Suffixes: Verbs / Nouns

Suffixes: Verb / Nouns

– al

  • propose / proposal
  • defer / deferral
  • deny / denial
  • bury / burial
  • finance / financial
  • part / partial
  • origin / original
  • recite / recital
  • renew / renewal
  • function / functional

– ity

  • validate / validity
  • perverse / perversity
  • perpetuate / perpetuity
  • continue / continuity
  • authenticate / authenticity
  • necessitate / necessity
  • equalise / equality
  • deform / deformity
  • diversify / diversity
  • desire / desirability
  • modernise / modernity
  • create / creativity 

– ion

  • confirm / confirmation
  • decide / decision
  • complicate / complication
  • permit / permission
  • omit / omission
  • promote / promotion
  • assert / assertion
  • admit / admission
  • confuse / confusion
  • contract / contraction
  • detract / detraction
  • distract / distraction
  • create / creation
  • prepare / preparation



Information for Students – B2 ENGLISH – Fall / Winter Semester 2017

Extensive Course FSE B2 / Monday 1400 – 1710hr / Room SH202 

Contact Information



Course CoordinatorLynn Beechy-Volz (for all administrative details including changing course and other such requests / Office: F304)

Email: / Tel: 925 2983

Course Material

Course book: NEW Language Leader, Upper Intermediate”, D. Cotton, D. Falvey, S. Kent. Pearson Education, 2014.

ISBN: 978-1-4479-6155-0

Available at Metzlersche bookshop (Karlstraße 13).

*Please ensure you obtain the 2014 edition and NOT the older 2008 one.

Assessment / Exam Details & Dates

Oral Presentation: 20%


  • Students to give a 10-minute presentation (on topic of your choice based on themes covered in Coursebook
  • *Sign-up sheet available closer to the date.


Final / Written Exam:  80%


1400-1600 Uhr

  • Register online: ‘Online Service 2’.
  • Grades available online (‘Noteneingabe’): 6 February 2018
  • ‘Klausereneinsicht’: 7 February 2018

To pass: 60%

NO dictionaries allowed


  • Students must attend 80% of course time to be allowed to take the final exam.
  • Students may miss only 6 blocks, i.e. 6 x 90 minutes (3 classes)

Useful study links / resources:

Using the Passive


Passive tenses

  • Present Simple Passive: am / is / are + past participle, e.g. is built / are measured
  • Present Continuous Passive: am / is / are being + past participle, e.g. are being constructed
  • Future Simple Passive: will be + past participle, e.g. will be completed
  • Past Simple Passive: was / were + past participle, e.g. was designed
  • Past Continuous Passive: was/were being + past participle, e.g. were being deployed
  • Present Perfect Passive: has / have + been + past participle, e.g. has been published
  • Past Perfect Passive: had been + past participle, e.g. had been postponed
Tense Active Passive
present simple make a cake. A cake is made (by me).
present continuous am making a cake. A cake is being made (by me).
past simple made a cake. A cake was made (by me).
past continuous was making a cake. A cake was being made(by me).
present perfect have made a cake. A cake has been made (by me).
pres. perf. continuous have been making a cake. A cake has been being made (by me).
past perfect had made a cake. A cake had been made(by me).
future simple will make a cake. A cake will be made (by me).
future perfect will have made a cake. A cake will have been made (by me).

Reported Speech

Grammar – Reported Speech

When using reported speech, we often make changes to:   1) tense of the verb,  2) pronouns and   3) time adverbs.

1) Tense change

As a rule when you report something someone has said you go back a tense: (the tense on the left changes to the tense on the right):

Direct speech  Indirect speech 
Present simple
She said, “It’s cold.”
Past simple 
She said it was cold. 
Present continuous 
She said, “I’m teaching English online.” 
Past continuous 
She said she was teaching English online. 
Present perfect simple 
She said, “I’ve been on the web since 1999.”
Past perfect simple 
She said she had been on the web since 1999. 
Present perfect continuous 
She said, “I’ve been teaching English for seven years.”
Past perfect continuous 
She said she had been teaching English for seven years. 
Past simple 
She said, “I taught online yesterday.”
Past perfect 
She said she had taught online yesterday. 
Past continuous 
She said, “I was teaching earlier.” 
Past perfect continuous 
She said she had been teaching earlier. 
Past perfect 
She said, “The lesson had already started when he arrived.”
Past perfect 
NO CHANGE – She said the lesson had already started when he arrived.
Past perfect continuous
She said, “I’d already been teaching for five minutes.”
Past perfect continuous 
NO CHANGE – She said she’d already been teaching for five minutes.

Modal verb forms also sometimes change:

Direct speech  Indirect speech 
She said, “I’ll teach English online tomorrow.”
She said she would teach English online tomorrow. 
She said, “I can teach English online.” 
She said she could teach English online. 
She said, “I must have a computer to teach English online.”
had to 
She said she had to have a computer to teach English online. 
She said, “What shall we learn today?” 
She asked what we should learn today. 
She said, “May I open a new browser?”
She asked if she might open a new browser.

!Note – There is no change to; could, would, should, might and ought to.

