Selection and Use of Supplementary Materials and Activities

These are books that provide extra grammar, vocabulary, or phonology exercises. They often include controlled practice activities such as gap-fills, transformation exercises, matching, and sentence reordering.

• Strengths: Useful for consolidation and homework; learners can work independently.
• Limitations: Sometimes repetitive, with little communicative context.

Example in class: After teaching the past simple tense, the teacher assigns exercises from a practice book so learners can reinforce verb forms and sentence structure.

These books focus on individual language skills (reading, writing, listening, or speaking). They usually contain texts, listening recordings, or guided writing tasks that help learners strengthen one area.

• Strengths: Provide targeted training, especially for exam preparation.
• Limitations: May not fit exactly with the sequence of the coursebook syllabus.

Example in class: Learners preparing for an exam use a listening practice book to complete multiple-choice comprehension questions, building familiarity with test formats.

These books are designed for teachers and contain ready-made lesson ideas, photocopiable worksheets, and cultural topics. Many include communicative tasks, role-plays, games, and group activities.

• Strengths: Save planning time and provide creative activity ideas.
• Limitations: May not always align with lesson aims or learner levels.

Example in class: During a lesson on “Health and Fitness,” the teacher uses a role-play scenario from a resource book where learners act as doctors and patients discussing symptoms and treatments.

Online resources range from teaching websites with downloadable worksheets to apps and digital platforms offering quizzes, games, or interactive practice. Tools like online dictionaries, grammar apps, or flashcard platforms are also valuable.

• Strengths: Widely accessible, often free, and regularly updated.
• Limitations: Quality varies; requires internet access and digital literacy.

Example in class: Learners use an online quiz tool (e.g., Quizlet) to review vocabulary on “Food and Drink.” The teacher projects a live game where teams compete to answer correctly.

These are collections of graded readers, novels, or storybooks available for learners to borrow and read outside of class. They support extensive reading and encourage learners to explore language independently.

• Strengths: Promote reading fluency and learner autonomy; learners choose what interests them.
• Limitations: Requires books at multiple levels; some learners may not be motivated to read outside class.

Example in class: A learner reads a graded reader about travel and later presents a short oral summary to the class, building speaking confidence while developing reading skills.

These include songs, films, DVDs, YouTube videos, podcasts, and TV clips. They bring authentic spoken English and cultural context into the classroom.

• Strengths: Provide real-life listening models, motivation, and cultural richness.
• Limitations: Language may be too fast or ungraded; technology may not always be available.

Example in class: Learners watch a short cooking video and then work in groups to reconstruct the recipe instructions in English.

Games can be physical (e.g., flashcards, board games) or digital (apps and online platforms). They allow learners to practice language in a fun, motivating way while encouraging teamwork.

• Strengths: Highly engaging; useful for reinforcing vocabulary and grammar.
• Limitations: Risk of losing focus on learning if not clearly linked to aims.

Example in class: Learners play a board game where they must form sentences with different tenses to advance on the board.

These are real-life materials not originally created for teaching. Examples include newspapers, magazines, adverts, menus, brochures, or social media posts. They expose learners to natural language use in meaningful contexts.

• Strengths: Highly motivating, relevant, and reflective of real-world English.
• Limitations: May be too complex for some learners unless carefully adapted.

Example in class: In a B1-level ESL lesson on “Travel,” the teacher uses an authentic train timetable. Learners practice scanning for information by answering questions like “What time does the train to London leave?” or “Which train arrives the fastest?”

Sometimes the content of a coursebook does not suit learners’ cultural or personal context. If learners cannot relate to the material, they may lose motivation. In such cases, supplementary materials can replace the original text while still meeting the same learning aim.

• Why it matters: When learners see material that reflects their lives, they engage more actively and retain language better.
• Example (ESL classroom):
  A coursebook reading text describes a family going on a skiing holiday. In a country where learners have never seen snow, this context may confuse rather than help. The teacher replaces it with a text about a family visiting a beach festival. The language focus (past tense verbs describing holiday activities) stays the same, but the context becomes familiar and meaningful.

