bec中級(jí)改錯(cuò)題技巧
改錯(cuò)題是bec中級(jí)考試中閱讀的一種題型，那么做這種題目有沒(méi)有什么技巧呢？下面小編就給大家分享一下！
BEC中級(jí)閱讀技巧：短文改錯(cuò)題
通讀全文，把握大意
很多考生在做題的時(shí)候會(huì)遇到不知道是否該刪除某個(gè)詞語(yǔ)的情況，這時(shí)應(yīng)該從全文內(nèi)容出發(fā)，判斷其是否多余，通常情況下，都是名詞或代詞為多，出題者通過(guò)增加多余的名詞或代詞來(lái)對(duì)考生進(jìn)行干擾，從而達(dá)到測(cè)試的目的。先通讀全文的另外一個(gè)好處就是可以在讀的過(guò)程中先找出一些明顯的錯(cuò)誤，這也遵循了我們常說(shuō)的先易后難的解題規(guī)律。
以句子為單位，逐個(gè)進(jìn)行分析
在四六級(jí)中，經(jīng)常是幾行才設(shè)置一道題目，而B(niǎo)EC則不同，每一行都設(shè)置一道題目，因此，一個(gè)句子通常都會(huì)被拆分成時(shí)上下兩行。所以，我們做題的時(shí)候應(yīng)該以句子為最小單位，然后對(duì)其進(jìn)行分析，找出其中的錯(cuò)誤所在，而不應(yīng)該僅僅局限于一行對(duì)句子進(jìn)行分析。
分析句子成分，找出錯(cuò)誤所在
判斷一個(gè)句子正確與否，通過(guò)需要對(duì)句子進(jìn)行語(yǔ)法成分的分析，以判斷是缺少語(yǔ)法成分，還是出現(xiàn)多余的語(yǔ)法成分。一個(gè)完整的句子通常要包含主語(yǔ)，謂語(yǔ)和賓語(yǔ)。所以我們分析句子的時(shí)候也是從主謂賓入手。這就要求學(xué)生掌握一定的語(yǔ)法知識(shí)，具備分析句子成分的能力?？忌鷳?yīng)該在平時(shí)練習(xí)時(shí)加強(qiáng)對(duì)句子成分的分析。
遵循先易后難，充分利用時(shí)間
就考試時(shí)間而言，BEC的考試時(shí)間要比四六級(jí)考試時(shí)間長(zhǎng)。但是，由于BEC的難度較大，很大一部分考生仍會(huì)感到時(shí)間不夠用。因此，在做題的時(shí)候，我們?nèi)砸裱纫缀箅y的原則，爭(zhēng)取在最短的時(shí)間內(nèi)拿到做多的分?？忌谄綍r(shí)練習(xí)的時(shí)候也要養(yǎng)成這個(gè)習(xí)慣，這樣就可以避免在考試的時(shí)候死扣住一道難題不放，而失去了那些容易的該得分的題目。
常見(jiàn)錯(cuò)誤
(1)將泛指內(nèi)容特指化：這主要是指在名詞前加上了多余的定冠詞，造成泛指的內(nèi)容被特指。因?yàn)樵贐EC考試中不存在漏詞的情況，因此在名詞前缺少冠詞的情況是不存在的。當(dāng)考生遇到復(fù)數(shù)名詞前的定冠詞時(shí)，可以考慮其是否多余。
舉例來(lái)說(shuō)：
The final decision was reached after day-long session of the tests, interviews and exercises.
tests, interviews and exercises均為泛指的內(nèi)容，而不是某種特有的，專(zhuān)門(mén)的tests, interviews and exercises ， 所以在這個(gè)句子中，the是多余的。
(2)時(shí)態(tài)不正確：對(duì)于時(shí)態(tài)方面的考查，最常見(jiàn)的就是在時(shí)間，條件，讓步狀語(yǔ)從句后用帶will的將來(lái)時(shí)態(tài)。我們知道，這些從句要用一般現(xiàn)在時(shí)來(lái)代替一般將來(lái)時(shí)。所以，句中的 will往往是多余的。
?。寒?dāng)然，有時(shí)候will表示意愿，用在if條件句中，表示"如果你愿意......"這個(gè)要區(qū)別對(duì)待。
舉例來(lái)說(shuō)：
..., a password allows them to access the system wherever they will happen to be that day.
