ICSE CLASS 10 — MODERN FOREIGN LANGUAGES (Group II)

Board: CISCE | Exam Year: 2028 | Theory: 80 Marks | Internal Assessment: 20 Marks

Exam Structure — All Languages

SECTION A: GENERAL MFL GROUP II

Modern Armenian (23), Portuguese (81), Tibetan, Thai, Chinese, Russian (79)

Note: Candidates opting for a Modern Foreign Language in Group II cannot opt for a Modern Foreign Language in Group I. Question Papers are set in these languages on request. The rubric for all the above-mentioned languages is 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.

Theory Syllabus — 80 Marks (3 hours)

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.

Internal Assessment — 20 Marks

Minimum number of assignments per 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 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 Internal Examiner and the External Examiner will assess the assignments independently. 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.

Internal Assessment Marking Criteria

Creative Writing — Class X

Oral Assignment — Class X

Preparation Tips — General MFL Group II

Composition (250 words):

• Practise writing short compositions from different stimuli — pictures, opening sentences, sounds

• Structure clearly: introduction, body, conclusion — always in three distinct sections

• Use a varied range of vocabulary; avoid repeating the same words

• Aim for 250 words — under-writing loses marks on content and structure

Letter (150 words):

• Memorise the standard layout: address, date, salutation, body, closing

• Practise both formal and informal letter formats

• Keep sentences clear and purposeful — every line must serve the content

• Layout itself is part of the assessment — never skip the address or closing

Grammar:

• You do not need to memorise grammatical terms — focus on correct usage

• Practise sentence formation, idioms, and synthesis exercises regularly

• Study vocabulary actively — make word lists by topic and revise weekly

Comprehension:

• Practise reading unseen passages and identifying key ideas before answering

• Answer in the target language; do not translate mechanically

• Identify the main idea first, then address detail questions

Translation:

• Read the full passage before beginning any translation

• Translate meaning and sense, not word-for-word

• Watch for idioms — translate their meaning, not their literal form

Internal Assessment — Class IX Creative Writing:

• Use the five stimuli types to practise varied styles of writing

• For factual writing: present a clear argument or information with evidence

• For expressive writing: use descriptive language and imaginative detail

Internal Assessment — Class X:

• Oral: practise speaking on varied topics; work on fluency, not just vocabulary

• Aural: practise listening to audio in the target language; note keywords during listening

• Use connectors and transitional phrases in oral and written work to improve Structure marks

  
  

FAQs — General MFL Group II

Q1. How long is the theory paper? 3 hours for 80 marks.

Q2. Are textbooks prescribed? No. The syllabus explicitly states: "No textbooks are prescribed."

Q3. Do I need to know grammatical terms for the Grammar section? No. The question will not require any knowledge of grammatical terms. The focus is on correct usage.

Q4. What is the translation direction? From the foreign language into English — not from English into the foreign language.

Q5. How many internal assignments are needed in Class X? Two or three assignments of reasonable length/duration, as prescribed by the teacher.

Q6. Who evaluates internal assessment? Subject Teacher (10 marks) and External Examiner (10 marks), assessed independently.

Q7. Can the External Examiner be from the same school? Yes — the External Examiner may be a teacher from the same school, but must not be teaching the subject in that class/section.

Q8. What is the difference between the Aural and Oral assignments? Aural (Class IX) tests listening comprehension — candidates listen and write down key points. Oral (Class X) tests spoken production — candidates speak on prepared and impromptu topics.

Q9. What does the Oral Grade I require specifically? Full operational command of the language, relevant and original subject matter, well-sequenced content, appropriate vocabulary with correct pronunciation, emphasis on important points, and natural spontaneous gestures.

SECTION B: FRENCH (77) — Group II

Note: The French language syllabus remains the same for both Group I and Group II. CEFR Level: A2.

Aims

1. To equip learners with basic competencies in the four language skills: 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 at A2 Level

Theory Syllabus — 80 Marks (3 hours)

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.

