Ôn thi tốt nghiệp THPT môn Tiếng Anh: Đề số 31 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 31

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.

Postcard Exchange
The English club is arranging a postcard exchange with a partner school. Students may (1) ______ by writing their name on the list outside Room 5. Please choose a place in your town that you can describe (2) ______. You do not need to include a home address; the teacher will handle the exchange. Keep the message (3) ______ so that the reader can understand it easily. Include one question for your partner, and make sure the card is ready (4) ______ the end of next week. The club will check each card (5) ______ mailing it. If you have a question about the task, ask the teacher (6) ______ class.

1. A. register B. decorate C. observe D. borrow
2. A. detail B. detailed C. in detail D. detailing
3. A. clearness B. clear C. clearly D. clarify
4. A. at B. since C. during D. by
5. A. before B. unless C. although D. because
6. A. across B. between C. after D. among

Questions 7–12. Choose the best option.

7. “I cannot think of a question to write on my postcard.”
A. The envelope is on the desk. B. You could ask what your partner likes about that place. C. The club meets on Friday. D. I have a blue pen.
8. Arrange the sentences to make a coherent email. (a) Could you confirm when we should hand in our cards? (b) Dear Ms Nga, (c) I have finished writing my postcard for the exchange. (d) I would like to leave enough time for you to check it. (e) Best wishes, Kiet
A. c–b–a–d–e B. b–a–d–e–c C. a–b–c–d–e D. b–c–a–d–e
9. The postcard includes a question to encourage a ______ from the partner school.
A. reply B. route C. label D. schedule
10. Each of the cards ______ a short message and one question.
A. contain B. containing C. contains D. have contained
11. The teacher checked the spelling ______ the cards were mailed.
A. after B. before C. despite D. unless
12. “Should I write about the whole town or one place?”
A. I bought a notebook yesterday. B. The club has a meeting room. C. The partner school is in another district. D. Choose one place you know well and describe it.

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

13. The student added a brief ______ of the old market.
A. description B. describe C. descriptive D. describing
14. The club ______ the partner school before it sent the first set of cards.
A. contacts B. is contacting C. had contacted D. will contact
15. Lan asked her partner ______ the garden was open after school.
A. whether B. where C. who D. whose
16. The student ______ wrote this card described a quiet street near the river.
A. where B. which C. whose it D. who
17. “Neighbourhood” is closest in meaning to ______.
A. the area where people live near one another B. a school subject C. a travel document D. a short reply
18. If a student is unsure about a detail, they ______ check it before writing it as fact.
A. checked B. had checking C. should D. will checked
19. Choose the sentence closest in meaning to: “The teacher will mail the cards next Monday.”
A. The cards mailed the teacher next Monday. B. The cards will be mailed by the teacher next Monday. C. The teacher was mailed by the cards. D. The teacher did not mail the cards.
20. The students used simple language ______ their partners could follow the descriptions.
A. despite B. whereas C. unless D. so that

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

Before writing, Lan made a list of three places she knew well. She chose the morning market because she could describe its sounds, the rows of stalls and the route she usually took. She did not try to explain every part of the town. Instead, she wrote a short message (21) ______ her partner could picture one familiar place. Lan asked her brother to read the draft. He pointed out that one sentence might be unclear to someone who had never visited the market. She revised it and removed a local abbreviation (22) ______ the meaning would not depend on knowing it. The teacher checked the names and spelling but did not rewrite the message. Lan wanted the postcard to sound like her own words. She included a question about what her partner’s favourite place was and left room for a reply. In the class notes, the teacher reminded students that one postcard could introduce a place, but it could not represent the whole town. The cards were sorted by school (23) ______ they could be sent in the right group. Lan kept a copy of her draft (24) ______ she could compare it with the reply later. She hoped the exchange would give each student a reason to write (25) ______ and to ask a genuine question. The club planned to discuss the replies after they (26) ______.

21. A. unless B. whereas C. so that D. despite
22. A. so that B. although C. unless D. because of
23. A. because B. despite C. although D. so that
24. A. unless B. so that C. whereas D. although
25. A. careless B. care C. carefully D. careful
26. A. arrive B. arrived C. will arrive D. arriving

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

When Nam wrote to a student at the partner school, he described a small public garden near his home. He mentioned a reading table, a row of trees and the path that led from the bus stop. Before mailing the card, he asked his cousin to read it. His cousin understood the description but did not know which bus stop Nam meant. Nam added the name of the nearby street to make the location clearer.

The reply arrived two weeks later. Nam’s partner had described a covered walkway at her school and asked whether students in Nam’s school had a place to sit outdoors. Nam wrote back that the garden was open to the public, while the school courtyard was used only during school hours. He realised that his first postcard had not made this difference clear.

In a class discussion, Nam said the exchange helped him notice which details a reader might need. He did not assume that his partner’s school was like his own. Instead, he asked a follow-up question about the walkway and included a simple sketch of the garden entrance. The teacher said that asking and answering questions helped the two students compare places without claiming that one description represented an entire town or school.

