第一篇：基于BEC的商務(wù)英語教學(xué)改革（共）

基于BEC的商務(wù)英語教學(xué)改革

摘要 本文主要分析了獲得BEC即商務(wù)英語證書對(duì)商務(wù)英語學(xué)生的重要性及BEC考試的特點(diǎn)。從師資培訓(xùn)、課程設(shè)置、教學(xué)計(jì)劃、課堂教學(xué)模式等方面入手，具體闡述了商務(wù)英語教學(xué)的改革方法以及其對(duì)提高學(xué)生BEC通過率，最終提高學(xué)生就業(yè)率的現(xiàn)實(shí)意義。

關(guān)鍵詞 BEC考試 商務(wù)英語教學(xué) 教學(xué)改革

中圖分類號(hào)：G633.41 文獻(xiàn)標(biāo)識(shí)碼：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，商務(wù)英語證書）是一種職業(yè)技能鑒定證書，鑒定學(xué)生在商務(wù)環(huán)境中用英語進(jìn)行交流的能力。它是商務(wù)英語專業(yè)學(xué)生應(yīng)該獲取的最重要的證書之一（畢業(yè)證除外）。該證書由英國(guó)劍橋大學(xué)考試委員會(huì)頒發(fā)，英國(guó)、英聯(lián)邦及歐洲大多數(shù)國(guó)家的商業(yè)企業(yè)部門都認(rèn)可，是持有者英語能力的首選證書。在舉辦這種考試的國(guó)家和地區(qū)，它是持有者求職的“通行證”。BEC 主要考查學(xué)生在商務(wù)環(huán)境中用英語進(jìn)行工作的能力和技巧，主要包括聽、說、讀和寫四個(gè)方面的能力。BEC考試的題型和國(guó)內(nèi)四、六級(jí)的題型完全不同。它主要通過模擬商務(wù)環(huán)境下使用英語的情況對(duì)學(xué)生的交流能力進(jìn)行全面考核，內(nèi)容涉及商務(wù)活動(dòng)的方方面面，如解讀統(tǒng)計(jì)圖表、填寫表格、書寫外貿(mào)函電等。這些內(nèi)容的考核給商務(wù)英語平時(shí)的教學(xué)提出了更高的要求，傳統(tǒng)的教學(xué)方法根本無法應(yīng)對(duì)BEC考試。為了讓學(xué)生順利求職并在工作中有出色的表現(xiàn)，就要對(duì)商務(wù)英語的課程進(jìn)行改革。本文主要從師資培訓(xùn)、課程設(shè)置改革、教學(xué)計(jì)劃、課堂教學(xué)模式等方面入手來具體分析改革的方法。培訓(xùn)專業(yè)教師

在教學(xué)過程中教師占主導(dǎo)地位，要提高學(xué)生BEC考試的通過率，取得好成績(jī)，就需要教師行之有效的指導(dǎo)。這就要求教師既要具備淵博的語言知識(shí)和豐富的商務(wù)經(jīng)驗(yàn)，又要選擇恰當(dāng)?shù)挠?xùn)練方法，有的放矢，才能取得好成績(jī)。目前大部分英語教師都有碩士甚至博士文憑，英語專業(yè)素養(yǎng)和能力毋庸置疑，欠缺的是商務(wù)實(shí)踐能力和對(duì)考試的了解。要解決這個(gè)問題，首先要鼓勵(lì)教師積極參加在職培訓(xùn)。要改變教師長(zhǎng)期以來養(yǎng)成的從書本到書本的教學(xué)習(xí)慣，學(xué)校就要?jiǎng)?chuàng)造條件引導(dǎo)教師在寒暑假去外貿(mào)公司兼職。通過親身體驗(yàn)，教師既可以了解行業(yè)對(duì)商務(wù)英語學(xué)生應(yīng)該具備能力的要求，又可以從企業(yè)獲得到直接的知識(shí)和經(jīng)驗(yàn)，提高自身商務(wù)素質(zhì)，為商務(wù)英語教學(xué)提供可靠的師資保證。其次，了解考試。學(xué)校要選派任課教師參加BEC 考官培訓(xùn)。通過培訓(xùn)，讓教師掌握BEC 考試的考核目的、考核方式、具體操作流程等。這樣，在教學(xué)過程中教師就能根據(jù)要求給學(xué)生度身定制教學(xué)目標(biāo)、教學(xué)要求、教學(xué)計(jì)劃、教學(xué)方法等。整合課程設(shè)置

