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Language is made up of five basic components: morphology, phonology, syntax, semantics and pragmatics. Morphology in linguistics represents the study of the words, how they are formed and their relationship with other words in the same language; phonology involves the rules regarding the structure of the speech sounds and their sequence; syntax is the study of morphemes and how they form larger units; pragmatics involves the rules for appropriate and effective communication; semantics deals with vocabulary and the way concepts are expressed through words. Thus, vocabulary is one of the constituent elements of the language. Words carry meaning and have their own energy representing the building blocks of communication. According to the context they are used in, their meaning differs, therefore, vocabulary acquisition is crucial when talking about English for Specific Purposes, in our situation, Business English. But how is vocabulary acquisition in second language done? Vocabulary building often occurs through reading, however, it is unlikely for the students in foreign language to acquire the basic specific vocabulary through reading. The present paper deals with the strategies a Business English teacher approaches in order to assist students to learn vocabulary as well as to equip them with methods to turn perceptive vocabulary into context vocabulary. How can vocabulary be taught efficiently? How can teacher provide learners the needed input in order to shift vocabulary from input to output? How can teachers introduce vocabulary in order for optimal retention to be ensured? These are some the questions the present paper addresses.

In the 1990s, the rise of the Internet throughout the world helped significantly the job of the English language teachers, in ways of having access to vast information and access to new methods of teaching foreign languages. We think that, back then, nobody thought of what technology and access to Internet would mean to us one day. But since the beginning of 2020, the world has been going through an unprecedented crisis. The pandemic has changed everything: family behaviour, schools, businesses, environment, and so on and so forth. The world has been divided into two: the businesses and companies that have been stopped and the sector of the jobs that continued working. Since many countries have faced lockdowns, subsequently many schools have closed their doors. The teachers have faced the situation of delivering courses using virtual classrooms, not matter how tech-shy they have been. Of course, online teaching English has both advantages and disadvantages. The question is simple: do the perks outweigh the downsides of teaching English online? The answer is difficult. It depends on every teacher. The present paper is trying to throw some light on this question.