Even strong coursebooks have weak spots. Some provide little pronunciation practice, some overlook study skills, and others may lack extended writing tasks. Supplementary activities can be used to fill these gaps.

• Why it matters: Balanced exposure ensures that learners develop all areas of language competence, not just those emphasized in the book.
• Example (ESL classroom):
  A teacher notices that the unit on “Food and Restaurants” focuses mainly on vocabulary but gives no practice in intonation patterns for ordering politely. The teacher brings in a supplementary role-play task where learners practice rising intonation in questions such as “Could I have the chicken curry, please?” This provides essential oral practice missing from the main text.

Learners are more motivated when lessons include topics and materials that interest them personally. Supplementary materials make it possible to customize content to match learner preferences.

• Why it matters: When learners find the material enjoyable and relevant, they are more likely to participate, practice, and remember new language.
• Example (ESL classroom):
  A group of teenagers shows little enthusiasm for a coursebook passage about traditional farming. To increase motivation, the teacher brings in the lyrics of a popular English song. Learners work in groups to identify phrasal verbs in the lyrics, discuss the theme of the song, and then relate it to their own lives. The language practice objective remains, but the material connects with their world.

Not all learners progress at the same speed. Some need additional support to grasp a grammar point or vocabulary set, while others need extension tasks to stay challenged. Supplementary materials make it possible to offer extra practice for weaker learners and advanced activities for stronger learners.

• Why it matters: Without extra practice, weaker learners may fall behind, and stronger learners may lose motivation. Supplementary tasks ensure inclusivity and differentiation.
• Example (ESL classroom):
  After introducing the present perfect, a teacher notices that some learners struggle to use it correctly. These learners receive supplementary worksheets with controlled gap-fills and short writing prompts. Meanwhile, advanced learners receive an authentic magazine interview where they must highlight examples of the present perfect and discuss why the form is used.

Many coursebooks follow a predictable structure: reading, comprehension, grammar focus, practice, writing. While this organization is logical, it can sometimes lead to routine and boredom. Supplementary activities introduce variety, keeping lessons fresh and stimulating.

Example (ESL classroom):
After a series of reading-based lessons, the teacher brings in a game from a resource book: “Vocabulary Taboo.” Learners must describe a word without using certain key terms, while their peers guess the word. The activity reviews target vocabulary in a lively way and provides a break from traditional written tasks.

Why it matters: Learners remain more attentive when the lesson rhythm is unpredictable but purposeful. Variety also caters to different learning styles—visual, auditory, kinesthetic.

Advantages

• Encourages learners to engage in extensive reading outside class.
• Builds learner autonomy since students can choose books that match their interests.
• Motivates learners through freedom of choice and exposure to real storytelling.

Disadvantages

• Requires a wide range of levels to suit all learners.
• Some texts may not appeal equally to younger or older learners.
• Managing borrowing and accountability may be time-consuming for teachers.

ESL Example
A B1 learner chooses a graded detective story, reads it over a week, and then writes a short review to present to the class. This activity promotes reading fluency and confidence in writing.

Advantages

• Allow learners to focus on a single skill (e.g., listening, reading, or writing).
• Helpful for exam preparation, especially when practicing standard formats.
• Can give learners intensive practice in weaker areas.

Disadvantages

• May not always fit seamlessly with the coursebook syllabus.
• Risk of narrowing learning to isolated skills instead of integrated practice.

ESL Example
An ESL teacher uses a listening practice book to train learners in note-taking skills. The learners listen to a recording of a lecture and practice identifying key points, preparing them for academic contexts.

Advantages

• Provide ready-made activities, photocopiable worksheets, and cultural input.
• Offer fresh and creative lesson ideas, saving preparation time.
• Often adaptable for different class sizes and contexts.

Disadvantages

• Activities may not always align with specific lesson aims or learner needs.
• Some tasks can feel disconnected from the syllabus progression.

ESL Example
In a speaking lesson, the teacher uses a debate activity from a resource book. Learners argue for and against banning mobile phones in schools, practicing persuasive language.

