The main objective of this study was to investigate the extent to which the grammarrnpractice activities/ exercises in grade nine English textbook (Revised edition, 2005) arerndesigned and utilized in such a way that they meet the principles of communicativernlanguage teaching ( or the objectives of teaching English at grade nine). in otherrnwords, the pUipose was to see the extent to which the grammar practice exercises arerncommunicative or interactive. The study was particularly targeted at analyzing andrnevaluating the grammar practice activities/ exercises using the criteria: their relevancernto the objectives of teaching English at grade nine, their suitability to students' interestrnand level, the emphasis given to the aspects of grammar (i.e. form, meaning and use),rncontext, approaches (i.e. deductive or inductive), authenticity, the variety of thernactivities, their adequacy for practice and their grading. In addition, attention wasrngiven to the evaluation of the implementation (methodological procedures or options)rnof grammar practice activities/ exercises in EFL classrooms particularly in threernsecondary schools of Addis Ababa city Administration.rnThe required data for the study were gathered through the analysis of the grammarrnpractice exercises in the textbook, questionnaires (teachers' and students,) andrnclassroom observations. To analyze and interpret the data, the researcher used both thernqualitative and quantitative methods.rnThe findings of this study generally indicate that almost all the teachers present a newrngrammar item deductively in decontextualized separate sentences; the vast majority ofrnthe grammar exercises in the textbook are form-focused, individual activities and do notrnoccur in contexts; communicative and inductive granunar exercises are almost nonexistent.rnIn addition, more than half of the students responded that the exercises arerndifJicult and not interesting to them. Classroom observations also indicated that classrntime was dominated by teacher~fi'onted mode of teaching, while pair and group workrnactivities were rarely used in most of the classes observed. Therefore, the students werernnot given the opportunity to interact among and between them. Due to this, it wasrngenerally concluded that the design and the implementation (or pel/ormance) of therngrammar practice exercises are not in harmony with the insights gained Fom therntheories and practices of the communicative language teaching (CLT). In other words,rnthe grammar exercises are not found to be meaningfiti and communicative activities asrnit was claimed by the textbook writers.rnFinally, it is recommended that the Ministry of Education, textbook writers, teacherrntrainers and teachers should exert a maximum effort for designing communicativerngrammar tasks and for conducting workshops, seminars and otherforms of training onrnthe presentation and practice of a grammar point