⑴ 蘇教版六年級上冊英語第7單元E部分翻譯
今天早晨，我媽媽和我一起去超市。我們坐在公交車尾部。忽然，公交車停了，一些人下了回車。公答交車又開了起來。突然，我看見一個CD隨身聽在我前面的椅子底下。
我問我前面的男人：「是你的嗎？」「不，不是我的，可能是她的。」他指向一個在他旁邊的女人。
「是你的嗎？」我問在男人旁邊的女人。「不，不是我的。」
「是誰的CD隨身聽？」我問。沒人回答。公交車又停了。我走向司機，讓他把它帶到警察局。
望採納，謝
⑵ 求小學英語蘇教版六年級上冊單詞表
Unit1
long long ago很久以前 magic有魔力的，神奇的 clever聰明的 foolish愚蠢的 through穿過 laugh笑，大笑 wear穿 tell講，敘述 each每個 say說
sentence句子 quick迅速的，快的 next下一個 little小的，年幼的 turn機會 think想，思考 hard努力地，費力地 child孩子 turn into變成 Unit2
sunny晴朗 show展覽，展示 interesting有趣的，有意思的 weather天氣 become變成，變為 windy有風的 cloudy多雲的 high在高處 sky天空 bring帶來 honey蜂蜜 drink飲料 ant螞蟻 bee蜜蜂 cloud雲 rain下雨 rainy多雨的 meet遇見 lose丟失 know知道 What happened？出什麼事了？ climb up爬上 hold onto抓緊 fly away飛走 Unit3
holiday假日，假期 national day國慶節 call打電話 Bund（上海）外灘 Shanghai museum上海博物館 star星星
Great wall長城 Palace museum故宮 Summer palace頤和園 Tian』anmens quare天安門廣場 fashion show時裝表演，時裝秀 excited激動的，興奮的 paper紙 ask問
bottle瓶子 go well進展順利 at first開始，最初 heavy rain大雨 Unit4
then and now過去和現在 ago ……以前 use使用，利用 telephone電話
office辦公室 mobile phone行動電話，手機 anywhere隨處，到處 radio收音機 newspaper報紙 news新聞 watch觀看 e-book電子書
make friends交朋友 all over the world全世界 do shopping購物 TV電視 look out of朝…外看 go on繼續 still仍然 what day is today？ spell拼讀，拼寫 今天是星期幾？ make a sentence造句 with用 yesterday昨天 Unit5
sign標識 shopping centre購物中心
careful小心，當心 what does it mean？ mean意思是 它是什麼意思？ floor地面 litter亂扔垃圾 go in進入，走進 take…into帶入 restaurant飯店，餐廳 someone某人 smoke吸煙，抽煙 smell聞到
No eating or drinking請勿飲食 no littering請勿亂扔垃圾 No parking請勿停車 no smoking請勿吸煙 Danger危險 wet floor小心地滑 outing外出遊玩，遠足 walk on繼續走路 around在…周圍 Unit6
keep保持，維持 clean干凈，整潔 make使…變得 air空氣 dirty骯臟的 smoke煙霧
rubbish垃圾 messy骯臟的，亂七八糟的 dead死的 move…away from從…搬走 bin垃圾桶 plant種植，栽種 more更多的 museum博物館 throw扔 skin果皮
ground地面，地上 pick…up撿起，拾起 slip滑倒 fall摔倒
⑶ 蘇教版六年級上冊英語單詞
ago Aladdin also always answer April as ask at the back of August
away
back beach before beside bird birthday blow out
cage calculator camera camp candle carrot CD Walkman Children's Day Christmas --Day comb come up costume cosin cow
danger date December delicious diary did didn't=did not doorbell Dragon Boat Festival dress up mping
early earphone Easter excitrd exciting
farm favourite February festival fifth film fine fourth fun
got off glasses got (get的過去式） grass ground
had hairdryer Happy birthday to you! hers his holiday
in front of
January July June just now
keep keep off keeper
last Let's wait and see. litter look around
make noise March May May Day mean meet Mid-Autumn Festival milk mine
mirror mobile phone moment moon cake moutian must
National Day nearby New Year's Day nobody note November
October ours
park people pick point police station popular present public pull up
question quickly quiet
race relative remember roll running race
sat saw seat second September should shouldn't=should not sign sixth skateboard smoke something sports day Spring Festival suddenly sunny
take a walk take off taste teapot theirs third twelfth twentieth twenty-first
VCD volleyball wallet was went were weren't=were not when when's=when is wonderful
You're welcome. yours
zoo
⑷ 六年級英語上冊的，蘇教版
名詞就是一個東西的名字，如：書 book
物主代詞是我的，你的，xx的，有：your,my,her,his,our,their等。一般用在內名詞容之前，如：your book
賓格是用在動詞後的人稱代詞，有：me,you,him,her,them等。如：help me
主格就是主語，有：I,you,he,she,they,we等。如：我是個女孩。 I am a girl.在這兒，I 就是主格。
等到第七單元還要學到名詞性物主代詞，你之前的說的那叫「形容詞性物主代詞」
我也是六年級的，一起加油吧！希望我能給你幫助，夠簡單吧！
⑸ 蘇教版六年級上冊英語詞彙
Unit.1
No smoking 禁止吸煙
No littering 禁止亂扔垃圾
No parking 禁止停車
Do not touch 禁止觸摸
Danger! 危險！
No eating or drinking 禁止飲食
