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(强调句)结构。这种语法模式用于强调句子中的特定部分(在此句中为发挥主语作用的「curiosity」)。通过将想要强调的元素放在「It is」与「that」之间,说话者能直接吸引听众的注意力。
It is teamwork that solves hard problems.
正是团队合作解决了困难的问题。
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: 动词「drives」使用一般现在时及单数第三人称形式,以与单数名词「curiosity」(好奇心)保持主谓一致。在此语境中,「drive」的意思是激励、推动或为某事的发生提供动力。
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: 此句采用了分裂句结构(Cleft Sentence)「It is/was + [被强调部分] + that/who...」。这种结构用于特别强调句子中的某个特定部分(在此句中为「a simple question」)。通过将该要素移至前方,说话者强调了它是最主要的起因或施事者。
It was her dedication that won the championship.
正是她的奉献精神赢得了这场冠军。
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: 短语「start it all」是一个常见的惯用语,意思是启动了一连串的事件、趋势或重大发展。其中的「it all」指的是随后发生的整个局势或历史过程。
A small spark started it all, leading to a massive forest fire.
一个微小的火星引发了这一切,导致了一场巨大的森林大火。
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(强调句)结构。这种语法结构用于强调句子中的特定部分(主语、宾语或状语)。通过将被强调的元素(teamwork,团队合作)放在「It is」与「that」之间,说话者凸显了其重要性。
It is Emma that made the discovery.
正是艾玛做出了这个发现。
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: 分裂句中的主谓一致:在由「that」引导的关系从句中,动词(solves)必须在单复数上与被强调的名词(teamwork)保持一致。由于「teamwork」是不可数的单数名词,因此动词「solve」要加上单数后缀「-s」。
It is small steps that lead to big change.
正是微小的步伐导致了巨大的改变。(此处 steps 为复数,故动词用 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 动词 + 强调内容 + that/who...)的结构。这种句型用于特别强调句子中的某个特定部分(在此处为「failure」失败)。通过将「failure」移至前方,说话者强调了它是最关键的因素。
It was teamwork that solved the problem.
正是团队合作解决了这个问题。
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: 动词「teach」(教导)是一个双宾语动词,后面接间接宾语(「us」我们)与直接宾语(此处为名词短语「the most」最多,作直接宾语或表示程度的修饰语)。因为句子发生在过去,所以使用过去式动词「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: 此句使用了分裂句结构「It is/was + [强调部分] + that/who...」。这种结构用于特别强调句子中的某个部分(在本句中为主语「patience」)。
It is teamwork that solves hard problems.
正是团队合作解决了困难的问题。
EN: The phrasal verb 'turn A into B' means to transform or change A so that it becomes B.
中文: 短语动词「turn A into B」意为将 A 转化或改变为 B。
She turned her hobby into a successful career.
她将自己的兴趣转化为成功的事业。
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 动词 + 强调部分 + who/that...)。这种结构用于特别强调句子中的某个部分(在此处为「一位年轻的学生」)。因为被强调的主语是人,所以使用关系代词「who」来代替「that」。
It was my sister who won the first prize.
是我姐姐赢得头奖的。
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: 此处使用一般过去时('was'、'made'),因为做出发现的动作以及该事件本身,都是在过去特定时间发生且已完成的事情。
She made a beautiful drawing yesterday.
她昨天画了一幅美丽的画。
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(强调句)结构,用于强调句子中的特定部分(在此处为主语「data, not luck」)。通过将强调的元素放在「It is」与「that」之间,说话者能直接吸引听者的注意力。
It is your support that keeps us going.
是你的支持让我们继续前行。
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: 插入语「not luck」(而不是运气)用于将真正的原因(数据)与常见的误解(运气)进行对比。它用逗号隔开,起到了否定并列的作用,使主语更加明确。
It was action, not words, that made a difference.
是行动,而不是言语,产生了影响。
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(强调句)结构。这种语法结构用来强调句子中的特定部分(在此句中为主语「practice」)。通过将要强调的元素放在「It was」与「that」之间,说话者得以突显其重要性。
It was Emma who solved the puzzle.
正是艾玛解开了这个谜题。
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: 此处使用一般过去时(「improved」)来描述过去已完成的动作。这表示设计的改善发生在过去某个特定且已结束的时间点。
She improved her English skills by reading books.
她通过阅读书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(强调句)结构。这种语法模式用于强调句子中的特定部分(在此处为主语「imagination」)。通过将要强调的元素放在「It is」与「that」之间,说话者得以突显其重要性。
It is teamwork that solves hard problems.
正是团队合作解决了困难的问题。
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: 动词「sparks」在此处为隐喻用法。虽然其字面意思是产生火花,但在创意或科学情境中,它意指突然引发、启动或激发某事(如想法、兴趣或发明)。
A simple question sparked his interest in science.
