Hai chương trước; past simple/continuous từ lớp 9, passive, source boundary và trade-off.
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Trang chủBefore, after and the trade-off
Trước, sau và phần đánh đổi
Chiếc hộp nhắc việc đã cứu một cái cây khỏi khát nước, rồi tự hết pin đúng lúc đang ăn mừng. Phát minh cũng có đoạn ‘nhưng’.
“While the reminder box was saving the plant, nobody was saving the reminder box's battery.”Trong lúc hộp nhắc việc đang cứu cái cây, chẳng ai cứu pin của chiếc hộp.
Past continuous dựng hành động nền; past simple đặt sự kiện hoàn tất/xen vào. When/while làm quan hệ thời gian rõ.Học sáu cụm để dùng ngay
Đọc nghĩa, nghe câu mẫu, che thẻ rồi gọi lại. Không chép một từ rời 10 lần.
solve a repeated problem
/sɒlv ə rɪˈpiːtɪd ˈprɒbləm/giải quyết vấn đề lặp lạiThe prototype solved a repeated problem.
test an early prototype
/test ən ˈɜːli ˈprəʊtətaɪp/thử nguyên mẫu ban đầuThe class tested an early prototype.
record a before-and-after change
/rɪˈkɔːd ə bɪˌfɔːr ən ˈɑːftə tʃeɪndʒ/ghi thay đổi trước–sauRecord a before-and-after change.
notice an unintended effect
/ˈnəʊtɪs ən ˌʌnɪnˈtendɪd ɪˈfekt/nhận ra tác động ngoài dự kiếnThe team noticed an unintended effect.
state a design trade-off
/steɪt ə dɪˈzaɪn ˈtreɪd ɒf/nêu đánh đổi thiết kếState a design trade-off clearly.
revise the next trial
/rɪˈvaɪz ðə nekst ˈtraɪəl/điều chỉnh lần thử tiếpThey revised the next trial.
Past simple + past continuous với when/while
Past continuous mô tả hành động đang diễn ra ở một thời điểm quá khứ; past simple nêu sự kiện hoàn tất hoặc xen vào. While thường nối hai hành động nền; when thường giới thiệu mốc/sự kiện.
Khung câu
- was/were + V-ing when + past simple
- while + was/were + V-ing, past simple
- past simple for completed sequence
- when/while chosen by time relationship
Câu dùng thật
The team was testing the box when the battery failed.
While Lan was recording the time, Minh checked the plant.
The alarm sounded, and the student added water.
The device worked, but it also interrupted a lesson.
Bẫy cần gỡ
Không dùng while như tín hiệu bắt buộc nếu nghĩa không phải hành động kéo dài. Không kể một trial thành sự thật phổ quát. Đây là ôn và mở rộng lớp 10, không mở past perfect.
Nhịp kể chuyện và phụ âm cuối
Ưu tiên người nghe hiểu rõ. Có hai mẫu Anh–Mỹ/Anh–Anh; giọng cụ thể phụ thuộc thiết bị, còn IPA và hướng dẫn khẩu hình là chuẩn đối chiếu.
Nhấn BACKGROUND rồi EVENT: was TESTING | BATTERY FAILED. Giữ âm cuối trong worked /wɜːkt/, changed /tʃeɪndʒd/, failed /feɪld/.
- worked /wɜːkt/
- changed /tʃeɪndʒd/
- was TESTING | FAILED
While the team was testing the reminder box, the battery failed and the alarm stopped.1. Nghe không nói. 2. Nói đè theo cụm. 3. Tự ghi âm và so độ rõ.
One useful change, one new limit
Vẽ BEFORE–BACKGROUND–EVENT–AFTER–BUT. Chỉ ghi kết luận được trial hỗ trợ.
- Chỉ bắt ý chính.
- Nghe thông tin cần cho nhiệm vụ.
- Mở transcript để kiểm, rồi shadow một câu.
Chỉ mở transcript sau ít nhất hai lượt nghe
A fictional student team designed a small reminder box for a classroom plant. Before the trial, students often forgot one watering check because the responsibility changed each day. The box used a timer and a soft light to show when the check was due. During the first week, Lan was recording each reminder while Minh was checking the soil according to the class instructions. On Thursday, the light appeared and the assigned student completed the check. The record showed fewer missed checks during that short trial than during the previous school week. However, the team also noticed a trade-off. The light was flashing during quiet reading, and some students found it distracting. While the team was discussing a lower setting, the battery failed and the reminder stopped. The class did not claim that the box had solved plant care. It reported one observed change, one unintended effect and one technical failure. For the next trial, the students reduced the brightness, moved the reminder time and added a battery check. They planned to compare the same measure again. They also wrote the planned duration, so the two records could be compared fairly.
