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Making the Most of Your Gantt Chart Template in PowerPoint
Gantt charts are a great way to visualize project timelines and track progress. They can help you stay organized, on top of tasks, and ensure that your projects are completed on time. Fortunately, creating a Gantt chart in PowerPoint is easy with the help of templates. Here are some tips for making the most of your Gantt chart template in PowerPoint.
Customizing Your Chart
The first step to making the most of your Gantt chart template is to customize it to fit your project’s needs. Start by adding the tasks that need to be completed and setting deadlines for each task. You can also add notes or descriptions for each task if needed. Once you have all the tasks and deadlines added, you can adjust the timeline accordingly. This will help you keep track of where each task stands in relation to other tasks and ensure that everything is on track.
Another way to make the most of your Gantt chart template is by adding visuals. This can help make the chart more visually appealing and easier to understand at a glance. For example, you can add icons or images next to each task to represent its status or progress. You can also use different colors or shapes to indicate different types of tasks or milestones. This will help make it easier for everyone involved in the project to understand what’s going on at a glance.
Sharing Your Chart
Finally, once you’ve customized your Gantt chart template and added visuals, you’ll want to share it with everyone involved in the project. Fortunately, this is easy with PowerPoint’s sharing options. You can share your chart via email or even post it online so everyone has access to it at all times. This will help keep everyone on the same page and ensure that everyone is working towards a common goal.
Creating a Gantt chart in PowerPoint doesn’t have to be difficult or time-consuming thanks to templates. By customizing your template, adding visuals, and sharing it with everyone involved, you can make sure that your project stays on track and is completed on time.
This text was generated using a large language model, and select text has been reviewed and moderated for purposes such as readability.
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How to teach vocabulary
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Effective Vocabulary Activities & Games
Published by Geoffrey Bowne Modified over 8 years ago
Presentation on theme: "Effective Vocabulary Activities & Games"— Presentation transcript:
6 Step Process to Building Academic Vocabulary
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Mar 30, 2019
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Teaching Vocabulary. Natalya Koryakina. “Words are the starting point. Without words, children can’t talk about people, places, or things, about actions, relations, or states.” Clark, 1993.
- easy options
- wild animalsa tiger
- square rectangle oval
- mail tennis
- matching synonyms
- finding mistakes
Teaching Vocabulary Natalya Koryakina
“Words are the starting point. Without words, children can’t talk about people, places, or things, about actions, relations, or states.” Clark, 1993 “…vocabulary is the glue thatholds stories, ideas, and content together…making comprehension accessible for children.” Rupley, Logan, & Nichols, 1998/99, p. 339
hobby Superman hot-dog cheeseburger coca-cola. goalkeeper transport forward sprinter Supermarket businessman dollar computer happy end The first lesson is a very important one basketball joystick volleyball design hockey e-mail tennis Rap file printer top the Internet crossword jeans officeskateboard biker lift puzzle smile football
Say a password
How are you today?
What is there in the box? • Is it big\small\long\short\thick\thin? • Is it triangle\round\square\rectangle\oval? • Is it eatable\tasty\sour\sweet\salty\bitter\juicy? • Is it red\green\orange\blue\ brown…? • Is it an apple\ an orange\ a pen\a candy…?
Show me your…
Rhyme Time Rhyming is not only fun to do, but is an easy way to get your child to think about how words can relate to each other.
Spelling in the air • Matching synonyms • Matching antonyms • Finding mistakes • Wiping off the word you hear • Bingo • Hangman • Rearranging letters to form words • Crossword Puzzles • Rankings • Mime • Drawing(When it comes to teaching vocabulary words to younger students, there are plenty of easy options. Coloring pages and picture books help students visualize the words that they are being taught, which helps with comprehension)
Sort them out:domestic animals or wild animalsa tiger, a cat, a giraffe, an elephant,a dog, a zebra, a hen, a bear…
When teaching primary students, flashcards arean incredibly useful recourse for teaching vocabulary • A picture is worth a thousand words.
Try to guess…What is this?
But there is no magic bullet; you can’t improve your vocabulary overnight. So, the more you practice, the more you learn. Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime.
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Full lesson Powerpoint on Vocabulary Building
Age range: 11-14
Resource type: Lesson (complete)
9 April 2018
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Good idea for writing exercises. Thanks for sharing
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Great idea for an interactive exercise - thank you, easy to adapt.
Thank you for the inspiration, I adapted the activity ideas to suit a younger group.
I think this is fine for the more capable students but would need to adapt this heavily for less able ones.
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A short and easy way to teach vocabulary effectively
Ewa Tomczak , Robert Lew
The need to integrate songs into English Language Teaching (ELT) has been recognized on numerous occasions. Song lyrics host multi-word units which learners can reuse as building blocks in their English, thereby reducing language processing time and effort, and improving their fluency as well as idiomaticity, thus bringing them closer to the native speaker norm. We report on two studies into the effectiveness of using songs for teaching multi-word units to high-school Polish learners of English. The same items were taught to two groups of EFL learners, but only one of the groups heard them in a song. Learners’ vocabulary recall was measured at three points in time relative to the teaching: before, immediately after, and a week after. The group taught with songs showed a significant recall advantage over the other group, especially when tested a week from teaching. The results suggest that songs can be an effective vehicle for teaching English multi-word units.
mokhtar faqih noormohamadi
Alannah Fitzgerald , Maria Jose Marin Perez , Shaoqun Wu , Ian Witten
In M. Carrier, R. Damerow, K. Bailey (Eds.), Digital Language Learning and Teaching: Research, Theory and Practice. Global Research on Teaching and Learning English Series. Routledge, Taylor & Francis. ISBN: 978-1138696815.
Lorena garcia gomez
The present study investigated how 6 Korean graduate students at a Canadian university used a suite of multiple Web-based reference resources (named i-Conc), consisting of concordancers and dictionaries, as a cognitive tool for solving linguistic problems encountered over the course of completing—in English, their second language (L2)—an academic writing assignment for one of their graduate courses. Using a mixed methods design employing surveys, interviews, screen recordings, a query tracking log, and detailed case studies, the thesis provides rich descriptions of (a) the processes, and outcomes of the 6 participants’ uses of i-Conc as a reference tool for their writing authentic academic tasks and (b) their perceptions of the suite as a means of writing assistance. Overall, i-Conc served as an intellectual partner that aided the participants in strategically solving lexical and grammatical problems during their writing assignments: About 70 % of the problems they addressed with i-Conc resulted in correct text formulations or revisions. The different resources in i-Conc were each shown to have unique functions for which they were best suited, suggesting that concordancing may optimally be consulted in combination with, not in place of, other resources. The benefits of consulting i-Conc for L2 writing went beyond simply helping the participants’ problem solving to potentially facilitating their language acquisition. Input-feedback interactions with the reference suite prompted the participants to carry out robust meaning negotiations in their efforts to verify their intuitive hypotheses and to venture beyond their current linguistic repertoires. Participants acted on these potential benefits somewhat differently. Case studies and cross-case analyses demonstrated complex interactions between the participants’ individual traits and goals, the educational contexts for which they were writing, and their perceptions and evaluations of particular affordances provided by i-Conc. These findings imply that to build meaningful cognitive partnerships with reference tools, L2 writers should receive progressive guidance on principles for effective reference resource consultation along with training in strategies for using different types of resources, contingent on individuals’ abilities and ongoing needs arising from their macro and micro contexts for writing and for language learning.