Objectives (5 - 10 minutes)

1. Understand the concept of direct speech and indirect speech: Students should be able to clearly differentiate between direct speech (when the exact words of the speaker are quoted) and indirect speech (when the general meaning of what was said is quoted, but not necessarily the exact words).

2. Recognize the necessary changes to transform direct speech into indirect and vice versa: Students should be able to identify the grammatical changes necessary to transform a direct speech sentence into indirect speech and vice versa.

3. Apply the rules of transforming direct speech to indirect and vice versa in texts: Students should be able to practice applying the rules learned in texts, transforming direct speech into indirect speech and vice versa.

Secondary Objectives:

1. Develop reading and text interpretation skills: Through the practice of transforming direct and indirect speech, students will also enhance their reading and text interpretation skills.

2. Promote teamwork and discussion in the classroom: The inverted lesson promotes interaction among students, allowing for discussion and teamwork, which is essential for effective learning.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher should start the lesson by briefly reviewing previous concepts that are fundamental for understanding direct and indirect speech. This may include reviewing parts of speech, such as nouns, verbs, adjectives, pronouns, etc., and also reviewing verb tenses. The teacher can ask quick questions to verify students' understanding and ensure that everyone is on the same page before moving on to the new topic.

2. Problem-solving situations: The teacher can present two situations for students to think about and discuss. The first could be a scene from a book or movie where characters are speaking, and the student must identify if it is direct or indirect speech. The second could be a real-life situation where someone recounts something that another person said to them, and the student must transform the indirect speech into direct speech.

3. Contextualization: The teacher should explain to students that direct and indirect speech are used not only in everyday language but also in many types of writing, including journalism, fiction, academic essays, etc. He can provide examples of how direct and indirect speech are used in different contexts, so students can see the relevance of what they are learning.

4. Introduction to the topic: To capture students' attention, the teacher can start with some curiosities or interesting facts about direct and indirect speech. For example, he can mention that in some languages, like Japanese, indirect speech is used much more frequently than direct speech. Or he can share the story of how indirect speech came to be used in writing, and how it has affected the way people communicate.

5. Engaging students' attention: The teacher can share some jokes or anecdotes involving the use of direct and indirect speech. For example, he can tell the joke: 'Why is the verb 'said' the most used verb in school? Because the teacher said so!' or the anecdote: 'Once, a student asked me if he could use indirect speech in his essay. I said he could, but it was better for him to use direct speech to not lose the clarity of his message.'

6. Introduction of the topic: After capturing students' attention, the teacher should introduce the topic of the lesson - direct and indirect speech - and explain why it is important to learn about it. He can mention that by understanding and being able to use direct and indirect speech correctly, students will be able to express their ideas more clearly and effectively, both in writing and speaking.

Development (20 - 25 minutes)

1. Speech Transformation Activity (10 - 15 minutes)

   • Organization: Students should be organized into groups of 4 or 5, preferably mixing students with different levels of ability. Each group will receive a sheet of paper with a short story written in direct speech. The teacher should prepare several stories of different genres (fiction, journalism, etc.) so that students can experience different types of speech transformation.

   • Challenge: The challenge for students will be to transform the direct speech from the story they received into indirect speech. They must work together to identify the parts of direct speech in the story and rewrite them as indirect speech, while maintaining the original meaning.

   • Application: This activity will allow students to practice transforming direct speech into indirect speech in a fun and engaging way. Additionally, by working in groups, students will have the opportunity to discuss their ideas and strategies, which can help improve their understanding of the topic.

2. Speech Review Game (10 - 15 minutes)

   • Organization: Students should continue working in the same groups from the previous activity. The teacher should prepare a set of cards with sentences written in direct and indirect speech. The sentences should vary in terms of complexity and length.

   • Challenge: The challenge for students will be to identify if the sentence on the card is in direct or indirect speech. If it is in direct speech, they must transform it into indirect speech, and vice versa.