這是一個(gè)讓步狀語(yǔ)從句，從句要求用一般現(xiàn)在時(shí)來(lái)表示一般將來(lái)時(shí)，所以句中的 will是多余的，應(yīng)該去掉。
(3)對(duì)立性詞語(yǔ)在句子中同時(shí)出現(xiàn)：在中文里，我們可以把"雖然""但是"放在一起，也可以將"因?yàn)?quot;" 所以"放在一起，而在英語(yǔ)中，我們用了although/though就不可以用but ，但是可以用yet，用了because/since/as就不可以用so。
另外。在句子中一般不可以同時(shí)出現(xiàn)以下的詞語(yǔ)： how與well ， only與hardly ，serve與for ，reach與at/in ，rise與up ，most與best ， must與have to ，another與other(s) ，marry與 with ，repeat與again (但可以與again and again連用)，return 與 back等等。
舉例來(lái)說(shuō)：
How do you get on well with the staff.
這句話(huà)中，well實(shí)際上回答了how， 所以well是多余的。又如serve for our customs 中for也是多余的，因?yàn)閟erve是及物動(dòng)詞，本身已經(jīng)含有for的意思，再用for就造成了意思上的重復(fù)。
(4)詞性的誤用：由于詞性的誤用而造成的單詞多余在BEC短文改錯(cuò)中也是經(jīng)?？梢耘龅降?。特別是對(duì)動(dòng)詞的考查，如及物和不及物的混用等等。
舉例來(lái)說(shuō)：
Their backgrounds are vary from arts to sciences.
vary是動(dòng)詞，因此，are是多余的。又如：But Garrard is going to be relax. 一句，relax是動(dòng)詞，be是多余的。
舉例來(lái)說(shuō)：
Rather than waste of time in traffic jams.
這句句子中的of 是多余的，因?yàn)閣aste是及物動(dòng)詞。
舉例來(lái)說(shuō)：
...,where executives fly them in and out the same day.
這句句子中them是多余的，因?yàn)閒ly是不及物動(dòng)詞。
舉例來(lái)說(shuō)：
In addition to have formal lessons, participants have the opportunity to learn in social situations with trainers and fellow students.
In addition to中to是介詞，后面要接上名詞或動(dòng)名詞，不可以接上動(dòng)詞原形。所以應(yīng)該去掉have。
賓語(yǔ)從句中that與what 或that 與if/whether的同時(shí)出現(xiàn)：在賓語(yǔ)從句中，我們不可以用兩個(gè)連詞來(lái)連接同一個(gè)句子。出題者往往會(huì)在賓語(yǔ)從句中同時(shí)使用 that和what或that和if/whether來(lái)考查學(xué)生是否掌握好基本的語(yǔ)法知識(shí)。
舉例來(lái)說(shuō)：
It really doesn't matter that what we pay for an investment.
在這句話(huà)中就同時(shí)用了兩個(gè)連詞。我們知道，pay是一個(gè)及物動(dòng)詞，要求接上賓語(yǔ)，what在這里充當(dāng)pay的賓語(yǔ)，而that僅僅是起到連接的作用，沒(méi)有實(shí)在的意義，所以 that是多余的。
舉例來(lái)說(shuō)：
They understand that if the really price of not training is the company failing behind as a result.
在這句話(huà)中同時(shí)使用了兩個(gè)連詞that和if ,根據(jù)句子的意思，我們可以判斷出不含有"是否"之意，所以句中的if是多余的。
BEC商務(wù)英語(yǔ)：BEC短文改錯(cuò)解題方法
【常見(jiàn)錯(cuò)誤】
慣用短語(yǔ)中出現(xiàn)多余的詞語(yǔ)
在英語(yǔ)中有很多約定俗成的短語(yǔ)，我們經(jīng)常稱(chēng)之為成語(yǔ)。這樣的短語(yǔ)往往不可以隨便增加或減少單詞。在BEC中，這樣的題目也經(jīng)常出現(xiàn)，這主要是考查學(xué)生對(duì)慣用成語(yǔ)的識(shí)記能力。這就要求考生在平時(shí)學(xué)習(xí)的過(guò)程中要注重知識(shí)的積累。
例如：There is less need for managers to turn it up at the office every day. (turn up是"出現(xiàn)，露面"的意思，是固定的結(jié)構(gòu)，所以it是多余的，應(yīng)該刪去。又如not long time ago中的time也是多余的;在"within+時(shí)間段"結(jié)構(gòu)中如果出現(xiàn)the等也是多余的;at the first hand中的the是多余的。)
造成句式混亂的多余詞語(yǔ)
對(duì)于這個(gè)方面的考查，主要集中在一些可以用于復(fù)合結(jié)構(gòu)，又可以用于賓語(yǔ)從句的動(dòng)詞，出題者通過(guò)混用兩種句式來(lái)達(dá)到測(cè)試的目的。解決這類(lèi)題目的方法就是分析句子成分，看是復(fù)合結(jié)構(gòu)還是賓語(yǔ)從句，并注意改錯(cuò)的要求。
