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

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