THI TH I HC NM 2013

Mn : TING ANH; Khi: D

Thi gian lm bi: 90 pht. Khng k thi gian pht

H v tn th sinh: .
! b" #anh: ..
THI GM 80 CU; T !U"#TI$N 1 N !U"#TI$N 80
Ma$k th% l%tt%$ &' (' ) "$ * "n +",$ ans-%$ sh%%t t" in#i.at% th% ."$$%.t ans-%$ that b%st
."mpl%t%s %a.h ,n/inish%# s%nt%n.%' s,bstit,t%s th% ,n#%$lin%# pa$t' "$ has a .l"s% m%aning t"
th% "$iginal "n%
!%&'t()* 1+ .. be needed, the water basin would need to be dammed.
A. Hydroelectric power should
C. Hydroelectric power
B. When hydroelectric power
D. Should hydroelectric power
!%&'t()* 2+ The replacement of shops such as the roceries! and chemist!s by cafes.. the
housewi"es with insufficient facilities for shoppin.
A. lea"e B. ha"e left C. has left D. to ha"e left
!%&'t()* 3+ Deborah is oin to ta#e e$tra lessons to. what she missed while she was away.
A. catch up on B. cut down on C. put up with D. ta#e up with
!%&'t()* ,+ %ane& Than# you for a lo"ely e"enin.
Barbara&
A. 'ou are welcome B. Ha"e a ood day C. Than#s D. Cheer(
!%&'t()* -+ ) ha"e *nlish classes day + on ,ondays, Wednesdays and -ridays.
A. all other B. each other C. e"ery other D. this and the other
!%&'t()* .+ She was she could not say anythin.
A. so surprised at the news that
C. so surprised of the news that
B. such surprised at the news that
D. so that surprised for the news
!%&'t()* /+ There is a hue amount of associated with children!s T. shows nowadays.
A. produce B. manufacturin C. merchandisin D. sales
!%&'t()* 8+ British and Australian people share the same lanuae, but in other respects they are as
different as ..
A. cats and dos B. chal# and cheese C. salt and pepper D. here and there
!%&'t()* 9+ )t!s essential that e"ery student the e$am before attendin the course.
A. pass B. passes C. would pass D. passed
!%&'t()* 10+ ) decided to o to the library as soon as ).
A. finish what ) did
C. finished what ) did
B. would finish what ) did
D. finished what ) was doin
!%&'t()* 11+ ..in the street yesterday was "ery friendly.
A. The mounted police, who ) saw
C. Who is the mounted police ) saw
B. The mounted police ) saw whom
D. The mounted police whom ) saw
!%&'t()* 12+ A washin machine of this type will certainly.normal domestic use.
A. stand up for B. come up with C. et on to D. ta#e down with
!%&'t()* 13+ /0lease spea# up a bit more, %ason. 'ou!re hardly loud enouh to be heard from the
bac#1, the teacher said.
A. "isible B. audible C. edible D. eliible
!%&'t()* 1,+ Ancient *yptians mummified their dead throuh the use of chemicals, .
ancient 0eru"ians did throuh natural processes.
A. because B. whereas C. e"en thouh D. whether or not
!%&'t()* 1-+ )t is "ery difficult tothe e$act meanin of an idiom in a forein lanuae.
A. con"ert B. con"ey C. e$chane D. transfer
!%&'t()* 1.+ )ssues from price, place, promotion, and product are.of mar#etin strateies

M0 12 th(+ 21.
plannin, despite rowin calls to e$pand the rane of issues in today!s more comple$ world.
A. these that are amon the most con"entional concerns
B. amon the most con"entional concerns
C. they are amon the most con"entional concerns
D. those are amon the most con"entional concerns
!%&'t()* 1/+ 0lease cut my hair .the style in this maa2ine.
A. the same lenth as B. the same lenth li#e C. the same lon li#e D. the same lon as
!%&'t()* 18+ Carbon dio$ide may be absorbed by trees or water bodies, or it may stay in the
atmosphere when., while it is only in the atmosphere that chlorofluorocarbons find their
home.
A. by releasin emissions from cars
C. cars that release emissions
B. released from car emissions
D. emissions are released by cars
!%&'t()* 19+ Half of the children were away from school last wee# because of..of influen2a.
