编者按
这是一套在美国很受欢迎的教材，按年龄共分三部分：0-6岁学龄前儿童教程，6-12岁学龄儿童教程，和12岁以上青少年教程。我们将陆续翻译成中文，分享给大家。
这套教材里的每一篇，无论是教程还是各种活动，都独立成篇，没有先后顺序，大家可以按需要和负担选择使用。
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thedoorofsheep.com/青少年 课程目的
1. 帮助学生看到，他们在需要的时候可以转向神。
2. 让学生知道，跟随神将如何帮助到他们。
3. 帮助学生愿意为自己的罪悔改。
主题
怜悯、悔改、罪
背诵经文
希伯来书 4:13
开头的祷告(5-10分钟)
团队建造(10分钟)
玩一个叫做 “20 个问题”的游戏。有的同学可能玩过这个，没玩过的应该也能很快学会，规则很简单。
1. 选一个学生，让他想一样东西，一个名人、地点、事物、或假日等。
2. 他们将这个东西牢记在心，而其他人会问是或否的问题，无论是具体的还是笼统的。
3. 可以让学生举手问，或者简单地大声说出他们的问题，但这可能会使游戏现场变乱（也可能更有趣！）
4. 关键是大家一共只能问二十个问题，来弄清楚学生心中的人/地点/事物。
5.第一个猜对“主持人”心里所想的人获胜。
6. 如果二十个问题后还没有猜到，则“主持人”获胜。
7. 奖品或某种奖励可以为游戏增添乐趣。
8. 玩两次，选两个不同的学生想东西。
课堂起头(5分钟)
一般讨论：
• 游戏难吗？为什么难/不难？（我们不知道你想什么，声音太大我总是听不见，很难读懂别人的心思等等。）
• 只能问是/否问题，有没有让其变得更难？（是的……就像我们一次只能得到整幅图的一小部分，等等。）
• 这个游戏与今天的课程有什么关系？（让学生推测。）
诗篇 139 篇讨论了我们如何在需要的时候转向神。如果我们悔改，承认我们的罪，神就会宽恕我们。如果我们相信神，祂可以帮助我们解决任何问题。我们可以清楚地与祂沟通，向祂提多少问题都可以，没有限制。不是 20，不是 50，甚至不是数千。
深入学习(35分钟)
读 约伯记 34:21-22
讨论问题：
1. 作者在这些经文中想表达什么信息？（神看到并知道一切，没有什么对祂是隐藏，等等。）
2. 与诗篇 139 篇的信息有何关联？（让学生推测。）
在本课中，试着找出约伯记里这些经文和诗篇 139 之间的相似之处。记下大卫将神和祂的爱与其他事物进行比较的三个比喻，。（动物、无生命的物体等。）在整个课程中牢记这些比喻。
我们将再一次练习那种古老的阅读圣经的做法。这种做法可以帮助大家默想那些有意义的词。我们将用不同的方式一起读4遍这段经文，然后我们将回顾这段经文并讨论其含义。
1. 每个人自己安静地读诗篇 139 篇。
2. 老师大声朗读诗篇 139 篇。
3. 在房间里转着圈让每个人读诗篇 139 篇中的一节经文。
4. 最后让每个人再一次安静地自读一遍诗篇 139 篇。
问题讨论：
1. 诗篇 139 篇让你印象最深的是什么？（请每位学生分享他们对诗篇 139 的印象，即使是很简单的印象。这个可能需要花一些时间。）
现在我们来逐段读这一篇，将其分解，作进一步研读。
重读 诗篇 139：1-6
问题讨论：
1. 读这些经文，你有什么感觉？（知道神就旁边，看着我，关心我，看到我的各种情形等，这种感觉很好。）
2. 你觉得安全吗？受保护吗？还是这种对神无所不知的爱的描述，让你感到不舒服？（这是一个很好的问题，可以鼓励学生诚实地表达他们对神的看法和感受。）
第 1-6 节谈论了神如何知道我们的一切。祂看顾我们，保守我们远离罪恶的祸患。祂保护我们免受诱惑、谎言，让我们不作那些我们不会引以为豪的决定。
重读 诗篇 139:7-12
问题讨论：
1. 这些经文与我们之前读的约伯记 34 中的经文最为相关。不同的作者在这个话题上如何采用了不同的方式？为什么？（都是诗歌作品，两位作者都承认神的同在，都说没有什么是隐藏的，等等。）