商務(wù)英語課程不只是簡(jiǎn)單地培訓(xùn)學(xué)員的英文水平，它更多地是向?qū)W員傳授一種西方的企業(yè)管理理念、工作心理、工作文件以及與他們合作的方式方法等，這些知識(shí)和能力的獲得都必須以日常的商務(wù)活動(dòng)為載體。因此，商務(wù)英語專業(yè)在進(jìn)行課程設(shè)置時(shí)一定要考慮到相關(guān)的配套學(xué)科和課程，比如跨文化交際學(xué)、市場(chǎng)營(yíng)銷、外貿(mào)單證、廣告學(xué)、外貿(mào)實(shí)務(wù)等。以往的課程設(shè)置原則是低年級(jí)安排基礎(chǔ)課，高年級(jí)安排專業(yè)課。商務(wù)英語作為專業(yè)基礎(chǔ)課一般在一年級(jí)和二年級(jí)開設(shè)，而很多專業(yè)課如外貿(mào)實(shí)務(wù)等都是三年級(jí)第一學(xué)期才開設(shè)的，所以，對(duì)于商務(wù)英語教學(xué)過程中常常碰到的一些涉及外貿(mào)專業(yè)的知識(shí)和術(shù)語： 如單證、報(bào)關(guān)、報(bào)價(jià)等術(shù)語，任課教師不得不花費(fèi)很長(zhǎng)時(shí)間和精力去解釋，擠占了很多本應(yīng)用于操練的時(shí)間，影響了教學(xué)進(jìn)度和效果。要避免出現(xiàn)這樣的情況，就要調(diào)整課程設(shè)置。比如一年級(jí)的第二學(xué)期或二年級(jí)的第一學(xué)期就安排學(xué)生學(xué)習(xí)國(guó)際貿(mào)易等專業(yè)性很強(qiáng)的課程。有豐富的外貿(mào)基礎(chǔ)和知識(shí)作后盾，在商務(wù)英語學(xué)習(xí)過程中教師和學(xué)生就能專心進(jìn)行交際技巧的訓(xùn)練和練習(xí)，而不會(huì)將很多的時(shí)間和精力浪費(fèi)在了解專業(yè)知識(shí)和術(shù)語上，影響了學(xué)習(xí)效率的提高。調(diào)整商務(wù)英語課程的教學(xué)計(jì)劃 突出專項(xiàng)訓(xùn)練

教學(xué)計(jì)劃是學(xué)科計(jì)劃，是指導(dǎo)學(xué)科教學(xué)進(jìn)度的主要文件，主要體現(xiàn)教師如何在規(guī)定的時(shí)間內(nèi)，以某種教學(xué)方式完成所確定的教學(xué)任務(wù)。教學(xué)計(jì)劃是教師授課的一個(gè)重要依據(jù)。商務(wù)英語課程一般開設(shè)兩年4個(gè)學(xué)期，第一年為初級(jí)商務(wù)英語，第二年是中級(jí)商務(wù)英語。由于教材內(nèi)容量大，課時(shí)少，任課教師無法在課堂上對(duì)學(xué)生進(jìn)行大量的訓(xùn)練。他們只能課后自己復(fù)習(xí)，由于沒有老師的輔導(dǎo)，考試通過率較低。很多學(xué)生也由于難以獲得BEC證書而失去學(xué)習(xí)這門課程的興趣。要解決這個(gè)問題，授課教師就要摒棄傳統(tǒng)的以教師講授知識(shí)為主的教學(xué)方法，更新觀念，調(diào)整思路，在總課時(shí)不變的前提下，壓縮知識(shí)性內(nèi)容的教學(xué)時(shí)間，抽出大約三分之一的教學(xué)時(shí)間針對(duì)BEC考試的各種題型進(jìn)行專項(xiàng)訓(xùn)練和輔導(dǎo)，提高他們的應(yīng)試能力。采用正確的學(xué)習(xí)策略 全面提高學(xué)生的英語綜合能力

