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Pearson Edexcel
International GCSE
English as a Second Language

Paper 1: Reading and Writing
Wednesday 7 June 2017 – Afternoon Paper Reference
Time: 2 hours 4ES0/01R

You must have: Total Marks
Insert for Part 1, Part 2 and Part 3 (enclosed)
Instructions
• Use black ink or ball-point pen.
• Fill in the boxes at the top of this page with your name,
centre 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
The total mark for this paper is 100.
• – usemarks for each question are shown in brackets
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.
Turn over
Turn over
P48472A
©2017 Pearson Education Ltd.
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1/1/1/1/1/1/1/1
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READING
Part 1
DO NOT WRITE IN THIS AREA

Read the webpage below on the workplace and answer Questions 1–10.
You won’t believe the perks some companies are offering…

A Can’t find the time to have your car washed? Or pick up a coffee? A growing
number of companies are handling these errands on behalf of their employees.
Perks like these are part of an expanding list of incentives being offered to
supplement standard benefits in an effort to attract and retain staff.
B Companies have many financial incentives to offer such perks. The cost of
replacing a member of staff can be as high as 90 to 200 per cent of that person’s
annual salary. Also, there is evidence that perks boost loyalty. In a recent survey,
half of employees stated benefits are an “important reason” they remain with
their employer.
C Some companies are offering paid maternity and paternity leave for the first
year after the child’s arrival. Another approach being taken is to help ensure

employees have appropriate childcare on business trips. Travel, hotel fees and
meals for an accompanying caregiver are all covered for up to a year following
the child’s arrival.
D The sight of a mobile farmer’s market van pulling up outside an office at
lunchtime is turning fewer heads these days. It is just one of many emerging
lifestyle perks cropping up across the country. Johnson’s Concierge Service returns
employees’ library books and picks up their dry cleaning. These types of exclusive
perks are mostly offered to executive employees who have high demands on
their time.
E On-site fitness centres have been available for many years, with 20 per cent
of employers now offering them to staff. In addition, one-third of employers
are subsidising or reimbursing off-site fitness memberships. Some companies
are taking wellness a step further by offering on-site pharmacies and weight
management consulting. Others are considering extending reduced-rate gym
membership programmes to the partners of employees.
F All work and no play make workers less inclined to stay. Firms are showering their
employees with perks aimed at getting them, their partner and their children
out of the house with discounted tickets to theme parks, museums and even ski
resorts. Google puts such a premium on seeing the world that it offers its staff
travel insurance on personal holidays.
G Some employees in urban areas are now getting group travel discounts, while
those in suburban and rural areas can take advantage of parking and petrol
benefits. Other workplaces offer travel and car-sharing subsidies, shuttle services
to and from certain train stations, an emergency lift home programme and secure
bike parking.
2
*P48472A0224*
H Many firms are involved in supporting local charities and encourage staff to
contact their HR departments for details. In fact, a third of companies have
programmes through which they give a certain amount for every pound an
employee collects. Some also offer employees paid leave for their volunteering.
I Consideration is also being given to offering staff extended time off. Employees
would not be able to have as much time off as they wanted, but would have
the flexibility to take off more than two weeks at a time. For this scheme to be
successful there needs to be some link to performance and the achievement of
work goals.
(Source: adapted from http://www.cnbc.com/2014/12/18/

you-won’t-believe-the-perks-some-companies-are-offering.html?slide=6)
*P48472A0324*
3
Turn over
Questions 1–10
Identify which paragraph (A–I) contains the 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 indicate your new answer with a cross .
You must choose answers only from the information given in the webpage.
Paragraphs may be used more than once or not used at all.
This paragraph refers to…
1 the opportunity to buy food products.
2 a perk that varies according to where you live.
3 incentives particularly for senior staff.
4 helping to raise money.
5 offering incentives to improve recruitment.
6 an incentive targeted at the immediate family.

7 how employees feel about company perks.
8 a possible incentive for the future.
9 a perk available for a fixed length of time.
10 a long-established incentive.
4
*P48472A0424*
A B C D E F G H I
Question 1
Question 2
Question 3
Question 4
Question 5
Question 6
Question 7
Question 8
Question 9
Question 10
(Total for Questions 1–10 = 10 marks)

(Total for Part 1 = 10 marks)
*P48472A0524*
5
Turn over
Part 2
Read the article on urban greenhouses and answer Questions 11–30.

