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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.
Key takeaways
- CCQs test meaning, not form or memory.
- Keep questions short, in simpler language than the target sentence.
- Most CCQs need only a yes, no or one word answer.
- Plan your CCQs before class and write the answers down.
- A timeline or picture supports CCQs but does not replace them.
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.
| Target language | Concept checking questions | Answers |
|---|---|---|
| I have lived here for three years. | Do I live here now? Did I start three years ago? | Yes. Yes. |
| I lived in Madrid in 2019. | Do I live there now? Is the time finished? | No. Yes. |
| If I had more time, I would learn the guitar. | Do I have more time? Am I learning the guitar? Is it real or imaginary? | No. No. Imaginary. |
| You must wear a seat belt. | Is it a rule? Can you choose? | Yes. No. |
| I’m meeting Anna tomorrow. | Is it arranged? Is it happening now? | Yes. No. |
| exhausted (vocabulary) | Is it a little tired or very tired? Do you want to run or sleep? | Very tired. Sleep. |
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.
- Write the target sentence exactly as students will see it.
- Decide what it means: time, certainty, obligation, relationship or function.
- Draft three to five questions that test those ideas.
- Simplify the words until every question uses language below the students’ level.
- Order the questions from easiest to hardest.
- 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.
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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.
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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.
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FAQs
Questions students ask us
Concept checking questions (CCQs) are short, simple questions that test whether students understand the meaning of new language, such as “Is it finished or still happening?” They replace “Do you understand?”, which students usually answer with yes whether or not they have understood.
Students tend to say yes to avoid embarrassment, and a yes does not show that the meaning is right. Concept checking questions ask students to show the meaning through short, simple answers, so you find out what they actually understood before moving on.
Use them in the presentation stage, after you have shown the language in context and before controlled practice. That way, any mistake in meaning is caught before students drill the language. You can also use them again later if a practice task shows confusion.
Three to five is usually enough for one item. Start with the easiest question, build up to the hardest, and stop when the answers show students have the meaning. Asking more than that slows the lesson and can confuse students who already understand.
CCQs check the meaning of new language. ICQs, or instruction checking questions, check that students know what to do in an activity, such as “What are you going to do?” or “How long do you have?” Both replace “Do you understand?” with a question students must answer.
AI can draft them, but check every question against the meaning you intend. Ask for words below the students’ level and short answers, and remove any question that asks about grammar terms instead of meaning. Always write the expected answers yourself before class.
