Ôn thi tốt nghiệp THPT môn Tiếng Anh: Đề số 37 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 37

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.

Reading partners wanted
The school is starting a reading-partner programme for students who would like to practise English together. Pairs will meet (1) ______ the library every Wednesday after class. Choose a short text that interests both partners; it can be a story, an article or a comic. Take turns reading aloud, and stop (2) ______ a word is unfamiliar so you can discuss its meaning. Please bring a notebook (3) ______ writing down new expressions. The programme is informal, and students are not tested. If you cannot attend a session, message your partner (4) ______ advance. At the end of each month, pairs may recommend a text to (5) ______ school reading shelf. To join, complete the sign-up form (6) ______ Friday.

1. A. above B. between C. into D. in
2. A. when B. unless C. because of D. despite
3. A. for B. from C. by D. among
4. A. at B. in C. on D. over
5. A. a B. an C. the D. some
6. A. by B. since C. during D. until

Questions 7–16. Choose the best option.

7. My reading partner ______ a new book about space exploration this week. A. reads B. read C. is reading D. has readed
8. The second article was ______ than the first, so we finished it more quickly. A. short B. shortest C. shortly D. shorter
9. Our teacher encouraged us ______ questions when a passage was unclear. A. to ask B. ask C. asking D. asked
10. We chose a comic ______ it included useful dialogue and illustrations. A. unless B. because C. despite D. however
11. One of the students ______ the club’s book list every month. A. update B. updating C. updates D. have updated
12. If both partners finish early, they ______ another short text. A. chose B. would choose C. had chosen D. will choose
13. The students read the dialogue aloud ______ they could practise natural pronunciation. A. so that B. despite C. although D. unless
14. The article ______ we discussed yesterday was about ocean currents. A. who B. that C. where D. whose
15. Reading together can build vocabulary; ______, it gives partners a chance to exchange ideas. A. instead B. moreover C. otherwise D. yet
16. Hana prefers ______ short stories to reading long reports. A. read B. reads C. to reading D. reading

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

At first, the reading-partner programme at Westside School had only six pairs. The coordinator asked students what made it difficult to join. Several said they were worried that their English was not strong enough, while others could not stay after class on Wednesdays. The school responded by offering two meeting times and making clear that partners could choose texts at their own level. Attendance then increased, although the coordinator did not assume that the new schedule was the only reason. A teacher had also introduced the programme in several classes that month. During each meeting, partners take turns reading and pause to discuss unfamiliar phrases. They are encouraged to explain a word in their own language first, then find an English example that shows how it is used. This approach helps students remember vocabulary in (17) ______ rather than as an isolated list. Partners can select fiction or non-fiction, provided the text is manageable for both readers. Some pairs keep a shared notebook of expressions they want to use later. At the end of a term, students complete an anonymous survey about the meetings. Their feedback helps the coordinator decide what to change (18) ______. The programme is not intended to replace formal lessons; instead, it gives learners a relaxed opportunity to practise and encourage one another. Its organisers say a useful partnership depends on patience and a willingness to listen. Students do not need to agree on every interpretation, but they should be ready to explain their reasons (19) ______. The school plans to keep the programme if enough students continue to take part. It will compare attendance across several terms before deciding whether the changes have had a lasting (20) ______. The coordinator hopes that students will see reading as a way to explore ideas together, not simply a task to (21) ______. A small choice of text can begin a thoughtful discussion when both partners feel (22) ______ to speak.

