EN: This sentence uses the 'It is/was... that...' cleft sentence structure. This grammatical pattern is used to emphasize a specific part of the sentence (the subject 'curiosity' in this case). By placing the emphasized element between 'It is' and 'that', the speaker draws the listener's direct attention to it.
中文: 本句使用了「It is/was... that...」的分裂句(強調句)結構。這種語法模式用於強調句子中的特定部分(在此句中為發揮主詞作用的「curiosity」)。藉由將想要強調的元素放在「It is」與「that」之間,說話者能直接吸引聽眾的注意力。
It is teamwork that solves hard problems.
正是團隊合作解決了困難的問題。
EN: The verb 'drives' is in the simple present tense and third-person singular form to agree with the singular noun 'curiosity'. In this context, 'drive' means to motivate, propel, or provide the power for something to happen.
中文: 動詞「drives」使用一般現在式及單數第三人稱形式,以與單數名詞「curiosity」(好奇心)保持主動詞一致。在此語境中,「drive」的意思是激勵、推動或為某事的發生提供動力。
EN: In scientific and academic discourse, emphasizing abstract qualities like 'curiosity', 'patience', or 'imagination' is a common way to inspire students and researchers. It shifts the focus of scientific achievement away from mere intelligence or luck, highlighting personal drive and human values instead.
中文: 在科學與學術論述中,強調「好奇心」、「耐心」或「想像力」等抽象特質,是激勵學生和研究人員的常見方式。這將科學成就的焦點從單純的智力或運氣轉移開來,轉而強調個人的內在驅動力與人類的核心價值。
EN: This sentence uses the cleft sentence structure 'It is/was + [emphasized element] + that/who...'. It is used to place special emphasis on a particular part of the sentence (in this case, 'a simple question'). By bringing this element to the front, the speaker highlights it as the primary cause or agent.
中文: 此句採用了分裂句結構(Cleft Sentence)「It is/was + [被強調部分] + that/who...」。這種結構用於特別強調句子中的某個特定部分(在此句中為「a simple question」)。藉由將該要素移至前方,說話者強調了它是最主要的起因或施事者。
It was her dedication that won the championship.
正是她的奉獻精神贏得了這場冠軍。
EN: The phrase 'start it all' is a common idiomatic expression meaning to initiate a series of events, a trend, or a significant development. 'It all' refers to the entire situation or history that followed.
中文: 片語「start it all」是一個常見的慣用語,意思是啟動了一連串的事件、趨勢或重大發展。其中的「it all」指的是隨後發生的整個局勢或歷史過程。
A small spark started it all, leading to a massive forest fire.
一個微小的火星引發了這一切,導致了一場巨大的森林大火。
EN: This sentence uses the 'It is/was... that...' cleft sentence structure. This grammar pattern is used to emphasize a specific part of the sentence (the subject, object, or adverbial). By placing the emphasized element (teamwork) between 'It is' and 'that', the speaker highlights its importance.
中文: 此句子使用了「It is/was... that...」的分裂句(強調句)結構。這種文法結構用於強調句子中的特定部分(主詞、受詞或副詞)。透過將被強調的元素(teamwork,團隊合作)放在「It is」與「that」之間,說話者突顯了其重要性。
It is Emma that made the discovery.
正是艾瑪做出了這個發現。
EN: Subject-Verb Agreement with Cleft Sentences: In the relative clause introduced by 'that', the verb ('solves') must agree in number with the emphasized noun ('teamwork'). Since 'teamwork' is an uncountable, singular noun, the verb 'solve' takes the singular ending '-s'.
中文: 分裂句中的主詞與動詞一致性:在由「that」引導的關係子句中,動詞(solves)必須在單複數上與被強調的名詞(teamwork)保持一致。由於「teamwork」是不可數的單數名詞,因此動詞「solve」要加上單數接尾詞「-s」。
It is small steps that lead to big change.
正是微小的步伐導向了巨大的改變。(此處 steps 為複數,故動詞用 lead)
EN: In Western academic and professional environments, especially in scientific research, 'teamwork' is highly valued over individual genius. This sentence reflects the cultural shift towards collaborative science, where breakthroughs are seen as collective achievements rather than the work of a single person.
中文: 在西方的學術與專業環境中,特別是在科學研究領域,「團隊合作」的價值通常被看得比個人天才更高。這句話反映了現代科學向協同合作轉變的文化趨勢,即突破被視為集體努力的成果,而非單打獨鬥的產物。
EN: This sentence uses an 'It cleft sentence' structure (It + be + emphasized element + that/who...). It is used to place special emphasis on a particular part of the sentence (in this case, 'failure'). By bringing 'failure' to the front, the speaker highlights it as the single most important factor.
中文: 本句使用了「It 分裂句」(It + be 動詞 + 強調內容 + that/who...)的結構。這種句型用於特別強調句子中的某個特定部分(在此處為「failure」失敗)。藉由將「failure」移至前方,說話者強調了它是最關鍵的因素。
It was teamwork that solved the problem.
正是團隊合作解決了這個問題。
EN: The verb 'teach' is a ditransitive verb, which takes an indirect object ('us') and a direct object (here, the noun phrase 'the most' acting as the direct object/adverbial modifier indicating extent). Since the sentence is in the past tense, 'taught' is used.
中文: 動詞「teach」(教導)是一個雙賓語動詞,後面接間接賓語(「us」我們)與直接賓語(此處為名詞片語「the most」最多,作直接賓語或表示程度的修飾語)。因為句子發生在過去,所以使用過去式動詞「taught」。
EN: In Western scientific and entrepreneurial culture, failure is often celebrated not as a dead end, but as a necessary stepping stone to success. This sentence reflects a growth mindset, emphasizing that valuable lessons and breakthroughs are born from analyzing what went wrong.
