How to use Concept Checking Questions (CCQ) in CELTA

Concept Checking Questions (CCQs) are an essential tool for teaching English as a second language, particularly during the CELTA course. They help teachers verify that students have understood new language concepts, such as vocabulary, grammar, or functional language. This blog post provides a detailed guide on what Concept Checking Questions are, why they are important, how to formulate them effectively, and how to use them in your CELTA Teaching Practice (TP). It also highlights common mistakes to avoid, with expanded examples for each section.

What are Concept Checking Questions (CCQs)?

CCQs are simple, targeted questions designed to check whether students have understood the meaning, form, or use of a new language item. Unlike general comprehension questions, CCQs focus on the specific concept being taught. They are typically yes/no, either/or, or short-answer questions that require students to demonstrate their understanding.

Examples:

• Target language: “She has been working here for five years.”
  • CCQ: “Did she start working here five years ago?” (Yes)
  • CCQ: “Is she still working here now?” (Yes)
• Target language: “Frustrated.”
  • CCQ: “If you are frustrated, are you happy or annoyed?” (Annoyed)
  • CCQ: “Will you feel frustrated when you can’t solve a problem?” (Yes)

Why are Concept Checking Questions important in CELTA teaching practice?

CCQs play a critical role in CELTA TP for several reasons:

1. Ensure understanding: They help you confirm that students have grasped the target language, rather than assuming they understand.
2. Engage students: CCQs encourage active participation and critical thinking, making lessons more interactive.
3. Identify gaps: If students struggle to answer CCQs, it highlights areas that need further clarification or re-teaching.
4. Meet CELTA standards: Using CCQs effectively is a key criterion for successful lesson delivery in CELTA TP. Tutors will assess your ability to check understanding systematically.

Example: If teaching the word “generous,” you might ask:

• “Is a generous person selfish?” (No)
• “Does a generous person like to help others?” (Yes)

These questions ensure students understand the meaning of “generous” and can use it correctly.

How to formulate effective Concept Checking Questions

Creating effective CCQs requires clarity, simplicity, and relevance. Follow these guidelines:

1. Focus on the key concept: Ensure your CCQs target the core meaning, form, or use of the language item.
   • Example: Teaching “present continuous” for actions happening now.
     • CCQ: “Is the action happening now?” (Yes)
     • CCQ: “Is the action finished?” (No)
2. Use simple language: Avoid complex vocabulary or structures that might confuse students.
   • Example: Teaching “exhausted.”
     • CCQ: “Do you feel tired or energetic?” (Tired)
     • CCQ: “Do you need to rest?” (Yes)
3. Ask ‘yes/no’ or ‘either/or’ questions: These are easier for students to answer and provide clear feedback.
   • Example: Teaching “used to” for past habits.
     • CCQ: “Did I do this in the past?” (Yes)
     • CCQ: “Do I do this now?” (No)
4. Avoid repetition: Don’t use the target language in the CCQ.
   • Incorrect: “Are you bored?” (when teaching “bored”).
   • Correct: “Do you feel interested or not interested?” (Not interested)

More examples:

• Target language: “He might come to the party.”
  • CCQ: “Is he sure he will come?” (No)
  • CCQ: “Is it possible he will come?” (Yes)
• Target language: “She’s allergic to peanuts.”
  • CCQ: “Can she eat peanuts?” (No)
  • CCQ: “Will she get sick if she eats peanuts?” (Yes)

Using Concept Checking Questions in your CELTA Teaching Practice

Here’s how to include CCQs into different stages of your lesson:

During presentation

After introducing a new language item, use CCQs to check understanding before moving to practice activities.

• Example: Teaching the present perfect for experiences.
  • Target Sentence: “I have been to Paris.”
  • CCQs: “Did I go to Paris in the past?” (Yes) “Do I know what Paris is like?” (Yes) “Am I in Paris now?” (No)

During practice activities

Use CCQs to clarify misunderstandings that arise during controlled or freer practice.

• Example: Students are practicing the past continuous.
  • Target Sentence: “I was cooking when the phone rang.”
  • CCQs: “Was I cooking before the phone rang?” (Yes) “Did I stop cooking when the phone rang?” (Maybe)

During feedback

After an activity, use CCQs to reinforce understanding and address errors.

• Example: A student says, “I am boring.”
  • CCQs: “Do you mean you feel bored or you are not interesting?” (Bored) “So, should you say, ‘I am bored’?” (Yes)

CCQ: Common mistakes to avoid

Asking overly complex questions

CCQs should be simple and easy to answer. Avoid long or confusing questions.

• Incorrect: “What is the implication of using the present perfect in this sentence?”
• Correct: “Did this happen in the past?”

Using the target language in the Concept Checking Questions

This can confuse students.

• Incorrect: “Is this situation frustrating?” (when teaching “frustrated”).
• Correct: “Do you feel annoyed in this situation?”

Asking too many Concept Checking Questions

Overloading students with questions can be overwhelming. Use 2-3 well-chosen CCQs per concept.

Ignoring student responses

If students answer incorrectly, address the misunderstanding immediately rather than moving on.

• Example: If a student answers “No” to “Is an expensive car cheap?” but seems unsure, rephrase the question or provide additional examples.

Focusing only on meaning

CCQs should also check form and use. For example, if teaching “used to,” check:

• Meaning: “Did I do this in the past?” (Yes)
• Form: “Do we say ‘I used to go’ or ‘I use to go’?” (Used to go)
• Use: “Do we use ‘used to’ for past habits or present habits?” (Past)

Final thoughts

Concept Checking Questions (CCQ) are a powerful tool for ensuring student understanding and delivering effective lessons during CELTA Teaching Practice. By formulating clear, simple, and targeted CCQs, you can check comprehension, engage students, and address gaps in their knowledge. Avoid common mistakes like using complex language or ignoring student responses, and integrate CCQs naturally into your lesson stages. With practice, using CCQs will become second nature, helping you become a more confident and effective teacher. Remember, the goal is not just to teach but to ensure that your students truly learn.

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