ICSE Class 10 Syllabus 2028 Modern Foreign Languages Group II

ICSE
INDIAN CERTIFICATE OF
SECONDARY EDUCATION
EXAMINATION
YEAR 2028

MODERN FOREIGN LANGUAGES
GROUP-II

Developed by:
Research, Development and Curriculum Division (RDCD)
CISCE

January 2026
____________________________________________________________________________________________

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Council for the Indian School Certificate Examinations (CISCE)

MISSION STATEMENT

The Council for the Indian School Certificate
Examinations is committed to serving the nation's
children, through high quality educational
endeavours, empowering them to contribute towards
a humane, just and pluralistic society, promoting
introspective living, by creating exciting learning
opportunities, with a commitment to excellence.

ETHOS OF CISCE

Trust and fair play.
Minimum monitoring.
Allowing schools to evolve their own niche.
Catering to the needs of the children.
Giving freedom to experiment with new ideas
and practices.
Diversity and plurality - the basic strength for
evolution of ideas.
Schools to motivate pupils towards the
cultivation of:
Excellence - The Indian and Global
experience.
Values - Spiritual and cultural - to be the bedrock
of the educational experience.
Schools to have an 'Indian Ethos', strong roots in
the national psyche and be sensitive to national
aspirations.

MODERN FOREIGN LANGUAGES
(Under Group – II)

Papers on the following Modern Foreign Languages will be set on this syllabus:
(a) Modern Armenian (23), (b) Portuguese (81), (c) Tibetan, (d) Thai, (e) Chinese, (f) Russian (79)

Candidates opting for a Modern Foreign Language in Group II cannot opt for
a Modern Foreign Language in Group I.

The Question Papers will be set in Modern Foreign Languages (Group II) on request. The rubric for the
above-mentioned languages will be the same.
Aims:
1. To appreciate the language as an effective means of communication and in particular, the spoken
language.
2. To acquire knowledge of the elements of the language.
3. To develop interest in the language.
4. To understand the language when spoken at normal conversational speed.
5. To understand the basic structural patterns of the language, the vocabulary and constructions.

CLASSES IX AND X
There will be one paper of three hours duration carrying 80 marks and an Internal Assessment of 20 marks.
1. Composition
Candidates will be required to write, in the language, one short composition of 250 words
approximately, which may include short explanations, directions, descriptions or narratives. There will
be a choice of subjects which will be varied and may be suggested by language or other stimuli such as
pictures or objects.
2. Letter
Candidates will be required to write a letter of approximately 150 words from a choice of two subjects.
Suggestions may be given. The layout of the letter, with address, introduction, conclusion, etc. will form
part of the assessment.
3. Grammar
This will consist of tests in vocabulary, syntax and idiom, synthesis in sentence construction, formation
of sentences in the language correctly embodying given words or forms. The question will not require
any knowledge of grammatical terms.
4. Comprehension
An unseen passage of about 150 words will be given in the language. Questions in the language will be
set, to be answered in the language, designed to test the candidate’s understanding of the context of the
passage.
5. Translation
One short passage will be set for translation from the language into English.
Note: No textbooks are prescribed.

1

INTERNAL ASSESSMENT – 20 Marks
The minimum number of assignments for each academic year
Class IX: Two or three assignments of reasonable length/duration.
Class X: Two or three assignments of reasonable length/duration.

Suggested Assignments
Class IX
Creative writing: Students are to write short compositions, the stimuli being;
(i) a piece of recorded music;
(ii) a recorded series of sounds;
(iii) a picture/photograph;
(iv) an opening sentence or phrase;
(v) a newspaper/magazine clipping or report; one piece of factual writing which should be informative or
argumentative; one piece of expressive writing which is descriptive and imaginative; preparation of
the film/book review.
Class X
Oral: Prepared speech/ declamation; impromptu speech/debate / discussion; report/interview; elocution;
role-play / general conversation on selected topics.
Aural: Listening to a conversation/talk/reading of a short passage and then writing down the relevant or
main points in the specified number of words and answering the given questions.

EVALUATION
The assignments/project works are to be evaluated by the subject teacher and by an External Examiner. (The
External Examiner may be a teacher nominated by the Head of the school, who could be from the faculty,
but not teaching the subject in the section/class. For example, a teacher of Language of Class VIII may be
deputed to be an External Examiner for Class X, Language projects.)
The Internal Examiner and the External Examiner will assess the assignments independently.
Award of Marks (20 Marks)
Subject Teacher (Internal Examiner) 10 marks
External Examiner 10 marks
The total marks obtained out of 20 are to be sent to CISCE by the Head of the school.
The Head of the school will be responsible for the online entry of marks on CISCE’s CAREERS
portal by the due date.

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INTERNAL ASSESSMENT IN MODERN FOREIGN LANGUAGES
GUIDELINES FOR MARKING WITH GRADES
CREATIVE WRITING (CLASSES IX & X)
Grade Content/Analysis of Expression/ Structure/ Vocabulary/ Use Originality/ Marks
Idea, Thought/ Effective Organisation of of Words, Imaginative/
Feeling Expression of Material Phrases Innovative
Idea
I The candidate analyses The candidate The work is very The use of The work is 4
the ideas, feelings and expresses the well structured vocabulary imaginative,
experiences effectively. ideas, thoughts with a sense of exhibits a high interesting and
Reasoning is logical and feelings beginning, middle level of engrossing.
and effective. effectively. and conclusion, competence in
paragraphing and handling
appropriate language.
sentence
structures.
II The candidate analyses The candidate The work is very The vocabulary The candidate's 3
the ideas, feelings and expresses the well structured exhibits work is quite
experiences with well- ideas, thoughts with some sense competence of engrossing.
defined explanations, and feelings of conclusion and word usage,
reasoning is logical and well and with of paragraph correctness of
persuasive. clarity. lengths. grammar and
spelling.
III The candidate analyses The candidate The work is fairly The candidate The candidate 2
the idea, feelings and expresses the well structured. uses demonstrates
experiences with a fair ideas, thoughts Candidate follows straightforward the ability to
degree of detail and and feelings simple vocabulary and a sustain the
explanation. Reasoning fairly well and paragraphing. fairly good pattern interest of the
is fairly logical and with a fair of spelling. reader.
persuasive. degree of
clarity.
IV The candidate attempts The candidate The work shows The candidate's The candidate 1
to analyse ideas, expresses the some vocabulary is is, to some
feelings and idea, thoughts understanding of limited, and the extent, able to
experiences with and feelings paragraphing and spelling, sustain the
simple explanation and intelligibly and structure. punctuation and interest of the
detail. Reasoning and in simple grammar are reader.
arguments are not very language. sometimes poor.
convincing.
V The candidate attempts The candidate is The candidate There is The candidate 0
a basic analysis of unable to does not display consistent is unable to
ideas, feelings and express the an understanding weakness in sustain the
experiences with few ideas, thoughts of structure, spelling, interest of the
simple explanations and feelings, paragraphing. punctuation and reader.
and few details. Is uses simple grammar.
unable to present language, and
proper arguments. the work is not
very intelligible.

3

INTERNAL ASSESSMENT IN MODERN FOREIGN LANGUAGES
GUIDELINES FOR MARKING WITH GRADES
AURAL ASSIGNMENT (CLASS IX)
Grade Understanding/ Recall Vocabulary Context/ Correlation Marks
Comprehension Main to Other Areas
Idea, Central Theme
I The candidate accurately The candidate recalls all The candidate uses The candidate clearly 3
understands the central the important points appropriate and understands the
idea of the passage as made (written/ verbal). correct vocabulary context and can widely
well as the relevant while recalling the correlate the passage
points in the selected points made. to the other areas.
passage/ talk.
II The candidate gives The candidate recalls The candidate uses The candidate can 2
ideas fairly close to the some of the important correct but simple moderately understand
central / main idea of the points made (written/ vocabulary while the context of the
passage as well as verbal). recalling the points passage and can
understand some of the made. moderately
relevant points heard in correlate the passage
the selected passage/ to the other areas.
talk.
III The candidate cannot The candidate recalls The candidate makes The candidate can 1
fully comprehend the very few of the various errors in only faintly
passage and gives only a important points made vocabulary while understand the context
few ideas related to the (written/verbal). recalling the points of the passage and
central theme of the made. relate it to the other
passage. areas.
IV The candidate is neither The candidate is unable The candidate uses The candidate is 0
able to understand the to recall the important incorrect vocabulary unable to understand
central/main idea of the points made while recalling the the context of the
passage; nor able to (written/verbal) points made. passage and is unable
understand relevant to correlate the
points heard in the passage to the other
passage/talk. areas.

4

INTERNAL ASSESSMENT IN MODERN FOREIGN LANGUAGES
GUIDELINES FOR MARKING WITH GRADES
ORAL ASSIGNMENT (CLASS X)
Grade Fluency of Subject Organisation Vocabulary/Delivery Understanding Gesture Marks
Language Matter
I Speaks with Matter is Content is Uses appropriate While speaking, Uses natural 3
fluency and relevant, well vocabulary and the candidate and
has full rich in sequenced pronounces words emphasises the spontaneous
operational content and well correctly. important gestures that
command and organised. points. are not out
over the original. of place.
language.
II The The The content is The candidate While speaking, Uses some 2
candidate subject satisfactorily pronounces most the candidate natural
speaks with matter is sequenced words correctly and emphasises the gestures.
fairly good mostly and well uses simple most important
fluency and relevant, organised. vocabulary. points.
has consisting
reasonable of a few
operational original
command of ideas.
the language.
III The The The subject The candidate While speaking, Uses very 1
candidate subject content is pronounces many the candidate few natural
speaks with matter is very poor and words incorrectly and emphasises gestures.
poor fluency irrelevant lacks uses inappropriate some important
and does not and lacks organisational vocabulary. points.
communicate originality. structure.
except for the
most basic
information.
IV The The The subject The candidate is While speaking, Uses no 0
candidate subject content unable to correctly the candidate is natural
cannot matter is comprises pronounce most unable to gestures.
communicate negligible. mere words words and has a emphasise
even the most with no limited vocabulary. important
basic structured points.
information. sentences.