一个简单的问题激发了他对科学的兴趣。
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...」的分裂句结构(cleft sentence)。这种语法结构用于特别强调句子中的某个部分(在此句中为主语「careful testing」,即仔细的测试)。通过将被强调的元素放在「It was」与「that」之间,说话者得以凸显其重要性。
It was Emma that solved the puzzle.
正是艾玛解开了这个谜题。
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: 此处使用过去式动词「found」(发现/找出),因为找出错误的动作发生于过去且已完成。在分裂句中,引导动词「be」(此处为 was)的时态必须与主要动作(found)的时态保持一致。
It was a simple question that started the discussion.
是一个简单的问题引发了这场讨论。
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...」的分裂句结构(强调句)。此结构用于强调句子中的特定部分(在此处为受强调的主语「small steps」)。「that」引导后续的关系从句,因为「small steps」为复数,所以动词「lead」必须与其一致,使用复数动词形式。
It is hard work that brings success.
正是努力工作带来了成功。
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: 短语动词「lead to」意为「导致、引起」或「带来某种结果」。后面接名词或动名词(V-ing)作为宾语。
Regular exercise can lead to better health.
规律的运动可以带来更好的健康。
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: 本句使用了分裂句结构「It is/was... that/who...」来特别强调主语「people, not machines」(是人,而不是机器)。当被强调的主语指代人时,可以用「who」代替「that」。
It is the teacher who inspired me to study science.
是那位老师启发了我去研究科学。
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: 插入语「, not machines,」(而不是机器)用于对比两个名词。它用逗号隔开,起到了排除第二个要素的作用,借此强调只有第一个要素才执行了该动作。
It is action, not words, that makes a difference.
是行动,而不是言语,才能带来改变。
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: 间接疑问句用于将一个疑问句嵌入到另一个更大的陈述句或疑问句中。与直接疑问句不同,间接疑问句需使用陈述句语序(主语 + 动词),且不使用助动词(如 do, does, did)。在本句中,「what truly drives scientific progress」作为名词从句,担任动词「ask」的宾语。
She wants to know where we can buy the tickets.
她想知道我们可以在哪里买到票。
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: 副词「truly」用于强调动作或状态的真实性或程度。当它修饰动词时,通常置于主要动词之前以加强语气,意思是「真正地」或「确实地」。
I truly believe that we can find a solution.
我真心相信我们能找到解决方案。
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/强调句):此结构用于强调句子中的特定部分(焦点)。通过将要强调的元素放在「It is」与「that」之间,说话者能直接吸引听众的注意力。
It is teamwork that solves hard problems.
是团队合作解决了困难的问题。
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: 插入语(not luck):插入语为句子增添额外信息或对比。它用逗号隔开,即使删除也不会改变句子的基本语法结构。
It was failure, not success, that taught us the most.
是失败,而不是成功,教会了我们最多。
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...」的分裂句结构(强调句)。这种语法结构用于特别强调句子中的某个部分(在此处为主语「a simple question」)。通过将被强调的元素放在「It was」与「that」之间,说话者得以突显其重要性。
It was her dedication that won the championship.
是她的奉献精神赢得了冠军。
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: 过去式动词「launched」在此处作比喻性使用,意思是「启动」或「发起」一个过程或一系列事件,类似于发射火箭或新船下水。
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 分裂句结构(It is/was + [强调部分] + that/who...)用于强调句子中的特定成分。在此句中,它被用来强调名词「patience(耐心)」。
It is teamwork that solves hard problems.
是团队合作解决了困难的问题。
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: 短语动词「keep someone going」意为在困难时期为某人提供继续前进的力量、能量或动力(支持某人坚持下去)。
A warm cup of coffee is the only thing that keeps me going on busy mornings.
在忙碌的早晨,一杯温暖的咖啡是唯一让我坚持下去的动力。
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(强调句)结构,用来特别强调句子中的某个部分(此处为主语「teamwork」)。通过将「teamwork」放在「It was」与「that」之间,说话者强调了正是「团队合作」(而非其他因素)促成了这个结果。
It was her dedication that won the championship.
正是她的奉献精神赢得了冠军。
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: 短语「no one could solve alone」是一个关系从句(形容词从句),用来修饰名词「problems」。这里省略了关系代词「that」或「which」,因为它在关系从句中担任动词「solve」的直接宾语。
This is the book I bought yesterday.
这就是我昨天买的那本书。
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: 此句使用了分裂句结构(Cleft Sentence)「It is/was + [强调部分] + that/who...」。这种结构用于强调句子中的特定成分(在此句中为「careful testing」,即严谨的测试)。
It is teamwork that solves hard problems.
正是团队合作解决了困难的问题。
EN: The phrasal verb 'turn A into B' means to transform or change something (A) into a different state or form (B).
