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