:*

-::-

TEDTALKS
I ffiffi Watch the TED Talk. Note down details about § , '',, ",,",,,::, Watch the first parl (0.00-6.07)
of the talk
Diébédo Francis Kéré's life. again. Are the statements true (T) or false (F)?

Hometown and early life: 1 Today, Gando is much more modern than when Kéré
School days: was a child.
University: 2 When he was an archtecture student, Kéré raised US
Return to Gando: $50 000 to build a school,
Challenges of the first project in Gando: 3 At first the people of Gando didn't like Kéré's plans for
Other projects in Gando: building the school.
Other challenges in Gando: 4 Clay is never used as a construction material in Burkna Faso,
A final story from his childhood: 5 The main design considerations for the building were to
make it large enough and cheap to build.

120 ) high school N Alt EIIG ) guy lrt AM ENG

) secondary school BR Eilc > boy BR ENG
 {
m
E,
I 3 .,-jtiii.i..::
Complete the notes on the second parl of the C
=
talk. Then watch the second part (6.08-9.18) of the talk
again and check your answers. r' JJ312 - I love this talk. We so often th nk of bul dings
. ,
as places in a community, but Kéré shows that the so
cast pois clay walls
mud clay extension process of bu lding is just as impoftant as the result and
o
high school library prototype rain that work ng together can make a community stronger. J
That's a very vaiuab e iesson that we ali should learn,
e The school 1-; built a(n) 2
to test whether the construction was strong enough . i Cowboy - As Kéré points out, the ra ns are definitely a

. The 3 .-: for

used a
brg feature of life rn Burk na Faso. They're necessary .':
in the roof farmers or for anyone who is trying to grow food for the
structure to allow heat out and light in community or rase animals. When the rans don't come, it
. Thes :used6 -verysimilar can create serious problems for the community.
to concrete
. The fragile 7-: had to be protected from
,',,, ClarkKent-lt'swonderfu toseethat Kéré'sdesgns
i e#
the E-
work with nature. He doesn't try to find a way to
durlng construction generate electricrty in Gando to run air conditroning - h-o &
.r*
instead designs a bui ding that will be naturally cool and
4 ",
',':':,, ,.',,r Watch the third part (9:19 to the end) of the
light. Great workl
talk again. Answer the questions.

1 ln addition to the buildings, what benefit has Kéré's work

brought to his community?
2 What is Kéré's main motivation for doing his work? PRESENTATION SKILLS Varying your
3 Why, according to Kéré's mother, did the women of his tone of voice
community give him money?
Your tone of voice is the overall quality of your voice,
VOCABULARY IN CONTEXT including pitch and volume. When you're nervous, you
may sound more hesitant or speak in a monotone,
5 :,',;;',,;.t,:' Watch the clips from the TED Talk. Choose
;,, without raising or lowering your voice. Try to vary your
the correct meaning of the words. tone of vorce, Doing so can:

6 Complete the sentences in your own words. Then discuss ' help keep your audience interested
o emphasize key ideas
with a partner.
o convey your enthusiasm for what you're saying
1 For me, it would be a privilege to .,. For example, when you brieïly lower your voice and
2 | would be happy to padicipate in fundraising for ... speak quietly, for emphasis, it can grab the audience's
3 When .,. , I was over the moon. attention more than raising it. However, it's important
not to change your voice so much that it's aftificial.
CRITICAL THINKING Relevance
7 Kéré says he hopes he was able to prove the power I ,..:, ,, ii,,,,, Look at the Presentation tips box. Then watch
of community and show that architecture can inspire the clip from the TED Talk and notice how Kéré varies his
communities to shape their own future. Why was each of tone. Answer the questions.
the following relevant to the talk?
1 At the stad, is Kéré's voice more excited and passionate
1 He tells us about the poverty in Gando. or calm and quiet?
: l::a: i:: irla,.,,'.):'tl .1.:.;,.)i.:1.t..),' :i. :':ei:.::,; l-i-..r r.,r-iaal
.si.-..
... ., ..
2 What's his tone of voice when he describes the finished
floor, saying 'And then you have this result, very fine'?
What do you feel this tone communicates?
2 He talks about fundraising while an archiTecture student 3 What's his general tone as he says'lt can be 45 degrees
in Germany. in Burkina Faso', and then describes his design?
3 He expiains the traditional process of making a hard 4 What tone does he end on?
clay floor.
4 He talks about Burkina Faso's climate. X O Think of a time when something exciting happened to
5 He explains that usually, young men from Gando have to you, for example, you won something, accomplished a
leave the village and work far away, difficult task, or had a nice surprise. Prepare how you will
describe it to a partner. Think of the tone of voice you will
I For both speakers and commenters, it's important to use at each stage.
focus on ideas that are relevant. Read the comments.
about the TED Talk. Which two are relevant to Kéré's { '[ Work in pairs. Take turns to give a presentation in which
talk? Which one is not? you tell your story.