27. What did Nam add after his cousin read the postcard?
A. A drawing of the bus. B. The name of a nearby street. C. The address of his home. D. A longer list of trees.
28. What did Nam’s partner ask about?
A. Whether Nam’s school had a place to sit outdoors. B. How to reach the market. C. The name of the reading table. D. Why the garden was closed.
29. What difference did Nam explain in his reply?
A. The garden had no path. B. The bus stop had moved. C. The garden was public, while the courtyard was used during school hours. D. The partner’s school had no walkway.
30. What did Nam learn about writing to a reader who did not know the place?
A. It was best to avoid all details. B. A reader might need extra location information. C. Every reader knew his street. D. A sketch should replace the message.
31. Why did Nam ask a follow-up question?
A. To compare the places without assuming they were the same. B. To end the exchange early. C. To ask for the partner’s home address. D. To change the subject to the bus.
32. What did the teacher say the exchange helped students do?
A. Prove that one town was better. B. Describe every school in the region. C. Compare places without treating one description as universal. D. Avoid asking each other questions.

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

A language teacher at Minh Khai School set up a postcard exchange with a class in another district. Students were asked to describe one place they knew, include a question and avoid sharing private contact details. The teacher checked the cards for spelling and unclear references before mailing them, while leaving each student’s wording intact.

When replies arrived, students compared what their partners had chosen to describe. Some wrote about a busy street; others described a quiet courtyard or a route they walked each day. The teacher asked students to notice that these were personal selections. The cards could tell readers about the places their writers chose, but they did not provide a complete picture of either district.

Several students wanted to know more about unfamiliar words. The teacher suggested that they ask the writer in a reply rather than guess. One student sent a short explanation of a local term and asked how the partner would describe the same idea. The teacher said that this follow-up made the exchange a conversation rather than a set of one-way descriptions.

At the end of the project, students wrote a short reflection. Some said that choosing one place helped them organise their writing. Others said they had learned to explain a detail that seemed obvious to them but was unfamiliar to a reader. The teacher used these comments to plan another exchange, but did not treat the reflections as proof that every student had the same experience.

33. What were students asked to include on each card?
A. Their private contact details. B. A complete guide to the district. C. An answer key. D. One described place and a question.
34. What did the teacher leave intact while checking the cards?
A. Spelling errors. B. Every unclear reference. C. Private addresses. D. Each student’s wording.
35. What could the postcards not provide?
A. A personal description. B. A question for the partner. C. An explanation of a local term. D. A complete picture of either district.
36. What did the teacher suggest when students found unfamiliar words?
A. Guess from the context without asking. B. Ask the writer in a reply. C. Remove every unfamiliar word. D. Stop writing to the partner.
37. Why did one student explain a local term and ask a question back?
A. To replace the partner’s description. B. To avoid writing a postcard. C. To turn the exchange into a conversation. D. To provide private contact details.
38. The word “intact” in paragraph 1 is closest in meaning to ______.
A. unchanged B. private C. incomplete D. unclear
39. How did students say the project helped them?
A. It proved every district was alike. B. It removed the need for a reader. C. It guaranteed the same experience for all. D. It helped some organise writing and explain unfamiliar details.
40. What limit did the teacher place on the reflections?
A. They could not be used to plan another exchange. B. They did not prove that every student had the same experience. C. They replaced the postcards. D. They showed what every student experienced.

Answer key and explanations

1. A. “Register” means put your name on the list to join the exchange.
2. C. “In detail” means with enough specific information.
3. B. The adjective “clear” describes the message.
4. D. “By the end of next week” gives the deadline.
5. A. The card is checked before it is mailed.
6. C. “After class” indicates when the teacher can be asked.
7. B. Asking what the partner likes about the place gives the student an appropriate question to write.
8. D. Kiet greets Ms Nga, says the postcard is ready, asks when to hand it in, explains he needs time for a check, then signs off; that is option D.
9. A. A question invites the partner to send a reply.
10. C. “Each” is singular, so the verb is “contains.”
11. B. The spelling is checked before mailing.
12. D. Choosing one familiar place gives the student a focused subject to describe.
13. A. The noun “description” follows “a brief.”
14. C. The school had contacted the partner before sending the cards, so past perfect fits the sequence.
15. A. “Whether” introduces an indirect yes/no question after “asked”; the embedded clause keeps normal subject–verb order.
16. D. “Who” refers to the student, a person.
17. A. A neighbourhood is an area where people live near one another.
18. C. “Should check” is advice to verify an uncertain detail.
19. B. The passive sentence preserves the teacher’s action and the future time.
20. D. The students used simple language so that their partners could understand.
21. C. The message was written so that the partner could picture the place.
22. A. The abbreviation was removed so that understanding would not depend on local knowledge.
23. D. Cards were sorted so that they could be sent in the correct group.
24. B. The copy was kept so that Lan could compare it with the reply later.
25. C. “Write carefully” uses an adverb to describe the manner of writing.
26. A. “After they arrive” refers to the future, so the present simple form is used in the time clause.
27. B. Nam added the name of a nearby street to make the location clearer.
28. A. His partner asked whether his school had an outdoor place to sit.
29. C. Nam explained that the garden was public while the courtyard was used during school hours.
30. B. His cousin needed the nearby street name to understand which bus stop he meant.
31. A. Nam wanted to compare the places without assuming his partner’s school was like his own.
32. C. The teacher said the exchange let students compare places without treating one account as universal.
33. D. Each card was to describe one place and include a question.
34. D. The teacher checked spelling and references but kept each student’s wording.
35. D. The teacher said the cards did not provide a complete picture of either district.
36. B. The teacher suggested asking the writer in a reply rather than guessing.
37. C. The follow-up question made the exchange more like a conversation.
38. A. “Intact” means left unchanged.
39. D. Students reported help with organising writing and explaining unfamiliar details.
40. B. The reflections were not proof that all students had the same experience.