Keep off the grass 禁止踐踏草坪
Be quiet 保持安靜
Unit.2
January 一月
February 二月
March 三月
April 四月
May 五月
June 六月
July 七月
August 八月
September 九月
October 十月
November 十一月
December 十二月
first 第一；第一的
second 第二；第二的
third 第三；第三的
fourth 第四；第四的
fifth 第五；第五的
sixth 第六；第六的
twelfth 第十二；第十二的
twentieth 第二十；第二十的
twenty-first 第二十一；第二十一的
Unit.3
earphones 耳機
a diary 一本日記
a CD Walkman 一個隨身聽
a roll fo film 一卷交卷
a pair of glasses 一副眼鏡
a mobile phone 一部手機
Unit.5
cook (food) 烹飪（食物）
collect (eggs) 收集（雞蛋）
milk (cows) 擠奶（奶牛）
pick (the oranges) 採摘（橘子）
water (flowers) 澆水（花）
pull up (carrots) 將..拉出（胡蘿卜）
taste (the oranges) 品嘗（橘子)
Unit.6
(on) New Year's Day （在）元旦
(on) Halloween （在）萬聖節
(at) Easter （在）復活節
(on) May Day （在） 勞動節
(on) Children's Day （在） 兒童節
(on) National Day （在） 國慶節
(at) Mid-Autumn Festival（在）中秋節
(at) Dragon Boat Festival （在）端午節
(at) Spring Festival （在）春節
unit.7
a watch 一個手錶
a teapot 一個茶壺
a wallet 一個錢包（特指男式的）
a calculator 一個計算器
a skateboard 一個滑板
a comb 一個梳子
a mirror 一個鏡子
a hairdryer 一個吹風機
⑹ 蘇教六年級上冊所有英語單詞【含音標】
Unit1
province ['provins] 省
east [i:st] 東；東方
south [sauθ, sauð] 南；南方
west [west] 西；西方
north [nd:θ] 北；北方
the Potala Place [pleis] 布達拉宮
the Shaolin Temple 少林寺
Yellow Mountain 黃山
the Stone Forest 石林
Elephant Trunk Hill 象鼻山
Tibet 西藏
Mount Tai 泰山
snow-capped mountains ['snəukæpt] 雪山
the warriors ['woriə, 'wo:-] 兵馬俑
the Mogao Caves 莫高窟
silk [silk] 絲綢
Chinese tea 中國茶
Mount Emei 峨眉山
Unit2
continent ['kontinənt] 洲
Asia ['eiʃə] 亞洲
Europe ['juərəp] 歐洲
Africa ['æfrikə] 非洲
North America 北美洲
South America 南美洲
Oceania [,əuʃi'einiə; -'ɑ:n-; -'æn-] 大洋洲
Egypt ['i:dʒipt] 埃及
Spain 西班牙
the United States 美國
Thailand ['tailænd; -lənd] 泰國
Australia [ɔ'streiljə] 澳洲；澳大利亞
Russia ['rʌʃə] 俄羅斯
Chinese 漢語
French 法語
Russian ['rʌʃən] 俄語
Japanese [,dʒæpə'ni:z] 日語
pyramid ['pirəmid] 金字塔
koala [kəu'ɑ:lə] 樹袋熊
kangaroo 袋鼠
Unit3
reptile ['reptail, -til] 爬行動物
mammal ['mæməl] 哺乳動物
insect ['insekt] 昆蟲
crocodile ['krɔkə,dail] 鱷魚
ostrich ['ɔ:stritʃ, 'ɔ-] 鴕鳥
penguin ['peŋɡwin] 企鵝
whale [hweil] 鯨
shark [shɑ:k] 鯊
hippo ['hipəu] 河馬
zebra ['zi:brə] 斑馬
lion ['laiən] 獅子
butterfly ['bʌtəflai] 蝴蝶
hummingbird ['hʌmiŋbə:d] 蜂鳥
centimeter ['senti,mi:tə] 厘米
giraffe [dʒi'rɑ:f] 長頸鹿
meter [mi:tə] 米
kilometer ['kiləumi:tə] 千米；公里
strong [strɔŋ, strɔ:ŋ] 強壯的
wing [wiŋ] 翅膀
ton 噸
heavy 重的
Unit5
surprised [sə'praizd] 驚訝的
angry ['æŋɡri] 生氣的
happy ['hæpi] 快樂的；高興的
worried ['wʌrid, 'wə:rid] 憂愁的
sad [sæd] 傷心的
excited [ik'saitid] 興奮的
nervous ['nə:vəs] 緊張的
proud [praud] 驕傲的
Unit6
artist ['ɑ:tist] 藝術家；（尤指）畫家
actor ['æktə] 演員
musician [mju:'ziʃən] 音樂家
writer ['raitə] 作家
scientist ['saiəntist] 科學家
inventor [in'ventə] 發明家
Chinese [,tʃai'ni:z 中國人
German ['dʒə:mən] 德國人
Danish ['deiniʃ] 丹麥人
English ['iŋɡliʃ] 英格蘭人
American [ə'merikən] 美國人
compose [kəm'pəuz] 寫；創作（樂曲、歌劇等）
national anthem ['ænθəm] 國歌
Beijing opera 京劇
shrimp [ʃrimp] 蝦
invent [in'vent] 發明
light bulb [bʌlb] 燈泡
story ['stɔ:ri] 故事
Unit7
astronaut ['æstrənɔ:t] 宇航員
detective [di'tektiv] 偵探
professor [prəu'fesə] 教授
president ['prezidənt] （學院的）院長
principal ['prinsəpəl] （中小學校的）校長
sun [sʌn] 太陽
moon [mu:n] 月亮
ocean ['əuʃən] 海洋
cloud [klaud] 雲彩
robot ['rəubɔt, -bət, 'rɔbət] 機器人
housework ['hauswə:k] 家務勞動
pollution [pə:'lju:ʃən] 污染
pill [pil] 葯片
peace [pi:s] 和平
earth [ə:θ] 地球
spaceship ['speisʃip] 宇宙飛船
Mars 火星
⑺ 六年級上冊英語復習資料蘇教版
What are you doing ?
What does it mean ?
When is your birthday ?
What would you like as your birthday pesent?
What did you did last week ?
What else did you did ?
I was `````
Where did you go ?
nest time . collet eggs.pick oragers
