Reading

• Marking

The Reading paper is out of a total of 45 marks which is adjusted to 25% of the total score.

• Comments on candidate performance

Part 1

Questions 1-5 require candidates to read and understand each short text by matching each one with
a paraphrase of its meaning. Candidates generally completed the task well, with Questions 3 and 5
being the only ones which caused any difficulty. In Question 3, candidates who chose B or C failed to
understand that the email contained only a statement of what staff were required to do. It did not give
any information about what action the Accounts department would take, i.e. payment (in B) or the
return of receipts (in C). Similarly in Question 5, some candidates failed to grasp the full meaning of
the notice, which was essentially a reminder to staff that time off had to be agreed by line managers.

Part 2

These questions focus primarily on the understanding of vocabulary. Candidates have to match items
which are descriptions of people's requirements with the appropriate part of the text, in this case
advertisements for services. Questions 6, 8 and 9 posed no problems but 7 and 10 proved a little
more difficult for some candidates, probably because they confused printers with publishers (Question
7), and failed to match the need to recruit a secretary with the recruitment agency (Question 10). To
get the right answer, it is usually not enough just to match words from one of the options with the
same or very similar words in the questions.

Part 3

This part focuses on interpreting graphic data and understanding the language used to describe it.
Candidates generally completed the task well. Question 12 was the easiest and Question 15 the most
difficult. Candidates who chose the wrong answer to Question 15 probably did not recognise that 'an
improvement in the figures' signified a decrease in spending. In Question 11 some candidates chose
option E, because they misread 'continued reduction' and/or didn't understand 'decline'.

Part 4

This part requires candidates to read and understand a factual text. Most candidates completed the
task with few problems. Some of the questions (17 and 19) were very easy and others (16, 21 and
22) more challenging. In Question 16, some candidates matched 'Glenmore makes all the jewellery...'
in the question with 'Glenmore ... sells hand-made jewellery' in the text and ignored the following line
of the text which contained [jewellery] produced by local artists'. In Question 21, some candidates
failed to match 'report' in the question with 'contact us' in the item. In Question 22, candidates who
chose options B or C failed to match 'won the majority of cases' in the question with 'an almost 100%
success rate' in the text.

Part 5

This is the longest text candidates have to deal with in the Reading test and candidates are expected
to employ more complex reading strategies. They therefore usually find this one of the more
demanding parts of the test, as was the case here. However, they found Question 23 very easy. The
most difficult questions were 24, 26 and 28. The challenging questions were the ones which required
the candidates to do some language processing, sometimes of more than one sentence in the text. In
Question 24, some candidates matched 'needs to be more self-aware' in option C with 'I'm fairly self-
aware' in the text, and ignored the fact that 'sometimes annoys them' (option A, the correct answer)
matched 'the things they say about me are what I expect... I know I can make people a little angry' in
the text. In Question 26, some candidates chose option B 'move the Capital Boat Show' without
realising that this did not answer the question 'What is Maurice's company planning to do?' In
Question 28, candidates who chose option B 'modernise the centre' failed to recognise a distinction
between the long- and short-term plans, and that 'entertainment' (option C, the correct answer)
matched 'major shows and concerts' in the text.

Part 6

This 3-option multiple-choice task focuses predominantly on candidates' knowledge of grammar in the
context of a gapped text. Candidates found this particular task one of the easiest in the test. Most
candidates had no problems with Questions 30, 31, 33, 38 and 39. However, in Question 29, some
candidates chose option A instead of the correct option B. In Question 32, some candidates confused
the use of the pronouns This', There' and 'It', and chose options A or C. In Question 36, some
candidates thought that 'whose' used as a relative pronoun could precede a verb and chose option A.
In Question 40, some candidates thought the correct collocation was 'pass the opportunity' instead of
option C 'miss'.

