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

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