商務(wù)英語是一門實(shí)踐性很強(qiáng)的課程。學(xué)生聽說讀寫能力能否提高是能夠通過考試的關(guān)鍵。很多學(xué)生花費(fèi)很多時(shí)間和精力學(xué)習(xí)英語，結(jié)果考試成績(jī)很不理想，究其原因是他們的學(xué)習(xí)方法不對(duì)。只要采用了正確的學(xué)習(xí)策略，就能全面提高學(xué)生的能力，進(jìn)而提高BEC考試通過率。那么，提高商務(wù)英語學(xué)生的聽說讀寫的能力的有效方法是什么呢？下面從聽說讀寫四個(gè)方面來分析。

4.1 提高聽力策略

聽力是BEC考試的一個(gè)重要部分，占總成績(jī)的四分之一。在聽力訓(xùn)練中常采用的方法分三種：泛聽、精聽和選聽。泛聽可以掌握所聽材料的大概意思；精聽可以了解聽力的具體內(nèi)容；選聽則是針對(duì)重要信息重復(fù)聽。在平常訓(xùn)練時(shí)，這三種策略各有側(cè)重：用泛聽來提高學(xué)生的聽力速度，積累知識(shí)和詞匯量；精聽則可以幫助學(xué)生識(shí)別單詞的發(fā)音、連讀、爆破、語音語調(diào)、句型等。BEC考試時(shí)，學(xué)生需要將三種策略聯(lián)合使用：用泛聽來獲得聽力內(nèi)容的大概意思，精聽則幫助學(xué)生獲得具體信息，而選聽則有助于學(xué)生找到正確的答案。除了掌握必要的聽力策略，教師還要督促學(xué)生進(jìn)行大量的練習(xí)。如給他們布置聽力任務(wù)，然后在課堂上或課后分階段進(jìn)行測(cè)驗(yàn)。

4.2 提高口語表達(dá)能力的方法

口語考試是BEC考試非常重要的一個(gè)環(huán)節(jié)。一般有兩種題型：一種是考官和考生對(duì)話；另一種是考生和考生交流。考官和考生對(duì)話是由考官對(duì)考生進(jìn)行詢問，如詢問考生的個(gè)人信息或者要求考生發(fā)表自己的一些觀點(diǎn)；考生和考生之間的交流采取抽簽的方式選擇題目，內(nèi)容包括私人信息以及商務(wù)活動(dòng)中經(jīng)常遇到的話題和需要交流的信息?？谡Z考試是BEC考試的一大難點(diǎn)，讓很多學(xué)生頭痛。常用的訓(xùn)練方法是按照商務(wù)英語教材上的素材和要求，在課堂上進(jìn)行一些練習(xí)，包括師生之間的交際練習(xí)和學(xué)生之間分組分角色練習(xí)等，但畢竟課堂時(shí)間有限，效果不甚理想。大部分考生反饋的主要問題是抽到考題后覺得無話可說，或者心里想法可不知道該怎樣表達(dá)，這些都說明學(xué)生的口語能力有待提高。要提高口語能力，首先要善于模仿，就是要模仿磁帶。模仿時(shí)要逐句模仿，嚴(yán)守磁帶里的語音語調(diào)，不可按照自己平時(shí)閱讀或說話的習(xí)慣去改造磁帶里的語音語調(diào)。只要持之以恒，學(xué)生講英語時(shí)就會(huì)有“洋味”，就容易被別人聽懂。其次是復(fù)述，把自己朗讀、聽或閱讀的內(nèi)容進(jìn)行復(fù)述是提高口語能力的一個(gè)好方法。用自己的話復(fù)述模仿過、朗讀過、聽過或閱讀過的內(nèi)容，開始時(shí)用一兩句話概括中心意思即可，然后，由少至多。最后是背誦。背誦對(duì)提高口語的好處眾所周知，但是不能死背，要先熟讀原文，經(jīng)過多次朗讀和復(fù)述環(huán)節(jié)，自然而然地背誦，這種方法對(duì)提高口語能力的作用非常大。

