GENESIS 12-50: FAMILY LIFE

Transcription

1 Teaching Guide ADULT BIBLE STUDY IN BASIC ENGLISH GENESIS 12-50: FAMILY LIFE Phyllis Merritt BAPTISTWAY Dallas, Texas

2 Copyright 2001 by BAPTISTWAY PRESS. All rights reserved. ADULT BIBLE STUDY IN BASIC ENGLISH TEACHING GUIDE GENESIS 12-50: FAMILY LIFE Permission is granted for a church to make as many copies of this publication as needed for use within its ministry. Copies of this publication are not to be sold, distributed, or used in any other manner whatsoever without written permission except in the case of brief quotations. For information, contact BAPTISTWAY PRESS, Baptist General Convention of Texas, 333 North Washington, Dallas, TX BAPTISTWAY PRESS is registered in U.S. Patent and Trademark Office. Unless otherwise indicated, all Scripture quotations are from the HOLY BIBLE, NEW LIFE Version, Copyright 1969, 1976, 1978, 1983, 1986, Christian Literature International, P. O. Box 777, Canby, OR Used by permission. Identified by N.L.V. First edition: November BAPTISTWAY Management Team Executive Director, Baptist General Convention of Texas: Charles Wade Coordinator, Church Health and Growth Section: H. Lynn Eckeberger Director, Bible Study/Discipleship Center: Dennis Parrott Administrator, Curriculum Development Office: Bernard M. Spooner Publishing consultant: Ross West, Positive Difference Communications Language Materials Team Writer for Adult Bible Study in Basic English Teaching Procedures, Units 1-3 Phyllis Merritt, First Baptist Church, San Antonio, Texas Editor for Units 1-3 Cindy Dake, First Baptist Church, Arlington, Texas Facilitator for the Adult Basic English Team Joe Bruce, Project Director, Texas Partnerships, Baptist General Convention of Texas Patty Lane, Director, Office of Intercultural Initiatives, Baptist General Convention of Texas Nelda P. Williams, Facilitators Coordinator and Manager, Curriculum Development Office 2

3 Adult Bible Study in Basic English Teaching Guide GENESIS 12-50: FAMILY LIFE Introduction for Teachers The purpose of this teaching guide is to provide teachers with a plan for teaching a quality Bible lesson while helping participants improve their English language skills. Use of this material is suggested for International Sunday School classes or any Bible study group taught at a Basic English level. The teaching guide begins with listings of the Lesson Focus, Focal/Background Text, and Memory Verse, all of which provide the premise for the lesson. This information is followed by a teaching plan under headings of,, and. At the end of each lesson, Supplemental Teaching Ideas are provided under those same headings. As the teacher, you may pick and choose from these helps to use along with the student s Study Guide to fit the lesson to your class members abilities and needs. The Bible text printed in the lesson material is from the NEW LIFE Version of the Bible (NLV), an inexpensive translation (not a paraphrase) which uses only an 850-word vocabulary. The NLV is available from Christian Literature International, P. O. Box 777, Canby, Oregon 97013; christian@canby.com; telephone (orders only) The NLV Bible often uses simplified phrases to express terms generally familiar to anyone raised in a Christian environment. In the Teaching Guide, these terms will usually be expressed using the NLV terminology, followed by the more common term in parentheses; for example, proud religious law-keeper (Pharisee) or early preacher (prophet). The teacher has the option of using the NLV term for new Christians or beginning students, or the common term where it will be better understood and less cumbersome in teaching. Once a word or phrase has been introduced in the Word List or teaching procedures, however, the familiar expression may be used to help students add it to their vocabulary. Prayer is sometimes specifically suggested in the teaching procedures. It should be an integral part of your lesson plan. Use your own judgment as to where it best fits into the teaching session. The writers and editors wish you success and give you prayerful support in your teaching of this Adult Bible Study in Basic English. Bible Study in Basic English is published by the Baptist General Convention of Texas and follows the same curriculum plan as the Bible Study for Texas materials, but has no Texas emphasis. Teachers may wish to purchase Bible Study for Texas lesson comments and teaching guides ($1.95 each per quarter) as additional resources. These may be ordered through your church or directly from the Sunday School/Discipleship Division, Baptist General Convention of Texas, 333 North Washington, Dallas, TX , baptistway@bgct.org; FAX ; or toll-free telephone About the writer Phyllis Merritt has taught English as a Second Language and Bible Study for Internationals for 31 years while she and her husband Jack have served as home missionaries in New York, New Mexico, Georgia, and Texas. They are moving to Baylor University as missionaries-in-residence in 2002 where Phyllis will assume responsibility for leading comprehensive International Student Ministry. They have two sons, Greg and Travis. 3

