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L2: The Marshmallow Challenge ── 棉花糖挑戰

龍騰高中版英文 第三冊 第二課｜互動教學講義
📖 課文逐句精講 📝 核心字彙 × 12 🔗 片語 × 5 📐 文法句型 × 3 ✏️ 練習題 × 8 ✍️ 文法手寫練習 × 30 🔀 句子重組 × 10 🎮 單字配對遊戲
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課文逐句精講
句子成分標示： S 主詞 V 動詞 O 受詞 C 補語 M 修飾語 ── 點擊任一句展開中文翻譯與解析
Para 1 ── 引言：棉花糖挑戰介紹
▶ How can twenty sticks of dry spaghetti, a yard of tape, a yard of string, and one marshmallow help build a stronger team?
二十根乾義大利麵、一碼膠帶、一碼細繩，加上一顆棉花糖，怎麼能幫助打造一支更強的團隊？
句型分析 M＝疑問副詞 How； V＝can help（情態助動詞 + 原形）； O＝build a stronger team（動詞原形片語，help 後可省略 to）
文法：help + (to) V 原形，to 可省略（美式英文常見）。主詞是並列名詞片語（四種材料），動詞用複數 can。
▶ An innovative team-building exercise known as the Marshmallow Challenge promises to do just that.
一個稱為「棉花糖挑戰」的創新團隊建立活動，許諾能做到這件事。
句型分析 S＝An innovative team-building exercise； M＝known as the Marshmallow Challenge（過去分詞片語後位修飾 S）； V＝promises； O＝to do just that（不定詞片語）
promise to V：承諾/有望做某事。known as＝以…著稱，過去分詞做後位修飾語。just that＝正是那件事（代指前句所問的事）。
▶ In this challenge, with only the materials mentioned above, teams need to build the tallest free-standing structure capable of supporting the weight of one marshmallow at the top.
在這個挑戰中，只用上述材料，各隊需要搭建出最高的獨立結構，且必須能支撐頂端一顆棉花糖的重量。
句型分析 M＝In this challenge / with only…above； S＝teams； V＝need； O＝to build the tallest free-standing structure（不定詞片語，capable of… 後位修飾）
capable of + V-ing：有能力做…（後接動名詞，不接原形）。free-standing＝獨立的（不需倚靠其他支撐）。
▶ With only 18 minutes to complete the task, the teams must learn to collaborate quickly.
由於完成任務只有 18 分鐘，各隊必須學會快速合作。
句型分析 M＝With only 18 minutes to complete the task（with + N + to V，表限制/伴隨）； S＝the teams； V＝must learn； O＝to collaborate quickly
with + N + to V：表伴隨狀態（只剩…時間要完成）。learn to V＝學會做某事。collaborate quickly 是整個挑戰的關鍵要求。
Para 2 ── 背景與令人驚訝的結果
▶ The Marshmallow Challenge, promoted by Canadian technology expert Tom Wujec, has been conducted around the world with architects and engineers, CEOs, lawyers, business graduates, and even kindergarteners.
棉花糖挑戰由加拿大科技專家湯姆．伍傑克所推廣，已在全世界與建築師和工程師、執行長、律師、商科畢業生，甚至幼稚園學童共同進行。
句型分析 S＝The Marshmallow Challenge； M＝promoted by… Wujec（過去分詞插入語，逗號夾住）； V＝has been conducted（現在完成被動）； M＝around the world / with architects…
現在完成式被動：has been + p.p.，強調「已持續進行至今」。promoted by… 為分詞短語作插入語，夾在主詞與動詞之間，逗號隔開。
▶ Over the years the challenge has produced some surprising results.
多年來，這個挑戰產生了一些令人驚訝的結果。
句型分析 M＝Over the years； S＝the challenge； V＝has produced（現在完成式）； O＝some surprising results
over the years＝多年來（搭配現在完成式）。surprising（-ing 形容詞）修飾事物 results；surprised 則修飾人的感受。
▶ In Wujec's study, the average height of the structures constructed was 20 inches.
