第一篇：BEC商務(wù)英語(yǔ)圖表作文題常用句型總結(jié)

BEC商務(wù)英語(yǔ)圖表作文題常用句型總結(jié)

圖表作文是BEC考試中常出的題型。對(duì)于如何描述圖表，很多學(xué)習(xí)常感到困難。下面是一些常用的描述圖表的句型，供大家參考。

1.At a slower rate...2.It reflects the great differences that exist between...3.These figures were overwhelmingly greater than the corresponding figure of...4.It can be seen from the chart that significantly...~er(比較級(jí))...than...5.In all locations, A out numbered B...6.These two pie charts(餅狀圖)show the differences between two groups of...7.The first point to note is the huge increase(in the number of)...8.A is more than...times(bigger)than B

9.The biggest loss was to A, which decreased from...to...of the whole.10.The biggest gains(in graduate numbers)were made by A which, as a group, have increased by over...11.To sum up,...12.This bar chart displays the numbers of...13.The chart reflects several trends.14.But...we see a different trend emerging.15.When we compare..., we see...16.This suggests increased educational opportunities for women in higher education.17.According to the graph,...18.The proportion of...19.There was a slight recovery...20....has dropped dramatically.21.The general trend appears to be increases.22.There were approximately...23....had jumped four fold to...24....rose sharply from...to...25.Remained constant at...26.The overall trend for...27.The graph shows the percentage of...28.We can see that...swell during the...hours, peaking at...am.29.Although the raw data does not provide an explanation for these trends

30.When coupled with the graphic information, leads to some possible conclusions...?

第二篇：BEC商務(wù)英語(yǔ)

BEC商務(wù)英語(yǔ)：一張證書(shū)多種用途(考試介紹)

□魏華

商務(wù)英語(yǔ)證書(shū)（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(tīng)、說(shuō)、讀、寫(xiě)四個(gè)方面考察考生掌握英語(yǔ)的能力，是目前國(guó)內(nèi)各種海外英語(yǔ)考試中少數(shù)有口試的英語(yǔ)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(kāi)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(shū)的“商務(wù)管理”、“金融管理”兩個(gè)專業(yè)指定BEC為其英語(yǔ)課程。獲得BEC1、2、3級(jí)C以上成績(jī)證書(shū)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(yǔ)語(yǔ)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(yǔ)能力證明，BEC證書(shū)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(guò)考試提高、檢驗(yàn)自己的英語(yǔ)水平。

第三篇：商務(wù)英語(yǔ)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(yǔ)寫(xiě)作

BEC商務(wù)英語(yǔ)寫(xiě)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(yǔ)(BEC)考試內(nèi)容

劍橋商務(wù)英語(yǔ)（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(xiě)作和聽(tīng)力，第二階段為口試?？荚嚂r(shí)間分別為：BEC 初級(jí) 閱讀、寫(xiě)作90分鐘，聽(tīng)力約40分鐘（含填寫(xiě)答題卡時(shí)間），口試12分鐘；BEC 中級(jí) 閱讀60分鐘、寫(xiě)作45分鐘、聽(tīng)力約40分鐘（含填寫(xiě)答題卡時(shí)間）、口試14分鐘；BEC 高級(jí) 閱讀60分鐘、寫(xiě)作70分鐘、聽(tīng)力約40分鐘（含填寫(xiě)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(yǔ)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(yǔ)四級(jí)，就劍橋英語(yǔ)考試系列來(lái)說(shuō)，它介于入門(mén)英語(yǔ)考試（Key English Test）和初級(jí)英語(yǔ)考試（Preliminary English Test）之間。

BEC中級(jí)（BEC Vantage）：介于我國(guó)大學(xué)英語(yǔ)四、六級(jí)之間，相當(dāng)于劍橋第一證書(shū)英語(yǔ)考試（First Certificate in English）；

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

筆試考試內(nèi)容：包括閱讀、寫(xiě)作和聽(tīng)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(lái)；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(yǔ)法知 識(shí)掌握的準(zhǔn)確性;改錯(cuò)。

寫(xiě)作：寫(xiě)短篇消息;寫(xiě)信函或報(bào)告。

聽(tīng)力：根據(jù)所聽(tīng)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(lái);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(yǔ)考試內(nèi)容：

BEC商務(wù)英語(yǔ)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(wèn)候；自我介紹；詢問(wèn)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(kāi)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(tīng)說(shuō)讀寫(xiě)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(shuō)聽(tīng)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(yǔ)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(lái)判定。具體標(biāo)準(zhǔn)如下：

1.發(fā)音（包括聲音大小、重音、語(yǔ)調(diào)、語(yǔ)氣）

2.準(zhǔn)確性（包括語(yǔ)法、用詞及說(shuō)話方式）

3.流利程度（包括語(yǔ)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(shū)：

《新編劍橋商務(wù)英語(yǔ)學(xué)生用書(shū)（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(yǔ)（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(yǔ)教師用書(shū)（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(yǔ)練習(xí)冊(cè)（中級(jí)）（Pass Cambridge BEC Vantage Workbook）（第二版）》，定價(jià)：20.00元。