In this question, you’re asked to introduce the three people pictured to a classmate. This question will test your memory of greetings, vocabulary from chapter one, and conjugations of verbs like *estar* and *ser*.

Since you’re talking to a classmate, you will be using the informal (familiar) forms. Like when we ask “How are you?” we will use *estás* instead of *está usted*. So you know the first part of the phrase will be *Hola. ¿Cómo estás?*

To introduce these various people, we need to know what gendered words to use. It’s pretty clear that Beatriz will use the feminine *ella* pronouns, while *el señor Huang* and *Antonio* will use the masculine *él*.
We also need to recall our vocabulary from early on in Chapter 1, where we learned that the word needed to introduce someone to a third party is also gendered: *éste* and *ésta*, male and female respectively.
The second part of the phrase will be *Ést(e/a) es (name).*

Finally, we need to tell our classmate where each person is from. Recall that once we’ve introduced someone, it is not necessary to add the pronoun (*él/ella*) when saying “(He/she) is from (place)”, like it would be in English. The words *es de* mean “is from”. Remember, this is another case where we have a sentence with a subject + *ser* + description. The subject can be dropped from the sentences describing where they are from since we have already established who the subject is.

Your final answer should look like this:
Hola. ¿Cómo estás? Ésta es Beatriz. Es de México. Éste es el señor Huang. Es de Estados Unidos. Éste es Antonio. Es de España.

Each of these questions gives you two sentences. Figure out the verb and subject in the first sentence, then use this information to choose the correct subject pronoun to begin the second sentence. Question 1 reads: “Rosa is my best friend. (He/She) is from Segovia, Spain.”

Here we have another example of this sentence structure:
subject + form of *ser* + description of subject.
The subject of the sentence is the proper noun (Rosa), while the latter half of the sentence “my best friend” describes who Rosa is. The verb *ser* (this time in the *él/ella* form) connects the two parts of the sentence.

In the second sentence, we have replaced the subject, Rosa, with a subject pronoun. Since Rosa is a woman (indicated by *amiga* instead of *amigo*), we will use the feminine subject pronoun, *ella*.

The subject and verb of the first sentence are Rosa and *es*, respectively. The proper pronoun for the second sentence is *Ella*.

Each of these questions gives you two sentences. Figure out the verb and subject in the first sentence, then use this information to choose the correct subject pronoun to begin the second sentence. Question 2 reads “Mrs. Cortez is my Spanish teacher. She is from the United States.”

Here we have more examples of this sentence structure:
subject + *ser* + description.
The subject of the first sentence is the proper noun (*la señora Cortez*). She is described as being the speaker’s Spanish teacher. The verb is the form of *ser* (in this case, the *él/ella* form) that connects the subject to the description.

Finally, to find the proper pronoun for the second sentence, we can look at clues to show us if the subject is masculine or feminine. The subject is *la señora* and her occupation is *profesora*. All these words are in the feminine form and lead us to the conclusion that the subject will use *ella* as the pronoun.

The subject and verb of the first sentence are “La señora Cortez” and “es”, respectively. The proper pronoun for the second sentence is “Ella”.

Each of these questions gives you two sentences. Figure out the verb and subject in the first sentence, then use this information to choose the correct subject pronoun to begin the second sentence. Question 3 reads “The boy is from Mexico. He is a classmate.”

Don’t be confused by the ordering of the sentences; these are effectively the same sentence structure as the other problems in this question set. Although instead of first describing them and then telling where they are from, as in the last few questions, we’ve switched the sentences. But they are still the subject + *ser* + description sentence structure.
The subject of the first sentence is the noun (this time not a proper noun), *el muchacho*. The verb *ser* (this time in the *él/ella* form) is connecting the subject with the description.

Finally, we can use context clues to know if the subject takes a masculine or feminine pronoun. The giveaway clue in this sentence is the subject being *el muchacho*. Clearly, he will use the masculine *él*.

The subject and verb in the first sentence are “El muchacho” and “es”, respectively. The proper pronoun for the second sentence is “Él”.

Each of these questions gives you two sentences. Figure out the verb and subject in the first sentence, then use this information to choose the correct subject pronoun to begin the second sentence. Question 4 says “Professor Muñoz is from the Dominican Republic. He is my science teacher.”

By know it should be clear that, at this point, sentences that contain a proper noun will have that proper noun as its subject. And we should know now that if a subject is connected to a description by a form of *ser*, that form of *ser* is the verb of the sentence.

