Describe a process from a visual sequence · 根据视觉序列描述一个过程
A list of nouns does not explain what happens
- A fictional paper-reuse workshop shows four stages: sort clean scraps, soak and mix, spread and press, then dry and inspect. Saying only “paper, water, tray, sheet” names objects but leaves the process unclear.
- This original GAC007-aligned lesson practises a spoken process description from a visual prompt. The diagram is a simplified classroom example, not a complete industrial method or permission to operate equipment. Use the named actions and sequence to explain it.
名词列表不能解释过程
- 一场虚构的纸张再利用工作坊展示了四个阶段：分拣清洁碎料、浸泡混合、摊开压制，最后干燥检查。仅说“纸、水、托盘、纸张”只是列举物体，使过程变得模糊不清。
- 这门原创的GAC007对齐课程利用视觉提示练习口语化流程描述。该图表是简化的课堂示例，并非完整的工业方法或操作设备的许可。请使用指定的动作和顺序来进行说明。
Why is “paper, water, tray, sheet” insufficient as a process description? · 为什么“纸、水、托盘、片材”不足以作为过程描述？
Objects need actions and relationships to explain what happens. · 物体需要动作和关系来解释发生了什么。
Read stages, arrows and the final check
- Follow the arrows from left to right. Each box gives an action, and the last adds inspection before use. The diagram supplies order, not exact times, water quantities or machine settings. Do not invent those details while presenting.
- Use a partner-read description if you want rehearsal, then compare it with the visual. No reviewed recording is provided here. The on-screen checks concern the supplied text and image, while spoken practice is reviewed with a partner.
阅读阶段、箭头和最终检查
- 从左至右跟随箭头。每个方框给出一个动作，最后一个在使用前增加了检查步骤。图表提供的是顺序，而非确切时间、水量或机器设置。展示时不要编造这些细节。
- 若需排练，可使用同伴朗读的描述，然后与视觉材料比对。此处未提供经复核的录音。屏幕上的检查针对提供的文本和图片，而口语练习则由同伴复核。
Order the stages shown in the visual. · 按视觉所示顺序排列阶段。
The arrows give this sequence, with inspection in the final stage. · 箭头给出了此顺序，检查在最后阶段。
Turn each stage into a clear clause
- Start with the overall purpose, then use first, next, after that, finally. An active description names the people: “Participants sort the clean scraps.” A passive description focuses on material: “The clean scraps are sorted.” Either needs an action, not just an object name.
- Keep tense consistent for this general process: present simple. “The material was mixed and then will be pressed” changes the time perspective without a reason. A historical report could use past tense, but that would be a different description task.
The diagram shows a simplified paper-reuse activity. First, clean scraps are sorted. Next, they are soaked and mixed. After that, the mixture is spread and pressed into a sheet. Finally, the sheet is dried and inspected before it is used.
将每个阶段转化为清晰的从句
- 从整体目的开始，然后使用首先、接着、之后、最后。主动描述指明执行者：“参与者分拣清洁碎料。”被动描述聚焦于材料：“清洁碎料被分拣。”两者都需要动作，而不仅仅是物体名称。
- 对于此类通用流程，保持时态一致：一般现在时。“材料被混合，然后将被压制”在没有理由的情况下改变了时间视角。历史报告可以使用过去时，但这将是不同的描述任务。
The diagram shows a simplified paper-reuse activity. First, clean scraps are sorted. Next, they are soaked and mixed. After that, the mixture is spread and pressed into a sheet. Finally, the sheet is dried and inspected before it is used.
Which sentence correctly uses the passive for the first stage? · 哪个句子正确使用了被动语态描述第一阶段？
Are sorted makes the material the subject of a present-simple passive description. · 被排序使材料成为一般现在时被动描述的主语。
Explain relationships without adding unsupported causes
- Before and after show timing; so that gives a purpose when the prompt supports it. “The sheet is inspected before use” follows the diagram. “It is inspected by an automatic laser for ten minutes” adds equipment and timing not shown.
- Use a noun again if a pronoun would be unclear. “It is spread and then it dries” may leave the listener unsure whether it means water, scraps or the mixture. Naming the mixture and then the sheet helps them track the material's stage.
A process arrow shows the next stage, not proof that every possible defect has been removed. The final inspection remains part of the described activity; do not report a guarantee of perfect paper.
解释关系时不添加无依据的原因
- 在……之前和在……之后表示时间；以便在提示支持时给出目的。“纸张在使用前接受检查”符合图表逻辑。“它通过自动激光检查十分钟”则添加了图中未显示的设备和时间。
- 若代词指代不明，请再次使用名词。“它被摊开，然后它变干”可能让听者不确定是指水、碎料还是混合物。先命名混合物，再命名纸张，有助于他们追踪材料的阶段。
流程箭头指示下一阶段，而非证明所有可能的缺陷已被清除。最终检查仍是描述活动的一部分；不要报告完美纸张的保证。
Which TWO details are supplied by the prompt? · 提示提供了哪两个细节？
The named stages and before-use inspection are supplied. Equipment, timing and perfection guarantees are not. · 指定的阶段和使用前检查由提示提供。设备、时间和完美保证则不是。
Present from the visual rather than a written script
- Rehearse a 40-second description using the stage verbs as cue words. Point to the relevant box only when you discuss it. Do not cover the image with a long paragraph or describe a stage before the audience can locate it.
- A partner checks the purpose, four stages, order and final inspection. Ask them to repeat the sequence afterwards. If they swap two stages, inspect your signposts before assuming they did not listen carefully.
依据视觉材料进行展示，而非书面讲稿
- 利用阶段动词作为提示词，排练一段40秒的描述。仅在讨论相关内容时指向相应方框。不要用长段落遮盖图像，也不要观众尚未定位到该阶段之前就进行描述。
- 同伴检查目的、四个阶段、顺序和最终检查。请他们在事后复述序列。如果他们交换了两个阶段，请先检查你的路标，再假设他们没有仔细聆听。
Adapt the grammar while preserving the process
- Describe the same visual once with participants as the subject and once with the material as the subject. The wording may change, but the order and supplied facts should remain. Grammar practice is not a licence to change the diagram's evidence.
- Write a five-sentence model, mark every sequence signal and remove an invented detail. Then give the spoken version using only the image. This task practises describing a process; it does not certify practical production skills.
State the purpose, follow the visual order, give each stage a verb and retain the final check. Change sentence structure without inventing missing facts.
调整语法的同时保留流程
- 用参与者作主语描述一次，再用材料作主语描述一次。措辞可能改变，但顺序和既定事实应保持原样。语法练习不是更改图表证据的借口。
- 写出五句范例，标记每个序列信号词，并删去虚构的细节。然后仅依据图像给出口语版本。此任务练习流程描述，并不认证实际操作技能。
陈述目的，遵循视觉顺序，为每个阶段赋予动词，并保留最终检查。改变句式结构，但不要编造缺失的事实。
Changing a process description from active to passive permits changing the stage order. · 将过程描述从主动改为被动允许改变阶段顺序。
Voice changes sentence focus, not the sequence or facts in the visual. · 语态改变句子焦点，而非视觉中的顺序或事实。