Ôn thi tốt nghiệp THPT môn Tiếng Anh: Đề số 22 năm 2026 có đáp án chi tiết

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

English Graduation Practice Test – Test 22

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.

Student Film Evening
The language club will show a short film in the school hall next Thursday. Please (1) ______ your seat using the form by the library. The film begins at 6 p.m., so arrive early (2) ______ you can find your row before the lights go down. A student team has prepared subtitles and checked the timing. If you notice a line that is difficult to read, write it on the feedback card (3) ______ the end of the screening. The cards will help the team make (4) ______ changes before the next showing. We will provide the film title and language (5) ______ advance. Please do not share photographs of the screen (6) ______ the performers have agreed.

1. 1. A. reserve   B. borrow   C. cancel   D. repair
2. 2. A. although   B. unless   C. whereas   D. so that
3. 3. A. at   B. during   C. from   D. through
4. 4. A. usefulness   B. use   C. usefully   D. useful
5. 5. A. at   B. in   C. on   D. by
6. 6. A. because   B. so   C. if   D. unless

Questions 7–12. Choose the best option.

1. 7. “The subtitles move too quickly in the second scene.”
   A. The hall has four doors.   B. I bought a ticket yesterday.   C. Thanks; we can check that section and adjust the timing.   D. The film was made in winter.
2. 8. Arrange the sentences to make a coherent email. (a) We have finished the first draft of the subtitles. (b) Dear Ms Huong, (c) Could you review the character names before Friday? (d) We want to make sure that the spellings match the script. (e) Best, Phuc
   A. a–b–c–d–e   B. c–b–a–e–d   C. b–d–e–a–c   D. b–a–c–d–e
3. 9. A subtitle should remain on screen long enough for the audience to ______ it.
   A. read   B. invent   C. borrow   D. repair
4. 10. Neither the director nor the actors ______ the final subtitle file yet.
   A. have checked   B. checks   C. checking   D. were checking
5. 11. The team shortened one line ______ it would fit on the screen.
   A. whereas   B. despite   C. so that   D. unless
6. 12. “I am not sure how to spell this character’s name.”
   A. The tickets are inexpensive.   B. Let’s compare it with the script.   C. The film has two endings.   D. We can turn off the lights.

Questions 13–20. Choose the best option to complete each sentence.

1. 13. The club asked two students to ______ the subtitles for spelling errors.
   A. proofread   B. proofreader   C. proofreading   D. proofreadable
2. 14. The final version will be ready ______ the performers approve the names.
   A. during   B. despite   C. after   D. because of
3. 15. The word “brief” is closest in meaning to ______ in “The team wrote a brief note about each change.”
   A. confusing   B. expensive   C. short   D. private
4. 16. The scene ______ the audience first meets the main character has very little dialogue.
   A. whose   B. where   C. which it   D. who
5. 17. The students checked the subtitles twice, ______ a few spelling mistakes remained.
   A. because   B. so that   C. unless   D. but
6. 18. If the dialogue is too long, the team ______ a shorter version that keeps the main idea.
   A. will prepare   B. prepared   C. has preparing   D. would prepared
7. 19. Choose the sentence closest in meaning to: “The team has not approved the final file.”
   A. The final file approved the team.   B. The team never made a file.   C. The final file has not been approved by the team.   D. The team is approving every file.
8. 20. “Accurate” is closest in meaning to ______.
   A. entertaining   B. correct   C. lengthy   D. familiar

Questions 21–26. Read the passage and choose the best option for each blank.

The media club used a copy of a short play to prepare subtitles for a visiting student group. First, two members divided the script into short sections and checked the names of the characters. They listened to a rehearsal recording while following the text. When they could not hear a word clearly, they marked it for review instead of (21) ______ a word that merely seemed to fit. The team also noted when a speaker was offstage so that the audience could connect the line with the right voice. During a trial, viewers said that some captions disappeared (22) ______ quickly. The students compared the timing with the recording and adjusted those lines. They kept a change log (23) ______ the director could see what had been edited. A teacher then read the revised version, but the students still checked it against the script (24) ______ publishing it. This final comparison helped them catch a name that had been typed (25) ______. The club saved the approved file and labelled the earlier copy as a draft, making it clear which version was (26) ______.

