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<b>SỞ GIÁO DỤC - ĐÀO TẠO TP. HCM</b>
<b>TRƯỜNG THPT PHÚ NHUẬN</b>
<b>ĐỀ THI THỬ ĐẠI HỌC</b>
<b>NĂM HỌC 2013 - 2014</b>
<b>MÔN THI: ANH VĂN - KHỐI A1, D</b>
<i><b>Thời gian làm bài: 90 phút</b></i>
<b> MÃ ĐỀ 132</b> <i><b> </b></i>
<i><b>Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the rest in the</b></i>
<i><b>position of the main stress in each of the following sentences from 1 to 3.</b></i>
<b>Câu 1: A. Punctuality</b>
<b>B. Characteristic</b>
<b>C. Representative</b>
<b>D. Technological</b>
<b>Câu 2: A. Category</b>
<b>B. Discourteous</b>
<b>C. Compulsory</b>
<b>D. Curriculum</b>
<b>Câu 3: A. Hurricane</b>
<b>B. Separate</b>
<b>C. Recommend</b>
<b>D. Photograph</b>
<i><b>Mark the letter A, B, C or D on your answer sheet to indicate the best way to complete each of the sentence</b></i>
<i><b>from 4 to 8.</b></i>
<b>Câu 4:</b>
__________ appears considerably larger at the horizon than it does overhead is merely an official
illusion.
<b>A. When the Moon</b>
<b>B. That the Moon</b>
<b>C. The Moon which</b>
<b>D. The Moon</b>
<b>Câu 5:</b>
The relative size of an insect’s wing is much greater than __________.
<b>A. of a bird’s wing</b>
<b>B. a wing of a bird is</b>
<b>C. that of a bird’s wing</b>
<b>D. that wing of a bird</b>
<b>Câu 6:</b>
On the battle field _________.
<b>A. did the tanks lie</b>
<b>B. lay the tanks</b>
<b>C. the tanks lay</b>
<b>D. lied the tanks</b>
<b>Câu 7:</b>
No one cares about the starving people __________.
<b>A. for the aid is intended</b>
<b>B. whom the aid is intended</b>
<b>C. whose aid is intended for</b>
<b>D. that the aid is intended for</b>
<b>Câu 8:</b>
I only knew this when he had told me about it. Not until __________.
<b>A. he had told me about it did I know this</b>
<b>B. did I know this he had told me about it</b>
<b>C. he had told me about , I knew this</b>
<b>D. I knew this when he told me about</b>
<i><b>Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct</b></i>
<i><b>answer to each of the questions from 9 to 18.</b></i>
<i>In early civilization, citizens were educated <b>informally</b>, usually within the family unit. Education meant</i>
<i>simply learning to live. As civilization became more complex, however, education became more formal,</i>
<i>structured, and comprehensive. Initial efforts of the ancient Chinese and Greek societies concentrated solely</i>
<i>on the education of males. The post-Babylonian Jews and Plato were exceptions to this pattern. Plato was</i>
<i>apparently the first significant advocate of the equality of the sexes. Women, in his ideal state, would have</i>
<i>the same rights and duties and the same educational opportunities as men. This aspect of Platonic</i>
<i>philosophy, however, had little or no effect on education for many centuries, and the concept of a liberal</i>
<i>education for men only, which had been <b>espoused</b> by Aristotle, prevailed.</i>
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<i>responsibility of society. Martin Luther appealed for civil support of schools for all children. Al the Council</i>
<i>of Trent in the 16th<sub> century, the Roman Catholic Church encouraged the establishment of free primary</sub></i>
<i>schools for children of all classes. The concept of universal primary education, regardless of sex, had been</i>
<i>born, but it was still in the realm of the single-sex school.</i>
<i>In the late 19th<sub> and early 20</sub>th<sub> centuries, co-education became a more widely applied principle of</sub></i>
<i>educational philosophy. In Britain, Germany, and the Soviet Union the education of boys and girls in the</i>
<i>same classes became an accepted practice. Since World War II, Japan and the Scandinavian countries have</i>
