高中英語新課標(biāo)外研版必修2教案（Module 3　Music the 1st Period）

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1、 Module 3　Music Period 1　Introduction; Reading and Vocabulary 整體設(shè)計(jì) 教材分析 This period includes Introduction as well as Reading and Vocabulary. Introduction can serve as a warming up of the reading passage. To make students fully prepared for the study of the passage, the teacher may first lead t

2、he students to some new words concerning the topic in this module. And in this way the teacher can stimulate the students’ interest in the study of the new module. Then the teacher can let them complete the two activities individually and check their answers through pair work. If the class is good e

3、nough, other options can be provided for reference. In the reading and vocabulary part you can first lead the students to learn some new words which will appear in the reading passage. This may decrease the difficulty they come across in the reading process. Then require the students to read the pas

4、sage fast, getting its main idea. After this, instruct the students to read the passage again, completing the third and fourth activities. Next, ask the students to read through the passage once again and learn some useful language points. Finally, require the students to discuss the questions in th

5、e last activity. If the class is of high level, refer to other given options. 三維目標(biāo) 1. 知識與技能 1)Train the students’ speaking skills. 2)Develop the students’ reading ability. 3)Words: audience, choir, classical, composer, conductor, jazz, musician, orchestra, saxophone, court, director, genius, l

6、ose, musical, peasant, symphony, talent, Austria, prince, compose, tour Phrases: listen to, be known as, change into, of all time, as well as, give concerts, be impressed by, the rest of, go deaf Sentence patterns: having done作狀語; 強(qiáng)調(diào)句; however引起的句式 2. 過程與方法 1)Train the students’ speaking abili

7、ty through individual, pair work and group work. 2)Train the students’ reading skills by dealing with some reading activities. 3)Explanations to make the students master some language points. 4)Fast reading to make the students get the main idea of the passage. 3. 情感與價(jià)值 1)Try to raise the stude

8、nts’ cooperative awareness in their study by pair work or group work. 2)Request the students to love music and enrich their emotion. 教學(xué)重點(diǎn) 1. Encourage the students to talk about music as well as music instruments. 2. Help the students make sense of the passage. 2 / 20 3. Help the students t

9、o improve their reading ability. 教學(xué)難點(diǎn) 1. Lead the students to talking in class actively. 2. Deal with some difficult language points. 教學(xué)過程 →Step 1 Lead-in and Introduction 1. Ask the students the following questions and lead in the new class. Do you enjoy music? Which kind of music do you

10、 like most? What do you know about music? 2. Option 1 Ask the students to read through the listed words individually. Make sure they understand what they mean. If they come across any trouble in understanding any of them, give some explanations in English or just give their Chinese meanings. Th

11、en the students complete the following exercise by themselves. After this, put the students into pairs to compare their answers. Finally, show the answers on the screen for the whole class to refer to. Option 2 A volunteer reads out the listed words and other students repeat them after him or her.

12、 Put the students into pairs or groups of four to discuss the words and understand their meanings. If they have any difficulty in their understanding, they can look them up in the dictionary. Then answer the questions and compare their answers. Finally, call back the answers from the class. Option

13、3 Read through the words in the first activity one by one as the students follow you. Make sure they understand what these words mean. Then have the students work in pairs and complete the first activity. After this, compare their answers with other pairs. Next, volunteers speak out their answers a

14、nd other students check if they are correct. At last, show the correct answers on the screen for the whole class to refer to. Suggested answers: 1 composer　2 choir　3 drums, guitar, piano, saxophone　4 drums, piano, violin, saxophone5 drums, piano, saxophone, violin　6 erhu, drums 3. The teacher rea

15、ds out the listed questions and make sure the students understand what they all mean. If not, give some necessary explanations. Then the teacher asks the students to have a discussion in groups of four. Next, ask some representative groups to report their discussion results. Finally, call back answe

16、rs from the whole class. Suggested answers: The pictures show(from left to right: violin, classical guitar, drums, saxophone, erhu, piano) 1-3 Students’ own answers. →Step 2 Pre-reading 1. Background knowledge of the three composers Option 1 First put the students into groups of four an

17、d ask the students to discuss how much they know about the Haydn, Mozart as well as Beethoven and tell as much as they know about them. Then some volunteers report their discussion results to the whole class. Option 2 The teacher shows the following chart on the screen. Ask the students to work in

