Practice test written for this page; not an official examination.
English Graduation Practice Test – Test 13
Suggested time: 50 minutes. Questions: 40 multiple-choice items. Choose one answer, A, B, C or D, for each item.
Questions 1–10. Choose the best option to complete each sentence.
- 1. Students are advised to cross the road ______ a pedestrian crossing.
A. upon B. between C. beside D. at - 2. The bus arrived at 7:45, so the students had enough time to get ______ class.
A. for B. to C. on D. at - 3. Drivers should slow down near the school gate, ______ children may be crossing.
A. where B. which C. whose D. whom - 4. If heavy rain continues, the cycling group ______ its route.
A. changed B. will change C. would change D. has changed - 5. The timetable was updated to prevent two buses from ______ at the same time.
A. arrive B. arrived C. arriving D. to arrive - 6. The safest plan is to wait ______ the bus has stopped completely.
A. during B. unless C. while D. until - 7. Mai carries a light bag ______ she can keep both hands free.
A. although B. so that C. because of D. despite - 8. Each volunteer ______ a bright jacket during morning crossing duty.
A. wear B. wears C. wearing D. have worn - 9. The school uses the side entrance, ______ is away from the bus lane.
A. who B. which C. whose D. where - 10. Several students missed the first bus, ______ they still reached school on time.
A. unless B. because C. but D. so that
Questions 11–20. Choose the best response or sentence arrangement.
- 11. “Could we walk the route before Friday?”
A. It weighs about three kilograms. B. “Sure. I can join you after class.” C. The library closes at six. D. This road is made of stone. - 12. “The bus stop has moved to the other side of the street.”
A. I have two notebooks. B. “Thanks. I’ll check the updated map.” C. It was painted blue. D. The test starts at nine. - 13. “Would you mind holding this sign while I open the gate?”
A. It is beside the main office. B. I held it yesterday. C. “Not at all. Tell me where you need it.” D. The gate is made of metal. - 14. Arrange the email. (a) Could you tell us whether the north gate will be open? (b) Dear Ms Reed, (c) Our class is planning a practice walk on Thursday. (d) We need to know where to meet the crossing volunteer. (e) Best wishes, Lan
A. b–c–a–d–e B. c–b–a–e–d C. b–a–c–d–e D. b–d–c–a–e - 15. Arrange the directions. (a) Then turn left at the bookshop. (b) Start at the library entrance. (c) The school gate will be on your right. (d) Walk along Maple Street for two blocks.
A. d–b–a–c B. c–a–d–b C. b–a–c–d D. b–d–a–c - 16. “I nearly left my helmet at home.”
A. The lesson is about maps. B. “Good thing you remembered before setting off.” C. It is on the table. D. The road is very long. - 17. “The roadworks are still blocking our usual path.”
A. It was open last month. B. The bus has four doors. C. I like the new sign. D. “We should follow the marked detour.” - 18. Arrange the announcement. (a) Please allow a few extra minutes for the detour. (b) The footpath beside the gym will be closed on Tuesday. (c) Students should use the walkway behind the library. (d) Thank you for following the temporary signs.
A. d–a–b–c B. a–d–c–b C. c–b–d–a D. b–c–a–d - 19. The gate ______ faces the library is the one shown on the route map.
A. where B. who C. which D. whose - 20. The route is short. ______, a practice walk can help new students find the crossing.
A. Because B. Unless C. Nevertheless D. Whereas
Questions 21–30. Read the passage and choose the best option for each blank.
Reviewing a school walking route
Before term began, a student group prepared a map to help younger pupils travel to school. They started (21) ______ walking each suggested path and noting where it crossed a road. At each junction, they recorded (22) ______ the pavement narrowed or a sign was difficult to see. The draft map included landmarks (23) ______ a library and a clinic. Students also checked how long it took to reach the school gate (24) ______ the morning rush. The group did not claim that one route was always the safest, (25) ______ conditions can change. Instead, the map identified places where walkers should (26) ______ at busy junctions. Teachers reviewed the draft and made sure the directions (27) ______ clear. Parents suggested adding a note about (28) ______ side of the street the bus lane was on. After those changes, the class placed copies near each school (29) ______. The map is checked again each term (30) ______ construction or traffic patterns may have changed.
- 21. A. through B. at C. under D. by
- 22. A. whose B. whom C. whether D. which
- 23. A. instead of B. as if C. even though D. such as
- 24. A. during B. beside C. beyond D. across
- 25. A. so that B. unless C. whereas D. since
- 26. A. keep a diary B. catch a cold C. make a promise D. take care
- 27. A. were B. is C. was being D. has been
- 28. A. who B. which C. what D. whose
- 29. A. entrance B. timetable C. passenger D. vehicle
- 30. A. because B. unless C. although D. whereas
Questions 31–40. Read the passage and choose the best answer.
Keeping school route maps useful
A school route map can help families see where a suggested walking path goes and where pupils may need to cross a road. In one neighbourhood, teachers and parent volunteers reviewed paths near the school, noted places where signs or crossings needed attention, and shared their observations with local traffic staff. The map was intended to guide discussion and help identify places for further review. It was not a promise that every route would be free of risk.The group walked the proposed paths at the time pupils usually travelled. They checked whether the pavement continued, whether parked vehicles blocked the view at a junction, and whether the crossing point was easy to identify. They also asked families about changes that might affect a journey. A route that works for one student may not suit another person’s starting point or mobility needs, so the map included more than one option where possible.
