CBSE Secondary Syllabus 2027 Spanish

FOR CBSE SECONDARY SYLLABUS EXAM PREPARATION

CBSE Secondary
Syllabus 2027
Question Paper
EXAM YEAR TYPE DETAILS

CBSE Secondary Syllabus 2027 Question Paper Spanish

Notes · Sample Papers · Previous Year Papers · Mock Tests

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se SPANISH
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Subject(CODE:
SPANISH 096 a
Code - 096)
Class
Class IX-X
IX-X (2025-26)
CLASS IX and X
(2026-27)
(2024-25)
(2025-26)
2023-24

The following learning objectives apply for classes IX and X.
General objectives: The general objective of this course is to introduce the basic elements of
Spanish Language and Culture based on the promotion of language acquisition and development
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of receptive, productive and interactive skills through the study and usage of a range of written
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and spoken material so that students can respond and interact appropriately in a defined range of

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everyday situations at a basic level. The latter aspect means that the speaking and listening skills

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are adequately assessed as part of the practical learning. The use of audio-video materials should
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be incorporated into the teaching-learning process to enhance oral comprehension and oral
expressions. Teachers should include group activities such as role-play, dialogues with classmates
to emphasize the communicative aspects in teaching and learning.
It should be ensured that value-based didactic exercises, as well as the use of ICTs, are
incorporated into the teaching-learning process.

SYLLABUS FOR SPANISH (CODE: 096)
CLASS – IX
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(A) Reading Section:
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A learner should be able to:
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(i) read and understand elementary structures of spoken language, and
(ii) participate in simple conversations of daily life.

Note:
(i) For this purpose, simple-short passages related to everyday real-life situations should be
selected by the teachers.
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(ii) Efforts should be made to develop the following comprehension skills in the learners:
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c. o (a) deduce the meaning from the context; s e m
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identify the main points; and

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(c) extract or scan specific information or details.
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(B) Writing Section:
A learner should be able to:
(i) write short compositions based on visual or verbal stimulus; and
(ii) dialogue writing on matters related to everyday life.

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(C) Applied Grammar:
• Personal pronouns: yo, tú, usted, él, ella, nosotros/as, vosotros/as, ustedes, ellos/as
• Present tense of the verbs such as: Ser, Llamarse, Dedicarse, Vivir, Trabajar…
• Interrogative pronouns: cómo, cuándo, qué, cuánto, cuál, quién, de dónde…
• Regular verbs: -ar, -er, and -ir ending verbs
• Uses of Ser and Estar: ser + adjetivos de carácter, estar + adjetivos de estado físico o anímico
• Introduction to the idea of comparison (equality/superiority/inferiority)
• Uses of Tener and Hacer
• Introduction to present tense uses of some of the irregular (stem-changing) verbs: Creer,
Entender, Preferir, Querer, Conocer, Saber, Pensar, Hacer, Poner, Traer, Ir, Decir, Entender, Venir,
Seguir…
• Tener + ganas de + infinitivo
• Demonstrative adjective and pronoun: este, ese, aquel…
• Negation
• Possessive adjectives: mi(s), tu(s), su(s)…
• Gender/Number/Article (definite and indefinite) – concordance of article – noun and adjective
• Concordance: cuánto/-a/-os/-as
• Ordinal and cardinal numbers
• Prepositions used with expressions of time and adverbs of place
• Gerund: Estar + gerundio
• Personal pronouns (with or without prepositions)
• Simple affirmative commands (singular) along with the use of direct and indirect object
pronouns
• Present tense of Gustar and such similar verbs (for example, Encantar, Interesar, Importar, etc.)
• Contrast: Hay (descripción)/Estar (localización con usos de preposiciones y locuciones de lugar para expresar
posición, cercanía, lejanía)
• Uses of Ir a + infinitivo, Empezar a + infinitivo, Terminar de + infinitivo, Antes de+ infinitivo, Después de
+infinitivo
• Indefinite pronouns: unos, bastantes, algunos, alguien, nadie
• Introduction to past indefinite tense (pretérito indefinido)

