Supplemental info for curriculum

What textbooks are used? Or what textbooks need to be used?

1) I have a list of self-made tutorials, about 26 as of now.

  • https://chineseruleof8.com/2022/12/19/has-vs-have/
  • https://chineseruleof8.com/2023/07/26/past-participle/
  • https://chineseruleof8.com/2023/10/21/helping-verb/
  • https://chineseruleof8.com/2023/10/30/conjunction-and/
  • https://chineseruleof8.com/2023/04/11/past-continuous
  • https://chineseruleof8.com/2023/09/03/subject-complement
  • https://chineseruleof8.com/2023/09/08/object-complement/
  • https://chineseruleof8.com/2023/09/20/subordinate-conjunctions/
  • https://chineseruleof8.com/2023/09/22/the-preposition/
  • https://chineseruleof8.com/2023/06/02/adding-s-es-to-v…n-present-simple/

2) Book to read for practicing how to search for and learn vocabulary

  • The Roald Dahl Collection
  • Treasure Island

  • Island of the Blue Dolphins, Scott O’Dell

  • Charlotte’s Web, by EB White

  • Sideway stories from Wayside School, by Louis Sachar

  • The Red Badge of Courage, Stephen Crane


  • The Golden Fleece, Padraic Colum


  • The Call of the Wild, Jack London

3.根据课程大纲,我们是如何给孩子上课的?
How do we teach our children according to the course syllabus?

First part of the Course syllabus is as follows:

outline for Ms Gu

Sentence structures

  • 每一天吧理论表达清楚。学神懂了以后练习写。
  • 每一课他们养成习惯写标准的英文句子。
  • 不单单要看单词,可是要看英文的名词,动词,形容词,副词,句子连词,句子结构,等等
  • 用技术棒他们找单词定义

4.上完课后,孩子怎样去练习?
How does the child go about practicing after the lesson?

  • 每天读几页的书,单词写下来,用网络找定义,字的类型,然后自己三条句子。
  • 每周写两批文章。看老师的修改,然后从新写到对。
  • 学生写好作业提交到我们的功课网络。功课,修改,记录到准在。

5.课程最终达成的目标是哪些?
What are the goals that the course ultimately achieves?

Gu 老师发我图片里面那句说了最好。

nov 6 monday – recording day

1

First of all,

Sentence 1: It hasn’t even been a year √

since (conjunction) √

Sentence 2: we’ve debuted –> We have debuted. (error)

or

  • de·but [dāˈbyo͞o]
  • debut (noun) – a person’s first appearance or performance in a particular capacity or role
  • debut (verb) – perform in public for the first time

    past participle – Debuted (de bu ‘d)

or, since ‘our debut’

for vs from

for – 4
from – frum

We always appreciate you guys’ support.

We always appreciate your undying support.

Our family and our members….

We appreciate our family and cast members

We appreciate our family members and supporters

2

I have forgotten all of my english. (present perfect)

My English (3rd singular) has become rusty. (present perfect)

I (subj) started (verb) learning (noun) English (object complement) when I was seven years old.

I (subj) began (verb) learning (noun) English (object complement) in kindergarten.

3

[√] Hearing all your enthusiastic cheers, I once again realize how powerful music is.

[X] Tonight, here in Poppia, we’ll be able to [see ourselves going beyond everything] with the power of music.

Here in Poppia, we’ll celebrate the night with the power of music.
Tonight in Poppia, let’s celebrate life with the power of music.
Tonight in Poppia, let’s remember this event with the power of music.

[X] We open our door(s) with KCON’s signature song “Poppia” which [was performed, past tense] by WayV.

We kick off with KCON’s signature song “Poppia”, which will be performed by WayV

[X] And we also prepared Gen-Z Pop Special Stage, ..where..against the powers of Kpop’s (representive, wrong)

represent [verb]
representing [noun]
OR
representative [noun/adj] girl groups, and KCON’s exclusive collaboration performances.

[√] And dream stage the artist KCON created together is also waiting for you.

[√] I will also be under dream stage, so please look forward to it.

Conjunction ‘and’

ref – https://dictionary.cambridge.org/us/grammar/british-grammar/and

And is a coordinating conjunction. We use and to connect two words, phrases, clauses or prefixes together:

[Televisions] and [computers] are dominating our daily life. (noun + noun)

I have to [shower] and [change]. (verb + verb)

The photos are [black] and [white]. (adjective + adjective)

[My best friend] and [my father’s father] both come from Wales. (phrase + phrase)

[She got to the door] and [put the key in the latch]. (clause + clause)

[The houses were a mix of pre-] and [post-war build]. (prefix + prefix)

There are two common questions related to coordinating conjunctions:

(Question 1) Do you put a comma before “and”?

