The Gifts
Teacher’s Book
The Gifts
Teacher Book

Part I 
Teacher’s Guide and Teaching Plan
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The Gifts
Description
Teacher Book
This story is adapted from O. Henry’s Christmas classic ‘The Gifts
of the Magi’. The teaching procedure illustrates how students will
be taken step by step to analyse the plot, discuss the characters and
respond to the theme. One special literary feature of the language
(word inversion) is also focused on.
The story is about a young wife who has sold her beautiful hair and
spent it on a watch chain as a Christmas gift for her husband, while
at the same time the husband has sold the watch to buy his wife the
hair combs that she likes.
The Story
Like all good stories about life, it is open to interpretation. From a
logical point of view, the couple has acted foolishly, considering
their economic condition. On the other hand, it shows their love for
each other when both have sacrificed their most precious
possession in order to please their beloved, without any bitterness
or regret.
(KDb)
Learning Targets
Generic Skills and
Attitudes
Objectives
Language Focus
(EDb)
(EDa)
(IDb)
(KDf)
To interpret and use information through a
sequencing activity
To respond to characters and issue in narrative text
To develop a response to the story
To converse and exchange points of views
To understand how the English language works in
literary texts
Critical thinking
Problem solving skills
Students are able
1. To retell the story with support
2. To respond to the characters in the story and relate their
behaviour to their experiences
3. To identify and discuss the theme
4. To make evaluative comments about the story
5. To appreciate the use of special literary features to enhance
meaning
6. To rewrite sentences with word inversion into a standard form
and vice versa.
Writing style: the use of literary features
 The use of colour and repeated words to strengthen mood and
feeling
e.g. a grey cat walking along a grey fence in a grey park
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The Gifts
Teacher Book

The use of word inversion to reinforce meaning
e.g. Twenty one dollars they took from her for it.


Activities and
Skills Focused
Intensive reading and interpretation
Reading, listening and speaking: Jigsaw activity for
sequencing events in the story
 Speaking: Whole class / group discussion (on
characterization and theme/ message)
 Writing:
~ Story map completion (for understanding the story
structure)
~ Story review
~ Sentence transformation
 Writing and artwork
~ Designing a note card for a gift

Materials
Story text of The Gifts (2 versions: one abridged, one
simplified)
 Sentence cutouts (2 versions)
 Story map framework
 Discussion guidelines (2 versions)
 Story Evaluation Chart
 Worksheets for sentence transformation (2 sets)
 Website on O.Henry for reference:
www.online-literature.com/o_henry/
www.smithsonianmag.com/smithsonian/issues97/jan97/ohenry.html