4 Suggestions for Teaching Basic English Bible Studies General Suggestions 1. Provide language edition Bibles so students can read the focal passage in their native languages. 2. Beginning students may take up to three sessions for each lesson. 3. Review vocabulary words before beginning the study. Reproduce the blank Word List page (page 7) for class members to compile vocabulary studies in their notebooks. 4. Consider preparing 9-12 core sentences to tell the most important part of the Bible focal text. Illustrate each sentence with stick figures and symbols in picture sequence form (see details below). 5. Prepare lesson outlines or written materials before class make your own cling sheets by cutting apart white plastic garbage bags and writing on them with magic markers. They will cling to the wall. Bible Comments 1. Help students hear English and practice their pronunciation by modeling phrases and sentences. The whole class should repeat. Be consistent with stress and intonation, speaking naturally. 2. Allow individual students to read a sentence or paragraph at a time. For further practice, ask students to tell sections from Bible comments in their own words. 3. Read in pairs. 4. Close books and listen as a native speaker reads the section again. 5. Discuss the lesson, using Things to Think About. Focal Text Repeat steps above. Memory Verses 1. Challenge class members to learn or say the Memory Verse each day. 2. Provide a copy of the Memory Verse sheet (page 8) for students to write Memory Verses. 3. Write phrases or individual words on separate pieces of paper. Give to students to place in order. 4. Write the entire verse on the board, then read in unison. Erase key words a few at a time. Recite the verse until the entire verse is erased and the class can repeat by memory. 5. Make a symbol for each word or phrase of the verse. Use the symbols as a reminder for saying the verse. Picture Sequencing (The Lipson Method) This method is especially suited for teaching beginners. It consists of a series of pictures with accompanying sentences that tell a story. It may be used solely for oral production (using pictures alone) or for integrated skills (engaging students in reading and writing the story). You may use real pictures, videotape, pictures that are professionally drawn, or stick figures. Other benefits include the following: 1. A relaxed, low-anxiety atmosphere allows students to focus on the pictures and create their own sentences to tell the story. Focus on fluency, not just accuracy. Focus on a message or task rather than form or grammar. Provide minimal error-correction as students tell the story. 2. Pictures (even stick figures) convey meaning in every language. 3. The same set of pictures can be used with more than one level of students by making the sentences easier or more difficult. 4. The use of pictures helps students learn the language in chunks rather than words in isolation. 5. The only item needed is a piece of chalk or a marker, if using a cling sheet or overhead cell. Preparation 1. Put a story into sentences that are suitable for the level of your students. Try to tell the story with a maximum of ten sentences. For low beginners, choose the simplest and fewest words possible. Keep sentences in their most basic form, so students can combine sentences later. 2. Draw simple pictures or stick figures to illustrate key points in the story. These serve as prompts for the 4

5 telling of the story. Other drawing tips: An x in a small square beside a picture enables you to cue for a negative as you tell the story. Direct quotations may be indicated with a cartoon-type bubble. Procedure 1. Introduce the story by following your prepared script of sentences (for consistency) and pointing to the pictures as you speak. This will give students the main idea and help them think in chunks of language (as in real-life language use). 2. Introduce the new words as you again reference the pictures. Use props and/or dramatization, as needed, to establish understanding. Work on individual sounds and word stress as students repeat new words. 3. Lead students in repetition of the story, one sentence at a time, working on sentence stress and intonation. 4. Lead the class in one more repetition of the story (going straight through and continuing to refer to the pictures throughout the story). 5. Ask the class to tell you the story as you cue the story sequence by pointing to the pictures. (You become stage prompter at this point.) 6. Then ask for a single volunteer who might like to tell the story. (This may open the door for several of the more proficient students to use what they know.) 7. Divide the class into small groups of 3-5 students to give each person practice in telling the story. (Inevitably, the most eager student will go first, followed by another semi-eager student. By the time it is the turn of the least proficient student, he/she will have learned a lot by listening, will have observed a good model at least a couple of times, and will have bolstered courage for risk-taking.) 8. Follow up with questions in review of the story (begin by naming the setting, the characters, etc. easy questions). 9. Conclude with life application questions that require some thought and give students opportunity to express opinion, emotion, and their own ideas. Lesson Expansion If the setting and circumstances permit, here are other options for using picture sequencing further: Give each pair of students a set of pictures to sequence while listening to you or to a taped voice tell the story. Have students sequence the pictures without hearing the story told. Challenge students to match pictures and sentences. Scramble sentences to arrange in order (writing numbers or letters in front of sentences to show sequence; cutting up sentences and moving around to position correct order). Arrange a strip story (cutting up sentences, issuing one strip per student, asking students to arrange themselves in order, having them retell the story by contributing the portion on their paper strip) Cloze (supplying a written copy with every n th word blank; students work in pairs to fill in the missing words) Dictation (teacher or student tells the story while students write what they hear). Provide a copy of the sentences for each student. Ask that they read the story to a partner. Ask students to write the story in their own words. Bible passage as content for reading lesson Procedure: Tell the parable or story using pictures. Use animation and simple sentences. Ask questions about the main idea of the story. Read the story aloud while students follow along and underline unknown words. Go over the meaning of these words with the whole class. (Intermediate or advanced students) Have students read silently a second time to look for answers to two or three questions about details that you have written on the board. Ask students to discuss their answers with a partner. Then go over answers with the whole class. (Beginning or low-intermediate students) Read the story again and ask the students to repeat with you line by line. Invite the class to read the story with you in unison. 5

