ref – https://chineseruleof8.com/2024/08/19/how-does-adverbial-phrases-use-gerund-phrase/

What are Gerunds and how are they formed?

A gerund is a verb form that functions as a noun. A gerund is created by adding the suffix “-ing” to the base form of a verb. Like all nouns, gerunds can be used as subjects, objects of verbs, objects of prepositions, or complements.

For example:

Swimming is permitted in the lake. (subject of “is”)
I hate running. (object of the verb “hate”)
I was accepted after learning some Italian. (object of the preposition “after”)
Her passion is dancing. (complement of the subject “her passion”)

Gerunds are versatile verbal nouns that can function in various ways within a sentence, mirroring the roles of regular nouns.

Here’s a breakdown of their common uses:

• Subject of a Sentence:

  [Swimming] is my favorite exercise.
  [Reading] helps improve vocabulary.

• Object of a Verb:

  I enjoy [hiking] on weekends.
  She loves [playing] the piano.

• Object of a Preposition:

  He is good (at [solving] puzzles).
  They are interested (in [learning] new languages).

• Complement of a Linking Verb:

  Her hobby is [painting].
  The best part of the trip was ([exploring] the city).

Remember, a gerund always ends in “-ing” and functions as a noun, representing an action or state. By understanding these different roles, you can effectively incorporate gerunds into your writing to create clear and concise sentences.

In what situations do we use Gerunds?

driving erratically

(The gerund driving is modified with an adverb, erratically.)

He(subj) loves (verb) driving (obj) erratically (adverb) [on the road] (adverbial).

Her(subj) favorite pastime (subj) is (lv) eating (gerund) chicken frantically.

eating = gerund
chicken = direct object of gerund “eating”
frantically = describes how the gerund ‘eating’ is performed.

A gerund complement

is a noun or noun phrase that follows a gerund and completes its meaning. Here are five examples:

Enjoy: She enjoys reading books in her free time.

object = reading books
gerund = reading
gerund complement = books

Consider: He is considering taking a gap year before college.

note: “is considering” is a present participle (main verb)
object = taking a gap year
gerund = taking
gerund complement = a gap year

Appreciate: I appreciate having the opportunity to work on this project.

object = having the opportunity
gerund = having
gerund complement = the opportunity

Practice: She spends hours practicing.

She – subject
spends – verb
hours – object
practicing – gerund as object complement

She spends hours practicing her piano skills every day.

She – subject
spends – verb
hours – object

practicing – gerund
her piano skills – gerund complement
practicing her piano skills – gerund phrase

every day – adverbial

Acting is merely the art [of keeping] a large group of people [from coughing]. (Sir Ralph Richardson, 1902-1983)
(Acting is a gerund as a subject. The gerunds keeping and coughing are objects of prepositions.

“a large group of people” – gerund complement of “keeping”

Devilment example sentences:

They’re up to some kind of devilment again.

I like to create havoc just for the devilment of it.

Putting poison in someone’s drink is pure devilment.

Kids aged five to ten is full of devilment.

Brandish example sentences:

She brandished her sword at the enemy.

Why are you brandishing it? <-- remember to put a question mark if its a question I brandished it in her face.

Instinctively example sentences:

It will run instinctively.

Cats will jump instinctively.

Dogs bark instinctively.

The lightening was loud, and we all jumped instinctively.

Simile

A simile compares two different things, using the words “like” or “as” to draw attention to the comparison.

ex:

“The very mystery of him excited her curiosity like a door that had neither lock nor key.” —Margaret Mitchell, Gone with the Wind

“He swung a great scimitar, before which Spaniards went down like wheat to the reaper’s sickle.” —Raphael Sabatini, The Sea Hawk

Metaphor

A metaphor compares two different things, similar to a simile. The main difference between a simile and a metaphor is that metaphors do not use the words “like” or “as”.

Unlike similes, metaphors don’t acknowledge that they’re comparisons. A literal-minded reader might mistake them for reality, which makes them more figurative and poetic.

A figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable

ex:

“The sun was a toddler insistently refusing to go to bed: It was past eight thirty and still light.” —John Green, The Fault in Our Stars

“All religions, arts and sciences are branches of the same tree.” —Albert Einstein, Out of My Later Years

Personification

Personification is giving human characteristics to nonhuman or abstract things. This could be :

• physical attributes (“the eye of the needle”)
• emotional attributes (“a single lonely shoe”)
• or human actions (“a leaf dancing in the wind”)

“Because I could not stop for Death –
He kindly stopped for me –

The Carriage held but just Ourselves –

And Immortality.”

