Practice test written for this page; not an official examination.
English Graduation Practice Test – Test 7
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.
Testing a Community Flood-Information Guide
We are looking (1) ______ students to help test a draft information guide at the Riverside Community Centre. The session begins (2) ______ 9 a.m. and lasts two hours. Volunteers will read sample messages and tell us which details are easy or difficult to understand. We are not asking anyone to provide personal information. Please wear comfortable shoes, (3) ______ part of the activity will take place outdoors. You should (4) ______ bringing expensive equipment. A short summary will be available (5) ______ the session. Please register by Friday (6) ______ we can prepare enough copies.
- 1. A. for B. up C. after D. into
- 2. A. by B. at C. in D. on
- 3. A. although B. unless C. because D. so
- 4. A. avoid B. expect C. suggest D. consider
- 5. A. during B. between C. after D. among
- 6. A. so that B. despite C. whereas D. even though
Questions 7–12. Read the workshop update and choose the best option for each blank.
What makes an alert easy to understand?
In our workshop, residents read two sample alerts and described what they thought each one meant. The first message included a technical term (7) ______ several readers did not recognise. The second stated who issued it, which area it concerned and when the information would be updated. Participants said that detail helped them decide (8) ______ the message applied to them. The group also tested a version read aloud by a phone. Some abbreviations sounded confusing, (9) ______ the written version looked clear. The team replaced them with complete words. A message should also be available in formats (10) ______ people with different access needs can use. No single format reaches everyone, so the centre plans (11) ______ both printed and audio versions. The draft will be reviewed again (12) ______ it is shared more widely.
- 7. A. who B. which C. whom D. where
- 8. A. what B. whether C. whose D. whom
- 9. A. because B. so C. unless D. although
- 10. A. whose B. who C. where D. that
- 11. A. prepare B. preparing C. to prepare D. prepared
- 12. A. until B. during C. before D. by
Questions 13–18. Read the passage and choose the best option for each blank.
Writing instructions people can act on
A short public message can still be difficult to understand if it leaves out important information. Readers need to know who is speaking, what place the message refers to and what time period it covers. Writers should put the most useful details near the beginning, then explain what readers can do next. A message that uses a technical abbreviation may be familiar to its author but unclear to someone seeing it for the first time. Replacing the abbreviation with a common term can make the meaning (13) ______. If a message includes a map or a picture, the text should explain what it shows rather than assuming everyone can see it. The same information may also need to be provided (14) ______ another format. Translating a message can help, but an automatic translation should be checked by someone who understands the language and context. Otherwise, a small wording error may change the meaning (15) ______ intended. Public information is often sent through several channels, such as a website, printed notice or recorded message. These versions should remain (16) ______ with one another. Before sharing a draft widely, writers can ask people from the intended audience to explain what they think it says. Their responses help identify phrases that are still confusing. Clear communication is not achieved simply (17) ______ making a message shorter; it also requires deciding what details readers need. A well-tested message is easier to use (18) ______ people with different backgrounds.
- 13. A. clear B. clearly C. clarity D. clarify
- 14. A. with B. at C. by D. in
- 15. A. was B. being C. original D. originally
- 16. A. private B. consistent C. distant D. separate
- 17. A. by B. of C. with D. from
- 18. A. to B. of C. at D. for
Questions 19–24. Choose the option that puts the sentences in the correct order.
- 19. Arrange the conversation. (a) “We will ask three residents to read it and explain what they understand.” (b) “How will you check whether the guide is clear?” (c) “That sounds useful. Their feedback may show what we missed.”
A. a–c–b B. b–a–c C. c–b–a D. b–c–a - 20. Arrange the email. (a) Could you confirm who will review the translated version? (b) Dear Ms Pham, (c) We want to make sure the wording is natural before printing it. (d) Thank you for your advice. (e) Best, Lan
A. a–b–c–e–d B. b–a–c–d–e C. b–c–d–a–e D. b–d–a–c–e - 21. Arrange the sentences to make a coherent paragraph. (a) The team then read the revised message aloud. (b) At first, the notice used several abbreviations. (c) A few listeners could not explain what two of them meant. (d) The writers replaced those terms with complete words.
A. b–d–a–c B. c–b–a–d C. b–c–d–a D. a–c–b–d - 22. Arrange the conversation. (a) “It says who issued the notice and when it will be updated.” (b) “What information did you add to the first paragraph?” (c) “That should help readers understand its source and timing.”
