第一篇：基于BEC的商务英语教学改革（共）
基于BEC的商务英语教学改革
摘要 本文主要分析了获得BEC即商务英语证书对商务英语学生的重要性及BEC考试的特点。从师资培训、课程设置、教学计划、课堂教学模式等方面入手，具体阐述了商务英语教学的改革方法以及其对提高学生BEC通过率，最终提高学生就业率的现实意义。
关键词 BEC考试 商务英语教学 教学改革
中图分类号：G633.41 文献标识码：A
Teaching Reform of Business English Based on BEC
LIU Yichun
(School of Foreign Languages, Tibet Institute for Nationalities, Xianyang, Shaanxi 712082)
AbstractThis paper analyzes the importance of getting BEC to students majored in Business English and the features of BEC exams.Starting from teachers training, courses arrangements, teaching plans and teaching modes in classes, this paper discusses the methods of business English teaching reform and its practical meaning to increase the passing rate of BEC and improve the students employment.Key wordsBEC exam;business English teaching;teaching reform
BEC（Business English Certificate，商务英语证书）是一种职业技能鉴定证书，鉴定学生在商务环境中用英语进行交流的能力。它是商务英语专业学生应该获取的最重要的证书之一（毕业证除外）。该证书由英国剑桥大学考试委员会颁发，英国、英联邦及欧洲大多数国家的商业企业部门都认可，是持有者英语能力的首选证书。在举办这种考试的国家和地区，它是持有者求职的“通行证”。BEC 主要考查学生在商务环境中用英语进行工作的能力和技巧，主要包括听、说、读和写四个方面的能力。BEC考试的题型和国内四、六级的题型完全不同。它主要通过模拟商务环境下使用英语的情况对学生的交流能力进行全面考核，内容涉及商务活动的方方面面，如解读统计图表、填写表格、书写外贸函电等。这些内容的考核给商务英语平时的教学提出了更高的要求，传统的教学方法根本无法应对BEC考试。为了让学生顺利求职并在工作中有出色的表现，就要对商务英语的课程进行改革。本文主要从师资培训、课程设置改革、教学计划、课堂教学模式等方面入手来具体分析改革的方法。培训专业教师
在教学过程中教师占主导地位，要提高学生BEC考试的通过率，取得好成绩，就需要教师行之有效的指导。这就要求教师既要具备渊博的语言知识和丰富的商务经验，又要选择恰当的训练方法，有的放矢，才能取得好成绩。目前大部分英语教师都有硕士甚至博士文凭，英语专业素养和能力毋庸置疑，欠缺的是商务实践能力和对考试的了解。要解决这个问题，首先要鼓励教师积极参加在职培训。要改变教师长期以来养成的从书本到书本的教学习惯，学校就要创造条件引导教师在寒暑假去外贸公司兼职。通过亲身体验，教师既可以了解行业对商务英语学生应该具备能力的要求，又可以从企业获得到直接的知识和经验，提高自身商务素质，为商务英语教学提供可靠的师资保证。其次，了解考试。学校要选派任课教师参加BEC 考官培训。通过培训，让教师掌握BEC 考试的考核目的、考核方式、具体操作流程等。这样，在教学过程中教师就能根据要求给学生度身定制教学目标、教学要求、教学计划、教学方法等。整合课程设置