中文: 在西方科學與創業文化中,失敗通常不被視為終點,而是通往成功的必要基石。這句話反映了「成長型思維」(growth mindset),強調珍貴的教訓與突破往往源自於對失敗過程的剖析與學習。
EN: This sentence uses the cleft sentence structure 'It is/was + [emphasized element] + that/who...'. It is used to place special emphasis on a particular part of the sentence (in this case, the subject 'patience').
中文: 此句使用了分裂句結構「It is/was + [強調部分] + that/who...」。這種結構用於特別強調句子中的某個部分(在本句中為主詞「patience」)。
It is teamwork that solves hard problems.
正是團隊合作解決了困難的問題。
EN: The phrasal verb 'turn A into B' means to transform or change A so that it becomes B.
中文: 片語動詞「turn A into B」意為將 A 轉化或改變為 B。
She turned her hobby into a successful career.
她將自己的興趣轉化為成功的事業。
EN: This sentence reflects a common Western philosophical value that emphasizes process, persistence, and practical outcomes over mere inspiration. In scientific and creative discourses, 'patience' is highly celebrated as the bridge between abstract thought ('ideas') and empirical reality ('results').
中文: 這句話反映了西方哲學中常見的一種價值觀,即比起單純的靈感,更強調過程、堅持與實際的成果。在科學與創意的論述中,「耐心」常被高度讚揚為連結抽象思考(想法)與實證現實(成果)之間的橋樑。
EN: This sentence uses an 'It cleft sentence' (It + be + emphasized element + who/that...). It is used to place special emphasis on a particular part of the sentence (in this case, 'a young student'). Since the emphasized subject is a person, 'who' is used instead of 'that'.
中文: 本句使用了「It 分裂句」(It + be 動詞 + 強調部分 + who/that...)。這種結構用於特別強調句子中的某個部分(在此處為「一位年輕的學生」)。因為被強調的主詞是人,所以使用關係代名詞「who」來代替「that」。
It was my sister who won the first prize.
是我姐姐贏得頭獎的。
EN: The simple past tense is used here ('was', 'made') because the action of making the discovery and the event itself occurred and were completed at a specific time in the past.
中文: 此處使用簡單過去式('was'、'made'),因為做出發現的動作以及該事件本身,都是在過去特定時間發生且已完成的事情。
She made a beautiful drawing yesterday.
她昨天畫了一幅美麗的畫。
EN: This sentence uses the 'It is... that...' cleft sentence structure, which is used to emphasize a specific part of the sentence (in this case, the subject 'data, not luck'). By placing the emphasized element between 'It is' and 'that', the speaker draws the listener's attention directly to it.
中文: 本句使用了「It is... that...」分裂句(強調句)結構,用於強調句子中的特定部分(在此處為主詞「data, not luck」)。藉由將強調的元素放在「It is」與「that」之間,說話者能直接吸引聽者的注意力。
It is your support that keeps us going.
是你的支持讓我們繼續前行。
EN: The parenthetical insertion 'not luck' is used to contrast the true cause ('data') with a common misconception ('luck'). It is set off by commas and functions as a negative coordinator, clarifying the subject.
中文: 插入語「not luck」(而不是運氣)用於將真正的原因(數據)與常見的誤解(運氣)進行對比。它用逗號隔開,起到了否定協調的作用,使主詞更加明確。
It was action, not words, that made a difference.
是行動,而不是言語,產生了影響。
EN: This sentence reflects a core value in scientific and academic discourse: the reliance on empirical evidence (data) over intuition, luck, or superstition. In Western scientific culture, emphasizing 'data' over 'luck' underscores the rigorous, systematic nature of scientific inquiry.
中文: 這句話反映了科學與學術領域的核心價值:依賴經驗證據(數據),而非直覺、運氣或迷信。在西方科學文化中,強調「數據」而非「運氣」突顯了科學探究的嚴謹性與系統性。
EN: This sentence uses the 'It is/was... that...' cleft sentence structure. This grammar pattern is used to emphasize a specific part of the sentence (in this case, the subject 'practice'). By placing the emphasized element between 'It was' and 'that', the speaker highlights its importance.
中文: 本句使用了「It is/was... that...」的分裂句(強調句)結構。這種語法結構用來強調句子中的特定部分(在此句中為主詞「practice」)。藉由將要強調的元素放在「It was」與「that」之間,說話者得以突顯其重要性。
It was Emma who solved the puzzle.
正是艾瑪解開了這個謎題。
EN: The past simple tense ('improved') is used here to describe a completed action in the past. It indicates that the improvement of the design happened at a specific, finished time.
中文: 此處使用過去簡單式(「improved」)來描述過去已完成的動作。這表示設計的改善發生在過去某個特定且已結束的時間點。
She improved her English skills by reading books.
她透過閱讀書籍提升了她的英文能力。
EN: In professional and scientific contexts, attributing success to 'practice' and 'teamwork' rather than innate talent or luck is highly valued. This reflects a growth mindset, which is a prominent cultural concept in modern Western education and professional development.
中文: 在專業與科學領域中,將成功歸因於「練習」與「團隊合作」而非天賦或運氣,是備受推崇的價值觀。這反映了「成長型思維」(growth mindset),這是現代西方教育與職業發展中非常核心的文化概念。
EN: This sentence uses the 'It is/was... that...' cleft sentence structure. This grammatical pattern is used to emphasize a specific part of the sentence (in this case, the subject 'imagination'). By placing the emphasized element between 'It is' and 'that', the speaker highlights its importance.
