EN： This sentence uses the cleft sentence pattern 'It is/was + [emphasized element] + that/who...'. This structure is used to focus attention on 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...」。這種結構用於將讀者的注意力聚焦在句子的特定部分（在此句中為「curiosity」好奇心）。
It was her dedication that won the award.
正是她的奉獻精神讓她贏得了這個獎項。
EN： The verb 'drives' is used here in the simple present tense to express a general truth or habitual action. The singular subject 'curiosity' requires the singular verb form 'drives'.
中文： 動詞「drives」（驅使）在此處使用一般現在式，用以表達普遍真理或習慣性行為。單數主詞「curiosity」需要搭配單數動詞形式「drives」。
Passion drives him to practice every day.
熱情驅使著他每天進行練習。
EN： In scientific and academic discourse, emphasizing 'curiosity' as the primary motivator aligns with the Western philosophical tradition that values intrinsic motivation and questioning over mere rote learning or external rewards.
中文： 在科學與學術論述中，將「好奇心」強調為最主要的驅動力，這與西方哲學傳統相契合——該傳統高度重視內在動機與質疑精神，而非單純的死記硬背或外部獎勵。
EN： A pseudo-cleft sentence (or 'wh-cleft') uses a noun clause starting with 'what' as the subject to place special emphasis on the information that follows the verb 'be'. It highlights 'more careful testing' as the exact thing that is needed.
中文： 偽分裂句（或稱 wh-分裂句）使用以 'what' 引導的名詞子句作為主詞，藉此將特別強調的焦點放在 be 動詞後面的訊息。在此句中，它強調了「更仔細的測試」正是我們所需要的。
What we want is a sustainable solution.
我們想要的是一個永續的解決方案。
EN： The word 'testing' is a gerund (verb + -ing) acting as a noun, which is modified by the comparative adjective 'more careful'.
中文： 單字 'testing' 是動名詞（動詞 + -ing）作為名詞使用，前面由比較級形容詞 'more careful'（更仔細的）來修飾。
Regular exercising is good for your health.
規律的運動對你的健康有益。
EN： In scientific and professional contexts, emphasizing 'careful testing' reflects the core value of empirical evidence and precision over speed or assumptions. Using a cleft sentence structure is a common rhetorical device in English to politely but firmly redirect a team's focus to quality control.
中文： 在科學與專業領域中，強調「仔細的測試」反映了重視實證與精準度，而非一味求快或憑空假設的核心價值。在英語中，使用分裂句結構是一種常見的修辭手法，能禮貌但堅定地將團隊的焦點重新引導至品質控管上。
EN： The emphatic 'do' is used before a base verb in affirmative sentences to add strong emphasis or to confirm a belief. In this context, 'do believe' emphasizes the speaker's strong conviction.
中文： 強調助動詞「do」置於肯定句的原形動詞之前，用以加強語氣或確認某種信念。在此語境中，「do believe」強調了說話者堅定的信念。
I do hope you can come to the party.
我確實希望你能來參加派對。
EN： The noun clause introduced by the conjunction 'that' acts as the direct object of the verb 'believe'. 'That' is often omitted in casual speech but retained here for a more formal or deliberate tone.
中文： 由連接詞「that」引導的名詞子句，在此作為動詞「believe」的直接受詞。在口語中「that」常被省略，但在此處保留以顯得語氣較為正式或深思熟慮。
She believes that honesty is the best policy.
她相信誠實是最好的策略。
EN： The phrase 'practice makes us better' is a softer, more realistic variation of the traditional English proverb 'practice makes perfect.' It acknowledges that while perfection may be unattainable, continuous effort always leads to improvement.
中文： 「practice makes us better」是傳統英文諺語「practice makes perfect」（熟能生巧/熟能完美）一個更溫和、更務實的變體。它承認雖然完美可能無法企及，但持續的努力總能帶來進步。
EN： The 'It is/was... that/who...' cleft sentence structure is used to emphasize a specific part of a sentence (the subject, object, or adverbial). By placing the emphasized element between 'It was' and 'who/that', the speaker draws the listener's attention directly to it. 'Who' is used when emphasizing a person.
中文： 「It is/was... that/who...」分裂句（強調句）結構用於強調句子中的特定部分（主詞、受詞或修飾語）。藉由將被強調的元素放在「It was」與「who/that」之間，說話者能引導聽眾的注意力。當強調的對象是人時，可以使用「who」。
It was my father who taught me how to swim.
是我父親教我如何游泳的（強調是我父親）。
EN： The verb 'spark' literally means to produce small sparks of fire, but metaphorically it means to inspire, trigger, or initiate an interest, feeling, or activity suddenly.
中文： 動詞「spark」字面意思是產生火花，但在比喻用法中，它表示突然啟發、激發或引起某種興趣、情感或活動。
The book sparked her passion for history.
這本書激發了她對歷史的熱情。
EN： In Western educational culture, teachers are often celebrated not just for imparting knowledge, but for their role as mentors who inspire lifelong passions. Using cleft sentences like 'It was a teacher who...' is a common, heartfelt way to express gratitude and acknowledge the profound impact of educators.
中文： 在西方教育文化中，教師的角色不僅僅是傳授知識，更被視為啟發終身熱情的導師。使用像「It was a teacher who...」這樣的分裂句，是一種常見且真誠的方式，用來表達感激並肯定教育工作者的深遠影響。
EN： A nominal relative clause (or free relative clause) starting with 'What' acts as a noun phrase. In this sentence, 'What matters most' serves as the subject of the main verb 'is'. This structure is often used for emphasis, highlighting the specific thing that is important.
