这次小编给大家整理了value可数吗，本文共11篇，供大家阅读参考，也相信能帮助到您。
篇1：value可数吗
value例句
Who pays for what value and when?
谁在什么时候支付什么价值？
And I have value.
而且我还有值。
What do we value ?
我们的'价值是什么？
The value of this work experience should not be underestimated
这种工作经验的重要性不应该被低估。
篇2：value做价值可数吗
value例句：
Who pays for what value and when?
谁在什么时候支付什么价值？
And I have value.
而且我还有值。
What do we value ?
我们的.价值是什么？
The value of this work experience should not be underestimated
这种工作经验的重要性不应该被低估。
value基本含义：
n.(商品) 价值; (与价格相比的) 值，划算程度; 用途; 积极作用;
v.重视; 珍视; 给…估价; 给…定价;
第三人称单数：values
复数：values
现在分词：valuing
过去式：valued
过去分词：valued
篇3：Value of Knowledge
Value of Knowledge
In the Information Age, public awareness of the value of knowledge critically affects the economic growth of a nation. The schematic diagram clearly shows how the value of knowledge evolved in China in the past 50 years.
The schematic diagram mainly consists of three parts. From 1950 to 1966, the curve was roughly a straight line slightly above zero, showing that China was a poorly-educated nation then. In 1966, the curve drastically dropped below zero, moving down hopelessly in the next 11 years. This periodcoincided with the “Culture Revolution”. Our society went mad then, books were burned,schools were closed and all kinds of academic activities were banned. Knowledge inflicted its masters nothing but disasters. Life was a nightmare for Chinese intellectuals, including famous scholars as well as common people who received higher education or whose profession had anything to do with knowledge. It was a time when ignorance was a virtue and knowledge was a crime. People tried desperately to be away from knowledge. As a result, China lagged farther behind the rapid progressing world. This was the darkest time in the history of New China. The curve returned to its original non-zero position around 1978 and moved up but slowly. From 1984 on, it has been shooting up. The open-up policy encourages people to study and to channel their knowledge to the market economy. Millions of Chinese are bettering off by means of their knowledge and more Chinese enjoy the fruits of knowledge and say goodbye for good to poverty that haunted them for generations.
As our world is rapidly advancing towards the Information Age, increasing number of people realize that knowledge is power and creativity is everything. Only when China becomes a better educated nation, can China be a great nation with international prestige.
篇4：value中文是什么意思
例句：
1、Have you any idea of its value?
你知道它的价值吗？
2、The show was good entertainment value.
这场演出有很大的.娱乐价值。
3、You shouldn't take anything she says at face value.
她的话你绝对不能只看表面。
篇5：value的句子
关于value的句子
Usually I don't spare time for exercise, but I value the physical education class at school.
通常我不腾出时间运动，但我珍惜学校的体育课。
And you who read are the final judge of the value to you of the book you are reading.
而且最终由你来判断你正在读的.那本书对你而言的价值。
But once you own a home, you make it beautiful and keep it clean because it has greater value to you.
但是当你有了自己的家，你会将它装饰得很漂亮，打扫得很干净，因为在你看来家更重要些。
Referring to the value of society, we automatically think of work and creation.
说到社会价值，我们很自然的会想到工作和创新。
One's career is the reflection of his talent and value which he offers society.
人的事业是一个人才能以及对社会的价值的反映。
Do you value more having more Internet time or having a pleasant place to live?
你觉得拥有更多的上网时间还是拥有一个舒适的居住地方更有价值?
In , the money value of global electronic commerce transactions is US$ 2.6billion.
，全球电子商务交易货币价值是26亿美元。
The companies should value the students, talent and knowledge while the latter should not merely aim at material gains.
企业应该看重学生，才能以及知识，而学生不应该只着眼于物质利益。
As far as I am concern, to learn more knowledge is a good thing, but we should take our actual situation into consideration so that we can achieve our value much better.
在我 看来，学习更多知识是件好事，但是我们应该考虑到实际情况，这样我们才能更好地实现我们的价值。
Rather, what I value about most is the care and love they show to me.
相反,我最珍惜的是他们给我的关心和爱。
篇6：value的形容词是什么?
Chapter nine provides a valuable recapitulation of the material already presented.
第9章对已经陈述过的材料进行了有价值的概括。
Many of our teachers also have valuable academic links with Heidelberg University.
我们的许多教师也和海德堡大学保持着有价值的'学术联系。
The company does not accept liability for fragile, valuable or perishable articles.
