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

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