Grammar Topics — Full CISCE List

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 agreement

• Imperfect tense

• The past perfect (Plus que parfait)

• 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

• Demonstrative pronouns

• Direct and Indirect object pronouns, double pronouns

• Possessive pronouns

• Adverbial pronouns — y, en

Adjectives:

• Agreement and Position of Adjectives

• Interrogative adjective

• Demonstrative adjective

• Possessive adjective

Adverbs: of quantity (a few, a lot), time, manner, place, intensity, frequency, etc.

Other Topics:

• Affirmative and Negative sentences

• Negations; Answering a negative question

• Interrogation (the 3 forms) — Qui est-ce? / Qu'est-ce que c'est? / Pourriez-vous

• Il y a (There is/There are) — C'est, ce sont, voici! voilà!

• Les indicateurs de temps (dans, depuis, il y a)

• Nominalisation

• Prepositions of time, place: city, country, etc.

• Comparatives and 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.)

  
  

Suggested Books

• Imagine 2, Didier Publications

• Edito A2, Didier Publications

• Decibel, 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.

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.

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.

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. For example, a qualified French teacher from a neighbouring school may be designated as an External Examiner for the board examination.

Award of Marks

The total marks obtained out of 20 are to be sent to CISCE by the Head of the School via the CAREERS portal. Schools are required to maintain a record of all assessments conducted in Listening and Speaking Skills for candidates of Classes IX and X, including copies of 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 examinations.

Pattern of Assessment

A. Listening Skills

• 2–3 short audio clips of 1–2 minutes 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

• Students then answer objective-type questions based on the audio clip on the paper provided

• Nature of audio clips: announcements (train station, supermarket, airport), voicemail message, short dialogue, 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

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 component is designed to assess only the candidate's listening comprehension skills. 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.

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 minutes 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.

Annexe Topics — French (integrated into all 4 skills)

Topic A: Identity and 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 (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

• Cultural activities/events

• Basic etiquette (e.g., polite forms of address)

• France (geography), French cuisine, music, regions, historical sites, art, etc.

Topic B: Holidays, Tourism and Travel

Travel and 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 and 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)

• Brands, clothes and accessories, consumption

• Sale, shopping malls, grocery shopping, local markets, supermarkets, etc.

Cuisine:

• Food habits, different cuisine, preferences and choices

• 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 and Technology

Home Life:

• Domestic animals, guests and outings, family life, etc.

• Household chores and 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 and assistance

Media and Technologies:

• Current affairs, stories, social trends, TV programmes, press, Internet, print and 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 and career choices

• Future plans and 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:

• Cinema, concerts, theatre, park, entertainment, social media/network, television, newspapers, etc.

Services:

• Basic services at public places: hotel, airport, shops, train station, restaurant, library, post office, a bank, etc.

• Buy tickets (film, train, play, etc.)

  
  

Writing Marking Criteria — French (Class X)

Composition (15 marks)

Email Writing (15 marks)

Listening Marking Criteria — French

(Class X)

Note: This component assesses only listening comprehension skills. Spelling, grammar, and sentence structure are not evaluated. 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.

Question formats assessed: Multiple Choice Questions | True or False with justification | Matching tasks

(Listening responses are marked on accuracy of comprehension — no separate grade rubric is provided in the CISCE document for this component beyond the formats above and the note that writing accuracy is not penalised.)

Speaking Marking Criteria — French (Class X)

Preparation Tips — French

Composition:

• Practise all three types: narrative, descriptive, opinion — you will not know which type comes in the exam

• Aim for exactly 120–150 words — count during practice sessions

• Use connectors: donc, cependant, de plus, ensuite, pourtant, car, puis

• Write in paragraphs — no paragraph structure means a lower Coherence and Cohesion score

Email Writing:

• Memorise the email layout: Objet (subject), Salutation, Introduction, Body, Conclusion, Closing

• Know formal closings: Veuillez agreer, Madame/Monsieur, l'expression de mes salutations distinguees

• Know informal closings: Amicalement, Bisous, A bientot

• Do not mix formal and informal tone in the same email — tone is specifically assessed

Comprehension:

• Read all questions before reading the passage

• For True/False with justification — quote or paraphrase from the text; do not add personal opinion

