ESL Paper 1R Nov 2020 QP
Uploaded by
Roxaan AppolisESL Paper 1R Nov 2020 QP
Uploaded by
Roxaan AppolisPlease check the examination details below before entering your candidate information
Candidate surname Other names
Centre Number Candidate Number
Pearson Edexcel
International GCSE
Thursday 4 June 2020
Afternoon (Time: 2 hours) Paper Reference 4ES1/01R
English as a Second Language
Paper 1: Reading and Writing
You must have: Total Marks
Insert Booklet For Part 1, Part 2, Part 3 and Part 6 (enclosed)
Instructions
• Use black ink or ball-point pen.
• centrethe
Fill in boxes at the top of this page with your name,
number and candidate number.
• Answer all questions.
• Answer the questions in the spaces provided
– there may be more space than you need.
• Dictionaries may not be used in this examination.
Information
• The total mark for this paper is 100.
• The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
Advice
• Read each question carefully before you start to answer it.
• Try to answer every question.
• Check your answers if you have time at the end.
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P62797A
©2020 Pearson Education Ltd.
1/1/1/1
READING
Answer ALL questions in this section.
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Part 1
Read the text from a web page in the Insert Booklet, Part 1, Pages 2–3 and answer
Questions 1–10.
Questions 1–10
Identify which paragraphs (A–J) contain information listed in Questions 1–10 by
marking a cross for the correct answer . If you change your mind about an answer,
put a line through the box and then mark your new answer with a cross .
You must choose answers only from the information given on the web page.
Paragraphs may be used more than once or not at all.
1 Which paragraph refers to how many hours a gift will last?
(1)
A B C D E F G H I J
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2 Which paragraph refers to receiving a gift regularly?
(1)
A B C D E F G H I J
3 Which paragraph refers to the use of a single colour?
(1)
A B C D E F G H I J
4 Which paragraph refers to saying good luck?
(1)
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A B C D E F G H I J
5 Which paragraph refers to a gift not easily damaged?
(1)
A B C D E F G H I J
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6 Which paragraph refers to how a gift is switched on?
(1)
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A B C D E F G H I J
7 Which paragraph refers to locating your personal items?
(1)
A B C D E F G H I J
8 Which paragraph refers to a carefully made gift?
(1)
A B C D E F G H I J
9 Which paragraph refers to using your gift with others?
(1)
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A B C D E F G H I J
10 Which paragraph refers to a gift you can use while driving?
(1)
A B C D E F G H I J
(Total for Questions 1–10 = 10 marks)
(Total for Part 1 = 10 marks)
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Part 2
Read Greg Dickinson’s article on tourism in the Insert Booklet, Part 2, Pages 4–5 and
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answer Questions 11–25.
Questions 11–20
Answer the following questions. For each question write no more than THREE words
that must be taken from one point in the text. DO NOT write full sentences.
11 If you visit Palau, where is the Palau pledge placed for you?
(1)
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12 What has Palau recently made important changes to?
(1)
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13 According to Greg Dickinson, how is Palau described in terms of size?
(1)
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14 What are you asked not to remove from the beaches in Palau?
(1)
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15 According to Greg Dickinson, who is promoting responsible tourism in Iceland?
(1)
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16 Confusingly for Greg Dickinson, what type of scheme is the Icelandic Pledge?
(1)
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17 When is the New Zealand pledge shared with tourists?
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(1)
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18 In Venice, which group of people monitor tourist behaviour?
(1)
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19 According to experts, what are going to increase in number globally?
(1)
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20 What does Greg Dickinson feel the micro effects of tourism have an impact on?
(1)
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(Total for Questions 11–20 = 10 marks)
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Questions 21–25
Identify which of the options given for Questions 21–25 accurately completes the
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given statements by marking a cross for the correct answer . If you change your
mind about an answer, put a line through the box and then mark your new
answer with a cross .
21 According to the text, which of the following statements is true about Palau?
(1)
A It asks rule-breaking tourists to leave.
B It is receiving a high number of visitors.
C It is keen to educate the next generation.
D It is thinking about pledges for residents.
22 Which of the following statements is true about visitors to Iceland?
(1)
A They are advised to act responsibly.
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B They will be taken on a nature tour.
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C They have a safety talk upon arrival.
D They will be looked after by the army.
23 What are the residents of New Zealand most worried about?
(1)
A People not driving carefully enough.
B The rising popularity of motorhomes.
