# 14  How can direct objects be taught?

"Direct object" labels a grammatical category established by ancient Greek and Roman grammarians as they observed the properties of "actions."

Actions are performed by the "doer" of the action, labeled by the grammatical category "subject."  The "subject" could be a person (John came), an animal (The lion roared), a thing (The pencil fell), or an abstraction (Liberty requires responsibility). Grammarians observed long ago that certain actions can be performed by a doer: John comes every day in the mornings. Other actions must be performed by a doer and must include something else to be performed. For example: to throw. A doer or subject must throw and s(he) must throw something for the action to take place. If nothing is thrown, then the action just does not occur. One cannot "throw" nothing!

The grammatical category "direct object" labels this "something" or "someone" that must be involved in the action for the action to take place. Thus:

In Spanish the pattern is identical to English:

Both, English and Spanish explicitly name the direct object --as shown above-- or can use direct object pronouns to refer to the already named direct object.

Teaching direct objects, then, requires that students observe and perceive the thousands of actions that require a "doer" and a "done-to," or direct object, for the action to take place.

English requires that the "done-to" or direct object, once named, be referred to by a pronoun indicating whether the direct object is a thing (or animal), "it," or a person: "him," "her," "them." In the plural, things, animals or persons are labeled "them."

Spanish requires that the "done-to" or direct object, once named, be referred to by the article ONLY. The noun labeling the person or thing is dropped.

For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

• Training VIDEOS on the following topic:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

• Training programs relating to E.S.L. instruction:

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for Paraprofessionals: Number 3.
Web Site Programs for New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

• Question-&-Answer Technical Assistance Service:

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.

 

For information and credentials please click on the link below or contact directly:

CARMEN SANCHEZ SADEK, Ph.D.

Educational Consultant, Program Evaluator

E-mail:  csssadek@gte.net