第一篇：【商務(wù)英語網(wǎng)校學(xué)習(xí)經(jīng)驗分享】商務(wù)英語BEC考試解題技巧

商務(wù)英語BEC考試解題技巧

BEC考試（Business English Certificates）是為英語學(xué)習(xí)者提供的國際商務(wù)語言資格證書考試，它注重考查考生在實際工作環(huán)境中用英語解決問題的能力。BEC考試適用于不同職業(yè)背景的考生，并對考生的學(xué)習(xí)深造以及求職應(yīng)聘具有實用價值。

BEC考試適用于不同職業(yè)背景的考生，并對考生的學(xué)習(xí)深造以及求職應(yīng)聘具有實用價值。劍橋ESOL（English for Speakers of Other Languages）考試部對報考對象要求是：BEC考試要求考生具備中級以上及高級英語水平。其招考對象為學(xué)生或各類在職人員。BEC各級別考試有助于考生提高在聽、說、讀、寫各方面實際運用英語能力，也可為參加更高級別考試打下堅實基礎(chǔ)。

第一部分、商務(wù)英語（BEC）怎么考

商務(wù)英語BEC考試分兩個階段進(jìn)行。第一階段為筆試，包括閱讀、寫作和聽力，第二階段為口試?？荚嚂r間分別為：

BEC初級：閱讀、寫作90分鐘，聽力約40分鐘（含填寫答題卡時間），口試12分鐘；

BEC中級：閱讀60分鐘、寫作45分鐘、聽力約40分鐘（含填寫答題卡時間）、口試14分鐘；

B EC高級：閱讀60分鐘、寫作70分鐘、聽力約40分鐘（含填寫答題卡時間）、口試16分鐘。

第二部分、臨考應(yīng)該做些什么

對于商務(wù)英語考試，很多人覺得不知道從何開始復(fù)習(xí)，其實BEC考試無論是初級、中級還是高級，其題型和所要考查的知識點與以前相比都不會有太大變化，對此廣大考生在復(fù)習(xí)的可以參照以前的考試真題。

同時從考試大綱要求可以看出，考生不僅要能聽懂日常生活中的通知、講話、一般性談話或討論等，還應(yīng)能聽懂所熟悉領(lǐng)域的廣播電視節(jié)目、講座、演講和論述等。

因此，要想達(dá)到上述要求，最根本的對策就是聽力基本功。要在聽力方面有所突破，就必須聽熟一定量的語音材料。就像英語閱讀中有精讀和泛讀的道理一樣，聽力中也分為精聽和泛聽。目前就聽力的訓(xùn)練方法而言，普遍存在似是而非的做法，很多人在學(xué)習(xí)過程中多以泛聽為主，只強(qiáng)調(diào)聽懂大意。每天戴著隨身聽，坐車的時候聽，打飯、打水的時候聽，睡覺以前還聽，但結(jié)果卻是事倍功半。

為此，很多專家認(rèn)為，練習(xí)聽力要以精聽為主，泛聽為輔。聽寫是練習(xí)聽力最根本的方法，其要領(lǐng)就是反復(fù)聽、盡量寫，直到實在寫不出來時再去核對原文。反復(fù)精聽一盤語音純正的磁帶時，不難發(fā)現(xiàn)：平常不易注意的地方，這時就會注意到。這樣，篇章的每一個細(xì)節(jié)都能在考生的腦海里留下深刻的印象，這對糾正發(fā)音和強(qiáng)化口耳互動訓(xùn)練，都極為重要。聽寫的嚴(yán)格訓(xùn)練可以為口語和聽力打下堅實的基礎(chǔ)。

第三、商務(wù)英語解題技巧和策略

在掌握一定的基礎(chǔ)之后，要想在BEC上取得好成績，還要了解一定的解題技巧和策略：

第一，答案原則上采用錄音材料中的文字。因為閱卷時，一般應(yīng)嚴(yán)格按照所得到的答案進(jìn)行閱卷。這樣直接來源于錄音中的答案，會有相當(dāng)大的優(yōu)勢。但肯定有一部分試題不能完全用錄音中的內(nèi)容去回答，需要用自己的語言，如果強(qiáng)行用文中的語言，反倒不行。這就要求考生靈活應(yīng)對。

第二，答案力求內(nèi)容豐富簡潔。內(nèi)容豐富主要體現(xiàn)在對問題應(yīng)答的主題大意上，而簡潔則是對語言掌握程度及考試時間上的要求。

第三，答題時還應(yīng)當(dāng)注意詞尾的變化。命題者非常重視詞尾的變化，一個動詞的過去分詞形式，如果單詞對了，但詞尾錯了也不能得分。

第四，聽力如果是事實題，考生應(yīng)重注意5個W，如：what、where、why、who、when等。

第四、BEC閱讀理解題如何得高分

閱讀理解在BEC考試中占了很大比重，是決定考試成敗的一大題型。很多考生在這上面下了很多功夫，但是在最后的復(fù)習(xí)沖刺中，怎樣才能爭取在這個題型上拿更多的分呢？以下幾點建議值得考生注意：