A. a–c–b B. b–a–c C. c–b–a D. b–c–a - 23. Arrange the sentences to make a coherent paragraph. (a) They asked a resident who uses a screen reader to test it. (b) The centre prepared an audio version of its information guide. (c) The resident noticed that one heading was skipped. (d) The team corrected the order before sharing the recording.
A. d–c–b–a B. a–b–d–c C. b–c–a–d D. b–a–c–d - 24. Arrange the conversation. (a) “We can add the centre’s phone number at the bottom.” (b) “What should readers do if the website is unavailable?” (c) “Good idea. Then they will have another way to check the information.”
A. b–a–c B. a–c–b C. c–b–a D. b–c–a
Questions 25–30. Read the passage and choose the best answer.
Why the source of a public message matters
When people receive a notice about a possible local hazard, they need to know whether it comes from an organisation with responsibility for the area. A message that names its source helps readers distinguish an official update from an unverified social-media post. It should also make clear which neighbourhood or location it refers to; a warning for one part of a region may not apply to every street.Readers also need enough information to understand the message’s timing. A notice may describe a current situation, a possible future event or a practice exercise. If the date or update time is missing, people may not know whether the information is still current. Writers can include a time stamp and say where a later update will appear.
Clarity is especially important when people are anxious. Long explanations and unfamiliar abbreviations can make a message harder to use. Writers often place the central information first and separate it from background detail. This does not mean every message should be extremely short. If readers need a location, time period and next step, leaving out one of these may create confusion.
Public messages are often copied between websites, texts and community notices. If one version changes while another remains old, readers may see conflicting information. A clear source, a visible update time and consistent wording help people check what they have received. The message itself does not replace local authorities or other official information; it should point readers towards the responsible source.
- 25. Why should a public message name its source?
A. To make the message longer
B. To help readers distinguish responsible updates from unverified posts
C. To avoid stating the location
D. To replace all local authorities - 26. Why is it important to identify the location a notice concerns?
A. A message may apply to one area and not another.
B. All streets in a region have identical conditions.
C. Location makes the notice less current.
D. Readers do not use local information. - 27. What can a time stamp help readers decide?
A. Which abbreviation is longest
B. Who wrote the background section
C. Whether the information is current
D. Whether a notice is printed or online - 28. What does the passage say about making a message short?
A. Short messages never create confusion.
B. Every public message must contain one sentence.
C. It should not be so short that necessary details are removed.
D. Background information is always unnecessary. - 29. Why can different versions of a message cause a problem?
A. Readers prefer printed information.
B. They may contain conflicting information if one is not updated.
C. Websites cannot display dates.
D. Official sources do not use messages. - 30. What information should a useful public message make clear?
A. Public messages are more useful when they identify their source, location and timing clearly.
B. Social-media posts are always false.
C. A time stamp is the only detail readers need.
D. Public notices should avoid directing readers to official sources.
Questions 31–40. Read the passage and choose the best answer.
Making warning information accessible
A public warning may reach people through a phone, radio, website, printed notice or in-person announcement. No single channel reaches everyone. Some people may not hear an audio message; others may not be able to read a screen quickly or may have limited access to mobile data. Providing the same key information in more than one format can make it easier for different members of a community to receive it.Accessibility also concerns how a message is written. Plain, familiar language can help people understand what the message is about and where to find more information. Technical terms and abbreviations may be misunderstood, especially when a warning is read aloud by a device. Writers can test text-to-speech output and make sure the audio says the same thing as the written message. Maps and images should be explained in words so that people who cannot see them still receive the essential information.
Language access requires care as well. A translated message should be checked for meaning and natural wording by someone familiar with the language and context. A literal translation may preserve individual words but communicate the wrong idea. Communities can prepare reviewed templates before an incident, then adapt the relevant parts when a message is needed. The template is a starting point; details such as the affected place and update time still need to be correct.
Testing a draft with people who use different devices, languages or communication formats can reveal problems that the author did not notice. Feedback should be used to improve the message, not to delay essential information unnecessarily. After changes are made, the same key points should remain consistent across channels. Accessibility is not an extra decoration: it is part of whether people can use the information at all.
- 31. Why may one communication channel fail to reach everyone?
