Teaching by providing for teaching English, and English for early childhood or elementary school students. It is hoped that students will acquire English competency of professional teachers and can provide materials or number of subjects with the use of English as the language of instruction. This is in line with the needs of elementary school students in which they received a number of subjects including English.Teaching design is set in the discussion English syllabus design is based on current theories communicative competence in English Language Teaching involving four areas of competence: grammatical competence, sociolinguistic competence, discourse competence,and strategic competence. This design develop proposals syllabus to look for more effective ways to improve communication skills of students and to replace structuralcompetence in the former with a communicative syllabus competency.The following figure shows the evolution of the linguistic theories. Language Curriculum. Based on these concepts, a language curriculum is an overall language program which includes teaching objectives, specification of contents, learning activities that aim to achieve the objectives, ways to measure learning achievements, and evaluation of each aspect of the curriculum. A language curriculum design can be seen as a kind of writing activity and as such it can usefully be studied as a process. Curriculum Models. In language teaching, there are three common models of curriculum. The firstis the content model. The second is the objective model. The third is the proces model. Procedure for Developing a Curriculum. Curriculum development refers to a series of curriculum activities that will provide a framework that helps teachers to carry out teaching activities. The framework will also help the students to learn as effectively as possible in a given situation. Theories for a curriculum development process may vary from one to another depending on the views and beliefs of the curriculum designers.Applying the theory of communicative competence language teaching reveals some significant the problem. This includes) 'educational background, qualifications, and experience of lecturers; b) adaptation and input from students; C) the cost of the project or financial support; d) physical education facilities or support; and e) academic English language classroom environment. Regarding the gap between The current theory of communicative competence and field implementation, transition models may be required namely the transition from the old to the new version.Transition model in the form of the design of a the proposed syllabus that combines structural linguistics new perspective of communicative competence. This means transition model is not entirely based communicative competence. The proposed syllabus design model, named competence task-based syllabus is a strategy to reduce the transition of students of structural based on communicative competence-based language teaching. This design identifies four areas of competence and ten types of tasks. Competencies are: a) the grammatical competence, b) sociolinguistic competence, c) discourse competence, and d) strategic competence.A communicative approach in designing a syllabus is a broad way to language teaching that focuses on communication as the organizing principle for teaching rather than a focus on the mastery of the grammatical system of the language. The communicative approach appears to have become synonymous with progressive and innovative language teaching. The communicative approach is a continuous process of expression, interpretation, and negotiation of meaning. ln addition, it is a dynamic rather than a static concept. Concerned with the communicative approach as the integration between communication and culture, where members of the community will behave and interpret the behavior of others according to the knowledge of the communicative system they have available to them. This knowledge includes, but is not limited to, the formal possibilities of the linguistic code. So, an adequate theory of communicative competence must be sufficiently general to account for all forms of communication. Competency-Based Syllabus, in which students competencies are required for the course as well as competencies to be developed during the course are outlined and explained, resulted in increased student performance. The Competency-Based Syllabus is taken into consideration to be an appropriate approach to specifying the objectives of a syllabus or curriculum of English Language Teaching (ELT) in Indonesian universities although it is quite late as this approach has been used long in other countries such as the United States and Australia. Based on the literature study, the principles underlying Communicative Language Teaching (CLT) are relevant to the Competency Based Syllabus. They are: Learners learn a language through using it to communicate; Authentic and meaningful communication should be the goalofclassroom activities; Fluency is an important cliinvnsion ofcommunication; Communication involves tln- integration of differentlanguage skills; Learning is a process of review construction and involvestrial and error.This syllabus uses tasks as the unit of analysis rather than structure, notion, or function commonly used in the earlier syllabus types such as the Structural or Notional-Functional Syllabus. Grammatical competence consists of five tasks. They are: a] spelling letters/letters and numbers, and say English voice [phonologicalcompetence); b) understanding of the main words and words are functional [lexical competence); c) understand the rules of noun phrases and construct and presents a text description that describes the object by using the object phrases; d) understand the rules of word and sentence formation or structural skills: tenses, active and passive voice, direct and direct speech, rate comparison, gerund and infinitive, affixes and its derivatives, conditional sentences, relative/adjective