The Heinle Picture Dictionary

INTERNATIONAL STUDENT EDITION

THE HEINLE

PICTURE DICTIONARY

Choose Your Favorite Site

Then click on the Button to Visit it

Dictionaries from Heinle!
The Essential Tools for English Language Learners!

H E IN L E 'S HEINLE'S

BASIC Newbury House Newbury House

DICTIONARY DICTIONARY

of American English of American English

Second Edition
B U IL T -IN P IC T U R E D IC T IO N A R Y

Learner’s Dictionary Learner’s Dictionary • Thesaurus
Picture Dictionary Brief Writer’s Handbook
Activity Guide
Activity Guide • Pronouncing CD-ROM
Softcover: 0-8384-2656-5
Hardcover: 0-7593-9808-9 Softcover with CD-ROM: 0-8384-2657-3
Hardcover: 0-8837-7017-2

To order your copy of Heinle’s Newbury House
Dictionary, the All-inOne Essential Dictionary for
English Language Learners, call 1-800-354-9706
(In the U.S.), visit us at elt.thomson.com, or
contact your local Heinle or Thomson Learning
representative.

INTERNATIONAL STUDENT EDITION

THE HEINLE

PICTURE

DICTIONARY

THOMSON
HEINLE

Australia Canada Mexico -o- Singapore United Kingdom <> United States

THOIVISOIM

— —^ ------------------
-

H EIN LE

INTERNATIONAL STUDENT EDITION
The Heinle Picture Dictionary

Publisher, Adult &Academic: James W. Brown Production Manager: Sally Cogliano
Senior Acquisitions Editor, Adult &Academic: Sherrise Roehr Senior Production Editor: Maryellen E. Killeen
Director of Product Development: Anita Raducanu Senior Print Buyer: Mary Beth Hennebury
Publisher, Global ELT: Christopher Wenger Photo Researcher: Melissa Goodrum
Senior Development Editor: Jill Korey O’Sullivan Photo Editor and Permissions Manager: Sheri Blaney
Developmental Editor: Rebecca Klevberg Indexer: Alexandra Nicherson
Editorial Assistants: Katherine Reilly, John Hicks, and Project Management, Design, and Composition:

Christine Galvin Proof Positive/Farrowlyne Associates, Inc.
Director of Marketing: Amy Mabley Cover Design: Proof Positive/Farrowlyne Associates, Inc.
Senior Marketing Manager, Adult ESL: Donna Lee Kennedy Cover Image: © 2004 Roy Wiemann c/o the ispot.com
International Marketing Manager: Eric Bredenberg Printer: Courier

Copyright © 2005 by Thomson Heinle. Thomson Heinle and the For permission to use material from this text or product,
Thomson logo are trademarks used herein under license. submit a request online at http://www.thomsonrights.com

All rights reserved. No part of this work covered by the Any additional questions about permissions can be
copyright hereon may be reproduced or used in any form or by submitted by email to [email protected]
any means—graphic, electronic, or mechanical, including
photocopying, recording, taping, Web distribution or information Student Edition ISBN-13: 978-0-8384-4400-9
storage and retrieval systems—without the written permission Student Edition ISBN-10: 0-8384-4400-8
of the publisher.
International Student Edition ISBN-13: 978-1-4130-0444-1
Printed in the United States of America. International Student Edition ISBN-10:1-4130-0444-X (Not for
4 5 6 — 07 sale in the United States.)

For more information contact Thomson Heinle, 25 Thomson
Place, Boston, MA 02210 USA, or you can visit our Internet site
at http://elt.thomson.com

Credits appear on page 262, which constitutes a continuation of
the copyright page.

Contents 2
4
Basic Words 6
8
Numbers 10
Time 12
Calendar 14
Money and Shopping 16
Colors
In, On, Under 18
Opposites 20
The Telephone 22
24
School
26
Classroom 28
Listen, Read, Write 30
School
Computers 32
34
Family 36
38
Family 40
Raising a Child 42
Life Events 44

4 People 46
48
Face and Hair 50
Daily Activities 52
Walk, Jump, Run 54
Feelings 56
Wave, Greet, Smile 58
Documents 60
Nationalities
iii
t|ae ••. 1 5 Community
I J h jfejSj
Places Around Town
Shops and Stores
Bank
Post Office
Library
Daycare Center
City Square
Crime and Justice

6 Housing 62
64
Types of Homes 66
Finding a Place to Live 68
Apartment Building 70
House and Garden 72
Kitchen and Dining Area 74
Living Room 76
Bedroom and Bathroom 78
Household Problems 80
Household Chores
Cleaning Supplies 82
84
7 Food 86
88
Fruits and Nuts 90
Vegetables 92
Meat, Poultry, and Seafood 94
Inside the Refrigerator 96
Food to Go 98
Cooking 100
Cooking Equipment 102
Measurements and Containers
Supermarket 104
Restaurant 106
Order, Eat, Pay 108
110
8 Clothing 112
114
Clothes 116
Sleepwear, Underwear, and Swimwear
Shoes and Accessories 118
Describing Clothes 120
Fabrics and Patterns 122
Buying, Wearing, and Caring for Clothes 124
Sewing and Laundry 126
128
9 Transportation 130