Mostly no but sometimes yes. Unfortunately, the answer to this question isn’t short.

Here is a summary of the rules:

The Rule for Two Items

When “and” (or any coordinating conjunction) joins two items, don’t use a comma.

Lee has eaten all the cheese and biscuits. √
The whole world agrees on this point. So far so good. However, if you think it helps your reader, you can use a comma.

The Bakerloo line runs between Elephant and Castle, and Harrow and Wealdstone. √
(Using a comma with two list items is fairly common. It happens when the list items themselves contain commas. In this example, the comma before “and” helps readers to spot the list items faster. They could work it out, but the comma helps.)

I used to watch Colombo, and Cagney and Lacey. √
(This example also has two list items: “Colombo” and “Cagney and Lacey.” This time, the comma is more important because the list items could feasibly be “Colombo and Cagney” and “Lacey”.)

So, in summary, don’t use a comma when “and” (or any other coordinating conjunction) joins two items unless it helps your readers.

There’s an important exception to this rule though. It’s important because it’s common.

The Exception to the Rule for Two Items

When your coordinate conjunction joins two (or more) independent clauses (i.e., ones that could stand alone as individual sentences), then use a comma. Remember clause means it has a subj and verb:

I like sweet things, but I prefer savory dishes. √

(Here, the clauses being joined (shown in bold) could stand alone as sentences. They are independent clauses. That’s why there is a comma before “but.”)

Compare that with this:
I like sweet things but prefer savory dishes. √

(This is similar, but “prefer savory dishes” is not an independent clause. It’s not a sentence. That’s why there’s no comma before “but.”)

Here are some real-life examples:

The lion and the calf (subj) shall lie (verb) down together, but the calf (subj) won’t get (verb) much sleep. √

  • The first coordinating conjunction (“and”) joins two nouns, so no comma is required.
  • The second (“but”) joins two independent clauses, so a comma is required.

I’d (subj) be (verb) at home in my bath, and she’d (subj) come (verb) in and sink (verb) my boats. √

  • The first coordinating conjunction (“and”) joins two independent clauses, so a comma is required.
  • The second (“and”) joins two verbs, so no comma is required.

Hopefully, that’s all clear.

But, there’s a quirk: If the two “sentences” (i.e., the independent clauses) are both short, it is acceptable – for style purposes – to omit the comma.

Craig caught a bass and Lee caught a goby. √
Craig caught a bass, and Lee caught a goby. √
(Both versions are acceptable.)

Look at this though:

The man caught the boy and the girl caught the dog. X
(For a fleeting moment, your readers will think that the man caught “the boy and the girl”. You should try to write in a way that doesn’t cause your readers to stutter.)

The man caught the boy, and the girl caught the dog. √
(Your readers will not need to re-adjust now. This example captures why we need a comma before a coordinating conjunction that joins two independent clauses.)

The Rule for Three or More Items

When there are three or more list items, life starts getting a little more complicated because there is no unified position on whether to use a comma with the coordinating conjunction.

Some people will write this:
Bacon, eggs, and tomatoes
(The comma before the “and” is called an Oxford Comma. This is the convention followed by most (but not all) Americans.)
Some people will write this:
Bacon, eggs and tomatoes
(This is the convention followed by most (but not all) Brits. The most notable exception is the Oxford University Press, after which the Oxford Comma is named.)
There are plenty of people out there who would happily start a fight with you for not using an Oxford Comma, but there are also plenty of others who consider the Oxford Comma a waste of printer ink. In essence, it’s a battle of clarity versus economy.

