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

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