中文: 本句使用了「It is/was... that...」的分裂句(強調句)結構。這種語法模式用於強調句子中的特定部分(在此處為主詞「imagination」)。藉由將要強調的元素放在「It is」與「that」之間,說話者得以突顯其重要性。
It is teamwork that solves hard problems.
正是團隊合作解決了困難的問題。
EN: The verb 'sparks' is a transitive verb used metaphorically here. While its literal meaning is to produce sparks of fire, in a creative or scientific context, it means to trigger, initiate, or inspire something (like an idea, interest, or invention) suddenly.
中文: 動詞「sparks」在此處為隱喻用法。雖然其字面意思是產生火花,但在創意或科學情境中,它意指突然引發、啟動或激發某事(如想法、興趣或發明)。
A simple question sparked his interest in science.
一個簡單的問題激發了他對科學的興趣。
EN: This sentence uses the 'It is/was... that...' cleft sentence structure (分裂句). This grammatical pattern is used to place special emphasis on a specific part of the sentence (in this case, the subject 'careful testing'). By placing the emphasized element between 'It was' and 'that', the speaker highlights its importance.
中文: 本句使用了「It is/was... that...」的分裂句結構(cleft sentence)。這種語法結構用於特別強調句子中的某個部分(在此句中為主詞「careful testing」,即仔細的測試)。藉由將被強調的元素放在「It was」與「that」之間,說話者得以凸顯其重要性。
It was Emma that solved the puzzle.
正是艾瑪解開了這個謎題。
EN: The past tense 'found' is used here because the action of finding the error occurred and was completed in the past. In cleft sentences, the tense of the introductory 'be' verb ('was') must match the tense of the main action ('found').
中文: 此處使用過去式動詞「found」(發現/找出),因為找出錯誤的動作發生於過去且已完成。在分裂句中,引導動詞「be」(此處為 was)的時態必須與主要動作(found)的時態保持一致。
It was a simple question that started the discussion.
是一個簡單的問題引發了這場討論。
EN: This sentence uses the 'It is/was... that...' cleft sentence structure (分裂句). It is used to emphasize a specific part of the sentence (the subject 'small steps' in this case). The word 'that' introduces the relative clause, and because 'small steps' is plural, the verb 'lead' must agree and remain in its base form.
中文: 本句使用了「It is/was... that...」的分裂句結構(強調句)。此結構用於強調句子中的特定部分(在此處為受強調的主詞「small steps」)。「that」引導後續的關係子句,因為「small steps」為複數,所以動詞「lead」必須與其一致,使用複數動詞形式。
It is hard work that brings success.
正是努力工作帶來了成功。
EN: The phrasal verb 'lead to' means to cause something to happen or to result in something. It is followed by a noun or a gerund (V-ing).
中文: 片語動詞「lead to」意為「導致、引起」或「帶來某種結果」。後面接名詞或動名詞(V-ing)作為受詞。
Regular exercise can lead to better health.
規律的運動可以帶來更好的健康。
EN: This sentence reflects a common philosophical outlook in English-speaking cultures, often associated with continuous improvement (similar to the Japanese concept of 'Kaizen') and the idea that monumental achievements are built on small, daily efforts. It echoes famous quotes like Neil Armstrong's 'one small step for man, one giant leap for mankind.'
中文: 這句話反映了英語系國家常見的一種哲學觀點,即宏大的成就都是由每日微小的努力累積而成的(類似於「積少成多」或日語中的「改善」概念)。這也與阿姆斯壯的名言「個人的一小步,人類的一大步」相互呼應。
EN: This sentence uses the cleft sentence structure 'It is/was... that/who...' to place special emphasis on the subject 'people, not machines'. When the emphasized subject refers to people, 'who' can be used instead of 'that'.
中文: 本句使用了分裂句結構「It is/was... that/who...」來特別強調主詞「people, not machines」(是人類,而不是機器)。當被強調的主詞指代人時,可以用「who」代替「that」。
It is the teacher who inspired me to study science.
是那位老師啟發了我去研究科學。
EN: The parenthetical insertion ', not machines,' is used to contrast two nouns. It is set off by commas and serves to exclude the second element, emphasizing that only the first element performs the action.
中文: 插入語「, not machines,」(而不是機器)用於對比兩個名詞。它用逗號隔開,起到了排除第二個要素的作用,藉此強調只有第一個要素才執行了該動作。
It is action, not words, that makes a difference.
是行動,而不是言語,才能帶來改變。
EN: This sentence reflects a deeply philosophical and humanistic view of science and technology. In the modern era of artificial intelligence and automation, it emphasizes that while machines can process data and find answers, the unique human capacity for curiosity ('asking why') is what truly drives progress.
中文: 這句話反映了對科學與科技深具哲學與人文關懷的觀點。在人工智慧與自動化蓬勃發展的現代,它強調雖然機器可以處理數據並尋找答案,但人類獨有的好奇心(探詢「為什麼」的能力)才是推動進步的真正動力。
EN: Indirect questions are used when a question is embedded within a larger statement or another question. Unlike direct questions, indirect questions follow statement word order (subject + verb) and do not use auxiliary verbs like 'do', 'does', or 'did'. In this sentence, 'what truly drives scientific progress' acts as the noun clause object of the verb 'ask'.
中文: 間接問句用於將一個疑問句嵌入到另一個更大的陳述句或問句中。與直接問句不同,間接問句需使用陳述句語序(主詞 + 動詞),且不使用助動詞(如 do, does, did)。在本句中,「what truly drives scientific progress」作為名詞子句,擔任動詞「ask」的受詞。
She wants to know where we can buy the tickets.
