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

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