THE INVISIBLE IMPACT AUDIT Is your green routine truly protecting your health? Green living should protect you...

WARDROBE RESET CARD: Buy Less, Wear More!

Fast fashion can look cheap, but it often wastes water, energy, and space in landfills. Use this card at our Sustainable Fashion Day and turn old clothes into better outfits.

1. Before You Buy

∙        Choose (7) __________ materials such as organic cotton, recycled denim, or second-hand fabric.

∙        Think about the clothes you (8) __________ last month before choosing a new item.

2. The Waste Check

Many clothes are worn only a few times; (9) __________, they soon become waste. At our Repair Desk, students share simple (10) __________ for loose buttons, torn pockets, and small holes.

3. Your Style Mission

A (11) __________ number of unwanted shirts can be kept in use this year than last year through swaps. Work with friends to (12) __________ fresh ways to restyle old clothes. Bring one clean item and write your best idea on the Fashion Wall.

Question 7: A. sustainable
B.  traditional        C. washable        D. synthetic

Question 8: A. buy        B. have bought        C. bought
D.  are buying

Question 9: A. therefore        B. however        C. for example        D. in the long run

Question 10: A. reasons         B. solutions
C.  measurements        D. patterns

Question 11: A. large        B. largely
C.  largest        D. larger

Question 12: A. rinse out        B. come up with        C. switch off        D. get rid of

Question 13:

a. Owen: No wonder the bin is full after lunch. Let’s ask for only one spoon and refuse the straw.

b. Ruby: Right, because the package already has a spoon inside. I’ll check before taking another one.

c. Ruby: I bought noodles in a paper bowl, but the vendor still added a plastic spoon, fork, and straw.

A. c – a – b
B.  a – c – b        C. c – b – a        D. b – c – a

Question 14:

a. Ryan: Let’s leave it in your cart, mute sale alerts, and check tomorrow.

b. Ryan: Is it something you need for class, or did the countdown timer make it feel urgent?

c. Chloe: Fair point. I’ll wait one day and use that money for repairs.

d. Chloe: The timer did. The discount looked small, but free shipping made me add more things.

e. Chloe: I almost bought another water bottle online, even though I already have two reusable ones.

A. d – a – e – b – c
B.  e – b – c – a – d        C. d – b – e – a – c        D. e – b – d – a – c

Question 15:

Dear Grace,

How are you? I hope your new timetable is gentle.

a. Instead of only collecting bottles, each team noted where waste came from: takeaway cups near the bus stop and leaflets outside the gym.

b. By noon, the square looked cleaner, and people started asking where the recycling bags were.

c. Last Sunday, our class joined a community clean-up campaign near the river park.

d. I ended up thinking campaigns work best when neighbours notice habits, not when they pose for one tidy photo.

e. That careful work took time, but a shopkeeper lent us gloves and filled a big jar with lemon water.

Tell me about your weekend.

Best,

Anna

A. c – e – a – b – d
B.  c – a – e – b – d        C. a – c – e – b – d        D. c – a – b – d – e

Question 16:

a. Our guide said this stored “blue carbon,” a name for carbon held by coastal ecosystems, not a special gas.

b. Before the field trip, I thought climate protection meant planting trees on land and switching off lights at home every night.

c. That made the muddy roots look less ordinary, because damaging them could release carbon and remove a nursery for young fish.

d. At the mangrove shore, however, we saw dark soil packed around roots, fallen leaves, and tiny crabs under our shoes.

e. So protecting a quiet wet place can be as practical as saving electricity, even if it never looks dramatic on a poster.

A. b – a – d – c – e
B.  b – d – a – c – e        C. d – b – a – c – e        D. b – d – c – e – a

Question 17:

a. The hardest test came at a stationery shop, where a colourful notebook looked useful until I remembered three half-empty ones at home.

b. Living with less did not begin for me as a neat room challenge; it started when my drawer would not close after another online sale.

c. After a month, I had not become perfectly minimalist, but I understood that owning fewer things made each choice clearer and reduced quiet waste.

d. To test the idea, I made a rule: use up, repair, or give away something before buying a replacement, even when a new item was cheap, and I wrote it inside my wallet.

e. Leaving that notebook there saved money, but it also protected resources because fewer packages, returns, and forgotten items moved through my room each week.

A. b – d – e – c – a
B.  b – a – d – e – c        C. d – b – a – e – c        D. b – d – a – e – c

When Green Rules Become Too Many

The recycling corner in Minh’s apartment building was meant to make green living easier. Instead, it often made residents pause with rubbish in their hands. Separate notices told them to sort clean paper, rinse bottles, and keep some “compostable” bags out of food waste. Minh watched a neighbour hesitate over a takeaway box, then drop it into the general bin. The problem was not a lack of concern; it was (18) __________. When one small green action required too many tiny judgments, doing the right thing began to feel risky rather than simple.

