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

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