第一篇：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。基本上閱讀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PART2一定要認真地聽完全段，邊聽邊思考，的確我承認，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備，早點準備可以盡快熟悉，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里的PART3——互相討論一個商務(wù)話題并且reach a same decision~~~，我就把藍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數(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。考試時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。適當集中，擴大力量。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。

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（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）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。可以買一本來，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)該靜下心來認真記憶單詞，反復(fù)多次，加強鞏固，可以參考記憶遺忘曲線來合理安排背單詞時間。

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)都要與國際標準接軌，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：劍橋商務(wù)英語BEC高級備考要點(上)

劍橋商務(wù)英語BEC高級備考要點(上)發(fā)布日期：2006-11-02 發(fā)表評論 信息來源：競學(xué)學(xué)習(xí)

劍橋商務(wù)英語BEC高級一年考兩次，5月和11月的第三個周六。費用大致為520元（按報名當天的匯率折算，每年都有浮動）。報名大約在考前2個月左右。成績大約在考好后2個月在教育部考試中心的網(wǎng)站上可以查到。要最后拿到證書至少得等考完后的三個月左右。

BEC高級考試整體難度介于六級和高口之間（一般認為），但其中也有不確定因素。我本人的考試結(jié)果就是一個例子。這個慢點再談。如果你實力還可以的話，可以直接考高級。

BEC高級考試由讀、寫、聽、說四個部分組成。每個部分都單獨評分，分為四個檔次：由好至差依次為：Exceptional, Good, Borderline, Weak。沒有達到Weak的為Fail，一項Fail，就拿不到證書了。BEC高級考試的題型和我們習(xí)慣的中國式英語考試（如高考，四六級）和托福有很大區(qū)別，因此難度也相應(yīng)增加。除非你是大牛，一般都要花一定的精力去準備。第一部分、培訓(xùn)班和復(fù)習(xí)資料

考BEC，我沒有上培訓(xùn)班，基本上是自己復(fù)習(xí)的。但是系統(tǒng)復(fù)習(xí)之前，我曾做過一件非常精怪的事情——我去報了新東方的BEC班，領(lǐng)了它的資料，把有用的東西復(fù)印了一遍，并按時去聽了第一節(jié)課，了解了考試的大致情況，然后火速全額退班。當時比較有用的資料是新東方內(nèi)部編的一本商務(wù)英語詞匯手冊，現(xiàn)在也已經(jīng)成書發(fā)行了，叫做《BEC詞匯寶典》什么的。我買來看過，里面加了例句，但錯誤百出，完全整理后大概有百來個錯誤。但大部分錯誤不影響商務(wù)英語詞匯學(xué)習(xí)，仍然推薦給大家。不知現(xiàn)在有沒有修訂過。

BEC考試官方教材：新編劍橋商務(wù)英語（高級）pass Cambridge BEC3學(xué)生用書 經(jīng)濟科學(xué)出版社，有配套磁帶，強烈推薦。里面的內(nèi)容與真題極為接近，是必備的參考書。考高級的同學(xué)中級的教材不妨也買來看看，可以增加商務(wù)背景知識，對寫作和口語都是有好處的。

聽說復(fù)旦大學(xué)出版社的《劍橋商務(wù)英語考試必備高級》（配套磁帶）也很不錯，我沒有用過。另外，有空也可以看看businessweek,the economist等英文雜志。

第二部分、BEC高級考試題型介紹

1、閱讀部分

閱讀分為6部分。時間60分鐘。第一部分8句句子，5篇短文。要求判斷這些句子那篇短文是有關(guān)系的。這部分其實不是很難，一般做法是先迅速地看8句句子，劃出每句句子重點詞匯或內(nèi)容。然后再看短文，看一篇就把能確定的選一下，5篇下來估計不能確定也就一兩個，然后再斟酌一下。實在不行那就扔硬幣吧。第二部分從7句句子中選出6句填到一篇較長文章的6個空格里。這個部分普遍反映是比較難的。是閱讀部分最難的一題。花的時間可能也比較多一點。做法與上面一題基本差不多，但這題除了正確理解每句句子意思外，還是要仔細看每個空格的上下文，找出邏輯關(guān)系，這是解題的關(guān)鍵。總之，做這個題一定要心平氣和，非常仔細。

