CBSE Syllabus of Class 12 Spanish 2019-20

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CBSE Syllabus Class 12 Spanish – in PDF

CBSE Syllabus for Class 12 Spanish 2019-20 in PDF format for free download. Spanish syllabus for 2019 2020 class 12 is now available in myCBSEguide mobile app. The curriculum for March 2020 exams is designed by CBSE, New Delhi as per NCERT textbooks for the session 2019-20.

CBSE Syllabus for class 12 Spanish 2019-20

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CBSE Syllabus Class 12 Spanish

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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