1.1: Module A - Introduction to La clase de español

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Jenny Ceciliano and Lisa Notman
Portland State University

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Learning Objectives

Learning objectives: Communication

I can engage in a basic introductory conversation.
I recognize some similarities between Spanish and English.
I understand what cognates are, and recognize many of them.
I can use context to understand some details and the main idea in several discussions and readings relevant to the topic of “ Nuestro contexto”/”La clase de español.”
I recognize several expressions for navigating common classroom situations, and I can use some of them (e.g., “ No entiendo ” ).

Learning Objectives: Language

Lengua 1.1: The alphabet, pronunciation, and accent marks

I can spell my name in Spanish.
I can list a few features of Spanish pronunciation.
I can understand most of the letters when someone else spells something slowly.
I know where accent marks go on some words, and I understand that they are important.

Lengua 1.2: Subject pronouns and the verb to be

I know the words for subject pronouns in Spanish ( yo, tú, etc.)
I understand what conjugation is.
I can conjugate the verbs ser and estar in the present tense, though it might take me longer for some subjects.
I can identify some uses of the verb ser , such as saying where someone is from.
I can identify some uses of the verb estar , such as asking how someone is feeling.
I understand why a speaker would often omit the subject pronouns yo and tú in a sentence or question. (For example: “ Soy estudiante” instead of “ Yo soy estudiante” .)

Chapter 1’s theme is “ La clase de español,” giving us the opportunity to jump right into using Spanish for what’s most relevant to our immediate context. In this module, you will get to know your classmates, learn about the course, and talk about your own reasons for studying Spanish. You will come across lots of new words and learn how to indicate confusion and ask for clarification. You will gain experience and familiarity with the language-learning process, working on becoming comfortable with ambiguity. You will need to focus on comprehension and communication, accepting the inevitable gaps in your knowledge. At the end of the module, you will explore the first two Lengua sections, explicitly studying some features of the language.

1. ¿Qué sabemos ya? / What do we already know? As we begin any new learning experience, it is valuable to take some time to reflect on our starting point. Brainstorm some words ( palabras ) and phrases in Spanish that you’re already familiar with. Did you learn these in another class ( en otra clase )? At work ( en el trabajo )? With friends or family ( con amigos o familia )? If you have studied Spanish before, what was that experience like? What study strategies worked well for you?

Palabras en español:

___________ ___________ ___________ ___________ ___________ ___________

Experiencias con el español (circle all that apply):

en otra clase en el trabajo con amigos con familia

Estrategias (write study strategies that have worked for you, or that you plan to use)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. Cognates and pronunciation/Los cognados y la pronunciación Spanish and English words are sometimes very similar. Words that are spelled similarly and have the same or similar meanings in both languages are called cognates . Look over the list of cognates below. What do you think their English translations are? Cognates are also an excellent opportunity to notice key features of pronunciation in Spanish. Listen to the words below, and note how the sounds are formed in Spanish.

Access audio for this exercise here

acción
persona
mucho
forma
parte
momento
problema
importante
social
sistema
información
historia
sociedad
permitir
proceso
grupo
utilizar
humano
idea
artículo
profesor
estudiante
inteligente
necesitar

List some differences in pronunciation between English and Spanish: _____________________

¡Cuidado! There are also false cognates , which look similar but have different meanings. For example, carpeta means “folder,” and pan means “bread.” Do you know other false cognates?

3. ¡Hola! Welcome to Spanish class! Learn who your classmates are. Fill the chart below with names of classmates, as well as where they are from and how they are feeling. Each conversation should include a greeting, three questions and answers, a nice-to-meet-you, and a good-bye. You can follow the model conversation below at first, but then feel free to switch up the order of the questions! To ask how to spell someone’s name, say “ ¿Cómo se escribe tu nombre?” It’s OK to spell in English for this exercise, but use the Spanish letters if you know them. Remember, we can engage in communication without understanding every word.

Access audio for this exercise here.

Sofía: ¡Buenos días!

Paco: ¡Hola! ¿Cómo estás?

Sofía: Estoy muy bien, gracias. ¿Y tú?

Paco: Estoy bien.

Sofía: ¿Cómo te llamas?

Paco: Me llamo Paco, ¿y tú?

Sofía: Me llamo Sofía. ¡Mucho gusto!

Paco: Igualmente. ¿De dónde eres?