1. 21. A. choosing   B. choose   C. chosen   D. chose
2. 22. A. enough   B. such   C. too   D. so much
3. 23. A. despite   B. so that   C. unless   D. even though
4. 24. A. during   B. since   C. until   D. before
5. 25. A. incorrectly   B. incorrect   C. correction   D. correct
6. 26. A. a draft   B. the current version   C. a rehearsal   D. an actor

Questions 27–32. Read the passage and answer the questions.

When students at Le Loi High School prepared subtitles for a short documentary, they first translated the spoken lines into Vietnamese. They soon found that a sentence that sounded natural in conversation could be too long to read while watching the image. The team discussed which words carried the central meaning and rewrote some lines more briefly.

They did not remove every detail. If a place name or a phrase was important to a later scene, they kept it and adjusted the wording around it. A teacher checked the language, and the students watched the film again while reading their subtitles. One line appeared before its speaker began talking, so they moved its starting point. In another scene, a caption stayed on screen after the next person had begun speaking. The team shortened the display time and checked whether it remained readable.

The students asked a small group of classmates to watch the revised version. Several viewers understood the main events, but one asked who had said a particular line. The team added a speaker label at that point. In its report, the class explained that the trial helped them find issues in this version. It did not claim that the subtitles would suit every viewer or screen.

1. 27. Why did the students shorten some translated lines?
   A. The film had no spoken dialogue.   B. The teacher asked them to remove all place names.   C. The classmates could not see the images.   D. Some natural-sounding lines were too long to read while watching.
2. 28. What did the students do when a place name mattered to a later scene?
   A. They removed the scene.   B. They changed the name to a shorter one.   C. They kept the name and adjusted nearby wording.   D. They stopped translating the film.
3. 29. What timing problem did the team find in one scene?
   A. A line appeared before its speaker began talking.   B. The image started after the film ended.   C. The speaker label covered the entire screen.   D. The recording had no sound.
4. 30. Why did the team add a speaker label?
   A. A teacher requested a longer report.   B. A place name was misspelled.   C. A viewer was unsure who had said a line.   D. The line was too short to read.
5. 31. What did the class say its trial had established?
   A. The subtitles worked on every screen.   B. The trial helped identify issues in that version.   C. Every viewer understood every line.   D. The first translation needed no revision.
6. 32. Which statement best describes the team’s process?
   A. It translated once and released the first draft.   B. It removed every detail to shorten the text.   C. It relied only on the teacher’s opinion.   D. It revised the text and timing, then checked it with viewers.

Questions 33–40. Read the passage and answer the questions.

A school theatre group planned a performance for an audience that included visitors who had not read the play. The students prepared a one-page guide listing the characters, the setting and a few words that might be unfamiliar. They avoided explaining the ending because they wanted the audience to follow the story during the performance.

At the first rehearsal with the guide, a student volunteer asked classmates to find a character’s name quickly. Several readers had to search through a long paragraph. The group changed the guide into a short list and placed the names in the order in which they appeared on stage. They also added a simple diagram showing where the entrances were, based on the stage plan.

Before printing the guide, the director checked that the diagram matched the current set. The group then gave copies to a few visitors at a preview and asked which parts were useful. One visitor said the character list helped, while another said the diagram was hard to distinguish in small print. The students enlarged it and tested a new copy. They kept the guide brief because it was meant to support the performance, not replace it.

The group included the date and version number on the final page. If the stage layout changes, the diagram can be checked and updated. The students described the guide as one practical aid for this production, rather than a complete explanation of the play.

