第一篇：BEC商务英语改错常见错误总结
BEC商务英语改错常见错误总结
原文地址：http://
【基本方法】
通读全文，把握大意
很多考生在做题的时候会遇到不知道是否该删除某个词语的情况，这时应该从全文内容出发，判断其是否多余，通常情况下，都是名词或代词为多，出题者通过增加多余的名词或代词来对考生进行干扰，从而达到测试的目的。先通读全文的另外一个好处就是可以在读的过程中先找出一些明显的错误，这也遵循了我们常说的先易后难的解题规律。
以句子为单位，逐个进行分析
在四六级中，经常是几行才设置一道题目，而BEC则不同，每一行都设置一道题目，因此，一个句子通常都会被拆分成时上下两行。所以，我们做题的时候应该以句子为最小单位，然后对其进行分析，找出其中的错误所在，而不应该仅仅局限于一行对句子进行分析。
分析句子成分，找出错误所在
判断一个句子正确与否，通过需要对句子进行语法成分的分析，以判断是缺少语法成分，还是出现多余的语法成分。一个完整的句子通常要包含主语，谓语和宾语。所以我们分析句子的时候也是从主谓宾入手。这就要求学生掌握一定的语法知识，具备分析句子成分的能力。考生应该在平时练习时加强对句子成分的分析。
遵循先易后难，充分利用时间
就考试时间而言，BEC的考试时间要比四六级考试时间长。但是，由于BEC的难度较大，很大一部分考生仍会感到时间不够用。因此，在做题的时候，我们仍要遵循先易后难的原则，争取在最短的时间内拿到做多的分。考生在平时练习的时候也要养成这个习惯，这样就可以避免在考试的时候死扣住一道难题不放，而失去了那些容易的该得分的题目。
【常见错误】
将泛指内容特指化
这主要是指在名词前加上了多余的定冠词，造成泛指的内容被特指。因为在BEC考试中不存在漏词的情况，因此在名词前缺少冠词的情况是不存在的。当考生遇到复数名词前的定冠词时，可以考虑其是否多余。
例如： The final decision was reached after day-long session of the tests, interviews and exercises.(tests, interviews and exercises均为泛指的内容，而不是某种特有的，专门的tests, interviews and exercises，所以在这个句子中，the是多余的。)
时态不正确
对于时态方面的考查，最常见的就是在时间，条件，让步状语从句后用带will的将来时态。我们知道，这些从句要用一般现在时来代替一般将来时。所以，句中的 will往往是多余的。(当然，有时候will表示意愿，用在if条件句中，表示“如果你愿意......”这个要区别对待)
例如：..., a password allows them to access the system wherever they will happen to be that day.(这是一个让步状语从句，从句要求用一般现在时来表示一般将来时，所以句中的 will是多余的，应该去掉。)
对立性词语在句子中同时出现
在中文里，我们可以把“虽然”“但是”放在一起，也可以将“因为”“所以”放在一起，而在英语中，我们用了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时出现以下的词语： how与well，only与hardly，serve与for，reach与at/in，rise与up，most与best，must与have to，another与other(s)，marry与 with，repeat与again(但可以与again and again连用)，return 与 back等等。
例如： How do you get on well with the staff.(这句话中，well实际上回答了how，所以well是多余的。又如serve for our customs 中for也是多余的，因为serve是及物动词，本身已经含有for的意思，再用for就造成了意思上的重复。)
词性的误用
由于词性的误用而造成的单词多余在BEC短文改错中也是经常可以碰到的。特别是对动词的考查，如及物和不及物的混用等等。
例如：Their backgrounds are vary from arts to sciences(vary是动词，因此，are是多余的。又如：But Garrard is going to be relax.一句，relax是动词，be是多余的。又如：Rather than waste of time in traffic jams.中的of 是多余的，因为waste是及物动词;又如：...,where executives fly them in and out the same day.中them是多余的，因为fly是不及物动词。)
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是介词，后面要接上名词或动名词，不可以接上动词原形。所以应该去掉have)
宾语从句中that与what或that 与if / whether的同时出现 在宾语从句中，我们不可以用两个连词来连接同一个句子。出题者往往会在宾语从句中同时使用that和what或that和if / whether来考查学生是否掌握好基本的语法知识。
例如：It really doesn’t matter that what we pay for an investment.(在这句话中就同时用了两个连词。我们知道，pay是一个及物动词，要求接上宾语，what在这里充当pay的宾语，而that仅仅是起到连接的作用，没有实在的意义，所以 that是多余的。)
第二篇：商务英语常见错误
商务英语中常见错误
Personal vs.Personnel
密切注意这些单词的拼写和重音！“Personnel”是个名词意思是公司的职员。例如“Our company has the best personnel in the industry.”重音落在单词的末尾。“Personal”是个形容词意思是私人或是个人。“I'm requesting a day of annual leave for personal reasons.”重音容落在单词的开头。如果你不仔细，你就可能说成“personal meeting”而不是“personnel meeting.”