   • Application: This game will allow students to practice transforming direct and indirect speech in a playful and competitive way. Additionally, by working in groups, students will have the opportunity to discuss their answers and strategies, which can help improve their understanding of the topic.

3. Group Discussion (5 - 10 minutes)

   • Organization: The teacher should propose a group discussion about the difficulties encountered by students during the activities and how they managed to overcome them. Each group should share their experiences and strategies.

   • Challenge: The challenge for students will be to reflect on what they learned during the activities and how they can apply this knowledge in real-world situations.

   • Application: This discussion will allow students to reflect on what they have learned and how they can apply this knowledge in their lives. Additionally, by listening to the experiences and ideas of other students, students may be inspired to think in new and creative ways about the topic.

Return (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes)

   • Organization: The teacher should organize a group discussion with all students. Each group will have a maximum of 3 minutes to share the solutions or conclusions they reached during the activities.
   • Presentation: Each group should choose a representative to present their findings to the class. The teacher should ensure that all groups have the opportunity to present.
   • Feedback: After each presentation, the teacher should provide constructive feedback, highlighting strengths and suggesting areas for improvement. The teacher should also encourage other students to ask questions or make comments about the group presentations.

2. Connection between Theory and Practice (3 - 5 minutes)

   • Reflection: The teacher should encourage students to reflect on the activities they carried out and how they connect with the presented theory. They should think about how the rules of transforming direct and indirect speech that they learned were applied in practice during the activities.
   • Discussion: The teacher can propose some questions to guide the discussion, such as 'How did you use the rules of transforming direct and indirect speech during the activities?' or 'What did you learn about the use of direct and indirect speech from the activities?'.

3. Understanding Verification (2 - 3 minutes)

   • Key Questions: The teacher should ask some questions to verify students' understanding of the topic. The questions should focus on the main concepts, such as the difference between direct and indirect speech, and the rules of transforming one into the other.
   • Answers: Students should respond to the questions orally. The teacher should provide immediate feedback on students' answers, correcting any misconceptions and reinforcing the correct concepts.

4. Final Reflection (2 - 3 minutes)

   • Reflection Questions: The teacher should propose some reflection questions, such as 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.
   • Answers: Students should have a minute to think about the reflection questions. They can share their answers with the class if they wish. The teacher should end the lesson by reinforcing the main concepts that were learned and reminding students of any homework or reading that needs to be done for the next class.

Conclusion (5 - 10 minutes)

1. Recap of Key Points (2 - 3 minutes):

   • The teacher should review the definitions of direct and indirect speech, as well as the rules of transforming one into the other. This can be done through a quick round of questions and answers, where the teacher asks students to define each concept and explain the transformation rules.
   • The teacher should reinforce the importance of understanding and being able to use direct and indirect speech correctly, not only in terms of grammar but also in terms of effective communication. He can give examples of how incorrect use of direct and indirect speech can lead to misunderstandings and confusion.

2. Connection between theory, practice, and applications (1 - 2 minutes):

   • The teacher should explain how the activities carried out during the lesson (the transformation of direct speech into indirect and vice versa) helped solidify students' understanding of the topic. He can highlight how the theoretical rules were applied in practice during the activities, and how this helps reinforce learning.
   • The teacher should also reinforce the application of direct and indirect speech in everyday life, emphasizing the importance of being able to use these language resources correctly in various communication situations.

3. Suggestion of Extra Materials (1 - 2 minutes):

   • The teacher should suggest some additional resources that students can consult to deepen their understanding of the topic. This may include textbooks, online grammar websites, educational videos, online practice exercises, among others. The teacher should ensure that the suggested resources are accessible and suitable for students' skill levels.

4. Importance of the Topic for Daily Life (1 - 2 minutes):

   • Finally, the teacher should summarize the importance of the lesson topic for students' daily lives. He can give examples of how direct and indirect speech are used in various communication situations, including everyday conversations, reading texts, watching movies and series, etc.
   • The teacher should encourage students to pay attention to the use of direct and indirect speech in their daily interactions, and to practice transforming one into the other to enhance their communication skills.