The main objective of the study was to evaluate the communicative reading tasks of the new grade 9 English textbook whether the tasks are designed in light of current theories of communicative tasks and its alignment with the teacher‟s guide and syllabus. In order to achieve this objective, the textbook, teacher‟s guide and the syllabus were used as sources of data using Nunan‟s (1989) frame, 45 reading tasks were analyzed in terms of goals, inputs, activities, roles and setting. Besides, the tasks were analyzed to check the alignment with the teacher‟s guide and syllabus. The study employed a descriptive case study research design. The data for this study were collected through document analysis. Then, the data were analyzed quantitatively. The findings of the study indicated that all the objectives fulfilled subject and performance where as they have not fulfilled condition, criterion and measurement. There are verbal and non-verbal and also authentic inputs in the communicative reading tasks. However, non-verbal inputs are few in number and there are some inauthentic inputs that hinder natural communications. Most of the activities are purposeful in relation to the objectives but not suitable to pair/group work. Alignment between textbook and syllabus and also teachers‟ guide have been reveled with problems. Therefore, it is recommended that textbook writers should consider the five basic components of communicative tasks namely (goals, inputs, activities, roles and setting) while designing tasks on course materials and they should be aligned the tasks in the textbook with syllabus and teacher‟s guide.