• For MCQs — eliminate clearly wrong options first

Grammar — High Priority Topics:

• Passe compose vs imperfect — this distinction is tested consistently

• Pronoun order — direct plus indirect, y and en

• Subjunctive basics — at least recognise que je sois, que tu aies (awareness only)

• Negation forms: ne...pas, ne...jamais, ne...rien, ne...personne, ne...plus

• Conditional sentences with si

Speaking:

• Task 1: Prepare a 30-second self-introduction in French covering name, nationality, family, hobbies

• Task 2: Prepare 5–6 topic monologues from the Annexe topics — choose topics you know well

• Task 3: Role-play practice — restaurant, hotel, doctor, train station scenarios

• Use connectors when speaking: d'abord, ensuite, finalement, par exemple, cependant

Listening:

• Spelling and grammar do not affect your listening score — write whatever you understand

• Focus on extracting: who, what, where, when, why

• Write keywords during the first listening; complete answers during the second listening

  
  

FAQs — French

Q1. Is the French syllabus different for Group I and Group II? No. The syllabus explicitly states it is the same for both groups.

Q2. How long should the composition be? Around 120–150 words. This is shorter than the General MFL Group II (250 words) — do not confuse the two.

Q3. How long should the email be? Around 80–100 words.

Q4. Do I need to know the Subjunctive fully? No. The syllabus states: "Subjunctive — very basic for awareness." You are not expected to produce complex subjunctive constructions.

Q5. Will spelling mistakes in listening answers lose marks? No. The CISCE document explicitly states spelling, grammar, and sentence structure are not evaluated in the listening component.

Q6. Who conducts the 4th speaking assessment in Class X? An External Examiner — a qualified French teacher from another school/institution, appointed and approved by CISCE.

Q7. Can the audio clips be read aloud by the teacher instead of played? No. The document explicitly states audio clips must be played on a school-provided device and should not be read out.

Q8. What is CEFR A2 level? A2 is elementary proficiency — you can communicate in simple, routine tasks on familiar topics. The entire French syllabus is benchmarked to this level.

Q9. How many reading tasks are in the Comprehension section? 3–4 reading tasks, based on simple everyday documents.

Q10. What are les formules de politesse? Formal and informal expressions of politeness used in emails and letters — for example, greetings and closings. They are specifically assessed in the email writing sociolinguistic competence criterion.

SECTION C: GERMAN (80) — Group II

Note: The German language syllabus remains the same for both Group I and Group II. CEFR Level: A2.

Aims

1. To equip learners with basic competencies in the four language skills: 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 at A2 Level

Theory Syllabus — 80 Marks (3 hours)

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 (Erzahlungstext) 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.

Grammar Topics — Full CISCE List

Artikel: definiter, indefiniter, demonstrativ, possessiv

Verben:

• regelmassige, unregelmassige, trennbare, reflexive, Modalverben und Hilfsverben

• Verben mit festen Prapositionen (warten auf, denken an, teilnehmen an, usw.)

Satzstruktur: W-Frage, Ja/nein Frage, Aussagesatz (Haupt- und Nebensatz)

Tenses and Forms:

• Prasens, Partizip II

• Prateritum von sein, haben und Modalverben

• Imperative mit du, ihr und Sie Formen

• Vorschlage 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

• Relativpronomen: der, den, dem, die, der, dessen, deren

• Demonstrativpronomen: dies (auch welch-)

• Possessivpronomen: mein – meinen – meinem, dein – deinen – deinem, usw.

Prapositionen: mit allen 4 Fallen (ohne, mit, wahrend usw.); Wechselprapositionen

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)

Finalsatze: um….zu, damit

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.

Internal Assessment — 20 Marks

Internal Assessment for Class IX and X includes an assessment of Listening and Speaking Skills only.

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.

Note: The External Examiner may be a teacher from another school or institution, appointed and approved by the CISCE.