Advocates of the Oxford Comma claim it eliminates ambiguity. They have a point. The Oxford Comma is certainly useful for showing the separations between the list items.
It’s a good price for a mug of tea, bacon and eggs and toast
(Without an Oxford Comma, this could mean (1) a mug of tea, (2) bacon, and (3) eggs and toast.)
It’s a good price for a mug of tea, bacon and eggs, and toast
(With an Oxford Comma, the list items are clear.)
Protestors to the Oxford Comma claim it introduces ambiguity because commas can be used like parentheses (brackets). Look at these two sentences:
Jack left the pub with John (a policeman) and Simon.
Jack left the pub with John, a policeman, and Simon.
(With an Oxford Comma, this could feasibly refer to two people (like in the top example) or three people.)
Advocates claim that the Oxford Comma actually eliminates, not creates, such ambiguity, and they routinely cite this probably apocryphal book dedication:
This book is dedicated to my parents, Ayn Rand and God.
(This could feasibly be read as “…my parents (Ayn Rand and God)”. The same “ambiguity” wouldn’t exist with an Oxford Comma before “and.”)
So, there are arguments for and against the Oxford Comma. As it happens, you probably don’t have a choice whether to adopt the Oxford Comma or not. If you live in the UK, you probably shouldn’t adopt it (unless you’re at Oxford). If you live in the US, you probably should. Whatever convention you go for, be consistent.

Well, actually, be flexibly consistent. If your chosen convention creates ambiguity, break the convention. There’s only one 100% rule when it comes to the Oxford Comma: clarity trumps convention.

In other words, everyone (regardless of what convention they follow) should write this when they mean four people:
I have the twins, Joe, and Callum. correct tick (for four people)
Remember that clarity comes first. Loyalty to, or hatred of, the Oxford Comma comes second.

outline for Ms Gu

Lesson 1

nouns

  • countable
  • uncountable
  • a vs this

Lesson 2

verbs

  • linking verbs (non action)
  • action verbs

Lesson 3

adjectives

describe nouns

adjective – nouns

  • cute girl
  • fluffy toy
  • white clouds

Lesson 4

verb adjectives

  • jumps high
  • looks funny
  • tastes great

Lesson 5

adverb

describe verbs/adjectives

verb adverb

  • waits impatiently
  • shoots sporadically
  • jumps triumphantly

adverb verb

  • eloquently written
  • [sporadically hop] around
  • [triumphantly raised] his fists

adverb adjectives

  • gently quiet
  • quite beautiful

Lesson 6

8 Basic Structures

  1. Subj Verb agreement
  2. Subj – Verb

Lesson 7

  1. Subj – Verb – Obj
  2. Subject – Verb (action) – Object

Lesson 8

  1. Subject + verb (action) + adjectives
  2. Subject + verb (linking) + adjective
  3. Subject + verb (linking – “is/am/are/was/will be/”) + noun

Lesson 9

  1. Subject + verb + adverb
  2. Subject + verb + adverb + adjective

Lesson 10

  1. Subject + helping (aux) verb + main verb + object
  2. Subject + verb + (infinitive) verb + object

Linking Verbs

Understanding Linking Verbs (Grammar Rules, List, Examples, and More)


https://www.grammarly.com/blog/linking-verbs/

Unlike other verbs, linking verbs do not show an action

Linking verbs simply explain the state of the subject, such as what it is or how it looks.

In other words, a verb is a linking verb if it is used to describe the subject.

  • A linking verb links the subject to its complement (subject complement).
  • It is followed by either a noun or an adjective.
  • So, a linking verb works like a bridge that connects two parts: the subject and the subject complement.

The most common linking verb

…is any form of the verb “to be,” such as am, is, are, was, were, etc. For example,

  • I am a teacher.
  • I was an engineer.
  • We are friends
  • We were friends
  • Sally is a teacher.
  • She was a teacher.
  • They are happy.
  • They were happy.

Other common linking verbs are “sense” verbs

such as seem, appear, become, feel, look, smell, sound, taste.

For example,

  • Dinner smells burnt
  • The cat’s fur feels silky.
  • I feel great!
  • We look stunning!
  • He seems sick.
  • She becomes skeptical.
  • I hear a burglar.

Linking verbs are used to indicate conditions or states of being.

They do not show action.

For example, “The soup tastes delicious” or “She feels happy.”

Linking Verbs are mostly intransitive…

Linking verbs are not considered either transitive or intransitive because they do not show any action. Instead, they connect the subject of the sentence to a complement that describes or renames it. For example, in the sentence “She is a doctor,” the verb “is” is a linking verb that connects the subject “she” to the complement “doctor.”

But some linking verbs can be transitive

However, some linking verbs can be followed by a direct object to form a transitive sentence. These linking verbs include “smell, taste, feel, look, sound, and appear.”

Typical usage: He got sick.
Transitive usage: He got his car fixed.

