Spanish-English Picture Dictionary Autor J. D. Alexander

Spanish-English
Picture Dictionary
DEVELOPED BY J. D. ALEXANDER
2007
Bilingual Picture Dictionary
Table of Contents
INTRODUCTION TO THE DICTIONARY (2 pages)
STUDENT COMPLETED PAGE(S)

Older students, text only (1 page)
Younger students, drawings and text (2 pages)
OBJECTS
Fixtures (3 pages)
Board
Chair
Computer: keyboard, monitor, mouse
Desk
Door
Phone
Sink: faucet, handle, soap bottle
Table
Trash can
Water Fountain
Materials for the classroom (2 pages)
Backpack
Book (closed)
Calculator
Folder
Notebook
Paper
Pen
Pencil
Other materials (1 page)
Ball
Jacket (hood, sleeve, pocket)
PLACES (3 pages)
Art Room
Bathroom (sink, toilet, toilet paper)
Bus
Cafeteria
Classroom
Computer Lab
Gym
Hallway
Library
Music Room
Nurse’s Office
Outside (grass, sidewalk, tree)
Playground
Principal’s Office
Stairs
Developed by J.D. Alexander

2007
Table of Contents
PEOPLE
The Body (2 pages)
Ankle
Arm
Back
Chest
Elbow
Face ( cheek, ear, eyebrow, glasses, lip, nose, teeth, throat, tongue)
Finger
Foot
Hair
Hand
Head
Heel
Hip
Knee
Leg
Mouth
Neck
Shoulder
Shin
Stomach
Thigh
Thumb
Toes
Waist
Wrist
Feelings (3 pages)
Cold
Confused
Happy
Hot
Hungry
Mad
Scared
Sleepy
Surprised
Thirsty
Worried
Family (2 pages)
Aunt
Baby
Brother
Cousin
Daughter
Father
Grandfather
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Table of Contents
Grandmother
Mother
Nephew
Niece
Sister
Son
Uncle
VERBS (6 pages)
Count
Finish
Line Up
Listen
Look
Point
Raise your hand
Read
Share
Sit (in a chair, on the floor)
Stop
Talk
Think
Walk
Wash hands
Write
TEXT ONLY SECTIONS (7 pages)

Asking Questions
A few useful phrases
Numbers
Calendar
Cognates and False Cognates
High Frequency Verbs
BIBILIOGRAPHY
(Image Credits)

2007
Introduction
Why a picture dictionary?

When two people do not share a spoken language, it is often still possible to
communicate through gesture and pictures. As a tutor, I often find myself drawing pictures
to help explain show my students what I mean. When words are insufficient, it seems natural
to use images to clarify meaning—that’s why we have blueprints for building houses and
photographs of plants in seed catalogs instead of just descriptions. When a friend travels to a
place we’ve never been, of course we want to hear the stories, but we appreciate pictures as a
means of conveying what words cannot (yes, the water was that blue).
But drawing on the spur of the moment has some major limitations. One doesn’t
always have the proper materials (and it is tricky to draw “plum” without it being mistaken
for “peach” if you don’t have crayons or colored pencils and “fuzzy” isn’t in the shared
vocabulary yet). Some people can’t draw realistically enough for this purpose—especially
when they want to communicate quickly. So, when I asked an administrator what her
teachers needed to better help their students who speak Spanish and she told me that a
picture dictionary would be helpful, I thought that made perfect sense. I actually thought
that the need for such a thing was so obvious that there would already be a good one readily
available.
There are many fine picture dictionaries, but they are not usually bilingual. The
bilingual dictionaries that do exist generally aren’t illustrated. Or the text and the illustrations
aren’t well integrated, or the book is cumbersome to use. Certainly I was not able to find one
that was edited to include only words that would be most relevant in a school setting, freely
available via the Internet, and easy to customize. That is what I have tried here to create.
Research as well as anecdotal evidence supports the idea that this tool could be
useful in the classroom. In their article “What We Know about Effective Instructional
Practices for English-Language Learners” Gersten and Baker (2000) identified the practice
of “building and using vocabulary as a curricular anchor” and “using visuals to reinforce
concepts and vocabulary” as the top two of their five specific instructional variables that can
be “critical components for instruction.” Particularly in regards to using visuals, they write:
Two of the intervention studies and several of the observational studies
noted that the use of visuals during instruction increased learning… Rousseau et
al. (1993) used visuals for teaching vocabulary (i.e., words written on the board
and the use of pictures), and Saunders et al. (1998) systematically incorporated
visuals for teaching reading and language arts. Because the spoken word is
fleeting, visual aids such as graphic organizers, concept and story maps, and word
banks give students a concrete system to process, reflect on, and integrate
information….
Implementation of even simple techniques, such as writing key words on
the board or flip chart and discussing them, can enhance meaningful English-
language development and comprehension. The professional work groups
concurred that even the simplest integration of visuals is drastically underutilized
(Gersten & Baker, 2000).
About the words included

