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The pie chart illustrates/depicts/shows/analyses/portrays...
The pie chart is (split into/ divided into/ broken up into) (five) different (parts);
The (market share) of (...) has been broken up into (five) different segments.
(Sales for the region) are demonstrated in the following pie chart and...
Each segment/ proportion/ part /section
represents/ is represented by
Each (part) shows how much (money) was (spent)
Each (segment) explains how many (people) were
Each (proportion) depicts (the level of) (spending)
It can be clearly seen that (first quarter sales/sales in the first quarter) were significantly higher than
We can see that (first quarter sales) were markedly higher than
One of the most striking/noticeable differences is that (first quarter sales) were a great deal higher than
The highest (number of sales) for the year took place in the 1st quarter
(fourth quarter sales/sales in the fourth quarter) were significantly lower than
We can also see that/ It can also be seen that
(fourth quarter sales) were decidedly lower than
In contrast/Conversely/On the other hand,
(fourth quarter sales)
were very much lower than
Interestingly, (2nd quarter and 3rd quarter sales) were almost the same
The figures/number of sales/amount of people who..., however, were evenly matched in both the (2nd and 3rd quarter)
In contrast,/Conversely,/On the other hand,
(2nd quarter and 3rd quarter sales) were very similar
(Sales) were noticeably higher (in the first and second quarters) than (in the third and fourth)
One thing to note is that sales (in the first half of the year) were ((far) better)/ (much) higher)/ (significantly) greater)) than in the (second half of the year)
Even though sales started off well, they dropped off in the second half of the year.
The minority (6%) of
The least amount of [uncountable n.]/
The lowest number of [countable n.]
The smallest proportion (6%) were
A mere 6%
A tiny minority (just 6%) were
A small fraction (only 6%) were
The majority (66%) of
The greatest amount of [uncountable n.]/ largest number of [countable n.]
The greatest proportion (66%) were
A substantial fraction (66%)
Precisely/Exactly two thirds of (sales)
48%, 24%, 17%, 8%, 3%
(Forty eight percent) of
The percentages show major differences in the amount of (money/data...etc..)(spent/earned/gathered)
There were noticeable differences in the number of (people, CDs...etc...) (who/which/that)(bought/sold/travelled)
22%, 21%, 20%, 19% 18%
(Twenty two percent) of
The percentages show minor differences in the amount of (money/data...etc..)(spent/earned/gathered)
There were few differences in the number of (people, CDs...etc...) (who/which/that) (bought/sold/travelled)
Almost five percent /Around one in twenty
Nearly a twentieth
Slightly less than a twentieth
One tenth of (the market share)
...of/equaling/amounting to ten percent
One in every ten (people)
(sales of ...) were equal to/ sales equalled to/ sales amounted to a fifth...
....equalling/amounting to twenty percent
One fifth of (the market share)
Two in every ten (people); one in five
Forty seven point five percent
Just under 50%
Just under a half
Approximately one half
Around a half
Half of (the market share) belongs/ed to...
Precisely/Exactly fifty percent of the market share is/was taken up by...
....of/equalling/amounting to fifty percent;
One in every two...
-The two pie charts compare the types of English studied in Spain and Saudi Arabia and show remarkable differences.
-A noticeable variation can be seen in the kinds of English studied in the two countries.
-Significant differences in the types of English studied in Saudi Arabia and Spain can be noted in the two pie charts.
-There is a big variation in students studying different kinds of English in both Saudi Arabia and Spain.
-The two charts analyse the difference in the number of students studying Business English, IELTS, General English and other types of ESP English in Spain and Saudi Arabia.
-What type of English students study differs greatly in the two countries as illustrated in the pie charts.
The same amount of time was spent on
(reading and vocabulary)
The student (studied vocabulary and reading) for the same number of hours
Both reading and vocabulary equalled to 20 hours
Twice as much time was spent on listening skills when compared with reading skills
The student spent double the time he spent reading, on listening
He spent half the amount of time reading as he did listening
The number of hours he spent reading (20 hrs) was half of the time that he had spent listening (40 hrs)
The number of hours he had spent listening (40 hrs) was double that of the time he read (20 hrs)
Nearly four times as much time was spent on listening skills when compared with how much time he had spent learning new vocabulary
The student spent around four times the amount of time he spent reading on developing his vocabulary
The number of hours he spent in vocabulary practice (10.5 hrs) was approximately a quarter of the time that he had spent listening (40 hrs)
The number of hours he had spent learning vocabulary (40 hrs) was just under four times the time that he read (10.5 hrs)
There was only a negligible/slight/tiny difference in the amount of time the student spent on grammar (9.5 hrs) and vocabulary (10 hrs)
The student spend around the same amount of time practising grammar and vocabulary
The difference in the time spent on grammar and vocabulary was negligible, amounting to only half an hour.
There was almost no difference in the number of hours spent on grammar and vocabulary
It can be clearly noted/seen that
the number of students studying Business is far greater in Spain than in Saudi. On the other hand, far more students study for the IELTS test in Saudi than do in Spain. Moreover, the least amount of people in both Spain and Saudi study ESP English.
One striking/noticeable/remarkable/marked difference is that in Spain, just over a third of all students take Business English, whereas in Saudi Arabia, only around a quarter do.
On the other hand, while a third of students in Saudi Arabia take an IELTS course, only a fifth do so in Spain.
-Although the lowest number of students in both countries took an ESP English course, there was a difference in the amounts. The greater number, 12 million students, did so in Saudi Arabia, whereas only 7 million studied ESP in Spain.
-A closer look at the data suggests that fewer students in Spain took ESP English courses than in Saudi Arabia.
-The student spent a balanced amount of time on the four skills. However, a lesser number of hours were spent in language development.
-While a balanced number of hours were spent on the four skills: writing (24 hrs), listening (22 hrs), reading (23hrs) and speaking (22.5hrs), a lot less time was spent on grammar (14 hrs) and vocabulary (17.5 hrs).
-Each segment representing the four skills equalled to roughly the same amount of time, but less time was spent on grammar and vocabulary.
-The yellow, blue, green and blue parts of the chart showed only negligible differences, whereas there was a significant difference in the amount of time spent on grammar and vocabulary, at 14 hours and 17.5 hours respectively.
10 million more students studied General English in Spain than in Saudi Arabia.
In conclusion / To sum up / Finally
these findings / this data / the analysis / the information provided through the two pie charts
-suggest(s) that students in Spain are more concerned with learning Business English than Saudi Arabian students and that the Spanish are less interested in taking the IELTS exam. That said, a significant part of the population in both countries learns English for general purposes.
- offer(s) perspectives on the importance of English in the two countries. It can be clearly seen that general English remains critical to both countries, however, Business English is much more so to Spanish students than Saudi Arabians. Having said that, it is evident that IELTS classes are more greatly appreciated in Saudi Arabia.
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