6 Ask pairs to read the story to each other. Ask for volunteers to tell the story in their own words. Make drawings large enough for the back row to see. Select a list of new words in the story unfamiliar words that the students would not likely be able to figure out from context (generally 8-10 new words per lesson). List the new words in categories: verbs, nouns, adjectives, adverbs. When listing verbs, you may write both simple present and past tense forms (e.g., eat/ate, walk/walked). Basic beginners would do well to tell the story in present tense, but high beginners could work in present tense, then retell the story in past tense. Checklist for Successful Classrooms Right Kind of Input New language in every lesson Input that is slightly above the students' current level of proficiency Content relevant to the students' real-life needs and interests Language learned in meaningful chunks, not words in isolation Comprehensibility achieved by use of the following: (1) Real or authentic materials (2) Simplified language (rephrasing, repeating, clear enunciation) (3) Demonstration and multiple examples rather than explanation (4) Lots of gestures and nonverbal language Low Anxiety Environment The following factors contribute to a relaxed and comfortable atmosphere and build a sense of community that is a safe place for risk-taking. (Students are unafraid to make mistakes or feel foolish.) Personally greeting and bidding farewell to students Sincere and frequent affirmation Minimal error-correction from the teacher Frequent reference to the culture(s) of the students Smiles and laughter that are commonplace Connecting with the students as often as possible through eye contact and/or positioning yourself on the eye level of students Calling students by name as often as possible Real-Life Interaction Checklist for interaction: Pacing of activities with a balance of noisy/quiet and still/active Attention to different learning styles (visual, auditory, tactile, kinesthetic) Variety in grouping (predominately pairs and small groups of three or five; using whole class in initial presentation and again for feedback and wrap-up at the end) A focus on a task or message rather than form (grammar) Provision for all four skills (listening, speaking, reading, writing) Avoidance of questions for which answers are already known Use of information-gap activity in which partners have different pieces of information and must ask each other questions in order to fill in their gaps of understanding Other useful activities: surveys, interviews, role-play, problem-solving, and interactive games Review previous material (Some suggestions based on material developed for the EFL Training Manual Beyond our Borders. For more information or for training contact the Literacy Missions Center by at Literacy_Missions@baylor.edu) 6

7 Word List 7

8 Memory Verse List 8

9 Teaching Guide Optional Christmas Lesson HONORING GOD AT CHRISTMAS Lesson Focus When we understand the meaning of God sending Jesus, His Son, we want to give glory and praise to God. Focal Text Luke 2:1-20 Memory Verse Greatness and honor to our God in the highest heaven and peace on earth among men who please Him. Luke 2:14 Resources needed: hymnal, soloist, Christmas CD and CD player, birthday cake, frosting, tools for frosting and decorating a cake, disposable plates, napkins, and forks. Decorate room for a party. 1. Play Christmas music as class arrives. 2. Share these thoughts on American culture: American children enjoy celebrating birthdays, both their own and their friends. Some adults are not as happy to become older each year. Jesus said, Unless you become as a little child, you cannot enter the kingdom of Heaven. Today we will celebrate a very special birthday the birth of God s own Son, Jesus Christ. 3. Read aloud Luke 2: Frost the birthday cake for Jesus. Allow different class members to help decorate the cake. 5. Discuss the following questions: What Christmas tradition or experience does your family have that helps you remember Christmas? Where were you born? (Mary s baby was born in a stable.) Where would most kings have been born? What are 10 good ways to celebrate the birth of Jesus? 6. Read aloud Luke 2: Say: Both the angels and the shepherds told others about the birth of the new Savior. Allow members to tell how they first heard the Good News of Jesus. List on the board ways we can tell others about the birth of Jesus. 7. Read Luke 2:8-15. Say: Both the angels and the shepherds celebrated the birth of Jesus by worshiping Him. Use appropriate hymns and Scripture readings to tell the Christmas story using class members in an impromptu tableau. For example: O Little Town of Bethlehem Angels We Have Heard on High O Come Let Us Adore Him We Three Kings Go Tell It on the Mountain 8. Lead the class in singing, Happy Birthday to Jesus. Distribute the cake. 9. Close with prayer that all will share the Good News of the birth of Jesus Christ with someone else at this Christmas season. Supplemental Teaching Ideas Before class, write this outline on a large sheet of paper or marker board. 1. Glory to God in the Roman Census 2. Glory to God in the Bethlehem Baby 3. Glory to God in the Angel s News 4. Glory to God in the Shepherds Telling

10 Teaching Guide Optional Christmas Lesson Honoring God at Christmas Bring a nativity set to class. Show only the pieces of Mary and Joseph at the beginning. After each point, add the other characters. 1. Read Luke 2:1-3. Refer to item #1 above (Glory to God in the Roman Census). Say: Even though Caesar Augustus ruled the Roman Empire, God is the ruler of the whole earth. God used the law to take a count of all the people for His own purpose. God brought Joseph and Mary to Bethlehem. Long before, this was the place the Old Testament prophets had said the Messiah would be born (Micah 5:2). 2. Use these questions of discussion: What are some ways you have seen God at work to bring about His will? How is God glorified in your life because of His work in your life? 3. Read Luke 2:4-7. Refer to item #2 (Glory to God in the Bethlehem Baby). Share more information about Joseph and Mary s trip to Bethlehem. Ask: Why did the powerful Creator God pour Himself in this tiny Baby in human form, coming into the world in such a humble way and place? Remind the class that when God did this wonderful thing, there was not room for His Son in Bethlehem. Say: Today, many people still have no room for Jesus in their lives, plans, or families. Place the figure of baby Jesus in the nativity scene. 4. Read Luke 2:8-14. Refer to item #3 (Glory to God in the Angel s News). Bring a birth announcement or ask how many have ever sent or received a birth announcement. Say: God sent the angels as His birth announcement for His Son. Share information about the importance of sending this announcement to shepherds who would have been considered as Very Unimportant People at this time. Place the angel at the nativity scene. 5. Ask for those in the class who would share their story of how they remember hearing the Good News of Jesus for the first time. 6. Read Luke 2: Refer to item #4 (Glory to God in the Shepherds Telling). Place the shepherds in the nativity scene. Say: The shepherds were the first human witnesses of the birth of Jesus (besides Mary and Joseph). They were also the first to tell this great news to others. When we invite Jesus into our lives, it is something so good that we too want to share. Ask: What are ways we can share the Good News of Jesus in this Christmas season? Allow time for answers. Write them on a large sheet of paper or on a marker board. Ask class how they can give glory to God at this Christmas season. Close in prayer that all would give glory to God by sharing the Good News of Jesus as this Christmas season. RESOURCES You can order Why We Celebrate from Woman s Missionary Union, P.O. Box Birmingham, AL ( ). These are large teaching posters of Thanksgiving, Christmas, and Easter.

