bec vantage 04

A DETAILED LOOK AT THE TASKS

Part One

This is a matching task. There are four short texts on arelated theme (e.g. descriptions of a group of products, oradvertisements for jobs) or a single text divided into foursections. Although the context of each text will be similar,there will also be information that is particular to each text.The texts are labelled A – D. Candidates are presented with aset of seven items which are statements related to the texts.They are expected to match each statement with the relevanttext.

Questions in this part tend to focus mostly on theidentification of specific information and detail, althoughsome items may focus on gist.

Preparation

In order to prepare for this part it would be useful tofamiliarise students with sets of short texts that have a similartheme. Newspapers, magazines and catalogues are usefulsources in which to find such texts. Students should beencouraged to look closely at all the information,particularly as short texts often include additional snippets ofinformation on separate lines (such as prices, dates, titles,measurements, etc.) that can easily be overlooked.

Students could be set questions which test global readingskills prior to reading the texts, so that they are trained tothink of who a text is written for and why it was written.

Part Two

This is a matching task, comprising a text that has had sixsentences removed from it and a set of seven sentenceslabelled A – G. Candidates are required to match each gapwith the sentence which they think fits in terms of meaningand structure. The first gap is always given as an example sothat candidates have five gaps left to complete. When theyhave finished this part there will be one sentence left whichthey have not used.

The texts for this part will have been chosen because theyhave a clear line of thought or argument that can still bediscerned by the reader with the sentences removed. Indoing the task, therefore, students should be trained to readthrough the gapped text and the list of sentences first, inorder to get an idea of what it is about. Having done that,they should be reassured that there is only one sentence thatfits each gap.

This part tests understanding of text structure as well asmeaning and the gaps will be reasonably far apart so thatcandidates can successfully anticipate the appropriate lexicaland grammatical features of the missing sentence.Candidates can be expected to be tested on a variety ofcohesive features with both a backward and forwardreference, sometimes going beyond the sentence level. Thus,while selecting the appropriate sentence for a gap, theyshould read before and after the text to ensure that it fitswell. At the end of this part, they should read through theentire text, inserting the gapped sentences as they go along,to ensure that the information is coherent.

Number ofPART Main Skill Focus Input Response Questions

1 Reading – scanning and gist One longer or four shorter Matching 7informational texts (approx. 250 – 350 words in total)

2 Reading – understanding text Single text: article, report, etc. with Matching 5structure sentence level gaps (text plus 7

option sentences approx. 450 – 550words in total)

3 Reading for gist and specific Single text (approx. 450 – 550 words) 4-option multiple 6information choice

4 Reading – vocabulary and structure Single informational text with lexical 4-option multiple 15 gaps (text including gapped words choice cloze approx. 200 – 300 words)

5 Reading – understanding sentence Short text (approx. 150 – 200 words) Proof reading 12structure / error identification Identification of additional

unnecessary words in text

A D E TA I L E D G U I D E TO B E C VA N TAG E

TEST OF READING

Time: 1 hour

BE

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GE

Preparation

This can be quite a difficult task, especially for candidateswho are unfamiliar with such an exercise. In preparing themfor this part, it would be a good idea to select a number ofgraded texts that have clear, familiar ideas and evidentcohesive features. Texts can be cut up as they are in the testor simply discussed in their entirety. In this way, students can work up to dealing with more complex material andidentifying the many different ways that ideas are connected.

It would also be useful when doing gapped texts to look atsentences that do not fit in gaps and discuss the reasons forthis. Sometimes it is possible to make a sentence fit a gap bysimply changing a few words. Discussion on areas such asthis would also be fruitful.

Part Three

This task consists of a text accompanied by four-optionmultiple choice items. The stem of a multiple choice itemmay take the form of a question or an incomplete sentence.There are six items, which are placed after the text. Sourcesof original texts may be the general and business press,company literature and books on topics such asmanagement. Texts may be edited, but the source isauthentic.

Preparation

• Multiple choice questions are a familiar and long-standing type of test; here they are used to testopinion and inference rather than straightforward facts.

• Correct answers are not designed to depend on simpleword-matching, and students’ ability to interpretparaphrasing should be developed.

• Students should be encouraged to pursue their owninterpretation of relevant parts of the text and thencheck their idea against the options offered, rather thanreading all the options first.

• It could be useful for students to be given perhaps oneof the wrong options only, and for them to try to writethe correct answer and another wrong option.

Part Four

This is a multiple choice cloze test with fifteen gaps, most of which test lexical items, and may focus on correct wordchoice, lexical collocations and fixed phrases. The textschosen for this part will come from varied sources but theywill all have a straightforward message or meaning, so thatcandidates are being tested on vocabulary and not on theircomprehension of the passage.

Preparation

Candidates are usually familiar with this type of task and soit is most important to try to improve their range ofvocabulary. The options provided for each item in the test

will have similar meanings but only one word will be correctwithin the context provided. Familiarity with typicalcollocations would be especially useful. The language ofbusiness is often very precise and so it is worth spendingtime looking at the vocabulary used in different types of text,getting students to keep a vocabulary list and encouragingthem to make active use of the lexical items that are new tothem.

Part Five

In this task, candidates identify words that have beenintroduced into a text in error.

This exercise can be related to the authentic task of checkinga text for errors, and suitable text types therefore includeletters, publicity materials, etc. The text contains twelvenumbered lines, which are the test items. Further lines at theend may complete the text, but these are not test items.

Preparation

• Students should be reminded that this task represents akind of editing that is common practice, even in theirfirst language.

• Any work on error analysis is likely to be helpful forthis task.

• A reverse of the exercise (giving students texts withmissing words) might prove beneficial.

BE

C V

AN

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BE

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AN

TA

GE

A B C D

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....

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....

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ble

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rest

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at a

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ter

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l st

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wo

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to

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hey

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t.

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p o

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avel

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oci

atio

n

qu

esti

on

nai

re.

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ey

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ges

ted

th

at

bu

sin

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om

en

sho

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itat

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ake

it

clea

r if

th

ey h

ave

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rob

lem

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2)..

....

. O

nce

clie

nts

hav

e g

on

e, i

t is

all

too

eas

y fo

r th

e is

sue

to

be

ign

ore

d b

y h

ote

l m

anag

ers,

an

d i

t w

ill a

lso

be

forg

ott

en b

y th

e o

verw

ork

ed b

usi

nes

s ex

ecu

tive

s

them

selv

es.

