Picture Dictionary

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THE HEINLE PICTURE DICTIONARY. Sea. 188. Words in Context. There are more than 15,000 kinds of fish in the sea. The largest fish is the shark. The great ...

The Heinle

Picture Dictionary Second Edition

The heinle Picture Dictionary Second edition

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s arum sam m qui occum cimint et as m, sinctoreria as quibus, nsers. Optati volorepratem esed.

debis verum autemquam

voloruntiant as et ut et

The heinle

Picture Dictionary

m aut etur emquam

molorer m

ibusam qui m

tatur vid et m fugita

voloruntiant as et ut et

m aut etur emquam

NEW!

Grammar Practice Technology Bilingual Support

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FREE SAMPLE LESSONS!

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Picture Dictionary Workbook Lesson Plans

second edition

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.

Sea

1

Words in Context

3

2

There 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 ** 90 kilometers 5 55.8 miles

16 a cod

2 a dolphin

17 an octopus

3 a swordfish

18 an eel

4 gills

19 a squid

5 a fin

20 a stingray

6 scales

21 a shrimp

7 a killer whale / an orca

22 a sea urchin

8 a turtle

per hour! * 7 meters 5 23.1 feet

1 a seagull

9 seaweed

*** 70 kilometers 5 43.4 miles

10 a tuna 11 a jellyfish 4

5

6

7

12 a shark 8

13 a (scuba) diver 14 a sea horse

Parts of a Fish

15 a bass

9

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

10 11 12 13

Words in Action

14

Word Partnerships a school of

1. Make a list of all the sea animals you have seen. Then compare your list with your classmates’ lists.

19

fish

2. Study the spread for five minutes. Close your books. With a group, make a list of as many sea animals as you can remember. Take turns describing what each one looks like. You may want to draw pictures on the board.

a freshwater 17

a saltwater a sea

turtle

a snapping

16

15

a hammerhead

Words in Action Practice new words through classroom activities.

shark

a great white

18 23 26

21 20

188

Word Partnerships Use high-frequency word patterns and collocations like a native speaker.

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THE HEINLE PIC TURE DIC TIONARY

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29 28

27

30

189

The Heinle Picture Dictionary, Second Edition, Unit 13: “Sea”

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1

1 the alphabet

Classroom Verbs

Words in Context 30 cheat on a test

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.

32 study for a test

31 fail a test

20 a notebook

2 a teacher

11 a bookshelf

21 a pen

3 a marker

12 a book

22 a desk

4 a (whiteboard) eraser

13 a map

23 an eraser

14 a (black)board

24 a pencil

15 chalk

25 a textbook

6 a (white)board

16 a poster

26 a student

7 a bulletin board

17 an overhead projector

27 a chair / a seat

5 a homework assignment

What does the ideal classroom look like? Some experts think that a classroom should look friendly. It should have comfortable

10 a globe

33 take a test

8 a clock

8

1

9 a flag

34 pass a test 7

13

28 a grade

18 a table

29 a test / an exam

19 a workbook

14

6 10

16

5 11 9 2

3

4

15

12

17 18 22 20

Word Partnerships go to

21

the board

write on

19

erase a high school

student

a college

Words in Action

26

1. Work with a group. Make a list of everything in your classroom. Which group has the longest list?

an international a graduate a hard / difficult an easy

test / exam

23

24

25 27

a midterm a final

2. Cover the word list. Find one word in the picture that starts with each of the following letters: a, b, c, d, e, f, g, h.

28 29

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18

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The Heinle Picture Dictionary, Second Edition, Unit 2: “Classroom” 06/05/13 7:43 AM

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Computers

Word Partnerships connect to the (Inter)net surf open

1

Words in Context

an e-mail (message)

send delete

Computers keep getting smaller and faster. Scientists built the first computer in the 1940s. It was the size of a large room. In

open

the 1970s, stores began to sell desktop computers. Then, in the

close

1990s, small laptops appeared. Now tiny handheld computers

2

a window

Internet symbols

are popular.

7

18 a key

3 a window

19 a monitor

4 a toolbar

20 a screen

5 a folder

21 a keyboard

6 a cursor

22 an e-mail (message)

7 a file

23 a laptop (computer) / a notebook (computer) 24 a trackpad / a touchpad

dot

9 icons

/

(forward) slash

:

colon

10 a scroll bar

25 software / a (computer) program

11 a cable

26 a USB port

12 a power strip

27 a mouse

13 a projector

28 a CD-ROM drive

14 a scanner

29 the (Inter)net / the (World Wide) Web

4

31 enter your password

2 a flash drive

.