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

iv

10 Health 132
134
The Human Body 136
Illnesses, Injuries, Symptoms, and Disabilities 138
Hurting and Healing 140
Hospital 142
Medical Center 144
Pharmacy
Soap, Comb, and Floss 146
148
'jt J 11 Work 150
I ff irtFjJ njjM? 152
Jobs 1 154
Jobs 2 156
Working 158
Farm 160
Office 162
Factory 164
Hotel
Tools and Supplies 1 166
Tools and Supplies 2 168
Drill, Sand, Paint 170
172
12 Earth and Space 174
176
Weather
The Earth’s Surface 178
Energy, Pollution, and Natural Disasters 180
The United States and Canada 182
The World 184
The Universe 186
188
13 A nim als, Plants, an d H a bitats 190

Garden 192
Desert 194
Rain Forest 196
Grasslands 198
Polar Lands
Sea 200
Woodlands
V
14 School Subjects

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

15 The Arts 202
204
Fine Arts 206
Performing Arts 208
Instruments
Film, TV, and Music 210
212
16 Recreation 214
216
Beach 218
Camping 220
S City Park 222
Places to Visit 224
Indoor Sports and Fitness 226
Outdoor Sports and Fitness 228
Winter Sports
Games, Toys, and Hobbies 230
Camera, Stereo, and DVD
Holidays and Celebrations

Index

vi

To the Teacher

About The Heinle Picture Dictionary Word Lists

The Heinle Picture Dictionary is an invaluable vocabulary The following list includes a few ideas that can be
resource for students learning the English language. It presents incorporated into the class to provide practice with
the most essential vocabulary for beginning to intermediate the vocabulary:
students in a unique format. In contrast to conventional
picture dictionaries that illustrate target words in isolation, ■ Brainstorm to gather ideas. With the books closed, ask
The Heinle Picture Dictionary conveys word meaning through students to brainstorm words they think might be in the
the illustration of these words within meaningful, real-world lesson you are about to begin. Then have students check
contexts. It also offers students a multitude of opportunities to see how many items they predicted correctly.
to see, use, hear, and practice these words in context.
■ Check to see what the students already know. As a class,
The dictionary is organized into 16 thematic units. Each ask students to cover the word lists and identify pictures by
two-page lesson within a unit focuses on a sub-theme of the numbers.
broader unit theme. So, for example, under the unit theme of
Housing, there are lessons focusing on different styles of s introduce vocabulary. Present each word to the students.
houses, specific rooms of a house, finding a house, household Ask them to listen to you or the audio and repeat. Help
problems, household chores, etc. them with pronunciation and check for comprehension.

The focal point of each lesson is the word list and the b Quiz students. Ask students to point to pictures that
corresponding illustration(s) and/or photograph(s) that correspond to words you call out. Or, ask students to point
illustrate the words. The word lists are arranged for ease of to pictures that correspond to words embedded within a
navigation, with the words appearing in the order in which sentence or a paragraph that you read aloud.
they are illustrated in the art. Singular words in the word list
are preceded by an indefinite article (or the definite article, b Have students quiz each other. Student A covers the word
in special cases where the definite article would be more list and student B asks student A to point to the correct
common or appropriate). The inclusion of articles is intended picture. Or, ask students to work in pairs to define the
to help students understand when and how articles should be meaning of words in the list using their own words.
used with the words in the dictionary.
b Play Bingo. Ask students to choose any five words from the
Each lesson includes Words in Context, Words in Action, list and write them down on a piece of paper. Call out
and Word Partnerships. Words in Context is a short reading words to the class at random. When a student has a word
that features a selection of the words from the word list. Words on his/her list, he/she checks it off. The first student to check
in Action is a pair of activities that help students put the words off every word on his/her list wins.
into meaningful use. Word Partnerships is a selection of
collocations that exposes students to high-frequency English b Classify. Ask students to classify vocabulary on a chart or in
word pairings using words from the word list. a cluster diagram. Templates for many charts and diagrams
are available on the Activity Bank CD-ROM or can be
Scientific Research Based produced by the students.

The Heinle Picture Dictionary was developed with research in b Dp a dictation. Give students spelling tests, dictate the
mind. Research supports the idea that vocabulary is most Words in Context, or dictate sentences containing
effectively learned through repeated and varied exposure vocabulary. This can also be done as a pairwork activity in
(Anderson, 1999) and through a strategic approach (Taylor, which one student gives the words or sentences to another.
Graves, van den Broek, 2000). The Heinle Picture Dictionary
provides students with not only clear illustrations to illuminate b Have students create sentences/paragraphs. Ask students
word meaning, but also numerous opportunities to encounter to produce sentences or paragraphs using the vocabulary
and use new vocabulary. The result is an approach to from the list.
vocabulary learning that reinforces understanding of word
meaning and helps students take ownership of new words. « Elicit more vocabulary. Elicit from students additional
vocabulary related to the theme of the lesson.
The Heinle Picture Dictionary is adaptable to a variety of
situations and purposes. Appropriate for both classroom s Encourage discussion. Discuss the theme of the lesson,
and self study, The Heinle Picture Dictionary can be used as using the new vocabulary.
a stand-alone vocabulary and language learning resource or,
using the array of available ancillaries, as the core of The b Provide real-life tasks. Have students use the vocabulary in
Heinle Picture Dictionary program. a real-life task, such as making floor plans, giving directions,
giving instructions, completing forms, etc.
viii
Words in Context

Words in Context introduces students to words from the word
list in the context of a reading about the lesson topic. In
addition to introducing vocabulary from the lesson in context,
these readings offer a number of pedagogical possibilities.