BE

C V

AN

TA

GE

Turn

Ove

r � 7

13A

ccor

ding

to

the

text

, th

e en

d of

a p

rodu

ct’s

life

cyc

le is

mar

ked

by

Aa

shar

p ris

e in

pro

duct

ion

cost

s.

Bth

e pr

oduc

t be

com

ing

outd

ated

.

Can

incr

ease

in c

usto

mer

com

plai

nts.

Dle

ss s

uppo

rt f

rom

sal

es m

anag

emen

t.

14W

hat

does

the

writ

er s

ay a

bout

sal

es m

anag

emen

t in

the

firs

t pa

ragr

aph?

AC

ompa

nies

sho

uld

spen

d m

ore

time

on t

heir

sale

s pl

anni

ng.

BT

here

are

man

y m

anag

ers

who

nee

d to

impr

ove

thei

r sa

les

perf

orm

ance

.

CM

ost

sale

s m

anag

ers

fail

to r

ecog

nise

whi

ch s

tage

a p

rodu

ct h

as r

each

ed.

DT

he s

ales

app

roac

h sh

ould

cha

nge

with

eac

h ph

ase

of t

he p

rodu

ct li

fe c

ycle

.

15A

ccor

ding

to

the

text

, a

grea

ter

sale

s ef

fort

is r

equi

red

for

a pr

oduc

t w

hen

Ait

is p

artic

ular

ly in

nova

tive.

Bth

e ad

vert

isin

g bu

dget

has

bee

n cu

t.

Criv

al c

ompa

nies

sta

rt t

o pr

oduc

e so

met

hing

sim

ilar.

Dco

nsum

er in

tere

st s

witc

hes

to a

new

pro

duct

cat

egor

y.

16A

ccor

ding

to

the

text

, a

good

mar

ketin

g st

rate

gy m

ust

prim

arily

be

conc

erne

d w

ith

Asa

les

stat

istic

s.

Bpr

oduc

t de

tails

.

Cco

nsum

er d

ata.

Dpr

ofit

info

rmat

ion.

17A

ccor

ding

to

the

text

, pr

ofit

leve

ls m

ay fa

il to

cor

resp

ond

to t

he v

olum

e of

sal

es b

ecau

se

Ath

e fu

ll se

lling

cos

ts h

ave

not

been

tak

en in

to a

ccou

nt.

Bth

e pr

oduc

tion

cost

s w

ere

not

estim

ated

cor

rect

ly.

Cth

ere

are

unfo

rese

en p

robl

ems

with

dis

trib

utio

n.

Dth

ere

has

been

a la

ck o

f ec

onom

ic s

tabi

lity.

18W

hat

does

the

writ

er s

ay a

bout

the

cha

rts

that

sho

w s

ales

pro

gres

s?

AIt

is a

mat

ter

of ju

dgem

ent

whe

re o

ne s

ales

pha

se f

inis

hes

and

anot

her

begi

ns.

BM

anag

ers

shou

ld r

evie

w p

olic

y w

hen

a sh

arp

fall

in s

ales

is in

dica

ted.

CIt

is d

iffic

ult

to s

ee h

ow s

ales

cha

rts

can

prov

ide

suffi

cien

t gu

idan

ce t

o m

anag

ers.

DM

anag

ers

shou

ld g

et c

onfir

mat

ion

of t

he d

ata

they

plo

t on

the

sal

es c

hart

s.

Prod

uct

Life

Cyc

les

and

Sal

es S

trat

egy

One

of

th

e m

ost

impo

rtan

t co

ncep

ts

in

sale

sm

anag

emen

t and

mar

ketin

g is

that

of

the

prod

uct l

ife

cycl

e. T

his

is a

his

tori

cal

reco

rd o

f th

e lif

e of

apr

oduc

t, sh

owin

g th

e st

age

in it

s lif

e th

e pr

oduc

t has

reac

hed

at a

par

ticul

ar ti

me.

By

iden

tifyi

ng th

e st

age

that

a p

rodu

ct i

s in

or

may

be

head

ing

tow

ards

,co

mpa

nies

can

for

mul

ate

bette

r m

arke

ting

plan

s. A

llpr

oduc

ts h

ave

‘liv

es’i

n as

muc

h as

the

y ar

e cr

eate

d,se

ll w

ith v

aryi

ng p

rofi

tabi

lity

over

a p

erio

d of

tim

e,an

d th

en b

ecom

e ob

sole

te a

nd a

re r

epla

ced

or s

impl

yno

lon

ger

prod

uced

. A

prod

uct’s

sal

es p

ositi

on a

ndpr

ofita

bilit

y ca

n be

exp

ecte

d to

flu

ctua

te o

ver

time

and

so,

at e

ach

succ

essi

ve s

tage

in

the

prod

uct’s

cycl

e, it

is n

eces

sary

to a

dopt

dif

fere

nt ta

ctic

s.T

he tw

o m

ain

feat

ures

of

the

prod

uct l

ife

cycl

e ar

eun

it sa

les

and

unit

prof

it. T

he u

nit

sale

s fi

gure

sus

ually

jum

p on

intr

oduc

tion,

as

a re

spon

se to

hea

vyad

vert

isin

g an

d pr

omot

ion,

as

cust

omer

s bu

y th

epr

oduc

t ex

peri

men

tally

. T

his

is g

ener

ally

fol

low

edby

a le

velli

ng o

ff w

hile

it is

eva

luat

ed –

the

leng

th o

fth

is p

erio

d de

pend

ing

on th

e us

e to

whi

ch th

e pr

oduc

tis

put

. T

hen,

uni

t sa

les

rise

ste

adily

thr

ough

the

grow

th

phas

e to

th

e m

atur

ity

phas

e,

whe

n th

epr

oduc

t is

wid

ely

acce

pted

, an

d so

on

to s

atur

atio

nle

vel.

By

this

tim

e, c

ompe

titor

s w

ill h

ave

ente

red

the

mar

ket

with

the

ir o

wn

vers

ion

and,

fro

m t

his

poin

t,th

e sa

les

team

will

hav

e to

wor

k ev

en h

arde

r to

win

all

addi

tiona

l sa

les.

Eve

ntua

lly,

the

prod

uct’s

sal

esde

clin

e as

be

tter

vers

ions

en

ter

the

mar

ket

and

com

petit

ion

beco

mes

too

stro

ng.