The list of words that appear in this dictionary is the result of discussions with many
educators (general classroom, ESL, special education, school administrators, college
professors, etc.) and students about what would be most useful. Having only a limited
amount of time in the semester, I tried to create a relatively short list of high utility words
tailored to the school setting. I then chose words from this list that would be possible to
2007
Introduction
illustrate clearly. “To know” is something that would undoubtedly be useful in a school
setting, and it is one of the 12 verbs Biber and Conrad (2001) found to be most frequently
occurring in the English language (more than 1,000x per 1,000,000 words). Unfortunately, it
is difficult to clearly illustrate an abstract concept like “to know.”
I have sorted the words into categories that I hope will make intuitive sense to others
as well as myself. Each category is stored as a separate document on the CD, so that users
can select as many or as few as they would like to print.
Within each category, I have arranged the entries alphabetically according to the
English translation. I choose to alphabetize on the basis of the English rather than the
Spanish so that, if this dictionary proves useful enough for someone to want to translate it
(into Korean? Chinese?) for the use of other English language learners that can be done
without rearranging the order of the entries. I have done my typing throughout the
dictionary in text boxes so, again, it should be easy to edit. I have put each entry in the target
language (English) in bold type, the entry in Spanish in italics, and used smaller, plain type to
show the use of the words in a sentence, if I could think of a short, good one.
About the images

Since this dictionary’s first purpose is to serve Latino students, as much as possible I
have tried to use Latino people as models for the illustration of verbs, family relationships,
etc. This was more difficult than one might imagine. When I was not able to find Latino
models willing to be photographed, I made use of flickr.com to search for images, often
using Spanish search terms in the hopes of finding photographs of and by Latinos.
If I was not able to do find such images, and because this dictionary may be used for
other English Language Learners, I tried to use a variety of diverse models. One of the great
things about the United States of America is our diversity—not everyone looks or speaks or
thinks alike. And so, partially out of desperation to illustrate certain concepts, but mostly
because we do wish to be part of a diverse community, my very patient husband is pictured
twice, and my hands and body are in here, too.
Possible additions
There are many other words that I would have liked to illustrate, if I had had more
time. At the beginning of this project I did not imagine that it would take nearly so long as it
did to find and edit each image. “Del dicho al hecho, hay mucho trecho” (from the word to the
deed, there is a long trip).
I think it might be useful to illustrate the feeling “ill,” the object-noun “locker,” as
well as various foods, and school personnel such as “bus driver” “custodian,” “principal,”
etc, and several other verbs including “to have,” to need,” and “to wait.” I hope that these
entries and others may be added at a later date.

2007
Student Pages
paginas sobre el estudiante
Mi nombre es: ___________________________________________
My name is: ___________________________________________
Este es un dibujo de las personas en mi familia que viven conmigo.
Here is a drawing of the people in my family who live with me.
En mi escuela, ___________________________________________,
estoy en la clase de ____________________________.
In my school, _______________________________________________,
I am in _________________________________class. Developed by J.D. Alexander

2007
Paginas sobre el estudiante
Student Pages
Mi color favorito es _________________________________
My favorite color is _________________________________

Los colores: The colors:
Rojo Red
Anaranjado Orange
Amarillo Yellow
Verde Green
Azul Blue
Morado Purple
Marrón Brown
Negro Black
Gris Grey
Blanco White
Me gusta comer mi comida favorita. Mi comida favorita es:

____________________________
I like to eat my favorite food. My favorite food is:
____________________________

2007
Student Page
pagina sobre el estudiante
Mi nombre es: ___________________________________________
My name is: ___________________________________________
Yo nací en _________________el______de____________________.
(ciudad) (dia) (mes, año)
I was born in _____________on the ______of__________________.

