Ôn thi tốt nghiệp THPT môn Tiếng Anh: Đề số 38 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 38

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.

Small objects, big stories
The town museum is inviting students to help create a display about everyday objects. You may bring an item that has a story, such as a recipe card or a toy, (1) ______ you have permission from its owner. Please do not bring anything fragile or valuable. Write a short note about where the object came from and (2) ______ it matters to your family. Museum staff will photograph each item and return it the same day. The display will include a label (3) ______ visitors can understand the object’s background. Students may also record a brief audio description, but they should speak (4) ______ and clearly. The museum will keep copies of the labels for its learning archive, not the objects themselves. If you have a question, contact the curator (5) ______ Thursday. The display opens to the public (6) ______ 14 June.

1. A. provided that B. despite C. whereas D. because of
2. A. which B. why C. whose D. where
3. A. although B. unless C. so that D. because of
4. A. quiet B. quietness C. quieter D. slowly
5. A. by B. since C. during D. from
6. A. in B. on C. at D. by

Questions 7–16. Choose the best option.

7. The museum ______ a new room for local craft last month. A. opens B. has opened C. opened D. opening
8. This label is ______ than the old one, so visitors can read it from farther away. A. large B. largest C. largely D. larger
9. The curator asked us ______ the display cases carefully. A. to handle B. handle C. handling D. handled
10. The object looked ordinary, ______ its owner described an unusual journey. A. because B. so C. yet D. unless
11. Every visitor ______ a free guide at the entrance. A. receive B. receiving C. have received D. receives
12. If you follow the audio guide, you ______ more about each object’s history. A. learned B. would learn C. will learn D. had learned
13. The museum added photographs ______ visitors could see how the object was used. A. so that B. despite C. unless D. whereas
14. The man ______ donated the old radio grew up in this town. A. whose B. who C. where D. which
15. The first room is about farming; the next one, ______, focuses on daily life at home. A. although B. therefore C. in contrast D. for example
16. Students practised ______ their stories in a clear and respectful way. A. tell B. told C. to telling D. telling

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

When the Eastgate Museum asked residents to contribute stories about familiar objects, the organisers expected mostly antique items. Instead, people brought bus tickets, lunch boxes and handwritten lists. A retired nurse shared a small notebook in which she had recorded recipes for meals cooked at the clinic. The object itself was simple, but its story helped visitors understand how staff cared for patients decades ago. Museum workers invited each contributor to review the display label before it went on view. They also asked whether the contributor wanted their name included. This process helped the museum present the story accurately and respect the person’s wishes. Some objects had several owners over time, so the label explained what was known and left unanswered details open. The museum did not try to make each object seem more important than it was. Instead, it showed how an everyday item can connect a person to wider changes in the town. Visitors were invited to add a memory on a card, but the museum made clear that cards would be reviewed before being displayed. This was necessary to protect private information and ensure that comments were appropriate. The museum plans to collect feedback throughout the exhibition and use it to shape future displays. The project has shown that community history becomes richer when people are welcomed to (17) ______ their experiences. Staff also learned that collecting material involves more than putting objects in a case; it requires listening, checking details and asking for (18) ______. The exhibition does not claim to include every perspective, but it creates a place where more voices can become (19) ______. Visitors can compare a family memory with photographs and records, then consider what each source does and does not (20) ______. The museum hopes students will leave curious about the stories behind ordinary things and the people who (21) ______ them. It will keep the labels in its archive so future classes can continue the work over (22) ______.

