{"id":12609,"date":"2018-03-26T12:33:44","date_gmt":"2018-03-26T07:03:44","guid":{"rendered":"http:\/\/mycbseguide.com\/blog\/?p=12609"},"modified":"2018-05-03T12:35:03","modified_gmt":"2018-05-03T07:05:03","slug":"cbse-class-9-spanish-new-syllabus-2018-19","status":"publish","type":"post","link":"https:\/\/mycbseguide.com\/blog\/cbse-class-9-spanish-new-syllabus-2018-19\/","title":{"rendered":"CBSE class 9 Spanish New Syllabus 2018-19"},"content":{"rendered":"<p>CBSE class 9 Spanish\u00a0New Syllabus 2018-19 in PDF format for free download. Spanish\u00a0syllabus for 2018 2019 class 9 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-09-other-subjects\/2537\/cbse-syllabus\/1\/\">Download CBSE class 9 Spanish New Syllabus 2018-19<\/a><\/h1>\n<p style=\"text-align: center;\"><strong>CBSE class 9 Spanish New Syllabus 2018-19<\/strong><\/p>\n<p>The following learning objectives apply for classes IX and X.<br \/>\nGeneral objectives: The general objectives of this course is to introduce the basic elements of Spanish 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 teachinglearning 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.<br \/>\nIt should be ensured that value-based didactic exercises as well as use of ICTs are incorporated into the teaching-learning process.<\/p>\n<p style=\"text-align: center;\"><strong>SYLLABUS FOR SPANISH (CODE: 096)<\/strong><\/p>\n<p>Topics<\/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>read and understand elementary structures of spoken language,<\/li>\n<li>participate in simple conversations of daily life.<br \/>\n<strong>Note:<\/strong><\/li>\n<li>For this purpose, simple -short passages related to everyday real life situations should selected by the teachers.<\/li>\n<li>Efforts should be made to develop the following comprehension skills in the students:\n<ol start=\"1\">\n<li>deduce the meaning from the context;<\/li>\n<li>identify the main points; and<\/li>\n<li>extract or scan specific information or details.<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<li><strong>Writing Section:<\/strong> A learner should be able to:\n<ol start=\"1\">\n<li>Write short compositions based on visual or verbal stimulus.\n<ol start=\"1\">\n<li>Dialogue writing on matters related to everyday life<\/li>\n<li>Dialogue completion.<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n<li><strong>Grammar Section:<\/strong>\n<ul>\n<li>Personal pronouns: yo, t\u00fa, usted, \u00e9l, ella, nosotros\/as, vosotros\/as, ustedes, ellos\/as<\/li>\n<li>Present tense of the verbs SER, LLAMARSE, DEDICARSE, VIVIR, TRABAJAR<\/li>\n<li>Interrogative Pronouns: c\u00f3mo, cu\u00e1ndo, qu\u00e9, cu\u00e1nto, cu\u00e1l, qui\u00e9n, de d\u00f3nde\u2026<\/li>\n<li>Regular Verbs: -ar, -er, &amp; -ir ending verbs<\/li>\n<li>Uses of SER &amp; ESTAR: <span class=\"fontstyle0\">: &lt;&lt;SER+adjectivos de chara\u0107ter&gt;&gt;,&lt;&lt;ESTAR+adjectivos de estado fisico o animico&gt;&gt;<\/span><\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;Uses of TENER and HACER&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;Introduction to Present Tense uses of some of the Irregular Verbs: COMER, ESTUDIAR, QUERER, PREFERIR, CONOCER, SABER, PENSAR, HACER, PONER, TRAER, IR&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;TENER+Ganas de+ Infinitivo&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;Demonstrative Adjective &amp; Pronoun- este, ese, aquel\u2026&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;Negation&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;Possesive adjectives: mi(s), tu(s), su(s)&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;Gender \/ Number \/ Article (definite &amp; indefinite) \u2013 concordance of article \u2013 noun &amp; adjective&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;Concordance cu\u00e1nto\/-a\/-os\/-as&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;Ordinal and cardinal numbers&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;Prepositions