Ôn thi tốt nghiệp THPT môn Tiếng Anh: Đề số 40 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 40

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.

Explore future careers
The school is holding a careers afternoon for students who want to learn about different kinds of work. Local professionals will describe their daily tasks and answer questions. Please choose two sessions that interest you and arrive (1) ______ time for each one. A student guide will show you where to go. You may prepare a question (2) ______ you have a chance to speak with the guest. The event is not a job fair, and no one will ask students to make a career decision. Its purpose is to help you learn (3) ______ different fields. If you cannot attend your selected session, tell the office (4) ______ the day begins so another student can use the place. Students should bring a notebook (5) ______ they would like to take notes. The programme is available (6) ______ the school website.

1. A. in B. on C. by D. at
2. A. in case B. unless C. despite D. whereas
3. A. among B. about C. between D. during
4. A. while B. because C. before D. although
5. A. where B. what C. whose D. if
6. A. under B. on C. through D. at

Questions 7–16. Choose the best option.

7. My cousin ______ a short course in graphic design this summer. A. takes B. took C. is taking D. has take
8. The speaker explained the process ______ than the brochure did. A. simple B. simplest C. simply D. more simply
9. The careers adviser suggested ______ a list of questions before the visit. A. making B. make C. to make D. made
10. Although the workshop was brief, it ______ me a useful idea about the job. A. gives B. gave C. has give D. giving
11. Neither of the guests ______ in the same profession as my uncle. A. work B. are working C. works D. have worked
12. If you ask about the training route, the speaker ______ you what qualifications are needed. A. told B. would tell C. had told D. will tell
13. The guide repeated the room number ______ nobody would miss the session. A. whereas B. unless C. despite D. so that
14. The engineer ______ we met designs equipment for hospitals. A. whose B. who C. where D. which
15. Some jobs involve working outdoors; ______, others are mainly office-based. A. moreover B. therefore C. by contrast D. for instance
16. Students can learn about a job by ______ a professional describe a typical day. A. hear B. heard C. to hear D. hearing

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

A careers afternoon at Brookfield School used to consist of a series of talks in the assembly hall. Students listened to speakers but had little time to ask questions. Last year, the organisers changed the format and invited guests to lead smaller sessions. Each guest described a typical task, the skills needed and one challenge in their work. Students could then ask questions in a less formal setting. The organisers collected feedback afterwards and learned that many students wanted more information about training routes. In response, they added a short guide with links to reliable sources. They also explained that one person’s experience cannot represent an entire profession. Job duties can differ between workplaces, and training requirements may change over time. Students were encouraged to use the event as a starting point rather than a final decision. Some attendees discovered a field they had not considered, while others confirmed an existing interest. The school did not attempt to match students with jobs. Instead, it aimed to make career information more accessible and to encourage further research. Guests agreed in advance which topics they could discuss and avoided giving personal details about clients. This helped keep the conversations useful and appropriate. The school plans to repeat the event and compare feedback across years. It will ask students whether the guide helped them locate accurate information and which topics need more explanation. The organisers hope to improve the programme in response to what students (17) ______. They also want future guests from a wider range of occupations. A varied programme may help students see that work involves many different skills, and that there is no single route to (18) ______. Students should check information with more than one source before deciding what training may suit them. A careful choice takes time and often involves learning by (19) ______. The careers afternoon gives students a chance to start that process in a supportive (20) ______. The programme is most useful when speakers are honest about both opportunities and challenges. Students can then build a realistic picture of a job instead of relying on a single (21) ______. The school encourages them to remain curious as their interests and circumstances (22) ______.