Coming to a rooftop near you – the urban growing revolution
London, New York and other cities could be self-sufficient in fruit and vegetables
by converting unused roof space into gardens and greenhouses. The benefits
of doing this include cutting down the amount of waste produced; improving
energy efficiency, sustainability and food security; and having healthier, more
connected citizens.
Oscar Rodriguez is an architect who runs a design consultancy called Architecture
& Food (A&F). He is on a mission to convert London’s cityscape into an urban
rooftop farmland. Based on his extensive surveys, he has identified exactly how
many hectares of roof space have the potential to be used as growing space. After
considering the flat and pitched roofs of much of London’s housing stock, Rodriguez
developed a portfolio of appropriate designs to suit residential, institutional and
commercial properties. According to Rodriguez, if we were to convert half the
identified area into horticultural greenhouses, it would be possible to supply all
London residents with enough fruit and vegetables to satisfy their daily needs.

His rooftop system designs require a fraction of the energy and water of conventional
farming and the designs make the most of all available light, rain and organic waste.
These rooftop gardens have the potential to yield five to ten times more food than
a system which uses soil. The roof of the host building would have to be reinforced
to take the new load, but this would offer an immediate benefit to the owner as the
horticultural body using the roof would be responsible for maintaining it.
Ideally, Rodriguez wants residents running the farms but they would need to receive
training. He wants to embed horticulture into the community to foster a sense of
shared ownership. Essentially, his vision is a community-led, local food system which
makes us less vulnerable to the effects of climate change and rising food and oil
prices. This is achieved by growing food as close to the market as possible and by
using a system free from fossil fuels. Whilst Rodriguez realises this is not the answer to
all our food needs, he does have complete faith in the system’s potential to maximise
growing food in cities.
Existing in Rodriguez’s imagination are fictitious families and rooftop greenhouse
scenarios. He dreams about a situation where families moving into their new homes
in a block of flats are given not just the keys, but also a pamphlet for their local
vegetable-box scheme. Under this scheme, fresh produce grown in the rooftop
greenhouse above their heads is delivered to their door. Residents receive a discount
when they volunteer a few hours a week growing and distributing the food.
These new residents also soon discover their energy bills drop substantially due
to the insulating effect of the greenhouse.
6
*P48472A0624*
These benefits come with some rules. For example, food waste has to be separated
from the rest of the household waste. This food waste is then collected weekly and
converted into compost for the greenhouse. When there is a glut of crops, residents
are encouraged to convert the surplus into chutneys and preserves to be sold
online. Such schemes might tempt younger people from cities to consider careers
as horticulturalists rather than the more traditional careers such as hairdressers,
plumbers and electricians. This scheme would offer paid apprenticeships to
facilitate this.
These projects have high initial costs, and they are receiving interest from those
offering innovation funding; however, local government funding and funding from
investors is proving harder to attract. Little cohesive data on rooftop agriculture
exist and the concept has yet to be accepted as a viable business model. When
Rodriguez pitched to the top five UK supermarkets, they were interested in having
a greenhouse on their flat roofed superstores, but their ultimate response was “not
yet”. At A&F, they are aware of the many barriers to implementation and appreciate
that rooftop farming is only one part of the solution to feeding the world sustainably.
Unfortunately, the current infrastructure would not be anywhere near robust enough
should rooftop agriculture become a necessity rather than a nicety.
(Source: adapted from http://www.theecologist.org/green_green_living/2533583/

coming_to_a_rooftop_near_you_the_urban_growing_revolution.html)
*P48472A0724*
7
Turn over
Questions 11–20
Answer the following questions. For each question write no more than THREE words

taken from one point in the text. You must not answer in complete sentences.
11 What could rooftop farming reduce?
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
12 What has Rodriguez done to gather information about London?
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
13 Which method does Rodriguez’s approach improve upon?
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
14 What is required before people become involved in rooftop farming?
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
15 What does Rodriguez firmly believe in?

