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The Student and Tutor practiced Spanish vocabulary and grammar, specifically focusing on adjective agreement, demonstrative adjectives, and the subjunctive mood for recommendations. They also explored Mexican cultural topics like Chichen Itza and Christmas traditions, including pronunciation and comprehension exercises. The Tutor recommended practicing writing original sentences using the new vocabulary and grammar concepts as a follow-up.

The Student and Tutor reviewed Spanish demonstrative adjectives and pronouns, including their usage in different contexts. They also briefly introduced the subjunctive mood. A substantial part of the session involved practicing listening and reading comprehension with cultural texts about Mexican traditions like *chapulines*, Chichen Itza, piñatas, and *Las Posadas*. The Tutor offered to find more information about *Las Posadas* for the next class.

Student and Tutor reviewed the Spanish subjunctive mood, focusing on its usage for wishes and doubts, along with conjugation rules for regular and irregular verbs. They also discussed Mexican cultural topics, including mariachi music and traditional foods like 'chapulines,' practicing related vocabulary and concluding with a listening comprehension exercise.

The Student and Tutor reviewed Spanish vocabulary and grammar, focusing on past tense expressions, cultural terms related to ancient Mexico, and descriptions of Mexican beverages. They then introduced the Spanish Subjunctive mood, contrasting it with the Indicative for expressing wishes, emotions, and doubts, and practiced vocabulary related to Mariachi music and its cultural significance. The Student was encouraged to study the new concepts for the next class.

The class focused on reviewing and practicing Spanish past tenses, specifically the Imperfecto and Preterite, for describing routines, past actions, and setting scenes. The student worked on sentence construction, verb conjugations, and understanding the nuances of these tenses. The session also included vocabulary related to Chilean culture and food, as well as a review of prepositions and the concept of 'from'.

The Student and Tutor continued practicing Spanish grammar, focusing on differentiating between the imperfecto, past simple (pretérito), and present perfect tenses. They also reviewed the usage of 'por' and 'para' in various contexts, including movement, purpose, and cause. The Tutor agreed to bring more common phrases for 'por' in the next session to aid the Student's understanding.