Catering for
Learner Diversity

Two versions of texts are provided to cater for learners of
different abilities (The simplified version is for less able
learners and the abridged version is for more able ones.)
The plots in the two story versions are identical, but
adaptation has been made in terms of sentence complexity
and choice of vocabulary.
Differentiation also lies in the support given in doing the
while-reading and post-reading tasks: the discussion
guideline and worksheets for the less able students are given
with more prompts, and there are some extended tasks on the
theme and language study for more able students.
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The Gifts
Teacher Book
Lesson Procedure
Pre-reading preparation
1.
2.
3.
Ask students when and from whom they last received a present, and if they liked it.
Present the scenario that if they are to choose a present for the person they like most,
what they will get and why.
Introduce the story, with special remarks on the following:
 Period (It is essential to point out that the story took place in the 1920’s to explain
the amount of $20 of monthly income made by Jim.)
 Significance of the occasion (Christmas is an important occasion in Western culture
as it is a time for everybody to show good will to other people, especially their
loved ones).
Give a brief account of the life and writing style of O. Henry, explaining that his stories
usually come with a twist in the tail (a surprise ending). Instruct students to note if this
feature is present in this particular story.
Reading (Individual work)
Assign students to read the whole story at home and complete the story map.
While-reading tasks (Whole class work)
(A) Understanding the story
1. Instruct the class that they are going to do a sequencing activity that will help them
to retell the story.
Note:
 Some classes may not be ready for a sequencing activity right at the beginning.
It may be advisable to read through parts of the story to focus on the
significant details so as to get them ready for the activity.
 It may also be more manageable if the activity is conducted as a reading
activity.
With more able classes
With less able classes
 Put students into groups of three or four.  Go over the story in 3 main stages:
Share out the sentence cutouts (on
a) Della’s misery
transparency) among the whole class, so
~ Why did she feel miserable?
that each group has at least one sentence.
~ Why was it important to give
(See Sentence Cutouts (A).)
Jim a special gift?
 Instruct the groups to read the sentence(s)
b) Della’s solution to her problem
silently and help each other in the group
~ How did she find money to buy
to recall the episode in the story. Explain
Jim a gift?
that they can refer to the text if necessary.
c) Jim’s response to her gift
 Get the groups to take turns in reading
~ Why did Jim show no joy when
aloud their sentence(s) to the whole class.
he saw her gift?
 Work out the sequence of the sentences
Read aloud and explain the significant
by having the rest of the class listen to the
sentences if necessary.
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The Gifts
Teacher Book
sentence(s) and identify their sentence.
 Conduct the sequencing activity as a
 When the sequence is agreed on, the
jigsaw reading activity for small
cutouts are placed on the OHP for
groups or pairs. (See Sentence
checking and reinforcement.
Cutouts (B).)
 Get a few students to retell the story  Get a couple of students to retell the
orally in front of the class.
story orally in front of the class.
 Remind them that some sentences are not
Encourage them not to refer to the
cohesive when linked together, and they
sentences.
have to add a connective or an extra
sentence to give them a better linkage.
(See possible use of cohesive links in
answers in Key for (B).)
2. The sentences could also be typed out on a worksheet as a reading practice and
assigned as home assignment for reinforcement purpose.
(2) Understanding the story structure: completing a story map (whole class)
 Put the story map framework on an OHP and elicit responses from the students to
complete a framework of the story.
Note
If you have not gone over the story with the students before they do the sequencing
activity, now is the time to focus on the transition of the different episodes. You
could use questions to help students locate the answers or ask them to read aloud
the relevant parts to confirm the answers.
 Highlight the following points when the map is completed:
~ Della’s problem is caused by their low income and her strong love for Jim
~ The solution for problem 1 is the cause of a new complication / problem for
the couple.
 Briefly explain O Henry’s writing style. Ask students what they think of the plot in
this story and if they think the story has a twist in the tail.
(3) Understanding the characters: Discussion (group work)
 Ask the class to describe Della and Jim in terms of the following:
 Appearance
 Financial situation
 Relationship to one another
Remind students to refer to the book to quote sentences / paragraphs to support
their answers.
 Put students into groups and get them to discuss the couple’s way of expressing
love.
Ask them to follow the questions in Discussion Guideline (1). Remind them to
choose a group leader to facilitate and report the discussion.
 Monitor feedback from the students and do a quick survey to see if the class thinks
that Della and Jim are foolish or wise.
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The Gifts
Teacher Book
(4) Talking about the message: Sharing (group work)
For more able groups of students
For less able groups of students
 Inform students that this story is
originally called the Gifts of the
Magi and go through the last
paragraph of the abridged version to
explain the meaning. Ask students
what they think the theme of the
story is.
 Give out Discussion Guideline (2A)
and get students to work in groups
again to think and discuss along the
questions.
 Monitor feedback from the students.
Ask each group to report on the most
meaningful gift received among the
members.
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 Explain to the class that gift giving
at Christmas is an important custom
in the West and the problem of the
couple was caused by their intention
to give a special gift to their
beloved.
 Instruct students to share with their
group members what they think of
giving gift. Give out Discussion
Guideline (2B) for reference.
 Monitor feedback from the students.
Ask each group to report on the
most meaningful gift received
among the members.
The Gifts
Teacher Book