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
16 What would greenhouse volunteers benefit from?
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
17 What become less costly when living beneath a rooftop greenhouse?
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
18 What would young people have the opportunity to become?
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
19 What type of support is rooftop farming attracting?
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
20 What would need improving should rooftop farming become essential?
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
8
*P48472A0824*
Questions 21–25
Indicate your answers to the questions below by marking a cross for the correct
answer . If you change your mind about an answer, put a line through the box
and then indicate your new answer with a cross .
21 Rodriguez is…
A an employee of a design company.

B interested in a range of properties.
C transforming all London’s roof space.
22 Rodriguez’s farming systems…
A are water intensive.

B are easy to establish.
C use soil alternatives.
23 Community farming projects may lead to…
A residents taking responsibility for them.

B climate change slowing down.
C market changes becoming unimportant.
24 In Rodriguez’s dream situation, residents…
A do paid work in the greenhouse.

B recycle the family’s food waste.
C consume all the food they produce.
25 Rooftop agriculture projects…

A have expensive daily running costs.

B would make successful businesses.
C are being considered by supermarkets.
*P48472A0924*
9
Turn over
Question 26–30
According to the text, which of the following statements are correct?

Indicate your answers to the questions below by marking a cross for the correct
answer . If you change your mind, put a line through the box and then indicate
your new answer with a cross .
Choose FIVE answers.
A Many major cities have established rooftop farm projects.

B Rooftop farm projects would help improve community relations.
C The amount of roof space in London has been estimated.
D Rooftop farms could produce enough food for everyone in London.
E Rooftop farms could produce more crops than traditional farms.
F Structural changes to the roofs of host buildings would not be required.

G Produce from rooftop farms would be for local residents.
H Rooftop farms are one of many farming options for urban areas.
I Excess produce may be used to generate revenue.
J Residents would be able to invest money in rooftop farm projects.
(Total for Question 26–30 = 5 marks)

10
*P48472A01024*
Part 3
Read the article in a school newsletter and answer Questions 31–50.
School travel plans

With the children settled in for a new year at school, now is the perfect time to start
considering how you get them there. In the UK approximately 32 per cent of students
are driven to school, and one quarter of all school journeys made by car are under
half a mile. The school run thus contributes significantly to congestion, and traffic
levels at peak times make this worse. However, whilst many parents still feel unsafe
travelling without the protection of a tonne or two of metal around them, cutting the
car out of the school run is beneficial for students, parents and teachers in terms of
health, social and environmental factors.
School travel plans aim to reduce car journeys to and from school by identifying
barriers to healthier alternatives, and seeking to remove them, while encouraging
the use of ‘active travel’. The creation of such travel plans was promoted initially by
local authorities keen to reduce traffic and meet local health targets, although cuts
to their budget have meant that community involvement is now more important
than it ever was.
School travel plans are therefore not a new idea, and approximately 90 per cent of
UK schools now have one. Many have been offered a significant amount of support
to write these plans, but much more needs to be done to convert them into real
outcomes: roads around schools still need to be made safer, and parents need to
understand that children who walk and cycle improve their overall health by doing
so. Strong anecdotal evidence suggests children who walk and cycle to school are
much more alert when they arrive. Plenty of studies show the more physically active
children are, the more they achieve academically. School travel plans should ideally
incorporate curriculum and Healthy Schools’ targets to equip children with healthy
habits that will last a lifetime and help to tackle obesity and social exclusion.
The most common reason for not cycling to school is the shortage of secure cycle
racks, but advice on how to secure partial financial assistance for these can be
obtained from the UK Cycling Campaign. Another reason is the lack of engagement
by local residents who may not be amenable to groups walking and cycling past their
homes. By changing such attitudes in neighbourhoods, a huge difference can be
made around the school.
In addition, parents who drive on busy roads every day tend to overlook the local
walking and cycling routes. Schools can give parents information about these by
holding ‘awareness’ workshops and by encouraging parents to talk about travel issues
at other school events. Most local authorities employ a school travel adviser who is
able to help with any concerns around travelling to school, such as bullying or crime,
as he or she often has contacts with school safety teams.
*P48472A01124*
11
Turn over
How can you get involved?