11 Teaching Guide Unit 1 ISRAEL S FIRST FAMILY Lesson 1 RECEIVING GOOD TO DO GOOD Lesson Focus Students will look at how God blessed Abram and how He blesses us and all families of the earth. The class will explore what God wants to do through them and their families. Focal Text Genesis 11:27-12:9 Memory Verse I will bring good to those who are good to you. And I will curse those who curse you. Good will come to all the families of the earth because of you. Genesis 12:3 1. Prepare a suitcase containing a Ziploc bag of sand to display during class. (Save the sand to use again in Lesson 2.) 2. Take a survey to see who has moved the most. Ask everyone to stand at first. Say: Sit down if: You have never moved from the place where you were born. You have moved only once. You have moved more than five times. You have moved more than ten times Ask: What words tell about moving? (hard work, leaving friends, making new friends) What has been good about moving? What are some hard things about moving? 4. Continue with this question: Why do people move? (jobs, family, health) Say: Sometimes God wants us to move. This is the first lesson in a study of Abram, the father of the Hebrew people. We will see how God called Abram, led him, and used him to be a blessing to others. 5. Review vocabulary words. Provide a study sheet for participants to keep vocabulary studies in their notebooks. 6. Reproduce individual maps of the area where Abram lived, or secure a map large enough for everyone in the class to view. 7. Review the Study Guide and Bible text in one of these two ways. Beginning Students Help the class hear English and practice their pronunciation by modeling each sentence. Class repeats in chorus. Ask individual students to read a paragraph at a time. For further practice, ask students read in pairs; listen as another teacher reads the section again, and then tell re-tell the section in their own words. Discuss, using selected questions from the list of 16 questions below. Explain, ask for questions, clarify. Advanced Students Write the following on a poster or prepare a study sheet for each student. Leave spaces to fill in the blanks. (Note: If you choose not to use all the questions, select several for class discussion.) Read Genesis 12:1-9. (1) List the promises God gave Abram. (2) God gave promises to Abram to encourage him. How does God encourage us today? (3) Does God make promises to us today? Explain. (4) If God does have promises for us, how do we know, and how do we know they are from God? (5) How can God use your personal testimony to bless others? Talk about how you think Abram felt about God s request in Genesis 12:1. (6) How would you feel if God asked you to do 9

12 Teaching Guide UNIT 1: ISRAEL S FIRST FAMILY Lesson 1: Receiving Good to Do Good what God asked Abram to do? (7) If God had not given Abram the promises, do you think it would have changed Abram s response? Why or why not? (8) How do we know whether God is calling us to do something? (9) Has God ever called anyone in our group to do a special job? If so, how did you respond? (10) List ways Abram responded to God. (11) Do you think Abram would have responded had God not given him the promises? Why or why not? (12) How do you think Abram and his family felt, leaving all that was familiar, to go on this journey with God? (13) What do you think is the important part of Abram building altars to the Lord? (14) How would we know whether God is asking us to do something for Him today? (15) Has God ever called you to do a special job for Him? If so, how did you respond? (16) How should we respond when we see God working? 9. Discuss Things to Think About. 10. Close by quoting Scripture Memory verse. 11. Challenge members to watch for God at work this week. Say: When you see God at work, let this become your invitation to partner with God so God may use you to bring good to someone else. 12. Ask for prayers of thanksgiving and for group members and friends and family. Supplemental Teaching Ideas 1. Pick up the suitcase you brought to class: Ask: Who do you remember from the Bible who moved when God asked? 2. Retell Genesis Explain the role of Abram in God s plan for the salvation of His people. 3. Ask someone to read Genesis 11:27-32 while the class listens for Abram s family. Share the following, and use information from the Study Guide as needed. We see Abram s family story. The Bible tells that Sarai, Abram s wife, could not have children. Sarai felt badly about this. Many of us have felt badly about some things in our lives. Paul (in the New Testament) felt that way, but he wrote, He (Jesus) answered me, I am all you need. I give you My loving-favor. My power works best in weak people. I am happy to be weak and have troubles so I can have Christ s power in me (2 Corinthians 12:9). 4. Read Genesis 12:1-3. Discuss the following: What did God require of Abram and Sarai? (to leave everything familiar, land, culture, family, and go where God would lead) Why was it so hard to go where God would lead? (They were leaving all they knew.) Ask if it was hard for any students to do this when they came to the U.S. 1. Ask class to copy the Memory Verse with the hand they usually do not write with (if they are right-handed, write with their left hand). When they have tried this, suggest that change is difficult for us. We do not like it. Ask: How much more difficult than writing this verse today was the change Abram was asked by God to make? 2. Pour a handful of the sand from the Ziploc bag. Pour it from one hand to the other. Say: God promised Abram that one day his family would be as hard to number as the sand. Remember that God always keeps His promises. Pray that all nations will learn to trust God and His promises. 3. Examine the Word List; discuss new words. Check to see if there are any others which should also be discussed. Ask the students to record these in their personal glossaries for this quarter. 4. Close with prayer, thanking God for Abram, whose family brought good to all families. 10

