It’s time to change your perception. Youth Projects supports Where The Heart Is Community Festival. Now in its eighth year, the festival is
a celebration of the lives, skills, talents, creativity and achievements of
Melbourne’s homeless and marginally housed community.
The festival, put together by over 30 organisations in the health and
homeless sectors and supported by the local, state and federal governments,
was held on March 23 in Fitzroy North’s Edinburgh Gardens.
Aimed at offering a day of fun and performance for Melbourne’s home-
less, the day was packed full of fantastic activities including music per-
formances, poetry readings and art and craft workshops as well as services including free haircuts, massages and meals.
Youth Projects understands that part of being homeless is losing your connection to society and to your personal identity. Homeless and disadvan-
taged people struggle to feel part of a community — becoming re-connected
to something is part of the process of ending homelessness.
Where The Heart Is encourages proactivity. Last year, over 1,000 home-
less and disadvantaged people attended the festival in the hope of meeting people they could connect with.
Determined to help Melbourne’s homeless and disadvantaged commu-
nity, Youth Projects runs a program called The Living Room. Located in the heart of the city, the initiative provides services including food and
material aid, phone and internet, housing support and counseling.
3. Vocabulary practice
Do ex. 1, p. 206.
4. Reading
Do ex. 2, p. 207.
5. speaking
Why is it important for parents / teenagers to be tolerant?
Discuss your ideas with your partner. You may use all the suitable words from ex. 2, p. 207 and from the table.
tolerant liberal generous easygoing ambitious cheerful hardworking
It is
(not)
necessary important usual thing
to be
trustworthy impatient optimistic sensitive moody sociable indecisive reserved lazy attentive
with
teenagers
parents because…
Ask your partner the following question about his / her best friend. Use the adjectives above for describing the qualities.
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
Is your friend usually in a good mood?
Is it important for your friend to be successful in whatever he / she does?
Does your friend notice your feelings?
Does your friend often give presents, or pay for lunch or a coffee? Does your friend work hard?
Does your friend become angry or annoyed if he / she has to wait for something or someone?
Can you trust your friend with a secret?
Does your friend listen well when you are speaking? Does your friend keep his / her feelings to him / herself?
Is your friend usually not worried by things, no matter what happens? Does your friend think the future will be good?
Does your friend often change their opinion about things? Does your friend often postpone things he / she has to do? Is your friend happy one moment and then sad the next? Does your friend like to be with people?
6. Writing
Do ex. 3, p. 207.
7. summary
Do ex. 4 (b), p. 207.
8. Homework
Do ex. 4 (a), p. 207.
Lesson 72
Y o U th IS wonderIng
Цілі: вдосконалювати навички вживання Infinitive and Gerund і навички ви- мови; вдосконалювати навички аудіювання, читання й письма; розвивати культуру спілкування й мовленнєву реакцію учнів; виховувати зацікавленість у розширенні своїх знань.
Procedure
1. Warm-up
Клас
Дата
1) Can teenagers be allowed to do everything?
2) At what age should teenagers be allowed to leave school?
3) At what age should teenagers be allowed to smoke?
4) At what age should teenagers be allowed to drink?
5) At what age should teenagers be allowed to drive?
6) At what age should teenagers be allowed to get married?
7) At what age should teenagers be allowed to vote?
2. Listening
Listen to some information about a youth centre and answer the ques-
tions.
1) Are there any youth centres in your area?
2) Do school-leavers meetings take place in your school?
3) Have any school-leavers become the people who have interesting pro- fessions?
LOCAL COLLEGE STUDENTS “MAKE A MAJOR DIFFERENCE”
AT YLLC (YOUTH LIFE LEARNING CENTRE)
Hillside and Easley students came together to listen to local college stu-
dents talk about their major and career path as well as do a short, related activity. Before we began, we asked students what they wanted to be when they grew up. Answers ranged from “teacher” to “policeman”.
Presentations started with Hailey Wickles, Belmont University junior
and nursing major who dreams of becoming a traveling nurse or doing nurs-
ing in missions work. Hailey taught YLLC students not only about what she studies in and outside of the classroom, but she also showed the students
the importance of washing their hands using glitter! She also shared a trick
with students. If you sing, “Happy Birthday” twice while scrubbing, you have washed your hands for a proper length of time.
William Switzer, studying music business and pre-law at Belmont Uni- versity, wants to pursue a career as a musician or entertainment lawyer.
A bass player for his band, William shared with students that he has writ-
ten over fifty songs! He also taught students a little about entertainment
law, such as what copyright means in a way students could understand. Jonathan Butler, Belmont University junior and music business ma-
jor, immediately put smiles on students’ faces when he brought out a bag
of candy! Jonathan, who one day wishes to own a multi-media company,
asked students to act like they were filming a movie, reading a book, and recording music to demonstrate what the company would entail. He then
asked students to answer some trivia questions regarding movies, books,
and music for some candy!
Lastly, we welcomed Katherine Richardson, Belmont senior and inter-
national business and social entrepreneurship major. She wishes to some- day work with entrepreneurs on creating businesses that employ people
who may not otherwise be able to find jobs. Once we taught students what
entrepreneurship meant, Katherine was ready to create her own business with students. Students gave her the idea to create a movie-watching hair and nail salon! She separated students into two groups to represent the items that they would need, the first group being the items that would cost money for their business while the second group represented the items that would create a profit.