—Emily Dickinson, “Because I could not stop for Death”

“Life moves pretty fast. If you don’t stop and look around once in a while, you could miss it.” —John Hughes, Ferris Bueller’s Day Off

Hyperbole

Hyperbole is a great exaggeration, often unrealistic, to add emphasis to a sentiment. If you’re especially busy, you might say,

“I have a million things to do”; if you’re bored, you might say,
“I have nothing to do.”

Neither are actually true, but the phrasing makes the statement more emphatic.

“There was no hurry, for there was nowhere to go, nothing to buy and no money to buy it with, nothing to see outside the boundaries of Maycomb County.” —Harper Lee, To Kill a Mockingbird

“I heard all things in the heaven and in the Earth. I heard many things in Hell. How then, am I mad?” —Edgar Allan Poe, The Tell-Tale Heart

高薪职位需要双语人才。

进出口、软件开发、酒店/旅游、金融、广告和销售等领域的高薪职位都需要英语交流技能。

作为一名软件工程师，我在一家财富 100 强公司 EPAM 工作了 8 年。
这家公司的客户遍布全球，因此我们所有的对话和会议都是用英语进行的。为了提高技能，我们需要阅读英文文档、参考资料和教程。

银行向全球投资者推销金融方案，进出口企业经常与外国人交流，”一带一路 “倡议也是需要英语的国际项目。

因此，要拓展就业和商业前景，就必须具备英语能力。

多年来，英语一直是中国教育的一项要求。然而，在探索如何更好地学习英语的过程中，一些家庭犯了一些根本性的错误。

他们把重点放在背诵语法规则、词汇和课本上，而不是实际应用上。这降低了对英语学习方法的真正理解。

首先，基础要练到像母语

每天话最少30分钟熟悉/联系：

• 名词
• 动词
• 形容词
• 副词

复习基础框架：

https://chineseruleof8.com/2023/10/15/sentence-structures/

照着框架 放名词，动词，形容词，副词。。。

新的学生可以任何单词开始。

(主题）名词：

A cat
The dog
My dad
Her mom

（动作）动词：

drinks
eats
drive
cook

（宾语）名词:

milk
meat
a car
chicken

然后照着框架，比如 这个框架 subj – verb (action) – obj。学生们吧单词放进去就行：

A cat drinks milk
The dog eats meat.
My dad drives a car.
Her mom cooks chicken.

任何不懂的想用的单词可以用着 fanyi.baidu.com
要注意一个字的类型。这样就知道在宽家哪里可以塞进去。

如果一个单词不熟悉，要多创造句子。

有基础的学神们读书时候拿单词去用

bing.com 和
fanyi.baidu.com

一起去找单词定义和字的类型。

反复书写单词对学习的影响并不大。例如，我们来看看 “lobby “这个单词。

游说是一个动词，也是一个名词。

动词 “游说”的意思是就某一立法事项影响和说服政治家或政府官员。

但作为名词，它有两个含义。

其一是指进行游说的一群人，如动词 lobby。换句话说，就是试图左右立法事项的一群人。

比如：

Gun owners have formed a powerful lobby in the United States to prevent the government from passing gun control laws.

这里还有一个例子：

The tobacco lobby spent millions of dollars to prevent the government from suing tobacco companies.

另一方面，大堂指的是公共建筑（如酒店、剧院或办公楼）入口内的宽敞开放空间。

让我们来看看：

As you enter the lobby, you’ll see the elevators on your right.

因此，学生应该像这样写下定义及其词型：

lobby (动词) –

Then write the definition

lobby (动词) – influence and persuade a politician or public official on a certain legislative matter.

然后，利用互联网查找类似的例句：

了解单词、单词类型和单词构成后，您就可以使用基本的英语语法结构创建自己的例句：

subj + verb + obj

• Let’s (subj) wait (verb) in the lobby (obj).
• The kids (subj) are playing (verb) in the lobby (obj).
• The lobby (subj) hungrily devoured (verb) its guests (obj).

