This study aims to explore the presentation and treatment of vocabulary and grammar in well-received English textbooks published in foreign countries． The textbooks used for this study are two sets of textbooks for general English published in America and Germany．A corpus was built and a computer program by C Language was written for the analysis of reiteration of vocabulary．Content analysis was used to find out the reiteration of grammar and the characteristics of the presentation of vocabulary and grammar and the design of exercises．The results show that the underlying theories of the textbooks ( Communicative Approach vs．Content and Language Integrated Learning) and the language proficiency of the targeted users lead to the differences． However，in spite of the differences，both textbooks advocate the learning of vocabulary and grammar in authentic communication．Besides，they both take into consideration the affective and cognitive factors of learners in the presentation of vocabulary and grammar and design of exercises and tasks．Finally，both endeavor to raise the awareness and improve the ability of learner autonomy．It is hoped that the study will give insights into the edition of English textbooks in China and treatment of vocabulary and grammar in college English class．