Connect English

If you’ve ever sat through CELTA input or feedback, you’ve likely heard the phrase “Did you check the instructions?” – and with it, the reminder to use ICQs (Instruction Checking Questions).

But what exactly are ICQs? When are they helpful? And at what point do they become overused – or even patronising?

As a Cambridge CELTA trainer, I’ve noticed a common pattern: some trainees forget to use ICQs altogether, while others cling to them like a lifebuoy, throwing them at students regardless of context. In both cases, the impact on classroom clarity and rapport can be significant.

What are ICQs, and why do we use them?

ICQs are short, focused questions we ask after giving instructions to check whether students have understood what to do.

Examples:

• “Do you work alone or with a partner?”
• “How much time do you have?”
• “Do you need to write full sentences?”

They’re not comprehension questions about the content; they’re checks about the task or procedure.

✅ When should you use ICQs?

Use ICQs when:

• The task has multiple steps.
• You’re setting up a new or unfamiliar activity.
• You’re teaching lower-level learners.
• You sense confusion or hesitation in the class.

Example:

You’re setting up a mingling activity where students ask 3 questions and write down the answers.

ICQs:

• “How many people will you speak to?”
• “Do you need to write anything down?”
• “What will you do when you finish?”

These quick questions can prevent misunderstandings and ensure a smoother task.

❌ When should you avoid ICQs?

Avoid ICQs when:

• The task is simple or familiar.
• You’ve already modelled or demonstrated the task.
• You’re working with high-level learners who may find them unnecessary or patronising.
• Your ICQs are actually more confusing than the task itself.

Example:

T: “Work in pairs and talk about your weekend.”
T: “Do you work in pairs?”
S: “Yes…”
T: “Do you talk about your weekend?”
S: “Yes…” (looks confused)

At this point, the ICQs aren’t helping – they’re just awkward.

🔧 Tips for using ICQs effectively

• Keep them short – One question, one idea.
• Plan ICQs ahead of time for complex tasks.
• Avoid “Do you understand?” – It’s vague and unhelpful.
• Model first – Demonstration often works better than questions.
• Be mindful of tone – With higher levels, try softer checks like:
  • “We’re working in pairs for this, right?”
  • “How many questions are you asking?”

🧠 Final thoughts

ICQs are a tool – not a rule.

Their purpose is to ensure clarity and avoid confusion, not to test students or fill a checklist. The key is judicious use:
Ask yourself…

“Will this task be clear without ICQs?”
“If not, how can I check instructions clearly and naturally?”

As with many classroom techniques, confidence in using ICQs comes with practice, reflection, and a bit of experimentation.

📚 Further reading

• Scrivener, J. (2011). Learning Teaching. Macmillan.
• Harmer, J. (2015). The Practice of English Language Teaching. Pearson.