Award of Marks

Pattern of Assessment

A. Listening Skills

• 2–3 short audio clips of 1–2 minutes 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

• Students then answer objective-type questions on the paper provided

• Nature of audio clips: announcements (train station, supermarket, airport), voicemail message, short dialogue, 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

Question formats: Multiple Choice Questions | True or False Statements with justification | Matching tasks

Note: This component is designed to assess only listening comprehension skills. Spelling, grammar, and sentence structure will not be taken into account while grading this component.

B. Speaking Skills (6–8 minutes total; 10 minutes preparation 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.

Annexe Topics — German (integrated into all 4 skills)

Topic A: Identity and 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 (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)

• German cuisine, music, regions, historical sites, art, etc.

Topic B: Holidays, Tourism and Travel

Travel and 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 and 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)

• Brands, clothes and accessories, consumption

• Sale, shopping malls, grocery shopping, local markets, supermarkets, etc.

Cuisine:

• Food habits, different cuisine, preferences and choices

• 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 and Technology

Home Life:

• Domestic animals, guests and outings, family life, etc.

• Household chores and 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 and assistance

Media and Technologies:

• Current affairs, stories, social trends, TV programmes, press, Internet, print and 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 and career choices

• Future plans and 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:

• Cinema, concerts, theatre, park, entertainment, social media/network, television, newspapers, etc.

Services:

• Basic services at public places: hotel, airport, shops, train station, restaurant, library, post office, a bank, etc.

• Buy tickets (film, train, play, etc.)

  
  

Writing Marking Criteria — German (Class X)

Composition (15 marks)

Email Writing (15 marks)

Listening Marking Criteria — German (Class X)

Note: This component assesses only listening comprehension skills. Spelling, grammar, and sentence structure are not evaluated. 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.

Question formats assessed: Multiple Choice Questions | True or False with justification | Matching tasks

(Listening responses are marked on accuracy of comprehension — no separate grade rubric is provided in the CISCE document for this component beyond the formats above and the note that writing accuracy is not penalised.)

Speaking Marking Criteria — German (Class X)

Preparation Tips — German

Composition:

• Practise all three types: Erzahlungstext, Beschreibungstext, Meinungstext

• Aim for 100–120 words — this is shorter than French; do not over-write

• Use German connectors: deshalb, obwohl, weil, dann, danach, jedoch, ausserdem

• Remember the verb-second rule (V2) — the verb must always be the second element in a main clause

Email Writing:

• Memorise formal opening: Sehr geehrte Damen und Herren / Sehr geehrte Frau X / Sehr geehrter Herr X

• Informal opening: Liebe / Lieber…

• Formal closing: Mit freundlichen Grussen

• Informal closing: Viele Grusse, Liebe Grusse, Tschuss

Grammar — High Priority Topics:

• Cases: Nominativ, Akkusativ, Dativ — and how they change articles and pronouns

• Wechselprapositionen (two-way prepositions) — Akkusativ for movement, Dativ for location

• Separable verbs (trennbare Verben) — the prefix splits to the end of the main clause

• Partizip II formation — regular (ge + stem + t) and irregular forms

• Relativsatze — relative clauses with correct gender agreement

• Konnektoren that send the verb to the end of the clause: weil, obwohl, dass, wenn

Speaking:

• Practise saying numbers, dates, and times accurately — they appear in all three tasks

• Prepare monologue topics from all 4 Annexe categories

• Role-play scenarios to practise: hotel check-in, doctor's appointment, asking for directions, restaurant ordering

• Use filler phrases when you need thinking time: Also…, Hmm, Ich denke…, Moment mal…

Listening:

• Focus on keywords: numbers, names, times, places — these are most frequently tested

• Do not panic if you miss a word; continue listening for the next key point

• Spelling and grammar do not affect your listening score

  
  

FAQs — German

Q1. Is the German syllabus different for Group I and Group II? No. The syllabus explicitly states it is the same for both groups.

Q2. How long should the composition be? Minimum/around 100–120 words. Note this is slightly shorter than French (120–150 words).

Q3. What are Wechselprapositionen and why do they matter? Two-way prepositions — an, auf, hinter, in, neben, uber, unter, vor, zwischen — that take Akkusativ for movement and Dativ for location. This is frequently tested in grammar.