在伍傑克的研究中，所建構的結構平均高度為 20 英吋。
句型分析 S＝the average height of the structures； M＝constructed（過去分詞後位修飾 structures）； V＝was； C＝20 inches
過去分詞後位修飾：the structures constructed＝被建造的結構（= the structures that were constructed）。主詞核心是 the average height（單數），動詞用 was。
▶ The group that built the highest structure was, as expected, architects and engineers.
建出最高結構的組別，如預期，是建築師和工程師。
句型分析 S＝The group； M＝that built the highest structure（關係子句限定 The group）； V＝was； M＝as expected（插入語）； C＝architects and engineers
as expected＝如預期般（插入語，前後加逗號）。關係子句 that built… 限定 The group，表「建出最高結構的那組人」。
▶ CEOs performed slightly better than average, coming in third.
執行長的表現略優於平均，名列第三。
句型分析 S＝CEOs； V＝performed； C＝slightly better than average； M＝coming in third（分詞構句，補充說明排名）
slightly＝稍微（修飾比較級）。come in + 序數＝名列第幾名。分詞構句 coming in third 表結果（因此名列第三）。
▶ Lawyers, on the other hand, performed below average, ranking second to last.
律師，另一方面來看，表現低於平均，名列倒數第二。
句型分析 S＝Lawyers； M＝on the other hand（插入語，表對比）； V＝performed； C＝below average； M＝ranking second to last（分詞構句）
on the other hand＝另一方面（對比前文 CEOs）。second to last＝倒數第二（= last but one）。
▶ And despite working to create the best plan, business graduates performed the worst.
而且儘管努力制定最好的計畫，商科畢業生的表現卻最差。
句型分析 M＝despite working to create the best plan（介系詞片語，despite + V-ing）； S＝business graduates； V＝performed； C＝the worst（最高級）
despite + V-ing（動名詞）：儘管做…（despite 後不接 that 子句，改用 N/V-ing）。perform the worst＝表現最差。
▶ Amazingly, kindergarteners outperformed most of the adult teams, achieving the second-best performance.
令人驚奇的是，幼稚園學童超越了大多數成人團隊，達到了次優的表現。
句型分析 M＝Amazingly（句子副詞）； S＝kindergarteners； V＝outperformed； O＝most of the adult teams； M＝achieving the second-best performance（分詞構句，表結果）
outperform＝優於（out- 前綴表「超越」）。second-best＝次佳的。分詞構句 achieving… 表伴隨結果。
Para 3 ── 幼稚園組成功原因（一）：立即行動
▶ The impressive performance of the kindergarten group, whose structures were taller than those of most adult teams, can be explained by several reasons related to their unique way of working.
幼稚園組令人印象深刻的表現——他們的結構比大多數成人組的結構還高——可以從幾個與其獨特工作方式有關的原因來解釋。
句型分析 S＝The impressive performance of the kindergarten group； M＝whose structures were taller…（whose 關係代名詞所有格子句）； V＝can be explained（情態被動）； M＝by several reasons…
whose 關係代名詞（所有格）：whose = the kindergarten group's，whose structures = their structures。those = the structures（代替前面已提名詞，避免重複）。
▶ One reason is that kids usually get started with what has been given to them right away, whereas adults usually don't start putting the structure together until they have spent most of the time planning.
原因之一是，孩子通常立刻動手做手邊有的材料，而成人通常要到花了大部分時間在計畫之後，才開始組裝結構。
句型分析 S＝One reason； V＝is； C＝that… right away（名詞子句）； M＝whereas… planning（對比副詞子句）
whereas＝然而；相比之下（表對比，連接兩個對立陳述）。not… until…＝直到…才…。get started with＝開始著手做。
▶ This leaves no time to adjust the design if it cannot support the marshmallow.
這就沒有時間在結構無法支撐棉花糖時調整設計了。
句型分析 S＝This（代指前句成人的行為）； V＝leaves； O＝no time to adjust the design（不定詞修飾 no time）； M＝if it cannot support… （條件子句）
leave + O：留下…。no time to do sth.＝沒有時間做某事。adjust＝調整；修正。
Para 4 ── 原因（二）：試錯與立即回饋
▶ Another reason is that unlike adults, kindergarteners are quicker to change their methods after failed approaches.
