1. The document discusses making inferences from conversations and passages. It provides examples of conversations and questions to help students practice making inferences without directly stating the important details. 2. Students are asked to read conversations and answer questions that require inferring details not directly stated, like the location and activities of the people in the conversation. 3. The document also contains exercises focused on vocabulary where students review word meanings and use context clues to determine the meanings of unfamiliar words.

1. UNIT 3
MAKING INFERENCES
PREPARATION AND SUBMISSION
NAME: FAHAD MOFREH AL-ENAZI
NAME: FAISAL ALOTAIBI
‫شعبة‬
:
34152

2. HOW DO YOU MAKE AN INFERENCE ?
• An inference is a kind of guess. When you read a passage, you get information from it. Then you
can make an inference (guess) about other information and ideas that are not in the passage.

3. WHEN DO YOU MAKE INFERENCES ?
IN EVERYDAY LIFE, YOU OFTEN MAKE INFERENCES.
•Examples:
• A friend from Chicago is supposed to arrive by plane this afternoon. You hear that there are terrible snow
storms in Chicago. You make an inference from this:
>Planes will probably not be able to fly out of Chicago, and your friend won't come today.
You read an article in the newspaper about tourism in Turkey. It says that the number of foreign visitors has
increased greatly. You make an inference from this:
>Turkey might be a good place to look for a job in the tourist industry.
Readers also make inferences.
• They may need to infer the general meaning of new words. (See Part 2, Unit 3.)
• They sometimes infer information or ideas that aren't in the passage. Writers don't or can't always tell
everything to the reader. There may be gaps (holes) in the reader's knowledge about something. The reader
may need to try to fill in these gaps by making inferences.

4. MAKING INFERENCES FROM CONVERSATIONS
• Making Inferences from Conversations
In these exercises, you will make inferences about the people in the conversations.
PRACTICE

5. PRACTICE :
A: READ THE CONVERSATION. MAKE INFERENCES TO ANSWER THE QUESTIONS. MORE THAN ONE ANSWER MAY BE POSSIBLE.
• Do you think it'll be late?
• B: Stop worrying, dear. It'll be just fine.
• A: But look at all that rain and wind.
• B: They didn't say anything when you checked in.
• A: I know, but the weather's getting worse. Let's go ask again.
• B: We don't need to. See, it says up there that your flight's on time.
• A: I'm sorry, honey. You know I don't like flying! And I'm nervous about my meeting.
• B: Why don't you take the train next time?
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1 Where are these people? ...................
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2 Who are they ? ...................
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3 What are they doing ? ...................
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4 Do you think A is the husband or the wife ? ...................
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5 What can you infer about A ? ...................
6-What do you think will happen next ? ...................

6. B: TALK ABOUT YOUR ANSWERS WITH ANOTHER STUDENT. ARE THEY THE SAME? WHAT WORDS HELPED YOU GET YOUR ANSWERS ?
• Note: There may be more than one possible answer for many of the questions in these exercises.
You should be ready to explain your answer.
• Explanation :
1-They're at the airport. (checked in, it says up there thatyourflight's on time)
2-They're probably husband and wife. (stop worrying, dear, honey),
3-She worries a lot. She's not very sure of herself.

7. EXERCISE 1:
A: Read the conversation. Make inferences to answer the questions.
A: Excuse me. Can you tell me what you think about this?
B: Hmm. Well, the color is perfect on you.
A: What about the style?
B: It's very popular. We sell a lot of those.
A: Does it look alright? It's so hard to find something that fits me right.
B: It looks great on you. It looks great on everyone.
A: You're sure it doesn't look a bit finny. I mean, the style's not too young for
B: No-o-o. You look very nice. Really
1-Where are these people ? ………………
2-What are they doing ? ………………
B. Talk about your answers with another student. Are they the same? What words helped you get your answers ?

8. EXERCISE 2:
A: Read the conversation. Make inferences to answer the questions.
A: I've got to tell you what happened yesterday.
B: What?
A: You know I had to stay late to finish that report? Well, I was here at my computer, and guess who came along . . . Sheila!
B: Sheila? You mean Sheila Gifford from the top floor?
A: That's right. She went right into Paul's office with a big pile of papers and stayed in there for about an hour.
B: You're kidding!
A: No, I'm serious. I could hear them talking. When she came out, she gave me a strange look. I thought she was going to say something, but she
went straight to the elevator.
B: Oh, no. Do you think we've got bad news coming? A: Well, if Sheila's in it, anything's possible
1- What are they talking about? …………….
2- How do the speakers feel about Sheila? …………….
B: Talk about your answers with another student. Are they the same? What words helped you get your answers?