Part II 
Student Book with Answer Key
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The Gifts
Teacher Book
A Story Map
Key
Orientation
Location: the story took place in an American city
Time: on Christmas Eve (in the 1920’s)
Main characters: a married couple, Della and Jim
(James) Youngs
Initiating episode
Della was crying in the apartment
Complication (1):
Della’s problem – she did not have enough
money to buy Jim, her husband, a nice present
Solution
She sold her beautiful hair and brought a watch
chain for Jim
Complication 2:
Neither of the gifts could be used – Jim had sold
his watch to buy Della a set of combs for her hair
but Della had no use for the comb because her
hair is gone
Solution:
They would keep the gifts until they could
use them later on
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The Gifts
Teacher Book
Key for A
(For more able classes)
Sequencing Activity
Sentence cutouts (A)
Sequence of the sentence strips
(Summary of the Story)
1.
(C)
Jim and Della were married and they loved each other deeply although Jim
only made twenty dollars a week.
2.
(F)
The couple had two things that they were proud of: Jim’s family gold watch
and Della’s beautiful long hair.
3.
(I)
One Christmas Eve, Della was sad that she had only $1.87 s to buy a present
for Jim.
4.
(J)
Della sold her hair for $20.
5.
(G)
She spent $21 to buy a gold chain for Jim’s gold watch.
6.
(A)
Della curled her short hair and waited for her husband to come home.
7.
(M)
When Jim saw Della, he stared at her with a strange expression on his face.
8.
(J)
He did not know what to say when Della told him that she had cut off her hair
and sold it to get him a gift.
9.
(B)
Jim took a packet from his coat pocket and asked Della to open it.
10.
(E)
Della opened the packet and saw a pair of beautiful, expensive combs.
11.
(H)
She told Jim that the combs would be useful soon.
12.
(L)
Jim told her that he had sold his watch to get the money to buy her combs.
13.
(D)
They put away the gifts until they could use them later on.
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The Gifts
Teacher Book
Key for B
(For less able classes)
Sequencing Activity
Sentence cutouts (B)
Sequence of the sentence strips
(Summary of the Story)
1.
(C)
Jim and Della were married and they loved each other deeply although Jim
only made twenty dollars a week.
2.
(F)
The couple had two things that they were proud of: Jim’s family gold watch
and Della’s beautiful long hair.
3.
(I)
One Christmas Eve, Della was sad that she had only $1.87 s to buy a present
for Jim.
4.
(J)
Since she wanted a really fine and rare gift for her husband, Della sold her hair
for $20.
5.
(G)
When she got the money, she spent $21 to buy a gold chain for Jim’s gold
watch.
6.
(A)
After getting the gift, Della went home, curled her short hair and waited for
her husband to come home.
7.
(M)
When Jim came home and saw Della, he simply stared at her with a strange
expression on his face.
8.
(J)
He did not know what to say when Della told him that she had cut off her hair
and sold it to get a beautiful gift for him.
9.
(B)
Jim took a packet from his coat pocket and asked Della to open it.
10.
(E)
Della opened the packet and saw a pair of beautiful, expensive combs that she
had been admiring for months.
11.
(H)
She told Jim that the combs would be useful soon because her hair would
grow very fast.
12.
(L)
Then Della showed Jim the watch chain, but he told her that he had sold his
watch to get the money to buy her combs.
13. (D)
Finally, they put away the gifts until they could use them later on.
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The Gifts
Teacher Book
Discussion Guideline (1)
Talking about the characters
Procedure:
1.
Decide among yourselves who will take up the following role:
~ Group leader (to lead the discussion by reading out the questions one by one)
~ A recorder (to take down important ideas / group decisions for the spokesperson)
~ Spokesperson (to report to the whole class the opinions / decisions of the group)
2.
Make sure that you participate in the discussion and say what you think.
Points for consideration (The questions and ideas below are suggested to stimulate
your thinking. Share with the group if you have other relevant ideas.)
1. Jim and Della sold their precious possession to buy a gift. Why did they do that?
□
□
□
□
□
2.
What does it show about their character?
□
□
□
□
□
3.
They
They
They
They
They
were
were
were
were
were
loving and caring
willing to sacrifice for their loved ones.
not very practical
extravagant and liked nice things
not good at managing money
What do their gifts symbolize?
□
□
4.
Jim did not like his watch and Della wanted to change her hairstyle.
The loved each other and wanted to show their love.
They thought highly of each other and wanted only the best thing of him / her.
They had to exchange gifts because it was a Christmas custom.
They used shopping to help them forget their hard life.
Their extravagance
Real love
What do you think of the couple? Give reasons to support your opinion.
□
□
□
□
□
□
I think they are foolish because
____________________________________________.
I think they are wise because
____________________________________________.
I admire them because
____________________________________________.
I despise them because
____________________________________________.
I have sympathy for them but I
____________________________________________.
(Other opinions)
________________________________________________________
________________________________________________________
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The Gifts
Teacher Book
Discussion Guideline (2A)
Talking about the theme
Procedure:
1.
Decide among yourselves who will take up the following role:
~ Group leader (to lead the discussion by reading out the questions one by one)
~ A recorder (to take down important ideas / group decisions for the spokesperson)
~ Spokesperson (to report to the whole class the opinions / decisions of the group)
2.
Make sure that you take part in the discussion and say what you think.
Points for consideration (The questions and ideas below are suggested to stimulate your
thinking. Share with the group if you have other relevant ideas.)
1. What message does the writer try to convey with this story? Consider the following
suggestions and give illustration to support your choice(s).
□
□
□
□
If you love someone, you should give him / her valuable gifts
If you love someone deeply, you are willing to sacrifice / give up your most
precious possession to please him/her
Giving gifts is the best way to show your love
Love is not measured in materialistic value
2. It is a traditional custom in Western culture to exchange gifts at Christmas and Della
spent days after days to think of something special for her husband.