另一個原因是，不像成人，幼稚園學童在嘗試失敗後能更快地改換方法。
句型分析 S＝Another reason； V＝is； C＝that… approaches（名詞子句，unlike 表對比）
unlike + N：不像…（表對比）。quicker to V＝更快去做（形容詞比較級 + 不定詞）。
▶ They rely on trial and error — if one method doesn't work, they quickly move on to the next.
他們依靠試錯——若一種方法行不通，他們就快速轉到下一個。
句型分析 S＝They； V＝rely on； O＝trial and error； 破折號後為舉例說明：條件子句 + 主要子句
trial and error＝嘗試與錯誤；反覆試驗（固定片語）。move on to＝繼續/轉移到下一個。
▶ This approach gives them immediate feedback about what design elements work to give their structure height and stability.
這種方法讓他們立即得到回饋，了解哪些設計元素能使結構有高度且穩定。
句型分析 S＝This approach； V＝gives（授與動詞）； O1＝them； O2＝immediate feedback； M＝about what design elements…（介系詞 + 疑問詞名詞子句）
give sb. sth.：授與動詞雙受詞結構。feedback為不可數名詞，無複數形。give…height and stability＝使…有高度和穩定性。
Para 5 ── 原因（三）：自由合作
▶ Still another reason for their success is that children tend to collaborate freely and naturally.
他們成功的又另一個原因是，孩子傾向自由且自然地合作。
句型分析 S＝Still another reason for their success； V＝is； C＝that children tend to collaborate…（名詞子句）
still another＝還有另一個（強調「已是第三個了」）。tend to V＝傾向於做…。
▶ They don't waste time deciding who is in charge.
他們不浪費時間在決定誰負責。
句型分析 S＝They； V＝don't waste； O＝time； M＝deciding who is in charge（動名詞片語，修飾 time 說明浪費在何事上）
waste time + V-ing：浪費時間在做某事。in charge＝負責；掌管（固定片語，不加冠詞）。
▶ Instead, they are more focused on working together to figure out how to build the tallest structure.
他們反而更專注於一起想清楚如何搭建最高的結構。
句型分析 M＝Instead； S＝they； V＝are； C＝more focused on working together…（be focused on + V-ing）
be focused on + V-ing：專注於做某事。figure out＝弄清楚；想出（片語動詞）。how to build 為疑問詞 + 不定詞名詞片語。
Para 6 ── 結論：棉花糖挑戰的啟示
▶ The Marshmallow Challenge teaches us that age and experience are not the only routes to success.
棉花糖挑戰教導我們，年齡和經驗並非通往成功的唯一途徑。
句型分析 S＝The Marshmallow Challenge； V＝teaches（授與動詞）； O1＝us； O2＝that 名詞子句
route to success＝通往成功的途徑（route + to）。not the only＝不是唯一，強調年齡和經驗有幫助，但不是成功的唯一條件。
▶ In order to solve problems, we must roll up our sleeves and get down to work right away, explore and experiment with new ideas, and collaborate effectively.
為了解決問題，我們必須立刻捲起袖子認真工作、探索並嘗試新想法，並且有效地合作。
句型分析 M＝In order to solve problems（目的不定詞片語）； S＝we； V＝must（後接三個並列原形動詞片語：roll up…、explore…、collaborate…）
in order to V：為了…（表目的，可換成 so as to V）。roll up one's sleeves＝捲起袖子（比喻準備認真工作）。get down to＝開始認真做。
▶ In this way, we can surely keep the marshmallow at the top.
如此一來，我們肯定能讓棉花糖保持在頂端。
句型分析 M＝In this way； S＝we； V＝can surely keep（keep = 使…保持）； O＝the marshmallow； C＝at the top
keep + O + 補語：使…保持在某狀態。這句話既是字面意思（棉花糖置頂）也是比喻（保持在成功的頂端）。
💡 點擊每一句展開中文翻譯、句型分析與老師解說。
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核心字彙 × 12
innovative adj.