3

30 be online

17 a desktop (computer)

8 a (drop down) menu

@ at

Verbs

1 a CD-ROM

8

15 a printer 16 a tablet 5

32 select text

15

9

6 10

33 click

14 28

13

11

27

34 scan

35 print (out) 22

25

12 16 23

19

24

17

Words in Action

20 26

24

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1. Draw a computer. Without looking at the word list, label each part of the computer.

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2. Practice reading aloud these addresses: ■ [email protected] ■ http://www.natgeo.com

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The Heinle Picture Dictionary, Second Edition, Unit 2: “Computers” 06/05/13 7:41 AM

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BILINGUAL EDITION

Restaurant Restaurante

1 a chef un chef / un jefe de cocina 2 a dishwasher un lavaplatos 3 an apron un delantal / un mandil

Words in Context

1

2

4 a server / a waitress una mesera

The 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

5 a busser / a busboy un ayudante de mesero

3

you can eat at a Chinese restaurant in Moscow or a Mexican

6 a server / a waiter un mesero

restaurant in Beijing. The biggest restaurant in the world is

7 a diner / a customer un cliente

the Royal Dragon in Bangkok. The dining room seats 5,000 diners. The servers wear roller skates!

8 a creamer una jarrita para crema

26 an appetizer un entremés

14 a bowl un tazón

27 a main course un plato principal

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

19 a saucer un plato pequeño 20 a menu un menú 21 a fork un tenedor

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

18 a cup una taza

Word Partnerships a steak

knife

a butter

22 a napkin una servilleta

a salad

10 a sugar bowl una azucarera

23 a plate un plato

a dinner

11 a tablecloth un mantel

24 a knife un cuchillo

a soup

12 a saltshaker un salero

25 a spoon una cuchara

9 a vase un jarrón

5

13 a pepper shaker un pimentero

6

31

fork spoon

a dessert a serving a dinner

plate

a dessert a soup

bowl

a salad 7

4

8

9 26

10

27 28

12

15

18

16

14

30

17

29

13

21

19

11 20

22

Words in Action

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1. Compare your favorite restaurant with this one. How is it the same? How is it different?

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2. What is your favorite appetizer? Main course? Dessert?

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The Heinle Picture Dictionary, Second Edition, Unit 7: “Restaurant” 29/04/13 4:41 PM

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BEGINNING WORKBOOK

Restaurant A

Grammar Connection: Polite request May I please have

Notes: •  Begin a polite request with May I please. • Use the base form of the verb.

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

D

Complete these polite requests. 1.

1.

a vase

3.

2.

a napkin? a fork?

4. E

May I please have

a spoon?

2.

a cup of coffee?

3.

a knife?

4.

a menu?

5.

the check?

Listen and draw each item in the correct place on this table.

CD 1 Track 53

salt 5. B

C

6.

7.

8. fork

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

knife

4. There’s a [ vase

F

vase ].

3. The little boy is sitting in a [ tablecloth

7. The man needs a [ fork

3. I [ am

aprons ].

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for an appetizer.

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

plate ].

7.

coffee ].

is going to pay the bill!

101

100

8

(name of restaurant).

2. I am going to have

high chair ].

tablecloth ].

6. All the workers are wearing [ diners

Imagine you are going out for dinner. Complete the sentences. 1. I am going to eat at

napkin ] in the middle of the table.

5. Each table has a [ menu

spoon

water glass

dishwasher ] is cooking in the kitchen.

2. The waiter is carrying a [ tray

napkin

wine glass

Look at the restaurant in your dictionary. Circle the correct word. 1. The [ chef

pepper

bowl

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The Heinle Picture Dictionary, Second Edition, Unit 7: “Restaurant”, Beginning Workbook 30/04/13 2:34 PM

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LESSON PLANNER Audio CD3 Tracks 18 & 19

Restaurant

Objective: Identify restaurant vocabulary.

Warm-up: 10–15 minutes Tell 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.

Words in Context

1

2

The 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

3

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!

Introduction: State the objective. Presentation 1: 15–20 minutes Have 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.

Level

1 a chef

13 a pepper shaker

25 a spoon

2 a dishwasher

14 a bowl

26 an appetizer

3 an apron

15 a wine glass

27 a main course

4 a server / a waitress

16 a (water) glass

28 a dessert

5 a busser / a busboy

17 a high chair

29 a tray

6 a server / a waiter

18 a cup

30 a salad bar

7 a diner / a customer

19 a saucer

31 a check / a bill

8 a creamer

20 a menu

9 a vase

21 a fork

31

Word Partnerships a steak

10 a sugar bowl

22 a napkin

a butter

11 a tablecloth

23 a plate

a salad

12 a saltshaker

24 a knife

Introduction: State the objective.

knife

Presentation 1: 18–20 minutes Present 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 students 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 customer 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.

fork

a dinner a soup

spoon

a dessert 5

a serving

6

a dinner

plate

a dessert a soup

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 students reverse roles. After another three minutes, challenge pairs to cover the list while quizzing each other.

bowl

a salad 7

4

8

9 26

10

27 28

12

15

Practice 1: 12–15 minutes Prepare 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: 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 minutes Read 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.