Sofía: Soy de Eugene. ¿Y tú?

Paco: Soy de Vancouver. Gracias, Sofía. ¡Hasta luego!

Sofía: ¡Nos vemos!

	¿Cómo estás?	¿Cómo te llamas?	¿De dónde eres?
Compañero 1
Compañero 2
Compañero 3
Compañero 4
Compañero 5

4. Nuestro contexto/Our context Let’s learn more about the unique makeup of our Spanish classroom. What brought you to this class? The question you will ask each compañero is “ ¿Por qué estudias español?” (Why are you studying Spanish?) There are four responses to choose from. Ask as many classmates as you can in the allotted time, remembering to include greetings and good-byes in each conversation. If you don’t remember someone’s name, ask that, as well. Mark below how many times you receive each of the possible responses. When giving your own response, use y to give more than one answer. See the example conversation below.

Sofía : ¡Buenos días, Paco!

Paco : ¡Hola, Sofía! ¿Por qué estudias español?

Sofía : Quiero viajar y es importante. ¿Y tú?

Paco : Me gusta y lo necesito.

Sofía : ¡Gracias! ¡Adiós!

Paco : ¡Hasta luego!

Respuestas (responses)	¿Cuántos estudiantes? (How many students?)
Quiero viajar. (I want to travel.)
Me gusta. (I like it.)
Lo necesito. (I need it.)
Es importante. (It is important.)

Share your results. What are the main motivators for you and your classmates?

Vocabulario 1A

Access audio for this exercise here

hola hello

tu your

nombre name

muy very

bien well

mal bad, badly (adverb)

el the

de from, of

necesitar to need

escribir to write

y and

dónde where

gracias thank you

profesor(a) professor

madre mother

padre father

estudiante student

médico /a medical doctor

inteligente intelligent

atlético /a athletic

Expresiones (expressions)

¿Cómo se escribe? How is it written?

¿Cómo estás? How are you? (informal)

¿Cómo está usted? How are you? (formal)

Estoy muy bien, gracias. I am very well, thank you.

¿De dónde eres? Where are you from? (informal)

¿De dónde es usted? Where are you from? (formal)

Soy de Portland. I am from Portland.

¿Y tú? And you? (informal)

¿Y usted? And you? (formal)

Pronombres (pronouns)

yo I

tú you (sing., informal)

él, ella he, she

usted you (sing., formal)

nosotros/as we

ellos, ellas they (pl.)

ustedes you all

5. La conversación introductoria/Introductory conversation You recently met several new classmates. Here is an example of the conversation you probably had:

Patricia : ¡Buenas tardes!

Guillermo : ¡Hola! ¿Cómo se llama usted?

Patricia : Me llamo Patricia, ¿y tú? ¿Cómo te llamas?

Guillermo : Me llamo Guillermo. ¡Mucho gusto!

Patricia : ¡Igualmente! ¿Cómo estás?

Guillermo : Estoy muy bien, gracias. ¿Y usted?

Patricia : Estoy más o menos. ¿De dónde eres?

Guillermo : Soy de Panamá, ¿y usted?

Patricia : Soy de México. ¡Nos vemos!

Guillermo : ¡Hasta luego!

Is Patricia addressing Guillermo formally or informally? How can you tell? _______________________________________________________________
Is Guillermo addressing Patricia formally or informally? How can you tell? _______________________________________________________________
What time of day is it? _________________
Which speaker is from Panama? ________________
Of the two of them, which speaker is feeling better? ________________

6. La puntuación Look over the punctuation in the conversation above. What do you notice? How is Spanish punctuation different from English punctuation? How is it the same?

____________________________________________________________________________

7. Los cognados Look over the cognates below. What do you think they mean? How do you think they are pronounced?

estudiante profesor médico inteligente atlético conversar

Check your guesses, both for definitions and for pronunciations, at https://www.wordreference.com/ . When you type in “estudiante”, in addition to the definition, there is a button labeled “Escuchar” that you can press in order to hear what the words sound like.

8. Nuestro contexto / Our context In this chapter, we have just begun a new class, with new classmates, embarking on language study. As we meet our classmates, we will want to share more about who we are. Identify some isolated nouns, adjectives, and verbs that are important to your identity. Choose nouns and adjectives that say who you are, and verbs that say what you like to do. There is a teacher example below.

