Ôn thi tốt nghiệp THPT môn Tiếng Anh: Đề số 36 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 36

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.

Voices of our neighbourhood
The school library is collecting short audio interviews about how the neighbourhood has changed. Students may interview a family member or a long-time resident (1) ______ they have asked for permission first. Keep each recording (2) ______ five minutes so it can be edited for the archive. Please use the library recorder rather than a personal phone, and save the file (3) ______ the folder labelled “Local Voices”. Before recording, explain (4) ______ the interview will be used. Volunteers should not include private contact details. A librarian will help students check the sound quality (5) ______ the files are added to the collection. The library hopes to share selected clips at its open evening (6) ______ November.

1. A. because of B. in spite of C. so that D. provided that
2. A. at B. under C. over D. beside
3. A. between B. into C. across D. among
4. A. what B. which C. who D. where
5. A. unless B. before C. although D. during
6. A. at B. on C. in D. by

Questions 7–16. Choose the best option.

7. The town archive ______ a collection of photographs from local families last year. A. receives B. has received C. received D. receiving
8. This recording is ______ than the first one because the room was quieter. A. clearly B. clearest C. more clearly D. clearer
9. The librarian reminded us ______ the speaker’s name correctly. A. to spell B. spell C. spelling D. spelled
10. The interview lasted only four minutes, ______ it included several useful details. A. because B. yet C. unless D. so that
11. Neither of the two recordings ______ background music. A. contain B. are containing C. have contained D. contains
12. If residents agree, the library ______ their interviews at the open evening. A. played B. would play C. will play D. had played
13. The students listened carefully ______ they could write an accurate summary. A. so that B. although C. unless D. despite
14. The woman ______ story appears in the first clip grew up near the old station. A. which B. whose C. where D. who
15. The archive is small; ______, it contains material from several generations. A. for example B. however C. as a result D. similarly
16. The students are looking forward to ______ their finished clips with the community. A. share B. shared C. to share D. sharing

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

A local history club invited residents to describe a place that mattered to them. One person spoke about a bakery that had served the area for decades; another remembered a footbridge that was later replaced. The club recorded these interviews and asked each speaker to check the transcript before it was shared. This step gave residents a chance to correct names or dates and made the archive more (17) ______. The students did not treat every memory as a complete record of the past. People may remember the same event differently, and an interview reflects one person’s experience. To give context, the club compared some accounts with old maps and newspaper reports. When accounts disagreed, the students kept the different versions rather than choosing one without evidence. The archive is intended to help younger residents hear how their community changed, not to settle every historical question. Each recording includes a short note describing when the interview took place. The club also obtained permission before making clips public. Students say this practice is important because a person’s voice and story should not be used without (18) ______. They plan to add interviews each year so that the collection grows (19) ______ time. The project has helped members practise listening, asking follow-up questions and checking details. It has also shown them that preserving local history requires care as well as (20) ______. The club hopes that visitors will treat the recordings as starting points for further research and will ask what other sources could (21) ______. A small archive cannot represent every resident, but it can invite more people to contribute and make their perspectives (22) ______.

17. A. unreliable B. expensive C. accurate D. private
18. A. permission B. silence C. distance D. decoration
19. A. at B. over C. by D. between
20. A. hurry B. noise C. guessing D. curiosity
21. A. borrow B. contribute C. divide D. refuse
22. A. visible B. ordinary C. silent D. difficult

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

23. “May I record your story for the school archive?” – “______” A. The recorder has a red button. B. We arrived after lunch. C. Yes, but please tell me how the recording will be used. D. The story was near the station.
24. The students found two different dates for the opening of the old bridge. ______ They kept both dates in their notes and looked for another source. A. The bridge was made of stone. B. Their classroom had new desks. C. One resident enjoyed gardening. D. Neither source was clear enough to settle the question.
25. “Your interview is very clear.” – “______ I recorded it in the library’s quiet room.” A. I’m glad; the room helped reduce background noise. B. The interview was next month. C. You should interview the room. D. The speaker is a microphone.
26. Students checked the transcript with the speaker ______ correct any names or dates. A. unless B. in case of C. so that they could D. although they were
27. Put the sentences in the most logical order. (a) Finally, she saved the approved recording in the archive folder. (b) First, Mei asked the resident for permission. (c) She then recorded the interview and checked the transcript with the speaker. A. a–b–c B. b–c–a C. c–a–b D. b–a–c

