Practice test written for this page; not an official examination.
English Graduation Practice Test – Test 18
Suggested time: 50 minutes. Questions: 40 multiple-choice items. Choose one answer, A, B, C or D, for each item.
Questions 1–8. Read the notice and choose the best option for each blank.
School Recycling Data Week
Before arriving, please (1) ______ the meeting time in your diary. The activity will take place (2) ______ Thursday during lunch. Teams will work (3) ______ groups of four and use the same recording sheet. Please sort only the items listed on the sheet, (4) ______ collection rules differ between local programmes. Record the material and the (5) ______ of each item. Keep clean paper (6) ______ from liquids and food waste. Do not include names; the report will show only (7) ______ totals. The results will be shared (8) ______ the school newsletter after the class checks its calculations.
- 1. A. note B. predict C. borrow D. separate
- 2. A. through B. within C. during D. on
- 3. A. in B. at C. by D. over
- 4. A. despite B. unless C. because D. whereas
- 5. A. advice B. number C. permission D. weather
- 6. A. separate B. separated C. separately D. separation
- 7. A. person’s B. personal C. personality D. group
- 8. A. at B. on C. in D. by
Questions 9–16. Choose the best option to complete each sentence.
- 9. The canteen set aside several ______ cardboard boxes for the audit.
A. empty B. emptily C. emptiness D. emptied - 10. Neither the labels nor the instructions ______ what to do with composite wrappers.
A. explains B. has explained C. explain D. is explaining - 11. Before the audit began, the coordinator ______ how to use each category.
A. explains B. has explained C. is explaining D. had explained - 12. Students were asked ______ estimates when an exact weight could not be measured.
A. avoid B. to avoid C. avoiding D. avoided - 13. The audit covered one week, so its results should not be ______ to every month of the year.
A. applying B. applies C. applied D. application - 14. The class grouped the results ______ material type before making a chart.
A. by B. between C. across D. since - 15. A bag weighing ten kilograms weighs ______ than a bag weighing five kilograms.
A. many B. more C. most D. much - 16. Only items accepted by the local programme should ______ in its recycling container.
A. places B. placed C. were placed D. be placed
Questions 17–24. Choose the best response or sentence arrangement.
- 17. “Can we put this cup in the blue bin?”
A. It was bought on Monday. B. The classroom has two windows. C. “Check the local guide; accepted items can vary.” D. I have a new notebook. - 18. Arrange the email. (a) Could you tell us which materials the school collects? (b) Dear Mr Green, (c) Our class is preparing a small recycling audit. (d) We want to sort items according to the school’s instructions. (e) Best wishes, Hoa
A. c–b–a–d–e B. b–c–a–d–e C. b–d–a–e–c D. b–a–d–c–e - 19. “The table includes counts from one lunch period.”
A. “Then let’s label the time range clearly.” B. I returned a library book. C. The weather is cold today. D. It has a green cover. - 20. Arrange the steps for checking the totals. (a) Compare the sum with the number of items collected. (b) Add the counts for each material group. (c) Correct any entry that was copied twice. (d) Check the original recording sheets.
A. b–c–a–d B. a–d–b–c C. c–b–d–a D. d–b–a–c - 21. Why did the students keep wet paper out of the clean-paper sample?
A. Wet paper always weighs less than dry paper. B. Moisture or food residue can affect the sample’s condition. C. Paper cannot be recorded in a table. D. The school has no recycling bins. - 22. “We do not recognise this type of wrapper.”
A. It was the longest lesson. B. We can count the chairs. C. “Let’s mark it as uncertain and check the local guidance.” D. I prefer the blue pen. - 23. Arrange the sentences to make a short report. (a) It also states that only one school week was observed. (b) The class counted the materials collected at lunch. (c) The report describes the totals by material type. (d) It does not treat the sample as a year-round estimate.
A. a–b–d–c B. c–d–b–a C. d–c–a–b D. b–c–a–d - 24. Which note should accompany an item the students cannot classify?
A. “Classification uncertain; check the collection guide.” B. “This proves the item is recyclable everywhere.” C. “Ignore the item and change the total.” D. “Place it in every bin.”
Questions 25–30. Read the passage and choose the best option for each blank.
Recording the canteen audit
The class first placed labelled containers at the audit station. For each item, students recorded the material and (25) ______ it had come from. If a package appeared to combine several materials, they (26) ______ it as mixed instead of guessing how it would be processed. A small sample was weighed on the same scale (27) ______ the measurements could be compared. Packages with food residue were kept (28) ______ from the clean-paper sample. The team entered its totals in a table, which made it easier to compare the groups and find an entry that had been copied twice. The chart described material collected during the lunch period; it did not claim that the same pattern would occur at home. Before writing the summary, students checked the (29) ______ collection rules and confirmed the date of the audit. Their report described what they had observed and noted what they had not measured. They did not assume that every item labelled recyclable was accepted by the school’s programme, because acceptance rules may be (30) ______.
- 25. A. which B. when C. whose D. where
- 26. A. labelled B. labels C. labelling D. label
- 27. A. unless B. although C. so that D. despite
- 28. A. along B. apart C. across D. beside
- 29. A. personally B. person C. personality D. local
- 30. A. different B. variation C. varied D. varies
Questions 31–40. Read the passage and choose the best answer.
