| SPANISH (CODE: 096) CBSE |
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| CLASESS IX AND X |
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| The following learning objectives apply for classes IX and X. |
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| General objectives: The general objectives of this course is to introduce the basic elements of Spanish |
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| Language and Culture on the basis of promotion of language acquisition and development of receptive, productive and interactive skills through the study and usage of a range of written and spoken material so that students are able to respond and interact appropriately in a defined range of everyday situations at a basic level. The latter aspect means that the speaking and listening skills are adequately assessed as part of the practical learning. The use of audio-video materials may be incorporated into teaching- learning process to enhance the oral comprehension and oral expressions. Teachers could include group activities such as role-play, dialogues with classmates in order to emphasize the communicative aspects |
| in teaching and learning. |
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| It should be ensured that value-based didactic exercises as well as use of ICTs are incorporated into the |
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| teaching-learning process. |
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| Topics |
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| (A) Reading Section: |
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| A learner should be able to: |
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| CBSE SYLLABUS FOR SPANISH (CODE: 096) CLASS – IX |
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| (i) read and understand elementary structures of spoken language, |
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| (ii) participate in simple conversations of daily life. |
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| Note: |
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| (i) For this purpose, simple -short passages related to everyday real life situations should selected by the |
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| teachers. |
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| (ii) Efforts should be made to develop the following comprehension skills in the students: |
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| (a) deduce the meaning from the context; |
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| (b) identify the main points; and |
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| (c) extract or scan specific information or details. |
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| (B) Writing Section: A learner should be able to: |
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| (i) Write short compositions based on visual or verbal stimulus. |
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| (ii) a) Dialogue writing on matters related to everyday life |
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| b) Dialogue completion. 395 |
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| (C) Grammar Section: |
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| • Personal pronouns: yo, tú, usted, él, ella, nosotros/as, vosotros/as, ustedes, ellos/as |
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| • Present tense of the verbs SER, LLAMARSE, DEDICARSE, VIVIR, TRABAJAR |
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| • Interrogative Pronouns: cómo, cuándo, qué, cuánto, cuál, quién, de dónde… |
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| • Regular Verbs: -ar, -er, & -ir ending verbs |
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| • Uses of SER & ESTAR: <<SER+adjectivos de charaćter>>, <<ESTAR+adjectivos de estado fisico o |
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| animico>> |
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| • Uses of TENER and HACER |
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| • Introduction to Present Tense uses of some of the Irregular Verbs: COMER, ESTUDIAR, QUERER, PREFERIR, CONOCER, SABER, PENSAR, HACER, PONER, TRAER, IR |
| • TENER+Ganas de+ Infinitivo |
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| • Demonstrative Adjective & Pronoun- este, ese, aquel… |
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| • Negation |
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| • Possesive adjectives: mi(s), tu(s), su(s) |
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| • Gender / Number / Article (definite & indefinite) – concordance of article – noun & adjective |
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| • Concordance cuánto/-a/-os/-as |
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| • Ordinal and cardinal numbers |
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| • Prepositions used with expressions of time and adverbs of place |
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| • Gerund: <<ESTAR + Gerundio>> |
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| • Personal pronouns (with or without prepositions) |
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| • Introduction to Impersonal sentences with <<SE + 3rd person of the verb>> |