A. a brea#+ out B. a brea#throuh C. an outburst D. an outbrea#
!%&'t()* 20+ A& This rammar test is the hardest one we!"e e"er had this semester(
B& but ) thin# it!s 3uite easy.
A. ) couldn!t aree more.
C. 'ou!re riht.
B. ) understand what you!re sayin.
D. ) don!t see in that way.
!%&'t()* 21+ So little.about mathematics that the lecture was completely beyond me.
A. ) ha"e #nown B. ) #new C. do ) #now D. did ) #now
!%&'t()* 22+ )t!s a formal occasion so we!ll ha"e to.to the nines+ no 4eans and pullo"ers this
time(
A. hitch up B. put on C. wear in D. et dressed up
!%&'t()* 23+ so aressi"e, we!d et on much better.
A. She was not B. Had she not C. Weren!t she D. )f she weren!t
!%&'t()* 2,+ 5n the second thouht, ) belie"e ) will o with you to the theater.
A. 6pon reflection
C. -or this time only
B. After discussin with my wife
D. -or the second time
!%&'t()* 2-+ A& .
B& 5h, than# you. ) 4ust ot it yesterday.
A. When ha"e you ot this beautiful dress7
C. 'ou!"e 4ust bouht this beautiful dress, ha"en!t you7
B. How a beautiful dress you!re wearin(
D. That!s a beautiful dress you ha"e on(
!%&'t()* 2.+ ) studied *nlish for four years in hih school. had trouble tal#in with
people when ) was tra"elin in the 6S.
A. Therefore, ) B. 5therwise, ) C. Althouh ) D. Howe"er, )
!%&'t()* 2/+ .in the atmosphere is the temperature fallin below free2in.
A. -rost is produced
C. What produces frost
B. -rost produces
D. What is frost produced
!%&'t()* 28+ All.is a continuous supply of the basic necessities of life.
A. what is needed B. for our needs C. the thin needed D. that is needed
!%&'t()* 29+ He said that the plane had already left and that )an hour earlier.
A. ,ust ha"e arri"ed
C. should ha"e arri"ed
B. had to arri"e
D. was supposed to arri"e
!%&'t()* 30+ There seems to be a lare . between the number of people employed in ser"ice
industries, and those employed in the primary sectors.
A. discriminate B. discretion C. discrepancy D. distinuish
0%a# th% /"ll"-ing passag% an# ma$k th% l%tt%$ &' (' ) "$ * "n +",$ ans-%$ sh%%t t" in#i.at% th%
."$$%.t -"$# "$ ph$as% /"$ %a.h "/ th% blanks /$"m 123 45
8i9m thi :;h 8< thi =>p >n t?t nhi@p TH0T
Aem tra =i9m thi t?t nhi@p TH0T Aem tra =>p >n =< thi t?t nhi@p TH0T
8< thi t?t nhi@p trun hBc phC thDn c>c nEm
C$U3D C$M4UT"5 GAM"# 6" G$$D 7$5 8$U A7T"5 A33
)n Britain, the a"erae youn person now spends more money on ames each year than on oin to
the cinema or rentin "ideos. But is this..FGa bad thin7 -or years, newspaper reports
ha"e been F:.. that children who spend too much time playin computer ames become
unsociable, bad+ tempered, e"en "iolent as a..FF But new research,F; out in
both *urope and the 6SA, suests that the opposite may be true.
)ndeed, playin some of the more complicated ames may help people of all aes to impro"e
certain s#ills. Hesearchers claim that this is because the amesFIthe brain wor# harder
in certain ways, li#e..FJsounds and mo"ements 3uic#ly and identifyin what they are.
The fact that people play the ames repeatedly..FK.. that they et a lot of practice in these
s#ills which are therefore li#ely to become hihly de"eloped.