17. A. context B. luggage C. silence D. distance
18. A. yesterday B. quietly C. next D. almost
19. A. recently B. politely C. weekly D. rarely
20. A. uniform B. weather C. entrance D. effect
21. A. decorate B. complete C. borrow D. repair
22. A. guilty B. careless C. comfortable D. absent

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

23. “Would you like to read the first paragraph?” – “______” A. The paragraph has four pages. B. I returned a book last week. C. Sure; you can read the next one. D. The library is beside the room.
24. Mina and her partner met a new word in the story. ______ They understood how it worked in the sentence. A. The story had a blue cover. B. Mina left her coat at home. C. The meeting was on Wednesday. D. They looked at the surrounding sentences for clues.
25. “I’m not sure what this phrase means.” – “______” A. Let’s read the sentence around it and work it out together. B. The phrase is near the library. C. I was sure yesterday. D. You should bring a sentence.
26. The club offered two meeting times ______ students with different schedules could take part. A. unless B. so that C. whereas D. although
27. Put the sentences in the most logical order. (a) Finally, they wrote three new expressions in their notebook. (b) First, they chose a short story. (c) They then read it aloud and discussed unfamiliar words. 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.

Learning through a neighbourhood garden
Each spring, students at Hillview School work in a small garden behind the science building. The garden was started to give biology classes a place to observe plant growth, but it soon became a shared project for art and language lessons too. Students measured how quickly different herbs grew, sketched leaf shapes and wrote labels in two languages for visitors.

The garden is maintained by rotating groups, so no class is responsible for every task. One group waters the beds, while another checks whether the labels are still readable. When the school had a dry month, students noticed that some containers lost water faster than the larger beds. Their teacher asked them to compare soil type, shade and container size before deciding why. The class did not have enough time to control every factor, so its report described the observations without claiming a single explanation.

Parents and neighbours are invited to visit during an open afternoon each term. Some have shared seeds or suggested plants that grow well in the local climate. The school records these suggestions and checks which ones fit the available space and sunlight. Teachers say the garden helps students connect classroom concepts with practical questions. It also gives them a reason to collaborate across subjects. The group hopes to add a rain gauge next term, which may help them study how rainfall affects the beds.

28. What was the garden first created for? A. To sell herbs to neighbours. B. To teach students how to paint. C. To replace the science building. D. To let biology classes observe plant growth.
29. Why do groups rotate garden tasks? A. So responsibility is shared among classes. B. So no one can water the beds. C. To prevent parents from visiting. D. To remove all labels.
30. What did students do before suggesting why containers lost water faster? A. They stopped recording observations. B. They compared factors such as soil, shade and container size. C. They removed all the herbs. D. They asked the art teacher to water the beds.
31. Why did the class avoid claiming one explanation for the water loss? A. The plants did not grow. B. The containers were all identical. C. They could not control enough factors in the time available. D. They had no written report.
32. The word “rotating” is closest in meaning to ______. A. remaining unchanged B. growing taller C. moving outdoors D. changing in turn
33. What may the rain gauge help students investigate? A. How rainfall affects the garden beds. B. How visitors read the labels. C. How herbs are sold. D. How quickly paint dries.

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

A quiet corner for study
When a community centre extended its opening hours, staff noticed that several teenagers used the lobby to finish homework. The lobby was busy and had little desk space, so staff asked young visitors what would help. Many requested a quiet table, access to charging points and a place to ask a quick question about study resources.

The centre converted a small meeting room into a study corner on weekday afternoons. It placed clear signs at the entrance and set a simple rule: users should keep conversations low and return books to the shelf. A volunteer is available twice a week to help visitors find reference materials, but the centre does not offer tutoring. During the first month, staff recorded how many people used the room and asked them to complete an optional feedback card.

Some visitors said they needed the room later in the evening, while others wanted more computers. The centre could not meet every request immediately because it shared the building with other groups. It decided to extend the study corner by one evening each week and review the change after a month. Staff also explained that the feedback cards were anonymous and would be used only to improve the space. The centre hopes to keep a study area available, provided that young people continue to use it and the schedule works for other building users. Its manager says the project succeeded because the centre asked visitors first and made changes based on what it could support.