Advantages

• Offer a huge variety of teaching materials, lesson plans, worksheets, and interactive games.
• Frequently updated with current topics, keeping lessons relevant.
• Many are free or low-cost, making them widely accessible.

Disadvantages

• Difficult to find level-appropriate or reliable materials without careful selection.
• Schools or learners may face technology access issues (computers, internet).
• Requires digital literacy for both teacher and learners.

ESL Example
Learners complete online vocabulary quizzes as homework using a platform like Quizlet. They return to class ready to use the words in speaking activities.

Advantages

• Provide visual context that helps learners understand meaning.
• Add cultural richness and expose learners to authentic spoken English.
• Highly motivating for learners who enjoy film and media.

Disadvantages

• The language in authentic videos may not be graded, making it too challenging.
• Technical problems (projectors, internet connection) may disrupt the lesson.

ESL Example
Learners watch a short cooking video. In groups, they reconstruct the recipe instructions in English and then act out the steps. This integrates listening with speaking.

Advantages

• Provide fun and motivation, especially for younger learners.
• Promote fluency and spontaneous use of language.
• Encourage collaboration and peer interaction.

Disadvantages

• Risk of lacking a clear language purpose if not carefully selected.
• Can cause classroom management issues if learners become too competitive or distracted.

ESL Example
Learners play “Taboo”, where they must describe a word without using certain related words. This promotes paraphrasing skills and builds descriptive vocabulary.

Advantages

• Promote independent learning since learners can use them outside class.
• Often highly engaging and interactive, especially for digital-native learners.
• Provide flexibility for learners to practice at their own pace.

Disadvantages

• May offer little or no feedback, limiting error correction.
• Dependence on technology can exclude learners without access.
• Some apps may encourage practice in isolation rather than communication.

ESL Example
Learners use a listening practice app at home, completing short comprehension tasks. They later share what they learned in a group discussion in class.

The first question to ask is: Does this activity help learners achieve the lesson’s aim? Supplementary materials are only valuable when they reinforce or extend what you want learners to learn. Otherwise, they risk becoming a distraction.

• Why it matters: Lessons should remain focused and purposeful. If the supplementary material doesn’t connect with the objective, it may waste time and confuse learners.
• Tip for teachers: Before adding any material, write down the aim of your lesson and check whether the activity supports it directly or indirectly.

ESL Example
If the lesson aim is “to practice the past simple in storytelling,” a supplementary grammar drill worksheet on past tense forms is appropriate. A crossword on random vocabulary, though fun, does not help learners practice storytelling and therefore doesn’t fit the aim.

Not all supplementary materials are graded for level. Authentic texts, in particular, may contain complex language, idioms, or cultural references that lower-level learners cannot handle. Teachers must either select carefully or adapt tasks so that all learners can participate.

• Why it matters: Materials that are too difficult can frustrate learners; materials that are too easy can bore them. The right challenge keeps motivation high.
• Tip for teachers: Adjust the task, not always the material. For example, give the same text to all learners but design simpler tasks for weaker learners and more demanding ones for stronger learners.

ESL Example
A teacher uses a newspaper article on sports. Beginners underline dates and names, focusing on recognizing proper nouns. Advanced learners read the same text but are asked to summarize the article in their own words.

One of the main purposes of supplementary resources is to bring freshness into lessons. Coursebooks can become predictable, and learners may disengage if every lesson follows the same pattern. Supplementary materials can add novelty and spark interest—provided they don’t overwhelm learners with too much change.

• Why it matters: Learners stay engaged when activities feel fresh and stimulating. Variety also caters to different learning styles (visual, auditory, kinesthetic).
• Tip for teachers: Use supplementary materials to replace or enhance a task, not to overload the lesson. Too many unrelated extras can cause confusion.

ESL Example
Instead of following the coursebook’s reading passage with standard comprehension questions, a teacher introduces a role-play activity from a resource book. Learners act out characters from the story, practicing both comprehension and speaking skills in a more dynamic way.