也可以用百度或者bing的图片功能去用别的角度去看这单词是什么:

创造好句子以后，我们会有几个单词50%消化了。另外50%是要用着这几个单词去写文章。话题都可以，多少句子都可以，就是要保持我们把我们学到的单词在文章里面用到就行。

这个棒法能给孩子们在写文章环境消化单词。也鼓励他们去指导怎么吧单词在句子和上下文的情况去用。越写的多，进步越快。

ref – https://www.grammarly.com/blog/auxiliary-verbs/

Helping verb AKA Auxiliary verbs

are minor verbs that support the sentence’s main verb

primary auxiliary verbs

be (continuous tense):

The continuous tenses use a conjugated form of the auxiliary verb be along with the present participle (-ing form) of the main verb.

I am [work]ing in the shed.

She was [study]ing all night.

They will be [sleep]ing when you arrive.

She is (aux verb) walking (main verb) home.
It was (aux verb) raining (main verb) heavily last night.

Perfect tenses (have)

The perfect tenses use a conjugated form of the auxiliary verb have along with the past participle form of the main verb.

• They have just finished class and are getting ready for recess.
• I had forgotten about the birthday party until I saw the calendar.
• By the time you get off work, the movie will have started already.
• We have (aux verb) been (main verb) to India.
• I will have (aux verb) arrived (main verb) by then.
• I have (aux verb) played (main verb) since Basketball since middle school.
• She(subj) has (aux verb) seen (main verb) this movie before.

More examples:

They(subj) are (aux verb) coming (main verb) with us.
The criminal was (aux verb) caught (main verb) yesterday.

Perfect continuous tenses (be and have)

The perfect continuous tenses use a conjugated form of the auxiliary verb have and the past participle of the auxiliary verb be (been) along with the present participle of the main verb. (have been + verb-ing)

I have been reading Moby Dick for months now.

He had been working there for five years before he quit.

Tomorrow, we will have been dating for an entire year.

do (emphasis):

• I do (aux verb) want (main verb) dinner.
• She does (aux verb) like (main verb) dancing.
• I (subj) do (aux verb) enjoy (main verb) a good conversation.
• She did find it!

modal auxiliary verbs

Likelihood: It might (aux verb) rain (main verb) over the weekend.
Ability: She can (aux verb) run (main verb) faster than me.
Permission: You may (aux verb) swim (main verb) in the pool.
Intention: I shall (aux verb) leave (main verb) the party early.
Request: Would (aux verb) you look (main verb) after my dog?
Necessity: He must (aux verb) remember (main verb) their anniversary.

More examples:

We should (aux verb) study (main verb) for our final exam. (necessity)
They might (aux verb) give (main verb) us a discount if we ask. (Likelihood)
I have lots of money, so I can (aux verb) afford (main verb) it. (ability)
May (aux verb) I have (main verb) a drink, please? (Request)
The class will (aux verb) bring (main verb) food tomorrow for the party. (Intention)

1. Subject – Verb

   examples:

   A dog (subj) plays (verb).

   subj – We use ‘A dog’ to refer to a non-specific dog. We use ‘the dog’ to mean a specific dog. This is to clarify the subject reference.
   verb – the verb ‘play’ must have an s, because our subj is 3rd singular.

   The cat (subj) runs (verb).

   subj – We must say ‘A cat’ to refer to any, non-specific cat. We use ‘the cat’ to mean a specific cat.
   verb – the verb ‘run’ stays in base form because our subj IS NOT 3rd singular.

   People play.

   subj – ‘people’ is plural, so we use the word to represent ‘in general’.
   verb – the verb ‘play’ is in base form because subj IS NOT 3rd singular.

   Boys fight.

   subj – ‘Boys’ is plural, so we use the word to represent ‘in general’.
   verb – the verb ‘fight’ is in base form because subj IS NOT 3rd singular.

   The plane flies.
   subj – ‘plane’ is 3rd singular. We use ‘The’ plane to clarify that it is a specific plane.
   verb – the verb ‘fly’ must add ‘ies’, because our subj is 3rd singular.

   The competition begins.

   subj – competition is singular, so we use ‘the/a’ to clarify subject reference as explained above.
   verb – the verb ‘begin’ must add ‘s’ because our subject is 3rd singular.

   China grows.

   subj – China is a specific place with a name, just like a person. So it is singular.
   verb – the verb ‘grow’ must add ‘s’ because our subject is 3rd singular.

2. Subject – Verb (action) – Object

   Subject – who or what performs the action of the verb.
   Verb – expresses an action.
   Object – whoever or whatever receives that action

   Ricky plays volleyball.

   Subject – Ricky
   Verb – plays (we add ‘s’ because subj is 3rd singular)
   Object – volleyball

   My mom made spaghetti.

