Ôn thi tốt nghiệp THPT môn Tiếng Anh: Đề số 28 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 28

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.

Class Visit to the Local Museum
Students who plan to join the visit should (1) ______ with their teacher by Monday. The class will meet (2) ______ the main gate at 8 a.m. Bring a notebook to write (3) ______ any question you would like to ask. The museum educator will guide the class (4) ______ the first gallery. Please keep your notes (5) ______ so you can read them later. Visitors may take photographs only (6) ______ the museum guide gives permission.

1. 1. A. remember   B. replace   C. register   D. repeat
2. 2. A. in   B. by   C. on   D. at
3. 3. A. down   B. up   C. out   D. over
4. 4. A. between   B. through   C. among   D. across
5. 5. A. clearly   B. clearness   C. clear   D. clarify
6. 6. A. because   B. although   C. while   D. if

Questions 7–12. Choose the best option.

1. 7. “I cannot read the label beside this object.”
   A. Let’s ask the museum educator to explain it.   B. The bus leaves at eight.   C. I forgot my lunch.   D. The room has a high ceiling.
2. 8. Arrange the sentences to make a coherent email. (a) Could you tell us where to meet when we arrive? (b) Dear Ms Phuong, (c) Our class is visiting the museum next Tuesday. (d) We want to make sure that nobody gets separated from the group. (e) Best wishes, Thao
   A. c–b–a–d–e   B. b–c–a–d–e   C. b–a–e–d–c   D. a–b–c–e–d
3. 9. The students wrote down the object’s name and the date shown on its ______.
   A. entrance   B. visitor   C. journey   D. label
4. 10. Each of the museum rooms ______ a short description at its entrance.
   A. display   B. displaying   C. displays   D. have displayed
5. 11. The teacher divided the class into small groups ______ everyone could hear the guide.
   A. so that   B. despite   C. unless   D. whereas
6. 12. “I am not sure whether this object was used in the kitchen.”
   A. The museum closes at five.   B. We can check the label or ask the educator.   C. I left my notebook on the bus.   D. The entrance is on the left.

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

1. 13. The class listened ______ while the educator introduced the collection.
   A. attention   B. attentive   C. attend   D. attentively
2. 14. The educator reminded the class ______ its questions for the discussion at the end of the tour.
   A. save   B. to save   C. saving   D. saved
3. 15. The second gallery was ______ than the first one, so the teacher split the class into two groups.
   A. larger   B. largest   C. more large   D. the larger
4. 16. The educator, ______ works at the museum, answered the class’s questions.
   A. which   B. who   C. where   D. whose it
5. 17. “Exhibit” is closest in meaning to ______ in the phrase “a museum exhibit.”
   A. an entrance ticket   B. a visitor’s notebook   C. a bus route   D. an object or display shown to the public
6. 18. If a visitor has a question, they ______ wait until the guide has finished speaking.
   A. had   B. waited   C. should   D. will waiting
7. 19. Choose the sentence closest in meaning to: “The educator showed the class a map of the building.”
   A. The class was shown a map of the building by the educator.   B. The map showed the educator to the class.   C. The class drew a map of the educator.   D. The educator visited a different building.
8. 20. The group waited near the entrance ______ the guide was still checking the room. A. because B. so that C. although D. unless

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

Before the visit, the students looked at the museum’s online map and chose three questions they hoped to answer. The teacher asked them to note the name of each gallery (21) ______ they could organise their observations later. During the tour, the educator described how objects were grouped in the exhibition. Students were encouraged to distinguish information on a label from their own (22) ______ about what an object might have been used for. When two students disagreed, the guide asked them which details supported each idea. The class wrote those details down (23) ______ losing track of the evidence they had noticed. At the end, each group chose one object to describe to the class. The descriptions were not all the same, because students had focused on different features. The teacher called this a useful discussion, not a test with one answer for every observation. In their notes, students marked any question they had not yet (24) ______. They planned to check the catalogue after returning to school. The teacher asked each group to include the source of its information (25) ______ readers could tell a label fact from an interpretation. This made the short report (26) ______.