Is there any special meaning behind this custom?

How do Hong Kong people look at this custom? Give evidence / reasons to support
your observation.

At what occasions do Chinese people take gift giving / exchanging very seriously?
3. What kind of gift do you value most? What is the most meaningful gift you have ever
received / given?
4. What will you do if you want to give someone a gift, but have no money? Will you do
what Della and Jim did?
5. What are the acceptable and unacceptable ways of getting money for what you need?
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The Gifts
Teacher Book
Discussion Guideline (2B)
Talking about the theme
Procedure:
1. Decide among yourselves who will take up the following role:
~ Group leader (to lead the discussion by reading out the questions one by one)
~ A recorder (to take down important ideas / group decisions for the spokesperson)
~ Spokesperson (to report to the whole class the opinions / decisions of the group)
2.
Make sure that you take part in the discussion and say what you think.
Points for consideration (The questions and ideas below are suggested to stimulate your
thinking. Share with the group if you have other relevant ideas.)
1.
What message does the writer try to convey with this story?
□
□
□
□
If you love someone, you should give him / her valuable gifts
If you love someone deeply, you are willing to sacrifice / give up your most
precious possession to please him/her
Giving gifts is the best way to show your love
Love is not measured in materialistic value
2. a. Giving gifts at Christmas is an important custom in Western culture and Della spent
days to think of something special for Jim. What do Hong Kong people think of giving
gifts at Christmas time?
□
□
□
□
This is only practiced among Christians.
Gift giving/exchanging is common because Christmas is commercialized
here.
Gift giving/exchanging is common because HK has adopted this Christian
custom.
We don’t give / exchange gifts, but we exchange Christmas cards.
b. At what occasions do Chinese people take gift giving / exchanging very seriously?
3. a. What kind of gift would you like most?
□
□
□
□
Something that is expensive and pretty
Something that is useful and practical
Something that is trendy and popular
Money
b. What was the best gift that you have ever received or given?
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The Gifts
Teacher Book
Gifts for my family and friends
Task 1:
It is Christmas time and supposed you have got enough money to give
presents to the following people. What would you choose for them?
Explain your choice briefly.
a) Your parents
b) Your brother(s) and/or sister(s)
c)
Your grandparents
d) A teacher you respect
e) All the teachers who are teaching your class
f)
Your best friend
Task 2:
Choose one gift and write a card in the space below to accompany it:
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The Gifts
Teacher Book
Key
Story Evaluation Chart
Story title
The Gift (of the Magi)
Writer
O. Henry
Genre
Short story
What is the story about
This is a story about a married couple. Their names are Della and Jim. They
want to give gifts to each other, but they do not have enough money. So Della
sells her beautiful long hair to get money. She buys Jim a gold chain for his
family watch. But when she gives it to Jim, he is not happy, because he has
sold his watch to get her two expensive combs for her hair. So the gifts are not
useful to them at all.
Evaluation
Criteria
Strongly
Disagree
disagree
Agree
Strongly
agree
x
1. The plot is interesting
2. The message is meaningful
x
3. The characters are lovely
x
x
4. The language is beautiful
What I think of the story
I enjoy reading ‘The gift’. It has a very meaningful message. The plot is
surprising, but I have seen a Chinese movie with a similar plot. The
characters are realistic. I think they are quite foolish but I have some friends
who also spent a lot of money and time on gifts. The language is beautiful. I
have learned to use words in a different order to show special meaning.
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