In r

etro

spec

t, m

ost

firm

s kn

ow w

hat

happ

ened

to

thei

r pr

oduc

ts f

rom

lau

nch

to w

ithdr

awal

. T

hey

can

com

pile

thi

s in

form

atio

n fr

om t

he r

ecor

ds o

f un

itsa

les.

Unf

ortu

nate

ly, u

nit s

ales

are

not

the

com

plet

e st

ory

as it

is u

nit p

rofi

t tha

t is

the

deci

sive

fac

tor,

alth

ough

this

is n

ot a

lway

s re

cord

ed a

ccur

atel

y. I

t is

this

fig

ure

that

sal

es m

anag

emen

t ha

s to

mon

itor,

thou

gh,

toen

sure

an

ef

fect

ive

mar

keti

ng

stra

tegy

an

d to

prod

uce

effe

ctiv

e pr

ofits

.A

t la

unch

, the

pro

duct

is

cost

ed a

ccur

atel

y on

the

basi

s of

pro

duct

ion

cost

s pl

us s

ellin

g co

sts.

Ini

tially

thes

e re

mai

n fa

irly

sta

ble,

but

, w

hen

the

prod

uct

ispr

ovin

g su

cces

sful

, co

mpe

titor

s w

ill b

ring

out

the

irow

n ‘c

opy-

cat’

prod

ucts

. W

ith a

com

petit

or i

n th

efi

eld,

the

ori

gina

l fi

rm h

as t

o re

spon

d in

ord

er t

om

aint

ain

its m

arke

t po

sitio

n. I

t ca

n ru

n sp

ecia

l sa

les

prom

otio

ns, i

mpr

ove

deliv

erie

s, m

ake

mor

e fr

eque

ntsa

les

calls

and

so

on.

Oft

en t

he e

xtra

exp

endi

ture

is

not a

ccur

atel

y ch

arge

d to

the

prod

uct a

nd th

e re

sult

isth

at, l

ong

befo

re u

nit s

ales

are

not

icea

bly

falli

ng, t

heun

it pr

ofit

has

alre

ady

falle

n.T

he p

rodu

ct l

ife

cycl

e, t

hen,

pre

sent

s a

pict

ure

ofw

hat

happ

ened

in

the

prod

uct’s

‘lif

etim

e’,

so h

owca

n th

is b

e us

ed a

s an

ong

oing

aid

to

man

agem

ent

deci

sion

-mak

ing?

Eve

ry s

ales

man

ager

has

a c

hart

on

whi

ch th

e pr

ogre

ss o

f sa

les

is p

lotte

d an

d th

is c

an b

eus

ed a

s a

guid

e to

the

sta

ge o

f de

velo

pmen

t ea

chpr

oduc

t is

cur

rent

ly i

n. A

n es

sent

ial

man

agem

ent

skill

is

bein

g ab

le t

o in

terp

ret

sale

s re

sults

and

dra

win

the

sta

ges

as t

hey

occu

r. D

ecid

ing

whe

re e

ach

stag

e be

gins

and

end

s ca

n be

a r

ando

m e

xerc

ise,

thou

gh u

sual

ly th

e st

ages

are

bas

ed o

n w

here

the

rate

of s

ales

gro

wth

or

decl

ine

beco

mes

pro

noun

ced.

PAR

T T

HR

EE

Qu

esti

on

s 13

– 1

8

•R

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artic

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elow

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rodu

ct li

fe c

ycle

s an

d th

e qu

estio

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n th

e op

posi

te p

age.

•F

or e

ach

ques

tion

13 –

18,

mar

k on

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tter

(A,

B,

Cor

D)

on y

our

Ans

wer

She

et fo

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you

choo

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6

BE

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AN

TA

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Exa

mp

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calc

ulat

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depe

ndC

dete

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eD

lean

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20A

beha

viou

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wC

rule

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defin

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dire

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gain

ing

Bac

quiri

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colle

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ests

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llsC

bids

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mm

ands

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appo

int

Bpr

ogra

mm

eC

sche

dule

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parc

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form

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stru

ctur

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syst

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logu

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iden

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mov

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diso

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rang

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orga

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shar

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role

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elem

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prec

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accu

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AB

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19 –

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READING ANSWER KEY

Part One Part Two Part Three Part Four Part Five

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BE

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Part

3

Part

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14

13

16

15

17

35

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39

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For BEC Vantage, candidates are required to produce twopieces of writing:

• an internal company communication; this means a piece of communication with a colleague or colleagueswithin the company on a business-related matter, and the delivery medium may be a note, message, memo or e-mail;

• and one of the following:

• a piece of business correspondence; this meanscorrespondence with somebody outside thecompany (e.g. a customer or supplier) on abusiness-related matter, and the delivery mediummay be letter, fax or e-mail

• a report; this means the presentation of informationin relation to a specific issue or events. The reportwill contain an introduction, main body of findingsand conclusion; it is possible that the deliverymedium may be a memo or an e-mail

• a proposal; this has a similar format to a report, butunlike the report, the focus of the proposal is on thefuture, with the main focus being onrecommendations for discussion; it is possible thatthe delivery medium may be a memo or an e-mail.

Part One

In this part candidates are presented with the context in thetask rubric. This explains the role the candidate must take inorder to write a note, message, memo or e-mail of around 40to 50 words using a written prompt. It also identifies who themessage is to be written to. The prompt is included in theinstructions, in the form of bullet points clearly stating thepieces of information that must be incorporated into theanswer.

Where the delivery medium specified for a Part One answeris a memo or an e-mail, candidates need not include to/from/date/subject details.

Part Two

In the second Writing task, candidates are required to write120 to 140 words in the form of business correspondence, ashort report or proposal. There is an explanation of the taskand one or more texts as input material. These texts maycontain visual or graphic material and have ‘handwritten’notes on them.

There is no significant difference between the formatrequired for proposals and reports. At this level, reports mustbe clearly organised and should not contain letter features.There is no particular requirement to provide subheadings,particularly given the length of the report.

Where the delivery medium specified for a Part Two answeris a letter, candidates need not include postal addresses intheir answer. Similarly, where the delivery medium specifiedis a fax, candidates need not include ‘fax header’ details, andwhere the delivery medium specified is a memo or an e-mail, candidates need not include to/from/date/subjectdetails.

Accuracy and Appropriacy in Faxes and e-mails

Please see page 11.

Preparing for the Writing Questions

The preparation activities outlined for BEC Preliminarycandidates would be equally valuable at this level.