Ejemplo/Example:

Sustantivos (nouns): professor athlete dancer friend

Adjetivos (adjectives): kind responsible funny shy

Verbos (verbs): teach swim paint dance

Escribe tu propia lista en inglés/ Write your own list in English:

Sustantivos (nouns): __________ __________ __________ __________

Adjetivos (adjectives): __________ __________ __________ __________

Verbos (verbs): __________ __________ __________ __________

Look these words up on https://www.wordreference.com/ , and write the ones that are cognates (i.e., they look like a similar word in English). If you cannot find at least one cognate in each category, think of other words that could describe you and what you like to do. For the teacher example, these are the cognates the teacher would have found:

Sustantivos (nouns): profesor, atleta

Adjetivos (adjectives): responsable, tímido

Verbos (verbs): pintar

Tu lista:

Sustantivos (nouns): _____________________________________

Adjetivos (adjectives): _____________________________________

Verbos (verbs): _____________________________________

Follow the teacher example below to create full sentences in which you say who you are and what you like to do. Notice that you will use s oy to say “ I am ,” and Me gusta to say “ I like .” (If you are familiar with how gender works with these words, make adjustments as needed. If you are not familiar with it, don’t worry about it for now.)

Teacher example

Soy profesor . Soy atleta . Soy responsable . Soy tímido . Me gusta pintar .

Tú información / Your information

9. Más cognados Complete the chart below with more cognates. You can look these up, or generate your list during activities in class. This exercise can align with sharing answers to the previous exercise . When sharing your answers and listening to your classmates, remember to as k “¿Qué significa?” and say “No entiendo” a s appropriate.

Sustantivos (nouns)	Adjetivos (adjectives)	Verbos (verbs)

10. Expresiones para la clase de español Hay muchas expresiones importantes en la clase de español. Below is a list of expressions. For each blank in the conversation, select the expression in Spanish that best completes that line of the conversation.

¿Cómo se escribe? How is it written?

¿Cómo se dice ____? How do you say ____?

¿Qué significa ____? What does ____ mean?

No sé. I don’t know.

No entiendo. I don’t understand.

1. Elena : ¡Hola! ¿Cómo te llamas?

Daniel : Me llamo Daniel.

Elena : ¿___________________?

Daniel : de - a - ene - i - e - ele

2. Elena : Mucho gusto, Daniel. ¿Qué estudias?

Daniel : … ¿_________________ “qué estudias”?

Elena : “What are you studying?”

Daniel : ¡Ah! Gracias.

3. Elena : ¿Qué clases estás tomando este semestre?

Daniel : … … __________________. No hablo mucho español.

Elena : ¿Qué estudias?

Daniel : ¡Ah! Estudio español y matemáticas.

4. Elena : ¿El profesor es de México o España?

Daniel : … Eh… ________________…

Elena : … ¿o Argentina?

Daniel : … ¡Es posible!

5. Elena : ¿Qué necesitas para la clase de matemáticas?

Daniel : Necesito… necesito… ¿_______________ “calculator”?

Elena : “Calculadora.”

Daniel : Gracias. Necesito una calculadora.

11. Más información Using your new list of cognates, work with a partner and share more about yourself. For the sustantivos and adjetivos , begin the sentence with either “ Soy…” or “No soy…” For the verbos , begin the sentence with either “ Me gusta…” or “No me gusta…” As you listen to your partner, remember to ask ¿Qué significa? when you want to know what a word means. Go ahead and add new words to your own lists as you go!

Ejemplo:

Esteban : Soy estudiante. Soy inteligente. No soy irresponsable. Me gusta escribir.

Marco : ¿Qué significa “escribir”?

Esteban : “To write.”

12. Nuestro contexto Now that you have learned more about your classmates, use your new lists of nouns, adjectives, and verbs to fix the sentences below. Identify whether the final word in each sentence is a noun, adjective, or verb. Substitute a different word in order to make sentences accurate, according to what you now know about your classmates. (You will need to choose the same type of word, but you are not trying to find opposites. Also, if you know how to make words plural, go ahead and do so when relevant! Don’t worry about it if you aren’t sure.)

Ejemplo : Muchos estudiantes en la clase de español son arrogantes . responsables

Muchos estudiantes en la clase de español son deshonestos . ___________
Pocos ^[2] estudiantes son inteligentes . ___________
Muchos estudiantes son médicos . ___________
Pocos estudiantes son personas . ___________
A muchos estudiantes les gusta insultar . ___________
A pocos estudiantes les gusta celebrar . ___________

What have you learned about your instructor?