創新的
▶
innovate (v.) 創新 innovation (n.) 創新 innovator (n.) 創新者
This innovative approach to teaching changed the way students learn. 這種創新的教學方法改變了學生的學習方式。
學測重點：innovative ≈ creative，但 innovative 更強調「突破性新穎」。課文：an innovative team-building exercise。
collaborate v.
合作；協作
▶
collaboration (n.) 合作 collaborative (adj.) 合作的 collaborator (n.) 合作者
The two countries decided to collaborate on climate research. 兩國決定在氣候研究上合作。
學測重點：collaborate with sb. on sth.（與某人在某事上合作）。比 cooperate 更強調「共同創作/產出」。
capable adj.
有能力的；能夠的
▶
capability (n.) 能力 incapable (adj.) 無能力的 capably (adv.) 有能力地
She is capable of handling any difficult situation. 她有能力處理任何困難的情況。
學測重點：capable of + V-ing（有能力做…）。注意 of 後接動名詞，不接原形動詞。
construct v.
建造；構建
▶
construction (n.) 建造 constructor (n.) 建造者 constructive (adj.) 建設性的
Workers constructed the bridge in less than two years. 工人在不到兩年的時間內就建好了那座橋。
學測重點：construct ≈ build（正式）。under construction＝建造中（學測常考片語）。
structure n.
結構；建築物
▶
structural (adj.) 結構的 restructure (v.) 重新組織
The structure of the building was damaged by the earthquake. 那棟建築物的結構因地震而受損。
學測重點：structure 可作 n.（結構/建築物）也可作 v.（組織/安排）。課文：free-standing structure 獨立結構。
slightly adv.
稍微；略微
▶
slight (adj.) 輕微的 slightest (adj.) 絲毫的
The temperature today is slightly higher than yesterday. 今天的溫度比昨天稍高一點。
學測重點：slightly 常修飾比較級（slightly better/worse/higher/lower）。not in the slightest＝絲毫不（否定加強）。
unique adj.
獨特的；唯一的
▶
uniquely (adv.) 獨特地 uniqueness (n.) 獨特性
Each person has a unique way of solving problems. 每個人都有解決問題的獨特方式。
學測重點：unique 為絕對形容詞，不用 very unique，應說 truly unique。課文：their unique way of working。
adjust v.
調整；適應
▶
adjustment (n.) 調整 adjustable (adj.) 可調整的
You need to adjust your schedule to make time for exercise. 你需要調整你的時間表，為運動騰出時間。
學測重點：adjust sth.（調整某物）；adjust to sth.（適應某事，接名詞/動名詞）。
rely v.
依靠；依賴
▶
reliable (adj.) 可靠的 reliability (n.) 可靠性 reliance (n.) 依賴
We can rely on her to finish the project on time. 我們可以依靠她按時完成這個計畫。
學測重點：rely on/upon sb./sth.（依靠）；rely on sb. to V（依靠某人做某事）。
feedback n.
回饋；反應
▶
feed (v.) 提供 back (adv.) 返回
The teacher gave the students useful feedback on their essays. 老師給了學生對他們作文有用的回饋。
學測重點：feedback 不可數名詞（不加 -s）。常見搭配：give/receive/provide feedback。
stability n.
穩定性；穩固
▶
stable (adj.) 穩定的 stabilize (v.) 使穩定 instability (n.) 不穩定
The stability of the tower depends on the strength of its base. 這座塔的穩定性取決於底座的強度。
學測重點：字族 stability (n.) / stable (adj.) / stabilize (v.) / instability (n.) 要熟悉辨認。
explore v.
