Ôn thi tốt nghiệp THPT môn Tiếng Anh: Đề số 27 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 27

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.

Paper Bridge Challenge
Teams may enter the design challenge by (1) ______ their names with the science club. Each team will receive the same amount of paper and tape. Please collect your materials (2) ______ the first round begins. Teams will work (3) ______ groups of four and have twenty minutes to build a model bridge. The judges will place small weights on each bridge according to the same (4) ______. A volunteer will record the results (5) ______ so that the teams can review them. Do not touch a bridge (6) ______ a judge has finished checking it.

1. A. comparing B. returning C. measuring D. registering
2. A. during B. despite C. unless D. before
3. A. at B. on C. in D. over
4. A. advice B. schedule C. permission D. method
5. A. accurately B. accuracy C. accurate D. accurateness
6. A. until B. because C. so D. although

Questions 7–12. Choose the best option.

7. “Our bridge bent before the judge added any weights.”
A. The club meets after school. B. The hall has a wide door. C. Let’s check whether the paper was folded as planned. D. I bought a new notebook.
8. Arrange the sentences to make a coherent email. (a) Could we borrow two rulers for the design session? (b) Dear Ms Lan, (c) Our team is preparing for the paper bridge challenge. (d) We will return them to the science room after school. (e) Best wishes, Duc
A. c–b–a–d–e B. b–c–a–d–e C. b–a–e–d–c D. a–b–c–e–d
9. The team changed one feature at a time so it could ______ which change affected the result.
A. identify B. borrow C. postpone D. decorate
10. Neither the paper strips nor the tape ______ kept on the judges’ table.
A. are B. have been C. were D. is
11. The class wrote down the bridge design ______ another group could try the same steps.
A. although B. unless C. so that D. despite
12. “We used more tape than the other team.”
A. The poster is on the wall. B. Let’s record that difference before comparing the results. C. The challenge starts at noon. D. We have four team members.

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

13. The judges explained the scoring ______ before the first round.
A. criteria B. criterion C. criterial D. criterias
14. By the time the bell rang, the students ______ their first design.
A. finish B. have finished C. are finishing D. had finished
15. This support is ______ than the one we used in our first model.
A. stable B. more stable C. most stable D. more stablest
16. The volunteer ______ recorded the measurements checked each entry twice.
A. where B. which C. who D. whose it
17. In the sentence “one support was not aligned with the other,” “aligned” is closest in meaning to ______.
A. placed in the correct position B. measured with a ruler C. covered with paper D. changed without testing
18. If the team changes the amount of tape, it ______ that change in its notes.
A. recorded B. recording C. has record D. should record
19. Choose the sentence closest in meaning to: “The judges measured every bridge in the same way.”
A. Every team measured the judges. B. The bridges measured the same judges. C. Each bridge was measured by the judges using the same method. D. The judges changed the method for each bridge.
20. The team labelled each part ______ it would be easier to explain the design.
A. unless B. so that C. despite D. whereas

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

One team tested two paper bridge designs before the challenge. They kept the paper size and the number of tape strips the same, then changed the shape of the supports. A student added small weights one at a time while another watched for movement. The team wrote down the result (21) ______ each test, including the point at which the bridge began to bend. They repeated the process because one trial might not show a (22) ______ pattern. In the first test, a desk was uneven, so the team moved to a flat table and began again. It also checked that the weights were placed in the same (23) ______. These steps made the comparison more consistent. The students did not claim that their model could show how every real bridge would behave. Their report described only the paper designs they had (24) ______. A classmate asked why they had used only two shapes, and the team noted this as a limit. Before the fair, they practised explaining the method (25) ______ visitors could follow the comparison. They learned that keeping a clear record was as important as choosing a design to (26) ______.

21. A. at B. for C. by D. from
22. A. random B. reliable C. reliability D. reliably
23. A. position B. permission C. purpose D. advice
24. A. test B. testing C. tested D. tests
25. A. unless B. so that C. although D. during
26. A. compared B. comparing C. compare D. comparison

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

At Le Quy Don High School, teams built small bridges from sheets of paper and a fixed length of tape. The challenge was meant to encourage students to test a design and explain their choices. Before building, one team drew a sketch and labelled the supports. Its first model bent when a judge placed the initial weight on it. The students looked at the bridge and noticed that one support was not aligned with the other.

They rebuilt the model and changed the position of that support. This time, it held several weights before bending. The team wrote down the result and made a second model with a different support shape. The second bridge held less weight, but the students said that the trial had helped them understand which feature mattered in their design.

In the presentation, the team explained that it had tested only two paper models under the challenge’s conditions. It did not claim that the stronger model would be suitable for a real bridge. The judges asked what the students would change in another trial. The team said it would repeat each design more than once and check that the weights were placed consistently.

27. What did the team notice about its first model?
A. It used too many different papers. B. It was too tall for the table. C. The tape was missing. D. One support was not aligned with the other.
28. What change did the team make before building the second version of its first design?
A. It changed the position of one support. B. It removed all the paper. C. It used a different length of tape. D. It asked the judges to add more weights.
29. What did the second bridge do in the trial?
A. It held more weight than the first. B. It was not tested. C. It held less weight than the first. D. It was made for a real building.
30. What limit did the team state in its presentation?
A. The judges did not see the model. B. Only two paper models had been tested under the challenge conditions. C. No support shapes had been changed. D. The team had used no tape.
31. What would the team do in another trial?
A. Stop recording the results. B. Use a different school. C. Test only one design once. D. Repeat each design and place weights consistently.
32. Why did the students say the trial was useful?
A. It helped them understand which feature mattered in their design. B. It proved that the model could be used for a real bridge. C. It showed that the second design was always better. D. It removed the need for another trial.