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| • Simple affirmative commands (Singular) |
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| • Present tense of GUSTAR (me gusta/no me gusta) and such similar verbs (for example, PARECER, ENCANTAR, DOLER, etc.) • Present & future tense of Irregular and Radical changing verbs (e>ie, o>ue, e>i) [for example, IR, SEGUIR, HACER, QUERER, DECIR, PREFERIR, ENTENDER, VENIR, QUEDAR, VERSE, SOLER, PARECER, CREER, PENSAR, etc.] |
| • Usages of the verbs TENER and HACER. |
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| • Adjectives and adverbs. 396 |
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| • Contrast: HAY (descripción)/ESTAR (localización con usos de preposiciones y locuciones de lugar para expresar posición, cercanía, lejanía) |
| • Uses of <<ir a + infinitive>>, <<empezar a + infinitive>>, <<terminar de + infinitive>>, <<antes de + infinitive>>, <<despuéde + infinitive>> |
| • Indefinite pronouns: unos, bastantes, algunos, alguien, nadie |
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| • Present Perfect Tense & Introduction to Past Indefinite Tense |
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| • Affirmative Command (Singular) + Direct Object Pronoun |
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| (D) Literature in Simple Prose: |
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| (i) Selected authors from Spanish-speaking countries (and their most wellknown works in Spanish) namely Miguel de Cervantes, Benito Pérez Galdós, García Lorca, José María Arguedas, Juan Rulfo, Pablo Neruda. |
| (ii) The learner is expected to know their most important work and its subject matter. The learner should be able to write very short paragraph using simple sentence structures. |
| Note for the teacher: (Some recommendations) |
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| 1. The above content should be presented and integrated in didactic materials and communicative |
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| activities (related to school environment) inside the classroom in such a way that the learner develops the competencies lested below. |
| 2. Grammatical contents to be presented and integrated in materials and communicative activities inside the classroom. |
| Functional competencies: |
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• Saludar y despedirse
• Pedir y dar datos personales: información personal, sobre la ocupación, sobre la familia…
• Presentar formalmente / informalmente a otras personas
• Hablar de la familia
• Describir el físico, carácter, estado civil
• Hablar por teléfono
• Preguntar por la existencia de un lugar (clase/escuela/colegio, etc.)
• Dirigirse a alguien
• Preguntar por un lugar
• Dar instrucciones para ir a un lugar, ordenar
• y verificar informaciones
• Describir ciudades, la vivienda y el barrio
• Ubicar e identificar objetos
• Pedir y dar información sobre el transporte (taxi, metro, autobús, tren) Preguntar y decir la hora – hablar de horarios |
• Hablar de los amigos y de las actividades
• con ellos
• Llamar al camarero, pedir y pagar en un
• bar/restaurante
• Preguntar el precio
• Dar y pedir información sobre los platos: hablar de la comida
• Expresar gustos de comida y bebida
• Hablar sobre costumbres y hábitos en la comida
• Pedir en una tienda
• Hablar de hábitos y su frecuencia – pedir dar opinión sobre hábitos y acciones habituales de otras personas 397
• Hablar de gustos y preferencias
• Expresar acuerdo y desacuerdo
• Proponer actividades y reaccionar: aceptaro rechazar
• Concertar citas
• Hablar de los h |
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| Phonetical and orthographical competencies: |
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• el abecedario
• deletrear
• acentuación de las palabras
• letras ‘ce’, ‘zeta’, ‘cu’ y los sonidos [K] y [Q]
• sonidos [y] y sus grafías (y) y (ll) |
• sonidos [g] y sus grafías (g) y (gu)
• sonidos [x] y [g] y sus grafías (j) y (g)
• diptongos ‘IE’ y ‘UE’ y la HACHE
• exclamativos e interrogativos |
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| 2. The following suggested lexicon to be integrated into materials and communicative activities in such a |
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| way that the student practice the target language in real context: |
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•saludos y despedidas
• datos personales
• interrogativos
• adjetivos de carácter
• instrucciones de la clase/escuela
• familia: relaciones de parentesco y estados civiles
• adjetivos de descripción física y carácter
• casa
• Partes de la casa, muebles y Electrodomésticos
• Tipos de vivienda |
• nuúmero 1 – 100
• profesión y dirección
• actividades de ocio
• vocabulario de bares, cafeterías y restaurantes: bebidas, comidas, ingredientes, platos típicos, utensilios de mesa
• productos de alimentación, alimentos: frutas
• y verduras
• nombres de países, capitales, nacionalidades
• y moneda de España e Hispanoamérica
• Actividades de tiempo libre/ocio: lugares deocio |
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• Medios de transporte
• Colores
• Acciones habituales
• día de la semana, los meses del año, las
• estaciones del año y expresiones de la hora |
y tiempo libre, espectáculs, música, cine
• Establecimientos públicos y comerciales.