121
 11 Vision
UNIT AT A GLANCE
THEMES: Looking at people with visions of the world and
how our actions can change it
TED ïALK: How to build with clay ... and community.
Diébédo Francis Kéré talks about his life from a young
boy growing up in a poor village in Burkina Faso to
studying architecture in Germany, and finally how he
returned to his village and helped the community build a
school from clay
AUTHENTIC LISTENING SKILLS: Dealing with accents:
different stress patterns
CRITICAL THINKING: Relevance
LEAD IN
r Write the word vision on the board. Put students into pairs
and ask them to write two sentences using the word yislon in
two different ways. Allow them to refer to dictionaries in order
to check its different uses and meanings.
. o
After a few minutes, ask pairs to share their sentences and
see if they have used the word in similar ways. For example, it
can be used like this:
To refer to a mental image: Ihe writer presents a terrible
vision of the future.
The ability to see: Ihese g/asses mean the vision in my left
eye is better.
BACKGROUND
I
o Ask students to read the paragraph about Diébédo Francis
Kéré and his talk. Answer any queries about the vocabulary.
o Ask students to say what they think his vision is (fo give
æmething back to his community through designing beautiful
btildings).
r Put students into pairs to discuss the three questions
rtd suggest possible answers. Don't say if their answers are
conect or not at this stage as this is explained in the talk.
Background information
Burkina Faso
lf your students
don't know very much about Burkina Faso,
you could provide this basic background information:
Burkina Faso is in the west of Africa and has no coastline. lt
b surrounded by six other countries. The French-speaking
population is around 17 million with about 6 million people
lving in extreme poverty. ln rural areas, employment can
be hard to find and many young people move to the cities.
Cotton production is one of its main industries.
PRESENTATION SKILLS: Varying your tone of voice
GRAMMARI Subordinate clauses
VOCABULARY: Expressions with /ook and see
PRONUNCIATIONT lntonation in subordinate clauses,
Sure and unsure tones
HEADING: Visionaries
LISTENING: Life coaching
SPEAKING; Looking afterwhat matters, Talking about
visionaries, Talking about a vision of the future
WRITING: An endorsement
WRITING SKILL: Persuasive language
KEY WORDS
2
o Put students into pairs to match the words in bold with
their definitions.
Check answers with the class. Then, for a quick check of
students' memory and understanding, read out each sentence,
but stop just before the word in bold. Ask students to call out
which word they think it is. For example, for sentence 1:
Teacher: When glass was first put in windows, it was
considered a major architectural ...
Student: prototype
Teacher: No.
Student: innovation
Teacher: Correct!
Answers
1c 2f 3d 4a 5e 6b
AUTHENTIC LISTENING SKILLS Dealing
with accents: different stress patterns
3a
r Explain that the first language of Burkina Faso is French so
the speaker in the next TED Talk has a non-native accent. His
accent is quite strong and the stress patterns vary compared
to the previous TED Talk speakers in the coursebook so far
who have had British and American accents.
. Ask students to read the information about differences
between native and non-native speaker accents in the
Authentic listening skills box. Point out that recognizing stress
patterns is a key element for native speakers in understanding
what someone says. So, when non native speakers use
different stress patterns it can make comprehension difficult.
11 Vision 153
. Ask your own students about which kinds of accents they find
harder to understand, for example, do they find American accents
or British accents easier to understand? Would they prefer to
listen to a non-native speaker of English or a native speaker?
. ffiffi Play the recording. Students listen and compare
the difference between two accents saying the same sentence.
. Play the recording again and ask students to listen
carefully for the pronunciation of the underlined word
architecture in each case. Ask How does the sfress change?
Elicit that Kéré puts the stress on the third syllable whereas
the native speaker puts the stress on the first syllable.
3b
. §ffi Play the recording. This time students listen out for
which words are stressed in the sentences. Elicit that Kéré
stresses the auxiliary verb does instead of the main verb in
the sentence.
Answers
Kéré:
British voice:
like that?
Correctness?
When dealing with the topic of native speaker and
non-native speaker accents, some students may
refer to the non-native speaker pronunciation as
'incorrect' in some way. lndeed, some students may
even ask why they are listening to such accents
when they are on an English course. Explain that
attitudes to accents and correctness have changed
a great deal in recent years. With more non-native
speakers using English as a lingua franca in the
world than native speakers, people's views of what
is correct English have changed. The fact is that
students are more likely to communicate with other
non-native speakers with other accents than they
are with native speakers. So, developing their ability
to cope with a range of accents is important.
3c
. ffiffi
Play the recording. Students listen and complete the
text.
. Students can compare their answer with a partner before
you check the answers as a whole class. Play the recording
again, if necessary.
I Answers
1 exanrple 2 village 3 drinking water 4 family 5 kids
154 11 Vision
ffff wlth
ffi*q,rf t* ba;üld
clay âffid sürnrïunity
TEDTALKS
I
o Books closed. Before watching the TED Talk, ask a student
to summarize the key information about Diébédo Francis Kéré,
for example, who he is and what he's done.
o Books open. Allow students time to read the seven