Executive
“executive”是公司的管理人员。如果你正在向访客或是客户介绍你公司的高层
executives，那就要注意单词的发音喽！如果你将重音落在 “u”上，那么“executive”马上就听起来象“execute”-将某人杀死或判死刑。
Present? Presentate? Presentation?
当你作presentation时present信息。Present是个动词意思是将某物呈现给别人。presentation是常在商务中推出新信息时使用的一种形式。许多人－就算是一些英语的本土人士－ 认为“presentate”是 “presentation.”的动词形式。不要犯同样的错误！“I look forward to hearing from you.”
这个短语通常用于商务信件中。但是学习英语者常写成，“I look forward to hear from you.”这不正确并且让英语本土人士听起来有些滑稽。动词 “hear”在这个短语中总是要有“ing”的。
Headquarters and Information
许多的英语学习者把“headquarters”这个单词的“s”漏掉而在“information”后加上了“s”。Headquarters是个单数名词意思是公司的总部：“I'm going to headquarters this
weekend to meet with the CEO.” Headquarters是个微妙的单词因为它是以“s”结尾的。看起来象是个复数名词！但是漏掉“s”会把headquarters变成个动词，“to headquarter.” 在另一方面，许多学习者在information后加上了“s”。大多数人的理由是如果他们需要很多的信息，他们就需要把这个单词变成复数，例如，“I need informations on overseas study programs.”但是信息是个不可数名词（它没有复数名词）。你只需要说，“I need some information.”
第三篇：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。
第四篇：商务英语常见的5大错误
在竞争激烈的商务世界，你需要占领所有的优势。并且无懈可击的英语能让你独占鳌头。你认为太难实现吗？一点也不！看一下你的竞争对手常犯的商务英语错误列表并马上占领领先地位：
Personal vs.Personnel
密切注意这些单词的拼写和重音！“Personnel”是个名词意思是公司的职员。例如“Our company has the best personnel in the industry.”重音落在单词的末尾。“Personal”是个形容词意思是私人或是个人。“I'm requesting a day of annual leave for personal reasons.”重音容落在单词的开头。如果你不仔细，你就可能说成“personal meeting”而不是“personnel meeting.”
Executive
“executive”是公司的管理人员。如果你正在向访客或是客户介绍你公司的高层executives，那就要注意单词的发音喽！如果你将重音落在 “u”上，那么“executive”马上就听起来象“execute”-将某人杀死或判死刑。
Present? Presentate? Presentation?
当你作presentation时present信息。Present是个动词意思是将某物呈现给别人。presentation是常在商务中推出新信息时使用的一种形式。许多人－就算是一些英语的本土人士－ 认为“presentate”是 “presentation.”的动词形式。不要犯同样的错误！
“I look forward to hearing from you.”
这个短语通常用于商务信件中。但是学习英语者常写成，“I look forward to hear from you.”这不正确并且让英语本土人士听起来有些滑稽。动词 “hear”在这个短语中总是要有“ing”的。
Headquarters and Information
许多的英语学习者把“headquarters”这个单词的“s”漏掉而在“information.”后加上了“s”。Headquarters是个单数名词意思是公司的总部：“I'm going to headquarters this weekend to meet with the CEO.” Headquarters是个微妙的单词因为它是以“s.”结尾的。看起来象是个复数名词！但是漏掉“s”会把headquarters变成个动词，“to headquarter.”
在另一方面，许多学习者在information后加上了“s”。大多数人的理由是如果他们需要很多的信息，他们就需要把这个单词变成复数，例如，“I need
informations on overseas study programs.”但是信息是个不可数名词（它没有复数名词）。你只需要说，“I need some information.”
第五篇：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.
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