4.3 提高商務(wù)閱讀能力的方法

商務(wù)英語閱讀是商務(wù)英語工作者大量獲取商務(wù)知識(shí)和信息的一種重要手段，也是BEC考試的一個(gè)重要部分。要提高商務(wù)英語的閱讀能力，除了掌握必要的閱讀技巧, 還需了解、掌握一些商務(wù)領(lǐng)域的相關(guān)背景知識(shí)。首先，了解各行業(yè)的背景知識(shí)。由于學(xué)生大多沒有去公司任過職的經(jīng)歷, 對(duì)于課堂上講解的操作性很強(qiáng)的專業(yè)知識(shí)感覺力不從心。所以，要大量閱讀英文報(bào)紙、雜志、網(wǎng)絡(luò)來獲得相關(guān)背景信息，以填補(bǔ)商務(wù)英語專業(yè)學(xué)生的商務(wù)知識(shí)。如金融、保險(xiǎn)、餐飲賓館、IT、服裝、汽車、航空等方面的知識(shí)可以幫助學(xué)生正確理解各種不同的商務(wù)文件。其次，了解全球地理、政治和新聞時(shí)事等。引導(dǎo)學(xué)生關(guān)注全球地緣政治和各國(guó)的經(jīng)濟(jì)關(guān)系方面的消息，了解國(guó)際經(jīng)濟(jì)形勢(shì)、行業(yè)發(fā)展、經(jīng)濟(jì)預(yù)測(cè)等以拓寬學(xué)生的視野，進(jìn)一步了解商務(wù)知識(shí)，并積累相關(guān)的詞匯以提高閱讀能力。最后，要注重閱讀技巧。和普通文章不同，商務(wù)方面的文章在詞匯、遣詞造句、篇章結(jié)構(gòu)等方面有自己的特點(diǎn)。要提高商務(wù)英語的閱讀能力，在具備所需要的行業(yè)背景知識(shí)和專業(yè)詞匯外，在平時(shí)的練習(xí)中學(xué)生要有意識(shí)地分析商務(wù)英語的語言特點(diǎn)，并把它們進(jìn)行總結(jié)歸納，熟記于心，再輔以考試技巧，方能達(dá)到有效提高商務(wù)英語閱讀能力和考試成績(jī)的目標(biāo)。

4.4 用任務(wù)型教學(xué)模式進(jìn)行寫作訓(xùn)練

BEC考試寫作部分主要考查學(xué)生在商務(wù)活動(dòng)中用英文進(jìn)行書面溝通的能力，其中包括詢價(jià)、合同、投訴、索賠、備忘錄、標(biāo)書、報(bào)告、調(diào)查問卷等。商務(wù)寫作其實(shí)就是完成工作任務(wù)，因此，商務(wù)英語的寫作訓(xùn)練宜采取任務(wù)型教學(xué)模式。任務(wù)型的教學(xué)模式是基于商務(wù)活動(dòng)工作過程的一種寫作訓(xùn)練模式。其核心是教師根據(jù)商務(wù)活動(dòng)中的交際情況制定語言學(xué)習(xí)任務(wù)，并提供一些真實(shí)的案例作為課堂教學(xué)語料供學(xué)生模仿實(shí)踐。其目的是將語言技能的培養(yǎng)和專業(yè)知識(shí)的學(xué)習(xí)有機(jī)結(jié)合起來。在整個(gè)教學(xué)過程中，不是要求學(xué)生按照教師布置的有關(guān)材料和要求直接完成寫作任務(wù)，而是根據(jù)任務(wù)將學(xué)生分組，每組學(xué)生圍繞自己的任務(wù)進(jìn)行分析、討論和寫作。任務(wù)型的教學(xué)方法不僅能鍛煉學(xué)生的寫作能力，而且可以培養(yǎng)學(xué)生在商務(wù)環(huán)境中解決問題的能力。

