SUCCESS WITH BEC VANTAGE PDF

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Success With BEC - Vantage - Students Book Sem I - Download as PDF File .pdf ), Text File .txt) or read online. Students book de limba engleza pentru facultate. The title in question is Success with BEC Vantage by John Hughes, published by Summertown Publishing in .. Doi/ch18/pdf 16 VI. Success with BEC - Vantage. CEF B2. BEC (Business English Certificates) is an internationally recognised business quali Vantage CEF B2. Download PDF.


Success With Bec Vantage Pdf

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View _Success_with_BE raudone.info from BUSINESS 3 at Escuela Superior Papa Juan XXIII. Success with BEC Higher Students Book Answer Key MODULE 1 . Success with BEC Vantage Student's Book Answer Key Module Ways of Working Pages 6 and 7 Vocabulary 2 1 F 2 H 3 A 4 G 5 C 6 I 7 D 8 E Vocabulary 3. Is there a wordlist for Cambridge English: Business Vantage? No. . How much do I need to know about business to be successful in the Speaking test?.

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.

The reading on pages is sequenced from a lead-in involving the learners and encouraging their output, moving on to a holistic initial approach to the text, followed by detailed reading and concluded by a focus on language. Similarly, the grammar on page 69 emerges from the previous discussion of jobs and the preceding vocabulary, is then practised in a contextualised way, i.

It is also a good example of integrating skills and of anchoring grammar practice in a meaning-oriented activity, by working on a text describing exam conditions. Micro-evaluation: Unit 7 Overall, unit 7 is designed on a sound communicative approach, involving learners, providing variety, integrating skills and making language work meaningful. The material offers plenty of exam practice, covering all four skills in exam-similar formats.

However, exam training, in the form of explicit guidance as to models, strategies and techniques, is minimal and the validity and exam-referenced authenticity of individual tasks leave to be 11 desired. 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.

A final remark is that jobs is a topic partly addressed also in units 1, 2 and 6, which makes it redundant in unit 7.

One solution to drawbacks of course materials is obviously to adapt them. In my first course on this book I left, for example, the Reading on page 68 as homework, I skipped activities 5, 6 and 7 on page 71, and I photocopied and discussed in class the sample proposal from the TB instead of asking students to write it.

In the second course on this book I decided to replace unit 7 with my own materials covering sales concepts, vocabulary and typical discussion points.

That is why my decision, based on such a micro-evaluation, is to stop using it again in the future for exam-preparation purposes. I should mention here that the objections I have made in this paper to unit 7 draw on actual difficulties that arose in class, e. Overall evaluation The findings of my macro- and micro-, as well as of the in-use evaluation are summarized in the diagrams below.

Some of the criteria for in-use evaluation draw on Tomlinson Similarly, the pre-use evaluation led to adopting the book and using it for two consecutive courses and , while the in-use evaluation gradually steered towards a negative stance.

Their exam results, too, at the end of the course, failed to match their confident performance in the classroom activities. In systematizing in-use data, McGrath suggests three main aspects to consider: the amount of the material that was usable without adaptation, whether such sections worked well, as well as the changes that were, or would be, required in future p.

My evaluation procedure went from a macro- to a micro-examination of the materials and was performed, as a real-life process, before, during and after using the course pack in class.

Moreover, my post-use conclusions are based on two different courses taught with these materials. I have tried to demonstrate in this paper that the pack is not suitable as an exam-preparation material, although it may be quite a stimulating book for general Business English classes.

There were two main reasons for this. First, the length and with it the generalization level made the checklists hardly practical: either short but very vague, or specific but very long and detailed. Second, the relevance of such checklists was very low, considering the fact that I was examining a textbook for very specific purposes. Learning goals to do with real-life language use are centred on language development, while learning goals to do with exam preparation have more immediate concerns and may prioritise the development of certain skills within certain formats, at a pace often dictated by practical aspects external to learning itself.

The framework proposed by McGrath , drawing on Grant, enabled me to integrate my empirical criteria within a set of principles which connected teaching, learning and external requirements such as exams.

Choosing your coursebook. Oxford: Heinemann. Gilmore, A. Comparative Book Review: Materials evaluation and design in language teaching. Language Teaching, 45 2 , Success with BEC Vantage.

Bestselling Series

Summertown Publishing. Hughes, J. Hutchinson, T.

Cambridge University Press. Littlejohn, A. The analysis of language teaching materials: inside the Trojan Horse. Tomlinson Ed. Long, M. English for specific purposes: a survey review of current materials. ELT journal, 64 4 , Materials and Methods in ELT. McGrath, I. Materials Evaluation and Design for Language Teaching.

Success With BEC - Vantage - Students Book Sem I

Edinburgh: Edinburgh University Press. Mukundan, J. Masuhara Eds. Richards, J. This is a disadvantage for learners, but also points to a lack of consideration of the teachers different degrees of familiarity with the exam, or their overall teaching experience. 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.

Hm... Are You a Human?

It meets most relevant criteria proposed, e. The unit offers great variety of activities and a balanced weight of skills. The reading on pages is sequenced from a lead-in involving the learners and encouraging their output, moving on to a holistic initial approach to the text, followed by detailed reading and concluded by a focus on language.