<i>also adopted relatively universal co-educational systems. The greatest negative reaction to co-education has</i>
<i>been felt in the teaching systems of the Latin countries, where the sexes have usually been separated at both</i>
<i>primary and secondary levels, according to local conditions.</i>
<i>A number of studies have indicated that girls seem to perform better overall and in science in particular.</i>
<i>In single-sex classes, during the adolescent years, pressure to conform to stereotypical female gender roles</i>
<i>may disadvantage girls in traditionally male subjects, making them reluctant to volunteer for experimental</i>
<i>work while taking part in lessons. In Britain, academic league <b>tables </b>point to high standards achieved in</i>
<i>girls’ schools. Some educationalists, therefore, suggest <b>segregation </b>of the sexes as a good thing,</i>
<i>particularly in certain areas, and a number of schools are experimenting with the idea.</i>
<b>Câu 9: Ancient education generally focused its efforts on __________.</b>
<b>A. both sexes</b>
<b>B. on male learners</b>
<b>C. female learners</b>
<b>D. young people only</b>
<b>Câu 10: Education in early times was mostly aimed at __________.</b>
<b>A. learning to live</b>
<b>B. imparting survival skills</b>
<b>C. teaching skills</b>
<b>D. learning new lifestyles</b>
<b>Câu 11: The first to support the equality of the sexes was __________.</b>
<b>A. Plato</b>
<b>B. the Jews</b>
<b>C. the Chinese</b>
<b>D. the Greek</b>
<b>Câu 12: The word “</b>
<b>informally</b>” in this context mostly refers to an education occurring __________.
<b>A. in a department</b>
<b>B. in classrooms</b>
<b>C. ability</b>
<b>D. outside the school</b>
<b>Câu 13: When education first reached women, they were __________.</b>
<b>A. locked up in a place with men</b>
<b>B. separated from men</b>
<b>C. isolated from a normal life</b>
<b>D. deprived of opportunities</b>
<b>Câu 14: When the concept of universal primary education was introduced, education __________.</b>
<b>A. was intended to leave out female learners</b>
<b>B. was intended for all the sexes</b>
<b>C. was given free to all</b>
<b>D. focused on imparting skills</b>
<b>Câu 15: The word “</b>
<b>espoused</b>” is contextually closest in meaning to __________.
<b>A. to give</b>
<b>B. to introduce</b>
<b>C. to induce</b>
<b>D. to put off</b>
<b>Câu 16: Co-education was negatively responded to in __________.</b>
<b>A. the Scandinavian countries</b>
<b>B. Japan</b>
<b>C. South American countries</b>
<b>D. conservative countries</b>
<b>Câu 17: The word “</b>
<b>tables</b>” in paragraph 4 is closest in meaning to __________.
<b>A. shapes</b>
<b>B. personalities</b>
<b>C. figures</b>
<b>D. meeting tables</b>
<b>Câu 18: The word “</b>
<b>segregation</b>” in paragraph 4 may be understood as __________.
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<i><b>Mark the letter A, B, C or D on your answer sheet to indicate the word or phrase that in closest in</b></i>
<i><b>meaning to the underlined part in each of the following questions from 19 to 23</b></i>
<b>Câu 19:</b>
Don’t be chicken-hearted; ask her to the party.
A. cowardly
B. shy
C. tumid
D. humble
<b>Câu 20:</b>
She still has an awful lot to learn.
<b>A. a terrible thing</b>
<b>B. a great pleasure</b>
<b>C. a great desire</b>
<b>D. a large amount</b>
<b>Câu 21:</b>
The US Congress office building is adjacent to the Capitol building.
<b>A. within</b>
<b>B. next to</b>
<b>C. far from</b>
<b>D. behind</b>
<b>Câu 22:</b>
Think about the interviewer’s comments because they may help you prepare better when you are
called for the next job interview.
<b>A. compliments</b>
<b>B. criticism</b>
<b>C. character</b>
<b>D. remarks</b>
<b>Câu 23:</b>
It
is really too easy to point the finger at parents who protect their children from life’s obstacles.
