Hicks, R. (PhD)Habte, Messelech2021-10-222023-11-092021-10-222023-11-091991-08http://etd.aau.edu.et/handle/123456789/28279This study was carried out in an attempt to describe the methods employed by senior secondary school English ianguage teachers. making use of classroom observation sheets (time-based), and teachers' and students' questionnaires, prepared for this purpose. The focus of the observation was on how the teachers taught the grammar and the reading comprehension lessons (almost all of i the teachers exclusively focused on these aspects alone). , The findings of the study have clearly shown that the approach is basically traditional . The overall picture obtained from the analyses of the observation sheets and the teachers' and students ' response, is that the lessons are dominated by teacher talk, grammar explanation and reading aloud. Studentto- student interaction and appropriate silent reading are missing. The results show that of the total time used for teaching structure, 15.9% to30% was used by the teachers for meta language explanation while only 7.5\ to18.4% was used for the practice . Regarding the reading comprehension lessons, 7% to!1.9% was used by the teachers for reading aloud and 11.6% to18.4\ of the period by students reading aloud. There was no attempt to give a purpose for reading the passages, and teachers Jnvariably focused on the .text for ' the purpose of l earning vocabulary and structure. If the recent introduction of new TEFL methodology courses proves effective teachers that graduate in the future from AAQ .~~U show changes in the me thod they use.Thus, the main purpose of the description is to provide a base-line study against which future improvements, resulting from the new and improved teacher training courses being introduced, can be measured.enTeflThesis