In current English language education, reading-aloud activities are widely used in an array of ways; for instance, automatization of English language rules, internalization of grammar and vocabulary, deepening of comprehension and interpretation of the text, and forming of foundations of communication. In the reading-aloud activities in high school English education, technical aspects of acquiring language features are much more highlighted compared to its use for gaining deeper understandings and interpretations. This is due to the usage of reading-aloud activities in high school English language textbooks. The purpose of this study is to clarify the usage of the reading-aloud in high school English language textbooks by analyzing the instructions of reading-aloud activities. Through the analysis of textbooks with the share top five, majority of the reading-aloud instructions were contained in “Main Courses”, which aimed at exercising English sound features. However, reading-aloud instructions in “Columns” and “Readings” intended to make readers consider the effects of reading-aloud, or to allow the readers practice each feature of the English sound rules empirically. Through utilizing reading-aloud instructions in “Columns” and “Readings” more, reading-aloud activities can be much more communicative with clearer sense of purpose