Remember that the answers ' sometimes', ' it depend s' and ' I don't know' can tell you as much as ' yes' or ' no'.ДЄnother way of constructing concept questions is by writing a sentence containing all the elements of the concept, from which questions can be formed.

' Have you ever lived in a bed-sit?' ' Are there bed-sits in your city/country?' ' Do you only sleep in it?', ' Can you cook a meal in it?', 'Is it the same as a flat?' ' Who lives in it?', 'How many people live in it?' ' Is it a room or a building?', ' Is it cheap or expensive?', ' Do you buy it or pay money every week or month?' ' Is a bed-sit a room?', ' Are there other rooms in the house?', 'Can you sleep in it?'. Here are some examples of the concepts included in the word ' bed-sit' A vocabulary item might be diagramatically represented. One way of beginning to think about concept questions is to break the meaning of a word or structure into components.

Target sentence: If I won the lottery, I'd buy a new car Checking questions This example shows how concept questions can be used to clarify the meaning of more complex structures: Present, but also past and probably future. Target sentence: Look! They're painting the wall Checking questions These examples show how concept questions could be used to help differentiate between the main functions of the present simple and present continuous. Use as many questions as possible to check various aspects of the language and to cover as many learners as possible.Bring out basic concepts such as 'time' and 'tense' in your questions.Don't use the new (target) grammar in your questions.Yes/no questions, either/or questions and simple 'wh' questions are particularly effective Make sure the questions are simple and that no difficult language is required to answer the question.Some basic tips for good concept questions are: Homework often reveals lack of understanding, as do guided practice exercises.Д¬oncept questions themselves are often difficult to construct since they involve clarifying function and meaning using simple language but not the target language itself.ДЄpart from their classroom value, thinking of good questions also helps inexperienced teachers to understand the complexities of form, function and meaning, and to practise grading their language. Extensions to consolidate understanding.Translation (where appropriate and possible).Discrimination to check function and register e.g.Pictures to distinguish between similar objects e.g.Reality lines to establish degree of reality or imagination e.g.must be / could be / might be / can't be. Truth lines to establish probability e.g.Time lines are not a substitute for concept questions.

Concept questions are one way of checking understanding, but are often used in combination with other methods, often visual, depending on the nature of the target language involved. The question ' Do you understand?', or the remark ' OK?' do not achieve any of these aims, and are unlikely to receive a truthful answer from all the learners. Learning to construct concept questionsД¬oncept checking is normally achieved by the use of a set of questions designed to ensure comprehension of the target language, raise awareness of its problems, and to indicate to the teacher that the learners have fully understood.Concept checking is vital, since learners must fully understand the structure before any intensive practice of form and phonology is carried out. Highlighting is taking the model sentence and showing, telling or eliciting what the problems are in terms of form, function, and phonology.Д¬oncept checking is checking the understanding of difficult aspects of the target structure in terms of function and meaning. Analysis of the language consists of two sub-stages, often known as highlighting and concept checking.

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