9. EXERCISE 3:
• A: Read the conversation. Make inferences to answer the questions.
A: Hay you!
B: I’m sorry
A:There’s a stop sign!
B: I said Im sorry. . .
A: You didn't even look!
B: I guess I wasn't thinking.
A: Yeah, I'll say. You know how much this is going to cost?
B: I don't know. It looks pretty bad.
A: I want all your info now. You know, registration, insurance, everything.
B: Jeez, what's my Dad going to say . . ?
A: That's your problem. Come on. Let's get this done. I'm going to call the police, too. I don't want any trouble about this later
1-What do you think will happen next ? ………………
2-Who are they ? ………………
B. Talk about your answers with another student. Are they the same? What words helped you get your answers?
Note: More than one answer is often possible in these exercises, too. You should be ready to explain
your answers.

10. FOCUS ON VOCABULARY
A. Do you know the meanings of these words ? Do you know the meanings of these words?
Read each word aloud. Then put a e/ (you know), ? (you aren't sure), or X (you don't know).
‫ـــــــــ‬ respect ‫ـــــــــ‬population ‫ـــــــــ‬including ‫ـــــــــ‬attack ‫ـــــــــ‬destroy
‫ـــــــــ‬nation ‫ـــــــــ‬throw out tear ‫ـــــــــ‬trouble ‫ـــــــــ‬increase
B. Read the article to the end.

11. A CROW PROBLEM IN JAPAN
• Until recently, the Japanese loved and respected crows. They believed that these big, black birds were messengers from the gods. In
fact, there is a crow on the shirts of the Japanese soccer team. But today, many Japanese people have very different feelings about these
birds.
• 5 Across the nation, the crow population has grown very fast, particularly in cities. The reason is simple: They have more to eat. Where
do they find food? In the garbage that the Japanese put on the streets in the evening. As the Japanese begin to live more like Westerners,
they buy more and throw out more, including food. Trucks pick up the garbage in the morning, but the crows often get there
• 10 first. They tear holes in the garbage bags and throw the garbage all over the usually clean streets.
• The birds also take food right out of people's hands. This happens in city parks, as well as in school playgrounds. At times, they even
attack people
• These birds are very big with long, sharp beaks and claws, and they can cause serious 15 injury.
• The birds are also causing trouble in other ways. They build their nests on electricity poles, which can cause blackouts. They tear up
fiber optic cables, l so they can use pieces of the cables for their nests.
• Some Japanese cities are now trying to limit the crow population. In
• 20 Kagoshima, city officials are destroying the nests. But this doesn't seem to be very effective. They have destroyed 600 nests, but the
number of crows is still increasing. In Tokyo, bird catchers catch and kill crows—93,000 in Tokyo in six years. In fact, now there are
fewer reports of problems with crows in Tokyo.

12. EXERCISE 4:
A. Read each sentence and circle the best meaning for the underlined word(s).
1. Until recently, the Japanese loved and respected crows.
a. were afraid of b. had a good opinion of c. had a poor opinion of
2. Across the nation, the crow population has grown very fast, particularly in cities.
a. country b. world c. island
3. Across the nation, the crow population has grown very fast, particularly in cities.
a. area of crows b. size of crows c. number of crows
4. As the Japanese begin to five more like Westerners, they buy more and throw out more, including food.
a. pay a lot for b. put in the garbage c. keep at home
5. As the Japanese begin to live more like Westerners, they buy more and throw out more, including food.
a. but not b. even c. except

13. EXERCISE 5:
A. Complete the sentences with the words from the box. Use each word only once. Change the form of
the word for the sentence ifnecessary (plural, past tense, etc.)
• I had toa …………… whole bottle of milk because it wasn't good to drink.
• Italy became a ………….. in 1863. Before then, it was made up of several smaller countries.
• The price of meat …………. a lot last year.
• Bears are usually afraid of people and don’t …………. them.
• Young people today often don’t ………… their teachers.
• Tim had a lot of …………. with his new computer. He had to bring it back several times.
• When George climbed over the fence, he ………… a hole in his pants.
• The storm ……….. many houses along the coast.
• The ………… of Europe is not growing any more.
• There were forty people on the bus ………… the driver.
Attack including nation respect throw out
Destroy increase population tear trouble

14. WRITE THE OTHER PARTS OFSPEECH FOR EACH WORD. MORE THAN ONE WORD MAY BE POSSIBLE FOR EACH
PART OFSPEECH. (SEE PART 2, UNIT 4, PAGE 67 )VV
destruction destroy destructing destructiely
nation increase increasing increasingly
nation nationalize national nationally
population populate popular popularly
respact respect respectful respectfully
tear tear torn
trouble trouble troubled
Noun Verb Adjective Adverb
attack attack

15. ‫الموفق‬ ‫وهللا‬
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