C Tourists who behave inconsiderately.
D The content of the video for tourists.
24 According to the text, which of the following statements is true about Venice?
(1)
A The council asks tourists to sign a pledge.
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B Tourists are asked to pay on-the-spot fines.
C The council is targeting residential areas.
D Tourists are expected to dress respectfully.
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25 According to the text, what is the impact of tourism on city centres?
(1)
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A Residents renting properties instead of buying.
B An increase in the number of hotels being built.
C Property prices are too high for local residents.
D Airports close to destinations becoming busier.
(Total for Questions 21–25 = 5 marks)
(Total for Part 2 = 15 marks)
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Part 3
Read Jon Lapidese’s article on Eskimos in the Insert Booklet, Part 3, Pages 6–7 and answer
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Questions 26–45.
Questions 26–30
Read the statements below. Decide whether they are TRUE, FALSE or NOT GIVEN
according to the text.
Mark a cross for the correct answer. If you change your mind about an answer,
put a line through the box and then mark your new answer with a cross .
True False Not Given
26 Jon Lapidese is impressed by the way the Inuit live.
(1)
27 The global Inuit population is increasing
steadily.
(1)
28 Being able to hunt is no longer important
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to the Inuit.
(1)
29 The study on Arctic warming produced
predictable results.
(1)
30 Jon Lapidese is disappointed with the number
of people showing support for the Inuit.
(1)
(Total for Questions 26–30 = 5 marks)
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Questions 31–40
Complete the following sentences using no more than THREE words that must be
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taken from one point in the text.
31 The entire Inuit population lives in ................................................................ near the North Pole.
(1)
32 After being . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... for a long time, the Inuit are now feeling the
impact of external influences.
(1)
33 The Inuit set up home in . . . . . . . . . . . . . . . . . . . . . . . ......................................... when they first arrived in Greenland.
(1)
34 In Greenland, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......... have become more common, replacing hunting.
(1)
35 Some Inuit still prefer to use . . . . . . . . . . . . . ................................................... when making their footwear.
(1)
36 The Inuit process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................... more efficiently than other nationalities.
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(1)
37 The actions and beliefs of . . . . . . . . . . . . . . . . . . . . ............................................ are threatening Inuit values.
(1)
38 Their understanding of . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................................... allows the Inuit to hunt safely on ice.
(1)
39 Reaching the usual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .......................... is now more dangerous owing to changes
in the environment.
(1)
40 The change in women’s roles has led to ................................................................ being lost.
(1)
(Total for Questions 31–40 = 10 marks)
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Questions 41–45
Complete this summary of the text using words from the box below. Each word may
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be used once or not used at all.
The Inuit are known for the distinctive way of life they have followed
for many years. However, (41) ................................................................ being forced upon them
are impacting on their lifestyle. Despite this, their (42) ................................................................
remains important to them.
Many Inuit now participate less in traditional (43) ................................................................ in
order to earn money for essentials. At the same time, global warming is
making environmental conditions (44) ................................................................ for them.
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Jon Lapidese agrees that monitoring changes in the (45) ............................................................... .
will help the Inuit and the world in general.
secure Arctic groups unsafe culture
activities clothing Greenland changes sea
(Total for Questions 41–45 = 5 marks)
(TOTAL FOR PART 3 = 20 MARKS)
TOTAL FOR READING = 45 MARKS
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blank page
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WRITING
Answer ALL questions in this section. Write your answers in the spaces provided.
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Part 4
You are going to a concert to see your favourite band and want your friend to go with
you. Write an email to your friend to ask him/her about it.
In your email you must:
• write about which concert you are going to
• explain why you want to see this band
• ask your friend to go with you.
You must write between 75 and 100 words only.
(10)
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DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA
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(Total for Part 4 = 10 marks)
13
*P62797A01320* Turn over
Part 5
Your teacher wants to arrange either a theatre or museum trip for your class. You have
DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA
been asked to write a report about it for your teacher.
In your report you must:
• give two benefits of going on a theatre trip
• give two benefits of going on a museum trip
• state which trip you prefer and why.
You must write between 100 and 150 words only.
(20)
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DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA
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DO NOT WRITE IN THIS AREA
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DO NOT WRITE IN THIS AREA
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14
*P62797A01420*
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DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA
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DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA
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DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA
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(Total for Part 5 = 20 marks)
15
*P62797A01520* Turn over
Part 6
You are doing a project on taking a gap year. Read the text in the Insert Booklet, Part 6,
DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA
Page 8 and write a summary for your teacher.
