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TheheinlePictureDictionarySecondedition
Picture
Dictionary
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cimint et as
m, sinctoreria
as quibus,
nsers. Optati
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esed.
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debis verum
autemquam
voloruntiant
as et ut et
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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The Heinle
Picture Dictionary
Second Edition

2. NGL.Cengage.com/hpd 1 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 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 Partnerships
a 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
22
Parts of a Fish
4 65
63105_U13_rev01_188-189_marine.indd 188 06/05/13 7:44 AM
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 Action
1. Make a list of all the sea animals you
have seen. Then compare your list with
your classmates’ lists.
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.
3
12
25
27
28
19
17
29
8
26
30
18
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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”

3. Classroom
18
Word Partnerships
go 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 test30 cheat on
a test
2
12
7
25
11
26
22
4
10
5
8
6
20
1
Words in Context
What 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
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19
Words in Action
1. Work with a group. Make a list of
everything in your classroom. Which
group has the longest list?
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.
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”

4. 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 Context
Computers 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
26
63105_U02_rev01_024-025_compt.indd 24 06/05/13 7:41 AM
15
2522
29
23
13
25
Words in Action
1. Draw a computer. Without looking at the word
list, label each part of the computer.
2. Practice reading aloud these addresses:
■ president@whitehouse.gov
■ 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 Partnerships
connect 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
63105_U02_rev01_024-025_compt.indd 25 06/05/13 7:41 AM
The Heinle Picture Dictionary, Second Edition, Unit 2:“Computers”

5. 6 7
Restaurant
Restaurante
100
Words in Context
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
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
7
9
16
20
17
15
8
23
14
22
21
1 2
3
13
12
25
24
19
18
10
11
9781133563167_Jenkins.indd 100 29/04/13 4:41 PM
26
27
30
28
29
101
Words in Action
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?
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 Partnerships
a 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 PM
The Heinle Picture Dictionary, Second Edition, Unit 7: “Restaurant”
BILINGUAL EDITION

6. 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!
knife
spoon
wine glass
water glass
napkin
pepper
salt
bowl
fork
CD 1
Track 53
101
9781133563112_Foley.indd 101 30/04/13 2:34 PM
The Heinle Picture Dictionary, Second Edition, Unit 7: “Restaurant”, Beginning Workbook
BEGINNING WORKBOOK

7. 10 11
Audio CD3 Tracks 18 & 19
100 Unit 7 • Food
Restaurant
100
Words in Context
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
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
6
5
7
9
16
20
17
15
8
23
14
22
21
1 2
3
13
12
25
24
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 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
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
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.
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.
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 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.
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 sugar bowl
11 a tablecloth
12 a saltshaker
13 a pepper shaker
14 a bowl
15 a wine glass
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 main course
28 a dessert
29 a tray
30 a salad bar
31 a check / a bill
Words in Action
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?
Word Partnerships
a 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
26
27
30
28
29
31
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.
Introduction: State the objective.
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 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 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: Ask the secretaries to read the stories
to the class.
Application: 15–20 minutes
Students 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 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 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 minutes
Divide 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.
Have students in groups imagine they are
restaurant owners and answer these ques-
tions: What is the name of your restaurant?
Where is your restaurant? How many em-
ployees 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.
PROJECT
The Heinle Picture Dictionary, Second Edition, Unit 7:“Restaurant,”Lesson Planner
LESSON PLANNER