(D) Culture / Civilization /Literature:
(i) Elementary familiarity with cultural information such as important events and days,
monuments, festivals, cuisines, touristic spots, famous personalities, political and geographical
aspects relating to Spain and the following Latin American countries: México, Costa Rica, El
Salvador, Panamá, Cuba, Argentina, Bolivia, Chile, Ecuador, Paraguay.
(ii) Selected authors from Spanish-speaking countries (biography and two most well-known
works in Spanish) namely:

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a) Miguel de Cervantes, works such as El ingenioso hidalgo Don Quijote de la Mancha and La
Galatea,
b) Benito Pérez Galdós, works such as Fortunata y Jacinta and Doña Perfecta,
c) García Lorca, works such as El primer romancero gitano and Bodas de Sangre,
d) Juan Rulfo, works such as El llano en llamas and Pedro Páramo,
e) Pablo Neruda, works such as Veinte poemas de amor y una canción desesperada and Canto general.
f) José Martí, works such as Versos sencillos and Ismaelillo.

Note for the teacher:
1. The above content should be presented and integrated into didactic materials and
communicative activities (related to the school environment) inside the classroom in such a
way that the learner develops the competencies listed below.
2. Grammatical contents to be presented and integrated into materials and communicative
activities inside the classroom.

Functional competencies:
• saludar y despedirse • hablar de los amigos y de las actividades con ellos
• pedir y dar datos personales: información • llamar al camarero, pedir y pagar en un
personal, sobre la ocupación, sobre la bar/restaurante
familia… • preguntar el precio
• presentar formalmente / informalmente a otras • dar y pedir información sobre los platos: hablar de la
personas comida
• hablar de la familia • expresar gustos de comida y bebida
• describir el físico, carácter, estado civil • hablar sobre costumbres y hábitos en la comida
• hablar por teléfono • pedir en una tienda
• preguntar por la existencia de un lugar • hablar de hábitos y su frecuencia – pedir y dar
(clase/escuela/colegio, etc.) opinión sobre hábitos y acciones habituales de otras
• dirigirse a alguien personas
• preguntar por un lugar • hablar de gustos y preferencias
• dar instrucciones para ir a un lugar, ordenar • expresar acuerdo y desacuerdo
y verificar informaciones • proponer actividades y reaccionar: aceptar o rechazar
• describir ciudades, la vivienda y el barrio • concertar citas
• ubicar e identificar objetos • preguntar y decir la hora – hablar de horarios
• pedir y dar información sobre el transporte (taxi,
metro, autobús, tren)

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Phonetical and orthographical competencies: a
• el abecedario • sonidos [g] y sus grafías (g) y (gu)
• deletrear • sonidos [x] y [g] y sus grafías (j) y (g)
• acentuación de las palabras • diptongos ‘IE’ y ‘UE’ y la HACHE
• letras ‘ce’, ‘zeta’, ‘cu’ y los sonidos [K] y [Q] • exclamativos e interrogativos
• sonidos [y] y sus grafías (y) y (ll)
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3. The following suggested lexicon to be integrated into materials and communicative activities in
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such a way that the learner practices the target language in real context:
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ag y despedidas
• saludos • profesión y dirección
• datos personales • actividades de ocio
• interrogativos • vocabulario de bares, cafeterías y restaurantes:
• adjetivos de carácter bebidas, comidas, ingredientes, platos típicos,
utensilios de mesa
• instrucciones de la clase/escuela
• productos de alimentación, alimentos: frutas
• familia: relaciones de parentesco y estados

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y verduras
civiles
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•. nombres de países, capitales, nacionalidades
• adjetivos de descripción física y carácter
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e y moneda de España e Hispanoamérica
• casa
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• partes de la casa, muebles y electrodomésticos • actividades de tiempo libre/ocio: lugares de ocio
y tiempo libre, espectáculos, música, cine
• tipos de vivienda
• medios de transporte • establecimientos públicos y comerciales.

