Practice test written for this page; not an official examination.
English Graduation Practice Test – Test 4
Suggested time: 50 minutes. Questions: 40 multiple-choice items. Choose one answer, A, B, C or D, for each item.
Questions 1–6. Read the announcement and choose the best option for each blank.
Library Welcome-Team Briefing
Our club hopes (1) ______ a multilingual welcome programme at the district library. Participants will work (2) ______ small groups to help visitors find books and services. A librarian will explain the basic method (3) ______ the first session begins. Please complete the short form (4) ______ we can contact you if the schedule changes. You do not have to buy (5) ______ equipment. We are looking forward to (6) ______ you at the briefing on Tuesday.
- 1. A. to learn B. learning C. learned D. learns
- 2. A. on B. at C. with D. in
- 3. A. while of B. because of C. unless D. before
- 4. A. whereas B. despite C. so that D. because of
- 5. A. any B. each of C. some of D. much of
- 6. A. be meet B. meeting C. meet D. met
Questions 7–12. Read the project update and choose the best option for each blank.
Student Privacy Workshop: What We Learned
At our first workshop, students discussed how personal information can be shared online. The facilitator asked us to think carefully (7) ______ a post before we forward it. A photograph may reveal a school name or location, even when (8) ______ details have been removed. We practised changing the privacy settings (9) ______ our accounts and choosing a smaller audience for some posts. The group also agreed that asking permission is important, especially when a picture includes someone (10) ______ has not agreed to appear publicly. These steps cannot prevent every problem, (11) ______ they can reduce unnecessary exposure. The facilitator will send a checklist (12) ______ the end of the week.
- 7. A. at B. with C. about D. for
- 8. A. another B. others C. the other D. other
- 9. A. for B. of C. on D. by
- 10. A. whose B. who C. whom D. which
- 11. A. but B. so C. because D. unless
- 12. A. by B. at C. in D. on
Questions 13–18. Read the passage and choose the best option for each blank.
Finding your way in a new city
A visitor arriving in a new city may depend on signs, maps and advice from local people. Each source has strengths. A printed map gives an overview, while a sign can help at a particular junction. A local resident may know that a path (13) ______ appears on the map is closed for repairs. Visitors can prepare by checking the route in advance and keeping the name of their destination in writing. If they need help, they should ask a clear question (14) ______ a busy passer-by. Showing a map or pointing to a street name may make the question easier to answer. It is useful to learn a few polite expressions, (15) ______ they can help a visitor make a request clearly even when their grammar is imperfect. The person giving directions may use a gesture or a landmark that the visitor does not recognise; in that case, asking them to repeat the key point is better than (16) ______ silently. A city becomes easier to explore when travellers stay attentive and remain (17) ______ of changing conditions. Preparation does not remove every surprise, but it can help people respond (18) ______.
- 13. A. who B. whose C. that D. whom
- 14. A. of B. at C. from D. by
- 15. A. although B. because C. unless D. whereas
- 16. A. guess B. guessed C. guessing D. to guess
- 17. A. awake B. ready C. open D. aware
- 18. A. confidently B. confidence C. confident D. confide
Questions 19–24. Choose the option that puts the sentences in the correct order.
- 19. Arrange the conversation. (a) “Yes, I can help you find the large-print section.” (b) “Excuse me, does this library have books with larger text?” (c) “Thank you. I would also like to know how to borrow them.”
A. b–a–c B. a–c–b C. c–b–a D. b–c–a - 20. Arrange the email. (a) We are preparing a short welcome guide for new library users. (b) Dear Mr Patel, (c) Could you check whether the opening hours listed below are still correct? (d) Thank you for your time. (e) Best wishes, Mai
A. a–b–c–e–d B. b–a–c–d–e C. b–c–a–e–d D. b–d–a–c–e - 21. Arrange the sentences to make a coherent paragraph. (a) The team then translated the most common questions into two languages. (b) At first, visitors often asked where to return borrowed books. (c) After the new signs were displayed, staff received fewer repeated questions. (d) The volunteers collected these questions during a week of observation.
A. a–c–b–d B. d–b–c–a C. b–a–d–c D. b–d–a–c - 22. Arrange the conversation. (a) “You can change that setting in the account menu.” (b) “How can I stop strangers from seeing my photos?” (c) “I’ll look for it now. Thanks for explaining.”
A. b–c–a B. a–c–b C. c–b–a D. b–a–c - 23. Arrange the sentences to make a coherent paragraph. (a) Next, the students asked library users to try the guide. (b) The club wanted to make the library easier to use for newcomers. (c) They revised two instructions that readers found confusing. (d) First, they listed the questions visitors asked most often.