Q4. What is the Partizip II and when do I need it? The past participle — used to form Perfekt tense, e.g., ich habe gegessen. You need to know both regular and common irregular forms.

Q5. Do I need to know all 4 German cases? The syllabus specifies Nominativ, Akkusativ, and Dativ. Genitiv is not explicitly listed as a tested case.

Q6. What is the difference between nicht and kein? Kein negates nouns that would take an indefinite article; nicht negates verbs, adjectives, adverbs, and specific nouns with a definite article. Both are tested.

Q7. How many assessments are in Class X internal? Four — the first three are assessed by the Subject Teacher, and the fourth (final board assessment) is assessed by an External Examiner from another school or institution.

Q8. What types of texts appear in the Comprehension section? Postcards, announcements (e.g., store opening hours), job advertisements, menus, and classified ads — all short, simple, drawn from everyday life.

SECTION D: SPANISH (85) — Group II

Note: The Spanish language syllabus remains the same for both Group I and Group II. CEFR Level: A2.

Aims

1. To equip learners with basic competencies in the four language skills: 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 at A2 Level

Theory Syllabus — 80 Marks (3 hours)

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. Examples: 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 part of the assessment and shall consist of:

• Asunto — Subject

• Para — To

• De — From

• Fecha — Date

• Saludo formal/informal — Formal/Informal greeting

• Presentacion — Introduction

• Desarrollo — Body or Main content

• Conclusion/finalizacion — 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.

Grammar Topics — Full CISCE List

1. Nouns and Articles

• Genero (masculino/femenino)

• Numero (singular/plural)

• Uso de los articulos definidos (el, la, los, las)

• Uso de los articulos indefinidos (un, una, unos, unas)

• Ausencia de articulo (casos tipicos: profesiones, nacionalidades, comidas, etc.)

2. Adjectives

• Concordancia de genero y numero con el sustantivo

• Posicion del adjetivo (antes o despues del sustantivo y cambio de significado)

• Adjetivos calificativos y relacionales

• Grados del adjetivo: positivo, comparativo (mas…que, menos…que, tan…como) y superlativo (el mas…de, isimo)

3. Pronouns

• Personales de sujeto (yo, tu, el…)

• De objeto directo (me, te, lo/la, nos, os, los/las)

• De objeto indirecto (me, te, le, nos, os, les)

• Pronombres reflexivos (me, te, se, nos, os, se)

• Posesivos (mi, tu, su, nuestro…)

• Demostrativos (este, ese, aquel…)

• Interrogativos (que, quien, cual, cuanto…)

• Indefinidos basicos (alguien, algo, nada, todo, ninguno, alguno…)

4. Determiners

• Posesivos (mi coche, nuestra casa)

• Demostrativos: de cercania (este, esta, estos, estas), de distancia media (ese, esa, esos, esas), de lejania (aquel, aquella, aquellos, aquellas)

• Numerales (cardinales — uno, dos, etc.; ordinales — primero, segundo, tercero, etc.)

• Indefinidos (algun, ningun, todo, nada, cada, mucho, poco)

5. Verbs

(a) Indicative Tenses for the three conjugations AR, ER, IR:

• Presente (hablo, comes, vive)

• Preterito perfecto (he hablado, he comido, he vivido)

• Preterito indefinido (hable, comi, vivi)

• Preterito imperfecto (hablaba, comia, vivia)

• Contraste de pasados (imperfecto vs indefinido)

• Futuro inmediato o perifrastico (ir a + infinitivo)

• Modelos para verbos regulares e irregulares mas 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, acostarse, quedarse…

(e) Verbs like Gustar:

• Gustar, encantar, doler, interesar, parecer, importar…

6. Verbal Periphrases

• ir a + infinitivo (futuro inmediato)

• tener que / deber + infinitivo (obligacion)

• Hay (haber) que + infinitivo (obligacion impersonal y general)

• estar + gerundio (accion en desarrollo)

• acabar de + infinitivo (accion recien terminada)