A resource may be excellent in theory but impractical in your teaching context. Teachers should consider the time, preparation, and equipment needed to implement supplementary activities.

• Why it matters: Even the best materials can fail if you cannot set them up smoothly or if learners don’t have the required resources. A poorly executed activity can waste time and reduce learner confidence.
• Tip for teachers: Always have a backup plan in case technology fails or materials are unavailable.

ESL Example
A teacher plans to show a DVD clip to illustrate intonation patterns in conversation. The school projector malfunctions, so the teacher switches to an audio-only version of the dialogue and gives learners transcripts to mark intonation. The aim is still met, despite technical issues.

Supplementary activities should not feel like “add-ons.” They need to connect with the broader course plan so that learners see progress over time. A lesson that constantly jumps away from the syllabus risks losing coherence.

• Why it matters: Learners benefit when they see a clear path of progression. Supplementary resources should reinforce the syllabus rather than disrupt it.
• Tip for teachers: At the planning stage, decide where the supplementary material fits: does it replace, extend, or support the coursebook content?

ESL Example
In a unit on “Health,” the coursebook includes a short text on healthy diets. The teacher adds a supplementary listening task: a podcast interview with a nutritionist. The activity ties directly into the theme of health, reinforcing vocabulary while adding variety and depth.

Learners become familiar with the format and routines of their coursebook. When teachers introduce supplementary materials, they often require learners to follow a new type of activity—different layout, question style, or task sequence. Without clear, step-by-step instructions, learners may waste time trying to understand what to do instead of focusing on the language.

• Why it matters: Confusion reduces learning efficiency. Clear instructions save time, lower anxiety, and keep attention on the task.
• Tips for teachers:
  • Demonstrate the activity with a short example before learners start.
  • Use simple, concise language for instructions.
  • Check understanding by asking a learner to explain the task in their own words.

ESL Example
A teacher introduces a supplementary role-play card set for practicing job interviews. Because this format is new, the teacher models one short dialogue with a learner before dividing the class into pairs. This ensures that everyone understands how to begin.

Many supplementary resources are not graded for learner level. If materials are too difficult, learners may give up; if they are too easy, they may lose interest. Teachers should adjust the task demands rather than always replacing the material.

• Why it matters: Adaptation ensures all learners can participate meaningfully, regardless of level.
• Tips for teachers:
  • Simplify instructions or provide word banks for weaker learners.
  • Add extension tasks for stronger learners, such as summaries or follow-up discussions.
  • Keep the same material, but vary the task complexity.

ESL Example
A B2-level listening text from a resource book is too complex for a B1 class. Instead of asking learners to take notes, the teacher sets a true/false activity about the main ideas. This allows learners to succeed without lowering the content value of the material.

Supplementary materials often include games and creative activities. While these are highly motivating, their effectiveness depends on whether they are connected to the lesson’s language goals. Fun activities without a learning focus can feel like wasted time, especially for adult learners.

• Why it matters: Motivation must be paired with meaningful practice.
• Tips for teachers:
  • Always identify the language point practiced by the game.
  • Introduce the activity as a tool for reviewing or extending specific language.
  • Debrief afterwards so learners see what they practiced.

ESL Example
The teacher organizes a vocabulary bingo game. Instead of random words, the bingo cards contain the unit’s target vocabulary on environmental issues. Learners hear definitions read aloud and mark the correct words, reinforcing meaning while enjoying the game.

In many classrooms, learners are at different language levels. Supplementary materials provide flexibility to tailor activities to individual needs. Teachers can use the same core material but design tasks of different difficulty levels for different groups.

• Why it matters: Differentiation ensures that weaker learners are supported while stronger learners remain challenged. This helps all learners stay engaged.
• Tips for teachers:
  • Create two or three versions of the same task with varying difficulty.
  • Group learners strategically so they can support each other.
  • Offer optional extension tasks for learners who finish early.

ESL Example
The teacher brings in a newspaper article on technology. Advanced learners read the unedited text and answer higher-order questions (e.g., “What are the writer’s opinions on smartphones?”). Lower-level learners receive a simplified version and answer factual questions (e.g., “How many people own smartphones in the article?”). Both groups then share answers, benefiting from peer exchange.

