Chapter 3
- Page ID
- 171404
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 3.1.0: Vocabulario- La universidad
- This page discusses university-related vocabulary, highlighting key locations like the auditorium, library, and gymnasium, as well as essential terms such as course, exam, and major. It also covers academic disciplines, including art, biology, political science, nursing, and psychology.
- 3.2.0: (LO 3.1) El verbo tener
- Cristina and Roberto meet on campus to discuss their challenging semester. Cristina shares her busy schedule with five classes, her homework struggles, and efforts to seek help, particularly in Spanish. Roberto mentions his cafeteria plans. Their conversation highlights the demands of student life as Cristina rushes off to her math class.
- 3.3.0: (LO 3.2) Preguntas con “¿qué?” y “¿cuál?”
- This page explains the Spanish question words ¿qué? ("what?") and ¿cuál? ("which?"). It emphasizes the significance of accent marks, which differentiate interrogatives from relative pronouns. The content includes examples illustrating the differences and correct placements of these words in questions. The overall aim is to assist learners in effectively asking for specific information in Spanish.
- 3.4.0: En contexto- Expresiones con tener
- This page features a conversation between Roberto and Cristina about their academic challenges. Cristina shares her experience managing five classes, homework, and time at the library and cafeteria, while feeling tired and embarrassed in Spanish class. The dialogue emphasizes the use of the verb "tener" and common expressions like "tener que," reflecting their academic obligations. It encourages understanding these expressions through contextual dialogue.
- 3.5.0: (LO 3.3) Verbos regulares con –ar
- This page contains an email from Juan to his brother Daniel, sharing insights about his university life, including the challenges of studying in the residence and his routine of going to the library. Juan balances his busy schedule with activities like buying books, practicing soccer, and enjoying music and tea. He checks in on his mother at night and asks Daniel about his soccer practices and time with his girlfriend.
- 3.6.0: (LO 3.4)Verbos regulares de -er/-ir
- This page details the objectives of understanding and conjugating regular -er and -ir verbs in the present tense, building on prior knowledge of -ar verbs. It provides lists of common -er verbs such as aprender and comer, as well as -ir verbs like abrir and escribir. The lesson is designed to enhance vocabulary for everyday activities.
- 3.7.0: Cultura- La universidad
- Esta página destaca la importancia de la Universidad Nacional Autónoma de México (UNAM) como principal institución educativa en el país, así como la relevancia de la Universidad Complutense de Madrid en filología. También menciona la existencia de institutos de español en España y Latinoamérica, sugiriendo que viajar es una excelente manera de practicar el idioma y enriquecer la experiencia cultural, aprovechando los recursos de las diversas ciudades.


