Types of Syllabus
1 Grammatical: Is a list of grammatical structure, such as the present tense, comparison of adjective, relative clause, usually divided into sections graded according to difficulty and/or importance.
2 Lexical: A list of lexical items (girls, boy, go, away…) with associate collocation and idioms, usually divided into graded section. One such syllabus, based on a corpus (a computerized collocation of samples of authentic language) is described in Willis, 1990.
3 Grammatical-lexical: Is a very common kind of syllabus: both structure and lexis are specified together in the section correspond to the units of a course, or in two separate lists.
4 Situational: Is the syllabus that take the real life contexts of language uses as their basis: section would be headed by names of situations or locations such as “ Eating a meal” or “ In the Street”.
5 Topic-based: This is almost the same as Situational Syllabus, except that the heading are broadly topic-based, including thing like “ Food” or “ The family”; these usually indicate a fairly clear set of vocabulary items, which may be specified.
6 Notional: Notion are the concept that language can express. General Notion may include number, time, place, colour; specific notions look more like vocabulary items: man, woman, afternoon.
7 Functional-notion: are the things that you can do with the language, as distinct from notion you can express: example are identifying, denying, promising. Purely functional syllabus are rare: usually both functions and notions are combined.
8 Mixed or ‘Multi-strand’: increasingly, modern syllabus are combining different aspects in order to be maximally comprehensive and helpful to teachers and learners; in these you may find specification of topics, tasks, functions and notions, as well as grammar and vocabulary.
9 Procedural: Is the syllabus that focuses on task to be done rather than language itself or even in the meaning. Example of task can be: map reading, doing scientific experiment or story writing.
10 Process: Is the only syllabus which is not pre-set. The content of the course is negotiated with the learner at the beginning of the course and during it, and actually listed only retrospectivity.