A. c–a–b–d B. d–b–c–a C. b–a–c–d D. b–d–a–c - 24. Arrange the conversation. (a) “Would a printed version be easier for you?” (b) “I can read the website, but the text is quite small.” (c) “Yes, please. I can take it home and read it more comfortably.”
A. b–c–a B. a–c–b C. c–b–a D. b–a–c
Questions 25–30. Read the passage and choose the best answer.
More than a translation
When a public library began welcoming residents who spoke several languages, staff members translated the opening hours and borrowing rules. They soon discovered that translation alone did not answer every question. Visitors also wanted to know how to reserve a computer, whether children could join an activity and whom to ask if a book was overdue. Some signs used formal words that were accurate but unfamiliar to new readers.A group of volunteers observed the questions visitors asked and invited them to test a short welcome guide. The volunteers used plain language, added simple diagrams and asked speakers of each language to check the wording. They avoided relying only on automated translation, which can miss context or produce expressions that sound unnatural. The guide also included a phone number for questions that could not be answered on the page.
The library did not expect one document to work perfectly for every reader. Staff members and volunteers printed a large-text version, made an audio recording and displayed the guide near the entrance. They continued to note questions that people still asked. When a new pattern appeared, they revised the guide or added a sign.
The process showed that access depends on more than converting words from one language to another. It involves understanding the task a visitor is trying to complete, choosing a useful format and checking whether the information works in practice. Feedback is not a sign that a guide has failed; it can show where the next improvement is needed.
- 25. What did the library discover after translating its basic rules?
A. Visitors had additional practical questions.
B. Translation was never useful.
C. Residents did not want to borrow books.
D. The opening hours had to be removed. - 26. Why did volunteers ask speakers of each language to check the wording?
A. To avoid collecting questions
B. To make the guide longer
C. To ensure the language was understandable and natural in context
D. To replace all library staff - 27. What does the passage say about automated translation?
A. It can answer every practical question.
B. It always gives the best local expression.
C. It should be used without review.
D. It can miss context or sound unnatural. - 28. Why did the library provide several formats?
A. Visitors were required to use all formats.
B. Readers may need different ways to access the information.
C. Staff wanted to stop updating the guide.
D. The library no longer used signs. - 29. The word “They” in “They continued to note questions” refers to ______.
A. each language B. the questions C. the staff and volunteers working on the guide D. the computer users - 30. Which elements does the passage recommend combining to make public information accessible?
A. Automated translation should be banned in libraries.
B. A single translated document can solve every access problem.
C. Accessible public information requires user feedback and suitable formats as well as translation.
D. Visitors should learn the library rules without help.
Questions 31–40. Read the passage and choose the best answer.
Designing signs people can use
Public signs help people make decisions while they are moving through a place: where to enter, which path to take or what to do in an emergency. A sign may contain correct information and still be hard to use if it is placed too high, hidden behind a door or written in unfamiliar terms. Designers therefore consider not only what a sign says but where a person will stand when trying to read it.Researchers who study wayfinding often observe people using a building for the first time. They note where visitors pause, turn back or ask for help. These observations do not automatically reveal the cause of a problem, so researchers may ask users what they expected to see or test a revised sign. A small change—such as adding an arrow or naming a familiar landmark—can sometimes prevent repeated confusion.
Symbols can help people who speak different languages, but a symbol is not always self-explanatory. A picture that seems obvious to its designer may be unfamiliar to a visitor from another background. Pairing a symbol with a short label can make its meaning clearer. In places where safety matters, the sign should be tested with users rather than assumed to be understood.
Wayfinding is also connected to the layout of the place. A well-written sign cannot compensate for a corridor that ends without warning or two doors that look identical. Clear routes, consistent labels and signs at decision points work together. Once visitors can find their way more easily, staff spend less time repeating directions and can offer more support with other needs.
- 31. Why can a sign with correct information still be difficult to use?
A. It may be poorly placed or use unfamiliar terms.
B. It always contains too few words.
C. People never read signs while moving.
D. Designers cannot choose a location. - 32. What do wayfinding researchers observe?
A. How many signs a designer can create
B. Where visitors pause, turn back or seek help
C. What every visitor remembers months later
D. Whether all visitors speak the same language - 33. Why may researchers ask users about a confusing sign?
A. Users can replace all written signs.
B. Observation alone may not reveal the cause of the problem.
C. It guarantees that no one will ask for directions.
D. Designers do not need to test changes. - 34. In paragraph 3, “its” in “a picture that seems obvious to its designer” refers to ______.
