Ôn thi tốt nghiệp THPT môn Tiếng Anh: Đề số 30 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 30

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.

Career Exploration Day
Students who wish to attend should (1) ______ with the school office by Thursday. The bus will leave (2) ______ 7:30 a.m., so please arrive ten minutes early. Bring a notebook to write (3) ______ questions you would like to ask. Visitors will meet a guest speaker (4) ______ small groups. Please read the timetable (5) ______ and note the room for each session. Students may leave a session early (6) ______ they tell the teacher in charge.

1. A. compare B. sign up C. decorate D. return
2. A. on B. by C. until D. at
3. A. down B. over C. across D. out
4. A. between B. across C. in D. among
5. A. careful B. carefully C. care D. carefulness
6. A. because B. although C. while D. provided that

Questions 7–12. Choose the best option.

7. “I would like to ask the designer about how she chose her career.”
A. That sounds like a useful question for the session. B. The bus is parked outside. C. I left my notebook at home. D. The room has twelve chairs.
8. Arrange the sentences to make a coherent email. (a) Could you tell me whether I need to bring anything? (b) Dear Ms Huynh, (c) I have registered for Career Exploration Day. (d) I want to be prepared for the workshop. (e) Best wishes, Phuong
A. c–b–a–d–e B. b–a–d–e–c C. b–c–a–d–e D. a–b–c–e–d
9. A person who attends a session is a ______.
A. schedule B. participant C. workplace D. timetable
10. Neither the visitors nor the teacher ______ the workshop room yet.
A. find B. finding C. have found D. has found
11. The organisers printed name cards ______ speakers and students could introduce themselves.
A. so that B. because of C. unless D. whereas
12. “I am not sure which workshop is about graphic design.”
A. The bus leaves at half past seven. B. I have a blue pen. C. Let’s check the session descriptions on the timetable. D. The guest speaker has a notebook.

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

13. The guest gave a short ______ of her daily work.
A. describe B. description C. descriptive D. describing
14. One of the speakers, ______ works in environmental design, answered the class’s questions. A. which B. whose C. whom D. who
15. The second workshop was ______ than the first because it included a practical activity.
A. more interactive B. interactive C. most interactive D. interactively
16. The architect, ______ spoke to the students, described how her projects are planned.
A. where B. which C. who D. whose it
17. “Opportunity” is closest in meaning to ______.
A. a daily routine B. a chance to do something C. a written timetable D. a difficult question
18. If a student is interested in a career, they ______ ask the speaker about the training involved.
A. asked B. has asking C. will asked D. can
19. Choose the sentence closest in meaning to: “The school invited three local speakers.”
A. Three local speakers were invited by the school. B. The school was invited by three speakers. C. Three students invited the school. D. The speakers did not attend.
20. The students kept the original notes, ______ the summary seemed complete. A. despite B. unless C. although D. because

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

Before Career Exploration Day, the class teacher asked students to write down what they hoped to learn. Some wanted to know what a typical workday involved; others were interested in the training needed for a particular role. The teacher grouped similar questions (21) ______ several students had asked about the same training route. During one session, an engineer explained that her day included both planned tasks and unexpected problems. A student asked whether every day followed the same routine. The speaker replied that it (22) ______ from project to project. The class recorded this answer rather than assuming one description applied to every workplace. After the visit, students compared their notes with the questions they had written earlier. They marked which questions had been answered and which still needed (23) ______. One student planned to look for more information about a course before making a decision. The teacher encouraged students to treat the visit as a starting point, (24) ______ a complete guide to every career. The class prepared a short report (25) ______ other students could learn what the speakers had discussed. It described the examples as personal accounts, not rules that applied (26) ______.

21. A. although B. unless C. because D. so that
22. A. varied B. varies C. varying D. variation
23. A. answer B. answered C. answering D. answers
24. A. rather than B. because of C. so that D. even though
25. A. unless B. although C. so that D. despite
26. A. somewhere B. everywhere C. nowhere D. anywhere

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

When Mai’s class met a landscape architect, she expected to hear mostly about drawing plans. The speaker explained that her work also involved discussing a site with clients, visiting it and revising designs after receiving feedback. She showed the class two sketches of the same small courtyard. The second sketch included a change requested by the school that would use the space.

Mai asked how the architect knew whether a design would meet a client’s needs. The speaker said that she asked questions early and checked that she had understood the answers before changing a plan. She also described a project that had taken longer than expected because the client changed the requirements. The architect said that revising a design was part of the process, not proof that the first conversation had failed.

After the session, Mai wrote that she was interested in the career but wanted to learn more about the training. She did not decide that day whether she would study architecture. The talk had given her a clearer picture of some tasks involved and a list of questions to research.

27. What did Mai initially expect the architect to discuss?
A. Drawing plans. B. Writing school reports. C. Organising a bus schedule. D. Managing a concert.
28. What did the second sketch show?
A. A different building. B. A list of training courses. C. A change requested by the school using the courtyard. D. A client’s workday.
29. How did the architect check whether she understood a client?
A. She changed the plan without asking. B. She asked questions and checked the answers. C. She waited until construction ended. D. She used the same plan for every site.
30. Why had one project taken longer than expected?
A. The architect forgot to draw a plan. B. The site could not be visited. C. The school cancelled the meeting. D. The client changed the requirements.
31. What did Mai decide after the session?
A. She wanted to learn more about the training before deciding. B. She would begin work immediately. C. She no longer had questions. D. She would use the second sketch at school.
32. What did the talk give Mai?
A. A guaranteed place on a course. B. A decision about her future. C. A clearer picture of some tasks and questions to research. D. A complete guide to every architecture job.