Typical usage: He smells sweet.
Transitive usage: He smells a thief.

Typical usage: They taste terrible.
Transitive usage: They taste victory.

Typical usage: We feel tired.
Transitive usage: We feel the cashmere.

Typical usage: She looks beautiful.
Transitive usage: She looks the part.

Japanese Nuclear Waste water

Japanese nuclear waterwaste

– Let’s use the word wastewater
(https://www.merriam-webster.com/dictionary/wastewater)

– Capitalize all words except prepositions.


Japanese Nuclear Wastewater

Everybody knows that the Japanese had being setting the nuclear waterwaste in the sea, and it is causing a lot of problems.

1) be-ing (to be) – we use to describe ‘to be’. You are being too nice. He is being such a smartass!
been – past participle of ‘be’. For example, present tense may be ‘be at that place’. But past tense is ‘been at that place.’

2)
Everyone and everybody are interchangeable and mean the same thing. HOWEVER, everyone is more formal than everybody and is used more in writing, while everybody is more common in spoken English. There is no difference in meaning between the two words.

3)
Please use the “Past Perfect Continuous” correctly:
(https://chineseruleof8.com/2023/05/01/past-perfect-continuous/)

subj + [had] + [been] + verb’ing’


Everyone knows that the Japanese had been dumping nuclear wastewater into the sea.

“It is causing a lot of problems” is fine.

But to be even more concise, we can also use “Present Perfect Continuous”: subj + [have/has] + [been] + verb’ing’


It has been causing a lot of problems.

In 2023, July, 22th, the japanese starts to dischargig nuclear water.

in preposition is used for time.
ex: I’ll be there in 5 minutes, I’ll wash the dishes in thirty minutes, I’ll do my homework in an hour.

When we’re talking about dates, use ‘on’.
I was born on June 8th, 1920.

When you refer to a past date, we youse simple past.

On July 22nd, 2023, the Japanese started to discharge nuclear wastewater.

By doing this it could cause many problems, for example lead to animal distinguish, and it could pollute the whole pacific Ocean.

We need to continue the past tense. Also, try not to put so much information in one sentence. Keep it simple.

By doing this, it caused many problems.

When we’re talking about potential situations, use simple present.

For example, it can kill off marine life, and pollute the Pacific Ocean forever.

Animals and huams could be highly effected by this.

adverb usage incorrectly. We say highly effective. But affected, like affection, should be used with ‘deeply’.

Animals and humans could be deeply affected by this.


In July 24th the amount of nuclear water being sent in ocean is four-hundred and sixty tons, to this amount the japanese will keep sending it in ocean for thirty years.

Use present perfect.

On July 24th, the amount of wastewater dumped into the ocean has already reached four hundred and sixty tons.

The Japanese will keep dumping for the next thirty years

So why did japaneses chose to distinguish it in the ocean?

Let’s plan to go over the preposition ‘into’ for a future lesson.
https://www.grammar-monster.com/easily_confused/into_onto_up_to.htm

So why did the Japanese choose to dump it into the ocean?


At first the japanese had a soultion of this nuclear waterwaste problem and their solution is by building many water storage tanks.

Break apart your idea into simpler ideas. Use Antecedants to preference subject or objects. (i.e It –> solution)

Make sure your sentence explains itself. (i.e “to store the watewater”)

First, the Japanese had a solution. It was to build numerous water storage tanks to store the wastewater.


But by time goes the japanese are still providing waterwaste, so the amount of storage tank is fulled(1068 water tanks), and the total amount of the nuclear water is over one-hundred and thirty three million tons!

Again, way too much information in one sentence. Let’s break it down.

Use past tense because we’re talking about something that the Japanese have already done.


As time went on, the wastewater kept coming, and the number of storage tanks increased to 1068. The total amount of nuclear wastewater stored in these tanks reached one hundred and thirty three million tons!

The japanese government had different solutions to this problem, but the technical content and the cost is too high so the Japanese government chosed the simplest way and the lowest cost way to solve the problem and it is putting all the nuclear water in the ocean.

Too much info. Please simply your ideas into smaller shorter sentences.
Try to use synonyms that can shorten your sentences.
Also, make sure you explain what that solution is. As a reader, I do not see it.


The next time around, the Japanese government had another solution. However, the costs were astronomical. The Japanese government decided to choose the most inexpensive solution, and that is to dump it into the ocean.

