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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!
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](https://image.slidesharecdn.com/marinepicturedictionary-160228054048/85/Marine-picture-dictionary-6-320.jpg)
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- 1. second edition TheheinlePictureDictionarySecondedition Picture Dictionary The heinle ure ary heinle sarum sam m qui occum cimint et as m, sinctoreria as quibus, nsers. Optati volorepratem esed. 0-8384-4400-8 0-8384-4400-8 0-8384-4400-8 0-8384-4400-8 0-8384-4400-8 0-8384-4400-8 0-8384-4400-8 0-8384-4400-8 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 NEW! Grammar Practice Technology Bilingual Support FREE SAMPLE LESSONS! Picture Dictionary Workbook Lesson Plans The Heinle Picture Dictionary Second Edition
- 2. NGL.Cengage.com/hpd 1 THEHEINLE 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 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”
- 3. Classroom 18 Word Partnerships go tothe 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 63105_U02_rev01_018-019_class.indd 18 06/05/13 7:43 AM 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 THEHEINLE 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 Learn 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 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 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 – 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