Ôn thi tốt nghiệp THPT môn Tiếng Anh: Đề số 8 năm 2026 có đáp án chi tiết

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

English Graduation Practice Test – Test 8

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.

Help Test a Museum Audio Guide
The town history museum invites students to (1) ______ a new audio guide for its photograph exhibition. Volunteers will listen to short descriptions and tell us whether they are easy to follow. The test begins (2) ______ 10 a.m. on Friday. You do not need to (3) ______ any special equipment. Please arrive at the reception desk, (4) ______ a staff member will meet you. Participants may take a short break (5) ______ they need one. The museum hopes (6) ______ the guide before the exhibition opens.

1. 1. A. to testing   B. testing   C. tested   D. test
2. 2. A. at   B. in   C. on   D. by
3. 3. A. bringing   B. brought   C. to bring   D. bring
4. 4. A. where   B. whose   C. which   D. who
5. 5. A. because   B. unless   C. if   D. although
6. 6. A. to complete   B. completing   C. complete   D. completed

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

Making Exhibition Labels Easier to Use
Last month, volunteers reviewed the labels beside a collection of old photographs. They noticed that several captions (7) ______ the date but not the place where the photograph was taken. Visitors could not always tell (8) ______ part of town they were looking at. The team added a short location line and checked the wording with a local historian. It also made the type larger, (9) ______ some visitors had found the original text difficult to read. The museum will ask people to test the revised labels (10) ______ the next school visit. A staff member will record comments without writing down visitors’ names. The project is not intended (11) ______ every detail about the photographs; it aims to make the information easier to find. The updated labels (12) ______ displayed beside the collection next week.

1. 7. A. included   B. including   C. include   D. includes
2. 8. A. who   B. which   C. whose   D. whom
3. 9. A. although   B. so   C. because   D. unless
4. 10. A. among   B. during   C. between   D. since
5. 11. A. replace   B. replacing   C. replaced   D. to replace
6. 12. A. are   B. will   C. have   D. will be

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

Describing an object in a museum
A museum label usually has limited space, so writers must decide which details are most helpful. The name and date of an object may be important, but a visitor may also want to know how it was used. A clear caption explains unfamiliar words rather than assuming every reader (13) ______ them. It can mention a visible feature, such as a pattern or a damaged corner, to help visitors connect the words with the object. When an object is behind glass, a photograph or a raised diagram may offer another way to explore it. These additions should be placed (14) ______ visitors can find them without searching. A description should not claim more than the evidence supports. If a maker is unknown, the label can say so instead of (15) ______ a name. Museum staff can test a draft by asking visitors to explain what they learned. If the same question appears repeatedly, the label may need a change. Short sentences can help, but writers should not remove information (16) ______ is necessary to understand the object. A useful description gives readers a point of entry, then encourages them to look more closely. The process takes time because different visitors may notice (17) ______ details. Listening to those responses can make an exhibition more (18) ______ to the people who visit it.

1. 13. A. understand   B. understands   C. understanding   D. understood
2. 14. A. where   B. which   C. what   D. whose
3. 15. A. choose   B. choosing   C. to choose   D. chosen
4. 16. A. who   B. whom   C. that   D. whose
5. 17. A. difference   B. differently   C. differ   D. different
6. 18. A. access   B. accessible   C. accessing   D. accessed

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

1. 19. Arrange the conversation. (a) “The large-print guide is available at the front desk.” (b) “Could I get a version with larger text?” (c) “Thank you. I’ll pick one up before I begin.”
   A. c–b–a   B. a–c–b   C. b–a–c   D. b–c–a
2. 20. Arrange the email. (a) I am preparing a visit for our history class. (b) Dear Ms Green, (c) Could you tell me whether the audio guide is available in advance? (d) It would help students plan how long to spend in each room. (e) Best wishes, Khoa
   A. b–a–c–d–e   B. a–b–d–c–e   C. b–c–d–a–e   D. b–d–a–c–e
3. 21. Arrange the sentences to make a coherent paragraph. (a) The visitors then listened to the revised recording. (b) First, the team wrote a short description for each photograph. (c) Several people said one sentence was difficult to follow. (d) The team recorded that sentence again using shorter wording.
   A. b–d–a–c   B. c–b–a–d   C. b–c–d–a   D. a–b–c–d
4. 22. Arrange the conversation. (a) “The map shows the route and the names of the rooms.” (b) “What information does the guide map provide?” (c) “That will help me choose where to start.”
   A. c–b–a   B. a–c–b   C. b–a–c   D. b–c–a
5. 23. Arrange the sentences to make a coherent paragraph. (a) After the trial, the museum made the labels easier to read. (b) The museum wanted to improve its exhibition captions. (c) Staff asked a group of visitors to try the current version. (d) Their comments showed that the type was too small for some readers.
   A. d–a–b–c   B. c–b–a–d   C. b–d–a–c   D. b–c–d–a
6. 24. Arrange the conversation. (a) “The guide describes the object’s shape and material.” (b) “Can you tell me what the audio guide explains about this bowl?” (c) “I’ll listen to that section again. Thank you.”
   A. b–a–c   B. a–c–b   C. c–a–b   D. b–c–a