(city) (day) (month, year)
Hay _____ personas en mi familia que viven conmigo. Ellos son:

(numero)
__________________________________________________________________________.
There are _____people in my family who live with me. They are:
(number)
__________________________________________________________________________.
Mis cosas favoritas My favorite things

Color… Color…
Canción… Song…
Película… Movie/film….
Libro… Book…
Deporte… Sport…
Comida…. Food…
En mi escuela, _______________, estoy en la clase de ________________.
In my school, ____________________, I am in ______________________class.

2007
Objects: furniture & fixtures
objetos:muebles y accesorios
board chair
la pizarra (el pizarrón) la silla
monitor
la pantalla
keyboard
el teclado
mouse
el ratón
computer desk
la computadora el escritorio

2007
door phone
Please close the door. el teléfono
la puerta
Por favor, cierra la puerta.
faucet
el grifo
soap bottle
el jabón
handle
la manija
sink table
el lavabo la mesa

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trash can water fountains

el basurero los bebederos de agua

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School Supplies
materiales escolares
a backpack a (closed) Book

una mochila Open your book
un libro (cerrado)
Abre tu libro.
a calculator the folders

una calculadora las carpetas

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School Supplies
materiales escolares
spiral notebooks
cuadernos espirales
(binder)
three-ring notebook
carpeta de tres anillos
the notebooks some pieces of paper

los cuadernos unas hojas de papel
eraser
la goma
lead (graphite)
mina (grafito)
two pens a pencil

dos plumas un lápiz

2007
Miscellaneous Objects
objetos misceláneos
basketball
el baloncesto
ball
una pelota
football
la pelota de fútbol
norteamericano
tennis ball
la pelota de tenis soccer ball
la pelota de fútbol
five balls
cinco pelotas
hood
capucha
sleeve
manga
pocket
bosillo
the jacket
la chaqueta

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Places
lugares
sink
el lavabo
toilet
paper
el papel
higiénico
toilet
el inodoro
the art room the bathroom

la sala de arte el baño
the bus the cafeteria

el autobús (camión) la cafeteria

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Places
lugares
the computer lab

the classroom el laboratorio de computadoras
el salón de clase
the hallway (corridor)

the gym el corredor
el gimnasio

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Places
lugares
the library (media center)

la biblioteca the music room
la sala de música
the playground
el patio de recreo
the nurse’s office
la oficina del enfermero (o
de la enfermera)
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Places
lugares
tree
el arból
grass
la hierba
sidewalk
la vereda
the principal’s office
la oficina del director
outside
afuera
the stairs
la escalera

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The Body
el cuerpo

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The Body
el cuerpo
Parts of the face

partes de la cara

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The Body
el cuerpo
glasses
los anteojos

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Feelings
sentidos
cold confused
She feels cold in the snow. He is confused.
frío confundido(a)
Ella tiene frío en la nieve. Él está confundido.
hot
happy She feels hot.
She smiles because she is happy.
calor
feliz Ella tiene calor.
Ella sonríe porque está feliz.
2007
Feelings
sentidos
hungry mad (angry)

When you are hungry, you want to eat. He is mad.
hambre enojado(a)
Cuando tienes hambre, quieres comer. Él está enojado.
sad scared
He is crying because he is sad. He is scared.
triste miedo
Él está llorando porque está triste. Él tiene miedo.

2007
Feelings
sentidos
surprised thirsty
She is surprised. When you are thirsty, you want to drink.
sorprendida(o) sed
Ella está sorprendida. Cuando tienes sed, quieres beber.
tired
A tired person needs to sleep. worried
They are worried.
cansado(a)
Una persona cansada necessita dormir. preocupado(a)
Ellos están preocupados.

2007
Family
la familia
mother, daughter, grandmother brother, father, son

The mother is the daughter of the The brothers are sons of their mother
grandmother. and father.
madre, hija, abuela hermano, padre, hijo
La madre es la hija de la abuela. Los hermanos son hijos de su madre y
su padre.
cousins, grandfather, parents

Cousins have the same grandmother or grandfather but different parents.
primos, abuelo, padres
Los primos tienen la misma abuela o abuelo, pero padres diferentes.

2007
Family
la familia
uncle, sister, baby

The men are the uncles of their sister’s
baby. aunt, niece, nephew
tio, hermana, bebé My aunt has one niece and one nephew.
Los hombres son los tios del bebé de su tia, sobrina, sobrino
hermana. Mi tia tiene una sobrina y un sobrino.

