Abstract: Based on the theory of ‘Noticing Hypothesis' in second language acquisition, this paper explores the problems in task design in the current English teaching textbooks in secondary schools. It posits that tasks should be designed to develop L2 learners' noticing to the linguistic features of the grammatical items targeted. It also discusses the types, implementation and merits and demerits of effective tasks. The significance lies in the potential contributions to the reform of English teaching materials in China