• colores • fórmulas sociales: ofrecimientos, aceptaciones,
rechazos, excusas
• acciones habituales
• felicitaciones: expresiones y gestos
• día de la semana, los meses del año, las

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estaciones del año y expresiones de la hora
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• número 1 – 100
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4. Efforts should be made to provide socio-cultural information ofaSpanish-speaking countries:
ag • usos de tú y usted • la gestualidad
• formas no verbales de saludo • el bar, las tapas, el aperitivo, el café, productos
• usos de los apellidos en el mundo hispano típicos en la cultura hispánica
• usos de señor, señora, don y doña • pagar, invitaciones, precios en barra y mesa,
propina
• principales capitales y hechos geográficos de
• mercados y supermercados
España e Hispanoamérica
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• personajes famosos de España e Hispanoamérica • horarios de comida y cena
• la familia, las relaciones familiares, el hogar • menú del día, platos combinados, platos típicos
• la calle y sus elementos • públicos: horarios laborables y días festivos en
• comprar – alquiler de casas España e Hispanoamérica
• comportamiento social: las visitas • la vida nocturna: teatros, cines, bares cafeterías,
discotecas…
• informaciones sobre las ciudades más
importantes de los países de habla • elementos proxémicos: la comunicación verbal y la
española distancia entre personas en diferentes situaciones de
la vida cotidiana y en diferentes culturas
• horario de apertura y cierre de los comercios, las
oficinas y otros lugares

5. In Section D which is related to Culture/Civilization/Literature, the teacher is expected to
provide very basic features about the cultural and civilizational aspects of the Spanish-speaking
areas. The same for the very famous literary texts of authors cited.

6. The above-mentioned examples are suggestive and the teacher depending on the needs of
the learners may improvise the same within the framework of the prescribed syllabus.

Prescribed book: Relevant chapters may be referred to for use as per the prescribed syllabus:
• Aula International 1 (CD+Workbook) by Jaime Corpas et.al, Difusión, Madrid

Reference books:
• Collins Gem Spanish School Dictionary, Collins
• Learn Spanish through games and activities (Level 1), by Pablo Rocío Domínguez, ELI Publishing
• en acción A1, (CD + workbook) by Elena Verdía, Marisa González, et. al., enClave ELE
• Compañeros 1, (CD+Workbook) by Francisca Castro et.al., SGEL
• En directo, nivel elemental (CD +workbook) by Aquilino Sánchez Pérez

e-Resources:
• “Mi mundo en palabras”: https://cvc.cervantes.es/ensenanza/mimundo/default.htm
• “Lecturas paso a paso” (lecturas adaptadas con actividades interactivas):
https://cvc.cervantes.es/aula/lecturas/
• “Pasatiempos de Rayuela” (actividades interactivas):
https://cvc.cervantes.es/ensenanza/pasatiempos/default.php
• “En sintonía con el español” (podcast en español):
https://cvc.cervantes.es/ensenanza/ese/default.htm

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SYLLABUS FOR SPANISH (CODE: 096)
CLASS – X

Aims and objectives: The aim is to strengthen the basic knowledge of the language
imparted in Class IX and develop further the acquired skills.

Topics:

(A) Reading Section:
A learner should be able to:
(i) identify the logical argument of a simple text; and
(ii) understand the ideas implicit in the argument and extract key points from text,
visual materials and graphics.

(B) Writing Section:
A learner should be able to:
(i) write short compositions on everyday life situations on family, friends, festivals,
cultural events, city, etc. with emphasis on developing sentences with logical
sequences;
(ii) reproduce the grammatical components identified in the syllabus through written
exercises; and
(iii) use language appropriate to purpose and audience.

(C) Applied Grammar:
• Reflexive tense and impersonal ‘Se’
• Revision of the concept of comparison of equality, superiority and inferiority
• The direct and indirect object pronoun
• Conjunction: además, es que, etc.
• Expressions such as: Deber + infinitivo / Tener que + infinitivo / Hay que + infinitivo / Se puede +
infinitivo? / ¿Me das + …?
• Use of the verb Doler and expressions with Tener dolor de + sustantivo
• Prepositions: Por / Para
• Use of verbs Pensar and Creer to express an opinion
• Contrast muy / mucho
• Present perfect tense (pretérito perfecto) and past indefinite tense (pretérito indefinido)
• Past imperfect tense (pretérito imperfecto)
• Contrast between pretérito perfecto, pretérito indefinido and pretérito imperfecto
• Paraphrase: Pensar + infinitivo, Haber que + infinitivo

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• Consecutive conjunction: por eso a
• Revision of the concept of direct and indirect object pronouns
• Negative command (singular/plural) + direct/indirect object pronoun
• Idea of the subjunctive mood
• Simple conditional (not involving the past tense)

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(D) Culture/Civilization/Literature:
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(i) Elementary mfamiliarity with cultural information such as important events and las
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days, monuments, festivals, cuisines, touristic spots, famous personalities,
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g and geographical aspects relating to Spain and rest of the Latin
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political
countries, besides the ones prescribed in Class IX: Guatemala,
Honduras, Nicaragua, República Dominica, Puerto Rico, Colombia, Perú,
Uruguay, and Venezuela.

