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
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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
19
18
2
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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
4
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1. Draw a computer. Without looking at the word list, label each part of the computer.
18
2. Practice reading aloud these addresses: ■
[email protected] ■ http://www.natgeo.com
21
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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
23
24
1. Compare your favorite restaurant with this one. How is it the same? How is it different?
25
2. What is your favorite appetizer? Main course? Dessert?
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100
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The Heinle Picture Dictionary, Second Edition, Unit 7: “Restaurant” 29/04/13 4:41 PM
7
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
9
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
101
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
5
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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