1、抓住句子結(jié)構(gòu)，通過語法知識來進(jìn)行拆分理解。在閱讀理解中，找出主、的謂、的賓結(jié)構(gòu)，然后把從句和插入語也都表示出來，這樣句子的意思就不難理解了。

2、注意從整體上把握全篇。在把每句的意思弄懂的基礎(chǔ)上，要高屋建瓴地統(tǒng)領(lǐng)全篇的內(nèi)容，抓住中心主題，按照要求答題。

有的考生擔(dān)心自己對專業(yè)的商務(wù)知識了解不多，害怕在考試中吃虧，其實考生不必對此過于擔(dān)心，現(xiàn)在也不必惡補(bǔ)這方面的知識。因為BEC考試雖然對專業(yè)的商務(wù)知識有涉及，但總的來說涉及不多，而且，即使考試時會涉及商務(wù)知識，那也只是作為閱讀文章的載體出現(xiàn)，考生在這方面不會怎么吃虧的。

第五、其他題型備考建議

對于寫作，更多地要靠平時積累，考生可以看一些比較好的范文。在考試時，考生也不必過于緊張，心態(tài)很重要，不要輕易下筆，不要在試卷上過多地涂改，寫作時應(yīng)力求保持卷面的整潔。

而口語考試則要力戒口怯，考生應(yīng)當(dāng)大聲、大膽地說出口，在聽懂考官問題的基礎(chǔ)上可以略事思考，但思考的時間不能過長，要給自己信心，相信自己有這個實力。而且要注意儀表大方得體，應(yīng)答時盡量做到從容不迫。

最后，在考試時，考生一定要注意對考試時間的整體把握，因為歷年的考試顯示，有很多考生花了太多的時間在做試卷前面的題目，而到了后來，卻發(fā)現(xiàn)時間不夠。而事實上前面的題目是比較容易的，不應(yīng)該花過多的時間。

口試形式與內(nèi)容

BEC口試主要考查考生商務(wù)交往過程中運用英文的能力。商務(wù)交往主要指：

1．建立和保持商務(wù)聯(lián)絡(luò) 2．談?wù)摴ぷ?3．制定計劃與安排工作

二、測試內(nèi)容

1．建立和保持商務(wù)聯(lián)絡(luò)

1)向人表示問候和對問候的回答

2)自我介紹

3)詢問對方或介紹自己的身份特征 4)表達(dá)自己喜歡什么、不喜歡什么 5)發(fā)出邀請、接受和拒絕邀請 6)表示感謝和欣賞

7)給別人提供方便，接受和拒絕幫助 2．談?wù)摴ぷ?/p>

1)詢問和描述工作任務(wù)

2)詢問和介紹公司情況

3)詢問和簡要介紹產(chǎn)品

4)比較不同產(chǎn)品及價格

5)詢問和提出自己的觀點

6)表示同意或反對

7)提出、接受和拒絕建議

8)表達(dá)需要和要求

3．制定計劃和安排工作

1）商務(wù)會議安排會議日程安排會議議程

2）商務(wù)旅行預(yù)定飯店房間到飯店住宿和結(jié)賬點菜進(jìn)行了旅行咨詢預(yù)定機(jī)票乘火車旅行根據(jù)指南行路。

<以上內(nèi)容根據(jù)網(wǎng)絡(luò)資料搜集整理，僅供學(xué)習(xí)參考之用，版權(quán)屬于原作者

QQ備考群：

春季BEC高級備考QQ群:59148989 春季BEC中級備考QQ群:103512738 秋季BEC中級備考QQ群:244890467 秋季BEC高級備考QQ群:244890534 托業(yè)英語考試交流QQ群:167737726

第二篇：BEC商務(wù)英語

BEC商務(wù)英語：一張證書多種用途(考試介紹)

□魏華

商務(wù)英語證書（BEC）考試自1993年由英國劍橋大學(xué)考試委員會與中國教育部考試中心合作推出，現(xiàn)已從中國推廣到亞洲、歐洲、北美洲、南美洲、澳洲等60多個國家。

BEC考試共分三級，從聽、說、讀、寫四個方面考察考生掌握英語的能力，是目前國內(nèi)各種海外英語考試中少數(shù)有口試的英語能力考試之一。

BEC由于其考試單位———英國劍橋大學(xué)考試委員會考試的科學(xué)性、權(quán)威性，已被國內(nèi)大多數(shù)外企、商社和涉外單位認(rèn)可，是招聘雇員優(yōu)先錄用的主要條件之一。

已于2000年開考的、由英國劍橋大學(xué)考試委員會與中國全國高等教育自學(xué)考試指導(dǎo)委員會聯(lián)合推出并頒發(fā)證書的“商務(wù)管理”、“金融管理”兩個專業(yè)指定BEC為其英語課程。獲得BEC1、2、3級C以上成績證書者免考該課程。