18、 pairs, first having a discussion and then fill in the chart to see how much they know about the three world famous composers. Birth place About his father About his achievements Relationship with the other two Haydn Mozart Beethoven 2. Show the following words on

19、 the screen. Have the students read them after you and make sure they know what they mean. If they can’t understand any of them, they can turn to you for help or look them up in the reference book, for example, a dictionary. (Show the following on the screen. ) court　director　genius　harpsichord　i

20、mpressed　lose　musical　peasant　piece(of music)　singer　successful　symphony　talent　teenager →Step 3 While-reading 1. Skimming The teacher first reads out the listed three titles to the whole class and make sure they can understand them clearly. Then the teacher has the students look through the pass

21、age quickly to catch the main idea. Next, the students complete the second activity and choose the best title. Finally, the teacher calls back the answers from the class. Suggested answers: Three Great Composers of the Eighteenth Century. 2. Scanning Option 1 First ask the students to look thro

22、ugh the four questions in activity three on P23 quickly and try to understand them. Then have the students read the passage and find out the answers. Next, put the students into pairs and compare their answers. Finally, call back the answers from the class. Suggested answers: 1)Haydn, Mozart　2)Bee

23、thoven　3)Haydn　4)Mozart　5)Beethoven　6)They all met each other. 　7)Beethoven, Mozart　8)Haydn Option 2 Ask the students to reread the passage and make the chart shown in Step 2 perfect. 3. Careful reading Option 1 The students are required to look through the seven questions in activity four

24、 on P23 before reading the passage one more time. Work in pairs to ask and answer them. One reads the listed questions, and the other gives his/her answers. Then exchange their roles and repeat this once again. Finally, check their answers according to what is shown on the screen. Suggested answers

25、: 1)He made them longer and for a larger orchestra. 2)He worked in eastern Austria for 30 years. 3)He composed over 600 pieces of music. 4)He was six years old. 5)They were friends for ten years. 6)His father taught him. 7)No, he continued composing when he became deaf. Option 2 (Show the f

26、ollowing on the screen. ) 1)Mozart is famous as “the father of the symphony”. 2)Beethoven spent his last years of life in the Austria capital. 3)Mozart helped Beethoven move to Vienna. 4)Haydn thought highly of Mozart. 5)Among the three composers, Haydn was the oldest while Mozart the youngest

27、. First, ask the students to read through the sentences above quickly and try to understand them. Then have the students read the passage again and decide if these sentences are true(T)or false(F). Next, put the students into pairs and compare their answers. Finally, call back the answers from the

28、 class. Suggested answers: 1)F　2)T　3)F　4)T　5)F 4. Consolidation Option 1 First ask the students to review the table dealt with in Step 2. And then put the students into groups of four and discuss how to retell the passage using related information in it. Give them some time to make full prepara

29、tions. When the time is up, let some group representatives retell the whole passage. (You can also lead the whole class to doing this together as a sample. ) Option 2 First the students are requested to read the questions listed in the fifth activity quickly and make sure they understand what they

30、 mean. Put the students into groups of four to have a discussion about these questions. When they finish their discussion, some groups can be ordered to report their discussion results. Option 3 The teacher invites three students, respectively playing the roles of the three great composers. Other

31、students can ask them questions about their life and they need to answer the questions which must be based on the passage. →Step 4 Related Language Points in This Period Words and phrases: 1. Is the Chinese instrument different from the other instruments? Describe the difference, if there i

32、s one. 中國的樂器與其他的樂器不同嗎? 如果有，描述不同點(diǎn)。 different adj. 不同的，相異的 拓展: differently adv. 不同地 differ v. 不同，有區(qū)別 difference n. 不同，差異，差別，不同之處 be different from與……不同 be different in在某一方面不同 . . . differ from. . . ……與……不同 make a difference有影響，起作用 tell the difference between. . . and. . . 說出……與……的不同之

33、處 及時(shí)反饋: It makes no___________ who will attend the meeting. A. difference　　　　B. argument　　　　C. settlement　　　　D. statement 答案: A　誰去參加會議沒什么影響。make no difference沒影響，不重要。 2. audience n. 聽眾，觀眾 There was a large audience at the pop concert. 有一大批觀眾出席流行音樂演奏會。 Two hundred audience crowded the concer

