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