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某老师在教二册《燕子飞回来了》时,指导学生用“高兴”一词说话造句。两个学生分别说道:“小燕子高兴地说:“妈妈,秋成现在也爱学习了”。“小猴子看见满树的桃子又大又红,非常高兴,就扔了玉米去摘桃子。”根据学生的思考方向,教师在肯定了学生的说话之后,要求学生要用自己的语言。学生又继续发言。一个说:“一到学校,我就唱啊,跳啊,高兴极了。”一个说:“星期六的晚上,我高兴地坐在爸爸怀里听故事”。此
A teacher teaches two volumes of “Swallow fly back”, the guidance of students with “happy” to speak the sentence. The two students said separately: “Swallow said happily:” Mom, Qiu Cheng loves to learn now. “” The little monkey saw the peach tree full of red and big, very happy, throw the corn to pick peaches. According to the direction of the students 'thinking, the teacher, after affirming the students' speech, demanded that the students use their own language, and the students continued to speak, saying: “I was very happy when I was at school. One said: ”Saturday night, I am happy to sit in my dad's arms and listen to the story."