Ôn thi tốt nghiệp THPT môn Tiếng Anh: Đề số 35 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 35

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.

Coastline clean-up and survey
Our school is joining a beach clean-up on Saturday morning. Volunteers should meet (1) ______ the main gate at 7:30 and travel together by bus. Please wear shoes that can get wet and bring a refillable bottle. The organisers will provide gloves, but participants should not pick up sharp objects; report them (2) ______ a team leader. After the clean-up, students will record the kinds of litter they found (3) ______ the data can help the council choose where to place bins. The survey is voluntary, and names will not be collected. If you need to leave early, tell the teacher (4) ______ the activity begins. The bus will return to school (5) ______ midday. Students under sixteen must attend (6) ______ a parent or teacher.

1. A. at B. on C. into D. across
2. A. of B. to C. from D. between
3. A. unless B. despite C. because D. whereas
4. A. during B. until C. while D. before
5. A. by B. for C. at D. since
6. A. between B. without C. with D. beside

Questions 7–16. Choose the best option.

7. Last summer, the village ______ a new path along the river. A. builds B. built C. has built D. building
8. The information board is ______ to the entrance than it was before. A. convenient B. close C. most convenient D. closer
9. The guide asked the visitors ______ close to the nesting area. A. not to walk B. do not walk C. not walking D. not walked
10. The clean-up was postponed ______ a storm warning. A. because B. although C. because of D. so
11. There ______ several useful suggestions in the students’ report. A. is B. was C. has D. are
12. By the time the bus arrived, the volunteers ______ their gloves and bags. A. collect B. had collected C. are collecting D. will collect
13. You should check the tide times ______ you plan a walk on the shore. A. before B. while C. although D. despite
14. The students ______ posters were displayed at the library explained their project. A. who B. which C. whose D. where
15. We brought reusable bags ______ we would not need extra plastic ones. A. whereas B. so that C. unless D. however
16. Several families have taken part in the survey ______ it began in May. A. for B. during C. from D. since

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

After a storm, volunteers at Long Bay noticed small pieces of plastic caught among seaweed and shells. They decided to record what they found during monthly clean-ups. Each team uses the same categories and counts litter within a marked section of the beach. This makes the records easier to (17) ______ from one month to another. The volunteers do not claim that their survey measures all the rubbish in the bay. It shows only what was found in the chosen sections on particular days. Wind, tides and the number of people at the beach may affect the amount of litter present. The group shares its results with the local council, which uses them alongside other information when planning waste services. Students also make a simple chart so visitors can see which items appear most often. The chart has led to conversations about refillable bottles and reusable food containers. Some visitors have changed their habits, though the group has not measured whether litter has fallen as a result. The organisers want to continue collecting data for several seasons before drawing a stronger conclusion. Their approach shows that community observations can be useful when the method and its limits are (18) ______. A consistent count will not answer every question, but it can help people decide what they should investigate (19) ______. The volunteers invite new participants to join, and they explain the categories (20) ______ each person records items in the same way. The group hopes that careful local work will support decisions based on evidence rather than (21) ______. Its next report will include the dates, locations and weather so readers can interpret the results with (22) ______.

17. A. hide B. compare C. lose D. remove
18. A. secret B. clear C. expensive D. equal
19. A. next B. yesterday C. never D. earlier
20. A. unless B. although C. whereas D. so that
21. A. measurements B. observations C. guesses D. records
22. A. caution B. anger C. surprise D. haste

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

23. “What should I do if I find a broken bottle?” – “______” A. The beach is crowded today. B. Please tell a team leader and do not touch it. C. We left our lunch on the bus. D. The bottle was made of glass.
24. The students sorted the litter into several categories. ______ They could then see which items were most common. A. The bus driver had a new map. B. The sea was calm at noon. C. They counted each category separately. D. The school library has two floors.
25. “Do you want to join our survey team?” – “______” A. Yes, I’d be happy to help. B. The survey was printed in blue. C. I found the bus in May. D. You should bring a tide.
26. The group shared its findings with the council ______ local planners could consider them. A. unless B. whereas C. although D. so that
27. Put the sentences in the most logical order. (a) Finally, the team entered its totals in the shared record. (b) First, they marked out a section of sand. (c) They then collected and sorted litter from that section. A. a–b–c B. c–a–b C. b–c–a D. b–a–c