8. 12 THE HEINLE PICTURE DICTIONARY NGL.Cengage.com/hpd
CONTENTS COMPONENTS
iv
6 Housing
Types of Homes 62
Finding a Place to Live 64
Apartment Building 66
House and Garden 68
Kitchen and Dining Area 70
Living Room 72
Bedroom and Bathroom 74
Household Problems 76
Household Chores 78
Cleaning Supplies 80
7 Food
Fruits and Nuts 82
Vegetables 84
Meat, Poultry, and Seafood 86
Inside the Refrigerator 88
Food to Go 90
Cooking 92
Cooking Equipment 94
Measurements and Containers 96
Supermarket 98
Restaurant 100
Order, Eat, Pay 102
8 Clothing
Clothes 104
Sleepwear, Underwear, and Swimwear 106
Shoes and Accessories 108
Describing Clothes 110
Fabrics and Patterns 112
Buying, Wearing, and Caring for Clothes 114
Sewing and Laundry 116
9 Transportation
Vehicles and Traffic Signs 118
Parts of a Car 120
Road Trip 122
Airport 124
Taking a Flight 126
Public Transportation 128
Up, Over, Around 130
63105_FM_rev01_iii-vi_toc.indd 4 10/01/13 9:48 AM
Contents
iii
1 Basic Words
Numbers 2
Time 4
Calendar 6
Money and Shopping 8
Colors 10
In, On, Under 12
Opposites 14
The Telephone 16
2 School
Classroom 18
Listen, Read, Write 20
School 22
Computers 24
3 Family
Family 26
Raising a Child 28
Life Events 30
4 People
Face and Hair 32
Daily Activities 34
Walk, Jump, Run 36
Feelings 38
Wave, Greet, Smile 40
Documents 42
Nationalities 44
5 Community
Places Around Town 46
Shops and Stores 48
Bank 50
Post Office 52
Library 54
Daycare Center 56
City Square 58
Crime and Justice 60
105_FM_rev01_iii-vi_toc.indd 3 10/01/13 9:48 AM
iv
Types of Homes 62
Finding a Place to Live 64
Apartment Building 66
House and Garden 68
Kitchen and Dining Area 70
Living Room 72
Bedroom and Bathroom 74
Household Problems 76
Household Chores 78
Cleaning Supplies 80
7 Food
Fruits and Nuts 82
Vegetables 84
Meat, Poultry, and Seafood 86
Inside the Refrigerator 88
Food to Go 90
Cooking 92
Cooking Equipment 94
Measurements and Containers 96
Supermarket 98
Restaurant 100
Order, Eat, Pay 102
8 Clothing
Clothes 104
Sleepwear, Underwear, and Swimwear 106
Shoes and Accessories 108
Describing Clothes 110
Fabrics and Patterns 112
Buying, Wearing, and Caring for Clothes 114
Sewing and Laundry 116
9 Transportation
Vehicles and Traffic Signs 118
Parts of a Car 120
Road Trip 122
Airport 124
Taking a Flight 126
Public Transportation 128
Up, Over, Around 130
63105_FM_rev01_iii-vi_toc.indd 4 10/01/13 9:48 AM
v
10 Health
The Human Body 132
Illnesses, Injuries, Symptoms, and Disabilities 134
Hurting and Healing 136
Hospital 138
Medical Center 140
Pharmacy 142
Soap, Comb, and Floss 144
11 Work
Jobs 1 146
Jobs 2 148
Working 150
Farm 152
Office 154
Factory 156
Hotel 158
Tools and Supplies 1 160
Tools and Supplies 2 162
Drill, Sand, Paint 164
12 Earth and Space
Weather 166
The Earth’s Surface 168
Energy, Pollution, and Natural Disasters 170
The United States and Canada 172
The World 174
The Universe 176
13 Animals, Plants, and Habitats
Garden 178
Desert 180
Rain Forest 182
Grasslands 184
Polar Lands 186
Sea 188
Woodlands 190
14 School Subjects
Math 192
Science 194
Writing 196
Explore, Rule, Invent 198
U.S. Government and Citizenship 200
63105_FM_rev01_iii-vi_toc.indd 5 10/01/13 9:48 AM
v
Jobs 1 146
Jobs 2 148
Working 150
Farm 152
Office 154
Factory 156
Hotel 158
Tools and Supplies 1 160
Tools and Supplies 2 162
Drill, Sand, Paint 164
12 Earth and Space
Weather 166
The Earth’s Surface 168
Energy, Pollution, and Natural Disasters 170
The United States and Canada 172
The World 174
The Universe 176
13 Animals, Plants, and Habitats
Garden 178
Desert 180
Rain Forest 182
Grasslands 184
Polar Lands 186
Sea 188
Woodlands 190
14 School Subjects
Math 192
Science 194
Writing 196
Explore, Rule, Invent 198
U.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 202
Performing Arts 204
Instruments 206
Film, TV, and Music 208
16 Recreation
Beach 210
Camping 212
City Park 214
Places to Visit 216
Indoor Sports and Fitness 218
Outdoor Sports and Fitness 220
Winter Sports 222
Games, Toys, and Hobbies 224
Camera, Stereo, and DVD 226
Holidays 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 FEATURES
High-Frequency Words
Highlighting 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!

9. 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.) 978-11335-63105
Text/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.
978-12859-84698
Bilingual 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/hpd
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second editionTheheinlePictureDictionarySecondedition
Picture
Dictionary
The heinle
Picture
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.
Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 0-8384-4400-8
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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