中文: 短语动词「turn A into B」表示将某物(A)转化或改变为另一种不同的状态或形式(B)。
The chef turned simple ingredients into a gourmet meal.
厨师将简单的食材转化为一道美食。
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...」分裂句结构用于表示强调。通过将想要强调的元素(此处为「imagination」想象力)放在「It was」与「that」之间,说话者凸显了该特定因素是关键原因或推动力。
It was her dedication that made the project a success.
正是她的奉献精神才让这个专案取得成功。
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: 动词「help」(帮助)后面可以接宾语(宾语),再接不带 to 的不定式(原形动词)或带 to 的不定式。在本句中,「picture」是原形动词,作为宾语补足语(宾语补足语)。
The map helped us find the hidden cabin.
地图帮助我们找到了那座隐秘的小木屋。
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/强调句):此结构用于强调句子中的特定部分(主语、宾语或状语)。通过将要强调的元素放在「It is/was」与「that/who」之间,说话者能直接吸引听者的注意力。
It is teamwork that solves hard problems.
正是团队合作解决了困难的问题。
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: 插入语副词(strangely):夹在句子中间并用逗号隔开的副词,用来表达说话者对该情况的态度或评论,不影响核心语法结构。
The project, surprisingly, was completed ahead of schedule.
令人惊讶的是,这个项目居然提前完成了。
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...):此结构用于强调句子中的特定部分(主语、宾语或状语)。通过将被强调的元素放在「It was」与「that」之间,说话者可以突显其重要性。在本句中,被强调的是「hard work, repeated daily」(每天重复的努力付出)。
It was her dedication that won the championship.
正是她的奉献精神让她赢得了冠军。
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: 过去分词作后置修饰语:过去分词短语「repeated daily」直接放在名词「hard work」之后用以修饰它,其功能相当于省略的关系从句(which was repeated daily)。
The decision made yesterday will affect us all.
昨天做出的决定将会影响我们所有人。
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(强调句)结构,用于强调句子中的特定部分(在此处为主语「young minds」)。通过将被强调的元素放在「It is」与「that」之间,说话者突显了其重要性。
It is Emma that solved the puzzle.
正是艾玛解开了这个谜题。
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: 最高级形容词「boldest」是在单音节形容词「bold」(大胆的)后面加上「-est」构成。最高级用于三者或三者以上的比较,表示某事物达到最高极限或程度。
This is the boldest move the company has ever made.
这是该公司有史以来最大胆的举动。
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(强调句)结构。这种语法模式用于强调句子中的特定部分(焦点),在此处被强调的是「people(人类)」。由于被强调的主语是人,因此使用「who」来代替「that」。
It was my sister who told me the truth.
正是我的姐姐告诉了我真相。
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: 动词「give」是双宾语动词(及物动词的一种),需要两个宾语:一个间接宾语(IO)表示接受者,以及一个直接宾语(DO)表示给予的事物。在此处,「science」是间接宾语,「its purpose and direction」是直接宾语。
She gave the project her full attention.
她对这个项目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/强调句):此结构用于强调句子中的特定部分(焦点)。通过将被强调的元素(curiosity)放在「It is」与「that」之间,说话者得以突显其重要性。
It is teamwork that solves hard problems.
是团队合作解决了困难的问题。
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 + 宾语 + 宾语补足语 (现在分词 V-ing):动词「keep」后面可接宾语与现在分词(-ing 形式),用来描述某个持续进行中或被维持的状态与动作。
The music kept us dancing all night.
音乐让我们整晚跳个不停。
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」作为主语疑问词的用法。当「what」在句子中担任主语时,动词须使用单数形式(drives),且不需要助动词(如 does)。
What causes global warming?
是什么导致了全球变暖?
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: 使用逗号进行直接称呼。在句子末尾直接称呼某人的名字(艾玛)时,名字前必须加上逗号,以将其与主句隔开。
How are you feeling, John?
你感觉怎么样,约翰?
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: 此句使用了分裂句结构「It is/was + [强调部分] + that/who...」。这种结构用于将焦点或强调放在句子的特定部分(在此句中为「curiosity」好奇心)。
It is teamwork that solves hard problems.
正是团队合作解决了困难的问题。
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: 动词「push」在此处用于「push someone to do something」(驱使/推动某人去做某事)的句型,意思是强烈鼓励、激励或迫使某人采取行动。
My teacher pushed me to study harder.
我的老师督促我更加努力学习。
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(强调句)结构「It is/was + [被强调的部分] + who/that...」。此结构用于特别强调句子中的某个特定部分(在此句中为「一位老师」)。因为该动作发生在过去,所以使用过去式「was」。
It was my father who taught me how to drive.
