Ôn thi tốt nghiệp THPT môn Tiếng Anh: Đề số 24 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 24

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.

Student Project Fair
Project teams may display their work in the assembly hall on Saturday. Please (1) ______ a table through the school office by Wednesday. Each display should show the team’s names and a short explanation of the project. If your poster includes a chart, label the axes (2) ______ the audience can understand what is being measured. Keep bags (3) ______ the walking area, and do not attach materials to the walls without permission. The fair opens at 9 a.m.; teams should arrive (4) ______ time to set up. Visitors may ask questions, so prepare to describe your method (5) ______. Please remove your display (6) ______ the event ends.

1. 1. A. erase   B. borrow   C. avoid   D. reserve
2. 2. A. because   B. so that   C. despite   D. unless
3. 3. A. beneath   B. among   C. across   D. outside
4. 4. A. at   B. by   C. in   D. on
5. 5. A. clear   B. clarity   C. clearness   D. clearly
6. 6. A. although   B. as soon as   C. because of   D. whereas

Questions 7–12. Choose the best option.

1. 7. “Could you explain how you collected these responses?”
   A. We asked students to complete the same short form during lunch.   B. The poster is made of paper.   C. I will leave at five o’clock.   D. The hall has two doors.
2. 8. Arrange the sentences to make a coherent email. (a) Would you be able to lend us a display board? (b) Dear Ms Dao, (c) Our team is presenting a project at Saturday’s fair. (d) We would return it to the office after the event. (e) Kind regards, Nhi
   A. c–b–a–d–e   B. b–a–d–c–e   C. b–c–a–d–e   D. a–b–c–e–d
3. 9. The team checked the totals twice to avoid a simple ______.
   A. audience   B. display   C. method   D. mistake
4. 10. The results of the short survey ______ on the poster near the entrance.
   A. appears   B. appear   C. has appeared   D. was appearing
5. 11. The group used the same question for every participant ______ its responses could be compared.
   A. so that   B. although   C. unless   D. because of
6. 12. “The chart does not say how many students answered the question.”
   A. We can remove the title.   B. The hall is open on Saturday.   C. Let’s add the number of responses to the caption.   D. Every answer must be identical.

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

1. 13. The display includes a short ______ of the team’s method.
   A. explain   B. explaining   C. explanatory   D. explanation
2. 14. The students ______ their questions before they began the survey.
   A. revise   B. had revised   C. are revising   D. will revise
3. 15. This poster is ______ than the first draft because it uses fewer words.
   A. easier to read   B. easiest to read   C. more easily   D. easy
4. 16. The teacher, ______ reviewed the graph, suggested adding a unit to the vertical axis.
   A. which   B. where   C. who   D. whose it
5. 17. “Estimate” is closest in meaning to ______.
   A. prove exactly   B. remove carefully   C. translate   D. judge approximately
6. 18. If a visitor asks about a limitation, the team ______ it honestly.
   A. explained   B. should explain   C. has explaining   D. will explained
7. 19. Choose the sentence closest in meaning to: “The survey included 60 students.”
   A. Sixty students took part in the survey.   B. The survey included every student.   C. The students wrote a survey of 60 pages.   D. Sixty surveys were completed by one student.
8. 20. The poster was placed at eye level ______ visitors could read it easily.
   A. despite   B. whereas   C. so that   D. unless

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

A group at Phan Chu Trinh High School surveyed students about where they preferred to study after lessons. The team first tested its questionnaire with six classmates and found that one question could be understood in two ways. They rewrote it (21) ______ collecting the larger set of responses. Each participant could choose one answer, and the team recorded the number of completed forms. The group did not ask for names, which made the form (22) ______ to complete for students who wanted to share an opinion without identifying themselves. After the survey closed, two members entered the results separately and compared their totals to find any entry they had copied (23) ______. The poster described which buildings were included and when the forms were collected. It also noted that students who did not answer the form were not represented. The team avoided saying that its results described every student (24) ______ the sample came from volunteers. A classmate asked whether the preference might change at exam time, so the team added this question to its list of possible follow-up work. The final display presents the result as a snapshot (25) ______ the period when the survey was open. The group hopes the careful description will help visitors read the chart (26) ______.