El profesor / La profesora es ________________ y _________________. No es __________________.
Al profesor / A la profesora le gusta __________________ y _________________. No le gusta __________________.

Lengua 1.1: The alphabet, pronunciation, and accent marks

Listen to the accompanying audio. Read along, and repeat the words.

Listen here: https://drive.google.com/file/d/1GPyBDeDRzCNsSB2sb1zMF913OF47zQMc/view?usp=sharing

A a algo, para, más

B be también, sobre, deber

C*** ce con, cuándo, cosa, haces, dice, información

D de de, dos, todo

E e él, en, estoy

F efe forma, información, diferente

G*** ge algo, grande, sigue, gente, imagen, energía

H hache hola, haces, hay, ahora

I i sí, mismo, ir

J jota trabajo, deja, mejor

K** ka kilómetro, koala, kilogramo

L ele el, la, solo

LL* elle, doble ele llamo, ellos, llego

M eme mucho, mundo, más

N ene no, nosotros, nuevo

Ñ eñe año, niño, pequeño

O o cómo, otro, no

P pe para, por, pero

Q cu qué, quiero, porque

R erre sobre, para, ser

S ese es, solo, persona

T te todo, tengo, este

U u uno, su, muy

V uve, ve vida, nuevo, ves

W** uve doble, doble ve sándwich, hawaiano, kiwi

X equis existir, México, experiencia

Y ye, y griega y, yo, mayor

Z zeta azul, realizar, vez

*LL was considered a separate letter up until 2010. It is no longer considered a letter, but it is in this list because its pronunciation is unique.

** K and W are not native to Spanish. They appear in words borrowed from other languages.

***Most letters in Spanish have consistent pronunciation, but C and G change depending on the letter that follows. If they are followed by the vowels I or E, they are pronounced like the letters S and J (in Spanish), respectively. Consider: cana , cena gasto , gesto

Useful expressions

¿Cómo se escribe? How do you spell it? (How is it written?)

¿Cómo se escribe tu nombre? How do you spell your name? (How is your name written?)

¿Cómo se escribe no ? How do you spell no ? (How is no written?)

Se escribe ene-o. It’s spelled en-o.

Tildes

Written accent marks, or tildes , serve multiple purposes in Spanish. They are part of a word’s spelling; they are not at the discretion of the speaker or writer. They can distinguish between two words that are pronounced the same but have different meanings, such as with si (if) and sí (yes), or el (the) and él (he). They also show where the stress falls if a word’s pronunciation breaks with typical stress patterns, such as with música and también . Tildes will never be placed on a consonant or unstressed syllable, and words cannot have more than one. Try to memorize any tildes in each new word you learn. Do not expect to master them immediately.

Listen here for 13A and 13B: https://drive.google.com/file/d/1b9tXoFK1vmkMM4z1r9xkHW9PLnOvByCA/view?usp=sharing

13A. Escuchar Listen and circle the word that the speaker spells.

hacer hasta
año algo
sobre saber
decir deber
mucho mundo
para pero
casa saca
vez ves

13B. Escuchar Listen and circle the word that the speaker says.

llegar llevar
esta está
hago algo
habló hablo
come comí
fui fue
cada cara
hay hoy

14A. Escuchar Listen and write the letters you hear.

Listen here: https://drive.google.com/file/d/1-6QF4VTpQngPcowDpBXTqE53_OVU4_Vz/view?usp=sharing

¿Cómo se escribe tu nombre? Se escribe _____________________.
¿Cómo se escribe el nombre de tu ciudad? ^[3] Se escribe _____________________.
¿Cómo se escribe el nombre de tu país? ^[4] Se escribe _____________________.
¿Cómo se escribe tu apellido? ^[5] Se escribe _____________________.
¿Cómo se escribe el nombre de tu profesor(a)? Se escribe _____________________.

14B. Practicar Practice saying aloud your own answers to the questions in exercise 14A.

¡Ojo! At the end of each Lengua section, you will find a list of learning objectives. Use these lists as a way of checking whether you are on track. Notice that nothing here says you have memorized the entire section, or that you don’t make mistakes. Approach the Lengua sections with curiosity and patience; we are gaining familiarity, not mastery.