17. A. said B. borrowed C. arrived D. counted
18. A. breakfast B. success C. distance D. silence
19. A. error B. force C. experience D. silence
20. A. weather B. vehicle C. surface D. environment
21. A. impression B. timetable C. ingredient D. address
22. A. refuse B. develop C. disappear D. divide

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

23. “What does a laboratory technician do?” – “______” A. The laboratory has two doors. B. I finished school in May. C. They help prepare and check materials used in tests. D. The technician is a notebook.
24. The guest described the training required for her work. ______ Several students wrote down the name of the course. A. The room had a high ceiling. B. Her explanation helped them find a next step to research. C. One student had a red pen. D. The school bell rang at noon.
25. “Do you know which subjects are useful for this field?” – “______” A. I’m not certain; let’s check a reliable course guide. B. The field is outside. C. I knew the subject yesterday. D. You should study a question.
26. Students listened to several speakers ______ they could compare different work experiences. A. unless B. whereas C. so that D. despite
27. Put the sentences in the most logical order. (a) Finally, he thanked the guest and noted a source to read later. (b) First, Daniel chose a session about nursing. (c) He then asked how the guest had trained for the role. A. c–a–b B. a–b–c C. b–a–c D. b–c–a

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

A student-run repair desk
At Lakeside School, students often brought broken headphones, lamps and small toys to the technology teacher. Some items could be fixed with a loose connection or a new battery, but students did not always know where to begin. The teacher started a weekly repair desk where volunteers could inspect an item and decide whether it was suitable for a supervised repair.

Students first learned to unplug equipment and identify basic safety risks. They were not allowed to open devices that contained damaged batteries or high-voltage parts. For other items, a volunteer helped them follow a simple diagnostic checklist. The checklist encouraged students to describe the problem before changing anything. If the first attempt failed, they recorded what they had tried and asked for guidance rather than repeating the same step.

After several months, the repair desk had fixed some items and helped students identify others that required professional service. The teacher kept track of the types of problems but did not claim that the desk reduced electronic waste across the town. The items brought in represented only a small group of students. A local reuse centre later offered to share information about safe recycling and repair services. The school plans to invite a staff member from the centre for a short talk. Students say the desk has helped them become more patient and understand that responsible repair includes knowing when not to continue.

28. Why did the teacher start a weekly repair desk? A. To sell new headphones. B. To stop students using toys. C. To replace professional services. D. To help students learn how to inspect and safely repair suitable items.
29. What were students taught to do first? A. Unplug equipment and notice safety risks. B. Open every device. C. Replace every battery. D. Throw away the checklist.
30. What did the checklist ask students to do before changing anything? A. Call the town council. B. Describe the problem. C. Buy new equipment. D. Record the item’s price.
31. Why did the teacher avoid claiming the desk reduced waste across the town? A. No items were repaired. B. The desk was open every day. C. The items came from a small group and might not represent the town. D. Students did not keep notes.
32. The word “diagnostic” is closest in meaning to ______. A. decorative B. expensive C. temporary D. used to identify a problem
33. What does the teacher say responsible repair includes? A. Recognising when it is unsafe or unsuitable to continue. B. Opening every device without help. C. Avoiding all professional services. D. Repeating a failed step many times.

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

Helping new students find their way
When students joined Westfield School mid-year, they often found it difficult to locate classrooms and understand daily routines. The student council proposed a buddy system in which a volunteer would meet each new student during the first week. Before the programme began, teachers asked volunteers to attend a short orientation about school procedures and how to refer a question to staff.

Each buddy showed the new student key locations, explained where to find the timetable and introduced them to a few classmates. The volunteer did not answer questions about grades or personal matters; those were directed to a teacher or counsellor. At the end of the first week, the council sent new students a short anonymous survey asking what had been helpful and what remained confusing.

Several students said the tour was useful, but they wanted a simple map they could keep. The council worked with the office to create a one-page guide showing major rooms and contact points. After another month, teachers reported fewer questions about where common rooms were located, though they did not know whether the buddy system alone caused the difference. New students had also received the guide and a school email with the same information. The council plans to ask students from the next intake to review the map and suggest changes. It hopes the programme will make the first days less stressful while ensuring that volunteers understand their role. A successful buddy system, the council says, offers welcome and practical guidance without asking students to replace trained staff.