公司对于易碎、贵重或易腐烂的物品不负责任。
篇7：The Value of Reading Books
The Value of Reading Books
People often say that gold and silver are the most valuable things in the world. But I don't think so. In my opinion, to read books is more valuable than anything else.
The old saying“To open a book is always helpful”clearly shows us how good it is to read a book.
Books are our friends. They introduce us different kinds of knowledge.They lead us down the road to success.
Books are our teachers. They teach us truth, science, literature, and philosophy of life, besides they increase our knowledge, enlarge our experience, strengthen our character and do many other things which we can not do without them.
We have to learn as long as we live. But our life is limited, and the knowledge is boundless. There are many things which are very necessary to learn and there are also many which should be avoided. Books tell us what is good and what is evil. And only books can tell the good from the bad.
Therefore to read more books is the best policy for our young students.
篇8：The value of English Testing
The value of English Testing
The value of English TestingAbstract Testing, an approach, is usually presented as a means of checking mass, of people’s English level in use out of campus, of both teachers teaching and students learning. In the 21st century, around the world, testing is also a means of getting employed, promoted, and better lived as well. With the development of economics, culture, politics, social science etc. in English speaking countries, English becomes a universal and practical tool of getting various fields of information. Learning English, at present, is not only a fashion of reflecting whatever, but also an approach of improving living standard and social status. Therefore, there is no other means to check the level of people learning of their English, but testing. In people’s republic of China (PRC), nationally, at the moment, we have many different tests covering different objectives, especially the inclination of getting employed as one of evidences, as non-native speakers: CET (College English Test), TEM (Test of English Major), MSET (Middle School English Test) etc. This paper discusses the value of English testing, in teaching and learning fields in the campus of college, under the analysis of the teachers’ teaching purpose and students’ learning result with the theory of educational psychology research. I. Introduction Teaching and learning are closely related to testing. Testing is a means of enabling quality of teachers’ teaching and acquisition of students’ language learning. Testing covers the aspects of measurement and evaluation although these three concepts (testing, measurement & evaluation) are set with respective meaning. In the following, I shall mainly discuss the relations between teaching and learning, between testing, teaching and learning, the functions of evaluation and measurement, how to test, in order to prove the value of English Testing. II. Testing: Testing is the running of a system or a program against a predetermined series of data to arrive at a predictable result for the purpose of establishing the acceptability of the system or program. (Electronic Oxford Dictionary, ). English Testing is one of key processes in English language teaching. Its purpose is to prove the success of English Teaching and Learning, also helps students to review their learning and learn more. Testing includes testing target, testing contents and testing approach. So does English Teaching Testing. The target of College English Teaching Testing (CETT) is to, periodically, check how students learn the language, such as their abilities of using the language. The contents are firmly limited in what they have learnt, we should never test over or under their learning, or the testing would be anamorphic. The Testing Approach includes written tests, oral tests and practice. III. Teaching and Learning. In terms of testing, teaching and learning are philosophically influenced with each other. Teachers’ Teaching can both promote and prevent Students’ Learning. The research of teaching approach, Teachers’ teaching attitudes and responsibilities, Teachers’ knowledge and Teaching Materials for different objects (different English level students) are the key ways to make teaching and testing successful and active. Harmoniously combining these respects, as long as teachers are concerned, their teaching could promote their teaching and students their learning. Students their learning, includes their learning attitudes, methods and abilities, also affects teachers of their previously mentioned aspects. The cooperation of teachers and students, being included in teaching and learning, can also make sense in language teaching and learning. IV. Testing, Teaching and Learning: Before talking about Testing, Teaching and Learning their relations, for both teachers and students, we have to be clear that Testing is not a way to difficult the students, is not a way to give some high or low scores to students either, it is a way to review what they have learnt, to train their abilities of putting what they have learnt into effect, to help them learn more. Between Testing and Teaching, the latter is superior. Teaching for teachers, is a means to transmit knowledge, information, or whatever related, to learners. Testing is, in fact, one of the standards, to weigh teaching, whether successfully or unsuccessfully, but it is not the last words. Teaching, also, is not for testing. If we went in the wrong way to consider it like that, we would be falsely promoted to gain the high scores as our aim. In terms of testing and learning, at present, we, because we, till now, haven’t found a decent approach to judge whether our students are learnt or not, that’s why we have been misleading them to capture the high score as their aim. Learning, in education, is to learn to use in real way, to use what we all have learnt in bettering our society, in whatever fields because of the divisions of the work. Testing is useful to judge learning, but it is not the only way. We are able to take other ways into