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

The organisers of a school design challenge wanted teams to understand how the judging would work. They published the criteria a week before the event: teams would be assessed on how clearly they explained their design, followed the shared material limits and recorded the test result. The organisers did not award points for using the most paper or building the tallest model.

At the start of the event, a judge read the criteria aloud and answered questions. One team asked whether it could change a model after the first test. The judge said that teams could make one revision but should record what they changed. This rule gave each team the same opportunity to respond to its first result.

After the first round, the organisers noticed that some teams had written their measurements on separate scraps of paper. The notes were difficult to match with the correct model. A volunteer gave each team a recording sheet for the second round. The organisers added the sheet to the event instructions for the next challenge, while keeping the scoring criteria unchanged.

When the event ended, the organisers asked teams which instructions had been clear and which needed more explanation. They planned to review the responses before the next event. The feedback would help improve the instructions, but the organisers said it would not show whether every student liked the format.

33. What were teams assessed on?
A. The height of the model and amount of paper. B. The team’s school uniform. C. Explanation, shared material limits and recording the result. D. The number of visitors.
34. What could teams do after their first test?
A. Replace the judging criteria. B. Make one revision and record the change. C. Use unlimited materials. D. Skip the second round.
35. Why did organisers give teams a recording sheet?
A. Some notes were hard to match with the correct model. B. Teams had finished the event. C. The criteria were removed. D. Judges could not read the instructions.
36. What did the organisers change for the next challenge?
A. They removed all scoring. B. They increased the paper allowance. C. They changed the material limits. D. They added the recording sheet to the instructions.
37. What did the organisers plan to do with the feedback?
A. Use it to select the strongest bridge. B. Treat it as proof that all students liked the event. C. Review it before the next event. D. Replace the judging criteria immediately.
38. The word “criteria” in paragraph 1 is closest in meaning to ______.
A. the materials used to build a model B. standards used to make a judgement C. notes written after an event D. people who visit a school
39. What opportunity did the rules give every team after its first test?
A. To win by building the tallest model. B. To change a model without recording it. C. To replace the scoring criteria. D. To make one revision and record the change.
40. What did the organisers say the feedback could not establish?
A. Whether every student liked the format. B. Which instructions needed explanation. C. Whether teams used a recording sheet. D. When the next event would take place.

Answer key and explanations

1. D. “Register their names” means sign up for the event.
2. D. Materials should be collected before the first round begins.
3. C. The standard expression is “work in groups.”
4. D. A method is the consistent procedure used for placing weights.
5. A. “Accurately” is the adverb modifying “record.”
6. A. “Until” means do not touch the bridge before the judge has finished checking it.
7. C. Checking the folding plan is a relevant next step when the bridge bends early.
8. B. The email order is greeting, project context, request, return plan and sign-off.
9. A. Changing one feature at a time helps identify which feature is associated with a changed result.
10. D. With “neither…nor,” the verb agrees with the nearer singular noun “tape”: “is.”
11. C. The design was recorded so that another group could repeat the steps.
12. B. Recording the difference in tape use helps make the comparison transparent.
13. A. “Criteria” is the plural noun meaning the standards used for judging.
14. D. The design was completed before the bell rang, so past perfect is appropriate.
15. B. “More stable than” is the correct comparative form.
16. C. “Who” refers to the volunteer, a person.
17. A. Here “aligned with” means positioned correctly in relation to the other support.
18. D. “Should record” gives appropriate advice for documenting a changed variable.
19. C. The passive sentence preserves that judges measured each bridge using one method.
20. B. Labels make each part of the design easier to explain.
21. B. “For each test” means the result was recorded separately for every test.
22. B. A reliable pattern is one that can be trusted more than a single unusual result.
23. A. The weights were placed in the same position during the comparison.
24. C. “Had tested” is the past perfect verb completing “designs they had tested.”
25. B. The method was explained so that visitors could follow the comparison.
26. C. “A design to compare” uses the base verb after the infinitive marker “to.”
27. D. The students noticed that one support was not aligned with the other.
28. A. They rebuilt the model after changing the position of one support.
29. C. The second bridge held less weight than the first one.
30. B. The team limited its statement to the two paper models tested under the challenge conditions.
31. D. The students planned to repeat each design and place weights consistently.
32. A. The test helped them understand which design feature mattered in their model.
33. C. The criteria covered the explanation, shared material limits and record of the test result.
34. B. Teams could make one revision after the first test and record what changed.
35. A. Separate scraps made it difficult to match a measurement with its model.
36. D. The organisers planned to include the recording sheet in the next event’s instructions.
37. C. They planned to review responses before preparing the next event.
38. B. Criteria are standards used to judge something.
39. D. The rule allowed each team the same chance to revise its model once.
40. A. The organisers said the feedback would not reveal whether every student liked the format.