5

FRENCH (77)
(Under Group II)
Candidates opting for a Modern Foreign Language in Group II cannot opt for
a Modern Foreign Language in Group I.
Please note that the French language syllabus remains the same for both groups (Group I & II).

Aims:
1. To equip learners with basic competencies in the four language skills, i.e. reading, writing, listening and
speaking.
2. To use the language effectively and appropriately on topics of everyday life situations.
3. To develop an intercultural awareness and appreciation of the global diversity of languages.
4. To understand the basic structural patterns of the language, vocabulary and constructions.

Overview of Language Competencies Acquired Upon Completion of the
Course
At the end of this course, language learners will communicate confidently in everyday situations and understand
basic information in all core areas of communication. The following table outlines the overview of competencies
in reading, writing, listening and speaking as defined by the CEFRL (Common European Framework of
Reference for Languages) at the level A2.

Reading Comprehension Written Expression Listening Skills Oral/Speaking Skills

− Understands texts on − Writes personal and − Understands and − Shares / narrates
familiar topics, such as semi-formal emails, responds personal interests,
news articles, personal short messages with a appropriately to a experiences and plans
letters, and brochures. focus on structure, range of everyday using past, present, and
− Extracts key ideas and tone, and clarity. situations in simple future tense as per
information by − Writes short essays spoken language. requirement.
analysing magazine elaborating on events, − Recognises the main − Explains /justifies
articles & Blog Posts. experiences, dreams, ideas, keywords and opinions on a range of
− Demonstrates hopes, ambitions, details from spoken familiar topics.
comprehension of ideas and personal texts, including some − Participates in
stories / simple articles/ opinions. nuances like tone and conversations on
blogs. − Drafts travel attitude. subjects like travel,
Itineraries, picture − Understands informal health, education,
descriptions, etc. speech & expressions lifestyle, etc.
used in everyday
language by native Engages in focused,
speakers at a defined structured
pace. conversations.

6

CLASSES IX AND X
There will be one paper of three hours duration carrying 80 marks and an Internal Assessment of 20 marks.

1. Composition (15 Marks)
Candidates will be required to write, in French, one composition of around 120-150 words. Possible types of
composition: a narrative text recounting a past event, a descriptive text such as a picture description, or a
simple opinion text such as an article, blog, forum or magazine. There will be a choice of subjects which
will be varied and may be suggested by language or other stimuli such as pictures or objects.

2. Email writing (15 Marks)
Candidates will be required to write an email (around 80-100 words) from a choice of either an informal or
a semi-formal communication. (demande de renseignement, remerciement, invitation, etc.) Cues may be
given. The layout of the email with a relevant subject line, introduction, etc., will form part of the
assessment.

3. Comprehension (30 Marks)
Candidates will be required to complete 3 - 4 reading tasks based on simple documents related to daily life.
The texts can be short and simple, drawn from everyday life. Suitable document types include postcards,
announcements (e.g., store opening hours), job advertisements, menus, and classified ads, etc. Questions
(such as MCQs, True or False with justification, etc.) based on the given passage will be set to be answered
in French.

4. Grammar (20 Marks)
Candidates will complete short, focused tasks to assess grammatical accuracy and range. Questions will
include conjugation exercises (for testing verbs), fill-in-the-blank questions (for testing articles, pronouns,
and prepositions), correcting errors (for testing adjectives, negation, comparative, etc.), making questions
and negative sentences, correcting jumbled sentences, multiple-choice questions, sentence transformations,
etc. Tasks can be situation-based, requiring the application of grammar in everyday contexts.
The question will not require detailed knowledge of grammatical definitions, as the focus will be more on
the functional use of grammar.
The following topics will be assessed:
• Articles
− Definite
− Indefinite
− Partitive
− Contracted
• Verbs:
− Regular ER, IR and RE verbs
− Irregular ER, IR, RE verbs
− Pronominal verbs/ reflexive verbs
− Transitive and Intransitive verbs
• Tenses:
− Present tense,
− Past Simple (passé composé)
(Past participles and it’s agreement)
− Imperfect tense,
− The past perfect.(Plus que parfait)
7

− Near Future Tense.
− Simple Future Tense.
− Recent Past Tense.
− Present progressive.
• Moods:
− Imperative - Affirmative and Negative – for instructions and commands
− Present conditional: wish and hypothetical events (IF conditions)
− Reported Speech
(In conversation and narrations)
− Subjunctive. - Very basic for awareness
− Active-Passive Voice.
− Gerunds and present participle
− Past conditional: regret and hypothesis
• Pronouns:
− Personal pronouns
− Interrogative pronouns: Where, When, What, How much, etc
− Relative pronouns - who, that/which, where, of whom/which,
Pronouns with prepositions etc
− Demonstrative pronouns,
− Direct and Indirect object pronouns, double pronouns
− Possessive pronouns
− Adverbial pronoun - y, en
• Adjectives:
− Agreement & Position of Adjectives
− Interrogative adjective.
− Demonstrative adjective.
− Possessive adjective.
• Adverbs of (quantity (a few, a lot), time, manner, place, intensity, frequency, etc).
• Affirmative and Negative sentences
• Negations, Answering a negative question
• Interrogation (the 3 forms)
Qui est-ce ? / Qu’est-ce que c’est ?
« Pourriez-vous »
• (There is / There are ) - Il y a
C’est, ce sont, voici ! voilà !
• Les indicateurs de temps (dans, depuis, il y a)
• Nominalisation
• Prepositions of time, place: city, country etc
• Comparatives & Superlatives of adjectives and adverbs
• Impersonal phrases and verbs with ‘il’ :(Il est interdit de,Il est utile de,Il est important de etc)
• Linkers/connectors/conjunctions (and, or, but, because, moreover, then, later on, however, so, still etc)
8

NOTE: The suggested topics for the Reading and Writing components are listed in the 'Annexe' section
at the end of the document.

Suggested books
• Imagine 2, Didier Publications
• Edito A2, Didier Publications
• Décibel, Goyal Publications
• Explore, Goyal Publications

NOTE: The Class X - ICSE examination paper will be set on the entire syllabus prescribed for the subject.
The Class IX internal examination is to be conducted on the portion of this syllabus that is covered during
the academic year.
CISCE has not prescribed bifurcation of the syllabus for this subject.

9

GUIDELINES FOR MARKING WITH GRADES
(CLASS IX & X)
TASKS IN WRITTEN PRODUCTION AND INTERACTION
Composition (15 marks)
Pragmatic competences (8 M) Linguistic competences ( 7 M)
Grade Content Coherence & cohesion Vocabulary Grammar
(4 M) (4 M) (3 M) (4 M)
I The candidate can: The candidate can link statements The candidate can use a varied The candidate can
(Expectations fully − write a text in line with the using commonly used connectors and relevant vocabulary accurately use syntactic
met) question. and expressions to produce a appropriate to the question. structures and grammatical
(12 M - 15 M) logical and coherent text. The candidate is also able to forms, while also using
− narrate an event, past
express themselves without some common, more
activities, or a personal
difficulty on familiar and complex structures.
experience,
common topics. The candidate is able to
− provide details with examples
Spelling is usually correct. frame grammatically well-
and can describe feelings and
structured phrases
reactions.
− write a short, well-defined
text with explanations and
reasoning that fully meet the
requirements.
− provide additional details to
enhance their writing.
II The candidate can: The candidate can produce simple The candidate can correctly use The candidate can use
(Expectations − write a series of simple sentences and link them with basic words and expressions to simple syntactic structures
partially met) sentences to briefly describe basic connectors, but there are address the task. Spelling is and grammatical forms but
an event or recount a personal frequent breaks in meaning, generally correct for basic may make occasional
(8 M - 11 M)
or professional experience. making the text sometimes words, but some errors exist, and errors.
difficult to follow. The overall certain words are occasionally
− express their impressions in
coherence is limited. written phonetically.
simple terms but lacks clarity.

10

III The candidate writes short, The candidate writes isolated The candidate uses a very The candidate makes errors
(Expectations not isolated sentences that are sentences with no connectors. The limited set of basic words, but even while using basic
met) insufficient to effectively complete text is often unclear or these are often insufficient to syntactic structures and
the task. incomplete, making it difficult to complete the task effectively. grammatical forms.
follow. The text lacks coherence. Spelling is correct for only a few
(2M - 7M) basic words, with most words
written phonetically.

IV The task is not attempted (copie
(Not Attempted or blanche) or the content is off-topic
Insufficient or too minimal to assess
Response)
(0 - 1 M)

Email Writing (15 marks)
Pragmatic competences (6M) Sociolinguistic Linguistic competences (6M)
Grade competence
Coherence &
Content (3M) Vocabulary Grammar
cohesion
I The candidate can: The candidate can link The candidate can The candidate can use a The candidate can
(Expectations − write a short text in line statements using the express themselves varied vocabulary to accurately use basic
fully met) with the task. most commonly used using the most express themselves syntactic structures and
(12 M - 15 M) connectors to produce commonly used terms without difficulty on grammatical forms, while
− narrate an event, past
a short, coherent text in of politeness (les familiar and common also using some common,
activities, or a personal
clear paragraphs. formules de politesse) topics. more complex structures.
experience, provide
and in a tone Spelling is usually correct.
details with examples,
(formal/informal) that
and describe feelings and
is suitable to the
reactions.
situation.
− write a short text that
fully meets the
requirements of the task.
− provide additional details
to enhance their writing.

