{"id":12549,"date":"2018-03-24T16:45:25","date_gmt":"2018-03-24T11:15:25","guid":{"rendered":"http:\/\/mycbseguide.com\/blog\/?p=12549"},"modified":"2018-05-04T10:43:07","modified_gmt":"2018-05-04T05:13:07","slug":"cbse-class-10-spanish-new-syllabus-2018-19","status":"publish","type":"post","link":"https:\/\/mycbseguide.com\/blog\/cbse-class-10-spanish-new-syllabus-2018-19\/","title":{"rendered":"CBSE class 10 Spanish New Syllabus 2018-19"},"content":{"rendered":"<p>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.<\/p>\n<h1 style=\"text-align: center;\"><a href=\"https:\/\/mycbseguide.com\/downloads\/cbse-class-10-other-subjects\/2538\/cbse-syllabus\/1\/\">Download CBSE class 10 Spanish New Syllabus 2018-19<\/a><\/h1>\n<p style=\"text-align: center;\"><strong>CBSE class 10 Spanish New Syllabus 2018-19<br \/>\nSyllabus (2018-2019)<\/strong><\/p>\n<p><strong>SPANISH (CODE: 096)<\/strong><\/p>\n<p><strong>Aims &amp; objectives: <\/strong>The aim is to strengthen the basic knowledge of the language imparted in Class IX and develop further the acquired skills.<\/p>\n<p><strong>Topics<\/strong><\/p>\n<ol start=\"1\">\n<li><strong>Reading Section:<\/strong><br \/>\nA learner should be able to:<\/p>\n<ol start=\"1\">\n<li>identify the logical argument of a simple text; and<\/li>\n<li>understand the ideas implicit in the argument and extract key points from text, visual materials and graphics<\/li>\n<\/ol>\n<\/li>\n<li><strong>Writing Section<\/strong><br \/>\nA learner should be able to:<\/p>\n<ol start=\"1\">\n<li>write short compositions on everyday life situations on family, friends, festivals, cultural events, city, etc. with emphasis on developing sentences with logical sequences;<\/li>\n<li>reproduce the grammatical components identified in the syllabus through written exercises; and<\/li>\n<li>use language appropriate to purpose and audience.<\/li>\n<\/ol>\n<\/li>\n<li><strong>Grammar Section:<\/strong>\n<ul>\n<li>Reflexive tense and Impersonal \u2018SE\u2019<\/li>\n<li>Neutral &lt;&lt;LO&gt;&gt;<\/li>\n<li>Expressions of doubt \u2013 \u2018seguramente \/ posiblemente\u2019<\/li>\n<li>Double negation \u2022 Comparison of equality, superiority and inferiority<\/li>\n<li>Direct object pronoun<\/li>\n<li>Conjunction \u2013 \u2018adem\u00e1s, es que, etc.\u2019<\/li>\n<li>Expressions such as &lt;&lt;Tener+Que\/Deber+oinfinitivo&gt;&gt;\/&lt;&lt;TENER QUE+infinitive&gt;&gt;\/&lt;&lt;HAY QUE+infinitive&gt;&gt;\/&lt;&lt;SE PUEDE+infinitive?&gt;&gt;\/&lt;&lt;MEDAS+\u2026?&gt;&gt;\/&lt;&lt;LLEVAR+gerundio+tiempo&gt;&gt;<\/li>\n<li>TENER DOLER DE + Sustantivo<\/li>\n<li>Prepositions \u2018POR \/ PARA\u2019<\/li>\n<li>Use of verbs SER, ESTAR, PENSAR y CREER to express opinion<\/li>\n<li>Adjectiv &lt;&gt;<\/li>\n<li>Contrast muy \/ mucho 401<\/li>\n<li>Pret\u00e9rito perfecto y pret\u00e9rito indefinido: marcadores temporales del pasado<\/li>\n<li>Past Imperfect Tense: morphology and uses \u2013 Irregular forms of the verbs ser, ir<\/li>\n<li>Contrast between pret\u00e9rito perfecto, pret\u00e9rito indefinido y pret\u00e9rito imperfecto<\/li>\n<li>Paraphrase &lt;&lt;pendar + infinitive&gt;&gt;, &lt;&lt;haberque +infinitive&gt;&gt;<\/li>\n<li>Consecutive conjunction \u2013 \u2018por eso\u2019<\/li>\n<li>Affirmative command \u2013 affirmative command (singular) + direct object pronoun<\/li>\n<li>Negative Command (Singular\/Plural) + Direct Object Pronoun<\/li>\n<li>Idea of the subjunctive mood and basic uses of present subjunctive.