EN： This sentence uses the 'It is ... that ...' cleft sentence structure. This grammatical pattern is used to emphasize a specific part of the sentence (in this case, the adverbial 'together'). 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 ...」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（在此處為副詞「together」）。藉由將被強調的元素放在「It is」與「that」之間，說話者能直接吸引聽眾的注意力。
It is because of your help that we finished the project on time.
正是因為你的幫助，我們才能準時完成這個專案。
EN： The relative clause introduced by 'that' functions here to complete the cleft structure, linking the emphasized element to the rest of the proposition ('we solve big problems'). Even though 'together' is an adverb, 'that' is used as the standard connector in this emphatic pattern.
中文： 由「that」引導的關係從句在此處用以完成分裂句結構，將被強調的元素與命題的其餘部分（「we solve big problems」）連結起來。即使「together」是副詞，在這種強調句型中仍使用「that」作為標準連接詞。
It was yesterday that I met him in the library.
我正是昨天在圖書館遇到他的。
EN： This sentence reflects a strong cultural value placed on collaboration and collective effort in modern professional and social contexts. Using an emphatic cleft sentence ('It is together that...') elevates the tone, making it sound inspiring and community-oriented, which is common in leadership speeches and team-building environments.
中文： 這句話反映了現代專業與社交情境中，對於「協作」與「集體努力」的高度文化重視。使用強調分裂句（It is together that...）提升了說話的語調，使其聽起來具有啟發性且注重社群凝聚力，這在領導者演講和團隊建設活動中非常常見。
EN： This sentence uses a pseudo-cleft sentence structure (also known as a 'wh-cleft'). It uses a noun clause starting with 'What' as the subject to place special emphasis on the information that follows the verb 'be' (in this case, 'more trust between people').
中文： 此句採用了「擬分裂句」（pseudo-cleft sentence，又稱 wh- 分裂句）的結構。它以 'What' 引導的名詞子句作為主詞，用以特別強調連繫動詞 'be' 後面所出現的訊息（在此處為 'more trust between people'）。
What we want is a peaceful solution.
我們想要的是一個和平的解決方案。
EN： The preposition 'between' is used to express relationships, connections, or feelings shared between two or more distinct people, groups, or things.
中文： 介係詞 'between' 在此處用於表示兩個或多個明確的人、群體或事物之間所共享的關係、連結或情感。
There is a strong bond between the two sisters.
這對姊妹之間有著深厚的羈絆。
EN： In modern discourse, emphasizing 'trust between people' reflects a universal social value focusing on community cohesion and mutual understanding, which is highly valued in both Western and Eastern philosophical contexts.
中文： 在現代對話中，強調「人與人之間的信任」反映了一種普世的社會價值觀，專注於社群凝聚力與相互理解。這在西方與東方的哲學背景中都受到高度重視。
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, 'kindness'). The tense of 'be' (was) matches the past tense of the main action.
中文： 本句使用了分裂句結構「It is/was + [被強調部分] + that/who...」。此結構用於強調句子中的特定成分（在此句中為「kindness」）。動詞「be」的時態（was）與主句動作的過去時態保持一致。
It was his dedication that made the project a success.
正是他的奉獻精神才讓這個專案取得成功。
EN： The verb 'bring' is used here with an object ('us') and an adjective complement ('close') to mean 'to cause someone to be in a particular state or relationship'. 'First' acts as an adverb modifying the verb 'brought'.
中文： 動詞「bring」在此處與受詞（us）和形容詞補語（close）連用，表示「使某人處於特定狀態或關係中」。「First」作為副詞修飾動詞「brought」，表示「最初、第一次」。
The shared experience brought them close.
共同的經歷讓他們走得更近。
EN： This sentence uses the cleft sentence structure 'It is/was + [emphasized element] + who/that...', which is used to bring focus to a specific part of the sentence (in this case, 'the young'). 'Who' is used here because the emphasized subject is a group of people.
中文： 本句使用了分裂句結構「It is/was + [強調部分] + who/that...」，用於將焦點放在句子的特定部分（在此處為「the young」）。因為被強調的主詞是人，所以此處使用關係代名詞「who」。
It was Sarah who solved the mystery.
正是莎拉解開了這個謎團。
EN： The phrase 'the young' uses the structure 'the + adjective' to function as a plural noun meaning 'young people'. It takes a plural verb agreement, though with modal verbs like 'will' this is not explicitly visible.
中文： 片語「the young」使用「the + 形容詞」的結構，用作複數名詞，意為「年輕人們」。它在文法上視為複數，儘管在助動詞「will」之後無法直接看出單複數動詞變化。
The elderly deserve our utmost respect.
年長者值得我們最大的尊重。
EN： The sentiment that 'the young will shape tomorrow' is a universal theme in modern leadership and social movements, emphasizing the transition of responsibility to the next generation. Using a cleft sentence ('It is...') adds a formal, inspiring, and rhetorical tone often found in speeches.
中文： 「年輕人將塑造未來」的想法是現代領導力與社會運動中的普世主題，強調將責任傳遞給下一代。使用分裂句結構（It is...）能增添一種正式、鼓舞人心且具修辭色彩的語氣，這在演講中非常常見。
EN： A nominal relative clause (or 'what-clause') acts as a noun phrase. Here, 'What matters most' serves as the subject of the sentence, where 'what' means 'the thing that'.
