Unit 4, grade 12: The Mass Media – Writing
Describing a pie chart showing the use of online resources (Describe a pie chart showing online resource usage)
1. Task 1 Unit 4 Grade 12 Writing
Work in pairs. Discuss the difference between a graph and a chart; and how to describe a pie chart. (Work in pairs. Discuss the difference between a graph and a histogram; and how to describe a pie chart.)
Guide to answer
– Charts and graphs represent a series of data but they are different from each other. Graphs are mainly used to represent variation in values over a period of time. Charts are used to give information about the frequency of different quantities in a single pictorial representation.
– To describe a pie chart we should specify the information (content) and proportion of each segment, which can be measured in percentages (%) or fractions (eg one-third, a quarter).
Translation
– Charts and graphs represent a series of data but they are different from each other. Graphs are used primarily to represent value variation over a period of time. Histograms are used to provide information about the frequency of different quantities in a single image.
– To depict a pie chart, we need to specify the information (content) and scale of each segment, which can be measured as a percentage (%) or a fraction (e.g. one third, one quarter).
2. Task 2 Unit 4 Grade 12 Writing
The pie chart below illustrates the forms of communication used by students in Intel Secondary School. Complete the description with the words in the box. (The pie chart below illustrates the forms of communication used by students at Intel High. Complete the descriptions with the words in the box.)
The pie chart shows the preferred forms of communication recorded in a survey carried out in Intel Secondary School in August 2014. Following is a brief description of the students’ (1) preferences. Social networking is (2) recorded as the most preferred form of communication with a (3) majority of 27%. Mobile phone ranks the second at 23%. Emailing is closely (4) tied in with instant messaging at 17% each. The least is face-to-face socialising, which is given 1% less than emailing and instant messaging.Guide to answer
To conclude, the (5) dominant mode of communication for the students at Intel Secondary School is social networking. Of all the other forms – mobile phone talking, emailing, face-to-face socialising and instant messaging – students use face-to-face socialising (6) the least.
Translation
The pie chart shows the preferred forms of communication recorded in a survey conducted at Intel High School in August 2014. Below is a brief description of student preferences. Social media is recognized as the most preferred form of communication with a majority of 27%. Mobile is second at 23%. Email sending is closely tied to instant messaging at 17% each. At least for face-to-face social, it’s 1% less than emailing and instant messaging.
To conclude, the dominant means of communication with Intel High School students is social media. Of all other forms – cell phone talking, emailing, face-to-face meetings and instant messaging – students use the least amount of face-to-face social communication.
3. Task 3 Unit 4 Grade 12 Writing
Study the pie chart and write a paragraph of 130-160 words to describe it. (Study the pie charts and write a 130-160 word paragraph to describe it.)
Guide to answer
The pie chart shows students’ preferred online resources recorded in a survey carried out at Intel Secondary School Library in 2014. Following is a brief description of the students’preferences.
We can see that a majority of students played interactive games, which rank the first at 30%. Fiction e-books line in the second at 20% and are at 10% less than interactive games. Online magazines rank the third at 18% while non-fiction e-books account for 15%. Online dictionaries are the fifth library resource at 11%. Only a minority of students, or 6%, used science
journals, which is the least popular of all resources, and used fivefold less than the most preferred resource, interactive games.
To conclude, the dominant form of online resources used by the students at Intel Secondary School Library is interactive games. Of all the other resources – fiction e-books, online magazines, non-fiction e-books, online dictionaries and science journals – students used science journals the least.
Translation
The pie chart shows the student’s preferred online resources as recorded in a survey conducted at the Intel High School Library in 2014. Below is a brief description of the changes. student change.
We can see that the majority of students play interactive games, the first ranking is 30%. Fiction eBooks are second at 20%, and 10% below interactive games. Online magazines ranked third at 18% while non-fiction ebooks took 15%. Online dictionaries are the fifth library resource at 11%. Only a small number of students, or 6%, use science journals, which are the least popular of all resources, and are used 5 times less than the most preferred resources – games. interactive play.
To conclude, the top-ranked form of online resources used by students at the Intel High School Library is interactive play. Of all the other resources – fiction e-books, online magazines, non-fiction e-books, online dictionaries, and science journals – students use science journals the least.
4. Practice
Choose the best answer
Question 1: You will never eat there at the weekend unless you have made a reservation.
A. Let’s make reservation at the weekend to be due of eating there
B. You should have made a reservation if you expected to eat there at the weekend.
C. It is only possible for you to eat there at the weekend if you reserve a table in advance.
D. You may not be able to eat there if you don’t reserve a table at the weekend on purpose.
Question 2: Only Mary scored high enough to pass this test.
A. Mary was the only person to pass this test.
B. Only on this test was Mary’s score high enough.
C. Mary’s score was barely enough to pass.
D. Mary only passed this test because she scored higher than the others.
Question 3: The demand was so great. They had to reprint the book immediately.
A. So great was the demand that they had to reprint the book immediately.
B. The book would be reprinted immediately since the demand was great.
C. They demanded to reprint the book immediately.
D. They demanded that the book be reprinted immediately.
Question 4: He didn’t work hard. He failed the exam.
A. Unless he had worked hard, he would have failed the exam.
B. Even though he failed the exam, he didn’t work hard.
C. If he had worked hard, he would have passed the exam.
D. However hard he worked, he failed the exam.
Question 5: The horror film didn’t come up to our expectations.
A. The horror film fell short of our expectations.
B. We expected the horror film to end more suddenly expected.
C. We expected the horror film to be more boring.
D. The horror film was as good as we expected.
Question 6: No sooner had I turned on my new PC than there was a strange noise.
A. As soon as there was a strange noise, I turned on my new PC.
B. Scarcely had I turned on my new PC when there was a strange noise.
C. Hardly I had turned on my new PC, there was a strange noise.
D. I had hardly turned on my new PC than there was a strange noise.
Question 7: By the time Pete telephoned me, I had already finished updating my social networking profile.
A. Pete telephoned me while I was updating my social networking profile.
B. Pete telephoned me after I had already finished updating my social networking profile.
C. Hardly I had finished updating my social networking profile when Pete telephoned me.
D. When Pete telephoned me, I finished updating my social networking profile.
Question 8: It was the first time she had ever seen such a moving documentary
A. She had never seen a moving documentary before.
B. She had seen such a moving documentary for a long time.
C. She had never seen a more moving documentary than this before.
D. The first time she saw such a moving documentary was a long time ago.
5. Conclusion
At the end of the new Unit 4 English Grade 12 – Writing, you need to know how to analyze a pie chart, write a descriptive paragraph about it, and memorize vocabulary words.
- represent /ˌreprɪˈzent/ to represent, to represent
- describe /dɪˈskraɪb/ describe, describe
- preference /ˈprefrəns/ preferences, favorites
- interactive /ˌɪntərˈæktɪv/ interactive
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