2007
Verbs (actions)
verbos (acciónes)
to count
It’s possible to count to five on one hand.
contar
Es posible contar cinco en una mano.
to line up
to finish Please line up, students.
She is proud that she has finished.
hacer una fila
terminar Por favor hagan una fila, estudiantes.
Ella está orgullosa de haber terminado.
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Verbs (actions)
verbos (acciónes)
to listen
Listen to what they are saying. to look
The girl is looking at the starfish.
escuchar
Escuche lo que están diciendo. mirar
La niña está mirando la estrella de mar.
to point
The hands point to the circle.
señalar
Las manos señalan el círculo.

2007
Verbs (actions)
verbos (acciónes)
to raise
Raise your hand.
levantar
Levante la mano.
to read to share
He reads his book. The friends share the drink.
leer compartir 2007
Él lee su libro. Las amigas comparten la bebida.
Verbs (actions)
verbos (acciónes)
to sit down to sit

The young woman sits down on the floor. The boy is sitting in his chair.
sentarse sentar
La joven se sienta en el piso. El muchacho está sentado en su silla.
to stop
Stop! Don’t do that.
parar Developed by J.D. Alexander

¡Para! No lo hagas. 2007
Verbs (actions)
verbos (acciónes)
to talk to think
They are talking in English. She thinks about her answer.
hablar pensar
Ellos están hablando en inglés. Ella piensa en su respuesta.
to walk
She walks in the city.
andar
Ella anda en la ciudad.
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Verbs (actions)
verbos (acciónes)
to wash to write
It’s important to wash your hands with soap Write a sentence.
and water.
escribir
lavar(se) Escriba una oración.
Es importante lavarse las manos con agua y
jabón.

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Asking Questions
Pedir Preguntas
How are you?
¿Cómo estás? How much do you need?
¿Cuánto necessitas?
What happened?
¿Qué pasó? Are there…?
¿Hay …?
Which do you like more?
¿Cúal te gusta más? Do you know what the teacher said?
¿Sabes lo que dijo el maestro?
Who knows the answer?
¿Quién sabe la respuesta? When is best to call you (during the day, the
afternoon, or at night?)
Whose turn is it? ¿Cuándo es mejor para llamarte
¿A quién le toca? (por la mañana, la tarde, o la
noche)?
What time is lunch?
¿A qué hora es almuerzo? How do you say…?
¿Cómo se dice…?
Where are the bathrooms?
¿Dónde están los baños? What does this word mean?
¿Qué quiere decir esta palabra?
Why…?
¿Por qué …? (reason)
¿Para qué …? (purpose)
And a few useful phrases.

Y unos frases útiles.
Repeat what you said, please. Show me what you did.
Repita lo que dijiste, por favor. Muestrame lo que hiciste.
I’m sorry, I thought you said something else. I need help.

Lo siento, pensaba que dijiste algo Necessito ayuda.
diferente.
Good morning!
Once again, slower please. ¡Buenos días!
Otra vez, más despacio por favor.
Good afternoon!
Thank you very much. ¡Buenas tardes!
Muchas Gracias.
Good night!
You’re welcome ¡Buenas noches!
De nada.
See you (tomorrow, Monday, later)!
Wait one moment... ¡Hasta (mañana, lunes, luego)!
Espera un momento...
Yes, no, maybe.
Come here. Sí, no, quizás.
Ven acá.
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Numbers/ Numeros
zero 0 cero
Months of the year
one 1 uno Meses del año
two 2 dos Winter invierno
three 3 tres December diciembre
four 4 cuatro January enero
five 5 cinco February febrero
six 6 seis
Spring
seven 7 siete
March marzo
eight 8 ocho
April abril
nine 9 nueve
May mayo
ten 10 diez
Summer Verano
eleven 11 once
June junio
twelve 12 doce
July julio
thirteen 13 trece
August agosto
fourteen 14 catorce
Autumn (Fall) Otoño
fifteen 15 quince
September septiembre
sixteen 16 dieciséis
seventeen 17 diecisiete
October octubre
eighteen 18 dieciocho November noviembre
nineteen 19 diecinueve
twenty 20 veinte
Days of the Week
thirty 30 treinta Dias de la Semana
forty 40 cuarenta Monday lunes
fifty 50 cincuenta Tuesday martes
sixty 60 sesenta Wednesday miercoles
seventy 70 setenta Thursday jueves
eighty 80 ochenta Friday viernes
ninety 90 noventa Saturday sabado
hundred 100 cien Sunday domingo
two hundred 200 dos cientos
thousand 1000 mil