她想知道我們可以在哪裡買到票。
EN: The adverb 'truly' is used to emphasize the truth or degree of an action or state. When modifying a verb, it typically appears before the main verb to add strong emphasis, meaning 'really' or 'genuinely'.
中文: 副詞「truly」用於強調動作或狀態的真實性或程度。當它修飾動詞時,通常置於主要動詞之前以加強語氣,意思是「真正地」或「確實地」。
I truly believe that we can find a solution.
我真心相信我們能找到解決方案。
EN: It is... that... (Cleft Sentence): This structure is used to emphasize a specific part of the sentence (the focus). By placing the emphasized element between 'It is' and 'that', the speaker draws the listener's attention directly to it.
中文: It is... that...(分裂句/強調句):此結構用於強調句子中的特定部分(焦點)。藉由將想要強調的元素放在「It is」與「that」之間,說話者能直接吸引聽眾的注意力。
It is teamwork that solves hard problems.
是團隊合作解決了困難的問題。
EN: Parenthetical Expression (not luck): A parenthetical expression adds extra information or contrast to the sentence. It is set off by commas and can be removed without changing the essential grammatical structure of the sentence.
中文: 插入語(not luck):插入語為句子增添額外資訊或對比。它用逗號隔開,即使刪除也不會改變句子的基本語法結構。
It was failure, not success, that taught us the most.
是失敗,而不是成功,教會了我們最多。
EN: This sentence reflects a core value in scientific inquiry: valuing intrinsic curiosity and systematic effort over mere chance or luck. It is a common sentiment in academic and scientific discourse to emphasize the rigorous process of discovery.
中文: 這句話反映了科學探究的核心價值:比起單純的運氣,更看重內在的好奇心與系統性的努力。在學術和科學領域中,強調嚴謹的發現過程是非常常見的觀點。
EN: This sentence uses the 'It is/was... that...' cleft sentence structure (分裂句). This grammatical pattern is used to place special emphasis on a specific part of the sentence (in this case, the subject 'a simple question'). By placing the emphasized element between 'It was' and 'that', the speaker highlights its importance.
中文: 本句使用了「It is/was... that...」的分裂句結構(強調句)。這種語法結構用於特別強調句子中的某個部分(在此處為主詞「a simple question」)。藉由將被強調的元素放在「It was」與「that」之間,說話者得以突顯其重要性。
It was her dedication that won the championship.
是她的奉獻精神贏得了冠軍。
EN: The past tense verb 'launched' is used here metaphorically to mean 'to set in motion' or 'to initiate' a process or series of events, similar to launching a ship or a rocket.
中文: 過去式動詞「launched」在此處作比喻性使用,意思是「啟動」或「發起」一個過程或一系列事件,類似於發射火箭或新船下水。
EN: It-cleft sentence structure (It is/was + [emphasized element] + that/who...) is used to bring focus or emphasis to a specific part of the sentence, in this case, the noun 'patience'.
中文: It-cleft 分裂句結構(It is/was + [強調部分] + that/who...)用於強調句子中的特定成分。在此句中,它被用來強調名詞「patience(耐心)」。
It is teamwork that solves hard problems.
是團隊合作解決了困難的問題。
EN: The phrasal verb 'keep someone going' means to provide someone with the strength, energy, or motivation to continue doing something during a difficult time.
中文: 片語動詞「keep someone going」意為在困難時期為某人提供繼續前進的力量、能量或動力(支持某人堅持下去)。
A warm cup of coffee is the only thing that keeps me going on busy mornings.
在忙碌的早晨,一杯溫暖的咖啡是唯一讓我堅持下去的動力。
EN: This sentence uses the 'It is/was... that...' cleft sentence structure (split sentence) to place special emphasis on a specific part of the sentence (here, the subject 'teamwork'). By placing 'teamwork' between 'It was' and 'that', the speaker highlights that it was specifically teamwork, and not something else, that achieved the result.
中文: 本句使用了「It is/was... that...」的分裂句(強調句)結構,用來特別強調句子中的某個部分(此處為主詞「teamwork」)。透過將「teamwork」放在「It was」與「that」之間,說話者強調了正是「團隊合作」(而非其他因素)促成了這個結果。
It was her dedication that won the championship.
正是她的奉獻精神贏得了冠軍。
EN: The phrase 'no one could solve alone' is a relative clause (adjective clause) modifying the noun 'problems'. The relative pronoun 'that' or 'which' is omitted because it functions as the direct object of the verb 'solve' in the relative clause.
中文: 片語「no one could solve alone」是一個關係子句(形容詞子句),用來修飾名詞「problems」。這裡省略了關係代名詞「that」或「which」,因為它在關係子句中擔任動詞「solve」的直接受格。
This is the book I bought yesterday.
這就是我昨天買的那本書。
EN: In professional and scientific contexts in English-speaking cultures, there is a strong emphasis on 'teamwork' over individual genius. While historical narratives often focus on single inventors, modern research and corporate cultures heavily promote collaborative problem-solving as the key to breakthrough innovation.
中文: 在英語系國家的職場與科學界中,相較於個人英雄主義,人們非常強調「團隊合作」(teamwork)。雖然歷史敘事常聚焦於單一發明家,但現代研究與企業文化極力推崇協同合作,並將其視為突破性創新的關鍵。
EN: This sentence uses the cleft sentence structure 'It is/was + [emphasized element] + that/who...'. It is used to bring focus to a specific part of the sentence (in this case, 'careful testing').
中文: 此句使用了分裂句結構(Cleft Sentence)「It is/was + [強調部分] + that/who...」。這種結構用於強調句子中的特定成分(在此句中為「careful testing」,即嚴謹的測試)。
It is teamwork that solves hard problems.