After the map was shared, roadwork closed a footpath near the gym. The school posted a temporary detour and asked families to allow more time. Staff then arranged to review the map again before the next term. A map can become outdated when construction, traffic patterns or school entrances change. Keeping a copy on a website makes it easier to update than relying only on printed sheets, but families still need to check when the information was last reviewed.
Route maps are one part of a broader safety effort. They can help a school and local officials discuss where signs, crossings or other improvements may be useful. The group’s observations do not replace an engineering assessment, and a route should not be labelled safe in every condition. The most useful map explains its intended routes, includes clear landmarks and tells readers how to report a change. Regular review helps the information stay relevant to the journeys families actually make.
- 31. What was one purpose of the route map?
A. To replace all traffic staff
B. To guarantee that no route contains risk
C. To show suggested paths and places that may need further attention
D. To tell families which bus to buy - 32. Why did the group walk the paths at the time pupils usually travelled?
A. To measure the height of every building
B. To close the school entrance
C. To check route conditions at a relevant travel time
D. To avoid speaking with families - 33. Why might the map include more than one route option?
A. People have different starting points and mobility needs.
B. A longer route is always safer.
C. Every student starts at the same place.
D. Families cannot read street names. - 34. What happened after the map was shared?
A. Roadwork closed a footpath, so a temporary detour was posted.
B. Traffic stopped near the school.
C. Families changed the school timetable.
D. The school removed every printed copy. - 35. Why should route maps be reviewed regularly?
A. Printed sheets cannot show streets.
B. A map becomes longer each week.
C. Construction, traffic and entrances can change.
D. Students forget how to read signs. - 36. What limitation of the group’s observations is stated?
A. They cannot identify any route landmarks.
B. They show that every route is risk-free.
C. They were collected in another country.
D. They do not replace an engineering assessment. - 37. In paragraph 3, what does “it” refer to in “easier to update than relying only on printed sheets”?
A. A construction site B. A copy on a website C. A family D. The next term - 38. The word “broader” in paragraph 4 is closest in meaning to ______. A. more limited in scope B. easier to repair C. wider or more general in scope D. recently published
- 39. What guidance does the passage give for keeping a school route map useful?
A. Printed maps are always more accurate than online maps.
B. A school map can replace road-safety reviews.
C. Route maps are useful when they are clear, limited in their claims and kept up to date.
D. One walking route is suitable for every pupil. - 40. What can be inferred about a route map after a change to a path?
A. The school should update it and tell families about the change.
B. It should be kept unchanged to avoid confusing readers.
C. It should be treated as proof that the path is safe.
D. It should no longer include landmarks.
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. D. “At a pedestrian crossing” is the standard prepositional phrase.
- 2. B. “Get to class” is the correct expression for arriving at a place or activity.
- 3. A. “Where” introduces the location near the gate.
- 4. B. Continuing rain is the condition, while “will change” states the cycling group’s likely response; this is a first conditional.
- 5. C. “Prevent someone from” is followed by a gerund: “from arriving.”
- 6. D. “Wait until” means remain there up to the point when the bus has stopped.
- 7. B. Mai chooses a light bag to keep both hands free on the route.
- 8. B. “Each volunteer” is singular, so the verb is “wears.”
- 9. B. “Which” refers to the side entrance in the relative clause.
- 10. C. “But” contrasts missing the first bus with still arriving on time.
- 11. B. This response directly agrees to walk the route and offers a time.
- 12. B. The reply acknowledges the update and gives a relevant next action.
- 13. C. “Not at all” is a natural affirmative response to “Would you mind…?”
- 14. A. The greeting comes first, followed by the plan, the question, its reason and the sign-off.
- 15. D. The directions begin at the library, continue along Maple Street, turn at the bookshop and finish at the gate.
- 16. B. The response connects remembering the helmet with setting off.
- 17. D. A marked detour is a relevant response to a blocked path.
- 18. D. The closure is announced first, then the alternative route and time advice, followed by thanks.
- 19. C. “Which” is the relative pronoun referring to “the gate.”
- 20. C. “Nevertheless” marks the contrast between a short route and the usefulness of practice.
- 21. D. “Started by walking” uses “by” to introduce the first activity.
- 22. C. “Whether” introduces the two possible conditions the group checked for.
- 23. D. “Such as” introduces examples of landmarks.
- 24. A. “During the morning rush” describes the conditions during the time check.
- 25. D. “Since” gives the reason they avoided a claim that one route was always safest.
- 26. D. “Take care” means be cautious at the identified places.
- 27. A. The plural noun “directions” takes “were.”
- 28. B. “Which side” asks the reader to choose between sides of the street.
- 29. A. Copies were placed near each school entrance.
- 30. A. “Because” gives the reason for checking the map each term.
- 31. C. The first paragraph says the map shows suggested paths and places needing further review.
- 32. C. Walking the paths at school travel time lets the group observe conditions at a relevant time.
- 33. A. The passage says students may have different starting points and mobility needs.
- 34. A. Roadwork closed a path after the map was shared, prompting a detour.
- 35. C. The passage names construction, traffic patterns and school entrances as changes that can make a map outdated.
- 36. D. The group’s observations can inform discussion but do not replace an engineering assessment.
- 37. B. The sentence contrasts an online copy of the map with relying only on printed sheets.
- 38. C. “Broader” means wider or more general in scope; the passage describes route maps as one part of a wider safety effort.
- 39. C. The passage describes the uses and limits of route maps and the need to update them.
- 40. A. The example shows that a closure led to a detour notice, and the passage says maps should reflect changes.