探索；探究
▶
exploration (n.) 探索 explorer (n.) 探險家 exploratory (adj.) 探索性的
Scientists continue to explore new treatments for the disease. 科學家持續探索這種疾病的新療法。
學測重點：explore + N（及物動詞，直接接受詞）；exploration of sth.（名詞，接 of 片語）。
💡 點擊每張單字卡展開字族、例句與學測重點。
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片語講解 × 5
片語 中文 例句
trial and error 試錯；嘗試與錯誤
Learning to cook is mostly a process of trial and error. 學煮飯大多是反覆嘗試與錯誤的過程。
They finally found the solution through trial and error. 他們最終透過試錯找到了解決方案。
in charge 負責；掌管
Who is in charge of planning the event? 誰負責規劃這個活動？
She was put in charge of the whole project. 她被任命負責整個計畫。
figure out 弄清楚；想出
Can you figure out how this machine works? 你能弄清楚這台機器是怎麼運作的嗎？
We need to figure out a better approach. 我們需要想出一個更好的方法。
roll up one's sleeves 捲起袖子；準備認真工作
It's time to roll up our sleeves and get the job done. 是時候捲起袖子把工作完成了。
They all rolled up their sleeves and began cleaning the park. 他們全都捲起袖子，開始清理公園。
get down to 開始認真做（後接 N/V-ing）
Stop making excuses and get down to work. 別再找藉口了，開始認真工作吧。
We should get down to solving the problem immediately. 我們應該立刻開始認真解決這個問題。
💡 注意：get down to 後面接名詞或動名詞（V-ing），不接原形動詞。例：get down to work / get down to solving it。
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文法句型 × 3
1. whose 關係代名詞（所有格關係子句） ▼
先行詞（人/物）, whose + N + V, 主要子句 = whose 是唯一的所有格關係代名詞，可指人也可指物 = whose + 名詞 在子句中作主詞或受詞

whose 代替所有格（his/her/its/their + N），用來連接先行詞與關係子句，指人或物均可。

The kindergarten group, whose structures were taller than those of most adult teams, achieved the second-best result.
幼稚園組——他們的結構比大多數成人組更高——取得了次優成績。
I met a scientist whose research focuses on climate change.
我遇到了一位研究聚焦於氣候變遷的科學家。
She lives in a house whose roof is covered with solar panels.
她住在一棟屋頂覆有太陽能板的房子裡。
關係代名詞指人/物句中功能例
who人主詞the man who helped me
whom人受詞the woman whom I met
whose人/物所有格the team whose work impressed us
which物主/受詞the book which I read
that人/物（限定）主/受詞the challenge that changed us
whose 後面必須緊接名詞，不可直接接動詞。
✗ the student whose is smart → ✓ the student who is smart
✗ the house whose is old → ✓ the house which is old / the house whose walls are old
whose 指物（如 whose roof）在學測閱讀中常見。課文例句 the kindergarten group, whose structures… 是典型插入語結構，也是高頻考點。
2. whereas vs. while（表對比的連接詞） ▼
A, whereas B. → A 與 B 形成對比（whereas 幾乎只表對比） A, while B. → 對比 或「當 A…時，B…」（while 有雙義） 二者均為從屬連接詞，連接兩個子句

whereas 幾乎只表對比；while 有兩個主要含義：①表「當…的時候」（時間）②表「然而/相比之下」（對比）。

Kids usually get started right away, whereas adults spend most of the time planning.
孩子通常立刻開始動手，而成人卻花大部分時間在計畫。【對比】
Some students prefer group work, while others work better alone.
有些學生喜歡小組工作，而有些則在獨自工作時表現更好。【對比】
While she was cooking dinner, the phone rang.
她在煮晚餐時，電話響了。【時間：當…時】
連接詞主要用途可否放句首詞性
whereas對比（較正式）可連接詞
while對比 / 時間（同時）可連接詞
however對比（副詞）可（須加逗號）副詞
on the other hand對比（副詞片語）可（插入語）副詞片語
whereas/while 作連接詞，連接兩個子句（不可像 however 單獨使用）。
✗ Adults plan carefully. Whereas, kids just start.
✓ Adults plan carefully, whereas kids just start.