中文： 以「What」開頭的名詞關係子句（或稱自由關係子句）在句中扮演名詞片語的角色。在本句中，「What matters most」（最重要的事情）作為主要動詞「is」的主詞。這種結構常用於表示強調，藉此突顯特定事物的重要性。
What we need is more time.
我們需要的是更多的時間。
EN： The verb 'matter' is an intransitive verb meaning 'to be important' or 'to have significance'. It is commonly used in the third-person singular form ('matters') when referring to abstract concepts or clauses.
中文： 動詞「matter」是不及物動詞，意思是「重要」或「有重大關係」。當指代抽象概念或子句時，通常會使用第三人稱單數形式（matters）。
Your opinion matters to us.
你的意見對我們很重要。
EN： In scientific research and academic discourse, the integrity of 'data' is paramount. This sentence reflects the core value of scientific skepticism and objectivity, emphasizing that raw, unbiased evidence (honest, clear data) is far more valuable than personal opinions or desired outcomes.
中文： 在科學研究與學術討論中，「數據」的完整性至關重要。這句話反映了科學懷疑精神與客觀性的核心價值，強調原始、無偏見的證據（誠實、清晰的數據）遠比個人意見或預期結果更具價值。
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 'patience'). By placing the emphasized element between 'It is' and 'that', the speaker highlights its importance.
中文： 本句使用了「It is/was... that...」的分裂句（強調句）結構。這種文法句型用於強調句子中的特定部分（在此處為主詞「patience」）。藉由將要強調的元素放在「It is」與「that」之間，說話者能突顯其重要性。
It is teamwork that makes hard tasks easy.
正是團隊合作讓艱難的任務變得容易。
EN： The phrasal verb 'turn A into B' means to transform or change something from one state, form, or substance into another. 'Into' is a preposition indicating transformation or transition.
中文： 片語動詞「turn A into B」意為將某物從一種狀態、形式或物質轉化或改變為另一種。「into」是介係詞，表示轉變或過渡的結果。
She turned her passion into a successful career.
她將自己的熱情轉化為成功的事業。
EN： The parallel structure 'some..., others...' is used to contrast two groups of people or things. In the second clause, the verb 'chose' is omitted (ellipsed) to avoid repetition, which is a common feature of formal and literary English.
中文： 「some..., others...」（一些……，其他……）的平行結構用於對比兩組人或事物。在第二個子句中，動詞「chose」被省略（ellipsis）以避免重複，這是英文正式與文學修辭中常見的用法。
Some preferred to stay indoors, others to go hiking.
有些人寧願待在室內，其他人則想去健行。
EN： The infinitive 'to test' and 'to observe' function as direct objects of the verb 'chose'. This pattern (choose + to-infinitive) indicates a decision to perform a specific action.
中文： 不定詞「to test」與「to observe」在此處作為動詞「chose」的直接受詞。這種「choose + 不定詞」的句型表示決定去執行某個特定的動作。
She chose to study medicine instead of law.
她選擇學醫而不是法律。
EN： A pseudo-cleft sentence (or 'wh-cleft') uses a free relative clause starting with 'what' as the subject to place special emphasis on the information that follows the verb 'be'. It is structured as: What + subject + verb + was/is + emphasized element.
中文： 擬分裂句（或稱 wh-分裂句）使用以「what」引導的關係子句作為主詞，藉此將特別強調的資訊放在 be 動詞之後。其結構為：What + 主詞 + 動詞 + was/is + 被強調的元素。
What we need is more time.
我們所需要的是更多的時間。
EN： The verb 'surprise' is a transitive verb meaning 'to cause someone to feel surprise'. In this sentence, 'us' is the direct object of 'surprised' within the noun clause.
中文： 動詞「surprise」是一個及物動詞，意思是「使某人感到驚訝」。在本句的名詞子句中，「us」是「surprised」的直接受詞。
The sudden noise surprised the cat.
突然的噪音嚇了那隻貓一跳。
EN： The cleft sentence pattern 'It is/was + [emphasized element] + that/who...' is used to place special focus on a specific part of the sentence (the subject 'teamwork' in this case).
中文： 分裂句句型「It is/was + [強調部分] + that/who...」用於特別強調句子中的某個特定成分（在此句中為強調主詞「teamwork」）。
It is patience that turns ideas into results.
正是耐心將想法轉化為成果。
EN： The causative/resultative verb 'make' is followed by an object and an objective complement (adjective) to describe the state resulting from the action: 'make + object + adjective'.
中文： 使役/結果動詞「make」後面接賓語（受詞）和賓語補語（形容詞），用來描述動作所產生的狀態，結構為「make + 受詞 + 形容詞」。
The warm weather makes people happy.
溫暖的天氣讓大家感到快樂。
EN： In Western professional and academic cultures, 'teamwork' is highly valued and often emphasized as a core soft skill. This sentence reflects the collaborative mindset common in modern scientific research and business environments.
中文： 在西方專業與學術文化中，「團隊合作（teamwork）」被高度重視，並經常被強調為核心軟實力。這句話反映了現代科學研究和商業環境中常見的協作思維。
EN： The modal verb 'can' is used to express ability or capability. It is followed by the base form of the verb (infinitive without 'to').