正是團隊合作解決了困難的問題。
EN: The phrasal verb 'turn A into B' means to transform or change something (A) into a different state or form (B).
中文: 片語動詞「turn A into B」表示將某物(A)轉化或改變為另一種不同的狀態或形式(B)。
The chef turned simple ingredients into a gourmet meal.
廚師將簡單的食材轉化為一道美食。
EN: The 'It is/was... that...' structure is a cleft sentence used for emphasis. By placing the emphasized element (here, 'imagination') between 'It was' and 'that', the speaker highlights this specific factor as the key cause or agent.
中文: 「It is/was... that...」分裂句結構用於表示強調。藉由將想要強調的元素(此處為「imagination」想像力)放在「It was」與「that」之間,說話者突顯了該特定因素是關鍵原因或推動力。
It was her dedication that made the project a success.
正是她的奉獻精神才讓這個專案取得成功。
EN: The verb 'help' can be followed by an object and then either a bare infinitive (verb without 'to') or a full infinitive (with 'to'). In this sentence, 'picture' is a bare infinitive acting as the objective complement.
中文: 動詞「help」(幫助)後面可以接賓語(受詞),再接不帶 to 的不定詞(原形動詞)或帶 to 的不定詞。在本句中,「picture」是原形動詞,作為賓語補語(受詞補語)。
The map helped us find the hidden cabin.
地圖幫助我們找到了那座隱密的小木屋。
EN: The phrase 'the unseen' uses the grammatical structure 'the + adjective' to represent a collective noun or abstract concept (similar to 'the unknown' or 'the beautiful'). In scientific discourse, it highlights the romantic and philosophical side of science, emphasizing that great discoveries begin with conceptualizing things that cannot yet be observed.
中文: 「the unseen」這個片語使用了「the + 形容詞」的語法結構,用來表示集體名詞或抽象概念(類似於「the unknown」未知或「the beautiful」美的事物)。在科學論述中,這突顯了科學浪漫與哲學的一面,強調偉大的發現始於對尚未能觀測到的事物進行概念化想像。
EN: It is... that... (Cleft Sentence): This structure is used to emphasize a specific part of a sentence (the subject, object, or adverbial). By placing the emphasized element between 'It is/was' and 'that/who', the speaker draws the listener's attention directly to it.
中文: It is... that...(分裂句/強調句):此結構用於強調句子中的特定部分(主詞、受詞或副詞)。透過將要強調的元素放在「It is/was」與「that/who」之間,說話者能直接吸引聽者的注意力。
It is teamwork that solves hard problems.
正是團隊合作解決了困難的問題。
EN: Parenthetical Adverb (strangely): An adverb inserted into a sentence with commas on both sides to express the speaker's attitude or comment on the situation, without changing the core grammatical structure.
中文: 插入語副詞(strangely):夾在句子中間並用逗號隔開的副詞,用來表達說話者對該情況的態度或評論,不影響核心語法結構。
The project, surprisingly, was completed ahead of schedule.
令人驚訝的是,這個專案居然提前完成了。
EN: In Western scientific and philosophical discourse, failure is often celebrated not as a dead end, but as an essential pedagogical tool. This sentence reflects a growth mindset, common in modern educational and professional environments, where mistakes are viewed as valuable data points rather than personal shortcomings.
中文: 在西方科學與哲學論述中,失敗通常不被視為死胡同,而是被尊為一種不可或缺的學習工具。這句話反映了現代教育和職場環境中常見的「成長型思維」,即將錯誤視為有價值的數據與經驗,而非個人的缺點。
EN: It is/was... that... (Cleft Sentence): This structure is used to emphasize a specific part of the sentence (the subject, object, or adverbial). By placing the emphasized element between 'It was' and 'that', the speaker highlights its importance. Here, 'hard work, repeated daily' is emphasized.
中文: 分裂句(It is/was... that...):此結構用於強調句子中的特定部分(主詞、受詞或副詞)。透過將被強調的元素放在「It was」與「that」之間,說話者可以突顯其重要性。在本句中,被強調的是「hard work, repeated daily」(每天重複的努力付出)。
It was her dedication that won the championship.
正是她的奉獻精神讓她贏得了冠軍。
EN: Past Participle as Post-modifier: The past participle phrase 'repeated daily' is placed directly after the noun 'hard work' to describe it, functioning as a shortened relative clause ('which was repeated daily').
中文: 過去分詞作後置修飾語:過去分詞短語「repeated daily」直接放在名詞「hard work」之後用以修飾它,其功能相當於省略的關係子句(which was repeated daily)。
The decision made yesterday will affect us all.
昨天做出的決定將會影響我們所有人。
EN: This sentence reflects a common cultural value in scientific and professional fields: the belief that genius and breakthroughs are not just sudden strokes of luck, but the result of persistent, daily effort. It echoes Thomas Edison's famous quote, 'Genius is one percent inspiration and ninety-nine percent perspiration.'
中文: 這句話反映了科學與專業領域中常見的文化價值觀:相信天才與重大突破並非偶然的運氣,而是每日堅持不懈努力的結晶。這與湯瑪斯·愛迪生的名言「天才是百分之一的靈感加上百分之九十九的汗水」相互呼應。
EN: This sentence uses the 'It is/was... that...' cleft sentence structure, which is used to emphasize a specific part of the sentence (in this case, the subject 'young minds'). By placing the emphasized element between 'It is' and 'that', the speaker highlights its importance.