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

A path that protects a nesting site
At Sandhill Reserve, visitors used to walk across a low dune to reach the water. The route was short, but it crossed an area where shorebirds nested in spring. Reserve staff put up a temporary rope and signs asking visitors to use a longer path around the dune. Some visitors ignored the signs because they did not understand why the route had changed.

A local school helped the reserve create a small information board with photographs and a map. Students interviewed a ranger, who explained how repeated footsteps can damage plants that hold loose sand in place. The board also showed where visitors could still reach the beach. Staff counted how many people followed the marked route during several weekends before and after the board was installed. More visitors used the path afterwards, but the reserve could not be certain that the board alone caused the change; the weather was calmer and visitor numbers also differed.

The reserve plans to repeat the counts next spring and ask visitors whether the signs are easy to understand. It will keep the path in place during nesting season while reviewing the results. The school group says that conservation messages work best when visitors know both the reason for a rule and the practical alternative. The students hope to update the board if the route changes again.

28. Why did the reserve ask visitors to use a different path? A. The water was too cold. B. The school had closed the beach. C. The signs were too expensive. D. The short route crossed a shorebird nesting area.
29. Why did some visitors ignore the first signs? A. They did not understand the reason for the route change. B. They were unable to see the water. C. The ranger had removed the path. D. They wanted to interview students.
30. What did students learn from the ranger? A. The path was built by visitors. B. Footsteps can damage plants that hold the sand in place. C. Shorebirds avoid all dunes. D. Photographs prevent nesting.
31. Why could staff not be certain that the board caused more visitors to use the path? A. The board was never installed. B. No visitors used the path. C. Other conditions, including weather and visitor numbers, also changed. D. Students had counted the birds instead.
32. The word “repeated” is closest in meaning to ______. A. carefully hidden B. done only once C. unusually light D. done again and again
33. What does the school group believe makes a conservation message effective? A. Explaining the reason for a rule and offering a practical alternative. B. Removing every path to the water. C. Using signs without photographs. D. Asking visitors to ignore seasonal changes.

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

From beach survey to local action
For three months, a youth group in Bayview recorded litter along two short sections of coastline. They used the same method each time: mark the area, collect visible litter safely, sort it by material and record the weather. Plastic wrappers were common in both sections, while fishing line appeared more often near the small harbour. The group did not know where every item had come from, so it avoided blaming a particular business or activity.

When the students presented their results to the town committee, they suggested placing a covered bin near the picnic area and adding a sign at the harbour asking visitors to dispose of fishing line carefully. Committee members asked whether the survey represented the whole coast. The group explained that it covered only two sections and a short period. They proposed repeating the survey in autumn and inviting another school to record a different part of the shoreline.

The committee agreed to install one trial bin and asked the harbour manager to review the sign. The youth group plans to check whether the bin is used and whether litter in the picnic area changes. They recognise that the number of items collected may depend on tides, visitors and recent weather. Their report recommends keeping records over a longer period before deciding whether the trial has reduced litter. The students say that small studies can start a useful discussion, especially when people are clear about what the evidence can and cannot show.

