Ôn thi tốt nghiệp THPT môn Tiếng Anh: Đề số 25 năm 2026 có đáp án chi tiết

This practice test was prepared for revision and is not an official examination paper.

English Graduation Practice Test – Test 25

Suggested time: 50 minutes. Questions: 40 multiple-choice items. Choose one answer, A, B, C or D, for each item.

Format reference: the Ministry of Education and Training’s 2025 graduation exam format for English uses 40 multiple-choice items and a 50-minute duration. This practice paper is not an official exam. Official format notice.

Questions 1–6. Read the announcement and choose the best option for each blank.

Inter-class Debate Afternoon
Teams that wish to compete should (1) ______ their names with the English department by Tuesday. Each team may bring brief notes, but speakers should not read a complete speech. Please arrive (2) ______ 1:30 p.m. so that the organisers can confirm the order of speakers. In the first round, students will work (3) ______ teams of three. Each speaker will have three minutes to present an argument (4) ______ the motion. The final schedule will be shared (5) ______ on the noticeboard. If a team cannot attend, it should tell the organisers (6) ______ the event begins.

1. 1. A. hide   B. postpone   C. register   D. borrow
2. 2. A. by   B. during   C. since   D. among
3. 3. A. at   B. on   C. with   D. in
4. 4. A. against   B. across   C. between   D. for
5. 5. A. public   B. publicity   C. publicly   D. publicise
6. 6. A. before   B. although   C. because   D. while

Questions 7–12. Choose the best option.

1. 7. “I think our first point needs stronger support.”
   A. The hall has a stage.   B. I arrived by bicycle.   C. The meeting ends at four.   D. Let’s find a reliable example before we present it.
2. 8. Arrange the sentences to make a coherent email. (a) Could you confirm whether our team speaks first? (b) Dear Ms Mai, (c) We are preparing for Thursday’s debate. (d) We need to plan how much time to spend on our opening statement. (e) Best wishes, Bao
   A. c–b–a–d–e   B. b–a–e–c–d   C. a–b–d–c–e   D. b–c–a–d–e
3. 9. A speaker should listen to the opposing team before preparing a ______.
   A. schedule   B. permission   C. response   D. direction
4. 10. Neither the opening statement nor the final examples ______ the motion clearly.
   A. support   B. supports   C. supporting   D. has supported
5. 11. The chair summarised the rules ______ every team understood the time limit.
   A. despite   B. so that   C. unless   D. whereas
6. 12. “We are not sure whether this example answers the other team’s point.”
   A. The room has three windows.   B. I have read that book.   C. The debate begins next week.   D. Let’s compare it with their argument.

Questions 13–20. Choose the best option to complete each sentence.

1. 13. The judges asked the speakers to support their claims with ______.
   A. evidential   B. evident   C. evidence   D. evidently
2. 14. The team ______ its opening statement before the coach arrived.
   A. had practised   B. practises   C. is practising   D. will practise
3. 15. The second argument was ______ than the first because it addressed a counterexample.
   A. convincing   B. most convincing   C. more convincingly   D. more convincing
4. 16. The student ______ chaired the discussion thanked both teams.
   A. which   B. who   C. where   D. whose it
5. 17. In “a sentence that could not be supported,” “supported” is closest in meaning to ______.
   A. remembered by all speakers   B. backed by evidence   C. spoken more loudly   D. put at the end
6. 18. If a speaker makes a claim, the judges ______ for support in the speech.
   A. should listen   B. listened   C. have listening   D. will listened
7. 19. Choose the sentence closest in meaning to: “The chair gave each team equal speaking time.”
   A. Each team gave the chair a speech.   B. The chair spoke for every team.   C. One team received more time.   D. Every team was given the same amount of time by the chair.
8. 20. The students prepared a list of questions ______ the discussion could remain focused.
   A. although   B. so that   C. unless   D. despite

Questions 21–26. Read the passage and choose the best option for each blank.

