Practice test written for this page; not an official examination.
English Graduation Practice Test – Test 1
Suggested time: 50 minutes. Questions: 40 multiple-choice items. Choose one answer, A, B, C or D, for each item.
Questions 1–6. Read the announcement and choose the best option for each blank.
School Repair Café
Would you like to (1) ______ a practical activity this Saturday? Bring a small household object that is safe to carry, and our volunteers will show you how (2) ______ it. You do not need (3) ______ previous repair experience. All tools (4) ______ at the workshop. You (5) ______ bring your own equipment, although you may do so if you prefer. (6) ______ places are limited, registration is free and takes only a minute.
- 1. A. take part in B. take after C. take off D. take over
- 2. A. fixed B. to fix C. fixing D. fix
- 3. A. any B. some C. many D. few
- 4. A. provide B. are providing C. are provided D. provided
- 5. A. mustn’t B. couldn’t C. don’t have to D. wouldn’t
- 6. A. Because B. Unless C. Although D. Therefore
Questions 7–12. Read the notice and choose the best option for each blank.
Student Food-Saving Project
Thank you to everyone (7) ______ helped us weigh leftover food this month. The records show that rice and bread are the items most likely to be (8) ______. Starting Monday, the canteen will offer two portion sizes. Students can ask for a smaller serving first and return (9) ______ they are still hungry. The new arrangement will continue for four weeks, (10) ______ the student team will compare the results with the earlier records. We hope the project will (11) ______ students to think before taking food. A short report, (12) ______ includes suggestions from canteen staff, will be posted on the school website.
- 7. A. which B. whose C. whom D. who
- 8. A. brought up B. turned down C. thrown away D. put off
- 9. A. if B. unless C. despite D. while
- 10. A. during which B. after which C. whose D. what
- 11. A. refuse B. avoid C. prevent D. encourage
- 12. A. who B. where C. which D. whose
Questions 13–18. Read the passage and choose the best option for each blank.
A quieter place to study
When the community library opened a small study room, the staff expected it to be used mainly during examination weeks. In fact, local residents began using it throughout the year. Some came to read; others needed a desk and reliable internet for an online appointment. The room was designed to be quiet, (13) ______ visitors were still allowed to speak softly near the entrance. A notice explains that phone calls should be made outside, (14) ______ helps protect the concentration of people working inside. The library also provides a few headphones for visitors (15) ______ have forgotten their own. These are cleaned after each use. The room is not large enough for everyone at once, so users are asked to book a seat (16) ______. Staff review the booking records each month and change the opening hours when demand shifts. The service works best when visitors (17) ______ the shared rules and let staff know when something is unclear. A quiet room may look simple, but its success depends on the needs (18) ______ the people who use it.
- 13. A. but B. because C. unless D. so that
- 14. A. what B. who C. where D. which
- 15. A. whose B. who C. whom D. which
- 16. A. in advance B. at once C. by accident D. on purpose
- 17. A. reach B. follow C. earn D. rise
- 18. A. from B. with C. for D. of
Questions 19–24. Choose the option that puts the sentences in the correct order.
- 19. Arrange the conversation. (a) “That would help. I can bring the measuring tape.” (b) “Could you help me check the display boards after class?” (c) “Sure. What should I bring?”
A. b–c–a B. c–a–b C. b–a–c D. a–b–c - 20. Arrange the email. (a) I am writing to ask whether the science room is available on Thursday. (b) Dear Ms Lee, (c) We need it to rehearse our presentation, and we will leave it clean. (d) Thank you for considering our request. (e) Best wishes, Minh
A. a–b–d–c–e B. b–a–c–d–e C. b–c–a–e–d D. b–d–a–c–e - 21. Arrange the sentences to make a coherent paragraph. (a) The team then labelled each box with its destination. (b) At first, the book drive produced a confusing pile of donations. (c) By the end of the day, volunteers could deliver the books without sorting them again. (d) They solved the problem by grouping books according to age level.
A. a–c–b–d B. d–b–c–a C. b–a–d–c D. b–d–a–c - 22. Arrange the conversation. (a) “I can send you the link tonight.” (b) “Have you found the map for the walking route?” (c) “Not yet. The council page may have an updated version.”
A. c–a–b B. a–b–c C. b–c–a D. b–a–c - 23. Arrange the sentences to make a coherent paragraph. (a) This gives them time to compare the bus and train options. (b) Our class is planning a day trip to the coast. (c) Once the travel plan is agreed, the teacher will collect permission forms. (d) We are checking the timetable before choosing a departure time.
