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BEC VANTAGE PDF

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Cambridge BEC 2 contains four complete past papers for each of the Cambridge BEC examinations from University of Cambridge ESOL Examinations. BEC resourceone.info MB. BEC resourceone.info MB. Bec Vantage Practice resourceone.info MB. resourceone.info 19 MB. bec_vantage_self_study. BEC Vantage. 2. WITH ANSWERS. Examination papers from. University of Cambridge. ESOL Examinations: English for Speakers of. Other Languages.


Bec Vantage Pdf

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PASS Cambridge BEC: Vantage Self-study Practice Tests. Home · PASS Size Report. DOWNLOAD PDF Pass Cambridge BEC: Higher Workbook with Key. Cambridge English: Business Vantage (BEC Vantage). Frequently Asked Questions (FAQs). Is there a wordlist for Cambridge English: Business Vantage? No. Vantage. (BEC). Business. Preliminary. (BEC). Business. Higher. (BEC). BULATS . IELTS. Proficiency. (CPE). 9. Key features of Cambridge English exams.

Like most ESP materials, as reviewed by McDonough, , this textbook is also designed on a topical syllabus Richards, As mentioned above, each lesson starts 4 from a topic, which is then used as a context for a business skill and an exam task. Horizontally, therefore, Waters, the syllabus covers a spectrum of topics. Vertically, it systematically packs within each unit a full range of language and business communication skills.

More specifically, the material was most likely designed setting out from the BEC Vantage specifications, with the activities and texts selected in a subsequent stage. Regarding sequencing and grading, due to its topic-orientation the syllabus does not display a visible grading path Richards, The only rationale for the order of the units might be the grading of the grammar structures, as Unit 1 revises present tenses, with Unit 2 looking at past, while lessons in the latter half of the book examine complex syntactic patterns such as relative clauses or indirect questions.

That is why the criteria I will consider have been selected with a view to exam needs. Before evaluating a textbook it is essential to decide what aspects of the material we should look at Littlejohn, , as the numerous checklists proposed or reviewed by researchers such as Tomlinson , Cunningsworth , Hutchinson and Waters , Mukundan and Ahour are either very general, or have an in-built judgment of what is desirable for the materials to contain Littlejohn, , p.

McGrath , citing Grant, suggests an evaluation procedure starting from categories, to be detailed down to individual criteria. However, he points out, not all criteria, as well as not all categories will carry equal weight in any given teaching context p.

The course pack under examination provides a very helpful TB, with detailed methodological guidance, word lists per unit and supplementary activities. Also, the clear unit structure in the SB enables teachers to plan their lessons quickly, by splitting units in goal-oriented blocks.

Apart from the clear structure, it is also the size of the units and modules which helps teachers deliver focused, self- contained lessons, matching the requirement for manageability and feasibility listed by McGrath , p.

Flexibility is a desirable feature present in numerous evaluation checklists, for example in Tomlinson On the downside, however, the course pack does not provide sample writing to illustrate the genres relevant for the exam, so that the teacher needs to resort to other sources or invest more classroom time in the discussion of the genre. Also, neither the SB nor the TB provide a full overview of the BEC Vantage examination, which means that teachers with less teaching experience and less familiarity with the exam will need to look elsewhere for this information.

Another great deficiency is the absence of any practice tests — with a view to exam preparation — or any progress tests or revisions — with a view to recycling acquired knowledge. Course books cater for such needs by providing learning support and developing learner independence. Success with BEC Vantage does this by means of a clear unit structure and user-friendly layout, as well as by including back-of-the-book sections grammar reference, useful expressions, listening scripts or the answer key to the WB.

However, some of the useful learning tools word lists per unit, model answers to writing tasks, BEC Vantage assessment criteria for Speaking and Writing are only provided in the TB, which hardly fosters learner independence:.

Another positive feature is the integrated approach both to communication skills and to exam preparation, through the consistent inclusion of exam-type tasks throughout each unit, covering all skills. Students should be in a position to permanently relate what they are studying and practising to the final requirements of the exam; also, they should be able to check at any time their progress against the final goals set by the exam. The Exam Spotlight sections address exam tasks individually, so that the learners are expected to piece up the puzzle at the end.

I was also briefly consulted and agreed with their choice; my long experience with BEC helped me minimize the disadvantages of the course pack not providing sufficient exam support. My main reason for adopting the pack was the structured, manageable unit structure. Micro-analysis and evaluation 1.