中文： 關係代名詞引導的名詞子句（what 子句）在此處作為整個句子的主詞。「What matters most」意為「最重要的事情」，其中「what」相當於「the thing that」。
What we need is more time.
我們需要的是更多的時間。
EN： A wh-clausal subject complement is a noun clause starting with a question word (here, 'how') that follows a linking verb (here, 'is') to describe or define the subject.
中文： 疑問詞引導的名詞子句作為主詞補語。此處由「how」引導的子句接在連繫動詞「is」後面，用來補充說明主詞「最重要的事情」是什麼。
The question is how we can get there.
問題是我們該如何到達那裡。
EN： This sentence reflects a core universal value of empathy and mutual respect, which is highly emphasized in modern interpersonal communication and community-building discussions in English-speaking cultures.
中文： 這句話反映了同理心與相互尊重的核心普世價值，這在英語系國家的現代人際溝通與社群建立討論中被高度強調。
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 'a shared goal'). 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。這種文法句型用於強調句子中的特定部分（在此處為主詞「a shared goal」，即共同的目標）。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 contract.
是她的奉獻精神贏得這份合約的。
EN： The past tense of the verb 'unite' (united) is used here to describe a completed action in the past that brought the group together.
中文： 動詞「unite」（團結、使凝聚）的過去式（united）在此處用於描述過去已經完成的動作，該動作使整個小組凝聚在一起。
The crisis united the community.
這場危機使整個社區團結了起來。
EN： In professional and educational settings in English-speaking cultures, emphasizing 'shared goals' and 'unity' is highly valued. Using cleft sentences ('It was... that...') is a common rhetorical device in speeches and team-building contexts to inspire collective identity and collaboration.
中文： 在英語系國家的職場與教育環境中，強調「共同目標」與「凝聚力」是非常受到重視的價值觀。使用分裂句（It was... that...）是演講和團隊建設（team-building）中常見的修辭手法，用以激發集體認同感與合作精神。
EN： This sentence uses the cleft sentence structure 'It is/was... that...' to emphasize a specific part of the sentence (the subject 'hope, not fear'). By placing the emphasized element between 'It is' and 'that', the speaker highlights what truly drives the action.
中文： 本句使用了分裂句結構「It is/was... that...」來強調句子的特定部分（此處為主詞「hope, not fear」）。藉由將想要強調的元素放在「It is」與「that」之間，說話者得以凸顯出究竟是什麼力量在推動著這項動作。
It is your dedication that made this project successful.
是你的奉獻精神讓這個專案獲得成功的。
EN： The parenthetical insertion 'not fear' is used to create a contrast. It is set off by commas and directly negates an alternative, strengthening the emphasis on the main subject 'hope'.
中文： 插入語「not fear」（而不是恐懼）用於創造對比。它用逗號隔開，直接否定了另一個選項，從而增強了對主要主詞「hope」（希望）的強調效果。
It was action, not words, that saved the day.
是行動，而不是言語，挽救了局面。
EN： This sentence reflects a common philosophical and rhetorical theme in Western public speaking, emphasizing positive motivators (hope, unity, love) over negative ones (fear, division, hatred) to inspire collective action and social progress.
中文： 這句話反映了西方公共演說中常見的哲學與修辭主題，即強調用積極的動力（如希望、團結、愛）而非消極的力量（如恐懼、分裂、仇恨）來激發集體行動與社會進步。
EN： A pseudo-cleft sentence (or 'wh-cleft') uses a 'what' clause as the subject to place special emphasis on the information that follows the verb 'be'. It is structured as: What + subject + verb + is/was + emphasized element.
中文： 擬分裂句（或稱 wh- 分裂句）使用由 'what' 引導的子句作為主詞，藉此將說話重點放在連繫動詞 'be' 後面的內容。其結構為：What + 主詞 + 動詞 + is/was + 欲強調的成分。
What we need is more time to finish the project.
我們所需要的是更多時間來完成這個專案。
EN： Noun clauses starting with 'how' function as nouns within a sentence. In this case, the clause 'how cultures learn and share' acts as the subject complement following the linking verb 'is', explaining the method or manner of the action.
中文： 由 'how' 引導的名詞子句在句中扮演名詞的角色。在此句中，子句 'how cultures learn and share' 作為連繫動詞 'is' 的主詞補語，用來解釋該動作的方式或狀態。
How they solved the problem remains a mystery.
他們如何解決這個問題仍然是個謎。
EN： This sentence reflects a multicultural and globalist perspective, emphasizing mutual exchange and growth between different societies rather than cultural isolation. It highlights the modern educational value placed on cultural exchange and global citizenship.
中文： 這句話反映了多元文化與全球主義的觀點，強調不同社會之間的相互交流與成長，而非文化孤立。它突顯了現代教育對於文化交流與全球公民意識的重視。
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, 'respect').
中文： 此句子使用了分裂句結構「It is/was + [強調部分] + that/who...」。這種結構用於將焦點放在句子的特定部分（在此句中為「respect」，即尊重）。
It is honesty that builds trust.
正是誠實建立起信任。
EN： The verb 'keep' is used here as a causative-like verb with the structure 'keep + object + adjective' (keeps a friendship strong), meaning to cause something to remain in a specified state.