What a school recycling audit can tell you
A school audit can help students describe what was collected during a particular event. The group needs to define its categories before counting, use the same method throughout and keep the time period clear. If one team counts individual containers while another estimates a bag’s weight, their totals cannot be compared as if they measured the same thing. Recording both the unit and the method helps readers understand what each number represents.Material condition can also matter. In paper-recovery systems, food residue, liquids or other unwanted material may reduce the quality of a paper stream. A school project can note that an item was wet or mixed without claiming to know how a local processor would handle it. The students should check the rules of the collection programme they are studying. Accepted items and sorting instructions may differ between programmes, so a symbol on packaging does not by itself establish that a particular school accepts that item.
The audit has limits. A count from one lunch period is a description of that sample, not automatically an estimate of all waste produced by the school each week. A short audit also cannot show what households discard or how a different collection system operates. To make a broader estimate, students would need a longer observation period, a defined sampling method and records from more than one setting.
A useful report states what was counted, how the categories were defined, when the data were collected and what was left out. If the group could not classify an item, it should record the uncertainty rather than silently assigning the item to a convenient category. Clear limits help readers use the results for the question the audit actually addresses.
- 31. What is one purpose of defining categories before counting?
A. To prove that all items are accepted locally
B. To remove the need to record units
C. To make the group’s classification method clear and consistent
D. To estimate household waste from a lunch sample - 32. Why should a report state its unit and method?
A. To make every result a weight
B. So readers know what each number represents
C. To guarantee that the sample covers a full year
D. So different measurements can be treated as identical - 33. What may reduce the quality of a paper stream?
A. Food residue or liquid contamination
B. A clear date on the recording sheet
C. Sorting the results by material
D. Counting items during lunch - 34. What does the passage say about recycling symbols on packaging?
A. They guarantee acceptance by every school programme.
B. They show how much an item weighs.
C. They replace the need to check local instructions.
D. They do not by themselves establish that a school accepts the item. - 35. What can a count from one lunch period describe?
A. All waste generated by every household
B. The materials collected in that particular sample
C. The school’s results for every week of the year
D. How another collection system operates - 36. What would students need for a broader estimate?
A. One unlabelled bin and an informal guess
B. Only a picture of the lunch area
C. A longer observation period, defined sampling and more settings
D. A packaging symbol from one item - 37. In paragraph 2, what does “it” refer to in “how a local processor would handle it”?
A. The school project B. The paper stream C. The collection programme D. The item - 38. The word “discard” in paragraph 3 is closest in meaning to ______.
A. throw away B. measure carefully C. sort by weight D. record by date - 39. What should students do when they cannot classify an item?
A. Assign it to a category without noting uncertainty
B. Remove all other records
C. Record the uncertainty instead of guessing
D. Count it in every category - 40. What conclusion does the passage draw about a school recycling audit?
A. A single school audit proves how all communities recycle.
B. A well-described audit can answer a limited question when its method and limits are clear.
C. Local programmes accept the same items everywhere.
D. Students should avoid recording uncertain items.
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. “Note the meeting time” means write it down so participants can arrive as planned.
- 2. D. The event takes place “on Thursday.”
- 3. A. The usual expression is “work in groups.”
- 4. C. “Because” gives the reason for listing the collection instructions.
- 5. B. A recording sheet can list the material and the number of items.
- 6. A. The adjective “separate” completes “keep clean paper separate from.”
- 7. D. The report shows group totals rather than individuals’ information.
- 8. C. The newsletter is the medium in which the results will appear: “in the newsletter.”
- 9. A. “Empty cardboard boxes” is the correct adjective phrase.
- 10. C. With the plural nearer subject “instructions,” the verb is “explain.”
- 11. D. The explanation happened before the audit began, so the past perfect is appropriate.
- 12. B. “Ask someone to do something” takes a to-infinitive.
- 13. C. The past-week audit should not be applied as a result for every month.
- 14. A. “Grouped by material type” means organised according to the material category.
- 15. B. “More than” is the comparative form used in the sentence.
- 16. D. “Items” receive the action, so the passive “should be placed” is needed.
- 17. C. Checking the local guide is a relevant reply because collection rules can differ.
- 18. B. The greeting is followed by the class context, the question, its reason and the sign-off.
- 19. A. If the table covers one lunch period, labelling that time range makes the scope clear.
- 20. D. Check the source sheets, add category counts, compare the sum with items collected, and then identify a mismatch.
- 21. B. Moisture and food residue can affect the condition of a paper sample.
- 22. C. Marking the item as uncertain and checking local guidance avoids guessing.
- 23. D. The class counts items, reports totals by type, states the period and limits broader conclusions.
- 24. A. This note records uncertainty and gives the next step.
- 25. D. “Where it had come from” asks for the item’s source location.
- 26. A. The past-tense verb “labelled” matches the past narrative.
- 27. C. Using one scale gives the class a common basis for comparing measurements.
- 28. B. “Kept apart from” means separated from the clean-paper sample.
- 29. D. “Local collection rules” identifies the rules relevant to the school.
- 30. A. “Rules may be different” is the intended meaning.
- 31. C. Defining categories first helps the group use one clear, consistent classification method.
- 32. B. Units and methods tell readers what a reported number measures.
- 33. A. The passage notes that food residue and liquids can contaminate paper.
- 34. D. A label does not prove that the specific school programme accepts an item.
- 35. B. The count describes the sample collected during that lunch period.
- 36. C. The passage names a longer period, a defined method and more than one setting.
- 37. D. “It” refers to the item whose handling by a local processor is unknown.
- 38. A. “Discard” means throw away.
- 39. C. The passage advises recording uncertainty instead of assigning an unsupported category.
- 40. B. The passage explains that a useful audit answers a defined question when its method and limits are reported.