They provide interesting information that can be used to Classes often differ in exact level, so please consider these
stimulate classroom discussion. The readings can also be levels only as suggestions. They are primarily given to indicate
used for classroom dictations or as models for writing. the increasing difficulty of the lessons.

Words in Action The lesson plans take the instructor through each stage
of a lesson, from warm-up, introduction, and presentation
The Words in Action section provides students with multi-skill through to practice and application. The Lesson Planner
activities to practice and reinforce the vocabulary. These includes the Activity Bank CD-ROM, which has additional
activities are especially useful as an application after the activities for each unit. These worksheets can be downloaded
students become comfortable with the new vocabulary. and customized by the instructor.

Word Partnerships Each of the three lesson plans provided for every lesson in
The Heinle Picture Dictionary is designed to be used in a full
The Word Partnerships section provides students with common class period. This planner is different from a traditional
high-frequency collocations using words from the word list. It teacher's guide in that it not only gives suggestions for what to
may be helpful to show pictures or bring in real-life examples do with the student material, but it also helps you to organize
of the noun and adjective-based collocations, or to "perform" your entire class experience into a proven and productive
verb-based collocations for the class. Many of the "Word List" lesson plan approach. The objective-driven lesson plans
activities suggested above would work equally well with propose a variety of tasks and activities that culminate in an
Word Partnerships. application and often an optional project.

Teaching Grammar with The Heinle Picture Dictionary As you incorporate lesson plans into your instruction, you will
discover how this approach ensures effective teaching and
The scenes in The Heinle Picture Dictionary can be used as an successful language learning. The lesson plan format consists
effective tool for practicing grammar tenses. The following is of the following:
an approach to using the dictionary to teach grammar.
» Warm-up and Review—Students are given tasks or activities
Tell students to look at a scene in one of the lessons. Identify that will activate their prior knowledge, preparing them for
a time frame. For example, if you're teaching present the lesson.
continuous, tell the students to imagine that everything in the
scene is happening now. h Introduction—Students are given the objective for the
1. Identify the context—usually a story, a class discussion, or lesson. This is an essential step as students must know what
it is they will be learning and why they will be learning it.
a task can work well here. Avoid correcting students at
this point. « Presentation—Teachers present new material, check
2. Reveal the objective. Let the students know the particular student understanding, and prepare students for the
grammar point you will focus upon. practice.
3. Present the structure using a simple chart. Remember to
keep the context in mind. « Practice—Students practice an activity provided by the
4. Ask students to describe the picture, using the target tense. teacher.
As an additional challenge, you may have students ask
each other questions about the illustration. « Evaluation—The teacher checks the students' ability to do
5. Provide either written or oral practice. the previous practice as an indication of their readiness to
6. Evaluate students' use and comprehension of the structure. perform the application.
7. Provide an application that allows students to use the
structure in a more independent and less guided way. ® Application—Students demonstrate their ability to perform
The same scene can be used over and over again to teach the objective of a lesson more independently, with less
different tenses. The next time the scene is used to teach or teacher guidance.
review a tense, students will already be familiar with the
vocabulary, so it will be easier for them to focus on the grammar. The HPDWorkbooks. There are two HPD Workbooks, each
with its own supplemental audio program. There will be one
Supplemental Materials for beginning and the other for intermediate students. The
full-color workbooks are correlated page by page to the
The Lesson Planner. The full-color Lesson Planner provides dictionary. They have a variety of activities, including listening
complete lesson plans at three different levels for each lesson activities, to support student learning.
in the dictionary. The levels are coded as follows:
The HPD Interactive CD-ROM. This interactive CD-ROM
★ = Beginning Low provides an abundance of interactive activities to reinforce
★ ★ = Beginning the vocabulary learned in The Heinle Picture Dictionary.
★ ★ ★ = Beginning High/Intermediate Low
The HPDAudio Tapes and CDs include the readings and
word lists.

We hope The Heinle Picture Dictionary becomes a source of
engaging, meaningful language learning for your students.
Please feel free to contact us at www.heinle.com with your
comments and suggestions.

Welcome to

THE HEINLE PICTURE DICTIONARY

Four thousand words are presented in 16 contextualized, thematic
units. Each lesson in the unit presents vocabulary through color
photographs and illustrations, contextualized readings, high-frequency
word patterns study, and active learning opportunities.

“Words in Context” shows how the language is
actually used through accessible, contextualized
readings at a high-beginning level.

