一月到十二月在用中文表达的时候大家都会，但是用到英语表达的时候，又有多少人会呢?下面是百分网小编整理的英语一月到十二月表达方式，希望对你有帮助。
英语一月到十二月表达方式
一月：January[ˈdʒænjuəri] 缩写:Jan
二月：February [ˈfebruəri]缩写:Feb
三月：March [mɑ:tʃ]缩写:Mar
四月：April [ˈeiprəl]缩写:Apr
五月：May[mei]缩写:May
六月：June [dʒu:n]缩写:Jun
七月：July[dʒu:ˈlai] 缩写:Jul
八月：August [ˈɔ:ɡəst]缩写:Aug
九月：September [səpˈtembə]缩写:Sept
十月：October[ɔkˈtəubə]缩写:Oct
十一月：November [nəuˈvembə]缩写:Nov
十二月：December[diˈsembə]缩写:Dec
一到十二月的英文由来
一到十二月英文之January??1月
在罗马传说中，有一位名叫雅努斯的守护神，生有先后两副脸，一副回顾过去，一副要眺望未来。人们认为选择他的名字作为除旧迎新的第一个月月名，很有意义。英语January，便是由这位守护神的拉丁文名字January演变而来的。
一到十二月英文之February??2月
每年2月初，罗马人民都要杀牲饮酒，欢庆菲勃卢姆节。这一天，人们常用一种牛、草制成的名叫Februa的鞭子，抽打不育的妇女，以求怀孕生子。这一天，人们还要忏悔自己过去一年的罪过，洗刷自己的灵魂，求得神明的饶恕，使自己成为一个贞洁的人。英语2月February，便是由拉丁文Februar-ius(即菲勃卢姆节)演变而来。
一到十二月英文之March-----3月
3月，原是罗马旧历法的1 月，新年的开始。凯撒大帝改革历法后，原来的1月变成3月，但罗马人仍然把3 月看做是一年的开始。另外，按照传统习惯，3月是每年出征远战的季节。为了纪念战神玛尔斯，人们便把这位战神的拉丁名字作为3月的月名。英语3月March，便是由这位战神的名字演变而来的。
一到十二月英文之April??4月
罗马的4月，正是大地回春.鲜花初绽的美好季节。英文4月April便由拉丁文April(即开花的日子)演变而来。
一到十二月英文之May??5月
罗马神话中的女神玛雅，专门司管春天和生命。为了纪念这位女神，罗马人便用她的名字??拉丁文Maius命名5月，英文5月May便由这位女神的名字演变而来。
一到十二月英文之June??6月
罗马神话中的裘诺，是众神之王，又是司管生育和保护妇女的神。古罗马对她十分崇敬，便把6月奉献给她，以她的名字??拉丁文Junius来命名6 月。英语6月June便由这位女神的名字演变而来。也有学者认为，Junius可能是个代拉丁家族中一个显赫贵族的姓氏。
一到十二月英文之July??7月
罗马统治者朱里斯*凯撒大帝被刺死后，着名的罗马将军马克*按东尼建议将凯撒大帝诞生的7月，用凯撒的名字??拉丁文Julius(即朱里斯)命名之。这一建议得到了元老院的通过。英语7月July由此演变而来。
一到十二月英文之August??8月
朱里斯*凯撒死后，由他的甥孙屋大维续任罗马皇帝。为了和凯撒齐名，他也想用自己的名字来命名一个月份。他的生日在9月，但他选定8月。因为他登基后，罗马元老院在8 月授予他Augustus(奥古斯都)的尊号。于是，他决定用这个尊号来命名8月。原来8月比7月少一天，为了和凯撒平起平坐，他又决定从2月中抽出一天加在8月上。从此，2月便少了一天。英语8月August便由这位皇帝的拉丁语尊号演变而来。
一到十二月英文之September??9月
老历法的7月，正是凯撒大帝改革历法后的9月，拉丁文Septem是“7”月的意思。虽然历法改革了，但人们仍袭用旧名称来称呼9月。英语9月September，便由 此演变而来。
一到十二月英文之October??10月
英语10月，来自拉丁文Octo，即“8”的意思。它和上面讲的9月一样，历法改了，称呼仍然沿用未变。
一到十二月英文之November??11月
罗马皇帝奥古斯都和凯撒都有了自己名字命名的月份，罗马市民和元老院要求当时的罗马皇帝梯比里乌斯用其名命名11月。但梯比里乌斯没有同意，他明智地对大家说，如果罗马每个皇帝都用自己的名字来命名月份，那么出现了第13个皇帝怎么办?于是，11月仍然保留着旧称Novem，即拉丁文“9”的意思。英语11月November便由此演变而来。
一到十二月英文之December??12月
罗马皇帝琉西乌斯要把一年中最后一个月用他情妇的Amagonius的名字来命名，但遭但元老院的反对。于是，12月仍然沿用旧名Decem，即拉丁文“10”的意思。英语12月December，便由此演变而来。
其他日期的英文单词
四季的英文单词：
春天：Spring 、夏天：Summer、秋天：Autumn 、冬天：Winter
第一到第十的英文单词：
第一：First 第二：Second 第三：Third 第四：Fourth 第五：Fifth 第六：Sixth 第七：Seventh 第八：Eighth 第九：Ninth 第十：Tenth
星期一到星期日的英文及缩写：
星期一：Monday 缩写：Mon
星期二：Tuesday 缩写：Tue
星期三：Wednesday 缩写：Wed
星期四：Thursday 缩写：Thu
星期五：Friday 缩写：Fri
星期六：Saturday 缩写：Sat
星期日：Sunday 缩写：Sun
阅读理解是我们永远不能放松的题目，为了帮助大家备考2017年英语四级阅读理解，小编整理了2016年12月的大学英语四级考试阅读理解真题，希望能帮到大家!
Section A
The ocean is heating up. That"s the conclusion of a new study that finds that Earth"s oceans now (27)heat at twice the rate they did 18 years ago. Around half of ocean heat intake since 1865 has taken place since 1997, researchers report online in Nature Climate Change.
Warming waters are known to (28)to coral bleaching(珊瑚白化) and they take up more space than cooler waters, raising sea (29). While the top of the ocean is studied, its depths are more difficult to (30)The researchers gathered 150 years of ocean temperature data in order to get better (31)of heat absorption from surface to seabed. They gathered together temperature readings collected by everything from a 19th century (32)of British naval ships to modern automated ocean probes. The extensive data sources, (33)with computer simulations(计算机模拟), created a timeline of ocean temperature changes, including cooling from volcanic outbreaks and warming from fossil fuel (34).