13 Teaching Guide Unit 1 Lesson 2 ISRAEL S FIRST FAMILY FIGHTING IN THE FAMILY Lesson Focus To help students see how Abram and Lot were able to stay away from fighting and how families today can also do that. Focal Text Genesis 13:1-18 Memory Verse Let there be no fighting between you and me... for we are brothers. Genesis 13:8 Idiom Win/win situation 1. Pour some sand from Lesson 1 on a piece of newspaper on the floor near the door to the room. Ask students to walk across the sand as they come in and tell how it feels. Say: This is what God told Abram to do to remind him of God s promise to receive the land. Read aloud Genesis 13: Say: But before Abram could receive all the land God had for him, he had to solve a family fight. 3. Discuss the reason for the fight between Abram and Lot. Read from the Study Guide and related Bible verses. 4. Ask the class to tell different ways the fight could be ended (sell some of the animals, kill some of the animals, move, move on together, look for new land, go back home, etc.). 5. Read from the Study Guide, Stopping the Fighting. Ask: What did Abram do to solve the problem? (recognized the problem, tried to solve it before it got bigger, put Lot s needs ahead of his own, focused on positive solutions). Write class suggestions on a marker board. 6. Ask if these are things we could do in our families. 7. Say: In the New Testament, Jesus told us to treat others the way we want to be treated. Read together Matthew 7:12, the Golden Rule. Ask these questions. Allow time for answers: If we put the needs of others in the family ahead of our own, how would this help us to not have family problems? Why is this difficult to do? How can we find positive answers to family problems? How would it help families to take care of problems when they are small instead of waiting until they become large? 8. Say: God teaches us to forgive, just as God has forgiven us. What are some things we can do when people have problems with each other? Use these ideas. (Write them out ahead of time.) When you make a mistake, apologize. Try to put others needs ahead of our own. This is a definition of that kind of agape love: God sent His Son to be our Savior. If you find yourself in a family fight, pray about it. Keep talking to one another. Look to God to give wisdom from the Bible. Ask for help from other Christians. Keep working hard to keep good relationships, especially with family members for all of your life. Supplemental Teaching Ideas 1. Ask: What are some things that cause families to 11

14 Teaching Guide UNIT 1: ISRAEL S FIRST FAMILY Lesson 2: Fighting in the Family have problems? Write responses on the board and keep them there to use later. Say: All families have some problems. Many want to do better. The lesson from Genesis 13 tells about how Abram s family had trouble in Canaan. Abram and his nephew Lot solved their differences. They worked them out so that both sides were happy. 2. Explain the idiom, It was a win/win situation. Ask how this applies to Abram and Lot. Ask someone in the class to make a sentence with the idiom. 1. Write this outline before class. Use it to preview the passage. The Sources of Conflict Genesis 13:1-4 The Sounds of Conflict Genesis 13:5-7 The Solution for Conflict Genesis 13:8-13 The Security after Conflict Genesis 13:14-18 The Sources of Conflict: Read Genesis 13:14. Explain: Abram and his family were going to Egypt because of the famine in Canaan (12:10-20). Abram became wealthy in cattle, silver and gold while he was there (13:2). Abram and his family were going up from Egypt, back to Canaan. Abram was able to worship again in Bethel (13:4). Abram experienced good times. Ask: Do you think families have times when they have fights during times of prosperity or times of adversity? Share. The Sounds of Conflict Talk about how hard it was to have too many herds and not enough land. The Solution for Conflict Read Genesis 13:8-13. Ask: What does Abram do that helps settle the conflict with Lot? (He wanted to keep peace in the family, gives Lot a choice, has a good attitude and is willing to go the way Lot does not choose.) Say: Abram used some good skills. Prepare the following on a poster before class. Abram... Recognized the problem. Acknowledged the small difficulties before they became larger. Kept looking at positive solutions. Put the needs of Lot ahead of his own. Looked for a way both sides could be happy (a win/win solution). The Security after Conflict Ask someone to read Genesis 13: Point out that God blessed Abram and repeated His promise to Abram. Read together Matthew 5:9. Jesus said, Those who make peace are happy. Ask: Do you think Abram was a peacemaker? 1. Examine the Word List and discuss the new words. Check to see if there are any others which should also be discussed. Ask the students to record these new words in their glossaries. 2. Read the Memory Verse together. Then ask students to record it in their Memory Verse record, if they are keeping one. 3. Read as a class and discuss Things to Think About from the Study Guide. 4. Close with prayer for faith to become God s peacemakers. 12

