The bachelor’s thesis will examine how vocabulary is taught through lexis-based exercises in two widely used intermediate-level English coursebooks: „English File Intermediate” and „Face2Face Intermediate”. The aim is to identify and classify vocabulary-focused tasks and evaluate their effectiveness in supporting learners’ lexical development within a communicative language teaching approach. Both textbooks should be analysed in parallel to allow for a comparative perspective on the range, types, and instructional design of vocabulary exercises. The study will employ a mixed-method methodology, combining quantitative analysis of the number and types of vocabulary tasks with qualitative evaluation of their pedagogical purpose and communicative relevance. The analysis will involve selecting vocabulary-related activities, categorising them by type according to their formats and their orientation towards either information input or output, and comparing their occurrence and instructional quality across the two coursebooks. The findings should demonstrate how well each textbook fosters vocabulary acquisition and offer practical insights for teachers seeking effective materials for developing learners’ lexical competence.