______ in a white uniform,he looks more like a cook than a doctor.

A.Dressed                                   B.To dress

C.Dressing                                  D.Having dressed

 ______________ in a white dress, the girl looks very pretty

In the eighteenth—century one of the first modern economists, Adam Smith, thought that the “whole annual produce of the land and labour of every country” provided revenue to “three different orders of people: those who live by rent, those who live by wages, and those who live by profit”. Each successive stage of the industrial revolution, however, made the social structure more complicated.?
Many intermediate groups grew up during the nineteenth century between the upper middle class and the working class. There were small—scale industrialists as well as large ones, small shopkeepers and tradesmen, officials and salaried employees, skilled and unskilled workers, and professional men such as doctors and teachers. Farmers and peasants continued in all countries as independent groups.?
During the nineteenth and early twentieth centuries the possession of wealth inevitably affected a person’s social position. Intelligent industrialists with initiative made fortunes by their wits which lifted them into an economic group far higher than that of their working—class parents. But they lacked social training of the upper class, who despised them as the “new rich.”?
They often sent their sons and daughters to special school to acquire social training. Here their children, mixed with the children of the upper classes, were accepted by them, and very often found marriage partners from among them. In the same way, a thrifty, hardworking labourer, though not clever himself, might save for his son enough to pay for an extended secondary school education in the hope that he would move in a “white collar” occupation, carrying with it a higher salary and a move up in the social scale.?
In the twentieth century the increased taxation of higher incomes, the growth of the social services, and the wider development of educational opportunity have considerably altered the social outlook. The upper classes no longer are the sole, or even the main possessors of wealth, power and education, though inherited social position still carries considerable prestige.
60．If you compare the first and second paragraph, what groups of people did Adam Smith leave out in his classification?
A．Officials and employees.   B．Peasants and farmers.
C．Doctors and teachers.       D．Tradesmen and landlords.
61．Who were the ‘new rich’ during the nineteenth and early twentieth centuries?
A．They were still the upper class people.
B．They were owners of large factories.
C．They were intelligent industrialists.
D．They were skilled workers who made their fortune.
62．According to the passage, what did those people do who intended to make their children move up in the social ladder?
A．They saved a lot of money for their children to receive higher education.
B．They tried to find marriage partners from the children of the upper class.
C．They made greater fortunes by their wits.
D．They worked even harder to acquire social training.
63．In the twentieth century class differences have been partly smoothed out by ____.
A．increased income and decreased taxation
B．taxation, social services and educational opportunities
C．education, the increase of income and industrial development
D．the decrease of the upper class population
C  61—65 DBC

The cars were honking （鸣叫） on the road one morning as I was walking to the park．I walked on and soon found the cause — a little taxi that had got stuck in the middle of the road．There was sweat on the driver's face as he tried to start the engine again and again — nothing happened．"No petrol,"

       I said to myself and then found myself getting angry．"Why doesn't the fool move his taxi to the side?" I thought, so did all the others who honked and shouted．

       He got up tiredly, and the passenger in the taxi got out．He was a young man in a white shirt, who watched the driver try to push it to the side．"Stupid guy!" I said．"Can't he lend a helping hand? "

       I watched as the poor driver pushed it to the side．Cars, buses and trucks went past cursing （咒骂 ） the poor man．The young man took another taxi and went off．

      The taxi driver began mending his taxi．"Stupid passenger!" I said to him．"He didn't help you!" The taxi driver slowly got up．"Sir!" he asked, "Did you?" I looked at him guiltily, then looked away, and walked away fast, asking myself, "Did I help the poor man push his taxi?"

       What had I been doing as the traffic jam took place? How had I helped deal with the problem? Did I help the poor man push his taxi? I’d done my bit, with my mouth．But never had I moved to solve the problem．I was shocked with guilt as I heard him asking, "Sir! Did you?"

Why did a traffic jam happen on the road when the author was walking to the park?

       A．There was too much traffic in the street．

       B．Truck drivers attempted to go ahead of others．

       C．A taxi driver couldn't start his engine．

       D．A young man wasn't good at driving．

The author's attitude toward the passenger is that of __________．

       A．anger       B．respect              C．sympathy  D．guilt

Why did the author feel guilty?

       A．Because he blamed the driver wrongly．

       B．Because he didn't help the driver, either．

       C．Because he tried to help but failed in the end．

       D．Because he didn't persuade the passenger to help．

From the incident, the author learnt a lesson that we should     _________．

       A．criticize those who don't help

       B．hurt the self-respect of others no more

       C．think more of those who are in need

       D．stop talking and start to help

______ in a white uniform, he looks more like a cook than a doctor.

A. Dressed                  B. To dress                  C. Dressing                  D. Having dressed