15 Teaching Guide Unit 1 ISRAEL S FIRST FAMILY Lesson 3 PROBLEMS IN THE FAMILY Lesson Focus God is present even when there are family problems. Focal Text Genesis 16:1-16 Memory Verse So Hagar gave this name to the Lord... You are a God Who sees. Genesis 16:13a 1. Fold a piece of poster board in half so that it looks like a large book. Write on the outside, How to Have a Good Marriage. Show this to the class. 2. Interview a couple before or during class and ask: What was the best advice given to you before you got married? What advice would you give to a young couple before they marry? (Share this information with the class if you interview the couple prior to the class session.) 3. Using the Study Guide, ask someone to find the number of marriages in the United States which end in divorce (almost one half). Say: When people get married, they do not plan for this to happen. Life does not always go the way we plan. We will look at Genesis 16 to see what happened to Abram and Sarai and their plans and dreams for life. 4. Draw simple stick figures of Sarai, Abram, and Hagar on pieces of paper. Ask different members of the class to answer the following questions about their character after the study is completed. (1) What did your person do to make the problem worse? (2) What could this person have done differently to make the problem go away or not be as bad? (3) Why did this person not do these things that could make the problems better? 5. Point out the information from the The Problem of Impatience. Remind the class that in the ten years since God had called Abram and Sarai, they still did not have a child. For Sarai, a child was her dream. Explain that at the time when they lived, it was socially acceptable for Sarai to give her servant Hagar to Abram. Hagar then became another wife to Abram. 6. Referring to the Study Guide, discuss and include the following information: Sarai went ahead of God. She did not wait for God. Ask: Why is it so difficult to wait on God s timing? In Genesis 16:5, Sarai said that Abram was responsible for wrong in her life. Do you agree or disagree? Why? Abram also ran ahead of God s timing. He had his own ideas about who would be his heir. He had chosen Eliezer of Damascus (Genesis 15:2). Although it was not God s plan that a man have more than one wife, Abram stood by Sarai when Sarai became jealous. Hagar became full of pride and full of hate for Sarai. Abram let Sarai be in charge of Hagar. Hagar probably felt very alone. God still cared for Hagar even though Abram was the one chosen by God to be the father of the chosen people. Read Genesis 16:4-16 to show God cares for all people. 7. Say: God is good. Life is hard. God is still good. Share times when God has shown His love for you and you have known that you are important to Him. 13

16 Teaching Guide UNIT 1: ISRAEL S FIRST FAMILY Lesson 3: Problems in the Family 8. Close with sentence prayers, thanking God for His help in guiding our families. Supplemental Teaching Ideas 1. Bring a portrait of a family to class. Point out that everyone tries to look as good as they can when they are having a picture made. Ask: Did they look this good three or four hours before the picture was made? Say: Families are not always as perfect as photos suggest. All families experience trouble at one time or another. Sometimes this is because they are sinful and make wrong choices. Sometimes it is because we live in a sinful world and bad things happen to good people. Today s study shows one couple, Abram and Sarai and their family troubles. 1. Help students turn to Genesis 16 in their Bibles. Explain what has happened since the last lesson. Ten years have passed since Abram and Sarai got married. Sarai has not been able to have children. Read Genesis 16:1 while the class listens for Sarai s situation. Explain how important having a child was in those days. Ask: How do you think Sarai felt as a result of not having children? 2. Read aloud 16:2-4a while the class listens for the way Sarai decided to solve her problem. (She did not wait for God. She did what was common during the time she lived by giving her servant, Hagar, to Abram.) 3. Ask: In what ways do we sometimes take matters into our own hands, rather than asking God for help? (We don t talk about problems at home; we hope they will go away.) 4. Remind the class that God promised Sarai and Abram that their descendents would become a great nation. Since they had no children, it was hard to see how this could happen. So they decided to help God. Ask: Why is it hard to wait on God? In what ways have you been tempted to not wait for God s timing in your life? 5. Read aloud Genesis 16:4b-5. Look for possible problems for families. Ask: What caused the trouble in Abram s family? (Selfish thoughts, bad choices, hurtful words, attacks on others) Point out that most sinful actions begin as small. selfish thoughts. 6. Read 16:7-14. Ask the class to listen for what these verses tell us about how God cares for us. Explain that 16:7 shows that God is present to help, and that He helps all people. Point out how the angel s comments tell about a promise. 1. Read 16:13 again to see how Hagar said thank you to God for His help. Ask: What are some ways God shows us that He cares in times of family trouble? Ask for any of the class to tell how God has helped them and their families. 2. Review the list of new words from the Word List. 3. Ask class to read, in pairs, the Bible verses. Find out who can say the Memory Verse. 4. Pray and ask God s help to wait for His will and His timing. 14