中文： 情態助動詞「can」用於表示能力或能夠做某事。其後必須接動詞原形（不帶 to 的不定詞）。
She can speak three languages fluently.
她能流利地說三種語言。
EN： Ellipsis (omission of words) is commonly used in coordinate clauses to avoid repetition. Here, '[I can] solve it fast' omits the subject 'I' and the modal 'can' because they are identical to the first clause.
中文： 省略（Ellipsis）常用於對等子句中以避免重複。在此處，「[I can] solve it fast」省略了主詞「I」與情態助動詞「can」，因為它們與第一個子句完全相同。
He can cook dinner, and wash the dishes.
他會做晚飯，也會洗碗。
EN： In professional and scientific contexts, expressing confidence with concise, parallel structures like 'I can solve this, and solve it fast' is highly valued. It demonstrates both competence and efficiency, which are key traits in problem-solving environments.
中文： 在專業與科學領域中，使用簡潔且排比的句型（如「I can solve this, and solve it fast」）來表達自信是非常受到欣賞的。這展現了能力與效率，是解決問題的情境中非常關鍵的特質。
EN： This sentence uses an 'It is/was... that...' cleft sentence structure. This grammar pattern is used to emphasize a specific part of the sentence (in this case, 'the data, not luck'). The tense of 'to be' (was) matches the tense of the main verb (proved).
中文： 本句使用了「It is/was... that...」的分裂句（強調句）結構。這種文法句型用來強調句子中的特定部分（在此處為「the data, not luck」）。動詞「to be」的時態（was）與主要動詞（proved）的過去時態一致。
It was her dedication that won the award.
是她的奉獻精神贏得了這個獎項。
EN： The phrase 'not luck' is a parenthetical insertion used for contrast. It is set off by commas to directly contrast the emphasized subject ('the data') with an alternative ('luck').
中文： 短語「not luck」是一個用於對比的插入語。它用逗號隔開，直接將被強調的主語（「數據」）與另一個可能性（「運氣」）進行對比。
We need actions, not words, to solve this problem.
我們需要的是行動，而不是言語，來解決這個問題。
EN： This sentence reflects a core value in scientific and academic communities: empirical evidence (data) is highly prioritized over intuition, luck, or speculation. It emphasizes the rigorous nature of scientific proof.
中文： 這句話反映了科學界和學術界的核心價值觀：實證（數據）的重要性遠高於直覺、運氣或推測。它強調了科學證明的嚴謹本質。
EN： A nominal relative clause (or free relative clause) introduced by 'what' functions as a noun phrase. In this sentence, 'What drives me' acts as the subject of the main verb 'is'. This structure is often used for emphasis, focusing the reader's attention on the specific thing that motivates the speaker.
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 drives me」（驅使我前進的事物）作為主要動詞「is」的主詞。這種結構常用於表示強調，將讀者的注意力集中在激勵說話者的具體事物上。
What we need is more careful testing.
我們需要的是更仔細的測試。
EN： The noun 'discovery' is derived from the verb 'discover'. The prepositional phrase 'of discovery' functions as an adjectival modifier describing the specific type of 'joy' being experienced.
中文： 名詞「discovery」（發現）源自於動詞「discover」。介系詞片語「of discovery」在此作為形容詞修飾語，用來描述所體驗到的「joy」（樂趣）是屬於哪一種具體的樂趣。
The joy of learning keeps us young.
學習的樂趣讓我們保持年輕。
EN： A nominal relative clause (or 'what-clause') functions as a noun phrase. In this sentence, 'What truly moves science forward' acts as the subject of the main verb 'is'. This structure is often used for emphasis, highlighting the specific thing that performs the action.
中文： 關係子句（或稱 what 子句）在此處作為名詞片語使用。在本句中，「What truly moves science forward」作為主要動詞「is」的主詞。這種結構常用於表示強調，藉此突顯執行該動作的具體事物。
What we need is more careful testing.
我們需要的是更仔細的測試。
EN： The adverb 'forward' is used here to modify the verb 'moves', indicating direction or progress. In scientific and academic contexts, 'moving forward' metaphorically represents making progress or advancing knowledge.
中文： 副詞「forward」在此處修飾動詞「moves」，表示方向或進展。在科學與學術語境中，「moving forward」隱喻著取得進展或促進知識的增長。
This new discovery will move our research forward.
這項新發現將會推動我們的研究向前邁進。
EN： In scientific culture, 'honest curiosity' refers to the pursuit of truth without bias, personal gain, or the temptation to manipulate data. It highlights the ethical foundation of scientific inquiry, which values objective facts over desired outcomes.
中文： 在科學文化中，「誠實的好奇心」指的是不帶偏見、不謀私利、也不受篡改數據誘惑地去追求真理。這強調了科學探究的道德基礎，即客觀事實重於預期結果。
EN： The 'It is... that...' cleft sentence structure is used to emphasize a specific part of a sentence (in this case, the subject 'questions, not answers'). By placing the emphasized element between 'It is' and 'that', the speaker draws the listener's direct attention to it.
中文： 「It is... that...」分裂句結構用於強調句子中的特定部分（在此句中為主詞「questions, not answers」）。藉由將強調的元素放在「It is」與「that」之間，說話者能直接吸引聽眾的注意力。
It is her dedication, not luck, that brought her success.
