1.

Supplementary Materials and Teaching Aids

Supplementary materials are books and other materials we can use in addition to the
classroom text. They include skills development materials, grammar, vocabulary and
phonology practice materials, collections of communicative activities and the teacher's
resource materials.

Supplementary materials may also come from authentic sources. Examples of these
authentic materials are newspaper and magazine articles, pictures, and videos.

Some classroom text packages include supplementary materials and activities

especially designed to fit the classroom text syllabus, and there are also many
websites where you can download supplementary materials.

We select supplementary materials and activities first by recognising that we need

something more than or different from the material in the classroom text, and then by
knowing where to find the most appropriate kinds of material.

Examples of supplementary materials are: Teacher's resource books, websites, videos,

language practice books (grammar/vocabulary/phonology), electronic materials (CD-
ROMs, computer programmes) and games.

1.1 Why Use Them?

There are various reasons why we might want to use these kinds of supplementary
materials, which have been developed or organised by specialists or organisations that
produce English language learning materials:

 To replace unsuitable material in the classroom text

 To fill gaps in the classroom text
 To provide suitable material for learners' particular needs and interests
 To give learners extra language or skills practice
 To add variety to our teaching

A classroom text is typically organised around a syllabus, and is often carefully graded.
That is, grammatical structures, vocabulary, and skills are presented in a helpful
sequence for learning so that learners' knowledge of the language builds up step by
step through the book.

Supplementary materials and activities can provide variety in lessons and useful extra
practice but it is important to make sure that they are suitable for the class and match
the aims for particular lessons.

Here are some possible pros and cons of various kinds of supplementary materials.

Pros

 Skills Practice Books: focus on individual skills

 Teacher’s Resource Book: new ideas for our lessons
 Websites: variety of lesson plans, teaching materials, other resources
  Video: provides visual context, source of cultural information, shows body
language
 Language practice books: learners can work alone without teacher’s help; extra
practice
 Electronic materials: motivation; familiar technology
 Games: enjoyment; language practice

Cons

 Skills Practice Books: may not fit the classroom text

 Teacher’s Resource Book: may not suit lesson aims
 Websites: sometimes difficult to find the right materials for learners and some of
the quality is questionable. For example, some contributors seem to have
different ideas on what a good lesson plan really is.
 Video: may not always be available; language may not be graded
 Language practice books: repetitive exercises; little or no context
 Electronic materials: difficult for teacher to control how learners are working;
little or no human feedback
 Games: may not be suitable for older learners

Remember!

Become familiar with what supplementary materials are available in your school (ask at
your interview).

When you arrive, draw up a needs analysis checklist at the beginning of the course to
find out what you will want to add to the classroom text when you are planning your
lessons. Plan ahead!

Think about exactly how these materials will replace or improve on material in your
classroom text.

Supplementary language practice materials are not always accompanied by teacher's

books, and the aims of activities may not always be clear.

Using supplementary materials effectively can take considerable more planning than
using a main text.

It may be useful to use realia (we’re coming to this), i.e. authentic material, to give
learners the experience of working with more challenging texts and tasks.

1.2 Using Supplementary Materials

When using supplementary materials in the classroom, you should consider the
following:

Learners grow accustomed to the methodology underlying their classroom text. If you
are using supplementary materials with a very different methodology or set of
procedures, you may need to give special attention to instructions.
You can adapt many supplementary materials for use with classes at different levels.
The texts used in these materials may not be ‘graded’ but you can adjust the activities
by making the learners' tasks more or less challenging.

Games and extra communicative activities can provide variety and make learning fun.
However, you’ll need to think about your reasons for using them, so that your lesson
still has a clear purpose.

Older learners may want to know why they are doing these activities, since material
that radically deviates from the standard material in terms of content or type of tasks
asked of students may strike some as being odd, or not aligned with their learning
goals. Their impression may be that they are just wasting time. To avoid this, always
make sure you explain why your approach is important for the students’ language
learning.

1.3 Teacher-Made Supplementary Materials

Teacher-made materials can be very effective, assuming that they are relevant and
personalised and answer the needs of the learners in a way no other materials can.

Two such effective forms of teacher-made materials are worksheets and workcards.