Contact your child’s teacher or Head Teacher. Each school with a travel plan will
have a School Travel Plan Champion, such as a teacher or a parent who is the first
point of contact on sustainable transport. Set up a working group if one is needed,
or if one already exists, volunteer to join. This group can comprise teachers, student
representatives and parents who draw up proposals for the new school travel plan,
the deadline for which usually falls around March or April – refer to the local authority
website for the exact date.
When drawing up a new plan, start by looking at your school, its student numbers
and types, and catchment area. Then conduct surveys of how students and teachers
currently get to school and establish whether the new plan needs to be any different
to the old one. If it does, ask why this is the case. Needs change as students join and
leave and to reflect this, school travel plans should be reviewed regularly.
Your designated school travel adviser can provide invaluable information and
support on funding and grants. Sadly, government grants will be cut next year and
this role may disappear as a result. However, many councils will offer reduced funding
for sustainable travel measures and will have some form of travel plan. Advice on

obtaining such funding in the future can be sought from the road safety
or sustainable travel team.
Your school travel adviser can also supply you with a toolkit with survey templates
to identify common obstacles to cycling and walking, and help you create targets
to work towards: anything from decreasing car use by 20 per cent to doubling the
number cycling to school. You may decide cycle training is the way to go, or cycle
clubs with repair workshops, or bag storage for those who choose to go on foot.
Cycling England runs cycle training courses for schools, which used to be called
Cycling Proficiency but are now known as Bikeability.
(Source: adapted from http://www.theecologist.org/campaigning/schools/631209/

school_travel_plans_how_to_ successfully_get_your_kids_walking_and_cycling_to_school.html)
12
*P48472A01224*
Questions 31–35
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, put a line through
the box and then indicate your new answer with a cross .
True False Not Given
31 School travel plans have cut the
number of short car journeys.
32 Local councils established the

idea of school travel plans.
33 Funding for school travel plans

is on the rise.
34 Schools can obtain cycle storage

facilities at no cost.
35 If children cycled to school,

parents would be most concerned
about crime.

*P48472A01324*
13
Turn over
Questions 36–45
Complete the following sentences using no more than THREE words taken from one

point in the text.
36 Doing the school run . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .............................................. can be challenging.
37 School travel plans aim to promote . . . . . . . . . . ................................................................................... to travelling

by car.
38 The ......................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of school travel plans depend on changes in

attitudes and infrastructure.
39 Children are .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..................... after an active start to the day.
40 A school travel plan should also aim to develop ............................................................................................. in

students.
41 Schools can host . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ................................... to educate parents.

42 It may not be necessary to form a new ............................................................................................. .
43 School travel plans need to be . . . . . . . . . . . . . . . . . . . . . . . ...................................................................... to keep them

relevant.
44 Schools can acquire a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................... which includes help with

target setting.
45 For those students walking to school . . . . ......................................................................................... can be

provided.
14
*P48472A01424*
Questions 46–50
Complete this summary of the text using words from the box below. Each word may
be used once or not used at all.
School travel plans are being used in an effort to reduce the number of car journeys
to and from school. It is hoped that this will have a positive effect not only on the
environment but also on student [46] ............................................................................................. . In order for
school travel plans to work, it is essential to [47] .............................................................................................
the local community and gain support from residents.
Many schools already have travel plans but additional work is needed to make them
more [48] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ........................... . Those parents who have time to help
can get in touch with the [49] . . . . . . . . . . . .................................................................................. and speak to the
relevant contact. In general, more [50] ............................................................................................. needs to be
made available to all interested parties and there needs to be a combined effort to
make school travel plans successful.
effective survey practical school attendance

information council performance finance involve

TOTAL FOR READING = 50 MARKS

*P48472A01524*
15
Turn over
WRITING
Part 4

It is your birthday at the weekend. You want to celebrate it by having a meal with your
friends. Write an email to your friends.
In your email you must:
• invite your friends to your birthday meal
• state which restaurant you will be going to
• explain why you have chosen this restaurant.
You must write between 75 and 100 words only.
(10)
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
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. . . . . . . . . . . . .................................... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . .
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16
*P48472A01624*
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*P48472A01724*
17
Turn over
Part 5
Your school is having a film week. You have been asked to write a report about your

