A concept checking question (CCQ) is a short question the teacher asks after presenting new language, to check that learners understand its meaning. Example for "I used to live in Rabat": "Do I live in Rabat now?" (No).

An instruction checking question (ICQ) checks that learners understood what to do in a task before they start: "Are you working alone or with a partner?", "How long do you have?".

How many CCQs should I ask?

Usually two to four per language item, enough to check each key part of the meaning. Ask them while the example sentence is on the board.

Why not just ask "Do you understand?"

Because learners almost always say yes, even when they haven't understood. A CCQ makes them show the meaning.

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CCQ and ICQ examples for English teachers

122 concept checking questions (CCQs) for grammar and vocabulary, and instruction checking questions (ICQs) for the tasks you set every week, each with its answer. Copy them into your lesson plan, or adapt them to your own example sentences.

How to write a good CCQ (what CELTA tutors look for)

Check the key meaning concept, not the grammar name: "Do I live there now?" instead of "Is this a past habit?".
Use language below the target level and never the target item itself (no "used to" in a CCQ about used to).
Ask questions with short, certain answers: yes / no, either / or, or one word. If a strong student could argue, rewrite it.
Ask two to four CCQs per item, right after you clarify the meaning, while the example sentence is on the board.
Never ask "Do you understand?": nobody answers no in front of the class.
ICQs check the task, not the language: who with, how long, what to produce, what not to do. Ask them after the instructions and before the handout.

CCQ examples for grammar

Language	Example sentence	CCQs (answers)
used to (past habits and states)	I used to live in Rabat.	Do I live in Rabat now? (No.) Did I live there for a long time or for one day? (A long time.) Is this about the past or the present? (The past.)
be used to + -ing (familiar, not strange)	I'm used to getting up at 5 a.m.	Is getting up at 5 difficult for me now? (No.) Was it strange or difficult at first? (Yes, probably.) Do I get up early now? (Yes.)
Present perfect (experience)	She has been to Japan.	Did she go to Japan? (Yes.) Do we know when? (No.) Is the time important here? (No.)
Present perfect with for / since (unfinished time)	He has worked here for five years.	Did he start working here in the past? (Yes.) Does he work here now? (Yes.) Is he probably going to continue? (Yes.)
Past simple (finished time)	I lost my keys yesterday.	Is the action finished? (Yes.) Do we know when it happened? (Yes, yesterday.)
Past continuous + past simple (interrupted action)	I was cooking when the phone rang.	Which started first, the cooking or the phone? (The cooking.) Had I finished cooking when the phone rang? (No.) Was the phone ringing a long action or a short one? (Short.)
Past perfect (the earlier past)	When we arrived, the film had started.	What happened first, our arrival or the start of the film? (The start of the film.) Did we see the beginning of the film? (No.)
going to (a plan made before now)	We're going to visit my grandmother on Saturday.	Did we decide before now or right now? (Before now.) Is it a plan or a sudden idea? (A plan.) Is it in the future? (Yes.)
will (a decision at the moment of speaking)	"The phone's ringing." "I'll get it."	Did he decide before or now? (Now.) Was it a plan? (No.)
First conditional (real possibility)	If it rains, we'll stay at home.	Is rain possible? (Yes.) Do we know it will rain? (No.) Is this about the future? (Yes.)
Second conditional (imaginary present)	If I had more time, I'd learn Spanish.	Do I have a lot of time? (No.) Am I learning Spanish? (No.) Is this real or imaginary? (Imaginary.)
Third conditional (imaginary past)	If she had studied, she would have passed.	Did she study? (No.) Did she pass? (No.) Can she change it now? (No.)
I wish + past simple (wanting the present to be different)	I wish I lived by the sea.	Do I live by the sea? (No.) Do I want to? (Yes.) Is this about now or the past? (Now.)
must (strong obligation)	You must wear a seatbelt.	Is it a choice? (No.) Is it important? (Yes, very.)
mustn't vs don't have to	You mustn't smoke here. / You don't have to wear a tie.	Is it OK to smoke here? (No.) Can you wear a tie if you want to? (Yes.) Is a tie necessary? (No.) Ask the two sets separately: the contrast is the point of the lesson.
should (advice)	You should see a doctor.	Is this advice or a rule? (Advice.) Do you have to see a doctor? (No, but it's a good idea.)
must / can't (deduction)	He must be tired. He's been working since 6.	Do I know for certain that he's tired? (No.) Am I almost sure? (Yes.) Why do I think so? (Because he's been working since 6.)
Present continuous (temporary situations)	She's working from home this week.	Does she usually work from home? (No.) Is it for a short time? (Yes.)
Passive (the action is more important than who did it)	The bridge was built in 1932.	Do we know who built it? (No.) Is the person important here? (No.) What are we talking about, the bridge or the builders? (The bridge.)
too + adjective (a problem)	The coffee is too hot to drink.	Can I drink it now? (No.) Is the temperature a problem? (Yes.)
not + adjective + enough	The room isn't big enough for 30 people.	Can 30 people fit in the room? (No.) Do we need a bigger room? (Yes.)
Comparatives	This phone is cheaper than that one.	Do both phones cost money? (Yes.) Which phone costs less? (This one.)