1. 33. Why did the group avoid explaining the ending?
   A. The guide was already too short.   B. The director did not know the ending.   C. The visitors had written the play.   D. The students wanted the audience to follow the story during the performance.
2. 34. What change made character names easier to find?
   A. They were put in a short list in stage order.   B. They were removed from the guide.   C. They were hidden in a longer paragraph.   D. They were printed only on the final page.
3. 35. What did the diagram show?
   A. The order of the scenes.   B. The location of entrances according to the stage plan.   C. The ending of the play.   D. The names of the visitors.
4. 36. Why did students enlarge the diagram?
   A. The set had already changed.   B. The director wanted a longer guide.   C. A visitor found it hard to distinguish in small print.   D. The character list had too many names.
5. 37. What information did the group put on the final page?
   A. The guide’s date and version number.   B. A full explanation of the ending.   C. The visitors’ home addresses.   D. A list of every rehearsal.
6. 38. The word “preview” in paragraph 3 is closest in meaning to ______.
   A. a final review written after a season   B. a rehearsal with no audience   C. a printed diagram   D. an early showing before the main event
7. 39. What would prompt the group to check the diagram again?
   A. A visitor asks for another character.   B. The stage layout changes.   C. The performance ends.   D. The guide becomes shorter.
8. 40. What is the guide intended to provide to visitors?
   A. A full retelling of the play before they arrive.   B. A record of every rehearsal and set change.   C. A brief orientation to the characters, setting and a few unfamiliar words.   D. A replacement for watching the performance.

Answer key and explanations

1. 1. A. “Reserve your seat” means arrange in advance to have that seat.
2. 2. D. Arriving before the lights go down gives students time to find their row.
3. 3. A. “At the end of the screening” names the time when feedback cards should be used; “during the end” is not grammatical in this context.
4. 4. D. The noun “changes” is modified by the adjective “useful.”
5. 5. B. The phrase “in advance” means before the event.
6. 6. D. “Unless the performers have agreed” means do not share photographs if they have not given permission.
7. 7. C. Checking and adjusting the timing directly responds to the complaint that captions move too quickly.
8. 8. D. The email follows the order greeting, update, request, reason and sign-off.
9. 9. A. The purpose of a subtitle is to let the audience read the text while watching.
10. 10. A. With “neither…nor,” the verb agrees with the nearer plural subject “actors”: “have checked.”
11. 11. C. The line is shortened to fit on the screen.
12. 12. B. Comparing the spelling with the script is a relevant way to check a character’s name.
13. 13. A. “Ask someone to” is followed by the base verb “proofread.”
14. 14. C. Approval happens before the final version is ready, so “after” is correct.
15. 15. C. A brief note is a short note.
16. 16. B. “Where” introduces a relative clause referring to the scene in which the meeting occurs.
17. 17. D. “But” contrasts checking twice with the fact that some mistakes remained.
18. 18. A. In a first conditional about a possible future situation, use “will prepare” in the result clause.
19. 19. C. “Has not been approved by the team” is the passive form with the same meaning.
20. 20. B. “Accurate” means correct or exact.
21. 21. A. “Instead of” takes a gerund, so “instead of choosing” is grammatical.
22. 22. C. “Too quickly” means at a speed greater than the viewers could comfortably read.
23. 23. B. The log was kept so that the director could see the edits.
24. 24. D. The team checked against the script before publishing.
25. 25. A. The adverb “incorrectly” modifies how the name had been typed.
26. 26. B. The approved file is the current version, while the earlier copy is labelled as a draft.
27. 27. D. The passage says that some natural conversational lines were too long to read while viewing the image.
28. 28. C. The team retained important names and shortened nearby wording instead.
29. 29. A. The team found a line appearing before its speaker began talking and moved its start time.
30. 30. C. A classmate asked who had said a line, so the team added a speaker label.
31. 31. B. The class limited its claim to issues found in the version tested.
32. 32. D. The students revised wording and timing and then sought feedback from classmates.
33. 33. D. The group wanted the audience to discover the ending by following the performance.
34. 34. A. A short list in the order names appeared on stage made them quicker to locate.
35. 35. B. The diagram showed where entrances were according to the stage plan.
36. 36. C. A visitor reported that the diagram was difficult to distinguish in small print.
37. 37. A. The final page identified the date and version number.
38. 38. D. A preview is an early showing before the main event.
39. 39. B. The group says the diagram should be checked and updated if the stage layout changes.
40. 40. C. The guide lists characters, setting and a few unfamiliar words so visitors can follow the performance; it is deliberately brief and does not replace the play.