Social s#ills may benefit, too. Hesearchers in Chicao thin# that fans of first+ person shooter
amesFL /Counterstrike are better than non+players when it comes to buildin trust and
co+operation, and that this..FMthem to ma#e ood friendships and become stron members
of their communities. So rather than..;N.up computer ames, perhaps youn people need
to spend more time on them7
!%&'t()* 319
!%&'t()* 329
!%&'t()* 339
!%&'t()* 3,9
!%&'t()* 3-9
!%&'t()* 3.9
!%&'t()* 3/9
!%&'t()* 389
!%&'t()* 399
!%&'t()* ,09
A. necessarily
A. spea#in
A. product
A. wor#ed
A. ma#e
A. reali2in
A. means
A. in order to
A. supports
A. i"in
B. certainly
B. informin
B. result
B. thouht
B. force
B. noticin
B. as#s
B. such as
B. helps
B. endin
C. fully
C. tellin
C. reason
C. turned
C. push
C. imainin
C. brins
C. due to
C. shows
C. ta#in
D. nearly
D. sayin
D. conclusion
D. carried
D. #eep
D. sol"in
D. causes
D. as well as
D. ser"es
D. stoppin
0%a# th% /"ll"-ing passag% an# ma$k th% l%tt%$ &' (' ) "$ * "n +",$ ans-%$ sh%%t t" in#i.at% th%
."$$%.t ans-%$ t" %a.h "/ th% 6,%sti"ns /$"m 42 t" 75
A number of factors related to the "oice re"eal the personality of the spea#er.
The first is the broad area of communication, which includes impartin information by use of
lanuae, communicatin with a roup or an indi"idual and speciali2ed communication throuh
performance. A person con"eys thouhts and ideas throuh choice of words, by a tone of "oice that
is pleasant or unpleasant, entle or harsh, by the rhythm that is inherent within the lanuae itself,
and by speech rhythms that are flowin and reular or une"en and hesitant, and finally, by the pitch
and melody of the utterance. When spea#in before a roup, a personOs tone may indicate
uncertainty or friht, confidence or calm. At interpersonal le"els, the tone may reflect ideas and
feelins o"er and abo"e the words chosen, or may belie them. H&:& the participant!s tone can
consciously or unconsciously reflect intuiti"e sympathy or antipathy, lac# of concern or interest,
fatiue, an$iety, enthusiasm or e$citement, all of which are .usually discernible by the acute listener.
0ublic performance is a manner of communication that is hihly speciali2ed with its own
techni3ues for obtainin effects by "oice and Por esture. The moti"ation ;&:(<&; from the te$t, and
in the case of sinin, the music, in combination with the performerOs s#ills, personality, and ability
to create empathy will determine the success of artistic, political, or pedaoic communication.
Second, the "oice i"es psycholoical clues to a personOs self+imae, perception of others, and
emotional health. Self+imae can be indicated by a tone of "oice that is confident, pretentious, shy,
aressi"e, outoin, or e$uberant, to name only a few personality traits. Also the sound may i"e a
clue to the facade or mas# of that person, for e$ample, a shy person hidin behind an o"erconfident
front. How a spea#er percei"es the listenerOs recepti"eness, interest, or sympathy in any i"en
con"ersation can ;:='t(>=??@ alter the tone of presentation, by encourain or discourain the
8i9m thi :;h 8< thi =>p >n t?t nhi@p TH0T
Aem tra =i9m thi t?t nhi@p TH0T Aem tra =>p >n =< thi t?t nhi@p TH0T
8< thi t?t nhi@p trun hBc phC thDn c>c nEm
spea#er. *motional health is &<(;&*>&; in the "oice by free and melodic sounds of the happy, by
constricted and harsh sound of the anry, and by dull and letharic 3ualities of the depressed.
!%&'t()* ,1. What does the passae mainly discuss7
A. The function of the "oice in performance
C. The connection between "oice and personality
B. Communication styles
D. The production of speech
!%&'t()* ,2. What does the author mean by starin that, QAt interpersonal le"els, tone may reflect