18

16

14

29

30

17

13

21

19

11 20

22 23

24

25

Words in Action

Evaluation 1: Ask the secretaries to read the stories to the class.

1. Compare your favorite restaurant with this one. How is it the same? How is it different? 2. What is your favorite appetizer? Main course? Dessert?

100

Level

gave you the wrong order. 5. Imagine that the food is cold. 6. Imagine that you have to wait one hour for your order.

Objective: Make complaints about service.

Warm-up: 10–15 minutes Discuss 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 minutes Study 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

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 restaurant and there is a fly in your soup. 2. Imagine that the bill or check has food on it you didn’t order or the total is wrong. 3. Imagine that a server spilled the food on your table. 4. Imagine that the server

Practice 1: 15–20 minutes Divide students into four to six groups and assign one scenario to each. Students should determine a solution for each issue and write a conversation they might have in order to handle the situation. Conversations should contain a speaking role for each group member and vocabulary from the list.

100 Unit 7 • Food

Objective: Write a paragraph.

Warm-up: 10–15 minutes Have 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.

101

Evaluation 1: Observe group performances. Application: 30–40 minutes Lead 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 local 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.

Application: 15–20 minutes Students should choose one memorable restaurant experience. It should be a true story, but the experience can be positive or negative. Allow time for students to write down as much as they can remember about the experience and then share their stories with a small group.

PROJECT

Level

Have students in groups imagine they are restaurant owners and answer these questions: What is the name of your restaurant? Where is your restaurant? How many employees do you have? What are your hours? Students should create a menu. There is a worksheet to facilitate this activity on the Activity Bank CD-ROM.

Restaurant

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The Heinle Picture Dictionary, Second Edition, Unit 7: “Restaurant,” Lesson Planner

10



11

Types of Homes Finding a Place to Live Apartment Building House and Garden Kitchen and Dining Area Living Room Bedroom and Bathroom Household Problems Household Chores Cleaning Supplies

CONTENTS Contents Numbers Time Calendar Money and Shopping Colors In, On, Under Opposites The Telephone

2 4 6 8 10 12 14 16

Fruits and Nuts Vegetables Meat, Poultry, and Seafood Inside the Refrigerator Food to Go Cooking Cooking Equipment Measurements and Containers Supermarket Restaurant Order, Eat, Pay

82 84 86 88 90 92 94 96 98 100 102

Weather The Earth’s Surface Energy, Pollution, and Natural Disasters The United States and Canada The World The Universe

18 20 22 24

3 Family Family Raising a Child Life Events

26 28 30

Garden Desert Rain Forest Grasslands Polar Lands Sea Woodlands

8 Clothing Clothes Sleepwear, Underwear, and Swimwear Shoes and Accessories Describing Clothes Fabrics and Patterns Buying, Wearing, and Caring for Clothes Sewing and Laundry

104 106 108 110 112 114 116

Face and Hair Daily Activities Walk, Jump, Run Feelings Wave, Greet, Smile Documents Nationalities

32 34 36 38 40 42 44

Interactive Student CD-ROM ENHANCED!

118 120 122 124 126 128 130

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.

178 180 182 184 186 188 190

Interactive Presentation NEW! 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

Math Science Writing Explore, Rule, Invent U.S. Government and Citizenship

Vehicles and Traffic Signs Parts of a Car Road Trip Airport Taking a Flight Public Transportation Up, Over, Around

166 168 170 172 174 176

14 School Subjects

9 Transportation 4 People

COMPONENTS

13 Animals, Plants, and Habitats

2 School Classroom Listen, Read, Write School Computers

146 148 150 152 154 156 158 160 162 164

12 Earth and Space

7 Food

1 Basic Words

Jobs 1 Jobs 2 Working Farm Office Factory Hotel Tools and Supplies 1 Tools and Supplies 2 Drill, Sand, Paint