1. 21. A. after   B. before   C. during   D. since
2. 22. A. difficultly   B. difficulty   C. easier   D. easiest
3. 23. A. repeated   B. repeat   C. repeating   D. by mistake
4. 24. A. because   B. whereas   C. unless   D. despite
5. 25. A. at   B. to   C. of   D. into
6. 26. A. inaccurate   B. accurately   C. accuracy   D. more accurate

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

A literature class wanted to learn which parts of a reading assignment students found most challenging. The teacher asked groups to keep a short reading log for two weeks. Students noted the title, the time spent reading and one passage they wanted to discuss. They were not asked to rate the book as good or bad.

At the end of the two weeks, the class looked at the logs. Several students had chosen the same passage, but they gave different reasons. Some were unsure about a word; others wanted to discuss a character’s choice. The teacher asked the class to keep these reasons separate instead of counting every mention as the same kind of difficulty.

The students then prepared a display with three categories: unfamiliar words, events that needed clarification and questions about a character. The display showed how many logs mentioned each category. The class explained that students had selected the passages themselves, so the display did not measure the difficulty of every page in the assigned books. It helped the teacher choose topics for a follow-up discussion, while leaving room for students who had not kept a log to share their views.

1. 27. What did students record in their reading logs?
   A. A grade for each book.   B. The number of pages in the library.   C. Details about their reading and a passage to discuss.   D. The teacher’s opinion of each character.
2. 28. Why did the class separate students’ reasons for choosing the same passage?
   A. The reasons described different kinds of difficulty or interest.   B. The students had read different books.   C. The passage had no unfamiliar words.   D. The teacher wanted to remove the logs.
3. 29. What were the three categories on the display?
   A. Reading speed, book price and page count.   B. Authors, publishers and libraries.   C. Characters, endings and illustrations.   D. Unfamiliar words, unclear events and character questions.
4. 30. What did the class say the display did not measure?
   A. The number of logs collected.   B. The difficulty of every page in the assigned books.   C. The topics of the follow-up discussion.   D. The passages students selected.
5. 31. How did the display help the teacher?
   A. It allowed the teacher to cancel the reading assignment.   B. It proved that all students had the same difficulty.   C. It helped choose topics for further discussion.   D. It replaced students’ reading logs.
6. 32. Why could other students still share their views?
   A. The teacher left room for comments from those who had not kept a log.   B. The display included every page from each book.   C. The logs had been completed by the teacher.   D. Students were asked to rate books after the display.

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

The organisers of a student project fair wanted visitors to be able to find displays by subject. They printed a floor plan and assigned each project a table number. Before the doors opened, student volunteers walked the route with the plan to check whether the table numbers were easy to see. They found that one sign was hidden behind a pillar and moved it to the side of the aisle.

The organisers also prepared a short schedule showing when each team would give a demonstration. A teacher checked the times against the teams’ requests. Two demonstrations had been assigned the same space at the same time, so one was moved to a nearby table. The volunteers then updated the schedule and printed a new copy for the entrance.

During the fair, visitors asked where to find several displays. The volunteers used the plan to guide them and marked questions they could not answer. Afterward, the organisers compared these notes with the plan. They found that the subject labels helped, but the map needed a clearer symbol for the stairs. They added the symbol to a revised version and dated it so that staff could tell which plan was current.

The organisers said the floor plan helped visitors navigate this event. It was not a record of every activity in the school, and it would need to be checked again if the room arrangement changed.