第三部分是一篇文章，6個四選一的單選題。這個沒什么好說的，六級做多了，這個自然不在話下，只是切忌要細心，因為可能有陷阱。

第四部分是完形填空，很簡單的。第五部分是一篇文章，當中有10個空，讓你自己填空，一般性填的都是副詞、代詞等虛詞。也不難。

第六部分是類似于6級的改錯題，主要考查語法，難度還是有一點的。做閱讀題狀態(tài)是關(guān)鍵，也就是說考前一定要休息好，讓大腦處在清醒的狀態(tài)。否則文章一長，再加上你可能不熟悉的商務(wù)背景，很有可能怎么讀都讀不懂。第一第二部分是最難的，做不好很容易影響心情。可以在做模擬提的時候就嘗試先迅速把后面的題目做掉，留下多點時間來仔細考慮句子填空等難題。考試的時候盡量用自己習(xí)慣的順序做題，以免算不準時間。BEC高級考試一年考兩次，5月和11月的第三個周六，整體難度介于六級和高口之間，由讀寫聽說四個部分組成。每個部分都單獨評分，分為四個檔次：由好至差依次為：Exceptional, Good, Borderline, Weak。

2、作文

作文分為兩部分。共70分鐘。第一部分是圖表分析，120-140字。圖表分析如何寫，經(jīng)濟科學(xué)出版社的那本官方教材講得很清楚，也有不少例文，可以對照著學(xué)習(xí)寫作。要注意涵蓋信息點，如

圖表上的最高點，最低點，轉(zhuǎn)折，波動，保持不變，平穩(wěn)上升下降等一定要捕捉住并準確描繪出來。準備時可以整理一下分析走勢的詞匯，如上漲、下跌、穩(wěn)定、翻幾番等，每種狀態(tài)都要準備幾種說法，保證用詞的多樣性。如果碰到兩條折線做趨勢比較的，要慎重對待，這類難度較大的圖表分析在平時要多花時間練習(xí)。這部分寫作是很好準備的，不需要專業(yè)背景，只要了解特定的詞匯并多加練習(xí)就可以寫得很好。

第二部分有三道題，任選一題200-250字。其實是三種商用文體。一種是letter,一種是report,還有一種是proposal.你只要任選一題即可。對于這三種文體的寫作，教材上都有介紹。個人感覺letter和report比較好寫。作文一定要注意格式，以及商務(wù)禮貌用語，這些都是可以通過準備熟練掌握的。這部分作文難是難在提示少，具體內(nèi)容必須自己展開，這就要求考生有比較扎實的商業(yè)背景，編故事能編得像，用詞要準確。最好是事先精心準備自己最擅當時我考的題目是一家公司某產(chǎn)品的銷售不佳，要求寫一份報告分析原因并提出建議。我是這樣寫的：

第一部分 簡單介紹產(chǎn)品的銷售狀況：2個月內(nèi)總銷量多少，比之前下降多少，問題嚴重不得不引起重視等等。

第二部分 具體分析銷量下降的原因： 1替代產(chǎn)品出現(xiàn) 2廣告投入減少 3未及時開辟新的市場

第三部分 提出建議：1進一步細分市場，改良產(chǎn)品，擴大市場份額 2增加廣告投入，提高知名度 3開發(fā)新市場，培育新的消費者

這樣寫內(nèi)容比較充實，不會感覺很空洞。寫作的時間肯定是夠的，能多寫盡量多寫，同時把握好結(jié)構(gòu)層次。商務(wù)知識不是突擊出來的，要慢慢積累，對于非商科背景的考生更是如此。的不妨看看BEC2的教材，也可以讀一些概念），大家可以多準備一下。

