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