1. 21. A. despite   B. unless   C. although   D. so that
2. 22. A. interpretations   B. interpret   C. interpretive   D. interpreting
3. 23. A. for   B. without   C. at   D. between
4. 24. A. answered   B. answer   C. answering   D. answers
5. 25. A. although   B. because   C. so that   D. unless
6. 26. A. clear   B. clearer   C. clearest   D. clearly

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

A class at Nguyen Trai High School visited a local museum to learn how exhibitions are organised. Before entering the first room, the educator asked students to look at the title, the short introduction and the labels beside selected objects. She explained that the title described the theme of the room, while the labels gave information about particular items.

One group noticed that two objects had similar shapes but different labels. The students first guessed that they had been used for the same purpose. The educator asked them to read the full descriptions. One item had been made for a household task; the other was part of a craft process. The students changed their notes after seeing the additional information.

Later, each group chose one object and explained what it had learned from the display. The teacher asked them to separate details written on labels from questions they still had. Several groups listed questions for a later visit or for checking the museum catalogue. The teacher said that careful observation meant paying attention to the information available and being clear about what remained uncertain.

1. 27. What did the educator explain before the class entered the first room?
   A. How to buy a ticket.   B. Why the museum was built.   C. The difference between a room title and an object label.   D. How to travel to the museum.
2. 28. What did the students first guess about two similarly shaped objects?
   A. They came from different museums.   B. They had no labels.   C. They were made by the same visitor.   D. They had been used for the same purpose.
3. 29. What changed the group’s notes?
   A. The educator asked them to leave.   B. They found a new room.   C. The teacher moved the objects.   D. The full descriptions showed different uses.
4. 30. What were groups asked to keep separate?
   A. The room titles and the object colours.   B. The teacher’s notes and the bus schedule.   C. Label details and questions that remained.   D. The two museum entrances.
5. 31. What might groups do with questions they had not answered?
   A. Add them to a list for later checking.   B. Remove them from every report.   C. Treat them as facts from the labels.   D. Ask visitors to change them.
6. 32. According to the teacher, what is part of careful observation?
   A. Guessing whenever two objects look alike.   B. Paying attention to available information and noting uncertainty.   C. Avoiding all questions.   D. Treating each interpretation as a label fact.

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

A museum education team wanted school groups to have time to look closely at a few displays rather than hurry through every room. It prepared a route with three stops and left a short period at the end for questions. Teachers could choose a different route if their class had a particular assignment, but they were asked to tell the museum in advance.

After several school visits, staff asked teachers which parts of the route worked well. Some said the introduction helped students understand the exhibition. Others said that one stop was too crowded when two classes arrived together. The education team checked the booking records and saw that the overlap had happened on two mornings. It changed the suggested arrival times for those days and added a note advising teachers to keep their groups together near the entrance.

The team did not remove the stop that had felt crowded. Instead, it planned to observe the next visits and ask teachers whether the timing change helped. The notes showed what had happened on the recorded mornings, but they did not explain every visitor’s experience. Staff intended to review more visits before making a larger change to the route.

The education team said that a route guide should be useful to teachers and flexible enough for different class assignments. It described the revised plan as a version to review after further use, rather than a permanent rule.