中文： 動詞「keep」在此處用作使役性質的動詞，結構為「keep + 受詞 + 形容詞」（keeps a friendship strong），表示使某事物保持在特定的狀態。
Regular exercise keeps your body healthy.
規律運動能讓你的身體保持健康。
EN： This sentence uses the cleft sentence structure 'It is/was + [emphasized element] + that/who...'. It is used to bring a specific part of the sentence (in this case, 'their courage') into focus to show that it was the key factor.
中文： 此句使用了分裂句結構「It is/was + [強調部分] + that/who...」。這種結構用於強調句中的特定部分（在此句中為「their courage」，即他們的勇氣），以突顯其為關鍵因素。
It was his dedication that made the project a success.
正是他的奉獻精神才讓這個專案取得成功。
EN： The past tense verb 'inspired' is used here to describe a completed action in the past that had a significant emotional or motivational impact on a group of people.
中文： 過去式動詞「inspired」（鼓舞/啟發）在此處用於描述過去已完成的動作，該動作對一群人產生了深遠的情感或激勵影響。
Her speech inspired many young people to pursue science.
她的演講鼓舞了許多青年投身科學。
EN： The sentence uses a nominal relative clause (or free relative clause) introduced by 'What' ('What we build together') acting as the subject of the main verb 'lasts'. In this structure, 'what' is equivalent to 'the things that' or 'that which'.
中文： 本句使用了由 'What' 引導的名詞關係子句（或稱自由關係子句）「What we build together」作為主要動詞「lasts」的主詞。在這種結構中，「what」相當於「the things that」（我們所…的事物）。
What you said made me very happy.
你所說的話讓我非常高興。
EN： The adverb 'far' is used as an intensifier before the comparative adjective/adverb 'longer' to emphasize a significant difference.
中文： 副詞「far」被用作比較級形容詞或副詞「longer」之前的修飾語（加強語氣），用以強調程度上有極大的差異（譯為「得多」、「遠遠」）。
This new method is far better than the old one.
這個新方法比舊的好得多。
EN： This sentence reflects a strong cultural value in English-speaking societies regarding community, collaboration, and sustainable progress. It emphasizes that collective achievements and relationships have a more enduring impact than individual efforts.
中文： 這句話反映了英語系國家中對於社群、協作與永續發展的強烈文化價值觀。它強調集體的成就與關係，比個人的努力更能帶來深遠且持久的影響。
EN： This sentence uses the cleft sentence structure 'It is/was + [emphasized element] + that/who...'. This structure is used to place special focus or emphasis on a specific part of the sentence (in this case, 'our differences').
中文： 本句使用了分裂句結構「It is/was + [強調部分] + that/who...」。此結構用於特別強調句子中的某個特定部分（在此句中為「our differences」，即我們的分歧）。
It was her dedication that won the championship.
正是她的奉獻精神贏得了冠軍。
EN： The verb 'make' is used here as a causative verb in the pattern 'make + object + adjective' (make us stronger). This structure means to cause someone or something to enter a particular state.
中文： 動詞「make」在此處作為使役動詞，使用「make + 受詞 + 形容詞」（make us stronger）的結構。此結構表示使某人或某事進入某種特定狀態。
The good news made everyone happy.
這個好消息讓每個人都很開心。
EN： This sentence reflects a core value in many multicultural societies: the belief that diversity (differences in background, thought, and culture) is a source of strength and resilience, rather than a weakness or a source of division.
中文： 這句話反映了許多多元文化社會的核心價值觀：相信多樣性（背景、思想和文化的差異）是力量和韌性的源泉，而不是弱點或分裂的根源。
EN： The 'It is/was... that...' structure is an emphatic cleft sentence used to focus on a specific part of the sentence (in this case, the subject 'cooperation'). By placing the emphasized element between 'it is' and 'that', the speaker highlights its importance.
中文： 「It is/was... that...」是一種分裂句（cleft sentence）的強調句型，用來凸顯句子中的特定部分（在此句中為發出動作的主詞「cooperation」）。透過將被強調的元素放在「it is」與「that」之間，說話者能顯著提升其重要性。
It is honesty that builds lasting relationships.
正是誠實建立了長久的關係。
EN： The prepositional phrase 'Across the world' acts as an adverbial modifier of place, positioned at the beginning of the sentence for introductory emphasis, followed by a comma.
中文： 介係詞片語「Across the world」（在全世界）在此作為地方副詞修飾語，置於句首以達到引導和強調的效果，其後通常會加上逗號與主句隔開。
EN： A pseudo-cleft sentence (or wh-cleft) uses a 'what' clause as the subject to place special emphasis on the information that follows the verb 'be'. It highlights 'what history teaches us' as the central theme.
中文： 偽分裂句（或稱 wh-分裂句）使用 what 引導的子句作為主詞，用以將說話重點放在 be 動詞後面的訊息。這能特別強調「歷史教給我們的事」這個核心主題。
What we need is more time to finish the project.
我們需要的是更多時間來完成這個專案。
EN： A noun clause introduced by the conjunction 'that' functions as the subject complement in this sentence, explaining what the lesson of history is. 'That' is a subordinating conjunction and has no semantic meaning here.