   Subject – My mom
   Verb – made (past tense)
   Object – spaghetti

   I eat beef.

   Subject – I
   Verb – eat (present tense: eat is ok in base form)
   Object – beef

   He rides a bike.

   Subject – He
   Verb – rides (present tense: ride + ‘s’ because subj is 3rd singular)
   Object – a bike

   The girl sits on the couch.

   Subject – The girl
   Verb – sits on (present tense: sit + ‘s’ because subj is 3rd singular)
   Object – the couch

3. Subject + verb (action) + adverbs

   examples

   I played terribly
   subj – I, verb – played, adverb – terribly

   He sang beautifully.
   subj – He, verb – sang, adverb – beautifully

   She stood motionlessly.
   subj – She, verb – stood, adverb – motionlessly

   She undressed quickly.
   subj – She, verb – undressed, adverb – quickly

   I performed remarkably.
   subj – I verb – stay adv – remarkably

   The girl shouted excitedly.
   subj – The girl verb – shouted adverb – excitedly

   She dances beautifully.
   subj – She verb – dances adverb – beautifully

   I howled triumphantly.
   subj – I verb – howled adverb – triumphantly

   We drive crazily.
   subj – We verb – drive adverb – crazily

   The soldier dies miserably.
   subj – soldier verb – dies adverb – miserably

   My cat waits impatiently.
   subj – My cat verb – waits adverb – impatiently

4. Linking verb – used to describe the subject. (non-action)

   • is/am/was/will be (singular), are/were/will be(plural)
   • appear
   • sound
   • feel
   • smell
   • become
   • look (linking and action)
   • seems

   Subject + linking verb (“is/am/are/was/were/will be”) + Subject Complement (noun or adjective)

   Ricky is a teacher.
   Subject – Ricky, linking verb – is, sub complement (noun) – teacher

   You are a monster!
   subject – You, linking verb – are, sub complement (noun) – a monster

   I am pretty.
   subject – I, linking verb – am, sub complement (adj) – pretty

   She was a boy.
   subject – She, linking verb – was, sub complement (noun) – a boy

   She will be a doctor.
   subject – She, linking verb – will be, sub complement (noun) – a doctor

   You are terrible!
   subject – You, linking verb – are, sub complement (adj) – terrible

5. Subject + linking verb (‘sense’ – look/smell/seem/become) + subj complement (noun/adjective)

   linking verb
   object

   • The family hears a burglar.
   • I smell trouble.
   • The world becomes a desert.

6. Subject + verb + adverb + adjective

   She snores too loud.
   subj – She, verb – snores, adverb – too, adjective – loud

   I am really tired.
   subj – I, verb – am, adverb – really, adjective – tired

   She is really pretty.
   subj – She, verb – is, adverb – really, adjective – pretty

   Xiao Fei is very tall.
   subj – Xiao Fei, verb – is, adverb – very, adjective – tall

   The show is really exciting.
   subj – The show, verb – is, adverb – really, adjective – exciting

   The lake is quite beautiful.
   subj – lake, verb – is, adverb – quite, adjective – beautiful

   My dog is incredibly happy.
   subj – dog, verb – is, adverb – incredibly, adjective – happy

   We will be slightly late.
   subj – We, verb – will, be adverb – slightly, adjective – late

7. Subject + helping verb + main verb + object

   helping verb
   main verb

   Present Perfect – Subj + [have/has (helping verb)] + Past Participle (main verb)

   I have eaten squid.
   The turtle has eaten bugs since he was little.
   My friend has bought a new car.
   I have lived in LA for most of my life.

   Present Continuous – Subj + to be [am, is, are] + present participle (main verb)

   helping verb
   main verb

   I am playing video games.
   Ricky is correcting homework.
   My mom is cooking dinner.
   We are fixing the car.

   Can – ability

   I can speak three languages.
   I can play three sports.
   She can juggle.

8. Subject + listed stative ’emotion’ feelings verb + (infinitive as object) + object complement

   stative feeling verb – hate, like, love, want, hope, prefer, wish, hope, desire, need
   stative thought verb – agree, remember, forget

   Other verbs to use with infinitives:

   agree: She agreed [to give].
   ask*: I asked him [to leave].
   decide: We decided [to go].
   help*: He helped [to clean].
   plan: She plans [to ]
   hope: I hope [to pass].
   learn: They learn how [to sing].
   want*: I want [to come].
   promise: I promise [to go].

