STEP-BY-STEP PROJECTS TEACHER’S NOTES
UNITS 3&4 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 complete catalog 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) index cards for groups to make their library
catalog cards
(2) for a virtual library: groups will need markers or
colored pencils to draw copies of the covers of the
items in their library or access to a printer to print
the covers off the internet
(3) for a real library: groups will need to bring in
the actual items (books, DVDs, etc.) that go in
their libraries
In all the Go 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
■ Write the following categories on the board: books,
CDs, DVDs, video games. Ask students to write
the titles of their current favorites for each of the
categories. When they’ve finished, ask some students
to read out their favorites. Are any titles more popular
than others?
■ Give students copies of the project pages and read
through the questions at the top of the first page.
Have students work in pairs to 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 and make
sure students understand the words in bold.
■ 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.macmillangobeyond.com
© Macmillan Publishers Limited 2015. This sheet may be photocopied and used within the class.
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Step 1 Make a list of titles to include in your
library
■ Divide the class into groups of four to five 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.
Groups have to agree on the types of items to include
in their libraries, then they 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 favorite titles
■ Explain that 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 while brainstorming and choose
six titles to make a short-list for their categories.
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 students have their short-list, encourage them
to show their lists to other students in the class,
preferably students from other groups so they can
get other people’s reactions and make any necessary
changes. Refer them to the example phrases. Finally,
they should choose three titles from their short-lists.
These are the titles that they’re going to focus on for
the next part of the project.
If you want students to use real materials for the
project, 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 that your students design and create their
own covers for the virtual library, especially if it’s not
possible to access copies of the covers online.
For homework, students find any items or other
materials 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 4
UNITS 3&4 Make a class library

Step 3 Make catalog cards ■ When they’re ready, the different groups make their
presentations. When they’ve finished, the groups
■ For the next part of the project, students need to fill
take turns setting up their libraries so that the other
out library catalog cards. You may copy the card on
students can visit it. The other students should
the project page, or download a different card catalog
choose items to borrow and the librarians should
from the internet. Each student will need three cards.
keep a record of who has taken each item, using
If you can’t download or print the cards, students can
the catalog number as a reference. If the library is
make copies by hand.
a virtual library, there will be no real exchanges but
Explain that there’s space for a catalog number at the
students can still go through the process of choosing
top of the card. Each item in the library’s collection
what they want to borrow and then giving out the
needs to have a unique number. Refer students to
covers and catalog cards.
the Introduction. The groups agree on a numbering
Explain that in the next class, each student has to
system and then give each item in their collection a
return the item he or she borrowed and write a short
number, writing each number and title on one of the
review that outlines the student’s thoughts about it.
cards.
(If the library is a virtual library, encourage students
Check through the information they need to find.
to look on the internet for information about the item
Students can probably find the name of the publisher
they “borrowed” or use their imaginations to write
on the front or back cover (or on the opening pages
their reviews.)
for books), where they’ll also find the year in which ■ If students have enjoyed creating their libraries,
the material was published. Then they write a brief
encourage them to start (or continue) an actual library
summary of what the book, movie, game, etc. is
for their English class. If you have access to some
about and list any relevant themes.
books in English to start the library, have students
The required information might not apply to all the
create catalog cards for the books. You and the
different formats, such as DVDs. In those cases,
students can add books, CDs, and DVDs throughout
students should list the information that is relevant.
the school year. Make sure students keep a record of
Remind them that they should complete the task in
when they borrow an item and write a short review of
English.
the item when they return it.
Step 4 Open your library
■ Write the names of the following famous libraries on
the board and ask students if they know where they’re
located: The Royal Library of Alexandria (Alexandria,
Egypt); The British Library (London, UK); Folger
Shakespeare Library (Washington, DC, USA).
Explain that students are going to think of a location
and a name for their libraries. The class library should
be located inside or near the classroom. When they
agree 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. Then
they should talk about some of the items in their
collections using the real items or the covers they
prepared earlier.

This page has been downloaded from www.macmillangobeyond.com

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