Ôn thi tốt nghiệp THPT môn Tiếng Anh: Đề số 34 năm 2026 có đáp án chi tiết

This original practice test is for revision and is not an official examination paper.

English Graduation Practice Test – Test 34

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.

Take what you can eat
The school canteen is testing a smaller-portion option to reduce food waste. Students may choose a half portion; (1) ______ they are still hungry, they can ask for more at the counter. Please return trays to the marked area and place leftover food in the green bin (2) ______ it is weighed. Clean containers should be left on the rack, not (3) ______ the sink. The kitchen team will record how much food is returned each day so it can plan future meals (4) ______ accurately. The trial runs for two weeks, (5) ______ which students can share comments through the class form. No student will be asked to explain how much they eat; the purpose is simply to make (6) ______ easier to choose a suitable amount.

1. A. unless B. if C. although D. while
2. A. before B. since C. among D. until
3. A. above B. through C. beside D. into
4. A. accuracy B. accurate C. accurately D. more accurately
5. A. at B. during C. beyond D. between
6. A. it B. them C. these D. those

Questions 7–16. Choose the best option.

7. The cooking club ______ a recipe booklet for families this term. A. prepares B. prepared C. is preparing D. has prepare
8. We should buy only ______ vegetables than we can use before they spoil. A. fewer B. few C. least D. the fewest
9. My sister ______ the leftovers into soup yesterday. A. turns B. has turned C. turning D. turned
10. The label tells shoppers how ______ the food should be stored. A. safe B. safely C. safety D. safer
11. The cooking demonstration starts ______ 3:30 p.m. in the home-economics room. A. in B. on C. at D. by
12. The vegetables ______ by a local farm every Tuesday morning. A. deliver B. are delivering C. are delivered D. delivered
13. You can freeze the extra bread ______ you wrap it well first. A. as long as B. even though C. so that D. in case of
14. The recipe needs ______ salt than the original version. A. little B. few C. fewer D. less
15. The students enjoyed ______ new ways to use ripe fruit. A. discover B. discovering C. discovered D. to discovering
16. We had planned an outdoor tasting; ______, the rain moved it into the hall. A. moreover B. for instance C. instead D. similarly

Questions 17–22. Read the passage and choose the best option for each blank.

At Greenway School, students used to throw away fruit that looked bruised, even when it was still good to eat. A food-science teacher showed them that appearance does not always tell us whether produce is safe. The class learned to consult storage instructions and food-safety guidance; appearance and smell alone cannot confirm that food is safe. They also asked the canteen to keep ripe fruit separate so it could be used (17) ______ in smoothies or baking. A weekly count helped the kitchen see which items were left most often. The count did not explain every reason for the waste, so students spoke with classmates about portion sizes and menu choices. Some students said they took a full serving because they did not know a smaller one was available. The canteen introduced a half-portion option, and the team continued measuring returned food. In the first month, the amount of rice left on trays fell, but the students avoided claiming that one change had caused the whole difference. They noted that the menu had also changed. The project taught them to collect evidence before drawing a conclusion and to test ideas (18) ______ making broad claims. Their report includes the method, the counts and the limits of what they could observe. The school plans to repeat the activity next term, which will allow students to see whether the pattern continues (19) ______ time. They hope other schools will adapt the approach, while remembering that each canteen serves a different community and needs a plan (20) ______ to its own routines. Reducing waste takes cooperation, and small practical choices can make the effort easier to (21) ______. The students’ main recommendation is to make information clear, so everyone can choose a portion that meets their (22) ______.

17. A. wastefully B. freshly C. productively D. rarely
18. A. before B. across C. despite D. under
19. A. at B. over C. by D. from
20. A. adapt B. adapting C. adaptable D. adapted
21. A. forget B. ignore C. maintain D. divide
22. A. appetite B. address C. arrival D. advice

Questions 23–27. Choose the sentence that best completes each exchange or paragraph.