categories before watching the talk.
. ffiffi Play the whole talk. Students watch and make
notes under the seven categories.
r After viewing, students can compare their notes with each
other. The amount of detail that each student writes will vary
but by the end of the process, make sure that all the students
understand the general meaning and detail of Kéré's life.
Transcript
O.11 I would like to show you how architecture has helped
to change the life of my community and has opened
opportunities to hope.
O.25 I am a native of Burkina Faso" According to the World
Bank, Burkina Faso is one of the poorest eountries in
the world, but what does lt look like to grow up in a
place like that? I am an example of that. I was born in
a little village called Gando. ln Gando, there was no
electriciÿ, no access to clean drinking water, and no
school. But my father wanted me to learn how to read
and write. For this reason, I had to leave my family
when I was seven and to stay in a city far away from
my village with no contact with my family. ln this place
I sat in a c/ass like that with more than 150 other kids,
and for six years. ln this time, it iust happened to me
to come to school to realize that my classmate died.
1.36 Today, not so much has changed. There is still no
electricity in my village. People still are dying in
Burkina Faso, and access to clean drinking water is
still a big problem.
1.55 I had luck. I was lucky, because this is a fact of life
when you grow up in a place like that. But I was lucky.
I had a scholarship. I could go to Germany to study.
2.14 So now, I suppose, I don't need to explain to you
how great a privilege it is for me to be standing before
you today. From Gando, my home village in Burkina
Faso, to Berlin in Germany to become an architect
is a big, big step. But what to do with this privilege?
Since I was a student, I wanted to open up better
opportunities to other kids in Gando. I iust wanted
to use my skills and build a school. But how do you
do it when you're still a student and you don't have
money? Ah yes, I started to make drawings and asked
for money. Fundraising was not an easy task. I even
 them t"'xe
on caffee them ta create openings' So we /ust brtng
asked my classmafes fo spend less maney cutting
rny school praiect' yoa can see to fhe building site; we staft
and cigarette.s, buf lo sponsor roaf
them, and then we ptace them on top of the
ln real wonder, two years later, I was able to callect this result'
before we paur the cancrete, and you have
50,00A U"S. dallars' the hat air aut and light in'
The openings are letting
g.2g When t came home ta Gando to bring the
gaad news'
VerY simPle.
when they realized
my peopte was over the moon, but
shocked' 7.5g My most recent praiect in Ganda is a high schoo/
that t was ptanning to use clay, they were
proiect. I wauld like ta share with you this" The
g.45 'A ctay buitding is nat able to stand a rainy season' innavatian in this praiecf ls to cast mud like
you Çast
and Francis M/ant§ us to use if and build a school'
/s start making a
concrete. Haw do you cast mud? We
Europe
this the reasan why he spent so much time in lat of martars, like you can see, and when everything
warking in the field with us?' recipe and
ready, when yau know whatis fhe best
studying instead rsf
is
4.OS My peaple buitd alt the time with clay' but tkey don't the best farm, you staft warking with the community'
convince And sametimes i can leave' They wilt da
it themse/ves'
see any innavation with mud' So / had to
everybody. / started to speak with the canmunity' I came fo sPeak Youta like that'
and I could convince everybody' and we could
start
everybady from
8.g4 Anather factor in Ganda is rain' When fhe ralrls come'
ta wark" And the wamen' the men' we hurry up to pratect our fragile walls against
the
the vittage, was part of this building process'
/ was and Jeanne-C\aude'
rain" Dan't canfaund with Christo
So clay
allowed fo use even traditianal techniques' It is simply haw we protect aur vtalls' The
rain in
floor for example, the yaung rnefi Çame and
stand like after that' yau have
BurkinaccrnÉs very fast, and
mothers
that, beating, haurs for haurs, and then their floads everywhere in the cauntry' But far us' the rain
came, and they beating ln ihls posltion' for hours' river we need
are ls good. tt brings sand and gravel to the
giving water and beating' And then the palishers ta ga' We take
to u§e fo build. We iustwait for the rain
corne. They start patishing it with a stane for haurs' the sand, we mix it with ctay, and we keep building'
And then you have this resulf, very fine' like a
baby
That is it'
bottom. lt's nat photashopped' Ihrs ls fhe schoo/'
made
g.1g The Gando proiect was always connected ta training
built wrth the cammunity' The walls are totally I fall
The roof the peopte, because ! iust wanted' one day when
out of compressed clay blacks fram Gando'
down and die, that af leasf one person from Ganda
structure is made with cheap steei bars narmally l'm
keeps doing this work' But you will be surprised"
hiding inside concrete' And the classroorn' the ceiling
still alive.
is made aut af bath of them used together' earn maney
9.39 And rny peaple naw can use thetr skl//s to
5.37 in this school , there was a simple idea: ta create l")suatty, far a young man from Gando to
themselves.
camfortin a c/assroom ' Dan't farget' it can be 45 country to the city'
earn money, yau have to leave the
degrees in Burkina Faso, so with simple ventilation' com€
sometlmes leave the country and same never
I wanted to make the classroom goad for teaching now they
years back, making the cammunity weaker' But
and learning. And this is the praiect today' twelve can stay in the country and wark on different building
atd, stitlrn besf candition' And the kids' they love it'
sites and earn rnoney ta feed their family' There's
a