About 35 percent of the heat taken in by the oceans during the industrial era now residents at a (35)of more than 700 meters, the researchers found. They say they"re unsure(36)whether the deep-sea warming canceled out warming at the sea"s surface.
A absorb
B combined
C contribute
D depth
E emission
F.explore
G explore
H.floor
I.heights
J.indifferent
K level
L.mixed
M picture
N unsure
O voyage
参考答案：
(26)A absorb
(27)C contribute
(28)K level
(29)G explore
(30)M picture
(31)O voyage
(32)B combined
(33)E emission
(34)D depth
(35)N unsure
Section B
The Secret to Raising Smart Kids
[A] I first began to investigate the basis of human motivation-and how people persevere after setbacks-as a psychology graduate student at Yale University in the 1960s. Animal experiments by psychologists at the University of Pennsylvania had shown that after repeated failures, most animals conclude that a situation is hopeless and beyond their control. After such an experience an animal often remains passive even when it can effect change-a state they called learned helplessness.
[B] People can learn to be helpless,too. Why do some students give up when they encounter difficulty, whereas others who are no more skilled continue to strive and learn? One answer, I soon discovered, lay in people"s beliefs about why they had failed.
[C] In particular, attributing poor performance to a lack of ability depresses motivation more than does the belief that lack of effort is to blame. When I told a group of school children who displayed helpless behavior that a lack of effort led to their mistakes in math, they learned to keep trying when the problems got tough. Another group of helpless children who were simply rewarded for their success on easier problems did not improve their ability to solve harm math problems. These experiments indicated that a focus on effort can help resolve helplessness and generate success.
[D] Later, I developed a broader theory of what separates the two general classes of learners-helpless versus mastery-oriented. I realized these different types of students not only explain their failures differently, but they also hold different “theories” of intelligence. The helpless ones believe intelligence is a fixed characteristic: you have only a certain amount, and that"s that. I call this a "fixed mind-set(思维模式)."Mistakes crack their self-confidence because they attribute errors to a lack of ability, which they feel powerless to change. They avoid challenges because challenges make mistakes more likely. The mastery-orient children, on the other hand, think intelligence is not fixed and can be developed through education and hard work. Such children believe challenges are energizing rather than intimidating (令人生畏);
[E] We validated these expectations in a study in which two other psychologists and I monitored 373 student for two years during the transition to junior high school, when the work gets more difficult and the grading more strict, to determine how their mind-sets might affect their math grades. At the beginning of seventh grade, we assessed the students" mind-sets by asking them to agree or disagree with statements such as "Your intelligence is something very basic about you that you can"t really change." We then assessed their beliefs about other aspects of learning and looked to see what happened to their grades.
