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SECOND EDITION Picture Dictionary THE HEINLE NEW! Grammar Practice Technology Bilingual Support FREE SAMPLE LESSONS! Picture Dictionary Workbook Lesson Plans The Heinle Picture Dictionary Second Edition
Transcript
Page 1: The einle Picture The heinle Dictionary - ngl.cengage.com€¦ · Picture Dictionary Se cond edition Picture Dictionary The heinle Picture Dictionary ... (orl W ie) e b 1 a CD-ROM

second edition

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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

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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

1

24

23

11

2

10

15

7

16

9

13

20

14

21

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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.

3

12

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28

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17

29

8

26

30

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63105_U13_rev01_188-189_marine.indd 189 06/05/13 7:44 AM

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”

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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

12

7

25

11

26

22

4

10

5

8

6

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

23

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

27

14

18

29

19

17

15

28

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”

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54

8

19

17

21

20

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

16

4

5 6

7

3

12

1

2

9

10

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63105_U02_rev01_024-025_compt.indd 24 06/05/13 7:41 AM

15

2522

29

23

13

25

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

27

28

14

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The Heinle Picture Dictionary, Second Edition, Unit 2: “Computers”

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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!

4

65

79

16

20

17

15

8

23

14

22

21

1 2

3

13

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9781133563167_Jenkins.indd 100 29/04/13 4:41 PM

2627

30

28

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

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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

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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

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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!

Page 9: The einle Picture The heinle Dictionary - ngl.cengage.com€¦ · Picture Dictionary Se cond edition Picture Dictionary The heinle Picture Dictionary ... (orl W ie) e b 1 a CD-ROM

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.

NGL.Cengage.com/hpdLearn more inside!

Students! Buy your copy online at CengageBrain.com

CengageBrain is an eCommerce website

that provides students with the right

materials at discounted prices!

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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Pictu

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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


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