consideration, such as experimenting etc. A correct arrangement of these three aspects do help our development of education, otherwise both teaches and students are doomed to blind themselves to go in the wrong way. It is far from our new policy of education of quality, even of the opposite. V. Functions of evaluation and measurement in terms of testing: Measurement in English testing is a means of telling learners what are their scores in the test and what level they have comparatively in a group or a unity. Evaluation in testing refers to the explanation of the scores. It solves the problem of “How”---how are the scores? High, low, medium or else, in other words, in what degree they have learnt? Etc. The function of measurement and evaluation is to prompt learners to learn. After an objective analysis of the scores the learners have, we can find out whether they have learnt something or not, what they are not well learnt, and so on. This activity also goes with the principle of SaR (stimulus and Response). Because it can help teachers know the efficiency of teaching and students’ learning as well. Afterwards, students as learners, they are able to summarize the weak points in their learning in order to learn more. In details, the functions are: For students: 1. Teachers are encouraged to expatiate more clearly of their teaching object, and students are naturally and correspondently encouraged and improved. 2. Before the schedule of testing, students are required to review, consolidate, and comprehend what they have learnt. On the other hand, it also helps learners to revise their knowledge. 3. Testing is also helpful for students together to compare and compete. 4. Self-evaluation after having known the scores by testing, is also very useful for students to know themselves to learn and improve gradually. For teachers: testing is a feedback of their effect and efficiency in teaching, especially their teaching skills and methodology, etc. VI. How to test English language testing should cover 5 skills (the competence of listening, speaking, reading, writing and translation) in the paper. In the paper, some aspects, i.e. knowledge, comprehension, application, analysis and evaluation, should be covered. According to the use of the testing, there are progress tests, achievement tests, proficiency tests, aptitude tests, diagnostic tests and placement tests, even make-up test. For test models, there are written tests, oral tests and practice. As I have mentioned previously about their detailed means of taking in the ways around respectively, I quit here. VII: conclusion. The value of English Testing is not a short topic. I can’t say what I have written here is the last word. No, there are more I haven’t come across. These are only my some short and half-scale views of it. But knowing the value of testing could really help us have a correct attitude towards testing both for teachers and students. References 1.Gao Lan-sheng. . English Language Testing. Guangxi Education Press. 2.Penny Ur. . A Course in Language Teaching: Practice and Theory. Foreign Language Teaching and Research Press. 3.H.H.Stern. 2000. Issues and Options in Language Teaching. Shanghai Foreign Language Teaching Press.
篇9：The Social Value of the College-Bred
The Social Value of the College-Bred
OF WHAT USE is a college training? We who have had it seldom hear the question raisedwe might be a little nonplussed to answer it offhand. A certain amount of meditation has brought me to this as the pithiest reply which I myself can give: The best claim that a college education can possibly make on your respect, the best thing it can aspire to accomplish for you, is this: that it should help you to know a good man when you see him. This is as true of women's as of men's colleges; but that it is neither a joke nor a one-sided abstraction I shall now endeavor to show.What talk do we commonly hear about the contrast between college education and the education which business or technical or professional schools confer? The college education is called higher because it is supposed to be so general and so disinterested. At the “schools” you get a relatively narrow practical skill, you are told, whereas the “colleges” give you the more liberal culture, the broader outlook, the historical perspective, the philosophic atmosphere, or something which phrases of that sort try to express. You are made into an efficient instrument for doing a definite thing, you hear, at the schools; but, apart from that, you may remain a crude and smoky kind of petroleum, incapable of spreading light. The universities and colleges, on the other hand, although they may leave you less efficient for this or that practical task, suffuse your whole mentality with something more important than skill. They redeem you, make you well-bred; they make “good company” of you mentally. If they find you with a naturally boorish or caddish mind, they cannot leave you so, as a technical school may leave you. This, at least, is pretended; this is what we hear among college-trained people when they compare their education with every other sort. Now, exactly how much does this signify?
It is certain, to begin with, that the narrowest trade or professional training does something more for a man than to make a skilful practical tool of himit makes him also a judge of other men's skill. Whether his trade be pleading at the bar or surgery or plastering or plumbing, it develops a critical sense in him for that sort of occupation. He understands the difference between second-rate and first-rate work in his whole branch of industry; he gets to know a good job in his own line as soon as he sees it; and getting to know this in his own line, he gets a faint sense of what good work may mean anyhow, that may, if circumstances favor, spread into his judgments elsewhere. Sound work, clean work, finished work; feeble work, slack work, sham workthese words express an identical contrast in many different departments of activity. In so far forth, then, even the humblest manual trade may beget in one a certain small degree of power to judge of good work generally.