And fcr me and my community, this

proiecf was a
5.08 new qualitY in this work'
huge success. /f has opened up opportunities ta have wan a lot af awards thraugh
you knaw it. I
10.15 Yes,
do mare proiects in Ganda' So / could da a lat af this wark' Far sure, it has opened apparlunities' I have
proiects, and here t am going to share with yau anly knawn' But the reason why I da what I
become myself
three af them"
da is mY community'
ô.28 The first one ls the schoo/ extension' of crturse' Haw I was caming
peaple 1O.36 When ! was a kid, t was going to school'
do yau exptaln drawings and engineering ta to Gandc' By the end of every
ro back every hatiday
wha are neither ahte tç read nor write? lsfaÆed
was to build hatidays, I had to say gaadbye ta the community'
build a pratatype tike that' The innavatian
gaing from ane compaand ta anather one' All wamen
a ctay vault. So fhen, t iumped on the tap like that' give me
in Ganda will open their c/othes tike that and
with my team, and it works' The cammunity is laaking'
the last penny. ln my culture' fhrs is a symbal af
deep
tt warks. So we can buitd' And we kept building'
affection. As a seven-year-ald guy' t was lmpressed'
stitt
and thatrs fhe result. The kids are happy' and
they
proud We made it' And I iust asked my mother ane day' 'Why do all fhese
lave it. The camrnunity is very 'They
women love me sa much?'She just answered'
even animals, like these dankeys, lsve aur buildings' hoping that
are cantributing to pay for your educatian
-,17 The next proiect is the library in Gando' And see
naw'
you witlbe successfu I and sne day come back and
ldeas in our buildings'
we tried ta introduce different help imprave the quality af tife af the Çommunity''
but we often dcn't have sa much material' Samething ! hope now that lwas able to make my cammunity
we have in Ganda are clay pats' We wanted tç use