中文： 由連接詞 that 引導的名詞子句在此句中擔任主詞補語，用來解釋歷史的教訓是什麼。這裡的 that 是從屬連接詞，本身沒有實際字義。
The truth is that she never received the email.
事實是她從未收到那封電子郵件。
EN： The phrase 'no one rises alone' reflects a strong cultural emphasis on community, collaboration, and mutual support. In many modern discourses, especially in leadership and social movements, there is a shift away from the myth of the 'self-made individual' toward recognizing that individual success is always built on collective effort and historical foundations.
中文： 「沒有人能獨自成功（no one rises alone）」這句話反映了西方文化中對於社群、合作與相互支持的重視。在現代許多關於領導力與社會運動的論述中，人們逐漸不再迷信「白手起家、全靠個人」的神話，轉而認同個人的成功必然建立在集體努力與歷史累積的基礎之上。
EN： The cleft sentence structure 'It was... that...' is used to emphasize a specific part of the sentence (in this case, the subject 'trust'). By placing the emphasized element between 'It was' and 'that', the speaker draws special attention to it.
中文： 分裂句結構「It was... that...」（正是……才……）用於強調句子中的特定部分（在此句中為受強調的主詞「trust」）。藉由將強調的元素置於「It was」與「that」之間，說話者能特別吸引聽眾的注意力。
It was her dedication that won the championship.
正是她的奉獻精神贏得了冠軍。
EN： The past participle phrase 'built slowly' acts as an adjective modifier, inserted as a parenthetical element between commas to describe how the 'trust' was developed over time.
中文： 過去分詞片語「built slowly」（緩慢建立）作為形容詞修飾語，以逗號隔開作為插入語，用來描述「信任」是如何隨著時間逐步建立起來的。
The house, built slowly by his own hands, stood for decades.
那棟由他親手緩慢建造的房子，屹立了數十年。
EN： In English-speaking cultures, trust is often viewed as something that cannot be rushed; it is earned over time through consistent actions. The phrase 'built slowly' reflects this cultural value of patience and gradual relationship-building, which is highly esteemed in both personal and professional spheres.
中文： 在英語系國家中，信任通常被視為無法一蹴可幾的事物，而是需要透過持續一致的行為隨時間累積而來。片語「built slowly」反映了這種對於耐心與循序漸進建立關係的文化價值觀，這在個人與職場人際關係中都受到高度重視。
EN： This sentence uses the cleft sentence structure 'It is/was + [emphasized element] + that/who...'. This structure is used to place special focus or emphasis on a specific part of the sentence (in this case, the subject 'the small, daily kindnesses').
中文： 本句使用了分裂句結構「It is/was + [強調部分] + that/who...」。此結構用於特別強調句子中的某個特定部分（在此句中為主詞「the small, daily kindnesses」）。
It is your support that makes our project successful.
正是你的支持才讓我們的專案取得成功。
EN： The phrasal verb 'hold [something] together' means to keep something united, connected, or functioning as a cohesive unit, preventing it from breaking apart.
中文： 片語動詞「hold [something] together」意為使某事物保持團結、連結或作為一個凝聚的整體運作，防止其分裂或瓦解。
Family traditions help hold the relatives together.
家族傳統有助於將親戚們緊密連結在一起。
EN： In English-speaking cultures, there is a strong emphasis on community spirit and grassroots initiatives. The phrase highlights the belief that grand gestures are not always necessary to maintain social cohesion; rather, small, everyday acts of kindness (like greeting neighbors or helping someone carry groceries) are what truly sustain a community.
中文： 在英語系國家中，非常強調「社區精神」與草根力量。這句話凸顯了一種文化觀念：要維持社會凝聚力，並不一定需要偉大的壯舉；相反地，日常生活中微小的善意舉動（例如向鄰居問好、幫忙提行李）才是真正維繫社區的力量泉源。
EN： A pseudo-cleft sentence (or 'wh-cleft') uses a 'what' clause as the subject to place special emphasis on a specific part of the sentence (the information after 'is'). It highlights 'what we often forget' rather than just stating it directly.
中文： 偽分裂句（或稱 wh-分裂句）使用由 'what' 引導的子句作為主詞，藉此將焦點與特別強調的成分放在 'is' 後面的部分。這比直接陳述更能凸顯「我們經常遺忘的事物」。
What we need is more trust between people.
我們需要的是人與人之間更多的信任。
EN： The noun clause 'how much we share' acts as the subject complement after the linking verb 'is'. 'How much' functions as an adverbial modifier within its clause, expressing degree or quantity.
中文： 名詞子句 'how much we share' 在連繫動詞 'is' 後面充當主詞補語。'How much' 在該子句中作副詞修飾語，用以表示程度或數量。
What matters most is how we treat each other.
最重要的是我們如何對待彼此。
EN： This sentence reflects a universal humanist value often emphasized in multicultural societies: focusing on commonalities and shared human experiences rather than differences that divide us. It is a common rhetorical device in speeches promoting unity and empathy.
中文： 這句話反映了多元文化社會中經常強調的普世人道主義價值：專注於人類的共通性與共同經歷，而非造成分裂的差異。這是在倡導團結與同理心的演說中非常常見的修辭手法。
EN： This sentence uses an 'It cleft sentence' (It + be + [emphasized element] + that/who...) to place special emphasis on the cause of the action. By placing 'openness, not fear' right after 'It was', the speaker highlights this contrast as the primary driving force.
