The action-oriented approach as introduced by the Common European Framework of Reference for Languages (CEFR) has begun to occupy an important place in the curriculum development process in the English language teaching (ELT) field in the EU countries as well as other countries like Turkey. However, how the unit of an ELT textbook should be designed in accordance with the action-oriented approach is a topic that has not been dealt with in the ELT field. This study aims to compensate for this gap by introducing ELT textbook design shaped by the action-oriented approach (social-action-based learning). Since the goal of the action-oriented approach is to train social actors (as specified by the CEFR) rather than just training successful communicators in English, English textbooks prepared in accordance with the action-oriented approach should also be designed to train learners as social actors rather than mere communicators. For this purpose, I argue that the unit of an English textbook should be organized around a unit of social action rather than a unit of theme, grammar, function, notion or even task, which are not considered as the objectives of the unit but just a means at the service of social action.