2. 神总是在我们身边是好事还是坏事？（让学生分享问题的两面 - 祂会一直在那里保护我们，但当我们跌倒时，我们将无处可躲。祂永远了解我们，知道我们所做的一切。）
3. 想想你生活中黑暗的一面。可以是某个人，某种情况，或者只是你的一种感觉。现在想想你生活中光明的东西。想象光明驱散黑暗。神是光，罪是黑暗。罪永远无法胜过神。神将永远在那里驱除黑暗。如何在自己生活中看待这个概念？（让学生分享。）
7-12 节讲了无论我们是否愿意，神总与我们同在。神知道我们是谁，知道我们做了什么，以及我们为什么这样做，还有我们接下来要做什么。这些经文帮助我们更好地了解到神拥有的能力，以及祂会如何运用它。
重读 诗篇 139:13-18
问题讨论：
1. 大卫将我们的被造说成是“编织” (译者注：中文圣经没有翻译出来)。大卫为什么会有这种联想？神创造我们与“编织”有什么关系？（神积极参与了我们的被造，祂是一位艺术家等）
2. 第 16 节说，神确切地知道我们整个的生命将如何发展。祂也知道我们以后的一举一动。为什么是这样？这是否意味着我们不能自己做决定？（神是无所不知的，祂非常了解我们，也知道我们会作什么选择，等等。）
第 13-18 节谈到神是我们黑暗中的光，祂是多么小心翼翼地创造了我们，目的是让我们来到这世界，为着祂而做一切，荣耀祂的名。
重读 诗篇 139:19-24
问题讨论：
1. 第 19 和 20 节说，神对不尊重祂的人是不好的。只要你信靠祂，祂就会继续引导你。大卫为什么会这样想？你同意吗？（大卫在这里提到了他的仇敌，以及他如何希望神将他们赶走。）
2. “憎嫌”的意思是厌恶或憎恨。”大卫憎恶神的仇敌，这可以吗？为什么可以/为什么不？（让学生分享。）
3. 大卫为什么以祷告“祈求神鉴察他的心”来结束这个诗篇？（他的愿望是，在他的思想、感觉和行动上与神保持一致。）
19-24节讲了，神如何关心我们，提前计划我们的生活，并惩罚那些不走祂道路的人。这些经文与之前的经文类似，都关注我们生命的创造以及我们如何执行神为我们制定的计划。但也讨论了大卫如何看待与他信仰不同的人，以及神如何对待这些人。大卫求神鉴察他，认识他，帮助他。我们应该向神和我们自己有同样的要求。
应用(15分钟)
读 约拿书 2:1-9
当我们默想诗篇 139 篇以及如何将其融入我们的生活时，约拿的这段祷告是我们该如何祷告的宝贵例子。
问题讨论：
1. 当约拿祷告时，他在哪里？（在一条大鱼里面。）
2. 在你有同样感觉时，你可能在生活中的哪个地方？（处于低谷、绝望、悲伤、挣扎、孤独等）
3. 约拿祷告的基本前提是什么？（他需要神的同在、能力和拯救。）
4. 这是你曾经做过的祷告吗？有人愿意分享你的那段时间吗？（让学生分享。）
（如果没有学生有故事要分享，请准备好分享你自己的故事。这是一个分享神如何真正在你生活中做事的好机会。）
这些经文是约拿在吞下他的鱼的肚子里所作的祷告。他祈求神的拯救，请求神再给他一次机会。神这样做了，约拿返回陆地后，去做神要他做的事情。
重读 诗篇 139:7-12
问题讨论：
1. 请比较约拿书 2:1-9 和诗篇 139:7-12。（他们的语气相似，都认识到神无处不在，等等。）
2. 有何不同？有何相似之处？（约拿要求得释放，大卫更直率地讲述神同在的真相。）
诗篇 139 篇讲述了神爱我们、看护我们和帮助我们的所有不同方式。在任何事上，祂都会成为黑暗中的光。祂会保护我们远离黑暗，确保我们不会成为黑暗。不跟随神的人，我们应该将他们视为其他人，而不是敌人。
让学生回到阅读时发现的比喻。让想分享的人分享他们的发现。让他们比较不同的回答，让他们试着弄清楚比喻的含义。
结束祷告(2分钟)
作为练习，让学生用比喻向神祷告。他们可以说，“感谢神，一直是照在我脸上的阳光”，或者“感谢神，就像我的影子……永远不会远离我。”
最后为小组做一个总结性的祷告。
**** 英文版 *******
Psalms
Lesson 8: Psalm 139
LESSON OBJECTIVES
Goals
1.To help the students know that they can turn to God in times of need.