34、t hall. 兩百名聽眾擠滿了音樂大廳。 典題精練: The audience___________ in a variety of ways, some in suits, some in dresses, and some in jeans. A. is dressed B. are dressed C. is dressing D. are dressing 答案: B　dress sb. 給某人穿衣，人作主語時(shí)，需用被動語態(tài)。 3. Other composers had written symphonies before Haydn, but he chang

35、ed the symphony into a long piece for a large orchestra. 其他作曲家在海頓之前已經(jīng)寫過交響曲，但是他把交響曲變成適合樂隊(duì)演奏的長樂曲。 Water changes into ice. The traffic lights changed from red to green. 拓展: change(. . . )into. . . =turn(. . . )into. . . 　“變成”或“使……變成” translate. . . into. . . 把……翻譯成…… change into+衣服“換上……衣服”

36、change. . . for 換，交換 及時(shí)反饋: You can’t change iron___________ gold. A. to B. for C. into D. in 答案: C　change. . . into. . . 把……轉(zhuǎn)變成…… 4. After studying music in Vienna, Haydn went to work at the court of a prince in eastern Austria, where he became director of music. 在維也納學(xué)習(xí)音樂后，海頓去東奧地利的一個(gè)王宮工作，

37、在那時(shí)他成為音樂指揮。 director n. 主任; 主管; 導(dǎo)演 拓展: direction n. 方向; 指導(dǎo); 趨勢 direct v. 1)指示方向; 指路; 2)指揮; 指導(dǎo); 管理; 支配; 3)命令(to); 4)書寫地址(to) adj. 直接的，坦白的 directory n. 姓名地址錄，目錄 directly adv. 直接地，立即　conj. 一……就…… a direct relative 直系親屬 in the direction of朝著……方向 follow one’s direction遵照某人的指示 be in di

38、rect contact with sb. 與某人有直接聯(lián)系 Please direct the mail to my home address. 將……寄給 It is universally accepted that one’s thinking directs one’s actions. 思想指導(dǎo)行動，這是普遍公認(rèn)的。 5. Having worked there for 30 years, Haydn moved to London where he was very successful. 在那兒工作了30年頭后，海頓搬到了倫敦，在那里他獲得了巨大的成功。 1)Hav

39、ing worked there for 30 years. . . =After Haydn had worked there for 30 years. . . 現(xiàn)在分詞的完成式作狀語，表示的動作發(fā)生在謂語動詞的動作之前。 Having put up the tent, they started to cook the supper. =After they had put up the tent, they started to cook the supper. 搭好帳篷后，他們做晚飯。 現(xiàn)在分詞的一般式作狀語，表示的動作與謂語動詞的動作同時(shí)發(fā)生。 Arriving at t

40、he village, he could not find his home. =When he arrived at the village, he could not find his home. 他到了村子，找不到他自己的家了。 拓展: 現(xiàn)在分詞作狀語，表示時(shí)間、原因、結(jié)果、條件、方式或伴隨等情況。 現(xiàn)在分詞的一般式作狀語，它所表示的動作和謂語動詞的動作是同時(shí)或幾乎同時(shí)發(fā)生的。 現(xiàn)在分詞的完成式作狀語，它所表示的動作發(fā)生在謂語動詞的動作之前。 現(xiàn)在分詞作狀語時(shí)，可置于句首，亦可置于句末; 但表示結(jié)果時(shí)，常置于句末。 注意: (1)現(xiàn)在分詞的否定形式 其基本結(jié)構(gòu)是:

41、 not+v. -ing形式，無論是完成式或一般式，not必須置于v. -ing形式之前。 (2)關(guān)于現(xiàn)在分詞形式的邏輯主語 現(xiàn)在分詞作狀語時(shí)，其邏輯主語應(yīng)與句子主語保持一致。 現(xiàn)在分詞形式與過去分詞形式的區(qū)別: 一般說來，現(xiàn)在分詞表示主動，而過去分詞表示被動。 2)successful adj. 成功的 succeed v. 成功; 繼任; 繼承; 接著發(fā)生 success n. 成功; 成就; 勝利; 繼任 succeed in doing sth. 在某方面獲得成功 succeed in life發(fā)跡 drink success to 舉杯祝成功 He