學測克漏字常出現 while 表對比用法，要從上下文語意判斷是「同時」還是「然而」。whereas 更清楚表達對比，出現時幾乎一定是對比語意。
3. in order to / so as to（表目的的不定詞片語） ▼
in order to + V原形 → 為了…（正式，可置句首或句中） so as to + V原形 → 為了…（較正式，通常置句中） to + V原形（簡化） → 為了…（最常見，口語/書面皆可） 否定形式： in order NOT to V / so as NOT to V / NOT to V

三者語意相同，均表目的，但 so as to 通常不置句首，in order to 更強調目的性，句首使用最清楚。

In order to solve problems, we must roll up our sleeves and get down to work.
為了解決問題，我們必須捲起袖子認真工作。
She studied hard in order to pass the entrance exam.
她努力讀書以通過入學考試。
He spoke quietly so as to avoid waking the baby.
他輕聲說話，以免吵醒嬰兒。
They left early so as not to be late. / They left early in order not to be late.
他們提早出發，以免遲到。
句型否定形式可否置句首
in order to Vin order not to V可（最常用）
so as to Vso as not to V通常不置句首
to V（簡化）not to V可
in order to / so as to 後面必須接動詞原形，不可接 V-ing 或 that 子句。
✗ in order to solving / in order to that…
✓ in order to solve…
學測常考否定形式：in order not to / so as not to（not 插入 to 前，不說 in order to not）。注意 not 的位置！
💡 點擊每個文法面板展開詳細說明、例句與比較表格。
✏️
練習題 × 8
💡 點擊選項作答，答對顯示綠色，答錯顯示紅色，並可點「看完整解析」查看詳細說明。
✍️
文法填空練習（20 題）
👆 依中文提示，將正確的文法用字或片語直接打在空格中；寫完按「看解答」對答案。也適合列印後手寫作答。
1
The engineering team, (所有格關代) design was the most innovative, won first prize in the competition.
那個設計最具創新性的工程團隊，在比賽中贏得了第一名。
✅ 正解：whose
2
I talked to a teacher (所有格關代) students always work well together during group projects.
我和一位學生在小組專案中總是合作良好的老師談過。
✅ 正解：whose
3
The kindergarten class, (所有格關代) structure was surprisingly stable, impressed all the judges.
那個結構出人意料地穩固的幼稚園班級，讓所有評審印象深刻。
✅ 正解：whose
4
We met an architect (所有格關代) buildings are known for their unique shapes.
我們遇到了一位建築物以獨特形狀聞名的建築師。
✅ 正解：whose
5
The company hired a manager (所有格關代) leadership style focuses on collaboration rather than control.
這家公司雇用了一位領導風格著重合作而非控制的經理。
✅ 正解：whose
6
The team, (所有格關代) members had never met before the challenge, still managed to build a tall tower.
那個成員在挑戰前從未見過面的團隊，仍然設法建造出一座高塔。
✅ 正解：whose
7
She is a scientist (所有格關代) research explores new ways to improve team performance.
她是一位研究探索改善團隊表現新方法的科學家。
✅ 正解：whose
8
Kindergarteners usually start building right away, (表對比連接詞) adults often spend most of their time planning.
幼稚園學童通常立刻開始動手搭建，而成人卻常常把大部分時間花在計畫上。
✅ 正解：whereas
9
Some teams focus on speed, (表對比連接詞) others focus on careful planning.
有些團隊注重速度，而有些則注重仔細規劃。
✅ 正解：while
10
(表「當…時」，置句首請大寫) the engineers were adjusting the base of the structure, the marshmallow suddenly fell off.
當工程師正在調整結構底部時，棉花糖忽然掉了下來。
✅ 正解：While
11
Lawyers tended to argue over the plan, (表對比連接詞) business graduates focused too much on creating the perfect design.
律師傾向於爭論計畫，而商科畢業生則過度專注於打造完美的設計。
✅ 正解：whereas
12
CEOs performed slightly better than average, (表對比連接詞) lawyers ranked near the bottom.
執行長的表現略優於平均，而律師的排名則接近最後。
✅ 正解：whereas
13
(表「當…時」，置句首請大寫) most adults were still discussing their strategy, the kindergarten team had already finished testing their first design.
