STEP-BY-STEP PROJECTS: TEACHER’S NOTES
Make a class library
This project links to Unit 3 (Eyewitness) & Unit 4 (Thinking ahead).
Overview
In this project, students decide what to include in a
class library. They then complete information cards for
the items in the library and encourage other students to
borrow items. In this project students can either create
a virtual library which doesn’t include any real items
or they can bring items to class to make a real library.
You could use the project as a way to start or enlarge a
class library.
Important: For this project, you will need the following
equipment/materials:
(1) pieces of card for groups to make their library
catalogue cards
(2) (if a virtual library) groups will need colouring
pens/pencils to draw rough copies of the covers
of the items in their library or access to a printer
to print the covers off the internet
(3) (if a real library) groups will need to bring in
the actual things (books, DVDs, etc) that go in
their library
In all the Beyond projects, students should try to
complete the tasks in English. Encourage them to speak
in English whenever possible during the preparation
steps. Point out the sample phrases for the different
tasks. They can replace the words in italics with their
own ideas.
This project should be spread over several lessons to
allow enough preparation time for the different steps.
Note: Remind students to be positive about one
another’s ideas when they work together in groups.
Introduction
a) Write the following categories on the board: books,
CDs, DVDs, video games. In pairs or small groups, ask
students to write the title of their current favourite for
each of the categories. When they’ve finished, ask
some students to read out their favourites. Are any
titles more popular than others?
b) Give students copies of the activity page and read
through the questions at the top of the page. In
pairs, students answer the questions. Invite some
students to share their answers with the rest of the
class. Students then read the Introduction text to
check or find the answers to the questions. Help with
any comprehension problems, making sure students
understand the words in bold.
c) Find out if any of your students are members of a
library. If there’s a school library, ask them how often
they use it. Then explain that they are going to create
their own class library.
This page has been downloaded from www.macmillanbeyond.com
© Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class.
B1+
Step 1: Make a list of titles to include in your
library
d) Divide the class into groups of 4–5 students. Explain
that each group is going to create its own library.
Read through the first step together and check that
students understand what they have to do. In their
groups, they have to agree on the types of items to
include in their library. There should be at least one
category for each student or student pair. As a group
they then brainstorm titles for each of the categories.
Finally, they agree on which student (or student pair)
will take responsibility for each category.
Remind the students to do their planning in English.
Refer them to the example phrases and remind them
that they can use these phrases by replacing the
words in italics with their own ideas.
Step 2: Choose your favourite titles
e) Explain that the students are now going to work
individually or in pairs and focus on the category
that they’re responsible for. They should look at all
the titles that came up in brainstorming and reduce
them all down to a shortlist of around six titles for
their category. Point out that they’re creating a library
for the class and that the books, films, games, etc in
the library should appeal to different students in the
class. In other words, there should be something for
everyone.
When the students have their shortlist, encourage
them to show their lists to other students in the
class, preferably from other groups. In this way they
can get other reactions to their lists and make any
necessary changes. Refer them to the example
phrases. Finally, they should choose three titles from
their shortlist. These are the titles that they’re going
to focus on for the next part of the project.
If you want the students to use real books, DVDs,
etc for the project, then they should choose three
titles that they can bring to the class. Alternatively,
they can look for (and print) images of the covers on
the internet and create a virtual library that doesn’t
include real items. Or you may prefer your students
to design and create their own covers for the virtual
library, especially if it’s not possible to access copies
of the covers online.
Students then go away and find any items or other
material that they need to have in order to continue
the project in a later class.
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STEP-BY-STEP PROJECTS: TEACHER’S NOTES B1+
Make a class library

Step 3: Make catalogue cards h) When they’re ready, the different groups make their
presentations. When they’ve finished, the groups
f) For the next part of the project, students need to
take it in turn to set up their library so that the other
complete library catalogue cards. Download the set
students can visit it. The other students should
of cards and print them out. Each student will need
choose items to borrow and the librarians should
three cards. If you can’t download or print the cards,
keep a record of who has taken each item, using
the students can make copies.
the catalogue number as a reference. (Of course,
Explain that there’s space for a catalogue number
if the library is a virtual library, there will be no real
at the top of the card. Each item in the library’s
exchanges but students can still go through the
collection needs a unique number. Refer students to
process of choosing what they want to borrow and
the Introduction. The groups agree on a numbering
then give out the covers, etc.)
system and then give each item in their collection a
Explain that in the next class each student has to
number, writing each number and title on one of the
return the item they borrowed and write a short
cards.
review, outlining what they thought of it. (If the library
Check through the information they need to find.
is a virtual library, encourage students to look on
Students can probably find the name of the publisher
the internet for the things they are supposed to have
on the front or back cover (or on the opening pages
borrowed or go to a real library to get them so they
for books), where they’ll also find the year in which
can do their review.)
the book, film, game, etc was published. They should
i) If the students have enjoyed creating their libraries,
then write a very brief summary of what the book,
encourage them to start (or continue) an actual
film, game, etc is about and list any relevant themes.
library for their English class. If you have access to
The required information won’t apply to all the
some books to start the library, get the students to
different formats (DVDs, etc). In those cases,
create library cards for those books. You and the
students should list the information that is relevant.
students can add books, CDs and DVDs throughout
Remind them that they should complete the task in
the school year. Make sure students keep a record
English.
of when they borrow an item and write a short review
when they return it.
Step 4: Open your library
g) Write the names of the following famous libraries
on the board and ask students if they know where
they’re located (answers in brackets): The Royal
Library of Alexandria (Alexandria, Egypt); The British
Library (London, UK); Folger Shakespeare Library
(Washington, USA).
Explain that the students are going to think of a
location and a name for their library. As it’s a class
library, it should be located inside or near the
classroom. When they’ve agreed on the name and
location, the groups prepare a presentation for the
other students. They should introduce the library and
say where it’s located. They should then talk about
some of the items in their collection, using the real
items or the covers they prepared earlier.

This page has been downloaded from www.macmillanbeyond.com

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© Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class.