Classe de seconde
Documents supports: images et texte cned en ligne+ bbc learning the suspects
Act 1
Getting into it...
Description of the images
You are sent on the scene think about the questions to ask
Now read the cover of the book and pick out the main information (wh questions)
Recap orally
Read the first page and highlight the main elements
Mise en commun
Travail de recherche de vocabulaire
Complete the inspector's report
Act 2
Questioning the witness
In pairs
Role play, one witness and one inspector
Two witnesses
Echange de role
Travail sur les questions
Complete the report of the inspector
Repérage des formes verbales et classification
Repérage des voix passives pourquoi la forme est elle utilisée?
A qui s'adresse-t-on?
Act 3
The two inspectors working on the first two murders meets and try to find clues.
They exhange information on their respective cases and try to find similarities in the two cases.
Play out the conversation. At the end of it, you must have gathered quite as many elements on the first murde as on the second.
Act 4
A stalemate
The investigation does go anywhere
Public opinion is getting critical
An article is written
Read it
Pick out the elements that determine the point of view
You are a private detective and you are very interested in the article
You collect as many data as you can and write a letter to the police explain how much and why you are interested in the case.
Act 5
you have finally convinced the police to include you in your instigation
You work in a team of 5.
Each one of you focuses on one suspect
After having analysed your file very closely and having read the files of the other members of the team, you all meet, exchange information and decide your ideal culprit.
Finally, you write a memo of the meeting.
The
Act 3
The two inspectors working on the first two murders meet and exchange information on your respective suspects
jeudi 13 décembre 2012
jeudi 6 décembre 2012
Taking part in a conversation
Taking part in a conversation
1° Signaling that you have something
to say
Could I ask a question ?
I've got a question I'd like to ask...
I'd like to comment on that
I think we haven't considered the
question of …
We need to take into account the fact
that ….
One thing I'd like to mention is...
2° Interrupting
Can I just cut you here for a
moment...
I'm sorry to interrupt you but....
Sorry to cut you, but...
If you don't mind, I'd like to add
something
3° Responding to a comment
I think X made an interesting point
I'd like to add something to what X
said
Can I come back to what X said
4° Agreeing
+ Reason : I agree with you
because...
+ Elaboration : I think you are
right. Indeed, ….
+ Example : Of course, that's
true. For example/ For instance
+ Modulation : On the whole I tend
to agree with you. Yet/ However...
On the one hand, I quite agree with you, but on the other hand...
5° Disagreeing
+ Reason : I don't agree with X
because...
+ Opinion : I disagree with what
you said. In my view./opinion...
+ Modulation : I don't think X is
right. However...
6° Refering to readings
According to what X said in his
lecture/ book...
The author argues that....
He/ She stated that....
7° Guessing/ Speculating
Perhaps
Maybe
It's difficult to be sure, but we may+
BV
It could be....
I'm just guessing, I'm not hundred per
cent sure, but I think that..
mardi 2 octobre 2012
the seven wonders of the ancient world
The Seven wonders of
the ancient world
a webquest
Task
Ancient civilization constructed some incredible
architectural masterpieces based on primitive tools!These wonders continue to amaze
our present day historians and archaeologists. Your task will be to share
information with the class concerning these ancient wonders.
Imagine that you have been transported from your English
class via time machine to ancient civilization.
Before you depart, you have been given an important
assignment. You are to visit each of the Seven Wonders of the Ancient World.
You need to gather interesting facts about each of them. To assist you in your
quest, you’ll want to complete a web card guide for each Wonder, which will
provide you with a handy outline for gathering information .
When you return, you will be featured as a “kid reporter” for
KYW News Radio. Prepare a two- minute presentation for the station’s “Student
Reporter” news feature about your favorite Wonder you visited.
Process
1. Complete the web card guide for each of the Seven Wonders of The Ancient World.
Student Reporter
1. Prepare your report as if you actually visited the site. Be sure to include data such as:
a) time period of construction
b) location
c) highlights about the structure itself
d) what impressed you the most about it
1. Prepare your report as if you actually visited the site. Be sure to include data such as:
a) time period of construction
b) location
c) highlights about the structure itself
d) what impressed you the most about it
e) You will make an
oral presention of your findings to your classmates. You will be helped with a
powerpoint of word document which can include several pictures.
Remember your audience
is your classmates…So present the report in a style that will appeal to them.