favourite film for the School Magazine.
In your report you must state:
• what motivated you to see the film
• two details about your favourite character
• two reasons why you would recommend the film.
You must write between 100 and 150 words only.
(20)
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18
*P48472A01824*
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*P48472A01924*
19
Turn over
Part 6
You are doing a project on taking a gap year. Read the text below and write a summary

for your teacher.
Many students decide to take a gap year between leaving school and going to
university. For those intending to go travelling, it is essential to plan well, especially if
it involves spending months away from home.
Make an appointment with your doctor before you depart to find out what injections
you may need for the countries you are visiting. If you are on regular medication,
make sure you have enough for the duration of your trip and always keep it with
you while you are away. If you are flying, pack it in your hand luggage. Remember to
leave all medication in its original packaging and get a note from your doctor. It is
also a good idea to buy a first-aid kit to take with you.
In terms of organising your actual trip, if you decide to use a gap year company
which specialises in this type of experience, research the company thoroughly before
committing yourself. Find out how long it has been operating and how many people
it has arranged trips for in the past. Another tip is to speak to people who have
already been on a gap year via the company to find out about their experiences.

Tell friends and family your plans before you go and keep in regular contact,
especially if you change your plans. A good precaution is to make a copy of your
itinerary and other important documents, such as your passport, insurance policy,
tickets etc. and leave these with a trusted friend or family member back home before
you leave.
In order to stay in touch, consider taking a roaming-enabled mobile so that you
can contact people at home and they can reach you. You could also set up an email
account which you can access from anywhere in the world to help you keep in
contact. There are public internet cafes in most major cities around the world where
you can log into your email and inform those back home where you are and what
you are doing. If you are going to be out of reach for a few days, let family and friends
know where you are heading to and with whom. Remember to let them know when
you plan to be back in touch.
Top Tip…
Buy a suitable guidebook and carry out a bit of research into your destination
before you go, including its laws, customs and language. This will help you
understand what is acceptable in the country you are visiting and avoid potentially
awkward situations. A bit of local knowledge can go a long way to enhance your
travel experience and earn you respect in the country you are visiting. It is a good
idea to try learning some key phrases and words in the local language. This can
make a huge difference to your trip and to the reception you get and might help in
an emergency. Your guidebook may also have the layout of the town or city you are
visiting which can prove very useful.
(Source: adapted from https://www.gov.uk/guidance/gap-year-foreign-travel-advice)
20
*P48472A02024*
In your summary you must give:

• two ways of preparing for a gap year
• one way of letting people know what you are doing

• two reasons for buying a guidebook.
You must write between 100 and 150 words only. You must use your own words
where possible.
(20)
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TOTAL FOR PAPER = 100 MARKS
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Pearson Edexcel International GCSE

English as a Second Language
Paper 1: Reading and Writing
Wednesday 7 June 2017 – Afternoon Paper Reference
Insert for Part 1, Part 2 and Part 3 4ES0/01R

Do not return the insert with the question paper.
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©2017 Pearson Education Ltd.
1/1/1/1/1/1/1/1/
*P48472A*
READING
Part 1
You won’t believe the perks some companies are offering…

