LESSON

SHARE

Describing pie charts

by Gabrielle Lambrick

Age: Adults Key:

Level: Intermediate–Upper intermediate
1. This is wrong because you always need
Time: 2 hours 10 minutes
to express a percentage ‘of the whole
Objectives: To learn to describe pie charts for
pie’ not ‘of a slice’. Many students write
IELTS Writing Task 1
a percentage ‘of the slice’, which is
Key skill: Writing
inaccurate. The sentence should be ‘Over
Materials:  One copy of the worksheet per
60% of engineering students are male.’
student
Encourage them always to look at the whole
pie before starting their description and to
Note: This lesson plan can be split across two ask themselves ‘percentage of what?’
lessons: sections 1–3 in the first lesson, section 4 for
homework and sections 5 and 6 in the second lesson. 2. This is wrong because ‘almost half’ means
If section 5 takes longer, set the writing in section 6 ‘less than half’ but in the chart, more than half
for homework but allow some preparation time in are male. This sentence should be ‘More than
the lesson. half of all students are male.’ Check students’
understanding of almost, about, nearly,
under, over, approximately.
Lesson Share TEACHER’S NOTES

Procedure
3. This is a vague and unhelpful way to describe
1 Seeing percentages in charts (20 minutes) percentages. Encourage students to avoid
using be + percentage. Remind them to ask
Hand out the worksheet. Students work in pairs
themselves ‘percentage of what?’ and then
to match the charts to the sentences. Then, they
to describe what happened using a verb
complete each sentence with information from the
(possibly be) + adjective. For example, this
chart. Check answers as a class.
sentence should be ‘About 55% of international
Weaker groups: First, do a quick review on students study engineering.’
the board by drawing a pie chart and eliciting
4. The problem here is ‘can drive’ because we
vocabulary such as:
have no information about this in the chart –
• a half, 50% having a car and being able to drive are
• a quarter, 25% not the same thing. The sentence should be
• three quarters, 75% ‘Around 90% of Camford residents own a car.’
• a third, 33% Encourage students to be precise in their
descriptions and not say things that are not
• two thirds, 66%.
actually clear from the data.
You could also demonstrate the task by doing the
3 Using varied language correctly (30 minutes)
first question as a class before the students start.
Explain that often, students want to use lots of
Key:
synonyms to increase their range of vocabulary but
1. E … study drama.; 2. B … are female.; in Task 1, precision is important so they must also
3. H … are male.; 4. A … are students.; be careful not to say things that are not in the chart.
5. D … are international.; 6. G … do not own a car.;
7. C … get a job.; 8. F … study engineering. In exercise 3a, students work with a partner to
choose which sentence in each group is incorrect.
2 Common mistakes (10 minutes)
Check as a class and be sure that students
Students discuss these sentences with a partner understand why each wrong option is unsuitable.
and try to identify why each one is wrong. Check as Point out that there is only a narrow range of
D •
TE DE E

a class, pointing out key errors to avoid.

SI A L

correct options.
EB LO B
W N IA
M W P
O DO O
FR BE C
O

© Springer Nature Ltd 2018. Macmillan Education is part of the Springer Nature group.
T
O

LESSON SHARE / Writing / Describing pie charts

H
N
•P
CA
 LESSON
SHARE

Describing pie charts

by Gabrielle Lambrick

Key: Key:
1. c is wrong: we have no information about 1. more + noun … than … / noun + more … than …
recommendations.
2. subj+ more+ verb + obj than … / subj + verb +
2. d is wrong: there is no reference to students, obj + more than …
universities, etc.
3. adjective + more + than … / more + adjective +
3. a is wrong: the passive voice requires the than …
verb be.
4. subj + verb + less than … / subj + less +
4. b is wrong: in chart labels,‘other’ is used but verb + than …
when writing full sentences we should say
5. less + plural noun … than … / fewer + plural
‘other browsers’, etc.
noun … than …
In exercise 3b, students add data to the sentences.
6. subj+ verb + obj + as much as … / subj+
Remind them to ask themselves ‘percentage of
verb + obj + as many as …
what?’ Here, the whole pie represents people using
the internet in Europe so they can say ‘…% of people’, 7. subj + is not as + adjective + than … / subj +
‘…% of Europeans’, ‘…% of internet users’, etc. is not as + adjective + as …
Lesson Share TEACHER’S NOTES