[F]As predicted, the students with a growth mind-set felt that learning was more important goal than getting good grades. In addition, they held hard work in high regard, They understood that even geniuses have to work hard. Confronted by a setback such as a disappointing test grade, students with a growth mind-set said they would study harder or try a different strategy. The students who held a fixed mind-set, however, were concerned about looking smart with less regard for learning. They had negative views of effort, believing that having to work hard was a sign of low ability. They thought that a person with talent or intelligence did not need to work hard to do well. Attributing a bad grade to their own lack of ability, those with a fixed mind-set said that would study less in the future, try never to take that subject again and consider cheating on future tests.
[G] Such different outlook had a dramatic impact on performance. At the start of junior high, the math achievement test scores of the students with a growth mind-set were comparable to those of students who displayed a fixed mind-set. But as the work became more difficult, the students with a growth mind-set showed greater persistence. As a result, their math grades overtook those of the other students by the end of the first semester-and the gap between the two groups continued to widen during the two years we followed them.
[H] A fixed mind-set can also hiner communication and progress in the workplace and discourage or ignore constructive criticism and advice. Research shows that managers who have a fixed mind-set are less likely to seek or welcome feedback from their employees than are managers with a growth mind-set.
[I] How do we transmit a growth mind-set to our children? One way is by telling stories about achievements that result from hard work. For instance, talking about mathematical geniuses who were more or less born that way puts students in a fixed mind-set, but mathematicians who fell in love with math and developed amazing skills produce a growth mind-set.
[J] In addition, parents and teachers can help children by providing explicit instruction regarding the mind as a learning machine, I designed an eight-session workshop for 91 students whose math grades were declining in their first year of junior high. Forty-eight of the students received instruction in study skills only, whereas the others attended a combination of study skills sessions and classes in which they learned about the growth mind-set and how to apply it to schoolwork. In the growth mind-set classes, students read and discussed an article entitled “You Can Grow Your Brain.” They were taught that the brain is like a muscle that gets stronger with use and that learning prompts the brain to grow new connections. From such instruction, many students began to see themselves as agents of their own brain development. Despite being unaware that there were two types of instruction, teachers reported significant motivational changes in 27% of the children in the growth mind-set workshop as compared withonly 9% of students in the control group.
[K] Research is converging (汇聚) on the conclusion that great accomplishment and even genius is typically the result of years of passion and delication and not something that flows naturally from a gift.
36.The author"s experiment shows that students with a fixed mind-set believe having to work hard is an indication of low ability.
37.Focusing on effort is effective in helping children overcome frustration and achieve success.
38.We can cultivate a growth mind-set in children by telling success stories that emphasize hard work love of learning.
39.Students’ belief about the cause of their failure explains their attitude toward setbacks.
40.In the author’s experiment, student with a growth mind-set showed greater perseverance in solving difficult math problems.
41.The author conducted an experiment to find out about the influence of students’ mind-sets on math learning.
42.After failing again and again, most animals give up hope.
43.Informing students about the brain as a learning machine is a good strategy to enhance their motivation for learning.
44.People with a fixed mind-set believe that one’s intelligence is unchangeable.
45.In the workplace, feedback may not be so welcome to managers with a fixed mind-set.
36.The author"s experiment shows that students with a fixed mind-set believe having to work hard is an indication of low ability.
参考答案：
36.F
37.C
38.I
39.F
40.G
41.E
42.A
43.J
44.D
45.H
Section C
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A),B),C) and D).You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
Passage One
"Sugar, alcohol and tobacco," economist Adam Smith once wrote, "are commodities which are nowhere necessaries of life, which have become objects of almost universal consumption, and which are, therefore, extremely popular subjects of taxation."
Two and a half centuries on, most countries impose some sort of tax on alcohol and tobacco. With surging obesity levels putting increasing strain on public health systems, governments around the world have begun to toy with the idea of taxing sugar as well.
Whether such taxes work is a matter of debate. A preliminary review of Mexico"s taxation found a fall in purchases of taxed drinks as well as a rise in sales if untaxed and healthier drinks. By contrast, a Danish tax on foods high in fats was abandoned a year after its introduction, amid claims that consumers were avoiding it by crossing the border to Germany to satisfy their desire for cheaper, fattier fare.