Resources
http://www.history.com/topics/seven-ancient-wonders-of-the-world
http://unmuseum.mus.pa.us/wonders.htm
http://unmuseum.mus.pa.us/wonders.htm
Webquest Factsheet
The seven wonders of
the world
Group members :
Written mark :
Oral presentation:
Name of the wonder :
Location :
When built, who by and why :
Materials used :
Size :
When destroyed and how :
|
|
Name of the wonder :
Location :
When built, who by and why :
Materials used :
Size :
When destroyed and how :
|
|
Name of the wonder :
Location :
When built, who by and why :
Materials used :
Size :
When destroyed and how :
|
|
Name of the wonder :
Location :
When built, who by and why :
Materials used :
Size :
When destroyed and how :
|
|
Name of the wonder :
Location :
When built, who by and why :
Materials used :
Size :
When destroyed and how :
|
|
Name of the wonder :
Location :
When built, who by and why :
Materials used :
Size :
When destroyed and how :
|
|
Name of the wonder :
Location :
When built, who by and why :
Materials used :
Size :
When destroyed and how :
|
The Seven Wonders of the Ancient World
are a collection of landmarks, including
buildings and statues, that became fa-
mous for their size and the skill required
to build them. They were amazing feats
of art and architecture. Greek travelers
in the 1st and 2nd century BC wrote of
these wonders in guidebooks.
between 280 and 247 BC on an island
near Alexandria, Egypt. It guided boats
into the Alexandria harbor. For centuries
it was the tallest structure on Earth. An
earthquake may have caused it to fall
into the sea. It can be viewed today on
the ocean floor off the Egyptian coast.
The Great Pyramid of Giza is the oldest
and largest of the three pyramids near
El Giza, Egypt. The oldest of the Seven
Wonders of the Ancient World, it’s the
only one still in
existence. It was built as
a tomb for fourth
dynasty Egyptian
Pharaoh Khufu. It was
the tallest struc-
ture in the world for
almost 4000 years.
The Temple of Artemis was a Greek
temple dedicated to a goddess
Greeks identified as Artemis. It was
sited at Ephesus (in present-day Tur-
key), and was completely rebuilt three
times before its eventual destruction in
401. Only the foundation and some
fragments of the building remain.
The Statue of Zeus at Olympia was
made by the Greek sculptor Phidias,
circa 432 BC on the site where it was
erected in the Temple of Zeus, Olym-
pia, Greece. It was made of ivory and
gold-covered bronze. None of it re-
mains, although its image can be
found on Greek coins from that time.
The Mausoleum at Halicarnassus was a
The Mausoleum at Halicarnassus was a
tomb built between 353 and 350 BC at
Halicarnassus (now Bodrum, Turkey) for
Mausolus, a satrap (governor) in the
Persian Empire, and his wife Artemisia II
of Caria. The structure was designed
by Greek architects. It was decorated
with statues of people and animals.
The Hanging Gardens of Babylon were
built in the ancient city-state of Baby-
lon, near present-day Al Hillah, Babil, in
Iraq. The gardens were built by the
Babylonian king Nebuchadnezzar II
around 600 BC. He constructed the
gardens for his wife, who longed for
the trees and plants of her homeland.
The Colossus of Rhodes was a statue of
the Greek god Helios, built on the
Greek island of Rhodes between 292
and 280 BC. It stood over 107 ft (30 m)
high, making it one of the tallest statues
of the ancient world. Made of iron and
brass atop a marble pedestal, it was
destroyed in an earthquake in 226 BC.
lundi 2 avril 2012
aborigene histoire des arts
L'art Aborigène
Allez voir ce site http://www.kgsepg.com/project-id/8911-pp-aboriginal-athomas
Vous montrerez votre compréhension en retranscrivant les informations demandées
Cela vous permettra de commencer une fiche de synthèse sur les aborigènes pour l'histoire des arts.
Que signifie le mot aborigene ?
Origine des aborigènes ?
Croyance :
Moyens de survie :
changement dans la population (quand, causes)
L'art aborigène
Ce que l'on doit connaître pour le comprendre
Ce qu'est le Temps du Rêve ou Dreamtime
Ce que l'art permet
Les histoires
Comment passent-elles de génération en génération
La place de l'art
Les raisons pour lesquelles ce système de valeur et de croyance est important
La raison pour laquelle la terre est sacrée
L'artiste
qui est-il ?
