Basic English (For Letras Students) 19/9

Present Perfect

Pictured here are examples of the first situation in which we use the present perfect: when an action started in the past and continues today. I presented that to form the present perfect you need the verb "to have" in the present tense (helping verb) and a verb in the past participle form. I drew a timeline to illustrate that the action started in the past and continues today. I showed students that when we ask a question in the present perfect, the helping verb goes before the subject. Students told me how long they have been in Araguaina and I showed them that they will often see the words "for" and "since" used in present perfect sentences.

Pictured here is the second situation in which we use the present perfect: when an action happened in the past but we don't know when. 

We did a quick review of when to use have and when to use has.

Last we did an activity in which students had to put the following sentences in the correct order using the present perfect. In order to make the activity more accessible for everyone, I gave them a lot of scaffolding and walked them through it.

The sentence pieces they were given:

1. (you/ eat/ this morning/ your/ breakfast/?)

2. (her operation/ fight/ with her weight/ since/ she)

3. (for 15 years/ in a bank/ Mr. Lee/ work)

4. (listen to/ about my adventures/ they/ stories)

5. (diligently/ begin/ to work/ at UFT/ the students/ this week)

6. (study/ for 6 years/ romance languages/ she)

7. (fly/ I/ to my home/ many times/ from the U.S.)

For each sentence I asked them a series of questions:
1. What is the verb in the sentence? What is the past participle of that verb?

2. What is the subject of the sentence? Do we use has or have with that subject?

3. Is the phrase a statement or a question? Because of that, which goes first, the helping verb (has/have) or the subject?

And then they had enough information to tell me how to write the sentence correctly. By the end they were answering the questions much more quickly and seemed to really get it!

American Culture Workshop 18/9

Today we worked on our English-language travel guide, which is now up (culturetins.blogspot.com) and will be added to in the weeks to come. We have groups writing on different aspects of Tocantins culture, such as food, arts and crafts, indigenous peoples, natural wonders, and cities.

First, we reviewed some cardinal rules for writing so that students can write the best blog entries possible. Here they are:

**Rules for Writing**
1. Every paragraph should have an introduction and conclusion sentence

• Words for beginning a sentence: First, to Start
• Words for adding information: For example, For instance, Similarly, Likewise, Also, In the same way, On the other hand, In contrast, Consequently, However, Although, Despite  
• Words to conclude a sentence: Fianlly, In conclusion, To sum up, In summary

2. NEW idea = NEW sentence (commas are only for adding information to a sentence)
3. Subject-verb agreement, Parallelism (plural, maintain verb tense)
4. NEVER use "I" in academic writing
5. NEVER use the passive voice (I made a mistake vs. Mistakes were made)

Next week we will learn about American music. See you there!

Basic English (For Science and Tourism Students) 17/9

Simple Past

I used the same lesson plan in this class that I used on the 12th of September in Basic English for Letras students.  (See that blog entry for more details).

However, one thing that I modified was the activity. To cater to a more Basic level of English, we did the pair activity as a class. Instead of having the students come up with questions in pairs, which would have been too difficult for them at this point, I came up with the questions and had them practice by answering. This was challenging for them but I saw improvement throughout the activity. I would hold up a picture and ask the students a question about something that happened in the picture. Some of my questions had affirmative answers and some of them had negative answers in order to help the students practice how forming the past tense is different in the two scenarios.

When you answer a question affirmatively in the past you simply put the verb in the past tense in your response. However when you answer a question negatively in the past tense your response includes "did not + infinitive verb"

For example:
I ate dinner last night (Affirmative response)
I did not eat dinner last night (negative response)

They seemed to understand the concept because they struggled at the beginning of class but by the end were speaking correctly and able to explain the reason why the affirmative and negative sentences were different in the past.

We also reviewed the verb TO BE in the past and discussed that it is the only verb that changes with different people in the past tense (other verbs remain the same, no matter who you are talking about).

Bible Study 16/9

Alive (Mary Magdalene) by Natalie Grant from the album Music Inspired by the Story

link to the song: http://www.youtube.com/watch?v=Om3mm2dv--k

We began class by going over the new vocabulary.



