RCCG Sunday School Teachers Manual Lesson 33: 19 April 2026

13 A bundle of myrrh is my well-beloved unto me; he shall lie all night betwixt my breasts.
14 My beloved is unto me as a cluster of camphire in the vineyards of Engedi.
15 Behold, thou art fair, my love; behold, thou art fair; thou hast doves’ eyes.
16 Behold, thou art fair, my beloved, yea, pleasant: also our bed is green.
17 The beams of our house are cedar, and our rafters of fir.

MEMORY VERSE:

“Let him kiss me with the kisses of his mouth: for thy love is better than wine.” Song of Solomon 1:2

LESSON INTRODUCTION

Just as a romantic chase begins when two people first “fall in love, ” a successful marriage requires “sustaining the chase” by maintaining the excitement, passion, and commitment they had in the early days of their relationship.

It is easy to get caught up in the daily routine of life, but couples must prioritise their relationship and make intentional choices to keep the spark alive.

This lesson will consider the things couples do to kill the chase and identify elements of a sparkling relationship.

TEACHER’S DIARY

LESSON AIM:

To teach the students how to sustain the chase in their marriage.

TEACHING OBJECTIVES:

Through this study, students are expected to:

Understand the things couples do to kill the chase in their marriage.
Learn the elements of a sparkling relationship.

TEACHING PLAN:

To achieve the above-stated objectives, the teacher should:

Allow the students to recite the memory verse, read the Bible passage, contribute to the discussion; and do class activities and the assignment.
Allow the Assistant Teacher to see to the well-being of the class, and mark attendance and assignment.
Teach the lesson outline, summarise, conclude, evaluate the lesson and give an assignment.

TEXT REVIEW: Song of Solomon 1:13-17

Here, King Solomon expresses deep appreciation and commendation for his lover and compares her with the beautiful things around him. Identify three statements that reflect this great feeling from the passage.

i…
ii….
iii..

TEACHING METHOD:

The Discussion Method.

TIME MANAGEMENT:

The teacher should apply the two-lesson outline teaching time.

LESSON OUTLINE 1: WAYS COUPLES KILL THE CHASE

Husbands’ Role

Some men change drastically (after the wedding) from being the ‘lover boy’ to an uncaring, neglectful and insensitive dictator.
They prioritise making money over spending quality time with their spouse (Song of Solomon 5:6; 3:1).
They tactically and practically leave most household chores to the wife.
Some men even overlook their wife’s contributions to keeping the home (1 Timothy 5:8)
They stop being romantic, not using words of affirmation and the love language of their spouses.
They display ego by not being apologetic when they are wrong (1 Peter 3:7)

Wives Role

Some ladies look perfect when they are “courters,” but after the wedding, they tall into the mistake of attempting to change their husbands (Proverbs 14:1)
Constantly nagging or criticising (Proverbs 21:19; 27:15).
Drastically reducing physical intimacy (Song of Solomon 1:2).
Being ungrateful and not recognising their husband’s efforts (Proverbs 19:13b)
Looking unkempt and unattractive (Proverbs 5:19).
Being unsupportive and disrespectful to their husband (Proverbs 12:4)

CLASS ACTIVITY 1:

Are there hints during courtship from partners as to the likely changes they will manifest in the marriage?

LESSON OUTLINE 2: KEEP THE SPARK ALIVE

KEEP THE SPARK ALIVE

The teacher should guide the discussion with the points highlighted below:

Relationship is a two-way street; it requires give and take. heretore, partners must work together to sustain the glow. Here are some ways to keep the flame in your relationship:

Communicate: Communicate your feelings, needs, and thoughts to your partner in a mature way. Be an active listener and make sure you are understood (Proverbs 15:23; 25:11-12).
Initiate intimacy: Intimacy is essential for building trust and honesty. Hugging, kissing, regular sex, holding hands and sharing secrets no one else knows may also help (Song of Solomon 1:2; Proverbs 5:19).
Express gratitude: Expressing gratitude can make good times even better and help you through bad times (Hebrews 10:24).
“Alone time”: Maybe some “alone time” away from your partner for a short while (where necessary) may reduce the “see-finish syndrome” and rekindle the fire of love.
Be adventurous: Go beyond the events of the day, take tun-tilled trips, and build new experiences together like a new hobby e.g. cuisine, vacation, running, etc. (Genesis 26:8; Song of Solomon 2:14).
Impress each other: Remember the things you did at the beginning of your love journey that endeared your spouse to you e.g. wear a scent or colour of clothing your spouse likes seeing on you (Song of Solomon 4:10-11)
Put your Phone down: Stay present whenever you are together.
Make laughing together a top priority (Proverbs 17:22).
Plan surprise dates and ensure you do not skip them. Try to change location for the sake of variety.
Get committed: Set goals and work them out, overcome challenges together, build a shared vision and prioritise the relationship (Amos 3:3).

CLASS ACTIVITY 2:

How can you achieve the points listed above with an unavailable spouse?

CONCLUSION: RCCG Sunday School Teachers Manual 19 April 2026

Remember that change starts with you.

EVALUATION:

Students should mention two ways each couple kill the chase and state five things’ couples can do to keep the spark alive.

CLOSING PRAYER:

Father, I thank You because as I apply the lessons I have learned today, my marriage will experience the desired excitement, passion, and commitment in Jesus’ name.

ASSIGNMENT: RCCG Sunday School Teachers Manual Lesson 33

State five (5) things couples can do to keep the spark alive (2×5=10 Marks).

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RCCG Sunday School Teachers Manual Lesson 33: 19 April 2026