English is taught as a compulsory subject at different levels (mostly from class I to BA/BSc level) mainly using grammar translation syllabuses in Pakistan. The teacher plays a dominating role in the classroom and the students are rarely involved in the teaching –learning process. The syllabuses put emphasis on the usage rather than the use of language. The students are given intensive practices in reading and writing. The purpose is, however, not to develop their skills but to prepare them for their exams (Hafeez 1997c). As a result, they learn the grammar rules and acquire limited reading and writing skills but are hardly able to use English for different communicative purposes (Hafeez 1997c, 1998b). This paper, keeping the importance of English and the objectives of teaching this language in the country in view, makes an attempt to explain how the situation can be improved by introducing communicative syllabuses.