17 Teaching Guide Unit 1 ISRAEL S FIRST FAMILY Lesson 4 GOD S PROMISES TO THE FAMILY Lesson Focus We can trust God to do what He promises, even though it may take Him longer than we think it should. Focal Text Genesis 17:15-17; 18:11-15; 21:1-7 Background Genesis 15:1-6; 17:1-18:15; 21:1-8 Memory Verse Is anything too hard for the Lord? Genesis 18:14a Idioms Walk in his shoes, put yourself in his shoes 1. Bring a newspaper to class. Pretend you are reading it. Say: Today we are going to make a newspaper with only good news. For one day, we will only tell stories that have good news. Ask: What would you write? Tape a large piece of paper to the wall and write headlines from class suggestions. 2. Say: Many stories in the newspaper are about bad things. In many of the stories that we have studied in Genesis, we have also looked at bad news problems in family life. But today we will look at a study with good news. There was an unexpected blessing in the life of Abram and Sarai, as well as a blessing for others. 3. Ask four people (or groups) to read the dialogue on the handout (at the end of this Teaching Guide). Practice by modeling the lines for the students to imitate. Photocopy one handout for each person. 4. Discuss the portions of Scripture which were just read: How do you think Abraham felt when he said, O Lord God, what will You give me? For I have no child. And the one who is to receive what belongs to me is Eliezer of Damascus. Because you have not given me a child, one born in my house will be given all I have. When God told Abraham to look up at the stars and said that he would have that many children and children s children, how do you think Abraham felt then? What is the importance of God promising that Sarah would be part of this blessing to all people? Why do you think Abraham laughed when he was promised a son? Why was it hard for him to believe God? Why did Abraham say that Ishmael should be the one to be his heir? Talk about how Sarah laughed and then said she didn t. What does God mean when He says, Is anything too hard for the Lord?? What does the name Isaac mean? (laughter; see Study Guide, p. 23) 5. Ask: What about us? Do you think God is faithful to us the same way He was faithful to Abraham and Sarah? How can we do as Sarah did and share our joy with others? 6. In groups of six or less, ask members to share a time when God gave an unexpected blessing something special God did, when God gave them salvation, etc. Explain how the blessing brought happiness to them and glory to God. 7. Each group may close with prayer, praising God for His blessings. 15

18 Teaching Guide UNIT 1: ISRAEL S FIRST FAMILY Lesson 4: God s Promises to the Family Supplemental Teaching Ideas 1. Ask: Is there anything God cannot do? Say: Today s study shows how God made His promises come true for Abraham and Sarah the promise of a son. Abram was 99 years old when God made this promise and changed His name to Abraham. God also changed Sarai s name to Sarah and gave His promise to her. Sarah was 90 years old. 1. Before class, write this study outline on the board. (1) Making the Promise (Genesis 17:15-17) (2) Making the Promise Again (Genesis 18:11-15) (3) Fulfilling the Promise (Genesis 21:1-7) 2. Read together the first point. Ask: What did Abraham do when God made this promise to him? (1) He fell face down. Why? (a sign of awe) (2) He laughed. Why? (He was old; it was unbelievable.) (3) Abraham talked about Ishmael. Why? (He thought this was the only way to be a father.) 3. Bring a pair of men s sandals. Show them and teach the idiom, Walk in his shoes or Put yourself in his shoes. Ask: If you had been Abraham, what would you have done? Say: Others in the Bible questioned God when He called them. God was willing to listen to Moses and Gideon when they asked questions. 4. Look at (2) in the outline. Read Genesis 18: Explain that God came again to Abraham and Sarah in the form of three visitors. They offered hospitality. Then the visitors sat down to talk and Sarah listened. When she laughed, the Lord asked her why. Point out that she said she did not laugh. We also do this when we do not tell God about our sins and ask Him to forgive us. He knows we do. 5. Look at (3) in the outline. Read Genesis 21:1-7. Say: It took God 25 years to do what He promised. God is faithful even when it takes a long time. When we do not get the answer we want from God, it does not mean that He does not care. When Isaac was born, it was a miracle. It was a reminder to Abraham and Isaac that God does what He promises. Sarah had to laugh and share her joy at this birth. When God helps us, we should remember to share our joy with others. 1. Ask the class to share times when God surprised them with a blessing. 2. Examine the Word List and discuss the new words. Check to see if there are any others which should also be discussed. 3. Close with prayer, thanking God for His blessings in our lives. 16

19 Handout Sheet for Lesson 4 God s Promises to a Family From Genesis 15:1-5; 17:15-19; 18:9-14; 21:1-6 (New Life Version) LORD: Do not be afraid, Abram, I am your safe place. Your pay will be very great. Abraham: O Lord God, what will You give me? For I have no child. And the one who is to receive what belongs to me is Eliezer of Damascus. Because You have not given me a child, one born in my house will be given all I have. LORD: This man will not be given what is yours. But he who will come from your own body will be given what is yours. Now look up into the heavens and add up the stars, if you are able to number them. Your children and your children s children will be as many as the stars. As for Sarai your wife, do not call her name Sarai. But Sarah will be her name. And I will bring good to her. And she will be the mother of nations. Kings of many people will come from her. Narrator: Then Abraham fell on his face and laughed. Abraham: Will a child be born to a man who is 100 years old? If only Ishmael might live before You! LORD: No, but your wife Sarah will give birth to your son. And you will give him the name Isaac. I will make My agreement with him and for his children after him, an agreement that will last forever. Where is your wife Sarah? Abraham: There in the tent. LORD: I will be sure to return to you at this time next year. And your wife Sarah will have a son. Narrator: Sarah was listening at the tent door behind him. Now Abraham and Sarah were old. They had lived many years. The way of women had stopped for Sarah. So Sarah laughed to herself, saying, Sarah: (laughing) Will I have this joy after my husband and I have grown old? LORD: Why did Sarah laugh and say, How can I give birth to a child when I am so old? Is anything to hard for the Lord? I will return to you at this time next year, and Sarah will have a son. Narrator: Then the Lord visited Sarah as He had said and did for her as He had promised. Sarah was able to have a child and she gave birth to a son when Abraham was very old. Abraham was one hundred years old when Isaac was born. Sarah: God has made me laugh. All who hear will laugh with me. 17