Tools/and Supplies 1

Words in Context

I go to hardware stores a lot because I work
in construction. I keep my wrench, my hammor,
and my screwdrivor In my tool bolt. Those are
tho tools I use the most

7 rile 19 electrical tape Word Partnerships Words in Action
8 : coulWng gun 20 ,rr extension cord
9 hammer 21 wire a tcxS tench 1. W \cn itemson the ist hovo you
10 : v.-rench 22 ollg htb ulb used"5What .ob d d you Co with
11 : hacksaw 23 t wire stripper box ooch item?
12 toot oeit 24 (oipo) fittings
a Philips screwdriver 2. Which roots would vou use to:
a fathoad • oulla a bookcase'’

an electric
a cordioss

“Word Partnerships” expands “Words in Action” gives
students’ use and understanding critical thinking activities
of high-frequency word patterns designed to help students
and collocations. put the vocabulary into
meaningful use.

X

it The full-color Lesson Planner
includes over 300 fully
developed lesson plans that
provide extensive support for
the busy teacher.
The Lesson Planner provides
lesson plans at three levels
for each lesson in the
dictionary. The lessons are
coded as follows:
★ = Beginning Low
★★ = Beginning
★★★ = Beginning High/
Intermediate Low

■ The Activity Bank CD-ROM (included with the Lesson Plannei)
contains reproducible activity masters that can be customized for
individual and classroom use.

® The Heinle Picture Dictionary Workbooks, beginning and
intermediate, emphasize vocabulary and listening skills. Each
workbook has its own audio program.

« The Heinle Picture Dictionary Interactive CD-ROM offers additional
vocabulary practice through activities, games, and word webs.

1

Numbers one
three
Words in Context

Som e cultures h ave sp e cia l birthdays, in M exico,
a girl's fifteenth birthday is sp e cia l. She has a party ca lle d
the quinceanera. In Ja p a n , twenty is the beginning of
ad ulthoo d . In Ja p a n , p eo p le ce le b ra te their twentieth
birthday on Ja n u a ry 15, the D ay of Adults. In Thailand and
Ko rea, the sixtieth birthday is the most im portant one.

nine seventy one thousand
eleven
tw e lve eighty ten thousand
thirteen
ninety one hundred thousand

one hundred one million

fourteen nineteen

fifteen sixteen seventeen eighteen

an even number tw en ty
number twenty-one

twenty-first Fractions
twentieth
nineteenth V4 = one-quarter / a quarter
18th eighteenth
17th seventeenth V2= one-half / a half
16th sixteenth
it e Z 'iii 2/3= two-thirds
15th fifteenth
14th fourteenth 3/4 = three-fourths / three quarters
■ k k lH H
13th thirteenth Words in Action_____
12th twelfth
11^ eleventh 1. Work In a group. Practice reading the
tenth following:
■ 25 minutes / 62 students / 98 pages
eighth ■ 12th birthday / 1 6*h floor / 21st of May
seventh
2. Work with a partner. Ask and answer
fourth these questions:
■ W hat's your street address?
second ■ W hat's your phone num ber?

3—

______________ Words in Context_____________

I usually get up at about eight o'clock. But sometimes I like
to get up before dawn. I love the quiet of the sunrise. About
once a month I sleep until noon. On those days, there aren’t
enough hours In the day. Night comes much too soon.

Periods of time a minute an hour
a second

a day a week a month

a year a century

20 01 -2 00 2 2 0 0 1 -2 1 0 0

a decade a millennium

2001-2010 2001-3000

4

Times of day morning noon / m idday afternoon

sunrise / dawn

evening sunset / dusk night

Clock times six twenty-five / six forty-five /
twenty-five past six / (a ) quarter to seven /
six o 'clo ck twenty-five after six (a ) quarter of seven

six-oh-five / six-thirty / six fifty-five /
five past six / half past six five to seven /
five after six five of seven
six thirty-five /
six fifteen / twenty-five to seven /
(a ) quarter past six / twenty-five of seven
(a ) quarter after six

Word Partnerships

at ten o'clock
night

in the morning _______ Words in Action_______
the evening
1. What time do you usually get up? Have
every day breakfast? Leave home in the morning?
once a week Have lunch? Go to bed?
month
2. W hat is your favorite time of d ay? Why?
this week Discuss with a partner.
last month
next year 5

two hours ago
five months

Calendar 1 date Days of the week
2 yesterday
Words in Context 3 today 5 Monday
4 tomorrow 6 Tuesday
The Month Poem 7 Wednesday
Thirty d ays has September, 8 Thursday
April, June, and November. 9 Friday
All the rest h ave thirty-one 10 Saturday
Except February. 11 Sunday
February has twenty-eight most of the tim e
But one y e a r in four it has twenty-nine.

6

Seasons Months of the year 22 July Word Partnerships
23 August
12 spring 16 January 24 Septem ber in March
13 summer 17 February 25 October April
14 fall / autumn 18 March 26 November (the) summer
15 winter 19 April 27 Decem ber (the) fall
20 May
21 June on Monday
Tuesday
March 10
April 5

2005

16 January 0 February 18 1 March 19 April

s M TW T F s s M TW T F s S M TW T F S SM TW T F s

1 1 2 34 5 l 2 34 5 12

2 34 56 78 6 7 8 9 10 11 12 6 78 9 10 11 12 34 5 6 78 9

9 10 11 12 13 14 15 13 14 15 16 17 18 19 13 14 15 16 17 18 19 10 11 12 13 14 15 16