商务英语课程不只是简单地培训学员的英文水平，它更多地是向学员传授一种西方的企业管理理念、工作心理、工作文件以及与他们合作的方式方法等，这些知识和能力的获得都必须以日常的商务活动为载体。因此，商务英语专业在进行课程设置时一定要考虑到相关的配套学科和课程，比如跨文化交际学、市场营销、外贸单证、广告学、外贸实务等。以往的课程设置原则是低年级安排基础课，高年级安排专业课。商务英语作为专业基础课一般在一年级和二年级开设，而很多专业课如外贸实务等都是三年级第一学期才开设的，所以，对于商务英语教学过程中常常碰到的一些涉及外贸专业的知识和术语： 如单证、报关、报价等术语，任课教师不得不花费很长时间和精力去解释，挤占了很多本应用于操练的时间，影响了教学进度和效果。要避免出现这样的情况，就要调整课程设置。比如一年级的第二学期或二年级的第一学期就安排学生学习国际贸易等专业性很强的课程。有丰富的外贸基础和知识作后盾，在商务英语学习过程中教师和学生就能专心进行交际技巧的训练和练习，而不会将很多的时间和精力浪费在了解专业知识和术语上，影响了学习效率的提高。调整商务英语课程的教学计划 突出专项训练
教学计划是学科计划，是指导学科教学进度的主要文件，主要体现教师如何在规定的时间内，以某种教学方式完成所确定的教学任务。教学计划是教师授课的一个重要依据。商务英语课程一般开设两年4个学期，第一年为初级商务英语，第二年是中级商务英语。由于教材内容量大，课时少，任课教师无法在课堂上对学生进行大量的训练。他们只能课后自己复习，由于没有老师的辅导，考试通过率较低。很多学生也由于难以获得BEC证书而失去学习这门课程的兴趣。要解决这个问题，授课教师就要摒弃传统的以教师讲授知识为主的教学方法，更新观念，调整思路，在总课时不变的前提下，压缩知识性内容的教学时间，抽出大约三分之一的教学时间针对BEC考试的各种题型进行专项训练和辅导，提高他们的应试能力。采用正确的学习策略 全面提高学生的英语综合能力
商务英语是一门实践性很强的课程。学生听说读写能力能否提高是能够通过考试的关键。很多学生花费很多时间和精力学习英语，结果考试成绩很不理想，究其原因是他们的学习方法不对。只要采用了正确的学习策略，就能全面提高学生的能力，进而提高BEC考试通过率。那么，提高商务英语学生的听说读写的能力的有效方法是什么呢？下面从听说读写四个方面来分析。
4.1 提高听力策略
听力是BEC考试的一个重要部分，占总成绩的四分之一。在听力训练中常采用的方法分三种：泛听、精听和选听。泛听可以掌握所听材料的大概意思；精听可以了解听力的具体内容；选听则是针对重要信息重复听。在平常训练时，这三种策略各有侧重：用泛听来提高学生的听力速度，积累知识和词汇量；精听则可以帮助学生识别单词的发音、连读、爆破、语音语调、句型等。BEC考试时，学生需要将三种策略联合使用：用泛听来获得听力内容的大概意思，精听则帮助学生获得具体信息，而选听则有助于学生找到正确的答案。除了掌握必要的听力策略，教师还要督促学生进行大量的练习。如给他们布置听力任务，然后在课堂上或课后分阶段进行测验。
4.2 提高口语表达能力的方法