11

II The candidate can write a The candidate can The candidate can use The candidate can The candidate can use
(Expectations series of simple sentences to produce simple basic terms of correctly use basic words simple syntactic structures
partially met) briefly describe an event or sentences and link politeness (les and expressions to address and grammatical forms but
recount a personal or them with basic formules de politesse). the task. Spelling is may make occasional
(8 M - 11 M)
professional experience. Can connectors, but there However, some generally correct for basic errors.
express their impressions in are frequent breaks in confusion in tone words, but some errors
simple terms but lacks clarity. meaning, making the (formal/informal) exist, and certain words
text sometimes occurs. are occasionally written
difficult to follow. The phonetically.
overall coherence is
limited.
III The candidate writes short, The candidate writes The candidate makes The candidate uses a very The candidate makes
(Expectations isolated sentences that are isolated sentences with errors even in using limited set of basic words, errors even while using
not met) insufficient to effectively no connectors. The text the basic terms of but these are often basic syntactic structures
complete the task. is often unclear or politeness and insufficient to complete and grammatical forms.
( 2 M - 7 M)
incomplete, making it struggles to choose the the task effectively.
difficult to follow. The correct tone Spelling is correct for only
text lacks cohérence. (formal/informal). a few basic words, with
most words written
phonetically.

IV The task is not attempted
(Not Attempted (copie blanche), or the
or Insufficient content is off-topic or too
Response) minimal to assess
(0 - 1M)

12

INTERNAL ASSESSMENT – 20 Marks
Internal Assessment for Class IX and X includes an assessment of Listening and Speaking Skills only.
Schools will prepare, conduct and record assessments of the Listening and Speaking Skills of candidates as
per the following.

Class IX: Four assessments (of both listening and speaking skills) in the course of the year.

Class IX Examiner

Assessment 1 Subject Teacher

Assessment 2 Subject Teacher

Assessment 3 Subject Teacher
Assessment 4 Subject Teacher
(Internal Final
Examinations)

Class X: Four assessments (of both listening and speaking skills) in the course of the year, with the
fourth one to be assessed by an External Examiner* at the end of the year.

Class X Examiner

Assessment 1 Subject Teacher

Assessment 2 Subject Teacher

Assessment 3 Subject Teacher

Assessment 4 – External
Final ICSE Examiner*
Board
Examinations

All assessments except the final board examination in Class X are to be assessed by the Subject Teacher,
OR a teacher nominated by the Head of the School.
NOTE*: The External Examiner may be a teacher from another school or institution, appointed and
approved by the CISCE, to conduct the assessments. For example, a qualified French teacher from a
neighbouring school may be designated as an External Examiner for the board examination.

Details and patterns of listening and speaking assessments are given below:
Pattern of Assessment
A. Listening Skills
2-3 short audio clips of 1-2 min duration may be used. Each audio clip is to be played twice at a
moderately slow pace. Students may make brief notes during the playing of the audio clip, followed by
answering objective-type questions based on the audio clip, on the paper provided.

Nature of the Audio Clip: The audio clips may include an announcement (for example, in a train
station, supermarket, or airport), a voicemail message, a short dialogue, a radio message, etc
**The listening files or audio clips are to be played on a school-provided device or gadget and should
NOT be read out.

13

B. Speaking Skills
Students will be assessed through a test divided into three tasks, with a total duration of 6 to 8 minutes
per candidate. Preparation time (of a total of 10 min per candidate) will be provided for Tasks 2 and 3.
Task 1: Interaction (1 minute)
The examiner asks questions in French about the candidate's daily life.
Topics include: your family, your interests, your work, or your activities.
Example Questions:
− What is your name?
− What is your nationality?
− What are your hobbies?
− Tell me about your family / your studies / your holidays…
Task 2: Monologue (2 minutes)
The candidate is assessed through a prepared individual oral presentation on a given theme which can
be from any of the topics under the annexe. The examiner will listen to the candidate and may ask two
or three follow-up questions.
Task 3: Role play (3–4 minutes)
The candidate must engage in a conversation with the examiner to solve a real-life situation.
NOTE: The suggested topics for the Listening and Speaking components are listed in the 'Annexe'
section shared at the end of the document.

Evaluation
The Subject Teacher and the External Examiner, as appointed by the school and approved by CISCE, will
evaluate the students on their listening and speaking skills by marking as follows:
Award of Marks (20 Marks)
Listening Skills 10 marks
Speaking Skills 10 marks
The total marks obtained out of 20 are to be sent to CISCE by the Head of the School. The Head of the
School will be responsible for the online entry of marks on CISCE’s CAREERS portal by the due date.
Schools are required to maintain a record of all assessments conducted in Listening and Speaking Skills for
candidates of Classes IX and X. These include copies of the assessment tests, topics for presentation and
marks awarded. This record will be maintained for a period of up to two months after the declaration of the
results of ICSE (Class X) examinations of the candidates concerned.

INTERNAL ASSESSMENT - GUIDELINES FOR MARKING WITH GRADES
LISTENING ASSESSMENT (CLASS IX & X)
The Listening Assessment may include the following question formats:
• Multiple Choice Questions (MCQs) – to assess understanding of key details and overall meaning.
• True or False Statements (with justification) – candidates may be asked to justify their answers by
quoting or paraphrasing from the audio.
• Matching tasks
NOTE:
This current section is designed to assess only the candidate’s listening comprehension skills. Their
responses will not be evaluated for writing accuracy. That is, spelling, grammar, and sentence structure will
not be taken into account while grading this component. The goal is to assess how well students can extract
key information, understand tone and speaker intent, and interpret meaning in real-world communicative
situations.

14

INTERNAL ASSESSMENT - GUIDELINES FOR MARKING WITH GRADES
SPEAKING ASSESSMENT (CLASS IX & X)
Grade Pragmatic and sociolinguistic competences Linguistic competences
(6M) (4M)

Task 1 Task 2 Task 3 Grammar & Vocabulary Phonetics
Interaction Monologue Role play

I The candidate can The candidate can give The candidate can The candidate can use a The candidate has
(Expectations introduce themselves and a brief presentation on successfully complete the varied vocabulary to express generally correct
fully met) describe aspects of their the given topic, explain task by using appropriate themselves effortlessly on pronunciation. Occasional
(8M - 10M) daily environment, as why they like or dislike speech acts and interact in familiar and everyday topics. difficulties may still arise,
well as talk about past something, and state predictable everyday The candidate can correctly especially with more
projects or activities, their preferences. situations effortlessly, use most simple syntactic complex words.
providing brief The speech is coherent even taking the initiative. structures and grammatical
justifications or and is capable of using The candidate can express forms, as well as some
explanations. commonly used themselves in a generally common complex structures.
The candidate can connectors. appropriate tone
respond to the examiner's (formal/informal), using
questions and engage in terms of politeness (les
exchanges without formules de politesse)
apparent difficulty on correctly.
familiar topics.

II The candidate is capable The candidate can The candidate is capable The candidate can use basic The candidate can
(Expectations of using simple short express themselves on of completing the task but words and expressions, along correctly pronounce simple
partially met) sentences to introduce the given topic using often requires guidance or with simple syntactic expressions and familiar
(5M - 7M) themselves and talk simple, short sentences a prompt from the structures and grammatical words.
about their immediate and briefly explain why examiner. They can forms, though these tend to be The examiner may need to
surroundings. they like or dislike establish basic social repetitive. Some basic errors ask for certain words to be
The candidate can something. The speech contact using simple occur, but they do not repeated, but the overall
answer the examiner's is generally coherent, terms of politeness (les significantly hinder communication remains
questions, but responses but may require formules de politesse), but communication. understandable throughout
are brief and limited. The occasional prompting the candidate is
candidate may struggle from the examiner inconsistent in their usage
to elaborate or expand on of their tone

15

their answers. (formal/informal).

III The candidate provides The candidate provides The candidate struggles to The candidate has a limited The candidate struggles
(Expectations minimal information very basic, disjointed complete the task and grasp of even simple syntactic with pronunciation, often
not met) about their identity and and incomplete often needs significant structures and grammatical mispronouncing basic
(2M - 4M) surroundings. They sentences about their help from the examiner. forms. Has limited repertoire words and expressions.
require prompts from the surroundings and daily Has difficulty establishing of basic words and Frequent clarification or
examiner. activities. Frequent social contact and may expressions, which often repetition from the
breaks in meaning use very limited or prevents them from fully examiner is needed, and
make it difficult to incorrect terms of completing the task. Errors communication may be
understand, and the politeness (les formules are frequent. unclear at times.
candidate struggles to politesse)
respond even with
prompting from the
examiner.

IV The task is not attempted The task is not The task is not attempted Vocabulary is extremely Pronunciation and
(Not Attempted (candidate remains silent attempted (candidate (candidate remains silent limited or inappropriate. intonation are unclear. The
or Insufficient or gives unrelated remains silent or gives or gives unrelated Frequent and major examiner struggles to
Response) responses), or the spoken unrelated responses), or responses), or the spoken grammatical errors prevent understand, even with
(0- 1M) production is too limited the spoken production production is too limited communication. repetition or prompting.
to be evaluated. is too limited to be to be evaluated.
evaluated.

16

Annexe
The following topics and themes are to be integrated into reading, writing, listening and speaking exercises
and assessments for French language learning. These have been selected based on the expected basic
language proficiency at the ICSE level, broadening exposure to French culture and society, while developing
functional language skills for everyday contexts.

Topic A: Identity & culture
• Personal identity and relationships
− Present oneself
− Personal life (preferences and choices, job,
− family educational background, neighbourhood)
− Generation gap, friendship and pets.
− Routine activities/ daily life
− Describing family,
− People, physical description, Personality, and sentiments (Feelings: happiness, sadness,
disappointment, worries, fear, regret, surprise, curiosity, indifference)
• Important Events
− Festivals: religious, national, international, and family.
− Celebrations, special occasions, etc.
• Free time/leisure
− Leisure: Sports, outings, hobbies and interests, intellectual and artistic pursuits.
− Discuss hobbies and daily activities.
− Books: short stories, novels, magazines, weekly, monthly, comics, fables.
• Culture and traditions
− Festivals, culture, customs and traditions in France, Francophone countries and one’s own
country.
− Culturelles activités / events,
− Basic etiquette (e.g., polite forms of address).
− France (geography), French cuisine, music, regions, historical sites, art etc.

