This practice test was prepared for revision and is not an official examination paper.
English Graduation Practice Test – Test 26
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.
Conversation Circles
The English club is starting weekly conversation circles for students who want extra speaking practice. Please (1) ______ for a place using the form outside the language room. Each circle will have six students and one discussion leader. Participants should arrive (2) ______ time for the opening activity. Bring one topic you would like to talk (3) ______, but feel free to listen if you do not wish to speak first. The leader will make sure that everyone has a chance to contribute (4) ______. After each meeting, members may leave a short comment (5) ______ the suggestion box. The first session will be held on Thursday, (6) ______ the room is needed for an examination.
- 1. A. apply B. discuss C. reply D. perform
- 2. A. among B. from C. in D. across
- 3. A. over B. about C. for D. against
- 4. A. equally B. equality C. equal D. equalise
- 5. A. in B. at C. between D. into
- 6. A. because B. unless C. although D. provided
Questions 7–12. Choose the best option.
- 7. “I would like to join, but I am nervous about speaking.”
A. The room has a clock. B. You can listen first and join in when you feel ready. C. We meet on Thursday. D. I borrowed a dictionary. - 8. Arrange the sentences to make a coherent email. (a) Could you tell me which room the circle will use? (b) Dear Mr Tuan, (c) I have registered for the English conversation circle. (d) I want to arrive at the right place on Thursday. (e) Best, Hanh
A. c–b–d–a–e B. b–a–e–c–d C. a–b–c–e–d D. b–c–a–d–e - 9. A discussion leader should give each participant time to ______.
A. contribute B. interrupt C. disappear D. memorise - 10. Each of the conversation circles ______ a different topic every week.
A. choose B. choosing C. chooses D. have chosen - 11. The leader wrote the topic on the board ______ late arrivals could follow the discussion.
A. unless B. whereas C. despite D. so that - 12. “Could you repeat the last question more slowly?”
A. The club has six members. B. I put my book away. C. The room is upstairs. D. Of course. I’ll say it again.
Questions 13–20. Choose the best option to complete each sentence.
- 13. The club made a list of ______ questions to help new members start talking.
A. suggest B. suggestion C. suggestive D. suggested - 14. The members ______ the same topic for two weeks before they changed the format.
A. have discussed B. discuss C. had discussed D. are discussing - 15. A useful follow-up question asks for ______ information.
A. many B. further C. few D. several - 16. Students ______ prefer to listen may still take part in the circle.
A. where B. which C. whose D. who - 17. “Encourage” is closest in meaning to ______.
A. give someone confidence to do something B. prevent someone from speaking C. forget a meeting D. repeat a sentence - 18. If a student does not understand a phrase, they ______ ask the speaker to explain it.
A. had B. asks C. can D. have asking - 19. Choose the sentence closest in meaning to: “The leader invited every member to share an idea.”
A. Every idea invited the leader. B. The leader asked all members to offer an idea. C. One member shared the leader’s idea. D. The leader shared no ideas. - 20. The students spoke in pairs ______ everyone had time to practise.
A. unless B. although C. so that D. despite
Questions 21–26. Read the passage and choose the best option for each blank.
The conversation club noticed that a few confident students spoke for most of the meeting. The leader changed the format so that members first discussed a question in pairs and then shared one point with the full circle. This gave quieter students time to prepare (21) ______ speaking to the group. The leader also invited members to pass if they did not want to answer a particular question. At the end, students wrote one comment about what helped them take part. Several said that knowing the topic in advance made it (22) ______ to think of an example. Others preferred to hear a sample question first. The club collected the comments without asking for names, then grouped similar suggestions (23) ______. It did not assume that every member wanted the same kind of activity. The leader used the notes to plan the next two sessions and asked the group whether the new arrangement was (24) ______. The club planned to review the format after several meetings rather than judge it from one session. In its notice, it described the change as a trial (25) ______ feedback could guide later adjustments. The group hoped this would make discussion more (26) ______ for its members.