<\/li>\n<li>Simple-Conditional &lt;&gt; (not inviting past)<\/li>\n<li>Direct &amp; Indirect Object Pronoun<\/li>\n<\/ul>\n<\/li>\n<li>Literature in simple Prose &amp; Poetry:\n<ol start=\"1\">\n<li>Besides the ones prescribed in Class-IX, the following authors may be added: Lope de Vega, Gustavo Adolfo B\u00e9cquer, Camilo Jos\u00e9 Cela, Gabriel Garc\u00eda M\u00e1rquez, Jorge Luis Borges, Mario Vargas Llosa.<\/li>\n<li>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.<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<p><strong>Note for the teacher: (Some recommendations)<\/strong><\/p>\n<ol>\n<li>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:<\/li>\n<\/ol>\n<p><strong>Functional competencies<\/strong><\/p>\n<table border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td>\n<ul>\n<li>Expresar hip\u00f3tesis<\/li>\n<li>A\u00f1adir informaci\u00f3n y describir y valorar una cosa<\/li>\n<li>Expresar obligaci\u00f3n y necesidad Permis<\/li>\n<li>Pedir algo \/ un favor y responder afirmativamente o negativamente<\/li>\n<li>Pedir permiso, conceder o denegar el<\/li>\n<li>Hablar de planes y proyectos<\/li>\n<li>Hablar de hechos hist\u00f3ricos<\/li>\n<li>Relacionar diferentes acontecimientos del Pasado<\/li>\n<li>Hablar de recuerdos (eventos de la familia, infancia, etc.)<\/li>\n<li>Comparar algo ahora y antes<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Expresar dolor \u2013 hablar de s\u00edntomas y Enfermedades<\/li>\n<li>Hablar de planes y proyectos<\/li>\n<li>Describir personas\/objetos en el pado<\/li>\n<li>Contar sucesos pasados en relaci\u00f3n con<\/li>\n<li>elpresente, contar experiencias de la vida<\/li>\n<li>ylas acciones de la semana<\/li>\n<li>Hablar de acciones del pasado que se<\/li>\n<li>repiten, acciones habituales en el ado 402<\/li>\n<li>Pasado \u2022 Hablar de recuerdos (eventos de lafamilia, infancia, etc.)<\/li>\n<li>Comparar algo ahora y antes<\/li>\n<li>Expresar sorpresa y extra\u00f1eza<\/li>\n<li>Presentar una causa y una consecuencia<\/li>\n<li>Reaccionar ante una informaci\u00f3n<\/li>\n<li>Dar instrucciones y consejos<\/li>\n<li>Hacer recomendaciones, expresar<\/li>\n<li>prohibiciones<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Phonetical and orthographical competencies:<\/strong><\/p>\n<table style=\"height: 109px;\" border=\"1\" width=\"825\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td>\n<ul>\n<li>Entonaci\u00f3n<\/li>\n<li>Entonaci\u00f3n de frases afirmativas e interrogativas<\/li>\n<li>La acentuaci\u00f3n de diptongos, triptongos e Hiato<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>La silaba fuerte<\/li>\n<li>Entonaci\u00f3n de frases usadas para disculparse<\/li>\n<li>Acentuacion de interrgativas Y exclamativas<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<ol start=\"2\">\n<li>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:<\/li>\n<\/ol>\n<table class=\"TableGrid cke_show_border\" style=\"height: 492px;\" width=\"828\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td width=\"319\">\n<ul>\n<li>Vocabulario para narrar experiencias de las vacaciones<\/li>\n<li>Los viajes<\/li>\n<li>Establecimientos