Transcript Indirect Objects

Indirect Objects
• I told him “Don’t do it” P
• I said him “Don’t do it” X
Is English random?
Or just evil?
Direct Object
…………………………………>
“some flowers”
Indirect Object ………………………………>
“my wife”
“I sent some flowers to my wife”
“I sent my wife some flowers”
Basic Forms
• Give me all your lovin’
• Give all your lovin’ to me
• He cooked her chips
• He cooked chips for her
• The teacher gave the student a wedgie
• The teacher gave a wedgie to the student
Basic Forms - examples
“I sent some flowers to my wife”
“I bought some flowers for my wife”
after-preposition
“I sent my wife some flowers”
after-verb
Two Types
He described the grammar point to us P
He described us the grammar point X
Why?
Group 1
After-verb
and after-prep
(+to) (+for)
Bring Build
Give Buy
Send Cook
Teach Get
Tell Make
Group 2
After-prep only
(+to)
(+for)
Describe
Construct
Donate Create
Explain
Design
Report Obtain
Communicate Purchase
Group 3
After-verb only
Bet
Cost
Fine
Forgive
Spare
Verbs used with indirect
objects
After-verb structure was the most common
Middle English – the French Connection
(Latin origin) Only used the after-prep form
Latin words stayed like this, Old English
could be either
Group 1
After-verb
and after-prep
(+to) (+for)
Bring Build
Give Buy
Send Cook
Teach Get
Tell Make
ONE SYLLABLE
Group 2
After-prep only
(+to)
(+for)
Describe
Construct
Donate Create
Explain
Design
Report Obtain
Communicate Purchase
2+ SYLLABLES
Group 3
After-verb only
Bet
Cost
Fine
Forgive
Spare
Verbs used with indirect
objects
Group 1
After-verb
and after-prep
(+to) (+for)
Bring Build
Give Buy
Send Cook
Teach Get
Tell Make
Group 2
After-prep only
(+to)
(+for)
Describe
Construct
Donate Create
Explain
Design
Report Obtain
Communicate Purchase
Group 3
After-verb only
Bet
Cost
Fine
Forgive
Spare
Verbs used with indirect
objects
Look at these sentences.
1. Which sentences are wrong? Correct them.
2. Change the indirect object position for the correct sentences.
Example:
John read the sentence to his class.
John read his class the sentence.
The teacher designed his students a lesson.
_______________________________________________________
What is transfer?
Let’s talk about the concept of TRANSFER
… how it can be interpreted through language
and the use of INDIRECT OBJECTS and DIRECT
OBJECTS
What is transfer?
TRANSFER is movement
A
B
What is transfer?
Transfer can involve real objects
Moe gave the beer to Homer
Indirect Object
Subject
Direct Object
Moe gave Homer the beer
What is transfer?
Transfer can involve mental (abstract) objects
He
doesn’t
like me?
Drunken fool
Moe gave Homer the idea it was time to go home
What is transfer?
Direct objects are affected
by the action of the verb
Indirect objects express
where the transfer is to
(goal)
The subject indicates
where the transfer is from
(source)
The Direct Object
moves
Indirect Object
Goal / receiver
Subject
Source
give
English (based on BNC)
Rank
Verb
Frequency per
100 000 words
1
have
1376
2
get
221
3
take
179
4
give
131
5
need
62
keep
50
7
provide
47
8
pay
36
9
buy
25
10
send
24
6 for our purpose
Give is the most frequent
Most frequent verbs of
possession
Total number of
words in corpus
100 million
After-verb construct
What do you notice?
• The indirect object is after the verb (usually human)
• We do not use the preposition to
• ‘gave’ is a verb of transfer (cause to go)
• Reminder! do not say “gave to”
Subject
Direct Object
Moe gave Homer
Indirect Object
a beer
After-preposition
What is different?
•The indirect object is after the preposition ‘to’
•Not after the verb ‘gave’
Subject
Direct Object
Moe gave a beer
Indirect Object
to Homer
After-preposition
Source
(A)
Action
Transferred
Object (B)
to go to
Goal /
Location (C)
Moe
gave
a beer
to
Homer
She
sent
the parcel
to
a friend
I
taught
the new song
to
To have
After-verb
the whole
group
Usually a human or
someone known to us
Source
(A)
Action
Goal/
Possessor (C)
Transferred
Object (B)
Moe
gave
Homer
a beer
I
sold
Ray
my old
computer
You
told
the girls
a scary story
This example of Homer is a somewhat
universal, so we need to
• raise awareness to patterns
• explore limitations
in the construction of sentences that
use direct and indirect objects
When do we use after-preposition?
• Generally when the Indirect object is a physical location
The Red Cross sent relief supplies to Zaire
The Immigration Office moved their department to Gwacheon
I sold my Soul to South Korea
When do we use after-preposition?
