The higher the level is, the less ICQs you need. Checking instructions too often can sound unnatural in a one-on-one lesson where the student is more focused. Do you think learners don’t know what to do? For example, the instruction which is given in the thirtieth lesson: match the pictures and the words. 
Don’t check instructions if they are too simple or the activity is typical. Don’t overuse ICQs otherwise, your students stop listening to your instructions and will wait for checking them. How many gaps do you have to complete? (16) Things to consider Do you have to say what similar or different things you have? (similar). Do you have to answer the questions alone or with your partner? (with a partner). By using ICQs we not only check if students get our instructions but remind them what they need to do. Moreover, when you set a task, sometimes students’ minds start to wander and they concentrate on some irrelevant things such as your new jumper, their lunch, the weather. It’s not so easy to bear in mind everything they need to do. Discuss the questions and then say what you have in common.Īs we see the instruction above contains 4 pieces of information: talk to a partner, a time limit, discuss the questions, find out what you have in common. 
How to make ICQs? Let’s look at the example of the instruction:
Asking ‘Do you understand?’ is not an option because some learners will never admit it. Not all learners can understand instructions completely especially if there is more than one action. ICQs stand for instructions checking questions. ICQs and CCQs are popular abbreviations in modern methodology and they both mean questions.
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