Before the debate, one team chose the motion “Schools should set aside time for independent reading.” The students listed reasons both for and against the proposal. They then searched for information that could help them explain each claim. When a source did not give enough detail, they avoided (21) ______ a number from it. Instead, they used an example from their own timetable and clearly said that it described their school. During practice, a classmate challenged one argument by pointing out a different explanation. The team changed its notes (22) ______ include that counterpoint. They also removed a sentence that could not be supported. Their teacher advised them to answer the strongest opposing point (23) ______ changing the subject. The group wrote a short conclusion (24) ______ brought its main reason back to the motion. On debate day, one speaker paused to listen to the other side before replying. That response was more (25) ______ than repeating the prepared speech. The team’s final reflection described what it had learned and what still needed (26) ______.

1. 21. A. invent   B. invented   C. invents   D. inventing
2. 22. A. so that   B. in order to   C. because of   D. although
3. 23. A. unless   B. without   C. during   D. despite
4. 24. A. who   B. where   C. that   D. whose
5. 25. A. responsive   B. response   C. respond   D. responsively
6. 26. A. improve   B. improving   C. improved   D. improvement

Questions 27–32. Read the passage and answer the questions.

A debate club at Tran Phu High School was asked to discuss whether the school should extend its library opening hours. One team began by listing possible benefits, such as giving students more time to borrow books. The opposing team noted that later opening would also require staff to remain at school. Both groups interviewed the librarian and checked the current timetable before writing their speeches.

The librarian explained that the library was already open later on two days each week. The teams had not known this when they first prepared their arguments. They revised their notes to include the existing schedule and asked students whether they would use an additional late day. The replies came mostly from pupils who visited the library during lunch, so the teams did not treat them as a survey of every student.

During the debate, one speaker argued that an extra evening would help all pupils. The other team asked what evidence supported the word “all.” The speaker changed the claim to say that some students might benefit and described the replies they had collected. Afterward, the judges praised the revised claim because it matched the limited evidence. They also asked both teams to consider the staffing question before making a recommendation.

1. 27. What did both teams do before writing their speeches?
   A. They immediately asked the school to change the schedule.   B. They counted every book in the library.   C. They interviewed the librarian and checked the timetable.   D. They decided to close the library.
2. 28. What had the teams not known at first?
   A. The library already stayed open later on two days each week.   B. Students could borrow books.   C. Staff worked at the school.   D. The debate would have judges.
3. 29. Why did the teams avoid treating the replies as a survey of every student?
   A. No one had visited the library.   B. Most replies came from lunch-time library visitors.   C. The librarian had written the speeches.   D. The timetable was unavailable.
4. 30. What change did the speaker make during the debate?
   A. The speaker withdrew from the competition.   B. The speaker changed “all pupils” to “some students might benefit.”   C. The speaker claimed there was no evidence.   D. The speaker asked the judges to leave.
5. 31. Why did the judges praise the revised claim?
   A. It promised to extend every opening hour.   B. It ignored the replies from students.   C. It matched the limited evidence described.   D. It removed the staffing question.
6. 32. What issue did the judges ask the teams to consider?
   A. The price of every book.   B. How staffing would work if the hours changed.   C. The colour of the library walls.   D. The age of the students.

Questions 33–40. Read the passage and answer the questions.

The organisers of a school debate afternoon wanted to make sure that teams had enough time to prepare and that no room was booked twice. They collected each team’s preferred time and subject, then drafted a schedule. A teacher checked the draft against the room timetable. Two teams had been assigned to the same classroom, so the organisers moved one team to a nearby room and sent both groups an updated notice.

Each debate was given a chairperson and two timekeepers. The chairperson introduced the motion and explained how speakers would take turns. The timekeepers used the same signal for every team. During the first round, they noticed that several students were unsure when their speaking time had ended. The organisers paused between rounds and explained the signal again.

After the event, the teams returned a short feedback form. Some asked for more preparation time; others wanted clearer information about the order of speakers. The organisers counted the comments by topic and added the results to their event notes. They did not change the schedule immediately because the forms represented only teams that chose to respond. Instead, they planned to ask all teams about the format before the next event.

The organisers said that keeping the schedule, room changes and feedback together would make it easier to prepare next time. They described the notes as a record of this afternoon, not a rule for every debate.