23. “Would you like a smaller serving?” – “______” A. The menu was printed yesterday. B. Yes, please; I can ask for more later. C. A serving is in the kitchen. D. I forgot to wash the plate.
24. The class weighed the food returned to the canteen for five days. ______ They compared the totals with the previous week. A. The school hall has blue curtains. B. This gave them a simple record to discuss. C. One student brought a new pencil. D. The bus arrived before lunch.
25. “These bananas are very ripe.” – “______ We could use them in muffins.” A. They were bought next week. B. I have never seen a recipe. C. The bin is probably heavy. D. That’s a good idea.
26. The canteen introduced a half-portion choice ______ students could take only what they expected to eat. A. so that B. although C. unless D. whereas
27. Put the sentences in the most logical order. (a) Finally, they wrote the amount on the tally sheet. (b) First, the students placed returned trays beside the scale. (c) They then weighed the leftover food. A. a–b–c B. c–a–b C. b–c–a D. b–a–c

Questions 28–33. Read the passage and choose the best answer.

A second life for imperfect produce
At a weekend market in Hilltown, shoppers often passed over carrots with unusual shapes and apples with small marks on their skins. The produce was fresh, but its appearance made it harder to sell. A group of growers and cooks started a monthly stall to show how these ingredients could be used. They displayed the vegetables alongside simple recipes and invited shoppers to taste a soup made from the day’s harvest.

The organisers did not describe the produce as lower quality. Instead, they explained that shape and size do not necessarily change taste or nutritional value. They also reminded customers to follow normal food-safety advice and inspect produce as they would any other food. The first stall sold out of carrots but had several boxes of apples left. The group asked visitors what they would be more likely to buy and learned that many wanted storage tips as well as recipes.

At the next market, the cooks added a small guide showing how to store apples and use them in different dishes. More people stopped to ask questions, although the organisers did not have enough information to say that the guide alone increased sales. They plan to keep a record of what is sold and to ask customers for feedback over several months. Their aim is to make good use of edible food while helping shoppers make informed choices.

28. Why did the group start the monthly stall? A. To promote fresh produce that shoppers often rejected because of its appearance. B. To sell only imported food. C. To replace the weekend market. D. To teach growers how to use scales.
29. What did the organisers explain about unusual shapes and small marks? A. They always make food unsafe. B. They do not necessarily affect taste or nutritional value. C. They show that produce is imported. D. They make recipes unnecessary.
30. What did the group learn from visitors after the first stall? A. Everyone preferred carrots to apples. B. Shoppers wanted the market to close. C. Many wanted storage guidance as well as recipes. D. Customers would not taste soup.
31. The word “edible” is closest in meaning to ______. A. expensive B. colourful C. locally grown D. safe and suitable to eat
32. Why did the organisers avoid saying that the storage guide caused higher sales? A. They did not yet have enough evidence to make that claim. B. The guide contained no recipes. C. No apples were sold at either market. D. They had stopped collecting feedback.
33. What is the group’s main aim? A. To make every fruit look identical. B. To use edible food well and help shoppers make informed decisions. C. To stop people buying vegetables. D. To replace food-safety advice with recipes.

Questions 34–40. Read the passage and choose the best answer.

Planning a community fridge
When the Riverside Residents’ Association considered opening a community fridge, members first wanted to know what local food businesses could safely donate. They invited a public-health officer to explain food-handling rules and spoke with shop owners about their daily routines. The group learned that the fridge would need regular temperature checks, clear labels and a small team of trained volunteers.

Rather than begin with a large, permanent project, the association ran a six-week trial in a room at the community centre. A volunteer checked the temperature each morning and recorded it in a log. Donated food was labelled with the date it arrived, and items that could not be accepted were explained politely to donors. The trial helped the organisers estimate how much food might be available and how often the fridge would need cleaning.

Demand was not the same every week. Some days the shelves were nearly full; on others, popular items disappeared quickly. The group posted opening times online and asked users what would make the service easier to reach. Several people requested later hours, so the volunteers added one evening opening each week. The association is now reviewing the trial before deciding whether to continue. It says the fridge should be useful and safe, but the community needs to provide enough volunteers and maintenance support. The organisers have shared their checklist with a neighbouring group, while advising them to adjust it to their own building and available staff.