34. Why did staff ask teenagers what would help? A. To move the community centre. B. To stop them doing homework. C. The busy lobby lacked space for studying. D. To sell charging points.
35. What service does the study corner provide? A. Full-time tutoring in every subject. B. Help finding reference materials at set times. C. A guarantee that every visitor gets a computer. D. Private interviews with teachers.
36. Why could the centre not meet every request at once? A. It shared the building with other groups. B. Teenagers did not use the room. C. The feedback cards were named. D. The centre had stopped opening on weekdays.
37. What change did the centre decide to try? A. Remove the quiet-study rule. B. Close the room every afternoon. C. Replace books with computers. D. Open the study corner one more evening each week.
38. The word “anonymous” is closest in meaning to ______. A. very short B. not identifying the person who wrote it C. written in another language D. kept in a library
39. On what condition does the centre hope to keep the study area? A. The room becomes a classroom. B. Every visitor asks for tutoring. C. Young people use it and the schedule remains workable. D. The lobby is permanently closed.
40. What does the manager say helped the project succeed? A. The centre ignored visitors’ ideas. B. The study room was open all night. C. Every request was accepted immediately. D. Staff asked visitors and made feasible changes.

Answer key and explanations

1. D. “In the library” identifies the place where pairs will meet, using the correct preposition for an enclosed location.
2. A. “When a word is unfamiliar” gives the moment students should pause to discuss it.
3. A. A notebook is brought “for writing down” expressions, describing its purpose.
4. B. “In advance” is the standard phrase meaning before the scheduled session.
5. C. “The school reading shelf” refers to the specific shared shelf described in the programme.
6. A. “By Friday” gives the deadline: students must complete the form no later than that day.
7. C. “This week” describes a current temporary activity, so the present continuous “is reading” fits.
8. D. “Than” signals a comparison, and “shorter” is the comparative adjective for “short”.
9. A. “Encourage someone to do something” is followed by the infinitive with “to”.
10. B. The illustrations and dialogue are the reason the partners chose the comic.
11. C. “One of the students” is singular, so it takes the singular verb “updates”.
12. D. This first conditional uses present simple after “if” and “will” in the result clause.
13. A. Reading the dialogue aloud gives students a chance to practise natural pronunciation.
14. B. “That” is a suitable relative pronoun for the article being discussed.
15. B. “Moreover” adds a second benefit to vocabulary building: partners can exchange ideas.
16. D. “Prefer” can be followed by a gerund; here “reading” is parallel with the gerund phrase after “to”.
17. A. Discussing a word in a sentence or example helps learners remember it in context.
18. C. Feedback helps the coordinator decide what to change next, referring to the next stage of the programme.
19. B. “Explain their reasons politely” is appropriate when partners hold different interpretations.
20. D. “A lasting effect” is the natural phrase for a change that continues over time.
21. B. The passage contrasts reading to explore ideas with treating it only as a task to complete.
22. C. Learners who feel comfortable are more likely to speak and contribute to a discussion.
23. C. This response accepts the offer and suggests a natural turn-taking arrangement.
24. D. Context from surrounding sentences can help readers infer an unfamiliar word’s meaning.
25. A. It proposes a joint strategy that directly addresses uncertainty about a phrase.
26. B. The purpose of offering two meeting times is to allow students with different schedules to participate.
27. C. The pair chooses a text first, reads and discusses it, then records new expressions.
28. D. The passage says biology classes first used the garden to observe plant growth.
29. A. Rotating groups means tasks move among classes so the work is shared.
30. B. Students compared soil, shade and container size before deciding what might explain the difference.
31. C. The class lacked time to control all relevant factors, so it avoided claiming one cause.
32. D. “Rotating” means changing in turn, which describes groups taking different tasks.
33. A. The text says the planned rain gauge may help students study rainfall’s effect on the beds.
34. C. Staff observed teenagers studying in a busy lobby with little desk space and asked what would help.
35. B. A volunteer is available twice a week to help visitors locate reference materials, not to tutor.
36. A. The community centre shares its building, which limits how quickly it can change the schedule or equipment.
37. D. The centre responded to requests for later hours by adding one evening opening each week.
38. B. An anonymous feedback card does not identify the person who completed it.
39. C. The centre will continue the area if young people use it and its schedule works for other groups.
40. D. The manager credits asking visitors first and making changes the centre could realistically support.