16 17 18 19 20 21 22 20 21 22 23 24 25 26 20 21 22 23 24 25 26 17 18 19 20 21 22 23
23 24 25 26 27 28 29 27 28 27 28 29 30 31 24 25 26 27 28 29 30

30 31

20 M ay 21 June 22 July 23 August

s M TW T F s SM TW T Fs sM Tw T F S SM TW T Fs

11 2 34 56 7 12 34 l2 1 2 34 56

8 9 10 11 12 13 14 56 78 9 10 11 34 5 6 78 9 78 9 10 11 12 13

IS 16 17 18 19 20 21 12 13 14 15 16 17 18 10 11 12 13 14 15 16 14 I S 16 17 18 19 20

22 23 24 25 26 27 28 19 20 21 22 23 24 25 17 18 19 20 21 22 23 21 22 23 2 4 25 26 27
24 25 26 27 28 29 30
29 30 31 26 27 28 29 30 28 2 9 30 31

31

24 Septem ber 25 October 26 November 27 D ecem ber

S M TW T F s s M TW T Fs S M TW T F s S M TW T F s

12 3 1 12 34 5 12 3

4 5 6 78 9 10 2 34 56 78 6 78 9 10 11 12 4 5 6 78 9 10

1 1 12 13 14 15 16 17 9 10 11 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17

18 19 20 21 22 23 24 16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22 23 24
25 26 27 28 29 30 23 24 25 26 27 28 29 27 28 29 30 25 26 27 28 29 30 31

Words in Action

1. What's your favorite season? Month? Day?
Why? Discuss with a partner.

2. What are three dates that are important to
you? These can be birthdays, anniversaries,
or holidays. Discuss with a partner.

Money and Shopping

___________ Words in Context__________

Be a smart shopperl Remember these things:
• Compare the price of the item you want in

different stores.
• You can usually return or exchange items. Be sure

to keep your receipt.
• Try to shop when there’s a sale. You'll save money!

l^SSSBt3 vt1>“*''•*'■*7'’ 'Hl*' 7 ■ riiKVN rn;nS'i\vn;s
BA 3 5 1 8 4 5 3 7 A
V t h k ;r\irn i> s^ A T K S ;< M '

L 32681826I^

TTSStK 12

L 3268182SI J 8A 3518M 537A
,12 A1

m..... 9l56Sl30

ons

AG 3 5 5 6 2 4 1 1 8
~g.ws-< t-. »

Coins Bills
1 a penny / one cen t / 1o 6 one dollar / a one-dollar bill / $1
2 a nickel / five cents / 50 7 five dollars / a five-dollar bill / $5
3 a dime / ten cents / 100 8 ten dollars / a ten-dollar bill / $10
4 o quarter / twenty-five cents / 250 9 twenty dollars / a twenty-dollar bill / $20
5 a half dollar / fifty cents / 500 10 fifty dollars / a fifty-dollar bill / $50
11 one hundred dollars / a one hundred-dollar bill / $100
8

Verbs

29 windowshop 30 shop

32 exchange

**33 return 34 shop online

Word Partnerships

buy things on sale

pay by check
credit card

pay with a check
a credit card

pay (with) cash

Shopping 21 a bar code save money
22 the regular price / spend
12 a sale
13 a shopper the full price Saying prices
14 a receipt 23 the sale price
15 a cashier $1.25 a dollar twenty-five
16 a price tag Methods of payment one twenty-five
17 a cash register
18 tne price 24 a traveler's ch eck $10.50 = ten dollars and fifty cents
19 the sales tax 25 a (personal) check ten fifty
20 the total 26 cash
27 a debit card Words in Action
28 a credit card
1. What do you pay for with a credit card?
What do you pay for with a check? What
do you pay for with cash? Discuss with
a partner.

2. Do you have any bills in your pocket? Which
ones? Do you have any coins? Which ones?

Colors

____________ Words in Context____________

Colors can make us feel different ways. Yellow can
make us happy. Orange can make us feel full of energy.
Black can make us feel sad. Blue can make us feel calm.

— Primary colors

yellow

1 red 7 lime green 13 gold 19 orange
2 maroon 8 teal 14 purple 20 white
3 coral 9 blue 15 violet 21 cre a m /ivo ry
4 pink 10 turquoise 16 brown 22 black
5 green 11 navy (blue) 17 beige /ta n 23 gray
6 olive green 12 yellow 18 taupe 24 silver

10

Word Partnerships _______ Words in Action_______

light pink 1. Look around the room. How many colors
dark purple can you find? Make a list.
pale gray
2. Work with a partner. Describe the color
blue of one of your classmates' clothes.Your
green partner will guess the classmate.
■ Student A: Someone Is wearing green
a bright color and blue.
■ Student B: It's M arciaI
cheerful
11 —
rich

dull

In, On, Under

__________ Words in Context__________

Look around you. Can you answer these questions?
• What’s in front of you?
• What’s behind you?
• What do you see above you?
• Is there someone or something close to you?

Who or what?

