Concept Checking Questions (CCQs): What They Are and How to Write Them

Concept checking questions (CCQs) are short, simple questions that test whether students have understood the meaning of new language, such as “Is it finished or still happening?” They replace “Do you understand?”, which students nearly always answer with yes. Good CCQs use easier words than the target language and have clear answers.

What are concept checking questions?

Concept checking means testing whether a learner has really understood a new piece of language, and concept questions are one common way to do it. The British Council’s TeachingEnglish site explains that it avoids relying on “Do you understand?”, because a student can answer yes without showing any real grasp of the meaning (TeachingEnglish: concept checking).

CCQs usually come in the presentation stage of a lesson, after the language has been shown in context and before students practise it. Our guide to the PPP lesson plan shows exactly where they sit.

Why not just ask “Do you understand?”

Because learners will say yes to avoid embarrassment, and a yes tells you nothing. A student can nod politely and still have the meaning wrong. A well chosen question forces them to show the meaning without needing to explain it in English.

CCQs also protect the rest of your lesson. If meaning is wrong at the presentation stage, controlled practice simply drills the mistake. Five seconds of checking early saves a lot of correction later.

What makes a good concept checking question?

A good CCQ is short, simple and has a clear answer. TeachingEnglish advises keeping concept questions simple, with short answers, and asking them frequently. Its examples include “Has the action finished?” and “Is time important?” (TeachingEnglish: asking questions).

• Simpler than the target language: if the question is harder than the sentence, it tests the question.
• About meaning: ask about time, certainty, relationship or function, not about grammar names.
• Short answers: yes or no, either or, or a single word.
• One idea each: do not pack two ideas into one question.
• Ordered: start with the easiest and build up.

What are examples of concept checking questions?

Here are examples for common grammar and vocabulary items. Notice that every question can be answered with a few words.

For a full worked example of CCQs on two confusing tenses, see how to teach present perfect vs past simple.

How do you write your own CCQs step by step?

Follow six steps and you can write CCQs for almost any language point in a few minutes.

1. Write the target sentence exactly as students will see it.
2. Decide what it means: time, certainty, obligation, relationship or function.
3. Draft three to five questions that test those ideas.
4. Simplify the words until every question uses language below the students’ level.
5. Order the questions from easiest to hardest.
6. Write the expected answers beside each question.

Do timelines and pictures replace CCQs?

No. TeachingEnglish’s article on checking understanding says that timelines and other devices are aids to explanation but do not necessarily check understanding, while concept questions can be used to draw a timeline out of the learners (TeachingEnglish: checking understanding). Use the visual to show the idea and the questions to test it.

What mistakes should you avoid with CCQs?

• Asking about form: “What is the past participle?” checks grammar knowledge, not meaning.
• Using hard words: keep the language simpler than the target sentence.
• Asking too many: three to five is usually enough for one item.
• Answering for the students: wait. Silence usually means thinking.
• Skipping the plan: invented questions on the spot are often confusing, so write them down.
• Finishing with “Do you understand?” This undoes the work.

What about checking instructions?

Instructions need checking too, with instruction checking questions (ICQs). After you explain an activity, ask “What are you going to do?” or “How long do you have?” and listen to the answers. This catches confusion before 20 students start the wrong task. It also fits the habit of giving instructions before handing out materials, which we cover in our guide to ESL teacher resources.

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Jessica Jeffery

Holds a business degree plus TEFL and CELTA, and has taught in Thailand and Italy. Helps students find high quality jobs and internships.

Last reviewed: 14 November 2026

Sources

• British Council TeachingEnglish, Concept checking. Checked 14 November 2026.
• British Council TeachingEnglish, Asking questions. Checked 14 November 2026.
• British Council TeachingEnglish, Checking understanding. Checked 14 November 2026.