The first stageof a lesson thatengageslearners andactivatesschema.Questions usedto checklearnersunderstand themeaning of newlanguagePractice activityencouragingmore personal,creative, oropen use oflanguage.Choosing whichlearner willanswer aquestion toavoid chaos orsilence.The amount oftime theteacher spendsspeaking duringa lesson.Checking thatlearners knowwhat to dobefore startingan activity.Short, achievableobjectivesdescribing whatlearners will do ineach part of thelesson.Studentsspeaking toeach otherrather thanalways to theteacher.Helping studentsnotice andimprove errorswithout givingthe correctanswer directly.Studentschecking eachother’s answersor work beforeteacherfeedback.Practice activitywith limitedlanguagechoice and highaccuracy focus.correction:Correctinglearners after afluency stage,rather thaninterrupting themimmediately.Explainingwhat learnerswill do andensuringunderstanding.Providingfeedback afteractivities toconfirm correctanswers orperformance.The reasonor goal forteaching aparticularlesson.A stagewherelearners getthe generalidea of a text.Breaking downlanguage intomeaning, form,andpronunciation.A stagefocusing onmore specificinformation ina text. Gettinginformationfrom learnersrather thantelling themdirectlyLanguage usedto achieve acommunicativepurpose, suchas apologizingor requesting.The process ofexplainingmeaning clearlybefore focusingon form orpronunciation.Where the teacherhelps learnersunderstand themeaning, form,andpronunciation ofnew language.The twoskills usedto receiveinformationUsing students’prior knowledge orclues to lead themto understandingnewlanguage.The first stageof a lesson thatengageslearners andactivatesschema.Questions usedto checklearnersunderstand themeaning of newlanguagePractice activityencouragingmore personal,creative, oropen use oflanguage.Choosing whichlearner willanswer aquestion toavoid chaos orsilence.The amount oftime theteacher spendsspeaking duringa lesson.Checking thatlearners knowwhat to dobefore startingan activity.Short, achievableobjectivesdescribing whatlearners will do ineach part of thelesson.Studentsspeaking toeach otherrather thanalways to theteacher.Helping studentsnotice andimprove errorswithout givingthe correctanswer directly.Studentschecking eachother’s answersor work beforeteacherfeedback.Practice activitywith limitedlanguagechoice and highaccuracy focus.correction:Correctinglearners after afluency stage,rather thaninterrupting themimmediately.Explainingwhat learnerswill do andensuringunderstanding.Providingfeedback afteractivities toconfirm correctanswers orperformance.The reasonor goal forteaching aparticularlesson.A stagewherelearners getthe generalidea of a text.Breaking downlanguage intomeaning, form,andpronunciation.A stagefocusing onmore specificinformation ina text. Gettinginformationfrom learnersrather thantelling themdirectlyLanguage usedto achieve acommunicativepurpose, suchas apologizingor requesting.The process ofexplainingmeaning clearlybefore focusingon form orpronunciation.Where the teacherhelps learnersunderstand themeaning, form,andpronunciation ofnew language.The twoskills usedto receiveinformationUsing 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. The first stage of a lesson that engages learners and activates schema.
  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. Choosing which learner will answer a question to avoid chaos or silence.
  5. The amount of time the teacher spends speaking during a lesson.
  6. Checking that learners know what to do before starting an activity.
  7. Short, achievable objectives describing what learners will do in each part of the lesson.
  8. Students speaking to each other rather than always to the teacher.
  9. Helping students notice and improve errors without giving the correct answer directly.
  10. Students checking each other’s answers or work before teacher feedback.
  11. Practice activity with limited language choice and high accuracy focus.
  12. correction: Correcting learners after a fluency stage, rather than interrupting them immediately.
  13. Explaining what learners will do and ensuring understanding.
  14. Providing feedback after activities to confirm correct answers or performance.
  15. The reason or goal for teaching a particular lesson.
  16. A stage where learners get the general idea of a text.
  17. Breaking down language into meaning, form, and pronunciation.
  18. A stage focusing on more specific information in a text.
  19. Getting information from learners rather than telling them directly
  20. Language used to achieve a communicative purpose, such as apologizing or requesting.
  21. The process of explaining meaning clearly before focusing on form or pronunciation.
  22. Where the teacher helps learners understand the meaning, form, and pronunciation of new language.
  23. The two skills used to receive information
  24. Using students’ prior knowledge or clues to lead them to understanding new language.