The purpose of this study was to examine the design and implementation of grammarrntasks and activities in Ethiopian context, specifically at Hossana College of TeacherrnEducation with regard to communicative grammar teaching. It was attempted to analyzernthe activities for various purposes; such as (a) whether they are designed and practicedrnat discourse level, (b) if they are form focused or communicative, (c)whether they arernsuitable for pair and group work, and (d) to identify them whether they are appealing tornlearnersâ€™ interest and needs. The subjects of the study were one hundred trainees selectedrnby using stratified sampling technique. Two trainers who were offering English Grammarrnin use I course at HCTE were also taken as participants of the study. The data was collecrnted through content analysis, observation, and traineesâ€™ questionnaire. Ninety eight questrnionnaires were returned and analyzed. The finding from each tool indicated that tasksrnand activities were designed and implemented at isolated sentence level rather than atrndiscourse. The result also revealed that instruction of grammar lesson has a fewrntransactions (recognizable start and finish, but there was no recycling of the exchanges.rnFurthermore, it depicted that the tasks and activities are not related to traineesâ€™ personalrninformation, experience and do not provide occasions for them to interact withrneach other, and lessons were not supported by visual aids. Therefore, they are notrnappealing to traineesâ€™ interest and desires. Moreover, activities are not suitable forrneither pair or group works. Consequently, teachers should make implementing grammarrntasks or activities more communicative, discourse based and more contextualized.rnThe course teaching material should be modified based on Communicative LanguagernTeaching.