中文： 本句使用了「It 分裂句」（It + be + [強調部分] + that/who...）結構，用來特別強調動作的起因。透過將「openness, not fear（開放而非恐懼）」放在「It was」之後，說話者強調了這一對比才是最主要的推動力。
It was her dedication that made the project a huge success.
是她的奉獻付出才讓這個專案取得巨大的成功。
EN： The verb 'help' can be followed by an object and a bare infinitive (verb root without 'to'). In the pattern 'help someone/something do something', 'do' functions as the object complement.
中文： 動詞「help（幫助）」後面可以接賓語（受詞）和不帶 to 的不定詞（動詞原形）。在「help someone/something do something」的結構中，「do」充當賓語補語（受詞補語）。
The mentor helped him find his true potential.
導師幫助他找到了自己真正的潛力。
EN： In historical and sociological contexts, 'openness' refers to cultural exchange, trade, and the welcoming of diverse ideas, which historically led to golden ages of innovation. 'Grow rich' here is metaphorical, meaning culturally diverse, vibrant, and intellectually wealthy, rather than just financially prosperous.
中文： 在歷史與社會學背景中，「openness（開放）」指的是文化交流、貿易以及對多元思想的包容，這在歷史上往往會帶來創新的黃金時代。這裡的「grow rich」是隱喻用法，意指文化上的多元、活力與思想上的富足，而非單指財富上的富裕。
EN： The 'It is... that...' cleft sentence structure is used to emphasize a specific part of the sentence (the subject, object, or adverbial). 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...」分裂句結構（Cleft Sentence）用於強調句子中的特定部分（如主詞、受詞或副詞）。透過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者的注意力。
It is your support that makes this project successful.
正是你的支持才讓這個專案取得成功。
EN： The phrasal verb 'break down' means to destroy or remove barriers, obstacles, or divisions between people, making it easier for them to communicate or cooperate.
中文： 片語動詞「break down」在此表示消除、打破人與人之間的障礙、隔閡或界線，使彼此更容易溝通或合作。
EN： The metaphor of 'walls' (or 'old walls') is commonly used in English to represent psychological, social, or cultural barriers that prevent people from understanding or connecting with one another. 'Breaking down walls' is a powerful idiom for promoting unity and open-mindedness.
中文： 「牆」（walls 或 old walls）在英語中常被用作隱喻，代表阻礙人們相互理解或建立聯繫的心理、社會或文化隔閡。「打破藩籬/隔閡」（breaking down walls）是一個強而有力的成語，用來倡導團結與開放包容的心態。
EN： A pseudo-cleft sentence (or 'wh-' cleft) is used to place emphasis on a specific part of the sentence. It starts with a 'wh-' clause (usually 'What') acting as the subject, followed by the verb 'be' and the emphasized element.
中文： 偽分裂句（或稱 wh- 分裂句）用於強調句子的特定部分。它以「wh-」引導的子句（通常是 What）作為主詞開頭，後接 be 動詞和被強調的元素。
What we need is more time to finish the project.
我們所需要的是更多時間來完成這個專案。
EN： The adverb 'truly' is used here to modify the verb 'unites', emphasizing the sincerity or reality of the action, meaning 'genuinely' or 'in fact'.
中文： 副詞「truly」在此處修飾動詞「unites」，用以強調該動作的真誠性或真實性，意為「真正地」或「事實上」。
She truly believes that honesty is the best policy.
她真心相信誠實是最好的策略。
EN： This sentence reflects a universal human value: focusing on future generations as a common ground that transcends political, cultural, or social differences. In diplomacy and community building, emphasizing 'our children' is a powerful rhetorical tool to foster empathy and cooperation.
中文： 這句話反映了一種普世的人類價值觀：將「下一代」視為超越政治、文化或社會分歧的共同基礎。在外交與社群建設中，強調「我們的孩子」是促進同理心與合作的強大修辭工具。
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 'working side by side'). By placing the emphasized element between 'It was' and 'that', the speaker highlights the exact cause or agent of the action.
中文： 本句使用了「It is/was... 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「並肩工作」）。藉由將被強調的元素放在「It was」與「that」之間，說話者突出了該動作的確切原因或施動者。
It was her dedication that won the project.
正是她的奉獻精神贏得了這個專案。
EN： The verb 'teach' is a ditransitive verb, which can take an indirect object ('us') and a direct object ('real respect'). In this context, it means to cause someone to acquire knowledge or appreciation of something through experience.
中文： 動詞「teach」（教導）是雙賓語動詞，可接間接受詞（「us」，我們）與直接受詞（「real respect」，真正的尊重）。在此語境中，它表示透過經驗使某人獲得對某事的認識或體會。
Experience taught him patience.
經驗教會了他耐心。
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 'our many voices' in this case). 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/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（在此句中為主詞「our many voices」）。藉由將被強調的元素放在「It is」與「that」之間，說話者能直接吸引聽眾的注意力。
It is your support that keeps me going.
正是你的支持讓我能繼續堅持下去。
EN： The verb 'make' is used here as a causative-like verb in the structure 'make + object + adjective' (make + 受詞 + 形容詞). This structure means to cause the object to be in a certain state or possess a certain quality, where 'beautiful' functions as the object complement.
