Version élève → Anglais · Lycée général · 2de · Seconde

Séquence 9 · What remains: ruins and heritage

What do ruins and monuments tell us about the past, and why do we protect them?

Bonjour !

Dans cette séquence de anglais, tu vas chercher à répondre à la grande question écrite en haut de la page. Elle se fait en 3 séances. Pour chaque séance : lis la consigne, étudie les documents, réponds aux questions sur ta feuille ou sur l'ENT, puis recopie l'essentiel dans ton cahier. Tu peux imprimer cette page avec le bouton « Imprimer ».

À la fin, je serai capable de :

Les mots importants

the passive voice (past)heritageironysonnet

Ressources de la séquence

Les notions, les repères et les pistes pour aller plus loin, utiles pour toutes les séances.

Les notions à maîtriser

Passive voice
be + past participle: Stonehenge was built in several stages.
Heritage
Buildings, objects and traditions that the past leaves to the present.
Irony
A contrast between what is said and what is true: the king says « look on my works », but nothing remains.

Repères

DateÉvénement
c. 3000 BCEFirst stage of Stonehenge (Wiltshire, England).
1818Shelley publishes « Ozymandias » in The Examiner.
1986Stonehenge becomes a UNESCO World Heritage Site.

Pour aller plus loin

Sources et bibliographie

Mon parcours : je choisis mon rythme

Séance 1 · Stones that speak

75 min

Séance approfondie : cours développé, documents sourcés, activités exigeantes avec coups de pouce.

La question du jour

What can a monument tell us?

Mon plan de travail

Le cours à lire · The passive voice in the past

When the action is more important than the person who did it, use the passive: was / were + past participle. Stonehenge was built in several stages. The stones were carried from Wales. Add by only if the agent is important: It was designed by Christopher Wren.

Document 1 · Stonehenge

Text written by the teacher from heritage sources.

Stonehenge is a circle of huge standing stones in the south of England. It was built in several stages, from about 3000 BCE. Some of the smaller stones were brought from Wales, more than two hundred kilometres away. Nobody knows exactly why it was built: it may have been a temple, a calendar or a burial place. On the longest day of the year, the sun rises in line with the stones. Today, the site is protected and visited by more than a million people every year.

Source : teacher's synthesis.

Pour bien lire ce document :

standing stones: tall stones set upright; burial place: where the dead are buried; in line with: in the same direction as.

Activité 1 · Understand

15 min
Essentiel

Supports : Documents

Consigne :

Read and answer.

  1. Where is Stonehenge?
  2. Where did some stones come from?
  3. Give two possible functions.

Ce qui est attendu (5 pts) : Reading

Activité 2 · Practise

15 min
Essentiel

Supports : Lesson

Consigne :

Put into the passive voice.

  1. People built Stonehenge in stages.
  2. Workers carried the stones.
  3. Millions of people visit the site.
  4. UNESCO listed it in 1986.

Ce qui est attendu (7 pts) : Language

Activité 3 · Produce (spoken)

25 min
Travail à rendre

Supports : Lesson, documents

Consigne :

Record 1 minute: describe a monument you know (from a book, a film or a visit) using three passive sentences. Sentence starters: This monument was built… / It was made of… / It is visited by….

Ce qui est attendu (8 pts) : Production

Trace écrite · document à compléter (papier ou ENT)

Complète la trace écrite avec les mots de la banque, puis recopie-la dans ton cahier.

carriedwas

To describe a monument, I use the passive: it ______ built, the stones were _______.

Séance 2 · « Look on my works »: Shelley's sonnet

75 min

Séance approfondie : cours développé, documents sourcés, activités exigeantes avec coups de pouce.

La question du jour

What survives of a powerful king?

Mon plan de travail

Le cours à lire · Reading a sonnet: irony

A sonnet has 14 lines. Shelley tells a story inside a story: the speaker meets a traveller who describes a broken statue in the desert. The king's words say look at my works and despair, but around the statue there is nothing. This contrast is irony: time destroys power, but art (the sculptor's work) survives.

Document 1 · Percy Bysshe Shelley, « Ozymandias »

Sonnet, 1818 (public domain).