Key (suggested answers): 5 Practice (40 minutes)

1. a. Over 25% of people use Firefox. In exercise 5a, ask students to form a variety
of basic sentences, before adding any data or
1. b. More than a quarter of people choose
comparisons. This will help them to introduce
Firefox.
a range of language while maintaining accuracy in
1. d. 27% of people browse the internet with more complex sentences later.
Firefox.
Write the students’ sentences on the board. Deal
2. a. 38% of people use Chrome. with any errors, eliciting improvements from
the students and correcting the sentences on
2. b. Nearly 40% of people in Europe use Chrome.
the board.
2. c. More than a third of Europeans use Chrome.
Key (suggested answers):
3. b. Internet Explorer is used by about a fifth of
South Africans speak Zulu.
Europeans.
Xhosa is spoken by South African people.
3. c. Internet Explorer is used for internet
browsing by just over 20% of Europeans. People in South Africa are Afrikaans speakers.
3. d. Internet Explorer is chosen by 21% of The population of South Africa speaks English.
Europeans.
People in South Africa use Northern Sotho.
4. a. Over a quarter of people use Firefox.
Tswana is used by South Africans.
4. b. Only 5% of people use other browsers.
Zulu is common in South Africa.
4. c. 21% of people use Internet Explorer.
In exercise 5b, ask the students to add data to
4. d. Almost a tenth of people use Safari. the correct sentences on the board. Remind
them to ask themselves ‘percentage of what?’
4 Making comparisons (10 minutes)
In this case, it is always the percentage of
Students read the sentences aloud to each other people/population.
D •
TE DE E

and choose the correct option for each rule.

SI A L
EB LO B
W N IA
M W P
O DO O
FR BE C
O

© Springer Nature Ltd 2018. Macmillan Education is part of the Springer Nature group.
T
O

LESSON SHARE / Writing / Describing pie charts

H
N
•P
CA
 LESSON
SHARE

Describing pie charts

by Gabrielle Lambrick

Key (suggested answers): Weaker groups: You may wish to discuss as a

class the bullet points below the charts before you
Almost a quarter of South Africans speak Zulu.
start and/or allow them time to discuss the charts
Xhosa is spoken by 16% of South African people. with a partner before starting to write. Alternatively,
Less than 15% of people in South Africa are you could give them the model answer to read, then
Afrikaans speakers. collect it back in, before asking them to write their
own answer.
10% of the population of South Africa speaks English.
Less than a tenth of people in South Africa use Stronger groups: The data is, in fact, from 2016.
Northern Sotho. If you want your students to practise using the past
as well as everything else, you could tell them to
Tswana is used by 8% of South Africans.
write this information into their responses.
Zulu is common in South Africa. (It’s difficult to add
data to this one but it’s useful for comparisons in Model answer
the next activity.)
The pie charts show how much energy is produced
In exercise 5c, ask students to write new sentences
in different ways, including natural gas, coal, nuclear,
using the comparative structures given. Tell them
Lesson Share TEACHER’S NOTES

renewables and other sources, in Britain and the

not to include data for the moment. Write the
United States.
students’ sentences on the board and deal with any
errors. Leave them on the board for the next stage. It can be seen from the charts that in both countries,
natural gas is the main source of energy. Specifically,
Key (suggested answers):
it provides over a third of the energy in each country.
1. M
 ore people speak Afrikaans than English in However, there are significant differences in how
South Africa. much coal and renewable energy are used. Coal is
2. Zulu is the most common language in South Africa used much more in the USA than the UK: it is used for
30% of America’s total energy production, compared
3. Xhosa is spoken less than Zulu by South Africans. with about 15% of British energy production. In
4. F
 ewer people in South Africa speak Sesotho contrast, Britain uses renewable sources much more
than Northern Sotho. than America (25% of its energy comes from these
sources, compared with only 15% in America).
5. English is not as widely spoken as Afrikaans.
Nuclear power is equally common in both countries:
6. As many South African people speak Sesotho as
approximately a fifth of energy production comes
Tswana.
from nuclear. Other energy sources only provide a
7. S
 esotho and Tswana are equally widely spoken tiny amount of energy: less than 5% of the total in
in South Africa. both the UK and the USA.
In exercise 5d, ask the students to look at the Overall, the USA uses more fossil fuels and less
example sentences on the worksheet, then add renewable energy than the UK.
data to the sentences on the board in a similar way.
(179 words)
Write the students’ sentences on the board and
deal with any errors.
6 Putting everything together (20 minutes)
Ask students to write a full IELTS Writing Task 1
response to the charts on the worksheet, using the
D •
TE DE E

language they have been studying.