(ii) Besides the ones prescribed in Class IX, the following authors may be added
(biography and two of their most well-known works):
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a) Félix Lope de Vega, such as La Dorotea and Fuenteovejuna,

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b) Camilo José Cela, such as La familia de Pascual Duarte and La Colmena,
c) Gabriel García Márquez, suchlas
g a Cien años de soledad and La increíble y triste
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historia de Eréndira y se su abuela
d) Jorge Luis Borges, works such as Ficciones and El Aleph,
e) Mario Vargas Llosa, works such as Los jefes and La ciudad y los perros,
f) Nicolás Guillén, works such as Motivos de son and Poemas mulatos.

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c. o 1. The above content should be presented and integrated into didactic mmaterials and .co
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communicative activities (related to school environment) inside the classroom in such
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Functional competencies
• expresar hipótesis • expresar dolor – hablar de síntomas y
• añadir información y describir y valorar una cosa enfermedades
• expresar obligación • describir personas/objetos en el pasado

• pedir algo / un favor y responder afirmativamente o • contar sucesos pasados en relación con
negativamente • el presente, contar experiencias de la vida y las
• pedir permiso, conceder o denegar el permiso acciones de la semana
• hablar de planes y proyectos • hablar de acciones del pasado que se repiten,
acciones habituales en el pasado
• hablar de hechos históricos
• hablar de recuerdos (eventos de la familia,
• relacionar diferentes acontecimientos del pasado
infancia, etc.)
• hablar de recuerdos (eventos de la familia, infancia,
• expresar sorpresa y extrañeza
etc.)
• presentar una causa y una consecuencia
• comparar algo ahora y antes
• reaccionar ante una información
• dar instrucciones y consejos
• hacer recomendaciones, expresar prohibiciones

Phonetical and orthographical competencies:
• entonación • la sílaba fuerte
• entonación de frases afirmativas e interrogativas • entonación de frases usadas para disculparse
• la acentuación de diptongos, triptongos e hiato • acentuación de interrogativas y exclamativas

2. The following suggested lexicon to be integrated into materials and communicative
activities in such a way that the learner practices the target language in real context:
• vocabulario para narrar experiencias de las • señales de tráfico
vacaciones • servicios de la calle
• los viajes • mobiliario urbano
• establecimientos comerciales • problemas de salud y medicamentos
• prendas de vestir, tejidos, materiales y formas, • obligaciones
vocabulario de la moda
• expresiones y frases hechas para reaccionar
• artículos de regalo, ropa, calzado y complementos
• las celebraciones
• viajes, tipos de turismo
• descripción física de personas – carácter y
• los paisajes, léxico del tiempo meteorológico personalidad
• lugares de interés turístico en una ciudad, categoría • léxico relacionado con permisos y prohibiciones
de instalaciones turísticas, servicios en un hotel
• estados de ánimo, sentimientos

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3. Efforts should be made to provide socio-cultural information of Spanish-
speaking countries: lugares de interés turístico en el mundo hispano, principales premios del
mundo de la cultura, teatro, cine, literatura-, horario comercial en el mundo hispano, signos
específicos de algunos establecimientos (correos, estancos, etc.), actos sociales: bodas, nacimientos,
etc., principales autores de cuentos del mundo hispano, la sociedad española actual: el sistema de
gobierno.

4. In Section D which is related to Culture/Civilization/Literature, the teacher is
expected to provide basic information about the cultural and civilizational aspects
of the Spanish-speaking areas. The same for very famous literary texts of authors
cited.

5. The above-mentioned examples are suggestive and the teacher depending on the
needs of the learners may improvise the same within the framework of the
prescribed syllabus.