1. 33. What was the museum’s aim in preparing a three-stop route?
   A. To give groups time to look closely at selected displays.   B. To require every teacher to use one route.   C. To keep students from asking questions.   D. To visit every room quickly.
2. 34. What problem did some teachers report?
   A. The museum had no exhibition labels.   B. Classes were not allowed to choose a route.   C. One stop could be crowded when two classes arrived together.   D. The questions period was too long.
3. 35. What did the booking records show?
   A. Every class had arrived late.   B. The overlap had occurred on two mornings.   C. No teachers used the route.   D. All stops were crowded.
4. 36. What change did the education team make?
   A. It closed the entrance.   B. It removed the question period.   C. It cancelled all school visits.   D. It adjusted suggested arrival times and added a group note.
5. 37. Why did staff plan to observe more visits?
   A. To see whether the timing change helped before making a larger change.   B. To count every object in the museum.   C. To stop teachers choosing a route.   D. To remove the exhibition.
6. 38. The word “overlap” in paragraph 2 is closest in meaning to ______.
   A. a written introduction   B. a separate route   C. two things happening at the same time   D. an object label
7. 39. What did the team say the route guide should allow?
   A. Only one class to visit each month.   B. Teachers to adapt the route to class assignments.   C. Students to skip every question.   D. Every class to follow a permanent rule.
8. 40. Which statement about the revised route is supported by the passage?
   A. It was already a permanent rule.   B. Staff had removed the crowded stop.   C. It was based on every visitor’s experience.   D. It would be reviewed after further use.

Answer key and explanations

1. 1. C. “Register with the teacher” means sign up for the visit.
2. 2. D. The preposition “at” is used with a specific meeting point.
3. 3. A. “Write down a question” means record it in writing.
4. 4. B. A guide leads visitors “through” a gallery.
5. 5. C. The adjective “clear” describes the notes.
6. 6. D. “Only if” makes the guide’s permission a condition for taking photographs.
7. 7. A. Asking the educator to explain the label is a relevant response.
8. 8. B. The email order is greeting, visit context, request, reason and closing.
9. 9. D. The label is the place where the object’s name and date are shown.
10. 10. C. The subject “each” is singular, so the verb is “displays.”
11. 11. A. The groups were made small so that everyone could hear the guide.
12. 12. B. Checking the label or asking the educator can help identify the object’s use.
13. 13. D. “Attentively” is the adverb modifying “listened.”
14. 14. B. “Remind someone to do something” takes a to-infinitive: “reminded the class to save its questions.”
15. 15. A. “Larger than” is the comparative form used to compare two galleries.
16. 16. B. “Who” refers to the educator, a person.
17. 17. D. A museum exhibit is an object or display shown to the public.
18. 18. C. “Should wait” gives suitable advice about asking a question.
19. 19. A. This passive sentence preserves that the educator showed the map to the class.
20. 20. A. “Because” introduces the reason the group waited near the entrance.
21. 21. D. Gallery names were noted so that students could organise their observations later.
22. 22. A. The plural noun “interpretations” follows “their own.”
23. 23. B. Writing down the details helped prevent the class from losing track of the evidence.
24. 24. A. “Had not yet answered” uses the past participle after “had.”
25. 25. C. The source was included so that readers could distinguish label facts from interpretations.
26. 26. B. “More clear” is expressed by the comparative adjective “clearer.”
27. 27. C. The educator distinguished the title of a room from labels beside individual objects.
28. 28. D. The students first guessed that the similarly shaped objects had the same purpose.
29. 29. D. Reading the full descriptions showed that the two objects had different uses.
30. 30. C. The teacher asked students to separate label information from questions they still had.
31. 31. A. The class listed unanswered questions for a later visit or catalogue check.
32. 32. B. The teacher said careful observation includes using available information and marking what is uncertain.
33. 33. A. The route was designed to let groups spend time with a few selected displays.
34. 34. C. Some teachers reported crowding when two classes reached one stop together.
35. 35. B. The booking records showed the overlap on two mornings.
36. 36. D. Staff adjusted arrival times and added a note about keeping groups together.
37. 37. A. Observing later visits would show whether the timing adjustment helped before a larger change.
38. 38. C. In context, “overlap” means two classes arrived at the same time.
39. 39. B. The guide was meant to remain flexible for different class assignments.
40. 40. D. The revised plan was a version to review after more use, not a permanent rule.