• Fórmulas sociales: ofrecimientos, aceptaciones, rechazos, excusas
• Felicitaciones: expresiones y gestos |
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| 3. Efforts should be made to provide socio-cultural information of Spanish-speaking countries: |
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• usos de tú y usted
• formas no verbales de saludo
• usos de los apellidos en el mundo hispano
• usos de señor, señora, don y doña
• principales capitales y hechos geográficos de
• España e Hispanoamérica
• personajes famosos de España e Hispanoamérica
• la familia, las relaciones familiares, el hogar
• La calle y sus elementos
• Compra – alquiler de casas
• Comportamiento social: las visitas
• Informaciones sobre las ciudades más importantes de los países de habla española
• Horario de apertura y cierre de los
• comercios, las oficinas y otros lugares |
• la gestualidad
• el bar, las tapas, el aperitivo, el café, productos típicos en la cultura hispánica
• pagar, invitaciones, precios en barra y mesa, propina
• mercados y supermercados
• horarios de comida y cena
• menú del día, platos combinados, platos típicos
• públicos: horarios laborables y días festivos en España e Hispanoamérica
• La vida nocturna: teatros, cines, barescafeterías, discotecas… Elementos proxémicos: la comunicaciónverbal y la distancia entre personas endiferentes situaciones de la vida cotidianay en diferentes culturas |
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| 4. In Section D which is related to Literature in simple prose, the teacher is expected to enhance practice |
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| of recitation exercises of the students with short prose and poetic texts referring to the authors cited. |
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| 5. The above-mentioned examples are suggestive in nature and the teacher depending on the needs of |
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| the students may improvise the same within the framework of the prescribed syllabus. |
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| Prescribed book: |
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| • Nuevo Español sin fronteras, ESF 1, by Jesús Sánchez Lobato, Concha Moreno García y Isabel Santos Gallego, SGEL, Madrid, 2007 (GOYAL SaaB) |
| • Nuevo Español sin fronteras ESF 1, Workbook, by Sánchez Lobato, SGEL, Madrid, 2007 (GOYAL` SaaB) |
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| Reference books: |
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| • Collins Gem Spanish School Dictionary, Collins, 2010 (GOYAL SaaB) 399 |
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| • Learn Spanish through games and activities (Level 1), by Pablo Rocío Domínguez, ELI Publishing, 2012 (GOYAL SaaB) |
| • en acción A1, (CD + workbook) by Elena Verdía, Marisa González, et. al., enClave ELE (2011) [Langers] |
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| • Compañeros 1, (CD+Workbook) by Francisca Castro et.al., SGEL |
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| Centro Virtual Cervantes: |
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| • “Mi mundo en palabras”, http://cvc.cervantes.es/ensenanza/mimundo/default. htm |
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| • “Lecturas paso a paso” – http://cvc.cervantes.es/aula/lecturas/ |
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| CBSE SYLLABUS FOR SPANISH (CODE: 096) |
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| CLASS – X |
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| Aims & objectives: The aim is to strengthen the basic knowledge of the language imparted in Class IX |
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| and develop further the acquired skills. |
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| Topics |
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| (A) Reading Section: |
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| A learner should be able to: |
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| (i) identify the logical argument of a simple text; and |
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| (ii) understand the ideas implicit in the argument and extract key points from text, visual materials and graphics |
| (B) Writing Section |
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| A learner should be able to: |
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| (i) write short compositions on everyday life situations on family, friends, festivals, cultural events, city, |
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| etc. with emphasis on developing sentences with logical sequences; |
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| (ii) reproduce the grammatical components identified in the syllabus through written exercises; and |
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| (iii) use language appropriate to purpose and audience. |
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| (C) Grammar Section: |
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| • Reflexive tense and Impersonal ‘SE’ |
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| • Neutral <<LO>> |
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| • Expressions of doubt – ‘seguramente / posiblemente’ |
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| • Double negation • Comparison of equality, superiority and inferiority |
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| • Direct object pronoun |
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| • Conjunction – ‘además, es que, etc.’ |
