 In turnPlay with Monkey and Tiger

 In turn
Play with Monkey and Tiger the following situation :
 Tiger plays with a car " broembroeeeem . Let Monkey some time to look at the car and then steal the car from Tiger . Ask the students what happens.
 Ask students what Monkey can do now complete responses as necessary to STOP ! KEEP ON ! (block 1 ) . Let Tiger STOP ! KEEP ON ! say . Monkey gives the car back to Tiger . Monkey: "I want to play with the car ! " Ask the children : " Oh , Monkey wants to play with the car . Can we come up with a solution that Tiger and Monkey play ? ' Drive both Encourage students to respond and thank for their contribution . Support by summarizing what you call the students together. When the strategy is ' to turn ' is not mentioned that you can contribute.
 Explore with students the strategy ' to turn ' : first allowed one and then the other to turn. Make it clear when the other 's turn : for example , each may in turn for a ride with the car . Demonstrate with Monkey and the Tiger " to beurt' principle and show that the puppets are both happy .
 Have a few students also show you how you can play by car. Alternately Give them a boost . Make specifically what works well ( eg clear when the other may agree ) .
 Tell the students that they in turn will build a house for Monkey and Tiger . Use the form cooperative work table per Twosome Run . Let see the illustration . Make the Alternate clear ( what does the other in the meantime , 'at every turn, everyone does it ) . Work with the whole class or in small groups : students take turns performing an act by placing the building block . Make sure you keep the momentum going , for example when the whole class builds a house first to address each child a block and build next. Let Monkey and Tiger are moving into the house or let them take turns living in different houses .
 Consider the students a number of situations in their daily school practice ( in terms of material scarcity ) where they apply the strategy " to beurt' - able . For example, while playing in the corners , games , arts and crafts materials , on the playground

結果 (英語) 2:

反过来
玩猴子和老虎以下情况：
虎起汽车”broembroeeeem。让猴子一些时间来看看车然后偷车从老虎。请同学们发生了什么。
问学生什么猴子现在可以做完整的反应是必要的停止！继续！（1块）。让老虎停止！继续！说。猴子给车子回到老虎。猴子：“我想玩的车！”问孩子：“哦，猴子想要发挥的汽车。我们可以想出了老虎和猴子玩一个解决的方法吗？”驱动鼓励学生回应，感谢他们的贡献。通过总结你所称的学生一起支持。当策略是“把”并不是说你可以
探讨学生策略化”：第一次允许再转向其他的。明确当其他的：例如，每一个可能为与车。猴子和老虎”beurt '的原则，表明木偶都是开心的证明。
有几个学生也告诉你如何发挥车。交替地给他们一个升压。做具体什么工作（如清楚时，其他可能同意）。
告诉学生他们将猴子和老虎盖房子。使用表单的协同工作表每两人一组运行。让我们看看插图。使交替清晰（什么其他的同时，在每个转折点，每个人都这样做了）。在整个班级或小组工作：学生们轮流把积木表演。确保你保持这种势头，例如当整个班级建房子的首地址每个孩子一块和建造下一。让猴子和老虎正在进入房子或让他们轮流住在不同的房子。
考虑学生的日常学习实践的一些情况（在物质匮乏的条件）在哪里申请策略”beurt的能。例如，在角落里，玩游戏，艺术和手工艺材料，在操场上