是我父亲教我如何开车的。
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: 动词「spark」字面意思是产生微小的火花,但在比喻用法中,它表示触发、启发或激发兴趣、好奇心或某种情感。它通常与「interest(兴趣)」、「imagination(想象力)」或「debate(辩论)」等名词搭配使用。
The book sparked her interest in history.
这本书激发了她对历史的兴趣。
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(强调句)结构。这种语法模式用于特别强调句子中的某个部分(在此句中为主语「teamwork」)。通过将被强调的元素放在「It is」与「that」之间,说话者得以突显其重要性。
It is patience that turns ideas into results.
正是耐心将想法转化为成果。
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: 动词「make」在此处用于「make + 宾语 + 形容词」(makes hard work lighter)的结构。在这种结构中,形容词充当宾语补足语,用来描述因该动作而导致宾语所呈现的状态。
Regular practice makes difficult tasks easier.
规律的练习让困难的任务变得更容易。
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: 此句采用了分裂句结构(Cleft Sentence)「It is/was + [强调部分] + that/who...」。这种结构用于将焦点或强调放在句子的特定部分(在此句中为「failure」,即失败)。
It was her dedication that made the project successful.
正是她的奉献精神才让这个专案取得成功。
EN: The verb 'show' is a ditransitive verb, which takes an indirect object ('me') followed by a direct object ('a better way').
中文: 动词「show」(展示/呈现)是一个双宾语动词(Ditransitive Verb),后面接间接宾语(「me」,我)和直接宾语(「a better way」,更好的方法/道路)。
He showed us the new design.
他向我们展示了新的设计。
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(强调句)结构。这种语法模式用于强调句子中的特定部分(在此句中为发挥主语作用的「practice」)。通过将被强调的元素放在「It is」与「that」之间,说话者得以突显其重要性。
It is teamwork that solves hard problems.
正是团队合作才能解决困难的问题。
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: 动词「builds」使用一般现在时,并与单数主语「practice」达成主谓一致。在此语境中,「build」的意思是随着时间的推移来培养或加强某种特质或能力。
Reading books builds a strong vocabulary.
阅读书籍能建立强大的词汇量。
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(强调句)结构,用来强调句子中的特定部分(在此处为主语「问题,而不是答案」)。其结构公式为:It is/was + [被强调的部分] + that/who + [句子的其余部分]。
It is Emma that won the first prize in the competition.
是艾玛在比赛中赢得了第一名。
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: 插入语「not answers(而不是答案)」与「questions(问题)」形成对比。当主语结构为「A,而不是 B」时,动词必须与 A(questions)保持单复数一致。因为 questions 是复数,所以使用复数动词「start」而非单数的「starts」。
It is books, not television, that expand our minds.
是书本,而不是电视,开拓了我们的视野。
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 动词 + 强调部分 + that/who...)。这种结构用于特别强调句子中的某个部分(在此处为主语「patience」)。
It was Emma who found the lost keys.
正是艾玛找到了遗失的钥匙。
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: 副词「finally」(最终、终于)用于描述在经历了很长时间或付出许多努力后才发生的动作,通常置于主要动词之前。
They finally finished the difficult project.
他们最终完成了这个艰难的项目。
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(强调句)结构。这种语法模式用于强调句子中的特定部分(在此处为主语「imagination」)。通过将要强调的元素放在「It is」与「that」之间,说话者得以突显其重要性。
It is hard work that brings success.
正是努力工作带来了成功。
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: 动词短语「lead to」意为导致某事发生或产生某种结果,后面接名词或动名词。在本句中,因为主语「imagination」(想象力)为不可数名词,所以动词使用单数形式「leads」。
Carelessness can lead to serious mistakes.
粗心大意可能会导致严重的错误。
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结构「It is/was + [被强调的部分] + who/that...」。这种结构用于特别强调句子中的某个部分(在此句中为发出动作的主语「curious people」)。由于被强调的主语是指人,因此使用「who」来代替「that」。
It was my sister who told me the news.
正是我的姐姐告诉我这个消息的。
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: 关系代词「who」引导一个修饰「curious people」的关系从句。关系从句中的动词(change)在单复数上必须与先行词(复数的「people」)保持一致,因此使用动词原形。
It is the teachers who inspire the students.
正是这些老师启发了学生。
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。
重要单词附有 IPA 发音、定义、例句和互动式测验。
在本文中: 好奇心,求知欲
在本文中: 发明,创造
在本文中: 突破,重大进展
在本文中: 耐心,毅力
在本文中: 想象力
在本文中: 说也奇怪地,不可思议地
在本文中: 探索,探究
在本文中: 激发,引起
片语包含类型标示、双语定义、用法说明和例句。
To motivate, stimulate, or push forward advancement and development.
推动进步
To change or develop into something else.
转化为,变成
To provide someone with the energy, motivation, or support to continue doing something difficult.
支持某人坚持下去,给予动力