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

What makes an exhibition label useful?
A label in a museum has to do several jobs in a small amount of space. It identifies an object, gives selected background and helps visitors decide what to notice. A caption that lists dates but offers no explanation may be accurate yet difficult to connect with. On the other hand, a long paragraph can discourage people who are moving through a busy room or reading in a second language.

Writers often begin by asking what a visitor should understand after reading the label. They choose one or two important ideas and use examples or comparisons where these help. A technical word may be necessary, but it should be explained. The label should also distinguish known facts from interpretation. If experts disagree about an object’s purpose, the text can say that evidence is uncertain rather than presenting one theory as settled.

Testing a label with visitors can reveal whether the writing works. Staff may ask a visitor to describe the object in their own words or point to the feature mentioned in the caption. If readers consistently misunderstand a phrase, the problem may lie in the wording rather than in the reader. A small change to sentence order or a brief definition can make the label clearer.

Different formats can add support. Larger print, audio, diagrams or tactile models may help visitors explore the same collection in different ways. These resources should be easy to locate and should not contradict the main label. The goal is not to make every caption identical, but to give visitors more than one path into the story.

1. 25. What challenge do museum label writers face?
   A. They must avoid all dates and background.
   B. They must include every known fact.
   C. They must communicate useful information in limited space.
   D. They must write only for experts.
2. 26. Why should uncertain interpretations be identified as uncertain?
   A. To remove the object from the exhibition
   B. To make the label longer
   C. To prevent visitors from asking questions
   D. To avoid presenting one theory as a settled fact
3. 27. How can staff test whether a label works?
   A. Count how many labels are in the room
   B. Ask visitors to explain it in their own words or locate a described feature
   C. Ask only the writer to read it aloud
   D. Remove every technical term
4. 28. What does the passage suggest if readers misunderstand the same phrase?
   A. The phrase must be correct because it is technical.
   B. Visitors should stop reading the label.
   C. The object should be replaced.
   D. The wording may need improvement.
5. 29. The phrase “these resources” in paragraph 4 refers to ______.
   A. experts’ theories
   B. larger print, audio, diagrams and tactile models
   C. dates and background facts
   D. busy rooms and second languages
6. 30. Which practices does the passage suggest for improving museum labels?
   A. Visitors should not use audio guides.
   B. Every museum should use the same caption for each object.
   C. Long labels are always more accurate.
   D. Labels can be made more useful through clear writing, testing and varied formats.

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

Touch, sound and description in a history museum
A history museum cannot always allow visitors to handle the original objects in its collection. Some materials are fragile, and frequent contact may damage them. Museums can still offer ways to explore shape and texture. A replica, a raised diagram or a guided description may help visitors understand features that are difficult to see through glass. The choice depends on the object, the space and the needs of the people using the exhibition.

Audio description can help visitors who do not rely on printed labels, but it needs careful planning. A recording should describe important visual details in a clear order and avoid assuming that listeners already know the object’s size or position. A visitor may listen while standing in a different place from the writer, so directions such as “on your left” should be used only when the reference point is clear. Staff can ask listeners to test the recording and report where they became unsure.

Tactile materials need their own labels and handling guidance. A model may represent one aspect of an object rather than reproduce every detail. It is useful to say what the model shows and how it differs from the original. The museum should also decide where the model can be reached safely and whether a staff member needs to be nearby. These details help visitors use the resource independently without risking the collection.

Visitors do not all need the same support, and a single alternative format will not work for everyone. A combination of clear text, audio, models and staff assistance can offer choices. Asking people with different access needs to review the exhibition before it opens may reveal barriers that designers overlooked. The museum can then make changes while explaining which features are replicas, interpretations or original evidence. Accessibility and historical accuracy can support one another when the exhibition is clear about what it presents.