是她的奉獻，而不是運氣，帶給她成功的。
EN： The contrastive structure 'A, not B' is used to clarify or correct information by emphasizing the positive element (A) and explicitly excluding the negative element (B). It often functions as a parenthetical insertion.
中文： 對比結構「A, not B」（是 A，而不是 B）用於藉由強調正面元素 (A) 並明確排除負面元素 (B) 來澄清或修正資訊。它通常作為插入語使用。
We need actions, not promises, to solve this issue.
我們需要的是行動，而不是承諾，來解決這個問題。
EN： This sentence reflects a core value in scientific and academic communities: valuing inquiry and skepticism over static knowledge. In Western intellectual tradition, asking the right questions is often considered more prestigious and crucial for progress than simply knowing existing answers.
中文： 這句話反映了科學界與學術界的核心價值：相較於靜態的知識，更看重探究與懷疑的精神。在西方知識傳統中，提出正確的問題通常被認為比單純知道現成答案更具價值，也是推動進步的關鍵。
EN： The auxiliary verb 'do' (or 'does'/'did') is placed before the base form of a main verb to add emphasis. This is known as emphatic 'do' and is used to strongly assert that something is true.
中文： 助動詞「do」（或 does/did）置於一般動詞的原形之前，用以加強語氣。這被稱為強調助動詞「do」，用來強烈肯定某件事的真實性。
I do believe that we can find a solution.
我確實相信我們能找到解決方案。
EN： The adverbial clause of time introduced by 'when' is used to indicate the situation or condition under which the action of the main clause occurs.
中文： 由「when」引導的時間副詞子句，用來表示主句動作發生時的情境或條件。
We feel excited when we discover something new.
當我們發現新事物時，我們會感到興奮。
EN： In Western scientific and educational philosophy, active experimentation and 'learning by doing' are highly valued. The sentence reflects this mindset, emphasizing that true understanding comes from testing one's own hypotheses rather than just passive learning.
中文： 在西方的科學與教育哲學中，主動實驗和「從做中學」受到高度重視。這句話反映了這種思維方式，強調真正的理解來自於親自測試自己的假設，而非僅僅是被動學習。
EN： Wh-cleft sentences (pseudo-cleft sentences) are used to place emphasis on a specific part of the sentence. They begin with a 'what' clause acting as the subject, followed by the verb 'be' and the emphasized element (noun phrase, infinitive clause, or that-clause).
中文： Wh-分裂句（或稱擬分裂句）用於強調句子中的特定部分。這類句子以 'what' 引導的子句作為主詞，後接動詞 'be'，再接上被強調的成分（名詞片語、不定詞子句或 that 子句）。
What I need is a cup of strong coffee.
我需要的是一杯濃咖啡。
EN： The noun 'chance' is often followed by an infinitive phrase (to + verb) to express the opportunity or possibility to do something.
中文： 名詞 'chance'（機會）後面常接不定詞片語（to + 動詞），用來表示做某事的時間、機會或可能性。
She had the chance to study abroad.
她有機會去國外留學。
EN： In scientific culture, especially in Western academic circles, 'being wrong' is not viewed as a personal failure but as an essential part of the scientific method. Hypotheses must be tested, and proving a hypothesis wrong (falsification) is considered a valuable step forward in discovering the truth.
中文： 在科學文化中（特別是西方學術界），「犯錯」或「被證明是錯的」並不被視為個人失敗，而是科學方法中不可或缺的一部分。假說必須經過驗證，而證明一個假說是錯誤的（即「證偽」），被視為邁向真理、推動科學進步的寶貴一步。
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 small detail').
中文： 此句使用了分裂句結構「It is/was + [被強調部分] + that/who...」。這種結構用於特別強調句子中的某個特定成分（在此句中為「a small detail」，即一個小細節）。
It was her dedication that made the project a success.
正是她的奉獻精神才讓這個專案取得成功。
EN： The phrasal verb 'lead to' (past tense 'led to') means to result in or cause something to happen.
中文： 片語動詞「lead to」（過去式為「led to」）意為「導致」、「導向」或「造成」某種結果。
The new policy led to a significant increase in sales.
新政策導致了銷售額的顯著增長。
EN： The 'some..., others...' structure is used to contrast two different groups or categories within a larger population. In this sentence, 'others' is a pronoun that stands for 'other scientists' and functions as the subject of the second clause.
中文： 「some..., others...」（一些……，其他則……）的結構用於對比同一個大群體中的兩個不同組別。在此句子中，「others」是一個代名詞，代表「other scientists」（其他科學家），並作為第二個子句的主詞。
Some students prefer studying in the library, others at home.
有些學生喜歡在圖書館讀書，其他人則喜歡在家裡。
EN： Gapping (or ellipsis) is a grammatical phenomenon where a verb (and sometimes other elements) is omitted from a coordinate clause because it is identical to the verb in the preceding clause. Here, the verb 'study' is omitted after 'others' to avoid repetition: 'others [study] the sea'.
中文： 省略（Ellipsis）是一種語法現象，當對等子句中的動詞與前一個子句的動詞相同時，可以將其省略以避免重複。在這裡，「others」後面的動詞「study」被省略了，完整意思為「others [study] the sea」。
My brother loves apples, my sister oranges.
我哥哥熱愛蘋果，我姊姊則熱愛柳橙（省略了 loves）。
EN： The 'What' clause (nominal relative clause) functions as the subject of the sentence. It means 'the thing that' or 'the things that' and is used to emphasize a specific point.