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TEST OF WRITING

Time: 45 minutes

PART Functions/Communicative Task Input Response Register

1 e.g. giving instructions, explaining Rubric only (plus layout of output Internal communication Neutral/a development, asking for text type) (medium may be note or informalcomments, requesting information, message or memo oragreeing to requests e-mail) (40 – 50 words)

2 Correspondence: e.g. explaining, One or more pieces of input from: Business correspondence Neutral/apologising, reassuring, complaining business correspondence (medium (medium may be letter, formal

may be letter, fax or e-mail), internal fax or e-mail) or shortReport: describing, summarising communication (medium may be note, report or proposal

memo or e-mail), notice, advert, (medium may be memo orProposal: describing, summarising, graphs, charts, etc. (plus layout if e-mail) (120 – 140 words)recommending, persuading output is fax or e-mail)

In the second task for this level, candidates are oftenprovided with annotated information and are asked to reportor convey these comments. It is important that studentsknow how to reformulate the comments, incorporating someof their own vocabulary and structures into their work.Whilst at BEC Preliminary level the emphasis is on theaccurate reporting of facts, at this level much more isexpected in terms of register, cohesion and the range ofstructures and language used.

For the BEC Vantage Writing component, candidates writetheir answers in pen in their question paper booklet.

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PAR

T T

WO

•Yo

u w

ork

for

Bus

ines

sSpa

ce p

lc,

a co

mpa

ny w

hich

ren

ts f

ully

ser

vice

d of

fices

to

othe

r

busi

ness

es.Y

ou h

ave

just

rec

eive

d th

e fa

x be

low

.

•Lo

ok a

t th

e fa

x an

d th

e ot

her

info

rmat

ion

belo

w,

on w

hich

you

hav

e al

read

y m

ade

som

e

hand

writ

ten

note

s.

•T

hen,

usi

ng a

llyo

ur h

andw

ritte

n no

tes,

writ

e a

fax

in r

eply

to

Rei

nhar

d M

iete

r.

•W

rite

120

– 1

40 w

ord

s.

•W

rite

on t

he o

ppos

ite p

age.

FAX

TO:

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ines

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FR

OM

:R

einh

ard

Mie

ter

SU

BJE

CT:

Ren

tin

g O

ffic

e S

pac

e

Fur

ther

to

our

disc

ussi

on la

st w

eek

we

have

now

dec

ided

to

rent

offi

ce s

pace

fro

m y

ou

for

the

next

tw

elve

mon

ths:

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uir

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ts

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of 1

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acan

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r 10

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gest

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ace

men

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T)

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curr

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CT

19

10

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24

20

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53

15

CT

54

15

OPER

A P

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(OP)

Offi

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curr

ently

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ant

Siz

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34

10

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39

20

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46

10

OP

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15

OP

48

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sam

e flo

or

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T O

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u ar

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sal

es m

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r an

inte

rnat

iona

l com

pany

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hav

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en a

sked

to

go t

o a

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ting

at y

our

com

pany

’s h

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u ca

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so

som

ebod

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se w

ill g

o in

you

r pl

ace.

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rite

an e

-mai

lto

Eric

a Yo

ung,

who

is o

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isin

g th

e m

eetin

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•ap

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isin

g fo

r no

t be

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able

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eetin

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plai

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why

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ying

who

will

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40

– 50

wo

rds.

•W

rite

on t

he o

ppos

ite p

age.

2

Eri

ca Y

oung

Meetin

g

WRITING SAMPLE PAPER

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ASSESSMENT OF WRITING

An impression mark is awarded to each piece of writing. TheGeneral Impression Mark Scheme is used in conjunctionwith a Task-specific Mark Scheme, which focuses on criteriaspecific to each particular task. This summarises the content,organisation, register, format and target reader indicated inthe task.

The band scores awarded are translated to a mark out of 10 for Part 1 and a mark out of 20 for Part 2. A total of 30 marks is available for Writing.

The General Impression Mark Scheme is interpreted atCouncil of Europe level B2.

A summary of the General Impression Mark Scheme isreproduced below. Examiners work with a more detailedversion, which is subject to regular updating.

Band 5 Full realisation of the task set.• All content points included and expanded upon where the task allows.• Controlled, natural use of language; minimal errors which are minor.• Wide range of structure and vocabulary.• Effectively organised, with appropriate use of cohesive devices.• Register and format consistently appropriate.Very positive effect on the reader.

Band 4 Good realisation of the task set.• All content points adequately dealt with.• Generally accurate, errors when complex language is attempted.• Good range of structure and vocabulary.• Generally well-organised, with attention paid to cohesion.• Register and format on the whole appropriate.Positive effect on the reader.

Band 3 Reasonable achievement of the task set.• All major content points included; some minor omissions.• A number of errors will be present, but they do not impede communication.• Adequate range of structure and vocabulary.• Organisation and cohesion is satisfactory, on the whole.• Register and format reasonable, although not entirely successful.Satisfactory effect on the reader.

Band 2 Inadequate attempt at the task set.• Some major content points omitted or inadequately dealt with; some

irrelevance is likely.• Errors sometimes obscure communication, are numerous, and distract the reader.• Limited range of structure and vocabulary.• Content is not clearly organised or linked, causing some confusion.• Inappropriate register and format.Negative effect on the reader.

Band 1 Poor attempt at the task set.• Notable content omissions and/or considerable irrelevance, possibly due to

misinterpretation of the task set.• Serious lack of control; frequent basic errors.• Little evidence of structure and vocabulary required by task.• Lack of organisation, causing a breakdown in communication.• Little attempt at appropriate register and format.Very negative effect on the reader.

Band 0 Achieves nothing. Either fewer than 25% of the required number of words or totally illegible or totally irrelevant.

Summary of General Impression Mark Scheme

WRITING PART 1

EXAMINER COMMENTS

I’m really sorry but I’m not able to go to the meeting at our company’s head office. I can’t attend because ofprevious arrangements which I can’t change.

Mr Jan Korwalski, a very good worker, will go instead of me.

Please accept my apologies.

Marta Stefanska

CANDIDATE A

All points covered. Successful attempt at complex language,for example ‘I can’t attend because of previousarrangements’, ‘will go instead of me’. Concise, making avery positive effect on the reader.

Band 5

EXAMINER COMMENTS

Dear Mrs Young

I would like to apologise for not being able to go to meeting at our company’s head office because I will notbe in the country. I am going on the business trip to Italy.

Mr Mark Smith will go instead of me.