- 21. A. during B. before C. without D. despite
- 22. A. harder B. easiest C. easier D. hardly
- 23. A. group B. grouped C. groups D. together
- 24. A. useful B. usefully C. usefulness D. use
- 25. A. because of B. although C. so that D. unless
- 26. A. access B. accessible C. accessing D. accessibly
Questions 27–32. Read the passage and answer the questions.
A teacher at Vu Thi Sau High School asked students to take part in English conversation circles during lunch. At first, the teacher invited volunteers to choose any topic. Many discussions ended quickly because students were unsure what to ask next. The teacher then prepared a small set of prompt cards with open questions, such as “What makes a place comfortable to study in?” Students could choose a card or suggest a different topic.
The teacher also changed the group size from ten to six. In the larger group, several students had said little. In the smaller circles, the discussion leader made sure that no one was required to answer and that members could pass. Some students still chose to listen for the whole session. The teacher counted them as participants because listening was one of the options the group had agreed to.
After four weeks, the teacher asked members what they would keep or change. Students liked choosing their topic, but they wanted a little more time for the final discussion. The teacher decided to test a longer closing period in the next cycle. The notes from the first four weeks helped plan that test, but the teacher did not claim that the circles had improved every student’s speaking ability.
- 27. Why did the teacher prepare prompt cards?
A. To prevent students from choosing a topic. B. To give every student the same answer. C. To make each meeting longer. D. Students often did not know what to ask next. - 28. What did the discussion leader make sure of?
A. No one was required to answer and members could pass. B. Students had to answer every question. C. The teacher stopped using topics. D. Meetings moved to another school. - 29. How did the teacher count students who listened without speaking?
A. As absent from the session. B. As leaders of the circle. C. As participants, since listening was an agreed option. D. As students who had to leave early. - 30. What did students request after four weeks?
A. Fewer topic choices. B. A little more time for the final discussion. C. A larger group of ten. D. No discussion leader. - 31. What did the teacher plan to test next?
A. Removing all prompt cards. B. Making every student speak. C. Ending the circles permanently. D. A longer closing period. - 32. What claim did the teacher avoid making?
A. That the circles improved every student’s speaking ability. B. That students could choose a topic. C. That some students listened. D. That a longer closing period would be tested.
Questions 33–40. Read the passage and answer the questions.
A youth centre in Binh Minh started a weekly language exchange in which visitors could practise a language with a volunteer partner. The coordinator matched pairs according to the languages they wanted to practise and the times they were available. Participants could change partners if the arrangement did not suit them. The centre asked everyone to agree on a meeting length and a topic before beginning.
At the first meeting, some pairs spent most of their time speaking one language because one partner was more confident. The coordinator did not set a rule that each language had to be used for exactly half the session. Instead, partners were asked to discuss what each person wanted to practise and take turns choosing the topic. The coordinator said that the exchange should be useful to both people, even if the sessions did not look identical.
After a month, the centre sent an optional feedback form. Several participants asked for a quiet table away from the entrance. Others wanted a list of suggested topics for the first meeting. The centre tried both changes at the next session and asked visitors whether they helped. It noted which participants returned, but did not treat attendance alone as proof that everyone was satisfied. Some people could not come every week because of school or work.
The coordinator plans to review comments and attendance together before changing the matching process. The centre describes the exchange as a flexible activity that participants can adjust, rather than a formal language course with a fixed programme.
- 33. How were participants matched?
A. By their age and school grades. B. By the languages they wanted and their available times. C. By the topics they had already studied. D. By how long they had lived in Binh Minh. - 34. Why did the coordinator avoid requiring exactly equal time for each language?
A. No participant wanted to practise. B. The centre had no tables. C. Partners’ needs could differ, so they were asked to agree on what to practise. D. The exchange lasted only one minute. - 35. What did participants request in the feedback forms?