Then students read a verse or two from the scripture passage. We had a small discussion about the passage. Students shared what stood out to them or what they had never noticed before about the passage.

John 20:1-18

New International Version (NIV)

The Empty Tomb

20 Early on the first day of the week, while it was still dark, Mary Magdalene went to the tomb and saw that the stone had been removed from the entrance. 2 So she came running to Simon Peter and the other disciple, the one Jesus loved, and said, “They have taken the Lord out of the tomb, and we don’t know where they have put him!”

3 So Peter and the other disciple started for the tomb. 4 Both were running, but the other disciple outran Peter and reached the tomb first. 5 He bent over and looked in at the strips of linen lying there but did not go in. 6 Then Simon Peter came along behind him and went straight into the tomb. He saw the strips of linen lying there, 7 as well as the cloth that had been wrapped around Jesus’ head. The cloth was still lying in its place, separate from the linen. 8 Finally the other disciple, who had reached the tomb first, also went inside. He saw and believed. 9 (They still did not understand from Scripture that Jesus had to rise from the dead.) 10 Then the disciples went back to where they were staying.

Jesus Appears to Mary Magdalene

11 Now Mary stood outside the tomb crying. As she wept, she bent over to look into the tomb 12 and saw two angels in white,seated where Jesus’ body had been, one at the head and the other at the foot.

13 They asked her, “Woman, why are you crying?”

“They have taken my Lord away,” she said, “and I don’t know where they have put him.” 14 At this, she turned around and saw Jesus standing there, but she did not realize that it was Jesus.

15 He asked her, “Woman, why are you crying? Who is it you are looking for?”

Thinking he was the gardener, she said, “Sir, if you have carried him away, tell me where you have put him, and I will get him.”

16 Jesus said to her, “Mary.”

She turned toward him and cried out in Aramaic, “Rabboni!”(which means “Teacher”).

17 Jesus said, “Do not hold on to me, for I have not yet ascended to the Father. Go instead to my brothers and tell them, ‘I am ascending to my Father and your Father, to my God and your God.’”

18 Mary Magdalene went to the disciples with the news: “I have seen the Lord!” And she told them that he had said these things to her.

After that we listened to the song twice and students filled in the blanks. Then in pairs they compared their answers. We listened to the song a final time and I sang to help enunciate some parts that were difficult to hear and understand. Finally some students read the answers and translated the song line by line.

Alive (Mary Magdalene) by Natalie Grant from Music Inspired by the Story

Who but ________ could breathe and leave a trail of galaxies and ________ of me
What kind of ________ is writing my story ‘til the end with mercy’s pen?
Only _________
What kind of __________, would choose to wear a _________ that bleeds and scars to win my heart
What kind of __________, tells me I’m the reason He can’t stay inside the grave?
You, is it you? Standing here before my _________
Every part of my _______ cries
Alive, ________
Look what mercy’s overcome
_________ has lost and __________ has won
________, Alive
Hallelujah risen LORD the only one I fall before
I am __________ because He is __________
Who could speak and send the demons back from where they came with just one Name
What other heart could let itself be ____________ every time ‘til he healed mine?
You, only you, can turn my darkness into dawn
Running right into your __________
___________, Alive
Look what mercy’s overcome
_________ has lost and ________ has won
Alive, ___________
Hallelujah risen LORD the only one I fall before
I am ______ because He is
Emmanuel
The Promised _________
The __________ who made angels sing
Son of Man who ___________ with us
Healing breathing in our dust
The author of all __________
The __________ to all mysteries
The Lamb of God who rolled away the stone in front of every grave.
_________, Alive
Look what mercy’s overcome
__________ has lost and ___________ has won
I am _______ because He is _________

The blanks

At the end of class students pointed out their favorite parts of the song and explained why it was their favorite.

I also asked them about what it means to them to be alive. The shared some really beautiful and meaningful comments. Though this part of class was primarily in Portuguese it was important because it allowed all of us to grow a little closer and share a different part of our culture.