中文： 「What」引導的名詞關係子句在此擔任句子的主詞。其意思是「……的事情」，常用於強調特定的重點或核心概念。
What we need is more time.
我們需要的是更多的時間。
EN： The correlative conjunction 'not A but B' is used to contrast two elements, indicating that the first element (A) is incorrect or less important, while the second element (B) is correct or more important.
中文： 對等關聯連結詞「not A but B」（不是 A 而是 B）用於對比兩個元素，表示前者的否定與後者的肯定，強調後者才是重點。
Success is not luck but hard work.
成功不是運氣，而是努力。
EN： This sentence reflects a core scientific and academic value in Western culture: prioritizing accuracy, ethical integrity, and meticulousness over mere efficiency or quick results. It emphasizes that quality and honesty in research are far more valuable than speed.
中文： 這句話反映了西方學術與科學界的核心價值觀：將準確性、道德誠實與一絲不苟的態度，置於單純追求效率或快速產出之上。它強調在研究中，品質與真實性遠比速度更具價值。
EN： This sentence uses an 'It is... that...' cleft sentence structure (emphasizing structure). It is used to draw focus to a specific part of the sentence (the subject 'failure' in this case). The basic formula is: It + is/was + [emphasized element] + that/who + [rest of the sentence].
中文： 此句使用了「It is... that...」的分裂句結構（強調句型）。這種結構用於將焦點引導至句子的特定部分（在此句中為發揮主詞作用的「failure」）。基本公式為：It + is/was + [被強調的部分] + that/who + [句子的其餘部分]。
It is teamwork that makes hard tasks easy.
正是團隊合作讓艱難的任務變得容易。
EN： The superlative adjective 'deepest' is used to compare three or more things, indicating the highest degree of the quality 'deep'. In English, short adjectives form the superlative by adding '-est' to the end, usually preceded by the definite article 'the'.
中文： 最高級形容詞「deepest」用於比較三個或以上的事物，表示「深」這一特質的最高程度。在英文中，單音節或部分雙音節的短形容詞會透過在字尾加上「-est」來形成最高級，且通常前面會加上定冠詞「the」。
This is the shortest path to the laboratory.
這是去實驗室最短的路徑。
EN： This sentence reflects a common philosophical outlook in Western scientific and educational culture: embracing failure as an essential part of the learning and discovery process. Rather than seeing failure as a negative end, it is celebrated as a powerful teacher.
中文： 這句話反映了西方科學與教育文化中常見的一種哲學觀點：將「失敗」視為學習與探索過程中不可或缺的一部分。人們不把失敗看作消極的終點，反而將其頌揚為一位強而有力的導師。
EN： Emphatic 'do': The auxiliary verb 'do' (or 'does'/'did') is placed before the base form of a main verb in affirmative sentences to add emphasis, meaning 'really' or 'indeed'.
中文： 強調助動詞「do」：在肯定句中，將助動詞「do」（或 does/did）置於主要動詞的原形之前，用以加強語氣，表示「確實」、「真的」。
I do believe that practice makes us better.
我確實相信練習能讓我們變得更好。
EN： 'Each time' as a conjunction: The phrase 'each time' can function as a subordinating conjunction meaning 'whenever' or 'every time', introducing an adverbial clause of time.
中文： 「each time」作為連接詞：短語「each time」可充當從屬連接詞，意為「每當」或「每次」，用以引導時間副詞子句。
Each time she plays the piano, she feels happy.
每當她彈鋼琴時，她都感到快樂。
EN： In English-speaking cultures, especially in educational and personal development contexts, there is a strong emphasis on the 'growth mindset'. This sentence reflects the cultural value that failure or stepping out of one's comfort zone to try new things is a necessary and positive path to personal growth.
中文： 在英語系國家的文化中，特別是在教育和個人成長領域，非常強調「成長型思維」（growth mindset）。這句話反映了一種文化價值觀：跨出舒適圈嘗試新事物，即使面臨挑戰，也是個人成長必經且積極的道路。
EN： A nominal relative clause (or free relative clause) starting with 'What' functions as a noun phrase. In this sentence, 'What keeps me going' acts as the subject of the main verb 'is'. It means 'the thing that keeps me going'.
中文： 由「What」引導的名詞關係子句（或稱自由關係子句）在句中相當於一個名詞片語。在此句子中，「What keeps me going」作為主要動詞「is」的主詞，意思是「讓我持續前進的事情或動力」。
What we need is more careful testing.
我們需要的是更仔細的測試。
EN： The preposition 'of' can be followed by a gerund (verb-ing) to function as an adjectival modifier, explaining the content of the preceding noun. Here, 'of helping others' describes the specific content of 'the hope'.
中文： 介系詞「of」後面可以接動名詞（V-ing），用作形容詞性的修飾語，用來解釋前面名詞的具體內容。在這裡，「of helping others」（幫助他人）說明了「the hope」（希望）的具體內容。
She has the dream of becoming a scientist.
她抱有成為科學家的夢想。
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 (in this case, the subject 'teamwork, not talent alone'). By placing the emphasized element between 'It was' and 'that', the speaker highlights the true cause of the action.
中文： 本句使用了「It is/was... that...」的分裂句結構（強調句）。此結構用於強調句子中的特定部分（在此處為主詞「teamwork, not talent alone」）。藉由將強調的元素置於「It was」與「that」之間，說話者得以凸顯出該動作的真正原因。
It was her dedication, not luck, that brought her success.