BEC3級已被英國許多大學(xué)和中國一些大學(xué)定為MBA必修課之一。并被英國50多所大學(xué)認(rèn)可作為入學(xué)英語語文能力證明。全國已有26個省、直轄市、自治區(qū)的34個城市設(shè)有58個考點。每年3月、9月報名截止；

5、6月，11、12月考試。

隨著我國即將加入WTO，今后各行各業(yè)都要與國際標(biāo)準(zhǔn)接軌，作為權(quán)威的國際英語能力證明，BEC證書必將對你的求職應(yīng)聘具有重要的作用。歡迎廣大大學(xué)、大專、高職、中專、職高的學(xué)生，以及有志于應(yīng)聘到外企商社工作的人士參加BEC考試，通過考試提高、檢驗自己的英語水平。

第三篇：商務(wù)英語BEC教案

Unit 1 a Teamwork Teaching aims and requirements: To enable students to talk about teams and teamwork To practise reading for gist and specific information To enable students to make and change arrangements Important and difficult points:

Important words, the useful phrase to make an arrangement Teaching content: Assessing teams Speaking

rank requirements for successful teamwork and then decide if they work in good team.Reading 1

read through an article and decide how Cussons improved teamwork at its Polish subsidiary.Students then read the text again and match endings with sentence stems.Vocabulary

match verbs, preositions and nouns from the text, then summarise what happened at Cussons.Speaking

discuss how teamwork can help their class prepare for the Cambridge BEC exam.Unit 1 b Communication Teaching aims and requirements: To enable students to take and leave telephone massages To raise awareness of clarity in spoken language To practise reading for gist and specific information To practise listening for gist and specific information Important and difficult points:

Listening skills Teaching content: Keeping in touch Speaking

find out about each other’s use of various forms of communication Reading

read for gist through an article on English for international business and give each paragraph a heading.Students then answer comprehensiong questions.Speaking

discuss the difficulties of understanding spoken English.Leaving voice mails Listening 1

listen to five voice mails and match each with its purpose.The students then identify which of the calls they find difficult to understand and why.Language focus

focus on clarity in messages and phrases for leaving answer machine messages.Speaking

reformulate one of the voice mails to improve its clarity.Unit 2 a Entertaining a Client Teaching aims and requirements: To raise awareness of and practise techniques for encouraging conversation To practise speaking about general topics in preparation for the Speaking Test To practise reading for specific information Important and difficult points:

How to encourage conversation Teaching content: Choosing a restaurant Reading 1

look at a customer satisfaction form and choose the three most important criteria for judging a good restaurant.Speaking

students ask each other about the last restaurant they visited using the criteria from the form

Reading 2

read an advertisement for Porters restaurant to find which criteria are mentioned.Speaking

discuss the suitability of the restaurant for particular occasions.Describe the most memorable restaurant they have been to.Unit 2 b Corporate Hospitality Teaching aims and requirements: To enable students to talk about corporate hospitality To raise awareness of formal versus informal language in letters To review language for making and dealing with invitations To practise writing a letter of acceptance Important and difficult points:

How to mix business with pleasure Teaching content: Mixing business with pleasure Speaking

read mini-profiles and choose suitable ways of entertaining corporate guests

Reading 1

scan an article about a course on business socialising to find ways of entertaining corporate guests.Match paragraph heasing with paragraphs and then match endings with sentence stems.Speaking

discuss the advantages and disadvantages of mixing business with pleasure.Arranging a company visit Reading 2

read a letter of invitation and decide what the invitation is for.And then read the letter again to answer true/false questions.Language focus

focus on the language of invitations: inviting/ offering/ thanking/ accepting/ declining.Writing

write a letter of a acceptance

Unit 3 a Ordering Goods Teaching aims and requirements: To enable students to talk about making and changing orders To raise awareness of clarity in writing and useful phrases for letter writing To parctise reading for specific information To practise writing short faxes To practise proof-reading Important and difficult points:

How to write short faxes Teaching content: Planing an order Speaking

discuss the qualities of a good supplier Reading 1

read a fax from the head office of a mail order company to a supplier and answer true/false questions Reading 2

read a badly organised fax about the order mentioned in the fax answer comprehension questions Writing

discuss ways of improving the calrity of the fax, then rewrite it.Discussing changes

Listening

listen to a conversation confirming details of an order.Listen again and note down funcitonal phrases.Then write formal written equivalents of these phrases.Language focus

match additional spoken and written functional phrases

Unit 3 b Cash Flow Teaching aims and requirements: To enable students to talk about day-to-day company finances To parctise reading for specific information To practise listening for specific information To practise note writing Important and difficult points:

The importance of cash flow Teaching content: Managing cash flow Speaking

brainstorm typical cash inflows and out flows at their company Reading

read a case study about a company with cash flow problems and answer some simple questions.then identigy the company’s cash inflows and outflows and complete a graph based on the company’s cash flow.Speaking

discuss reasons why small companies fail Improving cash flow Writing

read and respond to an e-mail to a consultant Listening

listen to a conversation with the consultant about early settlement discounts Language focus

focus on the use of conditionals 1 and 2 and look for examples in the tapescript Speaking

discuss ways of improving the company’s cash flow and their consequences.Unit 4 a Brand Power Teaching aims and requirements: To enable students to talk about brands and marketing To parctise reading for specific information To practise listening for gist and specific information Important and difficult points:

