This study was carried out in an attempt to describe thernmethods employed by senior secondary school English ianguagernteachers. making use of classroom observation sheets (time-based),rnand teachers' and students' questionnaires, prepared for thisrnpurpose.rnThe focus of the observation was on how the teachers taughtrnthe grammar and the reading comprehension lessons (almost all ofrnirnthe teachers exclusively focused on these aspects alone).rn,rnThe findings of the study have clearly shown that thernapproach is basically traditional . The overall picture obtainedrnfrom the analyses of the observation sheets and the teachers'rnand students ' response, is that the lessons are dominated byrnteacher talk, grammar explanation and reading aloud. Studentto-rnstudent interaction and appropriate silent reading are missing.rnThe results show that of the total time used for teaching structure,rn15.9% to30% was used by the teachers for meta language explanationrnwhile only 7.5 to18.4% was used for the practice . Regarding thernreading comprehension lessons, 7% to!1.9% was used by the teachers forrnreading aloud and 11.6% to18.4 of the period by students readingrnaloud. There was no attempt to give a purpose for reading thernpassages, and teachers Jnvariably focused on the .text for ' thernpurpose of l earning vocabulary and structure.rnIf the recent introduction of new TEFL methodology coursesrnproves effective teachers that graduate in the future from AAQrn.~~U show changes in the me thod they use.Thus, the main purpose of the description is to providerna base-line study against which future improvements, resultingrnfrom the new and improved teacher training courses beingrnintroduced, can be measured.