Word Partnerships

right under

next to

just behind
in front of
to the left of
above

12

1 This c a t is on top of the shelves.
2 This c a t is far from the other cats.
3 This c a t is on a box.
4 This c a t is between two boxes.
5 These kittens are in / inside a box.
6 This kitten is outside (of) the box.
7 This c a t is jumping off the shelves.
8 This c a t is on the left of / to the left of c a t number 9.
9 This c a t is on the right of / to the right of c a t number 8.
10 This c a t is above / over c a t number 13.
11 This c a t is next to / beside the shelves.
12 This c a t has a ribbon around its neck.
13 This kitten is below / under c a t number 10.
14 This kitten is behind the shelves.
15 This kitten is near / close to the shelves.
16 This kitten is underneath the shelves.
17 This c a t is in front of the shelves.

Words in Action

1. Cover the list of words. Ask a partner
questions like this:
■ Where is c a t num ber 10?

2. Describe where things are in your
classroom. Write ten sentences using
ten different prepositions.

13

Opposites

Opposites som etim es attract. Women with light hair som etim es
like m en with dark hair. Very tall m en som etim es m arry very short
w om en. Thin p eo p le som etim es fall in love with heavy p eop le.

Word Partnerships

a cold day

a hot drink 1 small / little 9 hard 17 tall
2 big / large 10 soft 18 short
room - 3 strong 11 alive 19 full
4 weak 12 dead 20 empty
an open window 5 dirty -13 ugly 21 old
a closed door 6 clean 14 beautiful 22 young
book 7 easy 15 expensive 23 heavy
8 difficult 16 ch eap 24 light
a clean car
a dirty dish
room

a full cup
an em pty stom ach

14

- 2 5 fat / heavy - 33 slow 1. Work in pairs. Say one of the words
- 26 thin - 34 fast on the list. Your partner will say the
- 27 rich - 35 loud / noisy opposite.
u. 28 poor L 36 quiet
r 29 hot f 37 open 2. Describe things that are the sam e
- 30 cold - 38 closed / shut or different about two people you
r 39 man know. Use words from the list.
31 new - 40 woman ■ Leo and Ali ore strong.
- 32 old a I'm tall. My brother is short.

The Telephone 1 a pay phone

Do you w ant to m ake a long-distance phone call in 2 a receiver
the U.S.? Pick up the receiver and dial 1 + the area code +
the phone number. Do you need directory assistance? You 3 a calling card /
ca n d ial 411. Rem em ber, there are four time zones in the U.S. a phone card
W hen it is 9:00 p.m . in Los A ng eles, it’s m idnight in New York!
4 a coin
16
5 911 / em ergency
assistance

6 411/ information /
directory assistance

7 a coin return

8 a telephone book /
a phone book

9 a local call

10 a long-distance call

11 an international call

12 time zones

13 a caller

14 a phone ja ck

15 a cord

16 a headset

17 an operator

18 an answering m achine

19 a cordless phone

20 a cell phone /
a mobile phone

21 an antenna

22 an area code

23 a telephone number /
a phone number

Verbs

24 pick up the 25 dial a
phone number

26 hear the 27 answer the
phone ring phone

28 have a 29 hang up
conversation the phone

make Herd Partnerships

an international call
a long-distance call
a local call

call directory assistance
911

look up a phone number

telephone company
service
bill

Words in Action______

1. What is your area code and phone
num ber?

2. How often do you make local,
long-distance, and international calls?
Who do you call? Why? Discuss with
a partner.

17 —

Classroom Verbs

Words in Context 31 ch eat on 32 fail a test
a test
What does the ideal classroom look like? Some experts think
that a classroom should look friendly. Itshould have comfortable
seats and desks. Itshould have a large bookshelf with many
books. Itshould also have bright posters and bulletin boards to
show students’ work.

g o to the board
write on student
erase test / exam

a high school
a college
an international
a graduate

a hard / difficult
an easy
a midterm
a final

33 study ~or 34 take a test 35 pass a rest 1 the alphabet 14 c (white)board
a test 2 a teacher 15 a marker
3 chalk 16 an overhead
4 a (blackboard)
projector
eraser 17 a table
5 a homework 18 a workbook
19 a pen
assignm ent 20 a pencil
6 a (black)board 21 a desk
7 a bulletin board 22 an eraser
8 a flag 23 a poster
9 a globe 24 a cassette player /
10 a bookshelf
11 a book a tape recorder
12 a map 25 a student
13 a clock 26 a chair / a seat
27 a notebook
28 o grade
29 a test / an exam
30 a textbook

m o m s 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.

19

Listen, Read, Write

Words in Context

People learn languages in different ways. Some
students like to listen to the language. Others like
to write lists of words. Others like to read a lot or talk
with a group and discuss their ideas. What about
you? How do you learn languages best?

1 raise your hand 7 read 12 listen
2 hand in your paper 13 spell your nam e
3 co llect the papers 8 look up a word 14 take a break
4 copy the sentence (in the dictionary) 15 sit down
5 exchange papers 16 go to the board
6 write your nam e 9 close your book 17 erase the board

20 10 open your book

11 discuss your ideas

24
Correct the m istake
Fill in the blank
Underline the co rrect answer.
Circle the co rrect answer,
Darken the co rre ct oval

Word Partnerships

read silently

aloud / out loud

to your partner

discuss with a partner
with a group

listen to me
carefully
18 hand out papers 24 check to your partner
19 stand up 25 correct and repeat
20 talk with a group 26 fill in
21 share a book 27 underline Words in Action______
22 m atch 28 circle
23 cross out 29 darken 1. Take turns giving and following
classroom instructions. For exam ple,
one person says: Stand up. The other
person stands up.

