Analysing pedagogic discourse: an approach from genre and register

Rose, David

doi:10.1186/s40554-014-0011-4

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
2	T	They’re talking about why it's called a Water Cycle overall.	K1	class	Prepare	sentence	refer	text	sentences, Water Cycle,	Alright, so I'll	preview first
		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
3	T	What's the beginning there?	dK1	S1	Focus	Item, position	refer	text	what about, beginning	So Zac, can you	detailed
	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	Direct	marking	read	text	changes state in cycles	OK, can we, So we've actually
	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
	T	[implicit: So what must be happening in the clouds?]	K1 [dK1]	class	Prepare	field	present	knowledge	liquid water, solid water.	But more than
	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

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