• When verbs can only be used in the after-preposition structure
(announce, declare, describe, explain, or report)
We reported the results to the crowd
They declared a national holiday to the population
(The crowd or population are not treated as having heard or
received the information (direct object))
When do we use after-preposition?
• When expressing an utterance “I said…” (say, shout, scream,
murmur, or whisper)
She shouted ‘go away’ to the crowd
I whispered ‘I love you’ to my dog
We focus on the act of making the utterance
We do not assume a change in state to the direct object (receiver)
Some common errors:
She shouted the crowd ‘go away’
I whispered my dog ‘I love you’
When do we use after-verb?
• When we intend to show a change in the state of receiver
(generally a human)
The loud music gave me a terrible headache
A
+
B
=
C
Suggested activities
• Should draw attention to the subtle differences between
after-preposition and after-verb
• Indicate human recipients
• Describe physical location
Circle the indirect objects that have human recipients
You will teach one group basic grammar
She sent her clothes to the laundry
Finish the sentence
I sent my clothes to the ____________.
The rain brought ________ relief from the heat.
He shouted ________ to _____________ .
Underline the verbs that should not be used in
the after-verb position
Task 1) Underline the verbs that should not be used in
the after-verb position
cry
send
taught
shout
Scream
report
give
bring
describe
whisper
mention
Task 2)
Choose two of the verbs you underlined and make two
sentences about yourself using after-preposition
Task 3)
Choose two of the verbs you did not underline and make two
sentences.
In pairs, look at the sentences and circle the person or thing (entity) which benefits from
the action.
1.
2.
3.
4.
I got you a present
I manufactured concept cars for Hyundai.
My daughter made me a card.
She redistributed business plans for Samsung.
In these sentences, what can be said about the verbs and the location (after-verb/after
prep) of the beneficiary?
Task 1
.
Beneficiary – “…the receiver benefits from the action…”
[25] I’m getting a present for
for Keiko
Keiko
“…the basic role of the indirect object is that of
beneficiary.”
Creating, Getting and
Benefiting
SB
E
SE
AFTER-PREPOSITION(not possessing)
Source
Action
Created/obtained entityB
Goal
S = source
E = created/obtained entity
B = beneficiary
S
cause
E
for the benefit of
B
I
She
We
LATIN
cooked
dinner
for
you.
got GERM. a present
for
me.
LATIN
prepared
ice cream
for
them.
AFTER-VERB (possessing)
Source
S
Action
cause
Beneficiary/possessor
to benefit by having
B
She
Hugo
I
.
made GERM
GERM.
got
‘ll fix GERM.
her daughter
them
you
Created/obtained
E
a new dress
football tickets
a nice cold beer.
“…words associated with a particular pattern can be
allocated to groups, or classes, according to their meaning”
“...they are representatives of classes of verbs to do with
transferring (give, hand, lend, pass, promise etc.) or to do with
providing a service of some kind (bring, buy, cook, fetch, find,
get, make etc.) or with communicating messages (ask, post, send,
teach, tell, write etc.). ”
Willis (2003): Class,
Predictability
“…it is important to help learners by identifying the frequent
members of each class of verb and drawing them together.”
(p. 169-170)
In the following sentences, underline the object (indirect or direct) which is longer
(uses more articles, descriptions, etc.).
1. Give me a break!
2. Send a message to the manager.
3. He handed her a large brown manilla envelope stuffed with hundred dollar
bills.
4. Later, she gave that envelope to a shirt bedraggled man sitting by the side of
the road holding a sign that read “Will work for food.”
In these sentences, in what position (beginning/end) do the longer objects occur?
Task 2
“The longer expression (between indirect and direct object phrases) tends
to be placed at the end”
[32] Give me a break
[38] Send them a message they won’t forget.
[39] He handed her a large brown manilla envelope stuffed with
hundred dollar bills.
[40] Later, she gave that envelope to a shirt bedraggled man sitting
the side of the road holding a sign that read “Will work for food.”
End-Weight
Context (given before new)
Linguistic Distance (give me = gimme)
by
Put brackets round the DIRECT OBJECTS and underline the INDIRECT OBJECTS.
1. Could you pass me (some
some mustard
mustard)please?
please?
2. We wrote (letters)
letters totoeveryone
everyoneininthe
thegovernment.
government.
3. He
I fight
handed
for the
(a note)
glory to
of one
the Earth.
of the guards..
Count the number of syllables in the direct and indirect objects . What do you
notice about the number of syllables in the indirect objects in relation to their
position?
Indirect
direct
1. 1---------
3----------- XXXX
XXXX
Task 3
2. XXXX
3. 2---------
indirect
2----------- 8
4
----------
----------XXXXX XXXXX