口语考试是BEC考试非常重要的一个环节。一般有两种题型：一种是考官和考生对话；另一种是考生和考生交流。考官和考生对话是由考官对考生进行询问，如询问考生的个人信息或者要求考生发表自己的一些观点；考生和考生之间的交流采取抽签的方式选择题目，内容包括私人信息以及商务活动中经常遇到的话题和需要交流的信息。口语考试是BEC考试的一大难点，让很多学生头痛。常用的训练方法是按照商务英语教材上的素材和要求，在课堂上进行一些练习，包括师生之间的交际练习和学生之间分组分角色练习等，但毕竟课堂时间有限，效果不甚理想。大部分考生反馈的主要问题是抽到考题后觉得无话可说，或者心里想法可不知道该怎样表达，这些都说明学生的口语能力有待提高。要提高口语能力，首先要善于模仿，就是要模仿磁带。模仿时要逐句模仿，严守磁带里的语音语调，不可按照自己平时阅读或说话的习惯去改造磁带里的语音语调。只要持之以恒，学生讲英语时就会有“洋味”，就容易被别人听懂。其次是复述，把自己朗读、听或阅读的内容进行复述是提高口语能力的一个好方法。用自己的话复述模仿过、朗读过、听过或阅读过的内容，开始时用一两句话概括中心意思即可，然后，由少至多。最后是背诵。背诵对提高口语的好处众所周知，但是不能死背，要先熟读原文，经过多次朗读和复述环节，自然而然地背诵，这种方法对提高口语能力的作用非常大。
4.3 提高商务阅读能力的方法
商务英语阅读是商务英语工作者大量获取商务知识和信息的一种重要手段，也是BEC考试的一个重要部分。要提高商务英语的阅读能力，除了掌握必要的阅读技巧, 还需了解、掌握一些商务领域的相关背景知识。首先，了解各行业的背景知识。由于学生大多没有去公司任过职的经历, 对于课堂上讲解的操作性很强的专业知识感觉力不从心。所以，要大量阅读英文报纸、杂志、网络来获得相关背景信息，以填补商务英语专业学生的商务知识。如金融、保险、餐饮宾馆、IT、服装、汽车、航空等方面的知识可以帮助学生正确理解各种不同的商务文件。其次，了解全球地理、政治和新闻时事等。引导学生关注全球地缘政治和各国的经济关系方面的消息，了解国际经济形势、行业发展、经济预测等以拓宽学生的视野，进一步了解商务知识，并积累相关的词汇以提高阅读能力。最后，要注重阅读技巧。和普通文章不同，商务方面的文章在词汇、遣词造句、篇章结构等方面有自己的特点。要提高商务英语的阅读能力，在具备所需要的行业背景知识和专业词汇外，在平时的练习中学生要有意识地分析商务英语的语言特点，并把它们进行总结归纳，熟记于心，再辅以考试技巧，方能达到有效提高商务英语阅读能力和考试成绩的目标。
4.4 用任务型教学模式进行写作训练
BEC考试写作部分主要考查学生在商务活动中用英文进行书面沟通的能力，其中包括询价、合同、投诉、索赔、备忘录、标书、报告、调查问卷等。商务写作其实就是完成工作任务，因此，商务英语的写作训练宜采取任务型教学模式。任务型的教学模式是基于商务活动工作过程的一种写作训练模式。其核心是教师根据商务活动中的交际情况制定语言学习任务，并提供一些真实的案例作为课堂教学语料供学生模仿实践。其目的是将语言技能的培养和专业知识的学习有机结合起来。在整个教学过程中，不是要求学生按照教师布置的有关材料和要求直接完成写作任务，而是根据任务将学生分组，每组学生围绕自己的任务进行分析、讨论和写作。任务型的教学方法不仅能锻炼学生的写作能力，而且可以培养学生在商务环境中解决问题的能力。
BEC证书对商务英语学生就业的重要性毋庸置疑，各院校和教学单位要以BEC考试为契机，激发学生学习商务英语的兴趣。在高度重视它对商务英语学生的重要性的同时采取一系列配套的措施改革教学方法，从各方面提高学生的商务能力、英语能力和考试能力，为学生成功就业创造条件，最终提高商务英语学生的就业率。
参考文献
[1]刘瑶.商务英语课堂教学模式探讨.中国成人教育,2007(14).[2]余雅.剑桥商务英语课程的特色及教学实践.重庆科技学院学报(社会科学版),2006(6).[3]段春燕.任务型教学在剑桥商务英语课程中的应用.番禹职业技术学院学报, 2005(4).