34. What did the association do before starting the trial? A. It bought a large building. B. It asked a school to run the fridge. C. It consulted a health officer and local shop owners. D. It stopped speaking with donors.
35. Why did the association run a six-week trial? A. To avoid training any volunteers. B. To make the fridge available only once. C. To test whether online messages could be deleted. D. To learn about supply, cleaning and practical operation before deciding on a permanent project.
36. What did the group learn about demand? A. It stayed exactly the same every week. B. No one used the service. C. Only shop owners visited. D. It varied, and popular items sometimes disappeared quickly.
37. What change did volunteers make after asking users? A. They added one evening opening each week. B. They removed all opening times. C. They stopped recording temperatures. D. They moved the fridge to a shop.
38. The word “donors” refers to people who ______. A. clean the community centre floor B. give food for the project C. inspect the building roof D. borrow the temperature log
39. What condition is needed to keep the fridge useful and safe? A. A permanent public-health officer must live at the centre. B. All food must come from one shop. C. The community needs enough volunteers and maintenance support. D. Users must visit at the same time.
40. What does the association advise a neighbouring group to do with its checklist? A. Use it without reading it. B. Remove all safety steps. C. Copy the Riverside schedule exactly. D. Adapt it to the local building and staff.

Answer key and explanations

1. B. “If they are still hungry” states the condition under which students may ask for an additional serving.
2. A. Leftovers must be placed in the bin before the weighing takes place, so the time order is explicit.
3. D. Containers are placed into a sink; the notice says to leave them on the rack instead.
4. D. “More accurately” is an adverb phrase modifying “plan” and describes improving the precision of future meal planning.
5. B. “During which” refers to the two-week trial period when students can submit their comments.
6. A. The dummy pronoun “it” refers to the general purpose of making it easier to choose a suitable amount.
7. C. “This term” describes an activity in progress around the present, so the present continuous is appropriate.
8. A. “Vegetables” is countable and the comparison is about a smaller quantity, so “fewer” is required.
9. D. “Yesterday” marks a finished past action, which takes the past simple verb “turned”.
10. B. The adjective “safe” is modified by the adverb “how” in the indirect question.
11. C. “At” is used for a specific clock time, 3:30 p.m.
12. C. The vegetables receive the action from the farm, so the present simple passive “are delivered” is needed.
13. A. “As long as” introduces the condition that the bread is wrapped well before freezing.
14. D. Salt is uncountable, so the comparative “less” is correct.
15. B. The verb “enjoy” is followed by a gerund, giving “enjoyed discovering”.
16. C. “Instead” signals that the indoor tasting replaced the original outdoor plan because of the rain.
17. C. Ripe fruit can be used productively in smoothies or baking rather than being discarded.
18. A. Students should test an idea before making a broad claim; “before” expresses this sequence.
19. B. The phrase “over time” means across a period, which suits checking whether a pattern continues.
20. D. A plan “adapted to” local routines is modified so that it suits those particular routines.
21. C. Practical choices help people continue an effort, so “maintain” is the verb that fits.
22. A. A suitable portion is one that meets a person’s appetite, or how much food they want to eat.
23. B. This response accepts the smaller portion and naturally notes that more can be requested later.
24. B. Weighing food for five days creates a record that students can compare with an earlier week.
25. D. “That’s a good idea” responds positively to using ripe bananas in muffins.
26. A. Half portions help students take an amount they expect to finish, limiting leftovers.
27. C. Trays are placed beside the scale first, leftovers are weighed, and the amount is recorded last.
28. A. The passage says shoppers passed over fresh produce because of its unusual appearance, prompting the group’s stall.
29. B. Organisers explained that shape and size do not necessarily change taste or nutritional value.
30. C. Visitors said they wanted storage tips in addition to recipes, which shaped the next market’s guide.
31. D. “Edible” means suitable or safe to eat, which describes the food the group wanted to use.
32. A. The organisers lacked enough evidence to conclude that the guide alone increased sales.
33. B. The final sentence states that the group aims to use edible food well and help shoppers make informed choices.
34. C. Before the trial, members invited a public-health officer and spoke with shop owners about safe donation routines.
35. D. A short trial let organisers estimate supply, cleaning needs and the practical demands before making a longer commitment.
36. D. The passage says demand varied by week and that popular items sometimes disappeared quickly.
37. A. Users requested later hours, so volunteers added one evening opening per week.
38. B. Donors are the people who contribute food, as the passage discusses items donated to the fridge.
39. C. The organisers say continued usefulness and safety depend on enough volunteers and maintenance support.
40. D. The association recommends adapting its checklist to another group’s particular building and staff.