中文： 動詞「make」在此處用於「make + 受詞 + 形容詞」的結構中。此結構表示使受詞處於某種狀態或具備某種特質，其中「beautiful」作為受詞補語。
Music makes the world wonderful.
音樂讓世界變得美好。
EN： The metaphor of a 'chorus' (合唱) is often used in English-speaking cultures to represent community, unity, and diversity. It highlights the idea that individual differences (different voices/pitches) do not cause discord, but rather come together to create harmony and beauty, reflecting democratic and pluralistic values.
中文： 「合唱」（chorus）的隱喻在英語系國家中常用來代表社群、團結與多元包容。它強調了個體差異（不同的聲音/音高）並不會導致不和諧，反而能匯聚在一起創造出和諧與美麗，反映了民主與多元價值的社會理念。
EN： A pseudo-cleft sentence (or 'wh-cleft') uses a 'what' clause as the subject to place special emphasis on the information that follows the verb 'be'. It highlights 'people willing to listen' as the essential requirement.
中文： 偽分裂句（或稱 wh-分裂句）使用由 'what' 引導的子句作為主詞，藉此將說話重點或強調對象放在 be 動詞後面的成分。在此句中，它強調了「願意傾聽的人」才是最核心的需求。
What we need is more time to finish the project.
我們所需要的是更多時間來完成這項專案。
EN： The adjective phrase 'willing to listen' post-modifies the noun 'people'. This is a shortened form of the relative clause 'people who are willing to listen'.
中文： 形容詞片語「willing to listen」（願意傾聽的）放在名詞「people」後面作後置修飾語。這實際上是關係子句「people who are willing to listen」的省略簡化版。
She is looking for a partner willing to travel.
她正在尋找一位願意旅行的伴侶。
EN： In modern leadership and social discourse, active listening is increasingly valued over assertive speaking. This sentence reflects a cultural shift towards empathy, collaboration, and open-mindedness in addressing global challenges.
中文： 在現代領導力與社會論述中，「積極傾聽」的價值已逐漸超越「強勢發言」。這句話反映了一種文化轉變，即在面對全球挑戰時，人們更加重視同理心、合作與開放的態度。
EN： This sentence uses an 'It cleft sentence' (It is/was + [emphasized element] + that/who...) to place strong emphasis on the adverbial 'together'. Cleft sentences divide a single clause into two parts to highlight a specific piece of information.
中文： 本句使用了「It 分裂句」（It is/was + [強調部分] + that/who...）結構，用以強烈暗示與強調副詞「together」（在一起/團結一致）。分裂句將單一子句拆分為兩部分，以突出特定訊息。
It is with hard work that we achieve our dreams.
唯有透過努力，我們才能實現夢想。
EN： The phrase 'the highest' is the superlative form of the adverb 'high', modifying the verb 'rise'. In adverbial superlatives, the definite article 'the' is optional but often included for emphasis.
中文： 「the highest」是副詞「high」的最高級形式，用來修飾動詞「rise」（上升/崛起）。在副詞最高級前，定冠詞「the」可以省略，但加上「the」能起到強調作用。
Of all the birds, the eagle flies the highest.
在所有的鳥類中，老鷹飛得最高。
EN： The phrase 'In the end, it is together that we rise the highest' reflects a strong Western cultural value of collective achievement and community. While individual success is often celebrated, there is a deep philosophical recognition in English-speaking societies (often echoed in speeches and literature) that true greatness and overcoming monumental challenges require unity and cooperation.
中文： 「In the end, it is together that we rise the highest」這句話反映了西方文化中對於集體成就與社群價值的重視。雖然個人主義在西方常被歌頌，但在演講與文學中，人們也深切體認到：要實現真正的偉大並克服巨大挑戰，必須依靠團結與合作。
EN： The pronoun 'What' is used here as a subject question word. When 'what' acts as the subject of a sentence, it takes a singular verb (in this case, 'unites') and does not require an auxiliary verb like 'do' or 'does' to form a question.
中文： 代名詞「What」在此處用作主詞疑問詞。當「what」作為句子的主詞時，後方接單數動詞（在此處為「unites」），且不需要助動詞（如 do 或 does）來構成疑問句。
What brings you here today?
今天是什麼風把你吹來的？（是什麼讓你今天來到這裡？）
EN： The verb 'unite' is a transitive verb meaning to bring together or join together for a common purpose. It is followed by a direct object, which in this sentence is the pronoun 'us'.
中文： 動詞「unite」是一個及物動詞，意思是為了共同的目的而使結合或團結。其後方接直接受詞，在本句中為代名詞「us」。
A common goal unites the team members.
共同的目標使團隊成員團結在一起。
EN： In English-speaking cultures, addressing someone by their first name (like 'Emma') at the end of a question adds a personal, warm, and engaging touch to the conversation. It signals that the speaker values the listener's perspective and seeks a genuine connection.
中文： 在英語系國家中，在問句尾端直接稱呼對方的名字（如「艾瑪」），能為對話增添個人化、溫暖且真誠的氛圍。這顯示出說話者重視聽者的想法，並試圖建立真誠的連結。
EN： This sentence uses a pseudo-cleft sentence structure (also known as a 'wh-cleft'). It uses a 'what' clause as the subject to place special emphasis on the information that follows the verb 'be' (is). This structure is highly effective for highlighting a specific point or core belief.