- 1What happened while the team was discussing a lower setting?
- 2What trade-off did the class notice?
Hội thoại có mục đích
Mục tiêu: Kể trial bằng before–after–but.
Vai: A: người phỏng vấn • B: nhóm thiết kế
AWhat problem existed before the trial?
BStudents sometimes missed one watering check.
AWhat happened while you were testing the box?
BThe light reminded the assigned student, but it distracted some readers.
AWhen did the battery fail?
BIt failed while we were discussing a lower setting.
An invention is a change with conditions
Gạch PROBLEM–MECHANISM–TRIAL–MEASURE–TRADE-OFF–NEXT TEST. Không chấm thiết bị bằng tên gọi ‘smart’.
An invention should be judged by what changes in use, not by how modern its label sounds. Begin with the problem before the device. Who experienced it, how often did it occur and what evidence recorded it? Next, explain the mechanism in ordinary language. A timer may trigger a light; a handle may reduce the force needed to open a container. Then describe a limited trial. During the trial, past continuous can show the activity in progress, while past simple identifies a completed event or failure. The language creates a timeline, but the timeline still needs a measure. A before-and-after count may suggest a change when the same task and period are compared. It does not automatically explain the cause or predict every user. Trade-offs belong in the main account, not in tiny print at the end. A reminder may improve timing but create noise, distraction, cost or another maintenance task. Naming that effect does not cancel the benefit. It helps the design team revise the next trial. A balanced ‘before–after–but’ explanation therefore includes the original problem, what the device did, what was observed and what remained difficult. The strongest final sentence is often modest: in this trial, under these conditions, the prototype supported one task and revealed one change that must be tested again. That sentence invites another test instead of turning a useful prototype into a universal promise.
1Why should trade-offs appear in the main account?
2What is a strong final conclusion?
Viết tường thuật before–after–but 120–150 từ.
Viết cho người đọc thật: dựng ý, viết nháp, kiểm nghĩa rồi mới sửa hình thức.
Plan
- Before problem
- Trial background
- Completed event
- Observed change
- Trade-off/failure
- Next test + limit
Model • 138 words
Before our fictional trial, the class sometimes missed one plant check because responsibility changed each day. A student team built a reminder box with a timer and a soft light. During the first week, Lan was recording each reminder while Minh was checking the soil. On Thursday, the light appeared and the assigned student completed the check. The short record showed fewer missed checks than the previous school week. However, the light was distracting some students during quiet reading. While the team was discussing a lower setting, the battery failed. The students reduced the brightness, moved the reminder time and added a battery check for the next trial. This test suggests that the box supported one repeated task under these conditions; it does not prove that the device will suit every class or solve plant care by itself.
Self-edit
- 120–150 từ
- Past simple/continuous đúng
- Có before–after–but
- Kết luận giới hạn theo trial
Luyện tập 85%–15%
17 câu bài hiện tại + 3 câu nền đã học. Không có câu dùng kiến thức của bài sau.
Cụm “solve a repeated problem” có nghĩa phù hợp nhất là gì?
Cụm “test an early prototype” có nghĩa phù hợp nhất là gì?
Cụm “record a before-and-after change” có nghĩa phù hợp nhất là gì?
Cụm “notice an unintended effect” có nghĩa phù hợp nhất là gì?
Cụm “state a design trade-off” có nghĩa phù hợp nhất là gì?
Cụm “revise the next trial” có nghĩa phù hợp nhất là gì?
The team ___ the box when the battery failed.
While Lan ___ the time, Minh checked the plant.
Which sentence shows interruption clearly?
Choose the limited conclusion.
How does worked end?
Which words mark background and event?
Where is a useful story pause?
What happened while the team was discussing a lower setting?
What trade-off did the class notice?
Why should trade-offs appear in the main account?
What is a strong final conclusion?
The prototype ___ by the student team.
The team ___ one current result.
If the battery fails again, we ___ the power setting.
Gợi mở, không nói hộ
Có thể dùng đồ vật hư cấu và số liệu giả lập; hỏi con ‘trước–sau khác gì, nhưng có vấn đề gì?’. Không khuyến khích tự sửa thiết bị điện thật.
Dạy để giao tiếp có căn cứ
Ôn/mở rộng past simple–continuous với nghĩa. Không mở past perfect. Các trial và số liệu đều hư cấu để tránh fact claim.
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