Part 7

In this part, candidates are required to transfer information from two short input texts to some kind of
form, in this case a form for issuing a customer refund. Candidates usually find this one of the easiest
parts of the test, as was the case here. Most candidates had no problems with Questions 42 and 45.
In 41 and 43, however, a few candidates chose the wrong reference number and ticket class,
replicating the errors made by the sender of the letter. In Question 44, some candidates thought the
method of refund was 'credit card', presumably because the memo stated that the customer had
originally paid by credit card, therefore failing to identify the correct answer 'cheque'.

• Recommendations for candidate preparation

Clearly, students need to be exposed to a wide variety of business texts, encompassing not only the
longer and 'meatier' texts featured in Parts 4 and 5, but also the short, self-contained notices and
messages of Part 1, and the vocabulary-led short texts of Part 2.

Students should seek to develop their business vocabulary, keeping a notebook for new words,
perhaps by topic. Work done in class to broaden knowledge of topic areas would be invaluable, since
the testing of vocabulary is an important part of the BEC suite as a whole.

Students need to be trained in different reading skills, including skimming and scanning, detailed
reading and the interpretation of attitude and opinion. It is also important for students to be aware of
what is actually stated in a text as opposed to what is not said.

For Part 3, students need to understand the language for expressing change - upward and downward
movement, trends and expectations. Revision work on adverbs of degree, perhaps using past papers,
would also be useful.
• Preparing for BEC Preliminary Reading (a summary)

Candidates should

• check the overall meaning of each message, notice, etc in Part 1.

• read each question in Part 2 carefully and remember that three of the options are redundant.

• check they understand the information in the graphic(s) in Part 3 and read the whole of each
question carefully.

• read both the text and questions in Part 4 carefully; double check in particular those questions
they have answered 'doesn't say'.

• read the input texts carefully in Part 7 to make sure the scenario is clearly understood.

• keep an eye on the clock so as to finish the whole paper.

• aim to allow 5 - 1 0 minutes checking time at the end.

• spend time reading the instructions for each part carefully.

Candidates shouldn't

• choose an answer for Part 5 which, although true, does not answer the question.

• answer questions in Part 6 without reading the whole text around the gaps to make sure the
context is fully understood.

• guess an answer - always check in the text.

• rush parts 4 and 5, which require detailed reading of the text.

Writing

• Marking

Examiners award marks according to a General Mark Scheme, which describes five bands of
performance. These scores are then converted to provide a mark out of 10 for the Part 1 piece of
writing and out of 20 for Part 2.

Examiners also use a Task-specific Mark Scheme for each question. This describes specific
requirements of content, organisation, range, register and format, and effect on target reader.

The writing paper is out of a total of 30 marks {25% of the total score).

• Comments on candidate performance

Part1

Good candidates were able to understand the background situation to the question, their own role in
the situation and that of the person they are writing to and the requirements of the 3 content points.
They were able to produce a piece of writing which was concise and did not ramble and made it clear
what situation was being written about. Good answers also included the information for the 'given'
point, e.g. in the case of this paper that company cars must be refilled with petrol after use and
included appropriate and adequate information for the 'invented points', e.g. where to leave the car
and what to do with the keys. In this case, 'follow the procedures' was not enough as candidates were
asked to say where to leave the car.

Part 2

Good candidates understood the background situation to the question and the input information. They
also understood their own role in the situation and that of the person they are writing to. Good
candidates recognised the requirements of the 4 content points and the message that they should
convey.

Good candidates produced a piece of writing which made reference to the input letter and the current
situation in the first paragraph. They organised the information with the details in the body of the letter,
fax or e-mail and included appropriate and adequate information for the 'invented and given points'.
Good candidates were able to use good functional expressions to guide the reader through the text
and show how the writer feels and express the information. They were able to use a variety of
grammatical structures with no impeding errors and had a good control over accuracy.

Recommendations for candidate preparation

Part1

Candidates should allow themselves enough time for the writing section as these writing tasks come
at the end of a long reading examination. It is important to leave enough time to do them. They
should also read and understand the question carefully. One of the most common reasons for poor
marks is that candidates answer the questions wrongly because they have not read them properly. In
particular, they should be careful not to think that a question is the same as ones they might have
practised before and copy out a prepared or semi-prepared answer. Candidates should consider:
• What is that person hoping to hear in the reply?