A. the picture B. the building C. the label D. the researcher - 35. What can make a symbol clearer?
A. Pairing it with a short label
B. Hiding it behind a door
C. Removing nearby signs
D. Using an unfamiliar term - 36. Why should safety signs be tested with users?
A. To reduce the number of routes
B. To make the signs less visible
C. To prevent symbols from being used
D. To check that people understand what to do - 37. What is the relationship between signs and layout?
A. A sign can always replace a confusing layout.
B. They work together to help people navigate.
C. Layout matters only in emergencies.
D. Signs should be placed at random. - 38. The word “compensate” in paragraph 4 is closest in meaning to ______.
A. make up for B. point out C. place at random D. leave unchanged - 39. What is one benefit of better wayfinding mentioned in the passage?
A. Buildings can remove all corridors.
B. Visitors no longer need any support.
C. Staff can spend less time repeating directions.
D. Every sign becomes a symbol. - 40. Which title reflects how signs and building layout support visitors?
A. Why People Should Avoid Public Buildings
B. How Public Signs and Layout Guide Visitors
C. The History of Written Language
D. How to Design Emergency Alarms Only
Format tham khảo: Cấu trúc Bộ GDĐT từ năm 2025 quy định môn Ngoại ngữ có 40 lệnh hỏi, 50 phút và chỉ dùng trắc nghiệm nhiều lựa chọn. Cục Quản lý chất lượng – Bộ GDĐT. Đây là đề luyện tập tự biên soạn, không phải đề chính thức.
Answer key and explanations
- 1. A. “Hope” is followed by a to-infinitive.
- 2. D. People work “in small groups.”
- 3. D. The method is explained before the session begins.
- 4. C. The form gives staff a way to reach volunteers if the schedule changes; that is why it is completed.
- 5. A. “Any equipment” is natural in a negative sentence.
- 6. B. “Look forward to” is followed by a noun or gerund.
- 7. C. The phrase is “think carefully about a post.”
- 8. D. “Other details” is the plural noun phrase needed here.
- 9. C. Privacy settings are changed “on” an account.
- 10. B. “Who” is the subject of the clause “has not agreed.”
- 11. A. The sentence contrasts the limits of the steps with their possible benefit.
- 12. B. A specific clock point or endpoint in time uses “at the end.”
- 13. C. “That” introduces a relative clause describing “a path.”
- 14. A. The construction is “ask a question of someone”; “a busy passer-by” is the person being asked.
- 15. B. “Because” introduces the reason: polite expressions can make a request clearer even when the speaker’s grammar is imperfect.
- 16. C. “Rather than” is followed by a gerund: “rather than guessing silently.”
- 17. D. “Remain aware of changing conditions” is the appropriate collocation.
- 18. A. The verb “respond” is modified by the adverb “confidently.”
- 19. A. The visitor asks a question, receives help and then asks about borrowing.
- 20. B. The greeting comes first, followed by context, request, thanks and sign-off.
- 21. D. Questions are observed, translated into guide content and followed by fewer repeated questions.
- 22. D. The question leads to an instruction and then an acknowledgement.
- 23. D. The goal is stated, common questions are listed, users test the guide and confusing instructions are revised.
- 24. D. The reader describes the problem, is offered a printed version and accepts it.
- 25. A. Visitors asked practical questions beyond opening hours and borrowing rules.
- 26. C. Speakers checked that the wording worked in their languages and context.
- 27. D. The text notes that automated translation may miss context or sound unnatural.
- 28. B. Large text, audio and a displayed guide provide different ways to access information.
- 29. C. “They” refers to the staff members and volunteers who continued to note questions.
- 30. C. The passage presents translation, suitable formats and feedback as parts of accessible information.
- 31. A. Placement and unfamiliar wording can make accurate information hard to use.
- 32. B. Researchers note where visitors pause, turn back or seek help.
- 33. B. A behaviour may show where a problem occurs but not why; asking helps investigate the cause.
- 34. A. In the phrase “a picture that seems obvious to its designer,” “its” refers to the picture; the picture may seem obvious to its designer but unfamiliar to a visitor.
- 35. A. A short label can clarify a symbol’s intended meaning.
- 36. D. Testing checks that users understand a safety instruction rather than assuming they do.
- 37. B. The text says routes, labels and signs work together.
- 38. A. “Compensate for” means make up for a problem or shortcoming; the passage says a clear sign cannot fix a confusing layout.
- 39. C. Better wayfinding reduces the need for staff to repeat directions.
- 40. B. This title covers both public signs and the physical layout discussed.