The first purpose of this study was to investigate the effect of consciousness-raising (C-R) activities and tasks on learning grammatical structures by Iranian guidance school EFL learners (the simple present tense in this case). The second one was to investigate the effect of gender on learning the simple present tense through C-R activities and tasks. The design of the study was experimental and the participants were one hundred and five male and female students selected from two guidance schools in Zahedan city, Iran. A proficiency test was administered to ensure the homogeneity of the two groups at the outset of the experiment. Based on the results of the proficiency test, the participants were divided into two groups, functioning as the experimental and control groups. Then, a pre-test of the simple present tense was given to the participants and its results showed that the participants didn't know the simple present tense before applying the treatment (C-R activities and tasks for experimental group). The classes were held two times per week. During the total span of ten sessions the two groups were taught the simple present tense based on different approaches; the experimental group was taught based on C-R activities and tasks while the control group was instructed using pattern drills and practice. At the end, the same pre-test was used as the post-test. Data analysis through an independent t-test indicated that using C-R activities in grammar teaching is significantly more effective than the traditional approaches (such as Grammar Translation Method and pattern practice). The results also indicated that the male learners outperformed females in learning grammatical structures through C-R tasks. Therefore, it is recommended that other teachers consider C-R activities as useful options in teaching grammar and other language aspects in their classes.