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English-español Cognates/Cognados
“Cognates” are pairs of words in different languages which are very similar
in pronunciation, spelling, and meaning; this is often because they share a
common origin. In English and Spanish, most cognates are due to the common
influence of Latin. English and Spanish have many, many more cognates
(thousands) than it would be practical to list here. These are a selection that I
thought would be most useful (or most fun) for a student or classroom teacher to
be aware of. A longer (but still incomplete) list of cognates can be found at the
website: http://www.colorincolorado.org/pdfs/articles/cognates.pdf
It is important to know that, although they share many true cognates,
English and Spanish also have some words that look similar, sound similar, may
have similar roots, but have come to mean very different things in each language.
Probably the most classic example of such false cognates is the
embarassed/embarazada pair. In English, embarassed means to be “painfully
self-conscious, ill at ease, ashamed, or humiliated.” In Spanish, embarazada
means pregnant. It can be very embarassing to use a false cognate. Fortunately,
there are not nearly so many false cognates as there are true ones. There are
less than 200 of these falsos amigos—a list of most of them can be found at the
website: http://www.platiquemos-
letstalk.com/Extras/Articles/FalseCognates/FalseCongnatesMain.htm
English español English español

A chocolate chocolate
circle círculo
accident accidente
class clase
activities actividades
coast costa
actor actor
color color
(to) admit admitir
common común
adult adulto
complete completo(a)
air aire
company compañia
allergic alérgico(a)
concert concierto
animal animal
construction construcción
attention atención
(to) continue continuar
automobile automóvil
curious curioso(a)
B D
baseball beisbol
December diciembre
bicycle bicicleta
(to) decide decidir
C (to) depend depender
cable cable (to) describe describir
camera cámara (to) determine determinar
cause causa different diferente
center centro dinosaur dinosaurio

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direction dirección independence independencia
(to) disappear desaparecer information información
discrimination discriminación insects insectos
(to) discuss discutir (to) insist insistir
distance distancia intelligent intelegente
doctor doctor interesting interesante
dollar dólar (to) interrupt interrumpir
double doble introduction introducción
dragon dragón L
E lemon limón
electric elétrico(a) lesson lección
energy energía line línea
(to) enter entrar lion león
(to) examine examinar list lista
explosion explosión M
extra extra
machine máquina
F magic magia
family familia map mapa
famous famoso(a) memory memoria
fascinate fascinar metal metal
favorite favorito(a) million millón
finally finalmente minute minuto
fruit fruta moment momento
G much mucho
music música
garden jardín
golf golf N
gorilla gorilla natural natural
group grupo no no
H normal normál
nervous nervioso(a)
history historia
honor honor O
hospital hospital (to) obey obedecer
hotel hotel object objecto
hour hora ocean océano
I office oficina
idea idea P
(to) imagine imaginar park parque
immediately immediamente part parte
immigrants immigrantes patience paciencia
important importante perfect perfecto(a)
incredible incredible permanent permanente
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photograph fotografía special especial
piano piano stomach estómago
pirate pirata (to) study estudiar
pizza pizza surprise sorpresa
planet planeta T
plans planes
telephone teléfono
plants plantas
television television
plate plato
terrible terrible
(to) practice práctica
tomato tomate
(to) prepare preparar
totally totalmente
(to) present presentar
traffic tráfico
problem problema
(to) trap atrapar
professional profesional
R U
uniform uniforme
radio radio
restaurant restaurante V
rich rico(a) vegetables vegetales
rock roca version versión
S (to) visit visitar
(to) vote votar
secret secreto
Cognate Patterns
Many Spanish words that end in –ción have a parallel English word that ends in –tion. Examples:
admiración/admiration, celebración/celebration, pronunciación/pronunciation, sección/section.
Spanish words that end in –dad often have a corresponding English word ending in –ty.
Examples: curiosidad/curiosity, posibilidad/possibility, realidad/reality.
Frequently Spanish words that end in –ia, - ía, or –io have an English parallel ending in –y.
Examples: familia/family, memoria/memory, necesario/necessary, vocabulario/vocabulary.
The Spanish ending –oso(a) for adjectives corresponds to the English adjective ending –ous.
Examples: famoso/famous, generoso/generous, misterioso/mysterious, nervioso/nervous.
Many Spanish adverbs ending in –mente correspond to English adverbs ending in –ly. Examples:
correctamente/correctly, exactamente/exactly, frecuentamente/frequently,
perfectamente/perfectly, rápidamente/rapidly.

