第一篇：BEC商務英語改錯常見錯誤總結

BEC商務英語改錯常見錯誤總結

原文地址：http://

【基本方法】

通讀全文，把握大意

很多考生在做題的時候會遇到不知道是否該刪除某個詞語的情況，這時應該從全文內容出發，判斷其是否多余，通常情況下，都是名詞或代詞為多，出題者通過增加多余的名詞或代詞來對考生進行干擾，從而達到測試的目的。先通讀全文的另外一個好處就是可以在讀的過程中先找出一些明顯的錯誤，這也遵循了我們常說的先易后難的解題規律。

以句子為單位，逐個進行分析

在四六級中，經常是幾行才設置一道題目，而BEC則不同，每一行都設置一道題目，因此，一個句子通常都會被拆分成時上下兩行。所以，我們做題的時候應該以句子為最小單位，然后對其進行分析，找出其中的錯誤所在，而不應該僅僅局限于一行對句子進行分析。

分析句子成分，找出錯誤所在

判斷一個句子正確與否，通過需要對句子進行語法成分的分析，以判斷是缺少語法成分，還是出現多余的語法成分。一個完整的句子通常要包含主語，謂語和賓語。所以我們分析句子的時候也是從主謂賓入手。這就要求學生掌握一定的語法知識，具備分析句子成分的能力。考生應該在平時練習時加強對句子成分的分析。

遵循先易后難，充分利用時間

就考試時間而言，BEC的考試時間要比四六級考試時間長。但是，由于BEC的難度較大，很大一部分考生仍會感到時間不夠用。因此，在做題的時候，我們仍要遵循先易后難的原則，爭取在最短的時間內拿到做多的分。考生在平時練習的時候也要養成這個習慣，這樣就可以避免在考試的時候死扣住一道難題不放，而失去了那些容易的該得分的題目。

【常見錯誤】

將泛指內容特指化

這主要是指在名詞前加上了多余的定冠詞，造成泛指的內容被特指。因為在BEC考試中不存在漏詞的情況，因此在名詞前缺少冠詞的情況是不存在的。當考生遇到復數名詞前的定冠詞時，可以考慮其是否多余。

例如： The final decision was reached after day-long session of the tests, interviews and exercises.(tests, interviews and exercises均為泛指的內容，而不是某種特有的，專門的tests, interviews and exercises，所以在這個句子中，the是多余的。)

時態不正確

對于時態方面的考查，最常見的就是在時間，條件，讓步狀語從句后用帶will的將來時態。我們知道，這些從句要用一般現在時來代替一般將來時。所以，句中的 will往往是多余的。(當然，有時候will表示意愿，用在if條件句中，表示“如果你愿意......”這個要區別對待)

例如：..., a password allows them to access the system wherever they will happen to be that day.(這是一個讓步狀語從句，從句要求用一般現在時來表示一般將來時，所以句中的 will是多余的，應該去掉。)

對立性詞語在句子中同時出現

在中文里，我們可以把“雖然”“但是”放在一起，也可以將“因為”“所以”放在一起，而在英語中，我們用了although/though就不可以用but(但是可以用yet)，用了because/since/as就不可以用so。另外。在句子中一般不可以同時出現以下的詞語： how與well，only與hardly，serve與for，reach與at/in，rise與up，most與best，must與have to，another與other(s)，marry與 with，repeat與again(但可以與again and again連用)，return 與 back等等。

例如： How do you get on well with the staff.(這句話中，well實際上回答了how，所以well是多余的。又如serve for our customs 中for也是多余的，因為serve是及物動詞，本身已經含有for的意思，再用for就造成了意思上的重復。)

詞性的誤用

由于詞性的誤用而造成的單詞多余在BEC短文改錯中也是經常可以碰到的。特別是對動詞的考查，如及物和不及物的混用等等。

例如：Their backgrounds are vary from arts to sciences(vary是動詞，因此，are是多余的。又如：But Garrard is going to be relax.一句，relax是動詞，be是多余的。又如：Rather than waste of time in traffic jams.中的of 是多余的，因為waste是及物動詞;又如：...,where executives fly them in and out the same day.中them是多余的，因為fly是不及物動詞。)

又如：In addition to have formal lessons, participants have the opportunity to learn in social situations with trainers and fellow students.(In addition to中to是介詞，后面要接上名詞或動名詞，不可以接上動詞原形。所以應該去掉have)

賓語從句中that與what或that 與if / whether的同時出現 在賓語從句中，我們不可以用兩個連詞來連接同一個句子。出題者往往會在賓語從句中同時使用that和what或that和if / whether來考查學生是否掌握好基本的語法知識。

例如：It really doesn’t matter that what we pay for an investment.(在這句話中就同時用了兩個連詞。我們知道，pay是一個及物動詞，要求接上賓語，what在這里充當pay的賓語，而that僅僅是起到連接的作用，沒有實在的意義，所以 that是多余的。)

第二篇：商務英語常見錯誤

商務英語中常見錯誤

Personal vs.Personnel

密切注意這些單詞的拼寫和重音！“Personnel”是個名詞意思是公司的職員。例如“Our company has the best personnel in the industry.”重音落在單詞的末尾。“Personal”是個形容詞意思是私人或是個人。“I'm requesting a day of annual leave for personal reasons.”重音容落在單詞的開頭。如果你不仔細，你就可能說成“personal meeting”而不是“personnel meeting.”

