ICSE Class 9 Spanish Syllabus 2024-25 Examinations

The main  objectives of this course are to introduce the fundamental elements of the Spanish language and culture on the basis of language acquisition and the development of receptive, productive, and interactive skills through the study and application of a variety of written and spoken material so that students can respond and interact appropriately in a defined range of everyday situations at a basic level. The latter aspect implies that speaking and listening skills are appropriately assessed as part of practical learning. To improve oral comprehension, audio-video materials should be used in the teaching-learning process. Teachers should incorporate group activities such as role-playing and dialogues with students to emphasize the communicative aspects of teaching and learning. Value-based didactic exercises, as well as the use of ICTs, should be incorporated into the teaching-learning process.

Spanish Topics Syllabus 

(A) Reading Section:

A student should be able to:

(i) Read and comprehend basic spoken language structures.

(ii) Engage in simple everyday conversations,

Note:

(i) Teachers should select simple-short passages related to everyday real-life situations for this purpose.

(ii) Efforts should be made to help students develop the following comprehension skills:

(a) Determine the meaning based on the context;

(b) Determine the main points;

(c) Extract or scan specific data or information

Section B (Writing)

A student should be able to:

(i) Read and comprehend basic spoken language structures.

(ii) Engage in simple everyday conversations.

Note:

(i) Teachers should select simple-short passages related to everyday real-life situations for this purpose.

(ii) Efforts should be made to help students develop the following comprehension skills:

(a) Determine the meaning based on the context;

(b) Recognize the important  points, and

(c) Take the important information or details.

Section B (Writing)

A learner should be able to:

 (i) compose short compositions based on visual or verbal stimuli.

  (ii)

• Dialogue writing on topics relevant to daily life 

• Dialogue completion

• Grammar

The general goal of this course is to introduce the fundamental elements of Spanish language and culture on the basis of language acquisition and the development of receptive, productive, and interactive skills through the study and use of a variety of written and spoken material so that students can respond and interact appropriately in a defined range of everyday situations at a basic level. The latter aspect implies that speaking and listening skills are appropriately assessed as part of practical learning. To improve oral comprehension and oral expressions, audio-video materials should be used in the teaching-learning process. Teachers should incorporate group activities such as role-playing and dialogues with students to emphasize the communicative aspects of teaching and learning.

It must be ensured that value-based didactic exercises and the use of ICTs are integrated into the teaching-learning process.

(C)Applied Grammar has  Personal pronouns: yo, tú, usted, él, ella, nosotros/as, vosotros/as, ustedes,ellos/as,  Present tense of the verbs:ser, llamarse, dedicarse, vivir,trabajar,  Interrogative pronouns: cómo, cuándo, qué, cuánto, cuál, quién, dedónd 

• Regular verbs: -ar, -er, and -ir endingverbs,  Adjectives and adverbs. Usesofserandestar:ser+adjetivos carácter;estar+adjetivos estado físico 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 (radical changing) 

• verbs: querer, preferir, conocer, saber, pensar, hacer, poner, traer,ir, decir, entender, venir, seguir, preferir, 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, encounter),  Contrast: Hay (descripción)/Estar (localización con usos de preposiciones y locuciones de lugar para expresar posesión, 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)

(B) Civilization/Culture/Literature:

(i) Basic familiarity with cultural information about Spanish-speaking countries.

(ii) Authors from Spanish-speaking countries (and their most well-known works in Spanish), including Miguel de Cervantes, Benito Pérez Galdós, Garc Lorca, José Mara Arguedas, Juan Rulfo, and Pablo Neruda.

(iii) The learner is expected to recognize one or two significant works as well as the subject matter. The learner should be able to write brief notes with simple sentence structures.

A Word to the Wise:

1. The content has to be presented and integrated with didactic materials and communicative activities (related to the school environment) within the classroom in such a way that the learner develops the following competencies.

2. Grammatical contents to be presented  into classroom materials and communicative activities.

Students  who are preparing for the upcoming examination should review the ICSE Spanish Syllabus for Class 9. Because of the detailed study of all ICSE Board subjects, the ICSE Syllabus is more difficult than the CBSE Syllabus. However, the ICSE Syllabus provides more practical knowledge and aims to develop students' analytical skills.