Direct speech Indirect speech
“I might go to the cinema”, he said. He said he might go to the cinema.

You can use the present tense in reported speech if you want to say that something is still true i.e. my name has always been and will always be Lynne so:-

Direct speech Indirect speech
“My name is Lynne”, she said. She said her name was Lynne. 


She said her name is Lynne. 

You can also use the present tense if you are talking about a future event.

Direct speech (exact quote) Indirect speech (not exact)
“Next week’s lesson is on reported speech”, she said. She said next week’s lesson will be on reported speech.

2) Pronoun change

In reported speech, the pronoun often changes.

For example: 

Me You 
“I teach English online.” Direct Speech

She said, “I teach English online.”

“I teach English online”, she said.

Reported Speech

She said  she teaches English online.


She said she taught English online.

3) Time change / Time adverbs

If the reported sentence contains an expression of time, you must change it to fit in with the time of reporting.

For example we need to change words like here and yesterday if they have different meanings at the time and place of reporting.

Now + 24 hours – Indirect speech
“Today’s lesson is on presentations.” She said yesterday’s lesson was on presentations.


She said yesterday’s lesson would be on presentations.

Expressions of time if reported on a different day 
this (evening)  that (evening) 
today yesterday … 
these (days)  those (days) 
now  then 
(a week) ago  (a week) before 
last weekend  the weekend before last / the previous weekend 
here  there 
next (week)  the following (week) 
tomorrow  the next/following day 

In addition if you report something that someone said in a different place to where you heard it you must change the place (here) to the place (there).

For example:- 

At work At home
“How long have you worked here?”  She asked me how long I’d worked there.

Reporting verbs

The choice of reporting verb can change the meaning of a sentence.

E.g. The police officer ordered the man to hand over the bag

Compared to:

E.g. The police officer told the man to hand over the bag.

In the examples, the use of ‘ordered’ suggests greater urgency and emphasises the authority of the police officer, whereas the use of ‘told’ is more neutral.

Reporting verbs that:

  • Provide information: told, asked, informed, said

E.g. The librarian told him that his books were overdue.

  • State an imperative / a command, often suggesting urgency: ordered, insisted, demanded

E.g. The angry parent stormed into the school and demanded to see the principal immediately.

  • Provide an affirmative: confirmed

E.g.  The airline official confirmed that the flight was on schedule

  • Suggest an obligatory follow-up action: promised

E.g. After she threatened to send him to the principal’s office, the boy promised his teacher that he would do his homework.

  • Provide direction or guidance: directed, instructed

E.g. The master technician instructed the new employee on the correct usage of the machine.

  • Provide clarification: explained

E.g. The surgeon carefully explained to the medical students the details of the procedure she was going to perform.

  • Provide a measure of certainty and confidence: assured 

E.g. The online store assured all its customers that they would receive all their purchases in time for Christmas.


Online Exercises:

Writing Comparisons

Writing Skills – Comparison and Contrast (Comparing Features, page 70, Ex. 4)

Compare the bridges in terms of age, length, appearance using the following comparative words and phrases.

in comparison (to / with), on the other hand, however, whereas, while, in contrast to, by way (of) contrast, far more / fewer / older / newer, significantly longer/shorter, slightly older/newer

Sample Answers:

  • The Akashi Kaikyo Bridge (3,910m) is significantly longer than the Alamillo Bridge (200m).
  • The Akashi Kaikyo Bridge (3,910m) is slightly longer than the Golden Gate Bridge (2,739m).
  • The Alamillo Bridge is 200m long, while / whereas the Akashi Kaikyo Bridge is an impressive 3,910m long.
  • In comparison to the other bridges, the Charles Bridge is extremely old.
  • The Golden Gate Bridge was built in 1937, on the other hand / while / whereas the Charles Bridge was built in the 14th century.
  • Built in the 14th century the Charles Bridge is far older than the other bridges.
  • The Golden Gate Bridge is a suspension bridge, while / whereas the Charles Bridge is an arch bridge
  • The Charles Bridge is made of sandstone, whereas the Alamillo Bridge is made of concrete and steel.
  • In comparison with the other bridges, the harp-shaped Alamillo Bridge has a very distinctive design.
  • The Alamillo Bridge is shaped like a harp while / whereas the other bridges have a more conventional design.


Vocabulary – Opposites (Prefixes)


  • appropriate / inappropriate
  • capable / incapable
  • direct / indirect
  • complete / incomplete
  • comparable / incomparable
  • considerate / inconsiderate
  • congruous / incongruous
  • tolerant / intolerant
  • sane / insane
  • exact / inexact
  • direct / indirect
  • frequent / infrequent
  • offensive / inoffensive
  • correct / incorrect


  • connect / disconnect
  • engage / disengage
  • pleased / displeased
  • honest / dishonest
  • trust / distrust
  • advantage / disadvantage
  • allow / disallow
  • obey / disobey
  • continue / discontinue
  • able / disable
  • approve / disapprove
  • satisfy / dissatisfy
  • taste / distaste
  • loyal / disloyal
  • agree / disagree
  • similar / dissimilar
  • infect / disinfect