62 64 66 68 70 72 74 76 78 80

192 194 196 198 200

15 The Arts

v

Fine Arts Performing Arts Instruments Film, TV, and Music

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202 204 206 208

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10 Health 5 Community Places Around Town Shops and Stores Bank Post Office Library Daycare Center City Square Crime and Justice

iv

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132 134 136 138 140 142 144

11 Work

6 Housing

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46 48 50 52 54 56 58 60

The Human Body Illnesses, Injuries, Symptoms, and Disabilities Hurting and Healing Hospital Medical Center Pharmacy Soap, Comb, and Floss

Jobs 1 Jobs 2 62 Working 64 iii Farm 66 Office 68 Factory 70 Hotel 72 10/01/13 9:48 AM Tools and Supplies 1 74 Tools and Supplies 2 76 Drill, Sand, Paint 78 80

Types of Homes Finding a Place to Live Apartment Building House and Garden Kitchen and Dining Area Living Room Bedroom and Bathroom Household Problems Household Chores Cleaning Supplies

16 Recreation Beach Camping City Park Places to Visit Indoor Sports and Fitness Outdoor Sports and Fitness 10/01/13 9:48 AM Winter Sports Games, Toys, and Hobbies Camera, Stereo, and DVD Holidays and Celebrations

146 148 150 152 154 156 158 160 162 164

Index

210 212 214 216 218 220 222 224 226 228

230

Assessment CD-ROM NEW! with ExamView®

12 Earth and Space 7 Food Fruits and Nuts Vegetables Meat, Poultry, and Seafood Inside the Refrigerator Food to Go Cooking Cooking Equipment Measurements and Containers Supermarket Restaurant Order, Eat, Pay

NEW FEATURES Grammar NEW!

Included in8 Clothing each workbook lesson, “Grammar Connection” presents and practices the important grammar for building sentences and communicating with the 9 Transportation newly acquired vocabulary. Clothes Sleepwear, Underwear, and Swimwear Shoes and Accessories Describing Clothes Fabrics and Patterns Buying, Wearing, and Caring for Clothes Sewing and Laundry

Vehicles and Traffic Signs Parts of a Car Road Trip Airport Taking a Flight Public Transportation 63105_FM_rev01_iii-vi_toc.indd Up, Over, Around

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Weather The Earth’s Surface 82 Energy, Pollution, and Natural Disasters 84 The United States and Canada 86 The World 88 The Universe 90 92 94 96 9813 Animals, Plants, and Habitats 100 Garden 102 Desert Rain Forest Grasslands Polar Lands Sea Woodlands 104 106 108 110 14 School Subjects 112 114 Math 116 vi Science Writing Explore, Rule, Invent U.S. Government and Citizenship

166 168 170 172 174 176

High-Frequency Words NEW!

Technology NEW!

Highlighting the top ten words in each lesson allows student to focus on the most essential vocabulary.

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.

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118 120 122 124 126 128 130

178 180 182 184 186 188 190

192 194 196 198 200

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THE HEINLE PIC TURE DIC TIONARY

Beginning and Intermediate Workbooks reinforce and consolidate classroom instruction with vocabulary, listening, and grammar practice.

Audio CDs UPDATED! Students improve listening and pronunciation skills with recordings of the target vocabulary and “Words in Context.”

Lesson Planner UPDATED! 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.

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Quickly customize tests and quizzes with just a few clicks. The perfect tool for multilevel classes!

Workbooks ENHANCED!

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Bilingual Editions UPDATED! 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.

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.

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. – Nequiae. Nem faceriamus esto volesci rescilitiam debis verum as arum sam repedisinum nem faceriamus optis autemquam

The heinle Picture Dictionary Second edition

Extensively Revised and Picture Updated Dictionary

– Tes sint rerat utecti odi officit ibusam qui occum voloruntiant aut etur utecti odi offici optis autemquam fugita as et ut et

New and Enhanced Features! The heinle

Picture Dictionary

– Con nihiliam experepe officimint et as eatem inim aut etur fugitatius et etur officimint et as eatem optis autemquam

• Grammar Practice • New Illustrations • Top Ten Words • Interactive Presentation Tool CD-ROM

– 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

• Interactive Student CD-ROM

– 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

• Assessment CD-ROM with ExamView®

Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0-8384-4400-8 Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0-8384-4400-8 Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0-8384-4400-8 Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0-8384-4400-8 Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0-8384-4400-8 Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0-8384-4400-8 Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0-8384-4400-8 Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0-8384-4400-8 Also available in Bilingual Editions

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The Heinle Picture Dictionary Text (272 pp.)

978-11335-63105

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.

978-12859-84698

Assessment CD-ROM with ExamView®

978-11335-63204

Text/Audio CDs/Interactive CD-ROM Pkg.

Bilingual Edition (Japanese) Bilingual Edition (Spanish)

978-12859-84643

978-11335-63129 978-11335-63136

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