A Can’t find the time to have your car washed? Or pick up a coffee? A growing
number of companies are handling these errands on behalf of their employees.
Perks like these are part of an expanding list of incentives being offered to
supplement standard benefits in an effort to attract and retain staff.
B Companies have many financial incentives to offer such perks. The cost of
replacing a member of staff can be as high as 90 to 200 per cent of that person’s
annual salary. Also, there is evidence that perks boost loyalty. In a recent survey,
half of employees stated benefits are an “important reason” they remain with
their employer.
C Some companies are offering paid maternity and paternity leave for the first
year after the child’s arrival. Another approach being taken is to help ensure
employees have appropriate childcare on business trips. Travel, hotel fees and
meals for an accompanying caregiver are all covered for up to a year following
the child’s arrival.
D The sight of a mobile farmer’s market van pulling up outside an office at
lunchtime is turning fewer heads these days. It is just one of many emerging
lifestyle perks cropping up across the country. Johnson’s Concierge Service returns
employees’ library books and picks up their dry cleaning. These types of exclusive
perks are mostly offered to executive employees who have high demands on
their time.
E On-site fitness centres have been available for many years, with 20 per cent
of employers now offering them to staff. In addition, one-third of employers
are subsidising or reimbursing off-site fitness memberships. Some companies
are taking wellness a step further by offering on-site pharmacies and weight
management consulting. Others are considering extending reduced-rate gym
membership programmes to the partners of employees.
F All work and no play make workers less inclined to stay. Firms are showering their
employees with perks aimed at getting them, their partner and their children
out of the house with discounted tickets to theme parks, museums and even ski
resorts. Google puts such a premium on seeing the world that it offers its staff
travel insurance on personal holidays.
G Some employees in urban areas are now getting group travel discounts, while
those in suburban and rural areas can take advantage of parking and petrol
benefits. Other workplaces offer travel and car-sharing subsidies, shuttle services
to and from certain train stations, an emergency lift home programme and secure
bike parking.
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H Many firms are involved in supporting local charities and encourage staff to
contact their HR departments for details. In fact, a third of companies have
programmes through which they give a certain amount for every pound an
employee collects. Some also offer employees paid leave for their volunteering.
I Consideration is also being given to offering staff extended time off. Employees
would not be able to have as much time off as they wanted, but would have
the flexibility to take off more than two weeks at a time. For this scheme to be
successful there needs to be some link to performance and the achievement of
work goals.
(Source: adapted from http://www.cnbc.com/2014/12/18/

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Part 2
Coming to a rooftop near you – the urban growing revolution

London, New York and other cities could be self-sufficient in fruit and vegetables
by converting unused roof space into gardens and greenhouses. The benefits
of doing this include cutting down the amount of waste produced; improving
energy efficiency, sustainability and food security; and having healthier, more
connected citizens.
Oscar Rodriguez is an architect who runs a design consultancy called Architecture
& Food (A&F). He is on a mission to convert London’s cityscape into an urban
rooftop farmland. Based on his extensive surveys, he has identified exactly how
many hectares of roof space have the potential to be used as growing space. After
considering the flat and pitched roofs of much of London’s housing stock, Rodriguez
developed a portfolio of appropriate designs to suit residential, institutional and
commercial properties. According to Rodriguez, if we were to convert half the
identified area into horticultural greenhouses, it would be possible to supply all
London residents with enough fruit and vegetables to satisfy their daily needs.
His rooftop system designs require a fraction of the energy and water of conventional
farming and the designs make the most of all available light, rain and organic waste.
These rooftop gardens have the potential to yield five to ten times more food than
a system which uses soil. The roof of the host building would have to be reinforced
to take the new load, but this would offer an immediate benefit to the owner as the
horticultural body using the roof would be responsible for maintaining it.
Ideally, Rodriguez wants residents running the farms but they would need to receive
training. He wants to embed horticulture into the community to foster a sense of
shared ownership. Essentially, his vision is a community-led, local food system which
makes us less vulnerable to the effects of climate change and rising food and oil
prices. This is achieved by growing food as close to the market as possible and by
using a system free from fossil fuels. Whilst Rodriguez realises this is not the answer to
all our food needs, he does have complete faith in the system’s potential to maximise
growing food in cities.
Existing in Rodriguez’s imagination are fictitious families and rooftop greenhouse
scenarios. He dreams about a situation where families moving into their new homes
in a block of flats are given not just the keys, but also a pamphlet for their local
vegetable-box scheme. Under this scheme, fresh produce grown in the rooftop
greenhouse above their heads is delivered to their door. Residents receive a discount
when they volunteer a few hours a week growing and distributing the food.
These new residents also soon discover their energy bills drop substantially due
to the insulating effect of the greenhouse.
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These benefits come with some rules. For example, food waste has to be separated
from the rest of the household waste. This food waste is then collected weekly and
converted into compost for the greenhouse. When there is a glut of crops, residents
are encouraged to convert the surplus into chutneys and preserves to be sold
online. Such schemes might tempt younger people from cities to consider careers
as horticulturalists rather than the more traditional careers such as hairdressers,
plumbers and electricians. This scheme would offer paid apprenticeships to
facilitate this.
These projects have high initial costs, and they are receiving interest from those
offering innovation funding; however, local government funding and funding from
investors is proving harder to attract. Little cohesive data on rooftop agriculture
exist and the concept has yet to be accepted as a viable business model. When
Rodriguez pitched to the top five UK supermarkets, they were interested in having
a greenhouse on their flat roofed superstores, but their ultimate response was “not
yet”. At A&F, they are aware of the many barriers to implementation and appreciate
that rooftop farming is only one part of the solution to feeding the world sustainably.
Unfortunately, the current infrastructure would not be anywhere near robust enough
should rooftop agriculture become a necessity rather than a nicety.
(Source: adapted from http://www.theecologist.org/green_green_living/2533583/