Finally, we can use context clues to decide on the correct pronoun for the second sentence. Since our subject carries the title *el profesor* (instead of *profesora*) we know that the subject will take the masculine *él* pronoun.

The subject and verb of the first sentence are “el profesor Muñoz” and “es”, respectively. The proper pronoun for the second sentence is “Él”.

Although in Spanish we’re able to drop the subject pronoun if we already know who the subject is, this exercise will help make sure you know the proper subject pronouns for various people or groups of people. The first conversation reads, “Alicia and Laura, where are (you, plural) from?”
“(We) are from Costa Rica.”

As in the first questions from this page, we can use context clues to figure out the proper subject pronouns to use. This question is asking the subject (Alicia and Laura) where they are from. Since the subject is two women and they are NOT from Spain, we will be using the plural pronoun *ustedes* (this pronoun has no gendered form). Revisit page 14 if you need help with subject pronouns.

In their response, the girls say “We are from Costa Rica”. Note that in Spanish, the subject pronoun “we” has a gendered form, unlike in English. Since both subjects are women, we will use *nosotras* instead of *nosotros*.

ustedes, nosotras

This exercise will help make sure you know the proper subject pronouns for various people or groups of people. The second conversation reads,
“Hello Mr. Martínez. How are you?”
“Good, thank you, Jorge. And you?”

Since Mr. Martínez is clearly an adult and/or teacher, we need to be sure Jorge is addressing him respectfully. Recall that in Spanish, *usted* can be used both for formal and familiar instances. Here it is necessary to include this subject pronoun since dropping it makes the sentences lose its sign of respect.

Finally, we need to complete the sentence “and you?”.
Here’s a little tip: In Spanish, tu and tú have different meanings. Which one will you use here? Tú means “you” and and tu means “your”. This is one of many instances where a missing accent drastically changes the meaning of the sentence.

Usted, tú

This exercise will help make sure you know the proper subject pronouns for various people or groups of people. The final conversation reads,
“Where are Juan and Susana from?”
“(They) are from Bolivia.”

The subject here is two people, but they don’t have the same gender. Juan is a boy and Susana is a girl. In Spanish, as long as there is one male in the group, the group will be referred to using masculine pronouns. “They” in Spanish has two gendered forms. Use the masculine form in this instance.

Ellos

Since these answers will vary, you will be provided with a couple notes which should help you answer the questions for yourself. The first question reads “What is your email?”

Back on page 23, we learned the vocabulary associated with asking someone’s email address. In addition to the Spanish alphabet (which you will need to spell out your email address for someone), we also need to know a few important vocabulary words:
*punto* = dot (as in “.com”)
*arroba* = @

For example, let’s say that your email is [email protected]. In response to the question, you will have to spell out your email address using the phonetic spelling of the letters that we learned on page 22.

“a-a-ere-o-ene punto ere-o-de-ere-i-ge-u-e-zeta arroba ere-e-de punto hache-ere-uve doble punto a-ere.”

Since these answers will vary, you will simply be provided with a couple of notes which should help you answer the questions for yourself. This second question reads “What is your phone number?”

Since “you” are being asked, you will respond with the subject being “me”. That is, *mi teléfono es…*, or simply, *es…*.
Look back on page 18 for a refresher on numbers in Spanish if you need it.

As an example, if your telephone number is written 212-7890, your verbal response will look something like this:

“Es dos-uno-dos-siete-ocho-nueve-cero.”

Since these answers will vary, you will simply be provided with a couple of notes which should help you answer the questions for yourself. This third question reads “What is today’s date?”

Recall that when responding to this question, there is one date that is different from the rest: the first. For example, if the date is the first of February, you would say *es el primero de febrero*, using the ordinal number (first). But any other date (the 2nd through the last day of the month) will use the cardinal numbers (two, three, four….). Look back on page 21 for vocabulary refreshers on the months. Recall that months in Spanish are not capitalized.

For example, if one was answering this question today, their answer may look like this:

“Es el treinta y uno de octubre.”

Since these answers will vary, you will simply be provided with a couple of notes which should help you answer the questions for yourself. This fourth question reads “What time is it?”

Back on page 20 we learned some vocabulary regarding time. Depending on when you are answering this question, there are a few things you can add to your answer.
– The time (ex. 1:15).
– The time of day (“in the afternoon”)

Remember that for times when the minutes are past the half hour mark (ex. 1:45), the Spanish translation will consist of subtracting the minutes off of the following hour. For example, if the answer is “it is 1:45 in the afternoon”, the Spanish translation would be:

“Son las dos menos cuarto de le tarde.”