Les activités considérée comme artistiques
Les supports que les aborigènes utilisaient pour produire de l'art
Les matériaux qu'ils utilisaient
Informations sur la peinture rupestre aborigène
Ce qu'un vieil homme raconte sur son père et l'art
La peinture sur écorce
Procédure
Occasions pour lesquelles cet art est produit
Dot painting ou pointillisme
support traditionnel
Support actuel
Ce que l'on retrouve
Ce que la connaissance des symboles permet
Body art ou body decoration
Occasions
Préparations : les étapes
signification
type de symboles
popopop
Allez voir ce site http://www.kgsepg.com/project-id/8911-pp-aboriginal-athomas
Vous montrerez votre compréhension en retranscrivant les informations demandées
Cela vous permettra de commencer une fiche de synthèse sur les aborigènes pour l'histoire des arts.
Que signifie le mot aborigene ?
Origine des aborigènes ?
Croyance :
Moyens de survie :
changement dans la population (quand, causes)
L'art aborigène
Ce que l'on doit connaître pour le comprendre
Ce qu'est le Temps du Rêve ou Dreamtime
Ce que l'art permet
Les histoires
Comment passent-elles de génération en génération
La place de l'art
Les raisons pour lesquelles ce système de valeur et de croyance est important
La raison pour laquelle la terre est sacrée
L'artiste
qui est-il ?
Les activités considérée comme artistiques
Les supports que les aborigènes utilisaient pour produire de l'art
Les matériaux qu'ils utilisaient
Informations sur la peinture rupestre aborigène
Ce qu'un vieil homme raconte sur son père et l'art
La peinture sur écorce
Procédure
Occasions pour lesquelles cet art est produit
Dot painting ou pointillisme
support traditionnel
Support actuel
Ce que l'on retrouve
Ce que la connaissance des symboles permet
Body art ou body decoration
Occasions
Préparations : les étapes
signification
type de symboles
popopop
vendredi 30 mars 2012
industrial revolution and child labour
Child labour and the Industrial Revolution
in Victorian England
Visit this site
Introduction :
1) Major change which occured in the 1800's in Britain :
2) Invention at the origin of it :
3) Therefore, there were more and more …......................... such as …..................................
From country to town :
4) Consequence on the population geographical repartition :
5) Reason why people went to live in towns :
6) Reason that explains why there were fewer and fewer jobs in the country :
7) Place where the workers lived in towns :
8) Repartition of the population in England
in 1800....................................................................
in 1850 …................................................................
9) Consequences on people's living conditions :
10) Matching exercice
Crowded
Bondé
Factory
Déborder
Overflowing
Moissonneuse
Steam engine
Moteur à vapeur
Thresher
Salaires
Wages
Usine
Housing
11) Place where the workers' houses were located :
12) Characteristics of the houses :
- Building (construction)
- Number of rooms :
- Equipment (or lack of it)
- Rubbish management :
- Average number of people per house :
13) Consequences. Adjectives to qualify the new towns :
14) Example given to illustrate this point :
15) Origin of the pollution and consequences :
Child labour a testimony
16) Read this interview and write a paragraph to sum up Elizabeth's experience. Focus on her working hours, time alloted to eat, punishment, job, place where she worked, consequences on her health
Working children
17) Child labour is not seen as wrong, five reasons are given :
- Some were forced to work as soon as
- Working days. They worked
- Safety conditions : They worked in …............................ conditions, sometimes they were …....................... or even ….......................
- They did not learn to …................ and …......................, so they couldn't hope better jobs.
- They ware paid …...................................because
18) Chimney Sweeps
- Why were children used ?
- What did they have to do ?
- Injuries chimney sweeps often had :
- What did the Cimney Sweep Matser do when the child did not work fast enough ?
- Adjectives used to qualify the job :
- When was child labour forbidden for Chimney Sweeps ?
- Was the law enforced (appliquée)?
- Guess why :
19) coal mines
- Jobs done by children :
- What did these jobs consit in ? (give a definition)
20)
in Victorian England
Visit this site
Introduction :
1) Major change which occured in the 1800's in Britain :
2) Invention at the origin of it :
3) Therefore, there were more and more …......................... such as …..................................