One student shared about how living can mean leaving a legacy even after we die. He shared an example of a friend of his who was killed in 2010. He told us that because of the way she lived her life, she is remembered and continues to be an inspiration today. One way that the lessons she learned and the person she was lives on is through the journals that she wrote about her faith and spiritual journey. He told us that they are going to be published soon.

Another student shared that the wants to make the most of his years, months, weeks, moments and seconds to be the best that he can be.

Another student shared that our lives touch so many other lives and that because of that when we live caring for others, being there for them, and helping them we make a significant difference that lasts beyond our lives.

Some other things that students mentioned in regard to what it means to live included: being present, being a part of the action (the verb), being remembered, "waking up to the Lord."

I am so thankful that my students and their willingness to go beyond the surface level in our class conversations. :)

Conversation Hour 13/9

Students who missed class on Tuesday heard about the activity that we did and requested that we do it again, so we did! This time I was able to get some pictures:

Basic English (For Letras Students)12/9

Simple Past

To present the Simple Past I asked the following questions:
What did you do yesterday? [students formed 2 columns: regular and irregular verbs]

When did all these things happen? [in the past]

Are they still happening now? [no]

When we talk about the past, what happens to regular verbs?  [+ ed]

And the irregular verbs?
How do you know which verbs are regular and which are irregular? [Practice]

Then I handed out this worksheet with irregular verbs as a reference tool.

Next I presented how to ask questions and write negative statements and contractions.

When the answer to a question about past events is negative, the verb stays the same (infinitive).

After the presentation, students did a small group activity in which they wrote 5 questions about what people did "yesterday" in a photo. Then they asked each other their questions and wrote their responses. The were instructed to write some questions that had affirmative answers and some that have negative answers.

Conversation Hour 10/9

Present Unreal Conditional

As a continuation of Thursday's Basic English class we did activities using the present unreal conditional in conversation hour today.

We did a quick review (see Basic English for Letras students 5/9 for more details) and then students shared their answers to the following questions, in pairs.

Questions:

If you could live anywhere in the world, where would you live?
What would you do if you won $1,000,000?
If you had a superpower, what would it be and why?

The next activity was called "If I had this job..."

Students thought of a job and then their peers asked them questions like,
"If you had this job, would you be rich?"
"If you had this job, would you work in NY?"
"If you had this job would you be famous?"

They asked them questions until they discovered what the job was. The student who answered wrote their answers on the board (to practice writing and for the class to remember what was already spoken).

Leo was an astronaut. Patrick was a writer. Mariana was a singer. Arthur was a composer and Kellen was a Stylist.

Basic English (For Science and Tourism Students) 10/9

Today students learned the present progressive.

I presented the same activity that I did in the Basic English for Letras students.

The only difference was that in my presentation of the activity I had the class do the activity together before working in pairs to make sure that they understood.

Vocabulary that they asked about included:

Bible Study 9/9

How Love Wins (Thief) by Steven Curtis Chapman from the album Music Inspired by The Story
http://www.youtube.com/watch?v=hHOG2Ktqoe0

We began class by learning the vocabulary from the scripture passage and the song. Students first told me the vocabulary they already knew and then I helped them figure out the other words.

Vocabulary

Second we read the scripture text. Each student read only one verse since it was a shorter text.

Luke 23:32-43

New International Version (NIV)

³² Two other men, both criminals, were also led out with him to be executed. ³³ When they came to the place called the Skull, they crucified him there, along with the criminals—one on his right, the other on his left. ³⁴ Jesus said, “Father, forgive them, for they do not know what they are doing.”^[a]And they divided up his clothes by casting lots.

³⁵ The people stood watching, and the rulers even sneered at him. They said, “He saved others; let him save himself if he is God’s Messiah, the Chosen One.”

³⁶ The soldiers also came up and mocked him. They offered him wine vinegar ³⁷ and said, “If you are the king of the Jews, save yourself.”

³⁸ There was a written notice above him, which read: this is the king of the jews.

³⁹ One of the criminals who hung there hurled insults at him: “Aren’t you the Messiah? Save yourself and us!”

