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A
 Economic structure
1 Before doing the exercise, make sure students understand 
the term Gross Domestic Product
.
Learning tip
Ask students if they ever have to read tables, graphs and 
diagrams. In what situations?
2 Before doing the exercise, look at the example with the class. 
Elicit why the sentence is false. Elicit/Explain that rose in 
sentence 2 means ‘increased’ (and that its infi nitive and past 
participle forms are rise and risen respectively).
Put students into pairs and get them to do this exercise 
together. Afterwards, elicit/explain that utilities are services, 
such as electricity, gas and water, which are used by the 
public.
3 After checking the answers, invite students in pairs to make 
other sentences about the information shown in tables c and 
d, which they can then read out to the class. Alternatively, 
they can write true or false sentences in pairs, which they can 
then test another pair with.
4 After doing the exercise, elicit/explain that pie chart takes its 
name from the word pie. It may be useful to bring in a picture 
of a pie.
Did you know … ?
You can ask students if they have visited Singapore. Encourage 
travellers to tell the class about their experiences. If students 
have not been to Singapore, encourage them to say what they 
know about the country.
5 Read the instructions to the class and give students some 
time to do the exercise. Check the answers with the class.
PHOTOCOPIABLE
 
© Cambridge University Press 2008
Class bonus
Make sure that each student chooses a different country.
Alternatively, students could write true/false sentences, as in 
Exercise 2.
B