42、succeeded in(passing)the examination. 他考試及格了。 6. Wolfgang Amadeus Mozart was a composer, possibly the greatest genius of all time. 沃爾夫?qū)ⅠR迪厄斯莫扎特是位作曲家，很可能也是有史以來最偉大的天才。 genius n. 天才，才能; 天資，天賦，才華 One is not born a genius, one becomes a genius. 人生來不是天才，而是變成天才的。 He has a genius for getting along wi

43、th children. 他擅長與孩子們打成一片。 She has a genius for languages. 她有學(xué)語言的天賦。 a man of genius有才能的人 creation of genius天才的作品 拓展: have a genius for sth. /for doing sth. 有……（特別的）才能 詞義辨析: genius/gift/talent genius在這組同義詞中程度最高，指“最全面的天才”，也可指“有天才的人”， 如: Li Bai was a great genius. 李白是個(gè)偉大的天才。 gift側(cè)重“天賦”， 如

44、: She has a gift for music. 她有音樂天賦。 talent側(cè)重“才能”， 如He showed great talent in language. 他顯示出語言才能。 及時(shí)反饋: All of us agree that Hawkings is a great genius___________ physics. A. for B. of C. in D. at 答案: D　我們都同意霍金是位偉大的物理天才。 7. He only lived 35 years and he composed more than 600 pieces of mus

45、ic. 他只活了35歲，共作了600多首曲子。 1)compose vt. 組成，創(chuàng)作，使平靜; vi. 寫作，作品 She composed herself to answer the letter. 她鎮(zhèn)靜下來寫回信。 Water is composed of hydrogen and oxygen. 水是由氫和氧化合而成。 He teaches music and also composes. 他教音樂，并且作曲。 That child prodigy began to compose poems at the age of five. 那個(gè)神童五歲就開始作詩了。

46、 拓展: be composed of由……組成 compose oneself使自己鎮(zhèn)定下來 compose a poem/a speech/a letter寫一首詩/一篇講稿/一封信函 compose one’s thoughts/passions鎮(zhèn)定思緒/情緒 composed adj. 鎮(zhèn)定自若的 composer n. 作曲家 composure n. 沉著，鎮(zhèn)靜，鎮(zhèn)定 keep/lose/recover your composure保持/失去/恢復(fù)鎮(zhèn)靜 及時(shí)反饋: Do you know how many oceans and conti

47、nents is our world___________ ? A. made of B. made up C. consisted of D. composed of 答案: D　be composed of由……組成　你知道我們的世界由多少大洋和大洲組成嗎? 2)more than more than+num. 不過…… more than+n. 不僅僅是…… more than+adj. /v. 非常…… more. . . than. . . 與其……不如…… more than+one+n. =many a+n. 不止一個(gè)…… no more

48、than. . . 僅僅…… not more than. . . 不超過…… no more. . . than. . . 和……一樣不（兩者都否定） not more. . . than. . . 不如……（前者不如后者） 8. His father Leopold was a musician and orchestra conductor. 他父親萊波爾德是一位音樂家和樂隊(duì)指揮。 conductor n. 指揮 拓展: conduct v. 指導(dǎo); 指揮; 經(jīng)營，管理 n. 行為; 品行 conduction n. 輸出; 傳導(dǎo) He is a ma

49、n of good conduct. 他是個(gè)品行端正的人。 He conducted me around the museum. 他領(lǐng)我到博物館內(nèi)四處參觀。 及時(shí)反饋: The manager ___________ his business carefully. A. conducted B. conduct C. conducting D. having conducted 答案: A　這位經(jīng)理處理業(yè)務(wù)小心翼翼。 9. He learnt to play the harpsichord when he was four, he started composing

50、music when he was five, . . . 他四歲時(shí)就學(xué)會演奏大鍵琴，五歲時(shí)就開始作曲…… start/begin開始 begin/start to do開始做 begin/start doing sth. start和begin作“開始”講時(shí)，都指開始某一動作，后面可接不定式，也可接-ing形式作賓語。兩種結(jié)構(gòu)的意思是相同的。在不少情況下兩種形式都可以用，差別不大。但在下列情況下，多用動詞不定式作賓語: 1)強(qiáng)調(diào)情況的變化時(shí)（主語是物不是人時(shí)），宜用不定式。 2)動作自動或突然開始時(shí)用不定式較多。 3)不能用進(jìn)行時(shí)態(tài)的動詞: see, realize

