Concept Checking Questions
Short, targeted questions a teacher asks after presenting new language to verify that learners have understood the meaning — not just that they can repeat the form. They replace the unreliable "Do you understand?" with evidence of actual comprehension.
How they work
A CCQ breaks a concept into its component parts and tests each one with a simple yes/no or either/or question. The key constraints:
- Don't use the target language in the question. If you're checking "afford," don't ask "Can you afford it?" — ask "Do I have enough money?"
- Keep questions short and graded below the target level. Learners shouldn't struggle with the CCQ itself.
- Target meaning, not form. CCQs check semantic understanding, not grammar rules.
Example
Target language: "I used to play football."
| CCQ | Expected answer |
|---|---|
| Do I play football now? | No |
| Did I play football before? | Yes |
| Once or many times? | Many times |
Three questions, and you've confirmed the learner grasps past habit + discontinued action — the core meaning of used to.
When to use them
- After presenting new vocabulary or grammar (the clarification stage)
- After a reading/listening task, to check gist or specific meaning
- During error correction, to guide learners toward self-correction rather than just giving the answer
Common mistakes
- Asking "Do you understand?" — learners say yes reflexively. CCQs demand proof.
- Making CCQs too complex — defeats the purpose. If learners can't parse the question, you're testing their grammar, not their understanding.
- Only checking form — asking "Is used to followed by infinitive or gerund?" checks grammar knowledge, not meaning.
Connection to other techniques
CCQs sit alongside ICQs (which verify task setup, not language meaning) and Eliciting (which draws language out of learners rather than checking what went in). Together, these three techniques form the backbone of interactive, learner-centred classroom management.