Syllabus connotes the subjects as well as the topics covered in the course of study. On the other hand, curriculum

A copy of this outline (with added details) will be given a little later in the article

This is the basic outline of the PPP (Presentation, Practice, Production) model and the order it usually follows. We are now going to have a closer look at what those titles refer to.
We’re going to look at the PPP lesson plan a few times. This first time here in Section B is to get more familiar with the terminology and some basic concepts as we look at a lesson plan with a vocabulary focus. Later in Section D some extra details and ideas will be provided while looking at a different lesson plan, one with a grammar focus.
Before setting up your lesson plan, think clearly on what your objective or objectives are. This will affect all your future decisions as your lesson plan begins to take shape. What is it exactly that you would like your students to learn and can you write your objective in a way that you can see if you were successful or not?
For example: By the end of the class the students will be able to use the new vocabulary they learned in the class while making plans to go on a holiday together.
And that vocabulary should be clearly stated somewhere, before the class begins.
Using the PPP model, we’ll look at 3 principle parts of the lesson plan and some of the stages within them:
1 – The Context (the Theme)
2 – The Input
3 – The Language Focus
All of these parts are influenced directly by what your objectives are.
The Context is you basically setting the scene. You want to get the students engaged from the beginning. You set the scene (context or theme) that will run through the entirety of your class, or that part of the class that this lesson plan is covering. And you introduce that theme with something that resembles a ‘warm-up activity’. Maybe you want to talk about ‘being on holiday’ and show the students a few pictures of people having fun doing activities often associated with vacations. You get the students to describe the photographs and perhaps comment on whether or not they have done similar things on their holidays.
The Input is you providing the students with a text of some sort. That text could be a reading text, a listening, or a video to watch. If your main objective is for the students to understand and use some particular vocabulary or a grammar point, then that language should be included in the text to some degree. Imagine that in today’s lesson you want the students to be familiar with vocabulary associated with going on holiday (ex: pack, book a room or flight, etc). The video, audio listening or article to read will include some of that language. That specific language you want the students to learn (the target language) is not your present concern, however.