ideas and feelins o"er and abo"e the words chosenQ in lines L+ M7
A. -eelins are e$pressed with different words than ideas are.
B. The tone of "oice can carry information beyond the meanin of words.
C. A hih tone of "oice reflects an emotional communication.
D. -eelins are more difficult to e$press than ideas.
!%&'t()* ,3. The word QH&:&Q in line M refers to
A. interpersonal interactions B. the tone C. ideas and feelins D. words chosen
!%&'t()* ,,. The word Q;&:(<&;Q in line GF is closest in meanin to
A. discussed B. prepared C. reistered D. obtained
!%&'t()* ,-. Why does the author mention Qartistic, political, or pedaoic communicationQ in line
G;+GI7
A. As e$amples of public performance
B. As e$amples of basic styles of communication
C. To contrast them to sinin
D. To introduce the idea of self+imae
!%&'t()* ,.. Accordin to the passae, an e$uberant tone of "oice may be an indication of a
personOs
A. eneral physical health B. personality C. ability to communicate D. "ocal 3uality
!%&'t()* ,/. Accordin to the passae, an o"erconfident front may hide
A. hostility B. shyness C. friendliness D. strenth
!%&'t()* ,8. The word Q;:='t(>=??@Q in line :G is closest in meanin to
A. fre3uently B. e$actly C. se"erely D. easily
!%&'t()* ,9. The word Q&<(;&*>&;Q in line :: is closest in meanin to
A. 3uestioned B. repeated C. indicated D. e$aerated
!%&'t()* -0. Accordin to the passae, what does a constricted and harsh "oice indicate7
A. Rethary B. Depression C. Boredom D. Aner
Ma$k th% l%tt%$ &' (' ) "$ * "n +",$ ans-%$ sh%%t t" in#i.at% th% -"$# -h"s% ,n#%$lin%# pa$t is
p$"n",n.%# #i//%$%ntl+ /$"m that "/ th% $%st "n%s
!%&'t()* -1+ A. merchant B. sereant C. commercial D. term
!%&'t()* -2+ A. colonel B. 4ournal C. tourin D. ad4ourn
!%&'t()* -3+ A. obstacle B. obscure C. obsession D. obli"ious
!%&'t()* -,+ A. amuses B. purses C. blouses D. pleases
!%&'t()* --+ A. .alentine B. imaine C. discipline D. determine
0%a# th% /"ll"-ing passag% an# ma$k th% l%tt%$ &' (' ) "$ * "n +",$ ans-%$ sh%%t t" in#i.at% th%
."$$%.t ans-%$ t" %a.h "/ th% 6,%sti"ns /$"m 78 3 84
Butterflies are amon the most e$tensi"ely studied insectsSan estimated MN percent of the
worldOs species ha"e scientific names. As a >)*'&A%&*>&, they are perhaps the best roup of insects
for e$aminin patterns of terrestrial biotic di"ersity and distribution. Butterflies also ha"e a
fa"orable imae with the eneral public. Hence, they are an e$cellent roup for communicatin
information on science and conser"ation issues such as di"ersity.
8i9m thi :;h 8< thi =>p >n t?t nhi@p TH0T
Aem tra =i9m thi t?t nhi@p TH0T Aem tra =>p >n =< thi t?t nhi@p TH0T
8< thi t?t nhi@p trun hBc phC thDn c>c nEm
0erhaps the aspect of butterfly di"ersity that has recei"ed the most attention o"er the past
century is the 't:(B(*C difference in species richness between tropical and temperate reions.
-or e$ample, in GLKI one bioloist pointed out the di"ersity of butterflies in the Ama2on
when he mentioned that about KNN species were found within an hourOs wal#, whereas the total
number found on the British islands did not &D>&&; JJ, and the whole of *urope supported only
F:G. This early comparison of tropical and temperate butterfly richness has been well confirmed.
A eneral theory of di"ersity would ha"e to predict not only this difference between
temperate and tropical 2ones, but also patterns within each reion, and how these patterns "ary
amon different animal and plant roups. Howe"er, for butterflies, "ariation of species richness
within temperate or tropical reions, rather man between them, is poorly understood. )ndeed,
comparisons of numbers of species amon the Ama2on basin, t:)p(>=? A'(=, and Africa are still
mostly Qpersonal communicationQ citations, e"en for "ertebrates, )n other words, unli#e comparison
between temperate and tropical areas, these patterns are still in the documentation phase.
)n documentin eoraphical "ariation in butterfly di"ersity, some arbitrary, practical
decisions are made. Di"ersity, number of species, and species richness are used synonymouslyT
little is #nown about the e"enness of butterfly distribution. The Uew World butterflies ma#e up the
preponderance of e$amples because they are the most familiar species. )t is hoped that by focusin
on them, the errors C&*&:=t&; by imperfect and incomplete ta$onomy will be minimi2ed.
!%&'t()* -.+ The word Q>)*'&A%&*>&Q in line : is closest in meanin to.
A. result B. e$planation C. analysis D. re3uirement
!%&'t()* -/+ The word Q't:(B(*CQ in line K is closest in meanin to
A. physical B. confusin C. noticeable D. successful
!%&'t()* -8+ Butterflies are a ood e$ample for communicatin information about
conser"ation issues because they
A. are simple in structure
C. are "iewed positi"ely by people
B. ha"e been i"en scientific names
D. are found mainly in temperate climates
!%&'t()* -9+ The word /&D>&&;1 in line GN is closest in meanin to.