<b>A. changes</b>
<b>B. examinations</b>
<b>C. experiences</b>
<b>D. exercises</b>
<i><b>Mark the letter A, B, C or D on your answer sheet to show the underlined part that needs correction from</b></i>
<i><b>24 to 28.</b></i>
<b>Câu 24:</b>
The referee (A) said that the ball hadn’t crossed (B) the line and so the goalie (C) was disallowed
(D).
<b>Câu 25:</b>
It was not until (A) she had arrived (B) home had she remembered (C) her appointment with (D)
the client.
<b>Câu 26:</b>
Having (A) to New York on (B) several occasions, the city (C) finds it fascinating (D).
<b>Câu 27:</b>
To find (A) the solution to (B) problem, they (C) discussed about (D) the situation.
<b>Câu 28:</b>
These televisions (A) are too expensive (B) for us to buy them (C) at this time (D).
<i><b>Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the best option</b></i>
<i><b>for each of the blank from 29 to 38. </b></i>
<i>The first we might ask is: What can you learn in college that will help you in being an employee? The</i>
<i>schools teach a </i>
(29)
<i>__________ many things of value to the future accountant, doctor or electrician. Do</i>
<i>they also teach anything of value to the future employee? Yes, they teach the one thing that is perhaps most</i>
<i>valuable for the future employee to know. But very few students bother </i>
(30)
<i>__________ it. This basic is the</i>
<i>skill ability to organize and express ideas in writing and in speaking. This means that your success as an</i>
<i>employee will depend on your ability to communicate, with people and to </i>
(31)
<i>__________ your own</i>
<i>thoughts and ideas to them, so they will </i>
(32)
<i>__________ understand what you are driving at and be</i>
<i>persuaded.</i>
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<i>Expression one’s thoughts is one skill that the school can </i>
(35)
<i>________ teach. The foundations for skill</i>
<i>in expression have to be </i>
(36)
<i>__________ early; an interest in and an ear </i>
(37)
<i>__________ language;</i>
<i>experience in organizing ideas and data, in brushing aside the irrelevant, and above all the habit of verbal</i>
<i>expression. If you do not lay these foundations </i>
(38)
<i>_________ your school years, you may never have an</i>
<i>opportunity again.</i>
<b>Câu 29: A. large</b>
<b>B. far</b>
<b>C. lots</b>
<b>D. great</b>
<b>Câu 30: A. with learning</b>
<b>B. learn</b>
<b>C. to learn</b>
<b>D. learning</b>
<b>Câu 31: A. give out</b>
<b>B. present</b>
<b>C. transfer</b>
<b>D. interpret</b>
<b>Câu 32: A. not</b>
<b>B. both</b>
<b>C. as well</b>
<b>D. either</b>
<b>Câu 33: A. on</b>
<b>B. by</b>
<b>C. in</b>
<b>D. for</b>
<b>Câu 34: A. on most</b>
<b>B. much on</b>
<b>C. on much</b>
<b>D. most on</b>
<b>Câu 35: A. quite</b>
<b>B. really</b>
<b>C. truly</b>
<b>D. hardly</b>
<b>Câu 36: A. lied</b>
<b>B. laid</b>
<b>C. lay</b>
<b>D. lain</b>
<b>Câu 37: A. for</b>
<b>B. of</b>
<b>C. by</b>
<b>D. in</b>
<b>Câu 38: A. for</b>
<b>B. during</b>
<b>C. of</b>
<b>D. when</b>
<i><b>Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct</b></i>
<i><b>answer to each of the questions from 39 to 48.</b></i>
<i>You can usually tell when your friends are happy or angry by the looks on their faces or by their actions.</i>
<i>This is useful because reading their emotional expressions helps you to know how to respond to them.</i>
<i>Emotions have <b>evolved </b>to help us respond to important situations and to convey our intentions to others. But</i>
<i>does raising the eyebrows and rounding the mouth say the same thing in Minneapolis as it does in</i>
<i>Madagascar? Much research on emotional expression has centered on such questions.</i>
<i>According to Paul Ekman, the leading researcher in this area, people speak and understand</i>
<i>substantially the same “facial language”. Studies by Ekman’s group have demonstrated that humans share</i>
<i>a set of universal emotional expressions that testify to the common biological heritage of the human species.</i>
<i>Smiles, for example, signal happiness and frowns indicate sadness on the faces of people in far-flung places</i>