SI A L
EB LO B
W N IA
M W P
O DO O
FR BE C
O

© Springer Nature Ltd 2018. Macmillan Education is part of the Springer Nature group.
T
O

LESSON SHARE / Writing / Describing pie charts

H
N
•P
CA
 LESSON
SHARE

Describing pie charts

by Gabrielle Lambrick

1 Seeing percentages in charts

Match the charts to the sentences below. Then, complete the sentences.

1. male students 2. students

studying
studying
studying
studying
music
musicmusic male
male male
music male
studying
studying female
female
studying
studying female
female
dramadrama
dramadrama

3. engineering students 4. Camford residents

female
female students
students
female
female students
students
male male employed
employed
male male employed
employed

5. students 6. Camford residents

Lesson Share WORKSHEET

international
international
international
international car
car car
car
no car
no carno
British
British no car car
British
British

7. male students 8. international students

get
job a job
get a get engineering
engineering
get a job a job engineering
engineering

continue
continue otherother
continue
continue otherother
subjects
subjects
subjects
subjects

A. Approximately one third of Camford residents …

B. Just under 50% of all students …
C. Less than half of male students …
D. Just over a quarter of all students …
E. Around a quarter of male students …
F. More than half of international students …
G. About a tenth of Camford residents …
D •
TE DE E
SI A L

H. Over 60% of engineering students …

EB LO B
W N IA

1
M W P
O DO O
FR BE C
O

© Springer Nature Ltd 2018. Macmillan Education is part of the Springer Nature group.
T
O

LESSON SHARE / Writing / Describing pie charts

H
N
•P
CA
 LESSON
SHARE

Describing pie charts

by Gabrielle Lambrick

2 Common mistakes
Look at the charts and sentences in task 1 again. Why are these sentences wrong?
1. Over 60% of males study engineering.
2. Almost half of all students are male.
3. Engineering students are 55%.
4. Around 90% of Camford residents can drive.
3 Using varied language correctly
a. Look at the chart and the groups of sentences. In each group, one sentence is not appropriate.
Which one? Why?

Browser Use in Europe

Other
Safari 5%
9% Firefox
27%
Lesson Share WORKSHEET

Chrome
38%
Internet
Explorer
21%
1. Varying verbs
a. People use Firefox.
b. People choose Firefox.
c. People recommend Firefox.
d. People browse the internet with Firefox.
2. Varying subjects
a. People use Chrome.
b. People in Europe use Chrome.
c. Europeans use Chrome.
d. Students use Chrome.
3. Using the passive
a. Internet Explorer used by Europeans.
b. Internet Explorer is used by Europeans.
c. Internet Explorer is used for internet browsing by Europeans.
D •

d. Internet Explorer is chosen by Europeans.

TE DE E
SI A L
EB LO B
W N IA

2
M W P
O DO O
FR BE C
O

© Springer Nature Ltd 2018. Macmillan Education is part of the Springer Nature group.
T
O

LESSON SHARE / Writing / Describing pie charts

H
N
•P
CA
 LESSON
SHARE

Describing pie charts

by Gabrielle Lambrick

4. Referring to the data

a. People use Firefox.
b. People use other.
c. People use Internet Explorer.
d. People use Safari.
b. Now, add data to each sentence by including a percentage or fraction. For sentences 1–3, you will
be using the same percentage each time but try to express this percentage in a variety of ways.
Always ask yourself, ‘percentage of what?’
4 Making comparisons
Look at the sentences below and choose the correct option for each rule about comparisons.
1. More people use Firefox than Internet Explorer.
2. Europeans use Firefox more than Internet Explorer.
3. Chrome is more popular than any other browser.
4. Safari is used less than the other main browsers.
5. Fewer people use Firefox than Chrome.
6. People in Europe do not use Internet Explorer as much as Chrome.
Lesson Share WORKSHEET