BEC證書對(duì)商務(wù)英語學(xué)生就業(yè)的重要性毋庸置疑，各院校和教學(xué)單位要以BEC考試為契機(jī)，激發(fā)學(xué)生學(xué)習(xí)商務(wù)英語的興趣。在高度重視它對(duì)商務(wù)英語學(xué)生的重要性的同時(shí)采取一系列配套的措施改革教學(xué)方法，從各方面提高學(xué)生的商務(wù)能力、英語能力和考試能力，為學(xué)生成功就業(yè)創(chuàng)造條件，最終提高商務(wù)英語學(xué)生的就業(yè)率。

參考文獻(xiàn)

[1]劉瑤.商務(wù)英語課堂教學(xué)模式探討.中國(guó)成人教育,2007(14).[2]余雅.劍橋商務(wù)英語課程的特色及教學(xué)實(shí)踐.重慶科技學(xué)院學(xué)報(bào)(社會(huì)科學(xué)版),2006(6).[3]段春燕.任務(wù)型教學(xué)在劍橋商務(wù)英語課程中的應(yīng)用.番禹職業(yè)技術(shù)學(xué)院學(xué)報(bào), 2005(4).

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(guó)劍橋大學(xué)考試委員會(huì)與中國(guó)教育部考試中心合作推出，現(xiàn)已從中國(guó)推廣到亞洲、歐洲、北美洲、南美洲、澳洲等60多個(gè)國(guó)家。

BEC考試共分三級(jí)，從聽、說、讀、寫四個(gè)方面考察考生掌握英語的能力，是目前國(guó)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(guó)劍橋大學(xué)考試委員會(huì)考試的科學(xué)性、權(quán)威性，已被國(guó)內(nèi)大多數(shù)外企、商社和涉外單位認(rèn)可，是招聘雇員優(yōu)先錄用的主要條件之一。

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

BEC3級(jí)已被英國(guó)許多大學(xué)和中國(guó)一些大學(xué)定為MBA必修課之一。并被英國(guó)50多所大學(xué)認(rèn)可作為入學(xué)英語語文能力證明。全國(guó)已有26個(gè)省、直轄市、自治區(qū)的34個(gè)城市設(shè)有58個(gè)考點(diǎn)。每年3月、9月報(bào)名截止；

5、6月，11、12月考試。

隨著我國(guó)即將加入WTO，今后各行各業(yè)都要與國(guó)際標(biāo)準(zhǔn)接軌，作為權(quán)威的國(guó)際英語能力證明，BEC證書必將對(duì)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(yàn)自己的英語水平。

第三篇：商務(wù)英語BEC教案

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

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

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

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

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

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

Listening skills Teaching content: Keeping in touch Speaking

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

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

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

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

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

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

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

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

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

Reading 2

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

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

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

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

Reading 1

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

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

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

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

write a letter of a acceptance

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

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

discuss the qualities of a good supplier Reading 1

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

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

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

Listening

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

match additional spoken and written functional phrases

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

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

brainstorm typical cash inflows and out flows at their company Reading

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

discuss reasons why small companies fail Improving cash flow Writing

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

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

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

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

The power of brand Teaching content: Selling points

Speaking

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

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

Reading 1

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

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

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

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

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

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

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

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

focus on language for describing duties and responsibilities Speaking

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

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

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

complete s schedule for organising a press launch Speaking

organise a press launch for a product of ther choice Writing

write a formal letter of invitation to the product launch

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

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

discuss the reasons why companies relocate Reading 1

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

focus on comparative and superlative forms Speaking

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

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

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

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

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

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

To review the language of suggesting Important and difficult points:

