It Is Together We Rise (H3)
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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.
It is because of your help that we finished the project on time.
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.
It was yesterday that I met him in the library.
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.
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').
What we want is a peaceful solution.
EN: The preposition 'between' is used to express relationships, connections, or feelings shared between two or more distinct people, groups, or things.
There is a strong bond between the two sisters.
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.
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.
It was his dedication that made the project a success.
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'.
The shared experience brought them close.
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.
It was Sarah who solved the mystery.
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.
The elderly deserve our utmost respect.
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.
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'.
What we need is more time.
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.
The question is how we can get there.
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.
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.
It was her dedication that won the contract.
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.
The crisis united the community.
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.
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.
It is your dedication that made this project successful.
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'.
It was action, not words, that saved the day.
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.
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.
What we need is more time to finish the project.
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.
How they solved the problem remains a mystery.
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.
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').
It is honesty that builds trust.
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.
Regular exercise keeps your body healthy.
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.
It was his dedication that made the project a success.
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.
Her speech inspired many young people to pursue science.
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'.
What you said made me very happy.
EN: The adverb 'far' is used as an intensifier before the comparative adjective/adverb 'longer' to emphasize a significant difference.
This new method is far better than the old one.
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.
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').
It was her dedication that won the championship.
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.
The good news made everyone happy.
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.
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.
It is honesty that builds lasting relationships.
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.
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.
What we need is more time to finish the project.
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.
The truth is that she never received the email.
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.
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.
It was her dedication that won the championship.
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.
The house, built slowly by his own hands, stood for decades.
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.
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').
It is your support that makes our project successful.
EN: The phrasal verb 'hold [something] together' means to keep something united, connected, or functioning as a cohesive unit, preventing it from breaking apart.
Family traditions help hold the relatives together.
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.
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.
What we need is more trust between people.
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.
What matters most is how we treat each other.
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.
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.
It was her dedication that made the project a huge success.
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.
The mentor helped him find his true potential.
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.
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.
It is your support that makes this project successful.
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.
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.
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.
What we need is more time to finish the project.
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'.
She truly believes that honesty is the best policy.
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.
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.
It was her dedication that won the project.
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.
Experience taught him patience.
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.
It is your support that keeps me going.
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.
Music makes the world wonderful.
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.
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.
What we need is more time to finish the project.
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'.
She is looking for a partner willing to travel.
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.
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.
It is with hard work that we achieve our dreams.
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.
Of all the birds, the eagle flies the highest.
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.
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.
What brings you here today?
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'.
A common goal unites the team members.
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.
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.
What we need is more time to finish the project.
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.
Their hope for a better future kept them motivated.
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.
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.
It is trust that builds strong relationships.
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.
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.
It was her dedication that won the game.
EN: The phrasal verb 'turn A into B' means to transform or change someone or something from one state, form, or character into another.
The warm weather turned the snow into water.
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'.
What we need is more time.
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.
The question is how we can solve this problem.
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.
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').
It was her dedication that won the championship.
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'.
We need to break down the communication barriers between departments.
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.
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').
It was his dedication that made the project a success.
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'.
The shared experience brought the teammates closer.
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'.
What you said is very true.
EN: The superlative adverb 'the longest' is used to modify the intransitive verb 'lasts', indicating that the duration of existence exceeds all others.
She worked the hardest of all the employees.
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.
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]'.
It is your support that keeps me going.
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.
Music makes me happy.
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.
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.
It is with hard work that we achieve our dreams.
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.
Of all the birds, the eagle flies the highest.
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.
Key vocabulary words with IPA pronunciation, definitions, example sentences, and interactive quizzes.
Phrases with type tags, bilingual definitions, usage notes, and example sentences.
To remove barriers or obstacles that prevent communication, understanding, or cooperation between people.
Close together; working together toward a common goal.
To change or develop into something or someone else.