Prescribed book: Continuation of Aula Internacional 1 textbook with new exercises to be
framed by the teacher. Relevant chapters from the following textbook may be referred to
for use as per the prescribed syllabus.
• Aula International 2 (CD+workbook) by Jaime Corpas et.al, Difusión, Madrid

Reference books:
• Collins Gem Spanish School Dictionary, Collins
• Learn Spanish through games and activities (Level 1), by Pablo Rocío Domínguez, ELI
Publishing
• en acción A2, (CD + workbook) by Elena Verdía, Marisa González, et. al., enClave ELE
• Compañeros 2, (CD+Workbook) by Francisca Castro et.al., SGEL
• En directo nivel elemental & nivel medio (CD + Workbook) by Aquilino Sánchez Pérez

e-Resources:
• “Mi mundo en palabras”: https://cvc.cervantes.es/ensenanza/mimundo/default.htm
• “Lecturas paso a paso” (lecturas adaptadas con actividades interactivas):
https://cvc.cervantes.es/aula/lecturas/
• “Pasatiempos de Rayuela” (actividades interactivas):
https://cvc.cervantes.es/ensenanza/pasatiempos/default.php
• “En sintonía con el español” (podcast en español):
https://cvc.cervantes.es/ensenanza/ese/default.htm

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SPANISH (CODE: 096) a
EXAMINATION STRUCTURE FOR CLASS IX and X

The Question Paper will be of a maximum of 80 marks and will be divided into four sections:

Section A: Reading Comprehension 15 marks
Section B: Written Expression 15 marks
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Section C: Applied Grammar 35 marks

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Section D: Culture/Civilization/Literature 15 marks

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Schemela
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of section and weightage to content: ag
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Section Details of Topics/Sections Type of Questions No. of
Questions
Marks

Section A (02 unseen short texts/ dialogues)
A.1 Text 1 MCQ or True/False 05 1x5=5
A.2 Text 2 SAQ 05 2 x 5 = 10
Total = 15
Section B B.1–One compulsory writing composition from a Short text 01 1 x 10 = 10
choice of two based on visual/verbal stimulus.

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(approx. 100-120 words)

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B.2–Short writing/dialogue composition (max. 50 Short text 01 1x5=5
words)

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Section C

C.2 – Match the column
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C.1 – Conjugation of Regular & Irregular verbs Objective
question
type 01 1x5=5

C.2.1 – Synonyms & Antonyms or definition Objective type 01 1x5=5
question
C.2.2 – Relating pictures with idea/description Objective type 01 1x5=5
question
C.3 – Fill in the blanks
C.3.1 – Complete the text with the appropriate form Objective type 01 1 x 10 = 10
of the verb given in the bracket question

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c. o
m C.3.2 – Complete the sentences with the MCQ
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01 1 x 10 = 10

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correct option

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l as Section D D.1 Short answer questions on authors/works SAQ

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05 2 x 5 = 10

ag D.2 Questions related to basic aspects of culture
and civilization
MCQ or True/False 05 1x5=5

Total = 15

Total Marks 80

Note: All questions and answers will be in the target language.

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SPANISH (CODE: 096)
Internal Assessment for Class IX and X

The weightage of internal assessment is 20 Marks and is divided into the following
components:

A. Periodic Tests (2 best out of 3 to be counted) – Total weightage 10 out of 20.
- Test to be based on grammar and reading comprehensions being taught. The effort
should be to monitor the progress of the learner towards meeting the course aims and
objectives.

B. Notebook submission–Total weightage 05 out of 20.
- Learners are expected to maintain notebooks for classwork and other home-based
enrichment exercises.
- Assessment may be done based on regularity on:
• assignment completion
• neatness and upkeep of notebook
- Teacher is expected to provide regular feedback to the learners and identify learners’
strengths and weaknesses.

C. Subject enrichment activity – Total weightage 05 out of 20.
- The teacher should assess learners on the skills of language learning namely, listening and
speaking. The assessment should be done on 20 marks, 10 marks each for listening and
speaking.
- Two out of three tests shall be counted. The teacher should assess the learner’s ability to
communicate and use the basic structure of the language with appropriate vocabulary. The
teacher should also ensure that the interactive skills are assessed at each stage.

Comprehension and Weightage Suggested activities
Listening to narrations and handling exercises
Listening such as True/False, MCQ, gap-filling and
SAQ.
Conversation and dialogues, presentation on
Speaking an unseen visual/verbal stimulus (within the
prescribed syllabus and relevant to Spanish–
speaking countries), spontaneous question
answers, recitation and narration.

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