Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
Indirect ObjectsIndirect Objects
2006. 11. 14.
Joo Minyoung, Yoo Jin Hwa
Moon Mi Jung, Kim Hyoung Won
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
• Mary: Where did you get those flowers?
• George: From your mother’s house.
• Mary: What! Are you crazy?
• George: Why? It was your idea.
• Mary: But I asked you to take her flowers.
• George: That’s what I did!
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
Basic Forms
1. I sent some photos to my friend.
2. I sent my friend some photos.
3. Give your money to me!
4. Give me your money!
5. He told the story to Sam.
6. He told Sam the story.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
Types of verbs7.2. Verbs used with indirect objects
Group 1 Group 2 Group 3
After-verb After-prep After-verb only
After-prep
(+to) (+for) (+to) (+) for
bring build communicate construct bet
give buy describe create cost
send cook donate design fine
teach get explain obtain forgive
tell make report purchase spare
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
9. He described the picture to us.
10. *He described us the picture.
11. It cost me a lot of money.
12. *It cost a lot of money to me.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
Basic structures: origins and pronunciation
13. a. They’ll give some old books to the library.
b. They’ll give the library some old books.
14. a. They’ll donate some old books to the library.
b. *They’ll donate the library some old books.
15. a. He taught the new rules to everyone.
b. He taught everyone the new rules.
16. a.He explained the new rules to everyone.
b. *He explained everyone the new rules.
17. a. She told the bad news to all of us.
b. she told all of us the bad news.
18. a. She communicated the bad news to all of us.
b. *She communicated all of us the bad news.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
7.3 Origins and pronunciations
Verb Verb
origin origin
Stress Stress Indirect object Indirect object
position position
Old English First or only syllable
stressed
After-verb and after-
prep
Latin Second syllable stressed
(two or more syllables)
After-prep only
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
Basic meaningsThere are clear meaning distinctions marked in sentences containing indire
ct objects.
• Here are three:
1. Indirect objects will tend to be used to refer to humans.
2. These humans will generally be in the role of recipents.
3. The major concept expressed will involve transfer
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
Humans, transfer, and having
What is transfer?
Transfer is movement. It can involve real
objects, such as books in 20.a, or mental
objects, such as ideas in 20.b
20. a. She gave the students some new
books.
b. She gave the students some new ideas.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
7.4 Indirect objects, transfer, and having Structure1: After-prepSource Action Transferred object Goal/locationA cause B to go to CShe gave some books to the studentHe sent the parcel to a friendI taught the new song to the whole group Structure 2: After-verbSource Action Transferred object Goal/locationA cause C to have B
SourceAHe sent his mother a birthday card.I sold Ray my old computer.You told the girls a scary story. 21. The Red Cross sent relief supplies to Zaire. 22. a. We reported the results to the crowd b. They explained their plan to the committee. 23. a. The loud music gave me a terrible headache. b. These grammar lessons give me a pain in the neck!!!
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
Transfer and not having
24.This awful book cost me twenty dollars!!!!!
7.5 Indirect objects, transfer, and not having
Structure 3: After-verbs only
Source Action Possessor Entity
A cause C not to have B
The deal cost me a fortune.
The judge fined him fifty dollars.
I bet you five dollars.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
Creating, getting and benefiting25. I’m getting a present for Keiko.7.6 Indirect objects and benefitingStructure 4: After-prepSource Action Created/ Obtained entity GoalA cause B to be for the benefit of beneficiary CI cooked dinner for all of them.She got a present for her friend.We bought ice cream for everyone. Structure 5: After-verbSource Action Beneficiary/possesor Created/obtainedA cause C to benefit by having entity BShe made her daughter a new dress. Hugo got them football tickets.I ‘ll fix you a nice cold drink.26. Will you do something for me?27. Could you please do me a favor?
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
Meanings in Context
How indirect objects occur in discourse?
There is a strong tendency of discourse structure patterns.
Two major factors are at work in English:
• -Information structure• -End-weight
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
The rule for Info. Structure in English
• Old (given, known) info. comes before new (unknown) info. This rule affects the position of I.O.
e.g. a) I gave some money to Jack (new).
b) I gave Jack (old) some money.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
The rule for Information Structure
• This discourse pattern is more obvious when the given (old) information is presented in question. That is, the answer is structured to place the given before the new.
e.g. a) Where’s the money? I gave it to Jack.
b) Why is Jack so happy? I gave him some money.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
Indirect objects & Info. structure
I.O. in after-verb position(old info) is likely to be:
I.O in after-prep position(new info) is likely to be:
ShorterDefinite (the student)
Specific (that student)
A pronoun
LongerIndefinite (a student) Non-specific (some student or other)
A full noun phrase
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
End-weight in message structure
& the position of Objects• The more language=the more weight in
the message• The strong tendency towards end-
weight affects the position of the D.O. and I.O.
That is, the longer expression tends to be positioned at the end of sentences whether it’s I.O. or D.O.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
End-weight & the position of objects
• E.g. A) He handed her a large brown envelope stuffed with hundred dollar bills.
• B) Later, she gave that envelope to a short bedraggled man sitting by the side of the road holding a sign that read ‘Will Work for Food’.
• The longer expression positioned at the end is D.O. in a) and the I.O. in b).
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
Linguistic Distance
* Linguistic Distance refers to ‘the amount of language (e.g. number of words, syllables, sounds, or letters) between one linguistic element and another.