comerciales<\/li>\n<li>Prendas de vestir, tejidos, materiales y formas,vocabulario de la moda<\/li>\n<\/ul>\n<\/td>\n<td width=\"319\">\n<ul>\n<li>Se\u00f1ales de tr\u00e1fico \u2022 Servicios de la calle<\/li>\n<li>Mobiliario urbano<\/li>\n<li>Problemas de salud y medicamentos<\/li>\n<li>Obligaciones<\/li>\n<li>Expresiones y frases hechas para reaccionar<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td width=\"319\">\n<ul>\n<li>Art\u00edculos de regalo, ropa, calzado y complementos<\/li>\n<li>Viajes, tipos de turismo<\/li>\n<li>lima<\/li>\n<li>Los paisajes, l\u00e9xico del tiempo Meteorol\u00f3gico<\/li>\n<li>Lugares de inter\u00e9s tur\u00edstico en una ciudad, categor\u00eda de instalaciones tur\u00edsticas<\/li>\n<li>servicios en un hotel<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Las celebraciones<\/li>\n<li>Descripci\u00f3n f\u00edsica de personas \u2013 car\u00e1cter y personalidad<\/li>\n<li>L\u00e9xico relacionado con permisos y Prohibiciones<\/li>\n<li>Estados de \u00e1nimo, sentimientos<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<ol start=\"3\">\n<li>Nuevo Espa\u00f1ol sin fronteras, ESF 2, by Jes\u00fas S\u00e1nchez Lobato, Concha Moreno Garc\u00eda y Isabel Santos Gallego, SGEL, Madrid, 2007 (GOYAL SaaB)Efforts should be made to provide socio-cultural information of Spanish-speaking countries: lugares de inter\u00e9s tur\u00edstico en el mundo hispano, principales premios del mundo de la culturateatro, cine, literatura-, horario comercial en el mundo hispano, signos espec\u00edficos de algunos establecimientos (correos, estancos, etc.), actos sociales: bodas, nacimientos, etc., Principales autores de cuentos delmundo hispano, la sociedad espa\u00f1ola actual: el sistema de gobierno.<\/li>\n<li>Learner is also expected to profrom recitation exercises with short prose and poetic text as part of the practical exercise.<\/li>\n<li>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.<\/li>\n<\/ol>\n<p><strong>Prescribed book:<\/strong><\/p>\n<ul>\n<li>Nuevo Espa\u00f1ol sin fronteras ESF 2, Workbook, by S\u00e1nchez Lobato, SGEL, Madrid, 2007 (GOYAL SaaB)<\/li>\n<\/ul>\n<p><strong>Reference books:<\/strong><\/p>\n<ul>\n<li>Collins Gem Spanish School Dictionary, Collins, 2010 (GOYAL SaaB)<\/li>\n<li>Learn Spanish through games and activities (Level 1), by Pablo Roc\u00edo Dom\u00ednguez, ELI Publishing, 2012<br \/>\n(GOYAL SaaB)<\/li>\n<li>en acci\u00f3n A1, (CD + workbook) by Elena Verd\u00eda, Marisa Gonz\u00e1lez, et. al., enClave ELE (2011) [Langers]<\/li>\n<li>Compa\u00f1eros 2, (CD+Workbook) by Francisca Castro et.al., SGEL<\/li>\n<\/ul>\n<p><strong>Centro Virtual Cervantes:<\/strong>\u2022<\/p>\n<ul>\n<li>\u201cMi mundo en palabras\u201d, http:\/\/cvc.cervantes.es\/ensenanza\/mimundo\/default. htm<\/li>\n<li>\u201cLecturas paso a paso\u201d &#8211; http:\/\/cvc.cervantes.es\/aula\/lecturas\/<\/li>\n<\/ul>\n<p style=\"text-align: center;\"><strong>CBSE class 10 Spanish New Syllabus 2018-19<br \/>\nEXAMINATION STRUCTURE<\/strong><\/p>\n<p>The Question Paper will be of maximum 80 marks and will be divided into four sections:<\/p>\n<table style=\"height: 125px;\" border=\"1\" width=\"821\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td>Section A: Reading Comprehension<\/td>\n<td>20 marks<\/td>\n<\/tr>\n<tr>\n<td>Section B: Written Expression<\/td>\n<td>15 marks<\/td>\n<\/tr>\n<tr>\n<td>Section C: Grammar<\/td>\n<td>35 marks<\/td>\n<\/tr>\n<tr>\n<td>Section D: Literature in simple prose<\/td>\n<td>10 marks<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p>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 &amp; 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.