Many Thanks

Nadia JohnsonRegional Sales Manager

CANDIDATE B

All points adequately dealt with. Good range of structure andvocabulary. Minor non-impeding errors, for example ‘go tomeeting’, ‘on the business trip’. Positive effect on the reader.

Band 4

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EXAMINER COMMENTS

To: Erica Young

Cc:

Subject: Meeting

Dear Mr Young:

Thanks for your last letter! I’m very glad to be inviated to attend the meeting at your company’s head office.But first of all, I’m apologising for not being able to go to the meeting. This is due to a error of my agenda, in fact. I have a international conference that day.

I feel sorry for my absence. I’d like to recommend my personal assistant to go to instead of me. His name isJim Green. I hope this will not cause you some trouble.

Best wish yours

Chan Bo Fun

CANDIDATE C

Generally well organised (although not concise), leading to a satisfactory effect on the reader. There are, however, somebasic non-impeding errors, for example ‘a error of myagenda’, ‘cause you some trouble’.

Band 3

EXAMINER COMMENTS

Hello Erica,

I’d like to apologise you, but I can’t attend to this meeting in our head office. In this time I’m going to London for sales meeting with our customers. Instead of me, for this meeting will go my sales assistance – Tom

Best regards

Natasha

CANDIDATE D

A number of errors, but they do not impede communication.Overall, an adequate attempt at the task.

Band 3

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WRITING PART 2

EXAMINER COMMENTS

Dear Mr Mieter,

Thank you for your order by fax. I’d like to mention that I can offer you 10% discount if you are booking for18 - month period.

We have 4 offices left in Central Tower as you required but they are on different floors. Also there is noparking space available at the moment in Central Tower. I can offer you a very interesting alternative inOpera Place Building:* 4 offices as you required on same floor* 300 parking spaces and good public transport connections for your employees* wonderful views.Please think about this alternative and the discount I mentioned before. I look forward to hearing from yousoon so I can make the booking.

Yours sincerely,

CANDIDATE E

All points are covered and developed. Organisation is good,and the candidate displays a wide range of natural languageand a natural business tone. Errors are minimal.

Band 5

EXAMINER COMMENTS

BUSINESS SPACE PLC FAXFrom: Business Space To: Renver Estates Attn: Sabrina Korkhau Attn: Reinhard Mieter

Subject: Renting Office Space.

Mr Mieter, I’ve just received your fax and after searching for different posibilities, this is what I can offer you:- 10% discount on the total prize if you book our offices for 18 months, could it be interesting for you?- You asked us for 4 offices in Central Tower and we only have 4 left but placed in different floors and there are no parking spaces left. Would you mind if I search what you need in Opera Place?- Opera Place is a big Tower with 300 parking spaces, it has wonderful views to Central Park and the public transport connections are really good.- I’ve just checked if we have 4 offices left in Opera Place and for your information we have them now!!At the same floor and one is 10m2, two are 15m2 and the last one is 20m2 as you required.Please let me know if you are interested in this possibity.

RegardsMs Korkhau

CANDIDATE F

All content points are achieved, with good organisation.There is an adequate range of language, and the register andformat are reasonable. The effect on the reader is satisfactory.

Band 3

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EXAMINER COMMENTS

TO: Reinhard Mieter,

Thank you for your fax. And we are glad you have decided to rent office space from us for the next twelvemonths. I’d like to inform you that we can offer 10% disscount for 18 - month booking, please confirmwhether you’ll book longer or not.

As requested we couldn’t supply you in Central Tower, since there is no vacancy on the same floor and noparking either. But I recommend Opera Place, a suitable place as well. There are four in the same floor, andthe sizes are proper. 300 parking spaces are there, which is enough for you. Moreover, public transportconnections here are good as well as wonderful views I hope this change will be convenient for you.Meanwhile, I am sure you will be satisfied with Opera Place.

I’m looking forward to hearing from you.

sincerely,

CANDIDATE G

All points are covered. Format, organisation and register areadequate. There is some attempt at range, for example ’I hope this change will be convenient for you.’ The errors donot impede.

Band 3

EXAMINER COMMENTS

TO: Reinhar MieterFROM: Business Space SUBJECT: Confirmation

Thank you for have selected us for doing Business. Concerning with the requirements you have specified in your fax, I would like to inform you than even though there are four Offices vacant there are all of themin different floors, and moreover there are no parking spaces, However In opera place you could set upthe four offices in the same floor, it would be the four floor also there are still available 300 parking spacesso in this matter there is no problem. Let me tell you that in this place you can delight a wonderful view tothe sea and this place is relationated with good public transport. and because it is near the sea you can geteasily connections not only internal but abroad as well. So I suggest you to go for opera place Please ifyou have any further equiry please do not hesitate in contact me.

CANDIDATE H

Organisation and range of language are poor. There arefrequent basic errors and the first content point (the offer of adiscount) is missing.

Band 2

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Part One

In this part there are three conversations or answeringmachine messages, with a gapped text to go with each. Eachgapped text provides a very clear context and has fourspaces which have to be filled with one or two words or anumber. The gapped texts may include forms, diary excerpts,invoices, message pads, etc. Candidates hear eachconversation or message twice, and as they listen they arerequired to complete the gapped text.

This part of the Listening test concentrates on the retrieval offactual information and it is important for candidates to listencarefully using the prompts on their question paper in orderto identify the missing information. For example, they mayhave to note down a person’s name, and if names on thetape are spelt out, these must be spelt correctly. Alternatively,they may have to listen for a room or telephone number, oran instruction or deadline. Answers to this part are rarely asimple matter of dictation, and some reformulation of theprompt material will be required in order to locate thecorrect answer.

Part Two

This part is divided into two sections. Each section has thesame format: candidates hear five short monologues andhave to match each monologue to a set of items A – H. Ineach section, the eight options will form a coherent set andthe overall theme or topic will be clearly stated in the taskrubric. For example, candidates may hear five people talkingand have to decide what sort of jobs the people do. In thiscase, the set of options A – H will contain a list of jobs.Alternatively the set of options may consist of eightplaces/topics/addressees/purposes etc. The two sections willalways test different areas and so if the first section focuseson, say, topics, the second section will focus on somethingelse, such as functions.

In this part of the Listening test, candidates are being testedon their global listening skills and also on their ability toinfer, extract gist and understand main ideas. In order toanswer the questions successfully, they will need to work outthe answer by developing ideas, and refining these as thetext is heard. It will not be possible to ‘word match’ andcandidates should not expect to hear such overt clues.However, there will always be a ‘right’ answer andcandidates are not expected to opt for the ‘best’ answer.