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Part 3
School travel plans

With the children settled in for a new year at school, now is the perfect time to start
considering how you get them there. In the UK approximately 32 per cent of students
are driven to school, and one quarter of all school journeys made by car are under
half a mile. The school run thus contributes significantly to congestion, and traffic
levels at peak times make this worse. However, whilst many parents still feel unsafe
travelling without the protection of a tonne or two of metal around them, cutting the
car out of the school run is beneficial for students, parents and teachers in terms of
health, social and environmental factors.
School travel plans aim to reduce car journeys to and from school by identifying
barriers to healthier alternatives, and seeking to remove them, while encouraging
the use of ‘active travel’. The creation of such travel plans was promoted initially by
local authorities keen to reduce traffic and meet local health targets, although cuts
to their budget have meant that community involvement is now more important
than it ever was.
School travel plans are therefore not a new idea, and approximately 90 per cent of
UK schools now have one. Many have been offered a significant amount of support
to write these plans, but much more needs to be done to convert them into real
outcomes: roads around schools still need to be made safer, and parents need to
understand that children who walk and cycle improve their overall health by doing
so. Strong anecdotal evidence suggests children who walk and cycle to school are
much more alert when they arrive. Plenty of studies show the more physically active
children are, the more they achieve academically. School travel plans should ideally
incorporate curriculum and Healthy Schools’ targets to equip children with healthy
habits that will last a lifetime and help to tackle obesity and social exclusion.
The most common reason for not cycling to school is the shortage of secure cycle
racks, but advice on how to secure partial financial assistance for these can be
obtained from the UK Cycling Campaign. Another reason is the lack of engagement
by local residents who may not be amenable to groups walking and cycling past their
homes. By changing such attitudes in neighbourhoods, a huge difference can be
made around the school.
In addition, parents who drive on busy roads every day tend to overlook the local
walking and cycling routes. Schools can give parents information about these by
holding ‘awareness’ workshops and by encouraging parents to talk about travel issues
at other school events. Most local authorities employ a school travel adviser who is
able to help with any concerns around travelling to school, such as bullying or crime,
as he or she often has contacts with school safety teams.
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How can you get involved?

Contact your child’s teacher or Head Teacher. Each school with a travel plan will
have a School Travel Plan Champion, such as a teacher or a parent who is the first
point of contact on sustainable transport. Set up a working group if one is needed,
or if one already exists, volunteer to join. This group can comprise teachers, student
representatives and parents who draw up proposals for the new school travel plan,
the deadline for which usually falls around March or April – refer to the local authority
website for the exact date.
When drawing up a new plan, start by looking at your school, its student numbers
and types, and catchment area. Then conduct surveys of how students and teachers
currently get to school and establish whether the new plan needs to be any different
to the old one. If it does, ask why this is the case. Needs change as students join and
leave and to reflect this, school travel plans should be reviewed regularly.
Your designated school travel adviser can provide invaluable information and
support on funding and grants. Sadly, government grants will be cut next year and
this role may disappear as a result. However, many councils will offer reduced funding
for sustainable travel measures and will have some form of travel plan. Advice on
obtaining such funding in the future can be sought from the road safety
or sustainable travel team.
Your school travel adviser can also supply you with a toolkit with survey templates
to identify common obstacles to cycling and walking, and help you create targets
to work towards: anything from decreasing car use by 20 per cent to doubling the
number cycling to school. You may decide cycle training is the way to go, or cycle
clubs with repair workshops, or bag storage for those who choose to go on foot.
Cycling England runs cycle training courses for schools, which used to be called
Cycling Proficiency but are now known as Bikeability.
(Source: adapted from http://www.theecologist.org/campaigning/schools/631209/