Learning objectives check, Lengua 1.1: The alphabet, pronunciation, and accent marks

I can spell my name in Spanish.
I can list a few features of Spanish pronunciation.
I can understand most of the letters when someone else spells something slowly.
I know where accent marks go on some words, and I understand that they are important.

Lengua 1.2: Subject pronouns and the verb to be

Subject pronouns are words that identify the person who does the action of a verb.

I Yo

You (sing., informal) Tú

She Ella

He Él

You (sing., formal) Usted

We (feminine) Nosotras

We (masculine or mixed) Nosotros

They (feminine) Ellas

They (masculine or mixed) Ellos

You all (pl.) Ustedes

Usted and tú are both used when addressing one person, and can be used differently in different geographic areas. Generally, you should use usted in more formal situations, such as with people you have not met before, or who are in a position of authority. Using usted can add an element of respect, but it can also add a kind of distance. Use tú with friends and people who are much younger than you. It is a good idea to use usted with new acquaintances until they say something like “Háblame de tú,” inviting you to use the less formal address. For practice, use usted when addressing your professor, and perhaps also with older students. Use tú with the rest of your classmates.

There is also the pronoun vos used in several parts of Latin America, which is equivalent to tú , and the pronoun vosotros used in Spain, equivalent to ustedes pronoun that is used in Latin America.

The verb “to be”

Verbs in Spanish have different forms depending on who the subject is, and changing the verb’s form to match its subject is called conjugation . Conjugation occurs in English, as well, such as in “we run,” and “she runs.” Most verbs in Spanish follow a very regular conjugation pattern, but the most common verb, ser (to be) , does not. The unconjugated form of a verb is called the infinitive .

Verb: ser (to be)

Yo soy

Tú eres

Ella, Él, Usted es

Nosotras, Nosotros somos

Ellas, Ellos, Ustedes son

Alternative forms:

Vos sos

Vosotros sois

Subject pronouns are not used as often in Spanish as they are in English. The reason for this is that Spanish verbs are conjugated to contain information about the subject. For example, soy means “I am .” It is not necessary to add yo because soy could not work with any other subject; it has to be yo . I might choose to add yo for emphasis. “ ¿Eres de Chicago?” “¡Yo soy de Chicago!”

Since the third-person forms of verbs could correspond with multiple subjects, you are more likely to need to use third-person pronouns for clarity. For example, if I have just introduced a male friend and a female friend to you, and you ask me where they are from ( “¿De dónde son?” ), I will add subject pronouns for clarity. “Ella es de Seattle y él es de San Diego.” You will frequently use the pronoun usted in order to clarify that you are speaking to someone, and not about someone. “Usted es profesor, ¿verdad?”

Unlike English, which allows a singular use for “they”, Spanish does not have a widely-accepted pronoun for people who are nonbinary. It is best to find out from that person which pronouns you should use to describe them, but if you do not have that information, you can omit the pronoun. You can also use words like “persona” to avoid unnecessarily assigning gender. “ Es estudiante. Es de Arizona. Es una persona inteligente y atlética.” ( Atlética is feminine because persona is a feminine word; the person’s gender has not been established.)

Ser and estar are two different verbs that both translate as to be . They are not interchangeable. For now, use ser when describing identity and where someone is from. “ Soy profesora” and “Soy de Portland.” Use estar to talk about how someone is feeling. “ ¿Cómo estás?” and “Estoy muy bien, gracias.” We will continue to learn more uses for ser and estar .

Estar (to be)

Yo estoy

Tú estás

Ella,Él, Usted está

Nosotras, Nosotros estamos

Ellas, Ellos, Ustedes están

Alternative forms: Vos estás, Vosotros estáis

Whew! That was a lot of grammar information! Remember to check out the learning objectives at the end of each Lengua section. They can help keep the learning process in perspective, and help prevent the sense of overwhelm that you might experience if you expected yourself to be an expert on ser and estar already.

15. Los pronombres, ser y estar Select the best verb or pronoun from the word bank to complete each sentence.

él son están usted eres es Estamos soy está Tú

Me llamo Simón y ____________ estudiante.
PSU ____________ una universidad en Portland.
Soy de Boise. ¿Y tú? ¿De dónde ____________?
Rafael y Ximena _____________ estudiantes. ____________ estudia la comunicación, y ella estudia las ciencias naturales.
Buenas tardes, Señora Jiménez. ¿Cómo _____________ usted?
¿ _________ eres de Puerto Rico? ¡Yo soy de Puerto Rico!
Buenos días, profesora. ¿Cómo está ____________?
Profesora: ¡Hola, estudiantes! ¿Cómo _____________?