   Note most stative ’emotion’ verbs work, but not all:

   I need [to know]. √
   I desire [to win]. √
   I love [to play]. √
   I like [to know]. √
   I hate [to go]. √
   I adore [to …] (X)
   I prefer [to eat]. √
   We care [to …] (X)
   I mind [to …] (X)
   I want [to be]. √
   I appreciate [to…] (X)
   I need [to eat]. √
   I wish [to donate]. √
   I hope [to win]. √
   I value [to…] (X)

   I forgot [to clean].
   subj – I, verb – forgot, object – to clean

   I will remember [to fight]
   subj – I, verb – remember, object – to fight

   Let’s agree [to disagree].
   subj – Let’s, verb – agree, object – to disagree.

   Let’s agree [to work].
   subj – Let’s, verb – agree, object – to work object

   I desire [to win].
   subj – I, verb – desire, object – to win.

   I prefer [to be].
   subj – I, verb – prefer, object – to be

   I want [to play].

   subj – I, verb – want, object – to play

   She wants [to eat].

   subj – She, verb – want, object – to eat

   I hope [to win].

   subj – I, verb – hope, object – to win

   The elders need [to rest].

   subj – elders, verb – need, object – to rest

9. Subject + helping verb + adjective + (infinitive as object) + object complement

   I am reluctant(adj) [to quit].

   subject – I
   helping verb – am
   adj – reluctant,
   infinitive (acting as object) – to quit

   They are happy (adj) [to live].

   subject – We
   helping verb – are
   adj – happy
   infinitive (acting as object) – to live

   I am unable (adj) [to help].

   subject – I
   helping verb – am
   adj – unable
   infinitive (acting as object) – to help

10. Subject + [am/have/has/is] + (object) + [infinitive as adjective]

    She is the girl (obj) [to marry].
    subject – She, verb – is, obj – girl,
    infinitive (acting as adjective to describe ‘girl’. ) – to marry

    English 101 is the class (obj) [to take].
    subject – English 101, verb – is, obj – class,
    infinitive (acting as adjective to describe ‘class’. ) – to take

    He has a joke (obj) [to tell].
    subject – He, verb – has, obj – joke,
    infinitive (acting as adjective to describe ‘joke’. ) – to tell

    We have a job (obj) [to do].

    subject – We, verb – have, obj – a job,
    infinitive (acting as adjective to describe ‘job’. ) – to do

    I have a wedding (obj) [to attend].

    subject – I, verb – have, obj – a wedding,
    infinitive (acting as adjective to describe ‘wedding’) – to attend

    That is the team(obj) to beat.
    subject – That, verb – is, obj – team,
    infinitive (acting as adjective to describe ‘team’) – to beat

11. Subject + (action verb) + object + [infinitive as adverb] + complement

    Do the ‘in order’ test.

    I (earn) money [to live].

    test: I earn money ‘in order’ [to live]. √

    I (bought) a book [to read].

    test: I bought a book ‘in order’ [to read]. √

    I (ordered) a burger [to eat].

    test: I ordered a burger ‘in order’ to eat. √

corrections

blah blah

ref – https://www.grammarly.com/blog/object-complement/

object complement – An object complement is a word or group of words that describes or renames the direct object of the verb in a way that is essential to complete the meaning of the sentence.

Here are a few more sentences that show the subject + verb + direct object + object complement syntax:

I (subj) find (verb) the food (direct object) [at that restaurant inconsistent in quality].

Paz’s face (subj) turned (verb) the color of a tomato(dir object) [when she realized her mistake].

I(sub) now pronounce(verb) you(direct obj) [married].

The kids (subj) all got(verb) their ears (dir obj) [pierced on the same day].

Adam’s sore ankle(subj) made(verb) his subway commute(dir obj) [an ordeal].

Object complements vs. predicate adverbs

The third kind of direct object sentence to look out for follows this pattern: subject + verb + direct object + adverb.

Muaz (subj) composes (verb) his photography (dir obj) beautifully (adverb).
Muaz (subj) develops (verb) his photography (dir obj) [in a darkroom] (adverb phrase).

These sentences are still about Muaz and his photography, but the presence of an adverb or adverb phrase in the predicate (beautifully), in a darkroom — tells us that now we’re talking about how and where Muaz carries out the actions that go into the creation of his photography, rather than how he defines it.

