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