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| • Expressions such as <<Tener+Que/Deber+oinfinitivo>>/<<TENER QUE+infinitive>>/<<HAY QUE+infinitive>>/<<SE PUEDE+infinitive?>>/<<MEDAS+…?>>/<<LLEVAR+gerundio+tiempo>> |
| • TENER DOLER DE + Sustantivo |
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| • Prepositions ‘POR / PARA’ |
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| • Use of verbs SER, ESTAR, PENSAR y CREER to express opinion |
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| • Adjectiv <> |
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| • Contrast muy / mucho 401 |
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| • Pretérito perfecto y pretérito indefinido: marcadores temporales del pasado |
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| • Past Imperfect Tense: morphology and uses – Irregular forms of the verbs ser, ir |
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| • Contrast between pretérito perfecto, pretérito indefinido y pretérito imperfecto |
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| • Paraphrase <<pendar + infinitive>>, <<haberque +infinitive>> |
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| • Consecutive conjunction – ‘por eso’ |
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| • Affirmative command – affirmative command (singular) + direct object pronoun |
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| • Negative Command (Singular/Plural) + Direct Object Pronoun |
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| • Idea of the subjunctive mood and basic uses of present subjunctive. |
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| • Simple-Conditional <> (not inviting past) |
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| • Direct & Indirect Object Pronoun |
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| (D) Literature in simple Prose & Poetry: |
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| (i) Besides the ones prescribed in Class-IX, the following authors may be added: Lope de Vega, Gustavo |
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| Adolfo Bécquer, Camilo José Cela, Gabriel García Márquez, Jorge Luis Borges, Mario Vargas Llosa. |
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| (ii) The learner is expected to know their important work and its subject matter. The learner should be |
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| able to write short paragraph using simple sentence structures. |
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| Note for the teacher: (Some recommendations) |
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| 1. The above content should be presented and integrated in didactic materials and communicative |
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| activities (related to school environment) inside the classroom in such a way that the learner develops the following competencies: |
| Functional competencies: |
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• Expresar hipótesis
• Añadir información y describir y valorar una cosa
• Expresar obligación y necesidad Permiso
• Pedir algo / un favor y responder afirmativamente o negativamente
• Pedir permiso, conceder o denegar el
• Hablar de planes y proyectos
• Hablar de hechos históricos
• Relacionar diferentes acontecimientos del Pasado
• Hablar de recuerdos (eventos de la familia, infancia, etc.)
• Comparar algo ahora y antes |
• Expresar dolor – hablar de síntomas y Enfermedades
• Hablar de planes y proyectos
• Describir personas/objetos en el pado
• Contar sucesos pasados en relación con
• elpresente, contar experiencias de la vida
• ylas acciones de la semana
• Hablar de acciones del pasado que se
• repiten, acciones habituales en el ado 402
• Pasado • Hablar de recuerdos (eventos de la familia, infancia, etc.)
• Comparar algo ahora y antes
• Expresar sorpresa y extrañeza
• Presentar una causa y una consecuencia
• Reaccionar ante una información
• Dar instrucciones y consejos
• Hacer recomendaciones, expresar
• prohibiciones |
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| Phonetical and orthographical competencies: |
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• Entonación
• Entonación de frases afirmativas e interrogativas
• La acentuación de diptongos, triptongos e Hiato |
• La silaba fuerte
• Entonación de frases usadas para disculparse
• Acentuacion de interrgativas Y exclamativas |
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| 2. The following suggested lexicon to be integrated into materials and communicative activities in such a |
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| way that the student practice the target language in real context: |
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• Vocabulario para narrar experiencias de las vacaciones
• Los viajes
• Establecimientos comerciales
• Prendas de vestir, tejidos, materiales y formas, |
• Señales de tráfico • Servicios de la calle
• Mobiliario urbano
• Problemas de salud y medicamentos
• Obligaciones
• Expresiones y frases hechas para reaccionar |
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vocabulario de la moda
• Artículos de regalo, ropa, calzado y complementos
• Viajes, tipos de turismo
• lima
• Los paisajes, léxico del tiempo Meteorológico
• Lugares de interés turístico en una ciudad, categoría de instalaciones turísticas
• servicios en un hotel |
• Las celebraciones
• Descripción física de personas – carácter y personalidad
• Léxico relacionado con permisos y Prohibiciones
