Ôn thi tốt nghiệp THPT môn Tiếng Anh: Đề số 39 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 39

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.

Student science festival
Teams are invited to demonstrate a simple science idea at the school festival next month. Each team should choose an activity that can be completed (1) ______ ten minutes and is safe for visitors to try. Please submit a short description (2) ______ the online form by 3 May. If your activity uses water, bring a tray to protect the tables. Volunteers will help teams set up (3) ______ the morning of the festival. A teacher must check all materials (4) ______ the public session begins. Visitors can ask questions, but team members should explain their results in clear language and avoid making claims (5) ______ the evidence does not support. The event is free, and families are welcome to attend (6) ______ 1 p.m. and 4 p.m.

1. A. since B. over C. in D. among
2. A. at B. between C. through D. beside
3. A. by B. at C. on D. into
4. A. during B. although C. unless D. before
5. A. that B. where C. whose D. what
6. A. across B. between C. beside D. beyond

Questions 7–16. Choose the best option.

7. Our team ______ a model bridge from paper and wooden sticks yesterday. A. builds B. has built C. built D. building
8. The instructions became ______ after we added a labelled diagram. A. clear B. clearly C. clearest D. clearer
9. The science teacher advised us ______ the equipment before the demonstration. A. to test B. test C. testing D. tested
10. The first model fell, ______ the team changed the base and tried again. A. although B. so C. unless D. whereas
11. Each experiment ______ a different question about balance or motion. A. explore B. exploring C. explores D. have explored
12. If visitors follow the steps, they ______ the result safely. A. observed B. would observe C. had observed D. will observe
13. The team labelled the containers ______ visitors would not confuse the materials. A. so that B. despite C. unless D. whereas
14. The student ______ invention used a small solar panel explained how it worked. A. who B. whose C. which D. where
15. Some experiments need only paper and tape; ______, others require a battery or a small motor. A. therefore B. similarly C. in contrast D. as a result
16. Visitors are encouraged ______ questions after each demonstration. A. ask B. asked C. to asking D. to ask

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

Before the science festival, one student team built a small wind turbine from recycled card and a motor. Their first design spun quickly when held near a fan, but it stopped when the blades were attached to the model house. The students checked the connections and discovered that one wire was loose. After fixing it, they tested the turbine at different distances from the fan. They recorded how long the model light stayed on, rather than saying simply that it worked or did not work. This gave them information they could (17) ______ across trials. The team also learned that changing several parts at once made it hard to tell what had affected the result. For the final test, they changed only the distance and kept the blade shape the same. They wrote down the method so other students could repeat the activity. At the festival, visitors asked whether the turbine could power a real house. The team explained that its model was too small to answer that question. They could describe what happened in their classroom test, but they could not generalise the result to a full-size system. Their teacher praised this distinction because it matched the conclusion to the evidence. The students later added a note about the limits of their model. They found that an experiment becomes more useful when the method is clear and results are recorded with care. A surprising result can be a reason to test again, not a reason to hide the data. The team plans to build a second version and compare it with the first under the same conditions. Their goal is to learn which design is more effective and explain why, while staying (18) ______ about what they do not know. The festival encourages curiosity, but it also asks each team to show how its evidence supports a claim. Visitors can then decide what question they would investigate (19) ______. Through this process, students practise both making and evaluating ideas. They learn that a model has a particular purpose and should be judged in (20) ______ of that purpose. The teacher hopes that each team will leave the festival with a better question, not just a finished (21) ______. Good science communication helps an audience follow the reasoning as well as see the (22) ______.