是她的專注與奉獻，而非運氣，為她帶來了成功。
EN： The phrase 'not... alone' is used to modify a noun, meaning 'not only' or 'not just' that single factor. It emphasizes that the mentioned noun by itself is insufficient to achieve the result.
中文： 片語「not... alone」用於修飾名詞，表示「不單單是」或「不光是」該單一因素。它強調僅憑所提及的名詞本身，並不足以達成該結果。
Knowledge alone is not enough; we must apply it.
單憑知識是不夠的；我們必須學以致用。
EN： In Western academic and professional cultures, while individual genius is celebrated, there is a strong cultural emphasis on 'teamwork' and collaborative effort. This sentence reflects the value placed on collective problem-solving over individual talent alone.
中文： 在西方學術與職場文化中，雖然個人才華會受到讚賞，但同時也非常強調「團隊合作」（teamwork）與協同努力。這句話反映出比起單打獨鬥的個人天賦，人們更看重集體解決問題的價值觀。
EN： The phrase 'In the end' is a transitional adverbial phrase used to introduce a final conclusion, summary, or ultimate result after considering all facts.
中文： 「In the end」是一個過渡性的副詞片語，用於在考慮所有事實後，引出最終的結論、總結或最終結果，意為「歸根究底」或「最後」。
In the end, we decided to go with the first plan.
最後，我們決定採用第一個方案。
EN： A nominal relative clause (or free relative clause) starting with 'what' acts as a noun phrase. Here, 'what we share' serves as the subject of the sentence, meaning 'the thing(s) that we share'.
中文： 由「what」引導的名詞關係子句（或稱自由關係子句）在句中相當於一個名詞片語。在此處，「what we share」作為整句話的主詞，意思是「我們所共有的事物」。
What we need is more time to complete the project.
我們所需要的是更多時間來完成這個專案。
EN： The pronoun 'What' is used here as a subject interrogative pronoun. When 'what' acts as the subject of a question, it does not require an auxiliary verb (like 'do' or 'does') to form the question. The verb 'drives' directly follows the subject 'What' and agrees with it in the third-person singular.
中文： 代名詞「What」在此處用作主詞疑問代名詞。當「what」作為疑問句的主詞時，不需要助動詞（如 do 或 does）來形成問句。動詞「drives」直接接在主詞「What」之後，並與其保持單數第三人稱的一致性。
What makes you happy?
是什麼讓你感到快樂？
EN： The verb 'drive' is used metaphorically here to mean 'to motivate, inspire, or compel someone to act'. It describes the inner force or passion that keeps a person working or striving.
中文： 動詞「drive」在此處為比喻用法，意思是「激勵、啟發或驅使某人採取行動」。它描述了促使一個人持續工作或奮鬥的內在力量或熱情。
Ambition drives him to work late every night.
雄心壯志驅使他每天工作到很晚。
EN： In professional and academic settings, asking someone 'What drives your work?' is a respectful and deep question. It shows interest in the person's inner motivations, passions, and values, rather than just their daily tasks. Using the person's first name ('Emma') at the end adds a warm, personal touch to the professional inquiry.
中文： 在專業或學術場合中，詢問他人「What drives your work?」（是什麼驅使著妳的工作？）是一個非常得體且有深度的問題。這展現出你對對方內在動機、熱情與價值觀的興趣，而不僅僅是關心日常工作任務。在句尾加上對方的名字「艾瑪」，能為這項專業詢問增添溫暖且個人化的色彩。
EN： A pseudo-cleft sentence (or 'wh-' cleft) is used to place special emphasis on a particular part of the sentence, in this case, the subject 'the joy of solving problems'. It is structured as: Wh-clause + be verb + emphasized element.
中文： 偽分裂句（或稱 wh- 分裂句）用於特別強調句子的某個部分，在此句中強調的是主詞「解決問題的樂趣」。其結構為：Wh- 子句 + be 動詞 + 被強調的元素。
What we need is more careful testing.
我們需要的是更仔細的測試。
EN： The gerund ('solving') is used after the preposition 'of' to form a prepositional phrase ('of solving problems') that modifies the noun 'joy'.
中文： 動名詞（在此為 solving）接在介係詞 of 之後，形成介係詞片語（of solving problems）來修飾名詞 joy（樂趣）。
She has a habit of reading before bed.
她有睡前閱讀的習慣。
EN： In professional and scientific contexts, expressing motivation through 'problem-solving' is highly valued. It reflects a growth mindset and a proactive attitude, which are key cultural traits in Western academic and tech industries.
中文： 在專業與科學領域中，強調以「解決問題（problem-solving）」作為自我驅動力是非常受到推崇的。這反映了西方學術界與科技產業中極為看重的「成長型思維」與主動積極的態度。
EN： This sentence uses the cleft sentence structure 'It is/was + [emphasized element] + that/who...'. It is used to place special focus on a specific part of the sentence (in this case, the subject 'curiosity').
中文： 此句使用了分裂句結構「It is/was + [強調部分] + that/who...」。這種結構用於特別強調句子中的某個部分（在此句中為發揮主詞作用的「好奇心」）。
It is teamwork that makes hard tasks easy.
正是團隊合作讓艱難的任務變得容易。
EN： The verb 'keep' followed by a gerund (V-ing) means to continue doing something without stopping, or to do it repeatedly.