2. To help them understand how following God will help them.
3. To help them be motivated to repent for their sins.
Topics
Mercy, Repentance, Sin
Scripture Memorization
Hebrews 4:13
OPENING PRAYER (5 to 10 minutes)
GROUP BUILDING (10 minutes)
We are going to play a game called 20 Questions. Some of the students may have played this before, and those who haven’t should be able to learn the rules quickly, as the rules are quite simple.1. Pick a student to think of anything. A celebrity, a place, a thing, a holiday, etc.
2. They will keep that idea in their heads, while the rest of the group asks yes or no questions, whether specific or general.
3. You can have the students raise their hands, or simply have them shout their questions out loud, though that can make the game chaotic (which can be fun!)
4. The twist is that the group only has twenty questions to figure out the person/place/thing in the student’s mind.
5. The first person to correctly guess what the “host” is thinking wins.
6. If twenty questions go by and the concept has not been guessed, the “host” then wins.
7. A prize or some sort of reward can add excitement to the game.
8. Do this twice, selecting two different students to think of the concept.
GETTING STARTED (5 minutes)
General Discussion:
• Was the game difficult? Why or why not? (We had no idea what you were thinking, it was loud, and I couldn’t always hear, it’s hard to read minds, etc.)
• Did only being able to ask yes/no questions make it more difficult? (Yes…it was like we only got a small piece of the picture at a time, etc.)
• How do you think this game could relate to the lesson? (Allow students to speculate.)Psalm 139 is a chapter that discusses how we can turn to God in times of need. If we repent, and confess our sins, he will forgive us. He can help us through anything, if we trust in Him. We can communicate clearly to Him, ask Him as many questions as we want to. There is no limit. Not 20, not 50, not even thousands.
DIGGING IN (35 minutes)
Read Job 34:21-22
Discussion Questions:
1. What message do you think the author was trying to convey in these verses? (That God sees and knows all, there is nothing hidden from Him, etc.)
2. How could it relate to the message of Psalms 139? (Allow students to speculate.)Throughout this lesson, try to identify the similarities between these verses from Job and Psalms 139. Make three notes of metaphors that David makes comparing God and his love to other things. (An animal, an inanimate object, etc.) Keep these metaphors in mind throughout the lesson.We’re going to practice something known as Lectio Divina together. This is an ancient practice for reading Scripture that helps you meditate on the meaningful words. We’ll read this passage together 4 times in different ways, then we’ll go back through the passage and have some discussion about what it means.1. Have everyone read Psalm 139 to themselves quietly.
2. As the leader, read Psalm 139 a second time out loud.
3. Go around the room and ask each person to read a single verse from Psalm 139.
4. Have everyone read Psalm 139 to themselves quietly one last time.
Discussion Question:
1. What struck you about Psalm 139? (It will take some time but ask each student to share what stuck out to them about Psalm 139, even if it’s something simple.)Now we will go through the chapter again, breaking it apart and looking further into its meaning.
Re-read Psalm 139: 1-6
Discussion Questions:
1. How does reading these verses make you feel? (It feels good to know God is near, watching, cares, sees, etc.)
2. Do you feel safe? Protected? Or does this description of God’s all-knowing love make you feel uncomfortable? (This is a great question to encourage students to be honest about their perception and feelings about God.)Verses 1-5 talk about how God knows anything and everything about us. He watches over us and keeps us from the evils of sin. He shields us from the temptations, the lies, the decisions that we wouldn’t be proud of.
Re-read Psalm 139:7-12
Discussion Questions:1. These verses best relate to those in Job 34 that we read earlier. How do you think the different authors took different approaches on this topic? Why? (Both are works of poetry, both authors recognize God’s presence, that nothing is hidden, etc.)