17. A. compare B. forget C. hide D. interrupt
18. A. careless B. honest C. silent D. distant
19. A. never B. earlier C. next D. apart
20. A. silence B. distance C. trouble D. terms
21. A. result B. visitor C. motor D. question
22. A. weather B. evidence C. timetable D. decoration

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

23. “Can I try your paper bridge?” – “______” A. The bridge was on Friday. B. I read the poster at home. C. Yes, place one block at a time in the centre. D. You should use a question.
24. The first bridge bent under the weight of two blocks. ______ The next version held four. A. The festival opened at nine. B. The students used a heavier base. C. One visitor brought a jacket. D. The blocks were made of paper.
25. “Why did your team change only one part of the design?” – “______” A. So we could tell what affected the result. B. The model is beside the window. C. We changed every part at once. D. The festival was on a table.
26. Teams should describe their test clearly ______ visitors can understand how the result was obtained. A. whereas B. unless C. despite D. so that
27. Put the sentences in the most logical order. (a) Finally, they showed the turbine to their teacher. (b) First, they connected the motor to the model light. (c) They then used a fan to test whether the blades could turn it. 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 robot challenge about sorting
Students in a technology class were asked to build a small robot that could sort coloured blocks. Their first design used a sensor to identify each block and a simple arm to move it into a tray. During early tests, the robot sometimes pushed a block too far and knocked over the tray. The team slowed the arm and added a low wall around the tray.

The students recorded how many blocks the robot sorted correctly in each test. They also noted when the sensor failed to identify a colour under bright light. Rather than remove those results, they added a shade above the sensor and tested it again. The new design worked more consistently in the classroom, but the team did not claim it would perform equally well in every setting. The light and table surface might be different elsewhere.

At the school challenge, judges asked teams to explain one design choice and one problem they had not solved. The students showed how the shade reduced errors and said the robot still needed better handling of blocks placed at an angle. They received a prize for clear testing notes, even though another team sorted more blocks overall. Their teacher said the challenge rewarded both the final result and the way students learned from mistakes. The class plans to repeat its tests with different block shapes before making another change.

28. What was the robot designed to do? A. Measure room temperature. B. Build a tray. C. Detect bright light. D. Sort coloured blocks.
29. What problem occurred during early tests? A. The arm sometimes knocked over the tray. B. The blocks changed colour. C. The robot could not move at all. D. The students lost their notes.
30. Why did students keep records of correct and incorrect results? A. To hide sensor failures. B. To see how the robot performed and identify problems. C. To avoid changing the design. D. To compare classroom tables.
31. Why did the team avoid claiming the robot would work equally well everywhere? A. It had not sorted any blocks. B. The judges had not arrived. C. Conditions such as lighting and surfaces could differ. D. It had no sensor.
32. The word “consistently” is closest in meaning to ______. A. in a hidden way B. with no instructions C. only once D. in a reliable, similar way
33. Why did the team receive a prize? A. Its testing notes clearly explained its methods and problems. B. It sorted the most blocks of every team. C. It had solved every design issue. D. It used the most expensive robot.

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

Making a public building easier to use
A youth council wanted to understand how people found their way around the town’s sports centre. Members walked through the building with a staff guide and noted signs that were hard to see, confusing door labels and places where a person might need to ask for help. They also invited visitors to describe one change that would make the building easier to use.

Some visitors requested larger signs, while others said that the entrance to the accessible changing room was difficult to locate. The council shared these observations with the centre manager. Staff replaced two signs and added a simple map near the entrance. They could not immediately change the building layout, but they placed a temporary direction marker near the changing-room corridor.

After a month, the youth council returned and asked a new group of visitors whether the signs were easier to follow. More people said they could find the main hall without asking at reception. The group did not treat this small response as proof that every visitor could navigate the building. It plans to collect more feedback at different times and to include people with different access needs. The centre manager said the review was useful because it focused on practical details that staff could change. The council hopes the centre will keep asking visitors about access as new services are added.