20 Teaching Guide Unit 1 FAMILY LIFE Lesson 5 GOD FIRST OR FAMILY FIRST? Lesson Focus Students will learn that it is important to emphasize trust in God rather than reliance on human methods. Focal Text Genesis 22:1-19 Memory Verse Good will come to all the nations of the earth by your children and their children s children. Because you have obeyed My voice. Genesis 22:18 1. Announce that this is the end of the study of Abraham and his family. Use the following multiple choice questions as an oral review or use as a game show quiz. (The correct answers are in bold type). God gave this man the new name of Abraham. It had been (Isaac, Lincoln, Abram, Sarai). God called Abram to (leave his family, leave his homeland, journey to a land God would show him, all of the above). Abram s response to God s call was one of (indifference, obedience, confusion, rebellion). Abram and Lot solved their problem by (going separate directions, fighting, selling their livestock, drawing stars). Sarai s main problem was (Abram, she had no children, she lived in the desert, Isaac). Hagar solved the family problem by (leaving, being nice to Sarai, going to Abram, staying out of it). Isaac s name meant (worthy son, God reigns, God heard my cry, laughter). 2. Ask: How did it feel to take this test? Say: God gave Abraham a test to see how much he trusted Him. Ask yourself how much you really trust God in your daily life. 3. Preview the focal text. 4. Review the Word List before beginning the study. Provide a study sheet for participants to keep vocabulary studies in their notebooks. 5. Ask students to mark their text from Genesis 22:1-19 according to these speakers: God, Abraham, Isaac, angel. Read aloud. 6. After the passage has been read, discuss it using the some of the following questions: What do you think Abram was thinking when he first heard God s request? How do you think Abraham found the courage to obey God? How do you think Abraham felt when this test was all over? What do you think Abraham and Isaac talked about on the way home? How do we learn to trust God? How do we teach others to trust God? What would Abraham want Isaac to know and remember about God? How do we teach others (our children, our friends) to trust God, too? How do you think it made God feel to see Abraham trust Him so completely? How do you think God feels about our level of trust in Him today? What would your class or your church be like if everyone trusted God as much as Abraham did? God did not make Abraham actually sacrifice his son, Isaac. But God did that Himself He sent His Son, Jesus, to be a sacrifice for our sin. What does this tell us about God? 7. State that this was a test of Abraham s faith. It 18

21 Teaching Guide UNIT 1: ISRAEL S FIRST FAMILY Lesson 5: God First or Family First? was not God s plan for Abraham to kill his son. He only used Abraham s relationship with Isaac as a way to test Abraham s faith. This test was to show trust in God, not evil. 8. Ask the class for personal examples of ways they have learned to trust God in their own lives. Or ask them to discuss ways that a Christian could show more trust in God. 9. Close in prayer, thanking God for His love. Ask God to teach us to trust Him more. Supplemental Teaching Ideas 1. Bring a baby picture of an important child in your life. Point out that in today s study, Abraham had to learn the lesson of trusting God, just as young children must learn to trust their parents. Genesis 22 is the story of God testing Abraham to see whether Abraham fully trusted Him. 1. Before class, write this outline on the board: (1) God tested Abraham (Genesis 22:1-2) (2) Abraham trusted God (Genesis 22:3-8) (3) Abraham passed God s Test (Genesis 22:9-14) (4) God honored Abraham s Trust (Genesis 22:15-19) 2. Show the first outline point. Say: What would we think if we did not know the end of the story? Abraham did not know that this was a test. But God never intended for Abraham to kill his son. Ask: What did Abraham feel? How would you feel? 3. Look at the second point. Say: Isaac was the treasure of his parents, the way many children are the treasure of their parents and grandparents today. Abraham did what God said without waiting. He did everything that was necessary to make a burnt offering to God, except that he did not bring a lamb. Notice what Abraham told his servants, We will come back and God Himself will provide the lamb. Abraham did not know what God would do, but he trusted God to do something. Abraham completely trusted God, as Isaac completely trusted his father. 4. Show the third outline point. Read Genesis 22:9-14. Say: God never intended Abraham to put his son to death. This was a test to show Abraham s trust in God. Abraham passed the test and God intervened. God saw what He needed to see from Abraham. Abraham s first loyalty was to God, not Isaac. Abraham showed that he fully trusted God. He had a relationship of obedience to God, even more than Abraham s love for his own son. Because of this test, Abraham came to know even more fully that God was a God who could be trusted. We too need to learn that we can put everything in life into God s hands, even the most precious and personal of our hopes and dreams. What kind of things, people, or ideas do we put above or in place of their relationship with God? 5. Show the fourth point. Read Genesis 22: Explain that in these verses God promised again that Abraham s descendants would have a positive impact on others. Say: When God tested Abraham s faith, God found that Abraham trusted and valued Him more than his own son. God did not require Abraham to sacrifice his son. But what God did not require of Abraham, God was willing to do Himself. God sent His only son, Jesus, to be offered as the ultimate sacrifice for all sin. 1. Ask the class to tell ways to show trust in God in the following situations: serious illness loss of a job a close family member who dies in a car accident 2. State again that God gave us what He did not require of Abraham. God gave His own Son. Ask: What are ways we can demonstrate our love for and trust in God today? 3. Close in prayer, thanking God for His unending faithfulness to us and love for us. 19