⁴⁰ But the other criminal rebuked him. “Don’t you fear God,” he said, “since you are under the same sentence? ⁴¹ We are punished justly, for we are getting what our deeds deserve. But this man has done nothing wrong.”

⁴² Then he said, “Jesus, remember me when you come into your kingdom.^[b]”

⁴³ Jesus answered him, “Truly I tell you, today you will be with me in paradise.”

Then we listened to the song a few times. After listening twice students compared their fill in the blank answers with their neighbors answers. The following was the handout of the song lyrics:

How Love Wins (Thief)

By Steven Curtis Chapman, Music Inspired by The Story

My life began like any other ______ held beneath a mother's loving gaze
Somewhere between ____ and then I ______the man I could have been
Took everything that wasn't mine _______ but Love believes that it is not too late
Only one of us deserves this _________, a suffering that should belong to me
Deep within this man I hang beside is _____    _________ where shame and grace collide
And it's ____________ agony that He believes it's not too late for me

This is how Love________, every single time
Climbing high upon a tree where someone else should _______
This is how Love heals, the deepest part of you
Letting Himself bleed into the middle of your wounds
This is what Love ________, standing at the door
You don't have to be who you've _________ before
Silenced by His ______, death can't speak again
This is how Love ________

Did you see this moment from the start that we would  _________ this cup of suffering?
I wonder, did we ever meet? Childhood games in dusty streets
For all my many sorrows and regrets nothing could ________ to just this one
That in the presence of my King I cannot fall upon my knees
I cannot carry You up to Your   _________; You instead, will carry me back home.

This is how Love ________, every single time
Climbing high upon a tree where someone else should _______
This is how Love heals, the deepest part of ______
Letting Himself bleed into the middle of your wounds
This is what Love ________, standing at the door
You don't have to be who you've ________   before
Silenced by His ________, death can't speak again
This is how Love _________

What can wash away my sin? Nothing but _____  ________, nothing but the blood
What can make me whole again? Nothing but the blood, nothing but _____ ________
Cause this is what Love _______, standing at the door
You don't have to be who you've _________ before
And silenced by His ________, death can't speak again
This is how Love ________.

American Culture Class

Hello all,

Today we learned about idiomatic expressions having to do with color. But first, what's an idiom? An idiom is  an expression that means something other than the literal meanings of its individual words. We use many idiomatic expression in English, so it's important to learn as many as you can. Idiomatic expressions are also reflective of culture. For example, in American culture the color blue is associated with sadness because of the musical genre "Blues," which was created by black American folks to express their deep sadness and frustration at the opression they faced (and still face) in American society. As Rita Mae West puts it, ❝Language is the road map of a culture. It tells you where its people come from and where they are going.❞

Here is a lsist of the idioms we learned today with definitions:

1. paint the town red - celebrate wildly

2. caught (catch) red handed - found in the very act of a crime

3. red-faced - flushed with embarrassment or anger

4. red-eye -commercial airline flight that depart late at night and arrives early in the morning

5. red-carpet treatment - to treat someone like they are important 

6. see red - become very angry

7. in the red - operating at a loss or being in debt

8. white heat - intense temperature, stage of intense activity or emotion

9. green thumb - natural talent for growing plants

10. white lie -minor, polite, or harmless lie

11. wave the white flag - give up, surrender

12. green with envy/green eyed-montster - envious to the point where it is noticable to others

13. tickled pink - delight

14. give the green light - approve

15. blackmail - to extort money by the use of threat

16. black-tie - requiring that guests wear formal attire

17. black market - trade of goods in violation of the law

18. red letter day - an important day 

19. out of the blue - suddenly and unexpectedly

20. silver lining - something good that comes out of something bad

This week, I would like you to listen to "Rolling in the Deep" by Adele. Find THREE idioms in the song and comment below with their definitions. Thanks!