used with expressions of time and adverbs of place&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;Gerund: &lt;&lt;ESTAR + Gerundio&gt;&gt;&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;Personal pronouns (with or without prepositions)&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;Introduction to Impersonal sentences with &lt;&lt;SE + 3rd person of the verb&gt;&gt;&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;Simple affirmative commands (Singular)&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;Present tense of <strong>GUSTAR<\/strong> (me gusta\/no me gusta) and such similar verbs (for example, PARECER, ENCANTAR, DOLER, etc.)&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;Present &amp; future tense of Irregular and Radical changing verbs (e&gt;ie, o&gt;ue, e&gt;i) [for example, IR, SEGUIR, HACER, QUERER, DECIR, PREFERIR, ENTENDER, VENIR, QUEDAR, VERSE, SOLER, PARECER, CREER, PENSAR, etc.]&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;Usages of the verbs TENER and HACER.&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;Adjectives and adverbs.&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;Contrast: HAY (descripci\u00f3n)\/ESTAR (localizaci\u00f3n con usos de preposiciones y locuciones de lugar para expresar posici\u00f3n, cercan\u00eda, lejan\u00eda)&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;Uses of &lt;&lt;ir a + infinitive&gt;&gt;, &lt;&lt;empezar a + infinitive&gt;&gt;, &lt;&lt;terminar de + infinitive&gt;&gt;, &lt;&lt;antes de + infinitive&gt;&gt;, &lt;&lt;despu\u00e9de + infinitive&gt;&gt;&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;&lt;despu\u00e9de&gt;Indefinite pronouns: unos, bastantes, algunos, alguien, nadie&lt;\/despu\u00e9de&gt;&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;&lt;despu\u00e9de&gt;Present Perfect Tense &amp; Introduction to Past Indefinite Tense&lt;\/despu\u00e9de&gt;&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;&lt;despu\u00e9de&gt;Affirmative Command (Singular) + Direct Object Pronoun&lt;\/despu\u00e9de&gt;&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<\/ul>\n<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;&lt;despu\u00e9de&gt;<strong>Literature in Simple Prose:<\/strong>&lt;\/despu\u00e9de&gt;&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;\n<ol start=\"1\">\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;&lt;despu\u00e9de&gt;Selected authors from Spanish-speaking countries (and their most wellknown works in Spanish) namely Miguel de Cervantes, Benito P\u00e9rez Gald\u00f3s, Garc\u00eda Lorca, Jos\u00e9 Mar\u00eda Arguedas, Juan Rulfo, Pablo Neruda.&lt;\/despu\u00e9de&gt;&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;&lt;despu\u00e9de&gt;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.&lt;\/despu\u00e9de&gt;&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<p>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;&lt;despu\u00e9de&gt;<strong>Note for the teacher: (Some recommendations)<\/strong>&lt;\/despu\u00e9de&gt;&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/p>\n<ol>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;&lt;despu\u00e9de&gt;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 competencies lested below.&lt;\/despu\u00e9de&gt;&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/li>\n<li>&lt;ser+adjectivos chara=&#8221;&#8221; de=&#8221;&#8221;&gt;&lt;estar+adjectivos animico=&#8221;&#8221; de=&#8221;&#8221; estado=&#8221;&#8221; fisico=&#8221;&#8221; o=&#8221;&#8221;&gt;&lt;despu\u00e9de&gt;Grammatical contents to be presented and integrated in materials and communicative activities inside the classroom.