Topic B: Holidays, tourism & travel
• Travel & Transport
− Vacations, modes of transport, duration, itinerary.
− Travel plans- past, present, future, experiences and memories, etc.
• Tourism and activities
− Eco tourism, important tourist sites/places, and weather forecast.
− Visits, excursions, accidents, .etc.
− Countries, cities, countryside, regions, natural reserves, etc.
− Holiday activities.
• Accommodation & directions
− Types of accommodation (the house, interior, exterior)
− The stay, holiday homes, hotels, rent /hire a place, reservations.
− Traffic rules, road safety, giving directions, following and understanding maps.
• Shopping
− Fashion and lifestyle.
− Money and payments. (modes of payment, budget, expenses)
− Enquire about goods in a shop and buy what one needs (quantity, measures, weight).
− Ex: brands, clothes & accessories, consumption.
− Sale, shopping malls, grocery shopping, local markets, supermarkets, etc
• Cuisine
− Food habits, different cuisine, preferences and choices. etc
− Ordering food, menu, recipes, etc.
− Place an order for a meal / Eating out in a restaurant /at the cafe (with or without the menu).

17

Topic C - Health, Education & Technology
• Home Life
− Domestic animals, guests & outings, family life etc.
− Household chores & pocket money.
• Fitness and Well-being
− Food choices and lifestyle.
− Stress, pressure, anxiety, etc
− The human body, health and illness, advice and precautions, visit to a doctor, pharmacist etc.
− Present one’s medical problem to a doctor, social activities, fitness and body care.
− Medical emergency & assistance.
• Media & Technologies
− Current affairs, stories, social trends, TV programmes, press, Internet, print & visual media,
journals, radio and TV.
− Read notices, posters, catalogues, timetables, brochures, menus, advertisements, signs, etc.
− Technology in everyday life, social media, mobile and current technology trends, etc.
• Studies and Future Plans
− Institutions, the school system, the classroom subjects, the academic year, and school
activities. school experiences.
− Education system and training, learning tools and subjects.
− Life at school/college.
− Higher education & career choices.
− Future plans & ambition.
− Language learning.

Topic D: The World Around
• Home and Locality
− City/village life.
− Description of one’s home and the surroundings, shops and places in the vicinity.
• The Environment
− The natural world, seasons, climate and the weather.
− Social issues: Charity/voluntary work.
− Global issues: Poverty/homelessness, deforestation, natural environmental
problems/disasters, causes and solutions, World Environment Day, Earth Day, etc.
• Entertainment
− Ex. cinema, concerts, theatre, park, entertainment, social media/network, television,
newspapers, etc.
• Services
− Basic services at public places at the hotel, airport, shops, train station, restaurant, library, in a
post office, a bank, etc
− Buy tickets (film, train, play, etc.)

18

GERMAN (80)

(Under Group II)
Candidates opting for a Modern Foreign Language in Group II cannot opt for
a Modern Foreign Language in Group I.
Please note that the German language syllabus remains the same for both groups (Group I & II).

Aims:
1. To equip learners with basic competencies in the four language skills, i.e. reading, writing, listening and
speaking.
2. To use the language effectively and appropriately on topics of everyday life situations.
3. To develop an intercultural awareness and appreciation of the global diversity of languages.
4. To understand the basic structural patterns of the language, vocabulary and constructions.

Overview of Language Competencies Acquired Upon Completion of the
Course
At the end of this course, language learners can communicate confidently in everyday situations and
understand basic information in all core areas of communication. The following table outlines the
overview of competencies in reading, writing, listening and speaking as defined by the CEFRL
(Common European Framework of Reference for Languages) at the level A2.

Reading Comprehension Written Expression Listening Skills Oral/Speaking Skills

− Understands texts on − Writes personal and − Understands and − Shares / narrates
familiar topics, such as semi-formal emails, responds personal interests,
news articles, personal short messages with a appropriately to a experiences and plans
letters, and brochures. focus on structure, range of everyday using past, present, and
− Extracts key ideas and tone, and clarity. situations in simple future tense as per
information by − Writes short essays spoken language. requirement.
analysing magazine elaborating on events, − Recognises the main − Explains /justifies
articles & Blog Posts. experiences, dreams, ideas, keywords and opinions on a range of
− Demonstrates hopes, ambitions, ideas details from spoken familiar topics.
comprehension of and personal opinions. texts, including some − Participates in
stories / simple − Drafts travel nuances like tone and conversations on
articles/ blogs. Itineraries, picture attitude. subjects like travel,
descriptions, etc. − Understands informal health, education,
speech & expressions lifestyle, etc.
used in everyday Engages in focused,
language by native structured
speakers at a defined conversations.
pace.

19

CLASSES IX AND X
There will be one paper of three hours duration carrying 80 marks and an Internal Assessment of 20 marks.

1. Composition (15 Marks)
Candidates will be required to write, in German, one composition of a minimum / around 100-120 words.
Possible types of compositions include a narrative text (Erzählungstext) recounting a past event, a
descriptive text (Beschreibungstext) such as a picture description, or a simple opinion text (Meinungstext)
such as Artikel, Blog, or Zeitschriftsartikel. There will be a choice of subjects, which will be varied and may
be suggested by language or other stimuli such as pictures or objects.

2. Email writing (15 Marks)
Candidates will be required to write an email (80 – 100 words) from a choice of either an informal or a
semi-formal communication (nach Informationen fragen, sich bedanken, Einladung, etc). Cues may be
given. The layout of the email with a relevant subject line, introduction, etc., will form part of the
assessment.

3. Comprehension (30 Marks)
Candidates will be required to complete 3 - 4 reading tasks based on short texts related to daily life. The
texts can be short and simple, drawn from everyday life. Suitable document types include postcards,
announcements (e.g., store opening hours), job advertisements, menus, and classified ads, etc.

4. Grammar (20 Marks)
Candidates will complete short, focused tasks to assess grammatical accuracy and range. These may include
conjugation exercises (for testing verbs), fill-in-the-blank questions (for testing articles, pronouns, and
prepositions), correcting errors (for testing adjectives, negation, comparative, etc.), making questions and
negative sentences, correcting jumbled sentences, multiple-choice questions, sentence transformations, etc.
Tasks can be situation-based, requiring the application of grammar in everyday contexts.
The question will not require detailed knowledge of grammatical definitions, as the focus will be more on
the functional use of grammar. For example, completing a dialogue with the correct verb forms or rewriting
a sentence using der/die/das oder die in place of a noun.
The questions on grammar will assess the following:
• Artikel
− definiter - indefiniter, demonstrativ , possessiv
• Verben:
− regelmäßige , unregelmäßige , trennbare , reflexive , Modalverben und Hilfsverben
• Verben mit festen Präpositionen (warten auf, denken an, teilnehmen an, usw…)
• Satzstruktur: W-Frage, Ja/nein Frage, Aussagesatz (Haupt- und Nebensatz)
• Präsens ,Partizip II
• Präteritum von sein, haben und Modalverben
• Imperative mit du, ihr und Sie Formen
• Vorschläge machen (mit sollen und sollten)
• Pronomen: Nominativ, Akkusativ und Dativ
• Personalpronomen - ich - mich - mir, du - dich - dir, usw.
• Fragewörter: was, wo, wie usw. - wer - wen - wem, wessen….

20

• Relativpronomen - der, den, dem, die, der, dessen, deren
• Präpositionen mit allen 4 Fällen - ohne , mit, während usw.
• Wechselpräpositionen
• Demonstrativ pronomen- dies (auch welch-……)
• Possessiv pronomen- mein - meinen - meinem, dein - deinen - deinem, usw.
• Adjektive: Independent and dependent (Deklination). positiv, komparativ und superlativ
• Negation- nicht, nein, doch
• Nominalisierung der Verben
• Konnektoren : und, aber, denn, weil, obwohl, wegen, ob, usw. (Haupt- und Nebensatz)
• Finalsätze - um….zu, damit

NOTE: The suggested topics for the Reading and Writing components are listed in the 'Annexe' section
at the end of the document.

Suggested Books
• Beste Freunde B1.1 (For both years) (Hueber Publications, Published in India by Goyal Publishers)
• Get Ready (For classes 9 and 10)

NOTE: The Class X - ICSE examination paper will be set on the entire syllabus prescribed for the subject.
The Class IX internal examination is to be conducted on the portion of this syllabus that is covered during
the academic year.
CISCE has not prescribed bifurcation of the syllabus for this subject.

21

GUIDELINES FOR MARKING WITH GRADES
(CLASS IX & X)
TASKS IN WRITTEN PRODUCTION AND INTERACTION
Composition (15 marks)
Pragmatic competences (8 M) Linguistic competences (7 M)
Grade Content Coherence & cohesion Vocabulary Grammar
(4 M) (4 M) (3 M) (4 M)
I The candidate can: The candidate can link statements The candidate can use a varied The candidate can accurately
(Expectations fully − write a text in line with the using commonly used connectors and relevant vocabulary use syntactic structures and
met) question. and expressions to produce a appropriate to the question. grammatical forms, while
(12 M - 15 M) logical and coherent text. The candidate is also able to also using some common,
− narrate an event, past
express themselves without more complex structures.
activities, or a personal
experience, difficulty on familiar and The candidate is able to
common topics. frame grammatically well-
− provide details with examples
Spelling is usually correct. structured phrases
and can describe feelings and
reactions.
− write a well-defined text with
explanations and reasoning
that fully meet the
requirements.
− provide additional details to
enhance their writing.
II The candidate can write a series of The candidate can produce simple The candidate can correctly use The candidate can use
(Expectations simple sentences to briefly describe sentences and link them with basic basic words and expressions to simple syntactic structures
partially met) an event or recount a personal or connectors, but there are frequent address the task. Spelling is and grammatical forms but
professional experience. The breaks in meaning, making the text generally correct for basic words, may make occasional errors.
(8 M - 11 M)
candidate can express their sometimes difficult to follow. The but some errors exist, and certain
impressions in simple terms but overall coherence is limited. words are occasionally written
lacks clarity. phonetically.