A. locate B. allow C. o beyond D. come close to
!%&'t()* .0+ Which of the followin is U5T well understood by bioloists7
A. *uropean butterfly habitats
B. Differences in species richness between temperate and tropical reions
C. Differences in species richness within a temperate or a tropical reion
D. Comparisons of beha"ior patterns of butterflies and certain animal roups
!%&'t()* .1+ All of the followins are mentioned as bein important parts of a eneral theory of
di"ersity "EC"4T.
A. differences between temperate and tropical 2ones
B. patterns of distribution of species in each reion
C. miration amon temperate and tropical 2ones
D. "ariation of patterns of distribution of species amon different animals and plants
!%&'t()* .2+ Which aspect of butterflies does the passae mainly discuss7
A. Their physical characteristics
C. Their names
B. Their adaptation to different habitats
D. Their "ariety
!%&'t()* .3+ The author mentions tropical Asia in lines GJ+GK as an e$ample of a location
where
A. butterfly beha"ior "aries with climate
B. a eneral theory of butterfly di"ersity has not yet been firmly established
C. butterflies are affected by human populations
D. documentin plant species is more difficult than documentin butterfly species
8i9m thi :;h 8< thi =>p >n t?t nhi@p TH0T
Aem tra =i9m thi t?t nhi@p TH0T Aem tra =>p >n =< thi t?t nhi@p TH0T
8< thi t?t nhi@p trun hBc phC thDn c>c nEm
!%&'t()* .,+ The word QC&*&:=t&;Q in line :; is closest in meanin to.
A. re3uested B. caused C. assisted D. estimated
Ma$k th% l%tt%$ &' (' ) "$ * "n +",$ ans-%$ sh%%t t" sh"- th% ,n#%$lin%# pa$t that n%%#s
."$$%.ti"n
!%&'t()* .-+ All of the mammals, dolphins are undoubtedly amon the friendly to human
A B C D
!%&'t()* ..+ ,any of the important products obtained from trees, one of the most important is
A B C
wood pulp, which is used in paper+ma#in.
D
!%&'t()* ./+ All nations may ha"e to ma#e fundamental chanes in their economic, political, and
A B
the technoloical institutions if they are to preser"e en"ironment.
C D
!%&'t()* .8+ ChicaoOs Sears Tower, now the tallest buildin in the world, rises G,I:: feet from the
A B C
round to the top of it antenna.
D
!%&'t()* .9+ )t was suested that 0edro studies the material more thorouhly before attemptin
A B C
to pass the e$am.
D
!%&'t()* /0+ )n 4ust three months H.V. Wells wrote the famous classic The Time ,achine for what
A B C
he won a Uewberry Caldecot award.
D
Ma$k th% l%tt%$ &' (' ) "$ * "n +",$ ans-%$ sh%%t t" in#i.at% th% s%nt%n.% that is .l"s%st in
m%aning t" %a.h "/ th% /"ll"-ing 6,%sti"ns
!%&'t()* /1+ 9/ it ha#n:t b%%n /"$ his .a$%l%ssn%ss' -% -",l# hav% /inish%# th% -"$k.
A. He was careless because he hadn!t finished the wor#.
B. )f her were careful, we would finish the wor#.
C. )f he had been more careful, we would ha"e completed the wor#.
D. Because he wasn!t careless, we didn!t finish the wor#.
!%&'t()* /2+ Th% h"st%ss ma#% %v%$+ %//"$t t" s%% that h%$ g,%sts g"t th% /""# an# #$inks th%+
-ant%#.
A. The hostess was reluctant to offer her uests food and drin#s.
B. The hostess tried hard to please her uests.
C. The uests refused the food and drin#s prepared by the hostess.
D. Ueither the uests nor the hostess had food or drin#s.
!%&'t()* /3+ Th% m%%ting -as p,t "// b%.a,s% "/ p$%ss,$% "/ tim%.
A. The meetin started earlier because people wanted to lea"e early.
B. The meetin was planned to start late because of time pressure.
C. The meetin lasted much loner than usual.
D. There was not enouh time to hold the meetin.
!%&'t()* /,+ T-i.% as man+ m%n as -"m%n a$% ins,$an.% ag%nts.
