work
Jobs 1 146Jobs 2 148Working 150Farm 152Office 154Factory 156Hotel 158Tools and Supplies 1 160Tools and Supplies 2 162Drill, Sand, Paint 164
12 Earth and Space
Weather 166The Earth’s Surface 168Energy, Pollution, and Natural Disasters 170The United States and Canada 172The World 174The Universe 176
13 Animals, Plants, and Habitats
Garden 178Desert 180Rain Forest 182Grasslands 184Polar Lands 186Sea 188Woodlands 190
14 School Subjects
Math 192Science 194Writing 196Explore, Rule, Invent 198U.S. Government and Citizenship 200
63105_FM_rev01_iii-vi_toc.indd 5 10/01/13 9:48 AM
vi
15 The Arts
Fine Arts 202Performing Arts 204Instruments 206Film, TV, and Music 208
16 Recreation
Beach 210Camping 212City Park 214Places to Visit 216Indoor Sports and Fitness 218Outdoor Sports and Fitness 220Winter Sports 222Games, Toys, and Hobbies 224Camera, Stereo, and DVD 226Holidays and Celebrations 228
Index 230
63105_FM_rev01_iii-vi_toc.indd 6 10/01/13 9:48 AM
Grammar
Included in each workbook lesson, “Grammar Connection” presents and practices the important grammar for building sentences and communicating with the newly acquired vocabulary.
NEW FEATURESHigh-Frequency WordsHighlighting the top ten words in each lesson allows student to focus on the most essential vocabulary.
Technology
Every lesson is supported with engaging technology for independent practice, classroom instruction, and assessment. Students have multiple opportunities to practice and have fun with vocabulary in new and exciting ways.
NEW! NEW! NEW!
Assessment CD-ROM with ExamView®
Quickly customize tests and quizzes with just a few clicks. The perfect tool for multilevel classes!
Lesson Planner
The Lesson Planner, with 342 fully developed lesson plans, provides extensive multilevel support for the busy teacher. The Lesson Planner also includes the Activity Bank CD-ROM and Interactive Presentation Tool CD-ROM.
Audio CDs
Students improve listening and pronunciation skills with recordings of the target vocabulary and “Words in Context.”
UPDATED!
UPDATED!
UPDATED!
Interactive Presentation Tool CD-ROM
Enliven the classroom with dynamic Student Book pages, audio, activities, and games for use on an interactive whiteboard or data projector with computer.
Included in the Lesson Planner
NEW!
NEW!
Bilingual Editions
Bilingual editions are available in Spanish and Japanese. For additional bilingual support for multiple languages all in one place, see the enhanced Interactive Student CD-ROM.
Interactive Student CD-ROM
Practice new vocabulary through games, activities, and audio. The Student CD-ROM now includes bilingual support for native speakers of Arabic, Brazilian Portuguese, Haitian Creole, Japanese, Korean, and Spanish.
ENHANCED!
Workbooks
Beginning and Intermediate Workbooks reinforce and consolidate classroom instruction with vocabulary, listening, and grammar practice.
ENHANCED!
For additional information, please contact your local National Geographic Learning sales representative. To place an order call 800-354-9706.
For valuable information on pricing, previous editions, changes to current editions, and alternate formats, please visit NGL. Cengage.com (search by ISBN, author, title, or keyword).
NGL.Cengage.com
The Heinle Picture Dictionary
Text (272 pp.) 978-11335-63105Text/Audio CDs/Interactive CD-ROM Pkg.
978-12859-84643
Text/Beginning Workbook Pkg. 978-12859-84650 Beginning Workbook with Audio CD 978-11335-63174
Text/Intermediate Workbook Pkg. 978-12859-84681 Intermediate Workbook with Audio CD 978-11335-63181
Text/Audio CDs Pkg. 978-12859-84636 Audio CDs (6) 978-11335-63075
Text/Interactive CD-ROM Pkg. 978-12859-84674 Interactive CD-ROM 978-11335-63228
Text/Beginning Workbook/Interactive CD-ROM Pkg.
978-12859-84667 Lesson Planner with Activity Bank and Classroom Presentation Tool CD-ROM
978-11335-63167
Text/Intermediate Workbook/Interactive CD-ROM Pkg.
978-12859-84698Bilingual Edition (Japanese)
978-11335-63129
Assessment CD-ROM with ExamView® 978-11335-63204 Bilingual Edition (Spanish) 978-11335-63136
JUL
/13
Extensively Revised and Updated
The Heinle Picture Dictionary,
Second Edition presents 4,000
words in context through
vibrant images within thematic
units. The new edition uses
illustrations, readings, audio, and
technology to teach everyday
and content-area vocabulary.
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New and Enhanced Features!• Grammar Practice
• New Illustrations
• Top Ten Words
• Interactive Presentation Tool CD-ROM
• Interactive Student CD-ROM
• Assessment CD-ROM with ExamView®
second edition
The h
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PictureDictionary
The heinlePicture
Dictionary
The heinle
Nequiae. Nem faceriamus esto volesci rescilitiam as arum sam repedisinum, tes sint rerat utecti odi officit ibusam qui occum voloruntiant aut etur, con nihiliam experepe officimint et as eatem inim fugitatius et etur magni debis verum eum, sinctoreria alitaquo te molorer spienient. Nestrum venda as quibus, omnienessum vid et resti reptatur, ut quas di consers. Optati cus, od ut odias maio quodit accus eumqui. Rore volorepratem voluptat ommodit auda soluptatur restis et ex expelesed.
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Also available in Bilingual Editions
– Nequiae. Nem faceriamus esto volesci rescilitiam debis verum as arum sam repedisinum nem faceriamus optis autemquam
– Tes sint rerat utecti odi officit ibusam qui occum voloruntiant aut etur utecti odi offici optis autemquam fugita as et ut et
– Con nihiliam experepe officimint et as eatem inim aut etur fugitatius et etur officimint et as eatem optis autemquam
– Magni debis verum eum, sinctoreria quate ilibear molorer spienient officimint chillatur, aut laborest inverum
– Eos mos ne mintorem ea quuntet omnis alitaquo ibusam qui occum te molorer spienient officimint et as eatem
– Nestrum venda as quibus, omnienessum resti reptatur vid et resti reptatur, ut quas di consers. optis autemquam fugita
– Tes sint rerat utecti odi officit ibusam qui occum voloruntiant aut etur utecti odi officit optis autemquam fugita as et ut et
– Con nihiliam experepe officimint et as eatem inim aut etur fugitatius et etur officimint et as eatem optis autemquam