2. Is God always being there for us a good or a bad thing? (Allow students to share both sides of the issue — He will always be there to protect us, but when we slip up, there will be nowhere to hide from Him. He will always know us and everything that we do.)
3. Think of something in your life that is darkness. It could be a person, or a situation, or just a feeling that you have. Now think of something in your life that represents a light. Imagine the light getting rid of the darkness. God is light, and sin is darkness. Sin can never overtake God. He will always be there to get rid of the darkness. How do you see this concept in your own life? (Allow students to share.) Verses 7-12 are about how the Lord is always with us, whether we want him to be or not. He knows who are, what we do, why we do it, and what we’ll do next. These verses help us better understand the power that God has and how he can use it.
Re-read Psalm 139:13-18
Discussion Questions:
1. David compares our creation to being “woven”, or “knit together”. Why do you think he made this connection? How does God creating us relate to being “knit together”? (He was active in our creation, He is an artist, etc.)
2. Verse 16 is saying that God knows exactly how our entire life is going to play out. He knows every move that we will make. Why do you think this is? Does this mean we can’t make our own decisions? (God is all-knowing, He knows us intimately and knows what we’ll choose, etc.)Verses 13-18 talk about God being our light in the darkness, and how carefully he created us with the intention that we would go out into the world and do everything for him and in the name of him.
Re-read Psalm 139:19-24
Discussion Questions:
1. Verses 19 and 20 say that God is wicked toward those who disrespect him. As long as you believe and trust in Him, He will continue to guide you. Why do you think that David thinks this way? Do you agree with this? (David is citing his enemies here, and how he wants God to drive them out.)
2. “Abhor” means to regard with disgust or hatred.” Is it okay for David to abhor God’s enemies here? Why or why not? (Allow students to share.)
3. Why do you think David ends this Psalm with a prayer that God would search his heart? (His desire is to be aligned with God in his thinking, feeling, and actions.)Verses 19-24 are about how God cares for us, plans out our lives in advance, and punishes those who don’t follow the path He sets before them. These verses are like the verses before in the sense that both passages focus on the creation of our lives and how we carry out the plan God made for us. But they also discuss the way that David regards those who believe differently than him and how God treats those people. David asks God to search him, to know him, and to help him. We should ask the same of God, and of ourselves.
MAKING IT REAL (15 minutes)
Read Jonah 2:1-9As we consider Psalm 139 and how it fits into our lives, this prayer from Jonah serves as a valuable example of how we can pray.
Discussion Questions:
1. Where is Jonah when he prays this? (Inside a great fish.)
2. Where might you be in life when you feel similarly? (At a low point, in despair, grieving, struggling, feeling alone, etc.)
3. What is the basic premise of Jonah’s prayer? (He needs God’s presence, power, and deliverance.)
4. Is that a prayer you have ever prayed? Would anyone be willing to share what that time was like for you? (Allow students to share.)(If no students have a story to share, be prepared to share one of your own. This is a good place to get vulnerable and really share how God has moved in your life.)These verses are the prayer that Jonah says while in the belly of the fish that swallowed him. He is begging God for deliverance, asking him for another chance. God does so, and Jonah returns to land to do what he was told.
Re-read Psalm 139:7-12
Discussion Questions:
1. How do Jonah 2:1-9 and Psalm 139:7-12 compare? (They are similar tone, they recognize that God is present anywhere, etc.)
2. How are these passages different? How are they similar? (Jonah is asking more openly for deliverance, David is more bluntly just stating the truth of God’s presence.)Psalm 139 is a chapter that talks about all the different ways God loves, sees, and helps us. Through anything, he will be the light in the darkness. He will protect us from the darkness, make sure that we don’t become it. We should see the people that don’t follow God simply as other people, not enemies.Have the students go back to the metaphors you found while reading the passage. Those who want to can share what they found. Let them compare answers, let them try to figure out what the metaphors mean.
CLOSING PRAYER (2 minutes)
As an exercise in prayer, have students hold that metaphor and pray to God utilizing it. They may say “Thank you God, for always being the sunshine on my face,” or “Thank you God, for being like my shadow…never being far from me.”
Offer up a concluding prayer for the group also.
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