中文： 本句使用了擬分裂句結構（也稱為「wh- 裂句」）。它以「what」引導的子句作為主詞，藉此將特別強調的焦點放在動詞「be」（is）之後的內容。這種結構非常適合用來強調特定的觀點或核心信念。
What we need is more time to finish the project.
我們需要的是更多時間來完成這個專案。
EN： The preposition 'for' is used after the noun 'hope' to indicate the object or goal of that hope. The pattern 'hope for [something]' expresses a desire for a particular outcome or state.
中文： 介係詞「for」接在名詞「hope」之後，用來表示該希望的對象或目標。「hope for [某事物]」的句型表達了對特定結果或狀態的渴望。
Their hope for a better future kept them motivated.
他們對更美好未來的希望讓他們保持動力。
EN： In English-speaking cultures, emphasizing shared values like 'hope' and 'peace' is a common rhetorical strategy in speeches and dialogues to build common ground and foster a sense of community, especially during times of division.
中文： 在英語系國家的文化中，強調「希望」與「和平」等共同價值，是演講與對話中常見的修辭策略。這有助於建立共識並培養群體凝聚力，特別是在面臨分歧或挑戰的時刻。
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 'cooperation'). 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。這種文法句型用於強調句子中的特定部分（在此處為主詞「cooperation」）。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 trust that builds strong relationships.
正是信任建立了堅固的關係。
EN： Subject-verb agreement with singular nouns. The noun 'cooperation' is uncountable and treated as singular, so the verb 'solve' takes the third-person singular ending '-es' (solves) in the present tense.
中文： 單數名詞的主詞與動詞一致性。「cooperation」（合作）是不可數名詞，視為單數，因此動詞「solve」在現在式中要加上第三人稱單數接尾詞「-es」變成「solves」。
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 'trust'). 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。這種文法結構用於強調句子中的特定部分（在此句中為主詞「trust」）。透過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 her dedication that won the game.
正是她的奉獻精神贏得了這場比賽。
EN： The phrasal verb 'turn A into B' means to transform or change someone or something from one state, form, or character into another.
中文： 片語動詞「turn A into B」意為將某人或某事從一種狀態、形式或性格轉變、改造為另一種（即「將 A 變成 B」）。
The warm weather turned the snow into water.
溫暖的天氣將雪變成了水。
EN： A nominal relative clause (or free relative clause) starting with 'What' acts as a noun phrase. Here, 'What matters most' serves as the subject of the sentence, meaning 'the thing that matters most'.
中文： 以 'What' 開頭的名詞關係子句（或稱自由關係子句）在句中充當名詞片語。在此處，'What matters most' 作為整個句子的主詞，意思是「最重要的事情」。
What we need is more time.
我們需要的是更多的時間。
EN： A wh-clausal subject complement is a clause starting with a question word (here, 'how') that follows a linking verb (here, 'is') to describe or define the subject.
中文： 疑問詞引導的主詞補語子句是以疑問詞（此處為 'how'）開頭的子句，接在連繫動詞（此處為 'is'）之後，用來描述或定義主詞。
The question is how we can solve this problem.
問題是我們該如何解決這個問題。
EN： This sentence reflects a strong emphasis on empathy and interpersonal relationships in modern Western discourse. It prioritizes human connection and mutual respect over material success or individual achievements.
中文： 這句話反映了現代西方論述中對同理心與人際關係的高度重視。它強調了人與人之間的連結與互相尊重，其重要性超越了物質上的成功或個人成就。
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, 'curiosity').
中文： 此句子使用了分裂句結構「It is/was + [強調部分] + that/who...」。這種結構用於將焦點放在句子的特定部分（在此句中為「curiosity」好奇心）。
It was her dedication that won the championship.
正是她的奉獻精神贏得了冠軍。
EN： The phrasal verb 'break down' means to destroy or remove barriers, obstacles, or divisions, often used metaphorically with abstract nouns like 'walls' or 'barriers'.
中文： 片語動詞「break down」意為破除、拆毀或消除障礙、隔閡，常用於比喻「牆（walls）」或「障礙（barriers）」等抽象名詞。
We need to break down the communication barriers between departments.
我們需要打破部門之間的溝通障礙。
EN： In Western discourse, 'walls' is a common metaphor representing social, cultural, or psychological barriers between different groups of people. 'Breaking down walls' is a highly positive concept associated with promoting understanding, diversity, and unity.
中文： 在西方話語體系中，「walls（牆）」是一個常見的比喻，代表不同人群之間社會、文化或心理上的「隔閡」或「障礙」。「Breaking down walls（打破高牆）」是一個非常積極的概念，與促進理解、多元包容和團結緊密相連。
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, 'kindness').
中文： 此句使用了分裂句結構「It is/was + [強調部分] + that/who...」。這種結構用於強調句子中的某個特定部分（在本句中為「kindness」，即善良）。
It was his dedication that made the project a success.
正是他的奉獻精神才讓這個專案取得成功。
EN： The verb 'bring' is used here with an object ('us') and an adjective complement ('close') to describe a change of state, meaning 'to cause someone or something to be in a particular state or relationship'.