Since these answers will vary, you will simply be provided with a couple of notes which should help you answer the questions for yourself. This final question reads “What day is today?”

This question is different than asking “What is today’s date?” Instead of answering with a specific date (like the third of August) you will answer with one of the days of the week. Remember the days of the week are not capitalized in Spanish.

Today is Sunday, so my response to the question in Spanish would be “Hoy es domingo.”

This question asks us to re-write the conversation between Pilar and Luis using the correct punctuation, accent marks, and form of ser.

We’ll begin with the punctuation. For the most part, you will use periods to end sentences. Using context clues like capital letters and responses like *Sí* can help you determine what should be a statement and what should be a question. Remember that for questions you need to add both the ending and upside down beginning question marks.

Now we’ll fill in the correct forms of *ser*. There are 7 blanks that need to be filled in and you are provided the subject pronoun to help you conjugate the verb. A lot of the phrases involving *ser* are common phrases that you’ve learned somewhere in the vocabulary of Chapter 1. Revisit these phrases to recall the correct conjugations for each subject. Since this is a conversation between two people, most of the conjugations will be in the *yo* or *tú* form.

Finally, it’s time to add the accents and tildes into the appropriate words. Speaking these words out loud will help with words like *compañera* and *España*, that require tildes. Most of the accented words are common words we have seen in the chapter. If you need help, make a list of all the words in the chapter that have accents and commit the list to memory.

–Hola. Me llamo Pilar. Soy tu compañera de clase.
–Mucho gusto. Me llamo Luis.
–Mucho gusto.
–¿De dónde eres?
–Soy de España. Y tú, ¿eres de Miami?
–Sí, soy de Miami. ¿Qué hora es?
–Son las dos en punto.

This question asks how Spanish speakers change names to show affection. There is a “Cultural Note” on page 7 that explains how the ending of names are changed by family members, friends or others to show affection. Adding *ito* or *ita* to the end of the name (depending on the gender) is a very common way of doing this (ex. Miguelito, Rosita).

This question asks you to name four different ways a teacher might be addressed in Spanish. There is another “Cultural Note” on page 12 that addresses this question. Make sure you’ve noted the difference between when you use *señorita* versus when you use *señora/doña*. Age is the largest factor when deciding which title to use.

First you must read carefully to understand what you should do.

This activity is related to the way we present ourselves courteously to another person.

8.- Role-play the following conversation with a partner. Partner A is president of the Spanish Club and partner B is a new student.

– **Partner A:** Greet your partner and introduce yourself. Ask him or her name.

| Spanish| English|
|–|–|
| Hola, Bienvenido (a). Soy Manuel Terán, presidente del Club de Español. ¿Cómo te llamas?|Hello, Welcome. I am Manuel Terán, president of the Spanish Club. What’s your name? |

– **Partner B:** Tell your partner you´re pleased to meet him or her and say your name.

| Spanish| English|
|–|–|
| Encantada de conocerte. Me llamo Carmen Sánchez.| Nice to meet you. My name is Carmen Sánchez.
– **Partner A:** Ask where your partner is from.

| Spanish| English|
|–|–|
| ¿De dónde eres?| Where are you from?
– **Partner B:** Respond, then ask where your partner is from.

| Spanish| English|
|–|–|
| Soy de Caracas, Venezuela. ¿Y tú?| I’m from Caracas, Venezuela. And you?
– **Partner A:** Respond, then ask your partner’s e-mail address and phone number.

| Spanish| English|
|–|–|
| Yo soy Mexicano, nací en Ciudad de México. Necesito tu correo electrónico y tu teléfono, ¿podrías darmelos, por favor?| I am Mexican, I was born in Mexico City. I need your email and phone, could you please give them to me?
– **Partner B:** Answer your partner’s questions.

| Spanish| English|
|–|–|
| Sí, con mucho gusto. Mi correo electrónico es [email protected] y mi número de teléfono es 5-25-19-34.| Yes, with pleasure. My email is [email protected] and my phone number is 5-25-19-34.
– **Partner A:** Say you have to go. Say goodbye.

| Spanish| English|
|–|–|
| Muchas gracias, fue un placer conocerte. Ahora debo irme, tengo una clase en cinco minutos. Chao.| Thank you very much, it was a pleasure meeting you. Now I have to go, I have a class in five minutes. Bye.
– **Partner B:** Say goodbye. Say you’ll see him or her tomorrow.

| Spanish| English|
|–|–|
| El placer es mío. Chao, nos vemos mañana, si Dios quiere.| The pleasure is mine. Bye, see you tomorrow, God willing.