  • inform / misinform
  • represent / misrepresent
  • pronounce / mispronounce
  • communicate / miscommunicate
  • spell / misspell
  • lead / mislead
  • judge / misjudge
  • treat / mistreat
  • diagnosis / misdiagnosis
  • calculate / miscalculate
  • read / misread
  • interpret / misinterpret
  • construe / misconstrue
  • place / misplace


  • grateful / ungrateful
  • ethical / unethical
  • intelligible / unintelligible
  • important / unimportant
  • complicated / uncomplicated
  • avoidable / unavoidable
  • attainable / unattainable
  • available / unavailable
  • pleasant / unpleasant
  • happy / unhappy
  • real / unreal
  • clear / unclear
  • clean / unclean
  • do / undo
  • pack / unpack


Oral Presentation – Tips and Helpful Phrases / Signposts


A typical presentations comprise 3 main parts:

Part 1: Introduction
Part 2: Main body
Part 3: Conclusion

Part 1: Introduction

1.  Welcoming your audience

  • Good morning / afternoon, ladies and gentlemen.
  • First of all, let me thank you all for coming here today.
  • It’s a pleasure to welcome you today ..

2.  Introduce yourself

  • Let me introduce myself. I’m …
  • For those of you who don’t know me,my name is …

3.  Introduce your topic

  • I am going to talk to you today about…
  • The subject / topic of my presentationis …
  • The purpose of my presentation is to…

4.  Saying why your topic is important for the audience

  • My topic is / will be very important for you because …
  • By the end of my talk you will be familiar with …

5.  Describe the structure of your presentation

  • I’ve divided my presentation into (three) main parts.
  • To start with I’ll describe …
  • Then I’ll mention …
  • After that I’ll …
  • Finally, I’ll summarize my presentation

6.  Say how long the talk will be

  • My presentation will take about (10) minutes.
  • It will take about (10) minutes to cover these issues.

7.  Say when you will answer questions

  • Do feel free to interrupt me if you have any questions.
  • I’ll try to answer all of your questions after the presentation.

Part 2: Body or Main Part

The body is the “real” presentation. If the introduction was well prepared and delivered, you will now be “in control”. You can relax and be confident.

1.  Saying what is coming

  • In this part of my presentation, I’d like to talk about …

2.  Indicating the end of a section

  • This brings me to the end of my first point.

3.  Moving to the next point

  • This leads directly to my next point.
  • Let’s now move onto/turn to…
  • Now let’s take a look at …

4.  Going back

  • As I said / mentioned earlier …
  • As I’ve already explained …

Part 3: Conclusion

1.  Signal the end of your talk

  • I’m now approaching / nearing the end of my presentation
  • This brings me to the end of my presentation.
  • Ok, I think that’s everything I wanted to say about …

2.  Summarize the key points

  • Before I stop, let me go over the key issues again.
  • To conclude / In conclusion, I’d like to …
  • So let me summarize what I’ve said …

3.  Thank your audience

  • Thank you very much / Many thanks for your attention.
  • May I thank you all for being such an attentive audience.

Part 4: Using Visuals
If you choose to use visuals, these are some useful phrases and vocabulary:

1.  Introducing a visual

  • Let’s now look at the next slide which shows …
  • The chart on the following slide shows …
  • As you can see here, …

2.  Explaining a visual

  • First, let me quickly explain the graph.
  • (The new models) are listed across thebottom

3.  Highlighting information

  • I’d like to stress / highlight / emphasize the following points(s).
  • Let me point out that …
  • What’s really important here is …

4.  Describing trends

  • Sales increased slightly …
  • Consumer spending fell / declined sharply…
  • Interest rates have risen steadily…
  • Prices went up significantly …
  • This was followed by a decline …

5.  Explaining cause and effect

  • The unexpected drop was caused by …
  • This was because of …
  • As a result …

Part 5: Dealing with Questions

Questions are a good opportunity for you to interact with your audience. It may be helpful for you to try to predict what questions will be asked so that you can prepare your response in advance. Be polite with all questioners, even if they ask difficult questions. They are showing interest in what you have to say and deserve attention.

1.  Clarifying questions

  • I’m afraid I didn’t quite catch that.
  • I’m sorry could you repeat your question,please?
  • If I understood you correctly, you would liketo know whether …
  • Does that answer your question?

2.  Avoiding giving an answer

  • If you don’t mind, could we discuss that on another occasion?
  • I’m afraid that’s not really what we’re discussing today.

3.  Admitting you don’t know

  • I’m afraid I don’t know the answer to your question, but I’ll try to find out for you.
  • Sorry, I don’t know that off the top of my head.

4.  Postponing questions

  • If you don’t mind, I’ll deal with / come back to this point later in my presentation.
  • Perhaps we could go over this after the presentation.

General Tips:

4 ‘C’s – Be calm, be confident, be clear, be concise

  • Prepare well – choose your topic wisely and do your research
  • Keep to time-limit (about 8 min)
  • Talk not read!  Try to memorise the text so that you won’t be tempted to just read it off the page
  • Practice, practice, practice!
  • Smile and maintain eye contact with your audience, use humour
  • Check slides for grammar and spelling

Useful references: