Ôn thi tốt nghiệp THPT môn Tiếng Anh: Đề số 6 năm 2026 có đáp án chi tiết

Practice test written for this page; not an official examination.

English Graduation Practice Test – Test 6

Suggested time: 50 minutes. Questions: 40 multiple-choice items. Choose one answer, A, B, C or D, for each item.

Questions 1–6. Read the announcement and choose the best option for each blank.

School Lunch Audit
Would you like to (1) ______ with a short project on leftover food? Our student team will meet in the dining hall (2) ______ Saturday morning. You do not need (3) ______ previous research experience. We will show volunteers how to record the amount of food left without collecting students’ names. Please (4) ______ a notebook and arrive ten minutes early. A summary will be shared (5) ______ the participants afterwards. The activity is free, (6) ______ places must be booked in advance.

1. 1. A. belong B. help C. respond D. travel
2. 2. A. at   B. in   C. by   D. on
3. 3. A. any   B. each   C. every   D. a few
4. 4. A. bringing   B. brought   C. bring   D. to bringing
5. 5. A. by   B. with   C. from   D. into
6. 6. A. but   B. because   C. unless   D. although

Questions 7–12. Read the project update and choose the best option for each blank.

Making a Better Lunch Plan
After the first week of our audit, the student council reviewed the records (7) ______ had been collected by volunteers. Some dishes produced more leftovers than others, but the team did not assume (8) ______ the reason was. They asked canteen staff about serving sizes and invited students to comment on the menu. A smaller portion will be available for anyone (9) ______ prefers to start with less food. Students may return for more, (10) ______ there is enough left. We will compare the figures again next month, (11) ______ the menu has been in place for several weeks. The council hopes the project will lead to a practical (12) ______ rather than a one-day campaign.

1. 7. A. who   B. which   C. whom   D. whose
2. 8. A. whom   B. which   C. whose   D. what
3. 9. A. whose   B. who   C. whom   D. which
4. 10. A. whereas   B. unless   C. despite   D. if
5. 11. A. during   B. after   C. since   D. until
6. 12. A. solved   B. solve   C. solving   D. solution

Questions 13–18. Read the passage and choose the best option for each blank.

Keeping useful project records
A school project can produce many numbers, notes and photographs. If the information is not organised, it may be difficult to use later. One simple method is to decide in advance what the team needs to record. In a lunch audit, for example, volunteers might weigh leftovers by dish and date. They should also write down changes to the menu, (13) ______ these could affect the results. A record needs enough detail to answer the project’s question but should not collect personal information that is unnecessary. When the team shares its findings, it explains how the observations (14) ______ gathered. This lets readers judge whether the comparison is fair. A chart may make a pattern easier to see, though it cannot explain every reason behind that pattern. To understand the cause, the team may need to ask people about the process or collect a different kind of evidence. It is useful to keep the original notes even after making a summary, so that a result can be checked (15) ______ a question arises. Teams should store the notes in a place (16) ______ members can access them and decide who is responsible for updates. A clear record does not guarantee a correct conclusion, but it makes errors easier to find and helps the next group continue (17) ______ work. Good records are part of the project, not an administrative task separate (18) ______ it.

1. 13. A. because   B. although   C. unless   D. while
2. 14. A. is   B. was   C. has   D. were
3. 15. A. in case   B. until   C. despite   D. among
4. 16. A. who   B. whose   C. where   D. whom
5. 17. A. it’s   B. its   C. them   D. their
6. 18. A. of   B. with   C. from   D. at

Questions 19–24. Choose the option that puts the sentences in the correct order.

1. 19. Arrange the conversation. (a) “We weighed the rice and bread separately.” (b) “How did your group record the leftovers?” (c) “That should help you see which dishes need a closer look.”
   A. b–a–c   B. a–c–b   C. c–b–a   D. b–c–a
2. 20. Arrange the email. (a) Could you share the canteen menu for next week? (b) Dear Ms Jones, (c) Our class is planning a small lunch-waste study. (d) We will use it only to organise our observation schedule. (e) Best regards, Hoa
   A. b–d–c–a–e   B. c–b–d–a–e   C. b–a–d–c–e   D. b–c–a–d–e
3. 21. Arrange the sentences to make a coherent paragraph. (a) Next, they weighed the food left in each tray. (b) First, the volunteers labelled the containers by dish. (c) They entered the figures in a shared table. (d) At the end, the team compared the results with the number of servings.
   A. b–c–a–d   B. a–b–d–c   C. b–a–c–d   D. d–b–a–c
4. 22. Arrange the conversation. (a) “That makes sense. We should ask before changing the portions.” (b) “Some students said the serving was too large.” (c) “Could we offer a smaller portion as an option?”
   A. b–c–a   B. a–b–c   C. c–a–b   D. b–a–c
5. 23. Arrange the sentences to make a coherent paragraph. (a) The class then shared the results with the canteen team. (b) The first week of the audit showed that waste varied by dish. (c) Together, they discussed a smaller serving option. (d) The team agreed to repeat the measurements after the menu change.
   A. b–c–a–d   B. a–b–d–c   C. b–a–c–d   D. d–a–b–c
6. 24. Arrange the conversation. (a) “We will need to record the date as well.” (b) “I’ve prepared a table for the food weights.” (c) “Good point. I’ll add a column before we begin.”
   A. c–b–a   B. a–c–b   C. b–a–c   D. b–c–a

Questions 25–30. Read the passage and choose the best answer.

Why food audits ask more than “how much?”
A food-waste audit measures what is left after a meal, but the total weight is only a starting point. If one day’s menu includes soup and another includes bread, the figures may not be directly comparable. A useful audit records what food was served, how many portions were prepared and how much remained. The team may also note whether the meal was unusually busy or whether a dish was changed.

Numbers can show where to investigate, but they do not automatically reveal why food was left. A large amount might reflect portion size, taste, timing or a menu that does not suit some students. To learn more, organisers can ask canteen staff and students, while making sure people can respond without pressure. The purpose is to improve the system, not to blame individuals for what they put on a tray.

Once a possible change is agreed, such as offering two portion sizes, the team can collect data again. It should use the same method where possible and keep track of any other changes. If waste falls, the result is encouraging, but the team should still consider whether attendance, weather or the menu also changed. A simple comparison cannot isolate every cause.

Audits are most useful when their findings lead to a practical discussion. The data may support smaller servings, improved menu planning or better information about how much food is available. The final decision belongs to the people responsible for meals, and the project should explain what its evidence can and cannot show.

1. 25. Why is total leftover weight only a starting point?
   A. Menus never affect the results.
   B. Weight cannot be measured at school.
   C. Other details are needed to interpret and compare it.
   D. Students should not be asked about meals.
2. 26. What may a large amount of leftover food indicate?
   A. Several possible factors that need investigation
   B. That one student is responsible
   C. That the audit method is always wrong
   D. That the menu must be cancelled
3. 27. Why should people be able to respond without pressure?
   A. To make the audit shorter
   B. To ensure that everyone gives the same answer
   C. To avoid speaking with canteen staff
   D. To gather feedback without blaming individuals
4. 28. What should the team do after a menu or portion change?
   A. Stop recording the menu
   B. Collect data again using a comparable method and note other changes
   C. Assume any reduction has only one cause
   D. Compare the new figures with unrelated data
5. 29. The word “its” in “what its evidence can and cannot show” refers to ______.
   A. the weather   B. the final decision   C. the meal   D. the project
6. 30. How should a school use findings from a food-waste audit?
   A. How to interpret a food-waste audit carefully and use it to improve a system
   B. Why all students should eat the same portion
   C. How to cook every school meal
   D. Why food records should remain private from staff

Questions 31–40. Read the passage and choose the best answer.

Designing a school meal service around evidence
A school canteen serves a large number of students in a short time, so small decisions can affect both the queue and the amount of food left over. Staff may need to balance several goals: offering nutritious choices, keeping meals affordable, working within kitchen capacity and serving students quickly. A change that improves one goal may create a problem elsewhere. For example, adding more choices could help some students find a meal they enjoy, but it may also make preparation more complicated.

Student feedback can help the canteen understand what is happening, yet a few comments do not necessarily represent everyone. A short survey may reach students who have time to answer but miss those who leave quickly or do not use the feedback channel. Combining different forms of evidence—such as a survey, observation of queues and records of portions served—can give a fuller picture. Each source has limits, so the team should state how it was collected.

When a new option is introduced, the school can test it for a set period and review the result with staff and students. The review should ask not only whether fewer portions were left but whether students could still get enough food, how long they waited and whether staff could prepare the menu safely. If a change causes an unintended problem, the school can revise it rather than keeping it simply because it was planned.

Evidence does not make decisions automatically. People still need to choose which goals matter most and explain the trade-offs. A transparent process gives students a way to raise concerns, helps staff see the reason for a change and makes it easier to adjust the service as needs evolve. A successful meal service is therefore not defined by one number but by how well it meets its responsibilities over time.

1. 31. What challenge does a school canteen face?
   A. Making every change permanent
   B. Serving only one student each day
   C. Avoiding all feedback
   D. Balancing several goals that may affect one another
2. 32. Why may a short survey fail to represent everyone?
   A. Students cannot comment on meals.
   B. Surveys always contain false information.
   C. Some students may not use the feedback channel or have time to respond.
   D. Staff members are not allowed to read responses.
3. 33. Why combine surveys, observations and service records?
   A. One source must always be ignored.
   B. Different sources can provide a fuller picture despite their limits.
   C. It guarantees every decision is correct.
   D. It removes the need to explain the method.
4. 34. What should a review consider besides leftover portions?
   A. Whether the plan was popular online
   B. Only the cost of printing the survey
   C. Food access, waiting time and safe preparation
   D. The number of classrooms in the school
5. 35. What can the school do if a change causes an unintended problem?
   A. Revise the change
   B. Keep it because it was already planned
   C. Stop collecting evidence
   D. Blame students who raised concerns
6. 36. The word “trade-offs” in paragraph 4 refers to ______.
   A. promises that cannot change
   B. the exchange of meals for money
   C. a method of weighing food
   D. choices involving benefits and costs among different goals
7. 37. What does “transparent process” most likely mean in the passage?
   A. A process that uses glass containers
   B. A process whose reasons and evidence are openly explained
   C. A process with no student involvement
   D. A process that never changes
8. 38. What role does evidence play in decisions about meal service?
   A. Student feedback should be ignored if it is incomplete.
   B. A single number can define a successful meal service.
   C. Evidence informs decisions, but people still decide which goals to prioritise.
   D. Any new menu option will improve the service.
9. 39. What is the writer’s attitude towards testing a new option?
   A. It should be kept unchanged once introduced.
   B. It should be reviewed and adjusted in light of evidence and consequences.
   C. It should be tested only through online comments.
   D. It should focus only on reducing waste.
10. 40. Which title summarizes how evidence can improve a school meal service?
    A. Using Evidence to Improve a School Meal Service
    B. Why School Canteens Should Stop Offering Choices
    C. A History of Kitchen Equipment
    D. How to Conduct a Popularity Contest

Format tham khảo: Cấu trúc Bộ GDĐT từ năm 2025 quy định môn Ngoại ngữ có 40 lệnh hỏi, 50 phút và chỉ dùng trắc nghiệm nhiều lựa chọn. Cục Quản lý chất lượng – Bộ GDĐT. Đây là đề luyện tập tự biên soạn, không phải đề chính thức.

Answer key and explanations

1. 1. B. “Help with a project” is the natural collocation for offering support to the team.
2. 2. D. “On Saturday morning” is the correct prepositional phrase for a day and part of the day.
3. 3. A. “Any” is used naturally in a negative clause about experience.
4. 4. C. “Please bring” uses the base verb after the request.
5. 5. B. Findings are shared “with” participants.
6. 6. A. The sentence contrasts a free activity with the need to book a place.
7. 7. B. “Which” refers to records and is the subject of “had been collected.”
8. 8. D. “What the reason was” is an indirect question about the reason.
9. 9. B. “Who” refers to a person and is the subject of “prefers.”
10. 10. D. Returning for more is conditional on enough food being left.
11. 11. B. “After” describes comparing the figures once the menu has been in place for several weeks.
12. 12. D. “A practical solution” requires a noun.
13. 13. A. Menu changes are recorded because they could affect results.
14. 14. D. “Observations were gathered” is passive and the plural subject takes “were.”
15. 15. A. “In case a question arises” explains why original notes are kept.
16. 16. C. “A place where members can access them” uses “where” for location.
17. 17. B. “Its work” refers to the next group’s work; “it’s” means “it is.”
18. 18. C. The fixed phrase is “separate from it.”
19. 19. A. The question is answered with the method, followed by its purpose.
20. 20. D. The greeting, context, request, explanation and sign-off form a coherent email.
21. 21. C. Containers are labelled, weighed, recorded, then compared with servings.
22. 22. A. The concern is stated, a smaller portion is proposed and the need to ask first is acknowledged.
23. 23. C. The initial result is shared, discussed, and followed by an agreement to repeat measurements.
24. 24. C. A prepared table prompts a missing detail, then the speaker agrees to add it.
25. 25. C. Menu, portions and serving counts provide context for interpreting total weight.
26. 26. A. The passage lists portion size, taste, timing and menu fit as possible factors.
27. 27. D. Feedback should help improve the system rather than blame individuals.
28. 28. B. A comparable follow-up method and notes about other changes help interpret results.
29. 29. D. “Its” refers to the project whose evidence is being discussed.
30. 30. A. The passage focuses on careful interpretation and practical use of audit results.
31. 31. D. The canteen must balance nutrition, affordability, capacity and speed.
32. 32. C. Some students may not have time or may not use the chosen feedback channel.
33. 33. B. Multiple evidence sources can fill gaps, though each has limits.
34. 34. C. The passage specifically names food access, waiting time and safe preparation.
35. 35. A. It says the school can revise a change if it creates a problem.
36. 36. D. A trade-off involves weighing benefits and costs across competing goals.
37. 37. B. A transparent process explains its reasons and evidence.
38. 38. C. Evidence informs choices, but people choose priorities and explain trade-offs.
39. 39. B. The writer supports testing followed by review and possible revision.
40. 40. A. This title captures the passage’s focus on using evidence to improve service.