I met a traveller from an antique land Who said: Two vast and trunkless legs of stone Stand in the desert . . . Near them, on the sand, Half sunk, a shattered visage lies, whose frown, And wrinkled lip, and sneer of cold command, Tell that its sculptor well those passions read Which yet survive, stamped on these lifeless things, The hand that mocked them, and the heart that fed: And on the pedestal these words appear:

'My name is Ozymandias, king of kings: Look on my works, ye Mighty, and despair!' Nothing beside remains. Round the decay Of that colossal wreck, boundless and bare The lone and level sands stretch far away.

Source : Percy Bysshe Shelley, « Ozymandias », 1818 (text on Wikisource).

Pour bien lire ce document :

trunkless: without a body; visage: face; sneer: a proud, cruel smile; ye Mighty: you powerful people; wreck: ruin.

Activité 1 · Understand

15 min
Essentiel

Supports : Documents

Consigne :

Read the sonnet and answer.

  1. Who tells the story of the statue?
  2. What remains of the statue?
  3. What do the words on the pedestal say?

Ce qui est attendu (5 pts) : Reading

Activité 2 · Practise

15 min
Essentiel

Supports : Lesson

Consigne :

Find the words in the poem.

  1. a word for « face »
  2. a word for « ruin »
  3. two adjectives describing the sands
  4. the name of the king

Ce qui est attendu (7 pts) : Language

Activité 3 · Produce (written)

25 min
Travail à rendre

Supports : Lesson, documents

Consigne :

Write 80 to 100 words: explain the irony of the poem to a classmate who missed the lesson. Sentence starters: The king wanted… / But in fact,… / What survives is….

Ce qui est attendu (8 pts) : Production

Trace écrite · document à compléter (papier ou ENT)

Complète la trace écrite avec les mots de la banque, puis recopie-la dans ton cahier.

ironyruins

The king's proud words contrast with the ______: this is ______; art survives, power does not.

Séance 3 · Our museum label

75 min

Séance approfondie : cours développé, documents sourcés, activités exigeantes avec coups de pouce.

La question du jour

How can we help visitors understand an object from the past?

Mon plan de travail

Le cours à lire · Writing a museum label

A museum label is short and precise: name of the object, date, material, origin, why it matters. It uses the passive and the present simple: This statue was found in…; it shows….

Document 1 · Model label: the Younger Memnon

Model text written by the teacher.

Colossal bust of Ramesses II (« the Younger Memnon ») Egypt, about 1250 BCE. Granite. This huge head was part of a statue in Ramesses' temple in Thebes. It was brought to London in 1818 and is displayed in the British Museum. In the same years, Shelley wrote « Ozymandias », the Greek name of Ramesses. Today, some people ask whether such objects should stay in London or go back to Egypt.

Source : teacher's model text.

Pour bien lire ce document :

granite: a very hard stone; bust: head and shoulders of a statue.

Activité 1 · Understand

15 min
Essentiel

Supports : Documents

Consigne :

Read the label and answer.

  1. What is the object?
  2. When did it arrive in London?
  3. What question do some people ask today?

Ce qui est attendu (5 pts) : Reading

Activité 2 · Practise

15 min
Essentiel

Supports : Lesson

Consigne :

Complete the label with the right form.

  1. It (make) ___ of granite.
  2. It (bring) ___ to London in 1818.
  3. Today it (display) ___ in the museum.
  4. It (carve) ___ about 1250 BCE.

Ce qui est attendu (7 pts) : Language

Activité 3 · Produce (written)

25 min
Travail à rendre

Supports : Lesson, documents

Consigne :

Write a museum label (60 to 80 words) for an object or monument of the English-speaking world, then add one question for visitors. Sentence starters: This object was… / It shows… / Should it…?.

Ce qui est attendu (8 pts) : Production

Trace écrite · document à compléter (papier ou ENT)

Complète la trace écrite avec les mots de la banque, puis recopie-la dans ton cahier.

datematters

A museum label gives the name, the ______, the material and why the object _______.

Fiche à trous · je complète

Complète le texte avec les mots de la banque (sur papier ou dans le document de l'ENT).

participlepastruinswas

Stonehenge ______ built more than four thousand years ago.

Heritage is what the ______ leaves to the present.

The passive voice: be + past __________.

In « Ozymandias », the king's proud words contrast with the ______: this is irony.

Ce que j'ai appris

Les 3 idées que je retiens :
Une phrase en anglais que je veux retenir :
Ce qui reste difficile pour moi / ma question pour le professeur :