中文： 動詞「keep」後面接動名詞（V-ing）表示持續不斷地做某事，或重複進行某個動作。
She kept working on the project until midnight.
她持續做這個專案直到半夜。
EN： In scientific and academic contexts, emphasizing 'curiosity' as the primary driver of inquiry is a common cultural value. The use of a cleft sentence ('It is...') is a powerful rhetorical device in English to passionately highlight one's core motivation.
中文： 在科學與學術背景中，將「好奇心」視為探索的主要驅動力是非常普遍的文化價值觀。在英語中，使用分裂句（It is...）是一種強而有力的修辭手段，能熱切地強調某人的核心動機。
EN： Emphatic 'do/does/did': In affirmative sentences in the simple present or simple past tense, the auxiliary verb 'do' (or 'does'/'did') can be placed before the base form of the main verb to add strong emphasis to the statement.
中文： 強調助動詞「do/does/did」：在一般現在時或一般過去時的肯定句中，可以在主要動詞的原形前加上助動詞「do」（或 does/did），用以強烈強調該陳述，相當於中文的「確實」、「真的」。
I do hope you can come to our party.
我確實希望你能來參加我們的派對。
EN： Noun clause as direct object: A noun clause (here, the zero-that clause 'small steps lead to big results') can function as the direct object of a verb like 'believe'. The conjunction 'that' is often omitted in informal or spoken English.
中文： 名詞子句作直接受詞：名詞子句（在此為省略了連接詞 that 的子句 'small steps lead to big results'）可以作為像 'believe' 這類動詞的直接受詞。在口語或非正式英語中，連接詞 'that' 經常會被省略。
She believes honesty is the best policy.
她相信誠實是最好的策略。
EN： This sentence reflects a common Western philosophical mindset of incremental progress, often associated with phrases like 'step by step' or 'the journey of a thousand miles begins with a single step'. It emphasizes patience, persistence, and the value of process over instant gratification.
中文： 這句話反映了西方文化中強調「循序漸進、累積成塔」的哲學思維，類似於中文的「不積跬步，無以至千里」。它強調了耐心、堅持以及過程的價值，而非追求即時的成效。
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, 'honest, careful data').
中文： 本句使用了「擬分裂句」（又稱 wh-分裂句）的結構。它以 'What' 引導的名詞子句作為主詞，藉此將說話的焦點與強調重點放在連繫動詞 'be' 後面的內容（即「誠實、謹慎的數據」）。
What we need is more time.
我們需要的是更多的時間。
EN： The word 'most' is used here as an adverb meaning 'to the greatest extent or degree' to modify the verb 'value'.
中文： 此處的 'most' 用作副詞，表示「最、最大程度地」，用來修飾動詞 'value'（珍視、重視）。
What I like most about this job is the flexibility.
對於這份工作我最喜歡的是它的彈性。
EN： In scientific and academic communities, the integrity of 'data' is paramount. Emphasizing 'honest, careful data' reflects the core value of scientific empiricism, where objective facts and meticulous methodology are prioritized over personal opinions or quick results.
中文： 在科學與學術界中，「數據」的誠信至關重要。強調「誠實、謹慎的數據」反映了科學實證主義的核心價值，即客觀事實與嚴謹的方法論遠比個人意見或速成結果更為重要。
EN： This sentence uses the 'It is/was... that/who...' cleft sentence structure, which is used to emphasize a specific part of the sentence (in this case, the subject 'a good mentor').
中文： 此句使用了「It is/was... that/who...」的分裂句（強調句）結構，用來強調句子中的特定部分（在此句中為主詞「一位優秀的導師」）。
It was my parents who supported my decision.
是我的父母支持了我的決定。
EN： The relative pronoun 'who' is used here to introduce the relative clause that defines the emphasized subject. Since 'a good mentor' is a person, 'who' is preferred over 'that'.
中文： 關係代名詞「who」在此處用於引導關係子句，以修飾被強調的主詞。因為「a good mentor（一位優秀的導師）」是人，所以相較於「that」，更傾向使用「who」。
It was Sarah who called you yesterday.
昨天打電話給你的是莎拉。
EN： In Western academic and professional culture, the concept of a 'mentor' is highly valued. A mentor is more than just a teacher; they are a trusted adviser who guides someone's career and personal growth over a long period.
中文： 在西方學術與職場文化中，「mentor（導師）」的概念非常受到重視。導師不僅僅是傳授知識的教師，更是一位長期引導個人職涯發展與心靈成長、值得信賴的顧問。
EN： Parallel structure (parallelism) is used to express matching ideas with similar grammatical forms. In this sentence, three independent clauses ('Some of us plan', 'others test', 'all of us learn') are balanced in structure to create rhythm and emphasis.
中文： 平行結構（排比）用於以相似的語法形式表達相稱的觀點。在本句中，三個獨立子句（「Some of us plan」、「others test」、「all of us learn」）在結構上保持平衡，以創造節奏感和強調效果。
Some people love to read, others prefer to write, all of us enjoy stories.
有些人熱愛閱讀，有些人更喜歡寫作，我們所有人都享受故事。
EN： The pronoun 'others' is used as a contrast to 'some'. It functions as the subject of the second clause, meaning 'other people (of us)', allowing for a concise and natural comparison.
中文： 代名詞「others」用來與「some」進行對比。它在第二個子句中擔任主詞，意思是「（我們之中的）其他人」，使對比顯得簡潔而自然。
Some students went home, others stayed in the library.