中文: 本句使用了「It is/was... that...」的分裂句(強調句)結構,用於強調句子中的特定部分(在此處為主詞「young minds」)。透過將被強調的元素放在「It is」與「that」之間,說話者突顯了其重要性。
It is Emma that solved the puzzle.
正是艾瑪解開了這個謎題。
EN: The superlative adjective 'boldest' is formed by adding '-est' to the one-syllable adjective 'bold'. Superlatives are used to compare three or more things and indicate the limit or limit-approaching quality of something.
中文: 最高級形容詞「boldest」是在單音節形容詞「bold」(大膽的)後面加上「-est」構成。最高級用於三者或三者以上的比較,表示某事物達到最高極限或程度。
This is the boldest move the company has ever made.
這是該公司有史以來最大膽的舉動。
EN: In scientific and academic discourse, there is a strong cultural appreciation for the curiosity of youth. The phrase 'young minds' reflects the belief that younger people, unburdened by established dogmas, are often the ones who challenge status quo and drive innovation.
中文: 在科學與學術領域中,人們非常推崇年輕人的好奇心。「young minds」(年輕的心靈/思維)這個詞反映了一種信念:年輕人因為沒有既定教條的束縛,往往最能挑戰現狀並推動創新。
EN: This sentence uses the 'It is/was... that/who...' cleft sentence structure. This grammar pattern is used to emphasize a specific part of the sentence (the focus), which in this case is 'people'. Since the emphasized subject is human, 'who' is used instead of 'that'.
中文: 本句使用了「It is/was... that/who...」的分裂句(強調句)結構。這種文法模式用於強調句子中的特定部分(焦點),在此處被強調的是「people(人類)」。由於被強調的主詞是人,因此使用「who」來代替「that」。
It was my sister who told me the truth.
正是我的姐姐告訴了我真相。
EN: The verb 'give' is a ditransitive verb, which takes two objects: an indirect object (IO) representing the recipient, and a direct object (DO) representing the thing given. Here, 'science' is the indirect object, and 'its purpose and direction' is the direct object.
中文: 動詞「give」是雙賓語動詞(及物動詞的一種),需要兩個受詞:一個間接受詞(IO)表示接受者,以及一個直接受詞(DO)表示給予的事物。在此處,「science」是間接受詞,「its purpose and direction」是直接受詞。
She gave the project her full attention.
她對這個專案投入了全部的注意力。
EN: It is... that... (Cleft Sentence): This structure is used to emphasize a specific part of the sentence (the focus). By placing the emphasized element (curiosity) between 'It is' and 'that', the speaker highlights its importance.
中文: It is... that...(分裂句/強調句):此結構用於強調句子中的特定部分(焦點)。藉由將被強調的元素(curiosity)放在「It is」與「that」之間,說話者得以突顯其重要性。
It is teamwork that solves hard problems.
是團隊合作解決了困難的問題。
EN: Keep + Object + Object Complement (V-ing): The verb 'keep' can be followed by an object and a present participle (-ing form) to describe an ongoing state or action that is being maintained.
中文: Keep + 受詞 + 受詞補語 (現在分詞 V-ing):動詞「keep」後面可接受詞與現在分詞(-ing 形式),用來描述某個持續進行中或被維持的狀態與動作。
The music kept us dancing all night.
音樂讓我們整晚跳個不停。
EN: The use of 'What' as a subject question word. When 'what' acts as the subject of a sentence, it takes a singular verb (drives) and does not require an auxiliary verb like 'does'.
中文: 「What」作為主詞疑問詞的用法。當「what」在句子中擔任主詞時,動詞須使用單數形(drives),且不需要助動詞(如 does)。
What causes global warming?
是什麼導致了全球暖化?
EN: Direct address with a comma. When addressing someone directly by name (Emma) at the end of a sentence, a comma must precede the name to separate it from the main clause.
中文: 使用逗號進行直接稱呼。在句子末尾直接稱呼某人的名字(艾瑪)時,名字前必須加上逗號,以將其與主句隔開。
How are you feeling, John?
你感覺怎麼樣,約翰?
EN: In English-speaking scientific and academic contexts, asking open-ended questions like 'What drives discovery?' is a common way to stimulate deep discussion. Addressing the interlocutor by their first name ('Emma') establishes a collaborative and friendly tone, which is highly valued in modern scientific discourse.
中文: 在英語系的科學與學術背景中,提出像「是什麼驅使了發現?」這樣的開放式問題,是激發深入討論的常見方式。直接稱呼對方的名字(「艾瑪」)能建立起合作且友善的語調,這在現代科學對話中非常受到重視。
EN: This sentence uses the cleft sentence structure 'It is/was + [emphasized element] + that/who...'. It is used to bring focus or emphasis to a specific part of the sentence (in this case, 'curiosity').
中文: 此句使用了分裂句結構「It is/was + [強調部分] + that/who...」。這種結構用於將焦點或強調放在句子的特定部分(在此句中為「curiosity」好奇心)。
It is teamwork that solves hard problems.
正是團隊合作解決了困難的問題。
EN: The verb 'push' is used here in the pattern 'push someone to do something', which means to strongly encourage, motivate, or force someone to take action.
中文: 動詞「push」在此處用於「push someone to do something」(驅使/推動某人去做某事)的句型,意思是強烈鼓勵、激勵或迫使某人採取行動。
My teacher pushed me to study harder.
我的老師督促我更加努力學習。
EN: In scientific and academic contexts, emphasizing 'curiosity' as the primary driver of progress is a common philosophical stance. It highlights the value of intrinsic motivation over external rewards.