A. A longer formal examination. B. A rule that everyone use one language only. C. A new building for the youth centre. D. A quieter table and suggested topics. - 36. Why did the centre not use attendance alone as proof of satisfaction?
A. Some people could not attend every week for other reasons. B. Nobody returned to the centre. C. The coordinator had cancelled the exchange. D. The forms asked about school grades. - 37. What will the coordinator review before changing the matching process?
A. Only the number of languages. B. The colour of the tables. C. Comments and attendance together. D. The age of every participant. - 38. The word “flexible” in paragraph 4 is closest in meaning to ______.
A. fixed and formal B. able to be adjusted C. difficult to understand D. available once a year - 39. What could a participant do if the assigned partner did not suit them?
A. Require every pair to use each language for equal time. B. Make all visitors return the feedback form. C. Treat attendance as proof of satisfaction. D. Request a different partner. - 40. Which title best describes the language exchange?
A. A Flexible Weekly Activity Shaped by Participants’ Needs B. A Formal Course With a Fixed Programme C. A Test That Measures Every Visitor’s Ability D. A Rule Requiring Equal Speaking Time
Answer key and explanations
- 1. A. “Apply for a place” is a natural way to request a position in the circle.
- 2. C. “In time for” means early enough for the opening activity.
- 3. B. The usual phrase is “talk about a topic.”
- 4. A. “Equally” is the adverb modifying “contribute.”
- 5. A. A comment is left “in the suggestion box.”
- 6. B. “Unless” means the session will take place except if the room is needed for an examination.
- 7. B. The response acknowledges the nervousness and offers a low-pressure way to join.
- 8. D. The email order is greeting, registration context, request, reason and closing.
- 9. A. Participants should have time to contribute to the discussion.
- 10. C. “Each” is singular, so the verb takes “-s”: “chooses.”
- 11. D. The board note was written so that late arrivals could follow the topic.
- 12. D. The reply directly offers to repeat the question more slowly.
- 13. D. “Suggested questions” uses the past participle as an adjective.
- 14. C. The discussions happened before the later change, so the past perfect fits the sequence.
- 15. B. “Further information” means additional information.
- 16. D. “Who” refers to students, the people who may prefer to listen.
- 17. A. To encourage someone is to give them confidence or support to do something.
- 18. C. “Can ask” expresses a possible action available to the student.
- 19. B. “Asked all members to offer an idea” preserves the meaning of the sentence.
- 20. C. Working in pairs gives everyone time to practise.
- 21. B. The students prepared before speaking to the full group.
- 22. C. Knowing the topic in advance made it easier to think of an example.
- 23. D. “Grouped together” means placed similar suggestions in the same group.
- 24. A. “Useful” is the adjective that follows “was.”
- 25. C. The change was a trial so that feedback could guide future adjustments.
- 26. B. “Accessible” describes a discussion that members can take part in.
- 27. D. The teacher prepared prompts because students often did not know what to ask next.
- 28. A. In the smaller circles, members could pass and no one was required to answer.
- 29. C. Listening counted as participation because the group had agreed that it was an option.
- 30. B. Students asked for more time for the final discussion.
- 31. D. The teacher planned to test a longer closing period in the next cycle.
- 32. A. The teacher explicitly avoided claiming that the circles improved every student’s speaking.
- 33. B. Matching was based on requested languages and available times.
- 34. C. The coordinator asked partners to discuss their needs rather than impose identical language-use periods.
- 35. D. Participants asked for a quieter table and suggested topics for a first meeting.
- 36. A. School and work could keep people away even if they valued the exchange.
- 37. C. The coordinator planned to consider feedback and attendance together.
- 38. B. A flexible activity can be adjusted to participants’ needs.
- 39. D. The passage says participants could request a different partner if the arrangement did not suit them.
- 40. A. The exchange is described as flexible and adjusted in response to participant needs.