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

Listening

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

give each other directions Writing

write a letter requesting further information about office premises Reading

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

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

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

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

discuss how companies measure performance and report results Listening

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

scan the tapescript to find verbs/nouns describing change Speaking

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

Reading

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

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

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

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

Writing

write a short report explaining their decision

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

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

How to give presentations Teaching content: Assessing environmental impact Speaking

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

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

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

focus on presentations including typical phrases for presenting

Speaking

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

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

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

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

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

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

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

focus on language of obligation/absence of obligation Speaking

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

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

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

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

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

discuss statements about smoking in the workplace Reading

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

discuss the decision of the industrial tribunal.Language focus

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

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

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

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

How to claim business expenses Teaching content: Claiming expenses Speaking

discuss the expenses people typically incur on business trips Listening 1

listen to three telephone calls about expenses and complete forms Speaking

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

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

discuss the advantages/disadvantages of the system Listening 2

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

write a short memo to staff concerning expenses Speaking

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

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

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

Airline services Teaching content: Airline services Speaking

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

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

Speaking

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

Speaking

discuss differences between mainstream and low-cost airlines Reading 1

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

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

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

discuss their positive and negative experiences of air travel

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

Know the flexible benefits Teaching content: Benefits

Speaking

discuss the benefits offered by their own companies Reading 1

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

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

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

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

match five short extracts with benefits options Listening

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

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

To practise reading for specific information Important and difficult points:

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

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

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

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

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

write an e-mail to managers about staff appraisals

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

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

How to express hindsight Teaching content: The marketing mix Speaking

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

match sentences with four paragraphs about marketing disasters Speaking

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

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

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

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

Languages focus

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

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

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

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

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

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

discuss globalisation issues raised by the text Entering the market Listening

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

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

第四篇：BEC商務(wù)英語寫作

BEC商務(wù)英語寫作范文（1）

NOTICE OF OPPOSITION TO ZONING REQUEST

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

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

[zoning]

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

[grounds for petition]

第五篇：劍橋商務(wù)英語(BEC)考試內(nèi)容

劍橋商務(wù)英語（BEC）考試內(nèi)容

總體內(nèi)容：

考試分兩個(gè)階段進(jìn)行。第一階段為筆試，包括閱讀、寫作和聽力，第二階段為口試?？荚嚂r(shí)間分別為：BEC 初級(jí) 閱讀、寫作90分鐘，聽力約40分鐘（含填寫答題卡時(shí)間），口試12分鐘；BEC 中級(jí) 閱讀60分鐘、寫作45分鐘、聽力約40分鐘（含填寫答題卡時(shí)間）、口試14分鐘；BEC 高級(jí) 閱讀60分鐘、寫作70分鐘、聽力約40分鐘（含填寫答題卡時(shí)間）、口試16分鐘。

如何劃分等級(jí)：

劍橋商務(wù)英語分三個(gè)等級(jí)：初級(jí)，中級(jí)，高級(jí)。

BEC初級(jí)（BEC Preliminary）：難度相當(dāng)于我國(guó)大學(xué)英語四級(jí)，就劍橋英語考試系列來說，它介于入門英語考試（Key English Test）和初級(jí)英語考試（Preliminary English Test）之間。

BEC中級(jí)（BEC Vantage）：介于我國(guó)大學(xué)英語四、六級(jí)之間，相當(dāng)于劍橋第一證書英語考試（First Certificate in English）；