當大多數成人還在討論策略時，幼稚園團隊已經完成了第一個設計的測試。
✅ 正解：While
14
Architects and engineers relied on their professional training, (表對比連接詞) kindergarteners simply relied on trial and error.
建築師和工程師依靠他們的專業訓練，而幼稚園學童則單純依靠試錯。
✅ 正解：whereas
15
(表目的，置句首) solve the problem quickly, the kindergarten team started building immediately instead of planning.
為了快速解決問題，幼稚園團隊立刻開始搭建，而不是先計畫。
✅ 正解：In order to
16
The team adjusted their design (表目的) improve its stability.
這個團隊調整了他們的設計，以改善其穩定性。
✅ 正解：in order to（also acceptable: so as to）
17
He spoke calmly during the discussion (表目的) avoid causing conflict among teammates.
他在討論中平靜地說話，以避免在隊友間引起衝突。
✅ 正解：so as to（also acceptable: in order to）
18
The kindergarteners moved on to the next idea quickly (表目的的否定) waste time on a failed approach.
幼稚園學童迅速轉向下一個想法，以免把時間浪費在失敗的方法上。
✅ 正解：so as not to
19
(表目的，置句首) build the tallest possible structure, the engineers tested several different designs.
為了建造出盡可能最高的結構，工程師們測試了好幾種不同的設計。
✅ 正解：In order to
20
They placed the marshmallow on top only in the very last step (表目的的否定) risk breaking it too early.
他們只在最後一步才把棉花糖放到頂端，以免太早冒著弄壞它的風險。
✅ 正解：so as not to
🔄
句子改寫練習（10 題）
👆 依指示將兩句合併或改寫成一個正確的英文句子，寫在下方欄位中；寫完按「看參考答案」對答案。
21
A. The design team won the award. + B. Their design was the most creative.
請用 whose 把兩句合併成一句。
✅ The design team, whose design was the most creative, won the award.
22
A. We interviewed an engineer. + B. His structure survived every test.
請用 whose 合併成一句。
✅ We interviewed an engineer whose structure survived every test.
23
A. The kindergarten group surprised everyone. + B. Their tower was taller than most adult teams' towers.
請用 whose 合併成一句。
✅ The kindergarten group, whose tower was taller than most adult teams' towers, surprised everyone.
24
A. I know a business graduate. + B. Her plan failed twice before succeeding.
請用 whose 合併成一句。
✅ I know a business graduate whose plan failed twice before succeeding.
25
A. Kindergarteners act quickly. + B. Adults plan carefully.
請用 whereas 合併成一句，表達對比。
✅ Kindergarteners act quickly, whereas adults plan carefully.
26
A. The engineers were testing the base. + B. The marshmallow was still on the table.
請用 while 合併成一句，表示「當…同時」。
✅ While the engineers were testing the base, the marshmallow was still on the table.
27
A. CEOs performed slightly above average. + B. Lawyers performed below average.
請用 whereas 合併成一句，表達對比。
✅ CEOs performed slightly above average, whereas lawyers performed below average.
28
A. The team wanted to finish on time. + B. They divided the work quickly.
請用 in order to 合併成一句，表示目的（置句首）。
✅ In order to finish on time, the team divided the work quickly.
29
A. She spoke slowly. + B. She did not want to confuse her teammates.
請用 so as not to 合併成一句。
✅ She spoke slowly so as not to confuse her teammates.
30
A. The kindergarteners tested many designs. + B. They wanted to find the most stable structure.
請用 in order to 合併成一句。
✅ The kindergarteners tested many designs in order to find the most stable structure.
🔀
句子重組（10 題）
👆 依序點選下方詞組，把句子排回正確順序；點錯可再點一次移回。排好後按「檢查」看對錯，或按「看正解」直接顯示答案。
🎮
單字配對遊戲（核心字彙 12 字）
👆 先點左邊的英文單字，再點右邊對應的中文意思；配對正確會變綠色鎖定，配對錯誤會閃紅重來。全部配對完成即過關！
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