Estudiantes: Hola, profesora. _____________ bien, gracias.

16. Conjugar Complete the sentences with the appropriate form of the verb in parentheses.

María y yo _________________ (ser) estudiantes.
Betty: ¡Hola, Miguel! ¿Cómo _________________ (estar)?

Miguel: ¡Hola, Betty! _________________ (estar) bien, gracias. ¿Y tú?

Carmen _________________ (ser) de California, y sus padres _________________ (ser) de Panamá.
Estefania: Profesora, ¿de dónde _________________ (ser) usted?

Profesora Pérez: _________________ (ser) de México. ¿Y tú? ¿De dónde

_________________ (ser)?

Jaime y Paco _________________ (estar) muy mal. Necesitan visitar al médico.

Learning objectives check, Lengua 1.2: Subject pronouns and the verb to be

I know the words for subject pronouns in Spanish (yo, tú, etc.)
I understand what conjugation is.
I can conjugate the verbs ser and estar in the present tense, though it might take me longer for some subjects.
I can identify some uses of the verb ser , such as saying where someone is from.
I can identify some uses of the verb estar , such as asking how someone is feeling.
I understand why a speaker would often omit the subject pronouns yo and tú in a sentence or question. (e.g., “Soy estudiante” instead of “Yo soy estudiante.” )

17. Lectura: Carta de un estudiante/Reading: Letter from a student Read the short letter below, and answer the questions that follow.

Access audio for this exercise here.

1 ¡Hola! ¿Cómo estás? Yo estoy muy bien, pero un poco ocupado. Tengo ^[6] muchas

2 responsabilidades. Soy un estudiante en la Universidad Autónoma de Querétaro (UAQ), 3 en México. Estudio medicina porque quiero ^[7] ser médico en el futuro. Me gusta la

4 UAQ. Las clases son interesantes y los profesores son amables. Este semestre tengo

5 tres clases: introducción a la anatomía, matemáticas e ^[8] historia de la medicina. Me

6 gustan las clases, pero es muchísimo trabajo ^[9] . Cuando no estoy en la universidad, me

7 gusta pasar tiempo con mis amigos y mi familia. También practico el fútbol; soy muy

8 activo. ¿Y tú? ¿Qué estudias? ¿Te gustan las clases?

Un abrazo,

Filomeno

First, highlight or underline any cognates you notice.
In line 1, what do you think ocupado means? _____________
In line 3, what do you think Estudio means? _____________
In line 3, what do you think porque means? _____________
In line 4, do you think amable is a positive or negative character trait? Why? _______

_____________________________________________________________________

The word pero appears in lines 1 and 6. What do you think it means? _____________
Check your guesses for questions 2-6 above at https://www.wordreference.com/
Does Filomeno like his university? Why or why not? ___________________________

_____________________________________________________________________

How many classes is he taking this term? __________
What is the workload like? _________
What is Filomeno studying, and why? _______________________________________

18. Nuestro contexto: Continuamos So far, you and your classmates have shared information about yourselves using cognates. Now that you know how to ask “¿Qué significa?,” you can move beyond cognates. Read the questions below, and see Filomeno’s responses to each question. Use his response as a model to write your own. The words you will need to substitute with your own information have been underlined. Use https://www.wordreference.com/ to find the words you need.

Access audio for this exercise here.

¿Cómo estás?

Estoy muy bien .

__________________________________________________.

¿Dónde estudias?

Soy un estudiante en la Universidad Autónoma de Querétaro (UAQ) , en México .

__________________________________________________.

¿Qué estudias?

Estudio medicina .

__________________________________________________.

¿Cómo son las clases y los profesores?

Las clases son interesantes y los profesores son amables.

__________________________________________________.

¿Cuántas clases tienes este semestre?

Este semestre tengo tres clases.

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¿Qué clases tomas?

Tomo introducción a la anatomía , matemáticas e historia de la medicina .

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¿Qué te gusta hacer ^[10] cuando no estás en la universidad?

Me gusta pasar tiempo con mis amigos y mi familia .

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¿Cómo eres?

Soy muy activo .

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