But since I am analysing a textbook as an exam-preparation tool, my criteria will need to be specified for such aims. The existing checklists are unsuitable for my purposes not just for the reasons quoted from Littlejohn , but also because exam preparation represents a more specific teaching-learning goal; criteria like appeal, flexibility, cultural appropriateness, or an educational character of the materials are either of secondary importance when working towards a very specific goal such as an exam, or already built-in with the exam syllabus itself.

Drawing on McGrath citing Grant, I am now going to examine the material by considering mainly student needs and exam requirements p. Coverage of topic: the lesson must equip the learners with the relevant vocabulary, appropriate to the level, but also with the related conceptual input that they might be expected to address in the exam, e. Appropriate frequency of exam-type practice activities: exam tasks or similar need to be embedded throughout the lesson; iii.

Task validity and authenticity: exam-type activities must have a sound design and should be accurately modelled on live exam tasks; iv.

Exam training: the material should provide sufficient tips and models, and should develop exam strategies and familiarity with exam requirements; v. In this case, a communicative methodology, matching the design of Cambridge 7 exams, grounded on principles such as language-in-context, holistic approach anchored in meaning, learners involvement, integrated skills.

The criteria listed above will be detailed in the following section, where I am examining unit 7 from Success with BEC Vantage. A scanned copy of this unit is available in Appendix 2. Results i. From this first glance doubts can arise as to the thematic link of the Exam Spotlight section to the rest of the unit.

At a closer examination, the first unit block, claiming to address Sales, sets out from a reading activity based on a text pointing out how wrongly a career in sales is perceived. The lead-in speaking task focuses in fact on comparing jobs. The lesson moves on to a second reading, making up the rest of the Business Topic block in unit 7. This text is also about jobs, this time not remotely linked with the topic of sales.

The second module of the lesson consistently deals with selling, first as a professional and interpersonal skill p. However, the last module of the unit, introducing part 1 of the BEC Vantage Reading paper, is again disconnected from the unit topic.

In fact, it seems to aim towards some thematic coherence with the first module of the lesson, in that they are both related to jobs, but in this way the Sales topic of the lesson has been for the best part hijacked. Exam-type practice 8 The unit offers plenty of exam-like tasks, such as the reading and writing ones.

Speaking and listening are also practised in similar patterns of design as in the BEC exam, for instance matching speaker to main idea listening , or compare and contrast jobs speaking.

PASS Cambridge BEC: Vantage Self-study Practice Tests

I am using the term task validity to describe a task that is designed so that the rubric, the input, and the expected output do not conflict with each other. For example, if a multiple- choice reading a rubric specifies that there is only one answer possible, b the TB key indicates one, but c the input text leaves room for several answers, there is obviously a conflict and I call this problem task invalidity. I will not expect every pedagogical task to be authentic in this sense; but I will check task authenticity for those pedagogical tasks that adopt the format of BEC tasks, thus claiming to replicate them.

My in-use, micro-evaluation has revealed that all reading tasks in the unit have at least one questionable answer. Multiple-choice questions 1 and 3 for the comprehension task on pages , for example, have two possible answers; it is very difficult for the teacher to advocate the suitability of only one answer, provided by the key.

Also, for the answer to question 2 there is no evidence in any of the extracts, which is not merely questionable under validity concerns, but also under authenticity with respect to BEC Vantage Reading part 1. According to the preparation advice supplied further on by the Handbook, this is an exercise where paraphrasing is crucial p. By contrast, question 2 requires learners to interpret the information and make inferences beyond the text itself.

Finally, for question 2 in the Exam Spotlight reading students may well decide in the end that D is a safer choice, but doubts may persist as to why the job in A does not also answer the question, since its creation is due to a recently-built conference centre.

Turning to the listening task on page 71, we notice that it also aims to provide listening practice within a BEC format matching and for an exam-relevant skill identifying gist. The scripts are provided here. It could be argued that item 1 is extremely easy, since the word advertising itself is explicit, surrounded also by an easily identifiable semantic field radio, mailshots. But the more problematic aspects arise with items 3, 4 and 5. The answer to Item 3 stationery depends on catching and understanding one single word, letterheads.

Item 4 is about a product that is practically outdated in the digital era, so validity might be a problem here, as learners are expected not just to understand the gist, but to possess certain knowledge of the world. Item 5 has no clear answer, as the script does not provide sufficient, and sufficiently specific, clues.

What are home improvements — insulation? There are further problems with this listening task. Further, the second listening is performed on a gap-fill exercise which is extremely easy. Answers are provided in a straightforward manner and it is only hearing ability that is required. Although I cannot support my statement with assessment data, I have found in class that such an exercise is too easy for level B2.