有些學生回家了，其他人則留在圖書館。
EN： This sentence reflects a highly collaborative and growth-oriented mindset common in modern scientific and professional environments. It emphasizes that regardless of individual roles (planning vs. executing/testing), the ultimate value lies in collective learning and progress.
中文： 這句話反映了現代科學與專業環境中常見的高度協作與注重成長的心態。它強調無論個人的角色是什麼（是規劃還是執行/測試），最終的價值都在於集體的學習與進步。
EN： The nominal relative clause (or free relative clause) starting with 'What' acts as a noun phrase. In this sentence, 'What matters' functions as the singular subject of the main verb 'is'. 'What' here means 'the thing that'.
中文： 以「What」引導的名詞關係子句（或稱自由關係子句）在此作為名詞片語使用。在本句中，「What matters」作為主要動詞「is」的單數主詞。「What」在此處的意思是「那件……的事物」。
What drives me is the joy of discovery.
驅使我前進的是發現的樂趣。
EN： The contrastive structure 'A, not B' is used to emphasize the first element (A) by explicitly excluding the second element (B). It is a concise way of showing preference or defining a concept by negation.
中文： 對比結構「A, not B」（是 A，而不是 B）用於藉由明確排除第二個元素 (B) 來強調第一個元素 (A)。這是一種透過否定來展現偏好或定義概念的簡潔方式。
It was the data, not luck, that proved it.
是數據，而不是運氣，證明了這一點。
EN： This sentence reflects a common Western educational and philosophical value: emphasizing the 'growth mindset' and the process of learning over the final outcome or external rewards. It encourages intrinsic motivation rather than extrinsic validation.
中文： 這句話反映了西方教育與哲學中常見的價值觀：強調「成長型思維」，重視學習與奮鬥的「過程」，而非最終的結果或外在的獎勵。它鼓勵人們追求內在動機，而非僅僅尋求外在的肯定。
EN： The 'It is/was... that...' structure is a cleft sentence used for emphasis. By placing the emphasized element (in this case, the noun 'patience') between 'It is' and 'that', the speaker highlights it as the single most important factor.
中文： 「It is/was... that...」是一種分裂句（Cleft Sentence），用於表示強調。藉由將想要強調的元素（在此句中為名詞「patience」）放在「It is」與「that」之間，說話者得以凸顯該元素為最關鍵的因素。
It is teamwork that makes hard tasks easy.
正是團隊合作讓艱難的任務變得容易。
EN： The phrasal verb 'turn A into B' means to transform or change something from one state, form, or substance into another.
中文： 片語動詞「turn A into B」意為將某物從一種狀態、形式或物質，轉化或改變為另一種。
She turned her passion into a successful career.
她將自己的熱情轉化為成功的事業。
EN： In English, 'work' in this context does not just mean a job, but represents concrete action, effort, and tangible results. It contrasts with 'dreams' (abstract ideas) to emphasize the value of practical execution and perseverance, which is highly regarded in Western scientific and professional cultures.
中文： 在英語語境中，這裡的「work」不僅指工作，更代表了具體的行動、付出與實質成果。它與「dreams」（抽象的夢想）形成對比，強調實踐與堅持的價值，這在西方科學與專業文化中是非常受到推崇的觀念。
EN： A pseudo-cleft sentence (or wh-cleft) uses a noun clause starting with 'what' as the subject to place special emphasis on the information that follows the verb 'be'. It highlights 'a love of discovery' as the core element of the statement.
中文： 偽分裂句（或稱 wh-分裂句）使用以「what」引導的名詞子句作為主詞，藉此將特別強調的焦點放在動詞「be」之後的訊息。在此句中，它強調了「對探索的熱愛」才是整個陳述的核心要素。
What we need is more time.
我們所需要的是更多的時間。
EN： The noun clause 'What we share' acts as the singular subject of the sentence. Even though 'we' is plural, the 'what' clause as a single concept takes the singular verb 'is'.
中文： 名詞子句「What we share」在句中充當單數主詞。雖然「we」是複數，但「what」子句作為一個整體的概念，必須搭配單數動詞「is」。
What they want is to find the truth.
他們所想要的是找到真相。
EN： In scientific and academic communities, 'discovery' is highly romanticized and valued. Emphasizing 'a love of discovery' aligns with the cultural ideal that science is driven by passion and curiosity rather than just financial or practical rewards.
中文： 在科學與學術界中，「探索與發現」（discovery）被賦予高度的浪漫色彩與價值。強調「對探索的熱愛」符合了一種文化理想，即科學研究是由熱情與好奇心所驅動，而非僅僅為了金錢或實用性的回報。
重要單字附有 IPA 發音、定義、例句和互動式測驗。
在本文中： 求知慾，好奇心
在本文中： 激發，引起（興趣、熱情等）
在本文中： 耐心，毅力
在本文中： 觀察，觀測
在本文中： 發現，發掘
在本文中： 細節，細微之處
在本文中： 導師，指導者
在本文中： 努力，付出
片語包含類型標示、雙語定義、用法說明和例句。
Regular exercise or repetition of an activity improves one's proficiency in it.
熟能生巧；練習使人進步
To suddenly make someone feel interested in something.
激發我的興趣
To transform abstract thoughts or plans into concrete outcomes or achievements.
將想法轉化為成果
To provide someone with the energy, motivation, or determination to continue doing something difficult.
支持我繼續前進的動力