A. b–a–d–c B. d–b–c–a C. b–d–a–c D. c–b–d–a - 24. Arrange the conversation. (a) “I’m glad you told me. We can move the meeting to Friday.” (b) “Could we change our meeting time? I have a family appointment on Thursday.” (c) “Friday afternoon works for me. Thank you.”
A. b–a–c B. a–c–b C. c–b–a D. b–c–a
Questions 25–30. Read the passage and choose the best answer.
What a repair café can teach
A repair café is a community event where people bring household items that no longer work and try to fix them with the help of volunteers. The goal is not to promise that every object can be repaired. A cracked phone screen, for example, may require parts or tools that are not available at the event. Instead, visitors learn how to inspect a problem, decide whether repair is practical and avoid replacing an item before checking it.These gatherings can also change how people think about skill. A volunteer may know how to mend a jacket but not how to repair a lamp; another visitor may have the opposite experience. People share knowledge in both directions, and beginners often do simple tasks while an experienced person explains the risks. Organisers usually set clear limits: electrical work is handled only by trained volunteers, and unsafe items are refused.
The environmental benefit is difficult to measure from a single event. One repaired kettle does not by itself prove that a community has reduced waste. Still, repeated events can make repair more visible, help residents find local services and encourage manufacturers to make products easier to maintain. The café is therefore both a practical workshop and a place to ask why so many everyday objects are difficult to fix.
- 25. What is the main purpose of a repair café?
A. To guarantee that every item will work again
B. To help people assess and attempt practical repairs
C. To sell replacement products at a lower price
D. To train visitors as professional electricians - 26. The word “inspect” in paragraph 1 is closest in meaning to ______.
A. examine B. replace C. carry D. design - 27. What does the passage say about people at the event?
A. Only organisers are allowed to share knowledge.
B. Every volunteer can repair every kind of object.
C. Beginners must complete repairs without help.
D. Visitors and volunteers may learn from one another. - 28. Why are clear safety limits mentioned?
A. To make the event shorter
B. To ensure that risky work is handled appropriately
C. To prevent visitors from asking questions
D. To encourage people to buy new appliances - 29. The word “therefore” in the final sentence signals ______.
A. a contrast with the previous paragraph
B. a result drawn from the ideas in the passage
C. an example of a repaired object
D. a condition that may prevent repair - 30. Which statement is best supported by the passage?
A. Repair is always cheaper and safer than buying a replacement.
B. A single repair event is enough to measure a town’s environmental impact.
C. Repair cafés can contribute to waste reduction, but their wider effect needs time and evidence.
D. Manufacturers already make all household objects easy to maintain.
Questions 31–40. Read the passage and choose the best answer.
Why cities are measuring shade
On a hot afternoon, two streets only a few blocks apart can feel very different. A road lined with mature trees may provide shade, while a nearby street with dark paving and few trees can remain uncomfortable long after the sun moves. City planners have traditionally used weather stations to record temperature, but a small number of stations cannot show every difference that people experience across a large neighbourhood.Some communities have begun collecting local shade data. Students and residents use simple devices to record temperature at agreed times and locations, while noting whether a measurement was taken in direct sun or under a tree. The method does not replace professional weather monitoring. Instead, it adds observations from places that a central station may not represent. Volunteers must follow the same procedure each time; otherwise, differences in timing or exposure may make the readings difficult to compare.
The information can help communities decide where to plant trees, add covered seating or create safer walking routes. However, a map alone cannot determine the best solution. Trees need room and water, and some streets contain underground pipes or overhead lines. Residents also need to be involved because shade can affect shop entrances, bus stops and places where people gather. A useful plan balances environmental benefit with maintenance and the needs of people who use each street.
Local measurements have limits: one summer’s data cannot predict every future season, and a temperature reading does not explain how every resident feels. Even so, careful observations can reveal patterns and lead to better questions. The strongest projects publish their method, share the results with the community and explain what the data cannot show. In this way, measurement becomes a starting point for discussion rather than a substitute for it.
- 31. Why can two nearby streets feel different on a hot afternoon?
A. Residents on one street walk more slowly.
B. Weather stations always record different seasons.
C. They may differ in tree cover and surface materials.
D. Mature trees make every street warmer. - 32. What limitation of weather stations is mentioned?
A. They cannot record temperature.
B. They are operated by student volunteers.
C. They work only under trees.
D. A small number may not represent conditions across a whole neighbourhood. - 33. Why should volunteers measure at agreed times and locations?
A. To help make readings comparable
B. To make the project more expensive
C. To avoid sharing results with planners
D. To ensure every street has the same temperature - 34. The word “it” in “Instead, it adds observations” refers to ______.