中文: 在科學與學術背景下,強調「好奇心」是進步的主要驅動力是一種常見的哲學立場。這突顯了內在動機相對於外部獎勵的價值。
EN: This sentence uses the cleft sentence structure 'It is/was + [emphasized element] + who/that...'. This structure is used to place special emphasis on a particular part of the sentence (in this case, 'a teacher'). Since the action happened in the past, the past tense 'was' is used.
中文: 本句使用了分裂句(強調句)結構「It is/was + [被強調的部分] + who/that...」。此結構用於特別強調句子中的某個特定部分(在此句中為「一位老師」)。因為該動作發生在過去,所以使用過去式「was」。
It was my father who taught me how to drive.
是我父親教我如何開車的。
EN: The verb 'spark' literally means to produce small flashes of fire, but metaphorically it means to trigger, inspire, or activate interest, curiosity, or a feeling. It is commonly paired with nouns like 'interest', 'imagination', or 'debate'.
中文: 動詞「spark」字面意思是產生微小的火花,但在比喻用法中,它表示觸發、啟發或激發興趣、好奇心或某種情感。它通常與「interest(興趣)」、「imagination(想像力)」或「debate(辯論)」等名詞搭配使用。
The book sparked her interest in history.
這本書激發了她對歷史的興趣。
EN: This sentence uses the 'It is/was... that...' cleft sentence structure. This grammatical pattern is used to place special emphasis on a specific part of the sentence (in this case, the subject 'teamwork'). By placing the emphasized element between 'It is' and 'that', the speaker highlights its importance.
中文: 本句使用了「It is/was... that...」的分裂句(強調句)結構。這種語法模式用於特別強調句子中的某個部分(在此句中為主詞「teamwork」)。藉由將被強調的元素放在「It is」與「that」之間,說話者得以突顯其重要性。
It is patience that turns ideas into results.
正是耐心將想法轉化為成果。
EN: The verb 'make' is used here as a causative-like verb in the pattern 'make + object + adjective' (makes hard work lighter). In this structure, the adjective functions as an object complement, describing the state of the object resulting from the action.
中文: 動詞「make」在此處用於「make + 受詞 + 形容詞」(makes hard work lighter)的結構。在這種結構中,形容詞充當受詞補語,用來描述因該動作而導致受詞所呈現的狀態。
Regular practice makes difficult tasks easier.
規律的練習讓困難的任務變得更容易。
EN: This sentence reflects a strong cultural value in English-speaking professional and academic environments: the emphasis on collaboration over individual effort. The expression 'makes hard work lighter' is a variation of the traditional English proverb 'Many hands make light work' (meaning shared work is easier).
中文: 這句話反映了英語系國家在專業與學術環境中非常重視的一項文化價值:強調團隊協作而非個人英雄主義。句中的「makes hard work lighter」是源自英文傳統諺語「Many hands make light work」(人多好辦事/眾志成城)的變體。
EN: This sentence uses the cleft sentence structure 'It is/was + [emphasized element] + that/who...'. It is used to bring focus or emphasis to a specific part of the sentence (in this case, 'failure').
中文: 此句採用了分裂句結構(Cleft Sentence)「It is/was + [強調部分] + that/who...」。這種結構用於將焦點或強調放在句子的特定部分(在此句中為「failure」,即失敗)。
It was her dedication that made the project successful.
正是她的奉獻精神才讓這個專案取得成功。
EN: The verb 'show' is a ditransitive verb, which takes an indirect object ('me') followed by a direct object ('a better way').
中文: 動詞「show」(展示/呈現)是一個雙賓語動詞(Ditransitive Verb),後面接間接賓語(「me」,我)和直接賓語(「a better way」,更好的方法/道路)。
He showed us the new design.
他向我們展示了新的設計。
EN: In Western culture, particularly in professional and personal growth contexts, failure is often reframed not as a negative end, but as a valuable learning experience and a necessary stepping stone to innovation and improvement. This sentence reflects that growth-mindset philosophy.
中文: 在西方文化中(特別是在職業與個人成長的語境下),「失敗」通常不被視為消極的終點,而是被重新定義為寶貴的學習經驗,以及通往創新與進步的必要基石。這句話充分反映了這種「成長型思維」(growth mindset)的哲學。
EN: This sentence uses the 'It is/was... that...' cleft sentence structure. This grammatical pattern is used to emphasize a specific part of the sentence (in this case, the subject 'practice'). By placing the emphasized element between 'It is' and 'that', the speaker highlights its importance.
中文: 此句子使用了「It is/was... that...」的分裂句(強調句)結構。這種語法模式用於強調句子中的特定部分(在此句中為發揮主詞作用的「practice」)。藉由將被強調的元素放在「It is」與「that」之間,說話者得以突顯其重要性。
It is teamwork that solves hard problems.
正是團隊合作才能解決困難的問題。
EN: The verb 'builds' is in the simple present tense and agrees with the singular subject 'practice'. In this context, 'build' means to develop or strengthen a quality or ability over time.
中文: 動詞「builds」使用一般現在式,並與單數主詞「practice」達成主動詞一致性。在此語境中,「build」的意思是隨著時間推移來培養或加強某種特質或能力。
Reading books builds a strong vocabulary.
閱讀書籍能建立強大的字彙量。
EN: This sentence reflects a common Western educational philosophy and growth mindset: the belief that mastery and talent are not just innate, but are developed through deliberate practice and effort. It aligns with the famous concept of the '10,000-hour rule' popularized by Malcolm Gladwell.
中文: 這句話反映了西方常見的教育哲學與成長思維:相信熟練與天賦不僅僅是天生的,而是透過刻意練習與努力培養出來的。這與馬爾科姆·葛拉威爾(Malcolm Gladwell)推廣的著名「一萬小時定律」觀念相契合。
EN: This sentence uses the 'It is... that...' cleft sentence structure, which is used to emphasize a specific part of the sentence (in this case, the subject 'questions, not answers'). The formula is: It is/was + [emphasized element] + that/who + [rest of the sentence].