The power of brand Teaching content: Selling points

Speaking

say what brand they would buy for certain products and why Listening 1

listen to five short pieces and match reasons for buy products with the speakers Brandstretching

Reading 1

read an article and list ways in which supermarkets are stretching their brands.Speaking

discuss whether they would buy the products mentioned in the article Sainsbury’s bank Reading 2

read extracts from Sainsbury’s advertising leaflets and match them with financial products Speaking

discuss the advantages and disadvantages of buying several services from one provider

Unit 4 b Public Relations Teaching aims and requirements: To enable students to talk about PR To parctise reading for specific information To practise listening for specific information To practise writing a formal letter of invitation To enable students to describe their duties and responsibilities Important and difficult points:

How to organise a PR event Teaching content: What is public relations? Listening 1

sort duties into the responsibilities of the PR and Marketing Department.Students then listen to the PR Manager at Skoda describe her responsibilities Vocabulary

match verbs with phrases to list the PR Department’s duties and responsibilities Language focus

focus on language for describing duties and responsibilities Speaking

exchange informaiton about their own duties and responsibilites The benefits of good PR Listening 2

discuss how Skoda could have changed its image so dramatically.Students then listen to the Skoda Manager again and compare their answers.Speaking

discuss how they and the public see their own companies Organiding a PR event Reading

complete s schedule for organising a press launch Speaking

organise a press launch for a product of ther choice Writing

write a formal letter of invitation to the product launch

Unit 5 a Relocation Teaching aims and requirements: To enable students to talk about relocation To parctise reading for gist To practise listening for specific information To raise awareness of the features of report writing and practice writing reports To review comparative and language of similarity and difference Important and difficult points:

The reason for relocation Teaching content: Why do companies relocate? Speaking

discuss the reasons why companies relocate Reading 1

read a page from a brochure about relocating to Ireland and match paragraph headings with numbered paragraphs Language focus

focus on comparative and superlative forms Speaking

discuss the reasons given for relocating to Ireland and put them in order of importance for their company Arranging to relocate Speaking

discuss the reasons why people relocate and the arrangements they have to make Reading 2

read a report on a relocation company, Fenway Software, and tick the services which meet its needs Language focus

focus on the structure, layout and typical phrases used in reports Listening

listen to a conversation and tick the services a different relocation company offers

Unit 5 b New Premises Teaching aims and requirements: To enable students to talk about office space and facilities To practise listening for directions To practise letter writing

To review the language of suggesting Important and difficult points:

How to lease office space Teaching content: Finding the right location

Listening

listen to someone giving directions and mark an office site on a map Speaking

give each other directions Writing

write a letter requesting further information about office premises Reading

read an article about office location and match endings with sentence stems Leasing office space Speaking

allocate office space to management, staff and facilities in a company.Then discuss important considerations when choosing office sites.Unit 6 a Reporting Results Teaching aims and requirements: To enable students to talk about company performance To practise reading and listening for specific information To practise report writing

To review the language of change including cause and effect Important and difficult points:

How to describe the reporting results Teaching content: Measuring performance Speaking

discuss how companies measure performance and report results Listening

listen to a TV news report and pick out the performance indicators mentioned.Then listen again and answer comprehension question.Students listen once more and complete a graph.Vocabulary

scan the tapescript to find verbs/nouns describing change Speaking

do an information exchange activity in which they complete graphs/bar charts Annual reports

Reading

match sentences with extracts from the Chiarman’s Statement from annual reports Speaking

rank the extracts in terms of how positive the results are Vocabulary

skim the extracts for connectors of cause and effect and add alternatives Speaking

look at financial information about two companies and decide which company they would prefer to invest in

Writing

write a short report explaining their decision

Unit 6 b Environmental Report Teaching aims and requirements: To enable students to talk about the impact of business on the environment To practise listening for specific information To practise report writing

To review and practiselanguage of giving presentations Important and difficult points:

How to give presentations Teaching content: Assessing environmental impact Speaking

complete a questionnaire assessing the enviromental impact of each other’s companies.Students then think of three ways to reduce this impact Environmental performance Listening

listen to a presentation about ICI’s environmental record and answer multiple-choice questions Speaking

summarise the four main ICI initiatives and rank them.Students then discuss how companies can balance the interests of customers and shareholders with a commitment to the environment Language focus

focus on presentations including typical phrases for presenting

Speaking

work in groups to prepare a brief presentation using information about a chemical company’s environmental performance Writing

write a brief report on the company’s environmental performance.Unit 7 a Health and Safety Teaching aims and requirements: To enable students to talk about health and safety To practise listening for specific information To practise reading for gist and specific information To review the language of obligation Important and difficult points:

