The story today is about a man who cannot see plaids, checks, stripes, flowers, and polka dots. He cannot see pretty colors-red, blue, green, and yellow. This man is blind.
Call attention to #B on the Student Study Guide and say:
Let's look at the new words to help you understand this story about the blind man.
#B on Student Study Guide
walking
Demonstrate (briskly) and ask students to join you in the action and in saying: "I am walking." Remember-anything students do-as opposed to simply hearing, saying, or reading-will be learned more easily!
passing by
Walking by. You walk by several different students, saying:
I am passing by [name of student].
shout
Speak loudly (demonstrate).
be quiet
B>Shh-h-h-h! (with motions).
Demonstrate by walking-then stop walking (saying the words to match your action). Include a few additional examples, such as clapping-then stop clapping; writing on the board-then stop writing. You may also draw the octagonal stop sign (with motions for driving a car) and write on it the word "stop." Draw a traffic light, writing the word "stop" out to the side with an arrow pointing to the top of the three circles.
then see
Demonstrate rather than explain!
You want to come with me-then come! You want to have a pencil-then have a pencil! You want stand-then stand!
Next refocus on the words of the blind man and Jesus ("Lord, I want to see." "Then see . . .")
praise
To give thanks and honor.
When you do a good job, I say "Excellent!
Very good!" I praise you for doing a good job. I thank you for working hard to learn
English!
road to Jericho
Point to Jericho on the map; then draw attention to the road to Jericho.
crowd
Not one-not two-not three-but many
crowd of people
Many people
Son of David
Use examples from the families of your students, in which [name of student] is the son of [name of father]. See Matthew 1:1 in the students' native language and/or CEV: "Jesus Christ came from the family of King David and also from the family of Abraham. And this is a list of his ancestors . . ." Explain that "ancestors" means "all of his family."
mercy
Forgiving, not wanting to punish
See Titus 3:5a in the students' native language and/or in CEV: "(God) saved us because of his mercy, and not because of any good things that we have done."
because of your faith
Write on the board: because/because of = why. Then give examples:
I drink water. Why? Because I am thirsty. I eat food. Why? Because I am hungry. I go to sleep. Why? Because I am sleepy. You come to class. Why? Because you want to learn English.
Then refocus by saying:
Jesus healed the blind man. Why? Because of his faith.
even louder
More loud than the last time. Show what was happening, first softly:
Son of David, have mercy on me
Then gradually speak more loudly, prefacing each repetition with the words: "Even Louder"
finally
Illustrate by threading a needle with a few purposely failed attempts (with narration!). Then do it successfully. Reach for a bottle or jar with a lid. Try and try to unscrew the lid without success. Then do it successfully. Then (having arranged for this help ahead of time) call the name of your teaching partner or a student several times before this person hears you. Then finally, she/he hears you!
immediately
Right now! (Have fun-with exaggerated arm and hand motion):
Stand immediately! Shake hands immediately! Sit immediately!
What's happening?
What is this? What do I hear (or see)?
Tell students that, in the U.S. people sometimes say this as a slang expression, meaning "How are you?" or "Tell me about you-about your life now."
As you watch the story, look for the answer to this question: What does the blind man do after Jesus heals him?
Write on the board (saying the words as you write them):
1. Jesus heals the blind man.
After eliciting response to the listening focus above, invite the students to look again, this time for the details of the story. Before the second showing, read through the following to help students know which details to listen for.
Circle the words to make a true sentence. Your teacher will do the first one with you.
1. Jesus finds a blind man (sitting in a chair) Or (beside the road).
Now let's read the story!
Answer Key: 1-man, 2-of, 3-Jesus, 4-Son, 5-tell, 6-even, 7-him, 8-man, 9-The, 10-see, 11-your, 12-follow
Answer Key: a-2, b-6, c-10, d-4, e-12, f-8, g-7, h-11, i-3, j-9, k-1, L-5, m-14, n-13
1. To sensitize students and help them connect with this story, blindfold half the students in the class. Instruct their partners to guide them through the maze using only their words. Ask students to look at #B of the Student Study Guide: ("Stop! Turn left. Turn right. Turn around. Take two steps," etc.). If possible, have an obstacle course set up in another room prior to class time-chairs turned over, etc.
Before asking students to do this activity, lead them in practicing the responses to these commands-with all eyes open! Demonstrate with one blindfolded student following your directions.
Now place a blind fold on half the students in the class and let the (meaningful) fun begin!. Once through the maze, have the pairs switch roles, i.e., the "guides" become " blind" and the "blind" become "guides." Conclude with a debriefing of what it felt like to be blind. Say:
Now we can understand (a little) how the blind man felt on the road to Jericho!
2. Blind persons can never see the beautiful world God made. Deaf persons can never enjoy beautiful music or hear the voice of someone they love. In small groups, discuss your answers to the following questions:
a. If you were blind, what would you very much want to see?