例如：Today these mini-conference centers provide services are designed for business travelers. (這句話(huà)的主語(yǔ)中心詞為centers，謂語(yǔ)為provide，賓語(yǔ)為services 。而后面的謂語(yǔ)動(dòng)詞are卻沒(méi)有主語(yǔ)，所以應(yīng)該把a(bǔ)re刪去，用過(guò)去分詞做后置定語(yǔ)。當(dāng)然，在四六級(jí)考試中，我們完全可以在are前加上that或 which來(lái)構(gòu)成定語(yǔ)從句，但是，在BEC中，由于沒(méi)有漏詞的情況，所以不可以這樣改。)
又如：The other candidates seemed me to be very strong , and I have to say I found that the selection procedure really hard. (在這句話(huà)中，有兩處錯(cuò)誤，一個(gè)是seem的用法，一個(gè)是find的用法.seem的常用法為：seem to be/seem that/seem as if 等，不可以在seem后直接跟上人稱(chēng)代詞。所以me是多余的，應(yīng)該刪去。而find的后面經(jīng)常跟上that引導(dǎo)的賓語(yǔ)從句，如：I find that the work is really hard . 另外，find也經(jīng)常用于復(fù)合結(jié)構(gòu)，即"find + 賓語(yǔ) + 賓語(yǔ)補(bǔ)足語(yǔ)"結(jié)構(gòu)，如上面的句子也可以說(shuō)：I find the work really hard . 在例句中是將這兩種結(jié)構(gòu)混合使用，所以應(yīng)該將 that刪去。又如上面所說(shuō)，如果這是四六級(jí)的考題，我們完全可以在really前加上一個(gè)be動(dòng)詞，這樣就成了find引導(dǎo)的賓語(yǔ)從句了。但是BEC 中是沒(méi)有漏詞的情況，所以大家在做題的時(shí)候要特別注意，做到符合題目要求。)
造成句意含糊或相反的多余詞
這種類(lèi)型的錯(cuò)誤往往不容易發(fā)現(xiàn)。因?yàn)槌鲱}者通常是通過(guò)增加一個(gè)詞，而這個(gè)詞恰好與前后的詞語(yǔ)構(gòu)成一個(gè)考生熟悉的詞組，從而讓考生往陷阱里跳。有時(shí)候，這樣的題目必須通過(guò)文章整體的意思才可以判斷哪個(gè)詞語(yǔ)是多余的，而有一些僅僅通過(guò)分析整個(gè)句子就可以發(fā)現(xiàn)。這種類(lèi)型的題目考查了考生對(duì)語(yǔ)篇段落的把握能力。
例如：Yet now that there is strong interest , as travelers become aware of the new facilities . (根據(jù)邏輯我們知道，句子并沒(méi)有"既然"的意思，而說(shuō)的是現(xiàn)在的一種情況而已，出題者通過(guò)now that這個(gè)詞組來(lái)干擾考生。很多考生看到now that是一個(gè)固定詞組就認(rèn)為沒(méi)有錯(cuò)誤，而沒(méi)有對(duì)句子的意思進(jìn)行分析，所以往往發(fā)現(xiàn)不了錯(cuò)誤的所在，這就掉進(jìn)了出題者所設(shè)的陷阱里。通過(guò)這道題也說(shuō)明我們必須把握文章的意思，不能夠僅僅根據(jù)語(yǔ)法對(duì)句子判斷正確與否。)
又如：The work he has done is far away from satisfaction. (在英語(yǔ)中我們可以說(shuō)far away from，如It's far away from here. 離這很遠(yuǎn)。但是后面跟上抽象名詞的時(shí)候，我們要用far from，如far from completeness/enough 等。)
無(wú)to 結(jié)構(gòu)出現(xiàn)多余的to
英語(yǔ)中的無(wú)to不定式主要有以下幾種情況：
(1)在助動(dòng)詞或情態(tài)動(dòng)詞的后面要用不帶to的不定式。(used to , ought to是本身帶有to的;need作情態(tài)動(dòng)詞時(shí)不帶to，作實(shí)義動(dòng)詞時(shí)帶to;dare的用法跟need類(lèi)似。)
(2)在半助動(dòng)詞had better , had rather , had sooner , would rather , would sooner等后面用不帶to的不定式。
(3)在why開(kāi)頭的肯定和否定句后都用不帶to的結(jié)構(gòu)。
(4)在介詞but , except , besides , than的前面如果出現(xiàn)了實(shí)義動(dòng)詞do，要用無(wú)to不定式作介詞的賓語(yǔ)。 (5)在would you please 后要用不帶to的結(jié)構(gòu)。
(6)在感官動(dòng)詞和使役動(dòng)詞see , notice , hear , watch , observe , feel , find , look at , listen to , make , let , have , leave , bid的后面要接不帶to的不定式作賓語(yǔ)補(bǔ)足語(yǔ)。
例如：They must to train for everything before the start of the competition . (must是情態(tài)動(dòng)詞，后面要接上動(dòng)詞原形，所以must后面的to是多余的，應(yīng)該刪去。)
又如：The boss always makes the workers to work overtime . (make后應(yīng)該接上不帶to的不定式作賓語(yǔ)補(bǔ)足語(yǔ)，類(lèi)似這樣用的動(dòng)詞還有see , hear , watch , feel , let , have , listen to , observe 等等.)