7. Sentences

• Orden basico SVO (Sujeto + Verbo + Objeto)

• Oraciones afirmativas, negativas e interrogativas

• Uso y colocacion de "no" y de palabras negativas (nada, nunca, nadie)

• Conjunciones basicas (y, o, pero, porque, aunque, cuando, si…)

• Conectores (adicion, contraste, causa, consecuencia, condicion, finalidad, tiempo, orden o secuencia, ejemplificacion, resumen o conclusion)

8. Prepositions

• Uso de las preposiciones mas 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 anos, por la manana, en 2025, desde, hasta, antes de, despues de…)

9. Adverbs

• De lugar (aqui, alli, cerca, lejos…)

• De tiempo (hoy, ayer, manana, siempre, nunca…)

• De cantidad (muy, poco, bastante, demasiado…)

• De modo (bien, mal, rapido…)

• De afirmacion y negacion (si, no, tambien, tampoco…)

• De interrogacion (que, cuando, donde, adonde, como, por que, cuanto)

10. Basic Constructions

• Hay / estar / ser (diferencias y usos)

• Ser vs estar con adjetivos

• Expresiones con tener (tener hambre, tener frio…)

11. Communicative Functions

• Formulas de cortesia (por favor, gracias, de nada, disculpe…)

• Peticiones y ofrecimientos simples

• Expresiones de opinion (creo que, pienso que…)

• Expresiones de acuerdo y desacuerdo (de acuerdo, no lo creo…)

Suggested Books

• Nuevo Espanol Sin Fronteras 1 and 2, Student's Book + Workbook, Goyal, SGEL

• Nuevo ELE Inicial 1 and 2, Student's Book + Workbook, SM

• ELE Actual A1 and A2, Student's Book + Workbook, SM

• Nuevo Ven 1 and 2, Student's Book + Workbook, Goyal, Edelsa

• Nuevo Suena 1 and 2, Student's Book + Workbook, Goyal, Anaya

• Metodo de Espanol 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.

Internal Assessment — 20 Marks

Internal Assessment for Class IX and X includes an assessment of Listening and Speaking Skills only.

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.

Note: The External Examiner may be a teacher from another school or institution, appointed and approved by the CISCE.

Award of Marks

Pattern of Assessment

A. Listening Skills

• 2–3 short audio clips of 1–2 minutes 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

• Students then answer objective-type questions on the paper provided

• Nature of audio clips: announcements (train station, supermarket, airport), voicemail message, short dialogue, 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

Question formats: Multiple Choice Questions | True or False Statements with justification | Matching tasks

Note: This component is designed to assess only listening comprehension skills. Spelling, grammar, and sentence structure will not be taken into account while grading this component.

B. Speaking Skills (6–8 minutes total; 10 minutes preparation 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.

Annexe Topics — Spanish (integrated into all 4 skills)

Topic A: Identity and 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 (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-speaking 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 and Travel

Travel and 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 and 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)

• Brands, clothes and accessories, consumption

• Sale, shopping malls, grocery shopping, local markets, supermarkets, etc.

Cuisine:

• Food habits, different cuisine, preferences and choices

• 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 and Technology

Home Life:

• Domestic animals, guests and outings, family life, etc.

• Household chores and 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 and assistance

Media and Technologies:

• Current affairs, stories, social trends, TV programmes, press, Internet, print and 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 and career choices

• Future plans and 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:

• Cinema, concerts, theatre, park, entertainment, social media/network, television, newspapers, etc.

Services:

• Basic services at public places: hotel, airport, shops, train station, restaurant, library, post office, a bank, etc.

• Buy tickets (film, train, play, etc.)

  
  

Writing Marking Criteria — Spanish (Class X)

Composition (15 marks)

Email Writing (15 marks)

Listening Marking Criteria — Spanish (Class X)

Note: This component assesses only listening comprehension skills. Spelling, grammar, and sentence structure are not evaluated. 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.

Question formats assessed: Multiple Choice Questions | True or False with justification | Matching tasks

(Listening responses are marked on accuracy of comprehension — no separate grade rubric is provided in the CISCE document for this component beyond the formats above and the note that writing accuracy is not penalised.)

