Read the passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 2...

Read the passage and mark the letter A, B, C or D on your answer sheet to indicate the best answer to each of the following questions from 20 to 29.

In an effort to create more sustainable campuses, many universities are experimenting with “low-carbon student lifestyles,” combining behavioural changes with digital innovation. Students are encouraged to walk or cycle instead of using motorbikes, reduce food waste in canteens, and participate in recycling programmes. These initiatives are supported by mobile apps that track carbon footprints and award points for eco-friendly choices. [I] The points can later be exchanged for discounts at bookstores or campus cafés, creating an incentive system that blends environmental responsibility with daily convenience.

Despite their popularity, such programmes face obstacles. [II] Some students question the accuracy of carbon-tracking apps, arguing that they oversimplify complex behaviours. For instance, a long walk under extreme heat might be given the same score as a short walk on a cool day, even though the environmental impact differs. Others fear that constant data monitoring could violate privacy, especially when apps record location, consumption habits, and travel patterns. Administrators admit that the technology is not perfect but emphasise that it is designed to educate rather than punish.

Another difficulty lies in ensuring long-term commitment. [III] While many students eagerly participate at first, enthusiasm often fades after a few weeks. Researchers suggest that universities need to integrate sustainability into academic subjects, extracurricular projects, and even dormitory management. When students understand how lifestyle choices relate to broader environmental systems, they are more likely to form lasting habits.

Nevertheless, early evidence indicates that low-carbon lifestyle projects can positively influence entire communities. [IV] At one university in Singapore, students collaborated with local residents to design solar- powered study corners in public parks. The initiative not only reduced electricity use on campus but also strengthened relationships between the university and neighbouring communities. As climate challenges intensify, such partnerships may become essential in building environmentally conscious cities.

Question 20. According to paragraph 1, students earn rewards by ____________.

A. joining environmental clubs                        B. choosing eco-friendly daily behaviours

C. attending sustainability workshops                D. competing in athletic activities

Question 21. The word “incentive” in paragraph 1 is closest in meaning to ____________.

A. encouragement        B. experiment                        C. restriction                        D. investment

Question 22. What is one criticism of carbon-tracking apps?

A. They send inaccurate discount vouchers.                B. They oversimplify the measurement of behaviours.

C. They promote unhealthy dieting in canteens.        D. They encourage students to avoid walking.

Question 23. The word “it” in paragraph 2 refers to ____________.

A. the technology        B. the university                C. the discount system        D. the environment

Question 24. According to paragraph 3, what helps increase long-term student engagement?

A. Providing more prizes                                

B. Making the rules stricter

C. Integrating sustainability into many aspects of campus life        

D. Reducing academic workloads

Question 25. The word “commitment” in paragraph 3 is closest in meaning to ____________.

A. honesty                B. involvement                C. independence                D. achievement

Question 26. What can be inferred from paragraph 4?

A. Community partnerships can enhance the impact of campus sustainability initiatives.

B. Solar-powered spaces are too expensive for most universities to consider.

C. Only large universities can influence surrounding communities.

D. Students are reluctant to participate in off-campus projects.

Question 27. Which sentence best fits the passage?

"In fact, not all people are convinced that these digital tools truly reflect their environmental impact."

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

Question 28. Which of the following best summarises paragraph 2?

A. Students lack trust in sustainability programmes due to poor teaching methods.

B. Concerns about data privacy and inaccurate tracking make some students sceptical of the apps.

C. Carbon-tracking apps are technologically advanced but too expensive to maintain.

D. Administrators refuse to address problems with digital sustainability tools.

Question 29. Which of the following best summarises the whole passage?

A. Low-carbon lifestyle programmes fail to encourage students to change behaviours.

B. Universities should replace traditional learning activities with green technology.

C. Low-carbon campus initiatives combine digital tools and behavioural changes but they still face several challenges.

D. Students are discouraged by complex sustainability rules and prefer traditional campus life.