34. What did the youth council first do? A. Rebuilt the sports centre. B. Interviewed every town resident. C. Walked through the building and noted navigation problems. D. Closed the changing rooms.
35. What did some visitors say was difficult to find? A. The reception desk. B. The accessible changing-room entrance. C. The town library. D. The sports equipment store.
36. Which practical change did staff make? A. They added a simple map and new signs. B. They moved the entire building. C. They stopped asking for feedback. D. They removed the main hall.
37. Why did the council avoid claiming every visitor could now find their way? A. No signs were changed. B. The centre was closed for a month. C. Only staff had visited. D. The follow-up response was small and might not represent everyone.
38. The word “observations” is closest in meaning to ______. A. complaints about sports B. recorded things noticed during a review C. future building plans D. visitor names
39. What did the centre manager find useful? A. The review identified practical details staff could change. B. The council changed the building layout. C. The feedback included no suggestions. D. The survey replaced all staff guidance.
40. What does the youth council hope the centre will do? A. Stop adding services. B. Ask visitors about access as new services are introduced. C. Remove every direction sign. D. Limit feedback to staff.

Answer key and explanations

1. C. “In ten minutes” states the maximum period for completing the demonstration.
2. C. “Through the online form” describes the method used to submit a project description.
3. C. “On the morning” is the correct expression for a part of a particular day.
4. D. Materials must be checked before the session begins, so “before” establishes the required sequence.
5. A. “Claims that the evidence does not support” uses “that” to introduce the relative clause describing claims.
6. B. “Between 1 p.m. and 4 p.m.” gives the opening interval with its start and end times.
7. C. “Yesterday” refers to a completed past action, which takes the past simple “built”.
8. D. The comparative “clearer” follows “became” and describes the improved instructions.
9. A. “Advise someone to do something” is followed by the infinitive with “to”.
10. B. “So” introduces the result of the first model bending: the team changed the base and tried again.
11. C. “Each experiment” is singular, so the verb takes the singular form “explores”.
12. D. The first conditional pairs present simple after “if” with “will” in the result clause.
13. A. Labels are used so that visitors will not confuse the materials, expressing their purpose.
14. B. “Whose” shows that the invention belongs to the student.
15. C. “In contrast” introduces the difference between simple-material experiments and those needing extra equipment.
16. D. “Encourage someone to do something” takes the infinitive form “to ask”.
17. A. Recording results across trials allows the team to compare how the model performs.
18. B. The students remain honest about what their small model cannot establish.
19. C. Visitors are invited to choose a question to investigate next.
20. D. The phrase “in terms of” means judging the model according to its stated purpose.
21. A. The teacher hopes teams leave with a better question, rather than only a final result.
22. B. Clear communication helps an audience understand the evidence behind the reasoning.
23. C. This response allows the visitor to test the bridge and gives a safe, clear instruction.
24. D. A heavier base explains how the team strengthened the bridge before the next test.
25. A. Changing one factor at a time helps the team identify what influenced its result.
26. D. “So that” expresses the purpose of explaining a test clearly to visitors.
27. B. The students connect the motor and light, test the blades with a fan, then show the teacher.
28. D. The opening sentence states that the robot was built to sort coloured blocks.
29. A. Early tests showed that the arm pushed a block too far and knocked the tray over.
30. B. Counts of correct and failed attempts helped the students assess performance and detect sensor problems.
31. C. Lighting and table surface could differ in another setting, affecting how the robot works.
32. D. “Consistently” means performing in a reliable and similar way across tests.
33. A. Judges recognised the team’s clear testing notes, even though it did not sort the most blocks.
34. C. The council first toured the centre with staff and documented signs and locations that were difficult to navigate.
35. B. Several visitors said the entrance to the accessible changing room was hard to locate.
36. A. Staff installed replacement signs and added a map, making these practical changes without rebuilding.
37. D. A small follow-up response cannot show whether all visitors, including those not surveyed, can navigate the centre.
38. B. In this context, observations are details people noticed and recorded while reviewing the building.
39. A. The manager valued findings about practical details that staff could realistically change.
40. B. The council hopes the centre continues asking about access as it introduces future services.