<br \/>\n<strong>Functional competencies:<\/strong>&lt;\/despu\u00e9de&gt;&lt;\/estar+adjectivos&gt;&lt;\/ser+adjectivos&gt;<\/p>\n<table border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td>\n<ul>\n<li>Saludar y despedirse<\/li>\n<li>Pedir y dar datos personales: informaci\u00f3n personal, sobre la ocupaci\u00f3n, sobre la familia\u2026<\/li>\n<li>Presentar formalmente \/ informalmente a otras personas<\/li>\n<li>Hablar de la familia<\/li>\n<li>Describir el f\u00edsico, car\u00e1cter, estado civil<\/li>\n<li>Hablar por tel\u00e9fono<\/li>\n<li>Preguntar por la existencia de un lugar (clase\/escuela\/colegio, etc.)<\/li>\n<li>Dirigirse a alguien<\/li>\n<li>Preguntar por un lugar<\/li>\n<li>Dar instrucciones para ir a un lugar, ordenar<\/li>\n<li>y verificar informaciones<\/li>\n<li>Describir ciudades, la vivienda y el barrio<\/li>\n<li>Ubicar e identificar objetos<\/li>\n<li>Pedir y dar informaci\u00f3n sobre el transporte (taxi, metro, autob\u00fas, tren) Preguntar y decir la hora \u2013 hablar de horarios<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Hablar de los amigos y de las actividades<\/li>\n<li>con ellos<\/li>\n<li>Llamar al camarero, pedir y pagar en un<\/li>\n<li>bar\/restaurante<\/li>\n<li>Preguntar el precio<\/li>\n<li>Dar y pedir informaci\u00f3n sobre los platos: hablar de la comida<\/li>\n<li>Expresar gustos de comida y bebida<\/li>\n<li>Hablar sobre costumbres y h\u00e1bitos en la comida<\/li>\n<li>Pedir en una tienda<\/li>\n<li>Hablar de h\u00e1bitos y su frecuencia \u2013 pedir dar opini\u00f3n sobre h\u00e1bitos y acciones habituales de otras personas<\/li>\n<li>Hablar de gustos y preferencias<\/li>\n<li>Expresar acuerdo y desacuerdo<\/li>\n<li>Proponer actividades y reaccionar: aceptaro rechazar<\/li>\n<li>Concertar citas<\/li>\n<li>Hablar de los h<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<p><strong>Phonetical and orthographical competencies:<\/strong><\/p>\n<table style=\"height: 128px;\" border=\"1\" width=\"777\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td>\n<ul>\n<li>el abecedario<\/li>\n<li>deletrear<\/li>\n<li>acentuaci\u00f3n de las palabras<\/li>\n<li>letras \u2018ce\u2019, \u2018zeta\u2019, \u2018cu\u2019 y los sonidos [K] y [Q]<\/li>\n<li>sonidos [y] y sus graf\u00edas (y) y (ll)<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>sonidos [g] y sus graf\u00edas (g) y (gu)<\/li>\n<li>sonidos [x] y [g] y sus graf\u00edas (j) y (g)<\/li>\n<li>diptongos \u2018IE\u2019 y \u2018UE\u2019 y la HACHE<\/li>\n<li>exclamativos e interrogativos<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/li>\n<\/ol>\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:<br \/>\n<table border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td>\n<ul>\n<li>saludos y despedidas<\/li>\n<li>datos personales<\/li>\n<li>\u2022 interrogativos<\/li>\n<li>\u2022 adjetivos de car\u00e1cter<\/li>\n<li>\u2022 instrucciones de la clase\/escuela<\/li>\n<li>\u2022 familia: relaciones de parentesco y estados civiles<\/li>\n<li>adjetivos de descripci\u00f3n f\u00edsica y car\u00e1cter<\/li>\n<li>casa<\/li>\n<li>Partes de la casa, muebles y Electrodom\u00e9sticos<\/li>\n<li>Tipos de vivienda<\/li>\n<li>Medios de transporte<\/li>\n<li>Colores<\/li>\n<li>Acciones habituales<\/li>\n<li>d\u00eda de la semana, los meses del a\u00f1o, las<\/li>\n<li>estaciones del a\u00f1o y expresiones de la hora<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>nu\u00famero 1 \u2013 100<\/li>\n<li>profesi\u00f3n y direcci\u00f3n<\/li>\n<li>actividades de ocio<\/li>\n<li>vocabulario de bares, cafeter\u00edas y restaurantes: bebidas, comidas, ingredientes, platos t\u00edpicos, utensilios de mesa<\/li>\n<li>productos de alimentaci\u00f3n, alimentos: frutas<\/li>\n<li>y verduras<\/li>\n<li>nombres de pa\u00edses, capitales, nacionalidades<\/li>\n<li>y moneda de Espa\u00f1a e Hispanoam\u00e9rica<\/li>\n<li>Actividades de tiempo libre\/ocio: lugares deocio y tiempo libre, espect\u00e1culs, m\u00fasica, cine<\/li>\n<li>Establecimientos p\u00fablicos y comerciales.