Speaking Marking Criteria — Spanish (Class X)

Preparation Tips — Spanish

Composition:

• Aim for 100–120 words — shorter than French; do not over-write

• Practise all three types: narrative, descriptive, opinion

• Use Spanish connectors: primero, luego, despues, sin embargo, ademas, por eso, aunque, finalmente

Email Writing:

• Spanish has the most detailed mandatory email layout in this document — memorise all 9 elements: Asunto, Para, De, Fecha, Saludo, Presentacion, Desarrollo, Conclusion, Despedida

• Formal greeting: Estimado/a Sr./Sra. | Informal: Hola, Querido/a

• Formal closing: Un cordial saludo / Atentamente | Informal: Un abrazo, Hasta pronto

Grammar — High Priority Topics:

• Ser vs Estar — one of the most tested topics in Spanish grammar at A2 level

• The two past tenses: Preterito Indefinido (completed past actions) vs Preterito Imperfecto (ongoing or habitual past) — the contrast is explicitly listed in the syllabus and tested consistently

• Gustar-type verbs — the verb agrees with the thing liked, not the person

• Direct and indirect object pronouns and their order when combined

• Reflexive verbs — essential for daily routine vocabulary

• Por vs Para — a common source of errors

Speaking:

• Task 1 self-introduction: Me llamo…, Soy de…, Tengo…anos, Me gusta…, En mi familia hay…

• Prepare 5–6 monologue topics from different Annexe categories

• Role-play scenarios: ordering in a restaurant, booking a hotel, visiting a doctor, asking for directions

• Use filler phrases when you need thinking time: Bueno…, A ver…, Pues…, Es que…

Listening:

• Same approach as French and German — focus on extracting keywords

• Spelling and grammar are not marked in listening responses

  
  

FAQs — Spanish

Q1. Is the Spanish syllabus different for Group I and Group II? No. The syllabus explicitly states it is the same for both groups.

Q2. What is the most specific feature of the Spanish email format? Spanish is the only language in this document that provides a full mandatory layout with 9 specific fields — Asunto, Para, De, Fecha, Saludo formal/informal, Presentacion, Desarrollo, Conclusion/finalizacion, and Despedida formal/informal. This layout must be followed.

Q3. What is the difference between Ser and Estar? Both mean "to be." Ser is used for permanent characteristics such as identity, nationality, profession, and origin. Estar is used for temporary states, location, and ongoing actions. This distinction is explicitly tested.

Q4. What is the difference between Preterito Indefinido and Preterito Imperfecto? Indefinido describes completed actions at a specific past moment — Ayer fui al mercado. Imperfecto describes habitual or ongoing past actions — Cuando era nino, jugaba al futbol. The "contraste de pasados" is explicitly listed in the syllabus.

Q5. Do I need to know the Subjunctive in Spanish? It is not listed in the Spanish grammar section at all. Unlike French, where it appears as "very basic for awareness," Spanish at this level does not include it. Focus on the indicative tenses listed.

Q6. What are verbs like Gustar? Gustar, encantar, doler, interesar, parecer, importar. These work differently from regular verbs — the subject is the thing that pleases or hurts, not the person. Example: Me gustan los libros (I like books — literally "books please me").

Q7. How many books are suggested for Spanish? Seven books are listed — more than any other language in this document. Use whichever your school follows.

Q8. What is the composition word limit for Spanish? Around 100–120 words — same as German, and shorter than French (120–150 words).

Q9. How many internal assessments are there in Class X? Four — the first three by the Subject Teacher, the fourth (final board assessment) by an External Examiner from another school or institution appointed by CISCE.

Q10. What types of documents appear in the Comprehension section? Postcards, announcements (e.g., store opening hours), job advertisements, menus, and classified ads — all short, simple, drawn from everyday life.

All content above is based directly on the official CISCE ICSE Modern Foreign Languages Syllabus, Examination Year 2028, developed by the Research, Development and Curriculum Division (RDCD), January 2026. Verify with the latest document at cisce.org.