Now, what is supposed to be the line of us who have the higher college training? Is there any broader linesince our education claims primarily not to be “narrow”in which we also are made good judges between what is first-rate and what is second-rate only? What is especially taught in the colleges has long been known by the name of the “humanities,” and these are often identified with Greek and Latin. But it is only as literatures, not as languages, that Greek and Latin have any general humanity-value; so that in a broad sense the humanities mean literature primarily, and in a still broader sense the study of masterpieces in almost any field of human endeavor. Literature keeps the primacy; for it not only consists of masterpieces but is largely about masterpieces, being little more than an appreciative chronicle of human master-strokes, so far as it takes the form of criticism and history. You can give humanistic value to almost anything by reaching it historically. Geology, economics, mechanics, are humanities when taught with reference to the successive achievements of the geniuses to which these sciences owe their being. Not taught thus, literature remains grammar, art a catalogue, history a list of dates, and natural science a sheet of formulas and weights and measures.
The sifting of human creations! nothing less than this is what we ought to mean by the humanities. Essentially this means biography; what our colleges should teach is, therefore, biographical history, that not of politics merely, but of anything and everything so far as human efforts and conquests are factors that have played their part. Studying in this way, we learn what types of activity have stood the test of time; we acquire standards of the excellent and durable. All our arts and sciences and institutions are but so many quests of perfection on the part of men; and when we see how diverse the types of excellence may be, how various the tests, how flexible the adaptations, we gain a richer sense of what the terms “better” and “worse” may signify in general. Our critical sensibilities grow both more acute and less fanatical. We sympathize with men's mistakes even in the act of penetrating them; we feel the pathos of lost causes and misguided epochs even while we applaud what overcame them.
Such words are vague and such ideas are inadequate, but their meaning is unmistakable. What the collegesteaching humanities by examples which may be special, but which must be typical and pregnantshould at least try to give us, is a general sense of what, under various disguises, superiority has always signified and may still signify. The feeling for a good human job anywhere, the admiration of the really admirable the disesteem of what is cheap and trashy and impermanentthis is what we call the critical sense, the sense for ideal values. It is the better part of what men know as wisdom. Some of us are wise in this way naturally and by genius; some of us never become so. But to have spent one's youth at college, in contact with the choice and rare and precious, and yet still to be a blind prig or vulgarian, unable to scent out human excellence or to divine it amid its accidents, to know it only when ticketed and labeled and forced on us by others, this indeed should be accounted the very calamity and shipwreck of a higher education.
The sense for human superiority ought, then, to be considered our line, as boring subways is the engineer's line and the surgeon's is appendicitis. Our colleges ought to have lit up in us a lasting relish for the better kind of man, a loss of appetite for mediocrities, and a disgust for cheapjacks. We ought to smell, as it were, the difference of quality in men and their proposals when we enter the world of affairs about us. Expertness in this might well atone for some of our ignorance of dynamos. The best claim we can make for the higher education, the best single phrase in which we can tell what it ought to do for us, is then, exactly what I said: it should enable us to know a good man when we see him.
That the phrase is anything but an empty epigram follows, from the fact that if you ask in what line it is most important that a democracy like ours should have its sons and daughters skilful, you see that it is this line more than any other. “The people in their wisdom”this is the kind of wisdom most needed by the people. Democracy is on its trial, and no one knows how it will stand the ordeal. Abounding about us are pessimistic prophets. Fickleness and violence used to be, but are no longer, the vices which they charge to democracy. What its critics now affirm is that its preferences are inveterately for the inferior. So it was in the beginning, they say, and so it will be world without end. Vulgarity enthroned and institutionalized, elbowing everything superior from the highway, this, they tell us, is our irremediable destiny; and picture-papers of European continent are already drawing Uncle Sam with hog instead of the eagle for his heraldic emblem. The privileged aristocracies of the foretime, with all their iniquities, did at least preserve some taste for higher human quality and honor certain forms of refinement by their enduring traditions. But when democracy is sovereign, its doubters say, nobility will form a sort of invisible church, and sincerity and refinement, stripped of honor, precedence, and favor, will have to vegetate on sufferance in private corners. They will have no general influence. They will be harmless eccentricities.
