In the present research, it will be shown how grammar activities in textbooks still retain the structural method of teaching grammar. The results found by previous scholars' research will be covered, and illustrated by excerpts of textbooks, including comparison of Hong Kong and Malaysian textbooks. Communicative Language Teaching (CLT) materialized in the West in the 1960s, and has extended to the Eastern countries over the last 20 years (Chung, 2005: 33). Since the introduction of CLT, many English textbooks have been published to incorporate communicative activities, authentic material and personalized contexts, however, most of the learning and teaching of grammar in textbooks do not fully reflect CLT principles ("ibid"). The paper is written to show concerns over textbook designing issues and hence provide recommendations in changing the design of the modern English language textbooks. In the end of the paper, this research will suggest methods of designing more communicative grammar activities in English language textbooks for future textbook designers having guidelines in compiling the CLT English language textbooks. Besides, some approaches of communicative teaching with the CLT textbooks will be recommended to the pre- and inservice English language teachers in order to lead them to the current trend of CLT.