34. What difficulty did some mid-year students have? A. Finding a summer job. B. Meeting the student council. C. Locating rooms and learning daily routines. D. Choosing a university.
35. What did volunteers do before the programme started? A. They attended an orientation about procedures and referrals. B. They wrote students’ grades. C. They replaced the counsellor. D. They moved the classrooms.
36. Where should questions about grades or personal matters go? A. To another new student. B. To a teacher or counsellor. C. To the school map. D. To the student email list.
37. What resource did students request after the tour? A. A new timetable every day. B. A longer orientation. C. A private counsellor for each student. D. A simple map they could keep.
38. Why were teachers cautious about the reported change in questions? A. They had not seen the map. B. The rooms had not moved. C. New students also received an email with similar information. D. The survey had no questions.
39. The word “intake” is closest in meaning to ______. A. group of students joining at a particular time B. school building C. volunteer role D. timetable change
40. What is a key principle of the buddy system? A. Volunteers should make decisions for new students. B. Volunteers offer a welcome and guidance while referring specialist questions to staff. C. New students should avoid speaking to teachers. D. Volunteers should collect personal information.

Answer key and explanations

1. A. “Arrive in time for” means being early enough to attend each selected session.
2. A. A question may be prepared “in case” the student gets a chance to speak to the guest.
3. B. “Learn about different fields” is the standard phrase for gaining information on areas of work.
4. C. Students should inform the office before the day begins so another person can use the place.
5. D. “If they would like to take notes” states the condition under which students should bring a notebook.
6. B. “On the school website” is the correct expression for material available at a website.
7. C. “This summer” indicates a planned or current temporary activity, so the present continuous is suitable.
8. D. The comparative adverb “more simply” describes how the speaker explained the process compared with a brochure.
9. A. “Suggest” is followed by a gerund, so “suggested making” is correct.
10. B. “Gave” is the past simple verb matching the completed workshop experience.
11. C. “Neither” is singular here, so the correct verb is “works”.
12. D. This first conditional uses present simple in the if-clause and “will tell” for the result.
13. D. The room number was repeated so that nobody would miss the session.
14. B. “Who” refers to the person, the engineer, whom the students met.
15. C. “By contrast” signals the difference between outdoor occupations and office-based work.
16. D. The preposition “by” is followed by a gerund: “by hearing a professional describe”.
17. A. The organisers will adjust the programme in response to feedback about what students said.
18. B. The passage refers to “a route to success,” the goal students are considering in their careers.
19. C. Learning by experience is the natural phrase describing how people gain practical knowledge.
20. D. A supportive environment is a suitable setting for exploring career information.
21. A. A realistic picture should not be based on only one impression of a profession.
22. B. Interests and circumstances can develop as students learn and grow.
23. C. This gives a relevant general description of a laboratory technician’s work.
24. B. Training information helped students identify a sensible next step for their own research.
25. A. It acknowledges uncertainty and proposes checking a reliable source rather than guessing.
26. C. The students listened to several speakers in order to compare their different experiences.
27. D. Daniel selects a session, asks about training, and finally thanks the guest and records a source.
28. D. The desk gives students a supervised way to inspect and repair suitable small items.
29. A. Safety comes first: students unplug equipment and identify risks before attempting a repair.
30. B. The checklist begins by asking students to describe the issue before changing any part.
31. C. The desk saw only items from a small group, which is insufficient evidence for a town-wide claim.
32. D. A diagnostic checklist is used to identify or understand a problem before choosing an action.
33. A. Responsible repair includes recognising when continuing may be unsafe or beyond the volunteers’ skills.
34. C. New students sometimes struggled to find classrooms and learn the school’s everyday routines.
35. A. Volunteers attended an orientation covering school procedures and when to refer questions to staff.
36. B. The passage says questions about grades or personal matters should be directed to a teacher or counsellor.
37. D. Students wanted a simple map that they could keep after the tour.
38. C. New students also received an email with the same information, so it could have contributed to the change.
39. A. An intake is a group of students who join an organisation or school around the same time.
40. B. Buddies provide practical welcome and guidance, while specialist questions remain with trained staff.