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Common Verbs/Verbos Comúnos

We use some words more than others. Using corpora (collections of
written or spoken language stored electronically) researchers have created word
frequency lists. According to Biber and Conrad (200) the twelve verbs that
appear most frequently in the English language are: say, get, go, know, think,
see, make, come, take, want, give, and mean. Verbs are tricky to illustrate in
general, and many of these very useful verbs were beyond my ability. However,
because they are so useful, I have included here a list of these twelve verbs,
conjugated in the different forms of the present tense (and the imperative, when
appropriate) and paired each with a Spanish translation:
English español
TO GO IR
I go we go (yo) voy (nosotros) vamos
you go (tú) vas (vosotros) vais
he/she/it goes they go (él/ella) va (ellos/ellas) van
Command Form: Imperativo:
Please go inside now. Por favor, vete dentro ahora.
Don’t go! ¡No te vayas!
TO MAKE/DO HACER
I make/do we make/do hago hacemos
you make/do haces haceis
he/she/it makes/does they make/do hace hacen
Make it tomorrow. Haz lo mañana.
Don’t do it! ¡No lo hagas!
TO THINK PENSAR
I think we think pienso pensamos
you think piensas pensáis
he/she/it thinks they think piensa piensan
Think about your answer. Piensa en tu respuesta.
Please, don’t think about that. Por favor, no pienses en eso.
TO KNOW (A PERSON) CONOCER

I know we know conozco conoces
you know conoces conocéis
he/she/it knows they know conoce conocen
TO KNOW (A FACT) SABER
I know we know sé sabemos
you know sabes sabéis
he/she/it knows they know sabe saben
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TO SEE VER
I see we see veo vemos
you see ves veis
he/she/it sees they see ve ven
TO SAY/TELL DECIR
I say we say digo decimos
you say dices decís
he/she/it says they say dice dicen
Tell me the truth. Dime la verdad.
Don’t tell me! ¡No me digas!
TO GET (obtain) CONSEGUIR
I get we get consego consequimos
you get consegues conseguís
he/she/it gets they get consegue conseguen
TO COME VENIR
I come we come vengo venemos
you come vienes vieneis
he/she/it comes they come viene vienen
Come with me. Ve conmigo.
Don’t come until 9. No te vengas hasta las nueve.
TO TAKE LLEVAR
I take we take llevo llevamos
you take llevas lleváis
he/she/it takes they take lleva llevan
Take your homework with you. Lleva tu tarea contigo.
Don’t take it home. No lo lleves a casa.
TO WANT QUERER
I want we want quiero queremos
you want queres queréis
he/she/it wants they want quiere quieren
TO MEAN QUERER DECIR
I mean we mean quiero decir queremos decir
you mean queres decir queries decir
he/she/it means they mean quiere decir quieren decir

2007
Bibliography
Biber, D. & Conrad, S. (2001). Quantative corpus-based research: Much more than bean
counting. TESOL Quarterly, 35(2), 331-336.
Casteel, D. (2007). False Cognates/ Falsos Amigos. Retrieved May 21, 2007 at
http://www.platiquemos-
letstalk.com/Extras/Articles/FalseCognates/FalseCongnatesMain.htm.
Gersten, R. & Baker, S. (2000). What We Know about Effective Instructional Practices
for English-Language Learners. Exceptional Children, 66(4), 454.
Levy, Stephen L. & Nassi, Robert J. (1996). Chapter 28: Cognates. Nassi/Levy Spanish
First Year, Workbook Edition (pp. 325-340). New York: Amisco School Publications,
Inc.
Living Language Spanish Dictionary, Revised and Updated. (1993). Irwin Stern, editor.
New York: Crown Publishers, Inc.
McKay, S. (2006). Researching Second Language Classrooms. Mahwah, New Jersey:

Lawrence Erlbaum Associates.
The New World Spanish/English English/Spanish Dictionary. (1968). Salvatore

Ramondino, editor. New York: Signet Books.
Colorín Colorado. Using Cognates to Develop Comprehension in English. Retreived May