<i>as Argentina, Japan, Spain, Hungary, Poland, Sumatra, the United States, Vietnam, the jungles of New</i>
<i>Guinea and the Eskimo villagers north of the Artic Circle. Ekman and his colleagues claim that people</i>
<i>everywhere can recognize at least seven basic emotions: sadness, fear, anger, disgust, contempt, happiness,</i>
<i>and surprise. There are, however, huge differences across cultures in both the context and intensity of</i>
<i>emotional displays – the so-called display rules. In many Asian cultures, for example, children are taught to</i>
<i>control emotional responses – especially negative one – while many American children are encouraged to</i>
<i>express their feelings more openly. Regardless of culture, however, emotions usually show themselves, to</i>
<i>some degree, in people’s behaviour. From their first days of life, babies produce facial expressions that</i>
<i>communicate their feelings.</i>
<i>The ability to read facial expressions develops early, too. Very young children pay close attention to</i>
<i>facial expressions, and by age five they nearly equal adults in their skill at reading emotions on people’s</i>
<i>faces. <b>This evidence</b> all points to a biological underpinning for our abilities to express and interpret a basic</i>
<i>set of human emotions. Moreover, as Charles Darwin pointed out over a century ago, some emotional</i>
<i>expressions seem to appear across species boundaries. Cross-cultural psychologists tell us that certain</i>
<i>emotional responses carry different meanings in different cultures. For examples, what emotion, you</i>
<i>suppose, might indicate disgust, while in China it can signify surprise. Likewise, a grin on an American face</i>
<i>may indicate joy, while on a Japanese face it may, just as easily, mean embarrassment. Clearly, culture</i>
<i>influences emotional expressions.</i>
<b>Câu 39: Smiles and frowns __________.</b>
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<b>B. do not convey the same emotions in various cultures</b>
<b>C. are not popular everywhere</b>
<b>D. are universal expressions across cultures</b>
<b>Câu 40: The biggest difference lies in __________.</b>
<b>A. how long negative emotions are displayed</b>
<b>B. how emotional responses are controlled</b>
<b>C. how intensive emotions are expressed</b>
<b>D. how often positive emotions are shown</b>
<b>Câu 41: Paul Ekman is mentioned in the passage as an example of __________.</b>
<b>A. lacks of many main ingredients</b>
<b>B. investigators on universal emotional expressions</b>
<b>C. researchers who can speak and understand many languages</b>
<b>D. researchers on universal language</b>
<b>Câu 42: The best title of this passage is __________.</b>
<b>A. Cultural universals in emotional expressions</b>
<b>B. Human habit of display emotions</b>
<b>C. A review of researchers on emotional expressions</b>
<b>D. Ways to control emotional expressions</b>
<b>Câu 43: Young children __________.</b>
<b>A. make amazing progress in controlling their emotions</b>
<b>B. take time to control their facial expressions</b>
<b>C. are sensitive towards others’ emotions</b>
<b>D. spend a long time learning to read others’ emotions</b>
<b>Câu 44: Unlike American children, Asian children are encouraged to __________.</b>
<b>A. control their emotions</b>
<b>B. conceal their positive emotions</b>
<b>C. display their emotions openly</b>
<b>D. change their behaviour</b>
<b>Câu 45: Many studies on emotional expressions try to answer the questions whether __________.</b>
<b>A. eyebrows raising means the same in Minneapolis and Madagascar</b>
<b>B. rounding the mouth has the same in Minneapolis and Madagascar</b>
<b>C. raising the eyebrows has similar meaning to rounding the mouth</b>
<b>D. different cultures have similar emotional expressions</b>
<b>Câu 46: The word “</b>
<b>evolved</b>” in paragraph 1 is closest in meaning to __________.
<b>A. developed</b>
<b>B. increased</b>
<b>C. simplified</b>
<b>D. reduced</b>
<b>Câu 47: The phrase “</b>
<b>this evidence</b>” in paragraph 3 refers to __________.