BEC高級(jí)（BEC Higher）：介于我國(guó)大學(xué)英語六級(jí)和英語專業(yè)八級(jí)之間，相當(dāng)于劍橋熟練英語證書考試（Certificate of Proficiency in English）。

筆試考試內(nèi)容：包括閱讀、寫作和聽力。

閱讀：閱讀短篇消息、廣告、論文、報(bào)告等不同文體材料，回答多項(xiàng)選擇形式的閱讀理解題;把圖表或 字母與相應(yīng)的描述連接起來；填空題：考核考生對(duì)文章結(jié)構(gòu)的理解;填空題：考核考生對(duì)詞匯及語法知 識(shí)掌握的準(zhǔn)確性;改錯(cuò)。

寫作：寫短篇消息;寫信函或報(bào)告。

聽力：根據(jù)所聽材料填補(bǔ)全文中所缺內(nèi)容;把摘錄和相應(yīng)的主題或要點(diǎn)連接起來;根據(jù)對(duì)話、采訪或報(bào) 告，回答多項(xiàng)選擇形式的理解題。

口語考試內(nèi)容：

BEC商務(wù)英語考試的內(nèi)容基本固定，主要涉及建立和保持商務(wù)聯(lián)絡(luò)，如何討論工作，如何制訂計(jì)劃、安排會(huì)議等。下面簡(jiǎn)要介紹一下：

1.關(guān)于建立和保持商務(wù)聯(lián)絡(luò)：

涉及問候；自我介紹；詢問對(duì)方身份特征；表達(dá)喜惡；邀請(qǐng)；表達(dá)感謝和欣賞以及請(qǐng)求和提供幫助等。

2.關(guān)于談?wù)摴ぷ鳎?/p>

涉及：工作任務(wù)；公司情況；介紹產(chǎn)品；比較不同產(chǎn)品的性價(jià)；發(fā)表觀點(diǎn)；提出、接受和拒絕建議；表達(dá)需要和要求等。

3.關(guān)于制定計(jì)劃和安排工作方面：

主要涉及：商務(wù)會(huì)議召開的目的，議題，人選；商務(wù)會(huì)議日程安排；商務(wù)旅行預(yù)定飯店房間以及預(yù)定機(jī)票乘火車旅行等。

評(píng)分標(biāo)準(zhǔn)：

BEC的分?jǐn)?shù)由聽說讀寫四部分組成，各占總分的25%。每部分批評(píng)分標(biāo)準(zhǔn)不盡相同，比如說聽力和閱讀都是每道題為一個(gè)原始分，然后按照一定標(biāo)準(zhǔn)折算，比較復(fù)雜，在這里就不再贅述，這里以口語為例：評(píng)分標(biāo)準(zhǔn)測(cè)試依據(jù)發(fā)音、準(zhǔn)確性、流利程度以及交流能力四個(gè)部分來判定。具體標(biāo)準(zhǔn)如下：

1.發(fā)音（包括聲音大小、重音、語調(diào)、語氣）

2.準(zhǔn)確性（包括語法、用詞及說話方式）

3.流利程度（包括語速、長(zhǎng)短句搭配）

4.交流能力（包括獨(dú)立性、靈活性以及對(duì)談話方式的把握）

有關(guān)用書：

《新編劍橋商務(wù)英語學(xué)生用書（中級(jí)）（Pass Cambridge BEC Vantage Student book）（第二版）》，定價(jià)：43.00元；《新編劍橋商務(wù)英語（學(xué)生用帶）（中級(jí)）（Pass Cambridge BEC Vantage）（第二版）》，定價(jià)：15.00元；《新編劍橋商務(wù)英語教師用書（中級(jí)）（Pass Cambridge BEC Vantage Teacher’s Guide）（第二版）》，定價(jià)：38.00元；《新編劍橋商務(wù)英語練習(xí)冊(cè)（中級(jí)）（Pass Cambridge BEC Vantage Workbook）（第二版）》，定價(jià)：20.00元。