又如：The manager could do nothing but to wait for him to leave. ( 因?yàn)樵赽ut的前面出現(xiàn)了實(shí)義動(dòng)詞do，所以后面的動(dòng)詞必須是比帶to的，因此to多余。)
無(wú)"如此"之意卻出現(xiàn)so
對(duì)于so在BEC改錯(cuò)中的考查頻率相對(duì)來(lái)說(shuō)還是比較高的?？疾榈姆较蛑饕袃蓚€(gè)，一個(gè)是句子本無(wú)"如此"之意而強(qiáng)加上so ，另外一個(gè)就是通過(guò)構(gòu)成so的常用詞組短語(yǔ)來(lái)測(cè)試考生的分析能力。
例如：Working with a manager you rarely see is now so far from usual , and ... (在這里只是說(shuō)明一種現(xiàn)象，并沒(méi)有"如此"之意，如果有"如此"之意，后面一般會(huì)出現(xiàn)that與之對(duì)應(yīng).)
又如：So how is "the best" personal assistant chosen from a group of so extremely good and very different individuals ? (這句話(huà)的原意并沒(méi)有"如此"之意，所以，第二個(gè)的so 是多余的，應(yīng)該刪去.另外，含有"極端"意義的詞語(yǔ)一般不用so修飾.)
抽象名詞被可數(shù)化
抽象名詞被可數(shù)化主要是指在不可數(shù)名詞的前面用了不定冠詞a 或an ，使不可數(shù)名詞被當(dāng)作可數(shù)名詞使用。這主要考查考生對(duì)詞性的把握能力。這類(lèi)題目的解決方法就是平時(shí)學(xué)習(xí)過(guò)程中多注意積累，有些名詞，如bread , paper , chalk在中文里是可數(shù)的，但是在英文里是比可數(shù)的。當(dāng)然，對(duì)于一個(gè)不熟悉的名詞，在考試中就只有通過(guò)邏輯來(lái)判斷了。
例如：A poor financial management is one of the main reasons why business fails . (management是一個(gè)抽象名詞，所以它屬于不可數(shù)名詞，前面的a是多余的)
又如：If you would like to receive a further information on working overseas, please do not hesitate to contact us. (information是不可數(shù)名詞，不可以用a修飾，所以a是多余的。)
意義上重復(fù)造成的多余
這類(lèi)詞的考查主要集中在含有" 極端"意義或絕對(duì)概念的形容詞或副詞上，也就是本身含有"最"的意義的形容詞或副詞，如：comparative , relative , absolute , entire , excellent , perfect , total , through , utter , whole , complete , full , empty等，這些詞語(yǔ)都沒(méi)有比較等級(jí)，所以前面不可以用more , most來(lái)修飾這些詞語(yǔ)。
例如：He is the most excellent worker of the company . (這句話(huà)中的excellent 已經(jīng)含有"最"的意義，不需要再用most來(lái)修飾，所以most是多余的。)
構(gòu)建虛假的定語(yǔ)從句
這類(lèi)題目在BEC考題中會(huì)經(jīng)常出現(xiàn)。出題者往往在一個(gè)簡(jiǎn)單句的謂語(yǔ)前加上一個(gè)which或that來(lái)構(gòu)建一個(gè)虛假的定語(yǔ)從句。對(duì)于這類(lèi)題目的解決方法就是分析句子成分，我們知道，定語(yǔ)從句中的that或which都是充當(dāng)一定語(yǔ)法成分的，如果句子不缺少語(yǔ)法成分，那么句子中的that或which就是多余的。
例如：This experience which will also give you a chance to widen your outlook on life, encounter cultural differences and develop new skills. (在這個(gè)句子中，主語(yǔ)是this experience,謂語(yǔ)是give，后面的是give的賓語(yǔ)。所以，句子不缺少語(yǔ)法成分，which是多余的。)
又如：Staying with a host family that gives participants even more time to practise English. (在這個(gè)句子中，用了動(dòng)名詞做主語(yǔ)，謂語(yǔ)動(dòng)詞是give，后面的其它是賓語(yǔ)成分。句子主謂賓成分都不殘缺，所以that是多余的，應(yīng)該刪去。)
(BEC3)劍橋高級(jí)商務(wù)英語(yǔ)考試:閱讀真題
PART THREE
Questions 15 - 20
· Read the following article on recruiting and managing staff and the questions on the opposite page.