1. 33. Why did a teacher check the draft schedule?
   A. To make sure no room was booked twice.   B. To choose a winning team.   C. To shorten every debate.   D. To remove the timekeepers.
2. 34. What did the organisers do when two teams had the same classroom?
   A. They cancelled one team’s debate.   B. They moved one team and sent an updated notice.   C. They asked both teams to leave.   D. They changed the motion.
3. 35. What did timekeepers notice in the first round?
   A. The rooms were all empty.   B. The speakers had changed teams.   C. Some students did not know when their time had ended.   D. The feedback forms had been lost.
4. 36. Why did organisers explain the signal again?
   A. The event was over.   B. Several students were unsure what the signal meant.   C. The teams requested a new motion.   D. The room timetable had changed.
5. 37. Why did organisers not change the schedule immediately after receiving forms?
   A. The feedback came only from teams that chose to respond.   B. No team returned a form.   C. The event had not yet begun.   D. The teacher had lost the draft.
6. 38. The word “draft” in paragraph 1 is closest in meaning to ______.
   A. final decision   B. room number   C. preliminary version   D. winning argument
7. 39. What will organisers do before the next debate afternoon?
   A. Use the exact same room schedule without review.   B. Stop collecting feedback.   C. Cancel all preparation time.   D. Ask all teams about the format.
8. 40. What does the organisers’ approach show about planning a debate afternoon?
   A. The organisers used schedules and feedback to improve how one event was run.   B. The feedback forms represented every student.   C. Every debate should use the same timetable.   D. Timekeepers selected the motions.

Answer key and explanations

1. 1. C. “Register their names” is the usual way to sign up for the debate.
2. 2. A. “By 1:30 p.m.” gives the latest arrival time.
3. 3. D. The usual phrase is “work in teams.”
4. 4. D. An argument “for the motion” supports the proposal being discussed.
5. 5. C. “Publicly” is the adverb describing how the schedule will be shared.
6. 6. A. Teams should notify organisers before the event begins.
7. 7. D. Finding a reliable example would strengthen the claim before it is presented.
8. 8. D. The email follows greeting, context, request, reason and sign-off.
9. 9. C. A response addresses a point made by the opposing team.
10. 10. A. With “neither…nor,” the verb agrees with the nearer plural noun “examples”: “support.”
11. 11. B. The chair summarised the rules for the purpose of helping every team understand them.
12. 12. D. Comparing the example with the other team’s argument checks whether it addresses their point.
13. 13. C. The noun “evidence” follows the preposition “with.”
14. 14. A. The practice happened before the coach arrived, so the past perfect is appropriate.
15. 15. D. “More convincing than” is the comparative form used to compare the arguments.
16. 16. B. “Who” refers to the student who chaired the discussion.
17. 17. B. In this context, a claim is supported when evidence backs it up; the passage says the team removed a sentence it could not substantiate.
18. 18. A. “Should listen” states what judges ought to do when a claim is made.
19. 19. D. “Was given the same amount of time” is the passive paraphrase of the original sentence.
20. 20. B. The question list gives the discussion a clear focus.
21. 21. D. “Avoid” is followed by a gerund: “avoid inventing a number.”
22. 22. B. “In order to include” expresses the purpose of changing the notes.
23. 23. B. “Without changing the subject” describes how to answer the opposing point.
24. 24. C. “That” introduces the relative clause describing the conclusion.
25. 25. A. “Responsive” describes a reply that addresses what the other side said.
26. 26. D. “Needed improvement” is the noun phrase completing “what still needed.”
27. 27. C. Both teams interviewed the librarian and checked the timetable before drafting speeches.
28. 28. A. They learned that the library already had later hours on two days each week.
29. 29. B. Most replies came from pupils who visited during lunch, so the sample did not include every student equally.
30. 30. B. The speaker narrowed the claim from “all pupils” to “some students might benefit.”
31. 31. C. The revised statement made a narrower claim that fit the evidence collected.
32. 32. B. The judges asked the teams to consider the staffing implications of later hours.
33. 33. A. Checking the room timetable helped prevent two teams from using the same room at once.
34. 34. B. One team was moved to another room and both groups received a corrected notice.
35. 35. C. Timekeepers noticed that some students did not know when their speaking time had ended.
36. 36. B. The signal was explained again because some students were unsure what it meant.
37. 37. A. Only responding teams were represented in the forms, so organisers planned to ask everyone before changing the format.
38. 38. C. A draft is a preliminary version prepared before the final schedule.
39. 39. D. The organisers planned to ask all teams about the format before the next event.
40. 40. A. The passage describes how organisers used scheduling checks and feedback to improve one debate afternoon.