Teaching Grammar for Intermediate lev.: Concept Check q-tion

What is NOT a concept checking?

• The questions should clarify the form, function or meaning of the language.

• The questions shouldn't contain the target language itself.

• The main method teachers use is to ask a set of questions to test the students' comprehension of the target language.

• The only one method that teachers use to verify their students have fully understood.

Let’s imagine you taught your students a lesson on the difference between two common ways to express the future: present progressive tense “I’m seeing a movie tonight.” vs simple future “I will be there.” A good CCQ for students at the end of class could be to ask is...

• “What are your plans for the rest of the day?”

• "Where did you go in last holiday?"

• "Would you like to have a coffe in movie time?"

"Harry lives in a one bedroom apartment.". Choose which is Not a CCQ.

• Who lives in the apartment?

• Is the apartment on one floor or two?

• Does Harry live there every day?

• How many bedrooms are there?

Concept checking can be used at any point during a lesson.

• True

• False

The question 'Do you understand?', or the remark 'OK?' do not achieve the aims of CCQ.

• False

• True

Grammar topic: causative use of ‘have’

Structure: verb ‘have’ in the past tense+ object+ past participle

Function: Arranging for or getting someone to do something for us.

Situation:

– Sam! You look great. What did you do? There is something different in your hair.

– Thanks. I went to the beauty salon yesterday. I had my hair cut. They did a good job, didn’t they?

Which is not a CCQ in following answers?

• Did Sam cut her hair herself?

• Where did you go last night?

• So, she didn’t cut it herself but someone else did it for her, is that right?

• Did she go to the beauty salon?

It is not necessary to ask a lot of questions to get to the point. Two or three questions are enough.

• True

• False

• Non of them

Some basic tips for good CCQ. Exclude the bad one.

• Use the new (target) grammar in your questions

• Don't use unfamiliar vocabulary

• Bring out basic concepts such as 'time' and 'tense' in your questions

• Make sure the questions are simple and that no difficult language is required to answer the question. Yes/no questions, either/or questions and simple 'wh' questions are particularly effective

Remember that you cannot use the target language as the answer to the question, as your learners will soon realise that it is the answer.

• True

• False

• None of them

• Both of them

“Yes, teacher, I understand” means

• They actually had no idea what you were talking about.

• They actually had an idea what you were talking about.

• They actually have slept when you were talking about.

• All of them