2016年12月英语六级考试将在12月17日开考，大家备考得如何了呢?以下是yjbys网小编整理的关于英语四级语法词汇训练题，供大家备考。
1. The vacuum cleaner is a valuable labor-saving ______ action.
A. device B. engine C. piece D. instrument
2. The flight was postponed because of technical problems and was finally cancelled last week when a ______ was discovered.
A. accident B. defect C. damage D. defeat
3. When she was crossing the road, she was knocked down by a motor-car and lay ______ by the roadside.
A. asleep B. thoughtless C. unconscious D. unaware
4. The novels he has written have shown his ______ ability as an author.
A. literal B. literally C. literature D. literary
5. The reader is urged to be a leader, rather than a follower; to rely on his own power, rather than to ______.
A. inform B. conform C. deform D. reform
6. He would much ______ it if you could do him the favor.
A. award B. apply C. appreciate D. anticipate
7. If our ______ is correct, then the space-craft should reach the moon on Monday.
A. calculation B. composition C. communication D. vision
8. San Francisco’s Chinese community, comprising 67, 000 ______ is the largest concentration of Chinese outside of Asia.
A. visitors B. workers C. adults D. inhabitants
9. We didn’t catch the train on ______ of the traffic congestion.
A. basis B. charge C. account D. behalf
10. Though he has suffered from cancer for so many years, it is so strange that he has ______ to the present day.
A. deprived B. survived C. derived D. revived
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11. During the races there were two accidents to motor-cyclists including one ______ accident.
A. fatal B. killing C. deadly D. deathly
12. Business picked up in the stores during December, but ______ again after Christmas.
A. dropped out B. dropped on C. dropped over D. dropped off
13. His misbehavior and ______ dismissal from the firm was reported in the newspaper.
A. improper B. inefficient C. subsequent D. frequent
14. Every citizen has the sacred ______ to defend his country.
A. right B. objective C. authority D. obligation
15. We need an umbrella on the beach to give us some ______ at midday.
A. shed B. shade C. shadow D. dark
16. ______ to the Revolutionary War, the United States was an English colony.
A. Prior B. Close C. Earlier D. Next
17. If you are an electrician, you will know the difference between an alternating and a direct ______.
A. conductor B. circuit C. cable D. current
18. The company has the ______ right to print Mr. Dare’s books.
A. virtual B. exclusive C. overall D. flexible
19. Digging the foundation is the first ______ of our building project.
A. solution B. procession C. phase D. achievement
20. The curtains have ______ because of the strong sunlight.
A. faded B. dulled C. fainted D. weakened
参考答案：
1、A device 器械;engine 发动机;piece 碎片;instrument 仪器。
2、B accident 事故;defect 缺陷;damage 破坏;defeat 失败。
3、C asleep 睡着的;thoughtless 缺乏考虑的;unconscious 无知觉的;unaware 不知道的。
4、D literal 文字上的;literally 逐字地;literature 文学;literary 文字上的。
5、B inform 告”;conform 顺从;deform 破坏形象;reform 改革。
6、C award 授予;apply 运用;appreciate 感激;anticipate 期望。
7、A calculation 计算;composition 作文;communication 通讯;vision 视觉。
8、D visitor 访问者;worker 工人;adult 成人;inhabitant 居民。
9、C basis 基础;charge 控告;on account of 由于;on behalf of 代表。
10、B deprive 剥夺;survive 幸存;derive 产生;revive 复活。{ad300_right}
11、A fatal 致命”;killing 杀死;deadly 致命的;deathly 象死一般的。
12、D drop out 退出;drop on 偶然拜访;drop over 顺便来访;drop off 减少。
13、C improper 不合适的;inefficient 没有效率的;subsequent 随后的;frequent 经常的。
14、D right 权利;objective 目的;authority 权威;obligation 义务。
15、B shed 棚;shade 阴凉;shadow 影子;dark 黑暗的。
16、A。prior to 在前;close 接近;earlier 早于;next 下一个。
17、D。conductor 导体;circuit 电路;cable 电缆;current 电流。
18、B。virtual 实际上的;exclusive 专有的;overall 大体上的;flexible 灵活的。
19、C。solution 解决;procession 行列;phase 阶段;achievement 成就。
20、A。fade 褪色;dull 迟钝;faint 暗淡;weaken 削弱。
