HO1

Look at this sentence: She managed to close the door.

It means:

In simpler language:

Turn these simpler statements into questions and we have the concept check:

Fold ------------------------------------------------------------------------------------------------------------------

Look at this sentence: She managed to close the door.

It means: She experienced difficulty in closing the door.

But she did, in fact, close it.
In simpler language: She closed the door. It wasn’t easy.
Turn these simpler statements into questions and we have the concept check:

Did she close the door? (Yes)

Was it easy? (No)

Fold ------------------------------------------------------------------------------------------------------------------

A. What is the marker sentence for the following concept questions?

………………………………………………………………………………………………..

1. When did she start living there? (3 years ago)

Does she still live there? (Yes)

……………………………………………………………………..…………………

2. Did he clean his suit himself? (No)

Did someone else clean it? (Yes)

Did he ask them to clean it? (Yes)

Fold………………………………………………………………………………………………………………………………………………………….

1. She has been living here since 2016 2. He had his suit washed.
CELTA | Concept Checking
HO 2

Concept check questions

Structure/Lexis Meaning
(and expected answers)
1. She used to smoke. She smoked. Did she smoke? (Yes)

It was a habit Did she smoke only once? (No)

She doesn’t smoke now. Does she smoke now? (No)

2. He felt embarrassed He did not know the answers. Did he know the answers? (No)

when he couldn’t He did not feel comfortable. Did he feel comfortable (No)

answer the student’s It is not a good feeling. Is it a good feeling (No)

question. He didn’t do anything wrong. Did he do something bad? (no)

( His face was red) Was his face red? (Yes)

3. I wish I was at I am not home now. Am I at home? (No)

home. I want to be home now. Do I want to be home? (Yes)

I don’t want to be here. Do I want to be here? (No)

4. She’s looking The course will finish in the future. When will the course finish? (In the
future)
forward to the end She wants the course to finish.
Does she want to the course to finish?
of the course. She is excited about it. (Yes)
Is she excited about the course finishing?
(Yes)
5. She’s been to She went there sometime in the past. Did she go there in the past? (Yes)

Timbuktu. We don’t know when she went. Do we exactly when? ( No)

She is not there now. Is she there now? ( No)

6. He couldn’t stand her She complains a lot. Does she complain a lot? (Yes)
complaining.
He does not like it at all. Does he like this? (No)

He hates it. A little or a lot? ( A lot)

He can walk. Does he hate it? (Yes)

Can he walk? (Yes)

7. When we arrived in It started raining first. How many actions? (Two)

Bangkok, it had been We arrived second. Which happened first? (Rain)

raining. The rain finished before we arrived. What happened next? (We arrived)

We knew it was raining before we Did we know that it was raining before we
arrived. arrived?(Yes)

The ground was wet. Why? (The ground was wet)

HO2 trainees
Concept check questions
Structure/Lexis Meaning
(and expected answers)
1. She used to smoke. She smoked. Did she smoke? (Yes)
It was a habit Did she smoke only once? (No)
She doesn’t smoke now. Does she smoke now? (No)

2. He felt embarrassed
when he couldn’t
answer the student’s
question.

3. I wish I was at
home.

4. She’s looking
forward to the end
of the course.

5. She’s been to
 Timbuktu.

6. He couldn’t stand her

complaining.

7. When we arrived in
Bangkok, it had been
raining.
HO3
GOOD CONCEPT QUESTIONS:

• shouldn’t use the target language to check itself, especially if it’s a tense /

structure

• should be graded so that the language in the questions is simpler than the

target structure

• should check the target language, not something else in the sentence

• shouldn’t just focus on form

• shouldn’t become guessing games

• should focus on the meaning of idioms / phrasal verbs / functional

exponents, not break them up into their individual components

• should cover all areas of concept and potential confusion (eg don’t have to /

mustn’t in the first example about the tie)

• should be limited in number (usually 2 or 3 are enough)

• should have clear answers (which you need to plan)

HO4
HO5
Some key points:

• Not appropriate for all language points – generally only tenses

• Clear model sentence essential

• Relate model sentence to timeline

• Very helpful for visuals learners

• Be consistent with how you represent features on your timelines

• Use colours in boardwork to help differentiate features of timelines

• Include time references and label the timeline clearly

• Think about how to involve students e.g. eliciting, matching etc.

 WAYS OF CHECKING MEANING

1. Asking concept checking questions.

For example, for the target lexis: He hesitated before jumping.

a. T: Did he jump? S: Yes

b. T: Did he jump immediately? S: No

c. T: Did he wait a long time before jumping? S: No

d. T: At first, did he want to jump? S: No

2. Using timelines (useful mainly for tenses)

For example, for the target sentence: She went to Laos two years ago.

1999 Now

past ____________X_________________________future

3. Asking students to discriminate between two structures.

Students work out the differences between pairs of sentences (this is especially useful with higher levels).

For example, students work out the differences in form, meaning and concept between: She left when the police got
there. and She’d left when the police got there.

4. Using ‘negative checking’ (establish when the item cannot be used).

For example, for the target language: Never mind!

T: I’m sorry, I haven’t got the extra three baht. S: Never mind!

T: I’m sorry, I’ve just smashed your new car. S: ?!

Or for the target structure used to:

Is this sentence OK? I used to walk to school when I was a child.

Is this sentence OK? I used to walk to school this morning.

5. Using ‘extension’ or sentence/dialogue completion.

a. Students expand on the implications of the structure.

For example, for the target structure used to:

T: He used to drink champagne but … S. … he doesn’t any more.

T: Because … S. … he’s in prison now.

b. For questions, students expand on possible answers.

For example, for the target language: How would you like it?

T: Gin and tonic? How would you like it?

S: With ice and lemon, please.

T: Coffee? How would you like it?

S: Black, with two sugars, please.

6. Using unmistakably clear visual aids or realia (good for lexis).

7. Students paraphrasing or explaining lexis or structures.

In pairs or groups, students discuss and define concepts. This is only useful (or indeed possible) with higher levels.

8. Ss personalise or give examples to show they understand the TL.

T. gets Ss to give examples. If Ss responds correctly, it shows they have understood. (e.g. T: “What’s an example of a
mammal?” – S: “Monkey.”)
Useful references:

*Aitken, Rosemary Teaching Tenses (1992) Nelson

*Workman, Graham Concept Questions and Timelines (2005) Chadburn Publishing

Parrott, Martin Grammar for English Language Teachers (2000) Cambridge University Press

Scrivener, Jim Teaching English Grammar (2010) Macmillan

Swan, Michael Practical English Usage 3rd edition (2005) Oxford

Thornbury, Scott How to Teach Grammar (1999) Pearson Longman