In your summary you must:
• state three things you need to think about when taking a gap year after starting
university
• give two ways in which taking a gap year after starting university may impact on your
getting a job
• give your predictions on whether gap years will become more career-focused in the
future.
You must write between 100 and 150 words only. You must use your own words where
possible.
(25)
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DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA
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DO NOT WRITE IN THIS AREA
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DO NOT WRITE IN THIS AREA
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16
*P62797A01620*
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA
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DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA
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17
*P62797A01720* Turn over
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DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA
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DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
(Total for Part 6 = 25 marks)
TOTAL FOR WRITING = 55 MARKS
TOTAL FOR PAPER = 100 MARKS
18
*P62797A01820*
19
*P62797A01920*
BLANK PAGE
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
*P62797A02020*
BLANK PAGE
20
Pearson Edexcel International GCSE
Thursday 4 June 2020
Afternoon (Time: 2 hours) Paper Reference 4ES1/01R
English as a Second Language
Paper 1: Reading and Writing
Insert Booklet
For Part 1, Part 2, Part 3 and Part 6
Do not return this Insert Booklet with the Question Paper.
Turn over
*P62797A*
P62797A
©2020 Pearson Education Ltd.
1/1/1/1
Part 1
10 perfect gift ideas
A Crystal necklace
This polished crystal hangs on a silver chain and makes a thoughtful gift for any
age or occasion, or to wish someone all the best as they set off on a new adventure.
A message can be added to the gift box, making it a gift to treasure.
B Bath lights
These lights float in the water or can be attached to the bottom or sides of your
bathtub with the suction pads. They are turned on by pressing down on the edges
of the lights; they then move through a range of relaxing colours that glow through
your bath water.
C Scented candle
You can put a personal message on our candles: add a name and five complimentary
things about the person who is receiving the gift. The wording is entirely your choice.
Beautifully presented, the candle will burn for 58 hours and makes a special present
for someone.
D Memory game
Keep your brain active with this fun, pocket-sized game: follow the flashing sequence
of lights and repeat it exactly. The game doesn’t need wi-fi and it gets more difficult
the longer you play. You can challenge friends with it and test the limits of your own
memory too.
E SleepWell
This gadget has a calming blue light that gently flashes, helping to ease your brain
into sleep mode. It has been proven to help you fall asleep faster, and it also improves
the quality of your sleep. You will wake up completely refreshed and ready to start
your day.
F Flower bracelet
We love this bracelet as a gift for gardeners, flower-lovers or anyone who likes
jewellery that’s different. It is made up of a colourful range of real flowers, arranged
by hand and set in clear resin. You’ll be amazed by the delicate detail.
G The Energix
This charger comes with a tiny device that fixes to the back of your phone. It turns
any phone into one that can be charged wirelessly. Once the device is attached,
charge your phone in minutes on one of two charging pads for the home and car.
H Surprise books
Keen readers will love this gift – a surprise book suited to their reading tastes, popped
through their letterbox each month. You can choose to give your book lover a
3, 6 or 12-month membership to the Book Club. Whether you’re buying for adults or
children, we’ve got the books.
2
P62797A
I Find It
Use this coin-sized gadget to make sure you don’t lose anything important. Place a
Find It on your keyring or in your wallet or purse. The Find It app displays the distance
from the lost item, and it will sound an alarm to help you find it.
J Moonlight lamp
Relaxing and mysterious, this lamp projects an image of the moon. A perfect gift for
anyone interested in science and space, it is ideal for a desk or bedside table. It is
hard-wearing and will not smash when dropped. It has a flattened base, so it won’t
roll around.
3
P62797A
Turn over
Part 2
The tourist pledge
It takes just under 20 hours to fly from the UK to the islands of Palau, which lie in the
Pacific Ocean but, when you land at the airport, there is one thing to do before you can
go on your way.
The airport official puts a stamp in your passport with the words: ‘Children of Palau, I
take this pledge, as your guest, to preserve and protect your beautiful and unique island
home. I vow to tread lightly, act kindly and explore carefully. I shall not take what is not
given. I shall not harm what does not harm me. The only footprints I shall leave are those
that will wash away’.