51、等，begin后只能用不定式。 4)當(dāng)begin為進(jìn)行時(shí)態(tài)時(shí)，后面只能用不定式。 5)當(dāng)后面的非謂語動詞指心理狀態(tài)或精神活動時(shí)，多用不定式。 注意: 在許多情況下，begin和start可互換，但在下面幾種情況，用start, 而不用begin。 start=set up成立，建立 start=set out 動身，啟程 start=set going使……動（運(yùn)轉(zhuǎn)）起來，發(fā)動 start=cause引起 10. By the time he was 14, Mozart had composed many pieces for the harpsichord, piano a

52、nd violin, as well as for orchestras. 在莫扎特14歲的時(shí)候就已經(jīng)寫了許多大鍵琴曲、鋼琴曲和小提琴曲，同時(shí)也寫了很多適合樂隊(duì)演奏的曲子。 1)by the time by the time+一般過去時(shí)，主句時(shí)態(tài)為過去完成時(shí)。 by the time+一般現(xiàn)在時(shí)，主句時(shí)態(tài)用一般將來時(shí)或?qū)硗瓿蓵r(shí)。 By the time he was 12, he had learned mathematics all by himself. 他12歲時(shí)，已經(jīng)完全自學(xué)了數(shù)學(xué)。 I’ll finish paying for my house by the time

53、 I retire. 我退休的時(shí)候，我會完全還完買房的貸款。 at a time一次　　　　　　　　　in time of在……時(shí)期 at no time決不 at one time曾經(jīng)，一度 at all times時(shí)常，總是 at times有時(shí)，時(shí)不時(shí)地 at the time of在……的時(shí)候　 at the same time同時(shí); 然而 2)as well as和 (1)as well as作“和; 同”講，具有連詞性質(zhì)，常用來連接兩個(gè)并列成分。如果連接兩個(gè)并列的主語時(shí)，謂語動詞應(yīng)當(dāng)與前面的部分在人稱和數(shù)上保持一致。 (2)在表達(dá)“不但……而且……”

54、之意時(shí)，as well as側(cè)重前者，而not only. . . but also. . . 側(cè)重后者。連接并列主語時(shí)，not only. . . but also. . . 按照就近一致的原則確定謂語動詞的形式。 He knows French as well as English. =He knows not only English but also French. 他不但懂英語，而且懂法語。 11. While he was a teenager, Mozart was already a big star and toured Europe giving concerts.

55、 還是少年時(shí)，莫扎特就已經(jīng)是大明星并在歐洲巡回舉辦音樂會。 詞義辨析: tour/journey/voyage/travel/trip journey遠(yuǎn)距離陸地直達(dá)目的地的旅行。 voyage海上或空中旅行。 travel泛指旅行的過程，作具體的旅行講時(shí)，常用復(fù)數(shù)形式，一般不表示直接去某地。 trip短距離旅游。 tour考察、觀光等巡回的旅行。 go on a journey去旅行。 They are on a wedding tour. 他們正在新婚旅行。 He came home after years of foreign travel. 多年的

56、國外旅游之后他回來了。 They decided to take a train journey. 他們決定坐火車旅行。 He went on a voyage around the world. 他做了一次環(huán)球航海旅行。 I enjoyed our trip to the seaside. 我很喜歡那次到海邊的旅行。 12. Haydn met Mozart in 1781 and was very impressed with him. 海頓在1781年與莫扎特相遇，莫扎特給他留下了深刻印象。 拓展: be impressed with留下 ……的印象 impre

57、ssion n. 印象，印記 impress. . . on. . . 把……印在……上面 impress sb. with sth. 使某人牢記某事 impress on/upon sb. sth. 使某人銘記某事 be impressed by/at/with. . . 被 ……感動 be impressed on one’s mind/memory給……留下深刻印象 My father impressed on me the importance of work. =My father impressed me with the importance of work

58、. 我父親讓我銘記工作的重要性。 13. The two were friends until Mozart’s death in 1791. 他們一直是朋友直到1791年莫扎特去世。 until(till)的四種句型 1)主句（肯定式）＋until(till)時(shí)間狀語或狀語從句 （注: 此句型謂語動詞一般是延續(xù)性的，表示“直到……為止”) 2)主句（否定式）＋until(till)時(shí)間狀語或狀語從句 （注: 此句型中謂語動詞一般是非延續(xù)性的，表示“直到……才”) 3)Not+until 時(shí)間狀語或狀語從句＋助動詞（常用did )+動詞原形 （注: not 放在句