Both can be used for oral practice in pairs or groups, or for reading and writing practice,
with students working with other students or on their own.

Worksheet

A worksheet is a page (or two) of tasks, distributed to each student to do in pairs,

groups, or alone; it is basically an exercise on A4 paper. For example, there may be a
street map printed, with a few street names below it. The pairs would ask each other in
turn how to get to a particular street, say, from the city centre. This not a test of map
skills; it’s a communication activity.

Worksheets are intended to be written on and are usually checked by the teacher in
class at the end of the allotted time. This would normally be a ‘whole class’ marking
session with some students asked to read out their efforts.

Worksheets are disposable but the students can keep them if they wish.

Worksheet activities tend to take longer to make than workcards since they are their
own self-contained lesson, complete with detailed procedures.

A very popular kind of worksheet activity is the information gap, which is an activity that
takes place between students, not between a student and the teacher, though a
teacher can certainly demonstrate (model) the activity. The pairs will be asking each
other questions to which they don’t know the answer; these questions are called
referential questions. The goal of the activity is for the students to discover certain
information, whether about the other person or related to a specific activity. The
worksheet guides them in this.

Workcard
A workcard is usually in the form of an index card.

In contrast to worksheets, workcards are made in sets, with each card offering a
different, fairly short task.

Students do not write on them directly; typically, a student attempts/completes one

card, writing answers on a separate piece of paper or in a notebook.

Workcards are permanent and re-usable. They can take effort and time to produce
since they’re not easy to photocopy or download from the internet like worksheets are.

Depending on your artistic inclinations, workcards can be more attractive to look at and
work on since colours and cut-out pictures can be used.

Here is a very simple workcard for beginner/elementary students. Teachers’ workcards

will often have more colours and perhaps a picture glued on to the card. Perhaps the
teacher has decided that a particular group, pair or individual should do some short
written practice. Or, perhaps a student has finished the previous task well ahead of the
others and the teacher gives her this task to do while the others complete the previous
exercise. The teacher hands out the ready-made card, with short clear instructions on
the back, and the student’s piece is written in the student(s’) notebook. The workcard is
handed back to the teacher and put back in a box where she has a selection of ready-
made cards covering all kinds of tasks and situations.

When? Where?

My favourite… what?

Why? How often?

Ideas for workcards

Stamps

Put different postage stamps on a card. Ask the student to identify what countries the
stamps are from. A word bank can be supplied. Higher performing students can be
asked to add the capital of the country, name of language spoken, etc.

Read and draw

Read and draw. You could write a description of a place, a person or an unusual
animal (e.g. an armadillo) on the workcard. The students have to draw a picture from
the description and compare their efforts. Then you can let them see a real
photo/picture of the place, person or animal. This can be good fun. Some may go right
off track as they have misunderstood an important part of the instructions. Remember,
though, that this is not a drawing task per se. It’s a reading and comprehension activity.

Things in common

The teacher gives lists of 3-4 words. The students write what the words have in
common.

Matching

The teacher makes up two lists, one of countries and the other of capitals. The
students match the country with its capital city.

Homonyms

The teacher makes up two lists of homonyms. The students have to match the words
that sound alike. This can also be done with opposite words and words that rhyme.

Adjectives

Give a list of adjectives and words (or pictures) of different items. Ask the students to
write down all the adjectives that can describe each item. Example: banana: yellow,
bent, soft

Creating worksheets/workcards

When creating these homemade materials, teachers should ensure that

worksheets/workcards:

 are neat and clean, with level lines of neat writing, clear margins and different
components well-spaced
 have short and clear instructions, usually including an example
 are clear and attractive to look at: have a balanced and varied layout, using
underlining and other forms of emphasis to draw attention to significant items,
possibly using colour and graphic illustration.
 are clearly do-able by the learners on their own or in pairs/groups. Since you
will be giving instructions to set up the activity itself, you want your cards or
worksheets to be self-explanatory. Time lost with students trying to figure out
what to do only serves to undermine the purpose of using supplementary
materials in the classroom.

1.4 Teaching Aids

Teaching aids are the resources and equipment available to us in the classroom, as
well as the resources we can bring into the classroom. Such aids include cassette
recorders, CD players, DVD and video players, overhead projectors, visual aids, realia,
and the teacher herself!