Now, who can be absolutely certain that this may not be the career of democracy? Nothing future is quite secure; states enough have inwardly rottedand democracy as a whole may undergo self-poisoning. But, on the other hand, democracy is a kind of religion, and we are bound not to admit its failure. Faiths and utopias are the noblest exercise of human reason, and no one with a spark of reason in him will sit down fatalistically before the croaker's picture. The best of us are filled with the contrary vision of a democracy stumbling through every error till its institutions glow with justice and its customs shine with beauty. Our better men shall show the way and we shall follow them; so we are brought round again to the mission of the higher education in helping us to know the better kind of man whenever we see him.
The notion that a people can run itself and its affairs anonymously is now well known to be the silliest of absurdities. Mankind does nothing save through initiatives on the part of inventors, great or small, and imitation by the rest of usthese are the sole factors active in human progress. Individuals of genius show the way, and set the patterns, which common people then adopt and follow. The rivalry of the patterns is the history of the world. Our democratic problem thus is statable in ultra-simple terms: Who are the kind of men from whom our majorities shall take their cue? Whom shall they treat as rightful leaders? We and our leaders are the x and the y of the equation here; all other historic circumstances, be they economical, political, or intellectual, are only the background of occasion on which the living drama works itself out between us.
In this very simple way does the value of our educated class define itself. We more than others should be able to divine the worthier and better leaders. The terms here are monstrously simplified, of course, but such a bird's-eye view lets us immediately take our bearings. In our democracy, where everything else is so shifting, we alumni and alumnae of the colleges are the only permanent presence that corresponds to the aristocracy in older countries. We have continuous traditions, as they have; our motto, too, is noblesse oblige; and, unlike them, we stand for ideal interests solely, for we have corporate selfishness and wield no powers of corruption. We ought to have our own class-consciousness. “Les intellectuels”! What prouder club-name could there be than this one, used ironically by the party of “red blood,” the party of every stupid prejudice and passion, during the anti-Dreyfus craze, to satirize the men in France who still retained some critical sense and judgment! Critical sense, it has to be confessed, is not an exciting term, hardly a banner to carry in processions. Affections for old habit, currents of self-interest, and gales of passion are the forces that keep the human ship moving; and the pressure of the judicious pilot's hand upon the tiller is relatively insignificant energy. But the affections, passions and interests are shifting, successive, and distraught; they blow in alternation while the Pilot's hand is steadfast. He knows the compass, and, with all the leeways lie is obliged to tack toward, he always makes some headway. A small force if it never lets up will accumulate effects more considerable than those of much greater forces if these work inconsistently. The ceaseless whisper of the more permanent Ideals, the steady tug of truth and justice, give them but time, must warp the world in their direction.
This bird's-eye view of the general steering function of the college-bred amid the driftings of democracy ought to help us to a wider vision of what our colleges themselves should aim at. If we are to be the yeast-cake for democracy's dough, if we are to make it rise with culture's preferences, we must see to it that culture spreads broad sails. We must shake the old double reefs out of the canvas into the wind and sunshine, and let in every modern subject, sure that any subject will prove humanistic, if its setting be kept only wide enough.
Stevenson says somewhere to his reader: “You think you are just making this bargain, but you are really laying down a link in the policy of mankind.” Well, your technical school should enable you to make your bargain splendidly; but Your College Should Show You just the place of that kind of bargaina pretty poor place, possiblyin the whole policy of mankind. That is the kind of liberal outlook, of perspective, of atmosphere, which should surround every subject as a college deals with it.
We of the colleges must eradicate a curious notion which numbers of good people have about such ancient seats of learning as Harvard. To many ignorant outsiders, that name suggests little more than a kind of sterilized conceit and incapacity for being pleased. In Edith Wyatt's exquisite book of Chicago sketches called Every One his Own Way there is a couple who stand for culture in the sense of exclusiveness: Richard Elliot and his feminine counterpartfeeble caricatures of mankind, unable to know any good thing when they see it, incapable of enjoyment unless a printed label gives them leave. Possibly this type of culture may exist near Cambridge and Boston, there may be specimens there, for priggishness is just like painter's colic or any other trade-disease. But every good college makes its students immune against this malady, of which the microbe haunts the neighborhood printed pages. It does so by its general tone being too hearty for the microbe's life. Real culture lives by sympathies and admirations, not by dislikes and disdainunder all misleading wrappings it pounces unerringly upon the human core. If a college, through the inferior human influences that have grown regnant there, fails to catch the robuster tone, its failure is colossal, for its social function stops: democracy gives it a wide berth, turns toward it a deaf ear.