• Are any dates, days or names mentioned?

As in Part 1, it is important to look carefully at the language in the 4 content points: e.g. describing,
explaining, telling, asking, stating etc. Similarly it is recommended that candidates look at as many
past papers as possible so that they know what the questions look like and the type of language used.

It is important to try to write within the word limit. The information should be organised and not repeat
itself or go on at length. It is important, however, that enough is written to enable the examiner to
make judgements regarding the grammar and vocabulary used and whether it is relevant to this
situation.

Candidates should be encouraged to practise writing in a semi-formal or formal letter style which helps
the reader to follow what you are saying. It is also important to practise organising the information
referred to in the input letter and the situation in the first paragraph, giving detailed information in the
body of the letter.

Candidates are advised to use functional language as described in Part 1. In addition in this particular
question, there was some excellent use of the language of apology: We are terribly sorry for the delay
on this delivery, we apologise for the inconvenience, I am writing to apologise about the delay of your
order, I am so sorry for the delay'.

It is important not just to write a list of sentences. Candidates should try to organise the information
using phrases like 'the reason for this is ' 'Due to ' 'Although '. Similarly candidates
should not repeat the same word over and over again. They should use other words with the same
meaning: e.g. the delay' 'this problem' or use reference words like 'which', 'this' and 'it'.

Candidates can learn common starting and finishing phrases: e.g. / am writing to tell
you/confirm/apologise , Thank you for your letter/e-mail of 12 July, With regard to your fax of/
Further to your fax of 3rd June, , Thanking you in anticipation, I look forward to hearing from you.
• Preparing for BEC Preliminary Writing (a summary)

Candidates should

• read the question thoroughly and underline the important parts.

• make a plan for each answer.

• check that they have included all the content points in Part 1.

• expand the points in Part 2 with relevant ideas and information.

• use a range of business words and expressions.

• write clearly so that the examiner can read their answer.

• keep within the word limit.

Candidates shouldn't

• add too much information to their Part 1 answer.

• lift' too much language from the question paper.

• mis-spell key words which appear on the question paper.

• misinterpret or mix up information contained in the question.

• use words and structures repetitively.

• mix formal and informal language.

Listening

• Marking

Candidates record their answers on a separate answer sheet. The answers for part 1 are marked by
trained markers. The answers for Parts 2 and 3 are scanned by computer. The Listening paper is out
of a total of 30 marks (25% of the total score).

• Comments on candidate performance

Candidates performed well on this paper, with Part 3 proving marginally more difficult.

Part1
The eight short texts in this part of the test provide a range of text types as well as a range of focus in
the questions. In question 1 the candidates had little difficulty understanding when the woman should
phone Mr Hashimoto, and this question attracted the largest number of correct answers. Questions 2,
3, 6, 7 and 8 proved straightforward. Candidates found questions 4 and 5 the most challenging. In
question 4, a number of candidates opted for C rather than A (At the beginning the speaker says that
prices finished the three-month period at their lowest point. The three-month period is referring to April
to June). In question 5, where the key is A, the speaker says: it's essential to communicate your
message effectively. So... . Weaker candidates were attracted to both B and C in equal numbers.

Part 2

This was a note-taking task where candidates had to listen to an answerphone message about
electrical goods and complete the notes. Candidates found this task fairly straightforward, with
question 14 proving the most difficult. The key to this item was JQ165 and many candidates put GQ or
JK. Some also found the distractor, JQ168, attractive. Candidates often have difficulties with the
following letters: B, P, J, G, A, E, I, W, M, N and they need to practise listening for these.

In this type of task, candidates should complete the notes by adding only the missing information.
However, they will not be penalised for adding £, %, mm or 1900, etc, even if this information is
already given. If they try to write the sentence they hear, rather than just the required information, they
run the risk of making their answers wrong through error or the inclusion of information that contradicts
the key. This is also the case for Part 3.