11 Vision r55
4 And then you have this result, very fine, like a baby bottom.
It's not photoshopped.
a taken with a video camera
b changed using a computer
c used for advertising
5 But for us, the rain is good. lt brings sand and gravel
to the river we need to use to build.
a clean water
b smail stones
c soft mud
Answers
1c 2a 3c 4b 5b
6
. Ask students to complete the sentence in their own words.
. Then put students into pairs to compare their sentences.
. End this exercise by asking a few students to say their
sentences to the rest of the class.
GRITICAL THINKING Relevance
7
r Check thai students understand the meaning of
rclevance (the level which something is related to or useful
in suppoding what is being said or written). Note that when
students think critically they should always consider if an
argument or viewpoint is relevant. For example, if they write
an argumentative essay or need to convince an audience in
a presentation of something, they will need to make use of
relevant information.
. Read the example with the class to show students how
they should explain the relevance of each sentence.
r Students could work in pairs to work through the other
sentences. Afterwards, discuss the sentences as a class
and check the answers together.
Answers
' This is relevant because it helps us understand the
:ommunity he comes from.
2 This is relevant because it shows the strength of his
sion for his community.
3 This is relevant because it shows how he was able to
rtegrate local techniques with his architectural vision.
: This is relevant because he wanted to show how his
:rlldings were designed to work well in that climate.
: This is relevant because it is a problem that his work
-as helped to address.
. Students read the viewers' comments and discuss their
: : /ance to the TED talk.
. Afterwards, ask different pairs to comment and check that
everyone in the class agrees on which comments are relevant
and they understand why.
Answers
The comments of JJ312 and ClarkKent are relevant
because they both refer to the building itself. The
comment of Cowboy talks about the rain, but it's
unrelated to the main point of the talk.
PRESENTATION SKILLS Varying the tone
of your voice
Extra activity
Noticing tone
To introduce the idea of tone and how it affects the way
people understand us, ask students to close their books.
Tell the students you are going to read something aloud.
They must listen and then say what they notice. Choose any
piece of text (such as the paragraph about Kéré on page 119
of the coursebook) and read it aloud but change the tone in
parts of it. For example, read the first sentence very loud, then
go quieter in the next sentence, and say the third sentence in a
monotone, and so on. At the end, students need to comment
on these changes and what kind of effect it had them.
9
. Ask students to read the tips in the Presentation skills box
to check their understanding of tone and how it can affect an
audience.
. ffim Play the clip from Kéré's talk and students answer
the questions. Be prepared to play the extract more than once
as this is quite a challenging task. lf necessary, pause at
ceftain points to discuss each question as a class.
Transcript
And the women, the men, everybody from the village, was
part of this building process. I was allowed to use even
traditional techniques. So clay floor for example, the young
men come and stand like that, beating, hours for hours,
and then their mothers came, and they are beating in this
position, for hours, giving water and beating. And then the
polishers come. They start polishing it with a stone for hours.
And then you have this result, very fine, like a baby bottom.
It's not PhotoShopped.
This is the school, built with the community. The walls are
totally made out of compressed clay blocks from Gando. The
roof structure is made with cheap steel bars normally hiding
inside cancrete. And the classroom, the ceiling is made out
of both of them used together.
ln this school, there was a simple idea: to create comfort in
a classroom. Don't forget, it can be 45 degrees in Burkina
Faso, so with simple ventilatian, I wanted to make the
classroom good for teaching and learning. And this is the
11 Vision 157