How to describe the injuries at work Teaching content: Injuries at work Speaking

discuss what kind of injuries can happen in an office Reading 1

match percentages with the frequency of certain types of office accident Speaking

discuss how they think sucn accidents happen and how they can be prevented Listening

listen to a conversation and complete an accident report form Language focus

focus on language of obligation/absence of obligation Speaking

talk about employers’ and employee’s health and safety obligations in the workplace How safe is your workplace? Reading 2

match paragraph headings with paragraphs in a brochure about risk assessment.Students then insert missing sentences into the same text.Speaking

assess features of their working environment and discuss how the three worst features could be improved

Unit 7 b Rights at Work Teaching aims and requirements: To enable students to talk about work-related and their legal implications To practise listening for gist To practise reading for gist and specific information To review passives Important and difficult points:

How to describe rights at work Teaching content: Know your rights Speaking

discuss statements about smoking in the workplace Reading

read a bulletin about an industrial tribunal on smoking and answer gist questions then true/false questions Speaking

discuss the decision of the industrial tribunal.Language focus

read the bulletin to find examples of passives and group them under functions they perform Writing

formulate a smoking policy for their office and write a memo informing staff of the policy Problems at work Listening

listen to five short pieces to identify which work problems are being talked about Speaking

decide if the dismissals mentioned on the cassette were fair.Then disscuss how they would deal with other work-related problems.Unit 8 a Business Expenses Teaching aims and requirements: To enable students to talk about expenses To practise listening for gist and specific information To practise reading for specific information To practise memo writing Important and difficult points:

How to claim business expenses Teaching content: Claiming expenses Speaking

discuss the expenses people typically incur on business trips Listening 1

listen to three telephone calls about expenses and complete forms Speaking

explain the system for claiming expenses in their company and discuss how it could be improved A new expenses claims system Reading

read a memo about a new expenses claims system and answer questions.Speaking

discuss the advantages/disadvantages of the system Listening 2

listen to five telephone messages and match them with the purpose of the calls Writing

write a short memo to staff concerning expenses Speaking

tell each other about feelings which might be experienced when claiming expenses

Unit 8 b Business Travel Teaching aims and requirements: To enable students to talk about air thravel To practise listening for gist

To practise reading for gist and specific information Important and difficult points:

Airline services Teaching content: Airline services Speaking

look at a list of airline services and agree on the top three services for business travellers Listening

listen to five short pieces to identify which airline services are being talked about

Speaking

discuss which airlines they have flown with and their feelings about the services offered No frills flying

Speaking

discuss differences between mainstream and low-cost airlines Reading 1

read an article and note the mainstream and low-cost airlines mentioned.The students think of a heading for each paragraphs then answer true/false questions based on the article Speaking

discuss how they see the future for mainstream and low-cost airlines Reading 2

read comments about flights with low-cost airlines and match seven statements with the appropriate comments Speaking

discuss their positive and negative experiences of air travel

Unit 9 a Flexible Benefits Teaching aims and requirements: To enable students to talk about employment benefits To practise listening for specific information To practise reading for gist and specific information Important and difficult points:

Know the flexible benefits Teaching content: Benefits

Speaking

discuss the benefits offered by their own companies Reading 1

read mini-profiles and suggest suitable benefits for the people described Speaking

discuss which of the listed benefits would attract them Hwo flexible benefits work Reading 2

read an explanation of the PricewaterhouseCoopers benefits system, Choices, and explain in what way it is flexible.Students then read the text again and answer true/false questions Speaking

discuss the importance of benefits when considering a job offer.The advantages of flexible benefits Readign 3

match five short extracts with benefits options Listening

listen to a PricewaterhouseCoopers manager talk about Choices and answer multiple-choice questions Speaking

complete a table listing the benefits of Choices for both employees and company.And then discuss what employment benefits their own companies could introduce and what effect they would have.Unit 9 b Staff Appraisal Teaching aims and requirements: To enable students to talk about appraisals To practise listening for gist

To practise reading for specific information Important and difficult points:

The problems of appraisal systems Teaching content: The role of appraisals Speaking

discuss the purpose of appraisals at their workplace then decide on the three most important reasons for appraisals Listening

listen to five short pieces about appraisals and match them with the main topic of each extract Speaking

discuss how to ensure the success of an appraisal before, during and after the interview.Monitoring performance Reading

read an article about staff appraisals and discuss the problems with some appraisal methods Writing

write an e-mail to managers about staff appraisals

Unit 10 a Marketing Disasters Teaching aims and requirements: To enable students to talk about marketing To practise listening for gist

To practise reading for specific information To practise asking for information To review conditonal 3 and other ways of expressing hindsight Important and difficult points:

How to express hindsight Teaching content: The marketing mix Speaking

discuss the four Ps of the marketing mix and how they apply to a package holiday Reading 1

match sentences with four paragraphs about marketing disasters Speaking

discuss how these marketing mistakes could have been avoided Promotions that failed Reading 2

read stories about three promotions that failed and decide how each story ended Speaking

ask the teacher YES/NO questions to find out what went wrong in each case Listening

listen to three people talking about the same stories and identify which each speakers is talking about