A. ,ore men than women ha"e insurance.
B. ,ale insurance aents outnumber female aents.
C. Women are twice as li#ely as men to ha"e sold insurance.
8i9m thi :;h 8< thi =>p >n t?t nhi@p TH0T
Aem tra =i9m thi t?t nhi@p TH0T Aem tra =>p >n =< thi t?t nhi@p TH0T
8< thi t?t nhi@p trun hBc phC thDn c>c nEm
D. )nsurance is twice as difficult to sell to women as to men.
!%&'t()* /-+ M"st p%"pl% g%t /%-%$ ."l#s in th% s,mm%$ than in th% -int%$.
A. A person is more li#ely to et a cold in the winter than in the summer.
B. ,ore people ha"e summer colds than winter colds.
C. 0eople et colder in the summer than in the winter.
D. The winter is much colder than the summer.
Ma$k th% l%tt%$ &' (' ) "$ * "n +",$ ans-%$ sh%%t t" in#i.at% th% s%nt%n.% that %;p$%ss%s th% b%st
m%aning /"$m%# b+ th% giv%n -"$#s
!%&'t()* /.+. <"= #",bt= &lis"n= p$"m"t%
A. )t!s no doubt Alison will be promotin.
B. There!s no doubt that Alison will be promoted.
C. There!s no doubt Alison will promote.
D. )t!s no doubt that Alison is promoted.
!%&'t()* //+ +",$ "$gani>ati"n= p"ssibl%= ."n/%$%n.%= pla.%
A. 'our orani2ation made it possible to ta#e place this conference.
B. 'our orani2ation made possible for this conference to ta#e place.
C. 'our orani2ation made it possible this conference to ta#e place.
D. 'our orani2ation made it possible for this conference to ta#e place.
!%&'t()* /8+ -h%n= +",= mak%= min#= ,niv%$sit+= att%n#?
A. When are you oin to ma#e up your mind about which uni"ersity to attend7
B. When will you ma#e up your mind which uni"ersity to attend7
C. When are you oin to ma#e your mind about which uni"ersity to attend7
D. When are you ma#in up your mind about uni"ersity to attend7
!%&'t()* /9+ 9= n"t s%%= p"int= $,l%= -%= n"t= .+.l%= s.h""l
A. ) can!t see the point of this rule which we don!t cycle to school.
B. ) can!t see the point of this rule which says we can!t cycle to school.
C. ) don!t see the point of this rule which we are not allowed to cycle to school.
D. ) can!t see the point of rule which says we can!t cycle to school.
!%&'t()* 80+ #%spit% = sh"$t #a+= -%= ."mplain= m,.h= #"
A. Despite such a short day, we tend to complain about ha"in too much to do.
B. Despite such a short day, we tend to complain ha"in too much to do.
C. Despite a short day, we tend to complain about too much to do.
D. Despite such short day, we tend to complain about ha"in too much do.
TH* *UD
AN#F"5 G"8 C$D" 21.
19 D 219 D ,19 C .19 C
29 C 229 D ,29 6 .29 D
39 A 239 D ,39 A .39 6
,9 A 2,9 A ,,9 D .,9 6
-9 C 2-9 D ,-9 6 .-9 A
.9 A 2.9 D ,.9 6 ..9 A
/9 C 2/9 C ,/9 6 ./9 C
89 6 289 D ,89 C .89 D
99 A 299 C ,99 C .99 A
8i9m thi :;h 8< thi =>p >n t?t nhi@p TH0T
Aem tra =i9m thi t?t nhi@p TH0T Aem tra =>p >n =< thi t?t nhi@p TH0T
8< thi t?t nhi@p trun hBc phC thDn c>c nEm
109 D 309 C -09 D /09 C
119 D 319 A -19 6 /19 C
129 A 329 D -29 C /29 6
139 6 339 6 -39 A /39 D
1,9 6 3,9 D -,9 6 /,9 6
1-9 6 3-9 A --9 A /-9 A
1.9 6 3.9 6 -.9 A /.9 6
1/9 A 3/9 A -/9 C //9 D
189 6 389 6 -89 C /89 A
199 D 399 6 -99 C /99 6
209 6 ,09 A .09 6 809 A
8i9m thi :;h 8< thi =>p >n t?t nhi@p TH0T
Aem tra =i9m thi t?t nhi@p TH0T Aem tra =>p >n =< thi t?t nhi@p TH0T
8< thi t?t nhi@p trun hBc phC thDn c>c nEm