American Film (7/9)

Today in film club we watched "Full Metal Jacket"(1987) by Stanley Kubrick. This film follows a group of soldiers being trained to enter battle during the Vietnam War, and later their experiences in combat. The protagonist of the film is Joker, who tries to help Pyle, but eventually witnesses his downfal in the bathroom scene. The second half of the film follows Joker as a war journalist in Vietnam just before and after the Tet Offensive (1968). Joker is repulsed by the atrocities of war and disillusioned with the American involvement in Vietnam, which culminates in his murder of a female sniper at the endo the film. Kubrick brings up many complicated and important themes in this film, such as: imperialism, masculinity vs. femininity, dehumanization,  and patriotism, the "other" and identity.

Key Terms:
-Cold Wa r (1945-1989): unoffical war between Russia and the United States that dominated the political, economic, military and cultural policies of both countries until 1989.
-Vietnam War (1955-1975):  a Cold War conflict pitting the U.S. and the remnants of the French colonial government in South Vietnam against the indigenous but communist Vietnamese independence movement, the Viet Minh, following the latter's expulsion of the French in 1954.
-proxy war: A war that results when opposing powers use third parties as substitutes for fighting each other directly
-Tete Offensive (1968): A Vietcong attack
-Draft: when men are forced to join thar army at the government's orders.
-Vietcong: Vietnamese communists and guerilla fighers



Discussion question: 
Do you think the United States has the responisiblity (responsabilidade) or right (direito) to invade another country to protect democracy (democracia) or the safety (seguridade) of foreign citizens? 

American Culture Class (4/9)

Last culture class, we learned about phrasal verbs. First we read a love story in phrasal verbs and students had to fill in the blank with the correct phrasal verbs. Read the complete story here, and look up any phrasal verbs you don't recognize.   

Daisy and Eric: A Love Story in Phrasal Verbs

Daisy and Eric met at a mutual friend’s house and got along really well. They talked for hours at the party. At the end of the night, Eric and Daisy agreed to go out for dinner the following Friday. Eric ended up having to reschedule their date for Saturday because on Friday he had to look after his nieces. Daisy was looking forward to her date with Eric. Eric picked her up at 7PM on Saturday night. They drove to a neighborhood that Daisy didn’t know, and Eric pulled over the car in front of a fancy restaurant she had never been to before. After dinner, Daisy and Eric made out on her doorstop before saying goodnight, and decided to become boyfriend and girlfriend.

After dating for some months, Daisy and Eric decided to move in together. Things went well at first, but then little things that Eric did started to annoy Daisy, like how he never cleaned the dishes and always left his socks on the floor. She didn’t want to bring up these little things that annoyed here, but after a while she couldn’t put up with Eric’s habits anymore and broke up with him.

When his relationship fell apart, Eric was very upset. He thought about Daisy all the time – he could not get over her. Daisy felt the same way, as she could barely carry on without Eric’s company. A few days later when Eric was reading on a bench in the park near his house, Daisy turned up walking her dog through the park. Both of them were very happy to see each other, and after talking for hours they decided to get back together. Now Eric and Daisy live happily ever after. 

Next students were given a card with either a verbs or preposition on it and were asked to go around the classroom looking for the student were a corresponding card to complete their phrasal verbs. Students then defined and created an example with correct usage of the phrasal verbs and we made an English-language phrasal verb dictionary. Finally we, played a phrasal verb game where students were asked to translate phrasal verbs into normal verbs and vice versa using pre-detemined sentences. 

We planned our groups for our English-language Tocantins travel guide, and will continue to work on this project in coming classes. 

This week's prompt: 

Write a five sentence story using a phrasal verb from class in every sentence. 

Basic English (For Language Arts Students) 5/9

The two parts of a sentence in the present unreal conditional:
- If + verb in the past tense

- Would + verb

Students did an activity where they matched up the two part of present unreal conditional sentences that were on slips of paper.

New Vocabulary that came out of the activity:

Conversation Hour 3/9

Simple Present vs. Present Continuous

Today I asked the students if they wanted a grammar lesson or to play scrabble. They chose grammar!

I presented these example sentences and student identified what was being described and what verb tense it was in order to review when we use the simple present and when we use the present continuous.

The activity was to speak in pairs about a special person, using the simple present for numbers 1 and 2 and the present continuous for number 3. 