“Tone,” to be sure, is a terribly vague word to use, but there is no other, and this whole meditation is over questions of tone. By their tone are all things human either lost or saved. If democracy is to be saved it must catch the higher, healthier tone. If we are to impress it with our preferences, we ourselves must use the proper tone, which we, in turn, must have caught from our own teachers. It all reverts in the end to the action of innumerable imitative individuals upon each other and to the question of whose tone has the highest spreading power. As a class, we college graduates should look to it that ours has spreading power. It ought to have the highest spreading power.
In our essential function of indicating the better men, we now have formidable competitors outside. McClure's Magazine, the American Magazine, Collier's Weekly, and, in its fashion, the World's Work, constitute together a real popular university along this very line. It would be a pity if any future historian were to have to write words like these: “By the middle of the twentieth century the higher institutions of learning had lost all influence over public opinion in the United States. But the mission of raising the tone of democracy, which they had proved themselves so lamentably unfitted to exert, was assumed with rare enthusiasm and prosecuted with extraordinary skill and success by a new educational power; and for the clarification of their human sympathies and elevation of their human preferences, the people at large acquired the habit of resorting exclusively to the guidance of certain private literary adventures, commonly designated in the market by the affectionate name of ten-cent magazines.”
Must not we of the colleges see to it that no historian shall ever say anything like this? Vague as the phrase of knowing a good man when you see him may be, diffuse and indefinite as one must leave its application, is there any other formula that describes so well the result at which our institutions ought to aim? If they do that, they do the best thing conceivable. If they fail to do it, they fail in very deed. It surely is a fine synthetic formula. If our faculty and graduates could once collectively come to realize it as the great underlying purpose toward which they have always been more or less obscurely groping, a great clearness would be shed over many of their problems; and, as for their influence in the midst of our social system, it would embark upon a new career of strength.
篇10：The value of English Testing
Testing, an approach, is usually presented as a means
of checking mass, of people’s English level in use
out of campus, of both teachers teaching and students
learning. In the 21st century, around the world,
testing is also a means of getting employed, promoted,
and better lived as well. With the development of
economics, culture, politics, social science etc. in
English speaking countries, English becomes a
universal and practical tool of getting various fields
of information. Learning English, at present, is not
only a fashion of reflecting whatever, but also an
approach of improving living standard and social
status. Therefore, there is no other means to check
the level of people learning of their English, but
testing. In people’s republic of China (PRC),
nationally, at the moment, we have many different
tests covering different objectives, especially the
inclination of getting employed as one of evidences,
as non-native speakers: CET (College English Test),
TEM (Test of English Major), MSET (Middle School
English Test) etc. This paper discusses the value of
English testing, in teaching and learning fields in
the campus of college, under the analysis of the
teachers’ teaching purpose and students’ learning
result with the theory of educational psychology
research.
I. Introduction
Teaching and learning are closely related to testing.
Testing is a means of enabling quality of teachers’
teaching and acquisition of students’ language
learning. Testing covers the aspects of measurement
and evaluation although these three concepts (testing,
measurement & evaluation) are set with respective
meaning. In the following, I shall mainly discuss the
relations between teaching and learning, between
testing, teaching and learning
[1] [2] [3] [4] [5]
篇11：value的句子
关于value的句子
Usually I don't spare time for exercise, but I value the physical education class at school.
通常我不腾出时间运动，但我珍惜学校的体育课。
And you who read are the final judge of the value to you of the book you are reading.
而且最终由你来判断你正在读的那本书对你而言的价值。
But once you own a home, you make it beautiful and keep it clean because it has greater value to you.
但是当你有了自己的家，你会将它装饰得很漂亮，打扫得很干净，因为在你看来家更重要些。
来自：关于责任与学习的`英语作文
Referring to the value of society, we automatically think of work and creation.
说到社会价值，我们很自然的会想到工作和创新。
来自：工作和家庭谁更重要career and family which is more important
One's career is the reflection of his talent and value which he offers society.
人的事业是一个人才能以及对社会的价值的反映。
来自：关于家庭，朋友，事业的英语作文Family, Friends, Career
Do you value more having more Internet time or having a pleasant place to live?
你觉得拥有更多的上网时间还是拥有一个舒适的居住地方更有价值?
来自：To break bad habits 如何改掉坏习惯
文档为doc格式