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

Mapping a changing bus route
When the number 6 bus route changed, residents of Northfield wanted to know how the new stops would affect their daily journeys. A geography teacher suggested that students create two maps: one showing the old route and one showing the new stops. They added locations such as the health centre, market and secondary school, then asked residents which places they visited most often.

The responses showed that some people could reach the market more easily, while a few older residents now had to walk farther to the nearest stop. Students did not assume that the change affected everyone in the same way. They measured walking distances from several streets and noted that pavements and crossings also mattered. The class presented its maps and findings at a meeting with the transport office. Officials explained that the route had been changed to reduce delays near the town centre, and they agreed to review one stop after receiving the students’ comments.

The students updated their map to show the review area but did not claim that the bus service had improved overall. They had not collected data on journey times over a long period. Instead, they recommended that the transport office ask passengers about the revised stop and compare travel times over several weeks. The project taught the class that a map can show where changes occur, while conversations with users help explain what those changes mean in daily life.

28. Why did the students create maps of both bus routes? A. To advertise the market. B. To replace the transport office. C. To measure the age of the buses. D. To understand how new stops might affect residents’ journeys.
29. What did the responses reveal? A. The route change affected residents differently. B. Every resident used the health centre. C. All older residents lived near the market. D. The old route had no stops.
30. Why did students also note pavements and crossings? A. To count the number of buses. B. Because walking access depends on more than distance alone. C. To decide where the school should move. D. Because the market requested it.
31. Why did officials change the route? A. To make the school larger. B. To serve only the market. C. To reduce delays near the town centre. D. To remove every crossing.
32. The word “revised” is closest in meaning to ______. A. forgotten B. cancelled C. measured D. changed or updated
33. What does the passage suggest maps and conversations can do together? A. Show where changes happen and explain how users experience them. B. Replace all travel data. C. Prove that a service improved. D. Show that every passenger travels the same way.

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

A community workshop for repairing clothes
At the Makers’ Room, volunteers host a monthly workshop where people can mend simple tears, replace buttons and learn how to use a sewing machine. The organisers began with a single table and a few donated tools. They expected that most visitors would bring clothes to repair, but many came mainly to learn a skill or ask for advice about caring for fabric.

To make the sessions easier to use, volunteers added short demonstrations at the beginning of each hour. Visitors can then work at their own pace, with a volunteer nearby if help is needed. The workshop does not promise to repair every item; complex damage may require specialist equipment or experience. Instead, volunteers explain what can be done and show visitors how to find a professional service when necessary.

The organisers keep a simple record of attendance and the types of repairs people attempt. This helps them decide which tools to bring and what demonstrations to offer next time. They do not collect names or details about visitors’ clothing. After six months, attendance had increased, but the organisers say they cannot tell whether the new demonstrations caused the change. A local festival took place during the same period and may have introduced more people to the workshop. The group plans to ask visitors how they heard about it and continue tracking attendance. They hope the workshop will remain a welcoming place where people can learn, share practical knowledge and avoid discarding clothes that can still be used.