3、聽力

聽力分為3部分，30個空，共約40分鐘（30分鐘聽，10分鐘填答案）。聽力部分是整個考試中最難的，盡管它每部分

要放兩遍。

第一部分聽一個人獨白，填12個空（up to 3 words or a number）

第二部分聽5個短的獨白，做10道配對題。也就是將10個選項與5段獨白做同主題或相關(guān)內(nèi)容配對。有時你聽到某個詞組難的。

第三部分聽一段長的對話，做8道三選一的單選題。難度比上面一題稍微低一點。過了，這時要把注意力放在下一題。根據(jù)經(jīng)驗，很多復(fù)習(xí)材料的聽力難度遠遠低于實際考試的難度（包括新東方教材）。而經(jīng)濟科學(xué)出版社的教材與考試難度相當。所以好好研究這本教材的聽力題是很重要的。關(guān)于語音，BEC是英國考試，所以聽力自然是BRITAIN ENGLISH。平時聽VOA的，可以改聽BBC磨耳朵。為了考試只好這樣切換，但若你立志學(xué)美音，這時要千萬警惕不要發(fā)生口音摻雜的現(xiàn)象。

主題: 劍橋商務(wù)英語考試解題技巧和策略之攻略zt

小吳是北京地區(qū)某高校中文系大四的學(xué)生，面對嚴峻的就業(yè)形勢，他選擇了多考一些證書以便求職這條路。像大學(xué)英語四級、六級，國家計算機二級，秘書職業(yè)資格等證書他都順利拿到手了。然而，學(xué)習(xí)用功、非常自信的他最近卻很忐忑不安：“離BEC考試時間很近了，但我準備得還不充分。”小吳說的BEC考試是劍橋商務(wù)英語證書考

試

（BUSINESS

ENGLISH

CERTIFICATE），是由教育部考試中心和英國劍橋大學(xué)考試委員會合作，于1993年起舉辦的考試。該系列考試是一項語言水平考試，根據(jù)公務(wù)或商務(wù)工作的實際需要，對考生在一般工作環(huán)境下和商務(wù)活動中使用英語的能力從聽、說、讀、寫4個方面進行全面考查，對成績及格者提供由英國劍橋大學(xué)考試委員會頒發(fā)的標準統(tǒng)一的成績證書。今年的考試時間原本定于5月舉行，但由于非典的緣故，考試時間延至9月中旬。BEC怎么考

在考試即將來臨之際，考生應(yīng)當如何準備

復(fù)習(xí)應(yīng)考？對此，筆者采訪了北京新東方學(xué)校的BEC考試專家劉軍老師。據(jù)劉軍介紹，BEC考試分兩個階段進行。第一階段為筆試，包括閱讀、寫作和聽力，第二階段為口試。考試時間分別為：

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。臨考應(yīng)該做些什么

劉軍認為，今年的考試無論是初級、中級還是高級，其題型、所要考查的知識點與歷年相比都不會有太大變化，對此廣大考生不必擔(dān)心。馬上就要考試了，考生應(yīng)當保持一種比較平和的心態(tài)，相信自己平時老師上課所講的內(nèi)容，力求能夠消化一遍，然后好好靜下心來對題型進行分析，因為 BEC考試的題型跟考研及英語四、六級考試不太相同。

一般性談話或討論等，還應(yīng)能聽懂所熟悉要想達到上述要求，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。他指出，閱讀中有精讀和泛讀，同樣的道理，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。

他認為，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。他說，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)音和強化口耳互動訓(xùn)練，都極為重要。聽寫的嚴格訓(xùn)練可以為口語和聽力打下堅實的基礎(chǔ)。

解題技巧和策略

他提醒廣大考生，在有了一定的基礎(chǔ)之后，要想取得好成績，B EC考試還要有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)嚴格按照所得到的答案進行閱卷。這樣直接來源于錄音中的答案，會有相當大的優(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6個W，如：what，where等。閱讀理解題如何得高分

閱讀理解在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？劉軍老師提出了以下幾點建議：1.抓住句子結(jié)構(gòu)，通過語法知識來進行拆分理解。在閱讀理解中，找出主、謂、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，劉軍老師認為考生不必對此過于擔(dān)心，現(xiàn)在也不必惡補這方面的知識，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。

對于寫作，劉軍老師認為更多地要靠平時積累。現(xiàn)階段來說，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。

第四篇：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.

第五篇：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]