A. Printed notices are always out of date.
B. Phones cannot receive messages.
C. People have different access needs and resources.
D. People prefer not to receive information. - 32. What can writers do about text-to-speech output?
A. Check that the audio is clear and matches the written message.
B. Replace every written message with audio.
C. Add more abbreviations.
D. Avoid testing it with devices. - 33. Why should maps and images be explained in words?
A. People who cannot see them still need the essential information.
B. Images cannot contain useful information.
C. Written language is always shorter.
D. Maps should never be included. - 34. What is one risk of a literal translation?
A. It makes every reader use the same language.
B. It always takes too long to prepare.
C. It prevents a message from being updated.
D. It may preserve words but communicate the wrong idea. - 35. Why prepare reviewed templates in advance?
A. They guarantee that every incident is identical.
B. They remove the need to confirm current details.
C. They can provide a checked starting point for later messages.
D. They replace translation review. - 36. What does the passage say about testing a draft?
A. It should be done only by the original writer.
B. It should always delay every message.
C. It is useful only after an incident has ended.
D. It may reveal problems the author did not notice. - 37. In the passage, a “template” is best understood as ______.
A. a prepared form that can be adapted B. a final warning sent to every location C. a list of people who received a message D. a translation checked after an incident - 38. What should remain consistent after a message is adapted for different channels?
A. The length of each version
B. The screen size
C. The names of every reader
D. The key points - 39. What does the writer mean by saying accessibility is not a “decoration”?
A. It makes messages look more colourful.
B. It affects whether people can actually use the information.
C. It is needed only for printed material.
D. It can be added after all other decisions. - 40. Which title best describes the design of usable public warnings?
A. The History of Mobile Phones
B. Why All Warnings Should Be Audio Only
C. How to Translate Every Language Automatically
D. Designing Warning Information People Can Use
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. The correct phrase is “look for students.”
- 2. B. The session begins at 9 a.m.; “at” marks this exact clock time. The day would take “on,” as in “on Friday.”
- 3. C. The reason for wearing comfortable shoes is that some activity is outdoors.
- 4. A. “Avoid” is followed by a gerund: “avoid bringing.”
- 5. C. The summary is available after the session.
- 6. A. Registration is requested so that copies can be prepared.
- 7. B. “Which” refers to the technical term.
- 8. B. “Decide whether” introduces a choice or question of applicability.
- 9. D. “Although” contrasts the written appearance with how abbreviations sounded aloud.
- 10. D. “Formats that people can use” is a defining relative clause; “that” refers to formats.
- 11. C. “Plan” is followed by a to-infinitive.
- 12. C. The review happens before the guide is shared more widely.
- 13. A. “Make the meaning clear” uses the adjective “clear” after the object complement structure.
- 14. D. “In another format” is the correct prepositional phrase.
- 15. D. “The meaning originally intended” uses the adverb “originally” to modify “intended.”
- 16. B. Versions should be consistent with one another.
- 17. A. “Achieved by making” uses “by” to describe the method.
- 18. D. Information is easier “for people” to use.
- 19. B. The question prompts a description of the test, followed by a response.
- 20. B. The greeting comes first, then the request context, question, thanks and sign-off.
- 21. C. Abbreviations are introduced, listeners’ difficulty is noted, terms replaced and the revised version read aloud.
- 22. B. The question is answered with details, then their value is acknowledged.
- 23. D. The audio guide is prepared, tested, a skipped heading is noticed and the order corrected.
- 24. A. The question prompts an alternative contact suggestion and its benefit.
- 25. B. Naming the source helps distinguish responsible information from unverified posts.
- 26. A. A notice for one neighbourhood may not apply to another.
- 27. C. A time stamp helps readers judge whether the information is still current.
- 28. C. Concision should not remove details readers need to act or understand the notice.
- 29. B. An old version may conflict with an updated one.
- 30. A. The passage stresses source, location and timing as key details.
- 31. C. People may differ in hearing, vision, device and data access.
- 32. A. Writers should test that spoken output is clear and consistent with the text.
- 33. A. Text can convey essential information to people who cannot access the visual material.
- 34. D. A word-for-word translation may miss context and change the intended meaning.
- 35. C. Reviewed templates offer a checked starting point, though current details still require confirmation.
- 36. D. People using different devices or formats may notice issues the author missed.
- 37. A. The passage says communities prepare reviewed templates and adapt the relevant parts when a message is needed, so a template is a prepared starting form.
- 38. D. The passage says key points should remain consistent across channels.
- 39. B. Accessibility determines whether recipients can receive and use the information.
- 40. D. This title captures the focus on understandable, accessible warning information.