59、首，要用部分倒裝） 4)It was not until 時(shí)間狀語或狀語從句＋that+主句 （注: 此句型實(shí)際上是強(qiáng)調(diào)not until狀語或狀語從句） Not until 12 last night did I go to bed. 昨天晚上我十二點(diǎn)才上床睡覺。 I shall wait for him till(until)he comes back. 我將一直等他回來。 I didn’t go to bed until(till)he came back. 直到他回來我才上床睡覺。 It was not until last week that he re

60、alized he was wrong. 一直至上星期他才認(rèn)識到他是錯(cuò)誤的。 14. He showed musical talent when he was very young. . . 他很小時(shí)就展示出音樂天賦…… show vt. 1)拿給別人看　show sth. to sb. /show sb. sth. 2)表明; 說明 3）表現(xiàn); 顯露 4）后接prep. phrase 或adv. “引導(dǎo)、帶領(lǐng)” 5）后接賓語從句, how, what等引導(dǎo)的不定式短語或名詞，“演示給某人看” 常用詞組: show off 炫耀; 賣弄show sb. around a

61、 place帶領(lǐng)某人參觀某地 show sb. in 把某人領(lǐng)進(jìn)來show sth. around a place 圍著某處展示某物 show sb. out 把某人領(lǐng)出去show sb. to a place 把某人帶到某地 show sb. to the door 讓某人離開 例句: Show me what you have in your hand. 把你手里的東西給我看看。 Could you show me how to operate the computer? 你能教我怎樣使用這臺電腦嗎? 15. However, it was Haydn who e

62、ncouraged Beethoven to move to Vienna. 然而，鼓勵(lì)貝多芬居維也納的正是海頓。 It is/was. . . who. . . 為強(qiáng)調(diào)句型。 強(qiáng)調(diào)句的基本結(jié)構(gòu): It is/was被強(qiáng)調(diào)部分+that/who+句子的其他成分 It was he that was late for school. 就是他遲到了。（強(qiáng)調(diào)主語） It was in the very hall that he met his best friend. 就是在這大廳里他認(rèn)識了他的摯友。（強(qiáng)調(diào)地點(diǎn)狀語） It was in 1997 that Hongkong ret

63、urned to our motherland. 就在1997年(強(qiáng)調(diào)時(shí)間狀語) 強(qiáng)調(diào)句的一般疑問式: Is it China that has the largest population in the world? 是中國擁有全世界最多的人口嗎? (強(qiáng)調(diào)主語) 強(qiáng)調(diào)句的特殊疑問式: When was it that he decided to joined the army? 在什么時(shí)候他決定參軍啊? 16. Beethoven became very popular in the Austrian capital and stayed there for the

64、rest of his life. 貝多芬在奧地利首都非常出名并且在那度完余生。 popular adj. 受歡迎的; 大眾的; 普及的 拓展: popularity n. 普遍; 聲望; 受愛慕 popularize vt. 使普及; 使通俗; 使得人心 popular prices廉價(jià)餐be popular with sb. 受某人歡迎 popular readings普及讀物popular(=common)names常見名字 popular newspapers大眾報(bào)紙 These artistic handicrafts are very popula

65、r with foreign friends. 外國朋友很喜歡這些工藝美術(shù)品。 17. He became completely deaf during the last years of his life, but he continued composing. 在生命的最后幾年他完全變聾了但仍繼續(xù)作曲。 continue v. 繼續(xù); 延續(xù); 仍舊; 恢復(fù) 拓展: continue doing sth. /to do=go on doing sth. continue(link. v. ) continue cold=remain cold持續(xù)寒冷 continue

66、 in good condition狀況良好 例句: To be continued. 未完待續(xù)。 The road continues to the sea. 這條路延伸到海邊。 The snow continued till late at night. 雪持續(xù)下到深夜。 →Step 5 Summary and Homework The teacher recalls what the students have learnt in this class. The students mainly learned some new words about music. In addition, they also got some more information about three great composers in the world through the reading activities. Then they settled problems about important and difficult language points. At la