It is also hardly motivating to listen to the extracts for a third time only to extract the functional language in exercise 5. Exam training The unit gives practice in a variety of skills and the tasks are mostly modelled on BEC formats, providing ample opportunity for students to become familiar with the exam, although the quality of the individual tasks is not consistent, as I explained above.

There are two sections in the unit where exam training is particularly necessary. First, in the Exam Spotlight section. Apart from a small advice box and a brief description of the exam task, there is little further guidance as to the procedure and strategies needed to deal with this task effectively.

This is one of the trickiest reading tasks in Cambridge exams, as it 10 requires candidates to skim and scan, which are techniques that learners need to become aware of and perform with confidence. Also, in the economy of the Reading paper, this task is supposed take the shortest time, as the following tasks will require more attention to detail.

The material on pages provides very little support both regarding reading techniques and the issue of timing. Secondly, pages introduce a genre proposal that candidates may be required to produce in the Writing paper.

Students are offered a model on page 72, but there is no minimal genre analysis to assist learners in understanding and subsequently reproducing the genre. What is more confusing is that the proposal is presented in a fax format; professionally less experienced learners, such as pre-service trainees, may not distinguish features of a fax from those of a proposal.

With no writing file section at the back of the book see my macro-evaluation , it is again up to the teacher to select a sample proposal, suitable for BEC, to discuss and examine in class. Methodology The material design is clearly grounded on a communicative view of language teaching and learning. It meets most relevant criteria proposed, e. The unit offers great variety of activities and a balanced weight of skills. Leave a comment BEC CD. Bec Vantage Practice tests. English Books Daily Sep 25, at 8: The series is specially designed for students from absolute beginner to proficiency level.

Each book consists of five modules and provides systematic preparation in all four language skills - listening, speaking, reading and writing - required at these levels. The Student's Book and the Workbook are designed to be covered in approximately to hours of classroom work. Each Workbook consists of two parts. Part A contains Vocabulary, Grammar, Communication, Reading, Listening and Writing sections with a variety of motivating tasks and useful exercises.

Part B is a complete grammar supplement, containing a clear presentation of theory and systematic practice of the grammar dealt within the course.

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The Teacher's Books for the Student's Books contain step-by-step teaching notes, extra ideas for optional activities, a full key to the exercises in the Student's Books and tapescripts of the listening exercises.

The Teacher's Books for the Workbooks contain overprinted answers on the relevant pages of the Student's Workbooks. The Test Booklets contain photocopiable assessment tests as well as a mid-year and exit test allowing teachers to assess students progress throughout the course. Tim Falla, Paul A. Expand text… A five-level general English course for year-olds, who are also preparing for the school-leaving exam.

The clear structure and step-by-step approach to communication provides supported language and skills training to get students speaking confidently. Key features. Teachers who use Solutions say that 'every student spoke!

Aug 12, at Maxat Shalabay. New Inside Out takes all the best aspects of the original series, including the emphasis on personalisation and meaning, and adds a host of brand-new features.

Sue Kay and Vaughan Jones have gone back to the classroom to write this new edition, working with teachers and students to find out exactly what works in the real world.

Now a complete six-level course it is one of the most relevant and exciting general English courses available. The structuring of learning around personalised exercises means that everything is integrated: Teachers can access a wealth of tools, materials and ideas that make English inspiring to teach and inspiring to learn.

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Cambridge BEC Vantage Business English Certificate Speaking Test Part 2

Hussam Abdlkreen pinned post 5 Oct The existing checklists are unsuitable for my purposes not just for the reasons quoted from Littlejohn , but also because exam preparation represents a more specific teaching-learning goal; criteria like appeal, flexibility, cultural appropriateness, or an educational character of the materials are either of secondary importance when working towards a very specific goal such as an exam, or already built-in with the exam syllabus itself.

Finally, for question 2 in the Exam Spotlight reading students may well decide in the end that D is a safer choice, but doubts may persist as to why the job in A does not also answer the question, since its creation is due to a recently-built conference centre. Finally, the topic itself sales is hijacked, which means that the exam syllabus is not fully covered; this amounts, firstly, to vocabulary deficiencies and, secondly, to insufficient exposure of learners to content issues, potentially leading to inadequate performance in the exam, be it in receptive, or in productive, skills.

First, in the Exam Spotlight section. All posts Tomlinson Ed.

If only there was some way of knowing that the practice material was relevant to your exam. The only rationale for the order of the units might be the grading of the grammar structures, as Unit 1 revises present tenses, with Unit 2 looking at past, while lessons in the latter half of the book examine complex syntactic patterns such as relative clauses or indirect questions.

Also, in the economy of the Reading paper, this task is supposed take the shortest time, as the following tasks will require more attention to detail.