Then students shared about the special people that their pairs chose.

New Vocabulary

Basic English (For Science and Tourism Students) 3/9

Articles

Students began class by asking each other and responding to this question. Listed are some of their answers. After sharing in pairs they shared with the large group.

Next, I presented some examples of when we use the indefinite articles a and an, as well as when we use the definite article the.

Students learned that we use a and an when we are speaking about something for the first time and we use the when we are talking about something specific (talking about it the second time or talking about something that there is only one of - like the sun for example).

Then we did an activity where students chose an object out of a bag and stated what it was using the correct article. To make it easier I had all the names of the objects already written on the board. That way, if they didn't know what the name of the object was, they could look at the list and guess. 

The list looked like this at the beginning of the activity.

The list looked like this at the end of the activity.

To practice, students did this activity in pairs. I handed out one sheet per pair so that they would actually work together.

Bible Study 2/9

When Love Sees You (Jesus) by Mac Powell

The link to the song: http://www.youtube.com/watch?v=7BASR3dgrio

Today in Bible Study we read verses about why Jesus came to earth. But first students learned a lot of new vocabulary that was in the scripture text and the song.

Vocabulary

The passages they read

Each student had a chance to read and everyone practiced pronunciation by repeating the words that were difficult for them.

Why Jesus Came – In His Own Words

Matthew 9:11-13 -- When the Pharisees saw this, they asked his disciples, "Why does your teacher eat with tax collectors and `sinners'?" On hearing this, Jesus said, "It is not the healthy who need a doctor, but the sick. But go and learn what this means: `I desire mercy, not sacrifice.' For I have not come to call the righteous, but sinners." (see also Mark 2:16-17; Luke 5:30-32)

Matthew 20:28 -- just as the Son of Man did not come to be served, but to serve, and to give His life as a ransom for many (see also Mark 10:45).

Mark 1:35-39 -- Very early in the morning, while it was still dark, Jesus got up, left the house and went off to a solitary place, where he prayed. Simon and his companions went to look for him, and when they found him, they exclaimed: "Everyone is looking for you!" Jesus replied, "Let us go somewhere else--to the nearby villages--so I can preach there also. That is why I have come." So he traveled throughout Galilee, preaching in their synagogues and driving out demons.

Luke 4:16-21 -- He went to Nazareth, where he had been brought up, and on the Sabbath day he went into the synagogue, as was his custom. And he stood up to read. The scroll of the prophet Isaiah was handed to him. Unrolling it, he found the place where it is written: "The Spirit of the Lord is on me, because he has anointed me to preach good news to the poor. He has sent me to proclaim freedom for the prisoners and recovery of sight for the blind, to release the oppressed, to proclaim the year of the Lord's favor." Then he rolled up the scroll, gave it back to the attendant and sat down. The eyes of everyone in the synagogue were fastened on him, and he began by saying to them, "Today this scripture is fulfilled in your hearing."

Luke 19:10 -- For the Son of Man has come to seek and to save that which was lost.

John 3:16-18 -- For God so loved the world, that He gave His only begotten Son, that whoever believes in Him shall not perish, but have eternal life. For God did not send the Son into the world to judge the world, but that the world might be saved through Him. He who believes in Him is not judged; he who does not believe has been judged already, because he has not believed in the name of the only begotten Son of God.

John 10:10 -- The thief comes only to steal and kill and destroy; I have come that they may have life, and have it to the full.

John 12:27 -- Now my heart is troubled, and what shall I say? `Father, save me from this hour'? No, it was for this very reason I came to this hour [the hour of suffering and crucifixion].

John 12:46 -- I have come [as] Light into the world, so that everyone who believes in Me will not remain in darkness.

John 12:47-48 -- If anyone hears My sayings and does not keep them, I do not judge him; for I did not come to judge the world, but to save the world. He who rejects Me and does not receive My sayings, has one who judges him; the word I spoke is what will judge him at the last day.