22

III The candidate writes short, isolated The candidate writes isolated The candidate uses a very limited The candidate makes errors
(Expectations not sentences that are insufficient to sentences with no connectors. The set of basic words, but these are even while using basic
met) effectively complete the task. text is often unclear or incomplete, often insufficient to complete the syntactic structures and
making it difficult to follow. The task effectively. Spelling is grammatical forms.
text lacks coherence. correct for only a few basic
(2M - 7M) words, with most words written
phonetically.

IV The task is not attempted, or the
(Not Attempted or content is off-topic or too minimal
Insufficient to assess
Response)
(0 - 1 M)

Email Writing (15 marks)
Pragmatic competences (6M) Sociolinguistic Linguistic competences (6M)
Grade competence
Coherence &
Content (3M) Vocabulary Grammar
cohesion
I The candidate can write a short The candidate can The candidate can The candidate can use a The candidate can
(Expectations text in line with the task. Can link statements express themselves varied vocabulary to accurately use basic
fully met) narrate an event, past activities, or using the most using the most express themselves without syntactic structures and
(12 M - 15 M) a personal experience, can provide commonly used commonly used terms difficulty on familiar and grammatical forms, while
details with examples, and can connectors to of politeness and in a common topics. also using some common,
describe feelings and reactions. produce a short, tone (formal/informal) Spelling is usually correct. more complex structures.
Can write a short text that fully coherent text in that is suitable to the
meets the requirements of the task. clear paragraphs. situation.
The candidate can provide
additional details to enhance their
writing.

23

II The candidate can write a series of The candidate can The candidate can use The candidate can correctly The candidate can use
(Expectations simple sentences to briefly produce simple basic terms of use basic words and simple syntactic structures
partially met) describe an event or recount a sentences and link politeness. However, expressions to address the and grammatical forms but
personal or professional them with basic some confusion in tone task. Spelling is generally may make occasional
(8 M - 11 M)
experience. Can express their connectors, but there (formal/informal) correct for basic words, but errors.
impressions in simple terms but are frequent breaks occurs. some errors exist, and
lacks clarity. in meaning, making certain words are
the text sometimes occasionally written
difficult to follow. phonetically.
The overall
coherence is limited.

III The candidate writes short, The candidate writes The candidate makes The candidate uses a very The candidate makes errors
(Expectations not isolated sentences that are isolated sentences errors even in using the limited set of basic words, even while using basic
met) insufficient to effectively complete with no connectors. basic terms of but these are often syntactic structures and
the task. The text is often politeness and struggles insufficient to complete the grammatical forms.
( 2 M - 7 M)
unclear or to choose the correct task effectively. Spelling is
incomplete, making tone (formal/informal). correct for only a few basic
it difficult to follow. words, with most words
The text lacks written phonetically.
coherence.

IV The task is not attempted, or the
(Not Attempted content is off-topic or too minimal
or Insufficient to assess
Response)
(0 - 1M)

24

INTERNAL ASSESSMENT – 20 Marks

Internal Assessment for Class IX and X includes an assessment of Listening and Speaking Skills only.
Schools will prepare, conduct and record assessments of the Listening and Speaking Skills of candidates as
per the following.

Class IX: Four assessments (of both listening and speaking skills) in the course of the year.

Class IX Examiner

Assessment 1 Subject Teacher

Assessment 2 Subject Teacher

Assessment 3 Subject Teacher
Assessment 4 Subject Teacher
(Internal Final
Examinations)

Class X: Four assessments (of both listening and speaking skills) in the course of the year, with the
fourth one to be assessed by an External Examiner* at the end of the year.

Class X Examiner

Assessment 1 Subject Teacher

Assessment 2 Subject Teacher

Assessment 3 Subject Teacher

Assessment 4 – External
Final ICSE Examiner*
Board
Examinations

All assessments except the final board examination in Class X are to be assessed by the Subject Teacher,
OR a teacher nominated by the Head of the School.
NOTE*: The External Examiner may be a teacher from another school or institution, appointed and
approved by the CISCE, to conduct the assessments. For example, a qualified French teacher from a
neighbouring school may be designated as an External Examiner for the board examination.
Details and patterns of listening and speaking assessments are given below.
Pattern of Assessment
A. Listening Skills
2-3 short audio clips of 1-2 min duration may be used. Each audio clip is to be played twice at a
moderately slow pace. Students may make brief notes during the playing of the audio clip, followed by
answering objective-type questions based on the audio clip, on the paper provided.

Nature of the Audio Clip: The audio clips may include an announcement (for example, in a train
station, supermarket, or airport), a voicemail message, a short dialogue, a radio message, etc
**The listening files or audio clips are to be played on a school-provided device or gadget and should
NOT be read out.

25

B. Speaking Skills
Students will be assessed through a test divided into three tasks, with a total duration of 6 to 8 minutes
per candidate. Preparation time (of a total of 10 min per candidate) will be provided for Tasks 2 and 3.
Task 1: Interaction (1 minute)
The examiner asks questions in German about the candidate's daily life.
Topics include: your family, your interests, your work, or your activities.
Example Questions:
− What is your name?
− What is your nationality?
− What are your hobbies?
− Tell me about your family / your studies / your holidays…
Task 2: Monologue (2 minutes)
The candidate is assessed through a prepared individual oral presentation on a given theme, which can
be from any of the topics under the annexe. The examiner will listen to the candidate and may ask two
or three follow-up questions.
Task 3: Role play (3–4 minutes)
The candidate must engage in a conversation with the examiner to solve a real-life situation.
NOTE: The suggested topics for the Listening and Speaking components are listed in the 'Annexe'
section shared at the end of the syllabus.
Evaluation
The Subject Teacher and the External Examiner, as appointed by the school and approved by CISCE, will
evaluate the students on their listening and speaking skills by marking as follows:
Award of Marks (20 Marks)
Listening Skills 10 marks
Speaking Skills 10 marks
The total marks obtained out of 20 are to be sent to CISCE by the Head of the School. The Head of the
School will be responsible for the online entry of marks on CISCE’s CAREERS portal by the due date.
Schools are required to maintain a record of all assessments conducted in Listening and Speaking Skills for
candidates of Classes IX and X. These include copies of the assessment tests, topics for presentation and
marks awarded. This record will be maintained for a period of up to two months after the declaration of the
results of ICSE (Class X) examinations of the candidates concerned.

INTERNAL ASSESSMENT - GUIDELINES FOR MARKING WITH GRADES
LISTENING ASSESSMENT (CLASS IX & X)
The Listening Assessment may include the following question formats:
• Multiple Choice Questions (MCQs) – to assess understanding of key details and overall meaning.
• True or False Statements (with justification) – candidates may be asked to justify their answers by
quoting or paraphrasing from the audio.
• Matching tasks
NOTE:
This current section is designed to assess only the candidate’s listening comprehension skills. Their
responses will not be evaluated for writing accuracy. That is, spelling, grammar, and sentence structure will
not be taken into account while grading this component. The goal is to assess how well students can extract
key information, understand tone and speaker intent, and interpret meaning in real-world communicative
situations.

26

INTERNAL ASSESSMENT - GUIDELINES FOR MARKING WITH GRADES
SPEAKING ASSESSMENT (CLASS IX & X)
Grade Pragmatic and sociolinguistic competences Linguistic competences
(6M) (4M)

Task 1 Task 2 Task 3 Grammar & Vocabulary Phonetics
Interaction Monologue Role play

I The candidate can The candidate can The candidate can The candidate can use a The candidate has
(Expectations introduce themselves give a brief successfully complete the varied vocabulary to express generally correct
fully met) and describe aspects of presentation on the task by using appropriate themselves effortlessly on pronunciation. Occasional
their daily environment, given topic, explain speech acts and interact familiar and everyday topics. difficulties may still arise,
(8M - 10M)
as well as talk about why they like or in predictable everyday especially with more
The candidate can correctly
past projects or dislike something, and situations effortlessly, complex words.
use most simple syntactic
activities, providing state their preferences. even taking the initiative.
structures and grammatical
brief justifications or
The speech is coherent The candidate can forms, as well as some
explanations.
and is capable of using express themselves in a common complex structures.
The candidate can commonly used generally appropriate
respond to the connectors. tone (formal/informal),
examiner's questions using terms of politeness
and engage in correctly.
exchanges without
apparent difficulty on
familiar topics.

II The candidate is capable The candidate can The candidate is capable The candidate can use basic The candidate can
of using simple short express themselves on of completing the task words and expressions, along correctly pronounce
(Expectations
sentences to introduce the given topic using but often requires with simple syntactic simple expressions and
partially met)
themselves and talk simple, short guidance or a prompt structures and grammatical familiar words.
(5M - 7M) about their immediate sentences and briefly from the examiner. They forms, though these tend to
The examiner may need to
surroundings. explain why they like can establish basic social be repetitive. Some basic
ask for certain words to be
or dislike something. contact using simple errors occur, but they do not
The candidate can repeated, but the overall
The speech is terms of politeness, but significantly hinder
answer the examiner's communication remains
generally coherent but the candidate is communication.
questions, but responses understandable throughout
may require inconsistent in their
are brief and limited.

27

The candidate may occasional prompting usage of their tone
struggle to elaborate or from the examiner. (formal/informal).
expand on their answers.

III The candidate provides The candidate The candidate struggles The candidate has a limited The candidate struggles
minimal information provides very basic, to complete the task and grasp of even simple with pronunciation, often
(Expectations
about their identity and disjointed and often needs significant syntactic structures and mispronouncing basic
not met)
surroundings. They incomplete sentences help from the examiner. grammatical forms. Has a words and expressions.
(2M - 4M) require prompts from about their Has difficulty limited repertoire of basic Frequent clarification or
the examiner. surroundings and daily establishing social words and expressions, repetition from the
activities. Frequent contact and may use very which often prevents them examiner is needed, and
breaks in meaning limited or incorrect terms from fully completing the communication may be
make it difficult to of politeness. task. Errors are frequent. unclear at times.
understand, and the
candidate struggles to
respond even with
prompting from the
examiner.