From country to town :
4) Consequence on the population geographical repartition :
5) Reason why people went to live in towns :
6) Reason that explains why there were fewer and fewer jobs in the country :
7) Place where the workers lived in towns :
8) Repartition of the population in England
in 1800....................................................................
in 1850 …................................................................
9) Consequences on people's living conditions :
10) Matching exercice
Crowded
Bondé
Factory
Déborder
Overflowing
Moissonneuse
Steam engine
Moteur à vapeur
Thresher
Salaires
Wages
Usine
Housing
11) Place where the workers' houses were located :
12) Characteristics of the houses :
- Building (construction)
- Number of rooms :
- Equipment (or lack of it)
- Rubbish management :
- Average number of people per house :
13) Consequences. Adjectives to qualify the new towns :
14) Example given to illustrate this point :
15) Origin of the pollution and consequences :
Child labour a testimony
16) Read this interview and write a paragraph to sum up Elizabeth's experience. Focus on her working hours, time alloted to eat, punishment, job, place where she worked, consequences on her health
Working children
17) Child labour is not seen as wrong, five reasons are given :
- Some were forced to work as soon as
- Working days. They worked
- Safety conditions : They worked in …............................ conditions, sometimes they were …....................... or even ….......................
- They did not learn to …................ and …......................, so they couldn't hope better jobs.
- They ware paid …...................................because
18) Chimney Sweeps
- Why were children used ?
- What did they have to do ?
- Injuries chimney sweeps often had :
- What did the Cimney Sweep Matser do when the child did not work fast enough ?
- Adjectives used to qualify the job :
- When was child labour forbidden for Chimney Sweeps ?
- Was the law enforced (appliquée)?
- Guess why :
19) coal mines
- Jobs done by children :
- What did these jobs consit in ? (give a definition)
20)
sequence slavery/child labour
Déroulement thématique
1.Slave trade
2.Slavery
3.Meanwhile in England
Industrial revolution
Impact on housing/ living conditions
Child labour
NOW
4.Is slavery behind us?
.Modern time slavery
5.Modern time child labour
6.War , drug and sex...
1-
Documents adaptés de la séquence du CNED
2-
Culture Blog tiré de Impact première technologique pages 42-43
Slavery a shameful past
Recherche ciblée de vocabulaire
Recherche d'informations
The slave Trade
Recherche ciblée de vocabulaire
Living conditions on board ships
Podlecture
The Underground railroad
Task:
In groups of four prepare a quiz to test your friends. the answers must be found in the previous documents studied in class
Oral comprehension
Living on a plantation (Impact première techno page 44)
Première écoute
Avoir en tête qu'il faut repérer
- le type de document
- le nombre de voix
- la thématique générale
- les différents angles d'approches de cette thématiques
Write down as any words as you can and then try to classify under under headings
Mise en commun après deux écoutes
Compte rendu en français
3- une webquest maison
ici
Mise en commun des information
travail sur les mots de liaison pour faire un commentaire construit
Méthodologie de la description d'images
Task two Choose one job done by children during child labour
describe it, explain why you chose this job
what were the resks and living conditions of those workers Prise de parole en continue
4- Is slavery behind us? texte (impact premiere techno)
travail de comprehension écrite
et commentaire écrit
méthodologie de la comprhension de texte
Modern day slavery
5- Modern day slavery and child labour
ce trailer des simpsons
analyse, commentaire de l'image
ou celle-ci
Une webquest
CHILD LABOUR WEBQUEST
Go to : http://www.continuetolearn.uiowa.edu/laborctr/child_labor/about/what_is_child_labor.html
Find out the percentages of child labour around in the different continents
Indicate the different forms of child labour found in Asia
Does child labour exist in western countries? If it does, say in which form and where.
Go to : http://www.continuetolearn.uiowa.edu/laborctr/child_labor/about/what_is_child_labor.html
What is the estimation of children victim of child labor?
Name 3 characteristics linked to child labor.
Which industry is responsible for the most important part of child labor in the world?
Among the different types of industry using child labor, imagine which ones could imply the characteristics you have chosen. (Give a possible example for each of them.)
Go to : http://www.unicef.org/protection/index_childlabour.html
How many children are considered engaged in child labour?
What percentage of the child population of the world does that figure represent?
What are the elements changing in the different parts of the definition given by UNICEF?
