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

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. A stage where learners get the general idea of a text.
  2. Students speaking to each other rather than always to the teacher.
  3. Short, achievable objectives describing what learners will do in each part of the lesson.
  4. correction: Correcting learners after a fluency stage, rather than interrupting them immediately.
  5. The two skills used to receive information
  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. Questions used to check learners understand the meaning of new language
  10. Choosing which learner will answer a question to avoid chaos or silence.
  11. A stage focusing on more specific information in a text.
  12. Language used to achieve a communicative purpose, such as apologizing or requesting.
  13. Practice activity encouraging more personal, creative, or open use of language.
  14. Where the teacher helps learners understand the meaning, form, and pronunciation of new language.
  15. The reason or goal for teaching a particular lesson.
  16. Students checking each other’s answers or work before teacher feedback.
  17. Checking that learners know what to do before starting an activity.
  18. The process of explaining meaning clearly before focusing on form or pronunciation.
  19. Breaking down language into meaning, form, and pronunciation.
  20. Providing feedback after activities to confirm correct answers or performance.
  21. Practice activity with limited language choice and high accuracy focus.
  22. The first stage of a lesson that engages learners and activates schema.
  23. Using students’ prior knowledge or clues to lead them to understanding new language.
  24. Explaining what learners will do and ensuring understanding.