中文： 動詞「bring」在此處與受詞（us）和形容詞補語（close）連用，用以描述狀態的改變，意思是「使某人或某物處於特定的狀態或關係中」。
The shared experience brought the teammates closer.
共同的經歷讓隊友們關係更加緊密。
EN： A nominal relative clause (or free relative clause) introduced by 'what' functions as a noun phrase. In this sentence, 'What we build together' acts as the subject of the main verb 'lasts'. It means 'the things that we build together'.
中文： 由「what」引導的名詞關係子句（或稱自由關係子句）在句中相當於名詞片語。在本句中，「What we build together」作為主要動詞「lasts」的主詞，意思是「我們共同建立的事物」。
What you said is very true.
你所說的話非常真實。
EN： The superlative adverb 'the longest' is used to modify the intransitive verb 'lasts', indicating that the duration of existence exceeds all others.
中文： 最高級副詞「the longest」用於修飾不及物動詞「lasts」，表示其存在或持續的時間比其他任何事物都還要長久。
She worked the hardest of all the employees.
在所有員工中，她工作得最賣力。
EN： This sentence reflects a strong cultural value in English-speaking societies regarding community, collaboration, and sustainable effort. It emphasizes that collective achievements and relationships built on cooperation have a more enduring impact than individual endeavors.
中文： 這句話反映了英語系國家中對於社群、協作與永續努力的強烈文化價值觀。它強調集體成就以及建立在合作基礎上的關係，比個人單打獨鬥的努力更具持久的影響力。
EN： This sentence uses the 'It is... that...' cleft sentence structure (分裂句). It is used to place special emphasis on a specific part of the sentence (in this case, the subject 'our differences'). The basic structure is 'It is/was [emphasized element] that/who [rest of the sentence]'.
中文： 本句使用了「It is... that...」的分裂句結構（Cleft Sentence）。這種結構用於特別強調句子中的某個部分（在此處為主詞「our differences」）。其基本結構為「It is/was [被強調的部分] that/who [句子的其餘部分]」。
It is your support that keeps me going.
正是你的支持讓我堅持下去。
EN： The verb 'make' is used here as a causative-like verb in a complex transitive structure: 'make + object (us) + object complement (strong)'. The adjective 'strong' describes the state of the object 'us' resulting from the action.
中文： 動詞「make」在此處用於複合及物結構：「make + 受詞 (us) + 受詞補語 (strong)」。形容詞「strong」用來描述受詞「us」因該動作而產生的狀態。
Music makes me happy.
音樂讓我感到快樂。
EN： This sentence reflects a core modern value in many multicultural societies, particularly in Western contexts, where diversity and differences are celebrated as a source of collective strength and resilience, rather than a cause for division.
中文： 這句話反映了許多多元文化社會（特別是西方背景）的核心現代價值觀。在這些社會中，多樣性與差異被視為集體力量與韌性的來源，而非分裂的導因。
EN： This sentence uses the cleft sentence structure 'It is... that...' for emphasis. By placing the adverb 'together' between 'It is' and 'that', the speaker emphasizes the condition or manner under which the action occurs.
中文： 本句使用分裂句結構「It is... that...」來表示強調。透過將副詞「together」（在一起/共同）放在「It is」與「that」之間，說話者強調了該動作發生的條件或方式。
It is with hard work that we achieve our dreams.
唯有透過努力，我們才能實現夢想。
EN： The phrase 'the highest' is the superlative form of the adverb 'high' (modifying the verb 'rise'). In informal or modern English, the definite article 'the' is often used with superlative adverbs, though it can sometimes be omitted.
中文： 「the highest」是副詞「high」（修飾動詞「rise」）的最高級形式。在現代英語中，副詞最高級前面常加上定冠詞「the」，雖然有時也可以省略。
Of all the birds, the eagle flies the highest.
在所有的鳥類中，老鷹飛得最高。
EN： This expression reflects a strong cultural value placed on collaboration and collective achievement, often emphasized in modern leadership, community building, and teamwork contexts in English-speaking societies.
中文： 這句話反映了英語系國家在現代領導力、社區建設和團隊合作中，對於「協同效應」與「集體成就」的高度重視，強調個人成功與群體團結密不可分。
重要單字附有 IPA 發音、定義、例句和互動式測驗。
在本文中： 合作、協作，指人們為了共同目標一起工作
在本文中： 勇氣、膽量，指面對困難或危險時無所畏懼的精神
在本文中： 好奇心，指渴望了解、學習新事物的心理
在本文中： 差異、不同之處，指人與人之間在背景、觀點或特質上的不同
在本文中： 鼓舞、激勵，指激發他人的情感或行動
在本文中： 仁慈、好意，指友善且樂於助人的行為或品質
在本文中： 包容、開放態度，指樂於接受新思想或不同意見的胸懷
在本文中： 尊重、敬意，指對他人價值、權利或感受的重視
在本文中： 塑造、決定……的發展，指對事物的未來產生深遠影響
在本文中： 團結、使聯合，指為了共同目的而結合在一起
片語包含類型標示、雙語定義、用法說明和例句。
To remove barriers or obstacles that prevent communication, understanding, or cooperation between people.
打破隔閡、消除障礙
Close together; working together toward a common goal.
並肩、一起（工作或奮鬥）
To change or develop into something or someone else.
變成、轉化為