第二篇：BEC商务英语
BEC商务英语：一张证书多种用途(考试介绍)
□魏华
商务英语证书（BEC）考试自1993年由英国剑桥大学考试委员会与中国教育部考试中心合作推出，现已从中国推广到亚洲、欧洲、北美洲、南美洲、澳洲等60多个国家。
BEC考试共分三级，从听、说、读、写四个方面考察考生掌握英语的能力，是目前国内各种海外英语考试中少数有口试的英语能力考试之一。
BEC由于其考试单位———英国剑桥大学考试委员会考试的科学性、权威性，已被国内大多数外企、商社和涉外单位认可，是招聘雇员优先录用的主要条件之一。
已于2000年开考的、由英国剑桥大学考试委员会与中国全国高等教育自学考试指导委员会联合推出并颁发证书的“商务管理”、“金融管理”两个专业指定BEC为其英语课程。获得BEC1、2、3级C以上成绩证书者免考该课程。
BEC3级已被英国许多大学和中国一些大学定为MBA必修课之一。并被英国50多所大学认可作为入学英语语文能力证明。全国已有26个省、直辖市、自治区的34个城市设有58个考点。每年3月、9月报名截止；
5、6月，11、12月考试。
随着我国即将加入WTO，今后各行各业都要与国际标准接轨，作为权威的国际英语能力证明，BEC证书必将对你的求职应聘具有重要的作用。欢迎广大大学、大专、高职、中专、职高的学生，以及有志于应聘到外企商社工作的人士参加BEC考试，通过考试提高、检验自己的英语水平。
第三篇：商务英语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商务英语写作
BEC商务英语写作范文（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：剑桥商务英语(BEC)考试内容
剑桥商务英语（BEC）考试内容
总体内容：
考试分两个阶段进行。第一阶段为笔试，包括阅读、写作和听力，第二阶段为口试。考试时间分别为：BEC 初级 阅读、写作90分钟，听力约40分钟（含填写答题卡时间），口试12分钟；BEC 中级 阅读60分钟、写作45分钟、听力约40分钟（含填写答题卡时间）、口试14分钟；BEC 高级 阅读60分钟、写作70分钟、听力约40分钟（含填写答题卡时间）、口试16分钟。
如何划分等级：
剑桥商务英语分三个等级：初级，中级，高级。
BEC初级（BEC Preliminary）：难度相当于我国大学英语四级，就剑桥英语考试系列来说，它介于入门英语考试（Key English Test）和初级英语考试（Preliminary English Test）之间。
BEC中级（BEC Vantage）：介于我国大学英语四、六级之间，相当于剑桥第一证书英语考试（First Certificate in English）；
BEC高级（BEC Higher）：介于我国大学英语六级和英语专业八级之间，相当于剑桥熟练英语证书考试（Certificate of Proficiency in English）。
笔试考试内容：包括阅读、写作和听力。
阅读：阅读短篇消息、广告、论文、报告等不同文体材料，回答多项选择形式的阅读理解题;把图表或 字母与相应的描述连接起来；填空题：考核考生对文章结构的理解;填空题：考核考生对词汇及语法知 识掌握的准确性;改错。
写作：写短篇消息;写信函或报告。
听力：根据所听材料填补全文中所缺内容;把摘录和相应的主题或要点连接起来;根据对话、采访或报 告，回答多项选择形式的理解题。
口语考试内容：
BEC商务英语考试的内容基本固定，主要涉及建立和保持商务联络，如何讨论工作，如何制订计划、安排会议等。下面简要介绍一下：
1.关于建立和保持商务联络：
涉及问候；自我介绍；询问对方身份特征；表达喜恶；邀请；表达感谢和欣赏以及请求和提供帮助等。
2.关于谈论工作：
涉及：工作任务；公司情况；介绍产品；比较不同产品的性价；发表观点；提出、接受和拒绝建议；表达需要和要求等。
3.关于制定计划和安排工作方面：
主要涉及：商务会议召开的目的，议题，人选；商务会议日程安排；商务旅行预定饭店房间以及预定机票乘火车旅行等。
评分标准：
BEC的分数由听说读写四部分组成，各占总分的25%。每部分批评分标准不尽相同，比如说听力和阅读都是每道题为一个原始分，然后按照一定标准折算，比较复杂，在这里就不再赘述，这里以口语为例：评分标准测试依据发音、准确性、流利程度以及交流能力四个部分来判定。具体标准如下：
1.发音（包括声音大小、重音、语调、语气）
2.准确性（包括语法、用词及说话方式）
3.流利程度（包括语速、长短句搭配）
4.交流能力（包括独立性、灵活性以及对谈话方式的把握）
有关用书：
《新编剑桥商务英语学生用书（中级）（Pass Cambridge BEC Vantage Student book）（第二版）》，定价：43.00元；《新编剑桥商务英语（学生用带）（中级）（Pass Cambridge BEC Vantage）（第二版）》，定价：15.00元；《新编剑桥商务英语教师用书（中级）（Pass Cambridge BEC Vantage Teacher’s Guide）（第二版）》，定价：38.00元；《新编剑桥商务英语练习册（中级）（Pass Cambridge BEC Vantage Workbook）（第二版）》，定价：20.00元。
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