• Estados de ánimo, sentimientos |
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| 3. Efforts should be made to provide socio-cultural information of Spanish-speaking countries: lugares |
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| de interés turístico en el mundo hispano, principales premios del mundo de la culturateatro, cine, literatura-, horario comercial en el mundo hispano, signos específicos de algunos establecimientos (correos, estancos, etc.), actos sociales: bodas, nacimientos, etc., Principales autores de cuentos del mundo hispano, la sociedad española actual: el sistema de gobierno. |
| 4. Learner is also expected to profrom recitation exercises with short prose and poetic text as part of |
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| the practical exercise. |
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| 5. The above-mentioned examples are suggestive in nature and the teacher depending on the needs of |
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| the students may improvise the same within the framework of the prescribed syllabus. |
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| Prescribed book: |
|
|
|
|
|
|
| • Nuevo Español sin fronteras, ESF 2, by Jesús Sánchez Lobato, Concha Moreno García y Isabel Santos Gallego, SGEL, Madrid, 2007 (GOYAL SaaB) |
| • Nuevo Español sin fronteras ESF 2, Workbook, by Sánchez Lobato, SGEL, Madrid, 2007 (GOYAL SaaB) |
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| Reference books: |
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| • Collins Gem Spanish School Dictionary, Collins, 2010 (GOYAL SaaB) |
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| • Learn Spanish through games and activities (Level 1), by Pablo Rocío Domínguez, ELI Publishing, 2012 (GOYAL SaaB) |
| • en acción A1, (CD + workbook) by Elena Verdía, Marisa González, et. al., enClave ELE (2011) [Langers] |
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| • Compañeros 2, (CD+Workbook) by Francisca Castro et.al., SGEL |
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| Centro Virtual Cervantes: |
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| • “Mi mundo en palabras”, http://cvc.cervantes.es/ensenanza/mimundo/default. htm |
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| • “Lecturas paso a paso” – http://cvc.cervantes.es/aula/lecturas/ |
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| SPANISH (CODE: 096) |
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| CBSE EXAMINATION STRUCTURE FOR CLASSES IX & X |
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| The Question Paper will be of maximum 80 marks and will be divided into four sections: |
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| Section A: Reading Comprehension 20 marks |
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| Section B: Written Expression 15 marks |
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| Section C: Grammar 35 marks |
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| Section D: Literature in simple prose 10 marks |
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| The typology of questions and weightage should be guided by the Standard Basic Template, as provided by CBSE (pls. refer to Basic Template for Setting Question Paper). As per this template, items no. 1, 2,3 & 5 may be considered feasible but the idea of HOTS is difficult to be applied because in Foreign Language Teaching at School level, the development of acquisition and reproduction skills are of primary importance and less of critical thinking and problem solving which are essential components of HOTS. The weightage of HOTS may be distributed evenly into other categories. |
| Scheme of Section and Weightage to content: |
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| Section |
Details of Topics/Sections |
Type of Questions |
No. of Questions |
Marks |
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| Section A |
(03 unseen short texts/ dialogues)
A.1 Text 1
A.2 Text 2
A.3 Text 3 |
MCQ
True/False SAQs |
05
05
05 |
1 x 5 = 5
1 x 5 = 5
2 x 5 = 10
Total = 20 |
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| Section B |
B.1–One compulsory writing composition from a choice of two based on visual/verbal stimulus. (approx. 200 words)
B.2 – Short writing/dialogue completion (max. 100 words) |
Short text Short text |
01
01 |
1 x 10 = 10
1 x 5 = 5
Total = 15 |
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| Section C |
C.1 – Conjugation of Regular & Irregular verbs in present & future tenses/crosswords to test the lexicon based on picture/description
C.2 – Match the column
C.2.1 – Synonyms & Antonyms or definition
C.2.2 – Relating pictures with idea/description
C.3 – Fill in the blanks
C.3.1 – Complete the text with the appropriate form of the verb given in the bracket – 1 – 2×5 = 10
C.3.2 – Complete the sentences with the correct option 1 x 10 =10 |
Objective type question
Objective type question
Objective type question SAQ/objective type question MCQ |
01
01
01
01
01 |
1 x 5 = 5
1 x 5 = 5
1 x 5 = 5
2 X 5 = 10
1 X 10 = 10
Total = 35 |
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| Section D |
D.1 Short answer questions on authors/ works |
SAQ |
05 |
2 X 5 = 10 |
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Total Marks |
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80 |
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| Note: All questions and answers will be in the target language. |
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