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<b>C. a biological underpinning for humans to express emotions</b>
<b>D. the fact that children are good at recognizing others’ emotions</b>
<b>Câu 48: According to the passage, we respond to others by __________.</b>
<b>A. watching their actions</b>
<b>B. observing their look</b>
<b>C. looking at their face</b>
<b>D. observing their emotional expressions</b>
<i><b>Mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the questions</b></i>
<i><b>from 49 to 73.</b></i>
<b>Câu 49:</b>
They attempted to __________ the painting to its original condition.
<b>A. repair</b>
<b>B. renovate</b>
<b>C. refurbish</b>
<b>D. restore</b>
<b>Câu 50:</b>
It was found that he lacked the __________to pursue a difficult task to the very end.
<b>A. commitment</b>
<b>B. engagement</b>
<b>C. persuasion</b>
<b>D. obligation</b>
<b>Câu 51:</b>
The newspaper did not mention the __________ of the damage caused by the fire.
<b>A. quality</b>
<b>B. range</b>
<b>C. amount</b>
<b>D. extent</b>
<b>Câu 52:</b>
He can not __________ ignorance as his excuse, he should have known what was happening in
his own department.
<b>A. insist</b>
<b>B. defend</b>
<b>C. refer</b>
<b>D. plead</b>
<b>Câu 53:</b>
Check the bottles carefully to make sure they have not been _________.
<b>A. tampered with</b>
<b>B. broken into</b>
<b>C. taken out</b>
<b>D. touched up</b>
<b>Câu 54:</b>
It’s very easy to __________ over when the snow is hard.
<b>A. slide</b>
<b>B. slip</b>
<b>C. skid</b>
<b>D. skate</b>
<b>Câu 55:</b>
Janet is very modest, always __________ her success.
<b>A. keeping down</b>
<b>B. turning around</b>
<b>C. playing down</b>
<b>D. pushing back</b>
<b>Câu 56:</b>
Many people believe that football stadiums __________ safer places for families to go if strict
measures __________ to solve the problem of football hooliganism.
<b>A. would be – were taken</b>
<b>B. should be – will be taken</b>
<b>C. have been – could be taken</b>
<b>D. were to be – are taken</b>
<b>Câu 57:</b>
Ann’s birthday was on the 6th<sub>, and now it’s ready the 10</sub>th<sub>. Her birthday card __________ a week</sub>
ago.
<b>A. should have sent</b>
<b>B. should have been sent</b>
<b>C. should send</b>
<b>D. should be sent</b>
<b>Câu 58:</b>
He’ll probably want to know if you __________.
<b>A. didn’t drink</b>
<b>B. had drunk</b>
<b>C. have been drinking</b>
<b>D. will have been drinking</b>
<b>Câu 59:</b>
I’d rather you __________ yesterday afternoon.
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<b>Câu 60:</b>
Nobody understands what the strange man has said, __________?
<b>A. doesn’t he</b>
<b>B. does he</b>
<b>C. don’t they</b>
<b>D. do they</b>
<b>Câu 61:</b>
He had spent __________ time writing an essay on his childhood.
<b>A. a few</b>
<b>B. a large number of</b>
<b>C. a great deal of</b>
<b>D. many</b>
<b>Câu 62:</b>
I think the __________ thing would be to take a taxi home. I’m tired of walking.
<b>A. senseless</b>
<b>B. sensational</b>
<b>C. sensitive</b>
<b>D. sensible</b>
<b>Câu 63:</b>
Neither the director nor the assistant __________ yet.
<b>A. hasn’t come</b>
<b>B. haven’t come</b>
<b>C. has come</b>
<b>D. have come</b>
<b>Câu 64:</b>
The Mekong Delta is __________ deltas in Vietnam.
<b>A. the more larger of the two</b>
<b>B. one of the two largest</b>
<b>C. one of the two larger</b>
<b>D. the largest of the two</b>
<b>Câu 65:</b>
“I saw you studying at the library last night.” – “You __________; I wasn’t there.”
