Supplementary Materials
Resources used in addition to the main coursebook to extend, adapt, enrich, or replace coursebook content. Supplementary materials fill gaps, provide variety, match specific learner needs, and keep teaching responsive rather than coursebook-dependent.
Definition
McDonough, Shaw, and Masuhara (2013, p. 63) describe supplementary materials as "any materials used alongside the core course material to supplement or extend its content." Tomlinson (2011) positions them within the broader field of materials development — the coursebook provides the spine; supplementary materials provide flexibility, personalisation, and currency.
Types of Supplementary Materials
Skills-Based Resources
| Type | Examples |
|---|---|
| Reading | Graded readers, newspaper/magazine articles, online texts, readers' theatre scripts |
| Listening | Podcasts, TED talks, YouTube clips, songs, news broadcasts |
| Speaking | Role-play cards, discussion questions, debate prompts, picture stimuli |
| Writing | Model texts, writing frames, process writing worksheets, peer assessment rubrics |
Language-Based Resources
- Grammar: Practice worksheets, grammar games, reference charts, corpus-based exercises
- Vocabulary: Word cards, Collocation exercises, word-formation activities, vocabulary apps
- Pronunciation: Minimal pair worksheets, connected speech activities, IPA charts, audio models
Activity-Type Resources
- Games and warmers: Board games, card sorts, quizzes, warmers/coolers
- Task-based materials: Information gaps, problem-solving tasks, projects
- Digital tools: Quizlet, Kahoot, Padlet, Mentimeter, language learning apps
Authentic Materials
Real-world texts not designed for language teaching: menus, timetables, advertisements, forms, social media posts, brochures. These provide authenticity but may need adaptation for level appropriateness.
Why Teachers Use Supplementary Materials
Coursebooks, however good, cannot:
- Match every class: Supplementary materials allow teachers to adapt to specific learner needs, interests, and proficiency gaps identified through Needs Analysis
- Stay current: Published coursebooks date quickly; supplementary materials can address current events and trends
- Provide enough practice: Coursebooks often provide minimal controlled practice for each language point — supplementary worksheets add volume
- Cover all skills equally: A coursebook may emphasise certain skills; supplementary materials rebalance
- Address L1-specific issues: A global coursebook cannot address Vietnamese learners' specific pronunciation or grammar difficulties; supplementary materials can
- Add variety: Preventing lesson-after-lesson monotony of the same coursebook format
Selecting Supplementary Materials
Tomlinson (2011) and McDonough et al. (2013) suggest evaluation criteria:
- Relevance: Does it serve the lesson aim or fill a genuine gap?
- Level: Is it appropriate for the learners' proficiency? Can it be adapted?
- Engagement: Will learners find it interesting, relevant, or challenging?
- Practicality: Is it available, reproducible, and manageable within the time?
- Integration: Does it complement rather than compete with the coursebook?
- Quality: Is the language accurate? Are the activities well designed?
Supplementary vs Replacement
| Approach | When |
|---|---|
| Supplement | The coursebook covers the topic but needs more practice, a different angle, or additional skills work |
| Replace | The coursebook content is inappropriate, outdated, too easy, too hard, or irrelevant to these learners |
| Extend | The coursebook introduces a topic; supplementary materials go deeper or add a productive stage |
This connects to Materials Adaptation — adapting the coursebook (adding, deleting, simplifying, reordering) is often the first step before reaching for supplementary resources.
Key References
- McDonough, J., Shaw, C. & Masuhara, H. (2013). Materials and Methods in ELT (3rd ed.). Wiley-Blackwell.
- Tomlinson, B. (Ed.) (2011). Materials Development in Language Teaching (2nd ed.). Cambridge University Press.
- Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Pearson. Chapter 11.
- Spratt, M., Pulverness, A. & Williams, M. (2011). The TKT Course (2nd ed.). Cambridge University Press.
- Graves, K. (2000). Designing Language Courses: A Guide for Teachers. Heinle & Heinle.
See Also
- Materials Adaptation — modifying existing coursebook content
- Scheme of Work — supplementary materials are planned into the scheme
- Needs Analysis — identifying gaps that supplementary materials can fill
- Graded Reader — a specific type of supplementary reading material