⑴ 苏教版六年级上册英语第7单元E部分翻译
今天早晨，我妈妈和我一起去超市。我们坐在公交车尾部。忽然，公交车停了，一些人下了回车。公答交车又开了起来。突然，我看见一个CD随身听在我前面的椅子底下。
我问我前面的男人：“是你的吗？”“不，不是我的，可能是她的。”他指向一个在他旁边的女人。
“是你的吗？”我问在男人旁边的女人。“不，不是我的。”
“是谁的CD随身听？”我问。没人回答。公交车又停了。我走向司机，让他把它带到警察局。
望采纳，谢
⑵ 求小学英语苏教版六年级上册单词表
Unit1
long long ago很久以前 magic有魔力的，神奇的 clever聪明的 foolish愚蠢的 through穿过 laugh笑，大笑 wear穿 tell讲，叙述 each每个 say说
sentence句子 quick迅速的，快的 next下一个 little小的，年幼的 turn机会 think想，思考 hard努力地，费力地 child孩子 turn into变成 Unit2
sunny晴朗 show展览，展示 interesting有趣的，有意思的 weather天气 become变成，变为 windy有风的 cloudy多云的 high在高处 sky天空 bring带来 honey蜂蜜 drink饮料 ant蚂蚁 bee蜜蜂 cloud云 rain下雨 rainy多雨的 meet遇见 lose丢失 know知道 What happened？出什么事了？ climb up爬上 hold onto抓紧 fly away飞走 Unit3
holiday假日，假期 national day国庆节 call打电话 Bund（上海）外滩 Shanghai museum上海博物馆 star星星
Great wall长城 Palace museum故宫 Summer palace颐和园 Tian’anmens quare天安门广场 fashion show时装表演，时装秀 excited激动的，兴奋的 paper纸 ask问
bottle瓶子 go well进展顺利 at first开始，最初 heavy rain大雨 Unit4
then and now过去和现在 ago ……以前 use使用，利用 telephone电话
office办公室 mobile phone移动电话，手机 anywhere随处，到处 radio收音机 newspaper报纸 news新闻 watch观看 e-book电子书
make friends交朋友 all over the world全世界 do shopping购物 TV电视 look out of朝…外看 go on继续 still仍然 what day is today？ spell拼读，拼写 今天是星期几？ make a sentence造句 with用 yesterday昨天 Unit5
sign标识 shopping centre购物中心
careful小心，当心 what does it mean？ mean意思是 它是什么意思？ floor地面 litter乱扔垃圾 go in进入，走进 take…into带入 restaurant饭店，餐厅 someone某人 smoke吸烟，抽烟 smell闻到
No eating or drinking请勿饮食 no littering请勿乱扔垃圾 No parking请勿停车 no smoking请勿吸烟 Danger危险 wet floor小心地滑 outing外出游玩，远足 walk on继续走路 around在…周围 Unit6
keep保持，维持 clean干净，整洁 make使…变得 air空气 dirty肮脏的 smoke烟雾
rubbish垃圾 messy肮脏的，乱七八糟的 dead死的 move…away from从…搬走 bin垃圾桶 plant种植，栽种 more更多的 museum博物馆 throw扔 skin果皮
ground地面，地上 pick…up捡起，拾起 slip滑倒 fall摔倒
⑶ 苏教版六年级上册英语单词
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的过去式） 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 六年级英语上册的，苏教版
名词就是一个东西的名字，如：书 book
物主代词是我的，你的，xx的，有：your,my,her,his,our,their等。一般用在内名词容之前，如：your book
宾格是用在动词后的人称代词，有：me,you,him,her,them等。如：help me
主格就是主语，有：I,you,he,she,they,we等。如：我是个女孩。 I am a girl.在这儿，I 就是主格。
等到第七单元还要学到名词性物主代词，你之前的说的那叫“形容词性物主代词”
我也是六年级的，一起加油吧！希望我能给你帮助，够简单吧！
⑸ 苏教版六年级上册英语词汇
Unit.1
No smoking 禁止吸烟
No littering 禁止乱扔垃圾
No parking 禁止停车
Do not touch 禁止触摸
Danger! 危险！
No eating or drinking 禁止饮食
Keep off the grass 禁止践踏草坪
Be quiet 保持安静
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 耳机
a diary 一本日记
a CD Walkman 一个随身听
a roll fo film 一卷交卷
a pair of glasses 一副眼镜
a mobile phone 一部手机
Unit.5
cook (food) 烹饪（食物）
collect (eggs) 收集（鸡蛋）
milk (cows) 挤奶（奶牛）
pick (the oranges) 采摘（橘子）
water (flowers) 浇水（花）
pull up (carrots) 将..拉出（胡萝卜）
taste (the oranges) 品尝（橘子)