· Each question has four suggested answers or ways of finishing the sentence, A, B, C and D.
· Mark one letter A, B, C or D on your Answer Sheet, for the answer you choose.
As a manager in the service industry sector, I've looked at hundreds of CVs in my time. They are not necessarily the bland documents some bosses might think they are! They are full of little pointers towards individuals personalities and suitability for the job. The first thing I always look at is an applicant s employment record. I check for continuity and stability. If somebody has a long list of previous jobs, all of varying length, alarm bells start ringing. Rather than an irregular route from job to job, what I hope to see is stable career progression. What does their career path look like - is it all steps forward, or are there a lot of sideways moves? And I am always pleased to find a family person with children, because in my experience they tend to be responsible and reliable.
I never rely on CVs alone. We get applicants to fill in one of our own application forms. We ask why they've applied, what their aspirations and personal goals are, and also about their interests and hobbies and any clubs they belong to. That gives you a useful insight into their personality and lifestyle. The application form also enables us to test how much people have actually been progressing in their careers, because we ask for details of the salaries they have received for each job.
It s always worth looking at CVs and designing application forms with great care. Taking on employees might be rewarding, but it is also a big investment for any business. Mistakes in choosing staff can cost companies dear, so it makes sense to spend time ensuring you get the right person.
In the service sector, one of the aims of companies is to maintain and improve customer service, and this is achieved partly through low staff turnover. You need to take on people who understand that, and will want to stay. That s why, when you've taken staff on, the next thing is getting the best out of them.
My management style comes from the days when I took over my first business, an ailing road haulage firm which I was certain I could turn into a profitable company. The first thing is to treat others as you d like to be treated yourself. As soon as I took over the business, I talked to everybody individually, and looked for ways to make sure their particular skills benefited the company.
I didn't have much experience then of managing people, but above all I always tried to be fair and honest with everyone. As a result, I think the staff knew that and accepted my decisions, even if they didn't agree with them all. Also, bosses must be able to communicate. You also need to create team spirit, and build on the strength of the team. I explained my plans for the company to all the staff, and let them all know what I needed from them. The lorry drivers responded brilliantly, and were the key to turning the business round. They understood that we had to develop a professional reputation, and from then on the days of poor quality deliveries were over.
Lastly, I am a great believer in profit-sharing. It takes a team to make a company work, so profits should be shared by all. Job satisfaction is important, but it doesn't pay the rent. Shared profit and bonuses help to strengthen team spirit by giving everyone a common goal that they work towards together.
15 What fact does the writer hope to learn from applicants CVs?
A that they have experience of many different jobs
B that their careers have developed steadily
C the opinion their employers had of them
D whether they are married or single
16 The writer says the application form is useful because it
A reveals something of the applicant s character.
B gives information about the applicant s family.
C explains what skills the applicant has for the job.
D shows how much the applicant wants to earn.
bec中級(jí)改錯(cuò)題技巧相關(guān)文章：
2.高級(jí)BEC商務(wù)英語(yǔ)閱讀要怎么做?有什么好的應(yīng)試技巧嗎?
6.bec中級(jí)聽(tīng)力攻略實(shí)用技巧分享
7.關(guān)于商務(wù)英語(yǔ)BEC中級(jí)口語(yǔ)考試的應(yīng)試技巧分享