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

A school careers team planned a day of short sessions with local workers. It asked speakers to describe their work in their own words and to include one example of a task they had completed. The team did not ask them to recommend a single career to students. Instead, the organiser prepared a question period after each talk so that students could ask about training, daily routines or challenges.

After the first event, students returned feedback forms. Some wrote that they wanted more time for questions; others asked for the session titles to include the kind of work each speaker would discuss. The careers team compared these comments with the timetable. It found that one session had ended early, while another had used all its time. The team added a reminder for speakers to leave a few minutes for questions and revised the titles for the next event.

The team also asked teachers which classes had attended. Some students had missed the day because of a timetable conflict. The organiser noted this when reviewing the feedback rather than assuming the forms represented every student. For the next event, the team planned to offer the same sessions twice on different days if enough speakers were available.

The careers team said that the feedback helped it improve the event format. It did not show which careers students would choose later or whether every student had attended.

33. What were speakers asked to include in their talks?
A. A recommendation that everyone choose their career. B. One example of a task they had completed. C. A list of every job in the town. D. A school timetable.
34. What did some students request after the first event?
A. Fewer speakers. B. No question period. C. A longer bus ride. D. More question time and clearer session titles.
35. What change did the careers team make for the next event?
A. It reminded speakers to leave time for questions and revised titles. B. It cancelled every session that ended early. C. It asked speakers to recommend one career. D. It removed the timetable.
36. Why did the organiser note that some students missed the day?
A. To prove they disliked the sessions. B. To select the speakers. C. To avoid treating returned forms as feedback from every student. D. To change the career choices.
37. What did the team plan if enough speakers were available?
A. End the event permanently. B. Offer the same sessions on different days. C. Stop collecting comments. D. Require every student to attend both days.
38. The word “conflict” in paragraph 3 is closest in meaning to ______.
A. a speaker’s example B. a feedback form C. a career choice D. a clash between scheduled activities
39. What could the feedback help the team improve?
A. The event format. B. Every student’s future career choice. C. The availability of all local workers. D. The number of school days.
40. What did the team say the feedback could not establish?
A. Whether students wanted more question time. B. Whether the session titles needed revision. C. Which careers students would choose later or whether everyone attended. D. Whether a timetable conflict occurred.

Answer key and explanations

1. B. “Sign up with the school office” means register for the event.
2. D. A bus is said to leave “at 7:30 a.m.”
3. A. “Write down a question” means record it in a notebook.
4. C. “In small groups” is the standard expression.
5. B. The adverb “carefully” modifies “read.”
6. D. “Provided that” means students may leave if they tell the teacher in charge.
7. A. This response supports the student’s proposed question and relates to the session.
8. C. The email follows greeting, registration context, request, reason and closing.
9. B. Someone who attends a session is a participant.
10. D. With “neither…nor,” the verb agrees with the nearer singular noun “teacher”: “has found.”
11. A. Name cards were printed so that speakers and students could introduce themselves.
12. C. The timetable descriptions are the relevant place to check workshop topics.
13. B. The noun “description” follows “a short.”
14. D. “Who” is the subject of “works” and refers to a person.
15. A. “More interactive than” is the comparative phrase.
16. C. “Who” refers to the architect, a person.
17. B. An opportunity is a chance to do something.
18. D. “Can ask” expresses an action available to the student.
19. A. The passive sentence preserves that the school invited the speakers.
20. C. “Although” introduces a contrast between keeping the notes and the summary seeming complete.
21. C. “Because” gives the reason the teacher grouped similar questions.
22. B. “Varies from project to project” is the present-tense verb phrase needed after “it.”
23. C. “Still needed answering” uses a gerund after “needed.”
24. A. The visit was a starting point rather than a complete guide.
25. D. The report was prepared so that other students could learn from the sessions.
26. B. “Applied anywhere” means applied in every place or situation.
27. A. Mai expected the talk to focus mostly on drawing plans.
28. C. The second sketch included a change requested by the school using the courtyard.
29. B. The architect asked questions and checked that she had understood the answers.
30. D. The client changed the requirements, which made the project take longer.
31. A. Mai wanted to learn more about training before deciding whether to study architecture.
32. C. The talk gave Mai a clearer picture of some tasks and questions for further research.
33. B. Speakers were asked to include one example of a task they had completed.
34. D. Students requested additional time for questions and more informative session titles.
35. A. The team added a reminder to leave question time and revised the titles.
36. C. Noting missed students helped the organiser avoid treating responses as representative of everyone.
37. B. The team planned to repeat the sessions on different days if enough speakers were available.
38. D. A timetable conflict is a clash between scheduled activities.
39. A. The team said feedback helped improve the event format.
40. C. The feedback did not establish future career choices or attendance by every student.