clause, causative, use desires, etc.; and e) build sentences types: simple, compound, and complex sentences; and build tenses: statement, interrogative, imperative, demand, and exclamation sentences (structural competence). It sociolinguistic competence consists of three tasks. They are: a] understand English 'language teaching for elementary school students including strategies like singing a song, simple play movie/drama, play games/play for fun; create an attractive media, etc. based socio-cultural context; b) able to teach using English as the language bilingual instruction in the social context of SD school level; and c) produce appropriate utterances between introduction. Discourse competence has one task: combining grammatical forms and meanings to achieve a text in a variety of genre in the form of different types of texts: poetry, procedures, descriptions, reports, news, narration, telling, parody, discussions, exhibitions, argumentatives, reports, letters, announcements, etc. strategic competence consists of one the task: to use the contents of the relevant language as language function/expression in English clearly organized and coherent manner in accordance with the genre and communicative situation; selecting relevant content and express their using appropriate ofvoice tone, body language, and gestures. As discussed in chapter four, various tasks performed by students presented different degrees complexity depending on the type of oftask demands. Identification the complexity of the task of showing the student needs to have Sufficient language skills to complete a specific task. Sufficient mastery of the language will result in communication and grammatical aspects of the problem as seen in some of the tasks performance. Visual aids sometimes has significant support affect students in completing the task. Ability describe the object, for example, is even more evident in the setting where visual support, which represent objects described, is not available.The syllabus should reflect the real needs of students in English language teaching and learning. The design should be based on Current theories Teaching English and basedEmpirical findings. So, it will meet the needs of the students. It Practice the language addressed by developing a form of language or Use of language, or in other words, should focus on 'active' English.Comparison between structural design and communicative one shows that there is a discrepancy between both. The difference is very clear in the content syllabus, where the first is based on the temporary structural both communicative oriented. These findings are important because they clearly point to the need for education effort to create a close relationship between what offered in the design and what is needed by the students in their future work. The education gap, Elfen, would justify the argument for designing the proposed syllabus that can be offered to departments in order to prepare students to acquire the necessary the language skills needed in their work as professional future primary school teachers. Reason for developing the syllabus. Based on a needs analysis, it shows that students need competencies and tasks in the teaching and learning process English. Design ofthe syllabus should not be based on a 'passive England, but must be based on communicative competence as orientation organizing principle. It is necessary to appoint here that the design contains only teaching syllabus item competencies and tasks in the form of transition models. The proposed teaching design is derived from the analysis. Current theories of teaching English, students needs, and teaching observation and learning. It implementation may not present much of a problem for lecturers because they can take advantage of their experience with some additional components. However, the design of the proposed teaching, syllabus-based competence, will require a different. Approach in its implementation because it consists of a task as syllabus items and completion of tasks require a number of structural and communicative competence items that support task. Syllabus competency-based assignments will certainly requires a change in approach and attitude toward teaching and learning and the role borne by the student. Based on the above conclusions, the design of this teaching suggests the following proposals: a. Competency-Based Task syllabus recommended for adopted in teaching English subjects, because has a strong pedagogical justification as described in previously. In adopting the proposed design, integrated grammatical competence conducted in each task. So, grammatical items must be selected in such a way that only the relevant aspects of the required for certain tasks argitaught. This view points the need to teach the relevant items in a particular structural task. Similarly, the item must also be selected vocabulary based on their relevance. then communicative competence should be the foundation of every task that design can promote active communication or English communicative.b. There are three prerequisites that must be met before adopt the proposed design. First, the implementation of Syllabus of Competency-Based Task requires faculty and students to have sufficient knowledge and understanding of the competence-task based language teaching. If they are not familiar with it. The training program primarily for faculty must designed. This program should include, among others, case, the theory underlying current English language teaching, the concept of competency-based task language teaching, assessment and sequencing tasks, teaching engineering, teaching media, materials design, and assessment or evaluation. Second, the department must support programs for implementation The proposed syllabus requires some physical support such as visual aids, audio-visual or multimedia, a comfortable classroom setting, etc. where tasks can performed optimally. The third is the time allotment. Rationing sufficient time should be proportional available.