<b>A. have</b>
<b>B. wouldn’t have</b>
<b>C. couldn’t have</b>
<b>D. might have</b>
<b>Câu 66:</b>
__________ Albert is late, let’s begin without him.
<b>A. Since</b>
<b>B. Consequently</b>
<b>C. However</b>
<b>D. Nevertheless</b>
<b>Câu 67:</b>
__________ in Shanghai than in many other cities in China.
<b>A. More living people</b>
<b>B. It has more people</b>
<b>C. More people living</b>
<b>D. More people live</b>
<b>Câu 68:</b>
That’s the car the engine __________ needs __________.
<b>A. of which/ repairing</b>
<b>B. that/ to be repairing</b>
<b>C. which/ repaired</b>
<b>D. whose/ to be repaired</b>
<b>Câu 69:</b>
“Do you want beer or wine?” – “__________”
<b>A. I’d rather beer, please</b>
<b>B. I hate wine</b>
<b>C. I’d prefer beer, please</b>
<b>D. I like beer</b>
<b>Câu 70:</b>
“Where do you suggest I stay?” – “__________”
<b>A. I prefer the Hilton</b>
<b>B. Let’s stay at the Hilton</b>
<b>C. I suggest you to Hilton</b>
<b>D. I recommend the Hilton</b>
<b>Câu 71:</b>
“Thank you very much for your lift.” – “__________”
<b>A. Delighted I was able to help</b>
<b>B. That was all I could do</b>
<b>C. I see</b>
<b>D. Thank you</b>
<b>Câu 72:</b>
Staying in the hotel costs __________ renting a room in a dormitory for a week.
<b>A. twice as much as</b>
<b>B. as much as twice</b>
<b>C. twice more than</b>
<b>D. as much twice as</b>
<b>Câu 73:</b>
It is essential that he __________. His illness seems worse.
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<b>Câu 74:</b>
You may be very intelligent, but you should be more careful about this.
<b>A. No matter how intelligent you may be, you should be more careful about this.</b>
<b>B. No matter whatever intelligent you may be, you should be more careful about this.</b>
<b>C. No matter what intelligent you may be, you should be more careful about this.</b>
<b>D. No matter why intelligent you may be, you should be more careful about this.</b>
<b>Câu 75:</b>
The family find it difficult to manage on the money they have.
<b>A. The family managed to earn enough money.</b>
<b>B. It is difficult for the family to earn money.</b>
<b>C. It is difficult for the family to get by on the money they have.</b>
<b>D. The family could manage on the money they have.</b>
<b>Câu 76:</b>
It’s his duty to get all the documents typed before the meeting.
<b>A. He’s supposed to type all the documents before the meeting.</b>
<b>B. All the documents were supposed to type before the meeting.</b>
<b>C. All the documents were typed before the meeting.</b>
<b>D. He’s supposed to have all the documents typed before the meeting.</b>
<b>Câu 77:</b>
The game will be held, rain or shine.
<b>A. There will be a game regardless of the weather.</b>
<b>B. The game is delayed because of the rain.</b>
<b>C. There will be no game if it rains or shines.</b>
<b>D. It rains or shines whenever there is a game.</b>
<b>Câu 78:</b>
Our coach gave us some news which seemed too good to be true.
<b>A. We couldn’t easily believe the news our coach told us because it was very good.</b>
<b>B. Our coach told us that true news is always good news.</b>
<b>C. The news the coach gave us was good, but of course it wasn’t true.</b>
<b>D. It was excellent news, so we knew it must be true.</b>
<i><b>Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part is</b></i>
<i><b>pronounced differently from that of the rest in each of the following sentences from 79 to 80.</b></i>
<b>Câu 79: A. Dangerous</b>
<b>B. Courteous</b>
<b>C. Spacious</b>
<b>D. Precious</b>
<b>Câu 80: A. Handkerchief</b>
<b>B. Handsome</b>
<b>C. Wednesday</b>
<b>D. Band</b>
--- HẾT
<b>---ĐÁP ÁN</b>
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1.
B
2.
A
3.
C
4.
B
5.
C
6.
B
7.
D
8.
A
9.
B
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