Ôn thi tốt nghiệp THPT môn Tiếng Anh: Đề số 32 năm 2026 có đáp án chi tiết

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

English Graduation Practice Test – Test 32

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 notice and choose the best option for each blank.

Repair Café at the Youth Centre
Bring a small household item that no longer works and learn how to repair it (1) ______ a volunteer. Please register (2) ______ the online form by Thursday so we can prepare the right tools. For safety, batteries must be removed (3) ______ you arrive. Volunteers will explain each step, but they cannot guarantee that every object can be fixed. If a repair is not possible, they will suggest (4) ______ the item responsibly. The café is free, although visitors are welcome (5) ______ a spare button or a length of thread for the shared materials box. Children under twelve should attend (6) ______ an adult.

1. A. from B. with C. among D. across
2. A. at B. over C. by D. through
3. A. before B. although C. unless D. while
4. A. recycle B. recycled C. recycling D. to recycle
5. A. bring B. bringing C. brought D. to bring
6. A. beside B. between C. without D. with

Questions 7–16. Choose the best option.

7. The science club ______ its first public demonstration next Friday. A. gives B. gave C. is giving D. has given
8. This is the ______ route to the museum; it avoids the roadworks. A. most direct B. more direct C. directest D. directly
9. Mai asked whether the library ______ open during the holiday. A. will be B. is C. has been D. would be
10. The instructions were so ______ that every group assembled the model correctly. A. confuse B. clear C. clearly D. clarity
11. We have lived in this neighbourhood ______ 2019. A. for B. during C. since D. from
12. The old sports hall ______ into a community arts centre last year. A. converted B. was converted C. has converting D. converts
13. You can borrow the camera ______ you return it before Monday. A. provided that B. in spite of C. because of D. as a result
14. Neither the coach nor the players ______ satisfied with the cancelled match. A. was B. is C. has been D. were
15. Lan is interested in ______ how local plants adapt to dry weather. A. learn B. learning C. learned D. to learning
16. The bus was delayed; ______, the students arrived before the talk began. A. therefore B. otherwise C. however D. for example

Questions 17–22. Read the passage and choose the best option for each blank.

When a town installed a small book-sharing shelf at its railway station, organisers expected commuters to use it occasionally. Instead, the shelf became a meeting point. People leave books they have finished and take others home, so the collection is constantly (17) ______. A volunteer checks the shelf each morning and removes damaged items. The project works because it is easy to use: no card is needed, and readers may keep a book for (18) ______ long as they like. Some travellers add a note explaining why a story mattered to them. These short messages can (19) ______ a stranger to try a book they might otherwise overlook. The shelf also makes waiting time feel less (20) ______. Although it cannot replace a public library, it offers a simple way to share reading material. The organisers hope that the idea will spread to other stations, (21) ______ each shelf should reflect the needs of its neighbourhood. Their experience shows that a modest project can succeed when local people (22) ______ responsibility for it.

17. A. changing B. changed C. change D. changes
18. A. so B. such C. as D. too
19. A. persuade B. prevent C. refuse D. avoid
20. A. bored B. boring C. boredom D. bore
21. A. unless B. because C. but D. so
22. A. take B. do C. make D. get

Questions 23–27. Choose the sentence that best completes each exchange or paragraph.

23. “Could you show me where to return these books?” – “______” A. They were written last year. B. Certainly; the return box is beside the entrance. C. I prefer reading at home. D. The library closes on Sundays.
24. The school garden was dry after a week without rain. ______ The students decided to collect rainwater for future use. A. The forecast promised heavy snow. B. Their new uniforms had arrived. C. Several plants had begun to wilt. D. The garden was built by an architect.
25. “I’m sorry I missed your call.” – “______ I’ll explain the schedule now.” A. That’s all right. B. You should call me yesterday. C. I hope the phone is expensive. D. The schedule was calling.
26. The museum offers free entry to students on Wednesday afternoons ______ a notice beside the ticket desk. A. according to B. although C. so D. unless
27. Put the sentences in the most logical order. (a) Finally, she labelled each jar with its name and date. (b) First, Hoa washed the jars carefully. (c) She then filled them with homemade orange marmalade. A. a–b–c B. b–c–a C. c–a–b D. b–a–c

Questions 28–33. Read the passage and choose the best answer.

