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CBSE class 10 Spanish New Syllabus 2018-19

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CBSE class 10 Spanish New Syllabus 2018-19 in PDF format for free download. Spanish New syllabus for 2018 2019 class 10 CBSE is now available in myCBSEguide app. The curriculum for March 2019 exams is designed by CBSE, New Delhi as per NCERT text books for the session 2018-19.

Download CBSE class 10 Spanish New Syllabus 2018-19

CBSE class 10 Spanish New Syllabus 2018-19
Syllabus (2018-2019)


Aims & objectives: The aim is to strengthen the basic knowledge of the language imparted in Class IX and develop further the acquired skills.


  1. Reading Section:
    A learner should be able to:

    1. identify the logical argument of a simple text; and
    2. understand the ideas implicit in the argument and extract key points from text, visual materials and graphics
  2. Writing Section
    A learner should be able to:

    1. write short compositions on everyday life situations on family, friends, festivals, cultural events, city, etc. with emphasis on developing sentences with logical sequences;
    2. reproduce the grammatical components identified in the syllabus through written exercises; and
    3. use language appropriate to purpose and audience.
  3. Grammar Section:
    • Reflexive tense and Impersonal ‘SE’
    • Neutral <<LO>>
    • Expressions of doubt – ‘seguramente / posiblemente’
    • Double negation • Comparison of equality, superiority and inferiority
    • Direct object pronoun
    • Conjunction – ‘además, es que, etc.’
    • Expressions such as <<Tener+Que/Deber+oinfinitivo>>/<<TENER QUE+infinitive>>/<<HAY QUE+infinitive>>/<<SE PUEDE+infinitive?>>/<<MEDAS+…?>>/<<LLEVAR+gerundio+tiempo>>
    • TENER DOLER DE + Sustantivo
    • Prepositions ‘POR / PARA’
    • Use of verbs SER, ESTAR, PENSAR y CREER to express opinion
    • Adjectiv <>
    • Contrast muy / mucho 401
    • Pretérito perfecto y pretérito indefinido: marcadores temporales del pasado
    • Past Imperfect Tense: morphology and uses – Irregular forms of the verbs ser, ir
    • Contrast between pretérito perfecto, pretérito indefinido y pretérito imperfecto
    • Paraphrase <<pendar + infinitive>>, <<haberque +infinitive>>
    • Consecutive conjunction – ‘por eso’
    • Affirmative command – affirmative command (singular) + direct object pronoun
    • Negative Command (Singular/Plural) + Direct Object Pronoun
    • Idea of the subjunctive mood and basic uses of present subjunctive.
    • Simple-Conditional <> (not inviting past)
    • Direct & Indirect Object Pronoun
  4. Literature in simple Prose & Poetry:
    1. Besides the ones prescribed in Class-IX, the following authors may be added: Lope de Vega, Gustavo Adolfo Bécquer, Camilo José Cela, Gabriel García Márquez, Jorge Luis Borges, Mario Vargas Llosa.
    2. The learner is expected to know their important work and its subject matter. The learner should be able to write short paragraph using simple sentence structures.

Note for the teacher: (Some recommendations)

  1. The above content should be presented and integrated in didactic materials and communicative activities (related to school environment) inside the classroom in such a way that the learner develops the following competencies:

Functional competencies

  • Expresar hipótesis
  • Añadir información y describir y valorar una cosa
  • Expresar obligación y necesidad Permis
  • 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 lafamilia, 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

Phonetical and orthographical competencies:

  • 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
  1. The following suggested lexicon to be integrated into materials and communicative activities in such a way that the student practice the target language in real context:
  • Vocabulario para narrar experiencias de las vacaciones
  • Los viajes
  • Establecimientos comerciales
  • Prendas de vestir, tejidos, materiales y formas,vocabulario de la moda
  • Señales de tráfico • Servicios de la calle
  • Mobiliario urbano
  • Problemas de salud y medicamentos
  • Obligaciones
  • Expresiones y frases hechas para reaccionar
  • 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
  1. Nuevo Español sin fronteras, ESF 2, by Jesús Sánchez Lobato, Concha Moreno García y Isabel Santos Gallego, SGEL, Madrid, 2007 (GOYAL SaaB)Efforts should be made to provide socio-cultural information of Spanish-speaking countries: lugares 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 delmundo hispano, la sociedad española actual: el sistema de gobierno.
  2. Learner is also expected to profrom recitation exercises with short prose and poetic text as part of the practical exercise.
  3. The above-mentioned examples are suggestive in nature and the teacher depending on the needs of the students may improvise the same within the framework of the prescribed syllabus.

Prescribed book:

  • Nuevo Español sin fronteras ESF 2, Workbook, by Sánchez Lobato, SGEL, Madrid, 2007 (GOYAL SaaB)

Reference books:

  • Collins Gem Spanish School Dictionary, Collins, 2010 (GOYAL SaaB)
  • 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]
  • Compañeros 2, (CD+Workbook) by Francisca Castro et.al., SGEL

Centro Virtual Cervantes:

  • “Mi mundo en palabras”, http://cvc.cervantes.es/ensenanza/mimundo/default. htm
  • “Lecturas paso a paso” – http://cvc.cervantes.es/aula/lecturas/

CBSE class 10 Spanish New Syllabus 2018-19

The Question Paper will be of maximum 80 marks and will be divided into four sections:

Section A: Reading Comprehension20 marks
Section B: Written Expression15 marks
Section C: Grammar35 marks
Section D: Literature in simple prose10 marks

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:

SectionDetails of Topics/SectionsType of QuestionsNo. of QuestionsMarks
Section A(03 unseen short texts/ dialogues)
A.1 Text 1
A.2 Text 2True/False051×5=5
A.3 Text 3SAQs052×5=10
Section B
B.1–One compulsory writing composition from a choice of two based on visual/verbal stimulus. (approx. 200 words)Short text011×10=10
B.2 – Short writing/dialogue completion (max. 100 words)Short text011×5=5
Section CC.1 – Conjugation of Regular & Irregular verbs in present & future tenses/crosswords to test the lexicon based on picture/descriptionObjective type question011×5=5
C.2 – Match the column
C.2.1 – Synonyms & Antonyms or definition
Objective type question011×5=5
C.2.2 – Relating pictures with idea/descriptionObjective type question011×5=5
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
type question
C.3.2 – Complete the sentences with the correct option 1×10 =10MCQ011×5=5
Section DD.1 Short answer questions on authors/worksSAQ052×5=10
Total Marks80

Note: All questions and answers will be in the target language.

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