34. What did the group find in both coastal sections? A. Fishing line was equally common everywhere. B. There was no plastic litter. C. Plastic wrappers were common in both places. D. The harbour had no visitors.
35. Why did the students avoid blaming a particular source of the litter? A. They did not sort the litter. B. They could not determine where every item came from. C. The committee would not listen. D. No fishing line was found.
36. What limitation did the group explain to the committee? A. The survey covered only two sections and a short period. B. The group had not recorded the weather. C. They had surveyed the entire coastline for years. D. The survey measured water depth.
37. What action did the committee agree to try? A. Close the harbour. B. Cancel the survey. C. Remove every picnic table. D. Install a trial bin near the picnic area.
38. The word “dispose” is closest in meaning to ______. A. measure carefully B. throw away or get rid of C. bring home D. sort by size
39. Why will the group keep records for longer? A. To prove one business caused the litter. B. To stop monitoring the trial. C. To judge changes while accounting for factors that affect the counts. D. To replace the harbour manager.
40. What is the main idea of the final paragraph? A. Only large surveys are useful. B. Weather never affects litter. C. A bin will solve every problem. D. Small studies can guide discussion when their limits are clear.

Answer key and explanations

1. A. “Meet at the main gate” uses “at” to give the specific meeting location.
2. B. The verb “report” takes “to” when identifying the person who should receive the information.
3. C. Recording the litter types is done because the information can help the council decide where to put bins.
4. D. “Before the activity begins” sets the required time for telling the teacher about an early departure.
5. A. “By midday” means the return will happen no later than midday.
6. C. “Attend with a parent or teacher” means the younger student is accompanied by one.
7. B. “Last summer” refers to a completed past time, so the past simple “built” is correct.
8. D. The word “than” signals a comparison of distance, and “closer to the entrance” is the correct comparative phrase.
9. A. “Ask someone not to do something” is the correct infinitive pattern for the guide’s instruction.
10. C. “Because of” is followed by the noun phrase “a storm warning,” explaining the postponement.
11. D. “Suggestions” is plural, so the existential construction takes “there are”.
12. B. Collecting happened before the bus arrived, so the past perfect “had collected” marks the earlier action.
13. A. Tide times should be checked earlier than planning the shore walk, making “before” the logical connector.
14. C. “Whose” shows that the posters belonged to the students whose work was displayed.
15. B. Reusable bags mean the group does not need extra plastic ones.
16. D. “Since it began in May” gives the starting point of the period that continues to the present.
17. B. Using the same categories each month makes it possible to compare the records across months.
18. B. The method and its limits should be clear to readers interpreting the community survey.
19. A. The count can help the group decide what question to investigate next.
20. D. “So that” explains why categories are taught: to keep every volunteer’s recording consistent.
21. C. The group wants decisions based on evidence rather than guesses about what may be happening.
22. A. Dates, locations and weather help readers interpret a limited local record with appropriate caution.
23. B. This answer gives the requested safe action: do not handle the sharp object and notify a leader.
24. C. Counting each litter category separately produces totals that reveal which kinds are most common.
25. A. This is a natural acceptance of an invitation to join the survey team.
26. D. The group shared its findings for the purpose of allowing local planners to consider them.
27. C. The team marks a section first, collects and sorts litter there, and enters the totals last.
28. D. The original short route crossed a shorebird nesting area, so the reserve directed visitors around it.
29. A. The passage explains that some visitors did not understand why the route had changed.
30. B. The ranger said repeated footsteps can harm plants that help hold loose sand in place.
31. C. Weather and visitor numbers differed too, so the board cannot be isolated as the cause of the change.
32. D. “Repeated” means happening again and again, as in repeated footsteps across the dune.
33. A. Students said visitors respond better when they understand both the reason and the practical alternative.
34. C. The survey found plastic wrappers commonly in both sections, while fishing line was more common near the harbour.
35. B. The students could not identify where every piece came from, so blaming a single source would exceed their evidence.
36. A. They told the committee that only two coastal sections and three months were included in the survey.
37. D. The committee agreed to install one trial bin by the picnic area and review a separate harbour sign.
38. B. To “dispose of” something means to throw it away or otherwise get rid of it.
39. C. Longer records can help assess change while considering tides, visitors and weather that affect collected counts.
40. D. The passage concludes that even a small study can support discussion when its evidence limits are stated.