Mapping a quieter walk
A group of secondary-school students wanted to help older residents walk safely to the weekly market. Rather than draw a map from memory, they invited residents to describe the routes they already used. The students walked each route at different times of day, noting broken pavements, steep slopes and places with little shade. They also recorded benches and public toilets, since a useful route needs places to rest as well as a clear path.

The first draft showed that the shortest route was not always the easiest. One lane had a smooth surface but no shade; another was longer yet offered benches and trees. Residents reviewed the draft and pointed out a crossing where the traffic light changed too quickly. The students reported the problem to the local council and marked the crossing on the map while they waited for a response.

The finished guide uses simple symbols and gives estimated walking times, but it does not label any route as safe for everyone. People move at different speeds and may have different mobility needs. The students plan to update the guide when repairs are made or new obstacles appear. They say the most important lesson was to ask the people who use a place before designing a solution for them.

28. What was the students’ main aim? A. To design a route for a school race. B. To replace the weekly market. C. To help older residents reach the market on foot. D. To persuade residents to use cars.
29. Why did the students note benches and public toilets? A. To calculate the age of the buildings. B. To find the shortest possible route. C. To decide where the market should move. D. To identify places where people could rest or meet a practical need.
30. What did residents identify in the first draft? A. A missing bus station. B. A crossing with a traffic light that changed too quickly. C. A new path through a school. D. A market that had closed permanently.
31. The word “obstacles” is closest in meaning to ______. A. invitations B. improvements C. directions D. things that make progress difficult
32. What can be inferred about the guide? A. It recommends the same route to every person. B. It will never need revision. C. It offers information while recognising that users’ needs differ. D. It contains only routes with no slopes.
33. Which lesson did the students consider most important? A. A map should show only the shortest route. B. Residents should avoid reporting street problems. C. Walking times are identical for all users. D. People affected by a design should help shape it.

Questions 34–40. Read the passage and choose the best answer.

A school radio programme finds its audience
For years, the student radio room at Riverside High was used mainly for announcements. A new media teacher, Mr Long, suggested that students produce a weekly programme about questions they cared about. The first episodes were recorded during lunch and lasted only ten minutes. They included interviews with the school gardener, a review of a local exhibition and a short segment explaining how to borrow sports equipment.

At first, few students listened. The team assumed that the sound quality was the problem and spent several afternoons adjusting microphones. A survey later revealed a different issue: most students did not know when or where the programme was available. The team added a regular release time and posted a short description on the school’s learning platform. Listening figures rose, though the teacher cautioned that numbers alone could not show whether the programme was useful.

The team now invites listeners to suggest topics and checks factual claims with relevant staff before recording. Students have covered how the canteen plans its menu and why the school is reducing disposable cups. They do not try to include every suggestion; instead, they choose questions that can be answered clearly within the programme’s short format. Members say the project has improved their interviewing and editing skills, but they value another result too: classmates who rarely speak in lessons have found a way to contribute. The team hopes to keep the programme going next year by training younger students, so it will not depend on one graduating group.