Part Three

A longer text is heard in this part, usually lastingapproximately four minutes. The text will typically be aninterview, conversation or discussion with two or morespeakers, or possibly a presentation or report with onespeaker. There are eight, three-option multiple choicequestions that focus on details and main ideas in the text.There may be questions on opinions and feelings, but thesewill be relatively straightforward and will not requirecandidates to remember long or complex pieces ofinformation.

Preparing for the Listening Paper

All listening practice should be helpful for students, whetherauthentic or specially prepared. In particular, discussionshould focus on:

• the purpose of speeches and conversations ordiscussions

• the roles of speakers

• the opinions expressed

• the language functions employed

• relevant aspects of phonology such as stress, linkingand weak forms, etc.

In addition, students should be encouraged to appreciate thediffering demands of each task type. It will be helpful not

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TEST OF LISTENING

Time: approx. 40 minutes including 10 minutes’ transfer time

Number ofPART Main Skill Focus Input Response Questions

1 Listening for writing Three telephone conversations or Gap filling 12short answers messages

2 Listening; identifying Short monologue; two sections of five Multiple matching 10topic, context, function, ‘snippets’ eachetc.

3 Listening One extended conversation or Multiple choice 8monologue; interview, discussion,presentation, etc.

only to practise the task types in order to develop a sense offamiliarity and confidence, but also to discuss how the threetask types relate to real life skills and situations.

• The first is note-taking (and therefore productive), andstudents should reflect on the various situations inwhich they take notes from a spoken input. Theyshould also be encouraged to try to predict the kinds ofwords or numbers that might go in the gaps.

• The second is a matching (with discrimination)exercise, featuring differing styles and registers.

• The third involves the correct interpretation of spokeninput, with correct answers often being delivered bymore than one speaker.

In all three tasks, successful listening depends on correctreading, and students should be encouraged to make full useof the pauses during the test to check the written input.

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– 4)

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6

M: Well, ok. Tell him it’s James Firth, from Allen andBrown.

F: Certainly.M: I’m really not happy at all. We ordered a laser

printer from you last month and…F: Let me just find the reference on that…ah yes,

HPC02345 … on the twelfth of March…M: Yes. Now, the first problem was the delivery.

It came several days after you promised. I don’t seewhy you use a despatch company if that’s whathappens.

F: Oh dear. No. M: And then, when we took it out of the box, we found

you’d sent the thing without any cables, so wecouldn’t even connect it up. If you think we’regoing to pay this invoice in full…

F: Well, I am sorry, Mr Firth. I’ll check what wentwrong and I’ll ask David to ring you. I’m sure he’llwant to talk about a discount. Will you be in thisafternoon?

M: Yes. Well, good bye.

Conversation Three. Questions 9 to 12.F: Hello. Thank you for calling the Jefferson

recruitment line. Here are details of our current jobvacancies. First of all, we are looking for amanufacturing administrator to join a team led bythe plant manager. This role involves monitoring allaspects of the production process, and will includesome project work.

For this position you should have some relevantexperience and a recognised qualification inbusiness administration would be an advantage. You need to be a good organiser, with excellentadministrative skills. A high level of computer skillsis essential. You must be able to work without

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LISTENING ANSWER KEY

Part One Part Two Part Three1 SUCCESSFUL SELLING 13 F 23 B2 (THE) CENTRAL HOTEL 14 H 24 A3 PROFIT MARGIN(S) 15 G 25 B4 (£)40/FORTY 16 C 26 B5 (LASER/LAZER) PRINTER 17 E 27 A6 DISPATCH/DESPATCH COMPANY 18 F 28 B7 (ANY) CABLES 19 C 29 C8 (A) DISCOUNT 20 E 30 C9 (THE) PLANT MANAGER 21 H10 BUSINESS ADMINISTRATION 22 B11 FLEXIBLE12 NEGOTIABLE

TAPESCRIPT

PART ONE. QUESTIONS 1 TO 12.

Conversation One. Questions 1 to 4.M: Apex Business Centre. How may I help you?F: Hello. I’m calling about the seminar next week.M: Erm, which one? We have at least three on next

week. Do you remember the name?F: No, I, er ... wait a minute, I know it’s on the twenty-

first of February.M: Oh, yes, madam, that would be Successful Selling.

It’s a very popular seminar.F: That’s the one! Now, can you tell me when and

where it is, please?M: Certainly. It’s being run from 10 till 4, and it’s being

held at the Central Hotel. It’s next to the University.F: Oh, yes, I know where that is.M: Now, could I also mention an additional session

we’re offering on the day? There’s a workshop onprofit margins starting at four-thirty after the mainseminar.

F: Oh, that might be useful ... but I have a meeting togo to ... anyway, how much is it?

M: There’s no charge for the additional session. Theday costs a hundred and twelve pounds for eachparticipant. I can reserve a place for you now, if youlike. We do need to have forty pounds as a deposit,and the balance on the day.

F: Yes, please. My name’s ...

Conversation Two. Questions 5 to 8.F: Good morning. Hills PC Supplies.M: Yes, hello. I want to speak to David HillsF: I’m afraid he’s away today. Can I take a message?

supervision, and must be flexible when workingwith others, as the position supports othermanagers. You should be able to work to tightdeadlines.

The hours are 9 to 5, Monday to Friday. Thesalary will be negotiable. In addition we offer abenefits package including subsidised lunches, 23 days’ holiday and health insurance.

PART TWO. QUESTIONS 13 to 22.

Section One. Questions 13 to 17M: It was just so embarrassing, the whole thing. I mean,

being late’s one thing, and I had already got mysecretary to phone through and leave a message tosay I was running being schedule. But in the end Ididn’t get there at all … and all the other managerswere there to see the team show the project and itsresults. Oh well, that’s how it goes, I guess…

F: Well, I’m certainly not going to forget that in ahurry! What a terrible mistake… It made the wholemeeting pointless, really. I can’t imagine what theythought of me, sitting there with the paperwork foranother client. Very unprofessional. I mean, I couldstill tell them the relevant facts, but I couldn’t showthem the actual contract. I didn’t put it in mybriefcase last night.

M: What a lost opportunity. I should’ve made a propernote in my diary where I would have seen it insteadof just on the back of an old envelope. Anyway, it’stoo late now. I just didn’t remember and that’s that.They’ll have given the work to someone else bynow… I’d promised to ring before midday if I wasavailable. I really need to be better organised.