17. A. conceal B. divide C. share D. waste
18. A. permission B. furniture C. distance D. equipment
19. A. narrow B. audible C. empty D. careless
20. A. forget B. borrow C. damage D. reveal
21. A. used B. painted C. repaired D. counted
22. A. silence B. time C. weight D. distance

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

23. “Can I read the note that goes with this photograph?” – “______” A. It was taken yesterday. B. The camera belongs to the museum. C. Certainly; it explains who donated the photograph. D. I will be at the entrance.
24. The label included a date, a place and the name of the object’s maker. ______ Visitors could connect the item with a particular period. A. The museum cafe sells tea. B. The building has a blue door. C. One visitor arrived by bus. D. This information provided useful context.
25. “Would you like your name printed beside the story?” – “______” A. Yes, please, but leave out my address. B. The story is in a glass case. C. I printed the museum yesterday. D. The name was a valuable object.
26. The museum returned the family photographs the same day ______ owners would not have to leave them overnight. A. whereas B. so that C. although D. unless
27. Put the sentences in the most logical order. (a) Finally, the curator placed the approved label beside the object. (b) First, the student wrote a draft description. (c) The contributor then checked the details. A. c–a–b B. b–c–a C. a–b–c D. b–a–c

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

A travelling science box
A science teacher at Brookside School wanted younger pupils to explore simple experiments even when the school laboratory was busy. She assembled a travelling box with safe materials for activities about sound, light and balance. Each box included picture instructions and a list of items that should be returned after use. Teachers could borrow one for a week and use it in their own classrooms.

At first, some teachers were unsure whether the activities would fit their lessons. The science department invited them to try one activity during a planning session and share suggestions. Several teachers asked for shorter instructions and an example of how to connect each experiment to a class topic. The department revised the cards and added a note explaining the learning goal of each activity.

After a term, the boxes had been used by classes in three year groups. Teachers said pupils were keen to predict what would happen before testing an idea. The department did not yet know whether the boxes had improved test results, because it had not compared assessment data. It plans to ask teachers and pupils for feedback and to keep track of which activities are borrowed most often. If the boxes remain useful, the school may create more sets for other subjects. The teacher says the main benefit so far is that a small kit makes hands-on learning easier to organise.

28. Why did the teacher create the travelling science box? A. To replace the science curriculum. B. To sell laboratory materials. C. To make the school laboratory busier. D. To let pupils try experiments when the laboratory was occupied.
29. What did teachers request after trying an activity? A. Shorter instructions and links to class topics. B. More difficult equipment. C. Fewer safety notes. D. A new school building.
30. What did pupils do before testing an idea? A. They returned the box immediately. B. They predicted what might happen. C. They compared exam results. D. They rewrote the curriculum.
31. Why could the department not say whether the boxes improved test results? A. No classes borrowed a box. B. The activities had no instructions. C. It had not compared assessment data. D. Teachers refused to provide feedback.
32. What did the science department change after teachers tried the activities? A. The school schedule. B. The library shelves. C. The students’ uniforms. D. The instruction cards.
33. What does the teacher consider the main benefit so far? A. The kit makes hands-on learning easier to organise. B. It has proved every pupil gets higher marks. C. It has replaced all classroom lessons. D. It removes the need for teachers.

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

Choosing a route to school
Students at Northgate Secondary wanted to understand how classmates travelled to school and what made some routes difficult. They created an anonymous questionnaire asking about travel mode, approximate journey time and one feature that would make the trip easier. The form did not ask for names or home addresses. Teachers reviewed the questions before the survey was shared to make sure they were clear and did not request unnecessary personal information.

More than one hundred students responded. Walking and cycling were common for those who lived nearby, while others used a bus or were driven by family. Several students mentioned crossings with short signal times. A few said that they would cycle if there were a secure place to leave a bicycle. The group showed the results as percentages, noting that not every student had answered every question.

The school presented the findings to the local travel committee. Members asked whether the responses represented all students, including those who had not completed the form. The group agreed that its sample might not represent the whole school. It suggested asking another year group and mapping the reported crossing points. The committee offered to check whether one signal could be reviewed, but it made no promise about a timetable. Students plan to repeat the questionnaire next year and compare the results using the same questions. They hope the project will help open a conversation, while recognising that survey answers alone cannot decide which transport changes are possible.

