Welcome to the THIRD EDITION

The Oxford Picture Dictionary Third Edition provides unparalleled support for I ntro pages open each unit with key vocabulary related to the unit theme. Clear, engaging
vocabulary teaching and language development. artwork promotes questions, conversations, and writing practice for all levels.
• Illustrations present over 4,000 English words and phrases within meaningful, real-life contexts.
• New and expanded topics including job search, career planning, and digital literacy prepare students to Job Search

meet the requirements of their daily lives. A. set a goal

A B I K
I. apply for a job

• Updated activities prepare students for work, academic study, and citizenship. B. write a resume J. complete an
application

Each introductory topic

C. contact references

• Oxford 3000 vocabulary ensures students learn the most useful and important words.
K. write a cover letter
D. research local

teaches vocabulary items

companies J L. submit an
application
E. talk to friends /

within the unit theme.

network May I put your number M. set up an
as a reference? Can you come in for interview
D C M an interview at 9:00?
L
F. go to an employment
agency N. go on an interview

G. look for help wanted O. get a job /

signs be hired

Color coding and icons H. check employment

websites Of course.
P. start a new job

make it easy to navigate

through OPD. E I need a job. I think
S and K
is hiring.
N
Tell me
about your
experience.
I worked in
a market for
two years.

Food Service P
Take these
to aisle 9.
OK!

A Restaurant Kitchen
6 F G H O

Vibrant illustrations and 7 Mr. King, the

job is yours.

rich contexts improve 2

4
5

vocabulary acquisition. 1 3 Differentiated practice

Listen and point. Take turns.
A: Point to a resume.
Dictate to your partner. Take turns.
A: Write contact.
Ways to talk about the job search
It’s important to set a goal.
Role play. Talk about a job search.
A: I’m looking for a job. What should I do? activities support
multilevel instruction.
B: Point to a help wanted sign. B: Is it spelled c-o-n-t-a-c-t? You have to write a resume. B: Well, it’s important to set a goal.
168 A: Point to an application. A: Yes, that’s right, contact. It’s a good idea to network. A: Yes, and I have to write a resume. 169

Story pages close each unit with a lively scene for reviewing vocabulary and teaching
additional language. Meanwhile, rich visual contexts recycle words from the unit.
Pre-reading questions
1. short-order cook 3. walk-in freezer 5. storeroom 7. head chef / executive chef build students’ previewing
Community Cleanup and predicting skills.
2. dishwasher 4. food preparation worker 6. sous-chef What do you see in the pictures?
1. What were the problems on
Main Street?
4 2. What was the petition for?
Restaurant Dining 3. Why did the city council applaud?
4. How did the volunteers change
I can help! the street?
11 14
Subtopics present the words 8 3 Read the story.
End-of-unit readings
10
in easy-to-learn “chunks.”
15
1
Community Cleanup
Marta Lopez has a donut shop on
promote literacy skills.
Main Street. One day she looked at her
12 2 street and was very upset. She saw
graffiti on her donut shop and the other
YES! stores. Litter was everywhere. All the
streetlights were broken. Marta wanted
to fix the lights and clean up the street.
Marta started a petition about the
streetlights. Five hundred people signed
9 A
it. Then she gave a speech to the city
Will you council. The council members voted to
repair the repair the streetlights. Everyone
16 streetlights? applauded. Marta was happy, but her
Revised practice activities help Post-reading questions
5 B
work wasn’t finished.
13 Next, Marta asked for volunteers to

students develop academic clean up Main Street. The hardware store

manager gave the volunteers free paint. support critical thinking
and workforce skills.
Marta gave them free donuts and coffee.
8. server 11. maitre d’ 14. banquet room The volunteers painted and cleaned.
They changed Main Street. Now Main and textual analysis skills.
Street is beautiful and Marta is proud.
9. diner 12. headwaiter 15. runner
Reread the story.
1. Find “repair” in paragraph 2. Find
10. buffet 13. bus person 16. caterer another word for “repair” in the story.

C What do you think?

2. What are the benefits of being
a volunteer?

More vocabulary Think about it. Discuss. 3. What do you think Marta said in
1. graffiti 3. streetlight 5. petition B. applaud her speech? How do you know?
line cook: short-order cook 1. What is the hardest job in a hotel or restaurant? Explain.
The word list previews
2. litter 4. hardware store A. give a speech C. change
wait staff: servers, headwaiters, and runners (Being a is hard because these workers have to .)
2. Pick two jobs on these pages. Compare them. 193 152 153

key vocabulary that

students will encounter
in the story.
4505291_OPD3e_MO_U10_IP_B.indd 193 5/2/16 10:13 AM

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