21, 2007 from http://www.colorincolorado.org/educators/background/cognates.
Image credits
The following images have been used under Creative Commons license or by permission
of the creator.
scared http://www.flickr.com/photos/witemike1015/127598095/
sleepy http://www.flickr.com/photos/pernell/186718106/
table http://www.flickr.com/photos/richardellis/354098960/
Sit down http://www.flickr.com/photos/seandreilinger/133298903/
Talk http://www.flickr.com/photos/eecue/81211433/,
http://www.flickr.com/photos/paulbence/20879433/in/set-426673
The body http://www.flickr.com/photos/merkur/145437293/

Aunt, nephew, http://www.flickr.com/photos/cobalt/322575873/
niece
Mother, http://www.flickr.com/photos/ivoguer/360061736/
grandmother,
daughter
Father son brother http://www.flickr.com/photos/mishra/6977962/
cold http://www.flickr.com/photos/jaboney/98518312/,
http://www.flickr.com/photos/girlfromauntie/6560614/
confused http://www.flickr.com/photos/mn_francis/388474284/
Happy http://www.flickr.com/photos/flavsonfire/324263903/
hot http://www.flickr.com/photos/cathzilla/26606546/
hungry http://www.flickr.com/photos/kali-ma/121984304/
sad http://www.flickr.com/photos/brunolas/265889144/
Surprised http://www.flickr.com/photos/mkanyo/413242598/
Thirsty http://www.flickr.com/photos/aracnofobia/390490447/
Worried http://www.flickr.com/photos/love_sex_and_dirty_streets/426806858/
Trash can http://www.flickr.com/photos/msspider66/32757967/
mad http://www.flickr.com/photos/whole/27901688/
Outside http://www.flickr.com/photos/revjim/131303743/
proud http://www.flickr.com/photos/cobalt/228856932/,
http://www.flickr.com/photos/skvidal/115112574/,
http://www.flickr.com/photos/mnadi/32325828/
Line up http://www.flickr.com/photos/judybaxter/115792061/
listen http://www.flickr.com/photos/esther17/303598037/
read http://www.flickr.com/photos/gatoazul/258045297/
think http://www.flickr.com/photos/jubilo/351385590/
Walk http://www.flickr.com/photos/pulpolux/96062870/
Uncle, sister, baby http://www.flickr.com/photos/nathanielstern/338858109/,
http://www.flickr.com/photos/kjirstinb/477451702/,
http://www.flickr.com/photos/dreamsister/308896046/

Spanish-English Picture Dictionary Autor J. D. Alexander

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STUDENT COMPLETED PAGE(S)

Developed by J.D. Alexander

TEXT ONLY SECTIONS (7 pages)

Developed by J.D. Alexander

Why a picture dictionary?

About the words included

About the images

Developed by J.D. Alexander

Mi nombre es: ___________________________________________

My name is: ___________________________________________

Este es un dibujo de las personas en mi familia que viven conmigo.

Here is a drawing of the people in my family who live with me.

estoy en la clase de ____________________________.

I am in _________________________________class. Developed by J.D. Alexander

Mi color favorito es _________________________________

My favorite color is _________________________________

Me gusta comer mi comida favorita. Mi comida favorita es:

Developed by J.D. Alexander

Mi nombre es: ___________________________________________

My name is: ___________________________________________

I was born in _____________on the ______of__________________.

Hay _____ personas en mi familia que viven conmigo. Ellos son:

Mis cosas favoritas My favorite things

En mi escuela, _______________, estoy en la clase de ________________.

In my school, ____________________, I am in ______________________class.

Developed by J.D. Alexander

Developed by J.D. Alexander

trash can water fountains

Developed by J.D. Alexander

a backpack a (closed) Book

a calculator the folders

Developed by J.D. Alexander

the notebooks some pieces of paper

two pens a pencil

Developed by J.D. Alexander

Developed by J.D. Alexander

the art room the bathroom

the bus the cafeteria

Developed by J.D. Alexander

the computer lab

the hallway (corridor)

Developed by J.D. Alexander

the library (media center)

Developed by J.D. Alexander

Developed by J.D. Alexander

Parts of the face

Developed by J.D. Alexander

Developed by J.D. Alexander

hungry mad (angry)

Developed by J.D. Alexander

Developed by J.D. Alexander

mother, daughter, grandmother brother, father, son

cousins, grandfather, parents

Developed by J.D. Alexander

uncle, sister, baby

Developed by J.D. Alexander

Developed by J.D. Alexander

to sit down to sit

I was born in _on the of________.

En mi escuela, _, estoy en la clase de __.

In my school, , I am in __class.