This document provides an overview of different types of syllabi for English language education, including product-oriented, process-oriented, procedural, task-based, and negotiated syllabi. It discusses the characteristics of a good syllabus and explains key aspects of different syllabus types, such as how grammatical/structural and functional/notional syllabi are product-oriented and focus on language forms and functions. Process-oriented syllabi shift the focus from content to the learning process. Procedural syllabi emphasize logically arranged classroom activities. Task-based syllabi clearly state language tasks, while negotiated syllabi are developed through teacher-student negotiations.

1. ASSIGNMENT
EDU 09.2
THEORETICAL BASE OF ENGLISH EDUCATION -II
Submitted by:
AMALA CHANDRAN
Reg. No: 13975002

2. Introduction
A syllabus is an outline and summary of topics to be covered in an education or training course. It is descriptive. A syllabus is often either set out by an examboard,or prepared by the professor who supervises or controls the course quality.It may be provided in paper form or online. A syllabus usually contains specific information about the course such as information on how, where,and when to contact the lecturer and teaching assistants; an outline of what will be covered in the course; a schedule of test dates and the due dates for assignments,the grading policy for the course; specific classroom rules etc..Syllabuses are being organized on needs ananlysis ,developmental psychology and orientation to individualization. There are several types of syllabus. It acts as a guide for both teacher and learner by providing some goals to be attained.

3. Characterestics of a good syllabus
 A good syllabus serves a variety of purposes that go well beyond the contains of a specific course.
 A good syllabus is a road map or even a guide book.
 A good syllabus is a resource for students.
 A syllabus may give priority to linguistic and under communicate knowledge and focus upon all four LSRW(Listening,speaking,Reading,writing)
 Syllabus could provide continuity for its users; it can provide it in classroom work for students.
Types of Syllabus
1) Product oriented syllabus
a) Grammatical/Structural syllabus
b) Functional/Notional syllabus
2) Process oriented syllabus
3) Procedural syllabus
4) Task based syllabus
5) Negotiated syllabus
Product oriented syllabus
A product oriented syllabus is concerned with the ends an objectives, which the learner has to achieve by the end of the language programme.In other words it is objective or ends-oriented. It emphasizes the product of language learning. There are two kinds of syllabuses in product oriented syllabus.
a) Grammatical/Structural Syllabus
This syllabus teaches the target language in terms of grammatical forms and structures that are believed to enable the learner to use the language in communicative situations outside the classroom.
b) Functional/Notional syllabus
The basic units of this type of syllabus are language functions and notions- functions. Functions refer to the purpose of using language. Notions refer to conceptual meanings. Both functions and notions are used to present the target language to the learner.

4. Process oriented syllabus
Process oriented syllabus was developed as the result of a sense of failure in product oriented causes to enhance communicative language skills. Process oriented syllabuses are not governed by the goals or ends of instruction itself. Process oriented syllabuses shift the concern of teaching from content into process of learning and procedure of teaching. Procedural Syllabus
The focus of procedural syllabus is on the activities being organized in the class to facilitate pupil’s learning. The systematic progress of learners through a series of logically arranged activities is a noteworthy feature of this type of syllabus. It ensures the learners undergo the accurate procedure and get the target experience and exposure.
Taskbased syllabus
The task based syllabus is the syllabus that clearly mentions tasks the learners have to perform in order to attain communicative competence in the target language. A task based approach assumes that speaking a language is a skill best perfected through practice and interaction.
Negotiated Syllabus
A negotiated syllabus is developed and created through negotiations between the teacher and the learner during the courses of study, Negotiated syllabus has some limitations.
1) Cultural differences among the learners
2) Diversity of learning strategies
3) Shortage or lack of competent teachers
4) A considerable amount of time is needed
5) Every group of learners would require a new material.

5. Conclusion
A complete syllabus specification will include the structure, function, situation, topic and skills. The difference among syllabuses lie in the priority given to each of these aspects.Eclectism is a common feature of the majority of course books under the communicative banner currently on offer.

6. References
 English language teaching principles and practice-V Saraswathi
 Teaching English-Dr.Satish C Chadha