Short, achievableobjectivesdescribing whatlearners will do ineach part of thelesson.Questions usedto checklearnersunderstand themeaning of newlanguagePractice activityencouragingmore personal,creative, oropen use oflanguage.Checking thatlearners knowwhat to dobefore startingan activity.Studentsspeaking toeach otherrather thanalways to theteacher.Explainingwhat learnerswill do andensuringunderstanding.The reasonor goal forteaching aparticularlesson.Language usedto achieve acommunicativepurpose, suchas apologizingor requesting.The twoskills usedto receiveinformationChoosing whichlearner willanswer aquestion toavoid chaos orsilence.Breaking downlanguage intomeaning, form,andpronunciation.Where the teacherhelps learnersunderstand themeaning, form,andpronunciation ofnew language.The first stageof a lesson thatengageslearners andactivatesschema.correction:Correctinglearners after afluency stage,rather thaninterrupting themimmediately.Practice activitywith limitedlanguagechoice and highaccuracy focus.Helping studentsnotice andimprove errorswithout givingthe correctanswer directly.The process ofexplainingmeaning clearlybefore focusingon form orpronunciation.A stagewherelearners getthe generalidea of a text.Providingfeedback afteractivities toconfirm correctanswers orperformance.A stagefocusing onmore specificinformation ina text. Gettinginformationfrom learnersrather thantelling themdirectlyThe amount oftime theteacher spendsspeaking duringa lesson.Studentschecking eachother’s answersor work beforeteacherfeedback.Using students’prior knowledge orclues to lead themto understandingnewlanguage.Short, achievableobjectivesdescribing whatlearners will do ineach part of thelesson.Questions usedto checklearnersunderstand themeaning of newlanguagePractice activityencouragingmore personal,creative, oropen use oflanguage.Checking thatlearners knowwhat to dobefore startingan activity.Studentsspeaking toeach otherrather thanalways to theteacher.Explainingwhat learnerswill do andensuringunderstanding.The reasonor goal forteaching aparticularlesson.Language usedto achieve acommunicativepurpose, suchas apologizingor requesting.The twoskills usedto receiveinformationChoosing whichlearner willanswer aquestion toavoid chaos orsilence.Breaking downlanguage intomeaning, form,andpronunciation.Where the teacherhelps learnersunderstand themeaning, form,andpronunciation ofnew language.The first stageof a lesson thatengageslearners andactivatesschema.correction:Correctinglearners after afluency stage,rather thaninterrupting themimmediately.Practice activitywith limitedlanguagechoice and highaccuracy focus.Helping studentsnotice andimprove errorswithout givingthe correctanswer directly.The process ofexplainingmeaning clearlybefore focusingon form orpronunciation.A stagewherelearners getthe generalidea of a text.Providingfeedback afteractivities toconfirm correctanswers orperformance.A stagefocusing onmore specificinformation ina text. Gettinginformationfrom learnersrather thantelling themdirectlyThe amount oftime theteacher spendsspeaking duringa lesson.Studentschecking eachother’s answersor work beforeteacherfeedback.Using students’prior knowledge orclues to lead themto understandingnewlanguage.

CELTA - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.


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  1. Short, achievable objectives describing what learners will do in each part of the lesson.
  2. Questions used to check learners understand the meaning of new language
  3. Practice activity encouraging more personal, creative, or open use of language.
  4. Checking that learners know what to do before starting an activity.
  5. Students speaking to each other rather than always to the teacher.
  6. Explaining what learners will do and ensuring understanding.
  7. The reason or goal for teaching a particular lesson.
  8. Language used to achieve a communicative purpose, such as apologizing or requesting.
  9. The two skills used to receive information
  10. Choosing which learner will answer a question to avoid chaos or silence.
  11. Breaking down language into meaning, form, and pronunciation.
  12. Where the teacher helps learners understand the meaning, form, and pronunciation of new language.
  13. The first stage of a lesson that engages learners and activates schema.
  14. correction: Correcting learners after a fluency stage, rather than interrupting them immediately.
  15. Practice activity with limited language choice and high accuracy focus.
  16. Helping students notice and improve errors without giving the correct answer directly.
  17. The process of explaining meaning clearly before focusing on form or pronunciation.
  18. A stage where learners get the general idea of a text.
  19. Providing feedback after activities to confirm correct answers or performance.
  20. A stage focusing on more specific information in a text.
  21. Getting information from learners rather than telling them directly
  22. The amount of time the teacher spends speaking during a lesson.
  23. Students checking each other’s answers or work before teacher feedback.
  24. Using students’ prior knowledge or clues to lead them to understanding new language.