1️⃣ Why Concept Questions matter

When we introduce new vocabulary or grammar, we usually focus on form (how it’s structured), phonology (how it sounds), and meaning (what it actually means and when we use it). Concept questions sit right in the middle of that process: they make sure students really get the meaning before we move on to controlled or freer practice.

For example, teaching “By the time we got to the cinema, the film had already started” isn’t just about identifying the past perfect. Students need to understand the sequence of events. CCQs guide them to that understanding:

1. Did we arrive before the film started? (No)

2. Was the film playing when we arrived? (Yes)

3. Did we miss the beginning? (Yes)

Without these questions, it’s easy for learners to confuse tenses or misinterpret the timeline.

Now, let’s see how can we easily form CCQs.

2️⃣ What makes a good concept question?

Designing CCQs can be tricky at first, but there are some easy rules:

1. Keep it simple: use language that’s below your learners’ level, and certainly simpler than the target structure itself;

2. Don’t use the target language: if you’re checking understanding of “Would you mind if…?”, don’t repeat it in the question. Instead ask: “Does he know her very well?” (No). “Is he asking before or after smoking?” (Before).
   Depending on the structure, you can also ask:

• 50/50 questions: “Is it real or imaginary?”;

• Information questions: “Who is he working with?”;

• Personalised questions: “Do you usually walk to school?”;

• Experience-based questions: “Have you ever lived in a bed-sit?”;

3. Focus on meaning, not form: CCQs are not about grammar terms, they’re about the ideas behind them;

4. Encourage short answers: yes/no, either/or, or one-word answers are often best. This prevents confusion;

5. Ask more than one: one question is rarely enough, you may need two or three to cover all aspects of meaning.

3️⃣ Visual and interactive checks

Concept questions often work best when combined with visual tools and interactive tasks. Some useful options:

• Timelines: to clarify tenses;

• Truth lines: to check probability (must / might / can’t);

• Clines: to show scales (always → often → never);

• Pictures: to distinguish between similar items (cup vs mug);

• Role-play: to check register or politeness;

• Clarification games: like “What does that mean?” where learners explain words in context.

These tools make abstract concepts more concrete and give learners another way to show what they know.

Concept questions might feel awkward at first, but they quickly become second nature. They’re not only for students’ benefit. Writing CCQs also helps teachers sharpen their own understanding of what they’re teaching.

🎁 Example Bank: Concept Questions for common grammar points

Planning CCQs can sometimes feel overwhelming, especially when you’re teaching multiple grammar points across different levels. To make things easier, here’s a ready-to-use Example Bank of Concept Questions for some of the most common language areas.

You can use these directly in your lesson plans, adapt them to fit your class, or even get inspiration to create your own.

Present Continuous

Target sentence: She is reading a book.

1. Is she reading now? (Yes)

2. Can you see her reading? (Yes)

3. Is the book finished? (No)

4. Is this past, present, or future? (Present)

Present Perfect (unfinished time)

Target sentence: I’ve lived here for 10 years.

1. Did I start living here 10 years ago? (Yes)

2. Am I still living here now? (Yes)

3. Will I probably continue living here? (Yes)

Present Perfect (finished past experience)

Target sentence: I’ve been to Paris.

1. Am I in Paris now? (No)

2. Did I go to Paris in the past? (Yes)

3. Do I say when I went? (No)

Past Simple vs Past Continuous

Target sentence: I was cooking when she called.

1. Did she call before, during, or after the cooking? (During)

2. Was I still cooking after the call? (Yes)

3. Is the cooking finished now? (Yes)

First Conditional

Target sentence: If it rains, I’ll stay at home.

1. Is it raining now? (Don’t know)

2. Is staying at home in the future or past? (Future)

3. Is this possible or impossible? (Possible)

Second Conditional

Target sentence: If I won the lottery, I’d buy a house.

1. Have I won the lottery? (No)

2. Is this real or imaginary? (Imaginary)

3. Am I going to buy a house? (Probably not)

Comparatives

Target sentence: My house is bigger than yours.

1. Do both people have houses? (Yes)

2. Are the houses the same size? (No)

3. Which house is bigger? (Mine)

Superlatives

Target sentence: This is the best restaurant in town.

1. Are we talking about one restaurant or many? (One)

2. Is it better than all the others? (Yes)

3. Is there any restaurant better? (No)

Future with “going to”

Target sentence: She’s going to travel to Spain next summer.

1. Is she in Spain now? (No)

2. Has she decided about the trip? (Yes)

3. Is the trip in the future or past? (Future)