中文: 本句使用了「It is... that...」的分裂句(強調句)結構,用來強調句子中的特定部分(在此處為主詞「問題,而不是答案」)。其結構公式為:It is/was + [被強調的部分] + that/who + [句子的其餘部分]。
It is Emma that won the first prize in the competition.
是艾瑪在比賽中贏得了第一名。
EN: The parenthetical insertion 'not answers' is used to contrast with 'questions'. When a subject is structured as 'A, not B', the verb must agree with A (questions), which is plural, hence the plural verb 'start' instead of 'starts'.
中文: 插入語「not answers(而不是答案)」與「questions(問題)」形成對比。當主詞結構為「A,而不是 B」時,動詞必須與 A(questions)保持單複數一致。因為 questions 是複數,所以使用複數動詞「start」而非單數的「starts」。
It is books, not television, that expand our minds.
是書本,而不是電視,開拓了我們的視野。
EN: This sentence reflects a core value in Western scientific philosophy: that inquiry, skepticism, and the act of asking questions are far more critical to progress than holding fixed answers. It aligns with the Socratic method of learning through questioning.
中文: 這句話反映了西方科學哲學的核心價值:探究、懷疑和「提出問題」的行為,對於科學進步而言,遠比抱持固定的「答案」更為關鍵。這與透過不斷提問來學習的「蘇格拉底教學法」不謀而合。
EN: This sentence uses an 'It cleft sentence' (It + be + emphasized element + that/who...). It is used to place special emphasis on a particular part of the sentence (in this case, the subject 'patience').
中文: 本句使用了「It 分裂句」(It + be 動詞 + 強調部分 + that/who...)。這種結構用於特別強調句子中的某個部分(在此處為主詞「patience」)。
It was Emma who found the lost keys.
正是艾瑪找到了遺失的鑰匙。
EN: The adverb 'finally' is used to describe an action that happens after a long time or after a lot of effort, typically placed before the main verb.
中文: 副詞「finally」(最終、終於)用於描述在經歷了很長時間或付出許多努力後才發生的動作,通常置於主要動詞之前。
They finally finished the difficult project.
他們最終完成了這個艱難的專案。
EN: This sentence uses the 'It is/was... that...' cleft sentence structure. This grammatical pattern is used to emphasize a specific part of the sentence (in this case, the subject 'imagination'). By placing the emphasized element between 'It is' and 'that', the speaker highlights its importance.
中文: 本句使用了「It is/was... that...」的分裂句(強調句)結構。這種文法模式用於強調句子中的特定部分(在此處為主詞「imagination」)。藉由將要強調的元素放在「It is」與「that」之間,說話者得以突顯其重要性。
It is hard work that brings success.
正是努力工作帶來了成功。
EN: The verb phrase 'lead to' means to cause something to happen or to result in something. It is followed by a noun or a gerund (verb-ing). In this sentence, 'leads' is in the singular form because the subject 'imagination' is an uncountable noun.
中文: 動詞片語「lead to」意為導致某事發生或產生某種結果,後面接名詞或動名詞。在本句中,因為主詞「imagination」(想像力)為不可數名詞,所以動詞使用單數形式「leads」。
Carelessness can lead to serious mistakes.
粗心大意可能會導致嚴重的錯誤。
EN: This sentence uses the cleft sentence structure 'It is/was + [emphasized element] + who/that...'. It is used to place special emphasis on a particular part of the sentence (in this case, the subject 'curious people'). Since the emphasized subject refers to people, 'who' is used instead of 'that'.
中文: 此句子使用了分裂句結構「It is/was + [被強調的部分] + who/that...」。這種結構用於特別強調句子中的某個部分(在此句中為發出動作的主詞「curious people」)。由於被強調的主詞是指人,因此使用「who」來代替「that」。
It was my sister who told me the news.
正是我的姐姐告訴我這個消息的。
EN: The relative pronoun 'who' introduces a relative clause modifying 'curious people'. The verb in the relative clause ('change') must agree in number with the antecedent ('people', which is plural), so the base form of the verb is used.
中文: 關係代名詞「who」引導一個修飾「curious people」的關係子句。關係子句中的動詞(change)在單複數上必須與先行詞(複數的「people」)保持一致,因此使用動詞原形。
It is the teachers who inspire the students.
正是這些老師啟發了學生。
EN: This sentence reflects a core value in scientific and philosophical discourse, particularly in Western education, which highly prizes individual curiosity and questioning over rote memorization. It echoes famous quotes, such as Albert Einstein's 'I have no special talents. I am only passionately curious.'
中文: 這句話反映了科學與哲學探討中的核心價值,特別是在西方教育中,人們高度重視個人的好奇心與質疑精神,而非死記硬背。這與愛因斯坦的名言「我沒有特別的天才,我只是有強烈的好奇心」相互呼應。
重要單字附有 IPA 發音、定義、例句和互動式測驗。
在本文中: 好奇心,求知慾
在本文中: 發明,創造
在本文中: 突破,重大進展
在本文中: 耐心,毅力
在本文中: 想像力
在本文中: 說也奇怪地,不可思議地
在本文中: 探索,探究
在本文中: 激發,引起
片語包含類型標示、雙語定義、用法說明和例句。
To motivate, stimulate, or push forward advancement and development.
推動進步
To change or develop into something else.
轉化為,變成
To provide someone with the energy, motivation, or support to continue doing something difficult.
支持某人堅持下去,給予動力