Unit.6
(on) New Year's Day （在）元旦
(on) Halloween （在）万圣节
(at) Easter （在）复活节
(on) May Day （在） 劳动节
(on) Children's Day （在） 儿童节
(on) National Day （在） 国庆节
(at) Mid-Autumn Festival（在）中秋节
(at) Dragon Boat Festival （在）端午节
(at) Spring Festival （在）春节
unit.7
a watch 一个手表
a teapot 一个茶壶
a wallet 一个钱包（特指男式的）
a calculator 一个计算器
a skateboard 一个滑板
a comb 一个梳子
a mirror 一个镜子
a hairdryer 一个吹风机
⑹ 苏教六年级上册所有英语单词【含音标】
Unit1
province ['provins] 省
east [i:st] 东；东方
south [sauθ, sauð] 南；南方
west [west] 西；西方
north [nd:θ] 北；北方
the Potala Place [pleis] 布达拉宫
the Shaolin Temple 少林寺
Yellow Mountain 黄山
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:-] 兵马俑
the Mogao Caves 莫高窟
silk [silk] 丝绸
Chinese tea 中国茶
Mount Emei 峨眉山
Unit2
continent ['kontinənt] 洲
Asia ['eiʃə] 亚洲
Europe ['juərəp] 欧洲
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 美国
Thailand ['tailænd; -lənd] 泰国
Australia [ɔ'streiljə] 澳洲；澳大利亚
Russia ['rʌʃə] 俄罗斯
Chinese 汉语
French 法语
Russian ['rʌʃən] 俄语
Japanese [,dʒæpə'ni:z] 日语
pyramid ['pirəmid] 金字塔
koala [kəu'ɑ:lə] 树袋熊
kangaroo 袋鼠
Unit3
reptile ['reptail, -til] 爬行动物
mammal ['mæməl] 哺乳动物
insect ['insekt] 昆虫
crocodile ['krɔkə,dail] 鳄鱼
ostrich ['ɔ:stritʃ, 'ɔ-] 鸵鸟
penguin ['peŋɡwin] 企鹅
whale [hweil] 鲸
shark [shɑ:k] 鲨
hippo ['hipəu] 河马
zebra ['zi:brə] 斑马
lion ['laiən] 狮子
butterfly ['bʌtəflai] 蝴蝶
hummingbird ['hʌmiŋbə:d] 蜂鸟
centimeter ['senti,mi:tə] 厘米
giraffe [dʒi'rɑ:f] 长颈鹿
meter [mi:tə] 米
kilometer ['kiləumi:tə] 千米；公里
strong [strɔŋ, strɔ:ŋ] 强壮的
wing [wiŋ] 翅膀
ton 吨
heavy 重的
Unit5
surprised [sə'praizd] 惊讶的
angry ['æŋɡri] 生气的
happy ['hæpi] 快乐的；高兴的
worried ['wʌrid, 'wə:rid] 忧愁的
sad [sæd] 伤心的
excited [ik'saitid] 兴奋的
nervous ['nə:vəs] 紧张的
proud [praud] 骄傲的
Unit6
artist ['ɑ:tist] 艺术家；（尤指）画家
actor ['æktə] 演员
musician [mju:'ziʃən] 音乐家
writer ['raitə] 作家
scientist ['saiəntist] 科学家
inventor [in'ventə] 发明家
Chinese [,tʃai'ni:z 中国人
German ['dʒə:mən] 德国人
Danish ['deiniʃ] 丹麦人
English ['iŋɡliʃ] 英格兰人
American [ə'merikən] 美国人
compose [kəm'pəuz] 写；创作（乐曲、歌剧等）
national anthem ['ænθəm] 国歌
Beijing opera 京剧
shrimp [ʃrimp] 虾
invent [in'vent] 发明
light bulb [bʌlb] 灯泡
story ['stɔ:ri] 故事
Unit7
astronaut ['æstrənɔ:t] 宇航员
detective [di'tektiv] 侦探
professor [prəu'fesə] 教授
president ['prezidənt] （学院的）院长
principal ['prinsəpəl] （中小学校的）校长
sun [sʌn] 太阳
moon [mu:n] 月亮
ocean ['əuʃən] 海洋
cloud [klaud] 云彩
robot ['rəubɔt, -bət, 'rɔbət] 机器人
housework ['hauswə:k] 家务劳动
pollution [pə:'lju:ʃən] 污染
pill [pil] 药片
peace [pi:s] 和平
earth [ə:θ] 地球
spaceship ['speisʃip] 宇宙飞船
Mars 火星
⑺ 六年级上册英语复习资料苏教版
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 六年级上册英语期末试卷及答案(苏教版)
现在的学生有了网什么都做得出来
给你篇作文
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.