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PHOTODISC

COREL

PHOTODISC

SIGHTS IN THE CITY

A WORD P UZZLE

he United States is home to some spectacular man-made edifices that have

come to symbolize ingenuity and creativity. Millions of sightseers from around
the world visit these places each year. Some are historic landmarks and have appeared
in Hollywood films. Below are clues to some of the sights people go to see, and photograph, in U.S. cities. Read the clues, and then see if you can fill in the blanks to name
the sight. (Some of the sights appear in the photos above.)
1. Built in 1937 by Joseph B. Strauss, this landmark is named after a strait that serves as the entrance to
the San Francisco Bay from the Pacific Ocean. During its construction, a safety net skirting the bridge
saved the lives of 19 men, who later became known as the Halfway-to-Hell Club.
1. _ _ _ _ _ _

___ _

_ _ _ _ _ _

2. This building is the tallest skyscraper in the United States and stands at the intersection of Wacker
Drive and Jackson Boulevard in downtown Chicago.
1. The _ _ _ _ _

__ _ _ _

3. George Washington, together with city planner Pierre LEnfant, chose this site for the U.S. Presidents
private residence, which is located at 1600 Pennsylvania Avenue in Washington, D.C.
1. The _ _ _ _ _

__ _ _ _

4. This monument is known as the symbol of Seattle, Washington. In 1962 it appeared on the official
Worlds Fair poster, which featured this buildings grand spiral entryway leading to the elevators that
would take guests up 605 feet to the monuments flying saucer top.
1. The _ _ _ _ _

__ _ _ _ _

5. This sign, erected in 1923, is 450 feet long; its mammoth letters are 45 feet high, and it is visible from
all parts of the worlds movie capital, Los Angeles, California.
1. The _ _ _ _ _ _ _ _ _

_ _ _ _

6. This symbol of American ingenuity and Art Deco architecture is an awe-inspiring landmark. It was
built in 1930 during the Depression and offers a spectacular view of New York City.
1. The _ _ _ _ _ _

_ _ _ _ _

_ _ _ _ _ _ _ _
See page 9 for answers

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the lighter side

PHOTODISC

PHOTODISC

COMSTOCK

PHOTODISC

U RBAN R ENEWAL
A WORD S EARCH P UZZLE

Find the following words in the word search puzzle. When you find a word, circle it. Words
can appear vertically, horizontally, diagonally, or even backwards.
architect
bridges
buildings
cartography
city
developer

houses
lake
land
maps
neighborhood
parks

roads
schools
sidewalk
skyscraper
streets
zoning
See page 15 for answers

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W h y a n d How t o Te a c h C o l l o c a t i o n s | Deveci
continued from page 19
particular word. It makes students aware of
the different constructions that a particular
word can form. One example could be the
words that go with the verb get, as shown in the
diagram on the previous page.
Conclusion

Over the last few years, vocabulary teaching has gained more interest from English
teachers and theorists who argue that, without
a wide range of vocabulary, grammar does not
help learners much. I am inclined to agree
with them, although I believe that having a
wide range of vocabulary per se is not adequate because a single word rarely stands
alone. Therefore, language teachers need to
make sure that their students know which
word goes with which other word(s), and that
necessitates teaching collocations. Doing so
will help learners acquire the language more
quickly and efficiently.

References

Benson, M., E. Benson and R. F. Ilson. 1997. The

BBI dictionary of English word combinations.
Amsterdam; Philadelphia: John Benjamins Publishing Co.
Harmer, J. 1991. The practice of English language
teaching. Second Edition. London: Longman.
Hill, J. 2000. Revising priorities: From grammatical failure to collocational success. In Teaching
Collocation, ed. Michael Lewis, 4770. Hove,
England: Language Teaching Publications.
Hill, J. and M. Lewis. 1997. LTP dictionary of
selected collocations. Hove: England: Language
Teaching Publications.
Lewis, M. 1998. Implementing the lexical approach.
London: Language Teaching Publications.
TANJU DEVECI teaches English for Academic
Purposes at Sabanci University in Istanbul.
* Dictagloss is a cooperative listening activity whose steps
are 1- Reading the passage aloud to students and having
them write down key words and phrases, 2- Rereading the
passage to provide an additional opportunity to note key
words and phrases, 3- Having students work in groups of
four or five to reconstruct the passage, 4- Having each
group compare their version with the original and correct
any mistakes, 5- Having each group publish their final
versions and display them in the classroom.

6. The E M P I R E S T A T E B U I L D I N G
5. The H O L L Y W O O D S I G N
4. The S P A C E N E E D L E
3. The W H I T E H O U S E
2. The S E A R S T O W E R
1. G O L D E N G A T E B R I D G E

A WORD PUZZLE

ANSWERS
SIGHTS IN THE CITY
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impression. For, as Smith claimed long ago,

only when English is used to express and
uphold local culture and values will it truly
represent an international language.
Acknowledgements
Thanks to David Malinowski for his translation of Suzuki (1999) and Takako Nishino for
her analysis of the junior high school textbook
characters.
References

Adaskou, K., D. Britten, and B. Fahsi. 1990. Design

decisions on the cultural content of a secondary
English course for Morocco. ELT Journal 44
(1):310.
English in Life. 1990. Casablanca: Royaume du
Maroc, Ministere de LEducation Nationale
[Moroccos Ministry of Education].
McKay, S.L. 2002. Teaching English as an international language: Rethinking goals and approaches.
Oxford: Oxford University Press.

Mugglestone, P., S. Elsworth, and J. Rose. 1999,

2000. Go for Chile, Book 1 and 2. Santiago,
Chile: Addison Wesley Longman.
Prodromou, L. 1992. What culture? Which culture? ELT Journal 46 (1): 3950.
Smith, L. 1976. English as an international auxiliary language. RELC Journal 7 (2):3843.
Suzuki, T. 1999. Nihonjin wa naze Eigo ga dekinai
ka [Why the Japanese people are no good at
English]. Tokyo: Iwanami Shoten.
Shimako, I. 2000. Evaluating cultural context and
content in EFL materials: A study of high school
level oral communication (OCA) textbooks in
Japan. Paper presented at the international convention of Teachers of English to Speakers of
Other Languages, Vancouver, Canada.
SANDRA MCKAY is a Professor of English at
San Francisco State University in the TESL
program. She has been involved in teacher
education programs in many countries,
including Chile, Morocco, and Japan.

A WORD SEARCH PUZZLE

ANSWERS
URBAN RENEWAL
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