Part 3

This note-taking task was based on a talk by a store manager. Candidates found Part 3 to be the
hardest part of the test, but only slightly more difficult than the other parts. Candidates are expected to
be able to recognise and spell common business vocabulary, along with vocabulary connected with
dates (days, months). They may be tested on a name which isn't spelled out but is a common item of
vocabulary - in this case question 16 - Hill. Names of places, for example, London or Oxford are often
tested in Part 2 as well, although not on this particular test.

Questions 17 and 19 proved the most difficult on this paper.

For question 17, the key was Junior Sales and candidates often missed out the Sales part of the
answer or were confused by the distractor which was Senior. For question 19 the key was window
display or displays or shop display or displays. Some candidates offered course on window displaying,
window displaying and on window display which were also allowed. However, this proved the most
difficult item in Part 3 with poor spelling being a problem.
Part 4

This set of multiple choice questions is based on an interview with the managing director of a
company. Candidates coped very well with the questions and obviously found the topic and delivery
accessible. No question stood out as being particularly difficult.

• Recommendations for candidate preparation

Part1

Teachers need to give practice in listening to short conversations and monologues. Candidates should
be able to distinguish numbers, dates, times, directions, instructions, descriptions and places, etc.
They also need to be able to be familiar with diagrams - maps, charts and graphs. Candidates will
sometimes be tested on attitudes, opinions and feelings in this part of the test.

Part 2

This part of the paper is a productive task and therefore presents a different challenge to the
candidate. Teachers should give adequate practice in listening for numbers, both cardinal and ordinal,
and large numbers. Candidates should be aware of the different ways of saying '0', for example, and
also the different stress on numbers such as fifteen and fifty. As already mentioned, listening for letters
and differentiating G and J, for example is also important. Names are either spelt out or are formed
from common items of vocabulary - e.g. Hill, Park, Brown. Towns and cities which are well known may
also be tested here, e.g. London, Hong Kong.

Part 3

Minor spelling errors are acceptable in this part of the test. However, practice should be given in the
spelling of common business terms, days of the week, months and also common words such as
green, park, west, river, etc. Candidates are reminded that they need only write down what is said on
the tape, and that it is not necessary to write more than one or two words or a date. There is no need
to think up an answer or to reformulate or to write down a complete sentence.

Part 4

For multiple-choice question tasks, candidates need to be aware that the time they are given before
this part of the test is to read through the questions to get an idea of what the listening is about. They
should make good use of this time. Candidates should read the questions very carefully to make sure
that the option they choose actually answers that question. Some options may be true but do not
answer the question. Candidates should watch out for options which repeat the words which are said
on the tape - it is very often the case that that option is not the answer.
• Preparing candidates for BEC Preliminary Listening (a summary)

Candidates should

• use the full time allowed to read the questions carefully before each piece. Familiarity with what is
being asked is likely to help candidates focus precisely on the points being tested. In Parts 2 and
3, it will also help candidates anticipate the kind of answer required.

• use the second listening to confirm that their answer is correct.

• expect to write a number or numbers and letter(s) in Part 2 and a word/words/a date in Part 3.

• choose their answers in Parts 1 and 4 by trying to understand the underlying meaning of what the
speaker is saying, rather than choosing an option because they recognise a word from the tape.

• make sure they have had adequate practice in listening for numbers and letters and are able spell
common business vocabulary and days of the week.

• make sure that they have transferred their answers correctly to the answer sheet.

Candidates shouldn't

• write a number as letters in Part 2, as this wastes time. (However, they are not penalised if they do
this.)

• worry if they don't get all the answers the first time they hear each piece.

• write more than one or two words in Part 3.