<\/li>\n<li>F\u00f3rmulas sociales: ofrecimientos, aceptaciones, rechazos, excusas<\/li>\n<li>Felicitaciones: expresiones y gestos<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/li>\n<li>Efforts should be made to provide socio-cultural information of Spanish-speaking countries:<br \/>\n<table border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td>\n<ul>\n<li>usos de t\u00fa y usted<\/li>\n<li>formas no verbales de saludo<\/li>\n<li>usos de los apellidos en el mundo hispano<\/li>\n<li>usos de se\u00f1or, se\u00f1ora, don y do\u00f1a<\/li>\n<li>principales capitales y hechos geogr\u00e1ficos de<\/li>\n<li>Espa\u00f1a e Hispanoam\u00e9rica<\/li>\n<li>personajes famosos de Espa\u00f1a e Hispanoam\u00e9rica<\/li>\n<li>a familia, las relaciones familiares, el hogar<\/li>\n<li>La calle y sus elementos<\/li>\n<li>Compra \u2013 alquiler de casas<\/li>\n<li>Comportamiento social: las visitas<\/li>\n<li>Informaciones sobre las ciudades m\u00e1s importantes de los pa\u00edses de habla espa\u00f1ola<\/li>\n<li>Horario de apertura y cierre de los<\/li>\n<li>comercios, las oficinas y otros lugares<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>la gestualidad<\/li>\n<li>el bar, las tapas, el aperitivo, el caf\u00e9, productos t\u00edpicos en la cultura hisp\u00e1nica<\/li>\n<li>pagar, invitaciones, precios en barra y mesa, propina<\/li>\n<li>mercados y supermercados<\/li>\n<li>horarios de comida y cena<\/li>\n<li>men\u00fa del d\u00eda, platos combinados, platos t\u00edpicos<\/li>\n<li>p\u00fablicos: horarios laborables y d\u00edas festivos en Espa\u00f1a e Hispanoam\u00e9rica<\/li>\n<li>La vida nocturna: teatros, cines, barescafeter\u00edas, discotecas\u2026 Elementos prox\u00e9micos: la comunicaci\u00f3nverbal y la distancia entre personas endiferentes situaciones de la vida cotidianay en diferentes culturas<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/li>\n<li>In Section D which is related to Literature in simple prose, the teacher is expected to enhance practice of recitation exercises of the students with short prose and poetic texts referring to the authors cited.<\/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 1, by Jes\u00fas S\u00e1nchez Lobato, Concha Moreno Garc\u00eda y Isabel Santos Gallego, SGEL, Madrid, 2007 (GOYAL SaaB)<\/li>\n<li>Nuevo Espa\u00f1ol sin fronteras ESF 1, 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 (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 1, (CD+Workbook) by Francisca Castro et.al., SGEL<\/li>\n<\/ul>\n<p><strong>Centro Virtual Cervantes:<\/strong><\/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>SPANISH (CODE: 096)<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 border=\"1\" cellspacing=\"0\" cellpadding=\"3\">\n<tbody>\n<tr>\n<td>Section A: Reading Comprehension<br \/>\nSection B: Written Expression<br \/>\nSection C: Grammar<br \/>\nSection D: Literature in simple prose<\/td>\n<td>20 marks<br \/>\n15 marks<br \/>\n35 marks<br \/>\n10 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<tbody>\n<tr>\n<td><strong>Section<\/strong><\/td>\n<td><strong>Details of Topics\/Sections<\/strong><\/td>\n<td><strong>Type of Questions<\/strong><\/td>\n<td><strong>No. of Questions<\/strong><\/td>\n<td><strong>Marks<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Section A<\/td>\n<td>(03 unseen short texts\/ dialogues)<br \/>\nA.1 Text 1<br \/>\nA.2 Text 2<br \/>\nA.3 Text 3<\/td>\n<td>MCQ<br \/>\nTrue\/False<br \/>\nSAQs<\/td>\n<td>05<br \/>\n05<br \/>\n05<\/td>\n<td>1&#215;5=5<br \/>\n1&#215;5=5<br \/>\n2&#215;5=10<br \/>\nTotal=20<\/td>\n<\/tr>\n<tr>\n<td>Section B<\/td>\n<td>B.1\u2013One compulsory writing composition from a choice of two based on visual\/verbal<br \/>\nstimulus. (approx. 200 words)<br \/>\nB.2 \u2013 Short writing\/dialogue completion (max. 100 words)<\/td>\n<td>Short text<br \/>\nShort text<\/td>\n<td>01<br \/>\n01<\/td>\n<td>1&#215;10=10<br \/>\n1&#215;5=5<br \/>\nTotal=15<\/td>\n<\/tr>\n<tr>\n<td>Section C<\/td>\n<td>C.1 \u2013 Conjugation of Regular &amp; Irregular<br \/>\nverbs in present &amp; future tenses\/crosswords to test the lexicon based on picture\/description<br \/>\nC.2 \u2013 Match the column<br \/>\nC.2.1 \u2013 Synonyms &amp; Antonyms or definition<br \/>\nC.2.2 \u2013 Relating pictures with idea\/description<br \/>\nC.