IV The task is not The task is not The task is not attempted Vocabulary is extremely Pronunciation and
attempted (candidate attempted (candidate (candidate remains silent limited or inappropriate. intonation are unclear.
(Not
remains silent or gives remains silent or gives or gives unrelated Frequent and major The examiner struggles to
Attempted or
unrelated responses), or unrelated responses), responses), or the spoken grammatical errors prevent understand, even with
Insufficient
the spoken production is or the spoken production is too limited communication. repetition or prompting.
Response)
too limited to be production is too to be evaluated.
(0- 1M) evaluated. limited to be
evaluated.

28

Annexe
The following topics and themes are to be integrated into reading, writing, listening and speaking
exercises and assessments for German language learning. These have been selected based on the expected
basic language proficiency at the ICSE level, broadening exposure to German culture and society, while
developing functional language skills for everyday contexts.

Topic A: Identity & culture
• Personal identity and relationships
− Present oneself
− Personal life (preferences and choices, job,
− family educational background, neighbourhood)
− Generation gap, friendship and pets.
− Routine activities/ daily life
− Describing family,
− People, physical description, Personality, and sentiments (Feelings: happiness, sadness,
disappointment, worries, fear, regret, surprise, curiosity, indifference)
• Important Events
− Festivals: religious, national, international, and family.
− Celebrations, special occasions, etc.
• Free Time/Leisure
− Leisure: Sports, outings, hobbies and interests, intellectual and artistic pursuits.
− Discuss hobbies and daily activities.
− Books: short stories, novels, magazines, weekly, monthly, comics, fables.
• Culture and Traditions
− Festivals, culture, customs and traditions in Germany and one’s own country.
− Events,
− Basic etiquette (e.g., polite forms of address).
− France (geography), German cuisine, music, regions, historical sites, art, etc.

Topic B: Holidays, Tourism & Travel
• Travel & Transport
− Vacations, modes of transport, duration, itinerary.
− Travel plans- past, present, future, experiences and memories, etc.
• Tourism and Activities
− Eco tourism, important tourist sites/places, and weather forecast.
− Visits, excursions, accidents, etc.
− Countries, cities, countryside, regions, natural reserves, etc.
− Holiday activities.
• Accommodation & Directions
− Types of accommodation (the house, interior, exterior)
− The stay, holiday homes, hotels, rent /hire a place, and reservations.
− Traffic rules, road safety, giving directions, following and understanding maps.
• Shopping
− Fashion and lifestyle.
− Money and payments. (modes of payment, budget, expenses)
− Enquire about goods in a shop and buy what one needs (quantity, measures, weight).
− Ex: brands, clothes & accessories, consumption.
− Sale, shopping malls, grocery shopping, local markets, supermarkets, etc
• Cuisine
− Food habits, different cuisine, preferences and choices. etc
− Ordering food, menu, recipes, etc.
− Place an order for a meal / Eating out in a restaurant /at the cafe (with or without the menu).

Topic C - Health, Education & Technology
• Home Life
− Domestic animals, guests & outings, family life, etc.
− Household chores & pocket money.
• Fitness and Well-being

29

− Food choices and lifestyle.
− Stress, pressure, anxiety, etc
− The human body, health and illness, advice and precautions, visit to a doctor, pharmacist,
etc.
− Present one’s medical problem to a doctor, social activities, fitness and body care.
− Medical emergency & assistance.
• Media & Technologies
− Current affairs, stories, social trends, TV programmes, press, Internet, print & visual media,
journals, radio and TV.
− Read notices, posters, catalogues, timetables, brochures, menus, advertisements, signs, etc.
− Technology in everyday life, social media, mobile and current technology trends, etc.
• Studies and Future Plans
− Institutions, the school system, the classroom subjects, the academic year, and school
activities. school experiences.
− Education system and training, learning tools and subjects.
− Life at school/college.
− Higher education & career choices.
− Future plans & ambition.
− Language learning.

Topic D: The World Around
• Home and Locality
− City/village life.
− Description of one’s home and the surroundings, shops and places in the vicinity.
• The Environment
− The natural world, seasons, climate and the weather.
− Social issues: Charity/voluntary work.
− Global issues: Poverty/homelessness, deforestation, natural environmental
problems/disasters, causes and solutions, World Environment Day, Earth Day, etc.
• Entertainment
− Ex. cinema, concerts, theatre, park, entertainment, social media/network, television,
newspapers, etc.
• Services
− Basic services at public places at the hotel, airport, shops, train station, restaurant, library,
in a post office, a bank, etc
− Buy tickets (film, train, play, etc.)

30

SPANISH (85)
(Under Group II)
Candidates opting for a Modern Foreign Language in Group II cannot opt for
a Modern Foreign Language in Group I.
Please note that the Spanish language syllabus remains the same for both groups (Group I & II).

Aims:
1. To equip learners with basic competencies in the four language skills, i.e. reading, writing, listening and
speaking.
2. To use the language effectively and appropriately on topics of everyday life situations.
3. To develop an intercultural awareness and appreciation of the global diversity of languages.
4. To understand the basic structural patterns of the language, vocabulary and constructions.

Overview of Language Competencies Acquired Upon Completion of the
Course
At the end of this course, language learners can communicate confidently in everyday situations
and understand basic information in all core areas of communication. The following table outlines
the overview of competencies in reading, writing, listening and speaking as defined by the CEFRL
(Common European Framework of Reference for Languages) at the level A2.

Reading Comprehension Written Expression Listening Skills Oral/Speaking Skills

− Understands texts on − Writes personal and − Understands and − Shares / narrates
familiar topics, such semi-formal emails, responds appropriately personal interests,
as news articles, short messages with a to a range of everyday experiences and plans
personal letters, and focus on structure, situations in simple using past, present,
brochures. tone, and clarity. spoken language. and future tense as per
− Extracts key ideas and − Writes short essays − Recognises the main requirement.
information by elaborating on events, ideas, keywords and − Explains /justifies
analysing magazine experiences, dreams, details from spoken opinions on a range of
articles & Blog Posts. hopes, ambitions, ideas texts, including some familiar topics.
− Demonstrates and personal opinions. nuances like tone and − Participates in
comprehension of − Drafts travel attitude. conversations on
stories / simple Itineraries, picture − Understands informal subjects like travel,
articles/ blogs. descriptions, etc. speech & expressions health, education,
used in everyday lifestyle, etc.
language by native
speakers at a defined Engages in focused,
pace. structured
conversations.

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CLASSES IX AND X
There will be one paper of three hours duration carrying 80 marks and an Internal Assessment of 20 marks.
1. Composition (15 Marks)
Candidates will be required to write, in Spanish, one composition of around 100-120 words. Possible
types of compositions include a narrative text recounting a past event, a descriptive text such as a
picture description, or a simple opinion text such as Article, Blog, etc. There will be a choice of
subjects, which will be varied and may be suggested by language or other stimuli such as pictures or
objects.

2. Email writing (15 Marks)
Candidates will be required to write an email (80 – 100 words) from a choice of either an informal or a
semi-formal communication (some examples are ask for information, email of appreciation, an
invitation, a presentation of oneself and the family, describe the daily routine, share about recently spent
vacations or planning for next vacations, writing about early school days memories, etc.) Cues may be
given. The layout of the email will form an part of the assessment and shall consist of: Asunto – Subject;
Para – To; De – From; Fecha – Date; Saludo formal/informal – Formal/Informal greeting;
Presentación – Introduction; Desarrollo – Body o Main content; Conclusión/finalización – Conclusion
or Closing remarks; Despedida formal/informal – Formal/Informal closing or Sign-off.

3. Comprehension (30 Marks)
Candidates will be required to complete 3 - 4 reading tasks based on short texts related to daily life. The
texts can be short and simple, drawn from everyday life. Suitable document types include postcards,
announcements (e.g., store opening hours), job advertisements, menus, and classified ads, etc.

4. Grammar (20 Marks)
Candidates will complete short, focused tasks to assess grammatical accuracy and range. These may
include conjugation exercises (for testing verbs), fill-in-the-blank questions (for testing articles,
pronouns, and prepositions), correcting errors (for testing adjectives, negation, comparative, etc.),
making questions and negative sentences, correcting jumbled sentences, multiple-choice questions,
sentence transformations, etc. Tasks can be situation-based, requiring the application of grammar in
everyday contexts.
The question will not require detailed knowledge of grammatical definitions, as the focus will be more
on the functional use of grammar.
The questions on grammar will assess the following:
1. Nouns and Articles
• Género (masculino / femenino)
• Número (singular / plural)
• Uso de los artículos definidos (el, la, los, las)
• Uso de los artículos indefinidos (un, una, unos, unas)
• Ausencia de artículo (casos típicos: profesiones, nacionalidades, comidas, etc.)
2. Adjectives
• Concordancia de género y número con el sustantivo
• Posición del adjetivo (antes o después del sustantivo y cambio de significado)
• Adjetivos calificativos y relacionales
• Grados del adjetivo: positivo, comparativo (más… que, menos… que, tan… como) y
superlativo (el más… de, ísimo)
3. Pronouns
• Personales de sujeto (yo, tú, él…)
• De objeto directo (me, te, lo/la, nos, os, los/las)
• De objeto indirecto (me, te, le, nos, os, les)