A. a central station B. professional monitoring C. the neighbourhood D. the local-data method - 35. Which is one possible use of the information?
A. Removing all underground pipes
B. Choosing places for trees or covered seating
C. Replacing every weather station
D. Predicting exactly how each resident will feel - 36. Why can a map alone not determine the best solution?
A. Maps cannot display streets.
B. Planting trees and adding shade involve practical constraints and local needs.
C. Residents do not use bus stops.
D. Temperature is unrelated to shade. - 37. The word “balances” in paragraph 3 is closest in meaning to ______.
A. ignores B. removes C. copies D. weighs different factors - 38. What does the writer say about the limits of local data?
A. It is useless unless collected for many decades.
B. It cannot show patterns or support discussion.
C. It should be interpreted carefully and cannot describe every future condition or personal experience.
D. It is more accurate than all professional monitoring. - 39. Which practice is recommended for a strong project?
A. Keep the results within the student group.
B. Publish the method and explain what the data cannot show.
C. Change the measurement procedure each day.
D. Use the map instead of speaking with residents. - 40. Which title best reflects the passage’s use of shade observations in urban planning?
A. Why Weather Stations Should Close
B. The History of Summer Holidays
C. How to Build Underground Pipes
D. Measuring Shade to Ask Better Urban Questions
Format tham khảo: Cấu trúc Bộ GDĐT từ năm 2025 quy định môn Ngoại ngữ có 40 lệnh hỏi, 50 phút và chỉ dùng trắc nghiệm nhiều lựa chọn. Cục Quản lý chất lượng – Bộ GDĐT. Đây là đề luyện tập tự biên soạn, không phải đề chính thức.
Answer key and explanations
- 1. A. “Take part in an activity” means participate in it.
- 2. B. “Show someone how to do something” takes the to-infinitive.
- 3. A. “Any” is used in this negative statement about experience.
- 4. C. The tools receive the action, so the present simple passive is required.
- 5. C. Equipment is supplied; bringing personal tools is not necessary, though it is allowed.
- 6. C. “Although” introduces a contrast between limited places and free registration.
- 7. D. “Who” is the subject relative pronoun referring to people.
- 8. C. Food that is not eaten may be “thrown away.”
- 9. A. “Return if they are still hungry” expresses a condition.
- 10. A. “During which” refers to the four-week period.
- 11. D. The project aims to encourage students to think before taking food.
- 12. C. “Which” introduces a relative clause describing the report.
- 13. A. The room is quiet, but soft speech is allowed near the entrance.
- 14. D. “Which” refers to the preceding rule about making calls outside.
- 15. B. “Who” is the subject of “have forgotten.”
- 16. A. Users book “in advance,” before they arrive.
- 17. B. People “follow” rules; the other verbs do not fit this collocation.
- 18. D. The standard phrase is “the needs of the people.”
- 19. A. The request comes first, followed by the question and offer to help.
- 20. B. An email begins with the greeting, gives the request and reason, closes politely, then signs off.
- 21. D. The problem is introduced, the books are grouped, boxes labelled and delivery completed.
- 22. C. The question prompts an answer, followed by the offer to send a link.
- 23. C. The trip is introduced, the timetable is checked, the purpose is explained and forms follow agreement.
- 24. A. The request precedes the suggested change and confirmation.
- 25. B. The passage describes assessing problems and attempting practical repairs; it explicitly says repair is not guaranteed.
- 26. A. To inspect a problem is to examine it.
- 27. D. The passage says knowledge can be shared in both directions.
- 28. B. Safety rules ensure that electrical or unsafe work is handled appropriately.
- 29. B. The final sentence draws a conclusion about the café’s combined practical and discussion roles.
- 30. C. The passage describes possible environmental contributions but says a single event cannot measure the wider effect.
- 31. C. Tree cover and dark paving are given as factors that can make nearby streets feel different.
- 32. D. A few stations may not represent all local conditions.
- 33. A. Using the same time and place helps make readings comparable.
- 34. D. “It” refers to the local-data method, which adds observations.
- 35. B. The passage lists tree planting, covered seating and safer walking routes as possible uses.
- 36. B. Infrastructure, water, maintenance and how residents use a street all affect the choice.
- 37. D. To balance factors is to consider or weigh them together.
- 38. C. A short data set and temperature readings cannot represent every future season or every person’s experience.
- 39. B. Strong projects publish their method, share findings and state limits.
- 40. D. The passage focuses on collecting shade data as a way to inform discussion and urban planning.