F: I was so busy preparing all the equipment for thepresentation that I didn’t notice the time passing. So then I asked reception to call me a taxi … I wasstill checking the papers when they rang to say ithad arrived … but I couldn’t believe it when hedidn’t know where the street was and drove all overthe place … they’d already started without me bythe time I finally got there.

M: Well, I thought it was a bit strange at the time, but I just took down what I thought I heard on themachine, and then made out the order formaccordingly. It wasn’t till they called back to querythe quantity that we realised just what I’d done.Still, we sorted it out before it was too late so itwasn’t a disaster, after all.

Section Two. Questions 18 to 22F: I guess the main weakness is with the image of

some of the products. I complained about this last

year. With our present strategy, we could findourselves having problems in the future. We need toturn the situation around, work the market to ouradvantage. What I’d suggest is a complete review ofthe way we’re approaching the market. I think weshould get everyone together and explore all thepossibilities.

M: I’m very glad that you can come. I was worried thatthe invitations were so late that many key peoplewouldn’t be able to make it. We do need your input– your information is important. I understand you’replanning to come by train. The train service can bea bit of a problem, but if you go to Medford CentralStation, it’s a direct line. That’ll take you to TowerSquare – and if you give us a call when you arrivewe’ll send someone to collect you.

F: When I first read the report, I was verydisappointed. Our results are well below target, inspite of using the consultants, and all the newstrategies we’ve been applying. I can’t understand itat all. In order to try and get clear what’s going on,I’m going to need input from various sections. What I’d like from you, as soon as you can, is pricecomparisons for the different regions. I’ll also needa report on how useful the consultants’ advice was.

M: No, I mean they’ve given me everything I asked for,so I can’t really complain about that. They eveninvited me to come over and check the figures formyself. But I’d rather try to go through them herewith you, if you could spare the time. Perhaps youcould tell me what you think would be the bestthing to do. I’d be really interested in your views.Your experience means you must have dealt withthis type of problem before.

F: I just thought I ought to let you know, that followingthe discussion we had last week about staffinglevels, I took your recommendation to the Board.You’ve probably heard already that we agreed thatwe do need to create a new Area Manager’sposition. I just wanted to let you know officially thatit had been authorised. So now we can contact therecruitment agency and ask them to start lookingaround. They might have somebody on their booksalready.

PART THREE. QUESTIONS 23 to 30.F: Good evening and welcome to Business People.

We are fortunate to have as our guest tonight JoséMartínez, the founder and Director of Pizza Rapida.José was brought up in America and started hisworking life there. Now he is one of the mostsuccessful entrepreneurs in Europe. How did heachieve this? Well, he began his rise to success inEurope when he launched his pizza delivery chain

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from a small shop in the Spanish capital, Madrid, 10 years ago. By the late-nineties he had succeededin expanding the business to over 400 outlets and indoing so, he has almost transformed the eatinghabits of the nation. As a result of this success, he has recently been able to buy out his maincompetitor and today, Pizza Rapida is well-knownfor producing top-quality food at reasonable prices.José is now one of the wealthiest men in Spain.José, welcome to our studio.

M: Thank you.F: Now, did you do lots of market research before you

set up your pizza delivery service?M: Well, not really. But I did do some basic research to

get the product itself right by giving some away toteenagers in the neighbourhood. I keptexperimenting with the key ingredients until they allthought the pizzas were great.

F: But surely Spain isn’t traditionally a fast foodmarket, so why did you think a pizza home deliveryservice would be successful?

M: Well, I just thought that the same trends which hadcaused the fast-food revolution in the US were atwork in Spain. For example, more and more womenwere joining the labour market, leaving them lesstime to shop and cook, so families were beginningto think of fast food as an attractive alternative tohome cooking. The sector grew incredibly quicklyin the first few years. It’s a little steadier now – stillvery healthy though.

F: Great! So you must need an increasing number ofstaff - but what do you look for in your managers?

M: I try to follow the American system and make suremy people get experience at all levels of thebusiness. I don’t want managers to come straightfrom university to the office without doing the basicjobs in the company first.

F: Pizza Rapida was floated on the Stock Exchange in1998. Was that a success, too?

M: Yes, it was amazing!F: Why do you think Pizza Rapida attracted so much

investment?M: I think initially it was largely because the basic

theory of home delivery pizzas was new, easy forthe general public to understand, and fun. Once wewere established, the shares started to take off. AndI’m happy to say that we’ve been the best performeron the stock market for two years and profits wereup again by 45% last year.

F: What background did you have, or training, to leadto this amazing success?

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M: Sales basically. I started my working life as asalesman for a soap company in America. After theinitial three month training period, I managed toexceed the annual target they had given me, but Iwas so disgusted by the tiny bonus I was offeredthat I resigned and joined a competitor. Ten yearslater, they sent me to Spain to run their sales andmarketing operation.

F: Does any aspect of the Spanish lifestyle help you topromote your products?

M: Well, Spaniards are very keen on football, as youknow, and I think you have to be constantly awareof all possible opportunities. So now, when topteams are playing, I hire extra staff to deliver pizzasfor the fans to eat while they watch the match ontelevision.

F: That sounds like a real winner! And what’s next?M: Well, one option I was looking at was franchising

the operation but I decided I didn’t want to losecontrol, so what I’m seriously considering now isproducing frozen pizzas and other food to sell tosupermarket and restaurant chains.

F: Well, I wish you every success with that and manythanks ....

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60


Part One

In the first part of the test, the interlocutor addresses eachcandidate in turn and asks first general, then more business-related questions. Candidates are not addressed in strictsequence. In this part of the test, candidates are being testedon their ability to talk briefly about themselves, to provideconcise information on their home, interests and jobs, and toperform functions such as agreeing and disagreeing, andexpressing preferences.

Part Two

The second part of the test is a ‘mini-presentation’. In thispart, each candidate is given a choice of three topics andhas one minute to prepare a piece of extended speechlasting approximately one minute. After each candidate hasspoken their partner is invited to ask a question about whathas been said.

Part Three

The third part of the test is a conversation between thecandidates. The interlocutor gives them a topic to discuss.The candidates are asked to speak together for about threeminutes. The interlocutor will support the conversation ifappropriate and then ask further questions related to themain theme.

Preparing for the Speaking Paper

Candidates should be familiar with the paired assessment asdiscussed in BEC Preliminary.