Languages focus

read the tapescript to find examples of conditional sentences.Focus on different ways of expressing hindsight Speaking

rank the stories from most to least avoidable then students tell their own stories of marketing disasters

Unit 10 b Going Global Teaching aims and requirements: To enable students to talk about entering foreign markets To practise listening for specific information To practise reading for specific information Important and difficult points:

How to choose the product to go global Teaching content: Choosing the right product Speaking

think of three globally successful products and why they are successful.Students put the products into a framework for analysing the suitability of products for globlisation.And then they put four Marriot hotel brands into the framework Reading

read a Marriot cast study and check their analysis of the brands Speaking

discuss globalisation issues raised by the text Entering the market Listening

listen to a consultant discuss different ways of entering a foreign market and answer multiple-choice comprehension questions.Students listen again and list the advantages/disadvantages of the various methods of market entry Speaking

discuss their company’s exports and how they entered foreign markets.Students play a board game based on entering a foreign market.

第四篇：BEC商務(wù)英語寫作

BEC商務(wù)英語寫作范文（1）

NOTICE OF OPPOSITION TO ZONING REQUEST

An application has been filed by [name of applicant] for a [variance，exception，special use permit] to permit [purpose for zoning request] at[address]in the City of[city]，County of [county]，State of[state]

The property in question is presently zoned for[zoning]，and the adjacent property is

[zoning]

As property owners in the area，the undersigned do hereby request that the pending application mentioned herein be denied by the [name of commission]on the following grounds：

[grounds for petition]

第五篇：BEC商務(wù)英語網(wǎng)友備考經(jīng)驗收集

BEC備考經(jīng)驗收集

一、1.重視同步輔導(dǎo)和口語書里里面的背景詞匯和閱讀里面的詞匯。

2..研究真題研究考試，多動腦筋才是問題的關(guān)鍵。

3.缺乏工商和管理類的背景知識，就注重研究題材，研究設(shè)問方式，研究設(shè)置選項的一般規(guī)律，研究做錯題目的原因。

4.作文，從模擬題集和真題集后面的答案里面模仿。Word分類:動詞，副詞，短語，連接詞。

二、推薦書籍：1.新編劍橋商務(wù)英語中、高級

2.新編劍橋商務(wù)英語伴侶用書——新編劍橋商務(wù)英語同步輔導(dǎo)（中級）

3.新編劍橋商務(wù)英語PASS BEC口試必備手冊（中、高級）新劍橋商務(wù)英語詞匯用法（中高級）

5.新編劍橋商務(wù)英語自測練習(xí)與解答（中高級）

6.劍橋商務(wù)英語中、高級學(xué)生用書 BENCHMARK：Student's Book

7.劍橋BEC真題集:第2、3輯(中、高級)

8.劍橋BEC模擬題中、高級

9.劍橋商務(wù)英語寫作應(yīng)試指南 高級

5.聽力：

BBC:world business report、人物訪談、business daily、三、備考過程：

1.閱讀：

（1）首先肯定是把經(jīng)科社即Summertown出的教材好好看下了。有人說Summertown里面的文章太舊了些，的確，貌似最新的文章就到01年的，不過我覺得BEC考察的是在商務(wù)背景下應(yīng)用英語的能力，跟實際的商務(wù)肯定不是很同步了，這本書我還是推薦的，因為自己就穩(wěn)扎穩(wěn)打的看了至少有4、5遍吧，至于每一次看的側(cè)重點肯定是有不同的了。通過中、高級兩本的商務(wù)詞匯和短語的積累，基本上具備了看懂商務(wù)文章的能力了。至于詞匯和短語我是看的伴侶那兩本書上的，總結(jié)地非常好、全，基本上我會把自己不太熟悉的詞匯短語記在筆記本上，課余10分鐘的時間拿來看看就好了~

（2）再就是看 Business benchmark這兩本書，也是建議從中級開始看，可以和summertown的教材同步進(jìn)行。這兩本書沒什么配套輔導(dǎo)書，不過基本上自學(xué)是沒問題的，里面的練習(xí)是很不錯的，summertown的書內(nèi)練習(xí)是比較簡單的，用來熟悉下考試題型和出題思路就好了，做題還是以真題和模擬題為主。

2.考試策略：

A.我剛開始做高級真題的時候閱讀是錯了10個左右的，當(dāng)時小打擊了下，不過之后慢慢總結(jié)和注意了方法，錯誤率就在5個左右了，中國學(xué)生閱讀都應(yīng)該沒有問題的。閱讀的關(guān)鍵是速度，考試時間是60min，基本上要在50min左右全部做完，留10min左右填答題卡。高級考試的時候監(jiān)考是比較嚴(yán)的，所以別想說可以提前看試卷，中級就好像蠻松的。我汗。提高閱讀速度的一個很好的方法就是多看英文報刊，像Economist 和Financial Time都是很好的網(wǎng)站，高級考試的閱讀其實有很多都是從里面截出來的。