CCQ examples for vocabulary

Language	Example sentence	CCQs (answers)
borrow	Can I borrow your pen?	Is the pen mine? (No.) Will I keep it? (No.) Will I give it back? (Yes.)
lend	Can you lend me 100 dirhams?	Who gives the money, you or me? (You.) Will I give it back? (Yes.)
rent (a flat)	We rent our flat.	Is the flat ours? (No.) Do we pay money to live there? (Yes.) Once or every month? (Every month.)
commute	I commute to Casablanca every day.	Do I live in Casablanca? (No.) Do I travel there to work? (Yes.) Once or regularly? (Regularly.)
deadline	The deadline for the report is Friday.	Is a deadline a time or a place? (A time.) Can I finish the report after Friday? (No.)
colleague	My colleague helped me with the presentation.	Do we work in the same company? (Yes.) Is a colleague always your boss? (No.)
refund	The shop gave me a refund.	Did I get money? (Yes.) Was it my money before? (Yes.) Did I buy something first? (Yes.)
bargain	This jacket was a real bargain.	Was it expensive? (No.) Was it a good price for what I got? (Yes.)
afford	I can't afford a new car.	Do I have enough money for a new car? (No.) Would I like one? (Probably.)
homesick	She felt homesick in her first month abroad.	Was she at home? (No.) Did she miss her home? (Yes.) Is it a happy feeling? (No.)
crowded	The train was very crowded.	Were there many people? (Yes.) Was there a lot of space? (No.)
persuade	She persuaded me to come to the party.	Did I want to come at first? (No.) Did I come in the end? (Yes.) Why did I change my mind? (Because she talked to me.)
postpone	The meeting has been postponed.	Is the meeting cancelled? (No.) Will it happen later? (Yes.)
reliable	My old car is very reliable.	Can I trust it to start? (Yes.) Does it often break down? (No.)
negotiate	We negotiated a lower price.	Did two sides talk? (Yes.) Did they both want something? (Yes.) Did they try to agree? (Yes.)

ICQ examples for common tasks

Gap-fill exercise

“Work alone. Write one word in each gap. You have five minutes.”

Are you working alone or with a partner? (Alone.)
How many words in each gap? (One.)
How long do you have? (Five minutes.)

Information gap (pairs)

“Student A, look at card A. Student B, card B. Don't show your card. Ask questions to complete the table.”

Can you show your card to your partner? (No.)
Do you write or only speak? (Both: ask, then write the answer.)
Who starts? (Student A.)

Reading for gist

“Read the text quickly. Which title is best? You have two minutes.”

Do you need to understand every word? (No.)
How many titles do you choose? (One.)
How long do you have? (Two minutes.)

Matching words and definitions

“Match the eight words to the definitions. Don't use your phone.”

How many words are there? (Eight.)
Can you use your phone? (No.)

Find someone who… (mingle)

“Stand up. Ask your classmates the questions. When someone says yes, write their name.”

Do you sit or stand? (Stand.)
Do you ask one person or many people? (Many people.)
What do you write? (Their name.)

Writing an email

“Write an informal email to a friend about your weekend. Write about 80 words.”

Who is the email to? (A friend.)
Formal or informal? (Informal.)
About how many words? (About 80.)

Role-play

“Student A is the customer, Student B is the hotel receptionist. Don't read your card aloud. Agree on a room and a price.”

Who is the customer? (Student A.)
Do you read your card aloud? (No.)
What do you need to agree on? (A room and a price.)

Ranking discussion (groups)

“In groups of three, choose the three most important things to take on a trip. You must agree.”

How many things do you choose? (Three.)
Do you choose alone or as a group? (As a group.)
Do you all need to agree? (Yes.)

Listening for detail

“Listen and complete the timetable. You'll hear it twice.”

Do you write while you listen? (Yes.)
How many times will you hear it? (Twice.)

Error correction

“Five sentences have one mistake. Find and correct them.”

Do all the sentences have a mistake? (No, five do.)
How many mistakes in each wrong sentence? (One.)
Do you rewrite the whole sentence? (No, just correct the mistake.)

Get CCQs and ICQs written for your own lesson

GetLessonWise plans the whole lesson around your topic or textbook page: stage aims, timings, CCQs tied to your example sentences, word-for-word instructions with ICQs, and the student handout. Your first 2 lessons are free.

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Questions teachers ask

What is a CCQ?: A concept checking question (CCQ) is a short question the teacher asks after presenting new language, to check that learners understand its meaning. Example for "I used to live in Rabat": "Do I live in Rabat now?" (No).
What is an ICQ?: An instruction checking question (ICQ) checks that learners understood what to do in a task before they start: "Are you working alone or with a partner?", "How long do you have?".
How many CCQs should I ask?: Usually two to four per language item, enough to check each key part of the meaning. Ask them while the example sentence is on the board.
Why not just ask "Do you understand?": Because learners almost always say yes, even when they haven't understood. A CCQ makes them show the meaning.

Planning a CELTA lesson? Use the free CELTA lesson plan template.