Grammar/Structural, Situational, Skill-based, Task-Based and Content-Based Curricula/Syllabi
syllabus 
A syllabus usually, is being prepared for a particular
group of learners (Dubin and Olshtain, 1986). Furthermore, the syllabus specifies the content of the lessons used to lead the learners to achieve the goals (Krahnke 1987).
Grammal-Structural syllabus
Skill-based syllabus
Situational syllabus
Task-Based syllabus
Content-Based Curricula/Syllabi
Forms and structures, usually grammatical, of the language being taught.
Nouns, verbs, adjectives, statements, questions, complex sentences, subordinate clauses, past tense, pronunciation, or morphology.
The content of language teaching is a collection of real or imaginary situations in which language occurs or is used.
The primary purpose is to teach the language that occurs in situations.
Such as listening to spoken language for the main idea, writing well-formed paragraphs, giving effective oral presentations, taking language tests, reading texts for main ideas or supporting details, and so on
Collection of specific abilities that may play a part in using language (pronunciation, vocabulary, grammar, sociolinguistic, and discourse)
Series of complex and purposeful tasks that the students want or need to perform with the language they are learning.
The performance of the tasks is approached in a way that is intended to develop second/foreign language ability.
The primary purpose of the instruction is to teach some content or information using the language that the students are also learning.
Content-based language teaching is concerned with information using the language that the students are also learning
Task-based language teaching is concerned with communicative and cognitive processes
A task-based syllabus is based on task-based learning where learners carry out tasks such as solving a problem or planning an activity