Executive

“executive”是公司的管理人員。如果你正在向訪客或是客戶介紹你公司的高層

executives，那就要注意單詞的發音嘍！如果你將重音落在 “u”上，那么“executive”馬上就聽起來象“execute”-將某人殺死或判死刑。

Present? Presentate? Presentation?

當你作presentation時present信息。Present是個動詞意思是將某物呈現給別人。presentation是常在商務中推出新信息時使用的一種形式。許多人－就算是一些英語的本土人士－ 認為“presentate”是 “presentation.”的動詞形式。不要犯同樣的錯誤！“I look forward to hearing from you.”

這個短語通常用于商務信件中。但是學習英語者常寫成，“I look forward to hear from you.”這不正確并且讓英語本土人士聽起來有些滑稽。動詞 “hear”在這個短語中總是要有“ing”的。

Headquarters and Information

許多的英語學習者把“headquarters”這個單詞的“s”漏掉而在“information”后加上了“s”。Headquarters是個單數名詞意思是公司的總部：“I'm going to headquarters this

weekend to meet with the CEO.” Headquarters是個微妙的單詞因為它是以“s”結尾的。看起來象是個復數名詞！但是漏掉“s”會把headquarters變成個動詞，“to headquarter.” 在另一方面，許多學習者在information后加上了“s”。大多數人的理由是如果他們需要很多的信息，他們就需要把這個單詞變成復數，例如，“I need informations on overseas study programs.”但是信息是個不可數名詞（它沒有復數名詞）。你只需要說，“I need some information.”

第三篇：BEC商務英語

BEC商務英語：一張證書多種用途(考試介紹)

□魏華

商務英語證書（BEC）考試自1993年由英國劍橋大學考試委員會與中國教育部考試中心合作推出，現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，是目前國內各種海外英語考試中少數有口試的英語能力考試之一。

BEC由于其考試單位———英國劍橋大學考試委員會考試的科學性、權威性，已被國內大多數外企、商社和涉外單位認可，是招聘雇員優先錄用的主要條件之一。

已于2000年開考的、由英國劍橋大學考試委員會與中國全國高等教育自學考試指導委員會聯合推出并頒發證書的“商務管理”、“金融管理”兩個專業指定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和中國一些大學定為MBA必修課之一。并被英國50多所大學認可作為入學英語語文能力證明。全國已有26個省、直轄市、自治區的34個城市設有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，今后各行各業都要與國際標準接軌，作為權威的國際英語能力證明，BEC證書必將對你的求職應聘具有重要的作用。歡迎廣大大學、大專、高職、中專、職高的學生，以及有志于應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。

第四篇：商務英語常見的5大錯誤

在競爭激烈的商務世界，你需要占領所有的優勢。并且無懈可擊的英語能讓你獨占鰲頭。你認為太難實現嗎？一點也不！看一下你的競爭對手常犯的商務英語錯誤列表并馬上占領領先地位：

Personal vs.Personnel

密切注意這些單詞的拼寫和重音！“Personnel”是個名詞意思是公司的職員。例如“Our company has the best personnel in the industry.”重音落在單詞的末尾。“Personal”是個形容詞意思是私人或是個人。“I'm requesting a day of annual leave for personal reasons.”重音容落在單詞的開頭。如果你不仔細，你就可能說成“personal meeting”而不是“personnel meeting.”

Executive

“executive”是公司的管理人員。如果你正在向訪客或是客戶介紹你公司的高層executives，那就要注意單詞的發音嘍！如果你將重音落在 “u”上，那么“executive”馬上就聽起來象“execute”-將某人殺死或判死刑。

Present? Presentate? Presentation?

當你作presentation時present信息。Present是個動詞意思是將某物呈現給別人。presentation是常在商務中推出新信息時使用的一種形式。許多人－就算是一些英語的本土人士－ 認為“presentate”是 “presentation.”的動詞形式。不要犯同樣的錯誤！

“I look forward to hearing from you.”

這個短語通常用于商務信件中。但是學習英語者常寫成，“I look forward to hear from you.”這不正確并且讓英語本土人士聽起來有些滑稽。動詞 “hear”在這個短語中總是要有“ing”的。

Headquarters and Information

許多的英語學習者把“headquarters”這個單詞的“s”漏掉而在“information.”后加上了“s”。Headquarters是個單數名詞意思是公司的總部：“I'm going to headquarters this weekend to meet with the CEO.” Headquarters是個微妙的單詞因為它是以“s.”結尾的。看起來象是個復數名詞！但是漏掉“s”會把headquarters變成個動詞，“to headquarter.”

在另一方面，許多學習者在information后加上了“s”。大多數人的理由是如果他們需要很多的信息，他們就需要把這個單詞變成復數，例如，“I need

informations on overseas study programs.”但是信息是個不可數名詞（它沒有復數名詞）。你只需要說，“I need some information.”

第五篇：商務英語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.