The purpose of this study was to evaluate the design and implementation of reading exercises ofrngrade nine English textbook. The study was conducted at Mankusa General Secondary School.rnDescriptive case study method was used to carry out the study. The main subjects of the studyrnwere grade nine English textbook reading exercises. For case illustration of the study, onernhundred students and three classroom teachers were participated in the study. These studentsrnwere selected through stratified random sampling technique, whereas the teachers were includedrnin the sludy with the intention of observing their reading lessons. To gather valid and reliablerndata, evaluative checklist and classroom observations were used as major data gathering tools.rnOther tools-students ' questionnaire and teachers ' interview- were used to get the data thatrncould not be addressed by major tools. The collected data were analyzed and discussed togetherrnunder themes.rnThe finding of the study revealed that the pre-reading exercises of the units of analyses wererndesigned appropriately. Nevertheless, the practice of pre-reading exercises was hardlyrnimplemented. The majority of the exercises (questiom) in during reading were devoted to askrnwhat students understood ji-om what they read. A few of them were designed (scanning andrnguessing word meanings through context clues) in a way students understood a piece ofrninformation ji-om the passage. Exercises after reading were almost none. Even the strategy ofrnsummarization appeared once in the units of analyses. Again, the study disclosed that teachersrnimplemented exercises against the contemporary orientation of the teaching and learning ofrnsecond language reading.rnFinally, exercises should be redesigned in a way that cultivates students more in strategies/skillsrnthey apply them in tomorrow's readings and teachers should be acquitted with contemporaryrnnature of reading and its teaching were the major recommendations made.