3.做題順序：我的順序是453162，遵循先易后難的順序吧，閱讀里面最難的就是part2的匹配題了，所以大家要留大概10—15min的時間給這道題。

PART1的主旨題，快速瀏覽題干知悉每題的意思，然后回到文段中找到對應(yīng)的信息點，建議是看完一段后立即回題目定位，這樣可提高正確率；

PART2是匹配題，一定要先讀后面可供選擇的題干，然后快速跳過空空掃讀文章，特別留意空格旁邊的連接詞，判斷前后意思是順接還是逆轉(zhuǎn)，然后再帶著選項回到原文中，注意要做完一項就刪掉一項。

PART3是傳統(tǒng)的閱讀題，基本上是按順序出題的，看題目然后回到文章中找關(guān)鍵字，找到答案部位后進(jìn)行下同義轉(zhuǎn)換就好了。

PART4完形，高級的完形是10個選項，基本上是近義詞的用法判定，我只能說，剛開始會錯很多，因為這道題要做得好要有外國人的思維，而且詞匯的掌握要求較為高，不過多練下就好了。

PART5填空題，主要考察一些虛詞的用法，像介詞、冠詞、數(shù)詞、比較級、短語啊之類的，多做就有感覺了。

PART6改錯題，改錯題就考察語法了，可以先掃下文章，知道大概講什么內(nèi)容，然后再有針對的一句一句來，建議這題要多做下總結(jié)，考來考去就是那些點的，跑不掉的?；旧祥喿x前三部分考綜合技能，后面三部分考語法、詞匯等，所以BEC閱讀的考察也是蠻全面的，這個也是我們拿分的關(guān)鍵喔~~

3.4.聽力：

聽力我沒有練過中級聽力，用了一個月的時間聽了兩本教材的配套聽力，特別是CAMBRIDGE的那本，聽力質(zhì)量灰常好~而且錄音的那些人就是考試錄音的原班人馬，語速啊那些都跟考試差不多。聽力沒什么技巧，一是多聽，二是訓(xùn)練反應(yīng)。剛?cè)腴T的時候做做聽寫也是不錯的，基本上用一個月的時間，每天大概1--2小時，基本上聽力就上來了。我做真題的錯誤數(shù)量一般都在3個左右。不過建議大家平時不要用太好的錄音設(shè)備來聽，我考試的時候錄音就嚴(yán)重聽不清，以致總體也考得不好哈~~PART1注意復(fù)數(shù)那些，訓(xùn)練自己快速寫記的能力吧，PART2最主要是心態(tài)好，當(dāng)你覺得你已經(jīng)聽到答案時，不要高興，埋伏正在后面呢，所以PART2一定要認(rèn)真地聽完全段，邊聽邊思考，的確我承認(rèn)，這一部分是考試中最

難的部分，所以大家要多練這一part啊~~PART3就要注意把握聽力的節(jié)奏，因為其答案的出現(xiàn)是根據(jù)順序來的，還有就是要訓(xùn)練自己邊聽邊看題的能力，基本上聽力開始之前的時間只夠你看個題目，化下關(guān)鍵詞，真正的題干還是要靠自己在聽的是很看，基本上這題同義轉(zhuǎn)換就好了。

聽力是英音，剛開始聽不習(xí)慣可以看下英劇和聽下BBC，習(xí)慣了其實也蠻好聽的了。

5.寫作：

我高級的寫作是基本考前一個多月才開始的，我的教訓(xùn)就是寫作一定要早點準(zhǔn)備，早點準(zhǔn)備可以盡快熟悉，然后多寫幾篇才是王道。寫作的話把SUMMERTOWN和CAMBRIDGE里面的范文都抄下來背誦了，基本上還默了幾遍了。所以一些套話是很熟悉的了。高級的寫作的PART1是圖表題，這題其實不難，參考下寫作指南這本書和積累的范文，詞匯多樣化點，句式也要豐富點，拿個BAND4是沒問題的，PART2是LETTER、REPORT、PROPOSAL，我選的是書信，因為覺得格式比較多，書信其實也就那幾類，什么投訴信、回復(fù)投訴信、求職信、邀請信等等，每類有一兩篇范文在腦子里就好了，考試的時候直接套就好了，不過還是建議大家把真題上的寫作題目都寫下，寫完找人或者自己修改都可以，寫作準(zhǔn)備地越充分，發(fā)揮就肯定會越好的。

6.口語：

相信口語是很多人的弱項了，大家最好找個Partner，平時大家都練練考試?yán)锏腜ART3——互相討論一個商務(wù)話題并且reach a same decision~~~，我就把藍(lán)色的那本口語書里的話題看了，知道該說什么，然后PART2的individual speech自己總結(jié)一些套話，把真題上的題目都說一遍，如果大家覺得剛開始不會說的話可以大致把想要說的東西寫在本子上，然后一句句練習(xí)，這樣堅持一段時間肯定會有用的。這次估計我的口語還是考得不錯的，臨走前給我瞄到了分?jǐn)?shù)（3個4.5，1個4，總分5），口語這種東西，跟聽力是相連的，聽力好了，口語自然會上去的?？荚嚂r要注意禮貌和給考官的第一印象哈，基本上口語就這些了~~

