It has been years since the last time I used my personal PIN to log into the printer in Hull University’s staff room to print “useful” supplementary material for pre-sessional courses. Back then, we were given a “blank check” to use any kind of so-called “needed” extra materials. Yet, they had to be relevant, up-to-date and exam oriented. The key expectation for teachers was clear: be resourceful. How far have we come in transitioning from traditional photocopies to new resources? How much time did it take to adapt to the 21st-century environment? And is there still further to go?
Supplementary materials have no boundaries in terms of levels or application. They need not be limited to grammar and reading photocopies or practice tests. Instead, they can include puppets and building blocks for young learners, online blogs and avatars for intermediates, or poems for advanced and older students. Even online games can foster creative and productive learning. The global “Minecraft” phenomenon, for example, can become an innovative educational tool when used thoughtfully. Commands like “place,” “run,” and “find” provide excellent drills for practicing imperatives, turning gaming into a practical learning exercise.
Platforms like YouTube and Netflix have greatly improved students’ speaking skills, gradually expanding vocabulary and sharpening pronunciation—long regarded as students’ Achilles heel. It seems shortsighted to ban mobile devices in class when they can serve as powerful supplementary tools. Apps for music, shopping, travel, and booking accommodations are all at students’ fingertips and can be used as resources for analysis and presentations in class. By embracing technology and acknowledging its place in modern life, we create a fertile environment where learning thrives and students feel engaged.
Thinking outside the box, even sports equipment can be effective educational tools. Yoga mats, for instance, can help teach vocabulary (e.g., “breathe,” “raise,” “lie down”) and grammar structures while promoting mindfulness. Relaxation during lessons fosters a calm, stress-free atmosphere, making learning more enjoyable and productive. This shift away from traditional, rigid teaching methods toward interactive and inclusive activities engages learners and diminishes anxiety.
Cooking and painting in class offer equally effective opportunities for creativity, teamwork, and communication. Students share preferences and experiences, while activities like following a recipe teach vocabulary, cultural insights, and presentation skills. These presentations serve as stepping stones for upcoming speaking exams, helping build confidence and fluency. Painting, too, unlocks self-expression. As Pollock once said, “Every good artist paints what s/he is.” Through their art, students reveal themselves, connecting deeply with peers and teachers in a way that transcends traditional learning.
Supplementary materials should go beyond traditional photocopies of prepositional phrases or phrasal verbs. Incorporating online games, contemporary poetry, sports tools, and creative projects energizes the learning process, sparking curiosity and engagement. I still remember the first poem I was taught in my English class—a proficient-level class in a Greek provincial city when I was 15. The title was “The Raven,” and the poet, Edgar Allan Poe, had a strikingly long name. Though I knew nothing of his life at the time, I later learned he had struggled with addiction—a discovery that filled me with the deep feelings of shame and fascination that come with encountering another’s humanity. To this day, I remember both the poem and the long vocabulary lists I studied for my C2 exam. Which left the greater impression? The answer is easy to guess.