Remember! You are the most important aid in the classroom. Other aids are just your
servants.
No matter the context, teachers should not allow aids to become the lesson focus. How
boring it must be to listen to taped discussions for a whole hour! You need to be in
amongst it all, managing and facilitating a variety of activities.

A teacher should instead use aids to support the aims of specific parts of a lesson.

The following is standard equipment typically found in a language classroom:

Overhead projector

An overhead projector, or OHP, is useful for presenting visual or written material to

classes: its output is more vivid and attention-catching than traditional black boards or
whiteboards.

They also save lesson time, since you can prepare the displays in advance. However,
this will mean added preparation, at least initially.

A primary disadvantage of this aid is the need to reserve it and even carry it from class
to class, unless each classroom is equipped with its own.

Another disadvantage is, like any other electrical equipment, OHPs are vulnerable to
breakdowns.

It is good for displaying results of group work, building up information by putting one
transparency on top of the other, covering up or gradually revealing material, and for
displaying pictures and diagrams.

Video/DVD equipment

Video (or DVD) is an excellent source of authentic spoken language material.

It is also visually stimulating, motivating and particularly flexible: you can start and stop
it, run it forward or back, and freeze frames in order to discuss them further.

A disadvantage is their lack of mobility: few video sets are portable, which means that
classes often need to be specially scheduled for video rooms.

It is good for information gap tasks, viewing without sound and guessing the language
used, and pausing and predicting what may happen /what may be said next.

Audio equipment

Other than the teacher, they are the main source of spoken language texts in most
classrooms.

They are more mobile and easier to use than video or DVD players.

When using cassette recorders or CD players, you’ll want to make sure that there is a
counter to identify the desired entry-point of your audio material.

They are good for presenting new language in dialogues and stories, giving models for
pronunciation practice, recording learners’ oral performance and listening for pleasure.

Computers/internet
In recent years, computers have become an important teaching aid.

They enable individual work, since learners can progress at their own pace.

Most textbook series on the market have a strong multi-media component to appeal to
learners who prefer a more independent approach to language learning.

It can take time to train both teachers and students in the use of programmes.

Computers can also be invaluable for preparing materials such as worksheets or tests.

Students can work through some exercises on their own and have them marked
automatically by the computer.

They are good for finding supplementary material for textbooks, online language texts
and project work.

A number of websites have been created especially for English learners, and these
focus on grammar, vocabulary, writing, or reading; idioms; practice in listening; news
broadcasts, speeches, and films, all contributing to a rich selection of audio materials.

Always ensure that the material will be relevant and appropriate.

And, of course:

Blackboard/whiteboard

These are good for writing words and ideas that come up during the lesson, drawing or
displaying pictures, building up ideas in diagrams, and for word maps.

1.5 Visual Aids and Realia

Visuals and realia (real-life, authentic language materials), can be brought into the
classroom to teach vocabulary, to prompt grammar practice, to build dialogues and
narratives, and to initiate games and quizzes.

A carefully assembled collection of materials, such as restaurant menus, classified ads,

flyers, and travel brochures can be great supplements to the primary resources you
use. Realia pieces can help to bring the language classroom to life.

Here are some other examples of realia:

Print

 Postcards and letters

 Official notices and letters
 Bulletin board notices
 Job applications
 Extracts from newspapers, including articles, advertisements, classifieds,
crosswords, horoscopes, features, editorials, and foreign exchange information
 Calendars and planners
 Airline tickets and itineraries
  Written instructions on how to assemble things, e.g. toys, furniture
 Photographs
 Picture sequences
 Creative texts, such as poems and extracts from plays, short stories, and
novels

Audio/visual

 Casual conversations amongst native speakers

 Radio and TV news and weather broadcasts
 Public announcements (e.g. from airports)
 Messages recorded from answering machines
 Telephone conversations
 Transactions in stores and public institutions such as libraries
 Formal lectures
 Talk radio and radio ‘advice’ segments

These pieces of realia can be used as the raw materials or input data for a task, or they
can be used to provide cultural background, to assist in explaining new vocabulary and
as a stimulus for a range of student language activity.