6.。Part1老師問了Name、Where are you from?、favorite course?、還有一個基本的商務(wù)問題——how to preraration for job interview.第2部分我的話題是launch newproduct to market，給的兩個點事research和sample。第3部分是關(guān)于supermarket的Professional key words

專業(yè)領(lǐng)域的關(guān)鍵詞是開始，也是構(gòu)造語言的基本要素。

Reference books

學(xué)習(xí)權(quán)威教材，系統(tǒng)全面了解商務(wù)語境的語匯。

Extensive & intensive reading

讀寫領(lǐng)先，聽說跟上。通過大量閱讀，了解未知。適當(dāng)集中，擴(kuò)大力量。泛

讀可以攝取豐富信息，精讀可以培養(yǎng)語感，增加語言積累。

Foremost original works

瀏覽專業(yè)外文原著，感受原汁原味的商務(wù)英語表達(dá)。

English corner

善于在學(xué)習(xí)過程中和他人分享，特別是相關(guān)的業(yè)內(nèi)人士。讓信息在交換中豐富，讓能力在應(yīng)用中熟練。

商務(wù)英語詞匯涵蓋商貿(mào)（commerce）、工業(yè)（industry）、財政金融（finance）、證券交易（stockexchange）、經(jīng)營管理（management）、法律（law）、會計

（accounting）、廣告（advertising）、人事（personnel）、電腦技術(shù)（computing）、保險（insurance）、銷售（sales）、銀行（banking）、運輸（transport）、稅務(wù)（tax）、制造業(yè)（manufacturing）、經(jīng)濟(jì)（economics）、旅游（tourism）等。

四、巧記商務(wù)英語詞匯——聯(lián)想記憶記得快

1.歸類法

在記憶商務(wù)英語詞匯時，建議同學(xué)采用歸類聯(lián)想記憶法，即一個topic下，涉及到的詞匯同時記憶掌握。例如：與網(wǎng)絡(luò)有關(guān)的詞匯，download（下載）, e-mail（電子郵件）, Global Area Network（全球局域網(wǎng)）,netizen（網(wǎng)民）, website（網(wǎng)頁）, log in（登錄）, hacker（黑客）, modem（調(diào)制解調(diào)器）, webpage（網(wǎng)頁）, webzine（網(wǎng)絡(luò)雜志）, host（主機(jī)）等；與營銷有關(guān)的詞匯，hot product（熱銷產(chǎn)品）,buying power（購買力）, seller's market（賣方市場）, buyer's market（買方市場）, secondhand（二手的）, target customer（目標(biāo)客戶）, niche market（縫隙市場）等。在歸類的時候，如能總結(jié)出單詞之間的內(nèi)在聯(lián)系就更好了。例如：insurance company（保險公司）包含sales（銷售）,accounts（賬目）, claims（索賠）等，sales又包含direct sales（直接銷售）, brokers（經(jīng)紀(jì)人）,agents（代理人）等。可以將單詞畫成樹形來記憶（或者其他能表示單詞間關(guān)系的思維導(dǎo)圖）。現(xiàn)在市面上也能買到很多分類詞匯手冊，比如《劍橋商務(wù)英語中級詞匯語境記憶手冊》，《劍橋商務(wù)英語BEC核心詞匯（初級、中級、高級）》等?？梢再I一本來，根據(jù)單元（話題）來背誦。

2.衍生法

有一些單詞是基礎(chǔ)詞匯，只不過在商務(wù)場合含義發(fā)生了變化。例如balance n./v.平衡，在會計領(lǐng)域有“結(jié)余、差額”的意思；對于這部分詞匯，除了上述歸類聯(lián)想記憶法，還需要平時在閱讀中多積累。遇到一個新的生詞，結(jié)合上下文猜測意思，然后通過查字典得到準(zhǔn)確的含義。接著聯(lián)系該單詞本義，找到“為什么它有這個含義”。一般來說，一個單詞意思再多，也是從基本詞義上拓展出來的，比如上文中提到的balance，由“平衡”想到“收支平衡”再到“結(jié)余、差額”，一步步來，總能找到共通點幫助記憶。

3.情境法

同學(xué)也可以采用在情境中學(xué)習(xí)詞匯（通過閱讀、聽力等方式）；圖示法輔助

學(xué)習(xí)（在圖片上標(biāo)注出單詞）等。但是無論采用哪種方法，學(xué)習(xí)者都應(yīng)該靜下心來認(rèn)真記憶單詞，反復(fù)多次，加強(qiáng)鞏固，可以參考記憶遺忘曲線來合理安排背單詞時間。