(19) __________, residents sometimes chose the safest-looking shortcut: the general bin. A rinsed bottle, a paper cup with a plastic film, and a food-stained box each needed a different decision. The intention behind the system was good, but the number of instructions made action slower. (20) __________.

Rather than adding another warning poster, the building committee reduced the board to three visible rules and placed examples under each bin. (21) __________, so people could sort waste more quickly without feeling that one wrong guess would ruin the whole effort. In this case, greener living worked better when the system was clear, forgiving, and (22) __________.

Question 18:

A. the mental burden of weighing too many small sorting rules before acting responsibly every day

B. the lack of visible guidance that left residents without enough information to sort waste correctly

C. the assumption that stricter notices would automatically turn residents into confident sorters overnight

D. the decision to make eco-products more affordable before changing any shared rubbish system

Question 19:

A. Faced with several correct-looking instructions printed beside the same disposal area

B. Facing residents with several correct-looking instructions printed beside the same disposal area

C. Having been faced by several correct-looking instructions beside one disposal area

D. When they face several correct-looking instructions printed around the same disposal area

Question 20:

A. As a result, careful residents sometimes delayed sorting instead of building a steady routine

B. Therefore, careless residents learned every rule and built a steady recycling routine there

C. The instructions made waste sorting faster by giving residents more detailed categories nearby

D. This meant residents needed more warning posters before reducing household waste properly

Question 21:

A. What helped residents most was matching examples with real waste items

B. Which helped residents match examples with real waste items more quickly

C. Because the examples became easier to match with real waste items

D. Having added more categories for residents to compare before sorting waste

Question 22:

A. easy enough for residents to repeat during ordinary busy days at home
B. people could repeat it easily during ordinary busy days at home
C. repeating itself easily enough for residents during ordinary busy days at home
D. for residents to repeat easily during ordinary busy days at home

When Heat Becomes a Neighbour

On a hot evening, climate change may not look like a global crisis. It may look like an old man sleeping beside an open window because electricity has become too expensive, or a child coughing after smoke has covered the schoolyard. The weather still has ordinary names, heat, rain, wind, but it begins to behave in less predictable ways. What once felt distant now enters kitchens, classrooms, and crowded streets.

The cruel part is that climate change does not harm people equally. Heatwaves, floods, droughts, storms, and polluted air can affect health, food, clean water, homes, and jobs. Yet families with money often have more ways to protect themselves. They can move, repair, cool their rooms, or buy safer food. Families with fewer resources may have to stay and endure the damage. Not only is this an environmental problem, but it is also a question of fairness.

The media can make these hidden losses visible. A picture of a flooded house or a burnt forest can raise awareness faster than a long report. At its best, news gives suffering a human face. Still, repeated images may also make viewers tired. Seeing too much pain, people sometimes stop feeling it deeply. This does not always mean they are careless. Sometimes the mind becomes quiet because the problem feels too large to solve.

There are hopeful signs. Cleaner energy, better warning systems, stronger health services, and safer housing can reduce harmful effects when they reach the people who need them most. However, solutions lose their meaning if they only make comfortable lives more comfortable. The real challenge is to treat climate change not as a passing disaster story, but as a shared test of responsibility. Only then can protection become something deeper than personal survival.

[Adapted from https://www.who.int/news-room/fact-sheets/detail/climate-change-and-health]

Question 23: The word “it” in paragraph 1 refers to __________.

A. climate change        B. the weather        C. a global crisis        D. an ordinary name

Question 24: The word "distant" in paragraph 1 is closest in meaning to __________. 

A. separate         B. remote         C. slight         D. future

Question 25: According to paragraph 2, climate change is described as affecting all of the following EXCEPT __________.

A. people’s health and living places        B. access to food and clean water

C. jobs and ways of making a living        D. people’s interest in global news

Question 26: The word “endure” in paragraph 2 is OPPOSITE in meaning to __________.

A. undergo        B. suffer        C. avoid        D. tolerate

Question 27: Which of the following best paraphrases the underline sentence in paragraph 4?

A. Most solutions are designed to help wealthy people, making them ineffective for the poor.

B. Climate strategies are only truly valuable when they address the needs of vulnerable groups.

C. Improving the lives of the rich is a secondary goal compared to global climate protection.

D. Efforts to fight climate change will fail unless everyone experiences the same comfort level.

Question 28: Which paragraph discusses both the power and the possible weakness of media coverage in shaping people’s response to climate suffering?

A. Paragraph 1        B. Paragraph 2        C. Paragraph 3        D. Paragraph 4

Question 29: What can be inferred from paragraph 4 about climate solutions?