34. What was the radio room mainly used for before the project? A. School announcements. B. Foreign-language lessons. C. Music practice. D. Sports training.
35. What did the survey show was a major early problem? A. The episodes were too long. B. Students did not know when or where to listen. C. The school gardener refused to be interviewed. D. The team had no recording equipment.
36. Why does the teacher say listening figures are not enough? A. They cannot show by themselves whether the programme is useful. B. They are always inaccurate. C. Students are not allowed to listen online. D. The programme is no longer released weekly.
37. How does the team choose topics? A. It accepts every suggestion without checking. B. It covers only sports news. C. It lets the canteen manager make every choice. D. It selects questions that can be answered clearly in the available time.
38. In paragraph 3, “disposable” is closest in meaning to ______. A. intended for repeated use B. designed to be used once and thrown away C. made from metal D. difficult to clean
39. Besides practical media skills, what benefit do members value? A. The programme has ended all classroom discussions. B. Students who speak less in lessons can contribute. C. Every student now wants to be a broadcaster. D. The team no longer needs a teacher.
40. Why does the team plan to train younger students? A. To increase the length of each episode. B. To avoid checking information. C. To make the programme continue after current members graduate. D. To replace the learning platform.

Answer key and explanations

1. B. “Repair it with a volunteer” means doing the repair together; the other prepositions do not express assistance here.
2. D. “Register through a form” describes the channel used to register.
3. A. The batteries must be removed before arrival, so the action happens earlier.
4. C. “Suggest” is followed by a gerund when the suggestion is an activity: “suggest recycling”.
5. D. “Welcome to do something” takes the infinitive with “to”.
6. D. “Attend with an adult” means the child should be accompanied by one.
7. C. The present continuous can describe a fixed future arrangement; “next Friday” supplies the future time.
8. A. “The” calls for the superlative; “most direct” is the correct form for this adjective.
9. D. In reported speech after “asked”, “will be” commonly shifts back to “would be”.
10. B. The linking verb “were” needs an adjective describing the instructions; “clear” fits.
11. C. “Since” introduces the starting point in time, 2019.
12. B. The hall received the action, so the past simple passive “was converted” is required.
13. A. “Provided that” introduces the condition for borrowing the camera.
14. D. With “neither…nor”, the verb agrees with the nearer subject “players”, which is plural; the past context takes “were”.
15. B. The preposition “in” is followed by a gerund: “interested in learning”.
16. C. The second clause contrasts with the delay: despite it, the students arrived in time.
17. A. The collection is continually changing as readers take and leave books; the present participle follows “is”.
18. C. The fixed expression is “for as long as”.
19. A. A personal note can persuade someone to try a book; “persuade someone to do something” is the correct pattern.
20. B. “Waiting time” causes the feeling, so the adjective ending in “-ing” describes it as “less boring”.
21. C. This is a contrast: the idea may spread, but each shelf should suit its own neighbourhood.
22. A. The established collocation is “take responsibility for” a project.
23. B. It directly answers the request for directions and identifies the return box’s location.
24. C. Wilting plants logically explain why the students decided to collect rainwater.
25. A. “That’s all right” politely accepts the apology and leads naturally into an explanation.
26. A. “According to a notice” means the information is stated in that source; “according to” is followed by a noun phrase.
27. B. Washing comes first, filling follows, and labelling is marked as the final action.
28. C. The opening states that the group wanted to help older residents walk safely to the weekly market.
29. D. The passage explicitly says that rest places and public toilets matter alongside a clear path.
30. B. Residents pointed out the crossing where the traffic light changed too quickly.
31. D. In context, obstacles are problems such as broken pavement or steep slopes that make a route harder to use.
32. C. The guide supplies symbols and estimated times but avoids claiming one route suits everyone.
33. D. The final sentence says to consult the people who use a place before designing a solution for them.
34. A. The passage says the room had mainly been used for announcements.
35. B. The survey revealed that students did not know when or where the programme was available.
36. A. The teacher explicitly cautions that audience numbers alone do not establish usefulness.
37. D. The team selects questions it can answer clearly within the short format.
38. B. “Disposable” describes an item intended for one use before being discarded; here it refers to cups the school is reducing.
39. B. The passage says classmates who rarely speak in lessons have found a way to contribute.
40. C. Training younger pupils will allow the programme to continue after current students graduate.