2. Which activities do you often do in
class? Make a list.

School I

Words in Context

In the U.S., a principal m anages the school. Guidance
counselors help students plan their schedules. Students take
home report cards a few times a year, and parents must sign
them. Many students participate in extracurricular activities
such as drama clubs or sports.

'•

O esssr o o

H wwww?

■■■

CAREER»nd COLLEGE PLANNING |

4'\

15 PFUNCl PAL

X T R A C U R R tC U L A R A c T lV lT i£ 5

2 ^ ' 50C^

Word Partnershios ■ frfi$Ed V -L r 1st Sem ester M onday Tuesd;
DRAm A C LU B JO IN T H E .
elementary school SP A N IsH C LU g
middle L
high
join a team mm m 8 :0 0 -9 :2 5 2 o OQV Bioloc

a club George Washington High School 2 4 9 :2 5-1 0 :2 0 O rchestra Histor

22 1st Semester Grade Report 10:20 -1 0 :40 S tudy Hall Brea!

To the Parent s of. James 10:40-11:00 Break Study V

HR SUBJECT TEACHER 1 EXAM 2 EXAM 11:00-11:55 Spanish I Spanis

1 Biology Stephens B- B C+ C 11:55-12:30 Lunch Lunct
2 English 2 Geofteries A A AA
3 Intro Journal Bennett A A A A- 12:30 -1 :2 5 English II English

4 Seminar Hurst CR CR 1:25-2:20 Algebra Algebi

1 a coach 7 a (school) library 14 a locker 21 sports
2 a team 8 a school nurse 15 a backpack 22 Spanish club
3 a language lab 9 a teachers' lounge 16 a principal 23 dram a club
4 a gym 10 a restroom / 17 a guidance 24 a report card
5 bleachers 25 a (student) schedule
6 a cafeteria a bathroom counselor 26 a permission slip
11 a water fountain 18 an auditorium 27 an absence note
12 a school bus 19 a graduation
13 a loudspeaker 20 a classroom

W ednesday Thursday Friday 1 M S-Gur":her _______ ^Afords in Action_______
^ y son, Lujb [
and W e d n " 'W as absent on T uesd ay 1. Think of a high school you know. Describe
it to a partner.
aV b e c a u s e o f th e flu.
2. Com pare this high school with your high
Biology Biology Biology ] school or a high school in your town.
■ In Turkey, our high school auditorium
Phys. Ed History History | was outdoors.

jd y K

Ureal I give permission for my child I m i i f f i S p
chesi to go on the museum field trip on 11/15/05-

.unch (Parent or Guardian)
glish

A la e b rt

Computers

_____________ W ordslflContext __________

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.

Verbs

PASSW ORD

30 be online 31 enter your
password

34 scan

connect to the (Internet 1 a CD-ROM 16 a PDA / a handheld
surf an e-mail (message) 2 a disk (com puter)
3 a window
open a window 4 a toolbar 17 a desktop (com puter)
send 5 a folder
delete 6 a cursor 18 a key
7 a file
open 8 a (drop down) menu 19 a monitor
close 9 icons
10 a scroll bar 20 a screen
Internet symbols 11 a cab le
12 a power strip 21 a keyboard
@ at 13 a projector
dot 14 a scanner 22 an e-mail (m essage)
15 a printer
/ (forward) slash 23 a laptop (com puter) /
: colon a notebook (com puter)

24 a trackpad / a touchpad

25 software /
a (com puter) program

26 a mouse pad

27 a mouse

28 a CD-ROM drive

29 the (lnter)net /
the (World W ide) Web

'O: [email protected]

FROM: [email protected]
SUBJECT: HI!!

Hi Ivan,

Thanks for your e-mail.

I'll give you a call tonight.

Fred ______ a

...... ........ Words in Action
!iS S f
1. Draw a computer. Without looking at the word
list label each part of the computer.

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

Family

Words in Context

Children often look more like one parent than the other.
Maybe you have your mother’s eyes, your father’s hair,
your grandmother’s skin color, or your grandfather’s lips.
Who do you look like?

27 be married 28 be divorced

26

1 grandfather 6 father 12 stepsister
2 grandmother 7 mother 13 half sister
3 aunt 8 stepfather 14 brother-in-law
4 uncle 9 mother-in-law 15 sister
5 stepmother 10 father-in-law 16 sister-in-law
11 cousin 17 brother
18 husband
19 niece
20 nephew
21 son
22 daughter
23 grandchildren
24 grandparents
25 parents
26 wife

Word Partnerships

a first wife

a second husband

an ex-

an older brother
a younger sister

21 22 Words in Action
29 be a single mother 30 be remarried
1. Which members of your family
look alike?
■ I look like my sister.
■ My brother looks like my father.

2. Draw a family tree or bring
pictures to class. Tell a partner
about your family.

27

Raising a Child

__________ Words in Context___________

Everyone loves to hold and rock a baby. But it takes
time and energy to love, protect, and encourage
children. It also costs a lot of money to raise them.
The average family in the U.S. spends $160,000 to raise
a child to the age of 18!

