朝鲜族唱剧早期民族歌剧形式，在“板嗦哩”基础上发展起来的一种带有（）情节、并且包括歌唱、念白、器乐、舞蹈等综合艺术，较为著名的传统（）有《春香传》、《沈清传》以及《阿里郎》等。

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朝鲜族唱剧早期民族歌剧形式，在“板嗦哩”基础上发展起来的一种带有（）情节、并且包括歌唱、念白、器乐、舞蹈等综合艺术，较为著名的传统（）有《春香传》、《沈清传》以及《阿里郎》等。

A．综合艺术
B．电影剧目
C．舞台剧目
D．故事剧目

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My favorite English teacher could draw humor out of the driest material. It wasn’t imposed either. He took Samuel Johnson’s dictionary, Addison’s essays, and many other literary wonders form the eighteenth century and made them hilarious, even at eight o’clock in the morning. The thing that amazed me most was that the first time I read these works on my own some of them seemed dead, but the second time, after his explanation, I couldn’t believe that I hadn’t seen the humor. The stories and poems and plays were suddenly filled with irony and allusions and hilarious moments. I learned more from him than from any other teachers.
My least favorite English teacher also made people laugh. Some students found him to be wonderfully funny. Many others did not. He assigned journal over a six seek period, to be written in every day. At the end of the six weeks I had a notebook full of jotted ideas, short story fragments, reactions to what we had read, and so on. Our teacher announced that we would be grading each other’s journals. Mine was passed to Joe, the class clown, who saw it fit to quip at the end of it, “this writing isn’t fit to lie the bottom of a birdcage.” Our teacher laughed at that. Funny stuff. It hurt me so much that the anger from it has driven my writing an teaching ever since.
So what makes the difference? Humor is one of the most powerful tools teachers (or writers) have at their disposal. It can build up students and classes and make them excited about literature and writing, or it can rip them apart.
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