7. Safari is not as popular as the other main browsers.

Rules

1. more + noun … than … / noun + more … than …

2. subj+ more + verb + obj than … / subj + verb + obj + more than …
3. adjective + more + than … / more + adjective + than …
4. subj + verb + less than … / subj + less + verb + than …
5. 
less + plural noun … than … / fewer + plural noun … than …
6. subj+ verb + obj + as much as … / subj + verb + obj + as many as
7. subj + is not as + adjective + than … / subj + is not as + adjective + as …

5 Practice
a. Look at the chart on the next page. Ask yourself ‘who does/did what?’ Try to make a variety of
sentences, like the ones in task 3. Vary the verbs and subjects and try to use the passive. For the
moment, don’t worry about including data or making comparisons.
Example sentences
• South Africans speak Zulu.
• Xhosa is spoken by South African people.
D •
TE DE E
SI A L
EB LO B
W N IA

3
M W P
O DO O
FR BE C
O

© Springer Nature Ltd 2018. Macmillan Education is part of the Springer Nature group.
T
O

LESSON SHARE / Writing / Describing pie charts

H
N
•P
CA
 LESSON
SHARE

Describing pie charts

by Gabrielle Lambrick

Languages Spoken in South Africa

Other
13% Zulu
23%
Sesotho
8%

Tswana
8%
Xhosa
Northern 16%
Sotho
9%
English Afrikaans
10% 13%
b. 
Now, add data to each sentence, using a percentage or a fraction. Remember to vary the ways you
express the data and always ask yourself, ‘percentage of what?’
c. 
Now, write some sentences about the chart using comparisons. Try to use the following
comparative structures. Don’t worry about including data at the moment.
1. … more … than …
Lesson Share WORKSHEET

2. … the most …
3. … less … than …
4. … fewer … than …
5. … not as … as …
6. … as … as …
7. … equally …
d. 
Finally, try to combine your comparison sentences with your sentences that express data. Use
colons, brackets or the word specifically to link the two parts.
• M
 ore South Africans speak Afrikaans than English: 13% of the population speak Afrikaans and 10%
speak English.
• M
 ore people speak Afrikaans than English in South Africa (13% of people speak Afrikaans but 10%
speak English).
• A
 frikaans is more common than English in South Africa. Specifically, 13% of South Africans speak
Afrikaans, while 10% speak English.
You can also use linking words to compare data. Notice the punctuation used.
• Nearly 25% of South Africans speak Zulu. In contrast, only 16% of them speak Xhosa.
• N
 early 25% of the population of South Africa speak Zulu, whereas only 16% of the population
speak Xhosa.
• Almost 25% of people in South Africa speak Zulu, compared with only 16% who speak Xhosa.
D •
TE DE E
SI A L
EB LO B
W N IA

4
M W P
O DO O
FR BE C
O

© Springer Nature Ltd 2018. Macmillan Education is part of the Springer Nature group.
T
O

LESSON SHARE / Writing / Describing pie charts

H
N
•P
CA
 LESSON
SHARE

Describing pie charts

by Gabrielle Lambrick

6 Putting everything together

The charts show the percentage of energy produced in the USA and UK from different sources.
Summarize the information by selecting and reporting the main features, making comparisons
where relevant.

Sources of Energy in the USA Sources of Energy in the UK

Other Other
1% 2%
Renewables
Renewables
15%
Natural gas 25%
34% Natural gas
39%

Nuclear
20%

Nuclear
18%
Coal
Coal 16%
30%
Lesson Share WORKSHEET

Think about …

• who did what?

• the percentage of what?
• how to vary your language.
• making comparisons.
• combining comparisons and data.

Don’t forget to …

• paraphrase the question in your introduction.

• include an overview with one main point but no data.
D •
TE DE E
SI A L
EB LO B
W N IA

5
M W P
O DO O
FR BE C
O

© Springer Nature Ltd 2018. Macmillan Education is part of the Springer Nature group.
T
O

LESSON SHARE / Writing / Describing pie charts

H
N
•P
CA