What Drives Science (H5)
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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').
It was her dedication that won the award.
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'.
Passion drives him to practice every day.
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.
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.
What we want is a sustainable solution.
EN: The word 'testing' is a gerund (verb + -ing) acting as a noun, which is modified by the comparative adjective 'more careful'.
Regular exercising is good for your health.
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.
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.
I do hope you can come to the party.
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.
She believes that honesty is the best policy.
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.
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.
It was my father who taught me how to swim.
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.
The book sparked her passion for history.
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.
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.
What we need is more time.
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.
Your opinion matters to us.
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.
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.
It is teamwork that makes hard tasks easy.
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.
She turned her passion into a successful career.
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.
Some preferred to stay indoors, others to go hiking.
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.
She chose to study medicine instead of law.
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.
What we need is more time.
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.
The sudden noise surprised the cat.
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).
It is patience that turns ideas into results.
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'.
The warm weather makes people happy.
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.
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').
She can speak three languages fluently.
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.
He can cook dinner, and wash the dishes.
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.
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).
It was her dedication that won the award.
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').
We need actions, not words, to solve this problem.
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.
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.
What we need is more careful testing.
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.
The joy of learning keeps us young.
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.
What we need is more careful testing.
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.
This new discovery will move our research forward.
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.
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.
It is her dedication, not luck, that brought her success.
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.
We need actions, not promises, to solve this issue.
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.
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.
I do believe that we can find a solution.
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.
We feel excited when we discover something new.
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.
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).
What I need is a cup of strong coffee.
EN: The noun 'chance' is often followed by an infinitive phrase (to + verb) to express the opportunity or possibility to do something.
She had the chance to study abroad.
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.
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').
It was her dedication that made the project a success.
EN: The phrasal verb 'lead to' (past tense 'led to') means to result in or cause something to happen.
The new policy led to a significant increase in sales.
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.
Some students prefer studying in the library, others at home.
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'.
My brother loves apples, my sister oranges.
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.
What we need is more time.
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.
Success is not luck but hard work.
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.
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].
It is teamwork that makes hard tasks easy.
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'.
This is the shortest path to the laboratory.
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.
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'.
I do believe that practice makes us better.
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.
Each time she plays the piano, she feels happy.
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.
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'.
What we need is more careful testing.
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'.
She has the dream of becoming a scientist.
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.
It was her dedication, not luck, that brought her success.
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.
Knowledge alone is not enough; we must apply it.
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.
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.
In the end, we decided to go with the first plan.
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'.
What we need is more time to complete the project.
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.
What makes you happy?
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.
Ambition drives him to work late every night.
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.
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.
What we need is more careful testing.
EN: The gerund ('solving') is used after the preposition 'of' to form a prepositional phrase ('of solving problems') that modifies the noun 'joy'.
She has a habit of reading before bed.
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.
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').
It is teamwork that makes hard tasks easy.
EN: The verb 'keep' followed by a gerund (V-ing) means to continue doing something without stopping, or to do it repeatedly.
She kept working on the project until midnight.
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.
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.
I do hope you can come to our party.
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.
She believes honesty is the best policy.
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.
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').
What we need is more time.
EN: The word 'most' is used here as an adverb meaning 'to the greatest extent or degree' to modify the verb 'value'.
What I like most about this job is the flexibility.
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.
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').
It was my parents who supported my decision.
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'.
It was Sarah who called you yesterday.
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.
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.
Some people love to read, others prefer to write, all of us enjoy stories.
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.
Some students went home, others stayed in the library.
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.
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'.
What drives me is the joy of discovery.
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.
It was the data, not luck, that proved it.
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.
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.
It is teamwork that makes hard tasks easy.
EN: The phrasal verb 'turn A into B' means to transform or change something from one state, form, or substance into another.
She turned her passion into a successful career.
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.
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.
What we need is more time.
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'.
What they want is to find the truth.
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.
Key vocabulary words with IPA pronunciation, definitions, example sentences, and interactive quizzes.
Phrases with type tags, bilingual definitions, usage notes, and example sentences.
Regular exercise or repetition of an activity improves one's proficiency in it.
To suddenly make someone feel interested in something.
To transform abstract thoughts or plans into concrete outcomes or achievements.
To provide someone with the energy, motivation, or determination to continue doing something difficult.