Similarly, the grammar on page 69 emerges from the previous discussion of jobs and the preceding vocabulary, is then practised in a contextualised way, i. It is also a good example of integrating skills and of anchoring grammar practice in a meaning-oriented activity, by working on a text describing exam conditions. Micro-evaluation: Unit 7 Overall, unit 7 is designed on a sound communicative approach, involving learners, providing variety, integrating skills and making language work meaningful.

The material offers plenty of exam practice, covering all four skills in exam-similar formats. However, exam training, in the form of explicit guidance as to models, strategies and techniques, is minimal and the validity and exam-referenced authenticity of individual tasks leave to be 11 desired.

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. A final remark is that jobs is a topic partly addressed also in units 1, 2 and 6, which makes it redundant in unit 7.

One solution to drawbacks of course materials is obviously to adapt them. In my first course on this book I left, for example, the Reading on page 68 as homework, I skipped activities 5, 6 and 7 on page 71, and I photocopied and discussed in class the sample proposal from the TB instead of asking students to write it.

In the second course on this book I decided to replace unit 7 with my own materials covering sales concepts, vocabulary and typical discussion points.

However, the books poor design as a learning tool towards BEC outweighs its userfriendly, communicative qualities if it is used in exam courses. That is why my decision, based on such a micro-evaluation, is to stop using it again in the future for exam-preparation purposes.

I should mention here that the objections I have made in this paper to unit 7 draw on actual difficulties that arose in class, e. Overall evaluation The findings of my macro- and micro-, as well as of the in-use evaluation are summarized in the diagrams below. Some of the criteria for in-use evaluation draw on Tomlinson Similarly, the pre-use evaluation led to adopting the book and using it for two consecutive courses and , while the in-use evaluation gradually steered towards a negative stance.

Their exam results, too, at the end of the course, failed to match their confident performance in the classroom activities. In systematizing in-use data, McGrath suggests three main aspects to consider: the amount of the material that was usable without adaptation, whether such sections worked well, as well as the changes that were, or would be, required in future p. In my overall, post-use evaluation, going back to Grants , as cited in McGrath, , p. That is why the negative features highlighted in the in-use evaluation, correlated with the amount of material that I have had to adapt or replace altogether, as well as with the students final results in BEC Vantage, call upon a withdrawal of the materials from the future course curriculum.

My evaluation procedure went from a macro- to a micro-examination of the materials and was performed, as a real-life process, before, during and after using the course pack in class.

Moreover, my post-use conclusions are based on two different courses taught with these materials. I have tried to demonstrate in this paper that the pack is not suitable as an exam-preparation material, although it may be quite a stimulating book for general Business English classes.

I have found it difficult, in searching for a suitable evaluation tool, to relate to existing checklists proposed both from a researchers and a teachers perspective Gilmore, There were two main reasons for this. First, the length and with it the generalization level made the checklists hardly practical: either short but very vague, or specific but very long and detailed.

Second, the relevance of such checklists was very low, considering the fact that I was examining a textbook for very specific purposes. Learning goals to do with real-life language use are centred on language development, while learning goals to do with exam preparation have more immediate concerns and may prioritise the development of certain skills within certain formats, at a pace often dictated by practical aspects external to learning itself.

The framework proposed by McGrath , drawing on Grant, enabled me to integrate my empirical criteria within a set of principles which connected teaching, learning and external requirements such as exams. Choosing your coursebook. Oxford: Heinemann. Gilmore, A. Comparative Book Review: Materials evaluation and design in language teaching. Language Teaching, 45 2 , Success with BEC Vantage. Students Book. Summertown Publishing. Hughes, J. Teachers Book.

Hutchinson, T. Cambridge University Press. Littlejohn, A. The analysis of language teaching materials: inside the Trojan Horse. Tomlinson Ed. Long, M. English for specific purposes: a survey review of current materials. ELT journal, 64 4 , Materials and Methods in ELT. A Teachers Guide. McGrath, I. Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburgh University Press. Mukundan, J.

Masuhara Eds. Richards, J. Curriculum Development in Language Teaching. Tomlinson, B. Principles of effective materials development. Insulate yourself from work and ground using dry insulation.

Make certain the insulation is large enough to cover your full area of physical contact with work Shielding gases used for arc welding can displace air and cause injury or Success with BEC - Vantage. CEF B2. BEC Business English Certificates is an internationally recognised business qualification which demonstrates an ability It is used as a suitable entry requirement by academic institutions and for recruitment by international companies.

Success with BEC provides a complete preparation for the BEC exams, but it is also ideal for in-companycourses or for people and students who wish to improve their professional English.

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The course consists of four components: The 2 audio CDs contain all the listening material needed for the course and all the speaking and listening tests for the Spotlight Exam lessons, which are ideal for exam preparation.

The 12 modules deal with topics playing an important role in business life: Part One Module 2.

Part One Module 3. Part One Module 4. Part Two Module 5. Part Two Module 6. Part Two Module 8. Part Three Module Bec Vantage.

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Global and the CEF. Headway - the CEF edition.The Business Skills section also covers a typical sample of issues, such as making contact, presenting your company, telephoning, or meetings. Success with BEC provides a complete preparation for the BEC exams, but it is also ideal for in-companycourses or for people and students who wish to improve their professional English.

Hughes, J. 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.

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.

282_Success_with_BE 1.pdf - Success with BEC Higher...

What are home improvements — insulation? Materials evaluation and design in language teaching. 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.

Part Two Module 8.

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I do fancy studying docunments especially. Look through my other posts. One of my extra-curricular activities is making model cars.
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