1. 31. Why might visitors not handle original museum objects?
   A. Models are always more accurate than originals.
   B. Museums do not want visitors to learn about shape.
   C. Frequent contact could damage fragile materials.
   D. Glass makes every object unsafe.
2. 32. What can a replica or raised diagram help visitors understand?
   A. Shape or texture that is difficult to see through glass
   B. The exact history of every owner
   C. How to repair the original object
   D. Why descriptions are unnecessary
3. 33. What should an audio description avoid assuming?
   A. That the object is in a museum
   B. That listeners already know the object’s size or position
   C. That some details matter
   D. That recordings can be tested
4. 34. Why should directions such as “on your left” have a clear reference point?
   A. Left and right have no meaning in museums.
   B. Visitors may be standing in different places from the writer.
   C. Audio recordings cannot include directions.
   D. Objects are always placed in the centre.
5. 35. What should a tactile model label explain?
   A. What the model represents and how it differs from the original
   B. Only the name of the designer
   C. Why visitors should not touch the model
   D. The colour of every room
6. 36. Why might staff need to be nearby for a tactile resource?
   A. To replace the original collection
   B. To prevent visitors from learning independently
   C. To support safe use or handling when needed
   D. To make the label shorter
7. 37. What does the passage say about access needs?
   A. One alternative format works for everyone.
   B. People may need different kinds of support.
   C. Only printed labels are useful.
   D. Visitors should decide which objects are original.
8. 38. How can review by people with different access needs help?
   A. It may reveal barriers designers overlooked.
   B. It guarantees no visitor will need assistance.
   C. It replaces historical research.
   D. It removes the need to test recordings.
9. 39. The word “it” in “what it presents” refers to ______.
   A. the visitor   B. the original object   C. a staff member   D. the exhibition
10. 40. Which title captures the museum’s approach to presenting objects accessibly?
    A. How to Make Every Exhibition Audio Only
    B. Why Museums Should Remove All Original Objects
    C. Offering Accurate and Accessible Ways to Explore Museum Objects
    D. A History of Glass Display Cases

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. D. “Invite someone to do something” is the correct construction.
2. 2. A. The museum test starts at 10 a.m. on Friday: “at” introduces the clock time, while “on” introduces the day.
3. 3. D. “Need to bring” is the infinitive form; “do not need to bring.”
4. 4. A. “Where” refers to the reception desk as a place.
5. 5. C. A break is available if participants need one.
6. 6. A. “Hopes to complete” uses the to-infinitive.
7. 7. A. “Captions included the date” requires the past tense for the completed review.
8. 8. B. “Which part of town” is an indirect question.
9. 9. C. The type was made larger because some visitors found it difficult to read.
10. 10. B. “During the next school visit” gives the time when testing will happen.
11. 11. D. “Intended to do something” takes the to-infinitive.
12. 12. D. The labels will receive the action, requiring the future passive “will be displayed.”
13. 13. B. “Assuming every reader understands them” uses the third-person singular verb “understands.”
14. 14. A. “Where visitors can find them” describes a location.
15. 15. B. “Instead of” is followed by a gerund: “instead of choosing a name.”
16. 16. C. “Information that is necessary” is a defining relative clause.
17. 17. D. “Notice different details” requires an adjective before the noun.
18. 18. B. “Accessible to visitors” is the correct adjective phrase.
19. 19. C. The request is followed by the staff member’s answer and the visitor’s response.
20. 20. A. The greeting, purpose, question, reason and sign-off form a coherent email.
21. 21. C. The labels are written, a difficulty is reported, wording is changed and visitors listen again.
22. 22. C. The question is answered by describing the map; the listener explains its usefulness.
23. 23. D. The goal is stated, visitors try the labels, a problem is found and changes follow.
24. 24. A. The question prompts an explanation and then a response.
25. 25. C. The passage says labels must fit useful information into limited space.
26. 26. D. Uncertainty should be stated rather than presenting a theory as settled fact.
27. 27. B. The passage gives these as examples of testing whether readers understand.
28. 28. D. Repeated misunderstanding may indicate the wording needs revision.
29. 29. B. “These resources” refers to the alternative formats listed in the previous sentence.
30. 30. D. The passage describes clear writing, user testing and supporting formats.
31. 31. C. The text says frequent contact may damage fragile materials.
32. 32. A. Replicas or raised diagrams may help explain features that are hard to see.
33. 33. B. The recording should not assume listeners know size or position.
34. 34. B. A listener may be positioned differently, so the reference point must be clear.
35. 35. A. The label should explain the model’s scope and its difference from the original.
36. 36. C. Staff may support safe use or handling, depending on the resource.
37. 37. B. The passage says one format will not suit everyone.
38. 38. A. Reviewers can identify access barriers missed by the designers.
39. 39. D. “It” refers to the exhibition, which may present replicas, interpretations or original evidence.
40. 40. C. The passage focuses on accessible formats that accurately explain museum objects.