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• Pronombres reflexivos (me, te, se, nos, os, se)
• Posesivos (mi, tu, su, nuestro…)
• Demostrativos (este, ese, aquel…)
• Interrogativos (qué, quién, cuál, cuánto…)
• Indefinidos básicos (alguien, algo, nada, todo, ninguno, alguno…)
4. Determiners
• Posesivos (mi coche, nuestra casa)
• Demostrativos (este libro, esa mesa) - de cercanía (este, esta, estos, estas), de distancia media
(ese, esa, esos, esas), de lejanía (aquel, aquella, aquellos, aquellas)
• Numerales (cardinales -uno, dos, etc.- y ordinales -primero, segundo, tercero, etc.-)
• Indefinidos (algún, ningún, todo, nada, cada, mucho, poco)
5. Verbs
(a) Indicative Tenses for the three conjugations “AR, ER, IR”:
• Presente (hablo, comes, vive)
• Pretérito perfecto (he hablado, he comido, he vivido)
• Pretérito indefinido (hablé, comí, viví)
• Pretérito imperfecto (hablaba, comía, vivía)
• Contraste de pasados (imperfecto vs indefinido)
• Futuro inmediato o perifrástico (ir a + infinitivo)
• Modelos para verbos regulares e irregulares más frecuentes de cada tiempo verbal
(b) Imperative (affirmative/negative):
• Formas afirmativas: habla, come, vive, haz, pon, di, etc.
• Formas negativas: no hables, no comas, no vivas, no hagas, no pongas, no digas, etc.
(c) Non-personal forms:
• Infinitivo (hablar, comer, vivir), Gerundio (hablando, comiendo, viviendo), Participio
(hablado, comido, vivido)
(d) Pronominal verbs:
• levantarse, llamarse, sentirse, levantarse, acostarse, quedarse…
(e) Verbs like Gustar:
• Gustar, encantar, doler, interesar, parecer, importar…
6. Verbal Periphrases
• ir a + infinitivo (futuro inmediato)
• tener que / deber + infinitivo (obligación)
• Hay (haber) que + infinitivo (obligación impersonal y general)
• estar + gerundio (acción en desarrollo)
• acabar de + infinitivo (acción recién terminada)
7. Sentences
• Orden básico SVO (Sujeto + Verbo + Objeto)
• Oraciones afirmativas, negativas e interrogativas
• Uso y colocación de “no” y de palabras negativas (nada, nunca, nadie)
• Conjunciones básicas (y, o, pero, porque, aunque, cuando, si…)

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• Conectores (adición, contraste, causa, consecuencia, condición, finalidad, tiempo, orden o
secuencia, ejemplificación, resumen o conclusión)
8. Prepositions
• Uso de las preposiciones más frecuentes: a, de, en, con, por, para, sobre, entre, desde, hasta…
• Preposiciones de lugar: sobre, encima de, entre, debajo de, al lado de…
• Expresiones de tiempo (hace tres años, por la mañana, en 2025, desde, hasta, antes de, después
de…)
9. Adverbs
• De lugar (aquí, allí, cerca, lejos…)
• De tiempo (hoy, ayer, mañana, siempre, nunca…)
• De cantidad (muy, poco, bastante, demasiado…)
• De modo (bien, mal, rápido…)
• De afirmación y negación (sí, no, también, tampoco…)
• De interrogación (qué, cuándo, dónde, adónde, cómo, por qué, cuánto)
10. Basic Constructions
• Hay / estar / ser (diferencias y usos)
• Ser vs estar con adjetivos
• Expresiones con tener (tener hambre, tener frío…)
11. Communicative Functions
• Fórmulas de cortesía (por favor, gracias, de nada, disculpe…)
• Peticiones y ofrecimientos simples
• Expresiones de opinión (creo que, pienso que…)
• Expresiones de acuerdo y desacuerdo (de acuerdo, no lo creo…)

NOTE: The suggested topics for the Reading and Writing components are listed in the 'Annexe'
section at the end of the syllabus.

Suggested Books
• Nuevo Español Sin Fronteras 1 & 2, Student´s Book + Workbook, Goyal, SGEL
• Nuevo ELE Inicial 1 & 2, Student´s Book + Workbook, SM
• ELE Actual A1 & A2, Student´s Book + Workbook, SM
• Nuevo Ven 1 & 2: Student´s Book + Workbook, Goyal, Edelsa
• Nuevo Sueña 1 & 2: Student´s Book + Workbook, Goyal, Anaya
• Metodo de Español A1 + A2, Student´s Book + Workbook, Goyal, Anaya
• Nuevo Prisma A1 + A2, Student´s Book + Workbook, Goyal, Edinumen

NOTE: The Class X - ICSE examination paper will be set on the entire syllabus prescribed for the
subject.
The Class IX internal examination is to be conducted on the portion of this syllabus that is covered
during the academic year.
CISCE has not prescribed bifurcation of the syllabus for this subject.

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GUIDELINES FOR MARKING WITH GRADES
(CLASS IX & X)
TASKS IN WRITTEN PRODUCTION AND INTERACTION
Composition (15 marks)

Pragmatic competences (8 M) Linguistic competences ( 7 M)
Grade Content Coherence & cohesion Vocabulary Grammar
(4 M) (4 M) (3 M) (4 M)
I The candidate can: The candidate can link statements The candidate can use a varied The candidate can accurately
(Expectations fully − write a text in line with the using commonly used connectors and relevant vocabulary use syntactic structures and
met) question. and expressions to produce a appropriate to the question. grammatical forms, while
(12 M - 15 M) − narrate an event, past activities, logical and coherent text. The candidate is also able to also using some common,
or a personal experience. express themselves without more complex structures.
− provide details with examples difficulty on familiar and The candidate is able to
and can describe feelings and common topics. frame grammatically well-
reactions. Spelling is usually correct. structured phrases
− write a well-defined text with
explanations and reasoning that
fully meet the requirements.
− provide additional details to
enhance their writing.
II The candidate can write a series of The candidate can produce simple The candidate can correctly use The candidate can use
(Expectations simple sentences to briefly describe sentences and link them with basic basic words and expressions to simple syntactic structures
partially met) an event or recount a personal or connectors, but there are frequent address the task. Spelling is and grammatical forms but
professional experience. The breaks in meaning, making the text generally correct for basic words, may make occasional errors.
(8 M - 11 M)
candidate can express their sometimes difficult to follow. The but some errors exist, and certain
impressions in simple terms but overall coherence is limited. words are occasionally written
lacks clarity. phonetically.

35

III The candidate writes short, isolated The candidate writes isolated The candidate uses a very limited The candidate makes errors
(Expectations not sentences that are insufficient to sentences with no connectors. The set of basic words, but these are even while using basic
met) effectively complete the task. text is often unclear or incomplete, often insufficient to complete the syntactic structures and
making it difficult to follow. The task effectively. Spelling is grammatical forms.
text lacks coherence. correct for only a few basic
(2M - 7M) words, with most words written
phonetically.

IV The task is not attempted or the
(Not Attempted or content is off-topic or too minimal
Insufficient to assess
Response)
(0 - 1 M)

Email Writing (15 marks)
Pragmatic competences (6M) Sociolinguistic Linguistic competences (6M)
Grade competence
Coherence &
Content (3M) Vocabulary Grammar
cohesion
I The candidate can The candidate can The candidate can The candidate can use a The candidate can
(Expectations − write a short text in line with link statements express themselves varied vocabulary to accurately use basic
fully met) the task. using the most using the most express themselves without syntactic structures and
(12 M - 15 M) − narrate an event, past commonly used commonly used terms difficulty on familiar and grammatical forms, while
activities, or a personal connectors to of politeness and in a common topics. also using some common,
experience, can provide produce a short, tone (formal/informal) Spelling is usually correct. more complex structures.
details with examples, and coherent text in that is suitable to the
can describe feelings and clear paragraphs. situation.
reactions.
− write a short text that fully
meets the requirements of the
task.
− provide additional details to
enhance their writing.

36

II The candidate can write a series of The candidate can The candidate can use The candidate can correctly The candidate can use
(Expectations simple sentences to briefly produce simple basic terms of use basic words and simple syntactic structures
partially met) describe an event or recount a sentences and link politeness. However, expressions to address the and grammatical forms but
personal or professional them with basic some confusion in tone task. Spelling is generally may make occasional
(8 M - 11 M)
experience. The candidate can connectors, but there (formal/informal) correct for basic words, but errors.
express their impressions in simple are frequent breaks occurs. some errors exist, and
terms but lacks clarity. in meaning, making certain words are
the text sometimes occasionally written
difficult to follow. phonetically.
The overall
coherence is limited.

III The candidate writes short, The candidate writes The candidate makes The candidate uses a very The candidate makes errors
(Expectations not isolated sentences that are isolated sentences errors even in using the limited set of basic words, even while using basic
met) insufficient to effectively complete with no connectors. basic terms of but these are often syntactic structures and
the task. The text is often politeness and struggles insufficient to complete the grammatical forms.
( 2 M - 7 M)
unclear or to choose the correct task effectively. Spelling is
incomplete, making tone (formal/informal). correct for only a few basic
it difficult to follow. words, with most words
The text lacks written phonetically.
coherence.
IV The task is not attempted, or the
(Not Attempted content is off-topic or too minimal
or Insufficient to assess
Response)
(0 - 1M)

37

INTERNAL ASSESSMENT – 20 Marks

Internal Assessment for Class IX and X includes an assessment of Listening and Speaking Skills only.
Schools will prepare, conduct and record assessments of the Listening and Speaking Skills of
candidates as per the following.

Class IX: Four assessments (of both listening and speaking skills) in the course of the year.

Class IX Examiner

Assessment 1 Subject Teacher

Assessment 2 Subject Teacher

Assessment 3 Subject Teacher
Assessment 4 Subject Teacher
(Internal Final
Examinations)

Class X: Four assessments (of both listening and speaking skills) in the course of the year, with the
fourth one to be assessed by an External Examiner* at the end of the year.

Class X Examiner

Assessment 1 Subject Teacher

Assessment 2 Subject Teacher

Assessment 3 Subject Teacher

Assessment 4 – External
Final ICSE Examiner*
Board
Examinations

All assessments except the final board examination in Class X are to be assessed by the Subject Teacher,
OR a teacher nominated by the Head of the School.
NOTE*: The External Examiner may be a teacher from another school or institution, appointed and
approved by the CISCE, to conduct the assessments. For example, a qualified French teacher from a
neighbouring school may be designated as an External Examiner for the board examination.
Details and patterns of listening and speaking assessments are given below:
Pattern of Assessment
A. Listening Skills

2-3 short audio clips of 1-2 min duration may be used. Each audio clip is to be played twice at a
moderately slow pace. Students may make brief notes during the playing of the audio clip, followed by
answering objective-type questions based on the audio clip, on the paper provided.

Nature of the Audio Clip: The audio clips may include an announcement (for example, in a train station,
supermarket, or airport), a voicemail message, a short dialogue, a radio message, etc
**The listening files or audio clips are to be played on a school-provided device or gadget and should
NOT be read out.