John 18:37 -- Therefore Pilate said to Him, "So You are a king?" Jesus answered, "You say [correctly] that I am a king. For this I have been born, and for this I have come into the world, to testify to the truth. Everyone who is of the truth hears My voice.

Why Jesus Came - In the Words of His Apostles

John 1:9-13 -- There was the true Light which, coming into the world, enlightens every man. He was in the world, and the world was made through Him, and the world did not know Him. He came to His own, and those who were His own did not receive Him. But as many as received Him, to them He gave the right to become children of God, [even] to those who believe in His name, who were born, not of blood nor of the will of the flesh nor of the will of man, but of God.

Acts 3:26 -- When God raised up his servant, he sent him first to you to bless you by turning each of you from your wicked ways.

Galatians 4:4-5 -- But when the time had fully come, God sent his Son, born of a woman, born under law, to redeem those under law, that we might receive the full rights of sons.

1 Timothy 1:15 -- Here is a trustworthy saying that deserves full acceptance: Christ Jesus came into the world to save sinners.

1 John 4:9-10 -- This is how God showed his love among us: He sent his one and only Son into the world that we might live through him. This is love: not that we loved God, but that he loved us and sent his Son as an atoning sacrifice for our sins.

1 John 4:14 -- And we have seen and testify that the Father has sent his Son to be the Savior of the world.

Jesus’ Claims about Himself

Matthew 11:28-30 -- Come to me, all you who are weary and burdened, and I will give you rest. Take my yoke upon you and learn from me, for I am gentle and humble in heart, and you will find rest for your souls. For my yoke is easy and my burden is light

Matthew 28:18-20 -- Then Jesus came to them and said, "All authority in heaven and on earth has been given to me. Therefore go and make disciples of all nations, baptizing them in the name of the Father and of the Son and of the Holy Spirit, and teaching them to obey everything I have commanded you. And surely I am with you always, to the very end of the age.

John 3:13-15 -- No one has ever gone into heaven except the one who came from heaven--the Son of Man. Just as Moses lifted up the snake in the desert, so the Son of Man must be lifted up, that everyone who believes in him may have eternal life.

John 11:25-26 -- Jesus said to her, "I am the resurrection and the life. He who believes in me will live, even though he dies; and whoever lives and believes in me will never die. Do you believe this?" "Yes, Lord," she told him, "I believe that you are the Christ, the Son of God, who was to come into the world

The Song Handout

Mac Powell - When Love Sees You Lyrics

Artist: Mac Powell

Blessed are you as you weep on your __________                           
With perfume and tears washing over My feet                                    Luke 7:36-50
And blessed are you, beggar, hopeless and blind
Calling for ________ when I'm passing by                                         Luke 18:35-43

Blessed are you, shaking your head
At two tiny fish and some __________                                             Luke 9:10-17
And blessed are you as you tremble and wait
For the first stone thrown at your sinful disgrace                              John 8:2-11

Tell Me your _________, show Me your wounds
And I'll show you what Love _______ when Love_______ at you
Hand Me the pieces, _________ and bruised
And I'll show you what Love sees when Love _______ you

Blessed are you, __________ on waves
To find yourself sinking when you look away                                     Matthew 14:22-33
Blessed are you, leper, standing alone
The fear on their _______ is all that you've known                              Matthew 8:1-4

Blessed are you, lonely widow who _________
Your last shiny coin to Yahweh                                                        Luke 21:1-4
Blessed are you with your silver and lies
Kissing the One who's saving your life                                               Luke 22:1-5 & 22:47-48

Tell Me your _______, show Me your wounds
And I'll show you what Love _________ when Love _______ at you
Hand Me the pieces, _________ and bruised
And I'll _________ you what Love sees when Love sees ________

I see what I made in your mother's womb                                           Psalm 139:13
And I see the ________ I fell in love with you
I see your tomorrows, nothing left to chance
I see My Father's fingerprints

I see your story, I see My name
Written on every ____________ page
You see the struggle, you see the shame
I see the reason I came

I came for your story, I came for your wounds
To show you what Love sees when I see ________                             John 3:16

Yeah, yeah, when I see you
When I see you, oh, whoa, whoa

Singing along