Task 1 Paraphrasing

• trends in = changes in
• US consumption = consumption in the United States
• chart = flow chart (also: bar chart, pie chart, table)
• the process of paper recycling = how paper is recycled
• the diagram = the figure
• shows = illustrates
• to produce forecasts = to forecast
• the total number = the overall number
• various mobile phone features = different functions of mobile phones
• maps show = diagrams illustrate
• an island before and after = some changes to an island
• shows = illustrates / compares
• chart = bar chart / pie chart
• the number of = the figure for
• increased = rose / saw an increase / there was a rise
• diagram = figure
• shows = illustrates (or 'compares' if the graph is comparing)
• proportion = percentage
• information = data
• the proportion of = the figure for
• people in the USA = Americans
• from 1999 to 2009 = between 1999 and 2009
• from 1999 to 2009 = over a period of 10 years
• how to produce = the process of producing
• in three countries = in the UK, France and Spain (i.e. name the countries)
• increased = rose / saw an increase / there was a rise
• The figures = the value/numbers

Using 'see' in writing task 1

We can write the same sentence in various ways using 'see':
• Britain saw a dramatic increase in CD sales in the 1980s.
• The 1980s saw a dramatic increase in CD sales in Britain.
• British shops saw CD sales increase dramatically in the 1980s.

-The cost of homes in London increased significantly. = There was a rise in house prices between 1990 and 1995. = -House prices rose
between 1990 and 1995.
-There was a 7% fall in the average house price in Tokyo. = The average Tokyo house price fell by 7%.

Sentence Structure
1) Info+verb+adverb
• The number of tourists visiting Brazil rose considerably from 2 million to 5 million between 1995 and 2000.
2) There was a+adjective+noun+ in info
• There was a considerable increase in the number of tourists visiting Brazil from 2 million to 5 million between 1995 and 2000.
3) Info+ experienced/saw/underwent+a+adjective+noun
• The number of tourists visiting Brazil saw a considerable increase from 2 million to 5 million between 1995 and 2000.
4) Describing Percentages
• In 1999, 35% of British people went abroad for their holidays, while only 28% of Australians spent their holidays in a different
country. The figure for the USA stood at 31%.
• Around 40% of women in the UK had an undergraduate qualification in 1999, compared to 37% of men. The figures for the year 2000
 rose slightly to 42% and 38% respectively.
5) Making Predictions (predict/forecast/estimate)
• It is predicted/forecast/estimated that the population will grow. (passive)
• The charts/experts predict/forecast/estimate that crime levels will rise. (active)
6) Forming Complex Sentences by –ing form
• The number of households rose in Canada, reaching 11.8 million in 2004.
7) Compared to/with/ in comparison with
• Prices are high in the UK in comparison with prices in Canada and Australia.
• Around 40% of women in the UK had an undergraduate qualification in 1999, compared to 37% of men
8) By Contrast
• The proportions of elderly people in the USA and Sweden rose gradually over the next 50 years, reaching just under 15% in 1990. By
contrast, the figures for Japan remained below 5% until the early 2000s.
• It is clear that teachers’ salaries made up the largest proportion of the school’s spending in all three years. By contrast, insurance was the
smallest cost in each year.

to, by, with, at

Several people have asked me to explain how to use to, by, with and at when describing numbers. Here are some examples to give you a
basic idea of the differences:
1) Use to when describing what happened to the number:
In 2008, the rate of unemployment rose to 10%.
2) Use by when describing the amount of change between two numbers:
In 2009, the rate of unemployment fell by 2% (from 10% to 8%).
3) Use with to give the idea of 'having' the number:
Obama won the election with 52% of the vote.
4) Use at to add the number on the end of a sentence:
Unemployment reached its highest level in 2008, at 10%.
'with' and 'at'
After last week's lesson about 'with' and 'at', a few people told me that they were still confused about the difference. The best way to see the
difference is by trying to present the same information using both words. For example:
AT:
Petrol prices were particularly high in January, at £1.30 per litre.
WITH:
Petrol prices were particularly high in January, with a litre costing £1.30.

Ages and Age Groups

It's easy to make small mistakes when describing ages and age groups. Here are some examples that should help. One
person:
• He is 10 years old.
• He is a 10-year-old.
• He is aged 10.
More than one person:
• The children in the class are all 10 years old.
• It is a class of 10-year-olds (or "10-year-old children").
• The children in the class are all aged 10.
Age groups with more than one person:
• The chart shows the preferred hobbies of children (who are) between 10 and 12 years old.
• The chart shows the preferred hobbies of 10- to 12-year-olds (or "10- to 12-year-old children").
• The chart shows the preferred hobbies of children aged 10 to 12.