38

B. Speaking Skills
Students will be assessed through a test divided into three tasks, with a total duration of 6 to 8 minutes
per candidate. Preparation time (of a total of 10 min per candidate) will be provided for Tasks 2 and 3.
Task 1: Interaction (1 minute)
The examiner asks questions in Spanish about the candidate's daily life. Topics include: your family,
your interests, your work, or your activities.
Example Questions:
− What is your name?
− What is your nationality?
− What are your hobbies?
− Tell me about your family / your studies / your holidays…
Task 2: Monologue (2 minutes)
The candidate is assessed through a prepared individual oral presentation on a given theme, which can
be from any of the topics under the annexe. The examiner will listen to the candidate and may ask two or
three follow-up questions.
Task 3: Role play (3–4 minutes)
The candidate must engage in a conversation with the examiner to solve a real-life situation.
NOTE: The suggested topics for the Listening and Speaking components are listed in the 'Annexe'
section shared at the end of the document.

Evaluation
The Subject Teacher and the External Examiner, as appointed by the school and approved by CISCE, will
evaluate the students on their listening and speaking skills by marking as follows:
Award of Marks (20 Marks)
Listening Skills 10 marks
Speaking Skills 10 marks
The total marks obtained out of 20 are to be sent to CISCE by the Head of the School. The Head of the
School will be responsible for the online entry of marks on CISCE’s CAREERS portal by the due date.
Schools are required to maintain a record of all assessments conducted in Listening and Speaking Skills for
candidates of Classes IX and X. These include copies of the assessment tests, topics for presentation and
marks awarded. This record will be maintained for a period of up to two months after the declaration of the
results of ICSE (Class X) examinations of the candidates concerned.

INTERNAL ASSESSMENT - GUIDELINES FOR MARKING WITH GRADES
LISTENING ASSESSMENT (CLASS IX & X)
The Listening Assessment may include the following question formats:
• Multiple Choice Questions (MCQs) – to assess understanding of key details and overall meaning.
• True or False Statements (with justification) – candidates may be asked to justify their answers by
quoting or paraphrasing from the audio.
• Matching tasks
NOTE:
This current section is designed to assess only the candidate’s listening comprehension skills. Their
responses will not be evaluated for writing accuracy. That is, spelling, grammar, and sentence structure will
not be taken into account while grading this component. The goal is to assess how well students can extract
key information, understand tone and speaker intent, and interpret meaning in real-world communicative
situations.

39

INTERNAL ASSESSMENT - GUIDELINES FOR MARKING WITH GRADES
SPEAKING ASSESSMENT (CLASS IX & X)
Grade Pragmatic and sociolinguistic competences Linguistic competences
(6M) (4M)

Task 1 Task 2 Task 3 Grammar & Vocabulary Phonetics
Interaction Monologue
Role play

I The candidate can The candidate can The candidate can The candidate can use a The candidate has
(Expectations introduce themselves give a brief successfully complete the varied vocabulary to express generally correct
fully met) and describe aspects of presentation on the task by using appropriate themselves effortlessly on pronunciation. Occasional
their daily environment, given topic, explain speech acts and interact familiar and everyday topics. difficulties may still arise,
(8M - 10M)
as well as talk about why they like or in predictable everyday especially with more
The candidate can correctly
past projects or dislike something, and situations effortlessly, complex words.
use most simple syntactic
activities, providing state their preferences. even taking the initiative.
structures and grammatical
brief justifications or
The speech is coherent The candidate can forms, as well as some
explanations.
and is capable of using express themselves in a common complex structures.
The candidate can commonly used generally appropriate
respond to the connectors. tone (formal/informal),
examiner's questions using terms of politeness
and engage in correctly.
exchanges without
apparent difficulty on
familiar topics.

II The candidate is capable The candidate can The candidate is capable The candidate can use basic The candidate can
of using simple short express themselves on of completing the task words and expressions, along correctly pronounce
(Expectations
sentences to introduce the given topic using but often requires with simple syntactic simple expressions and
partially met)
themselves and talk simple, short guidance or a prompt structures and grammatical familiar words.
(5M - 7M) about their immediate sentences and briefly from the examiner. They forms, though these tend to
The examiner may need to
surroundings. explain why they like can establish basic social be repetitive. Some basic
ask for certain words to be
or dislike something. contact using simple errors occur, but they do not
The candidate can repeated, but the overall
The speech is terms of politeness, but significantly hinder
answer the examiner's communication remains

40

questions, but responses generally coherent but the candidate is communication. understandable throughout
are brief and limited. may require inconsistent in their
The candidate may occasional prompting usage of their tone
struggle to elaborate or from the examiner. (formal/informal).
expand on their answers.

III The candidate provides The candidate The candidate struggles The candidate has a limited The candidate struggles
minimal information provides very basic, to complete the task and grasp of even simple with pronunciation, often
(Expectations
about their identity and disjointed and often needs significant syntactic structures and mispronouncing basic
not met)
surroundings. They incomplete sentences help from the examiner. grammatical forms. Has a words and expressions.
(2M - 4M) require prompts from about their Has difficulty limited repertoire of basic Frequent clarification or
the examiner. surroundings and daily establishing social words and expressions, repetition from the
activities. Frequent contact and may use very which often prevents them examiner is needed, and
breaks in meaning limited or incorrect terms from fully completing the communication may be
make it difficult to of politeness. task. Errors are frequent. unclear at times.
understand, and the
candidate struggles to
respond even with
prompting from the
examiner.

IV The task is not The task is not The task is not attempted Vocabulary is extremely Pronunciation and
attempted (candidate attempted (candidate (candidate remains silent limited or inappropriate. intonation are unclear.
(Not
remains silent or gives remains silent or gives or gives unrelated Frequent and major The examiner struggles to
Attempted or
unrelated responses), or unrelated responses), responses), or the spoken grammatical errors prevent understand, even with
Insufficient
the spoken production is or the spoken production is too limited communication. repetition or prompting.
Response)
too limited to be production is too to be evaluated.
(0- 1M) evaluated. limited to be
evaluated.

41

Annexe
The following topics and themes are to be integrated into reading, writing, listening and speaking exercises and
assessments for Spanish language learning. These have been selected based on the expected basic language
proficiency at the ICSE level, broadening exposure to Spanish culture and society, while developing functional
language skills for everyday contexts.

Topic A: Identity & Culture
• Personal Identity and Relationships
− Present oneself
− Personal life (preferences and choices, job,
− family educational background, neighbourhood)
− Generation gap, friendship and pets.
− Routine activities/ daily life
− Describing family,
− People, physical description, Personality, and sentiments (Feelings: happiness, sadness,
disappointment, worries, fear, regret, surprise, curiosity, indifference)
• Important Events
− Festivals: religious, national, international, and family.
− Celebrations, special occasions, etc.
• Free Time/Leisure
− Leisure: Sports, outings, hobbies and interests, intellectual and artistic pursuits.
− Discuss hobbies and daily activities.
− Books: short stories, novels, magazines, weekly, monthly, comics, fables.
• Culture and Traditions
− Festivals, culture, customs and traditions in the Spanish countries and one’s own country.
− Events,
− Basic etiquette (e.g., polite forms of address).
− The political map with the Spanish-speaking countries, Spanish cuisine, music, regions, historical
sites, art etc.

Topic B: Holidays, Tourism & Travel
• Travel & Transport
− Vacations, modes of transport, duration, itinerary.
− Travel plans- past, present, future, experiences and memories, etc.
• Tourism and activities
− Eco tourism, important tourist sites/places, and weather forecast.
− Visits, excursions, accidents, etc.
− Countries, cities, countryside, regions, natural reserves, etc.
− Holiday activities.
• Accommodation & Directions
− Types of accommodation (the house, interior, exterior)
− The stay, holiday homes, hotels, rent /hire a place, reservations.
− Traffic rules, road safety, giving directions, following and understanding maps.
• Shopping
− Fashion and lifestyle.
− Money and payments. (modes of payment, budget, expenses)
− Enquire about goods in a shop and buy what one needs (quantity, measures, weight).
− Ex: brands, clothes & accessories, consumption.
− Sale, shopping malls, grocery shopping, local markets, supermarkets, etc

42

• Cuisine
− Food habits, different cuisine, preferences and choices. etc
− Ordering food, menu, recipes, etc.
− Place an order for a meal / Eating out in a restaurant /at the cafe (with or without the menu).

Topic C - Health, Education & Technology
• Home Life
− Domestic animals, guests & outings, family life etc.
− Household chores & pocket money.
• Fitness and Well-being
− Food choices and lifestyle.
− Stress, pressure, anxiety, etc.
− The human body, health and illness, advice and precautions, visit to a doctor, pharmacist etc.
− Present one’s medical problem to a doctor, social activities, fitness and body care.
− Medical emergency & assistance.
• Media & Technologies
− Current affairs, stories, social trends, TV programmes, press, Internet, print & visual media,
journals, radio and TV.
− Read notices, posters, catalogues, timetables, brochures, menus, advertisements, signs, etc.
− Technology in everyday life, social media, mobile and current technology trends, etc.
• Studies and Future Plans
− Institutions, the school system, the classroom subjects, the academic year, and school activities.
school experiences.
− Education system and training, learning tools and subjects.
− Life at school/college.
− Higher education & career choices.
− Future plans & ambition.
− Language learning.

Topic D: The World Around
• Home and Locality
− City/village life.
− Description of one’s home and the surroundings, shops and places in the vicinity.
• The Environment
− The natural world, seasons, climate and the weather.
− Social issues: Charity/voluntary work.
− Global issues: Poverty/homelessness, deforestation, natural environmental problems/disasters,
causes and solutions, World Environment Day, Earth Day, etc.
• Entertainment
− Ex. cinema, concerts, theatre, park, entertainment, social media/network, television, newspapers,
etc.
• Services
− Basic services at public places at the hotel, airport, shops, train station, restaurant, library, in a post
office, a bank, etc
− Buy tickets (film, train, play, etc.)

43