CBSE class 12 Spanish New Syllabus 2018-19 in PDF format for free download. Spanish syllabus for 2018 2019 class 12 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 12 Spanish New Syllabus 2018-19

CBSE class 12 Spanish New Syllabus 2018-19
Class XII

One Paper Time: 3 hours Marks: 100
Section – A: Applied Grammar: 45 marks: 80 Periods

1. Revision of all Morphological and Syntactic elements prescribed for class XI
2. <<Quiero I voy a intentar I pienso I tengo la intención de + infinitvo>>, <<lr + a + infinitivo>>, <<Pensar + infinitivo>>, <<lle importaria + infinitivo?>>, <<lPodria/podrá + infinitivo?>>, <<Yo creo que I opino I pienso que + indicativo>>
3. The subjunctive mood (present and past), its use as an independent clause and with conditional clauses:
   • <<Quiero/necesito in present I condicional tense+ infinitive>>.
   • <<Quieres que + present tense of subjunctive>>, <<Que + presente tense of subjunctive>>, <<Es necesario / importante / esencial/mejor que + subjunctive>>, <<iQue lástima / rabia / pena / suerte / maravilla que + present tense of subjunctive>>, <<Es mejor I Lo mejor es que + subjunctive>>, <<Cuando I en cuanto I tan pronto como + present tense of subjunctive + future/present tense>>, <<(No) (me, te, …) gustar que + subjunctive>>, <<Es una pena I lástima que + subjunctive>>, <<Siempre que + subjunctive>>, <<En caso de que + subjunctive>>, Estar seguro de que, <<dudo (de) que+ subjunctive>>, <<Temo / me preocupa que+ subjunctive>>
   • <<A lo mejor, igual, seguramente + adjective>>, <<Quizás, probablemente + indicative or subjunctive>>, <<Puede que, es posible que+ subjunctive>>
4. Use of the gerund and the participle.
5. Active and Passive voice and the uses of “se”
6. Use of expressions like: en realidad, en el fondo, de hecho, Ia verdad es que, en cambio, por el contrario, no obstante, etc.

Section – B: Reading Comprehension. 15 Marks: 35 Periods
An unseen passage of about 200 words with 4 to 5 questions to be answered in Spanish from the passage.

Section – C: Composition and Writing. 20 Marks: 30 Periods
A short composition (using the subjunctive Mood also) in Spanish on a topic related to the life around (200 words)

Section – D: (Culture/Literature in simple Prose & Poetry) 20 Marks: 35 Periods

• Simple questions of famous works, authors, customs, festivals etc. related to the Spanish speaking Countries based on the prescribed texts.
• The teacher is expected to make choices of texts from the prescribed textbook as per the general competence of the class.
• Learner is expected to perform recitation exercises and presentations on authors/poets with short prose and poetic text as part of the practical exercises.
• Additional choice of author may be added by the teacher in addition to the ones prescribed in Classes IX and X.

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:

   Preguntar por la existencia de algo o alguieny expresar desconocimiento de algo o alguien	Expresar duda y formular hipótesis
   Pedir y ofrecer ayuda/ información	Expresar deseos
   Expresar la intencion de hacer algo	Opinar, justificar y argumentar una opinión
   Expresar dudas y tomar una decisión	Expresar probabilidad y condiciones
   Sugerir actividades y planes	Expresar sentimientos, temor, preocupación o grado de seguridad
   Expresar y preguntar por planes futuros y de las situaciones futuras no seguras

2. 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: ir de compras, los viajes, el clima, paisajes naturales, las vacaciones, servicios de un hotel y agencias de viaje, monumentos históricos, génerós literarios, la música, el cine, la prensa, la Internet, el teléfono móvil, la moda, la publicidad, electrodomésticos, etc.
3. Efforts should be made to provide socio-cultural information of Spanish-speaking countries: ferias y festivales de los países hispánicos, lugares de interés turístico y monumentos en los países de habla hispana, modos de viajar y medios de transporte, escritores y poetas importantes de la literatura hispánica, la musica y películas hispánicas, etc.
4. 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 to facilitate the teaching and learning process.
   Prescribed texts:
   • ​​​​​​​Relevant chapters may be referred to for use as per the prescribed syllabus.
   • Aula 2 Textbook with CD, by Jaime Corpas, Difusión, 2005 (GOYAL SaaB)
   • Aula 2 Workbook with CD, by Jaime Corpas, Difusión, 2010 (GOYAL SaaB)
     Reference Textbook:
   • Collins Gem Spanish School Dictionary, Collins, 2010 (GOYAL SaaB)
   • en acción Curso de español 2, (CD +workbook) by Elena Verdia, Marisa Gonzalez, et. al., enClave ELE (2011) [Langers] • Compañeros 4 (CD+workbook) by Francísca Castro, et. al., SGEL.
     Pagina web Centro Virtual Cervantes:
   • “Mi mundo en palabras”, http://cvc.cervantes.es/ensenanza/mimundo/default.htm
   • “Lecturas paso a paso” · http:1/cvc.cervantes.es/aula/lecturas/

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