take off the costumes
biow out the candles
it is time for ````
try to remember where the things are
Did you ````last `````````?
eat lots of delicious food
visit your relatives and friends
eat moon cakes
Holiday in China
go to beaches
eat rice mplings
watch the moon
a popular holiday
spend ``with ```
Whose ```is it ?
Whose ```are they ?
went to supermarket
ask him to take it to the police station
⑻ 六年級上冊英語期末試卷及答案(蘇教版)
現在的學生有了網什麼都做得出來
給你篇作文
Causes and symptoms
Causes
No one knows what causes a person to be addicted to the Internet, but there are several factors that have been proposed as contributing to Internet addiction. One theory concerns the mood-altering potential of behaviors related to process addictions. Just as a person addicted to shopping may feel a "rush" or pleasurable change in mood from the series of actions related to a spending spree— checking one's credit cards, driving to the mall, going into one's favorite store, etc.— the person with an Internet addiction may feel a similar "rush" from booting up their computer and going to their favorite web sites. In other words, some researchers think that there are chemical changes that occur in the body when someone is engaging in an addictive behavior. Furthermore, from a biological standpoint, there may be a combination of genes that make a person more susceptible to addictive behaviors, just as researchers have located genes that affect a person's susceptibility to alcohol.
In addition to having features of a process addiction, Internet use might be reinforced by pleasurable thoughts and feelings that occur while the person is using the Internet. Although researchers in the field of addiction studies question the concept of an "addictive personality" as such, it is possible that someone who has one addiction may be prone to become addicted to other substances or activities, including Internet use. People with such other mental disorders or symptoms as depression, feelings of isolation, stress, or anxiety, may "self-medicate" by using the Internet in the same way that some people use alcohol or drugs of abuse to self-medicate the symptoms of their mental disorder.
From a social or interpersonal standpoint, there may be familial factors prompting use of the Internet. For
People who develop problems with their Internet use may start off using the Internet on a casual basis and then progress to using the technology in dysfunctional ways. Use of the Internet may interfere with the person's social life, school work, or job-related tasks at work. Many of the treatments that have been used for Internet addiction have been modeled after other addiction treatment programs and support groups. (Oleg Nikishin/Getty Images. Reproced by permission.)example, a person might "surf the Web" to escape family conflict. Another possibility is that social or peer dynamics might prompt excessive Internet use. Some affected persons may lack the social skills that would enable them to meet people in person rather than online. Peer behavior might also encourage Internet use if one's friends are using it. Modeling may play a role—users can witness and experience how others engage in Internet use and then replicate that behavior. The interactive aspects of the Internet, such as chat rooms, e-mail, and interactive games like Multi-User Dungeons and Dragons (MUDS), seem to be more likely to lead to Internet addiction than purely solitary web surfing.