In conclusion the way of the Japanese governmeent solving this problem is very unresponsible, becuase if this large amount of nuclear waterwaste bein sent into the ocean then it could cause a huge amount of problems to us and to Earth.


In conclusion, the way how the Japanese government dealt with the problem was very irresponsible.
If this much nuclear wastewater is being dumped into the ocean, it will create a great deal of environmental problems for Earth’s future generations.

基础测试

Present Simple

Write about your hobbies. (Use present simple tense ONLY).

Present Perfect

Write about something that started in the past, but still exists or has ended.

Present Continuous

What are your parents doing right now?

Present Perfect Continuous

Describe something that started in the past but still taking place right now.

Subjects, verbs, and their agreements

  • I (wish/wishes) to join the army.
  • Peter (want/wants) to go home.
  • Ricky and John (study/studies) very hard.
  • They (scurry/scurries) quickly over the rocks.
  • Honey or Red Sugar (work/works) just fine for the recipe.
  • She (eat/eats) meat only.
  • I (have/has) been playing the piano since I was seven.
  • She (have/has) been playing soccer since grade school.
  • Professor Smith (have/has) taught at this school for the last decade
  • I (have/has) been waiting since nine o’clock.
  • We (have/has) never (ate/eaten) bugs before.
  • List First person pronouns.
  • List Second person pronouns.
  • List Third Person pronouns.
  • Describe irregular verbs vs regular verbs.

June Admin React App Test

Scan QR Code – Register/Login

When the admin register page loads, it will present a QR code.

We can it with our wechat scanner.

1) When scanned, it will open our Wechat mini’s app’s pages/auth/admin page.

In that wechat mini page, the user NEEDS TO PUSH THE AUTHORIZE BUTTON and it will call getUserProfile, which gives response with a one time code. The page will also have a scene string from its onLoad function’s option parameter.

Then we provide the 1 time code and scene to our backend.

The /v1/auth/grant on the server side will receive the wechat user’s openId via an Wechat API call. Then, the server will see whether this use exists or is new. If it exists, it will have the existing user’s data ready for the front end. If it does not, it will have user data that is all null, and only the openId valid. A variable will be switched on so the front end’s request will know if its okay to receive it.

When the QR code renders on the page, we need to poll the server because we’re waiting for the user to push that authorize button in order to get the server hit Wechat’s API.

We are looking at the status of the QR code. The server will return user data.

The user exists if the id and tokenInfo are valid, and we just load it into the stat’e user object.

If they DO NOT exist, then that means its a new user and we only have the openid.

Thus, we then open up a form for the new user to fill in their email, nickname, and phone number.

Create Word

POST on /rickyabc/api/v1/word/add
form data:

wordInfo blob
imageFile imageFile
audioFile audioFile

Get Word

GET on /rickyabc/api/v1/word/get?date=2023-06-18&teacherId=6

Update Word

POST on /rickyabc/api/v1/word/update

form data:
wordInfo blob
imageFile imageFile
audioFile audioFile

Delete Word

POST on /rickyabc/api/v1/word/delete

form data:
id toDeleteID

headers: {
‘Content-Type’: ‘multipart/form-data’,
[tokenName]: tokenValue
},

Create Example

POST on /rickyabc/api/v1/word/addExample

We need the word id that this example belongs to:

data form:

example blob // contains obj
imageFile imageFile
audioFile audioFile

Update Example

Delete Example

POST /rickyabc/api/v1/word/deleteExample

form data:

id toDeleteID

Present Participle Adjective (add ‘ing’ to verb, used as an adjective)

ref –

  • https://test-english.com/explanation/b1/ed-ing-adjectives-adjectives-verbs/
  • https://myenglishgrammar.com/lessons/verb-ing-used-as-an-adjective

What is a Present Participle Adjective

An ‘-ing’ on a present participle of a verb that is used as an adjective. It describes the characteristics of a noun, usually indicates a state or a process that has been ongoing.

Examples:

  • Fascinating story (The story fascinates people.)
  • Boiling water (The water is boiling.)
  • Interesting book (The book interests the reader.)
  • Using ‘-ing’ Adjectives

    When we use verbs in the ‘-ing’ form as adjectives, they are usually placed before the noun they modify in a sentence.

    Though it may appear similar to the Continuous tenses (The Present Continuous, Past Continuous, Future Continuous), the ‘-ing’ adjective does not indicate an action occurring at the time of speaking but an inherent characteristic of the noun it is modifying.