Only after reading a checklist of what is expected of you, agreeing to it and signing your
name under it, will you be allowed entry. This is because last year, Palau became the first
country in the world to amend its laws to help preserve its environment and culture. It is
hoped that the pledge will help guests understand the vital role they play in protecting
Palau for the next generation.
This country has seen tourist numbers skyrocket and now receives over 160,000
visitors every year. That may not sound like a lot of people compared to other tourist
destinations, but it’s eight times the number of the islands’ residents. As this is a small
country, the impact of tourism is, understandably, felt on every level. To enforce the
recent changes, tourists who break the rules will have to pay fines of up to 1 million
US dollars.
Some of the checklist rules are certainly worth stating, particularly for those of us who
aren’t familiar with what is expected of us as tourists: don’t collect shells, don’t feed the
fish and sharks and don’t touch the coral. You could forgive a tourist who is unaware for
not knowing the damage that these apparently innocent acts do. Iceland is taking the
same approach to tourism too. The Tourism Minister recently introduced The Icelandic
Pledge. He believes the people who visit Iceland want to be responsible tourists. It’s just
that they aren’t always aware of what that means. When they arrive, all visitors will be
encouraged to take a pledge. His hope is to create an ‘army’ of people who know how to
look after the country’s delicate nature. I’m not clear as to why, but taking the Icelandic
Pledge is voluntary – not part of a national law, as it is in Palau.
Following this trend, New Zealand recently became the latest destination to introduce its
own tourist pledge. This is in the form of a video that will be shown on inbound flights.
The video asks visitors to protect nature, keep New Zealand clean, drive carefully and
show respect. New Zealanders have recently hit back at the rise in so-called ‘freedom
camping’. They are concerned that people are pitching their tents or parking their
motorhomes wherever they like and leaving litter behind. The campaign, however, is not
specifically directed at them.
Venice, in Italy, on the other hand, has taken a different approach to bringing tourists
into line. The council has started enforcing a series of rules by using volunteers to keep a
check on tourists in popular tourist spots, such as St Mark’s Square and on Rialto Bridge.
Visitors are not required to sign a pledge. However, if they are caught sitting down in
the wrong place or wandering about without shirts on, they will be told that they have
broken a rule – with possible fines of up to 500 euros.
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What’s clear is that experts expect to see more tourist pledges around the world. Tourist
boards want to limit the damaging effects of tourist behaviour. We are all aware of
the wider effects of tourism, such as carbon emissions from plane fuel and residents
being priced out of city centres. The boom in short-term holiday letting websites has
contributed to this. However, the micro effects can be just as harmful. One shell picked
off a beach has little consequence. If all 160,000 of Palau’s annual tourists take a shell, it
can have a significant damaging effect on the ecosystem.
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Turn over
Part 3
The world is changing for Eskimos
The Inuit, or Eskimos as they are better known, are a people who can be found in one of
four countries that surround the North Pole: Greenland, Canada, the United States and
Russia.
Historically, they were successful hunters in the truest sense. Admirably, for hundreds of
years they survived in the world’s harshest conditions, living off the land and sea. This has
always been their way of life, one that is now changing. The Inuit were mostly isolated
until recently. Now they are adapting but their lives are affected by a world that is placing
limits on how much they can hunt and a changing climate that is impacting on their
environment. There is an element of uncertainty about the future of their culture.
The Inuit originally migrated from Siberia to Alaska, through North America and
finally arrived on the shores of Greenland in the 13th century. They were sophisticated
navigators, using stars to guide their way. Because Greenland is covered with a sheet of
ice, the Inuit settled around the coastal areas so they could hunt and fish. Surviving such
conditions required a strong sense of family and community.
Until about 50 years ago, these people lived completely off the land and sea. Today, the
economy has shifted and Greenland is not primarily a hunting society. Most Inuit have
switched to modern work roles to earn money for electricity and other home comforts.
However, the hunting culture, skills and diet are still very much a part of their lives and
their identity.
The Inuit continue to eat their traditional diet. In making their clothing and boots, some
Inuit avoid modern-day materials and continue to use animal fur, just as they have always
done. Some of the men still excel at time-honoured hunting skills and kayaking. This
world of hunting for the Inuit is an important part of their community structure, their
identity, even their DNA. For instance, they consume a high protein, high fat diet. It has
been shown they metabolise fats with greater efficiency than Europeans do.