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<br \/>\nC.3.2 \u2013 Complete the sentences with the correct option 1&#215;10 =10<\/td>\n<td>Objective type question<br \/>\nObjective type question<br \/>\nObjective type question<br \/>\nSAQ\/objective<br \/>\ntype question<br \/>\nMCQ<\/td>\n<td>01<br \/>\n01<br \/>\n01<br \/>\n01<br \/>\n01<\/td>\n<td>1&#215;5=5<br \/>\n1&#215;5=5<br \/>\n1&#215;5=5<br \/>\n2&#215;5=10<br \/>\n1&#215;10=10<br \/>\nTotal=35<\/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 colspan=\"4\" rowspan=\"1\"><strong>Total Marks<\/strong><\/td>\n<td><strong>80<\/strong><\/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 9th<\/strong><\/h2>\n<ul>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-09-mathematics\/1234\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus Class 9 Mathematics<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-09-science\/1218\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus Class 9 Science<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-09-social-science\/1895\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus Class 9 Social Science<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-09-english-communicative\/1900\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus Class 9 English Communicative<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-09-english-language-and-literature\/1902\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus for Class 9 English Language and Lit<\/strong><\/a><\/li>\n<li><a href=\"https:\/\/mycbseguide.com\/downloads\/cbse-class-09-hindi-a\/1904\/%E0%A4%B8%E0%A4%BF%E0%A4%B2%E0%A5%87%E0%A4%AC%E0%A4%B8\/22\/\"><strong>CBSE Syllabus Class 9 Hindi A<\/strong><\/a><\/li>\n<li><a href=\"https:\/\/mycbseguide.com\/downloads\/cbse-class-09-hindi-b\/1906\/%E0%A4%B8%E0%A4%BF%E0%A4%B2%E0%A5%87%E0%A4%AC%E0%A4%B8\/22\/\"><strong>CBSE Syllabus Class 9 Hindi B<\/strong><\/a><\/li>\n<li><a href=\"https:\/\/mycbseguide.com\/downloads\/cbse-class-09-sanskrit\/1898\/%E0%A4%B8%E0%A4%BF%E0%A4%B2%E0%A5%87%E0%A4%AC%E0%A4%B8\/22\/\"><strong>CBSE Syllabus Class 9 Sanskrit<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-09-foundation-of-it\/1908\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus Class 9 Foundation of IT<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-09-painting\/1912\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus Class 9 Painting<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-09-french\/1910\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus Class 9 French<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-09-home-science\/1914\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus Class 9 Home science<\/strong><\/a><\/li>\n<li><a href=\"http:\/\/mycbseguide.com\/downloads\/cbse-class-09-music\/1916\/cbse-syllabus\/1\/\"><strong>CBSE Syllabus Class 9 Music<\/strong><\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>CBSE class 9 Spanish\u00a0New Syllabus 2018-19 in PDF format for free download. Spanish\u00a0syllabus for 2018 2019 class 9 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 9 Spanish New Syllabus 2018-19 CBSE &#8230; <a title=\"CBSE class 9 Spanish New Syllabus 2018-19\" class=\"read-more\" href=\"https:\/\/mycbseguide.com\/blog\/cbse-class-9-spanish-new-syllabus-2018-19\/\" aria-label=\"More on CBSE class 9 Spanish New Syllabus 2018-19\">Read more<\/a><\/p>\n","protected":false},"author":2,"featured_media":12641,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[13,1379],"tags":[266,1123,1144,1252],"class_list":["post-12609","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-cbse-syllabus","category-other-subjects-cbse-class-09","tag-cbse-syllabus","tag-cbse-syllabus-2018-19","tag-cbse-syllabus-class-9","tag-class-9-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 9 Spanish New Syllabus 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