Concept Checking

The Rationale

When introducing a new piece of language, no matter how well you convey meaning, you need to be
sure that students have understood the concepts involved and that they are ‘with you’.

Asking the question ‘Do you understand?’ may seem to be obvious solution, but in reality, it has serious
drawbacks. Firstly, students may enthusiastically answer ‘Yes!’, thinking they’ve understood but in fact
understanding the wrong thing. Secondly, they may answer ‘Yes’ not wishing to appear stupid or
impolite. The most likely response, however, is a non-committal silence. None of these responses is
helpful, so we need a more effective way to check understanding. So...

In the planning stage

1) Analyse the TL to see how many concepts are involved (there are often 2 or more), and which
ones are likely to cause difficulty for students. With a new item of vocabulary, identify which
other words students might confuse it with and analyse its distinguishing features accordingly.
(e.g. shower and downpour are both types of rain, but have different qualities).

2) Construct a number of simple, well-graded statements, which define the TL.

3) Convert each statement into a question to which there is a short answer (Y/N or one word).
Write these in your lesson plan to help you remember.

Concept Checking Summary

Why?

It tells the teacher that the students have understood

It engages students in the learning process
It reduces TTT

When?

After eliciting language and before drilling and form

During or straight after feedback on a student centred language task

How?

Ask DON’T tell

Grade your language
Be precise and direct
Ensure questions are concise and relevant
Avoid using the TL for grammar (with vocab you can)
Use questions that require short answers or give options