Objectives (5 - 7 minutes)

• The students will be able to identify and understand the essential components of a text, including the introduction, body, and conclusion.
• They will learn how to differentiate between these parts and describe their functions within the text.
• The students will also be taught to identify the main idea of a text and how to support it with details.
• As a secondary objective, the students will enhance their critical thinking skills by analyzing and discussing various texts.

Introduction (10 - 15 minutes)

• The teacher begins the lesson by reminding students of previous lessons on the basic structure of a text, such as sentences, paragraphs, and essays. This will serve as a foundation for the current lesson on the parts of a text.

• The teacher presents two short texts to the class, one that is well-structured with a clear introduction, body, and conclusion, and another that is poorly structured, lacking one or more of these components. The teacher does not reveal which is which at this stage.

• The teacher engages the students in a discussion about the presented texts, asking questions like: "What do you think the main idea of each text is?" and "Can you identify the parts of the text and their functions?" This discussion will help the teacher gauge the students' initial understanding and misconceptions about the topic.

• To contextualize the importance of understanding the parts of a text, the teacher can provide real-world examples. For instance, the teacher might explain how journalists use the structure of a news article (introduction, body, and conclusion) to present information in a clear and logical manner, or how essay writers use these parts to organize their thoughts and arguments.

• To grab the students' attention, the teacher might share a fun fact or a story related to the topic. For example, the teacher might share that the structure of a text is like the structure of a house – without a solid foundation (the introduction), the house would collapse, and without the walls and the roof (the body and conclusion), the house would not be complete.

• The teacher can also use a short, engaging video or a game to introduce the topic. For instance, the teacher might show a video that explains the structure of a text in a fun, animated way, or play a game where the students have to arrange jumbled paragraphs into a coherent text.

Development (20 - 25 minutes)

• The teacher will now introduce the hands-on activities that will help the students better understand the parts of a text. These activities are designed to engage the students in a fun and interactive way, thus facilitating the learning process.

Activity 1: Text Structure Sorting Game (10 - 12 minutes)

• The teacher prepares sets of cards, each set containing a variety of sentences that could be used as an introduction, body, or conclusion of a text. The sentences should be from a topic that is familiar to the students, such as their favorite sport or hobby.
• The teacher divides the class into groups of three or four and distributes a card set to each group.
• The groups work together to sort the sentences into the correct order, creating a well-structured text. They are encouraged to discuss their decisions, supporting them with the knowledge they have of the components of a text.
• Once the groups have completed their task, the teacher selects a few sets randomly and asks the students to read their texts out loud, explaining the decisions they made. The teacher and other groups then provide constructive feedback on their choices.

Activity 2: Text Structure Relay Race (10 - 12 minutes)

• The teacher prepares several short texts, each missing a part (introduction, body, or conclusion). Each text is cut into three parts, and each part is placed in a separate envelope.
• The teacher divides the class into two or three teams, depending on the class size, and assigns each team a text.
• The envelopes are placed at one end of the room, and the groups are positioned at the opposite end.
• On the teacher’s signal, the first student from each team runs to their text, retrieves an envelope, and runs back to their team. The process is repeated until all the envelopes have been collected.
• The teams then work together to arrange the sentences in the correct order and create a well-structured text. The first team to correctly complete their text wins.
• After the race, each team presents their text to the class, explaining their thought process and the reasoning behind their structure. The teacher provides feedback and clarifies any misunderstandings.

Through these activities, students will not only learn about the different parts of a text but also sharpen their collaborative skills, critical thinking, and problem-solving abilities. The hands-on nature of the activities will make the learning process more enjoyable and memorable.

Feedback (8 - 10 minutes)

• The teacher begins the feedback stage by facilitating a group discussion. Each group is given up to 2 minutes to present their solution or conclusions from the activities. They explain how they sorted the text sentences or how they arranged the parts of the text, and the reasoning behind their decisions. This allows for peer-to-peer learning and helps students understand different approaches to the same task. (3 - 4 minutes)

• The teacher then provides feedback on the group's presentations, highlighting what was done well and areas that can be improved. This includes discussing the correct order of the text parts, the main idea of the text, and how the details support the main idea. The teacher also takes this opportunity to clarify any misconceptions and reinforce the importance of understanding the parts of a text. (2 - 3 minutes)

• After the group presentations, the teacher engages the class in a reflective discussion. This involves asking the students to think about what they have learned in the lesson and how it connects to real-world situations. The teacher can pose questions such as:

  1. "Can you now identify the parts of a text in the books you read or the articles you come across?"
  2. "How will understanding the structure of a text help you in your future studies or career?"
  3. "What was the most important concept you learned today, and why?" This reflection encourages students to think critically about the lesson and its applications, reinforcing their understanding of the topic. (2 - 3 minutes)

• To conclude the feedback stage, the teacher asks the students to share any questions or doubts they still have about the topic. The teacher addresses these queries and provides further explanations or examples as needed. This ensures that all students have a clear understanding of the parts of a text and their functions. (1 minute)

The feedback stage not only assesses the students' understanding of the lesson but also encourages them to think deeper about the topic and its relevance. It also allows the teacher to assess the effectiveness of the lesson and make any necessary adjustments for future teaching.

Conclusion (5 - 7 minutes)

• The teacher begins the conclusion by summarizing the main points of the lesson. They remind the students about the essential components of a text, the introduction, body, and conclusion, and their functions. They also recap the secondary objective of the lesson, which was to identify the main idea of a text and support it with details. The teacher uses visual aids, such as a diagram of a text structure, to reinforce these concepts. (2 minutes)

• The teacher then explains how the lesson connected theory, practice, and real-world applications. They highlight how the initial discussion and text analysis allowed students to apply their theoretical knowledge of text structure. The hands-on activities, such as the Text Structure Sorting Game and the Text Structure Relay Race, provided practical exercises that further solidified their understanding. The teacher also reiterates the real-world applications of the lesson, such as in journalism, essay writing, and even everyday reading and comprehension. (2 minutes)

• To further enhance the students' understanding of the topic, the teacher suggests additional materials. This could include relevant texts for further analysis, online resources for interactive learning, and recommended books or articles that demonstrate effective text structures. The teacher also encourages the students to practice identifying the parts of a text in their daily reading. They can keep a journal of the texts they read, noting down the main idea and the supporting details. (1 minute)

• Lastly, the teacher underlines the importance of understanding the parts of a text for the students' academic and personal development. They explain that this skill is fundamental for effective communication, both in writing and in speech. It also enhances their reading comprehension, allowing them to extract the main idea and understand the author's message more easily. The teacher emphasizes that this skill is not only important for English class but also for other subjects that involve reading and understanding texts, and even in their future careers. (1 - 2 minutes)

This conclusion stage ensures that the students have a clear and comprehensive understanding of the lesson's content. It also encourages them to continue learning and practicing the skills they have acquired. By emphasizing the real-world applications and importance of the topic, the teacher motivates the students to take the lesson seriously and apply the knowledge in their daily lives.