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Table 18 Exchange 16: Detailed Reading analysis

From: Analysing pedagogic discourse: an approach from genre and register

   Exchange Roles Part. Phases   Sources   Experiential Interpersonal Functions
1 T So, let's now look at it in detail, and prepare to be writing it ourselves. A2 class Prepare reading refer reading   let's, ourselves specify
   So we're going to go through sentence-by-sentence now. K1 class   activity   text sentence-by-sentence, key words, structure, Phenomenon So we're going to activity
So if you've got your highlighters there,
we're going to identify the key words in the text.
Coming back up, we've looked at the big structure of the text.
   Coming back up to the Phenomenon.
2 T The first sentences are talking about what's going to be explained. K1 class Prepare sentence refer text sentences, Water Cycle, Alright, so I'll preview first
They’re talking about why it's called a Water Cycle overall.
   Alright, so I'll read you the sentences. A1 class    refer text sentences   sentences
   ‘Water is found in many different forms on Earth and is constantly moving from one place to another. As it moves, it changes state in cycles, from liquid water to water vapour, sometimes to ice, and back to liquid again.’      read text    
3 T So Zac, can you tell me, what is this all about? dK1 S1 Focus Item, position refer text what about, beginning So Zac, can you detailed
What's the beginning there?
  S 'Water' K2 S1 Identify item read text Water   reading
  T Water. Fantastic, that's right. K1 S1 Affirm praise    Water Fantastic, right. first
   Can we all highlight the word water, please, the very first word in our text. A2 class Direct marking refer text water, word Can we all sentence
  T OK, it goes on to say that water is found in many different forms. K1 class Prepare position refer text water, forms   
   But what is the water doing? Have a look through our sentence. dK1, A2 class Focus item refer text water doing But what  
   Rodney, what is the water doing? dK1 S2        
  S It's ‘constantly moving' K2 S2 Identify item read text moving constantly  
  T Excellent K1 S2 Affirm praise     Excellent  
  T Can you give me a little bit more information about that? dK1 S2 Focus structure refer text information Can you, little bit more  
  S ‘from one place to another' K2 S2 Identify structure read text one place…   
  T OK K1 S2 Affirm approve     OK,  
   So let's highlight that whole section that it's constantly moving from one place to another. A2 class Direct marking refer text constantly moving… so let's  
4 T OK, the next sentence gives us something else that the water is doing. Now, I've read it to you before. K1 class Prepare sentence refer text next sentence water doing OK, Now, I've detailed reading
   As it moves it… Alex? As it moves it… dK1 S3 Focus item read text moves   second
  S 'changes' K2 S3 Identify item read text changes   sentence
  T Changes. K1 S3 Affirm repeat    changes   
  T Changes what? dK1 S3 Focus item refer text changes   
  S 'changes state' K2 S3 Identify item read text changes state   
  T State. K1 S3 Affirm repeat    state   
   Remember, state's the scientific word we use for whether it's a solid, a liquid or a gas, or what form it's in. K1 class Elaborate technical field remind prior lesson scientific word, solid, liquid, gas, form Remember,  
   So can we highlight 'change of state'. A2 class Direct marking read text change of state, So can we  
   OK, can we highlight the 'in cycles' as well. A2 class Direct marking read text changes state in cycles OK, can we, So we've actually  
   So we've actually got those four words highlighted together, 'changes state in cycles'. K1 class
  T So what were those four states again? dK1 class Focus field remind prior move four states   
   The end of the sentence names them. K1 class Prepare position refer text end sentence   
   So, Amon, from…? dK1 S4 Focus position read text    
  S 'from liquid water' K2 S4 Identify item read text liquid water   
  T Liquid. K1 S4 Affirm repeat      
  T To…? dK1 S4 Focus structure read text    
  S 'water' K2 S4 Identify item read text water   
   Water vapour. OK. K1 S4 Affirm repeat    Water vapour. OK.  
  T That's the key that it's a gas, our word 'vapour'. K1 class Elaborate field present knowledge gas, vapour, That's the key  
   So, if we can highlight 'liquid water' and 'water vapour'. A2 class Direct marking read text Liquid, vapour So, if we can  
  T So there are two sides to the Water Cycle. Water might have travelled a long way from the oceans to get to the mountains, or a long way through a long river system. But it's also changing state. It changes from liquid to gas to liquid, maybe to solid and then back again, all the way through the cycle. K1 class Elaborate technical field present knowledge Water Cycle. Oceans… river system, state, liquid, gas, solid might have, maybe, all the way  
  T What happens to it in the atmosphere? It becomes…? dK1 S6 Focus item refer text atmosphere   
  S ‘cold' K2 S6 Identify item read text cold   
  T Cold. Excellent. K1 S6 Affirm praise    cold Excellent.  
  T So, when it becomes cold, what are we forming? dK1 S6 Focus item refer text cold, forming So, when, what  
  S ‘forms clouds’ K2 S6 Identify item read text forms clouds   
  T Thank you, Ng, excellent. K1 S6 Affirm praise     excellent.  
   Just make sure we've highlighted the words 'cold' and clouds'. A2 class Direct marking read text cold, clouds Just make sure we’ve  
5 T Why do you think, in the diagram, that we have a change in the colour of the clouds? What might that be related to? What's going on? dK1 class Focus technical field refer elicit image knowledge   Why do you think, might elaborate technical
   Alex? dK1 S3 Focus field elicit knowledge going on   field
  S Sometimes it makes it rain K2 S3 Propose structure infer knowledge rain   
  T Yeah, K1 S3 Affirm approve     Yeah  
  T So what must be happening in the clouds? dK1 class Focus field elicit knowledge clouds what must be  
  S It gets darker K2 S7 Propose structure infer knowledge darker   
  T It gets darker, K1 S7 Affirm repeat    darker   
   and it gets heavier. K1 class Elaborate field present knowledge heavier   
   What's in this cloud? Water in what state? dK1 class Focus field elicit knowledge Water, state   
  S as ice K2 S8 Propose item infer knowledge ice   
  T It could be icy, tr S8 Affirm repeat    icy could be  
   falling on the mountains as sleet, or even as snow. K1 class Elaborate field present knowledge sleet, snow.   
  T But there's more liquid water than solid water. K1 [dK1] class Prepare field present knowledge liquid water, solid water. But more than  
[implicit: So what must be happening in the clouds?]
  S condensation K2 S9 Propose item recall prior lesson condensation   
   There's more condensation that's happened. That's right. tr, K1 S9 Affirm repeat    condensation That's right.  
  T So when you get the lighter, fluffier clouds they might still be just in the process of the water coming from the vapour back to the liquid. K1 class Elaborate technical field present knowledge lighter, fluffier clouds, water, vapour, liquid, might still be just  
   But you know it's going to be a real downpour when the skies get dark. K1 class Elaborate everyday field present knowledge downpour, skies, dark But you know