    Examples:

    • The running water was cool and refreshing.
    • She gave me a puzzling look.
    • I bought an exciting new video game.

    ‘-ing’ form implying active influence by the subject

    When used as an adjective, the ‘-ing’ form often implies an active influence. The subject is performing an action that influences the object. This contrasts with adjectives in the ‘-ed’ form, which imply that the subject is being influenced by an action.

    Examples:

    Exciting movie (subject):
    The movie excites the audience.

    Excited audience (subject):
    The audience is excited by the movie.

    boring movie:
    bore + ‘ing’ = boring
    This movie is boring.

    frustrating homework:
    frustrate + ‘ing’ = frustrating
    Our homework is frustrating.

    We’ll do amazing things:
    amaze + ‘ing’ = amazing
    The things we do will be amazing.

    interesting person :
    interest + ‘ing’ = interesting
    That person is interesting.

    tiring activity:
    tire + ‘ing’ = tiring
    The activity is tiring.

    Other Examples

    The approaching deadline hung over the heads of all the people in the office.

    approach (verb) + ing = approaching

    Here, approaching is an adjective that is used to describe the deadline.

    The leaping flames from the burning building presented the firefighters with the responsibility of (preposition) protecting (prepositional object) other nearby buildings from the growing fire.

    leap (verb) + ing = leaping
    burn (verb) + ing = burning
    grow (verb) + ing = growing

    Here, leaping, burning, and growing are verbals used as adjectives to describe a
    noun (flames, building, and fire respectively) in the sentence, thereby qualifying
    them as present participles.

    Although it ends in –ing, protecting is not a participle because it is acting as a noun in the sentence (object of the preposition), thereby qualifying it as a gerund.

Past (Perfect)

ref –

  • https://www.youtube.com/watch?v=lzsdrz2QtcM&t=129s
  • https://www.espressoenglish.net/difference-between-present-perfect-and-past-perfect-in-english/
  • https://www.natterandramble.co.uk/past-perfect-tense-timeline-form-uses/

Past Perfect, shows that a past action that happened earlier than another past action. It’s a one time occurrence.

In other words, both actions happened in the past. One past action happened before another past action.

Subj + had + [past participle]


The past perfect, also called the pluperfect, is a verb tense used to talk about something that happened before something else that is also in the past.

Imagine waking up one morning and stepping outside to grab the newspaper. On your way back in, you notice a mysterious message scrawled across your front door: “Tootles was here.” When you’re telling this story to your friends later, how will you describe this moment? You might say something like:

I turned back to the house and saw that someone named Tootles (had) [defaced my] front door!

Your friends will able to understand that:

1) Tootles graffitied the door at some point in the past before
2) the moment this morning when you saw their handiwork

Past—Tootles graffitied your door—You saw his handiwork—Now

Consider the difference between these two sentences:

We were relieved that Tootles used washable paint.

We were relieved that Tootles had used washable paint.

It’s a subtle difference, but the first sentence doesn’t tie Tootles’s act of using washable paint to any particular moment in time; listeners might interpret it as “We were relieved that Tootles was in the habit of using washable paint.”

In the second sentence, the past perfect makes it clear that you’re talking about a specific instance of using washable paint.

Another time to use the past perfect is when you are expressing a condition and a result:

If I had woken up earlier this morning, I would have caught Tootles red-handed.
The past perfect is used in the part of the sentence that explains the condition (the if-clause).

ex:
* she arrived at the office
* she realized it was Sunday.

She had arrived at the office before she realized it was Sunday.

ex:
* I ran to my car
* I noticed my wife left.

I ran to my car when I noticed my wife had left already.

ex:
* Sofie finished her work.
* Sofie then went to lunch.

After Sofie had finished her work, she went to lunch.

Other examples

What is difference between usage of [before] and [when]?

https://www.oxfordlearnersdictionaries.com/grammar/online-grammar/past-perfect-simple-with-time-expressions

when

We use when + past perfect to talk about an action that happened immediately before something else.

When we’d done the washing-up, we watched TV.

(We did the washing-up, and then we watched TV.)

we can use when + past simple to talk about an action that happened after something else.

When I phoned the office, Emma had already left.

(Emma left the office, and then I phoned.)

before

We can use before with past simple OR past perfect to talk about an action that happened before something else.

We arrived just [before] the plane doors closed.
We [arrived] before the plane doors had closed.