<br \/>\nThe weightage of HOTS may be distributed evenly into other categories.<\/p>\n<p>Scheme of Section and Weightage to content:<\/p>\n<table border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<thead>\n<tr>\n<th scope=\"col\"><strong>Section<\/strong><\/th>\n<th scope=\"col\"><strong>Details of Topics\/Sections<\/strong><\/th>\n<th scope=\"col\"><strong>Type of Questions<\/strong><\/th>\n<th scope=\"col\"><strong>No. of Questions<\/strong><\/th>\n<th scope=\"col\"><strong>Marks<\/strong><\/th>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td colspan=\"1\" rowspan=\"3\">Section A<\/td>\n<td>(03 unseen short texts\/ dialogues)<br \/>\nA.1 Text 1<\/td>\n<td>MCQ<\/td>\n<td>05<\/td>\n<td>1&#215;5=5<\/td>\n<\/tr>\n<tr>\n<td>A.2 Text 2<\/td>\n<td>True\/False<\/td>\n<td>05<\/td>\n<td>1&#215;5=5<\/td>\n<\/tr>\n<tr>\n<td>A.3 Text 3<\/td>\n<td>SAQs<\/td>\n<td>05<\/td>\n<td>2&#215;5=10<br \/>\n(Total=20)<\/td>\n<\/tr>\n<tr>\n<td colspan=\"1\" rowspan=\"3\">Section B<\/td>\n<\/tr>\n<tr>\n<td>B.1\u2013One compulsory writing composition from a choice of two based on visual\/verbal stimulus. (approx. 200 words)<\/td>\n<td>Short text<\/td>\n<td>01<\/td>\n<td>1&#215;10=10<\/td>\n<\/tr>\n<tr>\n<td>B.2 \u2013 Short writing\/dialogue completion (max. 100 words)<\/td>\n<td>Short text<\/td>\n<td>01<\/td>\n<td>1&#215;5=5<br \/>\nTotal=15<\/td>\n<\/tr>\n<tr>\n<td colspan=\"1\" rowspan=\"5\">Section C<\/td>\n<td>C.1 \u2013 Conjugation of Regular &amp; Irregular verbs in present &amp; future tenses\/crosswords to test the lexicon based on picture\/description<\/td>\n<td>Objective type question<\/td>\n<td>01<\/td>\n<td>1&#215;5=5<\/td>\n<\/tr>\n<tr>\n<td>C.2 \u2013 Match the column<br \/>\nC.2.1 \u2013 Synonyms &amp; Antonyms or definition<\/td>\n<td>Objective type question<\/td>\n<td>01<\/td>\n<td>1&#215;5=5<\/td>\n<\/tr>\n<tr>\n<td>C.2.2 \u2013 Relating pictures with idea\/description<\/td>\n<td>Objective type question<\/td>\n<td>01<\/td>\n<td>1&#215;5=5<\/td>\n<\/tr>\n<tr>\n<td>C.3 \u2013 Fill in the blanks<br \/>\nC.3.1 \u2013 Complete the text with the appropriate form of the verb given in the bracket \u2013 1 \u2013 2&#215;5=10<\/td>\n<td>SAQ\/objective<br \/>\ntype question<\/td>\n<td>01<\/td>\n<td>1&#215;5=5<\/td>\n<\/tr>\n<tr>\n<td>C.3.2 \u2013 Complete the sentences with the correct option 1&#215;10 =10<\/td>\n<td>MCQ<\/td>\n<td>01<\/td>\n<td>1&#215;5=5<\/td>\n<\/tr>\n<tr>\n<td>Section D<\/td>\n<td>D.1 Short answer questions on authors\/works<\/td>\n<td>SAQ<\/td>\n<td>05<\/td>\n<td>2&#215;5=10<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td><\/td>\n<td>Total Marks<\/td>\n<td><\/td>\n<td>80<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Note: <\/strong>All questions and answers will be in the target language.