school_travel_plans_how_to_ successfully_get_your_kids_walking_and_cycling_to_school.html)
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Part 6
You are doing a project on taking a gap year.
Many students decide to take a gap year between leaving school and going to
university. For those intending to go travelling, it is essential to plan well, especially if
it involves spending months away from home.
Make an appointment with your doctor before you depart to find out what injections
you may need for the countries you are visiting. If you are on regular medication,
make sure you have enough for the duration of your trip and always keep it with
you while you are away. If you are flying, pack it in your hand luggage. Remember to
leave all medication in its original packaging and get a note from your doctor. It is
also a good idea to buy a first-aid kit to take with you.
In terms of organising your actual trip, if you decide to use a gap year company
which specialises in this type of experience, research the company thoroughly before
committing yourself. Find out how long it has been operating and how many people
it has arranged trips for in the past. Another tip is to speak to people who have
already been on a gap year via the company to find out about their experiences.
Tell friends and family your plans before you go and keep in regular contact,
especially if you change your plans. A good precaution is to make a copy of your
itinerary and other important documents, such as your passport, insurance policy,
tickets etc. and leave these with a trusted friend or family member back home before
you leave.
In order to stay in touch, consider taking a roaming-enabled mobile so that you
can contact people at home and they can reach you. You could also set up an email
account which you can access from anywhere in the world to help you keep in
contact. There are public internet cafes in most major cities around the world where
you can log into your email and inform those back home where you are and what
you are doing. If you are going to be out of reach for a few days, let family and friends
know where you are heading to and with whom. Remember to let them know when
you plan to be back in touch.
Top Tip…
Buy a suitable guidebook and carry out a bit of research into your destination
before you go, including its laws, customs and language. This will help you
understand what is acceptable in the country you are visiting and avoid potentially
awkward situations. A bit of local knowledge can go a long way to enhance your
travel experience and earn you respect in the country you are visiting. It is a good
idea to try learning some key phrases and words in the local language. This can
make a huge difference to your trip and to the reception you get and might help in
an emergency. Your guidebook may also have the layout of the town or city you are
visiting which can prove very useful.
(Source: adapted from https://www.gov.uk/guidance/gap-year-foreign-travel-advice)
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Centre Number Candidate Number

English as a Second Language

Wednesday 7 June 2017 – Afternoon Paper Reference

Time: 2 hours 4ES0/01R

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You won’t believe the perks some companies are offering…

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(Source: adapted from http://www.cnbc.com/2014/12/18/

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(Total for Questions 1–10 = 10 marks)

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(Source: adapted from http://www.theecologist.org/green_green_living/2533583/

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12 What has Rodriguez done to gather information about London?

13 Which method does Rodriguez’s approach improve upon?

14 What is required before people become involved in rooftop farming?

15 What does Rodriguez firmly believe in?

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16 What would greenhouse volunteers benefit from?

17 What become less costly when living beneath a rooftop greenhouse?

18 What would young people have the opportunity to become?

19 What type of support is rooftop farming attracting?

20 What would need improving should rooftop farming become essential?

(Total for Questions 11–20 = 10 marks)

A an employee of a design company.

22 Rodriguez’s farming systems…

A are water intensive.

23 Community farming projects may lead to…

A residents taking responsibility for them.

24 In Rodriguez’s dream situation, residents…

A do paid work in the greenhouse.

25 Rooftop agriculture projects…

A have expensive daily running costs.

(Total for Questions 21–25 = 5 marks)

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A Many major cities have established rooftop farm projects.

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(Total for Question 26–30 = 5 marks)

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School travel plans

How can you get involved?

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(Source: adapted from http://www.theecologist.org/campaigning/schools/631209/

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according to the text.

32 Local councils established the

33 Funding for school travel plans

34 Schools can obtain cycle storage

35 If children cycled to school,

(Total for Questions 31–35 = 5 marks)

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36 Doing the school run . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .............................................. can be challenging.

37 School travel plans aim to promote . . . . . . . . . . ................................................................................... to travelling