A. They are meaningful only when they protect people who are most exposed to harm.

B. They should mainly improve the lives of people who already have safe homes.

C. They work best when climate change is treated as a temporary disaster story.

D. They are useful as long as each person can survive without helping others.

Question 30: Which paragraph shows that climate change can enter ordinary daily life rather than remain a distant global issue?

A. Paragraph 1        B. Paragraph 2        C. Paragraph 3        D. Paragraph 4

When Tomorrow Feels Borrowed

A teenager scrolls past flooded streets before breakfast, answers a message about homework, then watches a video telling her that the future is running out. The phone is put away, but the feeling stays, a low pressure behind ordinary tasks. She is not refusing hope. She is trying to study for a life that adults keep describing as unstable, expensive, and morally urgent. On some mornings, even silence feels borrowed from a future no one has properly defended.

The feeling now often called eco anxiety is not simply panic about bad weather. [I] In a large global survey of young people aged 16 to 25, climate worry was widespread, and many respondents connected their distress with the belief that governments were not responding well enough. [II] That detail matters. The anxiety is not only personal sensitivity. It grows from watching danger being explained clearly while action seems delayed, softened, or turned into another speech.

Public awareness has a useful side. Images of burning forests, cracked soil, or families leaving flooded homes can make distant harm visible, and visible harm can push people to care. [III] A child’s dread should not become a convenient background for fundraising, branding, or online outrage. Repeated too often, catastrophe can teach young people either to panic or to go numb. Neither is a serious education.

The more difficult question is what adults do with this worry once they have noticed it. Telling young people to stay positive can sound gentle, but it may also place the burden of emotional management on those with the least power. Nor should every anxious student be treated as broken. Sometimes distress is a clear moral signal, a sign that the mind has not learned to accept avoidable harm as normal. [IV] Only when honest information is joined with credible action can anxiety become something more livable: not a fashionable sadness, not a private weakness, but a form of attention that society has an obligation to answer.

[Adapted from https://www.thelancet.com/journals/lanplh/home]

Question 31: Where in the passage does the following sentence best fit?

But awareness becomes thinner when fear is used like advertising.

A. [I]
B. [II]
C. [III]
D. [IV]

Question 32: The phrase “running out” in paragraph 1 is closest in meaning to __________.

A. becoming easier to manage        B. moving slowly forward

C. becoming used up                D. turning more hopeful

Question 33: The word “It” in paragraph 2 refers to __________.

A. personal sensitivity        B. that detail        C. climate worry        D. the anxiety

Question 34: According to paragraph 2, young people’s eco anxiety is linked to __________.

A. their lack of interest in future study        B. their fear of all kinds of bad weather

C. their habit of avoiding political news        D. their doubt about government response

Question 35: Which of the following is NOT mentioned as a way climate-related fear may be used in paragraph 3?

A. to support fundraising efforts        B. to strengthen commercial branding

C. to improve school science lessons        D. to feed anger in online spaces

Question 36: Which of the following best summarises paragraph 3?

A. Visual media is the only effective tool for environmental education because it forces people to care about distant problems.

B. Using climate fear for commercial or superficial purposes risks causing emotional exhaustion or extreme panic in the younger generation.

C. Young people should be taught to ignore repeated images of catastrophe to prevent them from becoming mentally broken or numb.

D. Highlighting the suffering of children is a necessary and convenient strategy for brands to raise funds for climate-affected families.

Question 37: The word "numb" in paragraph 3 is OPPOSITE in meaning to __________.

A. confused        B. rough        C. responsive        D. silent

Question 38: Which of the following best paraphrases the underline sentence in paragraph 4?

A. Adults may comfort young people by asking them to stay positive, but this can unfairly make them responsible for controlling feelings they did not create.

B. Young people should stay positive because emotional control is the most practical way for them to gain social power.

C. Adults often sound gentle because they understand that young people have enough power to manage climate worry alone.

D. Asking young people to stay positive is useful because it removes the emotional pressure caused by climate problems.

Question 39: Which of the following can be inferred from the passage?

A. Eco anxiety becomes less serious when young people avoid climate news and focus only on private routines.

B. Climate worry should be treated only as a mental health problem that belongs to each individual student.

C. Public awareness is harmful because images of disaster mainly create panic rather than encourage responsibility.

D. Young people’s climate distress deserves social action because it reflects real danger and delayed responsibility.

Question 40: Which of the following best summarises the passage?

A. Eco anxiety among young people is not simple fear, but a response to visible danger, weak action, and the need for responsible adult commitment.

B. Young people feel anxious about climate change mainly because online videos exaggerate danger and make ordinary school life impossible.

C. Climate communication should avoid showing disasters because repeated images always make young people panic or stop caring.

D. Adults can solve eco anxiety by encouraging students to stay hopeful and by protecting them from difficult climate information.