<\/p>\n<h2><strong>Download CBSE\u00a0Syllabus of Class 10th\u00a0<\/strong><\/h2>\n<ul>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-10-mathematics\/1202\/cbse-syllabus\/1\/\" target=\"_blank\" rel=\"noopener\"><strong>CBSE Syllabus class-10 Mathematics<\/strong><\/a><\/li>\n<li><strong><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-10-science\/1176\/cbse-syllabus\/1\/\" target=\"_blank\" rel=\"noopener\">CBSE Syllabus class-10 Science<\/a><\/strong><\/li>\n<li><strong><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-10-social-science\/1896\/cbse-syllabus\/1\/\" target=\"_blank\" rel=\"noopener\">CBSE Syllabus class-10 Social Science<\/a><\/strong><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-10-english-communicative\/1901\/cbse-syllabus\/1\/\" target=\"_blank\" rel=\"noopener\"><strong>CBSE Syllabus class-10\u00a0English Communicative<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-10-english-language-and-literature\/1903\/cbse-syllabus\/1\/\" target=\"_blank\" rel=\"noopener\"><strong>CBSE Syllabus for class-10\u00a0English\u00a0Language and Lit<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-10-hindi-course-a\/1905\/cbse-syllabus\/22\/\" target=\"_blank\" rel=\"noopener\"><strong>CBSE Syllabus class-10\u00a0Hindi A<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-10-hindi-course-b\/1907\/cbse-syllabus\/22\/\" target=\"_blank\" rel=\"noopener\"><strong>CBSE Syllabus class-10 Hindi B<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-10-sanskrit\/1897\/cbse-syllabus\/22\/\" target=\"_blank\" rel=\"noopener\"><strong>CBSE Syllabus class-10 Sanskrit<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-10-foundation-of-it\/1909\/cbse-syllabus\/1\/\" target=\"_blank\" rel=\"noopener\"><strong>CBSE Syllabus class-10 Foundation of IT<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-10-painting\/1913\/cbse-syllabus\/1\/\" target=\"_blank\" rel=\"noopener\"><strong>CBSE Syllabus class-10 Painting<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/course\/cbse-class-10-french\/1911\/\" target=\"_blank\" rel=\"noopener\"><strong>CBSE Syllabus class-10 French<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-10-home-science\/1915\/cbse-syllabus\/1\/\" target=\"_blank\" rel=\"noopener\"><strong>CBSE Syllabus class-10 Home science<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-10-music\/1917\/cbse-syllabus\/1\/\" target=\"_blank\" rel=\"noopener\"><strong>CBSE Syllabus class-10 Music<\/strong><\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>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 &#8230; <a title=\"CBSE class 10 Spanish New Syllabus 2018-19\" class=\"read-more\" href=\"https:\/\/mycbseguide.com\/blog\/cbse-class-10-spanish-new-syllabus-2018-19\/\" aria-label=\"More on CBSE class 10 Spanish New Syllabus 2018-19\">Read more<\/a><\/p>\n","protected":false},"author":2,"featured_media":-1,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13,1372],"tags":[266,1123,1128,1237],"class_list":["post-12549","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-cbse-syllabus","category-other-subjects","tag-cbse-syllabus","tag-cbse-syllabus-2018-19","tag-cbse-syllabus-class-10","tag-class-10-spanish-new-syllabus"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.0 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>CBSE class 10 Spanish New Syllabus 2018-19 | myCBSEguide<\/title>\n<meta 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