What Drives Discovery (H3)
Listen to Course
0:00
0:00
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.
It is teamwork that solves hard problems.
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.
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.
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.
It was her dedication that won the championship.
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.
A small spark started it all, leading to a massive forest fire.
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.
It is Emma that made the discovery.
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'.
It is small steps that lead to big change.
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.
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.
It was teamwork that solved the problem.
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.
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.
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').
It is teamwork that solves hard problems.
EN: The phrasal verb 'turn A into B' means to transform or change A so that it becomes B.
She turned her hobby into a successful career.
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').
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'.
It was my sister who won the first prize.
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.
She made a beautiful drawing yesterday.
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.
It is your support that keeps us going.
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.
It was action, not words, that made a difference.
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.
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.
It was Emma who solved the puzzle.
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.
She improved her English skills by reading books.
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.
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.
It is teamwork that solves hard problems.
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.
A simple question sparked his interest in science.
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.
It was Emma that solved the puzzle.
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').
It was a simple question that started the discussion.
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.
It is hard work that brings success.
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).
Regular exercise can lead to better health.
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.'
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'.
It is the teacher who inspired me to study science.
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.
It is action, not words, that makes a difference.
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.
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'.
She wants to know where we can buy the tickets.
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'.
I truly believe that we can find a solution.
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.
It is teamwork that solves hard problems.
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.
It was failure, not success, that taught us the most.
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.
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.
It was her dedication that won the championship.
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.
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'.
It is teamwork that solves hard problems.
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.
A warm cup of coffee is the only thing that keeps me going on busy mornings.
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.
It was her dedication that won the championship.
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.
This is the book I bought yesterday.
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.
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').
It is teamwork that solves hard problems.
EN: The phrasal verb 'turn A into B' means to transform or change something (A) into a different state or form (B).
The chef turned simple ingredients into a gourmet meal.
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.
It was her dedication that made the project a success.
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.
The map helped us find the hidden cabin.
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.
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.
It is teamwork that solves hard problems.
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.
The project, surprisingly, was completed ahead of schedule.
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.
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.
It was her dedication that won the championship.
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').
The decision made yesterday will affect us all.
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.'
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.
It is Emma that solved the puzzle.
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.
This is the boldest move the company has ever made.
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.
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'.
It was my sister who told me the truth.
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.
She gave the project her full attention.
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.
It is teamwork that solves hard problems.
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.
The music kept us dancing all night.
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'.
What causes global warming?
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.
How are you feeling, John?
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.
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').
It is teamwork that solves hard problems.
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.
My teacher pushed me to study harder.
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.
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.
It was my father who taught me how to drive.
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'.
The book sparked her interest in history.
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.
It is patience that turns ideas into results.
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.
Regular practice makes difficult tasks easier.
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).
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').
It was her dedication that made the project successful.
EN: The verb 'show' is a ditransitive verb, which takes an indirect object ('me') followed by a direct object ('a better way').
He showed us the new design.
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.
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.
It is teamwork that solves hard problems.
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.
Reading books builds a strong vocabulary.
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.
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].
It is Emma that won the first prize in the competition.
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'.
It is books, not television, that expand our minds.
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.
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').
It was Emma who found the lost keys.
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.
They finally finished the difficult project.
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.
It is hard work that brings success.
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.
Carelessness can lead to serious mistakes.
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'.
It was my sister who told me the news.
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.
It is the teachers who inspire the students.
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.'
Key vocabulary words with IPA pronunciation, definitions, example sentences, and interactive quizzes.
Phrases with type tags, bilingual definitions, usage notes, and example sentences.
To motivate, stimulate, or push forward advancement and development.
To change or develop into something else.
To provide someone with the energy, motivation, or support to continue doing something difficult.