One meaning, two grammatical analyses

A classroom language exercise supplies 给我一本书 and 把一本书给我. Both can convey a practical request involving a book and a recipient, but the task specifically asks learners to distinguish their grammatical structures. One response calls every sentence with that meaning a double-object construction. Another rejects the 把 version merely because it differs from the first model. Neither approach distinguishes structural analysis from communicative similarity. The exercise gives no official marking scheme or universal rule about every possible 给 sentence. It asks the learner to identify the arrangement actually present and to explain why two legitimate expressions need not belong to the same syntactic pattern. A teacher could follow recognition with production in a suitable context while allowing genuine grammatical alternatives and checking whether they preserve the intended meaning.