• Linguistic distance signals conceptual distance in English: More linguistic distance=more conceptual distance
E.g. a)He flew in a plane.b)He flew a plane. More conceptual distance between the
action of verb and object in a) than in b).
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
Linguistic Distance & the position of Indirect Objects
• When the I.O. is after preposition, there’s more linguistic distance between the action of the verb and the recipient(or beneficiary) of that action. (much looser connection)
• When the I.O. is after verb, there’s much less linguistic distance and thus a much closer connection.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
The Question Maze
• Objective: to make sentences involving indirect objects under guided circumstance by teacher
• Level: Novice high• Age: Middle school 2nd grade• Time: 40 minutes• Materials: handout• Procedure:
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
The Question MazeStep 1• Ask students to imagine that their
male friend, John disappeared.• A police officer asks you some
questions about him.• Connect the words to make
questions that the police officer can ask you.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
The Question Maze
Step 2Give directions: • The words must be beside each.• You can use a word as many times as
you like, but you are not allowed to change it any way.
• You do not have to use all the words.• You can start a sentence anywhere.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
The Question Maze
Ex)
Now Did Get Flowers
A He You For
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
The Question Maze
Step 3Make questions individually
Story Suitcase
News Bad Flowers
A You Give Send TheSome Bring He To YouMoney
Did Teach Tell Letter
He What A Did HimAn Buy Get Write You
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
The Question MazeStep 4• Work in groups of three.• Compare students’ lists and add to
one’s own list.• Ask students to present the result
and teacher write it on the board.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
Using Realia_A• Objective: 1. to have each student
use indirect objects• Level: Novice mid • Age: Middle school 2nd grade • Time: 40 minutes• Procedure:
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
Using Realia_A
Step 1• Collect one object from each of six
students. • Teacher should not look at the items
that students put out. • Teacher’s job is to return the objects
to their owners.• Use following patterns.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
Using Realia_A
– T: Should I give this book back to Jin-ho?
S: No, give it to Min-ji.– T: Should I give Min-ji this eraser?
S: No, give her the pen.• Continue till the teacher return all the
objects to students.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
Using Realia_A
Step 2• Make each group of four.• Ask them to collect their items
and do the same activity with group members.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
Using Realia_B
Objective: to have each student give an instruction to another student using indirect objects.
• Prepare some items like a book, a ball.• Give instruction to a student asking her to
act out. Ex) Min-ji, pass the pen to Jin-ho.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
Using Realia_B
• As the students become comfortable with the exercise, the recipients can be asked each to express what just happened.
Ex) Min-ji just passed me the pen.
• List verb types that students can use like the patterns above, if necessary. (give, hand, pass, take, throw)
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
Research
Step 1• Draw the following chart on the board.• Ask a student to think about
unforgettable present for her best friend. (Who is your best friend?, What do you want to buy for the best friend?)
• Complete the table.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
Research
• Write on the board as the student gives the answer.
Ex) Min-ji wants to buy a guitar for Jin-ho.
Name Best friend Present item
Min-ji Jin-ho A guitar
……
…….
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
ResearchStep 2• Students copy the empty table into their notebooks, leavi
ng space for three names and present items.• Ask questions each other and complete the table.
• Based on the chart, students can say what other classmates want to buy for their best friends.
Ex) Based on my research Jin-hee wants to buy a doll for Min-hee.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
SENTENCE BIDDING GAME
Objective: to distinguish sentences with after-verb I.O from
those with after-prep I.O.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
• The teacher makes a list of sentences with after-verb or after-prep I.Os. Some are acceptable and others are unacceptable ones.
• Divide the class into 3~5 groups. Each group has imaginary money of 2,000 dollars.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
• The teacher reads out a sentence only two times at a normal speed.
• Each group has to decide if the sentence is acceptable and bid some money by saying, “We want to bid for ____ dollars.”
• Other competing groups may raise the bid before the teacher confirms it by saying, “____ dollars once, ____ dollars twice. So it goes to group X.”
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
• Repeat the same process until all the sentences get sold out or until all the groups spend their money.
• The teacher can discuss the acceptability of the sentences from the list with the class.
• The group with the most number of acceptable sentences is the winner. In case of tie, the group with more money left is the winner.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
NEWSPAPER ACTIVITY
Objective: To find sentences with
indirect objects.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
• Divide the students into several groups.
• Provide each group with some English newspaper, books, or magazines. (or online newspaper)
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
• Let each group find some sentences with after-verb or after-prep indirect objects.They should come up with sentences like this: “As we break ground, we give Martin Luther King his rightful place among the many Americans honored in the
National Mall.”
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
• The group that finds the most number of sentences is the winner.
• The class can discuss the acceptability of the sentences they found.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
A SHOPPER’S NIGHTMARE
Objective:To understand the
sentences with indirect objects
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
• Students are divided into clerks and shoppers.
• The clerks set up stands and the shoppers are given a set of fake money.
• Students shop, trying to accumulate as many items as possible.
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
• Periodically, the teacher stops them and give an instruction with a sentence that has I.O such as
“Shoppers, give all oranges to Su-jin,” “Bring me all ice cream,” or “Buy a drink to the person on your right.”
Sookmyung Women’s Univ. Graduate School of TESOL
JOO MINYOUNG
• At the end of the game, the student with the most products wins.
• Students then switch the roles. • The teacher can make the clerks get
involved by giving instructions like, “Clerks, give away any two items to the person standing in front of you.”