Now go to: http://www.continuetolearn.uiowa.edu/laborctr/child_labor/about/what_is_child_labor.html
What new elements are added to the definition of child labour from UNICEF in this definition?
Enumerate as many types of work considered as child labour using information from both websites.
According to you which is the worst form of all?
Mise en commun de la webquest et renseignement d'une fiche bilan
Task 3: Choose a company using child labour and make a poster to denounce it to the general public. Your work must contain at least 5 piectures and two hundred words
Groups of two/three
Comprehension écrite et expression ecrite
Sujet we blew it
extremely hazardous jobs (three groups each will focus on a subject and summarize the inforation for the other two groups)
go here to hear about child soldiers
analysis of the data and your opinion on the fight against child soldiers
Go here and there
analysis of the data and your opinion on this scourge
Go
1.Slave trade
2.Slavery
3.Meanwhile in England
Industrial revolution
Impact on housing/ living conditions
Child labour
NOW
4.Is slavery behind us?
.Modern time slavery
5.Modern time child labour
6.War , drug and sex...
1-
Documents adaptés de la séquence du CNED
2-
Culture Blog tiré de Impact première technologique pages 42-43
Slavery a shameful past
Recherche ciblée de vocabulaire
Recherche d'informations
The slave Trade
Recherche ciblée de vocabulaire
Living conditions on board ships
Podlecture
The Underground railroad
Task:
In groups of four prepare a quiz to test your friends. the answers must be found in the previous documents studied in class
Oral comprehension
Living on a plantation (Impact première techno page 44)
Première écoute
Avoir en tête qu'il faut repérer
- le type de document
- le nombre de voix
- la thématique générale
- les différents angles d'approches de cette thématiques
Write down as any words as you can and then try to classify under under headings
Mise en commun après deux écoutes
Compte rendu en français
3- une webquest maison
ici
Mise en commun des information
travail sur les mots de liaison pour faire un commentaire construit
Méthodologie de la description d'images
Task two Choose one job done by children during child labour
describe it, explain why you chose this job
what were the resks and living conditions of those workers Prise de parole en continue
4- Is slavery behind us? texte (impact premiere techno)
travail de comprehension écrite
et commentaire écrit
méthodologie de la comprhension de texte
Modern day slavery
5- Modern day slavery and child labour
ce trailer des simpsons
analyse, commentaire de l'image
ou celle-ci
Une webquest
CHILD LABOUR WEBQUEST
Go to : http://www.continuetolearn.uiowa.edu/laborctr/child_labor/about/what_is_child_labor.html
Find out the percentages of child labour around in the different continents
Indicate the different forms of child labour found in Asia
Does child labour exist in western countries? If it does, say in which form and where.
Go to : http://www.continuetolearn.uiowa.edu/laborctr/child_labor/about/what_is_child_labor.html
What is the estimation of children victim of child labor?
Name 3 characteristics linked to child labor.
Which industry is responsible for the most important part of child labor in the world?
Among the different types of industry using child labor, imagine which ones could imply the characteristics you have chosen. (Give a possible example for each of them.)
Go to : http://www.unicef.org/protection/index_childlabour.html
How many children are considered engaged in child labour?
What percentage of the child population of the world does that figure represent?
What are the elements changing in the different parts of the definition given by UNICEF?
Now go to: http://www.continuetolearn.uiowa.edu/laborctr/child_labor/about/what_is_child_labor.html
What new elements are added to the definition of child labour from UNICEF in this definition?
Enumerate as many types of work considered as child labour using information from both websites.
According to you which is the worst form of all?
Mise en commun de la webquest et renseignement d'une fiche bilan
Task 3: Choose a company using child labour and make a poster to denounce it to the general public. Your work must contain at least 5 piectures and two hundred words
Groups of two/three
Comprehension écrite et expression ecrite
Sujet we blew it
extremely hazardous jobs (three groups each will focus on a subject and summarize the inforation for the other two groups)
go here to hear about child soldiers
analysis of the data and your opinion on the fight against child soldiers
Go here and there
analysis of the data and your opinion on this scourge
Go
lundi 2 janvier 2012
newyork
New York City is the largest city in the United States. Over 8 million people live in it, and over 22 million people live in and around it. It is in the state of New York, which is located in the northeastern United States.
