The document discusses effective ways for teachers to check understanding in English primary classrooms without over-relying on translations. It recommends that teachers observe students' faces and actions rather than constantly asking if they understand every word, as this implies students must understand everything to respond and discourages risk-taking. Teachers should allow students to operate in the second language by guessing at unknown parts and focusing on whole messages and meaning rather than individual words.

1. T E A C H I N G E N G L I S H F O R P R I M A R Y E D U C A T I O N
THE SIGNIFICANCE OF THE WAY WE
CHECK UNDERSTANDING

2. USEFUL IDEAS
• - We operate in L2 by taking risks of operating on
partial info.
• How?
By guessing the bits we don´t understand.

3. WHAT HAPPENS IN CLASSROOM?
• T checks meanings of almost evry word of Eng.
• T says a sentence and translates it ot ask ch. to do
it.
• DO YOU UNDERSTAND?

4. WHAT DOES THE T. WANT?
• To make sure ch. are secure and confident
• Consequence?
The reverse
Constant checking T. implies ch. understand every bit.

5. • What happens?
• Ch. think they won´t be able to understand unless
they give mother tongue translation.
• Remember Even in L1 we DO not understand
every bit + we deal with whole messages.
EX. READING. We need not to stop in every word, if so
meaning disintegrates.

6. • When a kid does that the meaning disappears
For them and the listeners.
How can we check understanding?
+ watching what they do.
+watching their faces