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

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