Teaching Vocabulary

Teaching vocabulary to English language learners

A learner may recognise a word in a reading passage but struggle to use it in conversation. They may know its translation without recognising its pronunciation, or choose a word that does not quite fit the situation.

Our vocabulary training asks you to consider these difficulties before teaching. You look at what learners need to know about a word or phrase, which meaning is relevant to the lesson and how to explain it at an appropriate level.

You also consider how vocabulary connects with the rest of a lesson. New words need a purpose, whether learners are preparing to read a text, describe something or take part in a conversation. Choosing the language and deciding how learners will use it are part of your preparation.

This work forms part of the wider Level 5 TEFL curriculum, alongside grammar, pronunciation, lesson planning and teaching practice.

What will I study about vocabulary?

The course introduces vocabulary and lexis, including individual words and expressions made up of more than one word. You examine the language as a teacher preparing to explain it, rather than simply learning a longer list of English words.

Meaning and context

You consider definitions, words with more than one meaning and the difference between a dictionary meaning and the impression a word can give. You also look at whether a word or phrase is appropriate in a particular situation. These are useful distinctions when learners know a word but are unsure when to use it.

Spelling, pronunciation and word stress

Preparation includes checking how a word is written and spoken, its syllables and its stress pattern. The handout connects these areas because learners may need support recognising the same word on the page and in speech. You also consider spelling variations and forms that may cause confusion.

Words used together

Vocabulary teaching includes phrases, idioms and common word combinations, as well as single words. Trainees examine how words work together and how this affects the language they select for a lesson. Grammar and vocabulary meet here: knowing a word includes understanding something about how it is used in a sentence.

Our Teaching Grammar page explains the related language preparation covered during the course.

Lexical sets, association and collocation

The course looks at several ways of connecting vocabulary. Similarity concerns features that words share. Association concerns links between words through experience or context. Lexical sets group words by a category or topic, while collocation concerns words commonly used together.

These terms describe different relationships. During training, you consider how those relationships can help you organise language and make connections clear to learners. The aim is to understand why you are presenting words together, rather than grouping them simply because they appear on the same worksheet.

You also study synonyms, antonyms, cognates and false friends, including how a learner’s existing language knowledge may help or lead to confusion. This adds to your preparation when selecting vocabulary and anticipating questions.

Choosing vocabulary teaching methods

A picture, a real object, a gesture or a short explanation can each have a place in teaching vocabulary. The course asks you to consider the value of these resources and choose them for a reason.

Trainees examine resources including flashcards, realia, mind maps, mime and gesture. Realia means real objects used in teaching. You consider how a resource supports meaning, what the learners will do with it and whether it suits the language being taught.

Translation and dictionaries are also part of the training. You examine their uses and limitations rather than treating either as something that must always be used or always avoided. Dictionary work includes helping learners find useful information about meaning, pronunciation and use.

Vocabulary activities are considered within the lesson, not as a list of games to fill time. You need to know what the activity will help learners practise and how it relates to the lesson aim. The PPP teaching method and our lesson planning training cover the wider organisation of this work.

Helping learners remember vocabulary

Introducing a word once is not the end of teaching it. Our course gives attention to recycling vocabulary: returning to language learners have already studied and giving them further chances to recognise and use it.

You consider how familiar language can appear again in later lessons and different contexts. This connects vocabulary with speaking, listening, reading and writing, rather than leaving it in an isolated list.

The training also asks you to think about the difference between recognising a word and using it. A learner may be comfortable identifying vocabulary during one activity but need more support when trying to express an idea. This is relevant when deciding what to revisit and what kind of practice to provide.

Teaching vocabulary to young learners

Our young learner training considers children’s development, previous learning and participation in class. Vocabulary work connects with this through the choice of language, materials and the support children receive.

Pictures, objects, stories and actions are among the resources trainees consider. The teacher needs to understand their purpose and make instructions clear, rather than assume that an attractive resource will explain the language by itself.

You also consider different needs when teaching older learners and adults, including the relevance of vocabulary to their interests, studies or work. Preparing to teach English in Thailand means being ready to adapt to the class and the school’s programme, rather than rely on one set of materials for every group.

Vocabulary in the TQUK Level 5 qualification

Teaching English Vocabulary is a dedicated unit within the TQUK Level 5 Certificate in Teaching English as a Foreign Language (RQF).

The unit addresses selecting techniques and strategies for teaching vocabulary. Its scope includes grouping lexis, recycling vocabulary, evaluating teaching aids, word relationships, cognates, false friends and dictionary use.

These are the qualification requirements. Essential TEFL’s course handout provides supporting material on vocabulary and lexis, classroom resources and recycling language. Our wider programme connects this study with trainer demonstrations, discussion, lesson preparation, teaching practice and feedback.

The purpose is to develop both your understanding of vocabulary and your judgement about teaching it. Learning the terminology is part of that work; choosing and explaining language for learners is the practical responsibility it supports.

Qualification reference: 601/5234/5. See TQUK’s official TEFL/TESOL qualification information.

Lesson preparation and classroom practice

Essential TEFL’s programme includes preparing lessons, observing teaching, working with learners and receiving trainer feedback. Vocabulary knowledge is relevant throughout this preparation, whether new language is the main lesson focus or supports another skill.

For vocabulary teaching, the decisions include which words need attention, how clearly you can explain them and what learners need before using them. A plan also needs to leave room for questions and difficulties that become apparent during the lesson.

After teaching, reflection gives you a chance to consider what learners understood and what needed more support. Our teaching practice page explains this part of the programme.

Questions about vocabulary training

Do I need teaching experience before the course?

You do not need previous experience of teaching vocabulary. The TQUK qualification is intended for people with little or no experience of teaching English. You should be prepared to study the language, check unfamiliar terms and take part in the practical work.

Will I learn how to teach vocabulary to beginners?

The training considers how to make language accessible to learners at different levels, including beginners. Vocabulary work includes meaning, pronunciation, suitable resources and further practice, alongside learning to adapt your explanations and instructions.

Does the training include collocations and phrases?

Yes. The course material covers vocabulary beyond single words, including common combinations, phrases and idioms. Collocation, lexical sets, similarity and association are also included in the TQUK vocabulary unit.

Is vocabulary training a separate course?

No. This page describes the vocabulary teaching covered within Essential TEFL’s Level 5 programme. See the Level 5 course details for information about the full course and entry requirements.