Authentic or advanced supplementary materials often contain unknown vocabulary or cultural references. Without preparation, learners may feel overwhelmed. Pre-teaching key words and phrases allows them to focus on the task itself rather than struggling with every new term.

• Why it matters: Learners need enough linguistic tools to engage with the material confidently.
• Tips for teachers:
  • Select only the most essential vocabulary to pre-teach, not every difficult word.
  • Use visuals, realia, or short explanations to introduce new terms quickly.
  • Encourage learners to guess meaning from context for less essential words.

ESL Example
Before using a restaurant menu as an authentic resource, the teacher introduces words such as starter, main course, dessert, beverage. With these key terms in place, learners can complete the menu-based task (e.g., choosing a three-course meal) without unnecessary frustration.

A teacher realizes that the coursebook focuses heavily on grammar and vocabulary but offers almost no pronunciation practice, especially on connected speech and weak forms. Learners often sound unnatural and struggle to understand fluent native speakers.

Outcome: Learners become more aware of how English sounds in real life and practice producing more natural speech themselves.

Supplementary material used: An audio recording with sentences such as “I’m gonna go,” “Whatcha doing?”, and “Lemme see.” These highlight reductions and contractions common in natural speech.

How the teacher uses it:

Learners first listen to the recording and underline the reduced forms they hear.

The teacher writes the full form (I am going to go) and the reduced form (I’m gonna go) on the board for comparison.

Learners practice repeating the reduced forms in pairs.

Finally, they role-play short dialogues (e.g., planning a weekend trip) while trying to incorporate connected speech.

The teacher has a mixed-level class, with some learners reading fluently at B2 level and others struggling at A2. The coursebook text is too difficult for weaker learners but too easy for stronger learners.

• Supplementary material used: Two versions of the same short story—one simplified with controlled vocabulary and shorter sentences, the other authentic with full detail and complex structures.
• How the teacher uses it:
  1. Learners are divided into two groups: weaker learners read the simplified version, stronger learners read the authentic one.
  2. Each group completes comprehension tasks appropriate to their level (e.g., true/false for weaker learners, inference questions for stronger learners).
  3. Afterward, groups are mixed, and learners share answers. The stronger learners help explain details, while weaker learners provide main ideas.
• Outcome: All learners engage with the same story at their own level, building confidence without anyone being left behind. The class benefits from peer learning and collaboration.

The coursebook unit is on shopping and money, but the dialogues feel artificial and far removed from learners’ real lives. To make the lesson more engaging, the teacher decides to use authentic resources.

• Supplementary material used: Real supermarket flyers and advertisements collected from local stores.
• How the teacher uses it:
  1. Learners are given flyers with prices of different items.
  2. They work in pairs to find the cheapest or most expensive product in each category.
  3. Learners compare prices across shops and practice using comparative structures (“This one is cheaper than that one”).
  4. To extend the activity, learners role-play a shopping conversation where one is the customer and the other is the cashier.
• Outcome: Learners practice scanning for information, build useful vocabulary related to shopping, and use target grammar (comparatives) in a real-world context. The task feels meaningful because the materials are directly connected to everyday life.

In the coursebook unit on environmental problems, learners read a text about pollution and answer comprehension questions. The teacher feels the activity is monotonous and wants to add a communicative task.

• Supplementary material used: A debate activity from a teacher’s resource book.
• How the teacher uses it:
  1. Learners are divided into two groups: one group argues for banning plastic bags, and the other argues against the ban.
  2. Each group receives short prompts with arguments (e.g., “Plastic bags are convenient” vs. “Plastic harms animals”).
  3. Learners prepare their arguments in pairs, then debate as a class.
  4. At the end, the class votes on which side gave the strongest arguments.
• Outcome: Instead of simply reading and answering questions, learners practice speaking fluency, critical thinking, and persuasive language. The activity provides variety while staying connected to the environmental theme of the syllabus.