1. 33. Why did volunteers walk the route before the fair opened?
   A. To move every project to a different room.   B. To find out how many visitors had arrived.   C. To remove all subject labels.   D. To check whether table numbers were visible along the route.
2. 34. What problem did the schedule check reveal?
   A. Two demonstrations had the same space and time.   B. The fair had no subject labels.   C. The floor plan showed too many stairs.   D. No team wanted to give a demonstration.
3. 35. What did volunteers do when they could not answer a visitor’s question?
   A. They changed the visitor’s subject.   B. They marked the question for later review.   C. They removed the floor plan.   D. They cancelled the demonstration.
4. 36. What did the organisers add to the revised plan?
   A. A list of every school activity.   B. A new table for each visitor.   C. A clearer symbol for the stairs.   D. The name of every student.
5. 37. Why was the revised plan dated?
   A. To record when visitors arrived.   B. To show the teams’ requests.   C. To estimate how long the fair lasted.   D. To distinguish the current plan from an older one.
6. 38. The word “navigate” in paragraph 3 is closest in meaning to ______.
   A. find one’s way around   B. prepare a speech   C. assign a score   D. arrange a meeting
7. 39. When would the floor plan need another check?
   A. When a visitor asks a question.   B. If the room arrangement changes.   C. When a team gives a demonstration.   D. If the fair opens on time.
8. 40. Which conclusion about the organisers’ use of a floor plan is best supported?
   A. A checked, dated floor plan helped people find displays at one event.   B. The fair schedule records all school activities.   C. Visitors were not allowed to ask questions.   D. The organisers proved the plan would suit every room.

Answer key and explanations

1. 1. D. “Reserve a table” means arrange to have one available for the team.
2. 2. B. Labelling the axes makes the graph easier to interpret.
3. 3. D. Bags should be kept “outside the walking area,” not in the route visitors use.
4. 4. C. “In time to set up” means early enough to prepare before the fair starts.
5. 5. D. The adverb “clearly” modifies the verb “describe.”
6. 6. B. “As soon as the event ends” means immediately after it finishes.
7. 7. A. This directly answers the question by explaining how responses were collected.
8. 8. C. The email starts with a greeting, gives the context, makes the request, explains why and closes politely.
9. 9. D. A mistake is an error that a second check may reveal.
10. 10. B. “Results” is plural, so the present simple verb is “appear.”
11. 11. A. The team used one question for the purpose of comparing responses.
12. 12. C. Adding the number of replies tells readers how many students answered.
13. 13. D. The noun “explanation” completes “a short.”
14. 14. B. The revision happened before the survey, so the past perfect “had revised” fits the sequence.
15. 15. A. “Easier to read than” is the correct comparative construction.
16. 16. C. “Who” refers to the teacher, a person, in the relative clause.
17. 17. D. An estimate is an approximate judgement rather than an exact proof.
18. 18. B. “Should explain” gives suitable advice about responding to a question on limitations.
19. 19. A. Saying that 60 students took part preserves the meaning of the original sentence.
20. 20. C. At eye level, the poster is easier for visitors to read.
21. 21. B. The questionnaire was tested and revised before the larger set of responses was collected.
22. 22. C. “Easier to complete” is the comparative form that fits the sentence.
23. 23. D. “Copied by mistake” explains the kind of entry error the comparison was meant to find.
24. 24. A. “Because” gives the reason the team did not generalise to every student.
25. 25. C. “A snapshot of the period” describes the results collected while the survey was open.
26. 26. B. The adverb “accurately” describes how visitors can read the chart.
27. 27. C. Students logged their reading time and a passage they wanted to discuss.
28. 28. A. A shared passage could raise different questions, so the class kept those reasons distinct.
29. 29. D. These are the three categories named for the display.
30. 30. B. The students said selected passages could not measure the difficulty of every page.
31. 31. C. The display gave the teacher topics for a follow-up discussion.
32. 32. A. The teacher left space for students who had not written a log to offer their views.
33. 33. D. The route check was intended to find signs that visitors might not see.
34. 34. A. Two demonstrations had been assigned to one place at the same time.
35. 35. B. Volunteers recorded questions they could not answer for later review.
36. 36. C. The revised map included a clearer symbol for the stairs.
37. 37. D. A date helps staff distinguish the current plan from an earlier version.
38. 38. A. To navigate is to find one’s way around a place.
39. 39. B. The passage says the plan should be checked again if the room arrangement changes.
40. 40. A. The passage describes how organisers checked and revised a floor plan for one event.