Students need to practise exchanging personal and non-personal information; at Vantage level it may be possible forstudents to practise talking about themselves in pairs with orwithout prompts (such as written questions). However,prompt materials are necessary for Parts Two and Three, andstudents could be encouraged to design these themselves ormay be provided with specially prepared sets. In smallclasses, students could discuss authentic materials as a groupprior to engaging in pairwork activities. Such activitiesfamiliarise students with the types of interactive skillsinvolved in asking and providing factual information, suchas: speaking clearly, formulating questions, listening carefullyand giving precise answers.

In the ‘mini-presentation’ candidates are being asked to showan ability to talk for an extended period (approximately oneminute). Discussion activities as well as giving short talks orpresentations should help to develop this skill.

In the final discussion in the Vantage Speaking test,candidates are also being tested on their ability to expressopinions, compare and contrast, concede points andpossibly reach a conclusion (although it is perfectlyacceptable for candidates to agree to differ). Any discussionactivities on a business theme that encourage students toemploy these skills will be beneficial. Group or classdiscussions are valuable ways of developing these skills.

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TEST OF SPEAKING

Time: 14 minutes

PART Format/Content Time Interaction Focus

1 Conversation between the About 3 minutes The interlocutor encourages the candidates tointerlocutor and each candidate. give information about themselves and to

express personal opinions.Giving personal information. Talkingabout present circumstances, pastexperiences and future plans, expressing opinions, speculating, etc.

2 A ‘mini-presentation’ by each candidate About 6 minutes The candidates are given prompts which on a business theme. generate a short talk on a business-related

topic.Organising a larger unit of discourse.Giving information and expressing and justifying opinions.

3 Two-way conversation between About 5 minutes The candidates are presented with a discussioncandidates followed by further on a business-related topic. The interlocutorprompting from the interlocutor. extends the discussion with prompts on related

topics.Expressing and justifying opinions,speculating, comparing and contrasting,agreeing and disagreeing, etc.

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BE

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anta

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PA

RT

TW

O

Task

She

et 2

A:

WH

AT

IS IM

PO

RTA

NT

WH

EN

…?

Pre

parin

g fo

r a jo

b in

terv

iew

• S

tudy

ing

the

job

adve

rtis

emen

t

• F

indi

ng o

ut a

bout

the

com

pany

• • B:

WH

AT

IS IM

PO

RTA

NT

WH

EN

…?

Dec

idin

g w

heth

er to

atte

nd a

con

fere

nce

• V

enue

• S

peak

ers

• • C:

WH

AT

IS IM

PO

RTA

NT

WH

EN

…?

Dev

elop

ing

new

pro

duct

s

• M

arke

t Res

earc

h

• C

osts

Invo

lved

• •

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anta

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PA

RT

TW

O

Task

She

et 1

A:

WH

AT

IS IM

PO

RTA

NT

WH

EN

…?

Sel

ectin

g ap

plic

ants

for a

job

• W

ork

Exp

erie

nce

•P

erso

nal Q

ualit

ies

• • B:

WH

AT

IS IM

PO

RTA

NT

WH

EN

…?

Cho

osin

g a

new

sup

plie

r

• P

rices

and

Dis

coun

ts

• R

eput

atio

n

• • C: W

HA

T IS

IMP

OR

TAN

T W

HE

N…

?

Aim

ing

to im

prov

e pr

oduc

tion

qual

ity

• U

p-to

-dat

e eq

uipm

ent

• S

taff

Trai

ning

• •

SPEAKING SAMPLE TASKS Ta

sk S

heet

for

Can

dida

te A

Task

She

et fo

r C

andi

date

B

BE

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anta

ge –

PA

RT

TH

RE

E

Task

She

et 1

Fo

reig

n B

usi

nes

s Tr

ip

Your

com

pany

is a

ttend

ing

a tr

ade

fair

in a

fore

ign

coun

try

for t

he fi

rst t

ime.

You

have

bee

n as

ked

to h

elp

with

the

prep

arat

ions

for t

he tr

ip.

Dis

cuss

the

situ

atio

n to

geth

er, a

nd d

ecid

e:

•

w

hat t

rave

l and

acc

omm

odat

ion

arra

ngem

ents

you

will

nee

d to

mak

e be

fore

the

trip

•

whi

ch k

inds

of b

usin

ess

cust

oms

in th

e fo

reig

n co

untr

y it

wou

ld b

e us

eful

to k

now

abo

ut,

and

how

to fi

nd o

ut a

bout

thes

e be

fore

the

trip

Can

dida

tes’

Task

She

et

BEC Vantage - PART THREE

ASSESSMENT OF SPEAKING

Candidates are assessed on their own performance and notin relation to each other, according to the followinganalytical criteria: Grammar and Vocabulary, DiscourseManagement, Pronunciation and InteractiveCommunication. These criteria are interpreted at Vantagelevel. Assessment is based on performance in the whole testand is not related to particular parts of the test.

Both examiners assess the candidates. The Assessor appliesdetailed, analytical scales, and the Interlocutor applies aGlobal Achievement Scale which is based on the analyticalscales.

Grammar and Vocabulary

This refers to range and accuracy as well as the appropriateuse of grammatical and lexical forms. At BEC Vantage level,a range of grammar and vocabulary is needed to deal withthe tasks. At this level candidates should be accurateenough, and use sufficiently appropriate vocabulary, toconvey their intended meanings.

Discourse Management

This refers to the coherence, extent and relevance of eachcandidate’s individual performance. Contributions should beadequate to deal with the BEC Vantage level tasks. At times,candidates’ utterances may be inappropriate in length.

Pronunciation

This refers to the candidate’s ability to producecomprehensible utterances. At BEC Vantage level, meaningsare conveyed through the appropriate use of stress, rhythm,intonation and clear individual sounds, although there maybe occasional difficulty for the listener.

Interactive Communication

This refers to the candidate’s ability to take an active part inthe development of the discourse. At BEC Vantage level,candidates should be sensitive to turn-taking and sustain theinteraction by initiating and responding appropriately.Hesitation may, at times, demand patience of the listener.

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Foreign Business Trip

Your company is attending a trade fair in a foreign country for the first time.

You have been asked to help with the preparations for the trip.

Discuss the situation together, and decide:

• what travel and accommodation arrangements you will need to make before the trip

• which kinds of business customs in the foreign country it would be useful to know about,

and how to find out about these before the trip

bec vantage 04

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