Adverbs modify verbs (beautifully — modifies –> composes)

object complements describe or name direct objects. (‘in a dark room’ — describe –> photography)

Object complements vs. indirect objects

Another common sentence pattern is subject + verb + indirect object + direct object. Here’s an example:

Muaz (subj) showed (verb) us (indirect obj) his photography (direct obj).

Muaz is the subject,
showed is the verb,
and photography is the direct object.

The indirect object — the recipient of the direct object by way of the action of the verb — is the pronoun us.

Now compare that to this sentence using an object complement:

Muaz (subj) considers (verb) photography (direct obj) [his main art form] (noun phrase).

Here, the subject (Muaz)
and the direct object (photography) haven’t changed,
but the verb considers
and the noun phrase his main art form, clue us in that this is about rounding out our understanding of what Muaz’s photography is rather than describing how he shares it with others.

An indirect object typically receives a direct object, while an object complement describes or names it.

Indirect Object

Indirect objects are a grammatical component in English that typically receive the direct object of a verb. In simpler terms, the indirect object indicates to whom or for whom the action of the verb is performed. It often answers the questions “to whom?” or “for whom?” regarding the direct object.

Structure:

A sentence with an indirect object generally includes a subject, a verb, a direct object, and the indirect object. The typical order is: Subject + Verb + Indirect Object + Direct Object.
Key Points:

Not always necessary: Not all verbs require an indirect object.
Positioning: The indirect object can appear between the verb and the direct object, or it can follow a preposition like “to” or “for”.

Directly following the verb:

Example: “She gave her friend a gift.”

Subject: She
Verb: gave
Indirect Object: her friend (to whom she gave the gift)
Direct Object: a gift (what she gave)

Using a preposition:

Example: “She gave a gift to her friend.”
Here, “to her friend” serves as a prepositional phrase indicating the indirect object.
The structure changes since the indirect object now follows the direct object.

Another Example: “I made my brother a sandwich.”

Subject: I
Verb: made
Indirect Object: my brother (to whom I made the sandwich)
Direct Object: a sandwich (what I made)

Using a preposition: “I made a sandwich for my brother.”

The meaning remains the same, with “for my brother” indicating to whom the sandwich was made.

More Examples

“The teacher taught the students a lesson.”

Indirect Object: the students
Direct Object: a lesson
“They sent their grandparents a postcard.”

Indirect Object: their grandparents
Direct Object: a postcard
“He told her a story.”

Indirect Object: her
Direct Object: a story

Summary

In summary, indirect objects in English sentences help clarify to whom the action is directed. While they can be positioned immediately after the verb or introduced by prepositions like “to” or “for,” understanding their role can enhance clarity in communication.

Using infinitives with Indirect objects

Infinitives can be used with indirect objects in sentences where the infinitive acts as the main verb, and the indirect object typically receives the action of the verb. Here are three examples:

I want him to help me.

In this sentence, “to help” is the infinitive. The indirect object “him” is the one receiving the action of the helping.
She asked them to join the meeting.

Here, “to join” is the infinitive. The indirect object “them” is the group being asked to join the meeting.
We told her to call us.

In this example, “to call” is the infinitive. The indirect object “her” refers to the person being told to make the call.
In each of these examples, the structure presents an infinitive that involves an indirect object receiving the action implied by the infinitive.

Gerunds + Indirect Objects

Gerunds can function as nouns in sentences and can take direct and indirect objects. When a gerund is used with an indirect object, it usually indicates to whom or for whom the action of the gerund is done.

I gave my friend a chance (to practice singing).

Here, “practicing singing” is a gerund phrase, and “my friend” is the indirect object receiving the “chance.”
She offered her brother a chance (to cook dinner).

Here, “playing games” is a gerund phrase, and “their children” is the indirect object that benefits from the “more time.”
In these examples, the gerunds are functioning as nouns that describe the action given or offered related to the indirect object.

Prepositional Phrase + Indirect objects

Sure! Here are five examples of sentences that contain indirect objects used with prepositional phrases:

She gave the book to her friend.

(Indirect object: her friend; prepositional phrase: to her friend)
The teacher explained the lesson to the students.

(Indirect object: the students; prepositional phrase: to the students)
He sent a letter to his parents.

(Indirect object: his parents; prepositional phrase: to his parents)
They offered help to the neighbors.

(Indirect object: the neighbors; prepositional phrase: to the neighbors)
I made a cake for my sister.

(Indirect object: my sister; prepositional phrase: for my sister)
In each of these examples, the indirect object is receiving the action of the verb, while the prepositional phrase provides additional information about the recipient.