34. What did many visitors want besides a clothing repair? A. A new sewing machine to take home. B. A professional certificate. C. A chance to learn a skill or get fabric-care advice. D. A list of festival performers.
35. Why did volunteers add demonstrations? A. To make sessions easier for visitors to join and follow. B. To stop people asking for help. C. To promise every item could be repaired. D. To collect visitors’ names.
36. What happens when an item needs specialist repair? A. Volunteers guarantee to fix it immediately. B. It is thrown away by the organisers. C. Visitors are asked to buy new clothes. D. Volunteers explain the limit and suggest finding a professional service.
37. How do organisers use the attendance and repair records? A. To identify each visitor. B. To plan tools and future demonstrations. C. To publish details about people’s clothing. D. To compare clothing prices.
38. The word “complex” is closest in meaning to ______. A. simple B. clean C. difficult and involving several parts D. recently purchased
39. Why were organisers cautious about explaining increased attendance? A. They had not kept any records. B. The workshop had closed for six months. C. No one attended the festival. D. A local festival might also have contributed.
40. What is the workshop’s broader purpose? A. To help people learn repair skills and keep usable clothes in use. B. To replace every professional tailor. C. To sell donated sewing machines. D. To collect personal clothing details.

Answer key and explanations

1. D. “Provided that” introduces the condition for interviewing someone: the student must have obtained permission.
2. C. “Under five minutes” means the recording should be shorter than five minutes.
3. B. Files are saved into a named folder, which is the usual expression for placing a file there.
4. A. “Explain what the interview will be used for” is an indirect question about its purpose.
5. B. Sound quality should be checked before the files are added to the archive.
6. C. “In November” is the usual preposition for a month without a specific date.
7. C. “Last year” is a completed past time, so the past simple “received” is correct.
8. D. The comparative adjective “clearer” follows “than” and describes the recording’s sound.
9. A. The pattern “remind someone to do something” requires the infinitive with “to”.
10. B. “Yet” contrasts the short duration with the useful detail contained in the interview.
11. D. “Neither” is grammatically singular in this sentence, so it takes “contains”.
12. C. The first conditional uses present simple in the if-clause and “will” in the main clause.
13. A. Careful listening gives students the details needed for an accurate summary.
14. B. “Whose” links the story to the woman who told it.
15. B. “However” marks a contrast between the archive’s small size and the range of generations represented.
16. D. “Look forward to” is followed by a gerund because “to” is a preposition in this expression.
17. C. Checking transcripts with speakers can make names and dates more accurate.
18. A. The context says stories and voices should not be used publicly without the speaker’s permission.
19. B. The fixed phrase “over time” means across a period as the archive grows.
20. D. Preserving history requires care and curiosity, which motivates students to ask and check further.
21. B. Other sources can contribute additional evidence that supports or complicates an interview account.
22. A. An archive makes previously less-heard perspectives visible to its visitors.
23. C. This response agrees to the interview while reasonably asking how the recording will be used.
24. D. Unclear conflicting dates explain why students retained both and searched for another source.
25. A. It responds to the compliment and explains how the quiet room improved recording clarity.
26. C. The purpose of checking with the speaker is to make corrections to names or dates.
27. B. Permission is requested first, recording and transcript checking happen next, and saving follows approval.
28. D. The two maps let students examine how moving bus stops might affect access to everyday destinations.
29. A. Some respondents benefited, while some older residents faced a longer walk, showing different effects.
30. B. A route’s practical accessibility depends on safe sidewalks and crossings as well as measured distance.
31. C. Officials said the route change was intended to reduce delays near the town centre.
32. D. In this context, “revised” means changed or updated after review.
33. A. Maps show locations of change, while residents’ accounts help explain its effect on daily journeys.
34. C. Many visitors mainly wanted to learn a repair skill or get advice about caring for fabric.
35. A. Short demonstrations at the start of each hour give visitors an accessible introduction to the session.
36. D. Volunteers explain that some repairs exceed their capacity and direct visitors towards professional help.
37. B. Records of attendance and repair types help the team prepare suitable tools and demonstrations.
38. C. “Complex” describes damage that is difficult and has several parts, possibly requiring specialist skill.
39. D. The festival happened during the same period, so it could also explain increased attendance.
40. A. The final sentence says the workshop aims to share skills and keep usable clothes from being discarded.