However, the Inuit’s ancient culture has recently come under pressure. Limits are being
set on the hunting of many of the species that were at one time essential and available
to this hunting culture. For the small groups who still hunt, the claim is that these
new quotas will make their lives more difficult. Though well intentioned, the wishes of
environmental groups coming from the outside world conflict directly with ancient Inuit
values. This is truly a clash of cultures that may threaten the way of life of these people.
For centuries, the Inuit have lived in the roughest environments. For them, hunting has
been their means of providing food. When they need to eat, they go to the sea for their
food. They know the weather patterns that allow them to travel safely on the sea ice for
their hunting expeditions. However, in line with similar research, a major study on the
effects of Arctic warming, reports that temperatures have increased over the last 50 years
and may rise again. This change is having an impact on the wildlife and the environment
of the Arctic.
Throughout Greenland, Inuit hunters say the weather is becoming increasingly
unpredictable. They report that the land and sea ice are changing. What was once
familiar territory has become unstable, making navigating and travel dangerous. Glaciers
are melting more in summer than previously and the routes to traditional hunting spots
have become more hazardous. They are now hunting in other places rather than on the
sea ice, as it is safer and more productive with the changing environment.
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As hunting has become more difficult for the traditional Inuit, a larger number of family
members are working in contemporary roles to help their family’s economy. Women are
taking salaried jobs to earn money for store-bought products. This allows some of the
men to continue in their traditional role as hunters. However, one side-effect is that the
women are starting to lose their knowledge of Inuit skills.
The good news is that there is increasing awareness of the rights of people like the Inuit
to preserve their centuries-old way of life. There are an increasing number of supporters
speaking out for the continued culture of this long-surviving people.
Environment programmes have called for increased environmental monitoring in the
Arctic regions. It seems that what is happening in the Arctic is the front line for what will
occur in the rest of the world. Ultimately, it is being acknowledged that awareness of the
Inuit culture and their environment will not only benefit their survival, it will in the long
run help us all.
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Turn over
Part 6
Taking a gap year
The phrase ‘gap year’ has traditionally meant a period of time taken out by students after
leaving school or college and before starting university. However, gap years can be taken
at any stage. They can be taken by anyone, and for varying amounts of time. You can
fly off to sunnier climates and experience different cultures or stay closer to home and
sample what your own country has to offer.
Can I take a gap year during university?
Taking a gap year in the middle of your time at university is not generally recommended
and needs serious consideration, as planning your trip can distract you from your
university routine. Students then often find it difficult to return to their studies once their
break is over and lose the momentum for studying. This is made more complicated by
the fact that your peer group will have moved on. Being surrounded by new people can
make settling back in much tougher and you may even lose enthusiasm for the course
altogether.
Unless you have a good reason for taking time out from your course to do a gap year,
employers may see this time away as a lack of commitment. You need to think how you
will explain this, detailing how what you learned helped you successfully complete the
course when you returned. Deciding to have a break from studying, simply to see more
of the world is not a good idea.
Rather than having a full year off, you could possibly take a ‘mini gap year’: use the
summer holidays to travel, volunteer or work abroad. You will not miss any of your
course, and you will have the same opportunity to acquire the skills that complement
your degree. It may also show employers that you have developed good time-
management skills, organising your trip alongside a full-time degree.
Will taking a gap year affect my career?
Employers will typically look at hundreds of applications, so a worthwhile gap year is one
way to make yours stand out. At the interview stage, you can draw on your experience
and provide a number of interesting examples of what you did with your time.
You can use a gap year as an opportunity to develop key skills, gain experience in a
particular area, or try out different industries. By doing this, you will show that you are
taking your career seriously and what you have learned from doing this should certainly
be viewed as a positive.
However, if you do not plan, or actively take part in anything during your gap year,
regardless of when you take it, it is much harder to justify your trip to organisations
you’d like to work for. This could be viewed as an unexpected gap on your CV. To ensure
this doesn’t happen, create a plan detailing what you want to achieve by the end of it.
The current trend is definitely to do something productive and not just take a one-year
holiday.
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Source information
Part 1
Sourced from: https://www.findmeagift.co.uk/home-gifts/
Part 2
The embarrassing, but necessary, rise of the ‘tourist pledge’ By Greg Dickinson © The Telegraph – November 2018
Part 3
Sourced from: https://oceanwide-expeditions.com/blog/the-world-is-changing-for-the-native-inuit-people
Part 6
Sourced from: https://www.prospects.ac.uk/jobs-and-work-experience/gap-year/should-i-take-a-gap-year
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