Nickname(s): The Big Apple, Gotham, The City That Never Sleeps, Capital City
History
New York City was first explored by Europeans in the 1500's. Italian explorer Giovanni da Verrazano found the entrance to New York Harbor in the year 1524 and English explorer Henry Hudson named the Hudson River in 1609.
New York City was settled by Europeans from The Netherlands in 1624.
When the English took over the colony in 1664 they changed the name to New York, to honor the Duke of York, who later became King James II of England.
New York quickly grew to become a large and important port city. Many important battles of the American Revolution were fought in northern Manhattan and in Brooklyn.
Geography
Most of New York City is on three islands near the Atlantic Ocean, although one part is on the mainland of North America. The city includes all of Manhattan Island and Staten Island, and the western end of Long Island. There are also many smaller islands.
The city is divided into five major parts called boroughs. Each one is also a county. They are:
Manhattan (New York County, on Manhattan Island)
Brooklyn (Kings County, on Long Island)
The Bronx (Bronx County, on the mainland)
Queens (Queens County, on Long Island)
Staten Island (Richmond County, on Staten Island)
Information on the state of New York
http://www.enchantedlearning.com/usa/states/newyork/
1. What is the capital of New York State? ____________________
2. Two of the Great Lakes border New York. What are they? ______________________ and ______________________
3. Which country borders New York? _________________
4. Which ocean borders New York? _________________
5. What is the name of the biggest river in New York state? ______________________
6. Name two mountain ranges in New York. ______________________ and ______________________
7. Name a large waterfall in western New York. ______________________
8. Name the 2 states that border New York to the south. ______________________ and ______________________
9. Name the 3 states that border New York to the east. ______________________, ______________________ and ______________________
10. What is the name of the huge city at the southeastern corner of New York? ______________________
major cities in the USA
http://www.enchantedlearning.com/usa/cities/
the statue of liberty
http://www.enchantedlearning.com/history/us/monuments/sol/
Questions:
1. The Statue of Liberty was a gift from what country? ________________________
2. In what year did the statue arrive in the USA? ________________________
3. Who designed the statue? ________________________
4. Where in the statue are 25 viewing windows located? ________________________
5. How tall is the statue? ________________________
Nickname(s): The Big Apple, Gotham, The City That Never Sleeps, Capital City
History
New York City was first explored by Europeans in the 1500's. Italian explorer Giovanni da Verrazano found the entrance to New York Harbor in the year 1524 and English explorer Henry Hudson named the Hudson River in 1609.
New York City was settled by Europeans from The Netherlands in 1624.
When the English took over the colony in 1664 they changed the name to New York, to honor the Duke of York, who later became King James II of England.
New York quickly grew to become a large and important port city. Many important battles of the American Revolution were fought in northern Manhattan and in Brooklyn.
Geography
Most of New York City is on three islands near the Atlantic Ocean, although one part is on the mainland of North America. The city includes all of Manhattan Island and Staten Island, and the western end of Long Island. There are also many smaller islands.
The city is divided into five major parts called boroughs. Each one is also a county. They are:
Manhattan (New York County, on Manhattan Island)
Brooklyn (Kings County, on Long Island)
The Bronx (Bronx County, on the mainland)
Queens (Queens County, on Long Island)
Staten Island (Richmond County, on Staten Island)
Information on the state of New York
http://www.enchantedlearning.com/usa/states/newyork/
1. What is the capital of New York State? ____________________
2. Two of the Great Lakes border New York. What are they? ______________________ and ______________________
3. Which country borders New York? _________________
4. Which ocean borders New York? _________________
5. What is the name of the biggest river in New York state? ______________________
6. Name two mountain ranges in New York. ______________________ and ______________________
7. Name a large waterfall in western New York. ______________________
8. Name the 2 states that border New York to the south. ______________________ and ______________________
9. Name the 3 states that border New York to the east. ______________________, ______________________ and ______________________
10. What is the name of the huge city at the southeastern corner of New York? ______________________
major cities in the USA
http://www.enchantedlearning.com/usa/cities/
the statue of liberty
http://www.enchantedlearning.com/history/us/monuments/sol/
Questions:
1. The Statue of Liberty was a gift from what country? ________________________
2. In what year did the statue arrive in the USA? ________________________
3. Who designed the statue? ________________________
4. Where in the statue are 25 viewing windows located? ________________________
5. How tall is the statue? ________________________
Inscription à :
Articles (Atom)