• spend too much time on one question. If they are having problems with one question, they should
leave it and go on to the next question.
Speaking

• Marking

The assessor awards marks to each candidate for performance throughout the test according to four
analytical criteria (Grammar and Vocabulary, Discourse Management, Pronunciation and Interactive
Communication). The interlocutor awards marks according to a global achievement scale, which
assesses the candidate's overall effectiveness in tackling the tasks. Mark sheets are completed by the
examiners and computer scanned. The Speaking paper is out of a total of 30 marks (25% of the total
score).

• Comments on candidate performance

The revised speaking test was introduced in March 2002. Candidate performance on the revised
format including for the June session, has been in line with expectations. Feedback from oral
examiners has been generally positive. An analysis of candidate performance on the test materials
shows that there are no particular problems with tasks. Candidates who did less well were those who
were inaccurate or had a limited range of grammar and vocabulary and those who were unable to
maintain their long turn effectively. This was reflected in lower average scores for Grammar and
Vocabulary and Discourse Management. The highest average mark was for Pronunciation.

Part1
This part of the test gives the examiners their first impression of the candidates and it is therefore
important that candidates speak about themselves and their work or studies with appropriate detail.
Candidates should be advised, however, not to prepare long responses to questions that they feel
they may be asked as this often means that they do not answer appropriately. Candidates who have
not met before the examination should not feel concerned feedback from examiners indicates that this
does not affect performance, and in some cases leads to a more natural interaction in this part of the
test.

Part 2
In this part of the test candidates are expected to produce an extended piece of discourse. Stronger
candidates use the allowed preparation time to organise their thoughts and produce a structured,
connected talk. This will be reflected in the scores for Discourse Management. Good candidates also
listen carefully to their partner's talk and ask an appropriate follow-up question.

Part 3
The collaborative task gives both candidates the opportunity to negotiate and co-operate with each
other. Candidates who perform well are those who do not merely agree with their partner but who
express their own views and opinions and develop their partner's comments. Well prepared
candidates often generate more ideas, thus producing a more varied sample of language with a wider
range of structure and vocabulary. This will be reflected in the scores for Interactive Communication.

• Recommendations for candidate preparation

Candidates should be aware that examiners can only base their assessments on what they hear and
see. Candidates who fail to take up the opportunity to show what they are capable of will undoubtedly
underperform. Similarly, candidates should speak clearly and loudly enough to be heard.

Candidates should not feel disadvantaged because they cannot remember or do not know an
occasional word. Credit is given for paraphrasing and substituting vocabulary, especially if it is
communicatively effective.
Candidates should be advised not to rehearse the interview part of the test with their partner before
entering the examination room. Candidates should be aware that examiners are looking for genuine
interaction.

Candidates should be aware that long silences and pauses will diminish their opportunity to do well.
Even if candidates have few ideas, they should be prepared to comment on what the examiner has
asked them.

Students should be encouraged in class to practise a variety of paired or group activities. Familiarity
with the speaking test format usually helps candidates give a more effective performance. A Speaking
Test Video for all BEC levels is available to help with this.

Candidates should be aware that attempts to dominate their partner will be penalised. Candidates
should show sensitivity to the norms of turn-taking and should respond appropriately to each other's
utterances. They should avoid cutting across or interrupting impolitely what their partner is saying.

Candidates are assessed on their own performance according to the established criteria and are not
assessed in relation to each other. Candidates are not penalised if they have difficulty understanding
their partner.
• Preparing for BEC Preliminary Speaking (a summary)

Candidates should

• take opportunities to show what they are capable of.

• try to produce an extended sample of language for the examiner to assess.

• listen carefully to instructions and questions asked throughout the test and focus their answers
appropriately.

• show sensitivity to the norms of turn taking and respond appropriately to their partner's utterances.

• speak clearly and loudly enough for the examiners to hear.

• try to avoid long silences and frequent pauses.

Candidates shouldn't

• worry about asking for repetition of instructions if they are unclear about what they have to do.

• try to dominate their partner or interrupt in an abrupt way.

• just respond to what has been said. They should be prepared to initiate discussion and
conversation.