3. Ask for volunteers to tell the story in their own words. Students who are most proficient will get needed practice, while the others can learn from listening. If students need a little help, you might show small increments of the film clip-then ask the class about what they just saw. Students may enjoy an "add-on" story; i.e., the first volunteer provides the first sentence, a second volunteer adds what comes next. On and on this goes to the end! Everyone benefits! The risk-takers are challenged. The less confident students hear a good model and eventually have courage to try!
1. Jesus always stops to listen when we call out to Him.
Jesus cares about the deep needs-the biggest needs-of our lives. In this true story Jesus gives the blind man physical sight, i.e., he can now see with his eyes! But Jesus also gives this man spiritual sight, i.e., he can see the things of God with his heart!
". . . he went with Jesus and started thanking God." (Luke 18:45, CEV)
2. Satan-the enemy of God and the family of God-is called the "Prince of Darkness" or the "leader of the power of darkness" (in Ephesians 2:2, NLV).
"Our fight isSagainst the leaders and the powers and the spirits of darkness in this world. . ." (Ephesians 6:12, NLV).
"The eyes of those who do not believe (in God) are made blind by Satan. He does not want the light of the Good News of Jesus Christ to shine in our hearts." (2 Corinthians 4:4a, NLV)
"In (God's) light, we see light." (Psalm 36:9b, NLV)
3. God's light is greater than Satan's darkness. God gives His light to His children.
"It was God who said, 'The light will shine in darkness" (Genesis 1:3, CEV)
"Everything that was created received its life from him, and his life gave light to everyone. The light keeps shining in the dark, and darkness has never put it out." (John 1:4-5, CEV)
"He is the One Who made His light shine in our hearts. This brings us the light of knowing God's shining-greatness which is seen in Christ's face." (2 Corinthians 4:6, NLV)
There is a song many learned as children called "This Little Light of Mine." The words are important and true for God's children of all ages! Two verses of this song are especially appropriate in the context of this story. In the original, everyone held up an index finger to be a "candle." Unless this gesture, for some reason, is culturally inappropriate, this might be fun to do now as you sing.
Verse one:
Verse two:
* (Substitute the action for the word "'blow."')
stop
(using arms in a wide motion)
#C on Student Study Guide
2. ? (Wait for students to respond)
Show film clip beginning after the story of the Good Samaritan and after Jesus takes the girl into his arms and walks by the blind beggar. After Jesus heals the blind watch for the face of Zacchaeus wearing a gold-colored turban!
#D on Student Study Guide
2. This story happens near (Bethlehem) Or (Jericho).
3. When the blind man hears the crowd walking by, he asks: ("What's happening?") Or ("What time is it?").
4. Someone tells the blind man that the man passing by is Jesus from (Jerusalem) Or (Nazareth).
5. What does the blind man shout? ("Hello, Jesus. How are you?") Or ("Jesus, Son of David, have mercy on me!")
6. The people with Jesus say: ("Louder. He can't hear you!") Or ("Be quiet!")
7. What does Jesus do? (Jesus stops to see the blind man.) Or (Jesus says, "Sorry! I'm too busy now.")
8. Does Jesus heal the man? (Yes, he does.) Or (No, he doesn't.)
Show film clip again. Let each student work alone to follow the above instructions. Conclude by going over the answers with the whole class. Then say:
#E on Student Study Guide
1. Jesus is walking on the road to Jericho.
2. A blind man is sitting on this road.
3. The blind man hears a crowd of people walking and asks: "What's happening?"
4. The people say: "Jesus of Nazareth is passing by."
5. The blind man shouts: "Jesus, Son of David, have mercy on me!"
6. The people with Jesus tell the man: "Be quiet!"
7. The man shouts even louder: "Son of David, have mercy on me!"
8. Jesus hears him finally and stops walking.
9. Jesus asks the blind man: "What do you want me to do for you?"
10. The blind man says: "Lord, I want to see."
11. "Then see," says Jesus. "Your eyes are healed because of your faith."
12. Immediately, the man follows Jesus and thanks God.
13. The people follow Jesus also.
14. All the people praise God!
#F on Student Study Guide
(On separate page following the Student Study Guide)
#G on Student Study Guide
Note: The Student Study Guide has only #2, i.e., #1, and #3 are "for your eyes only" -for instructional purposes.
b. If you were deaf, what would you very much want to hear?
c. In your opinion, which is worse-to be blind or to be deaf?
#H on Student Study Guide
Song:
This little light of mine
I'm gonna let it shine. (Repeat lines 1 and 2 twice)
Let it shine. (Repeat this line three times)Won't let Satan blow it out.*
I'm gonna let it shine. (Repeat lines 1 and 2 twice)
Let it shine. (Repeat this line three times)
Back to the Top- Home