Навчальний проект з англійської мови "Сoncept checking questions"

done by English teacher Oksana Davydenko

Concept questions (CCQs)- are questions that focus on the meaning of a new word or phrase, for example, all aspects of the definition, the level of formality and sometimes the context in which you can use a word. They help students to consider words in more depth. Concept checking is not only handy for grammar points and structures, but also for vocabulary, functions and idiomatic expressions.

To ensure that we have communicated what we want to the learner. NOT what we think they have understood.

The trainees will be able to find dictionary definitions, provide appropriate contexts and write useful concept checking questions for single items of vocabulary at different levels, to practice grading their language Overall Aims:

Aim: Loop input method used to give trainees a clear idea of why concept checking is important and a model of how it can be done Listen to the story and try to work out the meaning of the  adjective “cosy”: My room is the smallest room in our flat, but it's very cosy and light. There's a bed, a wardrobe, a desk, an armchair and several bookshelves in my room. There's a thick carpet on the floor. The walls in my room are lightbrown and there are some big posters on them. I like my room very much, but from time to time I change it round. 

The definition “cosy”. The Longman Exams dictionary says : adj.1. ‘’A place that is cosy is small, comfortable and warm: the living room was warm and cosy.’’ Сoncept checking questions: 1 Is this room large? (no) 2 Are you feeling comfortable in this place? (yes) 3 Does this word describe people or place? We also could use it to describe clothes (and then “small” wouldn’t be part of the meaning) So key elements would be: Small Comfortable Warm Used to describe rooms

Questions may be of different types:

So then we can think about examples that will test understanding of these key elements. These can be short and simple questions, or we can use pictures, diagrams, mime-whatever’s appropriate. Which room is cosy?

1) If you are cosy, are you usually warm or cold? 2) If you are cosy, are you comfortable or uncomfortable?

If the students answer correctly to these questions, it means they understand the concept. We can also ask questions that generate discussion to help students understand the meaning or concept. It’s important to try not to concentrate on the students near the front of the class and make sure that everyone understands. 1) Which is the cosiest room in your house? Why? 2) How can you change your room round to make it cosier?

Aim: To give trainees the opportunity to support each other in groups and work with vocabulary at different levels to practise writing concept checking questions.

Further examples:

Expected results Concept questions are not always straight-forward and easy to create.  If you know you have got new vocabulary items in a lesson, then it makes sense to prepare concept questions for these words in advance. It makes life easier in the classroom. It also serves the covert function of simply encouraging students to think about how words are use, in what contexts, and with what other words. It's a way of helping them look at language in a different way.