One question that has not yet been answered concerning Internet addiction is whether it is a distinctive type of addiction or simply an instance of a new technology being used to support other addictions. For example, there are gambling casinos on the Internet that could reinforce a person's pre-existing gambling addiction. Similarly, someone addicted to shopping could transfer their addiction from the local mall to online stores. Persons addicted to certain forms of sexual behavior can visit pornography sites on the Internet or use chat rooms as a way to meet others who might be willing to participate in those forms of behavior. Researchers may need to determine whether there is such a disorder as "pure" Internet addiction.
Symptoms
One symptom of Internet addiction is excessive time devoted to Internet use. A person might have difficulty cutting down on his or her online time even when they are threatened with poor grades or loss of a job. There have been cases reported of college students failing courses because they would not take time off from Internet use to attend classes. Other symptoms of addiction may include lack of sleep, fatigue, declining grades or poor job performance, apathy, and racing thoughts. There may also be a decreased investment in social relationships and activities. A person may lie about how much time was spent online or deny that they have a problem. They may be irritable when offline, or angry toward anyone who questions their time on the Internet.
Demographics
In the past, people reported to have an Internet addiction disorder were stereotyped as young, introverted, socially awkward, computer-oriented males. While this stereotype may have been true in the past, the availability of computers and the increased ease of access to the Internet are quickly challenging this notion. As a result, problematic Internet use can be found in any age group, social class, racial or ethnic group, level of ecation and income, and gender.
Diagnosis
As previously noted, Internet addiction disorder has not yet been added as an official diagnosis to the DSM. The following, however, is a set of criteria for Internet addiction that has been proposed by addiction researchers. The criteria are based on the diagnostic standards for pathological gambling.
The patient must meet all of the following criteria:
He or she is preoccupied with the Internet (thinks about previous online activity or is anticipating the next online session).
He or she needs to spend longer and longer periods of time online in order to feel satisfied.
He or she has made unsuccessful efforts to control, cut back, or stop Internet use.
He or she is restless, moody, depressed, or irritable when attempting to cut down or stop Internet use.
He or she repeatedly stays online longer than he or she originally intended.
The person must meet at least one of the following criteria:
He or she has jeopardized or risked the loss of a significant relationship, job, ecational or career opportunity because of Internet use.
He or she has lied to family members, a therapist, or others to conceal the extent of involvement with the Internet.
He or she uses the Internet as a way of escaping from problems or of relieving an unpleasant mood (such as feelings of helplessness, guilt, anxiety, or depression).
Treatments
Since Internet addiction disorder is a relatively new phenomenon, there is little research on the effectiveness of treatment proceres. Some professionals advocate abstinence from the Internet. Others argue that it may be unrealistic to have a person completely end all Internet use. As society becomes more and more dependent on computers for business transactions, ecational programs, entertainment, and access to information as well as interpersonal communication, it will be difficult for a computer-literate person to avoid using the Internet. Learning how to use the Internet in moderation is often the main objective in therapy, in a way analogous to the way that people with eating disorders need to come to terms with food. Many of the proceres that have been used to treat Internet addiction have been modeled after other addiction treatment programs and support groups.
If a person's Internet addiction disorder has a biological dimension, then such medication as an antidepressant or anti-anxiety drug may help them with these aspects of the addiction. Psychological interventions may include such approaches as changing the environment to alter associations that have been made with Internet use, or decrease the reinforcement received from excessive Internet use. Psychological interventions may also help the person identify thoughts and feelings that trigger their use of the Internet. Interpersonal interventions may include such approaches as social skills training or coaching in communication skills. Family and couple therapy may be indicated if the user is turning to the Internet to escape from problems in these areas of life.
Relapsing into an addictive behavior is common for anyone dealing with addiction disorders. Recognizing and preparing for relapse is often a part of the treatment process. Identifying situations that would trigger excessive Internet use and generating ways to deal with these situations can greatly rece the possibility of total relapse.
Prognosis
Although extensive studies have not yet been done, treatment appears to be effective in maintaining and changing the behavior of people drawn to excessive use of the Internet. If the disorder is left untreated, the person may experience an increased amount of conflict in his or her relationships. Excessive Internet use may jeopardize a person's employment or academic standing. In addition, such physical problems may develop as fatigue, carpal tunnel syndrome, back pain, and eyestrain.
Prevention
If a person knows that he or she has difficulty with other forms of addictive behavior, they should be cautious in exploring the types of application that are used on the Internet. In addition, it is important for people to engage in social activities outside the Internet. Finally, mental health workers should investigate ways in which to participate in the implementation of new technology rather than waiting for its aftereffects.