1 love him 17 praise him
2 nurse him 18 drop him off
3 rock him 19 pick him up
4 hold him 20 read to him
5 feed him 21 put him to bed
6 carry him
7 bathe him Word Partnershios
8 change his diapers
9 play with him grow (up) fast
10 pick him up
11 dress him quickly
12 comfort him
13 discipline him read a book
14 protect him a story
15 encourage him
16 help him Verbs

22 crawl 23 cry

24 behave 25 m isbehave

26 grow

________ Words in Action________

1. Write a list of "Rules for Parents." Share your
rules with the class.
■ Parents must always p ro te ct ttielr children.

2. Talk with a group. What are the ten most
important things to do for a child? Make a
list. Put the most Important things first.

Life Events

Words in Context

The Life of Princess Diana 1980 1982 1996
Diana falls in love with Diana has a baby, Charles and Diana
1961 Prince Charles. — Prince William. get divorced.
Princess Diana
is born. 1981------------ 1984 1997
Diana and Charles Diana has another Diana dies in
get married. baby, Prince Henry. a car accident.

1 be born 9 date 17 move
2 learn to walk 10 fall in love 18 get sick
3 start school 11 get engaged 19 take a vacation
4 immigrate 12 get married 20 celebrate a birthday
5 graduate from high school 13 buy a house 21 becom e a grandparent
6 go to college 14 be pregnant 22 retire
7 rent an apartm ent 15 have a baby 23 travel
8 get a job 16 raise a family 24 die / pass aw ay

___ Word Partnerships

celebrate a holiday
an anniversary
an engagement

raise children
a son
a daughter

Words in Action

1. Write a time line of your own life. Use
"The Life of Princess Diana" as a model.

2. What do you think are the three most
important events in a life?

31

Face and Hair

Words in Context

The way people wear their hair changes often. One year, long
hair is the fashion for women. The next year, it is short hair. Sometimes
curly hair is popular. But then soon everyone wants straight hair.
Men’s fashions change too. Sometimes sideburns are long and
sometimes they are short. Beards and mustaches come and go.

Word Partnerships

a friendly face

a happy

a pretty

reading glasses
prescription

32

2 brown hair a beard
3 black hair straight hair
4 blond hair
w avy hair
6 freckles pierced ears
7 a scar braids
8 a m ustache
9 a dimple 24 a ponytail
10 a wrinkle cornrows

12 shoulder-length hair 26 pigtails

15 sideburns

to.

Words in Action

1. Compare yourself with a partner,
a We both have short hair.
□ I have freckles. Alex doesn 't.

2. Work with a partner. Take turns describing the
face of someone you know. The other person
will draw the face.

Daily Activities

Words in Context _______________

Jos6 and I have two children and we both work. Our lives are
busy. I usually wake up early. I go to work at 6:00 a.m. I’m a clerk at
a market. Jose wakes the kids up and takes them to school. I go
home at noon and have lunch. Then Jose goes to work. I do the
housework and make dinner. The children go to bed before Jose
returns at 10:00 p.m. The next day we get up and do it all again!

1 wake up 19 e a t dinner / have dinner
2 get up 20 take a walk
3 brush your teeth 21 do housework
4 take a shower 22 take a bath
5 com b your hair 23 go to bed
6 shave 24 sleep
7 put on makeup 25 w atch television
8 get dressed
9 eat breakfast / Words in Action

have breakfast 1. Take turns asking and answering questions
10 take your child to school about the picture.
11 go to work * Student A: What does the family do In the
12 take a coffee break morning?
13 eat iunch / have lunch m Student B: They wake up, g e t dressed, and
14 go home e a t breakfast.
15 take a nap
16 exercise / work out 2. Tell your partner about your typical morning.
17 do homework ■ I wake up a t 9:00. First I brush my teeth and
18 make dinner then I take a shower.

3 4 -------------------------

35

Walk, Jump, Run

Words in Context

I live in Los A ng eles. W hat a busy p la c e it is! I often
run b e cau se I am alw ays late. I h ave to get on the bus at
8:00 in order to arrive at work by 9:00. There is a lot of
traffic. It is p ro b ab ly faster to walk. But I study English w hile
I ride the bus. I am learning a lot!

1 fly 7 fall 13w alk 19 go down 24 jump
2 leave 8 slip 14get off 20 go up 25 push
3 e n te r/g o in 9 jog 15 stand up 21 crawl 26 ride
4 m arch 10 cross 16 sit (down) 22 kneel 27 pull
5 get out (of) 11 run 17 follow 23 squat
6 get in 12 get on 18 lead

W o rd P a rtn e rs h ip s___

wmm get in down 1. What five things do you do
ms get out of over every day? Use words from
get on the list.
f. get off a car
ride a taxi 2. Take turns acting out some of
. the verbs on the list.The other
cross a train students will guess what you
a bus are doing.

a bicycle / a bike
a motorcycle
a horse

the street

Feelings 1 proud 6 nervous
2 happy 7 embarrassed
People cry when they feel sad or homesick. Sometimes 3 angry 8 in love
they also cry when they are happy, angry, or scared. People 4 interested 9 full
laugh when they are happy. Sometimes they also laugh when 5 calm 10 hungry
they are nervous about something.