34. What information did the questionnaire collect? A. Students’ names and addresses. B. Their exam scores. C. How they travelled, journey time and possible improvements. D. The cost of every bus ticket.
35. Why did teachers review the questions? A. To ensure they were clear and avoided unnecessary personal details. B. To remove all questions about travel. C. To guarantee the committee would agree. D. To identify each student.
36. What did some students say would encourage cycling? A. A longer school day. B. A secure place to leave a bicycle. C. A new exam timetable. D. A shorter questionnaire.
37. What limitation did the students recognise? A. The committee had not seen the form. B. No students answered the survey. C. The questions changed for every respondent. D. The sample might not represent all students.
38. The word “responded” in paragraph 2 is closest in meaning to ______. A. departed B. arranged C. answered D. waited
39. What did the travel committee offer to do? A. Promise that all roads would change. B. Check whether one crossing signal could be reviewed. C. Complete the student survey. D. Build a bicycle shop.
40. Why will students repeat the questionnaire with the same questions? A. To avoid counting responses. B. To remove the committee from the project. C. To prove that every suggestion is possible. D. To compare results across years consistently.

Answer key and explanations

1. A. “Provided that” gives the condition for bringing an object: the student must first obtain its owner’s permission.
2. B. “Why it matters” asks for the reason the object is significant to the family.
3. C. The label helps visitors understand the object’s background.
4. D. “Speak slowly and clearly” uses two adverbs to describe how the audio recording should sound.
5. A. “By Thursday” gives the deadline for contacting the curator.
6. B. “On 14 June” is the correct preposition for a specific calendar date.
7. C. “Last month” is a finished past period, so “opened” is the correct past simple form.
8. D. The comparative “larger” follows “than” and explains why the label is easier to read.
9. A. “Ask someone to do something” takes an infinitive with “to”.
10. C. “Yet” contrasts the object’s ordinary appearance with the unusual journey in its story.
11. D. “Every visitor” is singular, so it takes “receives”.
12. C. This is a first conditional: if the visitor follows the guide, they will learn more.
13. A. “So that” states why photographs were added: visitors can see how the object was used.
14. B. “Who” refers to the person who donated the radio and introduces the relative clause.
15. C. “In contrast” introduces a difference between the farming room and the room about home life.
16. D. “Practise” is followed by a gerund, so “practised telling” is correct.
17. C. Contributors tell their experiences to the museum, so “share” fits the invitation.
18. A. Asking for permission respects contributors’ wishes about displaying their objects and stories.
19. B. The exhibition gives more community voices a chance to be heard, or made audible.
20. D. Photographs and records can reveal information, though each source also has limits.
21. A. The passage asks visitors to consider the stories behind ordinary things and the people who used them.
22. B. “Over time” means across future years as the archive develops.
23. C. This answer grants permission to read the note and explains what information it contains.
24. D. Dates, place and maker provide context that helps visitors relate an object to a period.
25. A. The speaker agrees to be named but sets a privacy boundary by excluding the address.
26. B. The museum returned photographs promptly for the purpose of allowing owners to keep them overnight.
27. B. The student drafts a description, the contributor checks it, and the curator places the approved label.
28. D. The travelling box lets classes do experiments even when the school laboratory is occupied.
29. A. Teachers requested shorter instructions and examples connecting the activities with classroom topics.
30. B. The passage says pupils were keen to predict what would happen before testing their ideas.
31. C. The department had not compared assessment data, so it could not judge effects on test results.
32. D. Teachers requested shorter instructions and stronger links to class topics, so the department changed the activity cards.
33. A. The teacher says the main benefit is that a small kit makes hands-on learning easier to organise.
34. C. The questionnaire asked about travel mode, approximate journey time and one helpful improvement.
35. A. Teachers checked that questions were understandable and did not seek unnecessary identifying information.
36. B. Some respondents said they would cycle if there were a secure place to leave a bicycle.
37. D. Students recognised that people who did not complete the form might have different experiences.
38. C. “Responded” means answered or replied; the students responded to the questionnaire by giving their answers.
39. B. The committee offered to check whether one traffic signal could be reviewed, without promising a schedule.
40. D. Keeping the same questions makes next year’s responses more suitable for comparison.