Concept piece of language
concept (n)
Concept refers to the meaning of a particular piece of language, usually grammar. Many grammatical items are used in
different ways, they have different concepts. For example, the present simple. Here are some concepts of the present simple:
• For a timetabled future event - e.g. The train leaves at 10.30 tomorrow.
• For general or scientific fact - e.g. Water boils at 100º Centigrade.
• For habitual action - e.g. I get up at the same time every day.
• For ‘permanent’ conditions - e.g. I live in London.
Although the structure is the same, the concepts are different. When planning to teach a grammar point it is very important
to identify the concept you wish to teach and make sure that all your activities and examples fit that concept. If the
concepts are mixed up it can make it very confusing for the students.
Part of the teaching process is checking that the students understand what they are being taught. Unfortunately, the
question, ‘Do you understand?’ is not a reliable way of doing this! A far more productive technique is to use concept
questions. Well-phrased concept questions help not only to confirm that students have understood, but can also help those
who may be not so sure to reach that understanding. Concept questions are often of the yes/no type. For example, here are
some concept questions that could be asked for the Second Conditional:
e.g. If I had enough mone y, I’d buy a big house.
Possible concept questions:
• Can I buy a big house? No.
• Why not? Don’t have enough money.
• How can I buy a big house? If you had enough money.
• Do I have enough money? No.
If the students give answers similar to these, then it shows the teacher that they have understood the concept or the
meaning of the language you have presented to them.
Concept checking through the use of concept questions is a very important classroom skill to develop and use.
Glossary
concept (n)
Concept refers to the meaning of a particular piece of language, usually grammar. Many grammatical items are used in
different ways, they have different concepts. For example, the present simple. Here are some concepts of the present simple:
• For a timetabled future event - e.g. The train leaves at 10.30 tomorrow.
• For general or scientific fact - e.g. Water boils at 100º Centigrade.
• For habitual action - e.g. I get up at the same time every day.
• For ‘permanent’ conditions - e.g. I live in London.
Although the structure is the same, the concepts are different. When planning to teach a grammar point it is very important
to identify the concept you wish to teach and make sure that all your activities and examples fit that concept. If the
concepts are mixed up it can make it very confusing for the students.
Part of the teaching process is checking that the students understand what they are being taught. Unfortunately, the
question, ‘Do you understand?’ is not a reliable way of doing this! A far more productive technique is to use concept
questions. Well-phrased concept questions help not only to confirm that students have understood, but can also help those
who may be not so sure to reach that understanding. Concept questions are often of the yes/no type. For example, here are
some concept questions that could be asked for the Second Conditional:
e.g. If I had enough mone y, I’d buy a big house.
Possible concept questions:
• Can I buy a big house? No.
• Why not? Don’t have enough money.
• How can I buy a big house? If you had enough money.
• Do I have enough money? No.
If the students give answers similar to these, then it shows the teacher that they have understood the concept or the
meaning of the language you have presented to them.
Concept checking through the use of concept questions is a very important classroom skill to develop and use.
Glossary
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