Grammar for Everyone - Barbara Dykes 2007
15 Objects - direct and indirect - The direct object
Introduction
Part II The parts of speech
Definition: The word ’object’ is from Latin ob meaning ’against’ or ’at’, and ject meaning ’thrown’.
Before studying objects, students should:
• understand the function of verbs
• know past, present and future tenses, both simple and continuous
• the subject wherever it comes in a sentence
The concept of the direct object is very straightforward. That of the indirect object is also, provided it is taught in sequence and well explained in examples. Although these terms may at first seem relevant only to the grammar lesson, their importance becomes more obvious when we are giving instruction about correct speech. Once you, too, become confident with the terms, you are empowered to guide and coach in debate and public speaking, as well as in good written English. So ensure that students fully understand the term direct object before you introduce the indirect object.
The direct object
The idea is that the object is that which the action is directed at; hence the term ’direct’. In simple terms, the object completes the action of the verb. If you can ask ’What?’ after the verb, then the answer is the direct object.
For example:
My sister cooked pancakes.
The question: She cooked what?
The answer: pancakes
Therefore, pancakes is the object of the verb ’cooked’ in this sentence.
My sister cooked pancakes.
A noun or pronoun following a preposition is called its object.
For example:
It flew through the air.
The air is the object of the preposition ’through’.
15.1 Activities: direct objects
1. Students take turns asking what? questions. They could randomly call on another student to answer, for example:
First student: What did you have for breakfast?
2nd person: Baked beans.
The answer is the direct object. One or two of these could be entered into students’ grammar exercise books.
2. Sentences can be provided for students to complete by adding a direct object, for example:
The Prime Minister gave [what?] - [a speech]
a. We all had ... (lunch)
b. John’s father drives ... (a truck)
c. I bought ... (a dog-collar)
d. My brother plays ... (a clarinet)
e. Dad grew ... (big onions)
f. Don’t forget to take ... (an umbrella)
g. Just fill in ... (this form)
h. Let’s book ... (seats)
i. They forgot their ... (togs)
3. Students underline the subject and circle the object in these sentences.
b. Don’t you love motor racing?
c. We all planted fruit trees.
d. The kookaburra ate a poisonous snake.
e. They let off a hundred coloured balloons.
f. Tell us a story!
g. We may have to sing a song.
h. Can you tow the wreck home?
i. All day I have been practising tai chi.
j. That puppy chewed up Dad’s slippers.
4. a. Provide students with a list of suitable words from which they make sentences, choosing a subject and a verb from the list, for example:
hammer, Olivia, my cake, a mess, tea-tray, old socks, the blacksmith, toast, the sparrows, an old man.
b. Students could circle the direct object in each of the sentences they have written and underline the verb that governs it.